Centre for Excellence in Teaching and Learning (CETL)


Our vision is to position The Bloomsbury Institute at the forefront of Teaching and Learning within a servant leadership perspective globally.


Our mission is to support, promote, and enhance teaching effectiveness and student learning; encourage research in teaching and learning; communicate the importance of teaching and learning to both internal and external stakeholders; and serve as a catalyst for servant leadership in higher education.

  • Facilitate the professional and intellectual development of academic staff as servant leader educators.
  • Promote and support a community of teacher-scholars where the theory and practice of teaching and learning are shared.
  • Support the Schools of Business, Accountancy and Law to develop, implement, and assess instructional approaches and methods.
  • Nurture innovations in higher education teaching.
  • Advocate appropriate use of technology in enhancing Teaching and Learning in Higher Education.
  • Help individual academics assess their teaching effectiveness and their students’ learning.
  • Sustain an institutional culture that recognises and rewards both teaching and scholarship of teaching and learning.
  • Promote student learning as central to accomplishing the teaching/learning mission of the institution.

UK Quality Code

Within this section, staff and students should refer to the Expectation from the UK Quality Code shown below. For additional guidance, reference should be made to the relevant Indicators within the stated Chapter of the UK Quality Code.

Expectation (Chapter B3)

‘Higher education providers, working with their staff, students and other stakeholders, articulate and systematically review and enhance the provision of learning opportunities and teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subject(s) in depth and enhance their capacity for analytical, critical and creative thinking.’


As an introduction to this section, staff and students are directed to refer to the UK Quality Code Chapter B3 which states:

“Identifying effective learning and teaching is complex, as it is influenced by many factors, which vary between individuals and different learning environments. Individuals learn when they acquire new (or modify existing) knowledge, behaviours, skills or values. There are many different ways to teach, all aimed at helping a student to learn. There are many ways to empower learners with the confidence to participate, critically and creatively, in the study of their subject area(s).

This Chapter includes a discussion around the following themes:

  • Inclusive learning through promoting equality, diversity and equal opportunity;
  • Higher education providers, staff (all those who facilitate learning), students and other stakeholders working in partnership;
  • Learning facilitated by enthusiastic and capable staff through teaching and other types of support for learning, whether formal or informal.

Teaching and Learning Philosophy

The Teaching, Learning, Assessment and Research (TLAR) Strategy embraces the philosophy of Servant Leadership at its core:

  • The development of independent and critical learners.
  • The provision of an educational experience that enables all our students to achieve their full potential.
  • The development of responsible citizens who will make valuable contributions to society.

Servant leadership

Our adoption of Servant Leadership as our teaching philosophy underpins our commitment to the provision of a social learning environment which is based on mutual dignity and respect.  We have identified four dimensions and 6 principles of Servant Leadership, and these need to be borne in mind when applying Servant Leadership in our working and personal lives.

Dimensions of Servant Leadership:


The concept of service has two dimensions: firstly, to be approachable and helpful, and secondly community service. The concept of service is an important aspect of participants dealing with people and giving back to the community. The dimension of serving others in different roles develops one’s ability to work with others and gain self-confidence. On a personal note, the ability to help others with personal issues or just being a friend when needed is further developed since the participants become more empathetic and compassionate.


Trust is seen as a two way process with firstly gaining the trust of the people working for you and secondly trusting people to do their work. This requires a two-way communication process of people coming to talk to each other if they have a problem. Trust develops an understanding between people and by trusting those people to do their work and showing them you trust them, will in turn, in my experience get them to trust you to facilitate their work.


Respect is an important element of getting people’s “buy-in” to work with you. Forcing people to take notice and follow you does not work as they will not respect you and pull away from you. Earning respect requires you to lead by example, do the right thing and hopefully you don’t try to push them. If you ‘shout and scream you wouldn’t get anything done because an overpowering kind of person does not command respect’ (Taylor, 2013:142).

Practice of leadership

The practice of leadership manifests itself in a number of ways. Leading by example is the predominate category reflected by leaders regarding leadership practice. “People respond well if someone in a position of leadership is setting a diligent example and not shirking responsibilities” (Taylor, 2013:143). The dimensions of leadership practice require you to “be approachable if you want to help people … help people through leading and not as this force above them that they cannot interact with … you want interaction and the servant factor in serving them and helping them” (Taylor, 2013:143).

Principles of Servant Leadership:

The six Servant Leadership principles and indications of application that we have identified, and which we are working towards embedding in all our dealings with our students and between staff are:

Principle 1. Put the interests of others first and provide support through:

  • Expressing an interest in your staff/students in order to determine their needs and wants.
  • Knowing your staff/ students’ names.

Principle 2. Provide direction and ensure that individuals know what is expected of them through:

  • Planning and preparing to guide appropriately your staff/ students.
  • Assessing the capabilities of the group and providing strategies and activities that enable improvement.
  • Observing the immediate environment and the changing needs of participants as they arise.

Principle 3. Be honest and authentic by doing what is promised through:

  • Helping staff/students understand the complexity of issues.
  • Adopting flexible approaches: there are no right or wrong ways to facilitate work and learning, as solutions depend on the characteristics and needs of the group.
  • Satisfying staff/ students’ expectations in terms of guidance and activities.

Principle 4. Empower, develop and motivate others by:

  • Creating a proactive, self -confident attitude.
  • Encouraging self-directed decision making.
  • Sharing experiences and information.

Principle 5. Be accepting and empathetic towards others by:

  • Caring about your staff/ students.
  • Recognising past or current situations that may have contributed to any challenges they face.
  • Equipping them with the skills and knowledge necessary to cope.

Principle 6. Act as role models for others and set the right example by:

  • Placing their own accomplishments in perspective.
  • Having a sense of responsibility for students.
  • Adhering to the philosophy and dimensions of servant leadership.

Levels of Study

Our teaching, learning and assessment strategy is informed by the level at which a course is delivered and the nature (i.e. characteristics) of our student cohorts.

Adapting our teaching and learning methods

We adapt our teaching and learning methods:

  • to take account of the level at which a course is being delivered; and
  • to accommodate the different academic needs of each of our students.

Adapting our teaching and learning methods to take account of the level at which a course is being delivered is essential to ensure our students achieve the learning outcomes and qualification descriptors for the specific level of the course as set out within:

  • the relevant Programme Specification;
  • the relevant Module Specifications;
  • the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ), or, where applicable, the Qualifications and Credit Framework (QCF); and
  • the QAA Subject Benchmark Statements (where applicable).

The FHEQ is supported and contextualised by “Subject Benchmark Statements”. As outlined by the Quality Assurance agency (QAA), Subject Benchmark Statements set out expectations about the standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject.

Adapting our teaching and learning methods to accommodate the varying academic needs of each of our students is essential to ensure our students can attain their full potential.

These varying academic needs, particularly with regard to academic skills and English Language proficiency, may be influenced by, inter alia, a student’s age and academic background (i.e. whether they are a traditional student with prior certificated learning or a non-traditional student with prior experiential learning), and their country of origin (i.e. whether they are from the UK, EU or overseas).

Application of Teaching and Learning Philosophy

1. Application of Teaching and Learning Philosophy

Teaching and learning has become the focus of increased student achievement. The successful application of our teaching philosophy relies upon engaging appropriate individuals, and the continuous development of these individuals. Academic staff are expected to have an understanding of what is involved in teaching, how students learn, and how they themselves learn from their teaching by reflecting on their practice.

The Introduction of the UK Professional Standards Framework (UKPSF) as a framework for teaching and learning together with the teaching and learning philosophy has led to positive changes to academic development, learning, teaching and student experience at London School of Business and Management. The adoption of the UKPSF framework is driven by compulsory fellow membership of the Higher Education Academy. All staff, without membership have applied for HEA fellow membership through the prior experience route.

Our staff development policy outlines the recruitment and development process in more detail.
Staff Development and Recruitment Policy

Staff Development and Recruitment Policy

2. Peer Observation of Teaching

Feedback provided under this Scheme is strictly confidential between the observing academic and the observed academic. We will only retain a record to confirm that the observation and delivery of feedback have taken place.

The key aspects of the Peer Observation are based on the UKPSF and used as a benchmark to judge the quality of teaching. On reflection the observed academic is required to undergo CPD training to improve aspects of teaching and or assessment highlighted by the observing academic. This can take place by attending HEA professional staff development courses, HEA events, LSBM Teaching and Learning Forum, LSBM Teaching and Learning conference and eLearning staff training.

This activity is not directly linked to the Annual Staff Appraisal Scheme, although the observed academic may identify staff development proposals which can be discussed within the Staff Appraisal Scheme.

This Scheme is separate from our Management Observation of Teaching Scheme which is used, as required, to measure an academic’s teaching and learning performance.

For more information, please refer to the following:

Peer Observation of Teaching Scheme.

Learning Technology Overview

Learning Technology has the potential to transform the way we teach and learn (JISC, 2016).  It opens new opportunities to ‘raise standards, widen participation in life-long learning, [and] improve the learning experience’ (HEFCE, 2005).  Alongside existing methods, Learning Technology can enhance the quality of the teaching and learning experience for students.

Our Learning Technology Strategy intends to set the direction for Learning Technology activity at LSBM to make more efficient, enhance and transform our provision over the period of 2017-2020.  The strategy has been formulated through discussions with the Learning Technology Forum and in collaboration with our Teaching and Learning Forum, Senior Academic Leadership Team (SALT), and Centre for Excellence in Teaching and Learning (CETL).  Our Learning Technology Strategy extends and runs in line with our Academic Strategic Plan 2017-2020.  The implementation of our Learning Technology Strategy is led by our Learning Technology Team through close collaboration and cooperation with the Academic Division, IT Division and Professional Services.

Our Learning Technology Strategy assists in the delivery of the vision detailed in our Academic Strategic Plan 2017-20, to be an:

Accessible, transformational and innovative provider of high-quality UK higher education.

More specifically, our strategy aligns with Goals 3 and 4 of our Academic Strategic Plan 2017-20, which aim to:

  • Provide our students with learning facilities, resources, and academic support of the highest quality [Goal 3].
  • Provide our students with an ‘inclusive’ educational experience which promotes independent learning, personal development, and graduate employability [Goal 4].

Our strategy defines the Learning Technology vision for maintaining effective practices and integrating innovative use of educational technologies to support educational efficacy.  The primary focus of this strategy is to support learning and to enhance all aspects of student experience.  It ensures that the use of Learning technology is tightly embedded into the pedagogy and support services we offer for improving teaching and learning experiences as a whole.  The strategy offers an action plan with measurable indicators of success and targets, aligned to our Academic Strategic Plan 2017-20.  What guides our decision making is Chapter B3 of the UK Quality Code which is relevant throughout these discussions.

Our Learning Technology Strategy takes into account the following three interconnected operational domains which represent the need for:

1.     Teaching Philosophy and Pedagogy: embedding the institutional teaching philosophy into the implementation and action plan of the Learning Technology strategy, and ensuring coherent integration of Learning Technology activities and electronic resources into the teaching methods and pedagogy,

2.     Personal Development and Support: providing training and support to the members of staff and students in effective and efficient use of Learning Technology for teaching and learning, and

3.     IT Infrastructure and Maintenance: ensuring robust and efficient operation of Learning Technologies through the development, maintenance and expansion of educational technologies and services adopted within our institution.

Within the boundaries of the operational domains a set of directions (Strands) have been adopted as guiding principles for the implementation of our strategy.  The selection of the strands is guided by recommendations on developing an institutional strategy from across the HE sector.  The recommendations were published by HEFCE to support higher education institutions in developing and embedding Learning technologies.  We have adopted the proposed guidance and have added an additional Strand – Sustainability.

The strands addressed in our Learning Technology Strategy are:

Strand 1: Pedagogy, curriculum design and development

Strand 2: Learning resources (and networked learning)

Strand 3: Student support, progression and collaboration 

Strand 4: Strategic management, human resources and capacity development

Strand 5: Quality (Assurance)

Strand 6: Research and evaluation

Strand 7: Infrastructure and technical standards

Strand 8: Sustainability

The Learning Technology Strategy for 2017-2020 is available here.

<< Quality Enhancement Manual Contents