This paper provides an account of the general political strategy behind the new 14-19 diplomas in England. It considers the rationale and the design process associated with one particular diploma--the Diploma for Humanities and Social Sciences--a qualification that is intended to combine vocational and academic content and purposes. The article reviews the research and consultation activity that supported the design and examines what it contributed and how this bears upon the future success of the diploma. By way of conclusion, it is argued that the increased role for research and consultation in diploma design suggests the way forward for more democratic models of qualification making which, if done well, could lead to more valid qualifications. (Contains 1 table and 2 notes.)