Internal Glossary

Below we’ve listed all the internal terms and acronyms that are used across Bloomsbury Institute, in meetings and publications.


The Academic Committee is our senior committee to whom the Board of Directors (BoD) has delegated responsibility for academic governance. It combines the responsibilities of an external advisory panel with those assigned to an academic board. This has the advantage of enabling us to draw upon the experience and expertise of the external academic advisors of the Academic Committee to ensure that the setting and maintaining of academic standards and the assuring and enhancing of academic quality are consistent with those applied by other higher education institutions. Students are represented on the Academic Committee.

The Access and Participation Plan sets out Bloomsbury Institute’s strategy for widening access to students who may otherwise struggle to enter higher education and then supporting them to succeed. The Plan also sets out how it will be implemented and evaluates, as part of our overall commitment to social mobility, student wellbeing and success. If we are successful in our OfS registration and our Plan is approved, it will be implemented for students starting in 2021-22 and beyond.

The Access and Participation Statement provides potential and existing Bloomsbury Institute students with a clear and transparent account of the ways in which, with regard to underrepresented and disadvantaged students, we provide fair access to all our courses and promote, encourage and develop the potential of students to succeed in their higher education studies and to proceed to graduate-level employment or postgraduate study.

The ACER is a mid-year evaluation prepared by the course leader to reflect holistically on the strengths and weaknesses of their course. The report also offers an opportunity to identify resource requirements which are subsequently captured, where appropriate, in the academic budget. Individual ACERs are used to inform an Overview ACER which is prepared by the Academic Principal.

The AMER is prepared by the course leader which reflects on a full academic year of delivery to provide evidence on the quality and standards of our academic provision, and on factors that impact upon that provision. It is also forward-looking, action-focused, providing intelligence on current and possible future developments within a course team’s academic or professional community and across the institution. Individual AMERs are used to inform the Overview AMER which is prepared by the Academic Principal.

In corporate governance, a company’s articles of association is a document which, along with the memorandum of association form the company’s constitution, defines the responsibilities of the directors, the kind of business to be undertaken, and the means by which the shareholders exert control over the board of directors.

The Assessment Brief is a student-facing document which provides for each assessment task information such as assessment structure and weighting, learning outcomes that are being assessed, an explanation of grading and Grade Criteria, the assessment task and submission requirements.


The Board of Directors is unambiguously and collectively accountable for the company’s activities, and takes all final decisions on matters of fundamental concern within its remit. Subject to this, the Board of Directors can delegate its powers to committees and/or to an executive (i.e. management).

Bloomsbury Institute Online Library and Databases.


Canvas is Bloomsbury Institute’s Virtual Learning Environment (VLE). It allows course tutors to share materials and learning resources with their students.

The Corporate and Academic Governance Framework (CAGF) is a document that outlines all governance related matters, establishing a framework of company processes and attitudes that add value to the business, build its reputation and ensure its long-term continuity and success. Bloomsbury Institute’s CAGF comprises a set of relationships (i.e. roles, responsibilities and agreed distribution of powers) between the company’s shareholders, its Board of Directors, its management and other stakeholders as well as a structure through which Bloomsbury Institute’s objectives are set and the means of attaining those objectives and monitoring performance are determined. The CAGF is a dynamic Framework and is reviewed by the Board of Directors at least once a year to ensure it remains fit-for-purpose.

The primary responsibility of Course Committees is to oversee the quality of student learning opportunities and the enhancement of the student experience. They also contribute to the management and development of the course(s) for which they are responsible. Students are represented on Course Committees.

Short for ‘Centre for Excellence in Teaching and Learning’. CETL was set up to support, promote, and enhance teaching effectiveness and student learning; to ensure all academic staff engage in scholarship within their discipline area and within teaching and learning innovation; and communicate the importance of teaching and learning to both internal and external stakeholders.


The essential skills staff and students require in order to engage successfully with Bloomsbury Institute’s systems and procedures. Students are offered Digital Essentials sessions to enable them to access and use IT systems and learning technology resources provided by Bloomsbury Institute.

Our full-time Disability and Wellbeing Advisor is committed to ensuring that those with a disability, specific learning difficulty (SpLD) or long-term health condition are provided with access to the same opportunities as their peers so as to benefit equally from the higher education experience we offer.

A suite of sessions designed and delivered by the Learning Technology Team that cover a range of topics from Turnitin to Excel. These sessions are delivered on a weekly basis and are open to both staff and students. The sessions are advertised through Canvas, the Student Hub and through posters throughout the Bloomsbury Institute buildings. As these lessons are optional, self sign-up to attend any of the sessions is registered through Canvas and managed by the Learning Technology Team.


All undergraduate students normally have free access to one eBook (via VitalSource) per module. VitalSource software provides a multi-platform reader service which allows staff and students to annotate texts and share their annotations with each other. Additionally, VitalSource software has ‘text to speech’ and ‘zooming the text’ functionality for access for those with a specific learning difficulty (SpLD).

Short for ‘Equality, Diversity and Inclusion Committee’. EDIC is responsible determining the company’s strategic direction in relation to equality, diversity and inclusion, and ensuring this is articulated within its Equality, Diversity and Inclusion Policy, and reflected within all other policies and procedures.

EWOs are a small number of UK and international organisations that deliver University of Northampton programmes locally. EWO partners are responsible for training their own staff but may receive assistance from the University. UoN sets the admissions criteria for the courses provided by the EWOs.


A programme of activities helping students to prepare for the upcoming academic year.


HSTalks provides access to world-class lectures and case studies delivered and/or specially commissioned by leading experts from commerce, industry, the professions and academia, in one online resource, accessible wherever, whenever and as often as is wanted. Bloomsbury Institute is a subscriber alongside a wide range of universities, business schools and colleges throughout the world.


Students participate in an Induction programme which is designed to welcome them and instil in them the confidence that they can succeed. In practical terms, it also introduces them to the requirements and expectations of their programme, and available facilities and support.


Learning Technology may involve the use of a range of technologies; however, whatever the technology, learning is the primary and overarching element. At Bloomsbury Institute, Learning Technology, can encompass a spectrum of activities from supporting learning, to blended learning (the combination of traditional learning and teaching practices), to learning that is delivered entirely online.

Team of Bloomsbury Institute staff whose primary focus is to enable effective use of technologies in all teaching and learning activities whilst keeping the student experience at the heart of what we do. The LTT works closely with subject academics to provide training, support and guidance to staff and students on the use of technologies for learning.


Mitigating Circumstances (MCs) are exceptional circumstances that prevent a student submitting an assignment (having been granted an extension) or sitting an exam. Students must follow a set of procedures to apply for MCs, attaching proper evidence, so that a decision can be made upon whether to accept the MCs. If the MCs are accepted the student’s assessment will be deferred meaning that the student will retake the assessment at a future date and not have the mark capped for the assessment.

Report produced for each module by the module leader drawing on both quantitative and qualitative data. The qualitative data includes the results of the Student Module Evaluation Questionnaire. Individual MMRs inform the AMER.


Short for ‘Northampton’s Integrated Learning Environment’. It is the University of Northampton’s (UoN) virtual learning environment (VLE), used by all Bloomsbury Institute’s students attending franchised courses that are awarded by the UoN.


Peer Assisted Learning (PAL) is an internationally recognised scheme based on research indicating that students benefit academically from peer teaching. PAL involves more experienced students who are trained as facilitators to provide academic and technical support to students primarily in lower years. The scheme provides opportunities for students to consolidate their own understanding of the discipline within a safe and collaborative environment. PAL Leaders support sessions to ensure learners make the most of their time together.

Peer Advisors (PA) are students who are trained to provide a signposting service to fellow students, dealing with student questions and directing students to where the appropriate help is available. They assist new students in particular as they navigate their way through a variety of transitions, including acclimation to academic life, timetable changes, proper use of ID cards and using the library service. PAs also provide one-to-one guidance on the use of our Virtual Learning Environment (VLE), student email accounts and our Student Self-service Portal (SSP).

Peer observation is a mechanism for reflection and professional development as a form of peer review within teaching practice where colleagues observe each other’s practice to provide feedback and discussion that will promote reflection. POs offer a uniquely valuable opportunity for reflection for both the observer and the observed. Based on a sharing of experiences and an intrinsically collaborative approach, it can provide a moment to pause and reflect on practice that is equally valuable for both.


Short for ‘Quality Assurance and Enhancement Committee’. The QAEC is an intermediate committee, sitting above the Course Committees and below the Academic Committee. The QAEC undertakes a supervisory role on behalf of the Academic Committee, and is under the direct control of the Academic Committee. It is entirely independent of the Senior Management and Leadership Team (SMLT). The QAEC contributes to the effective setting and maintenance of academic standards and the assuring and enhancing of academic quality. Students are represented on the QAEC.

Short for ‘Quality and Enhancement Manual’. The QEM aims to act as a central source of information for policies and procedures which support Bloomsbury Institute in assuring the quality of its learning, teaching and supervision. The QEM includes the regulatory framework which governs teaching and learning at Bloomsbury Institute and the provisions of such frameworks that have regulatory force. Some of the pages of the manual will be directly relevant to students, others only relevant to staff, whilst a third category will be useful to all.


The RDP is an agreed plan between a research-active member of staff, their mentor (if applicable) and Bloomsbury Institute’s Director of the Centre for Research and Enterprise, providing the researcher with a clear direction and strategic approach towards undertaking agreed research activities, and achieving agreed research outputs.

The Research Forum meets periodically to discuss implementation of the Research Strategy with all research active members of staff (academic and professional services).

Regular internal seminars, also attended by externals, that are normally delivered our research-active staff.


Short for ‘Senior Academic Leadership Team’. SALT contributes to effective management and leadership throughout the Academic Division and provides an informal forum through which information which relates to maintaining academic standards and the enhancement of academic quality is disseminated and discussed.

Short for ‘Centre for Student Engagement, Wellbeing and Success’. SEWS seeks to deliver a range of services which places the holistic development of all our students at the heart of what we do. They work closely with academic and other professional services staff to assist students who need support. They also offer a confidential service to help students address personal problems that could affect their wellbeing and academic progress. SEWS also supports student representative drop-in sessions through which group-related issues can be raised and actioned. The aim of these drop-in sessions is to provide student representatives with an accessible and pro-active service, to build relationships with student representatives and to establish clear communication between staff and students.

An online tool providing a platform to share news, data, resources and documentation and allow teams to collaborate on documents.

Short for ‘Senior Management and Leadership Team’. The SMLT meets every month to ensure effective operational and strategic management and leadership throughout each of Bloomsbury Institute’s five Divisions. Working alongside the Quality Assurance and Enhancement Committee, the SMLT contributes to the effective setting and maintaining of academic standards and the assuring and enhancing of academic quality.

Short for Self-service Centre. SSC is the online system in which prospective students fill their details, attach supporting documents and apply for a place of study with Bloomsbury Institute for their choice of course.

Short for ‘Student Staff Consultative Forum’. The SSCF formally considers and actions college-wide issues and also provides a forum through which staff can fully consult and engage with students with regards to the development of key strategic and management initiatives. SSCF ensures an effective institution-wide student representation and consultation on several matters.

Short for ‘Student Self-service Portal’. SSP is one method of communication between students and Bloomsbury Institute during their period of study. Students have access to make requests to the college administration (e.g. to request letters).

The Student Council is a consultative body within the Student Guild and makes recommendations to the Board of Trustees (the governing body) in the setting of Student Guild policy.

SCSRs are elected by students at the start of each academic year to be their representative. Our SCSRs not only act for Bloomsbury Institute, but also for the Student Guild and make up the Student Guild’s Student Council. Bloomsbury Institute’s SCSRs serve on the Student Staff Consultative Forum (SSCF), to ensure effective and timely communication between students and the institution. SCSRs are also included as full decision-making members of our Academic Committee, Quality Assurance and Enhancement Committee, and Course Committees, which help shape the way Bloomsbury Institute runs and how the courses are delivered.

The Student Guild is the official representative body for all Bloomsbury Institute students. It is funded by an annual grant from Bloomsbury Institute, but operates completely independently. The Guild provides impartial advice and guidance to students, raises students concerns with Bloomsbury Institute staff and works collaboratively with the Bloomsbury Institute Senior Management and Leadership Team (SMLT) to ensure that the student voice is heard within Bloomsbury Institute’s decision-making processes and to give students the best student experience possible. Bloomsbury Institute’s Student Staff Liaison Manager (SSLM) works very closely with the Student Guild to facilitate a smooth interaction between the institution and the student body.

SMEQs are the evaluations completed by students on the delivery of a module. Students will be asked to complete an SMEQ towards the end of each semester for each module they have taken that semester. The data from SMEQs will be considered at Course Committee meetings and meetings of our Quality Assurance and Enhancement Committee.

The Student Staff Liaison Manager is a person who acts as a link between Bloomsbury Institute and the Student Guild. The SSLM provides support and guidance on Bloomsbury Institute policy and procedure.

Student Wellbeing Advisors are Bloomsbury Institute professional services staff who work within the SEWS Centre. They work with students to promote engagement on their chosen programmes of study. They contact students who show signs of disengagement and offer advice on achieving success.


Short for ‘Time Data Security’ as a company name. TDS Student is Bloomsbury Institute’s attendance monitoring software.

Bloomsbury Institute’s annual conference on teaching and learning practices, which presents several academic professional development sessions.

Short for ‘Terms of Reference’. These are documents created to set the scope of responsibilities and accountability of the subject it refers to, such as committees, teams, boards, etc.


The University of Northampton is the partner institution that awards Bloomsbury Institute degrees. The UoN is a public university based in Northampton, Northamptonshire, England. It was formed in 1999 by the amalgamation of a number of training colleges and gained full university status as ‘The University of Northampton’ in 2005.


Bloomsbury Institute’s Working Paper Series is an in-house publication, also opened to the general public and especially those that share our core values. The series is multidisciplinary covering all areas of our scholarly provision in the general areas of business, management, law and accounting.