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Definition
Object
This section outlines an assessment of the risks that may trigger our Student Protection Plan.
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Executive Committee |
Rule
1.1. The Risk of Operation Cease
The likelihood that the School will cease to operate is very low due to its strong and well-considered business plan, market research results, strong partnerships, the successful track record of the founders and the execution team, and the financial strength of Geeks Ltd, our investing sponsor, which is also 100% owned by the School founders/shareholders. We have an absolute commitment to the success of both the School and our students. We have already put in place appropriate measures to secure and ensure such success, and we will continue to review and expand these measures as necessary.
Mitigation: The contract between the School and the financial sponsor, Geeks Ltd, obliges the sponsor to refund and compensate students in the event that the School ceases operations. Please see the Refunds and Compensation Policy.
Impact on students:
-Mature part-time students: Should the risk of operation cease materialise, mature part-time students could face significant disruption in their academic pursuits. These students often juggle their studies with other responsibilities such as work, family, or both. They have chosen a part-time study mode to align with their life's demands and commitments. Consequently, an abrupt discontinuation may not only waste the time and effort they've invested but could also affect their confidence and motivation to re-enter the educational scene. Moreover, the financial implications, even if the tuition is refunded, can be burdensome, given potential associated costs such as childcare, commuting, or study materials that these students might have already committed to.
-Mature full-time students: For mature full-time students, the cessation of School operations could be especially challenging. These individuals have likely taken significant time off from their careers or made considerable personal sacrifices to pursue their studies full-time. They have put their trust in Sutton School of Technology as the stepping stone for a major career shift or advancement. A sudden halt in operations would not only derail their academic progress but could also delay their professional trajectory, and add to the financial stress, considering the opportunity cost of leaving full-time employment or other engagements. They may also find it difficult to transition to another institution or resume their previous roles, especially if they've been out of the workforce for an extended period.
-International students: International students are particularly vulnerable if the School ceases to operate. Beyond the academic setback, they face unique challenges such as visa status complications, potential loss of their right to study or stay in the UK, and the financial burden of additional international travel and housing commitments. The emotional strain of uprooting from their home countries and then facing uncertainty in a foreign land can be considerable. They have chosen Sutton School of Technology not just for its academic promise but also for its global reputation and the prospect of studying in the UK. The impact of the School's discontinuation can have far-reaching consequences on their educational and life goals, possibly influencing their perception of overseas education.
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Executive Committee |
Rule
1.2. The Risk of campus and site closure
The risks of site closure are very low since the School founders/shareholders own the campus building (100-year lease).
Mitigation: All operations, content and education provided by the School are delivered through a digital system, making it feasible to continue operations remotely in the event of disasters with minimal interruptions.
Impact on students:
-Mature part-time students: The closure of the campus or site may initially be a less pronounced concern for mature part-time students, as their limited time on-site aligns with their already flexible schedule. However, the loss of on-site resources, networking opportunities, or face-to-face interactions could hinder their academic progression and the value they derive from the programme. Many might have selected the School, in part, due to its proximity to their residence or workplace. Transitioning to a wholly remote mode might challenge those who rely on on-campus facilities for focused study, away from home distractions.
-Mature full-time students: The full-time mature students, having chosen a more immersive approach to their education, would likely feel the effects of a campus closure more acutely. Access to on-site resources, labs, workshops, and the campus environment plays a pivotal role in their learning experience. While the digital system offers continuity, the sudden switch to a completely remote learning mode might disrupt their rhythm, especially for those who thrive in a collaborative and physical learning environment. Furthermore, these students may miss out on networking events, seminars, or other on-campus activities crucial for their academic and career development.
-International students: The impact on international students would be multi-faceted. Many choose to study abroad for the cultural and immersive experience that goes beyond just the curriculum. A campus closure deprives them of this unique experience. The lack of a physical campus can also affect their accommodation decisions, especially if they reside in School-affiliated housing. There's also the emotional aspect; many international students seek a sense of community and belonging when they're so far from home. The campus often serves as a sanctuary and a place to forge bonds. Transitioning entirely online might lead to feelings of isolation or detachment from the institution and their peers.
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Executive Committee |
Rule
1.3. The Risk of Loss or Suspension of Registration
The loss of degree-awarding powers or School status is very unlikely. This is due to the School’s state-of-the-art academic governance system (AGS) and the fact that the quality of education and governance is a primary business interest for the School (alignment of interest). This is due to the long-term business model and fee programme of the School and its investment in the outcomes. A full discussion of individual Conditions of Registration and associated mitigations follows.
Condition(s) and related risks
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Mitigation(s)
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B1: The School does not deliver well designed courses that provide a high quality academic experience
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- Our School employs policies for program design that involve strict approval procedures for both modules and programmes. Additionally, we engage external academics who hold senior positions at other Higher Education Institutions. To ensure student involvement in the approval process, we will involve student representatives in our programme and module approval processes.
- We will continually assess the quality of our teaching delivery and implement measures to maintain it. Our approach will include gathering feedback from students via programme and module feedback forms, ensuring that we consistently capture and consider their input. We will also respond and act upon this feedback.
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B2: Students are not supported from admission through to completion
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- Our policies and provision around student support aim to ensure appropriate end-to-end support for all students.
- All students will have a named Personal Academic Tutor with whom they will have one-to-one meetings periodically throughout the academic year.
- We will also provide additional ad hoc support to students we believe risk non-completion of their studies so that we can ensure the success of all students.
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B3: The School does not deliver successful outcomes for all of its students which are recognised and valued by employers, and/or enable further study
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- Our overarching career strategy involves working with employers to ensure that our students acquire the necessary skills, connections, and work experience to succeed in the workplace.
- Our programme outcomes aim to equip students with essential knowledge, skills, and attributes that employers value and that can further enhance their educational pursuits.
- We intend to offer extensive career development support that will include arranging optional work experience or internships (subject to any applicable immigration rules) for all students.
- This is made possible through our existing as well as planned industry partnerships
- We will also embed professional development within the curriculum, through dedicated career-focussed modules.
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B4: The School does not ensure that qualifications hold their value in line with sector-recognised standards
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- The School has robust policies and governance in place to uphold academic standards. This includes the engagement and use of external examiners.
- All members of faculty will also receive training to enable them to participate effectively and critically in discussions about academic standards.
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B5: The School does not deliver courses which meet the academic standards described in the Framework for Higher Education Qualifications.
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- Our Programme Approval Policy and Module Approval Policy collectively ensure that all educational outcomes are mapped against the FHEQ.
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C1: School’s policies do not give due regard to consumer protection law
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- The School has implemented Consumer Protection policies and related governance, and all faculty and staff will undergo training to ensure compliance.
- Our communications with students will be unambiguous and compliant, and all critical policies will be published on our website and discussed during student orientation.
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C2: The School does not cooperate with the Office of the Independent Adjudicator for Higher Education (OIAHE) or make students aware of the scheme
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- Our cooperation with the independent adjudicator for Higher Education is protected within our policies and by external membership in our Board of Governors.
- As we reach the threshold of 500 students, we will finance a Students Union which will provide additional advice, advocacy, and support of students where complaints or disputes may arise.
- We will make students aware of the OIAHE scheme through our website, our Academic Governance System (AGS), student induction and meetings with Personal Academic Tutors.
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C3: The School does not have in force a Student Protection plan, take reasonable steps to implement the plan or inform the OfS or events that require the implementation of the provisions of the plan
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- The School has an effective and thorough Student Protection Plan. Our policies and processes will ensure the implementation and triggering of this plan if it becomes necessary.
- Our policies and processes will also ensure that we inform the OfS as required.
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D1: The School is not financially viable or sustainable
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- The School is well-funded without reliance on external sources of funding. It has an unconditional, legally enforceable facility agreement from Geeks Ltd that can be enforced in court by the School or the OfS if necessary.
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E1: The School’s governing documents do not uphold public interest governance principles
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- The Board of Governors, overseen by the independent Audit Committee and the Quality and Compliance Committee, will ensure that public interest principles are upheld.
- As we reach the threshold of 500 students, Student Members will sit on the Board of Governors to make certain to further enhance our oversight of the public interest principles including Value for Money.
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E2 & E3: The School does not have in place adequate and effective governance and management arrangements/does not accept responsibility for interactions with the OfS
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- The School’s governance policies ensure close compliance with conditions of registration.
- Our President and Board of Governors will be responsible for maintaining communication with the OfS.
- As we reach the threshold of 500 students, Student Members will sit on the Board of Governors to make certain to embed the student perspective persistently in our governance structures.
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E4 & E5: The School does not notify the OfS of changes related to details in the Register or comply with guidance on the electoral registration of students.
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- The School will establish reporting rules and procedures to ensure that it reports any changes to the Register
- The School will ensure compliance with guidance on the electoral registration of students prior to commencing operations.
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F1: The School does not
provide the OfS with required
transparency information
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- The School will establish a clear reporting schedule with the OfS to ensure the timely return of all required data.
- We will publish any necessary information widely, via our website and our AGS.
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Impact on students:
-Mature part-time students: A loss or suspension of registration could seriously affect the perceived value of the qualification mature part-time students are working towards. These students, already managing various responsibilities, trust the institution's validity and its capacity to offer a recognized qualification that will enhance their professional prospects. They may have invested in the School, both financially and time-wise, expecting a smooth academic journey. The news of registration problems can be demotivating and may result in financial and academic setbacks. If students need to transfer to another institution, this process might not be straightforward, given the specific modules they might have taken, and the potential discrepancies in credit recognition.
-Mature full-time students: For mature full-time students, the repercussions of such a risk are even more profound. Having committed fully to their studies, expecting the School to deliver on its promises, the uncertainty surrounding the validity and recognition of their degrees could have a significant impact. Such students may have put other career opportunities on hold or made sacrifices in their personal lives to pursue this qualification. The potential fallout from a loss or suspension of registration could see them lose valuable time, money, and momentum in their academic and career trajectories.
-International students: For international students, a loss or suspension of registration could have implications beyond just academics. Their visas and right to study in the UK might be directly linked to their enrolment at the School. If the School's registration is compromised, their immigration status could be in jeopardy, leading to potential deportation or a forced change of institution. Additionally, they've made significant financial and emotional investments to study abroad, and such a setback could be mentally and financially taxing. The uncertainty and potential disruption to their studies might also affect their overall well-being and their trust in international education systems.
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Executive Committee |
Rule
1.4. The Risk of Loss or Suspension of the School’s Degree Awarding Powers
The loss of degree-awarding powers or School status is unlikely. This is due to the School’s state-of-the-art academic governance system (AGS) and the fact that the quality of education and governance is a primary business interest for the School (alignment of interest). This is due to the long-term business model and fee programme of the School and its investment in the outcomes and success of its students.
Mitigation: The School will have strong quality assurance processes, procedures and technology in place, ensuring good governance, student protection, and strong value for money. The governance arrangements ensure quality assurance oversight and strong analytics capabilities for real-time inspection by the School’s Board of Governors, senior academic authority as well as the authorities. Please see below for a full exploration of steps in mitigation regarding each criterion for Degree Awarding Powers.
DAPs Area / Related Risks
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Action(s) in Mitigation
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A: Academic Governance: the
School’s Academic Governance is
not fit for purpose
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- We have established comprehensive policies and monitoring protocols across all aspects of academic governance at our School. Specifically, we have begun to assemble a team of academics and professional services staff with UK Higher Education experience and the necessary expertise and leadership skills.
- As we grow, we are also committed to giving students a significant role in our governance structures.
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B: Academic standards and
quality assurance: there is a
failure to set and maintain
standards and the quality of the
academic experience
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- Our academic standards are protected by the Academic Board. All members of staff on this Board will receive training to participate effectively in discussions regarding academic standards.
- We will ensure that we develop and review all programmes reviewed in accordance with the Framework for Higher Education Qualifications in the United Kingdom. This guarantees that our students' degrees are easily comparable with other degrees across the country.
- The School has established policies to ensure that assessments are both valid and reliable.
- We will also gather feedback from our students to continuously improve our assessment methods.
- We have a transparent and effective process for managing complaints and appeals that embeds good practice from the Office of the Independent Adjudicator for Higher Education (OIAHE).
- We will introduce students to these policies during induction and will publish them through our website and AGS. We will also revisit these policies at key stages during the programme to ensure all students know their rights.
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C: Scholarship and pedagogical
effectiveness: the School’s staff
demonstrate insufficient
scholarship and pedagogical effectiveness
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- We have proactively established policies and procedures to guarantee that all School personnel will receive adequate induction, training, and professional growth opportunities throughout their employment.
- We are dedicated to continuous development, as demonstrated by our Recruitment, Induction, and Staff Development Policy.
- We have conducted a thorough assessment of the knowledge and skills necessary to build and teach our Programmes. We will continuously evaluate to ensure that we can continue to meet our desired teaching, learning, and employability outcomes.
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D: Environment for supporting
students: The School does not
have an environment fit for
supporting students
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- We are entirely committed to ensuring the quality of the student experience through our comprehensive plans and effective governance.
- Each student will be assigned a Personal Academic Tutor to support them during their academic journey and professional development.
- We intend to provide a comprehensive and deep student support programme. We are backing this programme with thorough resource planning to ensure all students receive the assistance necessary to succeed during and after their study with us.
- Our School is guided by principles of equity and inclusion, and our Equality and Diversity Committee and Education and Student Experience Committee will oversee all operational decisions to ensure that these align with our values.
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E: Evaluation of performance:
The School does not have
mechanisms in place to evaluate
performance
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- We have policies and procedures to continuously monitor and enhance our performance.
- These include yearly reviews of our programmes, module reviews, external audits, and regular student feedback touchpoints.
- We believe our ongoing process of evaluation will enable us to maintain high standards across the School.
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Impact on Students:
-Mature part-time students: A potential loss or suspension of the School’s degree-awarding powers might lead to doubts and concerns about the integrity and validity of their ongoing education. For mature part-time students who are often balancing work and other life commitments with education, any uncertainty in the quality and legitimacy of their qualification can be especially distressing. They might have to reconsider their commitment to the programme, especially if they need the degree for career advancement or a switch in roles. The inability of the School to award a recognized degree would diminish the return on their investment of time, effort, and finances.
-Mature full-time students: For those who have devoted themselves to full-time study, the impact could be even more profound. These students might have left their jobs or taken sabbaticals to pursue the degree. The promise of a recognized and reputable qualification from the School could have been a significant motivation. The jeopardy of degree-awarding powers could result in a severe disruption to their academic and career timelines. They would have to scramble for alternative arrangements, such as transferring credits to another institution, which may not always be seamless.
-International students: International students often opt for overseas education after a thorough evaluation of the institution's reputation, the value of the degree in the global market, and its recognition in their home countries. Any challenge to the School's degree-awarding status can jeopardise their primary reason for studying in the UK. Furthermore, their visa statuses are often contingent on their enrollment at recognized institutions. Should the School lose its degree-awarding powers, it could lead to a cascade of challenges, including potential visa violations, additional costs in finding and transitioning to another institution, and the emotional distress of uncertainty in a foreign land.
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Executive Committee |
Rule
1.5. The Risk of inability to deliver the programmes and components of the courses or change them
This is a very low risk. As we are a functional-based School in software engineering, we offer our courses based on the practical needs of employers and the UK labour market. Our programmes are specific in focus and designed based on a deep market understanding and professional expertise of the team at Geeks Ltd, our financial sponsor.
Mitigation: The School will have multiple suitable lecturers and module leaders available for each module in the curriculum, either as full-time employees of the School or as guest lecturers and module leaders, ensuring our capability to deliver programmes without interruption.
Impact on students:
-Mature part-time students: An inability to deliver programmes or key components can disrupt the scheduled learning pathway for mature part-time students. Given that they often have tailored their schedules to fit in their academic commitments amidst other responsibilities, any sudden changes can cause inconvenience. If modules or entire courses are altered or delayed, it might not align with their personal or professional timelines. Furthermore, part-time students often choose specific programmes because they offer specific skills or knowledge beneficial to their current or prospective roles. Any deviation from this can affect the value they derive from their education.
-Mature full-time students: Full-time mature students, who have taken significant breaks or shifts from their careers, will be deeply affected by any disruptions. They've committed to the programme expecting timely completion and a structured learning experience. Any changes to course content or delays can derail their academic progression and further delay their re-entry into the professional world. Moreover, if certain components are dropped or altered, it can also compromise the depth and breadth of their learning, affecting their preparedness for future opportunities.
-International students: For international students, any significant changes in the course structure or its components can be problematic. Firstly, they've committed to studying overseas based on the specific offerings of the School. Any deviation from this can be seen as a breach of their initial agreement. Moreover, their visa and immigration statuses are often tied to specific courses and their duration. Any substantial changes can lead to visa complications. They also face the added stress of explaining such changes to sponsors, parents, or prospective employers back home, which can lead to doubts about the credibility of their education journey.
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Executive Committee |
Rule
1.6. The Risk of Loss of UKVI Tier 4 Licence to Sponsor International Students
This is a very low risk. The School’s management team has long and significant experience in compliance with UKVI sponsor licence conditions as employers. In multiple Home Office audits, our management systems and records have been identified as not only compliant but exemplary. We are implementing the same systematic approach and technology-driven mechanisms to ensure compliance with the School’s Student visa sponsorship duties (once granted by the UKVI).
Mitigation: The quality and compliance team will take a self-critical approach to UKVI compliance including detailed scrutiny and periodic mock audits to identify and minimise any potential risks.
Impact on students:
-Mature part-time students: If they are domestic students, this risk may not directly impact them. However, they might experience indirect effects, such as a decrease in the diversity of their classes or the potential financial impact on the institution if a significant portion of the student population is international and affected by this risk. This could lead to changes in resources, faculty, or course offerings that indirectly affect their educational experience.
-Mature full-time students: Similarly to part-time mature students, if they are domestic, they won't face direct implications. Yet, they might feel the broader institutional effects more acutely, given their greater immersion in the School environment. The absence or decrease of international perspectives in the classroom can affect the richness of class discussions and collaborative projects. Also, any financial repercussions the School faces might lead to changes in tuition, availability of resources, or other aspects of their education.
-International students: The impact on international students is direct and profound. The loss of a Tier 4 Licence means that the School can no longer sponsor new international students or extend the visas of current ones. This could lead to an abrupt halt in their studies, forcing them to transfer to another institution, return to their home countries, or face potential immigration violations. The financial, academic, and emotional toll can be significant. Not only do they face the uncertainty of their academic futures, but they also have to navigate the complexities of visa regulations, potential loss of tuition and housing costs, and the emotional distress of an unexpected disruption in their academic journey. The reputational damage to the School can also make their qualifications less recognised or valued in the job market, both in the UK and in their home countries.
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Executive Committee |
Rule
1.7. The Risk of Loss of Key Staff
The risk of disruption or incapacitation due to loss of key staff is very low. Our operations run on the School AGS system as we have outlined in the business plan. This system ensures that all actions and decisions are systematic with a clear audit trail. It also ensures smooth handover processes. No particular staff member of the School is currently irreplaceable, and we intend to continue to ensure that there is no single member of staff whose departure would cause significant disruption to School operations.
Mitigation: More than one person will be competent and responsible for each key area of responsibility. While we will make all reasonable efforts to keep all key personnel, in the case of unwanted loss of key staff, other members will be able to cover their responsibilities. Substantial use of the AGS system for key systems and processes also helps with consistency and handover in case of staff turnover.
Impact on students:
-Mature part-time students: Loss of key staff can lead to potential disruptions in the delivery of specific modules or even the overall direction of their courses. Given their limited engagement hours, even minor disruptions can disproportionately affect their learning journey. The departure of faculty with whom they've established a rapport can also affect their motivation and engagement levels. However, since their interactions with the School are comparatively fewer, the overall impact might be relatively contained.
-Mature full-time students: These students, being more deeply immersed in the School environment, might feel the effects more profoundly. The loss of a faculty member who has been integral to their course can disrupt their academic momentum, especially if they've established mentoring relationships or were engaged in specific projects with the faculty member. Additionally, changes in administrative or leadership positions can bring shifts in academic priorities or policies, which could indirectly impact their experience.
-International students: Beyond the academic implications, international students might also face administrative challenges with the loss of key staff, especially those involved in international student services or visa-related matters. Building trust and understanding with staff members who are attuned to their unique challenges is essential for these students. A sudden departure can bring feelings of instability or uncertainty, especially if they're in the midst of addressing visa, accommodation, or other critical issues. They rely on consistent and knowledgeable guidance, and the loss of familiar faces can be unsettling.
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