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Disabled students - CS042507

A student on a one-year postgraduate taught course was living with depression which affected their ability to meet some coursework deadlines. The provider agreed several extensions to deadlines. 14 months after beginning the course, the student had one piece of coursework outstanding, which they were attempting for the second time. On the submission date the student asked for their circumstances to be considered because they were not able to submit the work in full. The provider responded by email on the same day saying that the request was refused. The student submitted their unfinished essay. Three weeks later, the provider told the student that they had not passed the module, and that their studies would be terminated.

Disabled students - CS042508

An apprentice enrolled on a degree apprenticeship in a regulated profession needed to successfully complete a maths functional skills qualification before they could progress to the end point assessment. The apprentice complained that there had been a lack of support for them as a person with dyslexia and ADHD and asked that the level of the qualification be lowered as a reasonable adjustment. The provider initially rejected the complaint. Under the “Apprenticeship Funding Rules for main providers” set by the government, higher education providers are permitted to lower the maths functional skills requirements for apprentices who have an Education, Health and Care (EHC) plan, a statement of special educational need (SEN) or a Learning Difficulty Assessment (LDA). The apprentice did not have any of these documents.

Bullying, harassment and sexual misconduct - CS042510

A student beginning a healthcare course at an overseas campus was required to undertake an occupational health assessment. Shortly after the assessment, the student reported to the provider that they had been sexually assaulted by a medical professional employed by the occupational health firm. Around four months later, the student withdrew from the course and made a complaint about the way the provider responded to their disclosure.

AI and academic misconduct - CS072501

A student with autism was invited to respond to allegations that they had included large sections of AI-generated content in an essay submission.

AI and academic misconduct - CS072502

An international student was invited to attend a viva because Turnitin had identified that their coursework contained substantial amounts of AI-generated content.

AI and academic misconduct - CS072504

An international student was asked to attend a viva because Turnitin had indicated that their module assignment contained a high percentage of AI-generated content. The provider was not satisfied with the student’s explanations during the viva, and so it convened an academic misconduct panel.

AI and academic misconduct - CS072505

A postgraduate student was invited to respond to allegations of suspected academic misconduct after Turnitin indicated that an essay contained a high proportion of AI-generated content, including hallucinated references.

Accommodation

Learning from our casework for complaints relating to accommodation.

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How corporate structure impacts provider closures

We have been more giving thought as to how students might be better protected in the scenario of a sudden exit, following on from our Wonkhe article earlier this year.

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Closure of GSM London: the OIA’s perspective

We outline some of the common themes in the complaints we received from the closure of GSM London and we explore further the principles we developed and how we have applied them.

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