How are learning hours evaluated?

Overview — what 'learning hours' means

Learning hours (sometimes called student workload or credit hours) represent the notional time a typical student needs to achieve the stated learning outcomes of a unit or programme. Workload includes scheduled contact (lectures, tutorials, supervised placement), private study, assessment tasks, reading, and practical work. Institutions commonly use one of several national or international models to estimate and record this workload.

Common models used internationally

Two widely used approaches are:

• Carnegie / credit hour model: Originating in the United States, the Carnegie approach equates a credit hour with a defined minimum of instructor-guided contact plus associated student work; it is institutionally interpreted and used for administrative and regulatory purposes. Institutions should document their equivalence and rationale. (See guidance from the Carnegie Foundation and U.S. federal guidance.)
• ECTS / workload-based credits: The European Credit Transfer and Accumulation System links credits to total student workload. Typically, 1 ECTS ≈ 25–30 hours of student work and 60 ECTS represents a full academic year (about 1,500–1,800 hours). ECTS emphasises learning outcomes and transparency of workload estimations.

How ITAA expects institutions to evaluate and present learning hours

For independent theological accreditation, ITAA requires institutions to demonstrate a sound, auditable method for estimating learning hours that aligns with their stated learning outcomes and assessment strategy. Practical expectations include:

• Clear documentation showing how hours are allocated (contact, study, assessment).
• Consistent conversion rules (e.g., hours per credit) applied across programmes.
• Evidence that workload estimates were used in programme design, published in student handbooks and course descriptions, and monitored through student feedback and assessment data.
• Rationale where a national or sectoral credit system differs from common models, with supporting references.

Legal and regulatory note

Institutions remain responsible for complying with all applicable national, state/provincial and local laws relating to operating an educational institution and issuing awards. ITAA accreditation is an independent theological accreditation and does not replace governmental recognition, statutory degree-awarding powers, or local licensing requirements. Institutions must ensure their credit/credit-hour definitions meet any relevant regulatory requirements where they operate.

Practical checklist for institutions

When preparing documentation for internal quality assurance or external review, provide:

1. A published policy describing how learning hours/credits are calculated.
2. Worked examples converting hours to credits for representative modules.
3. Samples of course outlines and student-facing materials that state expected student workload.
4. Records of moderation, student workload survey results, and any adjustments made.