Transparency of Authority: The Most Critical Factor in Avoiding Degree-Related Risks

In higher education, many risks do not stem from the quality of teaching and learning, but from a lack of clarity regarding authority. When learners are not clearly informed about who has the authority to deliver education, who is responsible for assessment, and who holds the power to award degrees, misunderstandings can accumulate and often only become apparent when learners need to use their qualifications or learning outcomes in real-world contexts.

In the context of digital and cross-border higher education, transparency of authority is no longer a technical detail, but a core element in protecting learners.

What Authority Means in Higher Education

Authority in higher education can be understood as the legally and academically defined scope of powers that an entity is permitted to exercise. This authority is not based on unilateral claims, but is established through:
– applicable legal frameworks,
– internal academic regulations,
– and recognised scopes of operation.

Within the higher education cycle, authority is typically divided into three main categories: authority to deliver education, authority to assess learning, and authority to award qualifications.

Who Has the Authority to Deliver Education

The authority to deliver education belongs to systems or institutions responsible for organising teaching, managing programmes, and supporting learning. Entities with educational delivery authority are accountable for:
– programme content,
– teaching methodologies,
– and the learning environment.

However, the authority to deliver education does not automatically imply the authority to recognise learning or award degrees. Confusing these two concepts is a major source of risk for learners.

Who Has the Authority to Assess

Assessment authority relates to measuring the extent to which learners have achieved the stated learning outcomes. While assessment may be conducted by the education provider, it must comply with principles of:
– transparency,
– consistency,
– and verifiability.

In digital higher education models, assessment plays a central role because it generates academic evidence that underpins subsequent recognition decisions.

Who Has the Authority to Award Degrees

The authority to award degrees represents the highest academic and legal power within the higher education cycle. This authority cannot be inferred from teaching or assessment activities; it must be explicitly established in accordance with the regulations of each education system.

Only universities or legally authorised bodies have the right to award degrees, and this authority cannot be substituted or informally “shared”.

Risks When Authority Is Not Transparent

When authority is not clearly defined from the outset, learners may face several risks.

First, the risk of misunderstanding the value of a qualification. Learners may believe that an organisation has degree-awarding authority when, in reality, it only has authority to deliver education.

Second, the risk of academic and legal disputes. When issues arise, determining responsibility becomes complex.

Third, the risk encountered when using qualifications. Receiving institutions may reject recognition if authority is found to be unclear or misrepresented.

These risks often emerge late in the learning journey, after learners have already invested significant time and resources.

How SwissEdu⁺ Approaches Authority Transparency

Within its digital higher education model, SwissEdu⁺ is designed to ensure transparency of authority from the outset. The system clearly defines:
– SwissEdu⁺’s authority to organise education and assess learning outcomes,
– partner universities’ authority to consider recognition and award degrees,
– and the specific responsibilities of each party within clearly defined boundaries.

This transparency is not intended to limit learners’ opportunities, but to protect them from misunderstandings and unrealistic expectations.

Transparency of Authority as Learner Protection

When authority is transparent, learners are protected in several ways:
– they understand the true value of their learning outcomes,
– they have a clear view of the recognition and degree-awarding process,
– and they are able to make informed decisions aligned with their personal goals.

Transparency does not reduce learners’ opportunities; rather, it empowers them to navigate their learning journey more safely and confidently.

Conclusion

Transparency of authority is the key factor in avoiding qualification-related risks in modern higher education. When responsibilities for teaching, assessment, and degree awarding are clearly delineated, the education system becomes more transparent and learners’ rights are better protected.

In this approach, SwissEdu⁺ places authority transparency at the foundation of its digital higher education model, enabling learners to understand correctly, choose appropriately, and avoid unnecessary risks throughout their studies and the subsequent use of their learning outcomes.