Common Risks of Studying Through Intermediaries – and How SwissEdu⁺ Avoids Them

In cross-border higher education, intermediaries involved in recruitment or programme delivery are relatively common. They may support communication, student advising, and the organisation of learning to a certain extent. However, when the role of intermediaries goes beyond support functions and encroaches on core academic matters, risks for learners begin to emerge.

These risks are not always visible at the outset, but often surface at the most critical stage: when learners need recognition of their learning outcomes or must use their qualifications in practice.

Legal risks when studying through intermediaries

Legal risk is the first and often least visible category of risk. In intermediary-based models, learners may not be clearly informed about:
– who the learning contract is signed with,
– which party bears primary legal responsibility,
– and the actual scope of authority held by the intermediary.

When disputes arise, learners may find themselves uncertain about which party is obliged to resolve the issue. Some intermediaries operate purely on a commercial basis and lack the academic or legal authority to address emerging problems, leaving learners exposed.

Risks related to academic recognition

Academic recognition is the ultimate objective for many learners. However, when studying through intermediaries, recognition-related risks often stem from misalignment between programme delivery and recognition authority.

Common risks include:
– misunderstanding the degree-awarding role of intermediaries,
– programmes being delivered differently from the authorised description of the awarding institution,
– or a lack of clear academic evidence to support recognition.

These risks are often only discovered when learners submit recognition applications, at which point adjustment or remediation becomes extremely difficult.

Risks arising from partner changes or termination

In intermediary-based models, relationships between intermediaries and authorised institutions are typically governed by time-limited contracts. When such contracts change or are terminated, learners may be directly affected.

Common risks include:
– programme disruption,
– mid-programme changes in awarding partners,
– or learning outcomes no longer being recognised as originally intended.

In many cases, learners have little control over these changes, despite being the party most affected.

Why these risks are often difficult to detect

One notable aspect of intermediary-related risks is that they do not always appear at the beginning. During recruitment and enrolment, information is often presented in broad terms, while details about authority and responsibility only become clear when problems arise.

In addition, learners tend to focus on programme content and fees, and may lack the conditions or experience required to assess the legal and academic structures underlying the delivery model.

How SwissEdu⁺ designs its model to avoid intermediary risks

Within the digital higher education model, SwissEdu⁺ is designed to eliminate intermediary roles in academic delivery and assessment. Learners participate directly in the academic system, where the entire learning and assessment process is managed in a unified manner.

SwissEdu⁺ does not delegate academic responsibility to third parties, nor does it operate as a “programme distributor”. This approach helps to:
– clearly identify the academically responsible entity,
– preserve programme continuity,
– and reduce dependence on external commercial arrangements.

Reducing recognition risk through academic mapping

Rather than relying on a single intermediary relationship, SwissEdu⁺ focuses on creating learning outcomes that can be mapped and independently verified. These outcomes are structured to support recognition decisions made by partner universities within their proper authority.

This approach reduces recognition risk by ensuring that learning value is not “locked into” a single partnership, but can be considered across appropriate contexts.

Protecting learners from changes beyond their control

When the education model does not rely on intermediaries, external changes such as partnership termination or restructuring have less direct impact on learners. Learning value is preserved within a stable academic system, helping learners avoid the risk of “losing everything” when circumstances change.

This is a critical factor in protecting learners’ long-term interests, particularly in programmes that span several years.

Conclusion

Studying through intermediaries may offer initial convenience, but it also carries significant legal and academic risks for learners. These risks are often unclear at the outset, yet can have serious consequences when learners need recognition or must use their learning outcomes.

Within the digital higher education model, SwissEdu⁺ is designed to avoid intermediary-related risks by retaining full responsibility for academic delivery and assessment within an independent, transparent system. This structure provides stronger learner protection and establishes a secure foundation for long-term learning value.