Holmes Institute Reviews

Management by crisis; reactionary policies that are issued impromptu and ad hoc. It's not really an educational institution - but a visa mill / migration processing centre. Nobody admits this openly but everyone working there knows it. Pretends to be a serious educational institution but only wants to keep their accreditation so they can continue to get more and more students and get profits (pre-covid, some lectures had 150+ students in a room). And before and during covid, the college accepts students even with 3-4 weeks left in the semester. All this ensures students will fail - how can they not fail when they enroll when the semester is all but finished? They don't care about quality of the students they accept, many are high school level and can barely speak and read English yet are being accepted into masters level subjects - as long as they can pay fees. Management places tremendous pressure on staff to pass students - if your subject has a high failure rate, you better be ready to explain to management. But if your subject has a high pass rate, no questions asked, you get a slap on the back. School is turning a blind eye on the alarming, almost cancer-like levels of cheating being done by students. They penalise students, who can later appeal and get a pass anyway. They don't address the real issues behind the virus-like cheating rates - it's in the quality of students they get - many come from countries that are known to have very low standards of high school and college/university education. Talk to the other lecturers - they will all say the same thing. Management creates problems by not addressing the root causes behind poor student performance and adopting a crisis-style approach; and management throws the burden on lecturers to clean up when things blow out.

Inconsistent Leadership: Frequent changes in senior management direction and organisational strategy create instability and disrupt long-term project planning. Workload Imbalance: High expectations and shifting goalposts often lead to demanding hours and poor work-life balance during critical institutional periods.