Methodology & Framework
The EQSC Nine Dimension Framework, is the published basis for Accreditation and Certification. Its nine dimensions are called Quality Domains. Each contains five Domain Expectations, giving 45 core expectations. Engineering and Management Discipline Modules add six expectations each where applicable.
The framework follows the education an institution promises to deliver: its purpose and governance, curriculum, evidence of learning, people, student support, industry engagement, scholarship, learning environment and continuing quality review.
Code | Quality Domain | What we Examine |
|---|---|---|
D1 | Purpose and Stewardship | Purpose, governance, resources and integrity |
D2 | Curriculum Architecture | Graduate capabilities and a coherent, current curriculum |
D3 | Learning and Evidence of Learning | Teaching, assessment and demonstrated student learning |
D4 | Academic People | Staffing, qualifications, recruitment and development |
D5 | Student Journey | Admission, support, wellbeing, progression and student voice |
D6 | Industry Bridge | Employer engagement, workplace learning and graduate outcomes |
D7 | Knowledge and Contribution | Scholarship, innovation, integrity and societal contribution |
D8 | Learning Environment | Physical and digital facilities, safety and access |
D9 | Quality Culture | Reliable data, internal review, improvement and public transparency |
How the framework is applied
A Domain Expectation states what must be true. Evidence Markers give examples of records and practice reviewers can use to test it. They are not a mandatory document checklist; equivalent evidence may establish the same expectation.
A programme is reviewed against all nine domains, with relevant governance and scholarship arrangements considered at the department or school level. Department, school and college reviews examine all nine domains at the agreed scope and sample their programmes. The sample must include the relevant discipline modules and cannot support claims about an excluded programme or campus.
EQSC Certification examines one or two selected domains and always includes D1 and D9. It does not apply the full discipline modules and cannot be described as full accreditation.
Graduate Capabilities are the knowledge, skills and professional behaviours a graduate should demonstrate. A Capability Map shows how courses introduce, develop and demonstrate them. The Learning Evidence Loop measures capabilities in student work, reviews the findings, changes teaching or assessment and measures again.
Evidence normally covers the most recent three academic years, or the period since launch where shorter. Reviewers assess practice as well as records and apply requirements in proportion to the scope's purpose. A teaching focused institution is not required to produce the same research volume as a research university.
Evidence prepared for another regulator or accreditor may be reused. It is evaluated afresh against EQSC expectations. Meeting an applicable regulator's requirement is a minimum condition and may not, by itself, justify an Assured grade.
Evidence Grading
Every expectation receives a grade. A domain takes the most serious grade among its expectations. Strength in another domain does not cancel a Gap or Critical Gap. The system uses criterion based judgements, not a weighted total, rank or percentage score.
The Evidence Portfolio maps Engineering or Management Module expectations to D2 and D3. Their grades are reported alongside the relevant domain findings.
Evidence Grade | Description |
|---|---|
Exemplary | The expectation is exceeded through sustained, evidenced practice worth sharing. |
Assured | The expectation is met and supported through at least two sources within the 4D Evidence Method. |
Watchpoint | The expectation is met now, but a documented risk could undermine it. |
Gap | The expectation is met only in part and requires a time bound corrective action. |
Critical Gap | The expectation is not met. |
Engineering Discipline Module
Six expectations for engineering and engineering technology programmes, added to the nine domains. They test whether graduates can actually design, build and work safely and ethically as engineers.
E1 / Engineering foundations - Mathematics, natural sciences and engineering fundamentals are taught to the depth the discipline needs and are applied in later courses. (Evidence markers: Curriculum share of foundation courses; examples of later courses that build on them; foundation results.)
E2 / Substantial practical work - Every student completes laboratory, workshop and field work throughout the programme, using current tools and instruments, after safety training.
(Evidence markers: Laboratory hours per student; experiment lists; samples of laboratory reports; safety training records.)
E3 / Design-and-build experience - Every student completes at least one significant design-and-build project, normally in a team, that addresses real constraints such as cost, safety, standards and environmental impact. (Evidence markers: Project briefs; samples of final projects with assessment; evidence of constraints addressed; external or industry review of projects.)
E4 / Professional practice and ethics - Students learn engineering ethics, codes and standards, safety, sustainability and the social impact of engineering, and are assessed on them. (Evidence markers: Courses or modules covering these; assessed tasks; samples of student work.)
E5 / Computing and digital engineering - Students use programming, modelling, simulation and data analysis appropriate to the discipline. (Evidence markers: Software and tools in the curriculum; assessed computational tasks; laboratory or licence records.)
E6 / Industry exposure - Every student completes industrial training or an engineering internship and is taught in part by practising engineers. (Evidence markers: Training records for all students; supervisor feedback; list of practitioner sessions.)
Institutions may map their Graduate Capabilities to International Engineering Alliance graduate attributes for their own evidence management. The mapping is optional and creates no EQSC affiliation with, or recognition by, that body.
Management Discipline Module
Six expectations for management programmes such as BBA, MBA, PGP and PGDM, added to the nine domains. They test whether graduates can analyse, decide, lead and act responsibly in real organisations.
M1 / Management foundations - The core business disciplines (accounting and finance, marketing, operations, people management, economics and strategy) are covered to the depth the programme level needs. (Evidence markers: Curriculum coverage map; course outlines; results in core courses.)
M2 / Responsible management - Ethics, governance, sustainability and social responsibility run through the curriculum and are assessed, not confined to one course.
(Evidence markers: Capability Map entries; assessed tasks on ethical and sustainability questions; samples of student work.)
M3 / Case-based and experiential learning - Students learn through cases, including Indian and international organisations, plus simulations, live projects and consulting assignments. (Evidence markers: Share of courses using cases or simulations; list of live projects with organisations; samples of assessed project work.)
M4 / Data and analytical decision making - Students use data, quantitative methods and digital tools to analyse business problems and justify decisions. (Evidence markers: Courses and tools used; assessed analytical tasks; samples of student work.)
M5 / Leadership, communication and teamwork - Students develop and are assessed on leadership, team working, negotiation and professional communication.(Evidence markers: Assessed team and presentation tasks; peer-assessment records; development activities.)
M6 / Industry immersion - Every student completes an assessed internship of meaningful length and is taught in part by practising managers. (Evidence markers: Internship records for all students with duration and assessment; organisation feedback; list of practitioner sessions.)