An Analytical Framework of Global Credit Requirements for Software Engineering Degrees

I. Deconstructing the Unit of Academic Currency: The Credit Hour and Its Global Counterparts

Understanding the credit requirements for a degree in software engineering first necessitates a foundational analysis of what an academic “credit” represents.

Far from a simple metric of classroom attendance, the credit is a regulated unit of currency quantifying student workload and verifying the achievement of specific learning outcomes.

Its definition and application vary significantly across international higher education systems, a critical factor for any prospective student navigating global academic pathways.

1.1 The American Credit Hour: A Federally Regulated Standard

In the United States, the “credit hour” is the principal measure of academic work.

Its definition is not merely a matter of institutional tradition but is standardized by federal regulation, primarily because it forms the basis for awarding federal student financial aid.¹

The U.S. Department of Education defines a credit hour as an amount of work, represented by intended learning outcomes and verified by student achievement, that an institution establishes as a reasonable approximation of a specific workload.²

This “reasonable approximation” is most commonly articulated through the Carnegie Unit formula.

For one semester credit hour, this standard stipulates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks.¹

Many universities define this instructional “hour” as a 50-minute period to facilitate transitions between classes.¹

This formula translates into a substantial time commitment.

A single semester credit requires a minimum of 750 minutes of direct instruction (50 minutes/week × 15 weeks) and 1,800 minutes of out-of-class work (120 minutes/week × 15 weeks), totaling 2,550 minutes or 42.5 hours of student effort.⁴

Consequently, a standard three-credit software engineering course represents approximately 127.5 hours of total academic engagement over a semester.

Some institutions simplify this to a minimum of 45 hours of total student engagement per credit, encompassing all activities from lectures to exam preparation.⁹

The regulatory imperative behind this definition cannot be overstated.

Accrediting agencies are required to assess whether institutions adhere to this standard for programs eligible for Title IV federal financial aid.²

An institution that awards three credits for a course that only involves three hours of class time per week with no expectation of outside work would, for federal purposes, be granting only one credit.²

This financial and regulatory linkage enforces a baseline of academic rigor across diverse institutions.

The federal definition also provides flexibility to accommodate the varied learning activities inherent in a software engineering curriculum.

It allows for an “equivalent amount of work” for activities such as laboratory work, internships, practica, studio projects, and asynchronous online courses.¹

In these cases, the institution must ensure that faculty guidance and documented student work align with the workload expectations of a traditional lecture-based course.²

1.2 European Credit Transfer and Accumulation System (ECTS): A Workload-Based Framework

The European Credit Transfer and Accumulation System (ECTS) operates on a different philosophical basis.

It is a learner-centric framework designed to promote transparency, comparability, and student mobility across the 49 countries of the European Higher Education Area (EHEA).¹¹

The fundamental unit of measure is not instructional time but the total estimated student workload.

Under the ECTS convention, a full-time academic year corresponds to 60 ECTS credits.¹¹

This annual workload is defined as being equivalent to between 1,500 and 1,800 hours of study.¹²

By this calculation, a single ECTS credit represents 25 to 30 hours of notional student work, a figure that includes all learning activities: lectures, seminars, independent study, project work, and examinations.¹¹

This system provides a standardized architecture for degree programs.

A first-cycle (Bachelor’s) degree typically consists of 180 or 240 ECTS credits, while a second-cycle (Master’s) degree is composed of 60, 90, or 120 ECTS credits.¹¹

This structure allows for the clear and direct comparison of program volume and workload, regardless of the country or institution.

1.3 The UK’s Credit Accumulation and Transfer Scheme (CATS): A National Standard

The United Kingdom (specifically England, Wales, and Northern Ireland) employs the Credit Accumulation and Transfer Scheme (CATS).

This system is built on a straightforward and transparent calculation of workload: one CATS credit is equivalent to 10 notional hours of learning.¹⁶

A full-time undergraduate academic year is standardized at 120 CATS credits, which corresponds to 1,200 hours of total student work.¹⁶

A full calendar year of study, typically at the postgraduate level, is 180 CATS credits.¹⁸

A Bachelor’s degree with honours, the standard undergraduate qualification, requires the completion of 360 CATS credits.¹⁸

The relationship between CATS and ECTS is officially defined and simple, stemming directly from their respective annual workload standards.

As a UK academic year is 120 CATS credits and a European academic year is 60 ECTS credits, the conversion rate is a direct 2:1 ratio: 2 CATS credits are equivalent to 1 ECTS credit.¹³

1.4 Credit Systems in Australia and New Zealand: Institutional Variation

The credit systems in Australia and New Zealand present a contrast in national standardization.

• Australia: The Australian system is notably decentralized, lacking a single, unified national credit standard.²² Each university defines its own “credit points” and the structure of its degrees. A full-time semester load might comprise 45 to 60 credit points, but an individual course (or “unit”) can vary in value from 10 to 60 points depending on the institution.²² For example, a Bachelor of Software Engineering at the University of Canberra requires 72 credit points for the entire degree ²³, whereas the same degree (with Honours) at Deakin University is structured around 32 credit points.²⁴ This institutional variance means that comparing Australian degrees based on credit points alone is meaningless without a detailed examination of the full course structure and the university’s specific definition of a full-time study load.
• New Zealand: In contrast, the New Zealand system is highly standardized and aligns closely with the UK model. One academic “point” or “credit” directly corresponds to 10 hours of notional student work.²⁵ A full-time academic year comprises 120 points, and a standard three-year Bachelor’s degree requires 360 points.²⁵ This clear definition makes the New Zealand system directly comparable to the UK’s CATS in terms of workload and structure.

The foundational definitions of these credit systems reveal a significant philosophical divergence in what they measure.

The US system is rooted in an “input-based” model, starting with the fixed unit of “one hour of classroom or direct faculty instruction” and then appending outside work as a multiple of that core interaction.¹

In contrast, the ECTS and CATS systems are “workload-based.” They begin with the total expected learning time for an entire academic year and divide that figure to determine the value of a single credit.¹³

While the total hours may end up being similar, the conceptual starting point is different.

The US model implicitly places a premium on direct faculty contact as the kernel of the credit, whereas the European models take a more holistic view, treating all learning activities as co-equal contributors to the total workload.

Furthermore, while official conversion rates between systems exist (e.g., 2 ECTS credits = 1 US credit), these are macro-level approximations based on annual workloads.²¹

At the micro-level of transferring individual courses, institutional policy reigns.

A UK module of 10 CATS credits, which strictly converts to 2.5 US credits (10 CATS = 5 ECTS = 2.5 US), may be rounded up to 3 US credits by an American university to align with its native 3-credit course structure.¹⁸

This practical adjustment highlights that students cannot rely on simple arithmetic for transfer planning; they must consult the specific articulation agreements and transfer credit policies of their target institution.

Table 1: International Credit System Conversion and Workload Equivalency

Credit System

US Semester Credit Hour

ECTS Credit (Europe)

UK CATS Point

New Zealand Point

II. The Baccalaureate Standard: Credit Requirements for a Bachelor’s Degree in Software Engineering

The total number of credits required to earn a bachelor’s degree in software engineering varies significantly around the world, reflecting deep-seated differences in educational philosophy, structure, and the role of pre-university qualifications.

2.1 The North American Model (U.S. & Canada): The Comprehensive 120+ Credit Degree

In the United States and Canada, the bachelor’s degree is a comprehensive, four-year endeavor.

• United States: A Bachelor of Science (B.S.) in Software Engineering or a related field almost universally requires a minimum of 120 credit hours for graduation.²⁹ Some programs, particularly those with extensive lab components or specific accreditation requirements, may demand slightly more, such as 124 or 126 credits.³¹ This structure is designed to be completed in four years, with a typical full-time student enrolling in 15 credits per semester.
• Canada: The Canadian model is broadly similar. A four-year Bachelor of Engineering (B.Eng.) degree, which is accredited by the Canadian Engineering Accreditation Board, typically requires 120 credits.³⁴ However, institutional variations exist. The University of New Brunswick, for instance, requires
  160 credit hours for its BSc in Software Engineering, a figure that may reflect a different method of credit calculation or the integration of mandatory co-operative work terms into the curriculum.³⁶ It is also important to distinguish between the credits for a major and the credits for the entire degree. At McGill University, the Software Engineering major comprises 63 credits, which fits within the framework of a larger university degree that includes other requirements.³⁷

The defining characteristic of the North American model is its emphasis on curricular breadth.

A substantial portion of the total credits, often between 25% and 40%, is allocated to General Education or University Curriculum requirements.

These courses span the humanities, social sciences, arts, and communication, ensuring graduates possess a broad intellectual foundation beyond their technical specialization.²⁹

2.2 The UK and European Model: The Specialized 3-Year Degree

In contrast to the North American approach, the standard undergraduate degree in the United Kingdom and across most of Europe is a shorter, more specialized program.

• United Kingdom: A Bachelor of Engineering (B.Eng.) with Honours is a three-year program requiring 360 CATS credits (120 credits per year).¹⁸ The curriculum is highly focused on the engineering discipline from the very first year. General education is assumed to have been covered during secondary education through qualifications like A-levels.³⁸ Consequently, university entry requirements are highly specific, demanding top grades in prerequisite subjects such as Mathematics and often Computer Science or Physics.³⁸
• Europe (ECTS): Following the Bologna Process, a first-cycle (Bachelor’s) degree across the EHEA is typically 180 ECTS credits (60 credits per year), completed over three years.¹¹ Much like the UK model, this degree is specialized, with the vast majority of the 180 credits dedicated to the student’s chosen field of study.

2.3 The Australia and New Zealand Model: A Hybrid Approach

Australia and New Zealand present a hybrid model, with New Zealand’s system closely mirroring the UK’s and Australia’s exhibiting significant institutional autonomy.

• Australia: Bachelor’s degrees are typically three or four years in duration. As noted previously, the total credit points required for a degree vary widely. A Bachelor of Software Engineering might be defined as 72 credit points at one university ²³ and
  32 credit points at another ²⁴, while a Bachelor of Computing with a Software Engineering major at a third institution might be part of a larger 400-credit degree framework where a full-time year is 200 credits.⁴¹ This requires prospective students to look past the credit number and analyze the number of years and courses required for a full-time program.
• New Zealand: The system aligns with the UK and European structure. A standard Bachelor’s degree comprises 360 points and is completed in three years of full-time study (120 points per year).²⁵ An Honours degree is commonly a fourth year of study, bringing the total to 480 points and including a significant research component, as seen in programs like the Bachelor of Engineering (Honours) at AUT.⁴²

A critical takeaway from this comparison is that the total credit count of a degree is a poor proxy for the depth of specialized knowledge it provides.

A 120-credit US degree and a 180-ECTS European degree, while both representing a complete undergraduate qualification, are not equivalent in their software engineering content.

The US degree dedicates a large portion of its credits (up to 50 credits in some cases) to general education, leaving approximately 70-80 credits for the major and its direct prerequisites.³²

The European degree, in contrast, dedicates nearly all 180 ECTS to the major field.

This disparity means that a graduate from a typical European program has a more concentrated and deeper education in software engineering, whereas a US graduate possesses a broader, more interdisciplinary academic profile.

This structural difference is a direct result of the varying roles of pre-university education.

The specialized nature of qualifications like the UK’s A-levels allows universities to build curricula that dispense with introductory general education.³⁸

The more generalist US high school diploma necessitates that universities provide this breadth at the tertiary level.³²

III. Vertical Analysis: Credit Structures Across the Academic Ladder

The credit requirements and curricular focus of a software engineering education evolve significantly as a student progresses from an associate’s to a master’s degree, reflecting a deliberate pedagogical shift from foundational breadth to specialized depth.

3.1 The Associate’s Degree Foundation (U.S. Model): 60-70 Credits

The associate’s degree, typically an Associate of Science (A.S.) in Software Development or a similar field, serves as a two-year entry point into higher education or the workforce.

These programs generally require the completion of 60 to 70 credits.⁴³

The curriculum of an associate’s degree is characterized by a balanced split between general education and professional coursework.

Approximately half of the credits (around 30 credits) are allocated to general education requirements, including courses in composition, mathematics, natural sciences, and humanities.⁴³

The remaining half (

30 to 42 credits) is devoted to core professional courses that provide a fundamental understanding of software engineering principles.⁴³

This core curriculum typically covers foundational topics such as programming in languages like Java, C++, and Python; database concepts; network fundamentals; and web development.⁴⁴

These programs are designed with a dual purpose.

For some students, the associate’s degree is a terminal, vocational qualification providing the skills necessary for entry-level roles such as junior developer or web designer.

For others, it is a strategic pathway to a bachelor’s degree, with the 60+ credits designed to be transferable, satisfying the requirements for the first two years of a four-year program.⁴⁵

3.2 The Master’s Degree Specialization: 30-45 Credits

The Master of Science (M.S.) in Software Engineering represents the pinnacle of specialized coursework in the field.

In the United States, these programs typically require 30 credit hours of graduate-level study.⁴⁸

Some institutions operating on a quarter system may have higher credit totals, such as Drexel University’s 45-credit program.⁵²

The master’s curriculum is intensely focused, with general education requirements entirely absent.

The coursework consists almost exclusively of advanced (500-level and above) courses in software engineering.

A common structure includes:

• Core Courses (9-12 credits): A small set of required courses provides a common foundation in advanced topics like software engineering foundations, advanced data structures and algorithms, and software design and architecture.⁴⁸
• Elective Courses (15-18 credits): A significant portion of the degree is dedicated to electives, which allow students to develop a specialization in a sub-field such as cybersecurity, artificial intelligence, software agility, or advanced software design.⁴⁸
• Culminating Experience (3-6 credits): The degree culminates in a capstone experience. Students typically choose one of three pathways:

1. Thesis Option: A 6-credit, research-intensive track suitable for students planning to pursue a Ph.D. or a career in research and development.⁴⁸
2. Capstone/Project Option: A 3 to 6-credit hands-on project where students work in teams to solve a complex, real-world software engineering problem, applying the knowledge gained throughout the program.⁴⁹
3. All-Course Option: An alternative for students who prefer to gain additional breadth by taking more elective courses in lieu of a large-scale project or thesis.⁴⁹

The progression from associate’s to master’s degree illustrates an “inverted pyramid” model of knowledge acquisition.

The associate’s degree is broad at its base, with a near 50/50 split between general and professional studies.

The bachelor’s degree narrows this focus, with a majority of credits dedicated to the major field.

The master’s degree forms the pyramid’s apex, with nearly 100% of its credits devoted to advanced, specialized topics within software engineering.

This structure reflects a deliberate journey from broad, foundational context to deep, expert-level mastery, preparing graduates for progressively more specialized roles.

Furthermore, the admission requirements for master’s programs, which often accept applicants from computer science and computer engineering in addition to software engineering, indicate that the M.S. serves as a crucial “re-specialization” tool, allowing professionals from related disciplines to formally pivot and gain deep credentials in the specific processes and methodologies of software engineering.⁴⁹

IV. The Architectural Blueprint: A Global View of Software Engineering Curriculum Credit Distribution

A granular analysis of how credits are allocated within a typical bachelor’s degree program reveals the core pedagogical priorities that differentiate educational systems globally.

The distribution across key areas—core technical subjects, foundational sciences, general education, and practical application—paints a clearer picture than total credit numbers alone.

4.1 Core Software Engineering and Computer Science (35-70% of degree)

This is the technical heart of the degree, encompassing both the theoretical underpinnings of computer science and the applied practices of software engineering.

Curricula universally include foundational computer science courses such as Data Structures and Algorithms, Operating Systems, Computer Architecture, and Theory of Computation.²⁹

These are complemented by applied software engineering courses focused on the development lifecycle, including Software Requirements, Software Design and Architecture, Software Testing and Quality Assurance, and Software Project Management.³³

The percentage of the total degree dedicated to this core varies dramatically.

In the comprehensive US and Canadian models, this area typically accounts for 40-55% of the total credits.

For example, at Concordia University, the Software Engineering Core and Computer Science Group together make up 70.5 of the 120 credits (59%).³⁵

At Capitol Technology University, the Computers and Software and Engineering categories constitute 63 of 120 credits (52.5%).²⁹

In the specialized UK and European models, this percentage is significantly higher, often exceeding

60-70% of the degree’s total ECTS or CATS credits.

4.2 Mathematics & Natural Sciences (15-25% of degree)

These courses provide the indispensable quantitative and scientific foundation for any engineering discipline.

A sequence of mathematics courses, including Calculus I and II, Discrete Mathematics, Linear Algebra, and Probability and Statistics, is a near-universal requirement.²⁹

In addition, programs accredited as engineering degrees typically mandate a sequence of lab-based natural science, with physics being the most common choice, though chemistry or biology may also be options.³¹

In the North American model, this component generally accounts for

15-25% of the total degree credits, such as the 29 credits (24%) at Capitol Technology University.²⁹

4.3 General Education & Humanities (0-40% of degree)

This component represents the most significant point of divergence between international educational philosophies.

• United States/Canada: A broad, liberal arts-style education is considered integral to the undergraduate experience. Consequently, 25-40% of the degree is composed of general education or university-wide curriculum requirements. These include courses in English composition, technical communication, humanities, and social sciences, designed to foster critical thinking and communication skills.²⁹
• United Kingdom/Europe/Australia/New Zealand: This component is effectively 0% within the university degree itself. Competency in these areas is expected to have been achieved and demonstrated through pre-university qualifications, such as A-levels or the International Baccalaureate diploma, which are prerequisites for admission.³⁸

4.4 Technical Electives & Specializations (5-15% of degree)

In the upper years of study, students are given the opportunity to tailor their degree toward specific areas of interest through technical electives.

These often allow for the creation of an informal or formal concentration in high-demand fields like Artificial Intelligence, Cybersecurity, Game Development, or Mobile Systems.³⁰

This component typically comprises

5-15% of the total degree credits, representing a block of 3 to 5 advanced courses.³⁰

4.5 Capstone & Thesis Projects (3-10% of degree)

The bachelor’s degree program culminates in a significant project that requires students to integrate and apply the knowledge acquired throughout their studies.

This is most often a two-semester senior capstone project sequence, where students work in teams to design, develop, and deliver a substantial software system, mimicking a professional development environment.²⁴

This capstone experience typically accounts for

5-8% of the total degree credits, or about 6 to 9 credit hours.³¹

Table 2: Comparative Bachelor’s Degree Credit Distribution (Typical Allocation %)
Curriculum Component
Core Software Engineering & Computer Science
Mathematics & Natural Sciences
General Education & Humanities
Technical Electives & Specializations
Capstone Project / Thesis
Note: Percentages are estimates derived from representative program curricula 23 and reflect the differing philosophies of comprehensive vs. specialized education.

V. Navigating Nuances: Programmatic and Institutional Variations

Beyond the quantitative breakdown of credits, prospective students must consider qualitative differences between program types and institutions that significantly impact the educational experience and career outcomes.

5.1 Software Engineering (B.Eng. or BSSE) vs. Computer Science (B.S.) with SE Track

While there is considerable overlap, a dedicated Software Engineering (SE) degree and a Computer Science (CS) degree with an SE track are founded on different philosophies.

The choice between them can signal a student’s primary interests and career aspirations.

A dedicated SE degree, often housed within a Faculty of Engineering and leading to a B.Eng. or B.S. in Software Engineering, emphasizes the process, methodology, and lifecycle of building large-scale, reliable, and maintainable software systems.³⁴

Its curriculum places a strong emphasis on engineering principles, systematic design, requirements analysis, software process models like Agile, verification and validation, quality assurance, and project management.

The core question it seeks to answer is how to build complex software predictably and robustly, much like a civil engineer builds a bridge.⁵⁴

In contrast, a B.S. in Computer Science is typically housed in a Faculty of Science or Arts & Science and focuses on the theoretical and mathematical foundations of computation.⁵⁴

While it includes programming and software development, its core curriculum delves deeper into the theory of algorithms, computational complexity, programming language theory, and the fundamental principles of how computation works.

It addresses questions of what is computable and how to compute it efficiently.

A software engineering track within a CS degree adds a layer of applied SE courses, but the foundational context remains theoretical and mathematical.

5.2 Public vs. Private Institutions: Beyond the Sticker Price

While the total credit requirement for a software engineering degree is generally comparable between public and private universities due to shared accreditation standards, several practical differences can affect the student experience.

Top-tier private universities may offer a more rigorous curriculum and greater resources.

Even for a course with the same title, the depth of project-based work and access to faculty in smaller class settings can be greater at a private institution.⁴⁷

However, a critical and often overlooked factor is the efficiency of the “credit-hour-to-graduation” pipeline.

At large public universities, high demand for required courses can lead to difficulty in registration, potentially extending the time needed to complete a degree beyond the standard four years.⁵⁸

This delay represents a significant opportunity cost and can negate the initial savings from lower per-credit tuition.

A student at a private university with a higher sticker price but guaranteed access to required courses may ultimately have a lower total cost if they graduate and enter the workforce on schedule.

Admissions philosophies also differ.

Large public universities, dealing with a high volume of applications, may rely more heavily on quantitative metrics like GPA and standardized test scores for initial screening.

Private colleges often champion a more “holistic” review process, placing greater emphasis on qualitative components like personal essays and letters of recommendation to assess an applicant’s fit and potential beyond their academic record.⁵⁹

VI. Strategic Recommendations for Prospective Students and Academic Advisors

Making an informed decision about a software engineering program requires looking beyond simple credit totals.

The following recommendations synthesize the findings of this report to provide a strategic framework for evaluating and selecting a program.

• Recommendation 1: Deconstruct the Curriculum, Don’t Just Count Credits. The most crucial step is to analyze the percentage breakdown of a program’s curriculum, as modeled in Table 2. This reveals the institution’s educational philosophy. A prospective student should ask: Does the high percentage of general education credits in a US program align with my desire for a broad, interdisciplinary foundation? Or does the intense focus of a UK or European program better match my goal of deep and rapid specialization in the technical field?
• Recommendation 2: Align Degree Title with Career Ambition. The choice between a Computer Science degree and a Software Engineering degree is a signal to future employers and graduate schools. Students should be guided to reflect on their ultimate career goals. A passion for discovering new computational methods, developing novel algorithms, or pursuing research in areas like AI may align better with the theoretical depth of a CS degree. A desire to be a master architect and builder of large, complex, and safety-critical software systems aligns more directly with the process-oriented discipline of an SE degree.
• Recommendation 3: Investigate Institutional Efficiency and Transfer Policies. The catalog is only the starting point. The “true cost” of a degree is influenced by the institution’s efficiency. Prospective students, especially at large public universities, should inquire about the average time-to-graduation for their specific major to identify potential bottlenecks.⁵⁸ For transfer students, the most important document is not the catalog but the institution’s specific credit articulation policy, as the number of credits accepted can vary significantly from simple mathematical conversions.¹⁸
• Recommendation 4: Use International Equivalencies as a Guide, Not a Guarantee. When comparing degrees from different countries, the workload-based analysis in Table 1 provides a valuable guide to the relative volume and intensity of a program. However, for purposes of graduate school admission or professional licensure, students must verify the recognition and transferability of their specific degree with the target institutions and relevant professional accreditation bodies (e.g., ABET in the US, the British Computer Society in the UK).
• Recommendation 5: Consider the Entire Educational Ecosystem. The value of a degree is an aggregate of its formal curriculum and the surrounding ecosystem. Factors such as the reputation of the faculty, the quality and availability of co-op and internship programs, the sophistication of research facilities and computing infrastructure ⁵², and the strength and engagement of the alumni network ⁵⁹ are critical components of the long-term return on investment and must be weighed alongside the credit requirements.

Works cited

1. Credit Hour Definition – Policy Admin Client Portal Home – The University of Kansas, accessed July 27, 2025, https://policy.ku.edu/registrar/credit-hour
2. Credit Hour – FSA Partner Connect, accessed July 27, 2025, https://fsapartners.ed.gov/sites/default/files/attachments/dpcletters/GEN1106.pdf
3. Credit Hour Definition – Office of the Provost – University of Illinois Urbana-Champaign, accessed July 27, 2025, https://provost.illinois.edu/policies/policies/courses/credit-hour-definition/
4. Credit Hour Definition | CLAS Policies and Procedures – The University of Iowa, accessed July 27, 2025, https://policy.clas.uiowa.edu/clas-policies-and-procedures/undergraduate-education/credit-hour-definition
5. Definition of the Credit Hour | University of Michigan-Dearborn, accessed July 27, 2025, https://umdearborn.edu/office-provost/definition-credit-hour
6. www.cayuga-cc.edu, accessed July 27, 2025, https://www.cayuga-cc.edu/academics/policies/definition-of-semester-hours/#:~:text=A%20semester%20credit%20hour%20is%20an%20academic%20unit%20earned%20for,a%20total%20of%2045%20sessions.
7. northwest.iu.edu, accessed July 27, 2025, https://northwest.iu.edu/academic-affairs/curriculum-processes/credit-hour.html#:~:text=Generally%2C%20one%20unit%20of%20credit,is%20defined%20as%2050%20minutes.
8. Semester Hour, accessed July 27, 2025, https://jsums-public.courseleaf.com/undergraduate/academic-regulations/semester-hour/semester-hour.pdf
9. Semester Hour Of Credit Definition – Course Catalog – Central College, accessed July 27, 2025, https://catalog.central.edu/semester-hour-of-credit-definition/
10. Definition of Semester Hours – Cayuga Community College, accessed July 27, 2025, https://www.cayuga-cc.edu/academics/policies/definition-of-semester-hours/
11. European Credit Transfer and Accumulation System (ECTS) – Enic-Naric, accessed July 27, 2025, https://www.enic-naric.net/ects—european-credit-transfer-and-accumulation-system.aspx
12. What is the European Credit Transfer System (ECTS)? – Study.eu, accessed July 27, 2025, https://www.study.eu/article/what-is-the-ects-european-credit-transfer-and-accumulation-system
13. European Credit Transfer and Accumulation System – Wikipedia, accessed July 27, 2025, https://en.wikipedia.org/wiki/European_Credit_Transfer_and_Accumulation_System
14. What is ECTS? | Sheffield Hallam University, accessed July 27, 2025, https://www.shu.ac.uk/study-here/international/ects
15. ECTS (European Credit Transfer and Accumulation System) | FAU Erlangen-Nürnberg, accessed July 27, 2025, https://www.fau.eu/glossary/ects-european-credit-transfer-and-accumulation-system/
16. Credit schemes – University of Bath, accessed July 27, 2025, https://www.bath.ac.uk/corporate-information/credit-schemes/
17. What are CATS points or credits? – Credit transfer – The Open University, accessed July 27, 2025, https://credit-transfer.open.ac.uk/faqs/what-are-cats-points-or-credits
18. Credit Accumulation and Transfer Scheme – Wikipedia, accessed July 27, 2025, https://en.wikipedia.org/wiki/Credit_Accumulation_and_Transfer_Scheme
19. Higher Education Systems – UK – Informatics Europe, accessed July 27, 2025, https://www.informatics-europe.org/data-portal/?page=higher-education-systems/uk.html
20. Credit Accumulation and Transfer Scheme, and qualification frameworks, accessed July 27, 2025, https://lifelong-learning.ox.ac.uk/about/cats-points
21. How do academic credit systems work and compare? – Short Term Programs, accessed July 27, 2025, https://www.shorttermprograms.com/page/academic-credit-systems
22. Converting Australian credits – Asia Exchange, accessed July 27, 2025, https://asiaexchange.org/information/credit-conversion/converting-australian-credits/
23. Bachelor of Software Engineering (560AA) – University of Canberra, accessed July 27, 2025, https://www.canberra.edu.au/course/560AA/8
24. Bachelor of Software Engineering (Honours) – Deakin University, accessed July 27, 2025, https://www.deakin.edu.au/course/bachelor-software-engineering-honours
25. Credit for previous tertiary study | University of Otago, accessed July 27, 2025, https://www.otago.ac.nz/study/entry-requirements/admission-with-tertiary-qualifications-or-study-or-recognition-of-prior-learning/credit-for-previous-tertiary-study
26. www.otago.ac.nz, accessed July 27, 2025, https://www.otago.ac.nz/study/entry-requirements/admission-with-tertiary-qualifications-or-study-or-recognition-of-prior-learning/credit-for-previous-tertiary-study#:~:text=Credit%20Value,-One%20point%20(or&text=An%2018%2Dpoint%20paper%20represents,years%20of%20full%2Dtime%20study.
27. European Credit (ECTS) Conversion to U-M Credit – TeamDynamix – University of Michigan, accessed July 27, 2025, https://teamdynamix.umich.edu/TDClient/154/Portal/KB/ArticleDet?ID=7482
28. SEMESTER HOUR Definition & Meaning – Merriam-Webster, accessed July 27, 2025, https://www.merriam-webster.com/dictionary/semester%20hour
29. Bachelor of Science (BS) in Software Engineering | Washington D.C. …, accessed July 27, 2025, https://www.captechu.edu/degrees-and-programs/bachelors-degrees/software-engineering-bs
30. Software Engineering, BS | Utah Tech University Catalog, accessed July 27, 2025, https://catalog.utahtech.edu/programs/computing/software-engineering-bs/
31. Bachelor’s Degree in Software Engineering – Embry-Riddle Aeronautical University, accessed July 27, 2025, https://erau.edu/degrees/bachelor/software-engineering
32. BS in Software Engineering Curriculum – Quinnipiac University, accessed July 27, 2025, https://www.qu.edu/schools/engineering/programs/bachelors-degree/software-engineering/curriculum/
33. Program: Software Engineering, B.S. – Georgia Southern University – Academic Catalog, accessed July 27, 2025, https://catalog.georgiasouthern.edu/preview_program.php?catoid=16&poid=12998&returnto=1852
34. Software Engineering (BEng) – Department of Computer Science …, accessed July 27, 2025, https://www.concordia.ca/ginacody/computer-science-software-eng/programs/software-eng/bachelor.html
35. Section 71.70.9 Degree Requirements for the BEng in Software Engineering – Concordia University, accessed July 27, 2025, https://www.concordia.ca/academics/undergraduate/calendar/current/section-71-gina-cody-school-of-engineering-and-computer-science/section-71-70-department-of-computer-science-and-software-engineering/section-71-70-9-degree-requirements-for-the-beng-in-software-engineering.html
36. Bachelor of Science in Software Engineering | UNB – University of New Brunswick, accessed July 27, 2025, https://www.unb.ca/academics/calendar/undergraduate/current/frederictonprograms/bachelorofscienceinsoftwarenegineering.html
37. Software Engineering Major (B.Sc.) (63 credits) | Course Catalogue – McGill University, accessed July 27, 2025, https://coursecatalogue.mcgill.ca/en/undergraduate/science/programs/computer-science/software-engineering-major-bsc/
38. Software Engineering | BEng – University of Southampton, accessed July 27, 2025, https://www.southampton.ac.uk/courses/software-engineering-degree-beng
39. Computer Science (Software Engineering) at University of Sheffield – UCAS Hub, accessed July 27, 2025, https://digital.ucas.com/coursedisplay/courses/2e5bc479-041f-c005-8a9c-064f98ac19e7?academicYearId=2025
40. Undergraduate study – 2026 Degree programmes A‑Z – Software Engineering – University of Glasgow, accessed July 27, 2025, https://www.gla.ac.uk/undergraduate/degrees/softwareengineering/
41. Software Engineering Major (B Comp) – Curtin University, accessed July 27, 2025, https://www.curtin.edu.au/study/offering/course-ug-software-engineering-major-b-comp–mjru-sften/
42. Study Software Engineering – AUT, accessed July 27, 2025, https://www.aut.ac.nz/courses/bachelor-of-engineering-honours/software-engineering-major
43. Explore an Online Associate Degree in Software Engineering | ComputerScience.org, accessed July 27, 2025, https://www.computerscience.org/degrees/associate/software-engineering/
44. Find Software Engineering Associate Degree Programs – SoftwareDegrees.org, accessed July 27, 2025, https://www.softwaredegrees.org/programs/software-engineering-associate-degrees/
45. IT – Software Developer Associate Degree | Northcentral Technical College, accessed July 27, 2025, https://www.ntc.edu/academics-training/programs/all/associate-degree/it-software-developer
46. Associate Software Developer Degree | Champlain College Online, accessed July 27, 2025, https://online.champlain.edu/degrees-certificates/associate-software-development
47. Do I need to go to a big-name university? [closed] – Software Engineering Stack Exchange, accessed July 27, 2025, https://softwareengineering.stackexchange.com/questions/35208/do-i-need-to-go-to-a-big-name-university
48. Software Engineering Graduated Degree Requirements – School of …, accessed July 27, 2025, https://scai.engineering.asu.edu/graduate-program-software-engineering/software-engineering-graduated-degree-requirements/
49. Master of Science in Software Engineering – St. Mary’s University, accessed July 27, 2025, https://www.stmarytx.edu/academics/programs/master-software-engineering/
50. Master of Science (M.S.) Major in Computer Science (Software Engineering Concentration Non-thesis Option) | Texas State University, accessed July 27, 2025, https://mycatalog.txstate.edu/graduate/science-engineering/computer/computerscience-software-engineering-nonthesis-ms/
51. MS in Software Engineering < University of Miami – Academic Bulletin, accessed July 27, 2025, https://bulletin.miami.edu/graduate-academic-programs/engineering/electrical-computer-engineering/software-engineering-ms/
52. Software Engineering (MSSE) – Drexel University Catalog, accessed July 27, 2025, https://catalog.drexel.edu/graduate/collegeofcomputingandinformatics/softwareengineering/
53. Software Engineering BS | RIT, accessed July 27, 2025, https://www.rit.edu/study/software-engineering-bs
54. Computer Science vs Software Engineering | MCS@Rice, accessed July 27, 2025, https://csweb.rice.edu/academics/graduate-programs/online-mcs/blog/computer-science-vs-software-engineering
55. Software Engineering – Bachelor of Information Sciences – Massey …, accessed July 27, 2025, https://www.massey.ac.nz/study/all-qualifications-and-degrees/bachelor-of-information-sciences-UBINS/software-engineering-UBINS1JSFEN1/
56. The Difference Between Computer Science and Software Engineering | Drexel Online, accessed July 27, 2025, https://www.online.drexel.edu/general/computer-science-software-engineering.aspx
57. Public vs. private vs. certification vs. community college: What is the difference?, accessed July 27, 2025, https://www.khanacademy.org/college-careers-more/financial-literacy/xa6995ea67a8e9fdd:careers-and-education/xa6995ea67a8e9fdd:cost-of-post-secondary-education-and-training/a/public-vs-private-vs-certification-vs-community-college-what-is-the-difference
58. Comparing the Value of a Public College or University to that of a Private One?, accessed July 27, 2025, https://www.collegevaluesonline.com/faq/how-do-i-compare-the-value-of-a-public-college-or-university-to-that-of-a-private-one/
59. Public vs Private College Admissions Requirements, accessed July 27, 2025, https://www.alexiscollegexpert.com/blog/public-vs-private-college-admissions-requirements