We work within a notion of learning that speaks not only to the bottom line or exam results, but also to the development of the whole person; we consider what a learner needs from a qualification, and what they might bring to it.

We believe in an experiential and problem-based approach to learning; one which requires engaging with complexity and real-world practice.

In our view, education is not just about acquiring new knowledge and skills, it also has the possibility to bring about profound transformation at the personal, political and social levels. Central to our approach is the recognition that taking risks and not-knowing are fundamental if education is to have the potential to be transformative as well as integrative.

When separate disciplines meet and mix then new insights can arise that are not necessarily found in any one single discipline. Our Integrative Education qualifications in particular emphasise a cross-cutting approach to curricula.

With the shifting and fluid nature of life today, learning is less confined than ever to a classroom. We value a range of formal, informal and non-formal approaches to education, and recognise the potential for learning to endure well beyond the conventional boundaries of a course or qualification.

Deep learning is enabled through a rich mix of perspectives and experiences. In all our activities we aim to be as inclusive as possible, meaning that no one is excluded from participation on the basis of gender, race, sexual orientation, age or disability.

We aim to nurture love and care for the environment, whether urban or natural, and we seek to promote environmental responsibility wherever possible when we design our qualifications.