Why SwissEdu⁺ Does Not Delegate Teaching Authority – and the Legal Benefits for Learners

In modern higher education, particularly in cross-border education, delegated or franchised teaching models are widely used. Under these models, an institution may allow a third party to deliver teaching, recruit students, or operate academic programmes on its behalf. This approach enables rapid scaling, but at the same time entails significant risks, especially for learners.

For this reason, within the digital higher education model, the decision not to delegate teaching is not a limitation, but a deliberate choice aimed at protecting learners both academically and legally.

Delegated Teaching and Common Risks

Delegated teaching essentially involves transferring part of the academic responsibility to a third party. In practice, this can lead to several risks.

First, risks related to academic authority. The delegated party may lack sufficient competence or authority to handle issues related to assessment, study progression, or academic disputes.

Second, risks to quality consistency. When the same programme is delivered by multiple parties, ensuring consistent academic quality becomes difficult.

Third, legal risks for learners. In the event of a dispute, learners often face difficulties in identifying the party that bears ultimate responsibility: the delegating institution or the delegated provider.

These risks are not always visible, but when they arise, the consequences usually affect learners directly.

Why Not Delegating Teaching Protects Learners

Not delegating teaching helps retain full academic responsibility within a single system. When the entire process of teaching and assessment is delivered directly by one academic platform, several safeguards are strengthened.

First, responsibility is not fragmented. Learners clearly know who is accountable for the programme, assessments, and their academic progress.

Second, academic processes remain unified. There are no multiple “versions” of the same programme delivered by different entities, reducing the risk of inconsistency or misunderstanding.

Third, a clearer legal basis for learners. When issues arise, learners do not have to navigate a complex chain of delegated responsibilities to identify the accountable party.

SwissEdu⁺’s Approach to Delegated Teaching

Within the digital higher education model, SwissEdu⁺ deliberately chooses not to delegate or franchise teaching. All teaching and assessment activities are delivered directly within a single academic system.

This means that:
– learners participate in programmes organised directly by the academic system itself,
– assessments of learning outcomes and competencies are managed in a unified manner,
– and academic responsibility is not transferred to third parties.

SwissEdu⁺ does not operate as a “programme distributor”, but as a central academic platform where learning value is built and governed directly.

Concrete Legal Benefits for Learners

Not delegating teaching provides learners with several clear legal advantages.

First, it reduces the risk of multi-party disputes. Learners are not placed in situations where they must deal with multiple entities when issues arise.

Second, it enhances transparency of rights and obligations. Academic commitments, assessment processes, and responsibilities are clearly defined from the outset.

Third, it helps preserve learning value. By avoiding dependence on delegation agreements that may change, learners’ academic results are managed and stored within a more stable system.

Not Delegating Does Not Mean Closing Collaboration

A common misconception is that not delegating teaching means closing off or limiting collaboration. In reality, this is not the case. Not delegating simply safeguards core academic responsibility, while still allowing collaboration at the level of recognition, academic mapping, and evaluation within clearly defined authority.

In this model, collaboration does not occur through “transferring teaching”, but through recognition and academic alignment, where each party’s role and authority are clearly defined.

Conclusion

The decision not to delegate teaching is a strategic choice within the digital higher education model, designed to protect learners from unnecessary legal and academic risks. When responsibility for teaching and assessment is retained within an independent system, learners’ rights and interests are safeguarded more clearly and transparently.

Within this approach, SwissEdu⁺ is designed to assume direct academic responsibility, while clearly separating teaching and assessment from recognition and degree awarding, which remain within the proper authority of partner universities. This structure enables learners to have greater confidence in the value of their learning and the protection of their rights throughout their academic journey.