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PLEAN STRAITÉISEACH OÉ GAILLIMH
NUI GALWAY STRATEGIC PLAN
2009-2014
Tuarascáil Eatramhach le cur faoi bhráid Údarás na
hOllscoile ar chur i bhfeidhm an Phlean
Interim Report to Údarás na hOllscoile on the
Implementation of the Plan
27 Meitheamh, 2012
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Clár na nÁbhar - Contents
BROLLACH - INTRODUCTION
.......................................................................................... 1
STRATEGIC PRIORITIES 2009 - 2014
1. Teaching, Learning and Research - Our programmes
Undergraduate Education ....................................................................................... 2 - 5
Graduate Education ................................................................................................... 6 - 7
Adult and Continuing Education ......................................................................... 7 - 8
Research ....................................................................................................................... 9 - 11
2. Infrastructure & Environment - Our working environment
Infrastructure .................................................................................................................... 12
Environment ..................................................................................................................... 13
3. Organisation and Staff - Our people and processes .................................. 14 - 15
4. An Ghaeilge - Our special role ....................................................................................... 16
5. Regional Development - Our wider community ................................................ 17
6. Communications - Our shared awareness
............................................................. 18
7. Resources - Our finances .................................................................................................. 19
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Brollach - Introduction
In Section 5 (pages 20-45 inclusive) of our Strategic Plan 20092014 we identified 7 Strategic Priority themes or areas on which
to focus, and we set out a series of targets or goals against each in
order to realise the ambitious vision set out in our plan.
Some specific risks include:
Those 7 Strategic Priorities are as follows:
2.
1.
2.
3.
4.
5.
6.
7.
1.
Teaching, Learning and Research – Our programmes
Infrastructure and Environment – Our working environment
Organisation and Staff – Our people and processes
An Ghaeilge – Our special role
Regional Development – Our wider community
Communications – Our shared awareness
Resources – Our finances
3.
4.
5.
This midterm review report addresses each of the 7 Strategic
Priorities in turn, describing the more significant achievements
or key outcomes to-date against each of the set goals and
identifying some of the challenges facing the University during
the implementation of the remaining phase of the plan.
The cutbacks in research funding will limit the achievement
of our goals in research and the further growth of research
graduates, including PhDs.
The increases in student ‘registration fees’, without any
system of student loans, for example, may affect enrolments
and retention and increase our levels of ‘bad debts’.
The continuing demographic challenge in our major
catchment area will impact the recruitment of undergraduate
students in the short-term; for the next two to four years.
Economic difficulties present particular challenges for nontraditional students, and in particular mature students.
The number of postgraduate taught students is likely to fall,
given the decision of Government to reduce Local Authority
supports for such students.
The University needs to redouble its efforts to develop other
sources of income, including, for example:
•
It is clear from this report that we have made great progress
during the period under review.
•
This progress is particularly impressive when we consider that the
Strategic Plan was put in place at the beginning of the present
economic and fiscal crisis in our country and when its full extent
and likely duration was less clear than now.
•
Seeking to lessen its dependence on Irish Government
sources for research funding, by increasing our number of
bids to EU programmes and seeking further support from
industry and research foundations overseas.
Growing its number of fee-paying students and, in particular,
overseas and non-EU students.
Growing its commercial income.
We will also need to continue our efforts to ‘achieve more with
less’ by continuing to, for example:
Progress to-date, therefore, reflects very well on the efforts and
work of all of our staff. It is worth pointing out that our student
numbers have increased by almost 10% while our staff numbers
are down by almost 10% in the period under review and, in
addition, all staff have suffered significant pay cuts.
•
•
•
Significant cutbacks in budgets have been absorbed by the
University and individual staff. Despite this, the great majority of
our ambitious goals are being met. However, I must emphasise
that our budget flexibility is now greatly reduced as a result of
accommodating the cutbacks of recent years and our capacity to
absorb further cuts is very limited.
Seek process efficiencies through amalgamation of smaller
service units.
Develop shared services inside the University and externally
in co-operation with other third-level institutions.
Use technology and, especially, blended learning
technologies to support all students, in particular nontraditional students, on and off the campus.
Finally, I thank most sincerely the staff of the University for the
significant achievements documented in this report;
achievements which have been realised in a very difficult
economic environment and despite the cutbacks and associated
challenges which have been absorbed at an institutional as well as
at a personal level.
Indeed, we need to understand that the goals set out for the
remainder of our plan will be difficult to realise if, as I expect it will,
the University has to absorb further cutbacks.
Ní neart go cur le chéile!
James J. Browne Ph.D., D.Sc., MRIA, C.Eng
Uachtarán - President
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STRATEGIC PRIORITY 1: Teaching, Learning and Research
- Our programmes
➢ A range of pedagogical methodologies and approaches
is encouraged to ensure that content and process are
kept up to date, maintain relevance and ensure high
quality outcomes.
Undergraduate Education
Our Learning, Teaching and Assessment Strategy
(LTA) was developed taking into account
international, national, regional and institutional
dimensions. The Bologna process and the
associated adoption of the European Credit
Transfer System (ECTS) have greatly influenced
our thinking, and all modules in NUI Galway are
now expressed in terms of ECTS credits.
Nationally and internationally there is increasing
competition for students at undergraduate and
graduate levels.
Advances expected from the Academic Simplification Project
will provide a basis for exploring possible new curricular models
and a renewed focus on Programme Outcomes & Graduate
Attributes, which also matches national policy developments.
The recommendation of the Institutional Review of NUI Galway
that consideration be given to a process ‘for securing external
commentary with respect to prospective markets for graduates
and curricular imperatives that could provide additional
perspectives prior to launching new courses or significantly
revising existing ones’ is to be considered by the Council of
Deans.
Goals
Goal 2: Be first choice of students nationally in our selected
areas of research, and in all programme offerings for
school-leavers in our catchment area
The following goals were set:
1. Ensure undergraduate programmes address social, economic,
industrial and cultural needs and reflect national priorities.
2. Be first choice of students nationally in our selected areas of
research, and in all programme offerings for school-leavers in
our catchment area.
3. Attract socio-economically disadvantaged students to account
for 7.5% of our first-year entrants.
4. Increase international students to 15% of our student
population.
5. Harness the synergies between research and teaching.
6. Promote and reward teaching excellence and active, engaged
forms of learning.
7. Formalise student feedback.
8. Foster a wide range of life skills in our students, including
vocational, sporting and cultural.
9. Enable all students to have the opportunity to engage in
volunteering activities.
10. Ensure Acadamh na hOllscolaíochta Gaeilge’s programmes
meet the particular needs of Gaeltacht and Irish-speaking
communities.
•
•
•
Key Outcomes
Goal 1: Ensure undergraduate programmes address social,
economic, industrial and cultural needs and reflect
national priorities
•
•
For the first two years of the plan, 2009 and 2010, we saw
good increases in first choice undergraduate applications, in
the region of 16% in total. A number of external factors,
primarily demographic, have resulted in market share
decreasing since 2010. CAO first preference numbers in
2012 are at 2008 levels which may be seen in the context of
the four Dublin region universities increasing their
combined share by 5% over that period, with UCC and UL
showing continuous decline since 2008.
73% of all CAO first preferences come from the catchment
area.
A list of programmes based on our priority areas of expertise
has been identified and we have sought to attract the best
students nationally to those programmes. For the most part
the quality of the students being admitted to those
programmes over the period 2008 to 2011 increased,
including:
➢ BA Maths and Education
➢ BA Connect programmes
➢ B Sc Biomedical Science
➢ B Sc Environmental Science
➢ B Sc Marine Science
➢ B Sc Biomedical Engineering
Goal 3: Attract socio-economically disadvantaged students to
account for 7.5% of our first-year entrants
The University’s Learning, Teaching & Assessment Strategy
provides the definitive statement as to the design and
delivery of programmes at undergraduate and postgraduate
levels, beginning with a statement of the institution’s General
Philosophy of Learning & Teaching (section 1).
This statement encapsulates the ideas of relevance, standards
and purpose.
Subsequent sections of the LTA Strategy require:
➢ Statements of Programme level outcomes.
➢ The use of learning outcomes and modular structures
that are fully compliant with the Bologna process
ensuring our programmes are internationally recognised
and through which credit can be accumulated and
transferred.
•
•
•
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Non-traditional students now account for 22% of new
entrants on degree programmes.
Socio-economically disadvantaged students account for
13.4% of new entrants.
Library opening hours have increased at Easter and during
the summer, when they are now the longest in the Irish
university sector, providing a benefit for research students
and non-traditional students in particular.
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Teaching, Learning and Research - Our programmes
Goal 4: Increase international students to 15% of our student
population
•
•
•
•
•
•
Goal 6: Promote and reward teaching excellence and active,
engaged forms of learning
International students currently account for 12% of NUI
Galway’s student body.
The University has developed an Internationalisation
Strategy 2009-2014 which includes five strands:
➢ International Student Recruitment & Support
➢ Mobility of Students & Staff
➢ Partnerships and International Reputation
➢ Internationalising the Curriculum
➢ Internationalisation and Development
In March 2012, a thematic quality review of
internationalisation was conducted, the recommendations
from which include that of market diversification so as to
avoid overdependence on single source markets. This will be
facilitated by new marketing appointments to the
International Affairs Office (appointments to be made in
summer 2012).
An International Student Recruitment Plan 2013-2016 has
been developed with specific focus on attracting
postgraduate (taught) students.
Vice-Deans of Internationalisation have been appointed in
five Colleges to assist in the implementation of the
University’s Internationalisation Strategy.
A Dean of International Affairs will shortly be appointed to
provide an institutional focus in implementing the
University’s Internationalisation Strategy towards the overall
aim of achieving a more open, outward-looking institution
(appointment to be made summer 2012).
•
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•
•
•
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Goal 5: Harness the synergies between research and teaching
•
•
•
The University has a policy that all academic staff should be
research-active and that the outcomes of their research
inform their teaching.
Examples of programmes which are explicitly linked to the
University’s Research Priority areas include:
➢ BA with Human Rights
➢ BA Drama, Theatre and Performance Studies
➢ B Sc Biomedical Science
➢ B Sc Environmental Science
➢ B Sc Marine Science
➢ BE Biomedical Engineering
There are numerous examples also at taught Postgraduate
level and in the structured PhD programmes.
The LTA Strategy explicitly reiterates these ideas (Section 8.
Research-Teaching Linkages), listing 4 specific action items
in this regard for Schools, Colleges, course teams and
research units.
•
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The LTA Strategy reiterates this goal and work towards its
realisation is embedded in the Centre for Excellence in
Learning and Teaching (CELT) PgCert, PgDip and MA
programmes in Academic Practice in addition to workshops,
seminars and conferences.
Typical annual enrolments on the PgCert/Dip/MA are
35/12/4 but with an increasing number availing of the
opportunity to take PgDip modules either on a standalone
basis or using credit accumulation towards the qualification
in the longer term. All module places are filled at 15 - 20
participants. An additional appointment in CELT to provide
for greater participation in the programmes has recently been
approved.
The Annual Symposium on Higher Education typically
attracts 150-220 participants each June. International
speakers and facilitators are key to ensuring awareness of
‘best practice’ and pedagogical innovations.
The President’s Awards for Teaching Excellence process
yields around 20-30 nominations per annum (this year the
number has risen to 35 in total, with some 7 of these being
team nominations). All nominees participate in the
Symposium Dinner at which they are formally recognised.
NUI Galway has, to-date, succeeded in the National Teaching
Awards scheme operated by the National Academy for the
Integration of Research, Teaching and Learning (NAIRTL),
with award winners every year.
The Senior Lectureship promotion process is currently
undergoing significant change and current proposals include
a substantial enhancement of the Teaching section of the
scheme with a requirement for a stronger evidence base, the
use of standardised Teaching Portfolios and student
feedback.
Active, engaged learning and teaching innovation is also
supported via a number of pilot programmes and special
innovation funding provided by or channelled through
CELT. Some examples of teaching innovations in recent
years include:
➢ Increase in the provision of blended programmes
(meeting other goals in terms of access and provision of
relevant programme offerings), now totalling over 60 in
number.
➢ The Clickers Initiative in Science - all first and second
year students now have such a device and it is being used
across the core disciplines, providing richer, more
interactive and dynamic lectures.
➢ Integration of a wide-range of technologies into
‘mainstream’ teaching programmes (e.g. WileyPlus online
homework system in Physics and similar in Economics
and Maths) and the provision of online study skills
materials for first year students.
➢ A variety of projects funded via the National Digital
Learning Resources (NDLR).
➢ Increasing use of enquiry-based learning, service learning
and other pedagogical approaches.
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Goal 7: Formalise student feedback
•
•
•
•
•
•
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Goal 8: Foster a wide range of life skills in our students,
including vocational, sporting and cultural
This forms the basis of Section 7 of the LTA Strategy.
A formal, official, University-wide Feedback Policy was
approved and adopted by Academic Council in 2011 and is
now being implemented across all Schools. This mandates
Schools to embed regular student feedback within the
management of their programmes, allowing flexibility on the
particular methods used to reflect disciplinary needs, cohort
sizes, etc.
98% of all undergraduate students now report providing
feedback on one or more of their modules.
A standard questionnaire (in English and Gaeilge) is
available for use either in paper or online (via Blackboard)
format.
A critical issue is ensuring that the feedback ‘loop is closed’
and students can be made aware of the effects of their
contribution to this process on their programmes.
Additional forms of feedback are used with regards to
individual professional development of academic staff (and
others engaged in teaching and teaching support) and these
include:
➢ The (independent) Grouped Student Feedback scheme,
now operating in its 12th year and undertaken by 50-70
staff per year.
➢ The Partnerships for Learning & Teaching (PLT)
process, which is a pair-based, peer-review of teaching.
This is mandatory for all PgCert participants but is also
undertaken by individual staff and as part of the culture
of a number of Schools or programme groups.
➢ Promotion/Award questionnaire. An independent
survey is undertaken of student perspectives on the
teaching of individual candidates for the President’s
Awards for Teaching Excellence and it is now proposed
to adopt this mechanism for the promotion to Senior
Lectureship process.
An Institutional Quality Review of ‘Student Feedback,
Evaluation and Review’ will take place in 2012/13 to
evaluate the process. An outcome of the review will be an
Action Plan to inform developments in this area over the
next several years.
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A student experience strategy has been fully developed and
approved as part of the support services strategy.
The number of students participating in clubs and societies
has increased.
The sports scholarship and elite programme has been
reviewed and target sports selected resulting in increased
applications. A proposal for universal membership of the
gym under the sports strategy to increase participation is
advanced as is the development of water sports facilities.
The provision of transferable skills training to students to
prepare them for life and work was advanced with 2,300
students attending 60 courses with a transferable skills
element this year, alongside over 400 individual
appointments given by the Transferable Skills Officer.
Increased student engagement with an expanded information
literacy programme is evident; 6,536 hours of information
skills training were received in 2010/11, an increase of 17%
on the previous year, with a current year satisfaction rating of
91.1% in terms of courses meeting attendee needs.
The Academic Writing Centre was established in 2009, as
was the Supplementary Undergraduate Maths Support
(SUMS) Centre. An Information Technology Support centre
was opened in 2010. All three centres provide vital additional
support to students on a drop-in basis through skilled tutors.
Implementation of a University-wide customer relationship
management system is in pilot phase.
A student common room (‘The HUB’) has been developed
with greatly increased usage.
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Teaching, Learning and Research - Our programmes
Goal 9: Enable all students to have the opportunity to engage in
volunteering activities
•
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Challenges
•
A Learning Initiative and the Volunteering Experience
(ALIVE) programme is now embedded within the NUI
Galway institutional culture and each year over 2,000
students register with the volunteering database, matching
their interests with the needs of over 100 community
organisations and NGOs which partner with the Community
Knowledge Initiative (CKI).
This year, over 950 students completed the full set of
requirements for the award of the ALIVE Certificate in time
for the ‘Graduation’ event in March. This number is the
highest to date.
Service-learning is the label used to identify those forms of
civically-engaged activity which are formally embedded
within degree programmes. Service-learning is present in
over 40 degree programmes across the University, some of
these are high-enrolment modules and thus the numbers of
students participating in service-learning related work in
their programmes is over 1,300. Details this year, are:
➢ Arts, Social Sciences & Celtic Studies: 11 modules, 265
students
➢ Science: 2 modules, 60 students
➢ Medicine, Nursing & Health Sciences: 4 modules, 340
students
➢ Business, Public Policy & Law: 2 modules, 180 students
➢ Engineering & Informatics: 6 modules, 305 students
Growth in this area is limited in terms of the capacity of
partner organisations, curricular requirements (SL), the need
for long-term sustainability, etc. However, NUI Galway’s
reputation in this domain is strong and growing.
•
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Goal 10: Ensure Acadamh na hOllscolaíochta Gaeilge’s
programmes meet the particular needs of Gaeltacht
and Irish-speaking communities
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Acadamh provides dedicated Irish language programmes at
Levels 7, 8 and 9 which focus on market needs and skill
shortages identified by the HEA, Údarás na Gaeltachta, and
the Department of Arts, Heritage & the Gaeltacht.
Programmes are structured to meet student distribution and
demand, facilitating access across the region to a variety of
subject streams.
Existing capacity in Media education enhanced and
developed.
Level 8 programme on main campus (BA sa Ghaeilge &
Léann an Aistriúcháin) closely integrated with Gaelscoil
sectoral analysis.
Increasing diversity of provision of Acadamh programmes
through partnership where desirable.
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External factors, primarily demographic, have resulted in
market share decreasing since 2010. While a demographic
upswing will occur, its advent will be slower to arrive in our
catchment area. This, allied to an emerging pattern of
applicants tending towards the universities located in the
Dublin region, and economic factors acting to encourage
students to attend the third-level institution closest to their
home (we have a large number of IoTs in our catchment
area), presents a very challenging environment in our efforts
to ensure high-quality applicants and fill programme quotas.
Maintaining student engagement, especially for First Years, is
a big challenge we need to keep working on. With the help of
CELT, a number of Schools are now making use of
interactive technologies, such as Clickers, to get students
more engaged in their lectures.
Although 98% of undergraduate students report that they
have had an opportunity to provide feedback on one or more
courses, only 29% report doing so on all courses. We need to
ensure that all students have an opportunity to provide
feedback on all courses.
As economic pressures intensify, the student profile is
starting to change with more part-time, distance learning and
non-traditional students coming into higher education. We
need to become more flexible in our modes of delivery –
creating more online, part-time and blended learning
options.
Economic pressures may impact on retention levels.
In relation to international students, the University continues
to attract large numbers of US Study Abroad, ERASMUS and
international medical students. Efforts in the future will focus
on the recruitment of international students to
undergraduate full-time programmes and taught
postgraduate programmes and the University has committed
the required resources towards their recruitment.
The integration of new entrants to the University through a
more structured multi-event orientation programme is
needed. A project to articulate the core NUI Galway graduate
attributes and to identify the opportunities for students to
develop these skills during their courses of study is planned
for 2012/13.
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Graduate Education
The mission to achieve excellence in both teaching
and research is most powerfully posited in graduate
education. The quality of the graduate experience is
inextricably linked to the research strengths of the
academic staff and the breadth and depth of the
supporting curriculum. Our PhD graduates will be
effective contributors to the complex global society,
leading innovation and commercialisation of
research.
•
Goal 3: Ensure all PhD students participate in Graduate Schools
•
Goals
•
The following goals were set:
1. Expand graduate education.
2. Attract high-calibre PhD students in our priority research
areas.
3. Ensure all PhD students participate in Graduate Schools.
4. Collaborate with other institutions in developing programme
offerings for PhD students.
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Key Outcomes
Goal 1: Expand graduate education
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Research student enrolments have been increasing annually.
There are 1070 registrants in 2011/12 compared to 946 in
2008/09, an increase of 13%.
We are on course to meet our target of 200 PhD graduates
per annum by 2014. In 2011, 178 PhDs were conferred.
Postgraduate Taught Masters numbers in 2011/12 were
1528, compared to 1453 in 2008/09, an increase of 75 (5%).
Postgraduate Diploma numbers, however, fell from 917 to
723, a decrease of 194 (21%).
•
Structured PhD programmes are now in place in all five
Colleges at NUI Galway.
Vice-Deans for Graduate Studies have been appointed in all
Colleges and play a key role in the Structured PhD
programmes.
All incoming full-time PhD students are being enrolled in
structured programmes (with some minor exceptions).
39% of PhD students across all years are enrolled in
Structured PhD Programmes.
The proportion of Year One full-time and part-time PhD
students in Structured PhD Programmes is significantly
higher at 84%. 92% of full-time Year One PhD students are in
structured programmes.
Goal 4: Collaborate with other institutions in developing
programme offerings for PhD students
•
Goal 2: Attract high-calibre PhD students in our priority
research areas
•
Towards enhancing the quality of research student
education, a module is available (also on a standalone basis)
within the Postgraduate Diploma in Academic Practice,
entitled “Postgraduate Supervision and Research/Teaching
Synergies”, in which all participants are required to complete
a small study or position paper on a relevant issue.
The range of online information resources available to NUI
Galway staff and students through the James Hardiman
Library, as a result of the retention of the IReL (Irish
Research eLibrary) initiative, has significantly enhanced the
quality of the University’s research programmes.
The Hardiman Research Scholarship Scheme was announced
in April, 2011 when NUI Galway made available additional
funding of €3 million (€750,000 p.a.). A key aim of the
Hardiman scheme is to attract the best students to NUI
Galway focussed on the University’s priority research areas.
The University Postgraduate Courses Prospectus has been
changed significantly, as follows:
➢ Postgraduate Taught degrees and Postgraduate Research
degrees have been separated into two different
prospectuses.
➢ The Postgraduate Research degree prospectus will be
available on-line and is fully searchable.
➢ All supervisors are linked to the University’s priority
research areas.
➢ This prospectus will be linked to the new Institutional
Research Information System (IRIS).
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In 2010, NUI Galway was awarded €47 million from the
Programme for Research in Third-Level Institutions
(PRTLI), Cycle 5 (2010-2014). €8.53 million of this support
was for Strand 2, Structured PhD programmes, as follows:
➢ Structured PhD Programme in Biomedical Engineering
and Regenerative Medicine (BME&RM).
➢ Digital Arts and Humanities, Molecular Medicine Ireland
Clinical & Translational Research Scholars Programme
(MMI CTRSP).
➢ Graduate Programme in Molecular and Cell Biology of
Human Health, INSPIRE – A National Graduate
Education Programme in Nanoscience and
Nanotechnology.
➢ Earth Systems Institute Structured PhD – Earth and
Natural Sciences.
➢ Structured PhD Programme in Simulation Science.
An inter-institutional Collaborative agreement for the
purpose of enabling module delivery, student mobility and
credit exchange in formally institutionally agreed thematic
collaborative graduate programmes across Irish universities,
was signed by the seven Irish universities in 2011.
The NUI Galway Framework Policy on Joint PhDs was
approved in 2011. Five Memoranda of Understanding are
currently being processed.
In collaboration with TCD and UCC, a number of disciplinespecific, transferrable and generic skills training courses have
been developed and integrated into Structured PhD
programmes through the Developing the Institutional
Infrastructure for Fourth-Level Ireland project funded by the
Strategic Innovation Fund.
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Teaching, Learning and Research - Our programmes
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The guide, Preparing Staff for the Supervision of Postgraduate
Students: A Practical Guide, supported by the National
Academy for the Integration of Research, Teaching and
Learning (NAIRTL), is being prepared by a working group
with members from NUI Galway, UCD, UCC, TCD, CIT
and WIT.
Through the NUI Galway-UL Alliance, several Structured
PhD programmes at NUI Galway and UL involve students
taking modules in the partner university.
Through the University of California Exchange, PhD
students at NUI Galway continue to avail of scholarships to
undertake research visits to the University of California.
Modules in the new Research Masters BioInnovate
programme (with national and international, academic and
industrial partners) are available to PhD students.
Adult & Continuing Education
NUI Galway recognises the public value of adult
education and the central role that lifelong
education plays in the development of individuals,
communities and regions. We recognise the right of
access to tertiary education, irrespective of age,
gender, experience, disability, health, social or
ethnic background or geographic location.
Goals
The following goals were set:
1. Expand outreach education.
2. Increase number of mature students to 27% of all full-time
and part-time entrants.
3. Expand our professional development courses.
4. Accelerate implementation of systems to accredit prior
experiential learning.
Challenges
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Reduced Local Authority Higher Education Grant
(LAHEG) supports for Postgraduate students announced in
the 2012 Budget is likely to result in a drop in student
numbers on many programmes. To counteract this decline,
we have introduced a Postgraduate Taught Scholarship
Scheme to attract the best students into our programmes.
The reduced LAHEG support announced in Budget 2012
may well impact on research student numbers and research
degree output.
Reduced availability of external research funding has affected
and will continue to affect the number of research students,
particularly in Science, Engineering and Medicine.
Key Outcomes
Goal 1: Expand outreach education
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Access Programmes: provision of responsive preparatory
courses to enable students from socio-economically
disadvantaged backgrounds gain entry to the University. The
programme targets school-leavers and mature adults. Access
programmes have been provided locally on the NUI Galway
campus, in six outreach locations and in collaboration with
two third-level institutions within the BMW region
(Letterkenny IT and NUI Maynooth) and with St. Angela’s
College, Sligo. 334 students participated in access courses for
mature students in 2011/12.
Access Initiatives for Schools: the Adult &Continuing
Education Unit has developed and implemented an intensive
programme of developmental initiatives and supports which
target those at primary and secondary school, with over
5,000 students participating in 2011/12.
Delivery of Blended Learning Programmes at Regional
Locations: development of a new range of part-time and
distance learning opportunities at degree level in such areas
as Community & Family Studies, Early Childhood Studies &
Practice and Training & Education. Programmes are
delivered in a range of outreach locations providing local
students with direct access to NUI Galway at a centre
convenient to their home. 535 students participated in
2011/12.
Delivery of Community Education Programmes: the Adult &
Continuing Education Unit also offers a series of
Community Education programmes directly within the
community setting in Galway city and in a number of
outreach locations. The Certificate and Diploma in
Community Development Practice are designed to enable
community activists gain a thorough understanding of
community development issues. 56 students participated in
2011/12.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 8
1
Goal 2: Increase number of mature students to 27% of all fulltime and part-time entrants
•
Challenges
•
This target has been exceeded with mature students now
representing 30% of all first year undergraduate certificate,
diploma and degree students.
Goal 3: Expand our professional development courses
•
Delivery of Blended Learning Programmes - Atlantic
University Alliance (AUA): in collaboration with UL and
UCC, the Adult & Continuing Education Unit has jointly
developed and delivered seven collaborative, graduate-level
programmes. These industry-focused programmes are
designed to meet the growing demand for continuing
professional development training of employees and the
emerging skills needs of Irish industry. Programmes include:
➢ BSc in Science & Technology Studies.
➢ Specialist Diplomas in Medical Device Science,
Environmental Sustainability and Lean & Quality
Systems.
➢ Postgraduate studies include an MSc Technology
Management and PG Diplomas in Innovation
Management and Technology Commercialisation.
These programmes were approved for Labour Market
Activisation (LMA) funding in 2009/10 and more recently
for Springboard funding in 2011/12.
•
•
•
Goal 4: Accelerate implementation of systems to accredit prior
experiential learning
•
•
•
•
•
•
Following initial assessment of existing Recognition of Prior
Learning (RPL) activity levels within the University and
consultation with Colleges, a University RPL policy was
developed and subsequently approved by the Colleges and
Academic Council Standing Committee in February 2009.
The policy was adopted by all programmes within Adult &
Continuing Education.
185 applications have been approved since 2009.
The majority of applications processed to date have been in
relation to the accreditation of prior formal learning while
fewer than five applications have been processed in relation
to experiential learning within Adult & Continuing
Education.
The School of Nursing and Midwifery has operationalised
the RPL policy for postgraduate programmes.
Guidelines for academics also exist which provide coherent
frameworks and principles which can be used to guide them
in the operation of RPL within their programmes at
undergraduate and postgraduate levels.
The Open Learning Centre within Adult & Continuing
Education offers RPL applicants a programme (non-credit)
on preparing their RPL portfolio of certified learning.
-8-
Employment controls have impacted on the outreach
education objectives and on participation numbers. The
reduction in student bursaries for this group has also had a
further effect on the numbers of students within these
categories progressing within the University system.
Participation numbers on Access courses for socially
disadvantaged early school leavers and mature students has
shown a decrease in 2010/11 compared to 2009/10.
The Unit’s objective to extend collaboration and partnerships
with schools especially DEIS (equal opportunity) schools,
internally in Galway City and County as well as to new
counties across the BMW region, has been impacted over the
period 2010 – 2011 due to the non-replacement of the post
of Schools Programme Coordinator.
While student numbers have shown consistency over the
2009 – 2011 period, tuition fee costs, decreasing employer
sponsorship, and increasing austerity measures in relation to
the current economic downturn, are now a barrier for certain
income groups in terms of their ability to access and fund
part-time higher education programmes. It is anticipated that
evidence of these impacts will be seen more significantly
during the next reporting period of 2012 – 2014 with a
requirement for a University approach to the issue of Fees,
Loans and Personal Payment Plans.
A number of barriers have been encountered in the
development and scaling up of RPL activities including the
time involved in the preparation and assessment of Prior
Learning Portfolios, the high costs associated with the
process and systematically recording exemptions on the
student record system. The 2009 policy is currently being
reviewed by the Council of Deans with a view to updating it
to reflect changing student profiles.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 9
Teaching, Learning and Research - Our programmes
Goal 2: Produce 200+ PhD graduates per year and increase
masters output
Research
The overarching objective of our Strategy for
Research and Innovation (2009 – 2014) is that
NUI Galway be firmly embedded within the top
rank of research universities internationally, in
selected prioritised areas, benchmarked against the
leading international research universities.
•
•
In 2008, 118 PhDs and 44 Research Masters were conferred
(a total of 162). There has been a significant increase in PhD
output since then with 178 PhDs being conferred in 2011.
In addition, the number of Research Masters conferred has
increased to 58.
Goal 3: All academic staff will engage in active research and the
formation of PhD students
Goals
•
The following goals were set:
1. Demonstrate international recognition for research in our
prioritised areas.
2. Produce 200+ PhD graduates per year and increase masters
output.
3. All academic staff will engage in active research and the
formation of PhD students.
4. Create the necessary physical infrastructure to support our
priority research themes.
5. Develop proactive, customer-focused research support
services.
6. Develop and expand our collaborative research networks.
7. Facilitate joint academic appointments with partner
institutions in priority research themes.
8. Disseminate research findings through publication in highquality peer reviewed journals, conference proceedings,
books and monographs.
9. Increase patent filings by 25%, licence agreements by 20%,
with 5 spin-out companies per annum.
Structured PhD programmes require a primary supervisor.
The student and supervisor are supported by a Graduate
Research Committee (GRC) which formally monitors
student progress through an annual review process. This has
expanded the numbers involved in PhD supervision and the
student supervisor relationship is now captured in the
Student Record System, Quercus, so that this information
can be captured going forward.
Goal 4: Create the necessary physical infrastructure to support
our priority research themes
•
•
•
•
Key Outcomes
Work has recommenced on the new Biosciences Research
Building.
Work has recommenced on the new Arts, Humanities and
Social Sciences Research Building.
A contractor has been appointed to the Clinical and
Translational Research Facility project, which will be
constructed on the University Hospital campus, and design
development is progressing.
Significant progress has been made in advancing the Human
Biology Building and the Lifecourse Institute.
Goal 5: Develop proactive, customer-focused research support
services
Goal 1: Demonstrate international recognition for research in
our prioritised areas
•
Substantial progress has been made in realising this goal,
specifically:
• The number of publications increased by 24% in 2009 and
3% in 2010.
• The quality of publications, as measured by citations, has
increased by 22% in both 2009 and 2010.
• NUI Galway has increased its share of national research
funding from 12.7% in 2008/09 to 14.9% in 2010/11.
• The Institutional Research Information System (IRIS) has
been successfully rolled out and supports the capture and
detailed analysis of all of NUI Galway’s research outputs at
an individual, School, College and University level.
• The ARAN (Access to Research at NUI Galway) service has
published over 1,433 research publications from the
University on open access, the purpose of which is to
showcase NUI Galway’s publications publicly and freely.
• The Institutional Research Information System (IRIS) has
been linked to ARAN, the University’s Open Access
Institutional Repository.
•
•
•
-9-
Research Accounts has been relocated on campus in a
building adjacent to the Research Office and the Technology
Transfer Office.
The Institutional Research Information System (IRIS) has
been successfully rolled out and currently contains over
40,000 research outputs. The system enables researchers and
academic staff to easily maintain an up-to-date CV and
showcase their research expertise.
The Library has established a digitisation service with highspecification equipment and this has enabled a number of
collaborations on digital projects with researchers, notably in
the Moore Institute. There is potential and ambition for
larger-scale digitisation of archives in particular.
The Library has played a key role in ensuring that funding of
the IReL (Irish Research eLibrary) consortium has
continued despite severe financial challenges, delivering
online access to more than 32,000 research journals as well as
databases, e-books and other information resources. Usage of
IReL continues to grow and exceeded 11 million transactions
for the university sector and RCSI as a whole in 2010,
incorporating a major support for NUI Galway research and
publication output.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 10
1
Goal 6: Develop and expand our collaborative
research networks
•
•
•
•
Goal 7: Facilitate joint academic appointments with partner
institutions in priority research themes
In 2010, the Georgia Institute of Technology (Georgia Tech),
National University of Ireland, Galway (NUI Galway) and
the University of Limerick (UL), announced a unique
partnership to develop a joint translational research institute.
The new translational research institute will focus on the core
technologies and expertise of the partner institutions. Initial
research activities will include development of wireless
sensors, digital media in health systems, medical supply
chains and sustainable energy.
BioInnovate Ireland is a forum which combines resources to
catalyse and lead Medical Innovation by:
➢ Delivering the next generation of specially trained
Fellows and skilled graduates to the medtech
marketplace.
➢ Identifying new product development opportunities.
➢ Providing, developing and proposing commercial
opportunities to move identified clinical needs forward.
➢ Providing research opportunities and spin-out
companies in collaboration with clinicians and
partnering companies.
➢ Building a medtech innovation ecosystem that can
deliver internationally.
BioInnovate Ireland has achieved unparalleled access to
Ireland's leading academic researchers, clinicians, and
industry experts while the activity is underpinned by worldclass facilities available through the support network.
BioInnovate offer two core programmes of activity - The
Fellowship Programme and the BioInnovate postgraduate
classes (BIC I and BIC II) - which are available across the
academic partners, National University of Ireland, Galway,
Dublin City University, University College Cork and the
University of Limerick.
Our Digital Enterprise Research Institute (DERI) is part of a
number of international collaborative research networks:
➢ USA: DERI is working on research topics with Google
and Microsoft.
➢ Japan: Fujitsu Labs are working with DERI on a number
of research projects.
➢ Korea: DERI has recently signed an MOU and a research
project with the Korean Institute of Science and
Technology Information (KISTI).
➢ EU: DERI collaborates with organisations (industrial
and academic) on EU research projects. Partners from
across the EU are involved, including many key
universities in Europe.
NUI Galway recently signed two partnership agreements
between our Regenerative Medicine Institute (REMEDI)
and Shanghai Jia Tong University, and the Fourth Military
Medical University, Xi’an, China. These partnerships will see
increased collaboration in the area of regenerative medicine
and clinical trials research.
•
The University has significant experience in this area with
joint appointments with the Health Service Executive
(HSE), and there is one instance of a staff member who holds
part-time posts with NUI Galway and a major research
partner. The impact of the Employment Control Framework
(ECF) has limited the potential to make joint appointments
with other universities, in Ireland and overseas, but such
opportunities as may arise will be carefully evaluated.
Goal 8: Disseminate research findings through publication in
high-quality peer reviewed journals, conference
proceedings, books and monographs
•
In 2012 an institutional-wide Quality Review of Research
Performance was undertaken across all 16 Schools and 4
Research Institutes of the University. This review examined
the research outputs of each School and has given the
University a clear indication of areas we need to develop in
order to enhance our research performance. Each School is
currently working through the resulting Action Plans. The
University will develop its Action Plan during the summer.
Goal 9: Increase patent filings by 25%, licence agreements by
20%, with 5 spin-out companies per annum
•
•
•
•
•
- 10 -
NUI Galway is ranked first of all Irish universities by
Enterprise Ireland for technology transfer.
Patent filings have decreased by 56% since 2008. This
reduction is also reflected across the entire HEI system and is
mainly a result of the current economic climate. In the period
from 2007 to 2011 NUI Galway’s patent budget, which is
supported by both the University and Enterprise Ireland, was
reduced by over 50%. This has resulted in the development of
a strict selection and prioritisation process for filing and
maintaining patent applications.
License agreements have increased by 37%, reflecting the
applied nature of NUI Galway’s research and the willingness
and ability of the research personnel to engage with industry.
There have been 6 spin-outs per annum. This achievement
highlights the entrepreneurial culture both within the
University and within the local region.
The Library supports the work of the Technology Transfer
Office through patent searches, enquiry services and training.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 11
Teaching, Learning and Research - Our programmes
•
Challenges
•
•
•
While NUI Galway has increased its share of national
research funding, there is less funding available nationally
and the value of individual funding awards have also
decreased substantially.
More of our researchers will need to access funding from
outside of Ireland over the coming years. Many of our staff
have already secured high levels of funding from outside
Ireland, particularly EU funding.
Research activity has been transformed over the last 10 years
but we need to keep moving in this direction. More academic
staff need to become actively involved in research, and
younger staff need to be mentored to ensure that their
research efforts are focused in the right areas.
•
- 11 -
While significant progress has been made in developing
proactive customer-focused research support services, the
lack of a suitable space for all research support services to be
housed together has restricted progress. Staff restrictions due
to the Employment Control Framework (ECF) have delayed
the progress of some projects.
The budget allocated to patenting costs has been cut, as
patenting costs are categorised as consultancy. This is
impacting on the number of patents being filed. Since 2008,
NUI Galway’s patent filings have been decreasing and there is
a real concern that this reduction in patents filed will affect
the future pipeline of emerging technologies and associated
licences and University spin-outs. This may also have
implications for future industrial collaboration, aiming to
build on the University’s protected intellectual property and
proprietary technologies.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 12
2
STRATEGIC PRIORITY 2: Infrastructure & Environment
- Our working environment
Goal 3: Continue to improve access to campus, University
buildings and facilities for all users, including users with
disabilities
Infrastructure
NUI Galway’s growth in student numbers and
research activity has created the need for greater
availability of space. Therefore, the University
wishes to ensure the optimal use of existing
buildings and to complete new buildings.
The design of the University’s new buildings and the
refurbishment of older buildings takes into account the
requirements of universal access.
•
Goals
The following goals were set:
1. Continue to monitor and make the best use of current space
and facilities.
2. Complete planned new infrastructural projects.
3. Continue to improve access to campus, University buildings
and facilities for all users, including users with disabilities.
4. Develop the new master plan for the campus.
5. Continue to ensure efficiency and value for money in all
infrastructure development and use.
Goal 4: Develop the new master plan for the campus
•
•
Goal 1: Continue to monitor and make the best use of current
space and facilities
•
There have been significant achievements in realising this goal.
These include:
Space management policies and procedures developed.
Teaching room surveys, carried out in semesters 1 and 2.
Space surveys carried out.
Administration process for room bookings restructured.
Existing buildings refurbished, resulting in improved
utilisation of available space and in rent reductions. (e.g. rent
reduction of €94k achieved on seven properties during
2011).
•
•
This goal has been addressed, particularly through the
tendering process where the University has sought
competitive tenders and obtained the best value available in
the market.
There has been increased collaboration with other
universities and bodies such as the National Procurement
Service, a process which has led to closer working
relationships and sharing of knowledge and experience.
Collaborative tenders have been implemented for areas such
as cleaning services and utilities.
Challenges
•
Goal 2: Complete planned new infrastructural projects
•
Master plan adopted by Údarás na hOllscoile.
Goal 5: Continue to ensure efficiency and value for money in
all infrastructure development and use
Key Outcomes
•
•
•
•
•
Projects completed which relate specifically to improving
physical access to existing buildings include:
➢ Wheelchair access provided to the Tyndall and Dunican
Theatres.
➢ Toilet facilities at Áras de Brún.
➢ Disabled access to CSI Pathology Laboratory.
➢ External lift access to the Library podium constructed.
Engineering Building, the largest ever single infrastructure
project on campus, completed.
Work has recommenced on:
➢ The BioSciences Research Building at Baile na Coiribe.
➢ The extension to the Arts/Science Concourse, intended
primarily for the Bank of Ireland campus branch, which
is substantially complete and ready for fit out.
➢ The Arts, Humanities and Social Sciences Research
Building attached to the Library.
Work has also commenced on the extension to the Arts
Millennium Building.
•
•
•
Significant progress has been made in advancing the Human
Biology Building; a contractor has been appointed to the
Clinical/Translational Research Facility project, which will be
constructed on the University Hospital campus, and design
development is progressing; and the Life Course Institute project
is currently with An Bord Pleanála for a decision.
- 12 -
Advancing major infrastructural projects in the current
difficult construction environment. Challenges which had to
be dealt with in the period to-date included: the new form of
public works contract; innovative procurement route i.e.
hybrid design, novate, build; main contractor receivership
with attendant issues; re-tender and subsequent procurement
challenge; and contract re-award in an extremely difficult
construction/development environment.
Advancing the goal of continuing to improve access to
campus buildings and facilities for all users, including users
with disabilities, will require significant investment during
the remainder of this planning period to comply with our
legal responsibilities in this area.
Publication of the master plan (delayed due to the very
significant demands placed on the Buildings Office in
developing and implementing the infrastructure
programme).
Improving the scale and condition of our external playing
fields and facilities at Dangan.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 13
Infrastructure & Environment - Our working environment
Goal 2: Continue to incorporate good design principles in the
development of new buildings, and in the
refurbishment of older buildings
Environment
NUI Galway has a strong commitment to the
environment and to sustainability at all levels.
•
Goals
The following goals were set:
1. Continue to provide a high-quality working environment
and an attractive campus.
2. Continue to incorporate good design principles in the
development of new buildings, and in the refurbishment of
older buildings.
3. Develop and implement a formal environmental policy.
4. Engage the entire University community in actively creating
a more sustainable campus by reducing waste, minimising
energy consumption, etc.
•
Goal 3: Develop and implement a formal environmental policy
•
•
Goal 1: Continue to provide a high-quality working
environment and an attractive campus
•
An Environmental Policy has been adopted.
Goal 4: Engage the entire University community in actively
creating a more sustainable campus by reducing waste,
minimising energy consumption, etc.
Key Outcomes
•
Good design principles have been incorporated into the
design of all new buildings and all refurbishment projects.
Examples include window replacements and the upgrading
of thermal and sound performance in Áras de Brún,
Arts/Science building, and in various laboratories.
In April 2012, the new Engineering Building won the
Sustainability Award at the 30th Irish Concrete Society
Awards.
The campus continues to be an attractive environment for
students, staff and visitors. Projects completed to-date
towards this objective include the Memorial Garden,
summer works projects, landscaping improvement projects
at College Park, President’s Garden and Canal Walkway, and
the development of cleaning service level agreements across
the campus.
The campus continues to be regarded by the city and
community as an attractive and well-maintained
environment and this has been externally validated through
the consistent attainment of the “Clean to European Norms”
in the Irish Business Alliance against litter (IBAL) surveys
during the period, and in the 2010 Galway Tidy Towns award
of “Best Entrance to a Public Amenity Space”.
•
Significant progress has been made in developing policy and
achieving efficiencies in the environmental impact of the
University’s operations, for example, in the areas of travel,
waste management, energy and carbon dioxide reductions,
and water conservation.
There has been a 22% reduction in electrical energy
performance of the estate (139 v 179 kwhrs/m2/year) over a
five-year period (2006-2011), and a 60% reduction in water
consumption over a twelve-month period (2010-2011).
Challenges
•
- 13 -
Achieving the cultural shift envisaged in the Strategic Plan in
areas such as the reduction in the number of single
occupancy vehicles coming onto the campus, litter, and
individual responsibility for energy and water conservation.
This will receive renewed focus for the remainder of the
planning period.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 14
3
STRATEGIC PRIORITY 3: Organisation and Staff
- Our people and processes
Goal 2: Further embed the new academic structures,
implement workload model, and encourage fruitful
collaborations in research and teaching
Devising and implementing appropriate
organisational structures, at various levels across
the University, and the ongoing development of our
staff, are central elements of our Strategic Plan.
•
Goals
•
•
The following goals were set:
1. Complete the restructuring of the University management
system.
2. Further embed the new academic structures, implement
workload model, and encourage fruitful collaborations in
research and teaching.
3. Deliver an integrated support strategy for all University
support services.
4. Equip the University Management Team (UMT) and all
academic and support service leaders with the appropriate
leadership and management skills.
5. Engage all staff in achieving strategic objectives and
encourage them to take individual responsibility.
6. Ensure that Quality Assurance and Quality Improvement are
central in every aspect of the University’s activities.
Goal 3: Deliver an integrated support strategy for all University
support services
•
•
•
Goal 1: Complete the restructuring of the University
management system
Organisational changes which have been delivered or promoted
in the period to-date include:
•
•
•
Programmes delivered to meet this goal include:
➢ Goals Orientated Leadership Development (GOLD)
– 60 participants.
➢ Management Development for Support Services
Managers
– 27 participants.
➢ Programme for Women in Leadership Roles
– 18 participants.
➢ Research Leadership – 42 participants.
➢ Mentoring for Academic Staff – 28 participants.
➢ Programme to address management skills for senior
management – 12 participants.
➢ BEST (Building Excellence into the Support Team)
– 180 participants.
This goal, following on from the UMT restructuring, was
envisaged as likely to involve the reorganisation and
consolidation of some support units to achieve synergies and
economies of scale in administration.
•
The planning exercise necessary to achieve an integrated
support strategy has been completed. Detailed action plans
are being developed.
Operational Plans and annual reports are now being
produced by all support services units.
Goal 4: Equip UMT and all academic and support service
leaders with the appropriate leadership and
management skills
Key Outcomes
•
•
A first cycle of the new academic structures is close to
completion and processes are in place for the appointment of
Deans of Colleges and Heads of Schools for the next cycle.
An agreed workload model is in place in all Schools.
A collaborative agreement exists with the University of
Limerick through a strategic alliance, and a Memorandum of
Agreement has been signed with the Galway-Mayo Institute
of Technology, to facilitate future collaboration.
Restructuring of the UMT completed and in place.
Information Solutions and Services (ISS) unit created by the
merger of the Management Information Services (MIS) and
Computer Services units.
Continuing Help Desk developments including first year
student hotline, Library/ISS combined front desk, Research
Desk and Enhanced Student Contact Centre.
New partnership with an external provider to replace Media
Services.
Integrated Library and ISS print services, supported by
external provision.
Alignment of Careers and Placement services.
Goal 5: Engage all staff in achieving strategic objectives and
encourage them to take individual responsibility
•
•
•
- 14 -
In the academic area, the combination of Operational Plans
and workload models provide the basis for encouraging
individuals to focus on the University’s key objectives.
Operational Plans have been produced and implemented in
all Colleges, Schools, and Support Services units.
A Performance Management Development System (PMDS)
and been developed and is being implemented.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 15
Organisation and Staff - Our people and processes
Goal 6: Ensure that Quality Assurance and Quality
Improvement are central in every aspect of the
University’s activities
•
•
•
Challenges
•
The University’s Quality Review process has been completely
re-organised with a focus on core strategic concerns and
action plans that have achievable and measurable outcomes.
Under the Irish Universities Quality Board (IUQB)
Institutional Review of Irish Universities (IRIU) process, an
institutional review of NUI Galway was conducted in
December 2010 and a copy of the institutional review report
was published in April 2011. The University Management
Team has responded to all its recommendations.
The first University review of research performance,
involving a team of 15 external reviewers, has recently been
completed, and its recommendations are currently being
considered.
•
•
•
•
- 15 -
Facilitating stronger leadership alignment within the
University. The role of Deans, and the integration of the
academic leadership of the Colleges with the University
Management Team (UMT), is currently under review. The
functioning and performance of the UMT has also been
reviewed. The outcome from those developments will
facilitate this objective.
Succession planning for leadership roles.
Doing more with less.
Continuing to streamline work practices.
Implementing shared services initiatives.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 16
4
STRATEGIC PRIORITY 4: An Ghaeilge
- Our special role
Goal 3: Continue to develop an exemplary bilingual campus
A unique aspect of NUI Galway’s role as a
University is its strategic commitment to the
provision of University education through Irish.
The principal vehicle for realising this goal is
Acadamh na hOllscolaíochta Gaeilge.
•
•
Goals
The following goals were set:
•
1. Continue to develop and deliver demand-led Irish language
programmes.
2. Develop academic programmes that meet the need for
trained Irish-medium, second-level teachers.
3. Continue to develop an exemplary bilingual campus.
•
Key Outcomes
•
Goal 1: Continue to develop and deliver demand-led Irish
language programmes
•
•
•
•
•
The Dioplóma i Léann an Traidisiúin is offered on a regional
basis across all Gaeltacht areas – Gaoth Dobhair, Carna,
Corca Dhuibhne – with 90 students participating to-date in
this planning period.
The part-time BA sa Ghaeilge Fheidhmeach was launched in
September 2011 and there are 55 students currently enrolled.
The Ard-Dioplóma sa Chumarsáid Fheidhmeach (ADCF)
continues to be the market leader in postgraduate Irish
language media studies education/training. 48 students have
participated to-date in this planning period on the ADCF.
The MA sa Chumarsáid was developed in response to student
demand and staff development, and it will be offered in
Autumn 2012.
NUI Galway is currently the sole provider in Ireland and the
UK of level 9 conference interpreting education through its
MA san Ateangaireacht Chomhdhála programme.
Challenges
•
•
•
Goal 2: Develop academic programmes that meet the need for
trained Irish-medium, second-level teachers
•
•
•
•
Extensive work completed on the University’s second
Official Language Scheme and a presentation made to
Údarás na hOllscoile in October 2011. The Department of
Arts, Heritage and the Gaeltacht is the approving body for
the scheme.
An Coiste Seasta um Cháilíocht sa Ghaeilge continues to
assess language competency requirements for particular
University positions as required.
Co-ordinated language awareness initiatives directed at Irish
language students commenced in 2010 with Ceardlanna
Feasachta Teanga for Arts students being piloted in Áras na
Gaeilge in September, and continued in 2011.
Augmented language support and academic writing
assistance was provided by the Centre for Excellence in
Learning and Teaching (CELT) and Acadamh for An
Teagasc trí Ghaeilge.
Language usage projects among Acadamh students
commenced in Ionad na Ceathrún Rua and in Áras na
Gaeilge in 2010.
•
The MA i dTeagasc Teangacha (Gaeilge) programme is
delivered to practising teachers on a part-time basis from the
University’s Gaeltacht Centre in An Cheathrú Rua, with 103
students participating to-date in this planning period.
The Dioplóma Iarchéime san Oideachas and the Dioplóma
Gairmiúil san Oideachas programmes are provided by the
School of Education, with 123 students participating to-date
in this planning period. These programmes serve the needs of
Gaelscoileanna and Gaeltacht schools.
The Dioplóma sa Ghaeilge has been recognised since
September 2011 by the Department of Education and Skills
as fulfilling the Irish language qualification for entry to
Teacher Training courses.
Immersion courses (Cúrsaí Gaeltachta d’Ábhair Oide) were
provided in this planning period in Ionad na Ceathrún Rua
and Ionad Ghaoth Dobhair to students of St. Patrick’s
College, Marino Institute of Education, Church of Ireland
College of Education, St. Angela’s College, Froebel, TCD,
UCD and NUI Maynooth.
- 16 -
Responding to funding reductions. Considerable financial
support from Údarás na Gaeltachta was discontinued at the
end of 2010. Budgetary adjustments understandably have
had an impact on programme delivery, development and
particularly on student financial support.
Responding to programme restructuring. An Dioplóma
Iarchéime san Oideachas has been renamed An Dioplóma
Gairmiúil san Oideachas. The course will migrate to a twoyear cycle prior to end of the current Strategic Plan. This, in
tandem with a national review of Teacher Training
Institutions, will have an impact on student numbers.
Achieving a sustainable share of the Gaeltacht immersion
programmes market. The Teaching Council/An Chomhairle
Mhúinteoireachta has issued new guidelines for Gaeltacht
immersion programmes for teacher training institutions.
However, existing financial support for such programmes has
been discontinued.
Addressing anticipated significant language scheme changes.
There is review in progress of Acht na dTeangacha Oifigiúla
2003. Preliminary indications would suggest that significant
changes will be recommended to the design and operation of
language schemes in the future.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 17
STRATEGIC PRIORITY 5: Regional Development
- Our wider community
NUI Galway is committed to supporting the
economic, social and cultural development of its
region with innovative programmes designed to
respond to identified regional needs.
Goals
The following goals were set:
1. Play a key role in developing the BMW region as an innovative,
knowledge-driven and competitive hub.
2. Support the development and expansion of a regional innovation
strategy for the BMW region and Co. Clare.
3. Continue to support the social and cultural development of the
region, and, in particular, the Gaeltacht region.
Key Outcomes
Goal 1: Play a key role in developing the BMW region as an
innovative, knowledge-driven and competitive hub
• NUI Galway Business Innovation Centre, (currently housing 25
companies), plays a strategic role in the development of spin-out
companies from NUI Galway and start-ups from the region:
➢ Since 2009, NUI Galway has obtained equity in 9 of the NUI
Galway start-up companies with the majority of those
companies also licensing technologies from our Intellectual
Property portfolio.
➢ 18 of the NUI Galway spin-out companies have attended
Enterprise training programmes hosted by our Technology
Transfer Office (TTO).
➢ The University has worked on 22 collaborative projects with
those companies ranging in value from a €5,000 project to a
€200,000 project.
• Ignite TTO Enterprise Initiatives: The TTO offers an innovative
and supportive environment to assist local and national industries
through challenges of everyday business development. Some
achievements include:
➢ Hosting the Kernel Capital Open Hours session (May, 2012),
lining up 13 companies currently seeking investment, 5 of
which were immediately successful.
➢ Currently 12 companies are working with NUI Galway in
various areas (e.g. R&D collaborative projects, using
expertise/equipment, and student placement).
• As part of its contribution to advancing the knowledge-driven
economy in the BMW region, NUI Galway is an active participant
in the following initiatives:
➢ MARNET (Marine Atlantic Regions Network)
➢ Structured PhD Programme in Biomedical Engineering and
Regenerative Medicine
➢ Metric Ireland Initiative
➢ New Frontiers Programme
Goal 2: Support the development and expansion of a regional
innovation strategy for the BMW region and Co. Clare
• The NUI Galway – University of Limerick Strategic Alliance was
established in 2010, and involves institution-wide co-operation
across the whole range of our activities.
Key developments include:
➢ Medicine – Undergraduates in NUI Galway, Postgraduates in UL.
- 17 -
➢ Seed Capital – managed by Kernel Capital.
➢ Georgia Tech Ireland – active research projects.
➢ Innovation Centre Ennis – a total of 10 start-up companies
supported to-date by the Centre.
➢ Joint Web Portal for TTOs (October 2011) providing industry
with seamless access to expertise in both institutions.
➢ Enhancement of teaching and learning provision for the region
through the delivery of 7 joint Masters and PhD programmes in
a wide spectrum of disciplines.
➢ Development of priority research themes in collaboration with
regional industry in Biomedical, Technology, Energy and ICT.
• The NUI Galway – GMIT Partnership was announced in 2011, to
provide for the realisation of collaborative opportunities across a
wide spectrum of areas including teaching and learning, research,
entrepreneurship, regional development, commercialisation,
programme design, distance education and work-shared learning.
Key developments include:
➢ Appointment of a number of GMIT academic staff as Adjunct
Lecturers, to co-supervise NUI Galway graduate students, has
commenced in the sciences.
➢ Transfer of the delivery of the hands-on component of the
workshop practice modules for Mechanical Engineering from
the GMIT campus to the new NUI Galway Engineering
building.
➢ NUI Galway medical students have commenced studies
associated with clinical placements on the GMIT Castlebar
campus as part of the Mayo Medical Academy.
Goal 3: Continue to support the social and cultural development
of the region, and, in particular, the Gaeltacht region
• Access learning courses are provided in the Gaeltacht Centres,
with level 7 FÁS course delivery in Ionad Charna and Ionad na
Ceathrún Rua with 100 participants.
• Acadamh produced a contemporary Irish music/song showcase
CD using student and regional talent which was launched at
multiple venues in Spring 2010.
• The opportunity of access to Irish language learning across the
BMW region is enhanced with the provision of Dioplóma sa
Ghaeilge courses across the wider University catchment area e.g.
Carrick-on-Shannon, Achill, Castlebar, Ennis.
• The University Gaeltacht centres are being utilised as knowledge
hubs and shared community resource/venues for educational and
cultural events.
• The University has formed strategic partnerships with external
organisations including the Galway Arts Festival, Druid Theatre
Company, Taibhdhearc na Gaillimhe, and Volvo Ocean Race.
Challenges
• Responding to the new emerging Higher Education landscape.
The University’s regional role is now intrinsically linked to the
future higher education landscape which is developing from the
National Strategy for Higher Education. This envisages the
development of clusters of higher education institutions that
would operate as collaborative partners to deliver on jointlyagreed strategic objectives within a region. This emerging
landscape will provide a new context for regional development
and the University will engage enthusiastically with the new
opportunities and challenges presented.
5
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6
STRATEGIC PRIORITY 6: Communications
- Our shared awareness
Goal 5: Develop effective internal communications, which will
enable staff and students to become effective advocates
for the University
High-quality internal and external communications
are fundamental to enabling NUI Galway achieve
its strategic objectives.
•
Goals
The following goals were set:
•
1. Develop a strong brand for NUI Galway on the basis of its
academic reputation in key priority areas.
2. Focus our media communications on our key priority areas.
3. Sustain increases in the total and first choice applications
through improved recruitment and communications.
4. Develop our virtual communications to deliver a ‘whole
university’ experience online.
5. Develop effective internal communications, which will
enable staff and students to become effective advocates for
the University.
6. Communicate effectively with external stakeholders to
engage their support for our activities.
Goal 6: Communicate effectively with external stakeholders to
engage their support for our activities
•
•
Key Outcomes
Goal 1: Develop a strong brand for NUI Galway on the basis of
its academic reputation in key priority areas
•
•
•
Challenges
•
The Press office team has been restructured with a strong
focus on items of research interest and this has resulted in a
64% increase, year-on-year, in the number of research news
stories released.
A new partnership has been formed with the Irish Times
Innovation Supplement to promote our key research areas
nationally.
•
•
•
Goal 3: Sustain increases in the total and first choice
applications through improved recruitment and
communications
•
A comprehensive student recruitment and communications
strategy has been developed and implemented. This has
contributed significantly to year-on-year increases in first
preference applications of 18% from 2008-2011.
Goal 4: Develop our virtual communications to deliver a
‘whole university’ experience online
•
An annual cycle of corporate publications has been
developed to communicate our successes to external
audiences (President’s Report, Visitors’ Guide, Essential
Guide).
The President’s office has secured the hosting of many high
profile board meetings of national agencies and corporate
bodies on campus with associated opportunities to
communicate University achievements.
A report on the economic impact of the University has been
commissioned and is due for publication in summer 2012.
The new logo and brand values have been developed with an
increasing emphasis on academic values.
Goal 2: Focus our media communications on our key
priority areas
•
An internal Communications Strategy has been developed,
and the post of Internal Communications Officer has been
advertised.
The President’s all-staff fora, Managers’ briefings, and
meetings involving the President and Vice-President for
Innovation and Performance with all Schools, and involving
the President and the Executive Director of Operations with
all Support Services Units, have become an important part of
the University’s internal communications process.
A new public website has been developed in co-operation
with Information Solutions and Services (ISS) and the
interactive online media project has generated substantial
interactive content for the website.
- 18 -
Improving the ratio of regional to national coverage for the
University.
Reversing the 10% decline in first preferences for March,
2012.
Developing a Social Marketing Strategy. This will be
advanced with the appointment of an Online Marketing
Officer.
Implementation of the internal communications strategy.
Strategic Plan Update_Layout 1 21/06/2012 16:22 Page 19
STRATEGIC PRIORITY 7: Resources
- Our finances
Goal 2: Make optimum use of existing resources, including
pay, non-pay, capital and recurrent
Attracting the maximum possible level of available
financial resources, and ensuring the appropriate
and prudent use of such resources in the support of
the University’s mission, is a central element of our
strategic plan.
Financial planning processes and routine reporting against plan
have been significantly improved including:
•
Goals
•
The following goals were set:
1. Maximise income streams by:
• Securing State recurrent grant income by attracting and
graduating an appropriate mix of students.
• Maximising student fee income through appropriate
price-setting within each market segment.
• Ensuring appropriate funding for the full costs (including
overheads) of contract research activity.
• Improving net returns from commercial activities.
• Maintaining and, if possible, growing our level of income
from philanthropic gifts.
• Securing State contributions for urgent capital
development projects.
2. Make optimum use of existing resources, including pay, nonpay, capital and recurrent.
•
•
•
•
Key Outcomes
Budget versus Actual reports are now presented on a
monthly basis and similar reports are presented for all
University units on a quarterly basis.
Financial estimates on a three-year rolling horizon are
presented on an annual basis and income and expenditure by
category and unit is measured against plan on a quarterly
basis.
Planning and monitoring of the Capital Budget is managed
on a five-year rolling horizon and reviewed in detail on a
quarterly basis, including income and expenditure for each
capital project.
Despite significant funding restrictions over the last number
of years, balanced budgets have been achieved.
The introduction of ‘Divisional Reporting’ has greatly
improved the clarity and equity in the allocation of resources
within the University. Divisional budgeting on an annual
basis and budget versus actual reporting on a quarterly basis
form part of the ‘Divisional Reporting’ model and more
accurately reflect relative overall cost benefit analysis.
Full income and expenditure accounts, including allocation
of overheads, are now in place for all Colleges, Schools,
Support Services units, and major Research units.
Goal 1: Maximise income streams
•
•
•
•
•
•
State Grant: Work with the HEA has ensured its funding
models are equitable and reflect relative activity across the
sector. Steady progress has been made in ensuring that
appropriate funding adjustments were made and in the
calendar year 2012 our RGAM funding finally reached
equilibrium.
Student Fee Income: Student fee levels by academic
programme and market segment are set to appropriately
reflect both cost and market conditions. Fee rates for both
EU and non-EU students are routinely benchmarked against
the marketplace and adjusted accordingly. In the current
economic climate the scope for further increases is limited.
Contract Research Funding: Full Economic Costing Systems
(FEC) have been developed which ensure that the full cost of
contract research activity is credibly demonstrated with a
view to ensuring appropriate funding in the future.
Net Commercial Income: Significant achievements since 2009
include additional net income from both catering and
student residences activities (minimum additional annual
income of €100,000 and €200,000 respectively).
Philanthropic Income: In co-operation with Galway University
Foundation, fundraising targets totalling €40m have been
achieved and have ensured that the University’s Capital
Programme to 2015 is fully funded.
State Capital Grants: Work with the HEA and other state
funding agencies has secured targeted contributions totalling
€95m for priority projects within the University’s Capital
Programme to 2015.
Challenges
•
•
•
•
- 19 -
Reduced State support.
Reduced research support.
Need to reduce reliance on State funding:
➢ Diversify research income.
➢ Grow international student numbers.
➢ Grow Postgraduate taught numbers.
Review the University’s Finance Function to ensure the
effectiveness of its finance systems, finance processes and
structure in providing the professional support needed to
deliver the University’s strategy and academic structures in
an increasingly resource constrained environment.
7
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OÉ Gaillimh,
Bóthar na hOllscoile,
Gaillimh, Eire
NUI Galway,
University Road,
Galway, Ireland
T: +353 91 524 411
www.nuigalway.ie