An Coiste Feabhais Acadúil
The Committee on Academic Quality Improvement
The Academic Quality Assurance Programme 2003 – 2004
REVIEW OF
MARINE SCIENCE B.Sc. PROGRAMME
Final Report
19 April 2004
Marine Science B.Sc. Programme: Review Group Report
This report arises from a visit by a review group for the BSc Marine Science
Denominated Degree Programme to the Martin Ryan Institute on Monday, 1 March
2004. The Denominated Degree Committee had already prepared and submitted a
‘Self Assessment’ Report, which, with other documentation, was made available to
the review team in advance of the visit.
The review team consisted of:
Professor Martin Steer (Chair), Department of Botany, University College Dublin
Professor Georgy Shapiro, School of Earth Ocean and Environmental Sciences,
University of Plymouth
Ms Yvonne Shields, Marine Institute, Galway
Dr Gerry Morgan, Department of Experimental Physics, NUI Galway
Dr Diarmuid O’Donovan (Rapporteur), Department of Health Promotion, NUI
Galway
The report is structured to cover the following main topics:
1. Aims and Objectives
2. Organisation and Management
3. Programmes and Instruction
4. Scholarship and Research
5. The Wider Context
6. Summary and Concluding Remarks
Comments on the Methodology of the Review Process
1. Aims and Objectives
According to NUI Galway’s Strategic Plan 1999-2006, the University has a mission:
i.
to advance knowledge through research and scholarship of international
repute,
ii. to achieve pre-eminence in key areas of scholarship and research including
areas where geographical, historical, cultural and human factors provide an
opportunity for pre-eminence, and
iii. to apply its resources of knowledge to the service and responsible
development of society in its immediate region, nationally and internationally.
Ireland’s marine resources encompass an area of circa 900,000 square km. Marine
industries and resources make an important contribution to the Irish economy. NUI,
Galway is strategically located at the centre of Ireland’s western marine area with a
high quality environment of extraordinary diversity and a rich flora and fauna.
Galway is centrally located as ‘the gateway to the Northeast Atlantic’ and is
strategically positioned to become an international centre of marine research
excellence.
On the basis of the submissions it is clear that the BSc Marine Science
programme has been established as a viable degree course, unique in Ireland. The
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Marine Science B.Sc. Programme: Review Group Report
increase in student numbers reflects the demand from the school leavers and society
as a whole for a degree programme of this nature.
The NUI Galway Strategic Plan (1999 – 2006) reinforced marine science as
one of the University’s strategic priority areas. In addition, the number one strategic
priority for the University (Strategic Plan 2003-2008) is ‘enhancing the quality of
academic programmes and all aspects of the student experience’. This should be
reflected in the level of support provided by the University. In particular, the
University should ensure that a determined effort is made to act on the
recommendations of external quality review panels. The current review clearly
highlights past deficiencies in this respect.
The Denominated Degree in Marine Science should be more focussed on
marine subjects than it is now. This could be achieved through the restructuring of
some modules by enhancing those marine related components and reducing those
components that are less relevant.
The Aims of the programme (page 3 of the Self Assessment Report) are
limited to providing graduates for postgraduate degree programmes. Employability at
the graduate level should be included as one of the objectives of the programme.
Following from this the students should have a range of transferable skills.
2. Organisation and Management
We recognise that the programme is truly multidisciplinary with major inputs from a
number of departments. This inevitably produces management challenges. The
University Policy for the management of Interdisciplinary Programmes (AC/A14/V.3)
recommends that such programmes should have a Faculty appointed Convenor and
Board.
In the case of the Marine Science programme it is our perception that the
present Denominated Degree Committee effectively operates as a Teaching
Committee, which appears to be used primarily for information exchange and basic
coordination. Feedback from staff and students indicate communication problems
across the programme.
The programme requires an effective decision making body that has the
authority among other issues to:
allocate resources
maintain overall vision and ownership of the programme
set out framework for delivery of the programme, agree structure and content
ensure quality, assure consistent approach to assessment (as outlined in Para 4
of AC/A14/V.3)
We strongly recommend a change in the current programme management structure.
The following options could be considered:
Either
Option 1. Assign authority for the programme to specific departments on rotating
basis
or
Option 2. Appoint a high level committee, comprising of the Heads of the lead
departments, the MRI director, the Dean of Science, and the Course co-ordinator.
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The Course co-ordinator must have delegated authority to make decisions
about delivery of courses.
There are new opportunities to address these issues with the pending
appointment of new staff in several of the lead departments, including the new
Professor of Zoology.
There should be regular meetings of the principals (as in Option 2 above) to
receive reports from the Course Co-ordinator on the level of success achieved in
meeting the delivery requirements of the programme. The Course Co-ordinator should
organise regular meetings of the Teaching Committee as presently constituted.
Anonymous feedback forms should be distributed among the students and
emerging problems (if any) should be addressed by the Denominated Degree
Committee.
3. Programmes and Instruction
The Marine Science Degree is ambitious in that it attempts to be a denominated
degree with a full 4-year programme. Clearly these Marine Science students need a
basic science education in First Year, and this is provided by their attendance at
courses run for other science students. As currently organised, courses in Years 2 and
3 do not provide the balance of material that one might wish for in marine science.
While there is some excellent material available to students, there are also
courses that have little relevance to marine science. In our view the course structure
and content would be greatly improved by the adoption of the following:
Year 1
Incoming Marine Science students have an expectation that they are going to
engage in Marine Science. Students perceive that some students leave the
programme because they are attracted to other subjects to which they are exposed.
They should have some exposure to Marine Science in First Year. We
recommend that consideration be given to including field trips or seminars for
these students. This would help them bond and identify as a group.
Students described difficulties in making informed choices about second year
subjects. Some effort should be made to inform them of the possible choices and
their significance for the following three academic years.
Year 2
The present system of subject choices and prerequisites in Years 2 and 3 has
resulted in a very unbalanced distribution of students in Fourth Year towards
zoology, apparently due to the system of prerequisites operated by that
Department. In addition, the course syllabuses in the Biology subjects in Second
Year include substantial amounts of material outside of marine science.
It would be preferable to integrate all three biological subjects, concentrating on
marine science aspects, into one compulsory Marine Biology module (called
MARINE BIOLOGY I) worth 24-30 ECTS. This would avoid unnecessary
specialisation in Second Year.
The optional courses could then include a geological module (10 ECTS).
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The need to develop a core Biostatistics / Experimental Methods module is
relevant to all biology and marine science students. We strongly recommend that
such a module should be developed and delivered across the Faculty.
Students indicated that they were only exposed to computer skills including
specialised software packages in Fourth Year. We strongly recommend that this
should be addressed earlier in the Marine Science programme.
Year 3
The panel strongly suggests the following:
Compulsory modules
Marine Biology II: created from the marine components of Third Year Botany,
Microbiology and Zoology, incorporating a Fisheries Science module (24 ECTS )
Chemical and Physical Oceanography: increased to 24 ECTS
Optional modules – 12 ECTS (one of the following):
Marine Meteorology
Introduction to Marine Ecology (keep marine components of current module)
Mathematical options
In future an option in Marine Geology module could be considered.
Additionally
Students expressed satisfaction with Personal Development and Employability
(PED): this should be maintained. We suggest that role models working in marine
science should be invited to participate in it. Students need guidance on searching
for postgraduate opportunities in Ireland and abroad.
Students expressed disappointment at the low level of practical experience in
laboratories. They are not gaining experience in practical report writing and where
assignments are set these are not being assessed and returned to students. There is
no continuous assessment input into the final course mark. This must be
addressed. NUI Galway Marks and Standards clearly lay down the maximum
contribution of final written examinations to the overall course mark. It is the
responsibility of the Examination Board to ensure that this is adhered to.
Year 4
The panel is of the opinion that too high a weighting is devoted to the project.
This should be reduced to 18 ECTS in line with norms in many other university
degree programmes.
We recommend that the specialist topics MR411 should be discontinued.
We recommend that a new 12 ECTS course on Marine Law and Policy should be
introduced to include management and conservation issues. This should allow
students to integrate their knowledge of marine science and experiment with
utilising it in an applied context. A case study approach could be considered for
the policy material.
General Comments
More fieldwork is required to prepare students adequately for their future careers.
Students expressed disappointment at the low level of fieldwork over the duration
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of the programme. Many felt that their expectations and aspirations in Marine
Science were not being met by the course as operated (compared, for example,
with the attractive coloured brochure inviting them to take the course).
We strongly recommend that at least one field trip a year is provided. The
possibility of an overseas trip should also be explored. Local authorities, in many
cases, provide expenses for supported students.
Students should have greater sea-going opportunities. We understand that
discussions are underway with the Marine Institute to provide greater access to
national research vessels for specific course related training purposes. We
strongly support this initiative. In addition, as of 2003 there are new offshore
training opportunities available to students. Up to this Irish marine scientists were
constrained by dependence of the availability and accessibility to foreign deepocean research vessels. The arrival of the Marine Institute’s new deep-water
vessel the Celtic Explorer, based in Galway, should be of huge advantage to
students taking the Marine Science Programme. The Institute operates an
Observer Programme on the Celtic Explorer and on foreign vessels where students
can participate in multidisciplinary scientific surveys. Travel expenses to and
from the vessel are paid plus a small per diem allowance. Meals etc. are provided.
Third and fourth year students in particular should be actively encouraged to take
up the opportunities provided.
The option of developing an accredited sea-going module should be considered
and the Marine Institute has indicated that it would be supportive of such a
development.
The students expressed concerns about the variability in the overall quality of
teaching. Whilst many lecturers were deemed to be enthusiastic and effective,
there are some who appear not to stimulate the students sufficiently. Some
element of students’ dissatisfaction can be attributed to the fact that their
expectations in the content of the programme have not been fully met. The
Course Coordinator should receive Teaching Evaluation Forms from each of the
courses attended by Marine Science students.
The recommendations of the external examiner with respect to uniformity in
marking should be addressed.
The Course Coordinator should establish an Alumni Society to provide a pool of
graduates who could be invited back to share their experience with the
undergraduates and help in other ways. This could be a function coordinated
through the MRI.
4. Scholarship and Research
The Martin Ryan Institute offers an unrivalled resource for the effective training of
final year marine science students and the Institute should be benefiting greatly from
the input of so many bright young minds. The question is, to what extent have each
been achieved? Final year research projects offer the best medium for mutual benefit.
The research staff of the Institute should be more closely involved with field work and
laboratory work throughout the course, as well as in the supervision of final year
projects at the cutting edge of marine Science.
The postgraduate and postdoctoral research students in the MRI need to have
contact with the undergraduate students as in a normal department. They would
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provide an excellent ‘soft’ tutorial service to the undergraduates during laboratory
classes and field work excursions.
5. The Wider Context
For historical reasons, compounded by a lack of awareness of the value of our marine
resources, Ireland is a late starter in the development of a marine economy. The Irish
Government adopted the first National RTDI Strategy for the marine sector in 1998
and the current R&D investment profile stipulated in the NDP 2000-2006 reflects a
commitment to supporting the goals set out in this strategy. The inclusion of a €52m
Marine RTDI Measure, under the NDP represents a very significant boost for Irish
marine science and resource development.
The rationale for R&D investment in the marine sector is based on the
potential that exists to develop dynamic, internationally competitive companies
trading in knowledge, scientific and technologically advanced sub-sectors targeting
marine resource development. The building blocks for developing a knowledge and
technology intensive sector have been put in place over the period to the end of 2002
with investment in state of the art infrastructure (RV Celtic Explorer, Ireland’s first
deep-sea research vessel) and the flagship National Seabed Survey Programme.
Irish marine researchers have successfully secured circa €14m in international
research programmes in the last five years. This has been matched by significant
investments in national funding, with NUI Galway receiving €19m for marine
research under the PRTLI programme. This is complimented by new mechanisms to
provide better support for young researchers e.g. EMBARK scholarship scheme.
The state is currently investing €40m in the new Marine Institute headquarters
in Galway. The latest concepts and innovations in office and laboratory design have
been incorporated to meet specialist and international accreditation requirements. This
state of the art facility will provide first-rate facilities that will enhance national
marine research and development services.
This investment in infrastructure must be complemented by sustained
investment in capacity building (both public and private sector) over the next 10 years
in order to develop the required cores of expertise and centres of excellence that will
allow Ireland to successfully exploit its largest and richest natural resource base.
Fundamental to this is the development of a new, modern, highly trained graduate
with well-rounded scholarship.
There should be a concerted attempt to explore how the opportunities
presented by the co-location of the Marine Institute and the investments in research in
the MRI could be leveraged a bit more to contribute to the objectives of
delivering/producing excellence in the Marine Science Programme.
If Ireland is to build up critical mass and momentum, which over time will
create and leverage economic growth and development based on the sustainable
management of our indigenous marine resources, we must achieve excellence in the
development of our marine science graduates.
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6. Executive Summary and Concluding Remarks
1. NUI Galway Marine Science Degree is an excellent concept, in an ideal
geographical location, meeting a national requirement
2. The Degree programme has achieved a national identity, which attracts
students from many parts of the country.
3. The course structure and design have been limited by the availability of
dedicated marine science teaching resources. Upcoming staff replacements in
the Science Faculty will provide an opportunity to address this problem.
Detailed recommendations have been made to improve the management and
delivery of the Degree programme.
4. The students would benefit greatly from an improved laboratory and field
marine science experience.
The Review Panel was greatly encouraged by the positive view of the Marine Science
Degree expressed in the strategic plans of the University and the Faculty. Senior
University officers reinforced this at our meetings with them. We believe that with
their support, the recommendations made here will be implemented.
Comments on the Methodology of the Review Process
The Quality Office provided documentation in advance of the meeting. For non-NUI
Galway assessors, an explanatory note on the multilevel numbering system employed
in NUI Galway for courses could have improved this. A clear spreadsheet on the
degree structure would have helped.
There were notable gaps in the inclusion of course syllabuses (Zoology,
Geology and Chemistry). Some of the Appendices were not assembled in a logical
sequence (eg Minutes of Meetings were not chronological).
We were not given information on the number of students taking the various
options; this was provided during the day and was crucial to the assessment process.
We were not given student performance figures in the various courses, nor
were we given Teaching Evaluation Forms for all courses (non MR and MR)
The assessors were provided with an opportunity to meet with most of the
various groups concerned with the programme, and particularly with the
representative groups of students. These were most helpful.
It was not possible to discern the views of individual departments to their role
in contributing to this degree, in future, meetings with the Heads of Departments
should be included where appropriate.
The time available for the process was too short. We were not able to
commence writing the Report until 6.00pm, when everyone had already been working
without a break since 8.30am. We finished a rough draft by 8.15pm. Better
documentation would have saved some time. The timetable should include short
breaks at least every 3 hours.
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