to the students commencing the degree. The Proposal Team responded that students enrolling in the January intake of the Access Certificate would progress to the April/May intake for the relevant degree, those enrolling in the April/May intake of the Access Certificate would progress to the September intake for the degree, thus allowing sufficient time for marks to be confirmed at the DAP prior to students commencing their degree study. The Panel thanked the Team for the clarification but noted that final arrangements for progression from the Access Certificate to the degree pathways would need to be confirmed following discussions with the Mauritius Tertiary Education Commission (TEC), whose approval was required before any of the pathways could be delivered by LCA Mauritius.
4.3Further to discussions regarding intake dates and progression, the Panel noted that the proposal documentation had stated that all pathways would be delivered on a full-time basis initially and sought confirmation from the Proposal Team. The Proposal Team confirmed that the 3 pathways would all be delivered on a full-time basis initially but that approval to deliver on a part-time basis may be sought in the future. LCA Mauritius was expecting demand to be predominantly from students wishing to study full-time. The Proposal Team further confirmed that the degree pathways would be delivered over 3 years, as opposed to the 2 year accelerated degrees that were currently offered at LCA London. The Panel informed the Proposal Team that a separate formal approval process would be required if it was decided in the future to deliver the pathways in part-time mode.
4.4The Panel was interested to learn of the proposed induction arrangements for students at LCA Mauritius. The Proposal Team confirmed that a local induction programme would be developed for students enrolling on Anglia Ruskin pathways. LCA Mauritius was experienced in providing induction training for full-time ACCA students which included an explanation of course content, ACCA rules and regulations and attendance requirements. In addition, important issues such as plagiarism and referencing would be addressed in the induction for Anglia Ruskin pathways. The Panel also learned that LCA London provided students studying Anglia Ruskin pathways with a 2-3 hour induction, the content of which would be shared with LCA Mauritius staff. It was confirmed that the Head of Administration and Course Leader at LCA Mauritius would devise a local induction programme and circulate it to LCA London and Ashcroft International Business School (AIBS) staff for comment. The Panel was reassured that appropriate induction arrangements would be in place prior to the commencement of the pathways.
4.5It was noted by the Panel that the teaching programmes for individual modules would be developed by LCA London staff and sent to LCA Mauritius. The Panel enquired as to the input of LCA Mauritius academic staff to the planned teaching and whether they would be able to contextualise material to Mauritius, citing taxation as an example. The Proposal Team informed the Panel that the UK taxation system would be taught to students in Mauritius. For ACCA courses the teaching material was provided by LCA London but was supplemented locally by the individual lecturers own notes and research. Whilst the Panel recognised that there was input from LCA Mauritius academic staff to the development of teaching material for ACCA courses, it agreed to recommend the full involvement of LCA Mauritius academic staff in the development of the curriculum to enhance the quality of education provided to LCA Mauritius students [see Recommendation 2.6.1].
4.6The Panel discussed learning and teaching methods and strategies with the Proposal Team, in particular the different methods and strategies that would be applied to the different levels of the degree pathways. The Proposal Team responded that the learning and teaching methods and strategies would aim to progressively develop the students as independent learners. At Level 1 the focus of teaching would be on concepts and theories whereas Level 3 would focus in greater depth on the work environment and require students to demonstrate the ability to analyse and critique with significantly more independence. The Panel further enquired whether the Team envisaged the amount of group work increasing from Level 1 to Level 3. The Proposal Team informed the Panel that
Quality Assurance Division6Confirmed