Degree classification: transparent, consistent and fair academic standards

Why is there an increase in upper degrees? 

Key findings show that a wide range of factors could be driving the increase in upper degrees, including additional investment in teaching and learning and heightened student motivation.

However, there is a risk that a continued increase in the number of top degrees may undermine confidence in the value of a degree from a UK university, making the classification system less useful for employers and students. 

Report recommendations

The report recommended that universities should issue a sector-wide statement of intent, leading to actions to protect the value of qualifications over time. This includes commitments such as:

• Reviewing and publishing evidence on their degree outcomes at the institutional level – the skills and knowledge demonstrated by graduates at every grade with external assurance of the data – in a statement. This should enable a university’s governing body to ensure the university is protecting the value of its qualifications.
• Agreeing common criteria, to be used by all universities, to describe the quality of work required for each degree classification.
• Publishing and explaining scoring systems and processes that universities follow to determine a student’s final degree classification in an accessible format, including why any practice differs from accepted norms.

The statement was published in May 2019. 

Technical report

This publication and research was carried out by Dr Ray Bachan, University of Brighton on behalf of the UK Standing Committee for Quality Assessment.

Read: The drivers of degree classifications