Subject benchmark statements set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject.
Working closely with the sector, QAA has published subject benchmark statements for a range of disciplines to set out clearly the academic characteristics and standards of UK programmes. Some benchmark statements combine or make reference to professional standards required by external professional or regulatory bodies in the discipline.
Subject benchmark statements do not represent a national curriculum in a subject area rather they allow for flexibility and innovation in programme design, within an overall conceptual framework established by an academic subject community.
They are intended to assist those involved in programme design, delivery and review. They may also be of interest to prospective students and employers, seeking information about the nature and standards of awards in a subject area.
Honours degree subject benchmark statements
Master's level subject benchmark statements
NHS/Department of Health subject benchmark statements
Scottish subject benchmark statements
Review of subject benchmark statements
QAA has made a commitment to the sector to initiate a review of existing subject benchmark statements no later than five years since they were originally published.
Revised statements currently out for consultation can be accessed on the Statements under consultation page.
Development of new subject benchmark statements
New subject benchmark statements are developed through the Recognition scheme for subject benchmark statements (the Scheme) which seeks to ensure that criteria relating to subject sufficiency and distinction are met. The Scheme also ensures that the process of developing a new subject benchmark statement is representative of the views of the subject community.
When QAA receives an expression of interest to develop a new subject benchmark statement, the proposal is evaluated against the Scheme criteria in consultation with the Steering Group for Benchmarking.
The Steering group is an independent group of senior membersof the academic community which advises QAA at a strategic level in its activities relating to benchmarking.
Newly published statements can be found in the Honours degree statements index. The following are areas in which a new statement is currently under development or in which a proposal to develop a new benchmark statement is being considered:
- Applied psychology
- Computing (master's)
- Development studies
- Youth and community work
- Financial services
- Counselling
- Finance/Accounting (master's)
Foundation Degree qualification benchmark
QAA has worked closely with the sector to produce a qualification benchmark for Foundation Degrees, which is not specific to any particular discipline but sets out a generic framework for Foundation Degrees that serves as a reference point for use in programme design, delivery and review.
HTML version | PDF version (102KB)
Securing and maintaining academic standards: benchmarking M level programmes
A summary of discussions from an event held in February 2006 to explore the possibility of developing further benchmarks for academic programmes at M level is available:
HTML version | PDF version (34KB)
QAA is taking forward these discussions with the assistance of a development group convened with the support of the benchmarking steering group. An early draft of a generic reference point for master's awards will be ready for consultation later in 2007. QAA will remain responsive to requests for M level subject benchmark statements in particular disciplines where the case for a new subject benchmark statement is clear and substantiated.
Other links
Student employability profiles
The Higher Education Academy (HEA) and Subject Centres have compiled 'Student Employability Profiles’ in collaboration with the Council for Industry and Higher Education (CIHE). Each profile identifies skills that can be developed through the study of a particular discipline, based on subject benchmark statements. These skills have been mapped against input from CIHE Employer membership regarding the employability skills, competencies and attributes that they value in recruitment.
Further information is available on the Higher Education Academy website: www.heacademy.ac.uk/profiles.htm
Tuning educational structures in Europe (the 'Tuning' project)
The ‘Tuning’ initiative is sponsored by the European Commission. Like UK benchmarking, it seeks to identify generic and subject-specific competences for 1st cycle degrees. Phase 1 covered 9 discipline areas; Phase 2 a further 15. These reference points, which address workload as well as learning outcomes, are intended to provide support for one of the action lines of the Bologna Process.
Further information is available at http://tuning.unideusto.org/tuningeu/
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