Higher Education


Holmes' approach to Teaching and Learning is motivated by a strong belief that teaching and learning are both participatory processes. This includes a strong commitment to flexibility, which includes recognizing that individual students have different learning styles and that students come to Holmes with different levels of education and experience.

Holmes values the integration of the experience of work into its course content and the provision of work-relevant education into its subjects. The curriculum at Holmes reflects contemporary knowledge in the context of dynamic economies and societies. Through the periodic review and revision of the content and structure of its courses, Holmes seeks to ensure its learning outcomes are aligned with the methods used for assessment. Holmes uses combinations of formative and summative assessment, in ways that measures learning the intended outcomes. Teaching and curriculum development at Holmes also recognizes the diversity of the student body as a positive element in Teaching and Learning.

In line with Holmes's ethos, the following guidelines shape individual faculty approach their teaching and learning activities:

  • A wealth of experience and understanding already exist among the student body
  • The equation teaching = learning is too mechanistic to account for the variety of ways in which people learn in both formal and informal settings
  • Cultural and social  differences are attributes to be valued
  • Intellectual freedom flourishes when people have opportunities to view issues from different perspectives

Holmes expects its faculty to demonstrate a commitment to the following in their teaching and learning activities by:

  • Sharing their expertise in the context of professional practice and industry roles
  • Providing students with formative feedback in subjects during their learning course
  • Improving their teacher practice through continuing professional development and participation in the Peer Review of Teaching Program
  • Reflecting critically on their teaching practice
  • Using a variety of teaching and assessment strategies
  • Using appropriate educational technologies
  • Actively engaging students in learning
  • Using problem- and/or project-based learning, case studies, role-plays, discussions and debates
  • Listening  to students and using student feedback to improve teaching and learning
  • Engaging in scholarship related to teaching and teaching

Holmes expects its students to demonstrate a commitment to the following in their learning activities by:

  • Engaging with faculty and peers in the process of learning
  • Contribute to their own learning through proactive engagement in all learning activities
  • Adhering to Holmes's academic policies, procedures, codes and guidelines concerning the governance of teaching and teaching