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Teaching and Learning Policy

Policy Statement

The School is committed to providing a high-quality educational experience through its Teaching and Learning Policy. This policy ensures that teaching is tailored to individual learning needs, using diverse systems and flexible study modes. We prioritise active learning, student-centred approaches, and advanced pedagogical methods to foster intellectual curiosity and academic excellence across all programmes.

Principles

  • Excellence: Striving for the highest quality in teaching and student learning experiences.
  • Engagement: Promoting interactive and participatory learning that stimulates student engagement.
  • Innovation: Strategically encouraging the use of innovative pedagogical techniques and technologies, including AI.
  • Accessibility: Ensuring teaching resources and approaches are accessible and inclusive.
  • Support: Offering robust support systems to underpin successful teaching and learning.
  • Personalisation: Recognising and accommodating individual learning styles and needs.
  • Professionalism: Maintaining a high level of professionalism and expertise among all teaching staff.
  • Feedback: Facilitating timely and constructive feedback to enable continuous student improvement.
  • Development: Committing to the ongoing professional development of teaching staff.
  • Rigour: Upholding academic rigour and critical thinking in all learning activities.
  • Reflection: Encouraging reflective practice among both students and staff to foster improvement.
  • Assessment: Ensuring assessments are fair, transparent, and aligned with learning outcomes.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority Name Url
Office for Students (OfS) Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
Quality Assurance Agency (QAA) The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA) Subject Benchmark Statement - Computing
It describes the nature and characteristics of awards in computing and what graduates are expected to know, understand and be able to do.
Quality Assurance Agency (QAA) Advice - Course Design and Development
Quality Assurance Agency (QAA) Advice - Learning and Teaching
Office for Students (OfS) Sector-recognised standards
The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.
Quality Assurance Agency (QAA) Higher Education Credit Framework for England: Advice on Academic Credit Arrangements
This framework for credits assesses course value, evaluates student workload, impacts degree outcomes, supports institutional transfer, and determines graduation eligibility.

Quality Assurance: Professional Development for Faculty

Title
Definition
Academic Staff: Programme and Module Team Structure and Responsibilities

The School’s undergraduate and postgraduate courses are managed by two key teams of academic staff:

  • Programme Team: 

    • Ensuring the coherence and up-to-date content of the programme.
    • Serving as a contact point for students.
    • Submitting programme reports under the Module, Progression, and Award Regulations.
    • Promoting student experience and participating in meetings.
    • Writing annual monitoring reports as per Monitoring and Evaluation Regulations.
    • Collaborating with external experts and overseeing programme changes and validations.

  • Module Team: 

    • Ensuring the coherence and up-to-date content of the module.
    • Managing the effective delivery of the module.
    • Serving as a contact point for students.
    • Overseeing summative assessments in line with academic regulations.
    • Promoting student experience and participating in meetings.
    • Submitting module marks under the Module, Progression, and Award Regulations.
    • Writing annual monitoring reports under Monitoring and Evaluation Regulations, including recommending changes.
    • Collaborating with external experts and managing module changes and validations.

These teams fall under the Education Department, led by the Director of Education, who is responsible for:

  • Strategy: Translating relevant strategies and School plans into actionable plans and targets.
  • Induction: Ensuring all staff are properly inducted into the School’s systems and policies.
  • Plans and Targets: Clearly communicating plans and targets to departments and teams.
  • Workload Allocation: Using a model to allocate workloads based on factors such as student and staff numbers, needs, and hours.
  • Line Management and Appraisal: Implementing effective line management and appraisal systems.
  • Training: Overseeing and supporting staff training plans.
  • Meetings: Ensuring effective meetings for staff development and the delivery of School strategies.

This structure ensures that all aspects of programme and module management are handled effectively and comprehensively. By having clear roles and responsibilities, the School maintains high standards in teaching, learning, and assessment. The Director of Education’s oversight guarantees that strategies are implemented efficiently, staff are well-supported, and continuous improvement is achieved.
Definition
Academic Titles and Pathways

Academic staff at the School are individuals involved in teaching, research, or a combination of both. Their roles reflect our mission to harness AI as a catalyst for innovative solutions and impactful change. This involves:

  • Teaching: Delivering high-quality educational experiences to students; and/or
  • Research: Conducting investigations that advance knowledge and contribute to the School's academic reputation.

The School recognises two primary career pathways for academic staff, supporting our goal to provide expansive, tech-powered study experiences:

  • Teaching Pathway:
    • Focuses on delivering high-quality education and developing curricula that inspire students to leverage AI and technology. This pathway aligns with our value of Practical Wisdom, aiming to enhance the educational experience through innovative teaching methods and curriculum development.
  • Teaching and Research Pathway:
    • Combines teaching with active research, reinforcing the School’s commitment to pioneering advancements and advancing knowledge in a rapidly evolving digital landscape. This pathway integrates research activities with teaching responsibilities, fostering an environment of continuous innovation.

Each staff member’s pathway is specified in their job description upon appointment, and this will be reflected inside the annual workload calculator. Staff members can transition between pathways during their careers, subject to a formal approval process. This flexibility reflects our commitment to Lifelong Learning and adaptability.

Academic titles within each pathway are structured into the following grades:

  • Professor:
    • A senior-level academic position focused on leadership in teaching, research, and programme development. Professors typically lead strategic initiatives and have significant responsibilities in shaping the academic direction of the School. They may also bring specialised niche knowledge or general competencies to their role. Professors are the only members who may use the title "Professor" on official communications such as emails, letterheads, or business cards.
  • Associate Professor:
    • A mid-level academic position with enhanced responsibilities in teaching, research, or both. Associate Professors often take on leadership roles within programmes or modules and may possess specialised niche knowledge or general competencies. Only the title "Associate Professor" may be used for this role in any official communications. Associate Professors are not part of the Professoriate.
  • Assistant Professor:
    • An entry-level academic position responsible for teaching, curriculum development, and, for those in the Teaching and Research Pathway, engaging in research activities. Assistant Professors may have a combination of general competencies and specialised niche knowledge. They must use the title "Assistant Professor" in all communications and are also not considered members of the Professoriate.

The School recognises the role of adjunct professors, who are not full-time employees of the School but are hired based on their niche expertise in fields of technology. These adjunct professors serve as specialist trainers, contributing to teaching specific modules or programmes, particularly where their advanced technical knowledge is invaluable. Their involvement allows the School to provide cutting-edge education, driven by professionals active in the industry:

  • Adjunct Professor:
    • These titles refer to professionals who, while not employed full-time by the School, contribute due to their specific expertise in technology or AI. Their role is typically focused on offering specialist training and education. Adjunct Professors can use the title "Adjunct Professor" or "Adjunct Associate Professor" in communications but are not considered part of the Professoriate, and their use of the title reflects their adjunct status.

Apart from being general members of teams, academic members across all pathways and grades may assume the following leadership roles within programmes and modules teams:

  • Programme Leaders:
    • Responsible for the overall management and strategic direction of programmes. They ensure that programmes are coherent, current, and aligned with the School’s objectives.
    • Eligibility: Typically, Programme Leaders are Professors or Associate Professors with extensive experience in programme management and leadership.
  • Module Leaders:
    • Oversee individual modules, ensuring effective delivery and alignment with programme outcomes.
    • Eligibility: Module Leaders are generally Associate Professors, Assistant Professors, or Adjunct Professors with relevant expertise and experience in the subject matter of the module.

The School values diverse professional backgrounds, acknowledging that excellence in teaching, research, and programme management can stem from a range of experiences. Recruitment and promotion are open to individuals with substantial relevant industry experience, not solely academic backgrounds. Industry skills and achievements are highly valued and can be the primary basis for recruitment and promotion.

This structure provides clear career pathways, supports flexibility in professional development, and values both academic and industry expertise. It ensures that staff can effectively contribute to the School's goals of practical wisdom, continuous learning, and staying at the forefront of technological advancements.
Rule
Staff Induction, Reflection, and Appraisal

All academic staff are part of the Education Department (Programme and Module Teams) under the Director of Education. Upon joining, they will be inducted into the School’s structures, bodies, academic regulations, and policies by the Director.

Academic staff will undergo:

  • Annual Reflection and Appraisal Sessions: To review performance, set goals, and discuss professional development.
  • Quarterly Reflection and Performance Check-Ins: To assess ongoing performance.
  • Monthly Progress Catch-Up Sessions: For regular updates between the staff member and the Director.

Before these sessions, staff must submit a reflection with supporting evidence of their achievements and contributions. This evidence may include successes, student engagement, pedagogic work, scholarship, publications, grant applications, conference attendance, external collaborations, peer observations, and other relevant activities.

This process is part of the Staff Induction and Development Plan.

These measures ensure that academic staff are well-integrated into the School, receive regular feedback, and have structured opportunities for professional development. Regular reflection and appraisal help staff track their progress, set goals, and enhance their contributions to teaching, research, and the School's overall mission.
Rule
Peer Observation System

The Director of Education will oversee a voluntary peer observation system for staff. This system will be used in all academic cycles to facilitate feedback from peers.

Peer observation allows staff to receive constructive feedback from colleagues, fostering professional development and enhancing teaching practices throughout the academic cycles.
Rule
Team Meetings for Monitoring and Evaluation

The Director of Education will organise team meetings for discussing monitoring, evaluation, and the sharing of good practices and reflections.

These meetings provide a platform for staff to discuss performance, share successful strategies, and reflect on practices, thereby promoting continuous improvement and effective teamwork.
Rule
Research Series

Regular research series will be organised by the Director of Education to allow staff to present their research and receive feedback.

These series provide staff with opportunities to share their research findings and gain constructive feedback, fostering a culture of continuous improvement and collaboration.
Rule
Programme Documentation and Staff Induction

Stage 3 of the programme approval process requires the programme team to create programme documentation that adheres to academic regulations, the School’s Learning and Teaching Strategy, and Programme and Module Design Strategy. This includes Universal Design for Learning guidelines, learning theory, and innovative teaching methods. Staff must be inducted on these programme approval rules, teaching strategies, and design requirements as part of their induction process. Ongoing updates and training in educational design and accessibility will be provided through the School’s staff training programme, led by the Director of Education. An annual Learning and Teaching Day will also be held. Programme development teams may seek advice from the Director of Education or the Academic Board at any time. The Academic Board will review new programmes and their alignment with strategy and design in its reports to the Board of Governors.

This rule ensures that programme documentation is developed in line with established guidelines and that staff are well-informed about the approval process and teaching strategies. Continuous training and support will maintain high standards in programme design and implementation.
Rule
Continuing Professional Development for Staff

The School offers various training and development opportunities, including a training allowance, in-house training, external courses, and secondments, particularly related to staff specialisations. Each staff member is allocated 40 hours of continuing professional development (CPD) annually. This time can be used for internal or external modules.

This approach ensures staff have dedicated time and resources for continuous learning and development, enhancing their skills and knowledge in their areas of expertise.
Rule
Support for External Appointments

The School values and will support its staff with external appointments, such as external examiner and validation roles.

Supporting staff in these roles enhances their professional development and contributes to their expertise and the School's reputation.
Rule
Support for Engagement with Professional Bodies

Staff will be supported in engaging with relevant professional and subject-specific bodies, including those in higher education.

Engagement with these bodies enhances professional development and keeps staff informed of current practices and standards in their field.
Rule
Workload Allocation for Effective Service Delivery

The Director of Education will apply a workload allocation model based on student and staff numbers, service needs, and hours to ensure effective delivery of learning and teaching services.

This approach ensures that resources are appropriately distributed to meet the demands of students and maintain high-quality educational services.

Quality Assurance: Oversight, Monitoring, and Student Engagement

Title
Rule
Annual Module and Programme Review and Reporting

To support student success, module leaders and programme leaders must complete annual reports under the Monitoring and Evaluation Regulations. These reports assess the effectiveness of teaching, learning, and assessment, and suggest improvements.

  • Module Leaders' Report:

    • Review of the Year: Compare the current year to the previous year, evaluating teaching quality, student participation, and both formative and summative assessments.
    • Student Engagement: Include feedback from committee meetings and module satisfaction surveys.
    • Collaboration: Document interactions with programme leaders.
    • Summative Assessments: Provide both quantitative data (marks breakdown) and qualitative analysis (student achievement of learning outcomes and reasons).
    • Standards and Rigour: Comment on academic standards and rigour.
    • External Reports: Include analysis of module-specific reports from the external examiner, added as an appendix.
    • Progression: Assess student progression.
    • Improvements: Identify areas for improvement in quality and standards.
    • Updates for Next Year: Recommend updates to the module content and consult with stakeholders if necessary.

    Module leaders can propose major or minor changes to improve the module, subject to academic regulations.

  • Programme Leaders' Report:

    • Marketing and Admissions: Report on programme marketing, recruitment, and admissions.
    • Programme Review: Evaluate the year's performance, including satisfaction surveys, feedback from student representatives, and comparisons with previous years.
    • Learning and Teaching: Provide views on learning, teaching, and assessment.
    • Marks Analysis: Analyse marks, including levels, passes, fails, awards, and how well students met programme standards and outcomes.
    • Retention and Progression: Assess overall student retention and progression.
    • External Reports: Review external examiner reports.
    • Programme Specification: Recommend changes to the programme specification if needed.
    • Quality Improvements: Suggest further changes to enhance programme quality and standards.

These reports ensure that teaching and learning are continuously reviewed and improved. By analysing feedback, engagement, and performance data, the School can make informed decisions to enhance educational quality and meet student and industry needs. The Director of Education reviews all reports to guide the School's strategy and ensure alignment with standards set by the Office for Students (OfS) and the Quality Assurance Agency for Higher Education (QAA). The Student Wellbeing Team supports with recommendations and adjustments as needed.
Advice
Student Engagement Mechanisms

The School provides various channels for student engagement, many of which are outlined in the Monitoring and Evaluation Regulations. These include:

  • Meetings: Regular meetings with Personal Academic Tutors (PATs) and the Student Wellbeing Team.
  • Consultation on Changes: Involvement in discussions about changes affecting their education.
  • Surveys and Feedback: Participation in surveys and providing feedback through designated platforms.
  • Student Experience Committee: Engagement with the Student Experience Committee to discuss and improve the student experience.
  • Module Feedback: Providing feedback on modules via the Virtual Learning Environment (VLE).
  • General Feedback: Offering general feedback through the MyLSI Portal.
  • Director of Education Office Hours and President Meetings: Opportunities to meet with the Director of Education and the President.
  • Committee Memberships: Joining various committees to contribute to School governance and decision-making.

These mechanisms ensure that students have multiple opportunities to voice their opinions when it comes to teaching and learning, inform programme and module development, contribute to decisions, and improve their educational experience. Engaging students in these processes helps the School enhance its teaching, learning, and overall student satisfaction.

Extracurricular Career Development Opportunities for Students

Title
Advice
Career Development Opportunities for Students

The School provides career development support through:

  • Expert IT staff available for career advice.
  • CPD and other events open to students, where they can learn about IT careers and interact with external experts.

These initiatives offer students valuable insights into IT careers and facilitate networking with industry professionals, enhancing their career prospects.
Advice
Careers Day

The School organises a Careers Day each semester featuring:

  • External speakers.
  • Staff available for questions.
  • CV and other career workshops.

This event provides students with direct access to industry insights, professional advice, and practical career development workshops, supporting their career preparation and networking opportunities.

Innovative Teaching and Learning Framework

Title
Advice
Commitment to Excellence and Innovation in Teaching and Learning

The School’s Vision and Values statement underpins our aim to develop future leaders through AI-enhanced education. Our Learning and Teaching Strategy emphasises:

  1. Innovative Programmes
  2. Innovative Pedagogy
  3. Innovative Research

This policy builds on that strategic document to ensure that our teaching and learning practices align with the School’s commitment to excellence and innovation.

By focusing on quality assurance, advanced methodologies, and robust support structures, we aim to boost student engagement and success, preparing them for leadership in an AI-driven future.

By emphasising quality assurance, advanced methodologies, and strong support structures, we enhance student engagement and success, preparing them for leadership in an AI-driven future.

External Input and Annual Pedagogical Symposium

Title
Rule
External Review of Learning, Teaching, and Assessment

The Director of Education will consider commissioning an external expert to review the School’s learning, teaching, and assessment practices as part of their annual report. The external expert will assess:

  1. Application of learning and teaching theories.
  2. Inclusivity of pedagogy and assessments, particularly under Universal Design for Learning principles, and support for diverse learners.
  3. Alignment between the School’s teaching systems and modules.
  4. Effectiveness of credit hour distribution in achieving learning outcomes.
  5. Validity, robustness, coherence, challenge, and quality of pedagogy.
  6. Effectiveness of AI learning tools.
  7. Scope for student independence, reflection, growth, and active engagement in their learning.
  8. Stimulating and engaging nature of the pedagogy.
  9. Position within sector, employer, and professional standards.
  10. Additional comments.

The review findings will be analysed for the Director's report, and the external assessor will be invited to the School’s annual Learning and Teaching Day.

This process ensures that the School’s educational practices are critically evaluated and aligned with current theories, standards, and practices, enhancing the quality of learning and teaching.

Graduate Attributes

Title
Definition
Graduate Attributes and Career Readiness

To help our graduates excel in their careers, we focus on developing key attributes sought by top employers. We aim to nurture:

  1. Future tech leaders who will create technology that is made for everyone, by everyone
  2. Respectful and responsible citizens who are committed to ethical behaviours
  3. Capable communicators, establishing productive relationships and networks
  4. Effective team players, able to provide leadership and encourage the development of others
  5. Creative and enterprising thinkers, accustomed to problem-solving, researching and implementing ideas
  6. Able to work confidently in a range of environments and new situations by being organised, evaluative, adaptable and self-aware
  7. Proactive in identifying and addressing personal development needs, making realistic and informed career choices

We provide unique learning opportunities to develop these qualities, supporting students with insights from our founders and partners. Our goal is to prepare graduates for success in their careers and in life.

This rule ensures that our graduates are equipped with the essential skills and attributes to stand out in competitive job markets. By focusing on leadership, communication, adaptability, and proactive career management, we prepare students for both professional success and personal growth.

Advancements in Pedagogical Practices

Title
Advice
Innovation in Education Strategy

The School’s strategy is driven by innovation. The School strongly believes in the opportunities afforded by education technology (EdTech), including AI, and incorporates this in its roadmap in 4 main ways:

  1. Innovative programmes;
  2. Innovative learning and teaching tools;
  3. Research on the science of adult education; 
  4. Innovative research projects

This approach ensures that the School remains at the forefront of educational advancements, effectively integrating technology into its offerings and research. It promotes continuous improvement and adaptation, enhancing both teaching and learning experiences.
Advice
Theory and Application Integration in Programmes

The School's programmes integrate theoretical knowledge with practical application to prepare students for professional success. Programmes are crafted to meet industry demands, enhancing technical skills while also fostering communication, teamwork, and analytical abilities. This blend of skills ensures graduates are highly valued by employers, ready to contribute from day one.

All programmes, including undergraduate and postgraduate courses in innovation management, digital engineering, and AI, are designed to help students excel in and lead the evolving digital landscape. They combine cutting-edge technology with innovative thinking, ensuring students are well-prepared to shape the future as leaders.

This approach provides students with a comprehensive education that aligns with industry needs and prepares them for leadership roles. By emphasising both theoretical understanding and practical skills, the School ensures that graduates are equipped to meet current and future challenges effectively.
Advice
Commitment to Inclusive and Innovative Teaching

The School is committed to inclusive teaching through the use of intuitive knowledge graphs and AI. Each week, automation and AI systems guide students through a personalised learning journey. Students engage with bespoke challenges in a custom environment, receiving targeted feedback from a virtual mentor. This feedback helps identify areas for improvement and enhances skill development.

The School's approach fosters a dynamic, real-life learning experience by illustrating how concepts interact visually and semantically, rather than through traditional sequential methods. The Automated Governance System (AGS) functions as a learning management system (LMS), granting students access to intelligent tools for customised learning.

Progress trackers are integrated at concept, weekly chapter, and module levels to help students monitor their progress and seek assistance if needed. Students can request tutor feedback directly online within modules.

This method of teaching offers a personalised, engaging, and effective learning experience that adapts to individual needs. By integrating advanced technology and tracking tools, the School ensures that students receive the support they need to excel and gain a comprehensive understanding of their studies.
Advice
Module: Science of Adult Education Module

This module examines learning science to improve outcomes in the AI era. It is aimed at educators, administrators, and professionals interested in leveraging emerging technologies, such as AI, to innovate teaching and learning in higher education. The curriculum includes:

  • The psychology of learning and theories on adult knowledge acquisition and retention.
  • Historical and theoretical perspectives on teaching and learning, and the impact of technology.
  • Comparative methods for teaching, learning, and assessment, including in-person seminars, interactive workshops, online platforms, and AI-powered tutoring.
  • The use of design processes to inform new pedagogy and the opportunities offered by EdTech.
  • User-centric design and interface considerations for educators and learners.
  • Strategies to overcome challenges and regulatory considerations in higher education.
  • Case studies from around the world.

This module provides a comprehensive exploration of how learning science and technology, particularly AI, can enhance educational practices. It offers insights into both historical and contemporary methods, helping educators and professionals to adapt and innovate in the evolving landscape of higher education.
Advice
Integration of Research and Innovation

Research and innovation are central to the School’s mission, driving both undergraduate and postgraduate project modules. We aim to be a leading institution where technologists from around the world come together to redefine the human experience. Unlike traditional universities, our research focuses on reimagining possibilities rather than just expanding knowledge.

Our research is inventive, experimental, agile, and bold, seamlessly integrated with our teaching. All academic staff engage in both teaching and research, ensuring that our dual mission is reflected throughout our operations. We lead "Tech for Good" initiatives to address significant global challenges, encouraging students to align their coursework with these projects. Benefits include:

  • More engaging and meaningful learning experiences.
  • Enhanced learning due to increased motivation and energy.
  • Opportunities to present work to potential employers.

This approach supports ambitious ideas that may not be commercially viable but have the potential for significant impact. Additionally, the School maintains a Research Ethics and Governance Code and provides training on research and academic integrity for all students.

This rule ensures that the School’s research and teaching are closely linked, fostering innovation and providing students with practical, impactful experiences. By aligning academic projects with meaningful initiatives, students gain valuable insights and skills while contributing to significant technological advancements. The emphasis on ethics and integrity upholds the high standards of research conduct.

Quality Assurance: Module and Programme Approval Rules

Title
Rule
Programme Approval Process

All undergraduate and postgraduate programmes at the School must meet three approval rules before they can be marketed and delivered, as outlined in the Programme and Module Design Strategy and New Programme and Module Approval and Modification Regulations. These rules ensure compliance with regulatory standards, provide an excellent academic experience, and align with strategic goals. The three approval rules are:

  1. Strategic Approval Rules
  2. Operational Approval Rules
  3. Academic Approval Rules

The approval process involves four stages, coordinated by the Academic Board:

  1. Stage 1 - Strategic Approval: Submit a business case to the Academic Board at least 12 months before the programme's proposed start date. The Academic Board will forward the proposal to the Board of Governors, which approves programmes at this stage.

  2. Stage 2 - Operational Approval: If the Board of Governors approves the business case, submit an 'Operational Fulfilment Document' (OFD) detailing how the programme meets operational approval rules to the Academic Board. The Academic Board will then present the OFD to the Executive Board for approval.

  3. Stage 3 - Academic Development: Following Executive Board approval, prepare documentation for Stage 4, including:

    • Business case and OFD from Stage 1 and 2, addressing any recommendations from the Boards
    • Draft programme specification complying with Academic Regulations
    • All module specifications
    • CVs of the programme leader and staff
    • Outcomes of stakeholder engagement
    • External experts' report
    • Other supporting documents

  4. Stage 4 - Academic Approval: The Academic Board reviews Stage 4 documentation to ensure it meets academic approval rules and regulatory requirements, and decides whether the programme can be marketed and delivered.

This process ensures that all programmes undergo thorough evaluation to meet strategic, operational, and academic standards before they are offered. By following these stages, the School maintains high-quality, compliant programmes that align with its objectives and regulatory obligations.

Learner Support and Educational Resources

Title
Advice
Provision of Fair Access and Reasonable Adjustments

The School is committed to providing equitable access to education for all students and ensures that teaching, learning, and assessment are fair. We acknowledge that individual protected characteristics may affect a student's ability to learn or perform under specific conditions. To accommodate these needs, students should contact us as early as possible to request reasonable adjustments. This can be done during the registration process after accepting an offer. The Admissions Team will collaborate with the Student Wellbeing Team to create an appropriate Learning Support Plan (LSP) if needed.

  • Learning Outcomes: Students are assessed based on the learning objectives of their course. The School assumes that all accepted students have the potential to meet these objectives. Program specifications may implicitly reference assessment methods, but all students must be assessed in ways that allow them to demonstrate their mastery of the learning objectives.

  • Reasonable Adjustments: If necessary, and after discussion with the Admissions Team and Student Wellbeing Team, reasonable adjustments to teaching and assessment methods may be made to accommodate individual needs. These adjustments will be implemented in a way that avoids creating unjust disadvantages.

This approach ensures that all students have fair access to education and can demonstrate their learning effectively, regardless of individual needs. By providing timely support and reasonable adjustments, the School upholds its ethical and legal responsibilities to support diverse student needs while maintaining fairness in teaching and assessment.
Rule
Staff Support

Students can contact staff by email if they have any questions. There are also online forums in which questions can be posted. Staff hold office hours and the Director of Education can also be contacted for further support.

Ongoing Enhancement of Educational Practices

Title
Rule
Regular Review of Learning and Teaching Strategies

The School will regularly review its learning and teaching strategies, policies, and systems, particularly following annual monitoring and metrics, to ensure continuous improvement.

Regular reviews help maintain and enhance the quality of education by incorporating feedback and adapting to new developments, ensuring that teaching methods and policies are consistently updated and effective.

Diverse and Rigorous Module Selection

Title
Rule
Selection of Optional Modules

The School provides a diverse and coherent range of optional modules across all undergraduate and postgraduate programmes. Students choose modules aligned with their career goals and undertake practical work, projects, and essays based on industrial applications and current research. These activities are supervised by experts in both emerging and established fields.

Offering a broad selection of optional modules ensures that students can tailor their studies to their career ambitions. The focus on practical work and current research, guided by expert supervision, enhances the relevance and application of their learning, preparing them effectively for their future careers.

Comprehensive Teaching and Learning Philosophy

Title
Definition
Strategic Aims for Achieving Vision and Graduate Attributes

Our Learning and Teaching Strategy outlines six strategic aims to achieve our vision and enhance graduate attributes:

SA1: Pedagogical Excellence Pioneering cutting-edge and AI-powered teaching methodologies, tools and environments to inspire critical thinking and adaptability, empowering leaders for an AI-augmented future.
SA2: State-of-the-Art Curriculum Curating forward-thinking curricula representing the latest thinking in the domain, rooted in real-world application, empowering students to become leaders with the vision and confidence to pioneer progress in the digital age.
SA3: Impactful Professional Network Foster a community of forward-thinking changemakers through diverse networking initiatives, including hosting industry events, roundtable discussions, and guest lectures, boosting visibility, lifelong learning and cross-industry collaboration and networking opportunities.
SA4: Distinctive Brand Gain sustained global recognition as a leading institution in digital engineering, innovation management, AI, interdisciplinary studies, scholarship and student success and impact.
SA5: Gold-standard for Student Experience Continually raise the bar for student experience and inspire a passion for lifelong learning.
SA6: Global Scalability Establish a global platform to nurture a diverse community of leaders from around the planet who will transform the world for an AI-augmented tomorrow.

These aims guide our strategy to deliver cutting-edge education, build influential networks, and enhance student experience, all while establishing a global reputation. They ensure we provide relevant, forward-thinking education that meets the needs of an evolving digital landscape and prepares students for impactful careers.

Instructional Activities and Teaching Methods

Title
Advice
Student-Centred and Inclusive Teaching Activities

The School integrates various student-centred and inclusive activities into its teaching systems, leveraging innovations such as AI and knowledge graphs:

  • Introductory Lecture: The first weekly session introduces the module, outlining its relevance to digital engineering professions and other modules. No prior preparation is needed. The module leader provides a content overview, essential reference materials, and assessment criteria, followed by a Q&A session.

  • Concept Learning (Knowledge Graph): Students must study essential concepts before each weekly Workshop/Lab session using self-navigated materials such as written content, illustrations, pre-recorded lectures, and tutorials available through the AGS. This approach accommodates various learning styles and schedules.

  • AI Formative Assessment: After studying each concept, students complete formative assessments, including multiple-choice and AI-based questions, to receive immediate feedback on their understanding and track progress.

  • Workshop/Lab Sessions: The 9 weekly sessions (weeks 2 to 10) feature interactive workshops where theoretical knowledge is applied through practical activities. These sessions include hands-on projects, group discussions, debates, roleplays, simulations, case studies, and more, promoting critical thinking, problem-solving, and collaboration. Q&A opportunities are provided in every session.

  • Live Lecture: Live lectures facilitate real-time discussions and interactions with the module material. They help clarify complex ideas, provide examples, and encourage critical thinking. Recorded lectures are available for review.

  • Individual or Group Assignments: Following each Workshop/Lab session, students complete assignments to reinforce learning and encourage independent problem-solving. Assignments may be individual or group-based (teams of 2 to 4) and can include essays, presentations, or projects. Group teams are randomly assigned by AGS to promote teamwork. Assignments are submitted via AGS, and feedback is provided.

  • Seminars: Student-led presentations on module topics follow independent research. Students present their findings, participate in Q&A sessions, and receive feedback from peers and the module leader. This activity enhances subject knowledge and presentation skills.

  • Individual Research: Students engage in self-guided research to complement their studies, prepare for lectures, workshops, and assignments, or deepen their understanding of concepts. They may collaborate with peers and seek tutor guidance.

  • Summative Assessment: Summative assessments, including exams, papers, or presentations, evaluate overall learning and measure achievement of module outcomes. These assessments also help assess the effectiveness of teaching methods.

  • One-to-One Project Supervision: Students present their progress, including research findings and draft sections, during individual meetings. The supervisor provides feedback, discusses challenges, sets goals, and offers guidance on literature and methodologies.

These activities are designed to enhance the learning experience, accommodate diverse learning styles, and ensure students can apply their knowledge effectively. By integrating various forms of assessment and support, the School aims to provide a comprehensive and engaging educational experience.

Summative Assessments Allocation

Title
Rule
Summative Assessment Allocation

Summative assessments are allocated to modules according to their teaching systems as follows:

  • Research 30 and 60 Credits: Research Module Report, Presentation, Artefact.
  • Professional 15-30 Credits: Professional Case Presentation and Analytical Reflection
  • Technical 15-30 Credits: Solution Design and Analysis Assessments
  • Foundational 15-30 Credits: Open-Book Examination
  • Seminars 15-30 Credits: Seminar Presentation and Evaluation Assessment

Assessment details and weightings are outlined in the module specifications and assessment briefs, available on the website and AGS.

This allocation ensures that each module’s assessments align with its teaching system, providing a clear framework for evaluating student performance. Detailed information on assessment weightings helps maintain transparency and consistency.

Educational Delivery Systems (Teaching Systems)

Title
Rule
Teaching Systems and Credit Allocation

The School ensures effective teaching across all undergraduate and postgraduate modules by aligning credits and activities with module content. The teaching systems used are:

  • Research (30 and 60 Credits): Research-based modules suitable for final projects, including one-to-one supervisory meetings.
  • Professional (15-30 Credits): Focuses on key professional concepts, ethics, and develops skills in interpersonal relations, leadership, and analysis.
  • Technical (15-30 Credits): Emphasises hands-on technical skills for relevant subjects.
  • Foundational (15-30 Credits): Centres on understanding concepts with minimal technical skills required.
  • Seminars (15-30 Credits): Covers topical issues through case studies and presentations, including analytical reviews of peers' work, aimed at developing critical thinking, time-management, and communication skills.

These tailored teaching systems are designed to match the subject matter of each module, enhancing the relevance and effectiveness of the learning experience. By addressing various aspects of student development, the School aims to maximise success in each module.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Graduation Rate
Attain a graduation rate of 90% or higher within the standard programme duration.
Indicates the effectiveness of the educational experience in supporting students through to completion, reflecting successful teaching and learning strategies.
Module Completion Rate
Achieve a module completion rate of 95% or above for all courses.
Measures the effectiveness of course design and support mechanisms in maintaining student engagement and progress.
Peer Observation of Teaching
Conduct peer observations for 90% of teaching staff annually, with feedback incorporated into development plans.
Provides constructive feedback and ensures high teaching standards, supporting continuous improvement.
Student Retention Rate
Maintain a student retention rate of at least 85% from first to second year.
Reflects the effectiveness of the learning environment and support systems in keeping students engaged and committed to their studies.
Student Satisfaction Score
Achieve a student satisfaction score of at least 90% in annual surveys regarding teaching quality and overall educational experience.
Directly measures student perception of teaching quality and the learning environment, reflecting the effectiveness of the School’s approach to active learning and student-centred methods.
Policy: Teaching and Learning Policy