Student Resources, Support, and Wellbeing Policy

Students can access various School services through MyLSI on the AGS, including Careers and Development Support, Financial Assistance, Study and Research Support, and IT and Digital Resources. During Welcome Week, students will receive induction and training on using the AGS and MyLSI.

MyLSI provides students with access to their virtual learning environment, including programme specifications and module content, such as flipped learning materials. Integrated trackers allow students to monitor their progress at various levels: concept, weekly chapter, and module. Students can also request tutor feedback online within the modules.

MyLSI hosts the virtual learning environment, including programme and module specifications and content, such as flipped learning materials. The platform features integrated trackers and various teaching and learning activities. 

The first weekly session introduces the module's overview, including content structure, essential references, and assessment criteria, with no prior preparation needed and a Q&A period. Students then study key concepts independently using various materials before each workshop. AI formative assessments follow to provide instant feedback and track progress. Weekly workshops (weeks 2 to 10) involve interactive activities to apply theoretical knowledge, including Q&A sessions. Live lectures offer real-time discussion and may be recorded for later review. Assignments, both individual and group-based, follow each workshop. Seminars feature student-led presentations with feedback. Students also conduct individual research to support their studies. Summative assessments evaluate overall learning outcomes, while one-to-one supervision meetings provide personalised feedback and guidance.

The AGS is accessible to students 24/7. It provides essential information, facilitates processes, and offers programme and module learning and teaching resources.

All login pages and portals display a message directing users to contact us at help@lsi-ac.uk or visit www.lsi-ac.uk for assistance. This contact information is also available on the MyLSI portal. Emails to help@lsi-ac.uk generate a support ticket for our in-house IT and AGS Team, who address tickets in the order received. The team provides support for general IT queries from 9am to 5pm, Monday to Friday, with a KPI of a 3-hour turnaround. Critical system issues are addressed with a 24/7 response time.

The School’s Careers Advisory Scheme helps students choose and develop their career paths, acquire desirable skills, and achieve career goals. IT experts provide careers support, and online resources are available to all students. The School is dedicated to enhancing students' employability and enterprise skills through their programmes, aiming to facilitate their transition into meaningful employment.

The School hosts Continuing Professional Development (CPD) and other events for students, including those focused on digital skills. These events offer career advice from IT experts and opportunities to engage with external specialists. They are also open to the public, showcasing digital technology, global trends, and advancements in AI and data science.

The School organises a careers day each semester, featuring external speakers, staff availability for questions, and workshops on CVs and other career-related skills.

The School will establish key partnerships with large employers and recruitment agencies to connect students and graduates with relevant opportunities. It will collaborate with these partners to secure suitable placements where students can apply their learning and further develop their skills in a professional environment.

The School collaborates with local high schools to organise career-inspiration events aimed at 16-17-year-olds, encouraging interest in technology and future digital opportunities.

The School provides online career consultations for students and alumni for up to two years post-graduation. It also offers 1:1 appointments to assist with decision-making, postgraduate study, application forms, CV writing, job searching, and interview practice.

The School is committed to equality, diversity, and inclusion, as reflected in its regulations, policies, and procedures, including the Learning Support Plans and Reasonable Adjustments Policy. The School follows the Equality Act 2010 and Equality and Human Rights Commission guidance to assess reasonable adjustments for applicants with disclosed disabilities, long-term health conditions, or other needs. No academically qualified applicant will be denied admission due to a disability unless all legally required reasonable adjustments have been considered and ruled out.

Applicants with a disability, long-term health condition, or other needs should disclose this information early in the application process. This allows the School's Admissions and Student Success Team to consider and provide necessary support and adjustments in line with legislation. Additional reasonable adjustments can be requested during the registration process after accepting an offer. All information will be handled according to the School's privacy policy.

The School provides a comprehensive environment to enhance academic experiences and success, including advanced technological support, extensive career development opportunities, and active student engagement.

• Academic Resources: Access to journals and learning materials via the AGS portal.
• Learning Environment: Includes state-of-the-art classrooms, computer labs, quiet study areas, recreational spaces, and on-site catering.
• Technological Support: Laptop Bank, remote platforms (e.g., Microsoft Teams), mobile-friendly AGS, MyLSI portal, WordUp language platform, 24/7 AI tutor, School email, and access to digital infrastructure and specialist software.
• Career Development: Partnership with large university libraries, career advice from PATs and specialist staff, and connections with organisations for pathways, internships, and placements.
• Research and Engagement: Research clusters, annual Research Symposium and Hackathon, research workshops, and active student involvement through surveys, focus groups, and committee representation.

The Director of Operations may approve additional content.

At the end of each academic year, programme and module leaders must submit a report under the Monitoring and Evaluation Regulations. This report includes a review of the academic sources available to students, with the aim of updating and improving these resources.

In addition to academic support from programme and module leaders, the School provides Personal Academic Tutors (PAT) to assist students with issues related to their studies and beyond. The Automated Governance Service (AGS) offers processes to support students, but PATs are also available for in-person assistance. The PAT system helps staff understand individual student needs, offering personalised support, including advice on module choices and career guidance.

Each student will be assigned a PAT upon enrolment, and their details will be added to the student's portal on the AGS. For more information, please refer to the Personal Academic Tutoring (PAT) Policy.

Each full-time student must attend at least 3 formal PAT sessions per year, including both group and individual sessions. Part-time and flexible online students will have a pro-rata number of sessions.

The School's South London campus offers spaces for students to engage with staff and peers. It includes a stage for events, classrooms with advanced AV systems, and computer labs with programme-specific software. Quiet study areas with desks and high-speed broadband, along with recreational spaces and on-site catering, support both academic focus and social interaction. Local partnerships will enhance student life further. The Director of Operations oversees the campus facilities.

An assessment brief is provided for all modules before the semester begins. It includes:

• Module name
• Module description
• Credit value
• Level
• Learning outcomes
• Description of summative assessment and weighting
• Assessment criteria
• Summary of applicable regulations
• Dates
• Contact information for further assistance

The School has an extenuating circumstances policy to support students whose assessments have been impacted by factors beyond their control.

For all undergraduate and postgraduate programmes, a schedule of assessments, including exam and coursework submission dates, will be published on the website and the AGS. Assessments will not be scheduled on Fridays, weekends, or outside operating hours unless approved by the Academic Board under exceptional circumstances. Module leaders must provide students with assessment details and dates as early as possible and notify them immediately of any changes.

Markers for undergraduate and postgraduate modules must provide comments when marking papers, explaining why specific marks were awarded. Module leaders must ensure students have access to this feedback. Feedback should include:

• An explanation of the grade in relation to module assessment criteria
• Details of what was done well and areas for improvement
• Comments within the student's work and in a separate feedback section

Students should be informed before the module and upon submission of work when and how they will receive feedback, typically within 20 working days of the assessment deadline. If this timeframe cannot be met, the marker must consult with the module leader, and students must be notified of the new date and reason for the delay.

Other feedback opportunities include general module and programme-level feedback, published model answers and assessment criteria, as well as pre- and post-examination workshops. For students who fail assessments, these opportunities should be offered before reassessment. Formative feedback is also provided.

The School will establish a study record within each student's profile, documenting extracurricular activities, transcripts, and awards. Additionally, the School will use the Higher Education Achievement Report (HEAR) to record students' achievements.

The School aims to increase access to education through generous scholarships. These scholarships offer significant discounts on the School’s services, providing opportunities for those who might otherwise lack access.

The School’s scholarships webpage includes:

• An overview of available scholarships
• Eligibility, exclusion, and award criteria
• Application guidance, including required evidence and assessment process
• Deadlines
• Contact information for further inquiries

Applicants must meet the eligibility criteria. They may apply for multiple scholarships but can only hold one at a time. If awarded two scholarships, the student must choose one. The School reserves the right to modify or remove scholarships and will update the details on the Scholarships page at https://edit.sutton.institute/scholarships.

Scholarships are competitive and limited to the number specified in the overview. All applicants will be evaluated fairly by the scholarship panel according to the award criteria. The panel's decision is final. For more details, refer to the Scholarships Policy.

The School is dedicated to creating a supportive, innovative, and inclusive environment where students can thrive. This commitment is reflected in our focus on:

• Innovation: We will invest in and offer programmes that are flexible and designed to meet the diverse needs of our students.
• Excellence: We strive for excellence in education delivery by using cutting-edge technologies to enhance learning effectiveness and efficiency.
• Support: Students will have continuous access to peer, academic, and professional support throughout their studies.
• Inspiration: Our curriculum will challenge students to become creators and innovators, inspiring them to envision a better world.
• Collaboration: We encourage student involvement in programme development and value their feedback on their experiences.
• Community: We aim to build a respectful learning community supported by a physical and digital environment tailored to students' learning and living preferences.
• Influence: By offering a distinctive and inclusive experience, we seek to engage with and impact the broader educational sector.
• Outcome-Focused: Our education is designed to produce tangible outcomes and positive returns on investment, aligning with real-world problems and market needs, and connecting students to key employment and entrepreneurial opportunities.

Students will receive the following upon completion of their registration:

• A confirmation message of their registration and a welcome note from the President.
• Information about the School’s vision and values.
• A directory with key contact details.
• An information pack including a virtual ID card, login details for the Automated Governance System (AGS) and virtual learning environment (VLE), programme and module details, and contact information for programme and module leaders, as well as their Personal Academic Tutor (PAT).
• Guidance on accessing and using the School’s resources, including the AGS and VLE, and building
• Details on how to access support services such as the Student Success Team and IT support
• A calendar of social, career, and other events.
• Information on student engagement opportunities.
• School regulations and policies.
• An induction timetable for the first week, featuring welcome lectures, staff introductions, and opportunities to meet fellow students.

Students will also have the opportunity to provide feedback on the admissions and registration process.

The School will organise community events to enable students to connect and interact with their peers in both academic and social settings.

The School will establish and finalise partnerships to enhance student life and ensure their success.

The School ensures that teaching methods and credit allocations for undergraduate and postgraduate modules align with their subject matter. The teaching systems used include:

• Research (30 and 60 Credits): Research-based modules with one-to-one supervision, ideal for final projects.
• Professional (15-30 Credits): Focuses on key professional concepts, ethics, and skills like leadership and organisational abilities.
• Technical (15-30 Credits): Provides hands-on training in technical skills.
• Foundational (15-30 Credits): Emphasises understanding core concepts with minimal technical skills.
• Seminars (15-30 Credits): Addresses topical issues through research presentations and analytical reviews, enhancing problem-solving, time-management, and communication skills.

All programme and module leaders receive training on using specific teaching systems and providing personalised support to students.

All module and programme leaders for undergraduate and postgraduate programmes will hold weekly office hours for student consultations. They will also be reachable by email for any queries. Additionally, the Director of Education will have weekly office hours available for students.

The School’s admissions team, comprising trained and experienced staff, is responsible for:

• Collaborating with the Marketing Team to ensure a positive applicant experience.
• Promoting access through outreach activities and participation in open days.
• Delivering high-quality customer service and representing the School.
• Addressing pre-application queries regarding UCAS, CAS, and visas.
• Tracking and processing all queries and applications in line with School regulations and policies.
• Arranging interviews as needed.
• Coordinating with undergraduate and postgraduate programme teams to clarify entry requirements and address queries.
• Managing offers, pre-contract information, contracts, registration, and enrolment.
• Collecting metrics for reporting and continuous improvement.

The School will maintain relevant regulations, policies, and procedures. Staff with relevant admissions experience will be recruited, with the Director of Education overseeing induction and ongoing training.

The School offers the following Modes of Study:

• Full-Time Blended Learning
• Part-Time Blended Learning
• Accelerated Blended Learning
• Flexible Online Learning

For various study modes, new students must register and pay fees according to the Fee Schedule by the given effective dates:

• 1 February
• 1 June
• 1 October

New students on Flexible Online programmes may start any time during the year. The Admissions Team will provide specific registration and enrolment dates to determine the maximum registration period (MRP). Returning students must complete their awards within their MRP and register annually, paying any required fees. They will receive their registration dates accordingly. For further details, refer to the Modes of Study Regulations.

All support processes within this policy are governed by School regulations and policies, with assigned owners responsible for overseeing services. These owners collect and analyse data on service performance and report to the relevant departmental Director. Reports are then submitted to the Executive Committee, including the Directors of Education and Operations, for evaluation of strategy, performance, and alignment. The Executive Committee uses data, including monitoring and evaluation reports, feedback from module and programme leaders, and student input, to prepare annual plans and strategic reports. These reports, which include recommendations on resources and budgets, are submitted to the Board of Governors for approval.

The Student Success Team offers free, independent, and confidential support to all students on academic, financial, and wellbeing issues. The School’s strategy prioritises students, aiming to integrate educational and life experiences for mutual benefit.

The School will detail wellbeing initiatives and programmes that promote a healthy and balanced lifestyle, including fitness classes, mindfulness sessions, social events, and support networks available to students.

The Student Success Team plays a crucial role in:

• Providing Personal Academic Tutoring (PAT) across the School
• Supporting student well-being and mental health
• Assisting with reasonable adjustments and Learning Support Plans, including during and after enrolment
• Offering support for extenuating circumstances
• Addressing issues of bullying, harassment, and victimisation
• Helping with fitness to study assessments
• Providing visa support
• Enhancing student engagement with their studies
• Facilitating relevant interventions and referrals, including medical and financial support
• Organising wellbeing training for staff and relevant events
• Contributing to wellbeing strategy and policy, including in learning and teaching
• Collecting data, evaluating, monitoring, and driving continuous improvement in student wellbeing

The School will provide clear information on how students can access immediate support in crisis situations, including emergency contact numbers, procedures for reporting concerns, and details about after-hours services.

The School acknowledges that students may require external support for housing, finance, and other wellbeing issues. It will collaborate with external agencies to provide the necessary assistance.

The School has a dedicated Mental Health Policy with the following objectives:

• Promote positive mental health by providing information, advice, and support
• Offer guidance on available support options
• Encourage self-disclosure and help-seeking for mental health issues
• Provide guidelines for the responsibilities of students and staff
• Offer strategies for supporting positive mental health
• Explain the legal context and responsibilities

The School will:

• Maintain a mental health policy outlining mental health definitions, responsibilities, and principles
• Implement processes to support students who declare a need for mental health assistance, including during admissions and registration
• Adhere to legal obligations, including the Equality Act 2010, to provide reasonable adjustments
• Employ a trained Student Success Team to assist students, staff, and the School community
• Assign Personal Academic Tutors (PATs) to support students with pastoral matters beyond learning
• Include mental health training in its annual schedule and develop systems to identify students needing support
• Engage with students on mental health through various student engagement mechanisms
• Provide clear processes for accessing mental health support and handling extenuating circumstances
• Offer internal and external resources, interventions, and referral points
• Promote a safe environment with policies against bullying, harassment, and safeguarding measures
• Integrate well-being into data analytics, evaluation, monitoring, reporting, and decision-making
• Align with industry standards, including the University Mental Health Charter programme