Our Educational Approach

Academic rigour, technology and professional relevance, brought together in a digital-first philosophy of learning.

Philosophy

Rigour in thought. Relevance in practice.

Four principles guide how the College intends to teach, assess and support its learners.

Digital-first by design
Digital education works best when it is designed as such. LCBAT’s approach starts from the realities of online learning (time zones, working lives, attention and the need for community) and plans learning around them, rather than transposing a classroom experience onto a screen.
Rigour with purpose
Academic standards are not relaxed for the sake of flexibility. Learning is intended to be assessed against clear outcomes, with emphasis on argument, evidence and the ability to apply ideas under uncertainty.
Practice at the centre
Learners are professionals or aspiring professionals. The approach draws on real organisational problems, case-based enquiry and reflective practice, so that study informs work and work informs study.
Technology, critically understood
Artificial intelligence and data are both subjects of study and tools for learning. Learners are encouraged to use them capably and to question them rigorously.

Our standards

A philosophy is only credible if it can be tested. As programmes are developed, LCBAT intends to be measured against the following commitments.

Clear learning outcomes and transparent assessment criteria.
Accessible design, with consideration for learners of diverse needs and circumstances.
Respect for learners’ time and professional commitments.
Honest communication about what is, and is not, available.

Enquiries

If you would like to understand how the College intends to teach, we would be glad to hear from you.