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Chapter 5 - Learning and Teaching

  1. 5.1
    Introduction
    1. 5.1.1
      This code of practice articulates the key principles relating to the approach of the ifs School of Finance to learning and teaching on higher education (HE) programmes. It sets out the approach and minimum standards adopted for all HE programmes within each of the core aspects of learning and teaching delivery. Greater detail of the individual programme aims, objectives and strategy for implementation are contained in the Learning and Teaching Strategy.
    2. 5.1.2
      The ifs School of Finance has two approved modes of study for higher education programmes: through an ifs School of Finance academic centre and through distance learning.
    3. 5.1.3
      The principles contained in this code apply to both modes of study. Students are assessed by the same method in whichever mode they are studying. Each student receives equivalent learning materials and access to learning resources. It is, therefore, the form and structure of the study support that distinguishes the learning experience of students. The guideline documents on flexible and distributed learning (incorporating the distance learning mode of study) and academic centres contain more detail about the features of each mode.
  2. 5.2
    Student Induction
    1. 5.2.1
      Students are given an induction to their chosen programme and module of study in order to prepare them for studying in their preferred mode of study; help their motivation to study; identify any special needs for support; and provide an orientation to the sources of learning support.
    2. 5.2.2
      Each student receives a Student Handbook (for degree qualifications) or a student induction pack (for professional qualifications) containing information about the programme; how to study effectively; and sources of learning support. Tutors are guided, through the Tutor Handbook, as to techniques on effective student induction.
    3. 5.2.3
      Students studying in distance learning mode are allocated to a personal tutor for their selected module. The tutor is responsible for setting up a student induction ‘session’ within the first two weeks of registration. Due to the nature of the mode, this may not be a face-to-face session, but through other forms of communication mutually agreed by tutor and student.
    4. 5.2.4
      Those studying through an academic centre receive student induction at the start of their session of study delivered by an academic centre tutor.
  3. 5.3
    Learning Materials
    1. 5.3.1
      The ifs School of Finance designs, commissions and develops learning materials for each module. The materials are intended to cover the broad knowledge content of the syllabus and provide sufficient opportunity for students to test their understanding through short review questions and other learning activities and case studies. They are also designed to prepare students for the assessment methods used on their programmes.
    2. 5.3.2
      Each student receives a printed set of materials on registration. Reading references and links are incorporated into the learning materials, and availability sourced through the ifs KnowledgeBank (see below).
    3. 5.3.3
      For modules leading to the Professional and Applied DFSM ® awards, students additionally receive access to the ifs School of Finance learning environment, ‘My ifs ILE’, which contains: student induction materials; asynchronous discussion forums and shared file areas; online learning activities; and mock examination questions.
  4. 5.4
    Learning Resources
    1. 5.4.1
      Each student registered for an ifs School of Finance HE programme is given access to the online library and information service, the ifs KnowledgeBank. This is available to students through the web portal, ‘my ifs learning’, and provides access to recommended readings through online texts, journal articles and websites.
    2. 5.4.2
      The resources on the ifs KnowledgeBank include: complete articles from over 1,100 journals; online texts (available through an online loan system); online news-feeds connected with the financial services and insurance industry; and links to relevant websites.
    3. 5.4.3
      Lead tutors (see 5.5.2 below) are required to keep the reading references and links up-to-date for their module and, each session, contribute an article on a topical issue, which is published and made available to students and other tutors through the ‘my ifs learning’ portal.
    4. 5.4.4
      The ifs KnowledgeBank also provides resources on topics such as distance learning, online learning and educational technology to support tutors in their personal tutor role and continuing professional development.
  5. 5.5
    Learning Support
    1. 5.5.1
      The ifs School of Finance HE qualifications are supported programmes for both academic centre and distance learning modes of study. The type of learning support provided will, therefore, vary though is designed to be appropriate to the student’s mode.
    2. 5.5.2
      A lead tutor is allocated to each module of study. Each lead tutor is responsible for monitoring the student experience and facilitating the feedback of academic centre and distance learning tutor views during each study period. The lead tutor session review report is used to integrate tutor feedback and is reported into the Degree and Diploma Session Review Group (DDSRG) to facilitate consideration of the actions required. The lead tutor also provides a link with the chief examiner and assessment teams for each module and performs an important role in assisting the development and monitoring of programme aims and learning outcomes.
    3. 5.5.3
      Distance learning mode

      Students are allocated a personal tutor for each module on registration. The tutor is responsible for supporting the student for the session of study or until the student successfully completes each form of assessment (Professional and Applied DFSM®). The criteria for, and general responsibilities of, the personal tutor are shown below (extracted from the tutor contract and code of conduct guidelines).

      The performance, progression and feedback issues of distance learning students are monitored through the Degree and Diploma Session Review Group, which develops and monitors the appropriate action plans to enhance the learning and teaching experience.

      The DDSRG also provides a forum for benchmarking learning support against good practice.

      1. 5.5.3.1
        Tutor criteria

        An ifs School of Finance approved tutor is expected to fulfil the following criteria:

        1. be a graduate in the subject area being taught;
        2. have a relevant professional qualification such as ACIB;
        3. have recent and relevant academic or practitioner experience of the module taught;
        4. have teaching experience, preferably at Diploma or ACIB/degree level;
        5. have a teaching qualification or intend to obtain one; and
        6. be committed to activity necessary to update continually subject knowledge and develop tutor skills.
      2. 5.5.3.2
        Responsibilities of a distance learning tutor
        1. The tutor will teach one or more modules, as are notified to him/her, for each session.
        2. All appointments to teach a module are subject to there being sufficient student numbers for that module. The ifs School of Finance will not guarantee the commencement or re-issue of a contract in respect of a particular module until information with regard to the number of students registered for that module is available. The tutor acknowledges that his/her appointment to teach a particular module is conditional upon the ifs School of Finance determining that the number of students registered for that module is sufficient.
        3. Tutors on ifs School of Finance courses have counselling responsibilities that are additional to the academic role. The additional counselling duties include:
          • identifying study needs of new students through initial individual contact;
          • providing induction to the learning and teaching approaches of the ifs School of Finance ;
          • providing basic preparation and help with the development of study skills;
          • helping students to prepare for assignments, coursework and examinations;
          • giving general advice on future course choice, directing students to the ifs School of Finance staff for more specialist guidance; and
          • supporting student retention activities.
        4. Tutors will, in addition, act as the first point of contact for students who need specialist subject information, advice or educational guidance, referring to the ifs School of Finance as appropriate.
        5. The tutor will comply with the code of conduct, the current version of which is attached to the tutor contract, as amended by the ifs School of Finance from time to time.
        6. The tutor is required to attend tutor development events that take place during the academic session. The ifs School of Finance will pay for reasonable expenses (travel and subsistence at prevailing rates) incurred in attending such events.
        7. The tutor shall keep the ifs School of Finance informed on the progress of the work being performed under this agreement by means of a student contact sheet to be submitted as part of the tutor's claim for fees.
        8. Tutors are sent a list of students whom they are to tutor prior to a student commencing his/her period of study. Payments to tutors will be part calculated from the number of students on this list and, therefore, tutors should inform the ifs School of Finance if they are aware of any changes to the student list.
        9. The ifs School of Finance keeps the tutor informed of the assessment structure for all modules for which he/she is tutoring.
        10. In terms of status, the tutor is an independent contractor/self-employed person for all purposes and is not an employee of, or in partnership with, the ifs School of Finance.
        11. The tutor must meet quality and performance standards set by the ifs School of Finance and, where appropriate, by any partner HEIs. Subject to these conditions, the tutor has full control of his/her activities as to the manner and selection of methods with respect to performance of the agreement.
        12. The tutor agrees to perform the services in accordance with the highest standard of his/her profession, and agrees to provide the full benefit of his/her knowledge, expertise skill and ingenuity in connection with the provision of the services.
        13. The tutor warrants to the ifs School of Finance that he/she is not in breach of any other contract or obligation as a result of entering into the agreement and, in particular, not in breach of any terms of any contract of employment with any third party.
    4. 5.5.4
      Academic centre mode

      Students studying at an ifs School of Finance academic centre receive learning and tuition support incorporating the following features:

      1. Structured tuition delivered by a tutor approved as meeting the ifs School of Finance criteria (as per distance learning mode);
      2. A learning and teaching structure with associated rationale and contact hours for each module of study;
      3. A programme induction for new students, and a subject-based induction, integrated into the beginning of each module session; and
      4. A formalised mechanism for student feedback.
    5. 5.5.5
      It is expected that an academic centre will enhance a student’s experience through the provision of access to the following resources and services:
      1. Membership of a local library and information service with a suitable stock of physical (and/or virtual) reading references;
      2. Use of IT resources to facilitate email and learning environment access;
      3. Pastoral support throughout his/her studies;
      4. Links to ifs School of Finance regional centres and employer networks.
    6. 5.5.6
      Academic centres are subject to an initial visit to confirm that they comply with the ifs School of Finance criteria. The Academic Board formally approves all new centre applications. Academic centres are required to monitor student performance, progression and feedback and provide an annual monitoring report based on the two latest study periods. The Degree and Diploma Session Review Group monitors each academic centre and develops and monitors action plans for the enhancement of the learning and teaching experience.
    7. 5.5.7
      A formal (institutional) review is undertaken of each academic centre five years after the initial approval date to re-confirm its approved status. This does not preclude earlier visits should there be evidence of student performance, feedback or experience that gives cause for concern and has not been addressed adequately in the annual review process.
  6. 5.6
    Student Support and Guidance
    1. 5.6.1
      The ifs School of Finance Student Support and Guidance team provides a dedicated resource for students studying programmes at HE level.
    2. 5.6.2
      The ifs School of Finance has a Customer and Student Enquiry team which is equipped to ensure that student queries are dealt with promptly, or routed to the appropriate HE support personnel, depending on the nature of the enquiry.
    3. 5.6.3
      The learning support team also provides support to students studying through academic centres and for student enquiries made through distance learning tutors.
    4. 5.6.4
      For distance learning students, the Student Support and Guidance team and the personal tutor, together with the learning support team, provide pastoral care for students. For academic centre students, the centre works with the learning support team on issues of pastoral care. The lead tutor for student welfare takes responsibility for producing appropriate guidelines and promoting best practice in the area.

Relevant related documents

Consulting contract (for distance learning tutors)
Code of conduct for tutors
ifs School of Finance  learning and teaching strategy
ifs School of Finance flexible and distributed learning guidelines
ifs School of Finance academic centre guidelines (subject to review)