MX Institute · MX Institute Staff Handbook P a g e | 5 STAFF ENGAGEMENT The Management of MX Institute is committed to employ staff - both academic and non-academic that apart from

MX Institute

Staff Handbook

MX Institute Staff Handbook

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www.mxinstitute.com

MX Institute for Higher Education Ltd

183, Triq il-Bażilika Mosta MST3292

Malta (EU)

E: [email protected]

T: (00356) 21432334 M: (00356) 79888609


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TABLE OF CONTENTS

Staff Engagement ............................................................ 5

Procedure .................................................................... 6

Appeals and Complaints ............................................... 10

General Rules and Processes for Filing a Complaint . 11

Safeguarding of Learners .............................................. 13

Provision of Adequate training ................................. 13

Internal Verification and Assessment ........................... 14

The purpose of internal verification ......................... 14

Learner Support ............................................................ 16

Lectures and Presentations ...................................... 16

Voice Recorder .......................................................... 16

Extended Deadline .................................................... 16

Extra Exam Time........................................................ 18

Recognition of Prior LEARNING .................................... 20

Appendix 1: Code of Ethics ........................................... 21

Responsibilities to Students ...................................... 21

Professional Responsibilities and Practice ................ 21

Responsibilities to Colleagues ................................... 22

Responsibilities to Society ........................................ 23


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Be sensitive and up-to-date with environment issues

................................................................................... 23

Appendix 2: Conflict of Interest Policy.......................... 25

Policy ......................................................................... 25

Managing a Conflict of Interest ................................ 26

Appendix 3: Contingency Plans ..................................... 27

Principles ................................................................... 27

Circumstances requiring contingency arrangements27

Approval process for implementing contingency

arrangements ............................................................ 28

Contingency Arrangements ...................................... 28

Contingency arrangements for setting assessment . 29

Contingency Arrangements for Marking Assessments

................................................................................... 30

Personal Notes .............................................................. 32


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STAFF ENGAGEMENT The Management of MX Institute is committed to employ

staff - both academic and non-academic that apart from

having the required capabilities and academic

certifications can also act as role models for all the

students attending MX Institute. All information related

to each member of staff shall be stored in our database.

Soft copies of CVs and academic certificates as stored in

a dedicated folder on our cloud storage solution. This

information is kept and possibly updated during the

employment duration of the staff member. All

information is deleted and discarded as requested by the

GDPR legislation once the staff member quits his/her

engagement with MX Institute.

All members of staff are responsible for adhering to MX

Institute’s code of ethics listed in Appendix 1: Code of

Ethics on page 21 of this handbook.

It may also be required that during the engagement

process, other staff take on additional duties or

responsibilities, where a need has been identified. It is

the responsibilities of the recruitment team to

communicate this clearly with the relevant staff

member/s.

All staff involved in the recruitment process must declare

any conflicts of interest with potential candidates. This is

essential to ensure that all candidates are treated fairly


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and equally, and that none face preferential or adverse

treatment due to a conflict of interest. Depending on the

nature of the conflict, staff may or may not be able to

continue in the recruitment

The following procedures for recruitment must be

followed where there has been an identified need for

new member of staff, either due to the creation of a new

role, or due to another staff member leaving the

organisation.

Procedure

PRE-RECRUITMENT

Prior to recruiting for a position, an informal needs

assessment must be conducted to ensure there is a need

to recruit, or to identify any viable alternatives that may

meet the requirements. This should be conducted by the

manager overseeing the position, for internal staff, or by

the relevant Director for teaching staff, and may be made

in consultation with other relevant staff as required.

Where it has been determined that there is a definite

need for recruitment, the role must be designed by the

relevant staff. Where the position is replacing a previous

staff member, this analysis and design phase may involve

reviewing the duties and responsibilities of the role as it

was conducted by the previous staff member, including

whether any additional responsibilities should be added,

or whether other staff may be better equipped to


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manage some components. For new roles, the position

description must be designed, and analysed to ensure

there is no overlap with other roles within the

organisation. This process will help maximise the

likelihood of a successful recruitment process.

At this stage, approval must be given by MX Institute’s

Director to proceed with recruitment.

RECRUITMENT

MX Institute shall advertise vacant positions through all

relevant and effective pathways, to maximise the hiring

potential by recruiting from a diverse and high-quality

field of candidates. The method of advertising the role

will vary depending on the position, but may include

social media, MX Institute’s website, a recruitment

agency, or a job finding website.

MX Institute usually requires that applicants submit their

CV in Europass format, along with a cover letter,

explaining their suitability for the role. Once applications

are received, MX Institute’s director or another manager

in charge shall review and store these in line with

relevant legislation, including GDPR and local

regulations. Applications received after the closing date,

if one is specified, will not be considered except under

extenuating circumstances.

In some rare cases where it has not been possible to

create a suitable shortlist of applicants, a position may be


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re-advertised. In these cases, a review of the advertising

methods may be undertaken, to sample from a more

varied and diverse pool of candidates.

SHORTLISTING

Once the closing date has passed, the management will

review all valid, submitted applications for suitability. To

be shortlisted, an applicant must have demonstrated

how they meet the requirements for the role, including

both education and experience, and how they can apply

these to the advertised position. Where applicants may

not meet all the education requirements, appropriate

experience may be considered by the shortlisting panel.

Unsuccessful applicants may not be contacted but may

follow up on their application and be advised on the

outcome. All shortlisted applicants will then be

contacted to advise them of the outcome of their

application, and to coordinate interviews.

Interviews should be well-structured, with questions

planned, and consistent between applicants. Questions

will focus on the attributes, skills and experience relevant

to the role, and may require the candidate to provide

examples of these attributes. In some cases, candidates

may be asked to provide a portfolio of work, however,

this will be clearly communicated prior to the interview.

Each member of the interview panel will record their

assessment of each candidate, to determine the second


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shortlist, for the second round of interviews. Second

interviews should follow the same guidelines as the first

interview but may ask more detailed questions on

specific salient points or issues. At this point, if

applicable, reference checks may also be made for

candidates under consideration.

DECISION AND CONTACTING SUCCESSFUL CANDIDATE

The selection decision will reflect the consensus of the

interviewing panel, following first and second interviews,

as the result of an objective assessment of each

candidate and their ability to perform in the advertised

position.

Once a successful candidate has been selected, they will

be contacted by a member of the interviewing panel to

coordinate a meeting with a conditional offer for the

role. This meeting will discuss the contracts, including

salary, contract duration, start dates, any probation

period if applicable, and any other relevant entitlements

or questions from the applicant.

When the successful candidate has accepted the offer, all

unsuccessful candidates who were interviewed will be

contacted, to notify them that they were not successful.

Where applicants give explicit permission, their details

may be retained for future opportunities within MX

Institute.


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APPEALS AND COMPLAINTS It is important that employees are treated fairly and

receive prompt responses to problems and concerns. For

this reason, MX Institute provides a complaints and

grievance procedure to promote prompt and responsible

resolution of issues raised by employees. The process

outlined below should be used if an individual disagrees

with a supervisor’s action, including any disciplinary

action that may be taken or recommended.

There are two types of matters which are addressed by

this policy.

1. Complaints: A complaint is a concern that an

employee wants to discuss informally to resolve

the issue. Employee concerns such as job

performance or performance appeals do not fall

under the definition of a complaint.

2. Grievance: A grievance may result from any

incident taken against the employee which:

a) Violates MX Institute’s policies or involves

inconsistent application of these same

policies.

b) Violates any legal, human rights or the

right to a safe work environment.

An employee may only grieve those matters defined in

sections a and b above.


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General Rules and Processes for Filing a Complaint Employees using this procedure are entitled to do so

without fear of retaliation, interference or discrimination.

A complaint/grievance must be presented to the

immediate person to whom the employee reports within

ten (10) working days after the occurrence of the incident.

Any claim not presented within the designated time

frame shall be deemed waived.

For repetitive and/or ongoing incidents or circumstances,

the complaint/grievance must be filed within ten (10)

working days of the last occurrence of such incident or

circumstance.

STEPS FOR FILING A COMPLAINT

1. Discussion with Direct Report: The employee should

detail the basis for the complaint and if possible, identify

a suitable corrective action desired for resolution. The

employee and the immediate person to whom the

employee reports shall discuss the complaint in a manner

aimed at fostering resolution. The person to whom the

employee reports shall investigate as required and inform

the employee upon full consideration of all the facts

within ten (10) working days of the initial discussion.

2. Written Grievance Report: If the employee and the

person to whom the employee reports are not able to

reach a mutually satisfactory resolution to the complaint,

the employee may submit a written grievance report to

the management who shall then submit a report which


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must be filed within ten (10) working days from the date

of the follow up discussion with the immediate person to

whom the employee reports.

The grievance report requires that the employee state in

writing their grievance, providing a detailed description of

the issue, the steps that have been taken to address it and

why these have not been successful, and to sign and date

the report.

The Grievance Board shall report a written and final

decision not later than fourteen (14) working days from

the date after the grievance was submitted.

The employee may choose to act as his/her own

representative in any step of this procedure. The

employee may testify and present witnesses and

materials in support of his/her position. Any employee

who testifies, whether on their own behalf or for a co-

worker, will not be subject to retaliation or discriminatory

action. The employee may choose to be accompanied and

represented by his/her legal representative.

The timelines above are subject to amendment on a case-

by-case basis due to operational requirements, travel

away from premises, in-depth investigations, etc. The

Director shall have final authority to resolve any disputes

regarding the implementation of this Complaint

Procedure, including determination of the appropriate

decision makers.


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SAFEGUARDING OF LEARNERS

Provision of Adequate training All staff working with young people and adults with

additional needs receive appropriate training to

familiarise themselves with safeguarding issues and their

responsibilities, including refresher training at least every

three years. The Quality Assurance Manager has the

responsibility to coordinate and provide such training.

SAFEGUARDING OF STUDENTS

It is the responsibility of all staff to:

• Treat all students with an equal respect and

respect their right to privacy.

• Ensure that all interaction with students is done

so in a professional manner.

• Exercise the duty to report any observations or

suspicions of abuse to the Director or Quality

Assurance Manager.

• Report any observations or suspicions of non-

compliance with this code to the management


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INTERNAL VERIFICATION AND ASSESSMENT Verification is a crucial element of the quality assurance

and enhancement process. It ensures that all candidates,

entered for the same qualification, are assessed fairly

and consistently to the specified standard to maintain

national standards.

The purpose of internal verification Formal qualifications delivered by MX Institute abide to

the respective awarding body’s policies and procedures.

The quality of teaching and assessment at MX Institute is

maintained through the implementation of the

following:

• Ensuring that all assessments are valid, reliable,

practicable, equitable and fair.

• Ensuring that internal assessment is conducted

by using appropriate assessment instruments.

• Applying the standards of assessment uniformly

and consistently and by judging whether learners

have met the national standards for the

qualification

Internal Verifications carried out by the Quality

Assurance Manager ensure that assessments are:

• Appropriately administered and that any

possibility of non-compliance is minimised.

• Valid for each qualification.


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• Capable of generating enough evidence to

demonstrate that national standards have been

met.

• Sampled for external or internal verification.

• Reviewed to ensure validity Internal Verification

of the Assessment Instrument or Reassessment.

The Quality Assurance Manager will ensure that

assessors:

• Are familiar with the required standards,

according to the unit being taught.

• Reach accurate and consistent decisions for the

same qualification for all candidates in line with

the required national standards.

• Are given appropriate support and training.

• Have the opportunity to participate in training

sessions so as to be able to adequately plan their

lessons and assessments.


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LEARNER SUPPORT

Lectures and Presentations Most adjustments relating to the delivery of lectures and

presentations are met by standard academic practice. It

is the specific course/module’s teacher responsibility to

ensure that course notes are provided where

appropriate and book lists are published in good time on

MX Institute’s student portal. Module teachers should

also ensure that all staff lecturing on their modules are

aware that students with relevant impairments are

permitted to voice record lectures.

Voice Recorder Permission to use a voice recorder to record lectures and

seminars may be granted to students having physical or

cognitive impairments that impedes them taking

accurate written notes quickly. Students with such

impairments are to inform the Director, so that the staff

is informed accordingly. Students are to seek permission

to record at the beginning of each module and such

permission does not allow them to share, copy or publish

their recordings.

It is the responsibility of members of teaching staff to

deal with requests to record appropriately.

Extended Deadline Modification of deadlines for assignments and projects,

may be adjusted to take into account the impact of the


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student’s disability, the credit rating of the assignment,

and the intensity of other deadlines.

It is the student's responsibility to arrange this with the

relevant member of staff and/or complete an extension

form as soon as possible after the assignment has been

set. Extensions to deadlines are most commonly afforded

to students where it is felt that their academic

productivity may not be in keeping with the number of

hours for which they study. These students therefore

require additional time in order to be able to produce a

comparable level of work to their peers.

For example, this may include:

• Difficulties with concentration/distractions which

means that students must ‘pace’ their studies–

either because of cognitive processes or as a

result of a side-effect of their disability (such as

pain management, medications which impact on

sleeping patterns, anxiety, etc…).

• Slower reading speeds which mean that

assignment research and the assimilation of ideas

takes more time.

• Reduced writing accuracy, which means that

more time is needed for proof-reading Course


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leaders and year tutors should grant appropriate

extensions to students with this adjustment.

The extension should not usually exceed 14 days and is

subject to the rules governing particular modules

according to the rules of the specific awarding bodies.

It may also be appropriate to consider the ‘clustering’ of

assignment deadlines that a student may experience as

it would be helpful if the student could be given details

of forthcoming assignments as early as possible, in order

that they can plan their study time in advance. This can

be of assistance to students who struggle with time

management or who have a disability such as Asperger’s

Syndrome where they need explicit instructions to plan

their time. It is good practice for staff to publish

deadlines for all module assignments with as much

notice as practicable.

Extra Exam Time Any extra exam time (if applicable) may be afforded to

students where it is felt that their academic productivity

may not be in keeping with the number of hours for

which they study. These students therefore require

additional time in order to be able to produce a

comparable level of work to their peers. For example,

this may include:

• Difficulties with concentration/distractions which

means that students must ‘pace’ their efforts in


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exam situations–either because of cognitive

processes or as a result of a side-effect of their

disability (such as pain management, medications

which impact on sleeping patterns, anxiety etc).

• Slower reading speeds which mean that it takes

more time for them to digest and respond to

questions.

• Slower processing speeds which means that the

assimilation of ideas and structuring of essay

responses takes more time.

• Reduced writing accuracy, which means that

more time is needed for proof-reading Staff

should ensure that they are aware of those

students with an extra time entitlement before

the exam commences.

The latter is subject to the rules governing particular

modules according to the rules of the specific awarding

bodies.


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RECOGNITION OF PRIOR LEARNING (Including exemptions)

The Recognition for Prior Learning (RPL) is the process of

recognising learning obtained through formal, non-

formal and informal learning other than the mainstream

certification.

Such learning can also include the acquisition of

competencies gained through other educational

institutions such as schools, colleges, workplaces, life and

work experiences, or even through personal interests.

During the RPL process, applicants will be asked to

compile a portfolio to include the following:

• A detailed C.V.

• Certificates confirming participation in training.

• The scope of duties performed to date.

• A report from an internship/apprenticeship

agreement.

• Professional certification.

• Articles or other works written by the applicant.

• Reference letter/s issued by an employer,

manager or leader of an organisation.

• Evidence of participation in a project and the

scope of the duties involved.


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APPENDIX 1: CODE OF ETHICS Responsibilities to Students

• Offer the necessary assistance to students in the

pursuit of learning.

• Provide students with the required tools and

material to enhance their learning experience.

• Maintain professional relationship with students

and restrain from engaging in discriminatory

actions of any form.

• Protect students from any unacceptable

behaviour occurring inside and outside of

classroom.

• Enhance the student’s opportunities to prevail in

their studies.

• Refrain from any form of conflict of interest when

dealing with students.

• Keep confidentiality at high levels and do not

disclose any sensitive information concerning

students.

• Represent MX Institute’s values, policies, and

practices when dealing with students.

Professional Responsibilities and Practice

• Maintain high levels of practice in relation to

student recruitment, research, teaching and

assessment process, and student guidance.


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• Maintain on-going professional development to

be more effective and efficient throughout the

institute’s processes.

• Stay updated regarding new policies and

procedures related to their line of work.

• Assess and reflect on personal development.

• Maintain an open and positive attitude towards

students and colleagues, seek guidance when

needed.

• Aid and help to students and colleagues when

needed.

• Offer only services of quality to students.

• Refrain from working towards a competitive goal

which may hinder MX Institute’s reputation and

values.

• Refrain from any form of substances that affect

your behaviour or job performance negatively.

Responsibilities to Colleagues We are committed to providing a workplace

environment free from any form of discrimination and/or

harassment which may lead to unfavourable actions.

Staff members at MX Institute must:

• Treat each other with fairness, dignity, and

acceptance.

• Work together with integrity and courtesy.


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• Respect the individuality, personal beliefs and

values without any discriminatory actions.

• Promote teamwork and play an effective role in

the collective efforts.

Responsibilities to Society Ensure that our actions are inclusive and are welcoming

for all corporate social responsibility. Community

involvement is a manifestation of our Shared Values. We

take our role in society seriously and encourage

individuals to engage in charitable, educational and

community service. It is our responsibility to take our

role in society seriously.

Be sensitive and up-to-date with environment issues

• Carry out daily practices and activities in a

manner that values ethics, people, and

communities.

• Create and maintain reliable records to meet

national requirements and standards.

• Build a recruitment and selection process free of

any discrimination.

• We will not permit undisclosed or unrecorded

revenues, expenses, assets or liabilities. We will

never create or participate in the creation of

records that are misleading.

• We will avoid conflict of interest situations. We

will avoid any situation that may create, or may

seem to create, a conflict between personal


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interests and the interests of MX Institute. Re-

fare to MX Institute’s Conflict of Interest Policy

listed in Appendix 2: Conflict of Interest Policy on

page 25 of this handbook.


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APPENDIX 2: CONFLICT OF INTEREST POLICY

Policy MX Institute trusts the professionalism of the staff it

employs, and this trust underlies any attempt to handle

questions which raise potential conflicts of interest. Yet

the damage to the reputations of individuals and MX

Institute caused by conflicts of interest could be

considerable. Every employee is obliged to act in the best

interests of MX Institute in fulfilling their responsibilities.

A conflict of interest is defined as a conflict between the

official responsibilities of an individual in a position of

trust, and any other interests the individual may have.

This definition includes both actual breaches of trust, as

well as circumstances where there is merely the

appearance of a conflict.

This policy requires all staff and agents to identify and

disclose any potential or actual conflicts of interest to the

director as a matter of urgency. It is then the shared

responsibility of the employee and the director to work

to manage or eliminate this conflict.

It is important that all staff are aware that they must

always disclose conflicts of interest. In most cases, the

conflict will be managed with support from the director.

However, in some cases, some activity may be prohibited

when necessary, to protect interests of MX Institute.


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Failure to comply with this policy may result in

disciplinary action against the individual concerned.

Managing a Conflict of Interest Once a conflict has been disclosed, it is the shared

responsibility of the individual and the director of MX

Institute to manage the conflict. This may involve conflict

evaluation, to determine the extent of the conflict and

the actual or perceived risk to MX Institute.

In many cases, conflicts of interest can be resolved by

fully disclosing the nature of the conflict, and creating a

written record of that declaration, if it is found that the

risk can be managed. However, in some cases, a conflict

of interest management plan may need to be developed

and implemented. This outlines a clear path to actively

manage the conflict and avoid or minimise any risks. This

plan must be documented, agreed to and signed by both

the individual and the director of MX Institute.


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APPENDIX 3: CONTINGENCY PLANS

Principles The contingency plans are informed by the following

principles:

• The integrity of the assessment processes is

preserved.

• Students are not disadvantaged in terms of

overall achievement or progression.

• Academic standards are protected through the

preservation of normal rules of conduct for the

quality assurance of assessment, including the

use of appropriate alternatives.

• There is no compromise to the principles of

fairness, equity, clarity and consistency in relation

to assessment and awards.

• Independence (through appropriate use of

external examiners) in assessment processes is

maintained.

Circumstances requiring contingency arrangements As noted above, contingency arrangements will only be

implemented in exceptional circumstances and only

where it is judged necessary because of the scale of

impact on the timely completion of assessment

processes. Contingency arrangements will not be

implemented to address situations arising from


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individual staff absences which can be addressed

through usual procedures.

• Where staff are absent and/or unable to either

set or assess work submitted within the period

required to enable normal assessment or

approval processes to occur.

• Where circumstances affect staff, whose absence

would prohibit the normal operation of an

examination processes.

Approval process for implementing contingency

arrangements The Director shall approve the implementation of

contingency arrangements in consultation with the

Quality Assurance Manager. The decision to implement

contingency arrangements shall be communicated to

members of staff concerned as soon as possible.

Contingency Arrangements The Director carries the overall responsibility for

managing the delivery of assessment across the Institute

and will be proactive in achieving this, consulting with the

Staff on specific matters relating to the particular subject

or programme and with the Quality Assurance Manager

on quality assurance and academic standards. Normal

processes for the consideration of appeals, complaints,


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exceptional circumstances and cases of academic

misconduct will continue to apply.

Contingency arrangements for setting assessment The Director shall be responsible for establishing a secure

process for setting assessment(s) in the event of staff

absence(s). Wherever possible, the intention is for the

assessment to take place within the normal time period,

even if marking cannot take place on the original

timescale. The following actions may be initiated by

Director:

1. To identify assessments affected and to delegate

responsibility to a member(s) of staff with

appropriate specialist subject knowledge to be

responsible for setting the assessment, including

examination/assignment questions where

necessary.

2. To agree an alternative form(s) of assessment for

this period only provided it meets the

requirements of the module (in terms of

assessing learning outcomes), is achievable

within the reporting timescale and is fair to

students (no unfamiliar assessment instruments

will be used).

3. If neither (1) nor (2) can be achieved, then the

Director shall recommend deferral of the


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assessment until the exceptional situation has

passed. Assessments and examinations will be set

as soon as possible after events have returned to

normal.

Contingency Arrangements for Marking Assessments The Director shall be responsible for establishing a secure

process for marking assessments and examinations in the

event of staff absence(s). Where there is a requirement

for two markers then this will remain the case under the

contingency arrangements.

The following actions may be initiated by the Director:

• To identify any assessments affected and, where

possible, to assign marking to a member of staff

with relevant specialist subject knowledge and, if

required, a second marker with knowledge of the

subject if another specialist is not available.

• If at least one specialist marker cannot be found,

to identify a substitute to mark the assessment as

pass/fail so that credit can be awarded for the

work. In this case the assessment will be marked

in full once events have returned to normal.

• In all cases where a mark has been awarded by

substitute marker(s), to ensure that processes are

in place for the resulting marks to be analysed


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against previous years’ performances and across

comparable modules in the current year.

• To inform the external examiner (where

applicable) of any changes made to the marking

process including, for example, the reallocation

of markers and the method of moderation.


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PERSONAL NOTES ______________________________________________

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Documents

MX Institute · MX Institute Staff Handbook P a g e | 5 STAFF ENGAGEMENT The Management of MX Institute is committed to employ staff - both academic and non-academic that apart from