Review Report
The School of Languages, Literatures and Cultures, NUI Galway
03/03/2014
Reviewers
Professor Emma Cayley, Head of Modern Languages, University of Exeter (Chair)
Mr Barry Walsh, the People Development Co., Galway (Coordinator)
Dr Mark Allinson, Undergraduate Dean of Arts, University of Bristol
Professor Andrew Shearer, Head of the School of Physics, NUI Galway
Dr Aaron Potito, Head of the School of Geography and Archaeology, NUI Galway
Key Strengths
The Review Panel was highly impressed by:
1. The commitment of the current Head of School (HoS) and his success to date in creating and
fostering a cooperative culture within the School and laying firm foundations for further
development;
2. The dedication of academic staff to teaching, their passion and enthusiasm;
3. The flexibility of the administrative team in responding to difficult circumstances, and their
dedication;
4. The success of the evening diploma programme, the award winning online course in Italian and
other innovative outreach initiatives;
5. Recent funding successes, notably including the capture of four IRC postgraduate scholarships
and a significant IRC project grant within the last year;
6. The success and potential of the BA International and BA Connect programmes;
7. The provision of cross-disciplinary and inter-College programmes;
8. The emergence of a cooperative spirit among the disciplines within the School, particularly in the
area of teaching and learning practice;
9. The high levels of satisfaction among students, their commitment to their discipline areas and
the excellent relationships between students and staff;
10. The improvements already realised by the School in its interactions with CELT and the
opportunities for further development.
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The Review Panel also noted as strengths:
11. The facilities, including the dedicated building for Irish;
12. The diversity of disciplines in the School;
13. The opportunities for language study represented by the bilingual status of the University.
Key Recommendations
The School of Languages, Literatures and Cultures (LLC) at NUI Galway with its 40 academic, 3.5
administrative staff, and its approximately 1000 FTE students both at UG and PG levels, is a
successful and thriving unit within the College of Arts. However, the current financial climate
presents certain challenges by which the School has been affected. In order to allow the School to
unlock the potential that it possesses, the Review Team has identified and sequenced three key
areas (levers) in which structural changes could be of great benefit to the School, the College, and
the wider University. If the School took these key steps, and implemented some or all of the more
detailed recommendations which follow, we feel certain that it would be in a position to take better
advantage of its strengths in the future, and to profit from future investment by the University.
Three Key Levers:
1. Establish more effective management structures for the School and secure the succession
to the Headship
2. Reduce teaching volume (by reducing contact hours and the number of classes offered)
3. Invest in research culture and research activity (using saved capacity from teaching
reduction)
Recommendations to the School:
1. Management & Administration
Key
Enable the HoS to implement strategic change by creating a clear and supportive management
team with authority to manage the core activities of the School, to lead the School's committees,
to set the framework for the School’s disciplines, and to support the HoS.
1. Two new senior posts might be established from within the School:
a. Deputy Head/Director of Teaching and Learning
b. Deputy Head/Director of Research
2. Make the School Administrator part of the School Senior Management Team (as in Bristol,
Exeter and many research-intensive UK Universities)
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3. The newly created Deputies/Directors and School Administrator should sit on the School
Executive, and also meet regularly with the HoS as an operational group of four (i.e. School
Senior Management Team).
4. Establish a SINGLE administrative team under a dedicated School Administrator, as far as
possible co-located (noting the particular language requirements of the administration of the
Irish discipline), to act as a first point of administrative contact for students and staff, thus
relieving academic staff of administrative tasks, and removing the danger (and reality) of single
points of failure in the individual discipline areas or at the level of the school.
5. There is no scope to reduce further the overall administrative resource available to the School.
Further
6. Explore locating Classics physically with the other disciplines of the School;
7. Work with the University to inform itself and understand the resource allocation methods and
KPI measurements.
2. Teaching & Learning
Key
1. Reduce teaching volume at UG level by:
a. reducing the number of taught language hours to international norms, and overall
contact hours to University norms;
b. establishing minimum class sizes (8 is suggested at UG level) to reduce numbers of
modules taught across the board;
c. look at reducing content of core and optional modules where possible.
2. Formalise the BA International as an entry point;
3. Explore the possibility of launching a BA Modern Languages;
4. Rationalise the range of MA programmes, rebranding them where necessary; consider launching
an MA Modern Languages to pool resources and create an attractive proposition based on a
clear business model, recognising the strategic and academic importance to the School of viable
MA programmes. The School should appoint a single Director of taught postgraduate
programmes to review and coordinate appropriate provision, and where appropriate, to build
on cooperation with Universities elsewhere in Ireland (such as the existing cooperation with the
University of Limerick).
Further
5. Revise the curriculum to place greater emphasis on developing skills in independent and selfdirected learning;
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6. Recognise that there is no need or possibility to teach all possible strands of any discipline within
any degree programme, and enable staff to teach increasingly to their research strengths (while
respecting the directions given by the Irish Government over course content);
7. Establish a second level Diploma to build on the successes of existing programmes;
8. Include named languages on degree certificates for BComm and other cross-College
programmes;
9. Explore possibilities for creating additional distinctive online postgraduate programmes;
10. Consider ways of expanding language provision to further degree programmes in Colleges
throughout the University.
3. Research
Key
1. While there is evidence of strong scholarship within the School, research dissemination practices
could be improved to include more peer-reviewed journal articles and monographs.
Benchmarking with disciplines in research-intensive HEIs should be undertaken to clarify and
establish best practice.
2. Develop a research culture with a clear strategy; identify research leaders in the school; identify
clear plans in research for each research-active member of staff and support these plans with
dedicated time for research within the School's available resources.
Further
3. In keeping with the University’s research strategy, target and develop the research careers of
early and mid-career staff;
4. Leverage existing Erasmus links in teaching to support and enhance research activity, high status
outputs and reputation;
5. Work to publicise the School’s disciplines and degree programmes, paying close attention to the
career opportunities for graduates in each area.
Recommendations to the College and to the University:
Key
1. The University should recognise and celebrate the strengths, vitality and opportunities of its
School of LLC, noting particularly the position of Irish, and the opportunities for this School to
contribute to the internationalisation strategy of the University.
2. The University should recognise that the staffing levels in the disciplines and the administration
of the School are already at dangerously low levels; the University should take care to ensure
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that no individual discipline nor the School administration is rendered academically unviable by
further reductions.
3. The University and the College should take steps to ensure, when the post falls vacant, the
appointment of a new Head of School able to provide clear and unambiguous leadership in
fostering excellence in research and teaching, able to determine appropriate strategies for the
School's holistic development, and to ensure the long term sustainability and viability of the
School and its component disciplines.
4. The University should take steps to identify and provide appropriate leadership training for the
incoming Head of School, and to use these mechanisms also to identify, and foster the
development of, likely future leaders.
5. The University should recognise the contribution of UTs, ensure parity of promotional
opportunities for UTs and lecturers, and develop and communicate further clarity about the
specific role of UTs.
Further
6. The University should appoint an Erasmus coordinator, perhaps to the International Office, and
remove these responsibilities from administrative teams and academic staff in this and, as
appropriate, other Schools.
7. The University should ensure transparency of resource allocation so that the School can be clear
that it is being rewarded for the teaching it undertakes.
8. The University should express with greater clarity the KPIs related to research, and ensure that
these are appropriate to each discipline area.
9. CELT should undertake a thorough review of the school's teaching provision.
10. The University should consider appointing an academic consultant from a cognate School in a
research-intensive University for a short period to advise the Head of School, School
management team and the University on more concrete steps to achieve the desired change in
the School.
Comments on Review Process
All reviewers were pleased with the review process, the seriousness by which it was treated by the
quality office and the school alike, and the way by which it was organised and managed by the
quality office.
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Appendix – Organisation of the School of Modern Languages, University of Bristol and the
Department of Modern Languages, University of Exeter
This is presented not as a direct recommendation for implementation in Galway, since every
University will have its own internal structures, but as examples of the type of structure and
management hierarchy which are suggested.
Bristol: The three academic deputies to the Head of School are part of a relevant committee which
includes the key contacts for each discipline; the School Manager (the senior administrator) manages
and leads the entire administrative team. The HoS and his four deputies all sit on the relevant bodies
at the Faculty (= College) level. NB in the Bristol model, a separate Graduate School at the Faculty (=
College) level takes responsibility for PGT and PGR students, so the management is outside the direct
School structures, even though discipline areas deliver the teaching/supervision and there is liaison
with the School management. In Galway it might be sensible to include a postgraduate officer under
the Head of School with a remit to drive recruitment and to deliver strategic management of the
various discipline-specific and cross-School programmes.
Exeter: The Department of Modern Languages (ML) sits directly under the College of Humanities
structure and the HoD reports to the Dean of College. The Dean of College is assisted by an ADE
(Associate Dean for Education) and an ADR (Associate Dean for Research), and the administrative
operation is led by a College Manager who has a number of deputies with remits for
Internationalisation/External Affairs, Finance, PGR etc. All four form the College Operations Group.
The College Executive Group is formed by these four, plus the Heads of Disciplines across the College
(of which we have 7). In addition there is a College Management Group which includes all the above
mentioned staff, plus Academic Leads for each discipline (3-5 colleagues within each discipline who
mentor colleagues and conduct our system of yearly appraisals; the HoD is Senior Academic Lead),
Directors of Research and Education, and professional staff within the College. The College structure
is replicated within each discipline with a Head of Discipline supported by a DoE (Director of
Education) and a DoR (Director of Research). Within ML, other administrative roles include a Director
of PGR and a Director of PGT. On the College level, PGR and PGT are administered by the ADE and
ADR respectively, with the addition of a new post of Deputy Director of the Humanities Postgraduate
School. The Department of Modern Languages is formed of seven language units (French, German,
Spanish, Italian, Russian, Chinese and Portuguese) which are not individually led, but have
Programme Directors who organise teaching in concert with the DoE for ML. All language units are
led by the HoD. A Director of Language Teaching oversees the language staff and language teaching
operation in ML, and also in our Foreign Language Centre.
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Bristol School of Modern Languages: Organisation Chart:
Head of
School
Deputy
Head
Research
Subject
Leads
(one in each
discipline)
Academi
c Staff
Deputy Head
Teaching &
Learning
UG
Officer
(student
progress/
discipline
issues –
School level)
UG
Programme
Coordinators
School
Manager
Director of
Foreign
Language
Teaching
Administrative
Staff
(all at School
level)
Language
Coordinators
(one in each
discipline)
(one in each
discipline)
Language
Teaching
Staff
Postgraduate Officer –
liaises with Grad School,
HoS, DHR and Subject
Leads
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Action Plan
School of Languages, Literatures and Cultures
Action Plan Meeting held on 19th May at 11.00am in Room AM207, Arts Millennium Building
Present
From the Unit: Dr Lillis Ó Laoire, Dr L Myers, Dr MA Ní Mhainnín, Dr L Ní Mhunghaile, Dr. P
Alderete-Diez, Ms S Gilsenan, Dr C Emerson, Dr S Lannegrand, Prof H W Schmidt-Hannisa,
Prof M Clarke, Dr. S Lannegrand, Dr. K Quinn
From the Review Team: Dr A Potito, Prof A Shearer
From University Management: Dr D O’Sullivan (Chair), Prof P Ó Dochartaigh, Dr E Herring,
Mr M Kavanagh, Ms C Kennedy, Dr I Mac Labhrainn, Dr B Hughes, Ms O Baxter
Ms M Linnane (in attendance)
Actions for the Unit
Management & Administration
1. Establish two new senior posts from within the School:
a. Deputy Head/Director of Teaching and Learning
b. Deputy Head/Director of Research
[Responsible: Head of School; Due: 31/10/2014]
2. Make the School Administrator part of the School Senior Management Team
[Responsible: Head of School; Due: 01/06/2014]
3. The newly created Deputies/Directors and School Administrator will meet regularly
with the HoS as an operational group of four (School Senior Management Team).
[Responsible: Head of School; Due: 31/10/2014]
4. Investigate further development of a single administrative team co-located under a
dedicated School Administrator.
[Responsible: Head of School; Due: Ongoing]
5. Continue to explore co-locating Classics with the other School disciplines.
[Responsible: Head of Classics; Due: Ongoing]
6. Continue to work with the College Office to investigate opportunities for the School
under the resource allocation model.
[Responsible: Head of School; Due: Ongoing]
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Teaching & Learning
7. Review and where possible optimise teaching volume at undergraduate level by
exploring issues such as (i) taught hours (ii) class sizes (iii) numbers of modules, and
(iv) developing skills in independent and self-directed learning.
[Responsible: Head of School; Due: Ongoing annually reviewed]
8. Increase the visibility and marketing of the BA International and, if possible, work
towards BA Modern Languages as a CAO entry point.
[Responsible: Head of School; Due: 31/12/14 for Roll out in 2015]
9. Work with other Schools to rationalise of the range of MA programmes.
[Responsible: Head of School; Due: Review by 31/10/2014 action 2015]
10. Appoint a single Director of Taught Postgraduate Programmes to review and
coordinate appropriate provision, and where appropriate, to build on cooperation
with Universities elsewhere in Ireland.
[Responsible: Head of School; Due: 31/10/2014]
11. Investigate the inclusion of named languages on degree certificates for BComm and
other cross-College programmes;
[Responsible: Head of School; Due: 31/12/14 for Roll out 2015]
12. Explore possibilities for creating additional distinctive online postgraduate
programmes in particular a second level Diploma, subject to the provision of
appropriate resourcing.
[Responsible: Head of School; Due: 31/12/2014 For Roll out 2015]
Research
13. Improve research quality that focuses on more peer-reviewed journal articles and
monographs.
[Responsible: Head of School; Due: On-going]
14. Continue benchmarking against disciplines in research-intensive HEIs to clarify and
establish best practice in research.
[Responsible: Head of School; Due: On-going]
15. Develop a research strategy, identify clear goals and actions for research-active
members of staff and support these plans with dedicated time for research.
[Responsible: Head of School; Due: 31/01/2015]
16. Continue to develop the research careers of early and mid-career staff through the
tools available.
[Responsible: Head of School; Due: June 2014, reviewed annually]
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17. Leverage existing International exchange links in teaching to support and enhance
research activity, high status outputs and reputation.
[Responsible: Head of School; Due: 01/09/2014]
18. Continue to publicise the School’s disciplines and degree programmes, paying close
attention to the career opportunities for graduates in each area.
[Responsible: Head of School; Due: Ongoing]
Actions for the University
19. Continue to recognise the strengths, vitality and opportunities of the School, the
position of Irish, and the opportunities to contribute to internationalisation.
[Responsible: Registrar/Dean; Due: Ongoing]
20. Recognise that the staffing levels – academic and admin – have reached minimum
levels for the current teaching and research loads and that no further cuts will be
visited upon the School provided that the current ECF and budgetary situation does
not worsen.
[Responsible: Dean; Due: On-going]
21. Appoint a new Head of School capable to provide clear and unambiguous leadership
in fostering excellence in research and teaching and provide appropriate leadership
training.
[Responsible: Registrar/Dean; Due: On-going]
22. Continue to recognise the important contribution of University Teachers and
strengthen communication and clarity about their specific roles.
[Responsible: Registrar; Due: On-going]
23. Consider appointing an academic consultant for a short period to support the Head
of School, School Management Team and the University on more concrete steps to
achieve the desired change in the School.
[Responsible: Dean; Due: 01/10/2014]
Approved by:
Head of School, Dr Lillis Ó Laoire
Dean, Dr Edward Herring
Registrar and Deputy-President, Prof Pól Ó Dochartaigh
Director of Quality, Dr David O’Sullivan
Date: 30 September 2014
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