Academic Range

Our new Academic range courses

This suite of three courses includes:

  • Academic misconduct – to raise student awareness of policies on cheating and plagiarism
  • PhD supervision – for new and existing PhD supervisors
  • Research ethics – for anyone involved in research.


  • corporate
  • health
  • higher-education
  • further-education
  • financial-legal-services
  • legal-2
  • charity

Available as

  • Off the shelf
  • Fully Bespoke

Academic Misconduct

Commissioned by Liverpool University to ensure students are aware of cheating, plagiarism, collusion and the penalties. The course will be mandatory for all students and has been designed for three groups of students.

  1. Undergraduates – a more light-hearted approach to the subject, reflected in the visuals, that makes students aware of a system that recognises plagiarised work
  2. Postgraduates
  3. Postgraduate research students – as the penalties could be much harsher this course takes a more serious tone. In the context of research work, cheating could refer to falsifying data due to errors in methodology.

The courses will be built in Storyline with 2 visual styles – the Undergraduates version will be more funky and bright-coloured, while the Postgraduate version will have a more corporate look and feel.

Training for PhD Supervisors

This course has been designed with Hull University for new and existing members of staff to ensure best practice in supervision, to keep PhD students on track, and embed good practice in supervision – it is built in Elucidat which means learners can access the training on any device. The course aims to:

  • ensure supervisors provide timely feedback
  • ensure students maintain momentum to complete the course
  • address student issues such as, personality clashes with supervisors and tackling demands by supervisors to use specific methodologies that students don’t understand.

Research Ethics

Working with Staffordshire University we developed this course for academics, researchers such as psychologists, social scientists, even game developers. Essentially it’s for anyone carrying out research – on humans, animals even human tissue – that could have an impact on the users.

The course helps learners to answer the questions “Does your project need an ethical policy?” and “How do you build an ethical policy?”

Real-life scenarios and imagined scenarios will assist learners to consider the ramifications of their research, including a checklist of priorities which include:

  • an academic case study involving falsified on climate change
  • a psychological case study about the famous Nilgram Project that asks the question: Why do people follow authority?
  • a data confidentiality case study about stolen Sony Playstation data

The course takes the view that social experiments can cause undue stress to participants and the outcome, in certain circumstances, of publishing data can be catastrophic resulting in bad PR, employees losing their jobs, or being banned from publishing in academic journals.

Potential audience for our Academic Range of courses: NHS organisations, educational institutions, game studios

Learn more

If you’d like to find out more about our Academic Range of e-learning courses please contact us and we’ll be in touch very soon.

At Marshalls were totally focused on creating content thats exactly right for your learners. Thats why weve built our business around customising our existing courses to match the needs of specific organisations. And if something completely originals required, well make a bespoke course for you from scratch.

When we do this, our approach is guided by a few key principles.

Organisational Need
Why do you need to provide learning for your users – specifically? Is there a compliance need, a requirement to raise performance – or generate positive outcomes for external stakeholders? We prioritise making this clear as the first step in all of our projects.

Learner Centric
Who are your learners? What are their preferred learning styles? What do they know already? How confident are they with using technology? Well put these questions to you, and base our approach around the picture we build up.

Learning Outcomes
We use these to decide what every screen in every course we make is intended to achieve. What is it – exactly – that learners need to explain, describe, distinguish or list? Defining these up-front keeps every project on course as we move from initial proposal, through to storyboarding and then development.

Page-turning e-learning just doesnt work. All of our courses are highly interactive, making extensive use of scenarios in particular. Rich media is used as appropriate, from audio-visual resources through to animations and bespoke graphics.

Respect for Learners
Treating learners as adults is vital to us. People dont learn well if they feel theyre being patronised, and we aim to let users manage their own learning experience. We do this by writing our courses with an honest, direct tone, and giving learners choices in the form of additional learning resources and open navigational features.

Whats in it for me? is a question that all of our learners should be able to answer.

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