This handbook is intended to answer many of the day-to-day questions of students in the London School of Emerging Technology. It will provide great practical benefits during your tenure as a short certificate course student. It will help you understand the organisational values of the LSET and your own certificate course, and it contains invaluable information about examinations and what is required from you to progress towards certification. It will act as a pointer towards valuable sources of help should you encounter any problems. Keep your handbook safe as it will be a helpful reference throughout the course duration. This handbook is updated annually, so please take time to study it again.
Further details regarding Institution and its policies can be found on the Institution’s main website at https://lset.uk/policies.
Welcome to the London School of Emerging Technologies. You are about to join a new world of practical learning and a dynamic curriculum. We at LSET welcome you to the emerging era of technology. Our curriculum not only teaches hands-on techniques and methods but also provides various educational opportunities throughout the year. Our exclusive events about different fields will keep you engaged every minute of your tenure with us.
We empower our students from every prospect possible. From cultural activities to mind-bending competitions, we never fail to keep our students engaged.
Our curriculum is carefully designed to focus on both professional and interpersonal skill development. Our unique live industry project add-ons enable LSET students to work in co-working environments and experience the real-world challenges of the corporate world. The students will receive career guidance from professionals in the relevant industry.
The LSET opens up a world of new possibilities and next-generation skill training. We enable the students to pursue success in the right direction of technology or business. Our administration and trainers are dedicated to teaching technology and business in the most simple, efficient, and practical manner by leveraging the most innovative teaching methods and project-based learning. As an institution committed to innovation and creativity, LSET always encourages original ideas and creativity.
As a student of LSET, your responsibility is to seize the opportunities for learning that you will find here — whether in lectures, tutorials, laboratories, project work, or in discussion with the teaching and technical staff, to strive for the highest classification of degree commensurate with your talents, and to forge for yourself a distinguished career.
As a certified student from the London School of Emerging Technology with its illustrious forebears, we expect you to go out and in some way change the world. The subjects you have chosen to study are at the cutting edge of technology. We continually update courses and practices to maintain this position and provide a state-of-the-art education. You will find that the more diligent you are in your studies, the more you will enjoy them. We wish you every success in your chosen course.
Mayur Ramgir
Principal Instructor
At LSET, we provide an amalgamation of the conventional teaching procedures and a diverse range of metamorphosed skill training. These help to instil core corporate values like entrepreneurship, liberal thinking, and rational method solving in each student.
We help you build industry-required skill sets and discover solutions to real-life industry problems. The learning experience is made exciting with compact student groups, flexible study hours, and a particular focus on educational activities. This is a never-seen-before opportunity for anyone who wants to be prepared for this fast-paced technology world.
Our trained and experienced faculties are pioneers in their field of learning. We aim to provide individual attention to our students to make their learning more personal.
Our institution aims to build tie-ups with various start-ups and established leader companies to help you cultivate communications with them for future references. A brand-new opportunity to work close to the corporate world will provide your career with the boost it needs.
At LSET, students will be on a path to acquire skill-sets like developing entrepreneurship mindsets, incorporating practical methods at workspaces, social responsibility, networking, and much more.
As a student, you will start a journey filled with real-world challenges and practical training. Overcome your fears and become an emerging tech innovator or entrepreneur. With our helpful and innovative curriculum, students will always be on the edge of their learning experience. Our certificate programs include challenging yet productive courses to instil fundamental core values like impromptu decision-making into our students.
The Institution provides staff, facilities and various organised courses to enable you to acquire an education and understanding of the subject you are studying. The quality of this provision is constantly monitored, and we pride ourselves on the high standards maintained. It is your responsibility to use the institution’s provision most effectively to succeed in your chosen subject. You must surmount any perceived shortcomings in the system, for these cannot be used to excuse your failure to apply yourself effectively to your studies. Your results will judge you, so make sure that they reflect your best effort.
The information on compulsory classes is contained in the section ‘Minimum Requirement for Award of Certificate’ of the Course Specification for each course.
You will be graded CR (credit refused) or CW (credit withheld) for a course if you fail to meet these requirements without good cause. This may mean that you cannot complete your curriculum for the certificate course and may not be able to progress further.
The LSET aims to return feedback on written assessments within three weeks. You will be notified if a delay is expected.
The LSET offers a wide range of advice and guidance for your studies. These cover general issues, not those associated with a particular course, for which you should see the lecturer. Please visit the LSET website for further information.
You must justify the reason for your absence and may be required to upload supporting evidence. You may also wish to explain the circumstances to your Adviser, particularly where the illness or difficulties may be prolonged. The sooner you tell us, the earlier we can help you.
You are expected to make up for missed classes where practicable. For example, if you miss a compulsory hands-on lab near the start of a course you can usually arrange with the lecturer to complete it at a later date. It is your responsibility to make such arrangements.
The institution has a general rule that you must complete 90% of a course to be awarded credit. This means that it is not possible for you to be awarded credit after a prolonged absence, even for a good cause. This is because you would not have met enough of the learning outcomes of the course. Discuss your circumstances with your Adviser if there is any possibility of this happening to you; it may be best to withdraw from your studies until your problems are fully resolved.
It is particularly important to report absences from examinations promptly, preferably before the examination if possible. You MUST notify the Institution via Student Space no later than one week (i.e. within 7 days) after the date of the examination or the due date for submission of the assessment affected. The Institution may reject written assessments submitted more than 10 working days after the event unless there is a good reason for the late submission. The information you provide will be treated confidentially. An absence notification and supporting evidence must be completed following the guidelines in the LSET’s Student Absence Policy. It is not sufficient simply to email your Adviser of Studies or the lecturer on the course.
| Grade | Grade Points | % | Gloss | Primary verbal descriptors for the attainment of Intended Learning Outcomes | |
| A | 1 2 3 4 5 |
22 21 20 19 18 |
84–100 80–83 77–79 74–76 70–73 |
Excellent | Exemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by the deployment of the considered judgement relating to key issues, concepts and procedures. |
| B | 1 2 3 |
17 16 15 |
67–69 64–66 60–63 |
Very Good | Conclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal the appreciable depth of understanding. |
| C | 1 2 3 |
14 13 12 |
57–59 54–56 50–53 |
Good | Clear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding. |
| D | 1 2 3 |
11 10 9 |
47–49 44–46 40–43 |
Satisfactory | Acceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure. |
| E | 1 2 3 |
8 7 6 |
37–39 34–36 30–33 |
Weak | Attainment is deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulations. |
| F | 1 2 3 |
5 4 3 |
27–29 24–26 20–23 |
Poor | Attainment of intended learning outcomes is appreciably deficient in critical respects, lacking a secure basis in relevant factual and analytical dimensions. |
| G | 1 2 |
2 1 |
15–19 10–14 |
Very Poor | Attainment of intended learning outcomes markedly deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation. |
| H | 0 | 0–9 | No credit | No convincing evidence of attainment of intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary. | |
Table: Mapping of percentage marks to grades and verbal descriptors of grades from Code of Assessment
In order to be awarded the credits and to gain one of the grades in Table 2, you must have completed a course satisfactorily. If you have not been awarded the credits for a variety of reasons other results are used. For example:
Each grade also has a number of Grade Points (0–22) associated with it. These are used to calculate your average performance, which is needed to check your progress and for certification.
Your course instructor considers your results with any evidence of personal difficulties and decides whether you:
Note that students cannot simply elect to retake a certificate course if they have done particularly badly in exams. The opportunity to retake a course is only granted if the student has encountered extended illness or other adverse circumstances which have significantly impaired their ability to study throughout the course duration.
The purpose of progress regulations is to stop you from wasting your time (and money) by studying for a course that you are unlikely to achieve. You have the right of formal appeal to the Institution against the decisions of the instructor.
The penalties for misconduct in examinations are severe and may result in expulsion from the Institution.
Where an invigilator reports to the administration that a student has been found with prohibited material, the student concerned is interviewed by the Administration head for Student Conduct. The Administrator can impose a range of penalties and these can have very severe consequences for the student involved — for example, a common penalty is to award Grade H for the examination in question, with no opportunity to resit. In some cases, this can have the effect of preventing students from completing their courses.
In order to avoid consequences such as this, you are asked to be particularly aware of the items in your possession as you enter the examination room. Please ensure you have no revision notes in pockets or inside permitted material such as dictionaries or pencil cases – these can sometimes be forgotten.
In particular, many conduct cases involve students who are found with mobile phones during exams. Please ensure that your mobile phone is switched off, and in your bag, which should be left in the location advised by the invigilator (usually at the front of the hall). If you are found with a mobile phone at your desk during an examination this will be considered as an offence equivalent to cheating, and the penalties applied can be severe.
The Institution take a serious view of such dishonest behaviour and will act against any student found to have plagiarised. There are good reasons for this. One is that the work is part of your programme of study and you learn nothing if you do not undertake the work yourself. Secondly, the Institution upholds the quality of its academic qualifications and cannot tolerate having them lowered through dishonesty. There may be occasions when you work in groups and are required to submit work individually. Normally in this situation, you will be individually reporting on your own understanding of the work you did as a group or authoring one section of a group report. However, please discuss this with the staff concerned if you are in any way unsure how to submit joint work. You learn a great deal by discussing problems with fellow students and we do not wish to discourage this valuable activity.
A range of penalties may be applied when plagiarism is detected depending on the severity of the plagiarism. In all cases, your Adviser will be informed and may have to report the cheating in references written for you. A severe view is taken of plagiarism in levels 3 and above, where marks contribute to your final certificate classification. Cheating in examinations is also treated very seriously.
The Introduction to the Institution’s statement on plagiarism, part of the Institution Regulations is as follows;
31.1 The Institution’s certificates are given in recognition of a student’s personal achievement. All work submitted by students for assessment is accepted on the understanding that it is the student’s own effort.
31.2 Plagiarism is defined as the submission or presentation of work, in any form, which is not one’s own, without acknowledgement of the sources. Plagiarism includes inappropriate collaboration with others. Special cases of plagiarism can arise from a student using his or her own previous work (termed auto-plagiarism or self-plagiarism). Auto plagiarism includes using work that has already been submitted for assessment at this Institution or for any other academic award.
31.3 The incorporation of material without formal and proper acknowledgement (even with no deliberate intent to cheat) can constitute plagiarism. Work may be considered to be plagiarised if it consists of:
With regard to essays, reports and dissertations, the rule is: if information or ideas are obtained from any source, that source must be acknowledged according to the appropriate convention in that discipline; and any direct quotation must be placed in quotation marks and the source cited immediately. Any failure to acknowledge adequately or to cite properly other sources in submitted work is plagiarism. Under examination conditions, material learnt by rote or close paraphrase will be expected to follow the usual rules of reference citation otherwise it will be considered plagiarism.
31.4 Plagiarism is considered to be an act of fraudulence and an offence against Institution discipline. Alleged plagiarism, at whatever stage of a student’s studies, whether before or after certification, will be investigated and dealt with appropriately by the Institution.
31.5 The Institution reserves the right to use plagiarism detection systems, which may be externally based, in the interests of improving academic standards when assessing student work.
In other words, the Institution has done something wrong in the way we have administered your course or exams, or we have not made reasonable allowances for a medical or other personal problem which you reported as Good Cause, or there was something affecting your academic performance which you have not told us about before (you must provide a good reason why you didn’t tell us before).
If you appeal under any of the above grounds it is essential that you can provide substantive documentary evidence to support your appeal. If you do not provide evidence your appeal will be dismissed.
A student who feels that he or she has grounds for an appeal should first seek advice from Student Services.
Please note that you cannot appeal against academic judgement — in other words, simply because you think that you should have been given a higher grade for your work or you think you should have been given a better degree classification. It is important that you state clearly the resolution that you are seeking, and that this resolution is reasonable.
It takes a lot of work to assemble the case and the evidence needed for a successful appeal and it would be wise to discuss your position with somebody before starting. Your Adviser of Studies will be happy to help or you might prefer to approach the LSET Student Services.
Prior to submitting your formal appeal, it is worthwhile sending a draft copy to the Principal Lecturer as often it is possible to resolve the appeal locally without the need for the formal process. This is referred to as an “informal resolution”.
In summary, there are three things you have to consider:
If the answer to any of these questions is “no” then there is no point in making an appeal.
You can raise a Stage 2 complaint in the following ways:
By email: [email protected]
By phone: +44 (0) 20 3369 9909
By post: 1 Cornhill, London, EC3V 3ND, United Kingdom
Complaints must be made in writing by filling out the Complaint Form whether it is at Stage 1 or Stage 2. This will help to clarify the nature of the complaint and the remedy that you are seeking.
There are fire extinguishers throughout the building.