Exceptional circumstances and degree accreditation
As a result of the ongoing COVID-19 outbreak, universities may need to make adjustments at short notice to their accredited degree programmes due to the exceptional and unpredictable circumstances. Universities may be considering the effect of these adjustments on their accreditation and if their degree programmes will still meet the standards. We have developed some guidance to help with this and hopefully answer any questions.
View our video below for the latest guidance on degree accreditation during Covid restrictions.
→ Guidance on maintaining accreditation and FAQ’s
→ Previous guidance on running practical sessions in the academic year 2020-2021
If you have any queries about this please contact accreditation@rsc.org.
The Royal Society of Chemistry is an international organisation with a heritage strengthened over two centuries. Our accreditation is prestigious – supporting and promoting the high standards that drive innovation and discovery in the chemical sciences.
Our accreditation will attract the best students to your course, secure the best employment opportunities for your students, and help your institution compete on the global stage.
Getting accredited is just the start of an ongoing and supportive relationship. Our peer assessors will provide you with recommendations to help you continuously develop.
Degree accreditation
We accredit degree programmes in the chemical sciences at Bachelor's and Master's levels at universities worldwide.
Search for accredited degree programmes or read on to learn more about the advantages of accreditation.
What is degree accreditation?
Accreditation is official recognition that a course or degree programme meets a specific professional standard. The advantages of achieving professional accreditation are recognised around the world. Accredited programmes are a sign that requirements of the chemical sciences profession, employers and students are being met through your course. Accreditation also helps an institution stand out and compete for the best candidates.
Our accreditation is a peer review process founded on the judgement of professional chemists. It applies to individual degree programmes and not to a department or university overall. It provides a structured mechanism to assess, evaluate, and enhance the quality of degree programmes and demonstrates a commitment to continuous improvement. Our accreditation focuses on learning outcomes which allows for diversity and modernisation in teaching methods.
What do our accredited universities say?
Many national and international chemistry communities now consider us as one of the best chemistry departments in Indonesia with international standard of teaching and learning. With RSC accreditation, the students have been easier than ever to find international counterparts to have exchange programs for both short and long terms. With the current curriculum structure, we are so confident to conduct chemistry education to produce graduates that meet with our valued stakeholders’ expectations.
Find out what the other universities we have already accredited have to say about us.
Benefits of accreditation
Student & staff mobility Accreditation helps to attract overseas students and offers assurances to employers and students in a competitive global job market.
Peer recognition Your institution's high standards, global practice, intellectual challenge and effective training of students will be recognised by peers through accreditation.
Positive publicity High performing institutions' accredited courses are globally comparable. The mechanisms for transparency and quality assurance ensure standards are maintained worldwide.
Curriculum development Accreditation opens up access to an international network of chemistry consultants. It supports degree development worldwide by leading academics and industrialists.
Engagement with industry Accreditation is valued by industry as a way of identifying suitable qualified graduates and improves access to workplace opportunities.
Professional qualifications Your graduates will have straightforward access to professional development programmes leading to chartered status. Graduates with an accredited Bachelor's degree partially fulfil the requirements for the award of Chartered Chemist (CChem). Graduates with a Royal Society of Chemistry accredited Master's degree fully satisfy the academic requirement for CChem.
Student & staff mobility Accreditation helps to attract overseas students and offers assurances to employers and students in a competitive global job market.
Peer recognition Your institution's high standards, global practice, intellectual challenge and effective training of students will be recognised by peers through accreditation.
Positive publicity High performing institutions' accredited courses are globally comparable. The mechanisms for transparency and quality assurance ensure standards are maintained worldwide.
Curriculum development Accreditation opens up access to an international network of chemistry consultants. It supports degree development worldwide by leading academics and industrialists.
Engagement with industry Accreditation is valued by industry as a way of identifying suitable qualified graduates and improves access to workplace opportunities.
Professional qualifications Your graduates will have straightforward access to professional development programmes leading to chartered status. Graduates with an accredited Bachelor's degree partially fulfil the requirements for the award of Chartered Chemist (CChem). Graduates with a Royal Society of Chemistry accredited Master's degree fully satisfy the academic requirements for CChem.
Plus
- Annual progress reviews (via teleconference)
- RSC staff support helpline
- One year free membership offer to faculty members (up to 20 staff)
- Standard discounted membership for undergraduates
- A series of webinars relating to publishing and careers
- Opportunities for international student research bursaries
Key requirements for accreditation
Breadth of knowledge
- Evidence of study of the main branches of the chemistry is provided and developed at appropriate times during the course.
- Programme outcomes should include a breadth of understanding of chemistry with the ability to solve problems at the threshold level of competence.
Depth of knowledge
- Programmes should build on knowledge base to allow student to appreciate developments, in some areas, at the forefront of the discipline.
Practical skills
- Students must develop a range of practical skills.
Project work
- Programmes must incorporate some independent investigative methodology.
External placements
- External placements must be subject to assessment against explicit and demanding criteria with universities retaining control and supervision of its students.
Professional skills
- Programmes must develop a broad range of transferable key skills.
Assessment
- Assessment should be varied, appropriate and rigorous, and require students to apply their knowledge and solve problems.
Programme title
- The title of a programme should be indicative of content and address the assumptions an employer will make on the graduates' abilities based on the title.
Quality assurance
- Universities must have robust quality assurance mechanisms in place for all aspects of its programmes.
- Resources devoted to a programme should provide students with a suitably supportive environment so enabling them to be successful in achieving the stated learning outcomes.
Learning environment
- The learning environment should provide staff and students with suitable academic development and wellbeing support mechanisms to meet the stated learning outcomes.
Breadth of knowledge
- Breadth of understanding of chemistry through prior learning must be assured through admissions processes.
Depth of knowledge
- Programmes should build on knowledge base to allow student to appreciate developments, in some areas, at the forefront of the discipline.
Practical skills
- Students must develop a range of practical skills.
Project work
- Programmes must provide research training to enable students to complete a substantial project, the outcome of which is potentially publishable.
External placements
- External placements must be subject to assessment against explicit and demanding criteria with universities retaining control and supervision of its students.
Professional skills
- Programmes must develop the professional skills for those intending to practice chemical science as a profession.
Assessment
- Assessment should be varied, appropriate and rigorous, and require students to apply their knowledge and solve problems.
Programme title
- The title of a programme should be indicative of content and address the assumptions an employer will make on the graduates' abilities based on the title.
Quality assurance
- Universities must have robust quality assurance mechanisms in place for all aspects of its programmes.
- Resources devoted to a programme should provide students with a suitably supportive environment so enabling them to be successful in achieving the stated learning outcomes.
Learning environment
- The learning environment should provide staff and students with suitable academic development and wellbeing support mechanisms to meet the stated learning outcomes.
Breadth of knowledge
- Evidence of study of the main branches of the chemistry is provided and developed at appropriate times during the course.
- Programme outcomes should include a breadth of understanding of chemistry with the ability to solve problems at the threshold level of competence.
Depth of knowledge
- Programmes should build on knowledge base to allow student to appreciate developments, in some areas, at the forefront of the discipline.
Practical skills
- Students must develop a range of practical skills.
Project work
- Programmes must provide research training to enable students to complete a substantial project, the outcome of which is potentially publishable.
External placements
- External placements must be subject to assessment against explicit and demanding criteria with universities retaining control and supervision of its students.
Professional skills
- Programmes must develop a broad range of transferable key skills.
- Programmes must develop the professional skills for those intending to practice chemical science as a profession.
Assessment
- Assessment should be varied, appropriate and rigorous, and require students to apply their knowledge and solve problems.
Programme title
- The title of a programme should be indicative of content and address the assumptions an employer will make on the graduates' abilities based on the title.
Quality assurance
- Universities must have robust quality assurance mechanisms in place for all aspects of its programmes.
- Resources devoted to a programme should provide students with a suitably supportive environment so enabling them to be successful in achieving the stated learning outcomes.
Learning environment
- The learning environment should provide staff and students with suitable academic development and wellbeing support mechanisms to meet the stated learning outcomes.
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