Comparative Analysis of Credit Systems in the United States, United Kingdom, and Europe: Implications for Academic Mobility and Recognition

Stanley A. V. Paul (Sr.); Stanley A. V Paul (Jr.)

doi:10.55544/ijrah.4.3.22

Comparative Analysis of Credit Systems in the United States, United Kingdom, and Europe: Implications for Academic Mobility and Recognition

Authors

Dr. Stanley A. V. Paul (Sr.) Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA
Stanley A. V. Paul (Jr.) Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA

DOI:

https://doi.org/10.55544/ijrah.4.3.22

Keywords:

Academic Mobility, Academic Credit

Abstract

This paper presents an in-depth comparative analysis of the credit systems for degree and non-degree programs in the United States (US), United Kingdom (UK), and Europe. It explores the definitions, structures, and functions of these systems, highlighting their differences and implications for academic mobility and recognition. The study concludes with an evaluation of which system is superior and provides recommendations for enhancing global compatibility and effectiveness.

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References

Bologna Working Group. (2005). “A Framework for Qualifications of the European Higher Education Area.” Bologna Process.

Carnegie Foundation. (2015). “The Carnegie Unit and the Credit Hour.”

European Commission. (2015). “ECTS Users’ Guide.”

Quality Assurance Agency for Higher Education. (2020). “Credit Framework for Higher Education in England, Wales, and Northern Ireland.”

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Published

2024-05-15

How to Cite

Paul (Sr.), S. A. V., & Paul (Jr.), S. A. V. (2024). Comparative Analysis of Credit Systems in the United States, United Kingdom, and Europe: Implications for Academic Mobility and Recognition. Integrated Journal for Research in Arts and Humanities, 4(3), 124–125. https://doi.org/10.55544/ijrah.4.3.22