Institute of Technology Tallaght
Self-Evaluation Report
Institute of Technology Tallaght -
Delegation of Authority Submission
Table of Contents
Chapter 1
1.1
1.2
1.3
1.4
Preamble
Submission
Outline of Self-study Report
Guide to Self-Evaluation Report Based on HETAC
Criteria and Guidelines
Page
2
4
5
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Chapter 2 Environment
2.1
2.2
2.3
2.4
Introduction
Part I
Regional Profile
2.2.1
Demographic Change
2.2.2
Recent Growth Patterns and Counter-urbanisation Trends
2.2.3
The Age Structure of the Population: A Comparison with
the Dublin Region
2.2.4
Sectoral Structure and Regional Economic Growth
2.2.5
Growth in the Labour Force and Participation Ratios
2.2.6
Levels of Educational Attainment
2.2.7
Educational Specialisation in South Dublin County
2.2.8
The Institute of Technology Tallaght
2.2.9
Socio-economic Disparities and Educational Disadvantage
Part II Institutional and Regulatory Contexts
2.3.1
Higher Education Authority Act, 1971
2.3.2
Regional Technical Colleges Acts
2.3.2.1
Governing Body
2.3.2.2
Academic Council
2.3.3
Corporate Governance: Ethics in Public Office Act, 1995
and Code of Practice for the Governance of Third Level
Institutions, 2004
2.3.4
The Official Languages Act 2003
2.3.5
Qualifications Act, 1999
2.3.5.1
HETAC
2.3.5.2
FETAC
2.3.5.3
The National Framework of Qualifications
International Context: National Frameworks and the European
Higher Education Area
2.4.1
The Bologna Process
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2.4.2
2.5
2.6
2.7
Prague (2001), Copenhagen (2002), Berlin (2003) and
Bergen (2005)
2.4.3
European Network of Information Centres (ENIC) and the
National Academic Recognition Information Centre (NARIC)
2.4.4
Conclusion
The National Context
2.5.1
National Development Plan
2.5.2
The Regional Planning Guidelines for the Greater Dublin
Area (GDA) 2004-2016
2.5.3
Sustaining Progress
Reviews of Tertiary Education in Ireland
2.6.1
Institutes of Technology and the Knowledge Society – Their
Future Position and Roles
2.6.2
OECD Review of Higher Education in Ireland
2.6.3
Chapman Flood Mazars Report 1999
Conclusion
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Chapter 3 Institute Mission and Governance
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
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Introduction
Institute Mission and Purpose
3.2.1
Guiding Principles and Values
Governance
3.3.1
Governing Body
3.3.2
Academic Council
3.3.3
Academic Council Sub-committees
Institute Management Structure
Management Groups
3.5.1
The Senior Management Team (SMT)
3.5.2
The Total Management Team (TMT)
3.5.3
The Academic Management Team (AMT)
General Committees
Transparency, Accountability and Reviews of Governance,
Management and Administration
3.7.1
Internal Audit by Consultant Auditors
3.7.2
Periodic Institutional Audit
3.7.3
Programme Boards and Programmatic Reviews
3.7.4
Audit of the Comptroller & Auditor General
3.7.5
Internal Audit by Sub-committee of Governing Body
3.7.6
Management Quality Review Group
Public Responsibility and Integrity
3.8.1
Financial Reports and Accounts
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3.9
3.10
3.11
Delegation of Authority Submission
3.8.2
The Partnership Process and Interactive Governance
3.8.3
Institute Communications and Publications
3.8.4
Freedom of Information
Planning and Evaluation
3.9.1
Planning
3.9.2
Development of the Strategic Plan
3.9.3
Strategic Plan 2005-2008
3.9.4
The Implementation and Review Process
Future Directions in Management and Governance
Conclusion
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Chapter 4 Self-study Process and Stakeholder Consultation
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Introduction
The Self-Evaluation Process
4.2.1
Programmatic Review and Self-Studies Schedule
4.2.2
Central Services Groups and Student Services
Working Groups and Committees
4.3.1
Direct Services to Students Focus Group
4.3.2
Support Services to Students Focus Group
4.3.3
Building & Estates User Forum
4.3.4
Research, Development and Innovation Working Group
4.3.5
Institute-wide Self-study Groups
Surveys
Stakeholder Involvement
Self-Study Review: Feedback & Consultation Process
Conclusion
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Chapter 5: The Teaching and Learning Context
5.1 Introduction
5.2
Disciplines of Study
5.3
Portfolio of Programmes
5.3.1 Collaborative Programmes 2004/5
5.3.2
Cross-faculty Co-operation in Education Provision and
Collaboration with other Institutes and with Industry
5.3.3
International collaboration
5.3.4
The Development of New Programmes
5.3.5
Up-dating of Existing Curricula
5.4
Programme Structures and Delivery: The Ladder system of
Progression
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5.4.1
5.4.2
5.4.3
System
5.4.4
5.4.5
5.5
5.6
5.7
5.8
5.9
5.10
The Semester System
Examinations
Student Performance: The Grade Point Average (GPA)
Student Progression Criteria
The Accumulation of Credits and Certification of Subjects
Scheme (ACCS)
5.4.6
Programme Delivery Modes
Flexible Career Focused Courses
Learner Diversity
Developments in Pedagogical Skills and Training
5.7.1
Activity-based Learning
5.7.2
Relevant and Practical Higher Education
5.7.3
Ongoing Professional Development
5.7.4
Developing Transferable Skills
E-learning
5.8.1
Recent Initiatives in E-learning
5.8.2
Moodle LMS
5.8.3
CompuPharma Learning Management System
5.8.4
ELSU Portal
5.8.5
Future Developments in E-learning
Other Learning Supports to Improve Retention and Student
Performance
5.9.1
ELSU: Towards an Institute-wide Education and
Learning Support Unit
5.9.2
Mentoring Programmes
5.9.3
Pedagogic Skills Training
Conclusion
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Chapter 6: Learner Profile
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
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Introduction
Student Numbers by Year of Study
Student Numbers by School and Department 1998/9-2003/4
Student Numbers by Department 1998/9 – 2003/4
Student Numbers by Gender
6.5.1
Initiatives to Promote the Participation of Women in
Research and Research Management
Age Profile of Full-time Students
New Student Registrations by Location
CAO Applications Data and Preference Analysis
Minimum Entry Points 1992-2004
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6.10
6.11
6.12
6.13
6.14
Delegation of Authority Submission
Year One Intake by Department and Points
Examinations Data
6.11.1 Yearly Completion Rates: Summary and Comparison
Progression Indicators
Postgraduate Research Degrees
International Students
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Chapter 7 Part-time and Continuing Education
7.1
Introduction
7.2 Part-time Student Data
7.2.1
Part-time National Certificate Awards
7.2.2
Part-time National Diploma Awards
7.2.3
Part-time Degree Awards
7.3
Examination Results Data
7.3.1
National Certificate Examination Results
7.3.2
National Diploma Examination Results
7.3.3
Degree Examination Results
7.3.4
Post-Graduate Degrees
7.4
In-Company Programmes
7.4.1
In-company provision in Science
7.4.2
In-company provision in Engineering
7.4.3
In-company provision in Business
7.5
Management of the Part-time Programme
7.5.1
Promotion of the Part-time programme
7.6
Review of the Part-time Programme
7.6.1
Deloitte & Touche Review of the Institute’s
Part-time & Continuing Education Programme
7.6.2
Internal Review Process
7.6.3
Outputs and Recommendations
7.6.4
Actions Taken in Response to Stakeholder Feedback
7.6.5
Future Directions
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Chapter 8 Student Services
8.1
8.2
8.3
Introduction
A Sense of Community
Student Services
8.3.1
Self Study
8.3.2
Student Services Structure and Staffing
8.3.3
Student Services Committee
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8.4
8.5
8.6
8.7
8.8
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Access Office and Disability Support Services
8.4.1
Students from Disadvantaged Socio-economic
Backgrounds
8.4.2
Initiates to Increase Participation in Third
Level Education
8.4.3
The Access to College Education (ACE) Project
8.4.3.1
Pre-entry Supports
8.4.3.2
Post-entry supports
8.4.4
The Clondalkin Higher Education Access
Programme (CHEAP)
8.4.5
Access Initiatives in other Disadvantaged Areas
8.4.6
Colleges of Further Education
8.4.7
Local and Community Education Groups
8.4.8
Services for Students with Disabilities and
Specific Learning Difficulties
8.4.8.1
Pre-entry Services for Students with
Disabilities
8.4.8.2
Post-entry services to students
8.4.8.3
Examination Arrangements
8.4.8.4
Other services
8.4.9
Services for Mature Students
8.4.10 Student Assistance Fund
8.4.11 Registration and Induction
8.4.12 The Access Office: Future Directions
Student Health Service
8.5.1
Staffing
8.5.2
Function
8.5.3
Primary Customers
8.5.4
Publications and Communications with Students
and Staff
8.5.5
Quality Assurance
8.5.6
Services for review
8.5.7
Outcomes of the Self-study
Chaplaincy Service
8.6.1
Services Provided
Counselling Service
8.7.1
Counselling Services
8.7.2
Information Services
8.7.3
The Number of Students Using the Service
8.7.4
Feedback and Evaluation
8.7.5
Self-study Outcomes
Careers Service
8.8.1
Services Provided
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8.9
8.10
8.11
8.12
Delegation of Authority Submission
8.8.2
Careers Information Library
8.8.3
Liaison with Employers
8.8.4
Inter-Institutional Linkages
8.8.5
Services for Review
Alumni Association
Sports and Recreation Service
8.10.1 Funding
8.10.2 Sports and Recreation Facilities
Future Developments
8.11.1 Multi-Purpose Centre
8.11.2 Student Services
Students’ Union
8.12.1 Students’ Union Officers
8.12.2 Class Representative System
8.12.3 Students’ Union Services
8.12.4 Student Accommodation
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Chapter 9 Academic Administration
9.1
9.2
9.3
9.4
Introduction
Academic Administration Organisation
Admissions Policy
Admission Routes
9.4.1
CA0 First Year admissions
9.4.2
General Certificate of Education (GCE)
9.4.3
Institutes of Technology Central Evaluation Forum
(IOTCEF): EU and Non-EU admissions
9.4.4
Admissions through Access Initiatives
9.4.5
Access entry arrangements for specific PLC students
9.4.6
Foundation Studies
9.4.7
Further Education and Training Awards Council
(FETAC) Admissions
9.4.8
Students with Disabilities Admissions
9.4.9
Fáilte Ireland Admissions
9.4.10 Mature Students
9.4.11 Non Standard Admissions
9.5 Transfer and Progression Arrangements
9.5.1
Progression Arrangements: Direct admissions to Add On
Ordinary Degrees and Honours Degrees - Admissions
9.5.2
Transfer Arrangements: Advanced Entry to years other
than Year one
9.5.3
ERASMUS Students
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Contents
9.6
9.7
9.8
9.9
9.10
9.11
9.12
9.13
Registration
Student Induction
Examinations
Graduation
Student Information System (Banner)
Student Recruitment
9.11.1 Institute Prospectus
9.11.2 School Visits
9.11.3 Open Days and Information Evenings for Parents
9.11.4 Careers Exhibitions and Fairs
9.11.5 Student Handbook
9.11.6 Sports and Recreation Handbook
9.11.7 Liaison with Guidance Counsellors, Principals and Teachers
9.11.8 Advertising and Marketing
Procedures for Monitoring, Evaluating and Reviewing
the Academic Administration of the Institute
9.12.1 Admissions processes
9.12.2 Examinations
9.12.3 Induction
9.12.4 Graduation
9.12.5 Academic Administration
9.12.6 Surveys and Reports
Self-study Outcomes
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Chapter 10 Library and Information Resources
10.1
10.2
10.3
10.4
10.5
10.6
10.7
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Introduction
Library Staff
10.2.1 Staff Responsibilities
Library Collection
10.3.1 Book Stock
10.3.2 Non-Book Material
10.3.2.1
Online Databases
10.3.2.2
On-line Services
Library Training
10.4.1 Initial Library Training
10.4.2 Online Resources
10.4.3 Customised Library Training by Discipline
10.4.4 Integrating Practical Research Skills into the Curriculum
Accessibility
Inter-library Loans
Budget
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Delegation of Authority Submission
10.8
Links with other libraries
10.8.1 Collaboration within the Institute of Technology
Sector
10.8.2 Co-operation with other Higher Education Institutes
10.8.3 Local Cooperation: Tall24
10.9 Continuous Improvement and Feedback Mechanisms
10.9.1 Library Committee
10.9.2 Library Management Software
10.9.3 Organisational structures
10.9.4 Staff meetings
10.9.5 Library Website
10.9.6 Library Surveys
10.10 Outcomes of Self-Evaluation
10.10.1 Training and use of Library Resources
10.10.2 Loan Rules Review
10.10.3 Library Opening Hours
10.10.4 The Library Environment
10.10.5 Computer and Printing Facilities
10.10.6 Ongoing monitoring and review
10.11 Conclusion
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Chapter 11 Human Resources
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
11.9
11.10
Introduction
Self Study Review process
Human Resources Staff
Institute Staff
Academic Staff
Management by Category and Gender
Technical Staff by Department and Gender
Administrative and Library Staff by Department and Gender
Selection and Appointment of Staff
Overview of Staff Training and Development
11.10.1 Funding of Post-graduate Studies
11.10.2 Training in MIS systems
11.10.3 The Management of Training & Development
11.11 Employee Relations
11.11.1 Salaries and Wages
11.11.2 Superannuation Schemes
11.11.3 Review of the Operation of the Superannuation Scheme
11.12 Employee Assistance Programme
11.13 Industrial Relations
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11.14 Human Resource Administration.
11.15 Human Resources and the Strategic Plan.
11.16 Future directions
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Chapter 12: Quality Assurance System
12.1
12.2
12.3
12.4
12.5
12.6
12.7
12.8
12.9
12.10
12.11
12.12
12.13
12.14
12.15
12.16
12.17
Introduction
Institute Quality Assurance Manual
Development of the Institute Quality Management System (QMS)
Academic Quality System
Principal Quality Assurance Procedures
Procedures for design and approval of new programmes, subjects
and modules
Procedures for the assessment of learners
External Examiners
The Examinations Process
Procedures for ongoing monitoring of programmes
Procedures for evaluation of each programme at regular intervals
Procedures for the selection, appointment, appraisal and
development of staff
12.12.1 Procedures for the Appraisal and Development of Staff
12.12.2 Performance Management Development System (PMDS)
Procedures for evaluating premises, equipment and facilities
Procedures for evaluating services related to programmes of higher
education and training.
Procedures for evaluating the effectiveness of quality assurance
procedures
Continuous Improvement
12.16.1 Standard Operating Procedures
Self Evaluation Process
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Chapter 13 Research, Consultancy & Industrial Linkages
13.1
13.2
13.3
13.4
13.5
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Introduction
The Evolution of Research
Milestones
Institute Research Strategy
13.4.1 Specialist Research Areas
Institute Research Centres
13.5.1 Centre for Research in Electroanalytical Technology
(CREATE)
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13.5.2
13.6
13.7
13.8
13.9
13.10
13.11
13.12
13.13
13.14
13.15
13.16
Nuclear Magnetic Resonance (NMR) Institute Research
Centre for Spectroscopy
13.5.3 Bio-Pharmaceutical and Neutraceuticals Research
Centre (BPNR)
Participation in National Research Centres and Research Networks
Research Management and Structures
13.7.1 Research Degree Programme Boards
13.7.2 Quality Assurance Procedures
Research Facilities
Post-graduate Enrolments
13.9.1 Masters and Phd Awards
Sources of Funding
13.10.1 TSRP Strand I and Strand III Awards
13.10.2 Enterprise Ireland Funding
13.10.3 EU Projects, IRC and NACD Funding
13.10.4 Breakdown of External Funding by School &
Department 2000-2005
13.10.5 Internal Research Funding
Key Research Performance Indicators
Key Research Areas within the Institute
Consultancy Activities by School
Links to Undergraduate Teaching
Research Self-Study
Conclusions and Recommendations
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Chapter 14 Innovation
14.1
14.2
14.3
14.4
14.5
14.6
14.7
14.8
14.9
Introduction
Innovation Strategy
Management of Innovation Activities
Intellectual Property (IP) Management
Campus Company Policy
The M50 Enterprise Platform Programme
14.6.1 Enterprise Supports
14.6.2 Start-ups by Area of Activity
Funding of the M50 Programme
An Example of Best-Practice in Fostering Entrepreneurship
Synergy Business Incubation Centre
14.9.1 Rationale for Building a Technology Business Incubator at ITT
14.9.2 Targeting Client Enterprises
14.9.3 Business Development Supports to be Provided
14.9.4 Design Specification
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14.9.5 Centre Management
14.9.6 Links Between Innovation and Teaching
14.10 Self-study
14.10.1 Survey of M50 Participants
14.10.2 Recommendations of the Working Group on
Research and Innovation
14.11 Conclusions and Recommendations
14.11.1 Resourcing of Technology Transfer
14.11.2 Revise Campus Company Policy
14.12.3 Fomenting Greater Integration between Enterprise
Development and Research
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Chapter 15 Estates Management
15.1
15.2
15.3
15.4
15.5
15.6
15.7
15.8
Introduction
Estates Office Staff
Role of the Estates Office
15.3.1 Project Management of Major and Minor Capital Works
15.3.2 Maintenance of Building Fabric, Mechanical and
Electrical Services
15.3.3 Facilities Management
15.3.4 Space Management
15.3.5 Technician Development Centre
15.3.6 Energy Management
15.3.7 Environmental Management
15.3.8 Health and Safety
15.3.9 Disabled Access and Facilities
15.3.10 Caretaking, Central Stores and Light Maintenance
Campus Development
15.4.1 Master Development Plan
15.4.2 Recommendations of the HEA Capital Review and
Prioritisation Working Group
Sources of Information on Best Practice
Self-Study Process
Self-study Outcomes: Some Recent Innovations
Other Areas for Development
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Chapter 16 Finance
16.1
16.2
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Introduction
Services Provided by the Secretariat
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16.3
16.4
16.5
16.6
16.7
16.8
16.9
16.10
Delegation of Authority Submission
Services Provided by the Finance Office
Finance Staff
Institute Finances
Financial Returns
Internal and External Audits
Outcomes of Finance Self-evaluation
Health, Safety & Welfare
Freedom of Information
16.10.1 Institute Obligations under the Freedom of
Information Act
16.10.2 Freedom of Information Requests
16.10.3 Role of Information Officer
16.10.4 Development of Standard Operating Procedures
16.10.5 Freedom of Information Training
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Chapter 17 Computing Services
17.1 Introduction
17.2 Customer Grouping and Services
17.3 Staffing
17.4 Self-Study Process
17.5 Recent Developments
17.6 Network Infrastructure
17.7 Security
17.7.1 Physical Security
17.7.2 Internet Traffic
17.7.3 Demilitarised Zones (DMZ)
17.7.4 E-mail and Anti Spam
17.7.5 Web Access Control
17.7.6 Antivirus
17.7.7 Microsoft Software Update Services (SUS)
17.8 Backup Services
17.8.1 External Audit of Backup Systems
17.9 Server Room Environmental Services and Redundancy
17.10 Hardware and Software Register
17.11 Staff E-Mail Service
17.12 Reprographic Centre
17.12.1 Student Printing and Copying
17.12.2 Staff Printing and Copying
17.12.3 Reprographics Resources
17.13 Web Services at IT Tallaght
17.14 Management Information Systems (MIS)
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17.15
17.16
17.17
17.18
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17.14.1 Millennium
17.14.2 Core
17.14.3 Agresso
17.14.4 Banner
17.14.5 MIS Servers
Student Support
17.15.1 Student Support Desk
17.15.2 Support for Students with Special Needs
17.15.3 Laboratory Facilities
Video Conferencing
Computing Services and Service Requests
Outcomes of Self Evaluation
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Chapter One
Introduction
1
Chapter One
Introduction
1.1
Preamble
The Institute of Technology Tallaght is located in South Dublin County. The Institute was
established in 1992 and in its relatively brief history, has grown in size, stature and in the
range and level of programmes it provides. The Institute caters for a student population of
approximately 2,300 full-time and 1,200 part-time students and offers a wide range of
programmes from Higher Certificate, Ordinary Degree and Honours Degree to Masters
Degree and Doctoral level. Courses are provided in a variety of delivery modes, including
full-time, part-time, distance, in-company and work-based study. The number of postgraduates undertaking Masters degrees by research and PhD degrees has significantly
increased in recent years, as has the number of staff involved in research supervision.
Operating within the wider national and international context of higher education, the
Institute is proactive in its efforts to respond to the changes and trends that are affecting
this sector worldwide. The current period is one of fairly rapid technological, economic,
political, social and cultural change. Ireland is now part of a larger Europe and faces the
challenges of promoting continued economic growth, job creation and prosperity within
the context of an expanding Europe. As in other countries, higher education is being called
upon to be better adjusted and more in tune with the needs of industry and, more broadly,
with emerging social needs. Like many other levels and forms of education, it is being
asked to re-examine, in view of its relations with society and particularly with the economic
sector, its institutional and organisational setting, funding arrangements and management.
In Ireland, higher education institutes now face a particular set of challenges. These
challenges stem from a variety of related factors including demographic trends,
internationalisation, the diffusion of information technology, the concept of lifelong
learning, changing labour market and requirements for innovative curriculum development
and design.
In Ireland, from 2006 onwards, demographic change will affect most higher level
institutions. It will then be even more important to attract adults in greater numbers into
the education system.1 This can be in the form of continuing professional education
(former graduates updating skills) or adults in the higher education system for the first
time. In this context what is needed is a more open and flexible approach which facilitates
lifelong learning by allowing for and encouraging a continuing process of skill acquisition.
This can be done by diversifying education provision, building bridges between various
channels and taking account of prior experiential learning. Thus lifelong learning and the
2
1
The benefits of lifelong learning to society and the economy are well documented, for example in the Government White Paper: Learning
for Life (2000). A review of recent developments in this area is to be found in the Annual Policy Statement of the National Competitive
Council, titled The Competitiveness Challenge (Forfás, 2004). Section 3.2 refers to the role of the National Adult Learning Council
(NALC). The NALC was established by Government in 2002 to promote and implement initiatives in the area of lifelong learning.
Institute of Technology Tallaght -
Delegation of Authority Submission
concept of the accessible university are likely to play a crucial role in the future, resulting
in a renegotiated contract between higher education, industry and society.
In the area of information technology, the seminal Bangemann Report, Europe and the
Global Information Society (1994), stressed that information technologies are making
significant inroads into production-related activities and into education and training,
bringing the learning system and the producing system closer together. The result is a
marked convergence between the world of work and the world of learning/training. The
use of the internet and video conferencing, for example, opens up the possibility for
distance learning, with flexible curriculum models and credit accumulation and transfer
that facilitate ongoing education and training. The development of new educational
software will also give rise to a wider range of teaching and learning methods and replace
the excessively passive teacher/pupil relationship with a new and more promising
interactive relationship.
Whilst traditional ‘talk and chalk models’ still exist, new educational technologies and
learning strategies will require extensive use of video, case studies, visiting speakers, site
visits, management exercises and games, and a strong emphasis on group work. This last
category not only develops interpersonal skills but also allows for exchange of experience
between learners from different professional and disciplinary backgrounds.
A key function of higher education in the context of the learning society will be to equip
students with knowledge of how to learn, and, in response to the indiscriminate
bombardment of information from the mass media, to be able to critically assess and
evaluate the knowledge they receive. In this respect the acquisition of knowledge and skills
should go hand in hand with building up character, broadening outlook, and developing
powers of discernment and critical skills.
In the area of curriculum development and innovation, the education-industry interface is
critical to ensure complementarity and co-ordination in the design, provision and
implementation of effective education and research programmes. The provision of short
courses can be more flexible in their design and orientation, with the scope and content
of these courses being continually developed and redeveloped to address training and
education needs within individual colleges, within industry, and other service organisations.
Here, there is a need to co-ordinate specialist provision, identify where elements of the
provision exist, arrange for the development of new elements to fill the gaps, ensure
quality standards by interfacing with accrediting bodies and professional institutions, and
maintain a continuing review process to ensure that supply and demand are closely
matched.
3
Chapter One
A key challenge to the future development of third level education in Ireland relates to the
type of graduates that the education system wishes to produce. The particular qualities
valued by employers are changing. There is widespread agreement that industry needs
graduates with a mix of skills, combining an understanding of science/engineering and
social science/management fields. This suggests the need for flexible training with a broad
knowledge base in which the acquisition of practical knowledge and skills goes hand in
hand with building up character and developing social skills. On the supply side, the
provision of state-of-the-art programmes requires that academics and practitioners come
together in the development of modules and programmes.
The Institutes of Technology display considerable diversity in their institutional responses to
recent developments and trends in higher education. They also show considerable diversity
in their response to regional development issues. There is a growing recognition within the
Institutes of the need to respond to the educational and training demands within their
region and to embed a research culture within their Institutes. In addition, and more
broadly, the Institutes need to be engaged in the life of their local communities, to research
their most pressing problems and to offer constructive ways forward. This broader
integrative view of the Institutes of Technology recognises the crucial role that the Institutes
can play in the promotion of education and skills in their localities, and the wider
contribution that they can make to the processes of socio-economic growth and
development.
1.2
Submission
This submission on behalf of Institute of Technology Tallaght to the Higher Education and
Training Awards Council occurs under Section 29 of the Qualifications (Education and
Training) Act, 1999, whereby a recognised institution may request the Council to delegate
to it the authority to make higher education and training awards (subsection 1).
The Institute seeks delegated authority to make higher education and training awards up
to and including Level 9 (Taught Masters) as prescribed by the National Qualifications
Authority of Ireland.
The submission comprises the following documents:
4
1.
The Institute Self-Evaluation Report
2.
The Institute Quality Assurance Manual
Institute of Technology Tallaght -
3.
Delegation of Authority Submission
A Summary Report on the Self-studies and Programmatic Reviews undertaken within
the School of Science, the School of Engineering and the School of Business and
Humanities
4.
A list of the educational programmes leading to named awards for which the Institute
is seeking delegation of authority, detailing their validation status
5.
A copy of the Institute Strategic Plan 2005-8
1.3 Outline of Self-Evaluation Report
The Self-Evaluation Report is in accordance with the HETAC Criteria and Procedures for the
Delegation and Review of Delegation of Authority to Make Awards (HETAC, 2004) and is
organised as follows:
Chapter 1:
Introduction
Chapter 1 provides a guide to the Institute’s Self-Evaluation Report.
Chapter 2:
Environment
Chapter 2 provides an overview of the environment within which the Institute operates,
including the regional context and the institutional and regulatory contexts that govern the
Institute’s activities. This chapter also evaluates recent developments in the field of higher
education nationally and internationally as they pertain to the Institute, and identifies the
key elements of the national context (social, political and economic) that shape the
Institutes activities.
Chapter 3:
Institute Mission and Governance
Chapter 3 provides an overview of corporate governance and planning within the Institute.
It describes the roles of the Governing Body and Academic Council, and of the
management structure within the Institute. It also examines the systems and procedures
that are in place to ensure that the Institute complies with best-practice standards in
management and administration. These systems and procedures are intended to guarantee
transparency, accountability and public responsibility in all Institute activities.
Chapter 4:
Self-study Process and Stakeholder Consultation
The self-evaluation process and the consultative process involved in developing the
Institute’s application for delegated authority are elaborated in Chapter 4.
5
Chapter One
Chapter 5:
The Teaching and Learning Context
Chapter 5 provides a portfolio of programmes currently available within the Institute and
provides details of new programmes being developed. The characteristics of the teaching
and learning process in the Institute, and the key aspects of programme structures and
their delivery, are also addressed.
Chapter 6:
Learner Profile
Chapter six provides a profile of the learner population at the Institute, distinguishing
between full-time, part-time, continuing education students and international students.
Examination data, including yearly completion rates, is included for each of the Institute’s
eight Departments. Learner registration data and trends in CAO applications are also
analysed.
Chapter 7:
Part-time and Continuing Education
Chapter 7 reviews the Institute’s Part-time and Continuing Education Programme Programme;
this comprises all HETAC accredited programmes, programmes leading to the awards of
Professional Institutes and the delivery of in-company programmes. The final section
reviews the management and operation of the Institute’s Part-time Programme and
identifies areas for development.
Chapter 8:
Student Services
In this chapter, the full range of support services available that contribute to the personal
development of students is examined. These services include the Access Office and
Disability Support Service, the Student Counselling Service, the Student Health Centre,
Careers Office and Alumni Association. Chapter 8 also considers the wide range of
recreational, sports and cultural activities that contribute to enhancing the educational
experience of students and the Students Union.
Chapter 9:
Academic Administration: Admissions and Examinations
Chapter 9 examines the role of the Registrar’s Office in student recruitment, admissions,
induction and the management of examinations and student records.
Chapter 10:
Library and Information Resources
Chapter 10 provides information on the Institute’s library and information resources. It
details the library staffing structure and examines the library facilities, including on-line
resources, computer and printing facilities and library management software. The
outcomes of the self-evaluation and the changes implemented to develop the library
service are presented.
Chapter 11
Human Resources
The Human Resources Office is responsible for all aspects of human resource management
in the Institute, including the development, implementation and co-ordination of policies
6
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Delegation of Authority Submission
and programmes relating to employee relations, staff training and development,
superannuation, staff welfare, personnel administration and industrial relations. Chapter
11 presents the outcomes of the self-study in relation to the human resources function.
Chapter 12
Quality Assurance System
Chapter 12 outlines the quality assurance system within the Institute. Quality management
within the Institute is a continuous and responsive process that seeks to improve outcomes
for students, staff and stakeholders. This chapter outlines the key structures, processes,
policies and performance measures that facilitate a systematic approach to embedding a
quality improvement approach within the Institute.
Chapter 13
Research, Consultancy and Industrial Linkages
The self-study on research and consultancy is presented in Chapter 13. This chapter
considers the breadth and depth of research activity within the Institute. It examines the
management and structures governing research activity and research facilities/supports.
Chapter 13 also provides a breakdown of funding of research and uses standard research
performance indictors to measure research outputs by School/Department. The Institute’s
research strategy and links between research and under-graduate teaching are also
evaluated.
Chapter 14
Innovation and Enterprise Development
Chapter 14 evaluates the ways in which the Institute supports local and national economic
development through engaging in support for innovation and enterprise development.
This chapter focuses specifically on campus company formation, business incubation,
enterprise development, the commercialisation of research, technology transfer and
intellectual property (IP) management.
Chapter 15
Estates Office
Chapter 15 examines the functions and performance of the Estates Office in managing the
planning, development and maintenance of the Institute’s buildings and land. The methods
adopted in reviewing the functions and performance of the Estates Office are outlined, and
the outcomes of the self-study are presented.
Chapter 16
Finance
The Finance Department is responsible for the day to day management of the finance
function of the Institute. This involves the monitoring and control of income and
expenditure in all areas. Chapter 16 details the staffing structure within the Finance
Department and the key areas of responsibility. This chapter also address two other areas
which fall under the remit of the Secretary/Financial Controller: Freedom of Information and
Health, Safety and Welfare.
7
Chapter One
Chapter 17
Computing Services
The Computing Services Department enables and supports the use of computing and
information technology by all sections within the Institute. Chapter 17 details the self-study
process carried out within the Department and the outcomes of the self-evaluation
process. These are outlined in section 17.18 of the chapter.
1.4
Guide to Self-Evaluation Report Based on
HETAC Criteria and Guidelines
The HETAC document, Criteria and Procedures for the Delegation and Review of
Delegation of Authority to Make Awards (HETAC, 2004) defines the criteria and
procedures that will be adopted by HETAC in evaluating submissions for delegated
authority.
These criteria set out under four main headings:
• Operation and Management
• Education and Training Programmes
• Council Conditions attaching to delegation of authority
• Objects of the Qualifications (Education and Training) Act, 1999.
As a guide to the Self-evaluation Report, the next section identifies where the different
criteria are addressed.
1.4.1
Operation and Management
The Operation and Management of the Institute is evaluated using the criteria listed below.
Governance, organisation and administration
This is addressed primarily in Chapter 3 Institute Mission and Governance, in Chapter 2
Environment (section 2.3) and in Chapter 12 Quality Assurance System. Governance,
organisation and administration are also considered in each of the self-studies in chapters
7 to 17 since they pertain to all areas and functions within the Institute. For example, in
Chapter 7, section 7.6 reviews the management and organisation of the Part-time and
Continuing Education Programme, in Chapter 13, section 13.7 reviews the management
of research, and Chapter 9 addresses academic administration (the role of the Registrars
Office in matters relating to admissions, registration, examination and graduation of
students).
8
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Delegation of Authority Submission
Planning and evaluation
This is considered in Chapter 3 Institute Mission and Governance (sections 3.7, 3.8, 3.9 and
3.10) and in Chapter 12. It is also considered in the individual self-studies, for example, in
Chapter 7 (section 7.6), in Chapter 8 (section 8.5.5., 8.5.6, 8.5.7, 8.7.4) in Chapter 10
(section 10.9 and 10.10), in Chapter 11 (section 11.15 and 11.16) and in Chapter 15
Estates Management (section 15.4). It is reflected generally in chapters 7 to 17 under the
sections related to feedback and evaluation, interaction with stakeholders, self-study
outcomes and areas for development.
Academic and other Staff Policies
These are considered primarily in Chapter 11 Human Resources, in Chapter 12 Quality
Assurance System (section 12.12) and in Chapter 9 Academic Administration. Staff training
and development is also an important feature in the individual self-studies in chapters 7 to
17.
Library and information resources
These resources are considered in Chapter 10 Library and Information Resources. Elearning initiatives and resources are considered in Chapter 5 (section 5.8) and learning
supports for students with special needs in Chapter 8 (section 8.4.8).
Physical resources
These are considered in Chapter 15 Estates Management, in Chapter Five (sections 5.7, 5.8
and 5.9), in Chapter 7 (section 7.6), in Chapter 8 (sections 8.10.2, 8.10.3 and 8.11.4), in
Chapter 13 (section 13.8), in Chapter 14 (section 14.9) and in Chapter 17 (sections 17.15,
17.16 and 17.18).
Learner services
These services are considered primarily in Chapter 8 Student Services, in Chapter 5
Teaching and Learning Context, in Chapter 9 Academic Administration and in Chapter 12
Quality Assurance System.
Public responsibility and integrity
This is considered in Chapter 3 Institute Mission and Governance (section 3.1, 3.7, 3.8,
3.10 and 3.11), in Chapter 12 Quality Assurance System (section 12.15), in Chapter 13
Research, Consultancy and Industrial Linkages (section 13.4), and in Chapter 16 Finance
(including section 16.10 which deals with Freedom of Information).
Financial resources and management
This is considered primarily in Chapter 16, although individual chapters consider financial
resources and management as appropriate, for example, Chapter 8 (section 8.8.3),
Chapter 13 (section 13.10) and Chapter 11 (section 11.10).
9
Chapter One
1.4.2
Education and Training Programmes
The criteria set out under Education and Training Programmes are intended to evaluate the
Institute’s ability:
• to develop and validate its programmes, and
• to maintain and continuously improve the quality of its programmes.
The Institute’s programmes, structures and delivery modes, are considered in detail in
Chapter 5. Section 5.3 provides a portfolio of programmes and outlines new programmes
that are being developed. The Institute has reviewed all of its programmes, including
course content, methods of delivery and progression criteria, to ensure that they meet the
standards defined in the National Framework of Qualifications (NFQ). Programmes have
been examined by expert external peer review groups and have now been validated for the
new awards (refer to section 5.3.5).
Chapter 6 chapter provides a profile of the learner population at the Institute. An analysis
of full-time students is given at the level of School and Department. Examination data,
including yearly completion rates, is included for each of the Institute’s eight Departments.
Chapter 7 provides a similar analysis of the Part-time and Continuing Education
Programme, including in-company programmes, developed in response to specific
industrial/commercial needs. Chapter 13 deals specifically with post-graduate research
degree programmes.
The Institute’s procedures in relation to academic quality assurance are also dealt with in
Chapter 12. The Institute has in place quality assurance policies and procedures for:
• the design and approval of new programmes, subjects and modules
• the regular evaluation or review of existing programmes, subjects and modules
• the fair and consistent assessment of learners
• the on-going monitoring of programmes
• the selection, appointment and development of staff who are providing programmes
• the evaluation of premises, equipment and facilities in relation to programmes
• the evaluation of the effectiveness of quality assurance procedures
1.4.3
Council Conditions attaching to delegation of authority
The Institute has complied with the conditions determined by the Council in relation its
programmes of education and training as follows:
10
Institute of Technology Tallaght -
•
Delegation of Authority Submission
The Institute has and will continue to adhere to HETAC guidelines in relation to the
conferring of awards, including the most recent communication from HETAC,
Requirements and Guidelines for the Order of Conferring, Academic Dress and Testimonial
Documents (July, 2005).
•
The Institute continues to maintain close co-operation with the Council of HETAC and
the Authority, and provides assistance to them where appropriate in the performance
of their functions. It has and will continue to provide feedback to HETAC on policies
and procedures when requested. Both the Director and Registrar meet with HETAC on
a regular basis. As part of the Council of Registrars, the Registrar meets with HETAC
representatives two to three times each year.
•
The Academic Council of the Institute has established procedures for the assessment
of learners which are fair and consistent and for the purpose of compliance with
standards determined by the Council under the Act.
•
The Academic Council of the Institute has implemented and constantly reviews
procedures for access, transfer and progression determined by the Authority under the
Act.
•
The Institute has consulted with other providers in relation to its application for
Delegation of Authority as stipulated under Sections 28 and 29 of the Act. The
consultation process is outlined in Chapter 4.
•
The Institute has at all times provided such information as the Council requires for the
purposes of the performance of its functions, including information on completion
rates. The Institute will continue to provide such information to the Council.
•
The Institute continues to fulfil such other conditions as the Council may from time to
time determine, in consultation with the recognised institution.
1.4.4
Objects of the Qualifications (Education and Training)
Act 1999
The Institute, since its establishment in 1992, has been supportive of the objects of the
Qualifications (Education and Training) Act 1999, as outlined below:
Support for the Development of a System for the Co-ordination and Comparison
of Higher Education and Training Awards
The Institute has supported the development of the National Framework of Qualifications
and has realigned its programmes to meet the criteria established by HETAC, FETAC and
the NQAI (as outlined in section 5.3.5). It is also committed to implementing the Bologna
objectives through, for example, the introduction of ab initio degrees and facilitation of
student mobility under the Erasmus/Socrates programme (refer to sections 2.3, 2.4, 5.3
and 6.14). The Institute is also in the process of implementing international quality
standards for all of its activities and programmes as part of the process of moving to the
NFQ (refer to Chapter 12).
11
Chapter One
Promotion of Lifelong learning
The Institute facilitates lifelong learning through the promotion of access and opportunity
for all learners. The Institute’s policies and programmes in this regard are dealt with in
chapters 5, 6 and 7. They are also outlined in chapter 8 (section 8.4) and in Chapter 9. One
of the consequences of lifelong learning is the need for flexible delivery mechanisms. The
Institute’s response in this regard is considered in particular in Chapter 5 (sections 5.4.5,
5.4.6, 5.6) and in Chapter 7 (which deals with the Institute’s extensive Part-time and
Continuing Education Programme).
Promotes the Recognition of Knowledge, Skill or Competence Acquired
In keeping with the NQF, the Institute’s education and training programmes specify the
knowledge, skill and competencies to be acquired by learners and also the methods of
assessment. The progression criteria from one programme to the next are also specified.
All course schedules have been approved by HETAC (section 5.3.5) and all learning
undertaken within the Institute carries certification that is recognised as being part of the
national framework of awards. All modules on Institute part-time programmes are
available to learners through the Accumulation of Credits and Certification of Subjects
Scheme (ACCS), whereby each module successfully completed gains a number of credits
for the student. On successful completion of a module, learners receive single subject
accreditation, accumulating credits toward an overall award. The ACCS scheme, in some
cases and where places are available, may be availed of during the day. The Institute has
also introduced blended learning solutions designed to enhance learner flexibility. The
Institute also recognises and offers accreditation of prior experiential learning (APL) in
accordance with the HETAC 2001 guidelines.
Contribution to the Realisation of National Education and Training Policies
At a policy level, the Institute contributes to National Education and Training Policies,
through a number of channels. The Director contributes formally and informally to the
development of national education and training policies through the Council of Directors.
Similarly, the Registrar has contributed to policy developments through the Council of
Registrars. Heads of Schools and Departments provide academic leadership particularly
through programme development and review, the introduction of new programmes and
through research. Along with individual staff members they also contribute to national
education policy development and implementation through membership of professional
bodies and associations, collaboration with industry and collaboration with other Institutes
and research groups, both nationally and internationally.
Conscious of its role in helping to achieve national policy objectives, the Institute has
sought to align its education and training programmes with regional and national needs,
and to foster innovation and research and enterprise development through collaboration
with industry and other third level institutions. It has also sought to implement the goals
12
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Delegation of Authority Submission
of the National Qualifications Authority, in relation to access, transfer and progression. The
Institute’s contribution to the realisation of national education and training policies is
captured in Chapters 5, 6, 7 (which deal with the full-time and part-time programmes), in
Chapter 13 (which deals with research, consultancy and industrial linkages) and in Chapter
14 (which deals with innovation and enterprise development). Refer also to Chapter 2
(sections 2.2.7, 2.2.8 and 2.7) and to Chapter 3 (sections 3.2, 3.9, 3.10 and 3.11).
Co-operation with other Providers
The Institute promotes co-operation with other providers and has developed a number of
collaborative programmes through partnership with other professional bodies, third level
institutes and industry. These are outlined in Chapter 5 (section 5.3). The delivery of incompany programmes in response to specific industrial/commercial needs, whether from
individual companies or clusters of companies, is dealt with in Chapter 7 (section 7.4).
Research collaboration with other higher education institutions (national and international)
and collaboration with industry, is considered in Chapter 13 and Chapter 14. Co-operation
with other libraries is considered in Chapter 10 (section 10.8) and co-operation with other
schools, institutions and organisations in the promotion of access to education in Chapter
8 (section 8.4). Inter-institutional linkages are also considered in section 8.8.4, section 2.2.8
and section 2.2.9.
Promotion of Diversity within Higher Education and Training and between Higher
Education and Training and Further Education and Training
The Institute promotes courses at levels 6 to 10 in the NFQ framework. Students can enter
at any of these levels, provided they have the appropriate prior qualifications. The Institute
is fully committed to and promotes the ladder system of progression (section 5.4) and
facilitates access, transfer and progression through its ACCS programmes (section 5.4.5).
The development of flexible delivery modes to facilitate lifelong learning is considered in
Chapter 5 (section 5.4.6) and the Institute’s policies and procedures in relation to
admissions in Chapter 10. The Institute has identified 13 admission routes to its
programmes, which include entry by learners on FETAC programmes, entry by mature
learners, entry through access initiatives, entry for students with disabilities/specific
learning difficulties, entry by Erasmus and non-EU students, and Fáilte Ireland admissions.
These entry routes are outlined in Chapter 9. Refer also to Chapter 8 (8.4) and to Chapter
2 (2.2.8, 2.7).
The profile and background of students attending the Institute has changed over the years
(section 5.6). The Institute welcomes and promotes this diversity. In 2004 an Equality and
Diversity Committee was established as a sub-committee of Academic Council, to seek
ways to promote this diversity (section 3.3.3).
13
Chapter One
Contribution to the Realisation of National Policy and Objectives in Relation to
the Extension of Bi-lingualism in Irish society
The Institute supports the use of Irish and is in the process of implementing The Official
Languages Act 2003. A committee of Academic Council was established in 2005 to
develop and implement the guidelines established by the Department of Community, Rural
and Gaeltacht Affairs (2003) in relation to the Act. The Committee has drafted a proposal
outlining what services will be provided fully bi-lingually (through the medium of Irish and
English) across all Schools within the Institute. The proposed policies and dates for
implementation are outlined in Chapter 2 (section 2.3.4). It is the policy of the Institute to
work towards establishing a bi-lingual policy throughout the Institute by September 2008.
14
C h a p t e r Tw o
Environment
15
C h a p t e r Tw o
Environment
2.1
Introduction
This chapter establishes the regional and institutional contexts governing the operation
and activities of the Institute of Technology Tallaght. The Regional Technical Colleges Act
(1992) outlines in broad terms the role of the Institutes of Technology. Their remit is:
To provide vocational, technical education and training for the economic,
technological, scientific, commercial, industrial, social and cultural development of
the State with reference to the region served by the college.
In view of the role of the Institutes of Technology in addressing regional needs, the first
part of this chapter provides an overview of the geographical area of South Dublin County,
focusing on demographic changes and recent growth patterns. It provides a brief overview
of the sectoral composition of industry, the characteristics of the local labour market, the
educational specialization of the workforce, levels of educational attainment, socioeconomic disparities and educational disadvantage.
Section 2.3 sets out the legislative framework governing the Institutes of Technology. It
outlines the Institute’s operating parameters, both the internal statutory roles and the main
external influences, including the Qualifications Act, 1999. It also establishes the wider
national and international institutional contexts which shape the Institute’s activities. These
include (at the national level): the National Development Plan, the National Spatial
Strategy, the Regional Planning Guidelines for the Greater Dublin Area, and the social
partnership agreement, Sustaining Progress. International developments in the area of
higher education are reviewed by reference to the Bologna Process and the Berlin
Convention. The final part of the chapter reports on the findings of the OECD Review of
Higher Education (OECD, 2004); the review of the Institutes of Technology by an Expert
Working Group in October 2002, titled Institutes of Technology and the Knowledge Society
– Their Future Position and Roles; and the Chapman Flood Mazars Report, 1999 which reviews
the institutional structures in the Institutes of Technology.
16
Institute of Technology Tallaght -
2.2
Delegation of Authority Submission
Regional Profile
The Institute of Technology Tallaght is situated in South Dublin County. The County, which
includes 49 Electoral Divisions (EDs),1 was established in 1994. The Local Government Act
of 1993 made provision for the establishment of three new County Councils in Dublin –
Fingal, Dun Laoghaire-Rathdown and South Dublin. Along with Dublin City Council, which
caters for the city, the three new counties form the Dublin Metropolitan Region. After
Fingal, South Dublin County is the second largest county in the Dublin metropolitan area
(in geographical terms) and the third largest local authority in the State. The Institute of
Technology, Tallaght, is located in Tallaght Town Centre, which is the administrative capital
of South Dublin County.
The county occupies a total land area of 22,301 hectares and has borders with the three
other local authority areas: Dublin City, Dun Laoghaire-Rathdown, and Fingal. It also has
borders with County Wicklow, County Meath and County Kildare. Together these form the
Greater Dublin Area.2 Applications to the College come mainly from within South Dublin
County although applications also come from the surrounding counties of Meath, Kildare
and Wicklow. As the Institute develops its profile nationally and internationally, the number
of students coming from other counties and indeed countries outside the Institute’s natural
catchment area is also increasing. Figure 2.1 provides a map which shows the main built
up areas of the county, the main transport routes and borders with neighbouring counties.
1
Appendix 1 provides a list of the 49 EDs in South Dublin County. An Electoral Division (ED) is a division of territory made for
administrative, electoral, or other purposes. A map of the EDs is also included in Appendix 1.
2
The Greater Dublin Area (GDA) incorporates the geographical area of Dublin City, Fingal, Dun Laoghaire-Rathdown, South Dublin
County, and Counties Kildare, Meath and Wicklow.
17
C h a p t e r Tw o
Figure 2.1 South Dublin County
Source: South Dublin County Council
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Delegation of Authority Submission
2.2.1 Demographic Change
The population of the county in 2002 was 238,835, representing 6.1% of the total
national population of 3.92 million. The population of South Dublin County grew by 9.2%
over the 1996-2002. Table 2.1 provides a breakdown of the population in the different
local authority areas within the Dublin Metropolitan Region. It also provides figures for the
Irish Economy as a whole.
Table 2.1 Population Change and Density in the Greater Dublin Area
Geographic Area
Persons
1996
Persons
2002
Percentage
Change in
population
Area
(hectares)
Density
Dublin City North
287,216
290,521
1.2
7,474
38.9
Dublin City South
194,638
205,260
5.5
4,287
47.9
Dun Laoghaire-Rathdown
189,999
191,792
0.9
12,695
15.1
Fingal
167,683
196,413
17.1
45,309
4.3
South Dublin
218,728
238,835
9.2
22,301
10.7
Dublin Metropolitan Region
1,058,264
1,122,821
6.1
92,066
12.2
State
3,626,087
3,917,203
8.0
7,018,224
0.6
Source: Derived from 2002 and 1996 Census
The population of the Dublin Metropolitan Region in 2002 was 1,058,264, which means
that Dublin accounted for more than one quarter (27%) of the total national population.
South Dublin County accounted for 21% of the total population in the Greater Dublin
Area. Table 2.1 shows that, after Fingal, South Dublin County records the second highest
rate of population growth over the 1996-2002 period.
2.2.2
Recent Growth and Development
Much of the area of the county was developed in the relatively recent past, with most of
the growth in Tallaght and Clondalkin taking place during the 1970s and 1980s. In the
1990s, Lucan and Firhouse became the two main centres of population growth. Within the
Lucan area, the population of the Lucan-Esker electoral division increased almost threefold
over the period 1996 – 2002. The population grew from 7,451 in 1996, to 20,807 in 2002.
This was the largest population increase in the State during this period. Over the same
period, 1996-2002, the population of the semi-rural areas of the county (the electoral
divisions of Ballinascorney, Ballyboden, Bohernabreena, Saggart, Newcastle, Rathcoole and
Edmondstown) increased by 9.2%. This growth reflects the expansion of the population
beyond the existing suburbs into the rural parts of the county.
19
C h a p t e r Tw o
By 2011 the population of the county is expected to exceed 265,000. The majority of this
future population growth is expected to be located in Tallaght West, Clondalkin and South
Lucan, and in particular Adamstown (the fastest growing area in the county), which is
located south west of Lucan. The more rural areas of Newcastle, Saggart and Rathcoole
are also likely to experience growth.
2.2.3
The Age Structure of the Population: A Comparison with
the Dublin Region
The youthful structure of the population is an important demographic feature. As can be
seen from Table 2.2, 41% of the population in South Dublin County is aged less than 25
years compared with 36.9% for the whole of the Dublin area. In 2002, 6.26% of the
population in South Dublin County was over the age of 65, compared with 10.15% for
the Dublin County and City area and 11.13% for the state. The youth dependency ratio of
South Dublin County and Fingal are almost identical. These two local authority areas have
the youngest populations within the Dublin Metropolitan Region.
Table 2.2 County and City Age Profile and Dependency Ratios, 2002
Age
South
Dublin
Dublin
City North
South
-Rathdown
Aged < 15
22.47
17.69
14.03
19.17
22.70
19.17
Aged < 15 – 24
18.53
17.69
18.40
16.59
17.34
17.75
Aged < 25 – 44
32.16
32.15
36.33
29.18
33.80
32.70
Aged < 45 – 64
20.58
19.83
18.20
22.65
20.22
20.24
Aged > 65
Dublin City Dun Laoghaire
Fingal
Dublin County
and City
6.26
12.64
13.05
12.42
5.94
10.15
Youth Dependency
31.53
25.38
19.24
28.01
31.82
27.11
Elderly Dependency
8.79
18.14
17.90
18.16
8.33
14.36
Source: 2002 Census
Within South Dublin County, Lucan has the highest percentage of the population aged
under 44. In 2002, more than four-fifths of the population of Lucan (82.44%) was under
the age of 44. Using this indicator of the youthfulness of the population, Lucan is followed
by Firhouse (77.92% aged <44), Clondalkin (77.1%) and Tallaght (74.65%). On average,
the percentage of the population (in 2002) under the age of 44 in these four areas was
77.36%.
20
Institute of Technology Tallaght -
2.2.4
Delegation of Authority Submission
Sectoral Structure and Regional Economic Growth
After Dublin City, South Dublin County has the greatest concentration of industry in the
country. There are an estimated 7,197 businesses in the county.3 The growth sectors in the
county are biotechnology, pharmaceuticals, metals and engineering, IT, hospitality,
transport and logistics, and internationally traded services.4 There are 39 industrial estates
within the county and 46 business parks, including two recently developed international
business parks, Citywest and Grange Castle. The National Digital Park is situated in the
Citywest business campus and is a hub for high-technology communications and electronic
commerce companies in Europe.5 The second major international business park, Grange
Castle, is situated in the north west of the county and is a major location for multinational
activity. It is home to two of the worlds leading producers of pharmaceuticals, Wyeth and
Takeda.
Foreign direct investment (FDI) is an important contributor to the local economy.
Multinational corporations, including Intel, Hewlett-Packard and IBM, are a critical source
of new technology introduction and provide vital technological and knowledge spillovers
that serve to enhance the innovative capacity of indigenous firms. They are the backbone
of the internationally traded sectors (both services and manufacturing) and exert a strong
multiplier effect on the rest of the local economy through their influence on local
employment
and
the
demand
for
non-traded
services.
The
biotechnology,
pharmaceuticals, IT and metals and engineering sectors are highly export-oriented; these
advanced sectors account for more than 60% of manufacturing employment within the
county.
Within the services sector (i) the wholesale and retail trade and (ii) the real estate, renting
and business activities categories, are the most important. Other important service sector
activities include transport, storage and communications; health and social work; public
administration and defence; banking and financial services; and education.
In 1996 manufacturing industry accounted for almost one fifth (19.47%) of employment
within South Dublin County; however, by 2002 employment in manufacturing declined by
6.4% (from 16,157 in 1996 to 14,390 in 2002).6 The services sector increased over the
same period. This is consistent with the pattern of development in high wage economies.
As economies develop, employment tends to rise in high value-added activities in
manufacturing and the importance of the services sector as a source of employment also
grows. However, despite the recent decline in employment, the manufacturing sector,
Source: Mulvaney and Donnelly, An Economic Audit of South Dublin County (2005, p.57).
The main areas of growth in Irish exports are in the computers/electrical machinery and chemicals/pharmaceuticals industries. South
Dublin County has played a major role in these growth sectors. As part of the Greater Dublin Area it has been a key engine of Ireland’s
economic growth.
5
Over 100 companies employing 2,000 people are located in the Citywest Business Campus, including high-tech indigenous and
multinational companies such as Eircom, Iomega, Xilinx, Nortel, TDK, Rhone, Rhone-Poulenc Rorer, Viking, Tuchenhagen, Saturn, Merck,
Act Manufacturing, and Netscape.
6
The agriculture, forestry and fishing category accounts for less than 1% (0.37) of employment in the county.
3
4
21
C h a p t e r Tw o
which is highly export-oriented and highly sophisticated technologically, continues to be
vitally important. Along with the internationally traded services sectors, the local economy
is dependant upon the output and employment performance of the manufacturing sector.
These internationally traded sectors (both manufacturing and services) provide the
economic foundation for the development of the non-traded services sectors of the
economy and without them employment growth in the public sector and local services will
be unsustainable.
2.2.5
Growth in the Labour Force and Participation Ratios
In 2002 the labour force in South Dublin County consisted of 119,632 persons. There were
110,101 employed, representing 92% of the labour force, and unemployment stood at
9,531 (8% of the labour force). Over the period 1996 to 2002, the rate of unemployment
in the county decreased from 14.9% to 8%. This significant reduction in the level of
unemployment was achieved despite the considerable expansion in the size of the labour
force. The size of the labour force increased by 23% over the period, from 97,455 in 1996
to 119,632 in 2002.
Table 2.3 Labour Force and Employment
Geographic Area
Dublin
South Dublin
South Dublin
Change
Metropolitan
1996
2002
1996-2002
Area 2002
Employment
508,030
82,978
110,101
+33%
Labour force
555,306
97,455
119,632
+23%
8.5%
14.9%
8.0%
+6.9%
Rate of unemployment
Source: 2002 and 1996 Census
Unemployment is not distributed evenly throughout the county. The highest rates of
unemployment are in Tallaght and Clondalkin. Unemployment in Clondalkin is
concentrated in the districts of Rowlagh (19%), Cappaghmore (14.4%), Dunawley
(12.9%) and Moorfield (12.3%). In Tallaght, the highest rates of unemployment are in
Fettercairn (19%) and Killinarden (22.4%).
From a development perspective, it is interesting that the percentage of the labour force
in the high skilled category (professional workers and managerial and technical staff)7
increased by 6% between 1996 and 2002. There were also considerable changes at the
lower end of the scale. The percentage of the labour force in the two lowest skill categories
(semi-skilled and unskilled) decreased by 5% over the 1996-2002 period. The changing
The Census of Population classifies persons by occupational grouping under seven categories: professional workers, managerial and
technical workers, non-manual, skilled manual, semi-skilled, unskilled and ‘all others gainfully occupied and unknown’.
7
22
Institute of Technology Tallaght -
Delegation of Authority Submission
skills profile within the county viz. the upgrading of the workforce, is mirrored in the
increase in educational qualifications within the county over the same period.
2.2.6
Levels of Educational Attainment
Education has played a central role in Ireland’s economic development and continues to be
a key factor in the creation of competitive advantage. The level of educational attainment
of the population of South Dublin County improved considerably over the 1996-2002
period. In 1996, 23% of the county population had only a primary level education and
19% had obtained a third level qualification. By 2002, 22% of the population possessed
a third-level qualification, and only 14% had a primary level of education.
Within South Dublin County, the areas with the highest levels of educational attainment
are the more affluent areas of Rathfarnham, Terenure and Templeogue, and the new, more
recently developed areas of Lucan and Firhouse. In 2002, between 17.5% and 28.6% of
the population within these areas had a third level qualification. At the other end of the
spectrum, 12 electoral divisions within the county had a very low percentage of the
population (between 1% and 4.5%) with a third level qualification. These were the
electoral divisions of Tallaght (Jobstown, Fettercairn, Kilnamanagh, Tymon and Millbrook)
and Clondalkin (Dunawley, Moorfield, Cappaghmore and Rowlagh). The extremely low
levels of participation in third level education in these areas, together with higher rates
unemployment, reflect the significant socio-economic disparities that exist within the
county.
2.2.7
Educational Specialisation in South Dublin County
Table 2.4 provides a breakdown of the third level qualifications achieved in the Dublin
Metropolitan Area, classified by subject area. By comparison with the other local authority
areas, South Dublin County has the highest percentage of graduates in the categories of
(i) computing and information technology, (ii) education, physical sciences and chemistry
and (iii) engineering and architecture.
23
C h a p t e r Tw o
Table 2.4 Dublin Metropolitan Area: Percentage distribution of persons aged 15
years and over with a third level qualification attained, classified by main subject
area, 2002
Third level qualifications
DMR
Dublin
DLR
Fingal
City
South
State
Dublin
Social Sciences, Business
and Law
21.81%
22.10%
23.33%
20.67%
20.02%
17.16%
Engineering and Architecture
9.11%
8.40%
8.92%
9.84%
10.58%
10.00%
Medical and related
9.93%
9.51%
10.19%
10.75%
9.86%
12.06%
Technology
6.96%
7.11%
5.83%
7.41%
7.68%
6.42%
Humanities
8.25%
9.50%
8.79%
6.45%
5.92%
6.77%
Education
4.77%
4.30%
4.91%
5.12%
5.50%
6.62%
Tourism and other
3.89%
3.87%
2.92%
4.57%
4.64%
5.00%
Art
4.32%
5.10%
4.21%
3.32%
3.40%
3.56%
Physical Sciences and Chemistry
2.46%
2.41%
2.38%
2.53%
2.64%
2.76%
Laboratory Science
2.34%
2.35%
2.58%
2.06%
2.27%
2.31%
Mathematics and Statistics
1.02%
1.09%
0.98%
0.92%
0.97%
0.81%
and Veterinary
0.91%
0.75%
1.05%
1.19%
0.88%
2.59%
Other third level qualification
8.89%
7.88%
8.03%
10.70%
11.01%
9.29%
Not stated
0.77%
0.81%
0.62%
0.77%
0.85%
0.94%
Multiple subjects
14.57%
14.83%
15.25%
13.70%
13.79%
13.71%
Computing and Information
Life Sciences and Medical
Agriculture, Forestry, Fishery
Source: Census 2002
Over the period 2004-2015 the occupations that are predicted to experience the greatest
growth are those of childcare, computer professionals, health professionals, software
engineers and business and science professionals.8 The demand for people with skills in the
areas of catering, retail sales and education, is also expected to increase over the coming
decade. Education has emerged as the main influence on employment prospects and its
importance has increased with the reorientation of employment towards higher skilled
occupations. It is expected that by 2015, 45% of all jobs will be for third level graduates,
compared with less than 30% in 1997, and that over three in four net new jobs over the
period to 2015 will be for graduates.9
Manpower Forecasting Studies Report No. 10: Occupational Employment Forecasts 2015 (FÁS/ESRI, March 2002).
Source: based on FÁS/ESRI “Manpower Forecasting Studies Report No. 10: Occupational Employment Forecasts 2015”, March
2002. Refer to Figure 3.1 and 3.4 (a).
8
9
24
Institute of Technology Tallaght -
2.2.8
Delegation of Authority Submission
The Institute of Technology Tallaght
The Institute of Technology, Tallaght is the only third level college located within South
Dublin County. A comprehensive range of courses (from Higher Certificate, Ordinary
Degree and Honours Degree to Masters Degree and Doctoral level) is offered at the
Institute, and the Institute has established partnerships with other professional bodies such
as the Irish Management Institute (IMI), the Institute of Professional Auctioneers and
Valuers (IPAV), the Institute of Accounting Technicians in Ireland (IATI), the Institution of
Engineers of Ireland (IEI), and the Supply Chain Management Institute (IPICS). Since its
establishment in 1992, the Institute has developed close links with industry located in the
region. Tailored academic programmes have been delivered to meet the needs of
companies, such as Intel, IBM, Hewlett Packard, Wyeth, Bayer Diagnostics, Microsoft,
Fujitsu, Lucent and Smurfit Group, as well as Tallaght Hospital and the Department of
Enterprise and Employment. Through consultancy testing and prototyping services, the
college also has links with local companies, such as 3COM, Howmedica, IBM, Motorola,
Oral B and Unidare. Facilities at the college include a complete pharmaceutical formulation
prototyping plant, advanced chemical analysis equipment, a semiconductor device
fabrication and characterisation facility and a selective laser sintering machine for rapid
prototyping.
Recent years have seen the growth of educational partnerships with other third level
institutions and with industry. In the area of engineering, for example, the Institute, in
partnership with Intel and Hewlett-Packard, has established a Technician Development
Centre (TDC). This is a shared education and training facility (involving investment of €3m)
designed to educate and train engineering students and staff at Intel, Hewlett-Packard and
the Institute. The Technician Development Centre provides a unique basis for synergy
between academia and industry and is an innovative response to the skills and knowledge
gap Irish companies are experiencing at engineering technician level. Other initiatives in the
area of engineering include the establishment in 2002 of the National Centre for Applied
Microelectronics to conduct research into thin film, semiconductor and optical
technologies.
In the area of science, the capacity of the Department of Applied Science to engage in
research, particularly in collaboration with biotechnology and pharmaceutical companies,
has been greatly enhanced by the opening of the Pharmaceutical Education Centre in
2002. This is a €4m state of the art facility designed to replicate the core operations of
modern biotechnology and pharmaceutical plants. Joint research projects between the
Institute and local companies have also been undertaken by the Department of
Computing, in areas such as mobile software development, virtual reality and multimedia.
25
C h a p t e r Tw o
The Department of Business and Humanities has also initiated a wide range of projects in
conjunction with local industry and community organisations. These include a joint
education initiative with Intel and IBEC (leading to an Ordinary Degree in People
Management) and the provision of short programmes to meet special skills shortages. The
School accounts for the majority of part-time students within the Institute. The Part-time
and Continuing Education Programme represents an area of strategic importance within
the Institute and its socio-economic importance within the region cannot be
underestimated.
The need to create and sustain an innovation society is a priority objective of higher
education institutions in Ireland. To promote innovation, the Institute has developed the
M50 Enterprise Platform Programme (EPP). The focus of the M50 Enterprise Platform
Programme is high potential knowledge-based start-ups (HPSUs). Enterprise Ireland define a
HPSU as a company which is based on technological innovation, led by an experienced
team with a mixture of technical and commercial competencies, export oriented and likely
to achieve significant employment and sales growth within a three-year period. Participants
on the M50 Programme are graduates and the programme targets high-calibre individuals
with extensive business experience in indigenous and/or multinational corporations. The
Programme was established in 2000 by the Institute of Technology Tallaght, the Institute
of Technology Blanchardstown and Dublin City University (DCU). In 2003, University
College Dublin (UCD) joined the partnership between these three academic institutions.
The volume of research undertaken in the Institute in the fields of Biology, Chemistry,
Engineering and Humanities has grown rapidly over the last decade. Since 2000, almost
€9m in funding has been received from competitive programmes.
2.2.9
Socio-economic Disparities and Educational
Disadvantage
While the strong performance of the Irish economy over the past decade has accelerated
the growth process in South Dublin County, some areas of the County remain
disadvantaged. The main communities experiencing social exclusion are in North
Clondalkin and South-West Clondalkin (the electoral divisions of Moorfield, Rowlagh,
Cappaghmore and Dunawley), as well as West Tallaght (including the areas of Killinarden,
Jobstown, Brookfield and Fettercairn). The Partnership Companies,10 the Integrated Area
Plans (IAPs) and the RAPID programmes, are among the main mechanisms designed to
address the problems of social exclusion within these areas.
The RAPID Programmes (Revitalising Areas by Planning, Investment and Development) were
launched in 2001 under the Programme for Prosperity and Fairness (2000-2002).11 Under
The Partnership Companies were established in the 1990s with the aid of EU Structural Funds. Initially 12 Partnership Companies
were established, and there are now 38 spread throughout the county. The partnerships were established to alleviate problems of
unemployment and social exclusion in seriously deprived areas (both urban and rural). In South Dublin, three partnerships were
established: Tallaght Partnership in 1991; Clondalkin Partnership in 1996, and the KWCD (Kimmage, Walkinstown, Crumlin and
Drimnagh) Partnership in 1994.
10
26
Institute of Technology Tallaght -
Delegation of Authority Submission
this programme, the Irish Government renewed its commitment to tackling the
geographical concentration of poverty and social exclusion in particular urban and rural
areas. Twenty-five disadvantaged urban communities were included in the first phase of
RAPID, four of them in South Dublin County - one in North Clondalkin and three in West
Tallaght (the neighbourhoods of Fettercairn/Brookfield, Killinarden and Jobstown). The
main objective of the RAPID programmes is to improve the quality of life of the residents
of these communities by tackling poverty and social exclusion.
The Partnerships, the RAPID Programmes and the Integrated Area Plans, have contributed
positively to developments within the County in recent years. The Institute of Technology,
Tallaght, has played a very important role in recent developments by enhancing education
levels within the County, promoting enterprise activity, engaging in collaborative research
initiatives with local industry, and supporting other organisations contributing to economic
and social development.
The Institute has been proactive in developing partnerships with schools in the region.
Some examples include the provision of Summer Schools for second-level students from
disadvantaged areas; support to local organisations such as the CitWise Educational
Project, which provides support to problem second-level students in the region; the holding
of exhibitions, competitions, seminars and open days; provision of training with free access
for local school teachers e.g. in the use of a computer assisted learning in mathematics
package (CALMAT), and the development of a network for career guidance counsellors in
the region.
However, social disadvantage is a multi-faceted phenomenon and a major challenge to the
Institute in the coming decade is the alleviation of social and educational disadvantage in
some parts of the County. The educational needs of the local population are diverse and
with the recent rapid physical and demographic expansion of the county, the educational
needs of local communities are increasing rather than decreasing. In a dynamically evolving
local context, the challenge now facing the Institute of Technology Tallaght is that of
expanding and developing the range of courses and academic programs available to meet
the needs of a growing, diverse and multi-cultural population.
The Institute plans to make a major contribution to the economic, social and cultural
development of South Dublin County and its surrounding region over the coming decade
by improving the range of educational facilities at the institute; channelling increased
resources into research, development and innovation; and increasing interaction with local
community and business organisations so as to develop state-of-the-art programmes.12
From a community development perspective, the Institute will continue to be a driver and
catalyst of change within South Dublin, by anticipating and responding creatively to the
11
The Programme for Prosperity and Fairness (PPF) agreement between Government and the social partners, which covered the period
2000-2002, proposed that Local Authorities expand their role in tackling social exclusion. The most recent social partnership agreement
is the Sustaining Progress Agreement, which covers the period 2003-2005.
27
C h a p t e r Tw o
needs of a growing population and actively shaping the newly emerging socio-economic
and cultural context.
2.3
Part II Institutional and Regulatory Contexts
The Irish tertiary education system is characterised by a dual structure comprising the
university sector, on the one hand, operating in parallel with the Institutes of Technology,
on the other. The OECD Review of Higher Education in Ireland (OECD, 2004, p.19) provides
a brief summary of the structure of the system. As outlined in the OECD Report (2004), in
all, there are 21 main publicly-funded third level education institutions in Ireland; seven of
these are universities and 14 are Institutes of Technology. There are also some mainly
privately funded third level institutions, including Portobello College, Griffith College and
the National College of Ireland (NCI). The Institutes of Technology, with the exception of
the Dublin Institute of Technology (DIT),13 were originally designated Regional Technical
Colleges and were given their present title in 1998. They are distinguished from the
universities by the applied character of their work and by the role that they play in
addressing regional development needs. The OECD Report (2004, p.20) emphasised “the
role that they play in respect to the National Spatial Strategy in local economic
development, in encouraging wider participation through support for apprenticeship and
craft skill training and the provision of ladders of opportunity through different educational
levels”.
The Institutes are governed primarily by the Regional Technical Colleges Act, 1992; the
Regional Technical Colleges (Amendment) Act, 1994; and the Qualifications (Education
and Training) Act, 1999. The Qualifications Act (1999) provided for the establishment of
The Higher Education and Training Awards Council (HETAC), which is the awarding body
for the Institutes of Technology.14 The Act also made provision for the Delegation of
Authority to make awards.
The universities are funded through the Higher Education Authority (HEA) and the
Institutes of Technology direct by the Department of Education. The OECD Review of
Higher Education in Ireland, while recognising the complementary roles of the institute and
university sectors, suggested the need to develop the concept of ‘a unified tertiary
education system’. The Report suggested that a major step towards facilitating greater
institutional collaboration between the two sectors would be to bring the institutes and
the universities together under a single funding authority - to be called the Tertiary
Education Authority (TEA).
All of this is dependant on funding. The Institute’s ability to respond to education and training needs through full-time and part-time
programmes (as well as short programmes to meet special skills shortages which the Institute has undertaken in science, engineering
and the humanities) is hampered by lack of space and resources.
13
DIT was established in 1978 on the basis of an amalgamation of six vocational colleges. It is the largest Institute of Technology and
in 2001 was granted full degree awarding powers (for first, masters and doctoral degrees).
14
Under the Universities Act, 1997, and the Dublin Institute of Technology Act, 1992, the universities and the Dublin Institute of
Technology have the authority to make awards.
12
28
Institute of Technology Tallaght -
Delegation of Authority Submission
The next section establishes the legal framework for higher education in Ireland beginning
with the Higher Education Authority Act, 1971.
2.3.1 Higher Education Authority Act, 1971
The Higher Education Authority is the statutory planning and development body for higher
education and research in Ireland and has wide advisory powers throughout the whole of
the third-level education sector. In addition, it is the funding authority for the universities
and a number of designated higher education institutions including the National College
of Art and Design (NCAD).
The Higher Education Authority Act, 1971, established the Higher Education Authority
(HEA) and defined its powers and duties. Section 3 of the Act defines the general functions
of the Higher Education Authority as that of (a) furthering the development of higher
education, (b) assisting in the co-ordination of State investment in higher education and
preparing proposals for such investment, (c) promoting an appreciation of the value of
higher education and research, (d) promoting the attainment of equality of opportunity in
higher education, and (e) promoting the democratisation of the structure of higher
education.
The HEA maintains a continuous review of the demand and need for higher education
institutions and advises the Minister on the need or otherwise for the establishment of new
institutions of higher education. The HEA also advises the Minister on the distribution of
student places within the higher education system.
2.3.2
Regional Technical Colleges Acts
The Institutes of Technology are governed primarily by the Regional Technical Colleges Act,
1992, the Regional Technical colleges (Amendment) Act, 1994 and the Regional Technical
Colleges (Amendment) Act, 1999.
The Institutes of Technology, when established in 1971, were titled Regional Technical
Colleges. In January 1998, the names of the colleges were changed to Institutes of
Technology by order of the Minister for Education and Science.
The Regional Technical Colleges Act, 1992 (the Act), provided for the organisation and
development of the Regional Technical Colleges and defined their functions, modifying the
provisions of section 7 of the Vocational Education (Amendment) Act, 1944. Section 5(1)
states that the principal function of a college shall be “to provide vocational and technical
education and training for the economic, technological, scientific, commercial, industrial,
29
C h a p t e r Tw o
social and cultural development of the State with reference to the region served by the
college”. Under the Act, the colleges are accorded more particular functions as follows:
•
To provide such courses of study as the governing body of the college considers
appropriate;
•
To enter into arrangements with the National Council for Educational Awards (NCEA)15,
with any university in the State or with any other authority approved by the Minister
form time to time for the purpose of having degrees, diplomas, certificates or other
educational awards conferred;
•
To engage in research, consultancy and development work;
•
To award scholarships, prizes and other awards;
•
To maintain, manage, administer and invest all the money and assets of the college;
The Regional Technical Colleges (Amendment) Act, 1994, made provision for the
appointment of a Commission in certain circumstances and amended the terms of
appointment of Governing Bodies. The Regional Technical Colleges (Amendment) Act,
1999 dealt primarily with the establishment of the Institute of Technology,
Blanchardstown.
2.3.2.1
Governing Body
Section 6 of the Regional Technical Colleges Act 1992 provides for the Governing Body.
The Act (1992) establishes that the Governing Body of a College shall:
•
manage and control the affairs of the College
•
approve courses of study as it considers appropriate;
•
approve annual programmes and budgets
•
determine numbers and terms and conditions of staff subject to the approval of the
Minister
The Governing Body consists of a Chairman (who is appointed by the Minister for
Education and Science), 17 ordinary members and the Director of the Institute. The 17
ordinary members comprise:16
•
six persons nominated by the Vocational Education Committee (VEC) in whose
functional area the college is situated. At least three of the six persons nominated by
the VEC must be members of a local authority
•
two academics (one of whom shall be a woman and one a man) and one nonacademic member of staff
•
two registered students, one of whom shall be a woman and one a man
The NCEA is the predecessor to HETAC (The Higher Education and Training Awards Council).
Subsection (4) of section 6 of the 1992 Act outlines the membership of the Governing Body. This amended by section 4 of the
Regional Technical Colleges (Amendment) Act, 1994.
15
16
30
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•
one representative of the Irish Congress of Trade Unions (ICTU)
•
five persons nominated by such organisations as the VEC considers require
representation having regard to the activities of the Institute - such as industry,
agriculture, commerce and the professions
2.3.2.2
Academic Council
Section 10 of the Act (1992) requires that each college have an Academic Council
appointed by the Governing Body. The main function of Academic Council is:
•
to assist the Governing Body in the planning, co-ordination, development and
overseeing of the educational work of the Institute, and
•
to protect, maintain and develop the academic standards of the courses and the
activities of the college
•
to make recommendations to the governing body on programmes of research and
development work
The Academic Council fulfils other roles as specified in section 10 of the Act, including the
making of academic regulations of the college. The Director and the Registrar are,
respectively, Chairman and Secretary of the Council.
2.3.3
Corporate Governance: Ethics in Public Office Act, 1995
and Code of Practice for the Governance of Third Level
Institutions, 2004
In 2004, the Department of Education and Science published detailed guidelines for the
governance of third level institutions. These guidelines, Code of Practice for the Governance
of Third Level Institutions, comprise written codes of conduct for members of the Governing
Body and employees, and set out procedures regarding internal practices and external
relations with the HEA and/or the Minister.
The Institute is committed to the implementation of best governance practice and in
September 2004, produced a Handbook on Corporate Governance detailing codes of
conduct for members of Governing Body and all employees, along with codes of practice
relating to internal audit and procurement functions, tax clearance procedures, disposal of
assets, remuneration, reports and accounts, and strategic planning. In addition to the Code
of Practice for the Governance of Third Level Institutions, the Institute is governed by the
Ethics in Public Office Act, 1995.
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2.3.4
The Official Languages Act 2003
The Official Languages Act 2003 requires that all public bodies promote and facilitate the
use of the Irish language. In 2003, the Department of Community, Rural and Gaeltacht
Affairs issued Guidelines to assist public bodies in complying with the Act. The Institute has
set up a committee of Academic Council to develop and implement these Guidelines. The
Committee has drafted a proposal outlining what services will be provided fully bi-lingually,
through the medium of Irish and English, across all Schools of the Institute by 2008. The
plan is to be implemented over three years. Table 2.5 outlines the services to be provided
through Irish, English or both, during the first phase of the scheme, which is the 2005/6
academic year.
Table 2.5: Services to be Provided through Irish, English or Both4
Communication
Irish English The Institute’s
Method
Internet site
Yes
yes
To be Implemented
proposed policy
within 1st Year
Institute of Technology
In progress
Tallaght Home Page and
some links
Irish office
Yes
yes
Staffed by an Irish Officer
Established
Library self issue system
Yes
yes
To be translated into Irish
In Progress
Yes
yes
Names and titles of heads
In Progress
and OPAC Web
Signage
of departments and all
other signage, including
computerised noticeboard
Bi-lingual business
Yes
yes
cards for staff
Stationary, Headed
Name and details on
In Progress
both sides of card
Yes
yes
Notepaper
As the present stocks are
In Progress
depleted and will be
replaced with bilingual
versions.
Annual Reports
Yes
yes
Fully bilingual From
Annual Reports
Yes
yes
Summary being done for
In Progress
2004 onwards
years 98, 99, 2000, 2001,
2002, 2003.
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As indicted in table 2.5, an Irish Office was established in February 2005 to work towards
establishing a bi-lingual policy throughout the Institute. The Office is staffed by an Irish
Officer. In order to enable staff to provide services through Irish, classes have commended
in Irish for all staff who wish to attend.
2.3.5
Qualifications Act, 1999
The Qualifications Act (1999) established a new framework for higher education in Ireland
through the formation of the National Qualifications Authority of Ireland (NQAI). The NQAI
was established to maintain a framework of qualifications within the state up to PhD level.
It is concerned with all awards made within the State - the awards of the universities, the
Dublin Institute of Technology and the Department of Education and Science, as well as
the awards by the two Awards Councils, HETAC and FETAC.
2.3.5.1
Higher Edution and Training Awards Council (HETAC)
The Qualifications Act (1999) provided for the establishment of two Awards Councils: (i)
the Higher Education and Training Awards Council (HETAC), which is the awarding body
for the Institutes of Technology, and (ii) the Further Education and Training Awards Council
(FETAC), which makes awards for all learning in further education and training
programmes. The role of the Awards Councils is to develop policies and criteria for the
making of further/higher education and training awards and the validation of programmes
of higher education and training.
HETAC makes awards for learning in a wide range of higher education and training
institutions, including the Institutes of Technology. It is the successor to the National
Council for Educational Awards (NCEA). The functions of HETAC as set out under section
23 of the Act are:
•
to establish policies and criteria for the making of higher education and training
awards and the validation of programmes of higher education and training
•
to determine standards of knowledge, skill or competence to be acquired by learners
•
to make or recognise higher education and training awards
•
to monitor and evaluate the quality of programmes of education and training in
respect of which awards are made or recognised
•
to agree and monitor Quality Assurance procedures and ensure fair and consistent
assessment of learners.
Under section 29 of the Qualifications Act, HETAC may delegate authority to make awards
to recognised institutions. Under the Act, recognised institutions currently comprise the
Institutes of Technology.
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2.3.5.2
Further Education and Training Awards Council (FETAC)
The Further Education and Training Awards Council (FETAC) makes awards for all learning
in further education and training programmes and has generally assumed the awarding
functions of the former National Council for Vocational Awards (NCVA), FAS, Teagasc, the
National Tourism Certification Board (CERT) and Bord Iascaigh Mhara. It makes awards for
a wide range of providers from training centres and colleges to the workplace. The
functions of FETAC are specified under section 14 of the Qualifications Act, 1999, and are
similar to those of HETAC except in the relation to programmes of further education and
training.
2.3.5.3
The National Framework of Qualifications
The National Framework of Qualifications was launched in October 2003. The framework
is intended to encompass all education and training awards in Ireland, providing
recognition for all learning achievements. It also seeks to support the national objective of
moving towards a ‘lifelong learning society’ by providing a framework that facilitates
progression through various levels and allows learners to avail of learning opportunities at
various stages throughout their lives.
The Qualifications Act, 1999 defines the national framework of qualifications as “a
framework for the development, recognition and award of qualifications in the State,
based on standards of knowledge, skill or competence to be acquired by learners” In its
policies and criteria (April 2002), the NQAI further redefined this to be “the single,
nationally and internationally accepted entity, through which all learning achievements
may be measured and related to each other in a coherent way and which defines the
relationship between all education and training awards”. The framework aims to provide
a coherent and understandable system for co-ordinating and comparing awards within the
state. It also seeks to facilitate international comparisons between awards and feeds into
developments at the European and international levels to increase the comparability and
transparency of qualifications.
The framework, which comprises ten levels, is outlined below. Correspondence with the
Bologna three-cycle system is also indicated.17
17
34
The Bologna system is discussed in section 2.4.1. Figure 2.2 is taken from the Bologna Process National Report 2004-2005 (2005, p.12).
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Figure 2.2 National Framework of Qualifications
BOLOGNA CYCLES
NATIONAL FRAMEWORK OF
QUALIFICATIONS
Awards
3
2
Doctoral Degree
Masters Degree
PROVIDERS
Levels
10
Institutes of
Technology
9
Post-Graduate Diploma
Higher Bachelor Degree
DIT
8
Higher Diploma
1
Universities
Ordinary Bachelor
Degree
7
Higher Certificate
6
Further Education/
Schools Award
1–5
Private
Colleges and
other HEIs
Recognised
Colleges of
the National
University of
Ireland
Entry from Second Level and
Further Education and Training
In the framework, awards at Levels 7-10 are to be made by the HETAC, DIT and the
universities. At level 6, the Advanced Certificate award is made by FETAC and the Higher
Certificate award by HETAC and DIT. At levels 3 to 5 awards are made by the State
Examinations Commission (Department of Education and Science). Other awards at levels
1 to 5 are made by FETAC.
2.4
International Context: National Frameworks
and the European Higher Education Area
At European level, there are a number of initiatives which aim to increase transparency of
education and training awards and so facilitate recognition of international awards. These
initiatives include the Lisbon Convention18, the Bologna Declaration, the European Network
of Information Centres (ENIC), the National Academic Recognition Information Centres
(NARIC), and EU Directives on the recognition of professional qualifications.19
Under section 8 of the Qualifications Act, 1999, the National Qualifications Authority has
the role of (i) liaising “with bodies outside the state which make education and training
awards for the purposes of facilitating recognition in the State of education and training
awards made by those bodies” and (ii) “facilitate recognition outside the State of
education and training awards made in the State”. This gives the Authority a statutory role
in international liaison and the facilitation of recognition, in addition to the various other
The Lisbon Convention 1997 reflects an updating of many European and UNESCO conventions dealing with recognition of higher
education qualifications that were developed since the 1950s. The Convention, which was developed by the Council of Europe and
UNESCO and adopted in Lisbon on 8 -11 April 1997, sets out basic principles related to the assessment of qualifications.
19
There are a range of EU Directives in place concerning the recognition of qualifications. The National Qualifications Authority of Ireland
is the Irish centre for the recognition of international awards, known as Qualifications Recognition – Ireland.
18
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responsibilities that the Authority has in the Act. The Authority represents Ireland in
ENIC/NARIC and is the Irish centre for the recognition of international awards, known as
Qualifications Recognition – Ireland.
2.4.1
The Bologna Process
The Bologna Declaration in 1999 marks the formal commencement of a process to create
a single higher education space in Europe. This was a joint declaration, signed by 29
European Ministers of Education convened at Bologna to establish a European Higher
Education Area by 2010.
The Bologna declaration proposes the introduction, within a European higher education
space, of a system of qualifications in tertiary education that is based on two cycles. The
first (undergraduate) cycle culminates in the award of Bachelor’s degrees. The second cycle
of study seeks to build on those attributes gained during the first cycle, leading to
postgraduate qualifications that include Master’s degrees and doctorates. The Bologna
process also seeks to encourage a nomenclature of awards that is comparable between
countries and is easily readable, thus enhancing understanding of higher education
qualifications and encouraging mobility of those studying within the European higher
education area.
The Bologna Declaration specified the attainment of six main objectives:
•
Adoption of a system of easily readable and comparable degrees, also through the
implementation of the Diploma Supplement, in order to promote European citizens
employability and the international competitiveness of the European higher education
system.
•
Adoption of a system essentially based on two main cycles, undergraduate and
graduate. Access to the second cycle shall require successful completion of first cycle
studies, lasting a minimum of three years. The degree awarded after the first cycle shall
also be relevant to the European labour market as an appropriate level of qualification.
The second cycle should lead to the master and/or doctorate degree as in many
European countries.
•
Establishment of a system of credits - such as in the ECTS system - as a proper means
of promoting the most widespread student mobility. Credits could also be acquired in
non-higher education contexts, including lifelong learning, provided they are
recognised by receiving Universities concerned.
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Delegation of Authority Submission
Promotion of mobility by overcoming obstacles to the effective exercise of free
movement with particular attention to:
– for students, access to study and training opportunities and to related services
– for teachers, researchers and administrative staff, recognition and valorisation of
periods spent in a European context researching, teaching and training, without
prejudicing their statutory rights.
•
Promotion of European co-operation in quality assurance with a view to developing
comparable criteria and methodologies.
•
Promotion of the necessary European dimensions in higher education, particularly with
regards to curricular development, inter-institutional co-operation, mobility schemes
and integrated programmes of study, training and research.
2.4.2
Prague (2001), Copenhagen (2002), Berlin (2003) and
Bergen (2005)
Ministers, meeting again in Prague on 19 May 2001 and in Berlin in September 2003,
called on all signatory countries to the Bologna Declaration to put in place their own
national frameworks of qualifications to assist in achieving the Bologna objectives and in
doing so, to support the development of an overarching European framework of higher
education qualifications.
The Berlin Summit stressed the importance of Quality Assurance and established the target
for national Quality Assurance systems to be in place by 2005. Additional actions were
encouraged in the promotion of research and research training, and it was considered
necessary to include the doctoral level as the third cycle in the Bologna Process. In the area
of vocational education and training, Ministers from 30 European countries adopted a
Declaration in Copenhagen in November 2002, to increase cooperation in vocational
education and training.
The Bergen 2005 stocktaking review emphasised the importance of student involvement
in the development of quality assurance systems and the importance of international cooperation in accreditation and quality assurance decisions.
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2.4.3
European Network of Information Centres (ENIC) and the
National Academic Recognition Information Centre
(NARIC).
The National Qualifications Authority of Ireland is the National Reference Point (NRP) for
the European Network of Information Centres (ENIC) and the Network of National
Academic Recognition Centres (NARIC).20 The Authority is also an associate member of the
European Network of Quality Assurance Agencies established as part of the Bologna
process to bring about the European dimension to quality assurance.
The ENIC was set up following the Lisbon Convention on the Recognition of Qualifications
Concerning Higher Education in the European Region. It is a network of national centres
created to help improve the academic recognition of international awards and facilitate the
integration of national education systems.
The NARIC is a network of National Centres created in 1984 to facilitate academic
recognition of diplomas and periods of study in the Member States of the EU, the EEA
countries and the associated countries in Central and Eastern Europe, Cyprus and Malta.
The NARIC is now being subsumed under the European Network of Information Centres
(ENIC). The key functions of the ENIC/NARIC centre are to act as a first point of contact
when questions relating to higher education awards arise, to provide information about
the procedures for recognition in the State, and to provide information about foreign
education systems and the recognition of foreign diplomas.
2.4.4
Conclusion: Towards a European Qualifications
Framework
Much work has been undertaken in advancing the implementation of the Bologna
Declaration. In Ireland, a Recognition Implementation Group has been formed comprising
representatives of the National Qualifications Authority, HETAC, FETAC, the universities and
the Department of Education and Science.21 This group will be responsible for assisting in
the management and implementation of the national policy approach to the recognition
of international awards.
The European Commission in its report of November 2003 called for the development of
an overarching European Qualifications Framework by 2005. As part of this process, the
European Commission is advancing the development of a single framework for the
transparency of qualifications and competences, known as Europass. Europass is one of
three complementary instruments supporting mobility within Europe along with the
20
Previously, the Higher Education Authority was Ireland’s national centre but the Department of Education and Science considered that
the National Qualifications Authority should become the national centre for both networks and this took effect from February 2003.
21
Refer to National Policy Approach to the Recognition of International Awards in Ireland (NQAI, June 2004, p.55).
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Ploteus portal launched in 200222 and the European Qualifications Framework now being
developed in line with the agreement reached in December 2004 in Maastricht.23 The
overarching European Qualifications Framework will link national frameworks together
and is expected to be in place by May 2005. The framework will facilitate transparency of
qualifications and competences within Europe, promote the mobility of students and
graduates, and facilitate co-operation in programme provision among higher education
institutes within Europe.
The Institute of Technology, Tallaght has restructured its programmes in line with the
National Framework of Qualifications and is committed to implementing the Bologna
objectives. The Institute is also in the process of implementing international quality
standards for all of its activities and programmes.
2.5
The National Context
At the national level, three main policy documents shaping the national context and the
future development of the economy are: The National Development Plan 2000-2006, the
National Spatial Strategy (2002-2020), and the social partnership agreement, Sustaining
Progress.
2.5.1
National Development Plan
The National Development Plan (NDP) 2000-2006 was framed after an extensive
consultation process involving Government Departments, the Social Partners and Regional
and Local Authorities and reflects the broad consensus as to the future development needs
of the Irish economy. The four basic strategic objectives of the NDP are:
•
to continue sustainable national economic and employment growth
•
to strengthen and improve Irelands international competitiveness
•
to foster balanced regional development
•
to promote social inclusion
To achieve these objectives, the Plan set out a €57 billion investment programme to be
allocated to projects designed to improve the economy’s infrastructure; develop a highlyskilled and flexible workforce; promote social inclusion and distribute the benefits of
Ireland’s economic success more evenly throughout the country.24 The regionalisation
arrangements negotiated in the development stage of the Plan resulted in the designation
PLOTEUS (Portal on Learning Opportunities throughout the European Space) aims to help students, job seekers, workers, parents,
guidance counsellors and teachers to find out information about studying in Europe.
23
On 14 December 2004, in Maastricht, the Ministers responsible for Vocational Education and Training of 32 European countries,
together with the European Social Partners and the European Commission agreed to strengthen their cooperation with a view to
modernising their vocational education and training systems to facilitate greater transparency of qualifications and mobility of students
within the Europe.
24
Unlike previous Plans, most of the public funding for this Plan (about 90 percent) will be provided from domestic sources, mainly from
the Exchequer. The contribution from the EU is estimated to be in the region of €6 billion.
22
39
C h a p t e r Tw o
of two Regions in Ireland for Structural Fund purposes: (i) the Border, Midland and Western
(BMW) Region, which has retained Objective 1 status for Structural Funds for the full period
to 2006, and (ii) the Southern and Eastern (S&E) Region, which will qualify for a six-year
phasing-out regime for Objective 1 Structural Funds up to the end of 2005.
The objectives of the NDP in relation to education are aligned to the National Employment
Action Plan and focus on factors such as the need
•
to make education and training policies more attuned to the needs of the labour
market
•
to promote Ireland’s development through the promotion of high-quality research and
innovation.
•
to promote participation at third level education by students from socio-economically
disadvantaged backgrounds
•
to promote a culture of lifelong learning
•
to modernise education and research facilities, and
•
to promote equality at all levels
Under Sub-Programme 1 of the Productive Sector Operational Programme, significant
investment is channelled into the Programme for Research in Third Level Institutions (PRTLI).
This funding is designed to develop a strategic and planned approach by third level
institutions to the long-term development of their research capabilities.
Various other measures under the Productive Sector Operational Programme, such as the
Basic Support for Research and Communications sub-measure, support the development of
research in the higher education sector through the provision and renewal of basic research
equipment. The Productive Sector Operational Programme also includes sectoral initiatives to
support academic researchers and research teams to generate leading-edge technologies
and competitive enterprises in the areas of biotechnology and ICT.
2.5.2
The Regional Planning Guidelines for the Greater Dublin
Area (GDA) 2004-2016
The Regional Planning Guidelines, published in 2004, are designed to implement the
objectives of the National Spatial Strategy (2002-20) within the Greater Dublin Area (GDA).
They provide a strategic planning framework for the development of the GDA in the 12
year period up to 2016.25 The vital role of the education sector in local and regional
development is highlighted in the Regional Guidelines. Particular emphasis is placed on the
need for third level institutions to adapt to the changed environment for industrial
25
40
The NSS predicts an increase in the population of the GDA from 1.5m in 2002 to between 1.9m and 2.2m in 2020.
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development, through the delivery of a highly trained workforce, the relevant
technological expertise and a strong R&D capacity.
Under the goal of ‘strengthening the international economic competitiveness of the
region’, the Regional Guidelines emphasise the need to (i) expand and upgrade the
available pool of high-skilled labour by improving the accessibility of education
opportunities for all, and (ii) to strengthen and enhance the regional R&D capability in the
region by maximising the synergies between third level institutions and industry. The
Guidelines further recommend that education planners should consider the regionalisation
of delivery of their R&D capability in the light of emerging economic needs.
2.5.3
Sustaining Progress
The social partnership agreement, Sustaining Progress, provides the context for industrial
relations and negotiated change in the Institute. The current agreement is the sixth
successive national pay agreement and seeks as its primary goal the objective of further
economic prosperity.
2.6
Reviews of Tertiary Education in Ireland
This final section reviews the insights and recommendations arising from three reports on
third level education in Ireland: (i) the report of the Expert Working Group on the future
positioning of the Institutes of Technology, titled Institutes of Technology and the Knowledge
Society – Their Future Position and Roles, (ii) the recent OECD Review of Higher Education in
Ireland (2004), and (iii) the Chapman Flood Mazars Report, 1999 which reviews the
institutional structures in the Institutes of Technology.
2.6.1
Institutes of Technology and the Knowledge Society –
Their Future Position and Roles
In 2002, the Directors of the Institutes of Technology established an Expert Working Group
to prepare recommendations for the future repositioning of the Institutes of Technology
within the higher education sector. The Report of the Working Group, published in May
2003, emphasised the developing differentiation within the Institute of Technology sector,
their changing relationship with other third level institutions, and their changing role in the
context of ongoing economic, technological and major social change.
Rather than advocate a single, uniform approach to charting their future, the Report
supported a policy of diversity of response within the Institute of Technology sector. In
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C h a p t e r Tw o
common with other binary systems established in Europe and elsewhere, the Report
emphasised that there is a blurring of boundaries occurring between the university sector
in Ireland and the Institutes of Technology. Allied to this, there is a developing
differentiation within the Institute of Technology sector linked to geographical and regional
setting that is “tending to set apart those Institutes located adjacent to universities in Cork,
Galway and Limerick, those which are the sole providers of higher education in their
region, and those that form part of the higher education infrastructure in the greater
Dublin area” (2003, p.7). Given the changing economic climate and regional demographic
changes, the Report emphasised that policy for the future development of higher
education must recognise this differentiation and “enable each Institute to enunciate a
mission and values relevant to the community that it serves”.
While advocating that each Institute effectively chart its own future path (depending on its
particular regional, historical, socio-political and economic context), the Report advocated
some general recommendations for the Institutes of Technology. The main thrust of these
recommendations related to the need for the Institutes to re-examine, strengthen and
redefine their relationships with other third level institutions located within their region,
with the second-level education sector, with local industry, with the marketplace, and more
generally, with the particular social, economic, and political and cultural environments, in
which they are embedded. It concluded that the main challenges facing the Institutes of
Technology include the need:
•
to articulate clear institutional missions and strategic plans which respond to their
particular circumstances and positioning within the higher education system
•
to commit to cooperation with other higher education institutions through networks
and alliances in order to enhance excellence, avoid duplication and create the critical
mass necessary to engage in competitive research and teaching at the highest level
•
to implement a responsive and flexible system of programme design, course delivery,
credit transfer and credit accumulation that will meet new and changing needs of both
learners and employers
•
to continue to provide multi-level/multi-discipline programmes, which are informed by
national, regional and social priorities
•
to emphasise the importance of humanities to the promotion of access for mature and
disadvantaged groups. This type of provision can provide an initial bridge into tertiary
education that may be used to promote the opportunities available in science and
technology
•
to ensure efficient and effective use of resources. Institutes will have to determine what
courses remain attractive to applicants and relevant to the needs of the region and of
the marketplace and adjust provision accordingly
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Delegation of Authority Submission
to strengthen further the strategic alliances with the Post-Leaving Certificate sector in
order to facilitate progression and to jointly focus targeted provision in areas of special
strategic importance such as information and communications technology, science and
engineering
•
to offer to the second-level education sector support and leadership in developing and
implementing strategies to address under achievement in such areas as science and
mathematics.
The Report pointed out that engaging in research and development is a core function of
the Institutes of Technology but that this role is compromised as a result of research
infrastructure deficits relative to the universities. It also stressed the need for greater
institutional autonomy, emphasising that the ability of the Institutes to sense and respond
to change, as well as to innovate and to use resources flexibly, requires that the Institutes
have autonomy at a level equivalent to that of the universities.
2.6.2
OECD Review of Higher Education in Ireland
The OECD Review of Higher Education in Ireland reinforced many of the recommendations
of the Expert Working Group on the Future of the Institutes of Technology. The Report
highlighted the various bureaucratic controls constraining the operation of the Institutes
(such as the need to gain approval from the Department for new academic programmes
which hinders them from responding quickly to opportunities within their own regions)
and suggested that the future economic success of the localities and regions in which they
operate is strongly linked to their ‘freedom of manoeuvre’. However, the OECD Report
proposed a number of significant (and some controversial) changes. It suggested, for
example, that degree awarding powers for doctoral awards be concentrated in universities.
The Report also recommended that the Institutes of Technology should continue to
concentrate on applied research and resources should be provided by Enterprise Ireland,
not the new Tertiary Education Authority.
The report took the view that research support needs to be institutionally concentrated in
order to yield the most effective results. Given Ireland’s small size and the large number of
third level institutions within the economy, it concluded that it would not be effective to
fund Institutes of Technology on the same basis as the universities. The role of the
Institutes, according to the OECD Report (2004, p.35), should be “much more targeted
towards particular areas of applied research so that they can act as technology
development partners to industry, especially SMEs, particularly on a regional or even a
national basis”. It further concluded that it “would represent a dissipation of scarce
resources if they were to become entitled to automatic recurrent research funding support
on a non-targeted basis”.
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C h a p t e r Tw o
The OECD Report recommended greater collaboration between the Institutes of
Technology and the universities, in particular that
•
the universities and the institutes be brought under a new common Authority, the
Tertiary Education Authority, and
•
there should, in principle, be a common quality assurance programme covering both
sectors. However, the implementation of a common quality assurance system should
be deferred pending longer term clarification of the cross-border systems of quality
assurance that are emerging
It also recommended that
•
the institutes be given the same freedom as the universities to initiate new academic
programmes so as to ‘level the playing field’ in the context of demographic downturn
and increased competition, and
•
the institutes be given greater freedom of manoeuvre by lightening the load of external
regulation
While the Report recommended that the Institutes of Technology and the universities be
brought under a single funding authority, the Tertiary Education Authority (TEA) so as to
facilitate greater institutional collaboration between the two sectors, it emphasised the
need “to prevent mission drift in either direction”.
2.6.3
Chapman Flood Mazars Report 1999
The Chapman Flood Mazars (CFM) Report, Review of the Administrative and Library
Structures in the Institutes of Technology, was published in 1999. This review was
commissioned by the Council of Directors of the Institutes of Technology,
The Regional Technical Colleges Act, 1992 (as discussed in section 2.3.1), set out the senior
management structure for the Institutes of Technology, comprising the Governing Body,
the Academic Council and the Director. There was no statutory provision for the
management and staffing of functions and to this end the Institute of Public
Administration (IPS) was commissioned to recommend an appropriate senior management
structure and related staffing of central services. The IPA Regional Technical Colleges Study
(1993) set out the management and administrative structures for the colleges.
The rapid growth of the Institute of Technology sector in recent years necessitated a review
of the management and administrative structures in place in the Institutes, many of which
had evolved to varying degrees in response to the growth of the sector. This growth has
taken the form of increases in student and staff numbers, an expansion in the number and
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complexity of courses offered, and major infrastructural and capital development. CFM
consultants examined the adequacy of the staffing structures against the evolving
demands of the institutes. Their report, which also embraced the future implications of the
Qualifications Act, 1999 in bringing about greater degrees of fiscal and managerial
autonomy within the institutes, recommended a number of changes.
CFM recommended, among other things, that the institutes adopt a functional definition
of responsibilities. Increased responsibilities and new job titles were recommended for the
positions of College Librarian, Personnel Officer, Administration Officer, Computer Services
officer, Finance Officer, Buildings Officer and Industrial Liaison Officer. The new job titles
are Librarian, Human Resources Manager, Academic Administration and Student Services
Manager, IT Manager, Finance Manager, Estates Manager and Industrial Liaison Manager.
While the Report recommended certain changes to the general management structure and
operation of the Institutes, CMF acknowledged that the Institutes have evolved differently
in terms of expertise, approach and structures and that a uniform structural approach to
their future development would be inappropriate.
2.7
Conclusion
This chapter provided an overview of the environment within which the Institute of
Technology operates. It established the local and regional socioeconomic and spatial
contexts of the Institute (within South Dublin County and the Greater Dublin Area); the
institutional and regulatory parameters governing the Institute’s activities; recent
developments in the field of higher education nationally and internationally; and the key
elements of the national context (social, political and economic) that shape the institutes
activities and development.
The Institute has made tremendous progress in recent years in adapting to the rapid
changes occurring within the economy and within the higher education system. It has
shown considerable resilience and creativeness in adapting to new changes and
challenges, including those posed by the Bologna process, changes in industry, and the
challenge of lifelong learning. Conscious of its role in helping to achieve national policy
objectives, the Institute has sought to align its education and training programmes with
regional and national needs; to foster innovation, research and enterprise development
through collaboration with industry and other third level institutions; and to implement the
goals of the National Qualifications Authority, in relation to access, transfer and
progression. The Institute’s immediate catchment area, South Dublin County, is
characterised by significant disparities in wealth and educational levels. It is the intention
of the Institute to cater for the education and training needs of all of those availing of its
45
C h a p t e r Tw o
programmes while making particular efforts to foster access and participation among
students from disadvantaged backgrounds, since educational disadvantage is a critical
component in the cycle of poverty.
The Institute will continue to be guided by the work of national policy groups, including
the National Competitiveness Council, Enterprise Ireland, the HEA, HETAC and the
Department of Education and Science, as well as to articulate the particular vision for
South Dublin County enunciated in the National Spatial Strategy. The Institute will also
draw on the various insights and recommendations arising from recent reports, such as the
OECD Review of Higher Education in Ireland (2004) and the report on the future
repositioning of the Institutes of Technology within the higher education sector. These
reports raise important questions relating to the future mission and role of the Institutes of
Technology and the Institute will incorporate them into its strategic planning processes.
In the context of ongoing rapid changes in education and in the global marketplace, the
Institute needs to continue to build upon its existing competencies, and to develop new
strengths and capabilities that will guarantee its effectiveness and successful performance
in the future. To do so, the College needs to renew its efforts to prioritise learning and
innovation; to develop and reinforce the implementation of quality assurance procedures;
and to develop and strengthen its external linkages with the wide range of institutions,
organisations and individual stakeholders, that impact on its activities. An interactive,
systemic approach to innovation is required if the institute is to be at the forefront of
advances in education and a key actor in local development.
46
Chapter Three
Institute Mission and Governance
47
Chapter Three
Institute Mission
and Governance
3.1
Introduction
This chapter provides an overview of corporate governance and planning within the
Institute of Technology, Tallaght. Corporate governance comprises the systems and
procedures by which enterprises are directed and controlled. The Code of Practice for the
Governance of Third Level Institutions (2004) emphasises that “in the interests of
transparency and accountability, it is important that corporate governance of Third Level
Institutions should operate to the highest standards applicable”.
The chapter begins by outlining the Institute’s mission statement and the guiding principles
and values that underlie the Institute’s activities. It then addresses the system of
governance, providing an overview of the roles of the Governing Body and Academic
Council, and of the management structure within the Institute. The approach to
management adopted in the Institute emphasises the concept of collegiality and of
delegated responsibility by management within a clear policy framework and centrallyapproved norms and procedures. To guarantee effective governance, a variety of systems
are in place to ensure that the Institute complies with best-practice standards in
management and administration. These systems and procedures ensure transparency and
accountability, as well as public responsibility and integrity. The final section examines
planning and evaluation within the Institute. Emphasis is placed on the historical
development and key objectives of the Strategic Plan 2005-2008, which captures the
ambitions of the Institute over the next four years.
3.2
Institute Mission and Purpose
Having regard to its functions as set out in the Regional Technical Colleges of Technology
Tallaght, 1992, the Institute has articulated its mission statement in the current Strategic
Plan 2005-2008 as follows:
We aspire to be a major contributor to the social, cultural and economic life of
the County, and the surrounding region. We will realise this aspiration by
teaching and learning, research and development and providing support for
innovation and enterprise.
48
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The Institute further undertakes:
•
to provide learners with flexible higher education opportunities which are of the
highest quality, reflect current and emerging knowledge and practices, and are
relevant to the needs of individuals and of the region
•
to offer accessible programmes, delivered in a professional manner in a friendly and
supportive environment, and
•
to foster graduates who are ready to undertake the roles, responsibilities and
challenges available in business, industry, the professions, public service and society.
While providing excellence in education for all of those availing of its programmes, the
Institute states that it will make particular efforts to foster access, equality and diversity. In
particular, it will pay specific attention to increasing participation rates in higher education
by those living in its immediate catchment area.1
In addition, the Strategic Plan outlines the Institutes commitment to review its programmes
on an ongoing basis and to continue to expand and develop its portfolio of programmes
to meet the needs of students, society and the economy. It places great emphasis on
developing the quality of the services, management and governance provided to all of its
users and stakeholders. These include employers, the business community, graduates,
parents, schools, the state agencies and local development and community organisations.
The Institute’s mission statement reflects the Institute’s responsibilities to the region that it
serves and its commitment to become an integral part of the region by responding in an
ongoing and flexible manner to regional needs.
3.2.1
Guiding Principles and Values
The Institute, in carrying out its activities, is guided by an underlying philosophy of service,
public responsibility and integrity. It is also imbued with a spirit of professionalism and
excellence in all areas. The values and principles that the Institute embraces are set out in
the Strategic Plan 2005-2008.2 These reflect the Institute’s commitment to excellence in
both teaching and research; to the enhancement of the learning experience of students;
to the promotion of educational opportunity and social inclusion through equality of
access for all; and to the development of staff and students through a supportive
environment that provides opportunities for development to all those who wish to realise
their ambitions and fulfil their potential.
Thirty per cent of the student population of the Institute comes from the postal code areas of Dublin 24 (Tallaght-Firhouse) and Dublin
22 (Clondalkin-Neilstown). The most recent publication by the HEA (2005), A Review of Higher Education Participation in 2003, found
that between 1998 and 2003, admission rates to higher education in Tallaght-Firhouse (Dublin 24) increased by 10%, from 26% to 36%.
Refer to section 6.7 and section 8.4.1 on initiatives to increase participation in third level.
2
These are developed more fully in the Institute’s Quality Procedures Manual (2004, pp.10-14).
1
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Chapter Three
The Institute’s core principles are summarised in the Strategic Plan 2005-2008 as follows:
•
Supportive – through small class groups, individual attention and a collaborative
learning environment, we will be supportive of both students and staff to achieve their
needs and aspirations
•
Accessible – we will ensure equality, diversity and inclusiveness in participation in the
Institute’s programmes and activities
•
Friendly – we will deal with all those with whom we interact in a responsive and
positive manner and we will be welcoming of all who enter the institute
•
Professional – we will perform with professional excellence in teaching, research and
innovation, governance and management and in public service
•
Relevant – we will ensure the continued relevance to industry, business and society of
our teaching programmes and of our research and innovation.
3.3
Governance
As a publicly funded Higher Education institution, the Institute operates currently under the
aegis of the Department of Education and Science. The Department establishes norms for
the operations of Institutes and annually allocates a grant to the Institute to enable it to
implement its operational and capital programmes. The Governing Body is (collectively)
responsible for the management and control of the affairs of the Institute and for ensuring
that an effective system of internal financial control is maintained and operated.
3.3.1
Governing Body
The role and membership of the Governing Body were set out in Chapter 2.3 Under Section
7 of the Regional Technical Colleges Act, 1992 the primary function of the Governing Body
is to manage and control the affairs of the Institute. The Governing Body meets on dates
agreed at the beginning of each year, typically seven or eight times per academic year.
Special meetings may also be arranged by agreement. In addition to the annual report and
accounts of the Institution, the Governing Body is required to submit a comprehensive
report to the Minister for Education and Science outlining all financially significant
developments affecting the Institution in the preceding year. In carrying out its functions,
the Governing Body is guided by the guidelines, policies, procedures and advice of HETAC
and by the Code of Best Practice for Corporate Governance in Third level Institutions
(2004).
3
50
Refer to section 2.3.2.1.
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The current membership of the Governing Body is presented below.
Table 3.1 Governing Body
Name
Nominating Body
Mr. Tom Clarke (Chairman)
Dr. Tim Creedon (Director)
Mr. Peter Kierans
Co. Meath VEC
Mr. Sean Ashe
Co. Kildare VEC
Ms Fiona Hartley
Co. Dublin VEC
Cllr Eamon Tuffy
Cllr. Karen Warren
Cllr. Jim Ruttle
Co. Wicklow VEC
Ms Darina Kneafsey
Institution of Engineers of Ireland
Mr. Peter Byrne
South Dublin Chamber of Commerce
Mr. John O’Dea
Enterprise Ireland
Ms. Marie Hill
Teagasc
Mr. Arthur Hall
Irish Congress of Trade Unions
Dr. Deirdre O’Keeffe
Fáilte Ireland
Mr. Martin Nolan
Academic Staff
Ms. Martha Burton
Academic Staff
Mr. Art O’Coleáin
Support Staff
Mr. Ian Walsh
Student
Ms Rebecca Long
Student
Mr. Thomas Stone (Secretary)
In 2002, an internal audit committee was established as a sub-committee of Governing
Body. This is discussed in section 3.7.5.
3.3.2
Academic Council
Section 10 of the Regional Technical Colleges Act, 1992 establishes and identifies the
function and composition of the Institute’s Academic Council. As outlined in Chapter 2
(section 2.3.2.2), Academic Council is entrusted primarily with the role of protecting
academic standards and making recommendations to the Governing Body in relation to
academic matters.
The composition of the Academic Council is presented in Table 3.2.
51
Chapter Three
Table 3.2
Composition of Academic Council
Ex Officio
Director
Registrar
Heads of School
Head of Development
Heads of Department
Librarian
Governing Body
Institute staff members (3)
Elected
Academic staff from the School of Business and Humanities (4)
Academic staff from the School of Engineering (4)
Academic staff from the School of Science (4)
Technicians and Library Staff (1)
All other Staff (1)
Students (3)
The Constitution and Standing Orders of the Academic Council was revised in March 2005
to allow for greater representation by academic staff and students to accommodate the
increase in the number of Heads of Department due to the growth of the Institute.
3.3.3
Academic Council Sub-committees
Following an earlier revision of the constitution of the Academic Council in May 1997, each
new Academic Council, by decision of the Governing Body on 8th May 1997, “is
empowered to set up such additional committees as it deems necessary for the efficient
carrying out of its work. These committees are to agree their terms of reference with the
Academic Council”.
Sub-committee membership is drawn from: members of Academic Council; members of
staff (from every area including academic and administrative staff) who wish to be involved
or who can bring special expertise; and outside members (from business, industry etc.) who
may be co-opted at the discretion of the sub-committee in order to widen the experience
and knowledge base. The Director and Registrar are ex-officio members of all subcommittees. Table 3.3 below shows the current sub-committees and a summary of their
terms of reference.
52
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Table 3.3 Academic Council Sub-committees
Academic Council
Summary Terms of Reference
Sub-committees
Constitution of Academic Council
Committee
Standing Committee of Academic
Council
• To advise on the constitution and composition
of Academic Council
• To address urgent decisions that must be
addressed before the next meeting of Academic
Council
Academic Admission, Progression
and Learning Support Committee
• To assist the Academic Council in maintaining
and developing academic admission and
progression criteria for programmes of the
College.
• To make recommendations to Academic Council
on issues related to learning support for students
and the establishment of best practice.
Academic Marks & Standards
Committee
• To assist Academic Council in maintaining and
developing academic standards for courses and
activities of the College.
• To engage with external academic bodies or
accrediting agencies as required by Academic
Council or the Registrar.
Postgraduate Committee of
Academic Council
• To assist Academic Council in analysis, review
and development of strategy in relation to
supervised postgraduate research studies.
• To assist Academic Council in the making of
Academic Regulations in relation to postgraduate
research degree progression and transfer.
Research and Development
Committee
• Advise on expanding, developing and promoting
R&D within the Institute.
• Provide a forum to examine research strategy in
different Schools and Department within the
Institute
Ethics in Research and
Development Committee
• To advise Academic Council on policies and
procedures in relation to ethical conduct of
research and development within the Institute.
53
Chapter Three
Academic Council
Summary Terms of Reference
Sub-committees
Library Committee
•
To evaluate the adequacy and utilisation of the
library and its information resources
• To advise on improving access to library and
other learning facilities, including the provision of
ICT
• To integrate library resources into the teaching
and learning processes
Equality and Diversity Committee
• To develop an Equality and Diversity Policy
• To promote equality and good relations between
all stakeholders within the Institute
• To respond positively to the increased ethnic
diversity within the Institute and the local
community
Irish Language Committee
• To advise Academic Council on the
implementation of the Official Languages Act
2003
The functions of the sub-committees are focused and are evident in their titles. They share
similar generic goals of proposing policies and procedures to deal with issues under their
particular remit. The types of sub-committees change as developmental work reaches a
conclusion and Academic Council has the power to form new committees dedicated to
new issues as the need arises.
3.4
Institute Management Structure
The approach to management adopted in the Institute emphasises the concept of
collegiality, through sharing of information with staff and students and working towards
consensus on all major issues. It is also premised on the exercise of delegated responsibility
by management, within a clear policy framework and centrally-approved norms and
procedures.
The basic management structure of the Institute is shown in Figure 3.1. The Institute is
organised into three Schools (School of Business and Humanities, School of Engineering
and School of Science) and three Functions as shown below. The roles and responsibilities
of the Institute’s management, including the Heads of School and Heads of Function, are
explained in Chapter 2 of the Institute’s Quality Assurance Procedures Manual.
54
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Figure 3.1
Governing
Body
Audit
Committee
Academic
Council
Director
Head, School of
Business and
Humanities
Head School of
Science
Head, School of
Engineering
Secretary/Financial
Controller
Registrar
Head of
Development
Head,
Department of
Management
Head,
Department of
Applied Science
Head,
Department of
Mechanical
Engineering
Human Resources
Manager
Industrial Liaison
Manager
Finance Manager
Academic
Administration &
Student Affairs
Manager
Head,
Department of
Humanities
Head,
Department of
Computing
Head,
Department of
Electronic
Engineering
Estates Manager
Librarian
Head, Department
of Accountancy &
Professional
Studies
IT Manager
Head,
Department of
Marketing &
Business
Computing
3.5
Management Groups
In line with the recommendations of the Deloitte and Touche Report on Academic
Management Structures in the Institutes of Technology (1998), the Institute has established
a number of groups to ensure the good management of the Institute. These comprise the
Senior Management Team (or executive), Academic Management Team and Total
Management Team. The schedule of meetings of the different groups is prepared annually
by the Director. The Director also schedules the meetings of the Health and Safety
Committee.
55
Chapter Three
3.5.1
The Senior Management Team (SMT)
Having regard to the overall responsibilities of the Director, the Senior Management Team
(SMT) is collectively responsible for executive decisions in relation to strategy and policy
implementation, including the budget. The SMT Members are: the Director, Registrar,
Heads of School, Secretary/Financial Controller and Head of Development.
The SMT meet regularly, normally every two weeks during term, and their main
responsibilities are to:
•
advise the Director on matters for decision in accordance with Governing Body policy
•
develop Institute policy and implement policies adopted by Governing Body
•
provide, in support of the Director, leadership of the Institute
•
drive the strategic direction of the Institute and the strategic and executive
management of the Institute
•
draft the programme and budget for the Institute, seek the required resources and
allocate the agreed resources
•
develop the overall policies and procedures for quality assurance and take responsibility
for their management, monitoring and review
•
implement the quality policy and develop quality procedures for the Institute
•
SMT will consider Governing Body agenda items prior to Governing Body meetings
and be informed of Governing Body decisions and views following meetings
•
SMT members will liaise with external agencies and organisations and brief colleagues
on their interactions on a regular basis (Council of Directors and other sectoral groups,
professional bodies, HETAC/NQAI, etc.)
•
SMT may call special purpose meetings involving relevant members of the overall
management team and other officers as appropriate to consider action on specific
issues from time to time and establish project teams normally led by an SMT member
to deal with specific matters
•
where the SMT is unable to arrive at consensus, the Director has the responsibility to
decide on a matter
SMT members are responsible for:
•
the implementation of decisions made at SMT
•
advising their staff of executive decisions
•
involving their staff in their section’s internal management and decision making
process
56
•
bringing staff views to SMT
•
detailed allocation of agreed budgets
•
development and implementation of quality assurance procedures
Institute of Technology Tallaght -
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•
developing strategic planning for their School or function
•
providing leadership and effective management and operation of their school or
function
•
chairing appropriate Institute-wide committees
During the 2004/5 academic year, a number of key management positions changed,
including the positions of Director, Registrar, Secretary/Financial Controller, Head of
Development and Head of School of Science. There were also four new Heads of
Department appointed within the last year.4
3.5.2
Total Management Team (TMT)
The TMT includes all members of SMT together with Heads of Department and Central
Service Managers. The TMT meet at least twice per semester to discuss developmental
issues and cross-sectoral protocols. The main responsibilities of the TMT are:
•
to inform and advise SMT, which is the Institute’s executive body on issues requiring
decision, and to allow Institute-wide discussion on external or internal matters which
may impact the Institute
•
to advise SMT on strategic direction and policy
•
to advise SMT on operational and procedural aspects of Institute-wide policy and on
quality assurance
•
to ensure the cross-fertilisation of ideas and concepts
•
to ensure Governing Body and SMT decisions are understood and implemented
uniformly
3.5.3
Academic Management Team (AMT)
The AMT includes all members of SMT and Heads of Department. The Academic
Management Team (AMT) meets at least five times per semester and its main role is to
advise SMT on academic matters including:
•
Academic strategy
•
Assessment, examinations and results
•
Teaching and learning
•
Research and development
•
Links with industry
•
Operational and procedural aspects of policy, including quality assurance
4
Refer to Chapter11, section 11.6 on recent management changes.
57
Chapter Three
3.6
General Committees
The Institute also four General Committees established to achieve specific goals. Table 3.4
sets out the main purpose of each of the General Committees.
Table 3.4 General Committees
General Committee
Key Objectives
Health, Safety and Welfare Committee
• to promote health and safety issues within the Institute.
This committee was established to comply with the
consultation elements of the Health, Safety and Welfare
at Work Act 1989.
Workplace Partnership Committee
• promote common ownership by management, unions
and staff of the development and implementation of
modernisation programmes
• to enhance the quality and effectiveness of the services of
the Institute
• to develop a participative approach to resolving issues
and challenges generally
• to enhance the quality of the work environment
Student Assistance Fund Committee
• to oversee the allocation of grants to students in need of
assistance from the Student Assistance Fund provided by
the Department of Education and Science
Student Services Committee
• to promote, co-ordinate, develop and oversee student
activities in the Institute. This is achieved through the
development of clubs and societies and the provision of
recreational and cultural activities. The Student Services
Committee works closely with the Student Union and is
funded through student capitation.
58
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3.7
Delegation of Authority Submission
Transparency, Accountability and Reviews of
Governance, Management and
Administration
Governance, management and administration within the Institute are reviewed on a
regular basis through a variety of different formats. A non-exhaustive list of these review
formats is as follows:
3.7.1
Internal Audit by Consultant Auditors
The Institute, in conjunction with the Council of Directors of Institutes of Technology, has
engaged Deloitte and Touche as consultant auditors to provide an independent audit and
appraisal of systems within the Institute. During the period April 2000 to October 2005 a
series of activities in the Institute were reviewed, including the management of part-time
programmes, the examination system, completion and uploading of whitesheets, HR
management, a computer audit and health and safety. Internal audits were also carried out
in the areas of R&D, campus companies, risk management of national MIS project
implementation, fee collection and registration. It is the responsibility of SMT to review the
findings of these audits and to implement follow up actions. The recommendations made
by Deloitte and Touche to improve operations and procedures in the areas identified above
have been implemented. The implementation process is reviewed by Deloitte and Touche
and documented in an Internal Audit Follow Up Report.
3.7.2
Periodic Institutional Audit
In addition to the use of internal audits by consultant auditors, the Institute is committed
to a periodic review of its activities by a team of experts external to the Institute. These
audits will form a key component of the self assessment activities in the Institute and will
be conducted in a manner similar to the Institutional Reviews previously conducted under
the NCEA. The review will be a two stage process, consisting initially of an internal selfstudy followed by an external review. The conditions governing the external audit are set
out in the Institute’s Quality Assurance Procedures Manual (section 10.3.4).
3.7.3
Programme Boards and Programmatic Reviews
The Programme Boards and the Periodic Programmatic Evaluations undertaken in each of
the Institute’s three Schools (Business and Humanities, Engineering and Science) are the
main mechanisms for the ongoing monitoring and review of the Institutes academic
programmes and their delivery.
59
Chapter Three
3.7.4
Audit of the Comptroller & Auditor General
The Institute is audited annually by the Comptroller & Auditor General who issues an
annual report which is taken into account in Institute planning processes and procedures.5
3.7.5
Internal Audit by Sub-committee of Governing Body
In 2002 an internal audit committee was established as a sub-committee of Governing
Body. The purpose of the internal audit committee is to advise the Governing Body on
internal control, corporate governance and any matters referred to it by Governing Body.
The audit committee is a review and oversight committee. Specific items for consideration
at the committee may include
(a) Review of internal audit programme
(b) Annual review of abridged statutory accounts and management observations prior to
their submission to the Comptroller and Auditor General.
(c) Review of external audit report including management letter.
(d) Review of internal financial and non-financial controls.
(e) Review of risk assessment reports.
(f) Review of statutory reports
(g) Review of compliance with Corporate Governance
The audit committee is appointed by Governing Body and membership comprises:
(a) three members of Governing Body who are not employees of the Institute
(b) the Director
(c) one member of Governing Body from the groups representing employees of the
Institute
The Secretary/Financial Controller may attend.
The audit committee meet at least three times annually. The committee also meet on at
least one occasion in the absence of the Director and staff representatives.
3.7.6
Management Quality Review Group
In 2005, a Quality Review Group was established to review the development and
implementation of quality assurance processes throughout the Institute. The main
objective of the Quality Review Group is to ensure that the processes, policies and
5
60
The role and operation of the Finance Section is considered in Chapter 15.
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procedures set down in the Institute Quality Assurance Manual are implemented. Inputs to
these reviews will include results of audits, stakeholder feedback, performance metrics,
status of preventative and corrective actions, and follow-up actions from previous
management reviews. Members of the Quality Review Group are appointed by the Director
and membership shall include a member of SMT (Chairperson), two members of
management and two staff (one academic and one non-academic). The Chairperson will
present a report of the review to the Senior Management Team.
The Institute recognises that governance requires the proper identification of the differing
roles and responsibilities of individuals and groups within the organisation, and their
interaction with one another and with external stakeholders. The Strategic Plan 2005-2008
proposes to develop and raise staff awareness of the appropriate policies and procedures
concerning the governance, management and organisation of the Institute, and to engage
staff in improving current procedures in their respective areas. The Institute will also
develop performance indicators, by which the work of the management of the Institute
can be assessed by the Governing Body. An organisation wide quality system is being
implemented. As part of this process, the Institute will develop an integrated organisationwide Management Information System (MIS). Additional procedures in place, which act as
management safeguards and ensure that the Institute complies with best-practice
standards in governance and administration, are discussed below under the heading of
public responsibility and integrity.
3.8
Public Responsibility and Integrity
The Institute is governed by the Code of Practice for the Governance of Third Level
Institutions (2004) and complies with all relevant legislation, including Freedom of
Information; Data Protection; Health, Safety and Welfare; and Employment and Equality
legislation. The Institute Handbook on Corporate Governance6 specifies the formal
procedures to be adhered to across a wide number of areas. In addition to the codes of
practice set out in Handbook on Corporate Governance, the integrity of the Institute and
its collegial decision-making processes is secured in four principle ways:
3.8.1
Financial Reports and Accounts
The Institute is required to operate in accordance with the principles of good governance
and to comply with such guidelines and practices as deemed appropriate by the
Department of Education and Science. The Comptroller and Auditor General audits the
accounts of the Institute to ensure that funding granted by the State has been properly
used for the purposes for which it was granted.
As discussed in Chapter 2, the Institute is governed by the Code of Practice for the Governance of Third Level Institutions (2004) and
by the Ethics in Public Office Act, 1995. In September 2004, the Institute produced a Handbook on Corporate Governance, detailing
codes of conduct for members of Governing Body and all employees, along with codes of practice relating to internal audit and
procurement functions, tax clearance procedures, disposal of assets, remuneration, reports and accounts, and strategic planning.
6
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Chapter Three
The Governing Body has established an audit committee, called the Internal Audit
Committee, to ensure that the issues raised in internal and external auditors’ reports,
including the Report of the Comptroller and Auditor General, are responded to in an
appropriate manner.
3.8.2
The Partnership Process and Interactive Governance
The implementation of partnership in the Institute is designed to guarantee collegiality and
integrity in the Institute’s decision-making processes and operations. The use of the
partnership process to address issues facilitates a process whereby a wide range of people
throughout the Institute have an input into the way the Institute undertakes its various
tasks and plans for the future. This facilitates that no particular individual or group(s) can
dominate decisions within the Institute, and that the knowledge, talent and expertise that
exists throughout the Institute is fully utilised.
3.8.3
Institute Communications and Publications
The Institute’s policy on communications is outlined in section 9.6 of the Institute’s Quality
Procedures Manual. It is the policy of the Institute to communicate continuously and
effectively with all of its stakeholders so that its mission, operation and activities are known
and understood. The minutes of Governing Body and Academic Council are made available
to staff on the Institute’s intranet. Increasingly, the deliberations of other groups within the
Institute are being placed on the website, along with Institute policy documents e.g.
Finance Policies, Governance Policies, Quality Assurance Procedures and Human Resource
Policies. The Institute’s external website makes available the Institute’s Strategic Plan, the
Institute’s Master Plan, the Prospectus of Full-time Courses, the Guide to Continuing and
Professional Education Part-time Programmes, and other documents. Through the
dissemination of information, the Institute aims to ensure that its actions, plans and
procedures are open and transparent.
3.8.4
Freedom of Information
In order to ensure that the Institute can meet its obligations under the Freedom of
Information Acts, 1997 and 2003, a Freedom of Information Office was established in
2001. The Freedom of Information Officer assists students, staff and the general public
with any requests for information under the Freedom of Information Acts. It is the policy
of the Institute to communicate continuously and effectively with all of its stakeholders and
to avoid necessarily having to invoke the freedom of Information Acts. All student
examination scripts are available for review by students following consideration by
examiners and Examination Board Meetings. Members of staff seeking feedback on staff
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interviews may also receive marks and comments sheets upon request. The Institute’s
policy is to ensure that its actions are as open and as transparent as possible and to foster
and develop a culture of openness, transparency and accountability in all of its activities.7
3.9
Planning and Evaluation
The Institute, along with all third level education system in Ireland, is currently undergoing
major restructuring. New challenges in the form of increased competition, lifelong learning
and pressures to respond flexibly to the needs of industry and the economy are major
forces for change. Embracing these challenges requires the development of new practices
within the Institute and heightens the importance of planning, especially strategic
planning.
3.9.1
Planning
There are a variety of planning processes in place that arise at different levels and within
different areas of the Institute. The main plans produced by the Institute are:
•
the Institute Strategic Plan 2005-2008, which charts the development of the Institute
over the next four years. The strategic plan includes a medium-term review process and
annual operational plans
•
the Institute Masterplan 2003-2009, which is a revision of the Campus Development
Plan (2001) and focuses on the physical development of the Institute8
•
the Periodic Programmatic Evaluation Reports, which are carried out at School level
and involve a review of the academic programmes being delivered. As part of the
Periodic Programme Evaluation each School is required to produce a revised plan,
outlining the strategic direction of the School for the next five year period9
•
the Annual Programme and Budget, which is developed each year and submitted to
the VEC for approval and then to the Department of Education and Science10
•
School and Departmental planning related, for example, to new programme
development, modification of existing programmes and budgeting.
•
the Institute’s Staff Development Plans which outline the policies and provisions for the
training and development of staff within the College
The functions and operation of the Freedom of Information Office is considered in Chapter 15.
This will be considered in Chapter 8.
9
The procedures for the ongoing monitoring of programmes and periodic programmatic evaluation are set out in section 5 and 6 of the
Institute’s Quality Assurance Procedures Manual. These procedures are discussed in Chapter Twelve.
10
The Annual Budget sets out the Institute’s position in term of current programmes, student numbers and annual teaching hours for
the current year. It also provides a schedule of academic programmes that the Institute plans to offer in the following two academic years,
accompanied by a forecast of student numbers. The Budget is prepared annually in January, presented for approval to the Governing
Body in February and submitted to the VEC for their approval. It is then forwarded to the Department of Education and Science. In late
Spring of each year a meeting takes place between the Department of Education and Science and members of the SMT on budget
priorities including new programmes, following which the budget issues to the Institute along with the written authority to run new
programmes. The annual budget is funded by the Department of Education and Science Colleges Section; capital expenditure is funded
by the Department of Education and Science Building Section.
7
8
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Chapter Three
•
Research, Development and Consultancy Plans: the R&D sub-committee of Academic
Council examines and advises Academic Council on the strategic direction of research,
development and consultancy within the Institute, and
•
the Institute-wide Planning Strategies developed by individual service groups within the
Institute, including Computer Services, the Library, the Careers Office, Student Services,
the Access Office, Sports and Recreation Services, and the International Office
A lot of planning is also project-based and is reflected in a number of achievements,
including the development of the National Pharmaceuticals Centre, the Technician
Development Centre, the National Centre for Applied Microelectronics, the Engineering
Learner Support Unit and the M50 Enterprise Programme. Planning effort is also
channelled into community and education-based activities which include school outreach
programmes and other targeted initiatives to promote education within the Institute’s
immediate catchment area.
These various plans and planning processes are interwoven to varying degrees and are
guided by the Institute’s Strategic Plan which provides an overall framework for the
development of the Institute. The next section outlines the development, objectives and
implementation strategy of the current Strategic Plan 2004-2008.
3.9.2
Development of the Strategic Plan
The development of the current strategic plan may be traced to a decision by Governing
Body in 2002 to establish a group to address the strategic development of the Institute.
This group, which comprised members of the senior management team and two members
of the Governing Body,11 marked the beginning of a formal process of strategic planning
within the Institute.12 Following the establishment of this group, the Director delegated
responsibility for the development of a strategic plan for the Institute to the (then) Head of
External Services.
Following several consultative meetings with SMT and with staff within the Institute, the
Head of External Services produced a draft strategic plan. This identified nine key priority
areas for development. Under each of these key priority areas, a person was assigned to
develop objectives and draw up plans related to the particular priority theme. For example,
Dr. Tim Creedon, then Head of the School of Science (now the Director) was assigned the
role of developing Academic Programmes; Mr. Pat O’Donnell, the Industrial Liaison Officer,
was assigned the area of Research and Development; and the Head of School of
Engineering, Mr. Pat Mc Laughlin, was assigned responsibility for three key areas: (i) the
Learning Environment, (ii) Student Access, Diversity and Recruitment, and (iii) and Student
Retention and Progression.
11
12
64
The Chairman, Mr. Tom Clarke, and Mr. Thomas Stone, Head of Department of Accounting and Professional Studies.
The Institute’s first Development Plan was published in March 1993 and covered the period 1993-1997.
Institute of Technology Tallaght -
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Each of the Project Leaders then met members of staff and other relevant stakeholders,
both individually and in groups, and invited them to contribute their ideas and aspirations
to the development of the strategic plan. These individual plans, which emerged from an
inclusive consultation process, were gradually integrated into a new strategic plan.
Instead of nine key priority areas, ten strategic goals were eventually established, each with
a set of objectives. A draft of the strategic plan was placed on the staff intranet and a series
of meetings with staff were organised, at which the Director and the Head of External
Services presented the plan and invited feedback. Following on from this, the final draft of
the strategic plan was produced. It was approved by the Governing Body in December
2004. Under the leadership of the new Director, Dr. Tim Creedon (who was appointed in
September 2004), attention was placed on the implementation of the plan.
Even during the initial stages, the development of the Strategic Plan initiated a number of
significant improvements throughout the Institute. For example, during 2002, a working
group was established to study the marketing of the Institute. This committee, which
involved representation from all functional areas of the Institute, examined external
communication systems in the Institute. It recommended a number of positive changes
designed to improve the marketing of the Institute, including the development of a more
systematic approach to the co-ordination of school visits; the development of a style guide
for all Institute publications; an updating of the prospectuses for both full-time and parttime programmes; and the re-development of the Institute logo. The committee also
examined the various marketing media employed by the college and suggested ways to
improve communications with the Institute’s target audience. As part of this self-study
process, the Institute established a network with guidance counsellors and school
principals in the region.
3.9.3
The Strategic Plan 2005-2008
The Strategic Plan 2005-2008 identifies ten goals which capture the ambitions of the
Institute over the next four years. The ten strategic goals are as follows:
1. Academic Programmes: The Institute will ensure that its academic programs are of the
highest quality and are relevant to the needs of current and prospective students,
industry and business and society.
2. Learning Environment: The Institute will ensure that academic programmes will be
delivered in a supportive, professional and flexible learning environment, and in a
manner which is friendly and enriches the lives of our students and staff.
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3. Student Access, Diversity and Recruitment: The Institute will widen access to higher
education in its region in both full-time and lifelong learning modes. The institute will
develop and sustain an environment in which all members of the Institute community
have the opportunity to fulfil their potential, by the active implementation of policies
and procedures that promote equality and diversity throughout the Institute.
4. Student Retention and Progression: The Institute will ensure that our students are
supported and encouraged to pursue their studies to the levels they desire, and at the
pace which suits their individual needs and circumstances. We will continuously
develop and implement measures to improve retention and progression at all levels.
5. Lifelong Learning: The Institute will develop a range of educational initiatives to
provide a means for individuals to achieve their lifelong learning goals.
6. Staff Recruitment and Development: The Institute values all members of its staff, is
understanding of their personal and family responsibilities and needs, and seeks to
support them in their quest for personal and professional development, and job
satisfaction.
7. Research and Development: The Institute will grow and enhance its research and
development work through a prioritised, strategic approach involving the
establishment of designated Institute Research Centres and by supporting new
researchers.
8. Innovation and Enterprise Development: The Institute will continue to strive to
maximise its economic impact, through its work in innovation, new enterprise
development, support for existing enterprise, commercialisation of research and
development, technology transfer, consultancy, training and other services to industry.
9. Governance, Management and Organisation: The Institute will be a higher education
establishment, with best practice standards of governance, quality assurance,
management and leadership, and academic and administrative procedures.
10. Campus Development: The Institute will extend and enhance campus facilities as set
out in the Campus Development Plan and will implement a program of improvement
of the current resources.
3.9.4
The Implementation and Review Process
Each of the ten goals in the Strategic Plan is sub-divided into a set of strategic objectives.
Each of these objectives has a number of strategic projects assigned to it with delivery
dates, resources, funding etc. Figure 3.2 presents a flow chart with the key processes
involved in progressing from the strategic goal to the implementation stage.
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Figure 3.2 The Planning Process
Strategic Goal
Strategic
Objectives
Specific Project
Actions
Project Sponsor
Project
Leader/Team
Project Delivery
To facilitate the implementation of the specific project actions, each project is assigned a
Project Sponsor, who is normally a member of SMT, to support and facilitate the
development of the project by providing the necessary resources required (both staff and
financial). Each project is also assigned a Project Leader/Team, whose role is to implement
the project within the agreed time-frame. The project leader/team is also responsible for
managing the financial aspects of the project
Project plans are agreed with the senior management of the Institute and performance
against the plans is monitored on an ongoing basis. The progress of the individual projects
and of the Strategic Plan overall is to be communicated to staff by the Director at
established dates during the plan’s timeframe.
Table 3.5 presents the specific project actions and project sponsors for one of the strategic
goals - Academic Programmes. Under each of these project actions, the project sponsor/s
will establish a project team to develop and implement the objectives.
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Table 3.5 Academic Programmes: Specific Project Actions for the years 2005
to 2008
Project
Dates
Each School will conduct a review of its
2004/05
academic programmes
Project Sponsor
School of Business & Humanities
School of Engineering
2005/06
School of Science
The Institute will conduct a self study
2005
Registrar
program and implement a range of
2005/06
All SMT
2005
Registrar
In some selected specialist areas the
2005
School of Science
Institute will develop taught Masters
2007
Schools of. Business & Humanities,
continuous quality improvement activities
The Institute will seek delegated authority
to make awards to NQAI framework
Degree and other postgraduate
School of Engineering.
programmes.
The Institute will develop a suite of
2005/08
School of Business & Humanities
2004/06
Registrar
2005/06
Registrar
programs of study in the areas of
community care and social and
cultural studies
The Institute will implement a Policy on
Learning and Assessment for students
with Disabilities
The Institute will develop an alumni
association
The SMT is responsible for ensuring that the various goals are achieved. Staff, the
Governing Body and other stakeholders are to be kept regularly informed of the progress
of the plan and regular reviews will take place to monitor performance against the
objectives set out in the plan.
3.10
Future Directions in Management and
Governance
The Institute Strategic Plan, in tandem with the requirements for modernisation and
flexibility outlined under the current partnership agreement, Sustaining Progress, has
initiated major changes within the Institute. The Sustaining Progress Agreement requires
that modern and appropriate performance and accountability systems are in place at
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individual, team and organisational level. For the Institute of Technology sector, it
specifically recommends the introduction of a structured system of performance
management and development for all staff, which is aligned to overall strategic goals.
In accordance with the provisions of Sustaining Progress, the Institute submitted its Third
Progress Report to the Education Sector Performance Verification Group (ESPVG) in
September 2004. This report outlines the extent of progress and cooperation that has been
achieved in the Institute in implementing the specific actions set out in the agreed Action
Plan for the Institute of Technology Sector.13 The Institute has made significant and
demonstrable progress in the areas defined by the Action Plan. These include specific
improvements implemented to enhance modernisation and flexibility, progress in
implementing a partnership approach to governance, the development of a performance
management development system (PMDS), approved quality assurance procedures, staff
development plans and various other innovations and organisational changes designed to
improve education service provision within the Institute. Future developments within the
Institute will continue to be guided by the Sustaining Progress Agreement. The strategic
development of the Institute will also be guided by the advice and recommendations of the
Department of Education and Science, HETAC, the NQAI, the state agencies and all other
stakeholders. Management and operations in the coming years will be characterised by a
cycle of planning, implementing, evaluating and capturing the lessons learned from past
experience. In other words, the Institute will develop its capability as a learning
organisation.
3.11
Conclusion
This chapter has reviewed the operation of governance with the Institute of Technology,
Tallaght and the various systems and mechanisms in place designed to ensure effective
governance. The Institute, along with all third level education institutions in Ireland, is
currently undergoing major restructuring. New challenges, arising due to cultural and
demographic changes, the development of the innovation economy and lifelong learning,
and important changes at an institutional level both nationally and internationally, are
initiating important changes within the Institute. From a governance perspective, these
developments, along with the challenges of managing a more complex organisation
arising due to the increase in student numbers and in the range of courses provided within
the Institute, present important challenges and offer new opportunities for development.
The Institute is committed to the ongoing development and implementation of bestpractice in its governance, management and operation. This is reflected in the
development and implementation of the Institute’s Quality Assurance Procedures; the
Institutes compliance with various regulations and laws pertaining to education, labour
and public procurement as set out in the Institutes Codes of Practice; and the regular
reviews of governance, management and administration within the Institute. The
13
The Institute’s Third Progress Report is available on the staff intranet.
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Chapter Three
commitment to implement best-practice in governance is also reflected in the formal
planning and evaluation processes within the Institute.14
The achievement of the targets set out in the Institute’s Strategic Plan 2005-2008 will
require significant investment in additional teaching and student facilities at the Institute.
The Higher Education Authority (HEA) Review of Capital Investment15 has recommended an
outlay of approximately €46 million over the timescale of the Strategic Plan for investment
in teaching and infrastructural developments at the Institute. Achievement of this
investment will be crucial to the future development of the Institute.
The quality assurance procedures for evaluating academic programmes are discussed in the Chapter 12.
The Report of the Capital Review and Prioritisation Group was published in September 2004. The Group was appointed by the HEA
at the request of the Minister to review and prioritise all capital projects in the third level sector.
14
15
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Self-study Process and Stakeholder
Consultation
71
Chapter Four
Self-study Process and
Stakeholder Consultation
4.1
Introduction
The Institute’s decision to apply for delegated authority may be traced to the historical
development of the Institute Strategic Plan (as discussed in Chapter 3, section 3.9.2). A key
objective of the Strategic Plan under Goal 1 Academic Programmes was to seek from
HETAC delegated authority to make its own awards (section 1.3). As a prerequisite for
delegated authority, a copy of the Institute’s Quality Assurance Manual was submitted to
HETAC and this was approved in 2004.
In compliance with Sections 28 and 29 of the Qualifications Act, which requires that a
recognised institution consult with other providers in relation to its application for
Delegation of Authority, senior management initiated a process of consultation, initially
with academic staff. Between September and November 2004, a series of lectures were
organised at which the Registrar outlined the process involved in seeking delegated
authority and the implications of delegated authority for the Institute. These information
sessions created a platform for the consultation and self-evaluation process that was to
follow in developing the Delegated Authority submissions.
In February 2005, a Project Manager was assigned to co-ordinate the preparation of the
Institutions application to HETAC for delegated authority up to level 9 (taught Masters). A
second Project Manager was appointed to co-ordinate the preparation of the Institute’s
application to maintain a research register and subsequently to apply for delegated
authority up to level 10 in specific areas for research programmes.
4.2
The Self-Evaluation Process
An Institute-wide self-evaluation process was initiated in November 2004. Each of the
Institute’s three Schools was asked to review their activities. The different functional areas
within the Institute (including the Registrar’s Office, Finance, Student Services, the
Development Office, Computer Services, Human Resources, and the Library) were also
asked to conduct a self-study.
Table 4.1 outlines the schedule of reports/activities established by the Senior Management
Team.
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Table 4.1 Schedule of Reports/Self-studies for inclusion in the Delegated
Authority Submission
Report/Activity
Responsibility
Date to
Consultation with External Stakeholders
Director
On-going
Programmatic Review Business
Head of School of Business
October 05
Programmatic Review Engineering
Head of School of Engineering
October 05
Self-study Department of Science
Head of School of Science
October 05
Self-study Department of Computing
Head of School of Science
May 05
Self-study Department of Humanities
Head of School of Business
September 05
Library
Registrar
February 05
Computing Services
Registrar
March 05
Student Services:
• Careers and Appointments Service
• Access Office and Disability
Support Service
• Sports
• Chaplaincy
• Health Service
• Counselling Service
Registrar
March 05
Student Services Committee
Registrar
March 05
Registrars Office
Registrar
March 05
Campus Development
Head of Development
April 05
Innovation & Consultancy
Head of Development
September 05
External Services
Head of Development
April 05
Research
Head of Development
April 05
Facilities
Head of Development
April 05
Part-time and Continuing Education
Head of Development
September 05
Marketing
Head of Development
September 05
Finance
Secretary Financial Controller
September 05
Freedom of Information
Secretary Financial Controller
October 05
Human Resources
Secretary Financial Controller
March 05
Irish Office
Working Committee
November 05
Quality Assurance
Registrar
November 05
be supplied
Programme
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Chapter Four
The self-study was an Institute-wide process that encompassed an evaluation of the
Institutes management, operations and governance; the management and academic
structures governing programmes of education and training; and a detailed examination
of the service provision supporting the Institute’s programmes of study. The self-evaluations
in the central service areas involved a thorough examination of procedures and practices
and introduced a process of self-study and peer review to the service areas similar to the
quality assurance procedures in place in the academic areas. Arising from the self-studies and identification of strengths and weaknesses in the areas examined - practical
recommendations for improvement were made. Some of these improvements have been
implemented. The remaining recommendations will be implemented over the course of the
Institute Strategic Plan.
4.2.1
Programmatic Review and Self-Studies Schedule
In the case of Engineering and Business, the programmatic review dates coincided with
delegated authority self-evaluation process. Table 4.2 below shows the schedule of dates
for the programmatic reviews in all three Schools.
Table 4.2 Schedule for Programmatic Reviews
School/Department
Date for External Review
School of Engineering
December 2005
Business Departments:
February 2006
•
Department of Accountancy & Professional Studies
•
Department of Management
•
Department of Marketing & Business Computing
School of Science
May 2006
Department of Humanities
October 2006
The Programmatic Reviews for the School of Science and the Department of Humanities
were scheduled for 2006; therefore the Department of Applied Science, the Department
of Computing and the Department of Humanities each conducted a self-study. The selfstudies were carried out in consultation with staff and stakeholders, using a common
template, outlined below.
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Self-study Template
•
School/Department Profile and History
•
Educational Programmes
•
Research and Consultancy
•
Staff Development
•
Operation of Quality Assurance
•
Future Strategies for Development
An internal panel was established to review the self-studies and programmatic review
documents. The Business Departments completed an internal review in October 2005, the
School of Engineering in November 2005, and the Department of Humanities and the
School of Science in January 2006. The external review of the Programmatic Review for the
School of Engineering took place in December 2005.
Executive summaries of the self-studies in Science and Humanities and of the
Programmatic Reviews in Business and Engineering were submitted to HETAC together
with the Institute Self-Evaluation Report and Quality Manual as part of the delegated
authority submission.
4.2.2
Central Services Groups and Student Services
In accordance with the schedule of activities outlined in Table 4.1, each of the different
functional areas of the Institute completed a self-evaluation. In carrying out the selfevaluation, each functional area was requested to give a description of their key activities
and objectives, indicating:
•
the key stakeholders
•
the key processes involved in managing the functional area
•
the policies that govern these processes
•
how the functional area complies with its stated policies and procedures
•
what deficiencies need to be addressed and what improvements could be made within
the functional area
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4.3
Working Groups and Committees
To facilitate and guide the self-study process, a number of focus groups and committees
were established. Details on these working groups/committees are outlined below:
4.3.1
Direct Services to Students Focus Group
The Direct Services to Students Focus Group was established to guide the self-evaluation
process in the following areas:
•
Access Office and Disability Support Service
•
Student Counselling Service
•
Health Services
•
Chaplaincy Service
•
Sports and Recreation Service
•
Careers and Appointments Service
•
Alumni Association
•
Learning Supports for Students
Membership of the focus group comprised all of the service providers outlined above,
together with student representatives, management representatives, staff representatives,
the Delegated Authority Project Manager and the Registrar. The main aim of the focus
group was to enable the service providers to obtain feedback with regard to how they
operate, to identify the ways in which they interface with staff and students and to pinpoint any common Institute-wide issues that needed to be resolved.
4.3.2
Support Services to Students Focus Group
The Support Services to Students Focus Group was established to examine student support
in areas such as computing services, admissions and registration. The group comprised the
Academic and Student Affairs Manager, MIS Manager, technical support staff and
administrative staff, together with staff representatives, management representatives,
student representatives, the Delegated Authority Project Manager and the Registrar. Again,
the purpose of the focus group was to enable service providers to obtain feedback, to
examine the ways in which they interface with staff and students and to identify areas
where improvements could be made. Meetings of both focus groups were held in March,
April, May and November of 2005.
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Delegation of Authority Submission
Building & Estates User Forum
The Head of Development formed a Buildings and Estates User Group in January 2005. The
aim of this group was to obtain feedback from stakeholders and to provide a forum to
discuss any ongoing questions, problems or issues in relation to facilities management and
infrastructural issues. The forum also provides an avenue to discuss how areas of service
provision within the institute that can be further developed or improved. Membership
includes representatives of all stakeholder groups within the Institute, including students
as well as staff. Meetings take place once per month.
4.3.4
Research, Development and Innovation Working Group
A Research, Development and Innovation Working Group was established to address the
areas of research, development, consultancy and innovation. Membership comprised
representatives from management, academic staff, support staff, postgraduate students
and research personnel. This group examined key areas such as the Institute’s research
strategy, the management and structures in place to support research, the funding of
research and research facilities. The group was established to inform both the Institute’s
application for delegated authority to level 9 (taught Masters) and the self-study on
research for the Institute’s application to maintain a register of postgraduate students with
a view to seeking delegated authority to make awards up to level 10 in selected disciplines.
4.3.5
Institute-wide Self-study Groups
In addition to the focus groups and committees mentioned above, a variety of sub-groups
were established to study particular areas/processes in each of the functional areas within
the Institute. These studies groups are detailed in the relevant chapters of the Institute Selfevaluation Report. The various sub-committees of Academic Council, including the R&D
Committee and the Post-graduate Committee also informed the self-study process, as well
as Academic Council itself.
4.4 Surveys
To obtain feedback from stakeholders and review the effectiveness of Institute activities in
different areas, a number of surveys were carried out. These surveys, which included a
survey of all staff within the Institute, a survey of graduates, a survey of career guidance
counsellors and school principals, and a survey of first year students, are outlined in Table
4.6 below.
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Chapter Four
Table 4.3 Surveys Undertaken as part of the Delegated Authority Process
Survey
Purpose
Stakeholders
Date
Library User Survey
To identify areas for providing a more
Students and Staff
May 2004
School Principals
Dec 2004
Dec 2004
customer-focused and improved
library service
School Principals
To obtain feedback from schools
on the type of programmes the
Institute offers, student support
and the physical environment
Guidance
To obtain feedback on the
Guidance
Counsellors
information that the Institute supplies
Counsellors
on programmes of study
First Year Students
To obtain feedback from First Year
All First Year
Students on why they chose to
Students
April 2005
study at the Institute and the main
problems experienced in the course
of the studies
Counselling Service
To evaluate student (and staff)
Staff and Students
April 2005
All Staff
June 2005
To identify where graduates find
All Graduates in
Nov 2004
employment and/or continue to
2004 and 2005
and 2005
Sept 2005
awareness of the counselling service,
including where the service is
located, how to access the service,
whether they (students) would use
the service, and what reservations
they would have about using
the service.
Staff Survey
To measure organisational culture.
The 9 Factors survey provides a
comprehensive measure of organisational
culture with profiles of communication,
management style, organisational and
personal factors.
Graduate Survey
further study
Survey of M50
To obtain feedback on the effectiveness
All participants on
Enterprise
of the M50 EPP in supporting
the M50 EPP
Programme
entrepreneurs and the
success of these start-ups
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The development and implementation of the surveys outlined in table 4.6 informed the
self-study but are also part of a wider strategy within the Institute to develop metrics and
performance indicators by which the activities of the Institute can be assessed. The Staff
Survey, for example, was a project action identified as part of the Strategic Plan, under
Staff Development and the Working Environment. This was “to agree a set of indicators
for levels of staff satisfaction with the Institute as a place to work and implement
continuous improvement processes” (Institute Strategic Plan 2005-8, p.19).
4.5
Stakeholder Involvement
As part of the self-study process and in compliance with Sections 28 and 29 of the
Qualifications Act, a structured process was developed to inform all relevant stakeholders
about the delegated authority process. The purpose of the consultation process was to
inform stakeholders of the Institute’s decision to seek delegated authority, and to elicit their
views and obtain feedback on how the Institute might improve its activities.
Table 4.3 outlines the schedule of meetings and presentations on delegated authority
made to internal stakeholders. These were made by the Director, Registrar and in some
cases by the Senior Management Team and the Delegated Authority Project Managers.
Table 4.4 Internal Consultation
Consultation
Date
Governing Body
10th August 2004
TMT
20th September 2004
Academic Council
3rd November 2004
Department of Science
4th November 2004
School of Business & Humanities
8th November 2004
Department of Computing
10th November 2004
School of Engineering
11th November 2004
General Meeting Staff
16th November 2004
General Meeting Staff
26th November 2004
Academic Staff
26th September 2005
Post-graduate Students
6th September 2005
Academic Staff
7th October 2005
Class Representatives
22nd November 2005
Students
December 2005
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In addition to the consultations listed in table 4.3, regular progress reports (every two
weeks) were made by the Registrar and the Delegated Authority Project Managers at AMT,
TMT, SMT and Academic Council meetings. A Newsletter was produced in September
2005 for staff, students and external stakeholders. The Director also informed staff of
progress in relation to delegated authority and the implementation of the Strategic Plan at
a series of meetings held in April, May and September 2005.
Table 4.4 outlines the key meetings/presentations that took place with external
stakeholders.
Table 4.5 Consultation with External Stakeholders
Consultation
Date
School Principals
18th November 2004
Guidance Counsellors
9th December 2004
Parents’ Night
16th November 20005
South Dublin County Enterprise Board
April 2005
South Dublin Chamber of Commerce
12th October 2005
South Dublin County Council
23rd March 2005
Tallaght Hospital
30th November 2005
FÁS
May 2005
VEC
December 2005
Professional Bodies/Institutes
Ongoing
Tallaght Partnership
November 2005
Escuela de Empresa Y Comunicación, Madrid
28th September 2005
Intel Ireland
14th September 2005
Clondalkin Partnership
November 2005
Fáilte Ireland
September 2005
ACE and CHEAP
November 2005
As part of the consultation process, the Institute also consulted with other education
providers. Table 4.5 outlines the visits made to other Institutes of Technology and
Universities by members of SMT and the Delegated Authority Project Managers.
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Table 4.6 Consultation with other Providers
4.6
Consultation
Date
Letterkenny IT
Jan 2005
IT Tralee
April 2005
Dublin City University
May 2005
Waterford IT
May 2005
Sligo IT
May 2005
Dun Laoghaire IADT
September 2005
Trinity College Dublin
September 2005
Blanchardstown IT
October 2005
Self-Study Review: Feedback & Consultation
Process
The Institute self-evaluation built on the consultation processes and stakeholder
involvement already established in the course of developing the Institute Strategic Plan
2005-8 and the Institute Quality Assurance Manual. It also took on board the
recommendations arising from all internal and external audits carried out within the
Institute, including a series of internal audits carried out by the Institute’s internal auditors,
Deloitte & Touche.
A draft of the Institute Self-Evaluation Report was made available to all staff on the intranet
site in November 2005. This was accompanied by a form, inviting feedback from
stakeholders. The feedback form asked the following questions:
1. Name of Individual/Department/Functional Group that submits this response to the
process.
2. Is your experience of the Institute overall accurately reflected in the Self-Study
document?
3. Do you consider that the Self-Study document accurately reflects the processes and
procedures, which are in place in your function/department area?
4. What changes or additions would the staff of this area/department/function like to see
in the document so as to make it more representative of their view of the Institute?
5. Are there any other comments or suggestions that you would like to make?
5. Name of Contact Person submitting self-study response
6. Date of submission
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The Institute Self-Evaluation Report was amended as a result of feedback obtained through
the consultation process. The final version of the Institute Self-Evaluation Report was
submitted to HETAC in January 2006.
4.7 Conclusion
The Institute Self-Evaluation process was a consultative process and was carried out
consistent with the guidelines issued by HETAC. A thorough examination of procedures
and practices across all Schools, Departments and functional areas was undertaken, to
assess compliance with the criteria established by HETAC for the delegation of authority to
make awards.
The self-evaluation process proved to be an invaluable and extremely worthwhile
experience that helped to reinforce and consolidate the objectives of the Institute Strategic
Plan 2005-8. The process has also been a driving force in the implementation of quality
assurance procedures throughout the Institute. Arising from the integration of these three
parallel processes (the development of the Quality Assurance System, the implementation
of the Strategic Plan, and the delegated authority self-evaluation process) a series of
important changes has been implemented. These changes, which include the introduction
and consolidation of new management information systems, the introduction of a
Performance Management Development System (PMDS) and a number of infrastructural
developments and refurbishments, have led to significant improvements within the
Institute.
As a result of these processes, existing procedures have been revised, service provision has
been greatly enhanced, and further positive changes are being implemented. A structured
process of evaluation, monitoring and feedback is also now in place that will yield
important benefits for Institute stakeholders.
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T h e Te a c h i n g a n d L e a r n i n g C o n t e x t
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Chapter Five
The Teaching and Learning
Context
5.1
Introduction
This chapter outlines the main disciplines of study within the Institute and provides a portfolio of
programmes available both in full-time and part-time mode. The development of new
programmes at under-graduate and post-graduate level reflects the growth and maturity of the
Institute and the commitment to continuously adapt to the changing needs of learners and of
society. Key aspects of education provision within the Institute are highlighted, such as operation
of a semester system, the provision of ACCS (Accumulation of Credits and Certification of
Subjects Scheme) programmes, the provision of add-on Ordinary Bachelor Degrees and Honours
Bachelor Degrees, and the emphasis within programmes of study on continuous assessment The
methods of evaluation of learners and the teaching and learning techniques employed reflect the
practical and professional orientation of programmes, as well as the Institute’s commitment to
continuous improvement and quality assurance in education provision.
5.2
Disciplines of Study
The current academic structure of Schools and Departments is shown in Table 5.1. The
Institute is organised academically into three Schools. Each School is managed by a Head
of School with the assistance of Heads of Departments and administrative staff. The
monitoring of programmes involves the ongoing systematic examination of programme
delivery at Departmental, School and Institute level.
Table 5.1 Academic Schools
School of Business and Humanities
Department of Accountancy and Professional Studies
Department of Management
Department of Marketing and Business Computing
Department of Humanities
School of Science
Department of Science
Department of Computing
School of Engineering
Department of Electronic Engineering
Department of Mechanical Engineering
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The School of Business and Humanities comprises four Departments: the Department of
Management, the Department of Marketing and Business Computing, the Department of
Accounting and Professional Studies, and the Department of Humanities. The Department
of Humanities is responsible for a broad range of courses including Languages, Audio
Visual Media, Catering, Theology, Hospitality and Tourism.
The School of Engineering comprises the Department of Electronic Engineering and the
Department of Mechanical Engineering.
The School of Science comprises the Department of Applied Science and the Department
of Computing. Each Department is responsible for monitoring and administering its own
academic programmes. The main mechanisms through which programmes are monitored
are the Programme Boards and the Periodic Programmatic Reviews.1
1
Academic Quality Assurance Procedures are discussed in Chapter 12, pp.
85
Chapter Five
5.3
Portfolio of Programmes
The following tables show the range of programmes currently available in full-time and
part-time mode in the Institute.
Table 5.2 Portfolio of HETAC Programmes (Full-time)
School of Business and Humanities Full-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Business in Accounting
Higher Certificate in Business in Marketing
Higher Certificate in Business in Business Administration
Higher Certificate in Business in Audio Visual Communications
Bachelor Degrees (Level 7)
Add-On
Bachelor of Business in Accounting
Bachelor of Business in Marketing
Bachelor of Business in Management
Bachelor of Arts in Audio/Visual Media
Ab-initio Ordinary Bachelor Degree
Bachelor of Business in Bar Management
Honours Bachelor Degrees (Level 8) Add-on
Bachelor of Business (Honours) in Accounting
Bachelor of Business (Honours) in Marketing Management
Bachelor of Business (Honours) in Management
Bachelor of Arts (Honours) in Audio/Visual Media
Ab-initio
Bachelor of Arts (Honours) in Applied Languages
Bachelor of Arts (Honours) in European Studies
Masters Degree (Level 9)
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Master of Arts
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School of Science Full-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Science in Biology
Higher Certificate in Science in Applied Chemistry
Higher Certificate in Science in Computing-Information Systems
Bachelor Degrees (Level 7)
Add-on
Bachelor of Science in Bioanalysis
Bachelor of Science in Chemical Analysis
Bachelor of Science in Computing-Information Systems
Honours Bachelor Degrees (Level 8) Add-on
Bachelor of Science (Honours) in Bioanalytical Science
Bachelor of Science (Honours) in Applied Chemistry
Bachelor of Science (Honours) in Computing Information Systems
Ab initio
Bachelor of Science (Honours) in Pharmaceutical Science
Masters Degrees (Level 9)
Master of Science by Research
Doctor of Philosophy (Level 10)
Doctor of Philosophy
School of Engineering Full-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Engineering in Electronic Engineering
Higher Certificate in Engineering in Electro-Mechanical
Engineering
Higher Certificate in in Engineering Mechanical Engineering
Bachelor Degrees (Level 7)
Add-on
Bachelor of Engineering in Electronic Engineering
Bachelor of Engineering in Electro-Mechanical Systems
Bachelor of Engineering in Mechanical Technology
Bachelor of Engineering in Manufacturing Technology
Honours Bachelor Degrees (Level 8) Two years Add-on
Bachelor of Engineering (Honours) in Manufacturing Engineering
Bachelor of Engineering (Honours) in Electronic Engineering
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Chapter Five
Table 5.3 Portfolio of HETAC Programmes (Part-time)
School of Business and Humanities Part-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Business in Accounting
Higher Certificate in Business in Marketing
Higher Certificate in Business in Business Administration
Higher Certificate in Business in Primary School Modern
Language Teaching (Spanish)
Bachelor Degrees (Level 7)
Add-On
Bachelor of Business in Accounting
Bachelor of Business in Marketing
Bachelor of Business in Management
Bachelor of Arts Degree in Technology Management
Honours Bachelor Degrees (Level 8)
Graduate Diploma in Primary School Modern Language
Teaching in French
Add-on
Bachelor of Business (Honours) in Accounting
Bachelor of Business (Honours) in Marketing Management
Bachelor of Business (Honours) in Management
Bachelor of Science (Honours) in Technology Management
Masters Degree (Level 9)
Master of Arts in Interactive Multimedia and Design
School of Science Part-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Science in Good Manufacturing Practice
and Technology
Higher Certificate in Science in Sterile Services Technology
Bachelor Degrees (Level 7)
Add-on
Bachelor of Science in Pharmaceutical Technology*
Bachelor of Science in Sterile Services Management
Honours Bachelor Degrees (Level 8)
Bachelor of Science (Honours) in Applied Chemistry (Add-on)**
Higher Diploma in Science in Pharmaceutical Production ***
Post-graduate Diploma
and Masters Degree (Level 9)
Master of Science in Pharmaceutical Production
* A follow-on programme to the Higher Certificate in Science in Good Manufacturing Practice and
Technology
** A follow-on programme for holders of a cognate Bachelor Degree (Ordinary) in Chemistry
*** A follow-on programme for holders of a Primary Degree in Science, Engineering or equivalent.
Applicants should also be employed in a relevant industrial sector.
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School of Engineering Part-time Programmes
Higher Certificates (Level 6)
Higher Certificate in Engineering in Electronic Engineering
Higher Certificate in Engineering in Mechanical Engineering
Higher Certificate in Engineering in Electro-Mechanical
Engineering
Higher Certificate in Engineering in Maintenance Technology
Bachelor Degrees (Level 7)
Add-on
Bachelor Degree in Electronic Engineering
Bachelor Degree in Manufacturing Engineering
Honours Bachelor Degrees (Level 8)
Add-on
Bachelor Degree of Engineering (Honours) in Electronic
Engineering
Bachelor Degree of Engineering (Honours) in Manufacturing
Engineering
5.3.1 Collaborative Programmes 2004/5
Since 1992, the Institute has developed its portfolio of programmes substantially. In
addition to new programmes that are being developed, the Institute has developed a
number of collaborative programmes through partnership with other professional bodies,
third level institutes and industry. The majority of collaborative programmes arise within the
School of Business and Humanities and are managed by the Department of Accounting
and Professional Studies. This Department manages the delivery of programmes leading to
the awards of Professional Institutes, such as the Irish Management Institute (IMI), the
Institute of Accounting Technicians in Ireland (IATI), the Chartered Institute of Personnel
Development (CIPD) and the Institute of Professional Auctioneers and Valuers (IPAV).2 A
summary of the programmes, provided during the 2004/5 academic year, is provided in
Table 5.4.
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Table 5.4 Collaborative Programmes 2004/5 in the School of Business &
Humanities
Programme
Collaborator
Validated by
No. of Years
Intel and IBEC.
HETAC
3
Priory Institute, Tallaght
HETAC
3
Institute of Accounting
IATI
2
IMI
2
School of Business
and Humanities
Bachelor Degree in
People Management
Bachelor of Arts
in Theology
Accounting Technician
Technicians in Ireland (IATI)
Certificate in Supervisory
Irish Management
Management
Institute (IMI)
Certificate in Personnel Practice
Chartered Institute of
1
Personnel Development
Certificate in Production and
APICS – the Educational
Inventory Management
Society for Resource
APICS
2
IPAV
2
Management (USA)
Certificate in Auctioneering
Institute of Professional
and Estate Agency
Auctioneers and Valuers
(IPAV)
5.3.2
Cross-faculty Co-operation in Education Provision and
Collaboration with other Institutes and with Industry
Cross-faculty co-operation in education provision is an important feature of Institute
programmes. Examples of cross-faculty co-operation in education provision, which also
involve collaboration with industry, are:
•
The Bachelor of Arts Degree (Ordinary) in Technology Management and the Bachelor
of Science (Honours) in Technology Management. These programmes are offered by
the Department of Management and the Department of Engineering. Both
programmes are validated by HETAC.
•
The Cisco Certified Network Associate (CCNA) Programme. This course, which has a
strong practical focus, is offered by the Department of Computing and the Department
of Electronic Engineering. It is validated by the networking solutions company, CISCO
Systems Incorporated, the world leader in computer networking solutions. The
Institute is an official Cisco Local Academy and has been certified by Cisco to offer
courses of study leading to CCNA certification. While the CCNA programme prepares
2
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A total of 350 students were enrolled on the Professional Institute Programmes during the 2004/5 academic year.
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students to take CCNA certification examinations, graduates may also receive single
subject certification enabling them to gain exemption from programmes in both of
these departments.
•
The Intel People Management Programme. The Diploma in People Management (now
the Bachelor of Business Ordinary Degree in People Management) is a programme that
was developed in collaboration with Intel and the Irish Business Employers
Confederation (IBEC). Seventy-nine employees of Intel have successfully completed
the course since its beginning in 2000. In 2004/5 the Diploma was changed to a
Bachelor of Business (Ordinary) Degree in People Management (in keeping with the
national qualifications framework) and there are currently 21 people studying on the
programme. Graduates from the programme can also progress to the Bachelor of
Business Studies (Honours) programme, having completed a number of bridging
modules. Sixteen people graduated from the Bachelor of Business Studies (Honours)
programme in November 2004.
•
The Higher Certificate Programme in Safety & Health at Work. The Department of
Applied Science collaborates with UCD in the delivery of a Higher Certificate
programme in Safety & Health at Work. The Institute is a tutorial centre for this
programme, which is delivered in distance mode by UCD.
•
Research Co-operation. A number of members of staff in the Department of Applied
Science (Biology and Chemistry) are involved in a number of partnerships under the
Program for Research in Third Level Institutes (PRTLI) with Dublin City University and
NUI Maynooth. Research collaboration is considered in detail in Chapter 13.
5.3.3
International collaboration
International collaboration is an important feature of Institute programmes and represents
a strategic area for development. In addition to international collaboration with other third
level institutions under the EU Socrates Programme,3 the Institute maintains a link with a
third level college, Escuela de Empresa y Communication (BAi). This college is a private and
independent institution, located in Madrid. Through articulation arrangements with the
Institute and HETAC, BAi offers programmes in Public Relations, Marketing and
Advertising. Academic management from the Institute visit BAi annually to monitor the
implementation and administration of the programmes associated with the Institute.
In the area of science, the Institute is in discussion with Stevens Institute of Technology,
Jew Jersey, USA, to deliver a Higher Certificate in GMP & Technology. The Higher Certificate
in GMP & Technology would be delivered in distance mode to pharmaceutical companies
in the New Jersey area, using Stevens Institute of Technology e-learning platform. The
programme is part of a jointly sponsored programme called International Centre for
Pharmaceutical Education (ICPE).
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5.3.4
The Development of New Programmes
Table 5.6 shows the range of new programmes currently being developed within the
Institute. The development of new programmes (and review of existing programmes)
reflects the Institute’s commitment
to sustain, through continuous review and improvement, an academic
programme which is relevant to the needs of current and competitive students
Strategic Plan 2005-8 (p.8)
Many of the new programmes outlined in Table 5.6 will only be provided in part-time mode
as the Institute does not have the physical or human resources to run them on a full-time
basis. The new programmes – developed in areas such as Social Care Practice, Hospitality,
Information and Communications Technology (ICT), Bionalysis, Marketing, and Electronics
and Telecom Systems – reflect the Institute’s commitment to develop academic
programmes aligned to the needs of the community and to develop a suite of taught
Masters programmes geared toward the higher professional end of the market.4
3
4
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International collaboration within the EU Erasmus/Socrates framework is considered in more detail in Chapter Six.
Refer to Section 1 of the Strategic Plan 2005-8 (p.9-10), which deals with Institute Strategic Goals under Academic Programmes.
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Table 5.6 New Programmes
Programme
Validated by
Duration (Years)
Full-time
Part-time
School of Business and Humanities
Masters in Business Studies
HETAC
1
2
Bachelor of Arts in Human Resource Management
HETAC
1
1
Higher Diploma in Marketing*
HETAC
1
1
Higher Diploma in Business Computing
HETAC
1
1
HETAC
3
3
Bachelor of Arts in Digital Media
HETAC
3
-
Bachelor of Arts (Honours) in Digital Media
HETAC
4
-
Bachelor of Arts in Humanities – Hospitality**
HETAC
3
-
Bachelor of Arts in Humanities – Culinary Arts
HETAC
3
-
Social Care Practice
HETAC
4
-
Higher Certificate in Business Studies in Front Office
HETAC
2
-
Technology Management
HETAC
3
-
Bachelor of Science in Computing
HETAC
3
-
1.5
2.5
Ab initio
Bachelor Degree in Human Resource Management
Humanities
Ab initio
Bachelor of Arts in Humanities –
School of Science
Department of Computing
Ab initio
Bachelor of Science in Information
Master of Science in Distributed and Mobile Computing*** HETAC
Department of Science
Ab initio
Bachelor of Science in Applied Chemistry
HETAC
3
-
Bachelor of Science in Bioanalysis
HETAC
3
-
HETAC
3
4.5
HETAC
3
4.5
HETAC
3
4.5
HETAC
3
4.5
HETAC
3
4.5
School of Engineering
Ab initio
Bachelor Degree in Engineering – Mechanical
Bachelor Degree in Engineering
– Manufacturing
Bachelor Degree in Engineering
– Electro-mechanical
Bachelor Degree in Engineering
– Networks and Software Engineering
Bachelor Degree in Engineering
– Electronics and Telecom Systems
* This programme is aimed at non-marketing graduates, including graduates from engineering, science,
humanities and computing.
** This programme is being developed by a national consortium comprising the Institutes of Technology
and Fáilte Ireland
*** This programme will be offered from February 2006. It is an add-on programme for honours degree
holders in Computing or related disciplines where the applicant has appropriate work experience.
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In Science, a variety of programmes – the Higher Certificate in Science – Good
Manufacturing Practice and Technology, the Higher Certificate in Science – Sterile Services
Technology, the Bachelor of Science (Ordinary) in Pharmaceutical Technology, the Master
of Science in Pharmaceutical Production and the Higher Diploma in Pharmaceutical
Production – were all developed mainly in response to the needs of the pharmaceuticals
and biotechnology industries and the Health Sector.
Similarly, the suite of new programmes in the area of ICT (including the Master of Science
in Distributed Computing) was developed in response to the needs of the ICT sector. These
courses, which include a Master of Science in Distributed Computing, are designed to
provide graduates with the IT management skills to manage the delivery of IT within firms.
The Ordinary Bachelor Degree in Social Care Practice and the Bachelor of Arts in
Humanities – Hospitality, were developed in response to needs of the community. As with
all other new programmes, their provision was also guided by various national reports –
such as the Annual Competitiveness Reports of the National Competitiveness Council and
Government Green and White Papers on Education – as well as feedback from graduates
and other stakeholders.
5.3.5
Up-dating of Existing Curricula
In addition to developing new programmes, the Institute has just completed a process of
updating its existing curricula. This process followed the establishment of HETAC and the
National Framework of Qualifications (NFQ) in 2003/4.
In addition to changes in the standards and structures of awards (e.g. the replacement of
two year National Certificates with Higher Certificates, three year National Diplomas with
Ordinary Bachelor Degrees, and four-year Degrees with Honours Bachelor Degrees), the
NFQ introduced a new approach to the meaning of an award. The new approach
emphasises learning outcomes – what a person with an award, knows, can do and
understands – rather than time spent on a programme. The curriculum is defined in terms
of learning outcomes, whereby the level of knowledge, skills and competencies required
and the teaching and assessment methods are chosen to reflect their learning outcomes.
The NFQ contains ten levels and major award-types. Each award-type has an awarddescriptor which specifies the particular learning outcomes and the standards of
knowledge, skill and competence required for the award. The 10 level grid of indicators is
outlined in Addendum 1 of the National Framework of Qualifications (NQAI, October 2003).
A synopsis of the learning outcomes associated with each level is provided in Addendum 2
of the same document and the award-type descriptors are outlined in Addendum 4.
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As a result of these changes, the Institute has reviewed all of its programmes, including
course content, methods of delivery and progression criteria, to ensure that they meet the
standards defined in the NFQ. Programmes have been examined by expert external peer
review groups and have now been validated for the new awards. This process took place
in 2004. The revised course schedules were submitted to HETAC in March 2004, a panel
visit took place in April and the new course schedules were approved in May 2004. The
new awards took effect from the academic year 2004/5.
As a result of Programmatic Reviews being undertaken within the different Schools, further
changes to curricula will be introduced for the academic year 2006.
5.4
Programme Structures and Delivery: The
Ladder system of Progression
The NCEA/HETAC and the Institute of Technology sector pioneered the development of a
flexible ladder system whereby students can progress from two-year Higher Certificates to
add-on Ordinary Bachelor Degrees and Honours Degrees. Unlike the ab initio degree
system, students have the option to take time out to work or pursue other activities at the
end of year 2 or year 3, having achieved a recognised award. The Ladder system of two
year Higher Certificate programmes with progression to add-on Ordinary Bachelor Degree
and Honours Degree programmes is the most popular entry route for applicants to the
Institute. The introduction of ab initio Ordinary and Honours Degrees, in keeping with the
Bologna process, is a more recent development and it is expected that there will be
continued demand for both types of provision to degree level in the future.
5.4.1
The Semester System
The Institute operates a fully modularized semester system in all Schools and Departments.
The academic year is divided into two semesters and students sit examinations at the end
of each semester. Students pass or fail the academic year on the basis of aggregated
performance in both semesters. Assessment is primarily based on a mix of formal
examination and continuous assessment.
While a semester system is more demanding from an academic and an administrative
perspective, its advantages outweigh the greater demands associated with its operation.
The merits of a semester system, which incorporates a strong continuous assessment
component, include reduced pressure on students to perform well in a single written
examination, greater continuity in learning throughout the year, and a fairer assessment of
student performance, aptitudes and progress. Overall performance in any subject will be
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Chapter Five
determined not only by the final examination but by continuous assessment of course
work during each semester.
5.4.2
Examinations
Examinations take place in January, May and late August of each year. Semester 1,3,5,7
and 9 examinations are taken in January and exam boards held in early February. Semester
2,4,6,8 and 10 examinations are taken in May with Examination Boards in June.
Supplemental examinations for all semesters are taken in August with Examination Boards
being held in September. Student results are available within five working days of the
boards having sat. Results are available on the college notice boards or via the Internet with
normal security protection.
5.4.3
Student Performance: The Grade Point Average (GPA)
System
In keeping with the European Credit Transfer System (ECTS) the academic year has 60
credits available (normally, but not exclusively 30 per semester). Full-time students must
accumulate 60 credits to pass in a given academic year, in addition to having a Grade Point
Average (GPA) greater than or equal to 2.00 in each semester and no F grades.
Student performance is represented by the Grade Point Average (GPA) system whereby the
GPA values that students acquire determine the level of their award. Table 5.7 shows the
awards classification thresholds prior to September 2005 and the revised GPA thresholds
which are to take effect from 1st September 2005. The GPA system was amended so that
the award classification categories of Second Class Honours Grade 2 and Merit Grade 2
(previously set at 55%) and Second Class Honours Grade 1 and Merit Grade 1 (at 63%),
were brought in line with other awarding bodies in the State. The new HETAC award
classification categories were set at 50% (H2 and M2) and 60% (H1 and M1).
Table 5.7 Award Classification Categories
Level
GPA Value
GPA Value
Prior to Sept 2005
Revised Sept 2005
2.0
2.0
2.75
2.5
3.00
3.00
3.25
3.25
Pass Certificate/Diploma
Pass Degree
Merit II Certificate/Diploma
2.2 Honours Degree
Merit I Certificate/Diploma
2.1 Honours Degree
Distinction Certificate/Diploma
1.1 Honours Degree
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A grading system is used to reflect student performance in individual course modules and
the equivalent percentage bands for examination grades are shown in table 5.8 below:
Table 5.8 Grade Point Values
Grade
Percentage Band
Grade Point Value
A
*80
4.0
B+
70<80
3.5
B
60<70
3.0
B–
55<60
2.75
C+
50<55
2.5
C
40<50
2.0
D
*35 but <40
1.5
F
<35
0
A student’s overall performance is calculated by taking the total of the credits available for
each module multiplied by the Grade Point Value and dividing this total by 60 (the total
number of credits available for the year). The following example in Table 5.9 shows a
typical first year GPA calculation for semester 1 (note that there are only 30 credits
available). A student is deemed to have passed a year if he or she has no ‘F’ grades, has a
cumulative GPA of at least 2.0 and has accumulated 60 credits.
Table 5.9 Sample Student Results Semester 1
Subject
Credits
Grade
GPV
GPV x Credits
Mathematics
5
D
1.5
7.5
Economics
5
B+
3.5
17.5
Computing
5
B
3.0
15.0
Accounting
5
B
3.0
15.0
Human Resources
5
B
3.0
15.0
Business Environment
5
C+
2.5
12.5
Total
82.5
GPA
82.5/30 = 2 .75
5.4.4
Student Progression Criteria
For progression from a Higher Certificate to an Ordinary Degree programme a student
must have achieved a pass in the Higher Certificate, or hold an equivalent qualification.5
Where places on degree programmes are limited, they are offered on an ‘order of merit
5
Prior to the reduction in the GPA for progression to 2.0 (which took effect in 2005), students who did not achieve the entry standard
at the first attempt were given the opportunity to sit a qualifier examination. Qualifying examinations took place along with the repeats
(using the same papers, but distinguishing them by the inclusion of the words Qualifying Examination along with the title). A new GPA
was then calculated on the basis of performance in the qualifier and this determined the candidate’s position on the order of merit list.
Students who achieved a Pass could also increase their chances of obtaining a place on a degree programme by obtaining relevant
work experience. This work experience was graded and the result added to the students existing GPA to position the student on the
order of merit list.
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basis’. Places on Honours Degree programmes may also be limited. In general, admission
to Honours Degree courses (one year add on to the Ordinary Degree), is restricted to
students who have achieved a Pass in an appropriate Ordinary Degree Course. However, in
the case of Engineering (2 years add on to Ordinary Degree), the minimum requirement for
progression is a GPA of 2.75 and an average B grade in Mathematics at Ordinary Degree
level or an equivalent Mathematics standard.
5.4.5
The Accumulation of Credits and Certification of
Subjects Scheme (ACCS)
All modules on Institute part-time programmes6 are available to learners through the
Accumulation of Credits and Certification of Subjects Scheme (ACCS). All ACCS
programmes are broken down into modules i.e. single subjects taken over a semester. Each
module successfully completed gains a number of credits for the student. On successful
completion of a module, learners receive single subject accreditation, accumulating credits
toward an overall award.
The Institute’s ACCS programmes replicate much of the full-time HETAC programmes in
part-time mode, with participants attending the Institute during weekday evenings and/or
Saturday mornings. Participants may also attend modules during the day-time if they wish.
All of the Institute’s HETAC programmes comprise separate modules and a HETAC parttime student is free to study some or all available modules of a programme. This offers
considerable flexibility and facilitates access to students who may wish to combine study
with work and/or family and social commitments.
5.4.6
Programme Delivery Modes
The National Framework of Qualifications aims to establish a seamless progression in a
lifelong learning context to facilitate participation in Adult/Continuing education. One of
the consequences of lifelong learning is the need for flexible delivery mechanisms.
For individual students with sufficient time, pursuing the full-time route to education is
advantageous in that it permits intensive and focused study; however, in the case of parttime and adult continuing education, the provision of modular courses, in some cases
combined with distance learning support, is preferable. Firms are typically concerned about
losing key staff for extended periods while they study and so a more flexible part-time
route offers greater flexibility. The most popular models for industry appear to be part-time
courses, which are credit-rated and offer the individual the option of pursuing a higher
certificate or degree but which can also be taken as stand-alone inputs of training. This
6
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All HETAC and FETAC programmes.
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type of modular provision is characteristic of current programmes available in ACCS mode
across all disciplines and Schools within the Institute.
Some programmes are also provided on-site – such as the Bachelor of Business in People
Management, which is provided in Intel, and the Higher Certificate in GMP & Technology,
which is provided in Wyeth.7 In the academic year 2005/6 the School of Engineering also
propose to deliver Higher Certificate programmes on-site in Wyeth and NEC
Semiconductors Ireland Ltd.8
Other programmes involve block release, for example:
•
the Cisco CCNA Programme, which is provided jointly by the Department of Electronic
Engineering and the Department of Computing
•
the Hospitality and Culinary Arts Programmes in the Department of Humanities, and
•
the induction programmes in Pharmaceutical Technology provided by the Department
of Applied Science for employees in Wyeth, Takeda and Genzyme.
More recent innovations within the Institute include the FLASHE Higher Certificate in
Electronic Engineering. This programme, established within the Department of Electronic
Engineering, gives the learner control over when, where and how he/she studies. The
FLASHE programme makes use of the internet to deliver some materials and support,
reducing the duration of the programme and the amount of class time for which students
must attend the Institute. Requiring only eight hours per week attendance at the Institute
during each semester, the course is designed to provide flexibility in attendance times and
progression rates for individual learners. As part of the programme the student is provided
with learning material for home study and is supported and assessed by college tutors.
Participants with other commitments such as employment or family responsibilities can
benefit from these flexible learning arrangements.
5.5
Flexible Career Focused Courses
The methods of evaluation of learners and the teaching and learning techniques employed
within the Institute reflect the practical and professional orientation of programmes. The
courses on offer within the Institute have been carefully chosen to prepare students for
their chosen career. The primary objective is to give students a solid foundation in their
chosen profession, using the latest methods and techniques in use in industry. In
pedagogical terms, the Institute embraces a practical and student-centred education focus
that maximises the relevance of knowledge to the needs of learners and uses a wide range
of teaching and learning methods to impart knowledge, develop skills and enhance
The provision of programmes in Wyeth involves a blended learning approach, based on a combination of web-based
technologies in combination with face-to-face teaching and tutorial support on-site.
8
NEC Semiconductor Ireland Limited is a world-leading semiconductor manufacturer. The company is located in Ballivor, Co.
Meath and specialises in the assembly and tests of logic integrated circuits for the European market.
7
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competencies.9 This is reflected in the approved course schedules developed in accordance
with the guidelines and criteria established by HETAC.
5.6
Learner Diversity
In recent years, the growing diversity of the student population within the Institute has
required more innovative responses in terms of learning supports and pedagogical
teaching methods. The profile and background of students attending the Institute has
changed over the years due to a combination of factors, including an increase in the
number of non-traditional students attending the Institute (including mature learners and
learners with special needs), increased participation by international learners with different
cultural and educational backgrounds, and the prevalence of a mixture of abilities and
attainments in prior education. An increasing number of full-time students are also
undertaking part-time work during term-time.10 The net result is a wider range of abilities
between learners in individual class groups.
In the light of these developments, and also in view of the lower entry point requirements
to most courses, the Institute has had to seek new ways to encourage, motivate and
support students, and to improve pedagogical skills among lecturing staff.
5.7
Developments in Pedagogical Skills and
Training
Pedagogy is generally defined as the art and science of educating.11 The traditional model
of education was teacher-focused; however recent years have witnessed a departure from
the traditional model towards a student/learner-focused model. This development, towards
a learner-focused education philosophy, emphasises learning as a process of active enquiry,
not passive reception. It also highlights the need for learning to be grounded in experience.
Modern learning theorists such as Kolb and Hahn (1994) emphasise the importance of
learning by-doing and experiential learning. Unlike the ‘drill-them-and-test-them’ school of
educational thought, they emphasise that active learning results in longer term recall,
synthesis, and problem-solving skills compared to learning by hearing, reading, or
While a guiding principle underlying the provision of education is to prepare students for their chosen career, the Institute embraces a
vision of education that goes beyond that of meeting the needs of the market. Academic staff value and attach equal importance to the
social and cultural dimensions of education - as well as to the economic aspects.
10
On the positive side, the benefits of working include greater understanding of the world of business and increased self-confidence.
However, students who work also tend to miss lectures and achieve lower grades than they would have had they not been engaged in
employment. A report by Smith and Darmody (2005), entitled Who Works? Part-time Employment and Student Well-being in Higher
Education, found that the majority of Irish third-level students are engaged in paid employment and more than half do so on a regular
basis. While the report acknowledged that it is difficult to assess the impact of working part-time on academic performance, working
part-time is clearly associated with less time spent on personal study and greater dissatisfaction with workload.
11
The term andragogy, initially defined as the art and science of helping adults learn, recognises the importance of past experience
(or prior experiential learning). The term is currently used to define an alternative to pedagogy and refers to learner-focused
education for people of all ages.
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watching. The following section outlines some of the teaching and learning methods
employed within the Institute that encourage and facilitate active, practical and
independent learning.
5.7.1
Activity-based Learning
A variety of learning methods employed across all departments within the Institute offer
possibilities for active learning. These include case-studies, project work, computer-based
learning and simulated learning through the use of laboratory facilities – for example, in
engineering, science, computing and language laboratories. Learning-by-doing
opportunities are also provided in the National Pharmaceuticals Centre, the National
Microelectronics Centre and the Technician Development Centre – and in some cases, on
the premises of companies offering laboratory or simulation services.
Multi-media laboratory related facilities that support teaching and research on AudioVisual Media programmes include a photography studio, a digital print laboratory, a radio
studio and a digital audio post-production facility. The latter has a Musical Instruments
Digital Interface (MIDI), which is designed to facilitate students’ knowledge of commercial
studio equipment and procedures, and to augment their digital media work in other
modules so that professional soundtracks and productions can be completed.
Site visits are an important feature of Institute programmes. For example, in Science
students learn from on-site visits to companies such as Wyeth, Takeda, Bristol-MyersSquibb, Leo and Loctite. Students on the Bachelor of Science in Pharmaceutical Technology
programme also have a six month work placement component built into their studies.
Opportunities for interactive learning are provided through the use of project work, case
study analysis, visiting speakers, tutorials, field trips, group work and e-learning. The use
of these teaching methods is facilitated by small classes, which enable students to
participate.12
5.7.2
Relevant and Practical Higher Education
A critical factor in the learning process is the relevancy and immediacy of the information
that is being communicated. Students are interested in learning a topic and are more
motivated if the information that is being imparted is relevant to their current needs and
wants i.e. if the information is perceived as useful to them. This emphasis on practical and
relevant knowledge geared towards professional advancement is a feature of all
educational programmes within the Institute. Educational programmes seek to expose
students to new knowledge, to know how to apply it, to see this knowledge in new ways
and to build links so that they know where to find additional information when needed.
12
Students in engineering also do site visits during their studies. These industrial visits help students to focus on the potential careers that
their courses of study may help them attain.
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To increase the relevancy of the knowledge that is being communicated, courses are
developed in consultation with industry. Through ongoing partnership and collaboration
with industry, courses are also continually revised and up-dated to reflect new
developments. A large number of the part-time lecturers employed in the Institute come
from a range of companies within the region and this facilitates continuous improvement
of courses for the benefit of students.
5.7.3
Ongoing Professional Development
The Institute, through its various academic programmes, seeks to develop flexible
independent thinkers, capable of learning individually and through interaction with others,
and to be practical problem solvers. Graduates understand that learning is a lifelong
process and appreciate the importance of continuing their professional development.
Feedback from employers consistently confirms that graduates of the Institute are
equipped with the knowledge, skills and competencies which are relevant to the needs of
the workplace and which enable them to continuously adapt to its changing needs.13
5.7.4
Developing Transferable Skills
An important priority across all departments is the development of transferable skills. These
are skills developed in one situation which can be transferred to another situation.14
Transferable skills include communication skills, research skills, team working, time
management, project management, problem solving, decision-making skills and the ability
to cope with multiple tasks
Research from many sources confirms that transferable skills are highly valued by
employers.15 The value of such skills is often considered by employers to be greater than
the specialist subject knowledge which is developed by students in higher education. From
this perspective, learning is valued, not just for the sake of acquiring knowledge, but also
for the role it plays in the holistic development of the individual.
The development of transferable skills is a priority in the ten-level grid of level indicators
established by the NFQ and is explicitly written into the learning outcomes of all of the
Institute’s programmes. The enhancement of such skills is also reflected in the development
of new pedagogical approaches within the different Schools.
Detailed information on feedback from employers is provided in the Programmatic Reviews of the different schools.
This is the definition adopted by the team of researchers from TCD, DCU and WIT in their report, The hidden value of higher
education learning: transferable skills and their importance for graduates of modern language programmes (2004, p.1).
15
For example, the Fourth Report of the Expert Group on Future Skills Needs (Forfás, 2003).
13
14
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5.8
Delegation of Authority Submission
E-learning
An increasingly important trend in the teaching and assessment methodologies employed
within the Institute is the use of technology. Education and e-learning is currently a
strategic research area for the Institute. In January 2005, a working committee was
appointed by SMT to develop an e-learning strategy and project plan for the period 20052008. The proposed strategy is outlined in Strategy for the Development of a Technology
Assisted Learning Environment and eLearning 2005-2008.
5.8.1
Recent Initiatives in E-learning
E-learning can be defined as the use of digital technologies and media to deliver, support
and enhance teaching, learning, assessment and evaluation. While some educational
programmes can be delivered almost exclusively on-line (this is referred to as ‘distributed
learning’), much of the use of e-learning is in combination with off-line or face-to-face
teaching and learning. This combination of online and instructor-led training is usually
termed ‘blended learning’. E-learning is therefore relevant to the support and delivery of
programmes both on and off-campus.
Recent initiatives to support and enhance e-learning within the Institute include the
Moodle Learning Management System (LMS), which is used extensively in the Department
of Computing; the CompuPharma Learning Management System, developed and
implemented within the Department of Applied Science; and the Engineering Support
Learning Unit (ELSU) Platform, developed within the School of Engineering.
5.8.2
Moodle LMS
Moodle is a web-based LMS that allows lecturers to create a course website and provide
access control to enrolled students. It offers a variety of tools to make courses more
effective, for example, it offers an easy way to upload syllabi, lecture notes and
assignments. It also enables lecturers to give and receive assessments online, and to record
grades online. By allowing students engage with course material outside of class time, the
Moodle LMS facilitates independent learning and makes additional time available for
discussions, questions and problem solving, in a face-to-face setting.
From a departmental and academic perspective, Moodle also provides:
•
logs for monitoring student activity
•
notice boards with e-mail capacity for communicating with students
•
a means of identifying which resources are being accessed by students most frequently
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•
a facility for providing access to course material for repeat students
•
a powerful tool for communicating with part-time students
Adoption of the Moodle LMS in the Department of Computing has been very successful
and the system is being transferred to other departments. As Moodle is an open source
LMS, it offers the maximum flexibility to develop and experiment with innovative new
functionalities, while exploiting the common features of the underlying platform.
5.8.3
CompuPharma Learning Management System
In 2004 a new Pharmaweb Campus was established to support pharmaceutical
programmes in the Department of Applied Science. Full-time and part-time students on
pharmaceutical programmes can access lecture notes and use state of the art e-lessons
created by CompuPharma Ltd.16 Students can access the compuPharma LMS through the
internet to download interactive e-lessons and take on-line assessments as part of their
continuous assessment evaluation. The Institute has a library of over 130 e-lessons
developed by Compupharma Ltd., covering topics such as Laboratory Techniques,
Microbiology, Safety, Clinical Trials, Good Manufacturing Practice (GMP) and
Pharmaceutical technology.
The success and experience gained within the Department of Applied Science through the
Pharmaweb Campus has provided a foundation to expand e-learning to the traditional
science full-time programmes. A new LMS (SkillPRO) is being installed to provide interactive
e-lessons on specific courses as well as laboratory practices and procedures and laboratory
sessions.
The Department of Applied Science also plans to transfer the Moodle LMS to other
programmes and is developing selected courses for distance education delivery. As outlined
in section 5.3.3, the Institute has developed collaborate linkages with Stevens Institute of
Technology, Jew Jersey, USA, to deliver a Higher Certificate in GMP & Technology. The
programme will be delivered over the internet, using Stevens Institute of Technology elearning platform. Custom made course material was designed and produced to support
the new distance learning courses.
5.8.4
ELSU Portal
In 2003, the School of Engineering established an Engineering Learning Support Unit
(ELSU), with funding from the HEA Information Technology Investment Fund. This initiative
was stimulated by the need to improve retention among first year students – retention
rates in Engineering were approximately 60% on average for the years prior to 2003. The
CompuPharma is a limited company established in 1998 by Dr. Ed Carey, a lecturer in Department of Applied Science at ITT. The
company, which arose from research activity within the Institute, develops, publishes and markets technical software training
solutions for the global pharmaceutical, bulk chemical and healthcare manufacturing industries. The company has grown to become
a total training solution provider, offering not only e-Learning but a Learning Management System (Skillpad), Instructor-Led Training,
an SOP conversion service and training consultancy.
16
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objective of the ELSU project, which is based on a best practice model implemented at the
University of Loughborough, is to provide a set of comprehensive and flexible learning
supports to students. Central to the attainment of this objective is the task of coordinating, in consultation and with support of stakeholders in the organisation, a learning
support infrastructure which complements but does not usurp the normal learning
opportunities of students.
ELSU utilises a blend of traditional and more innovative channels of communication,
including e-mail, sms and portals, to facilitate communication between staff, the Institute
and students. It also seeks to establish and maintain appropriate tools to enhance the
learning environment and experiences of students, through, for example, the use of the
ELSU Student Portal.
The ELSU Student Portal is a website for students containing programme information,
presentations, course notes, revision guides and timetables. The benefit of the portal is that
students can access learning supports at any time, on-site or off-site.
ELSU also developed and implemented a Class Management Tool, which contains a list of
all students, with their group allocation and contact information, as well as a facility for
lecturers to produce class sign-in sheets, input session attendance information, produce
group email/sms messages, and produce absence reports and other information that are
used by ELSU for scheduled follow-up with students. In 2005, this was integrated with the
Kelpie functionality, a web-based front end developed by Glasgow Caledonian University.
This enables the efficient production of attendance letters for students and reports.
An online assessment tool has also been developed, Mark IT. This tool was developed in
response to student requests for early feedback on performance. Lecturers create quizzes
which students can take at regular intervals. The advantage is that students get immediate
feedback on performance while lecturers can monitor individual and group performance
and gauge levels of learning.
Some of the ELSU learning supports are currently being transferred across other
departments. The Moodle Learning Management System (LMS) is also being expanded to
other departments. The use of these strategies, along with the CompuPharma Learning
Management System, have contributed to enhancing the quality of the teaching and
learning environment within the Institute.
5.8.5
Future Developments in E-learning
While significant progress has been made in supporting and enhancing e-learning both on
and off campus, there is still limited expertise within this area and the current phase
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represents a period of mission critical learning across all departments and functional areas.
The Institute’s Strategy for the Development of a Technology Assisted Learning
Environment and eLearning 2005-2008, seeks to provide a coherent institution-wide
strategic vision that enables the development of the learning environment in a way that
supports programme delivery in an accessible and flexible manner. Core elements of the
strategy include the provision and development of the ICT infrastructure, the development
of e-learning skills among students, and staff training and development to support the
increased use of e-learning,
5.9
Other Learning Supports to Improve
Retention and Student Performance
Other initiatives taken to improve retention and provide learning supports for students,
include the development of an Education and Learning Support Unit (ELSU), the
introduction of mentoring programmes and increased investment in pedagogical skills
training.
5.9.1
ELSU: Towards an Institute-wide Education and Learning
Support Unit
As discussed in section 5.8.4, in 2003, the School of Engineering established an
Engineering Learning Support Unit (ELSU), with funding from the HEA Information
Technology Investment Fund. This initiative was stimulated by the need to improve
retention among first year students in Engineering. The objective of the ELSU project is to
provide a set of comprehensive and flexible learning supports to first year students, to ease
in the transition from second to third level.
To inform its activities, ELSU has established a set of criteria to help identify, on entry,
students at risk of non-completion of year one. This information is combined with an
evaluation of student learning styles and abilities with a view to providing appropriate
pedagogical supports. During the first week of semester one, students undertake a
learning styles inventory. The results of this activity are collated and provide lecturers with
a view of the learning preferences of their students to enable the alignment of teaching
and learning styles. This activity also helps students to understand their own learning styles.
ELSU also has an established mentor programme. Each student is allocated to a mentor
who can provide the student group with effective guidance and support. In 2005, a more
formal Personal Development Plan (PDP) was piloted. Within this structure, students
complete various small tasks which provide the basis for discussions with their mentor. The
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implementation of PDP was in response to Mentor feedback on the effectiveness of the
programme during 2003/4.
ELSU provides ongoing support to students during their first year. Tutorials are provided as
and when they are needed by students. Other supports provided by ELSU include voluntary
workshops in problem areas (two areas identified were Physics and IT) and structured
revision workshops prior to the semester one and two revision periods. The success of the
ELSU project is reflected in student performance in year one examinations. Student pass
rates improved from 59% in 2003/4 to 73% in 2004/5.
Where ELSU learn of a student’s desire to withdraw from the programme of study, students
are asked to attend a meeting with the ELSU Manager. This is an informal discussion,
following a structured template, to understand the student’s concerns and motivations.
The discussion can take various forms, from listening to issues and offering advice and
follow-up action, guiding the student to other student welfare services e.g. career
guidance, student counsellor/chaplain, through to providing a positive exit experience for
the student.
In 2004, the ELSU model was introduced into the School of Science. Students in the
Department of Applied Science and the Department of Computing can now benefit from
ELSU. The School of Business and Humanities has in place various learning supports to
enhance the learning activities of students. These supports are focused on tutorial
provision and exam preparation activities. The School plans to adopt the ELSU model,
following its consolidation in the School of Science.
5.9.2
Mentoring Programmes
One of the keys to effective teaching is the active involvement of students in the learning
process. One way to achieve this is through effective mentoring. In the 2003/4 academic
year, mentoring was introduced in the Department of Applied Science and the School of
Engineering. Each first year student is now assigned a staff member as a mentor. The role
of the mentor is to help students who are experiencing difficulty in adjusting to third level
education, either because of difficulty coping with all of the new material being presented,
or because of difficulty in getting to know about procedures. The Mentor can provide
guidance and advice on study skills, advice on programme structure and assessment, or
point the student in the direction of others better equipped to deal with their particular
problem. In this way the mentor prevents small problems from becoming large and
insurmountable.
The Department of Computing put in place a similar mentoring programme in 2004, also
for first year students.17 The prevalence of larger class sizes in the School of Business and
Humanities precludes the operation of an effective mentoring system; however, within
As discussed, the School of Engineering ELSU model also incorporates a mentoring programme. To improve the effectiveness of
mentoring, lecturers in the School of Science and the School of Engineering participated in a series of workshops on mentoring. These
workshops took place in 2005 and were facilitated by outside experts.
17
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Chapter Five
these departments, Programme Leaders play an important role. Programme Leaders are
lecturers appointed by the Heads of Department and provide a contact point for students
to provide feedback and to communicate their concerns and comments regarding a
particular course. Once received, the Programme Leaders can feed this information into
Programme Boards so that they can develop an appropriate response.
5.9.3
Pedagogic Skills Training
The Institute is committed to the development of pedagogical skills among academic staff
and has a cross collegiate staff training budget of €100,000 per annum for the next three
years to support initiatives in this area. An additional €80,000 per year is distributed to
Schools for discipline specific staff development. This money will be spent on areas such as
equality and diversity training, project management, and pedagogical skills training. Each
head of department and function has conducted a Training Needs Analysis among their
staff and additional funding will be available to support individual staff development
needs.
The Training Needs Analysis performed in all major departments concluded that there was
a need to focus on two major areas of training – pedagogical skills and professional
development.
Within the School of Business and Humanities, recent initiatives to improve pedagogical
skills among lecturing staff include a two-day programme on Assessment and Course
Design, designed jointly by the School and the Director of the DIT Teaching and Learning
Centre. This training programme was held in September 2005. Other initiatives include a
workshop on Case Study Writing and Analysis and a Doctoral Colloquium for staff
registered on PhD programmes.
Pedagogical skills training within the School has focused on the following topics:
108
•
Student-centred Learning
•
Curriculum Design
•
Writing Learning Outcomes
•
Lesson Planning, Design and Delivery
•
Group learning
•
Problem Based and Project Based Learning
•
E-Learning
•
Assessment
•
Evaluation
•
Integrating Key Skills into the Curriculum
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All other departments within the Institute have placed similar efforts into the development
of pedagogical skills among academic staff.18 In the Department of Applied Science a
Pedagogy Group was established in 2004. All lecturing staff in the department was
surveyed on teaching methods and on exam styles. A series of Pedagogy Group Meetings
were held in spring 2004 and in August 2005 the Department produced a Teaching and
Learning Self Study Group Report, outlining the current practices within the Department
and recommending some areas where improvements could be made.
Initiatives in the School of Engineering include training in the areas of equality and diversity.
This training was designed to raise awareness and increase understanding among
academic staff of equality issues in engineering education, and to provide practical skills
and experiences to help implement attitudinal and behavioural change. Curriculum
development is ongoing within the School and small teams of lecturers frequently work
together to improve specific subject teaching and assessment. The School is also actively
involved in researching problem based and other learning approaches to provide different
learning opportunities and insights to engineering education. The Department of
Mechanical Engineering has organised a workshop on Learning Outcomes and has
planned two further workshops on E-learning and Project-Based Learning, to take place in
early 2006.
Within the Department of Humanities, language programmes are continually evaluated by
means of discussion at formal and informal meetings, and by regular updating of syllabi,
textbooks and reference books by all involved in teaching. All language lecturers are
involved in this process and attend in-service seminars in the different fields of foreign
language pedagogy. Lecturers also have the opportunity to further a variety of interests,
explore new areas of study and constantly update their teaching skills.
Finally, the Institute supports pedagogical skills training for new members of staff. On
joining the Institute, new lecturers are invited to participate in a two-day training
programme that covers key areas of pedagogical skills training, including curriculum
development, communication skills and lesson planning, design and delivery.
5.10 Conclusion
This chapter has identified the key characteristics of the teaching and learning process in
the Institute, including the key aspects of programme structures and their delivery. The
Institute’s core activity is teaching19 and the Strategic Plan 2005-8 (p.11) outlines the
Institute’s commitment to
18
19
These are discussed in detail in the Programmatic Reviews/Self-study documents.
The pursuit of excellence in research is also a key objective and this strengthens education and training provision.
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Chapter Five
ensure that its academic programmes will be delivered in a supportive, accessible
and flexible learning environment, and in a manner which is friendly and
enriches the lives of our students and staff
The Institute has had to adapt its programmes and teaching methodologies to support new
developments and changes in the needs of learners and of society. This is reflected in
innovations in the various curricula, in the provision of additional learning supports, in
efforts to improve the quality of teaching and learning through pedagogical skills training,
and in support for e-learning and various other initiatives outlined.20
The Institute recognises the need to continue to develop the teaching resources available
to both staff and students. The Strategic Plan 2005-8 (p.12) identifies the specific project
actions necessary to develop the learning environment. These relate to the development of
the informational technology infrastructure, the ongoing development of the learning
support infrastructure for first year students, and the development of Institute resource
centres. Staff training is also a key element of the future strategy and the Institute is
committed to providing opportunities for staff to develop their knowledge and skills
through upgrading of qualifications or the acquisition of new or upgraded skills and
competencies as appropriate.
Additional support services available within the Institute, such as the careers and appointments, alumni, health, counselling and
chaplaincy services, also enhance the educational experience of students. These are considered in detail in Chapter 8 Student
Services.
20
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Chapter Six
Learner Profile
111
Chapter Six
Learner Profile
6. 1
Introduction
This chapter provides a profile of the learner population at the Institute, distinguishing
between full-time, continuing education and international students. The main focus is on
the full-time student population; a separate analysis of the part-time student population is
provided in Chapter Seven.
The analysis of full-time students is given at the level of School and Department. The data,
with some exceptions, covers the academic years 1998/9 to 2003/4. The start of this period
coincides with the timing of the Institute’s last Institutional Review. Examination data,
including yearly completion rates, is included for each of the Institute’s eight Departments.
Learner registration data and trends in CAO applications are also analysed. The final
section examines the international dimension of the Institute, providing data on the
number of international students and mobility of staff under the EU Socrates/Erasmus
programme.
An overview of the growth and development of the Institute since 1992 is provided in
Figure 6.1. The student population (full-time and part-time) increased almost threefold
over the period 1992-2004, rising from 969 in 1992/3 to 3,608 in 2003/4. In 1996/7 the
number of students on the part-time programmes outpaced the number of students on
the full-time programmes. The Institute is committed to life long learning and the rapid
growth in the number of part-time students especially during the initial years is quite
impressive. Post 1996/7, the growth in the full-time student population exceeded that of
the part-time programmes. Total student numbers reached a peak in the academic year
2001/2, rising to 4,093. There was a slight fall in student numbers in 2002/3 and 2003/4.
This was due primarily to the fall in the number of part-time students. The Continuing
Education Programme is organised on a self-financing basis and in 2002/3 and 2003/4
some part-time programmes were ceased because they were not financially viable. The
provision and expansion of the Continuing Education Programme is also curtailed by the
lack of physical capacity at the Institute and of resources.1
1
112
This is also the case for the full-time programmes.
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Figure 6.1 Institute Student Numbers 1992/3- 2003/4
4500
4000
3500
3000
No. of
Students
2500
Full-time
Part-time
2000
Total
1500
1000
500
0
1992/3 1993/4 1994/5 1995/6 1996/7 1997/8 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4
Year
Year
No. Full-time Students
No. Part-time Students
Total
1992/3
589
380
969
1993/4
1032
610
1642
1994/5
1344
934
2278
1995/6
1428
1200
2628
1996/7
1484
1500
2984
1997/8
1553
1509
3062
1998/9
1793
1274
3067
1999/0
2045
1471
3516
2000/1
2302
1598
3900
2001/2
2367
1726
4093
2002/3
2482
1465
3947
2003/4
2395
1213
3608
113
Chapter Six
6.2
Student Numbers by Year of Study
Figure 6.2 shows the increase in the full-time student population since 1998/9 by year of
study. The trend in the number of first year students peaked in 2000/2001 and this is
reflected in the increase in the number of students progressing to Year 2 (National
Certificate) in 2001/2 and to Year 3 (Diploma Year) in 2002/3.2 The number of students in
Years 4 and 5 (Degree Years) peaked in 2002/3 with a slight downturn in 2003/4. Figure
6.2 shows the steady increase in the number of post-graduate students. The number of
post-graduate students increased from 13 in 1998/9 to 60 in 2003/4.
Figure 6.2
Full-time Student Numbers by Year of Study
1000
900
800
700
Year 1
600
Year 2
No. of
500
Students
Year 3
Year 4
400
Year 5
300
Post-grad
200
100
0
1998-9
1999-0
2000-1
2001-2
2002-3
2003-4
Year
Student Number
Year
Percentages
1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 1998-9 1999-0 2000-1 2001-2 2002-3 2004-5
Year 1
786
898
905
808
843
843
44
44
39
34
34
35
Year 2
497
583
664
674
616
651
28
29
29
28
25
27
Year 3
333
370
416
486
549
427
19
18
18
21
22
18
Year 4
140
158
270
340
378
378
8
8
12
14
15
16
Year 5
24
14
26
29
42
36
1
1
1
1
2
2
Post-grad
13
22
21
30
54
60
1
1
1
1
2
3
1793
2045
2302
2367
2482
2395
100
100
100
100
100
100
Total
The period under review is prior to the introduction of the new NQAI framework and to the introduction of three-year ab initio
degrees. Therefore, Year 3 in the analysis above relates to the Diploma Year and Year 4 to the Degree Year. In Engineering,
students obtain a degree after 5 years of study.
2
114
Institute of Technology Tallaght -
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The increasing percentage of the student population continuing their studies at the
Institute beyond year two is evident from Figure 6.3 below. As the Institute has matured,
there is a greater distribution of students between the years. First year students accounted
44% of the total student population in 1998/9. Their relative share declined to 35% in
2003/4. Over the same period, the percentage share of students in Years 3, 4 and 5
increased. Also of particular interest in Figure 6.3 is the growth in the number of postgraduate students. Post-graduate students accounted for 3% of the student population in
2003/4 compared to 1% in 1998/9.
Figure 6.3 Student Numbers and Percentages by Year of Study
100%
1%
1%
1%
1%
2%
3%
9%
9%
13%
15%
17%
17%
18%
18%
18%
21%
22%
18%
90%
80%
70%
Post-grad
60%
%
Students 50%
28%
28%
29%
29%
25%
27%
Year 4/5
Year 3
40%
Year 2
30%
20%
44%
44%
39%
1998-9
1999-0
2000-1
34%
34%
35%
2001-2
2002-3
2003-4
Year 1
10%
0%
Year
115
Chapter Six
6.3
Student Numbers by School and Department
1998/9-2003/4
In Figure 6.4, student numbers are broken down by School. The number of full-time
students in the School of Business and Humanities increased continuously over the period
1998/9 to 2003/4. Student numbers in Engineering reached a peak in 2001/2 but then fell
again in 2003/4. The number of students in the School of Science fell slightly from 566 in
1998/9 to 533 in 2003/4, a fall of 5.8%.
Figure 6.4 Student Numbers by School 1998/9-2003/4
1600
1400
1200
1000
Engineering
No. of
800
Students
Business
& Humanities
Science
600
400
200
0
1998/9
1999/2000
2000/1
2001/2
2002/3
2003/4
Year
Year
116
Science
Business & Humanities
Engineering
Total
1998/9
566
794
433
1793
1999/0
565
1066
414
2045
2000/1
598
1188
516
2302
2001/2
576
1274
517
2367
2002/3
609
1395
478
2482
2003/4
533
1396
466
2395
Average
574
1186
471
2231
Institute of Technology Tallaght -
6.4
Delegation of Authority Submission
Student Numbers by Department 1998/9 –
2003/4
Figure 6.5 gives a breakdown of student numbers by Department. The School of Business
and Humanities comprises four Departments: the Department of Management, the
Department of Marketing and Business Computing, the Department of Accounting and
Professional Studies, and the Department of Humanities. The School of Engineering
comprises the Department of Electronic Engineering and the Department of Mechanical
Engineering. The School of Science comprises the Department of Applied Science and the
Department of Computing.
Student numbers in the three Business Departments3 and in the Department of Humanities
increased substantially over the period 1998/9 to 2003/4. The number of students in
Business increased by just over 60%. Student numbers in the Department of Humanities
increased three-fold.4
In Engineering, student numbers in the Department of Electronic Engineering increased by
10% between 1998/9 and 2003/4.5 The Department of Mechanical Engineering
experienced a smaller increase of 1.6%. Student numbers in the Department of
Computing reached a peak in 2002/3 but then fell again in 2003/4. Only one department,
the Department of Applied Science, experienced a decline in student numbers. The
number of students in Applied Science fell from 267 in 1998/9 to 224 in 2003/4, a fall of
21.3%. This decline is consistent with national trends. Nationally, the number of leaving
certificate students taking science fell from 44,835 to 37,174 over the same period. In
addition, there has been a significant expansion in the number of college places on degree
programmes in Science, particularly in the university sector.6
The three business departments are combined in the figures 6.4 and 6.5.
These courses were originally located in the Department of Languages and the Department of Management.
5
Student numbers in the School of Engineering increased from 433 in 1998/9 to 466 in 2003/4, an increase of 7.2%. However,
the trend in first year numbers is downward and this is an important indicator of likely future developments. The number of first
year students fell from 203 in 1998/9 to 170 in 2003/4.
6
The Schools of Science and Engineering have been actively involved in the promotion of programmes within their respective
disciplines and in the recruitment of students. The variety of programmes and events organised are outlined in the respective
Programmatic Review and Self-study documents. These include school visits, holding exhibitions for transition year students,
representation at various higher education fairs and exhibitions, sponsorship of competitions, supporting second level science
teachers and organising in-house events such as Science Week, which brings approximately 700 primary and junior cycle children
into the Institute each year for science shows and talks.
3
4
117
Chapter Six
Figure 6.5 Student Numbers by Department
Year
Science
Computing
Business Humanities
Mechanical
Electronic
Total
Engineering Engineering
1998/9
267
299
709
85
243
190
1793
1999/0
256
309
920
146
220
194
2045
2000/1
253
345
995
193
257
259
2302
2001/2
230
346
1070
204
266
251
2367
2002/3
255
354
1151
244
253
225
2482
2003/4
224
309
1137
259
247
219
2395
Average
247
327
997
188
248
223
2230
1400
1200
1000
800
No. of
Students
600
400
200
0
1998/9
1999/0
2000/1
2001/2
Year
118
Applied Science
Humanities
Computing
Mech Eng.
Business
Electronic Eng.
2002/3
2003/4
Institute of Technology Tallaght -
Delegation of Authority Submission
Figure 6.6 gives a breakdown of student numbers by Department.
Business and
Humanities accounted for 44% of the total full-time student population in 1998/9. This
increased to 59% in 2003/4. Over the same period, the percentage of students accounted
for by the four other departments declined, with the greatest decline (of 6%) in Applied
Science. The share of Mechanical Engineering fell by 4% and the Department of Electronic
Engineering by 2%.
Figure 6.6 Student Percentages by Department 1998/9-2003/4
100%
11%
9%
11%
11%
9%
9%
14%
11%
11%
11%
10%
10%
7%
9%
9%
10%
11%
90%
80%
70%
5%
Mech Eng.
60%
%
Students 50%
Electronic Eng.
39%
45%
45%
43%
47%
48%
Humanities
Business
40%
Computing
30%
Applied Science
20%
16%
15%
15%
14%
14%
13%
15%
13%
11%
10%
10%
9%
1998/9
1999/0
2000/1
2001/2
2002/3
2003/4
10%
0%
Year
6.5
Student Numbers by Gender
A breakdown of Institute numbers by gender is provided in Figure 6.7. Overall, the gender
balance within the Institute has remained relatively constant, with a slight narrowing of the
male/female differential from 60% male and 40% female in 1998/9 to 57% male and
43% female in 2003/4.
119
Chapter Six
Figure 6.7 Institute Numbers by Gender
70
60
50
40
Male
% Total
Students
Female
30
20
10
0
1998/9
1999/0
2000/1
2001/2
2002/3
2003/4
Year
Within individual departments, the male/female ratio differs substantially. The Departments
of Humanities, Applied Science and Business have a higher percentage of females relative
to males. The Departments of Electronic and Mechanical Engineering are predominantly
male. The Department of Computing also has a very high male/female ratio with 80%
males and 20% females in 2003/4. This is reflected in Table 6.1, which shows student
numbers and percentages by department and by gender.
120
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Table 6.1 Student Numbers and Percentages by Department and Gender
Department
Number of Students
Year
Business
Percentage
1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4
Male
335
404
424
464
503
503
47
44
43
43
44
44
Female
374
516
571
606
648
634
53
56
57
57
56
56
Total
709
920
995
1070
1151
1137
100
100
100
100
100
100
Humanities Male
17
34
60
59
79
87
20
23
31
29
32
34
Female
68
112
133
145
165
172
80
77
69
71
68
66
Total
87
146
193
204
244
259
100
100
100
100
100
100
App. Science Male
120
106
99
97
107
94
45
41
39
42
42
42
Female
147
150
154
133
148
130
55
59
61
58
58
58
Total
267
256
253
230
255
224
100
100
100
100
100
100
Computing Male
214
213
223
237
266
247
72
69
65
68
75
80
Female
85
96
122
109
88
62
28
31
35
32
25
20
Total
299
309
345
346
354
309
100
100
100
100
100
100
Mech. Eng Male
226
210
245
251
243
237
93
95
95
94
96
96
Female
17
10
12
15
10
10
7
5
5
6
4
4
Total
243
220
257
266
253
247
100
100
100
100
100
100
Male
170
180
240
239
215
202
89
93
93
95
96
92
Elec. Eng
Institute
Female
20
14
19
12
10
17
11
7
7
5
4
8
Total
190
194
259
251
225
219
100
100
100
100
100
100
Male
1082
1147
1291
1347
1413
1370
60
56
56
57
57
57
Female
711
898
1010
1020
1069
1025
40
44
44
43
43
43
Total
1793
2045
2301
2367
2482
2395
100
100
100
100
100
100
Figure 6.8 shows the number of female students as a percentage of total students by
Department. The percentage of female students in the School of Engineering and the
School of Science has fallen over the period, while the percentage of female students in
Business and in the Department of Humanities has increased.
121
Chapter Six
Figure 6.8 Female Students as a Percentage of Total Students by Department
100%
5%
3%
3%
3%
2%
3%
33%
27%
27%
24%
22%
19%
12%
13%
14%
15%
17%
90%
80%
70%
60%
Female
Students 50%
as %
Total
Students 40%
10%
Engineering
Science
Humanities
52%
58%
57%
1998/9
1999/0
2000/1
59%
61%
61%
2001/2
2002/3
2003/4
Business
30%
20%
10%
0%
Year
Figure 6.8 shows a decline in the number of female students in the School of Science from
33% in 1998/9 to 19% in 2003/4. This was due to the decline in female students in the
Department of Computing, which outweighed the increase in ratio of females to males in
Applied Science (refer to Table 6.1). The reduction in female participation in Engineering
from 5% in 1998/9 to 3% in 2003/4 was due to the fall in female student numbers in the
Department of Electronic Engineering.
6.5.1 Initiatives to Promote the Participation of Women in
Research and Research Management
A number of projects have been initiated within the School of Engineering and the School
of Science to increase female participation on their programmes and to halt the decline in
student numbers. For example, in the School of Engineering, a network for female
engineering students – Minerva – has been established. The School also established a
Mentor-link Project, which is funded by the Equality for Women Measure under the
Regional Operational Programmes of the National development Plan, 2000 – 2006. Both
initiatives are designed to provide support for women in engineering through structured
mentoring programmes and networking.
122
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In 2005, a self-assessment of women’s participation in science and engineering research
and research management in the Institute was carried out with the support of an Institute
Planning Grant from Science Foundation Ireland (SFI).7 The study was designed to identify
those factors which act as inhibitors to women’s participation and progression in research
and research management in science and engineering. It also sought to identify the factors
that are recognised as enablers within this area and establish best practice for
implementation of change within the institute. Further funding from SFI is being sought in
order to implement the recommendations of the self-assessment report.
6.6
Age Profile of Full-time Students
Figure 6.9 presents the ages of the first year student cohort, registered on 31st October
2004. The majority of students are aged between 17 and 19 indicating that the Leaving
Certificate continues to be the main reservoir for recruitment on the full-time programmes.
A small percentage of students are aged 21 and over: Science (11%), in Business &
Humanities (12%) and Engineering (6%). The Institute has a well-developed Continuing
Higher and Professional Education Programme and as a general trend, mature students
prefer to participate in the part-time programme.
Figure 6.9 Age Distribution of New Student Registrations by School
Age
Science
Business & Humanities
Engineering
17
11%
14%
17%
18
36%
39%
40%
19
34%
27%
30%
20
8%
8%
7%
21-25
9%
6%
6%
26-30
2%
4%
0%
31-40
0%
1%
0%
>40
0%
1%
0%
100%
100%
100%
7
This assessment was carried out by Clarity Research Development and Training Ltd.
123
Chapter Six
Figure 6.9 Age Distribution of New Student Registrations by School
45%
40%
35%
30%
Science
% 25%
Students
Business
& Humanities
2%
Engineering
15%
1%
5%
0%
17
18
19
20
21-25
26-30
31-40
>40
Year
Figure 6.9 shows that the average age of students is 18 and there are very few students
older than 25. In the current academic year 2004/5, there are 68 mature students (aged
23 and over) attending the full-time programmes. These students account for just under
3% of the total student population.8 The number has remained relatively constant
throughout the years, varying between 60 and 70 students, representing between 2% and
3% of the full-time student population. The School of Business and Humanities has the
highest number of mature students.
6.7
New Student Registrations by Location
Several research studies have highlighted the importance of location in the choice of third
level college by applicants. Choice of institution is affected by a number of factors,
including a student’s performance in the Leaving Certificate examination, by the number
of places available in the course a student may wish to follow, by student location relative
to the institution, and by costs. A key feature of the Institute of Technology, Tallaght, is the
very high percentage of the student population that come from within the immediate
catchment area of the Institute.
8
124
Sixteen of these are in first year.
Institute of Technology Tallaght -
Delegation of Authority Submission
Figure 6.10 Year One Student Intake by Postal District
Dublin 12 - 8%
Dublin 6W - 5%
Dublin 8 - 2%
Dublin 14 - 5%
Other Dublin - 11%
Dublin 16 - 10%
Co. Dublin - 8%
Dublin 10 - 1%
Dublin 20 - 3%
Co. Wicklow - 4%
Co. Meath - 2%
Dublin 22 - 10%
Co. Kildare - 7%
Other National - 4%
Dublin 24 - 20%
Location
% Total
Dublin 24
Tallaght
20%
Dublin 22
Clondalkin
10%
Dublin 12
Walkinstown
8%
Dublin 10
Ballyfermot
1%
Dublin 16
Firhouse, Templeogue, Terenure
10%
Dublin 14
Clonskeagh/Rathfarnham
5%
Dublin 8
Inchicore
2%
Dublin 20
Palmerstown
3%
Dublin 6W
Terenure
5%
Co. Dublin
Incl. Lucan, Saggart, Rathcoole
8%
Other Dublin
11%
Co. Wicklow
4%
Co. Meath
2%
Co. Kildare
7%
Other National
4%
Total
100%
Figure 6.10 presents a breakdown of new student registrations (full-time) in 2004/5 by
location. Ninety-six per cent of students come from within the Greater Dublin Area (which
includes Counties Kildare, Meath and Wicklow). Of these, 83% come from within the
125
Chapter Six
Dublin Metropolitan Region and approximately 70% of these come from within the Institute’s
immediate catchment area, which is South Dublin County. A very small percentage (4%), come
from outside the Greater Dublin Area.
Chapter 2 emphasised the demographic features of the South Dublin County (the youthful
structure of the population, the high rate of population growth) as well as the features of the
local economy (the strong industrial base, the buoyant labour market).9 It also highlighted the
significant socio-economic disparities that exist within the county and the extremely low levels
of participation in third level education. Participation in third level education is between 1% and
4.5% in some areas of Tallaght and Clondalkin. A high percentage of the student population
at the Institute (30%), come from within these two areas. A further 11% come from
Walkinstown, Ballyfermot and Inchicore, areas that are within close proximity to the Institute.
The Institute has contributed greatly to extending educational opportunities to people within its
immediate catchment area. It has also initiated a variety of initiatives to improve access to
education at School and Department level and through the Institute’s Access Office.10
Table 6.2 shows some of the main schools from which the Institute receives students, indicating
the number of students who accepted places at the Institute and the percentage of the leaving
certificate cohort in the school that they represent.
Table 6.2 Recruitment from Local Schools 2004/5
No. Students
who sat
Leaving
Certificate
No. who
accepted
places at
IT Tallaght
% of LC
Students
School
134
30
23%
St. Marks Community School, Tallaght.
110
24
22%
Terenure College,Dublin 6W.
127
21
17%
Colaiste Bride, Clondalkin.
102
21
21%
Moyle Park College, Clondalkin.
71
19
27%
Firhouse Community School, Tallaght.
Not Available
19
Not Available
Institute of Education, Leeson St., Dublin 2
26
19
74%
Rathmines College, Rathmines, Dublin 6.
131
18
14%
Old Bawn Community School, Tallaght.
85
17
20%
Templeogue College, Dublin 6W.
78
17
22%
Scoil Pobail Iosolde, Palmerstown Rd., D20.
88
16
19%
Community School, Tallaght.
138
14
11%
St. Pauls Secondary School, Greenhills, D6W.
105
16
16%
Sancta Maria College, Rathfarnham, D6.
64
12
19%
KillinardenCommunity School, Tallaght
43
7
17%
Jobstown Community College, Tallaght
43
7
17%
Collinstown Park, Clondalkin.
54
6
12%
St. Aidan’s Community School, Brookfield, Tallaght
Source: Information derived from CAO data
Refer, for example, to section 2.2.1 on demographic change; 2.2.3 on the age structure of the population; 2.2.7 on levels of
educational attainment; and 2.2.10 on socio-economic disparities and educational disadvantage.
10
Refer to Chapter 8, section 8.4.
9
126
Institute of Technology Tallaght -
Delegation of Authority Submission
A high percentage of students from local schools in Tallaght and Clondalkin accept places
at the Institute (approximately 20% of the leaving certificate cohort). The Institute also
receives a high percentage of leaving certificate students from Templeogue College and
Terenure College. Table 6.2 is only a sample of some of the more important feeder schools.
A significant number of students from some of the private colleges, including Bruce
College, Belvedere College and Stratford College, also attend the Institute. Therefore, from
a socio-economic perspective, the student population is quite diverse.
6.8 C A O A p p l i c a t i o n s D a t a a n d P r e f e r e n c e
Analysis
First year applicants to the Institute are processed through the National Central Applications
Office (CAO), which handles applications to all Higher Certificate, Diploma and Degree
programmes available in Higher Education Institutes in Ireland.11 Allocation of places takes place
each year in August and applicants are offered places on the basis of points achieved in their
Leaving Certificate. Cut-off/minimum points are established for each programme of study.
Figure 6.11 shows the trend in the total number of CAO applications to the Institute since 1992
and the number of first, second and third preference applications. Preference trends are an
important indictor and a major factor in terms of eventual acceptance of a place and enrolment
at the Institute. The number of first, second and third preferences are very similar for each year,
therefore Figure 6.11 shows the combined trend. 12
Figure 6.11 CAO Applications and Preference Trend
25000
20000
15000
Total Applications
No. of CAO
Applications
Total Preferences 1,2,3
10000
5000
0
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Year
11
The Institute reserves 10% of places on each programme for mature students and 12 places on each programme for students under
the ACE (Access to College Education) and CHEAP (Clondalkin Higher Education Access Programme). Two student places per programme
are also reserved for students with disabilities.
12
If shown separately the three trends converge.
127
Chapter Six
Year
Total
Preference 1
Preference 2
Preference 3
Total Preferences 1,2,3
1992
8946
917
970
965
2852
1993
11806
1449
1426
1419
4294
1994
11897
1457
1427
1402
4286
1995
11651
1283
1362
1446
4091
1996
13671
1613
1784
1757
5154
1997
18266
2449
2618
2467
7354
1998
21353
2993
3182
3036
9211
1999
18422
2667
2952
2710
8329
2000
16708
2539
2658
2474
7671
2001
14776
2050
2239
2168
6457
2002
10783
1650
1799
1656
5105
2003
9957
1642
1705
1413
4760
2004
9097
1860
1502
1314
4676
2005
7655
1429
1297
1095
3821
Overall, CAO applications to the Institute have varied over the years due to factors such as
the introduction of new programmes, variations in programme popularity and decreases in
the number of students sitting the Leaving Certificate examination. The predominant
factor influencing both trends in Figure 6.11 is the initial increase (up to 1998) and
subsequent downturn in the number of applicants to Computing. This follows national
trends.
Figure 6.12 below shows the combined first, second and third CAO preference applications
trends for a number of selected programmes.
128
Institute of Technology Tallaght -
Delegation of Authority Submission
Figure 6.12 CAO Preference Trends by Programme of Study
2500
2000
No. of CAO 1500
Applications
1000
500
0
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Year
Computing
Science
Electronic Eng.
Mechanical Eng.
Accounting
Audio-Visual
The trend in computing is very pronounced compared to all other programmes. This trend
reflects factors such as the dot com crisis as well as the increased availability of places on
computing programmes in other higher education institutes, especially in the Dublin
region. The Department of Computing has implemented a number of initiatives to try to
restore the popularity of computing among school leavers, given the strategic importance
of information technology programmes to the national economy.13 These include career
talks, school visits, a competition for leaving certificate students in the area of web-site
design, the development of the Departments’ website to provide more information on
courses and careers in computing, and co-operation with other professional bodies such as
IBEC, the Irish Computer Society and the Irish Software Association in the promotion of ICT
programmes.
Although there is a downward trend in Audio-Visual Media, the fall in the number of first
preference applications for this programme has been less dramatic, falling from 477 in
13
Reports from bodies such as the Expert Group on Future Skills needs, ICT Ireland and the Irish Software Association have emphasised
the need to produce an increasing number of third level ICT graduates to main Ireland’s success in attracting and developing the ICT
sector.
129
Chapter Six
1998/9 to 392 in 2003/4. The number of first, second and third preference applications
(combined) in Science and Accounting have varied over the years although the number of
first preference applications for these programmes remains high. CAO preferences in
Engineering peaked in 1998/9 but then declined.
6.9
Minimum Entry Points 1992-2004
Table 6.3 shows the minimum points required for entry onto each programme. The trend
is towards lower entry points in most disciplines, with some exceptions, for example, in
European Studies, where the number of points has increased. Minimum entry points have
fallen in Science, Engineering and Computing. This follows national trends. The reduction
in the entry point requirements is less significant for the various programmes in Business
and Humanities. Although minimum entry points have fallen, in practice the entry points
of students far exceed the minimum entry point requirements.
Table 6.3 Minimum Entry Points 1992-2004
130
Course
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
Computing
290
280
300
300
330
335
350
350
310
280
175
150
160
Science
270
285
310
280
270
270
240
190
AQA
AQA
65
170
200
Elect. Eng
220
240
230
215
230
260
265
200
200
AQA
80
AQA
AQA
Mech Eng
220
240
240
225
210
225
225
160
150
AQA
90
170
160
Accounting
305
295
305
280
300
315
300
305
280
280
260
240
240
Bus. Admin.
305
295
305
280
315
325
320
310
310
305
290
270
250
Audio Visual
-
-
-
-
375
420
430
400
400
395
375
380
355
Marketing
-
-
-
-
-
-
-
-
250
300
290
265
270
Applied Lang.
-
-
-
-
-
-
-
-
-
-
255
280
Discont.
Europ. Studs.
-
-
-
-
-
-
-
-
-
-
210
250
255
Bar Mangt.
-
-
-
-
-
-
-
-
-
-
-
-
AQA
Pharm. Science
-
-
-
-
-
-
-
-
-
-
-
265
250
Ele. Mech. Eng
-
-
-
-
-
-
-
-
AQA
AQA
100
170
150
Institute of Technology Tallaght -
6.10
Delegation of Authority Submission
Year One Intake by Department and Points
Figure 6.13 presents the entry points of first year students in 2003/4 by Department. As a
benchmark, the minimum matriculation level for entry to university programmes, two C3
grades in Leaving Certificate Higher papers and four D3 grades in Leaving Certificate
Ordinary papers, equates to 140 points. In 2004/5, 87.8% of first year students at the
Institute achieved greater than 200 points.
Figure 6.13 Year One Intake by Department and Points
45
40
35
30
Business
%
25
Students
Humanities
Engineering
20
Computing
15
Science
10
5
0
51-100 101-150 151-200 201-250 251-300 301-350 351-400 401-450 451-500 >501
Points
% of Students
Points
Business
Humanities
Engineering
Computing
Science
51-100
0
1.1
0.8
0
0
101-150
1.4
2.1
10.8
0
0
151-200
3.1
7.4
20
30.8
0
201-250
6.1
5.4
30
33.8
19.1
251-300
23.7
11.7
18.3
24.6
42.7
301-350
36.6
20.2
14.3
10.8
21.3
351-400
23.4
23.4
5
0
13.5
401-450
4.7
20.2
0.8
0
2.3
451-500
0.3
7.4
0
0
1.1
>501
0.7
1.1
0
0
0
Total
100
100
100
100
100
131
Chapter Six
Figure 6.13 shows significant disparities in student entry points between the different
Departments. For example, in Humanities 72.3% of students achieved greater than 300
points, followed by Business (65.7%), Science (38.2%), Engineering (20.1%) and
Computing (10.8%). In Business and Humanities, the majority of students are
concentrated within the 250-450 points bracket, whereas students in Engineering,
Computing and Science are concentrated in the 150-350 bracket.
6.11
Examinations Data
The completion rate is defined in the Qualifications Act 1999 (section 2) as the number of
learners who complete a programme of education and training expressed as a percentage of the
number of learners who commenced the programme. In the tables below, the yearly completion
rates are presented for the award years of National Certificate, National Diploma and Honours
Degree programmes. Completion rates are also provided for first year programmes. The result
categories for first year programmes are Absent, Exempt/Fail,14 Withdrew, Deferral, and
Completion Rate. The yearly completion rate reflects the percentage in the category Pass.
Result categories for the award stages of National Certificate and National Diploma programmes
are Absent, Exempt/Fail, Withdrew, Deferral, Distinction, Merit 1 (M1), Merit 2 (M2), Pass and
Completion Rate. The yearly completion rate equals all those who passed or who received a merit
or distinction. For Honours Degree award stages the category Distinction is replaced by First Class
Honours (HI), Merit 1 is replaced by H2.1 and Merit 2 is replaced by H2.2. The yearly completion
rate is the sum of all those who passed or who received a H1, H2.1 or H2.2
The Exemptions/Fail column contains mainly those students who received exemptions. A student must fail all modules within a
programme if they are to be recorded as a ‘Fail’, therefore very few students actually fail. Students who fail modules in a particular
year receive exemptions for the modules passed and must repeat the failed modules before progressing to the next year.
14
132
Institute of Technology Tallaght -
Delegation of Authority Submission
Table 6.4 Year One Examination Results by Department (HETAC Programmes)
Year One
Department
Percentage of Registered Students
Year
No.
Absent
Exempt
Students
App.Science
Computing
Mech. Eng.
Elec. Eng.
Business Depts.
Humanities
W/drew
Deferral Completion
/Fail
Rate
1998-9
117
0
32.5
5.1
1.7
60.7
1999-0
88
0
28.4
1.1
4.5
65.9
2000-1
77
0
31.2
5.2
2.6
61
2001-2
63
3.2
15.9
17.5
1.6
61.9
2002-3
81
1.2
35.7
8.6
0
55.6
2003-4
84
2.4
28.6
9.5
0
59.5
1998-9
136
0
14.2
14.7
0
70.6
1999-0
103
1.9
9.7
10.7
1.9
75.7
2000-1
132
7.6
12.1
9.8
0
69.7
2001-2
119
0
25.2
5.9
0
68.9
2002-3
157
2.5
42
3.8
0.6
51
2003-4
131
0
55.7
0.8
0
43.5
1998-9
105
8.6
31.4
6.7
1
52.4
1999-0
97
0
32
3.1
0
64.9
2000-1
120
4.2
39.2
4.2
1.7
50.8
2001-2
107
13.1
15
3.7
2.8
65.4
2002-3
96
1
39.6
0
0
59.4
2003-4
100
0
22
1
0
77
1998-9
98
0
39.8
0
0
56.1
1999-0
85
0
48.2
0
1.2
50.6
2000-1
137
9.5
53.3
0
2.2
35
2001-2
107
0
51.4
5.6
0.9
42.1
2002-3
64
0
28.1
0
3.1
68.7
2003-4
70
7.1
37.1
0
55.7
1998-9
226
0
4.4
0
0.9
94.7
1999-0
344
1.2
6.7
0.6
0.3
91.2
2000-1
292
0
8.2
7.5
0
84.3
2001-2
273
1
4.8
0.4
0.4
93.4
2002-3
357
0
20.7
1.4
0.3
77.6
2003-4
333
4.2
17.1
0.6
0.6
77.5
1998-9
46
0
6.6
13
0
80.4
1999-0
64
0
3.1
9.4
0
87.5
2000-1
58
0
8.6
8.6
0
82.8
2001-2
68
0
2.9
1.5
1.5
94.1
2002-3
97
0
17.5
0
0
82.5
2003-4
78
0
17.9
3.8
3.8
74.4
133
Chapter Six
Table 6.5 National Certificate (Award) Examination Results by Department
(HETAC Programmes)
National Certificate
Department
App. Science
Computing
Mech. Eng.
Elec. Eng.
Bus. Depts.
Humanities
134
Percentage of Registered Students
Year
Abs. Exempt/ W/drew Def.
Fail
18.1
1.4
1.4
Dist.
M1
M2
11.1
19.4
18.1
Pass Completion
Rate
1998-9
0
30.6
79.2
1999-0
0
10
2
0
15.7
18.6
18.6
34.3
87.1
2000-1
0
13.6
0
0
16.7
16.7
12.1
40.9
86.4
2001-2
0
11.3
0
5.7
17
11.3
28.3
26.4
83
2002-3
0
28.3
4.3
2.2
17.4
8.7
17.4
21.7
65.2
2003-4
0
15.5
1.7
1.7
13.8
5.2
12.1
50
81
1998-9
0
9.1
3
2
21.2
20.2
15.2
29.3
85.9
1999-0
0
13.6
2.9
1.9
14.6
20.4
18.4
28.2
81.6
2000-1
0
18.5
2.2
0
29.3
16.3
13
20.7
79.3
2001-2
0
14
3
0
12
18
25
25
80
2002-3
0
23.5
0
0
8.2
9.4
17.6
41.2
76.5
2003-4
0
23.9
2.2
-
4.3
3.3
7.6
58.7
73.9
1998-9 8.7
23.9
2.2
6.5
13
6.5
10.9
28.3
58.7
1999-0
17.5
0
6.3
11.1
9.5
22.2
33.3
76.2
2000-1 1.4
0
30
0
1.4
17.1
2.9
17.1
30
67.1
2001-2 1.3
12.8
2.6
0
17.9
16.7
14.1
32
80.8
2002-3
0
16
0
0
20
17.3
12
37.3
86.7
2003-4
0
14.5
1.6
0
19.4
17.7
12.9
35.5
85.5
1998-9
0
6.8
0
0
22
16.9
13.6
35.6
88.1
1999-0
0
10.2
0
0
23.7
16.9
8.5
35.6
84.7
2000-1
0
16
0
0
30
14
18
28
90
2001-2
0
3.9
3.9
0
23.5
7.8
21.6
39.2
92.2
2002-3
0
14.3
0
0
14.3
21.4
21.4
30.4
87.5
2003-4
0
4.9
0
2.4
17.1
14.6
9.8
51.2
92.7
1998-9
0
3.9
0
0
8.4
22.9
26.3
38.5
96.1
1999-0
0
4
0
0
9.9
16.8
37.1
32.2
96
2000-1
0
7.2
2.6
0
6.9
14.7
24.8
43.8
90.2
2001-2
0
4.1
0
0
13.2
18.5
23.8
40.4
95.9
2002-3
0
8.1
0.7
0
6.8
14.5
18.2
33.4
73
2003-4
0
17.3
0
0.3
4.5
9.1
13.6
50.9
78.2
1998-9
0
0
0
0
18.7
43.7
25
6.2
93.7
1999-0
0
0
0
0
30.3
39.4
18.2
9.1
97
2000-1
0
0
0
2
27.5
35.3
17.6
11.8
92.1
2001-2
0
0
2
0
50
21.4
14.3
11.9
97.6
2002-3
0
3.5
0
0
19.3
22.8
19.3
22.8
84.2
2003-4
0
4.6
0
0
18.6
18.6
32.6
18.6
88.4
Institute of Technology Tallaght -
Delegation of Authority Submission
Table 6.6 National Diploma (Award) Examination Results by Department (HETAC
Programmes)
National Certificate
Department
App.Science
Computing
Mech. Eng.
Elec. Eng.
Percentage of Registered Students
Year
Abs. Exempt/ W/drew Def.
Fail
Humanities
M1
M2
Pass Completion
Rate
1998-9
0
0
0
2.5
15
15
22.5
45
97.5
1999-0
0
2.1
0
2.1
16.7
37.5
31.3
10.4
95.8
2000-1
0
6.5
0
0
8.7
28.3
28.3
28.3
93.5
2001-2
0
0
0
2.2
31.1
20
28.9
17.8
97.8
2002-3
0
11.8
3.9
3.9
13.7
13.7
11.8
43.1
82.4
2003-4
0
5.3
0
0
21.1
21.1
15.8
36.8
94.7
1998-9
0
5.1
5.1
0
35.9
15.4
28.2
10.3
89.7
1999-0
0
3
6
3
14.9
25.4
17.9
29.9
88.1
2000-1
0
6.8
9.6
4.1
9.6
17.8
21.9
30.1
79.5
2001-2
0
8.3
4.2
1.4
13.9
11.1
9.7
51.4
86.1
2002-3 3.2
22.2
0
0
7.9
14.3
11.1
41.3
74.6
2003-4 3.2
21
6.5
1.6
3.2
3.2
8.1
53.2
67.7
1998-9
0
12.5
0
0
18.7
12.5
21.9
34.4
87.5
1999-0
0
25
0
0
17.9
10.7
7.1
39.3
75
2000-1 2.9
17.1
2.9
2.9
8.6
11.4
25.7
25.7
71.4
2001-2
0
11.8
0
0
23.5
21.6
19.6
21.6
86.3
2002-3
0
9.8
2
0
15.7
37.3
13.7
37.3
82.4
2003-4
0
6.8
0
0
18.2
29.5
25
29.5
90.9
1998-9
0
21.7
0
0
21.7
13
21.7
21.7
78.3
1999-0 2.4
17.1
0
0
26.8
17.1
12.2
24.4
80.5
2000-1 6.4
10.6
0
0
27.7
10.6
10.6
31.9
80.9
2001-2
0
2.4
0
0
7.3
34.1
7.3
48.8
97.6
2002-3
0
2003-4 2.3
Bus. Depts.
Dist.
9.5
0
0
0
2.4
0
88.1
90.5
11.4
0
0
18.2
0
13.6
52.3
84.1
1998-9
0
0
0
0
8.7
31.3
35.6
22.6
98.3
1999-0
0
0
0
0
17
32
37.2
13.1
99.3
2000-1
0
0
0.6
0
9.8
27
41.1
21.5
99.4
2001-2
0
0
0
0
15.7
40.5
32.4
11.4
100
2002-3
0
7.8
0
0.8
7.3
19.1
43.5
21.5
91.4
2003-4
1
10.1
0
2.5
4.5
24.1
28.1
29.1
85.9
1998-9
0
0
0
0
50
25
16.7
0
91.7
1999-0
0
0
15.4
0
46.2
7.7
15.4
15.4
84.6
2000-1
0
0
0
0
36.8
31.6
21.1
0
89.5
2001-2
0
0
0
0
61.3
16.1
22.6
0
100
0
0
0
15.6
40.6
25
9.4
90.6
4.4
0
0
20
31.1
26.7
11.1
88.9
2002-3 6.2
2003-4
0
135
Chapter Six
Table 6.7 Honours Degree (Award) Examination Results by Department (HETAC FT
Programmes)
National Certificate
Department
Percentage of Registered Students
Year
Abs. Exempt/ W/drew Def.
Dist.
M1
M2
Pass Completion
Fail
App.Science
Computing
Mech. Eng.
Elec. Eng.
Bus. Depts.
Humanities
136
Rate
1998-9
0
0
0
0
18.2
36.4
36.4
9.1
100
1999-0
0
0
4.2
4.2
16.7
54.2
20.8
0
91.7
2000-1
0
0
0
8.6
11.4
37.1
22.9
20
91.4
2001-2
0
0
0
7.9
21
44.7
10.5
15.8
92.1
2002-3
0
0
0
2.6
12.8
23.1
30.8
30.8
97.4
2003-4
0
8.3
0
0
20.8
25
20.8
25
91.7
1998-9
0
0
4.8
0
52.4
28.6
4.8
9.5
95.2
1999-0
0
0
0
3.6
39.3
32.1
14.3
10.7
96.4
2000-1
0
0
2.3
4.5
27.3
29.5
29.5
6.8
93.2
2001-2
0
0
6.8
0
15.9
34.1
20.5
22.7
93.2
2002-3
0
14.2
0
0
11.9
11.9
11.9
50
85.7
2003-4
0
3.6
3.6
0
10.7
14.3
21.4
46.4
92.9
1998-9
0
0
0
0
35.3
11.8
29.4
25.5
100
1999-0
0
9.1
0
0
27.3
27.3
9.1
27.3
90.9
2000-1
0
10
0
0
30
30
5
25
90
2001-2
0
0
0
0
54.4
9.1
36.4
0
100
2002-3
0
0
0
0
0
20
30
50
100
2003-4
0
7.1
0
0
14.3
0
14.3
64.3
92.9
1998-9
0
0
0
0
57.1
28.6
0
14.3
100
1999-0
0
0
0
0
50
50
0
0
100
2000-1
0
0
16.7
0
16.7
16.7
33.3
16.7
83.3
2001-2
0
0
0
5.6
33.3
33.3
16.7
11.1
94.4
2002-3
0
3.13
0
3.1
21.9
25
18.7
21.9
87.5
2003-4
0
0
0
4.5
22.7
4.5
13.6
50
90.8
1998-9
0
0
0
0
21
48.1
28.4
2.5
100
1999-0
0
0
0
0
21
58
18.5
2.5
100
2000-1
0
0
0
0.8
31.7
46.8
19
0.8
98.3
2001-2
0
0
0
0
20.8
38.8
30.3
10.1
100
2002-3 1.6
0
0
0.8
15.7
40.9
27.6
10.2
94.4
2003-4 0.5
1.1
0
0.5
18.3
36.1
25
11.7
91.1
1998-9
0
0
0
0
0
0
0
0
0
1999-0
0
0
0
0
0
0
0
0
0
2000-1
0
0
0
0
29.4
47.1
23.5
0
100
2001-2
0
0
0
0
47.4
42.1
10.5
0
100
2002-3
0
0
0
0
53.8
34.6
11.5
0
100
2003-4
0
4.2
0
0
33.3
35.4
16.7
6.2
91.6
Institute of Technology Tallaght -
6.11.1
Delegation of Authority Submission
Yearly Completion Rates: Summary and Comparison
A summary of the data in the previous tables is provided in Figure 6.14, which shows the
average completion rates for each Department. The approximate average yearly
completion rates for the various examinations are Year One (67.8%), National Certificate
Award (84.3%), National Diploma Award (86.4%) and Honours Degree (93.8%).15 As a
general trend, completion rates are lower in first year, however, as students progress to
Certificate, Diploma and Degree levels, completion rates improve, with the highest yearly
completion rate at Honours Degree level.
Figure 6.14 Average Yearly Completion Rates by Department
100%
90%
80%
70%
60%
Average
Completion
50%
Rate
40%
30%
20%
10%
0%
Science
Year 1
Award
Science
Computing
Mech. Eng.
Certificate
Computing
Level
Elec. Eng.
Diploma
Mech.
Elec.
Eng.
Eng.
Business
Humanities
Degree
Business
Humanities Average
Year 1
60.80%
63.20%
61.60%
51.30%
86.40%
83.60%
67.8
Certificate
80.00%
79.50%
76.00%
89.20%
89.00%
92.20%
84.3
Diploma
94.00%
80.90%
82.20%
85.00%
85.70%
90.90%
86.4
Degree
94.00%
92.80%
95.60%
85.30%
97.30%
97.90%
93.8
This is based on the average completion rates (over six years) of the different departments. Refer to the final column in the table
below Figure 6.15.
15
137
Chapter Six
From the tables it is clear that yearly completion rates differ between departments. The
lowest average completion rates in Year One are in Electronic Engineering, Science,
Mechanical Engineering and Computing, although completion rates have improved
significantly in Engineering in the last two years due to various retention measures focused
on the provision of learning supports. The Departments of Business and Humanities have
higher completion rates in Year One. At Certificate and Diploma levels, completion rates
are highest in Science, Humanities, Business and Electronic Engineering. At Degree level,
completion rates are particularly high in Humanities, Business, and Mechanical
Engineering.
The lower completion rates in Science, Computing and Engineering disciplines, both in
Year One and in the award years, reflect the higher levels of difficulty experienced by
students in these disciplines, in subjects such as Mathematics and Physics, as well as the
lower entry points to these programmes. However, the introduction of learning supports,
in the form of the ELSU (Education and Learning Support Unit) model, has increased
completion rates in the last two years.16
In terms of level of award, a number of important trends are evident from the tables.
•
There is a slight fall in yearly completion rates, especially in the earlier years of
programmes. The percentage of students obtaining a Distinction or a Merit One at
National Certificate and National Diploma levels is also falling.17 These trends reflect a
number of developments, including the lower entry points to programmes and the
increase in part-time work by students. Although no formal research has been
undertaken to examine the extent to which there is a correlation between student
performance in examinations and levels of part-time work, it is widely accepted that
there is a connection between the two.18 What is known is that the demands of parttime work are a significant factor for many students. A survey of first year students in
September 2004 found that 87% of first years planned to work part-time and of these
the majority (56%) planned to work between 10-20 hours per week.19 Difficulties in
balancing student and work life can, in some cases, lead to absences from classes, lack
of preparedness for continuous assessments and final examinations, and therefore
under-achievement.
•
The percentage of students obtaining either a First Class Honours or Second Class
Honours at Degree level is also falling but to a lesser extent than at Certificate and
Diploma levels. In general, students who do progress through the system to Degree
level are more committed to their studies.
•
The percentage of students receiving a Distinction or a First Class Honours award at
National Certificate, National Diploma and Honours Degree examinations is
significantly lower in Business compared to all other disciplines.
As discussed in Chapter Five, section 5.9.
The exception is Humanities.
18
As discussed in Chapter Five with reference to a recent report by Smith and Darmody, 2005.
19
This survey was prepared by Donal Rogan, a Senior Lecturer in the Department of Marketing. There were 718 respondents to the
survey giving a response rate of 96 per cent.
16
17
138
Institute of Technology Tallaght -
6.12
Delegation of Authority Submission
Progression Indicators
The Ladder system of two year Higher Certificate programmes with progression to Add-on
Ordinary Degree and Higher Degree programmes is the most popular entry route for
applicants to the Institute. For the period under study, the ladder system involved
progression from two year National Certificate programmes to Add-on National Diploma
and Honours Degree programmes. Progression from National Certificate to National
Diploma, up until 2004/5, required a merit or higher (or a pass with one years work
experience). Progression from National Diploma to Degree required a merit or higher. The
requirements for progression were revised nationally in 2004/5. Under the current system,
students in the School of Business and Humanities and in the School of Science must
achieve a Grade Point Average (GPA) of 2.0 in the Higher Certificate (Year 2) to progress
to the Ordinary Bachelor Degree (Year 3). Similarly, a GPA of 2.0 in the Ordinary Bachelor
Degree (Year 3) is required to progress to the Honours Bachelor Degree (Year 4). However,
places on Honours Degree courses are limited and are offered on an ‘order of merit basis’.
In Engineering, the minimum requirement for progression from Ordinary Bachelor Degree
to Honours Bachelor Degree (2 years add on) is a GPA of 2.75 and an average B grade in
Mathematics at Ordinary Degree level. The reason is that the Honours Degree requires a
high level of mathematical ability.
Tables 6.8 and 6.9 provide information on the number of graduates progressing from
National Certificate to National Diploma (Table 6.8) and from National Diploma to Degree
(Table 6.9). The progression rate from Certificate to Diploma is defined as the number of
students in Year 3 (National Diploma) expressed as a percentage of the number of students
who completed the National Certificate in the previous year. Progression from Diploma to
Degree is calculated on the same basis.
It is important to note that the progression rates relate solely to students who continue to
study at IT Tallaght. The figures do not take into account students who decide to continue
their studies at another Institute e.g. students who transfer to DIT or DCU. Furthermore,
the progression rates do not account for students leaving and returning with experience to
study at a later stage.
Table 6.8 Progression from Certificate to Diploma
Department
2000/1
2001/2
2002/3
2003/4
2004/5
Business
81%
60%
77%
67%
76%
Electronic Eng.
80%
82%
82%
78%
88%
Mechanical Eng.
56%
57%
62%
56%
40%
Science
58%
59%
35%
36%
70%
Computing
54%
52%
63%
48%
67%
139
Chapter Six
From Table 6.8 it is clear that the number of graduates progressing from National
Certificate (Year 2) directly to National Diploma (Year 3) varies between Departments, with
higher rates of progression in Business and Electronic Engineering.
Within individual departments, progression rates have remained relatively steady. The
reduction in the GPA requirements for progression in 2004/5 is reflected in the higher
percentage of students progressing from the Higher Certificate to the Ordinary Bachelor
Degree in that year.
Table 6.9 Progression from Diploma to Degree
Department
2000/1
2001/2
2002/3
2003/4
2004/5
Business
93%
93%
94%
86%
90%
Electronic Eng.
48%
72%
63%
62%
44%
Mechanical Eng.
29%
40%
38%
55%
75%
Science
57%
55%
39%
56%
85%
Computing
58%
46%
52%
44%
56%
Table 6.9 shows progression rates from Year 3 to Year 4. In general, there is a higher rate
of progression from Diploma to Degree than from Certificate to Diploma across all
disciplines. However, there are still significant differences in progression rates between
disciplines, with higher rates of progression in Business. The relatively lower rates of
progression in mechanical engineering reflect the fact that students may transfer to DIT in
Bolton Street to do a Degree in Mechanical Engineering (which is not on offer at IT
Tallaght). Similarly, students who complete the Ordinary Degree in Electro-mechanical
Engineering may transfer to DCU to do a Degree in Electro-mechanical Engineering (which
is not on offer at IT Tallaght). The higher progression rates in 2004/5 in Business, Science
and Computing reflect the changes in the requirements for progression which took effect
from that year.
6.13
Post-graduate Research Degrees
In the academic year 2004/5 there were 56 students registered for Masters and PhD
postgraduate research degrees in the Institute. Tables 6.10 and 6.11 provide information
on the number of awards at Masters and PhD level. The range and diversity of research
activity is considered in detail in Chapter 13.
140
Institute of Technology Tallaght -
Delegation of Authority Submission
Table 6.10 Masters Degrees 1999-2005
Award
Department
Masters
Applied Science
Title
Male
Female
Total
1999
2
1
3
2000
0
1
1
2001
3
0
3
2002
0
0
0
2003
0
0
0
2004
2
3
5
2005
1
3
4
MSc Applied
Science
Computing
Year
MSc Computing
1999
3
0
3
2004
3
0
3
Humanities
MA German
2004
1
0
1
Engineering
M Eng.
2002
2
0
2
2004
2
0
2
2005
3
0
3
2004
2
0
2
24
8
32
M Electronic Eng.
Total
Table 6.11 Doctoral Degrees 1999-2005
Award
Department
Title
Year
Male
Female
Total
PhD
Science
PhD
1999
1
1
2
2000
0
1
1
2001
1
0
1
2002
1
1
2
2003
1
0
1
2004
1
1
2
2005
2
0
2
7
4
11
Total
Over the period 1999-2004, a total of 32 Masters Degrees and 11 PhD Degrees were
awarded to students. The greatest research output is from the School of Science. Although
research is promoted within all Schools, over the five year period 1999-2004, 22 out of the
32 Masters Degree awards were in the School of Science (six of these were in Computing
and the remaining 16 in Applied Science). All of the eleven PhD awards were also to
students in the School of Science. Seven students obtained a Masters Degree in Mechanical
Engineering and two in Electronic Engineering. There was only one Masters Degree
awarded in the Department of Humanities.
141
Chapter Six
Figure 6.15 provides a breakdown of the number of post-graduate research qualifications
(MSc, MEng, MA and PhD Science). The awards reflect the relevant department/discipline.
Figure 6.15 Postgraduate Students by Qualification for the period 1999 – 2005
9
11
Total MEng
1
Total MA
Total MSc
Total PhD Science
22
The Institute has a high success rate within the Institute of Technology sector for those
completing higher degrees.
6.14
International Students
This final section considers the international dimension to student activities. The number
of international students attending the Institute under the EU Socrates/Erasmus
programme has increased in recent years. Figure 6.16 provides a breakdown of the number
of incoming students from EU countries in 2004/5. It also shows the number of students
from the Institute studying abroad (outgoing), indicating the breakdown by Department.
142
Institute of Technology Tallaght -
Delegation of Authority Submission
Figure 6.16 International Students 2004/5
70
60
50
No. of 40
Students
Incoming
30
Outgoing
20
10
0
Business
Department
Humanities
Engineering
Science
Incoming
Outgoing
39
8
62
33
Engineering
4
0
Science
1
0
106
41
Business
Humanities
20
Total
Erasmus activities are concentrated in the Department of Humanities and in Business.21 In
recognition of this, in February 2003, the Institute set up an International Office within the
Department of Humanities. The International Office provides support to international students
on campus and provides information on opportunities for students to study abroad. It also
promotes partnerships between the Institute and other higher education institutions outside
the EU and manages the Socrates teaching exchange programme.
The Institute has established bi-lateral linkages with thirty-three third level colleges in Europe.
Most of these linkages are with universities in France, Germany, Italy and Spain. This is reflected
in Figure 6.17 which provides a breakdown of international students by country of origin.
Only a small number of students in engineering attend the Institute under the Erasmus Programme. However the Department of
Mechanical Engineering is active in developing other forms of international co-operation. Since 1998, five 4th year students of the
Bachelor of Engineering (Honours) programme participate in a Finite Element Analysis course organised by Fachhochschule
Schmalkalden, Germany. This is a five-day programme which takes place in February of each year. The course is run in Germany and a
range of students from other Institutes in Europe (Finland, Norway and Germany) participate. During the week, industrial visits are
arranged to local companies and lecturers from the Department of Mechanical Engineering participate in the delivery of the course.
21
Although international students of business frequently attend modules in other disciplines e.g. engineering.
20
143
Chapter Six
Figure 6.17 International Students by Country of Origin
Italy 16%
Germany 34%
Poland 2%
Spain 8%
Netherlands 5%
Austria 2%
Denmark 1%
Finland 3%
France 29%
Three countries, France, Italy and Germany, account for 79% of incoming students. A
further 8% come from Spain. The remainder come from Poland and a number of smaller
European Countries.
In addition to co-ordinating student mobility, the International Office also manages the
mobility of staff under the EU Socrates programme. A total of 13 staff members travelled
to partner institutions in 2003/4 under the terms of the Socrates staff exchange
programme. A similar number of staff from Socrates partner institutes visited the Institute
and delivered lectures to students during the academic year 2003/4. The visiting lecturers
came from partner institutes in France, Spain, The Netherlands, Germany and Finland.
The Institute’s policy is to achieve a position of equilibrium with regard to the number of
incoming and outgoing students under the EU Socrates Programme. It has entered into
contractual agreements with partner institutions abroad up to 2007 and hopes to balance
the number of incoming and outgoing students over that period.
At present the Institute does not have a formal policy with regard to the attraction of
foreign students from non-EU countries. The demographic profile of the region and the
current lack of capacity obviate the need to promote the Institute abroad.
144
Chapter Seven
Part-time and Continuing Education
145
Chapter Seven
Part-time and Continuing
Education
7.1
Introduction
This chapter considers in greater detail the Institute’s Part-time and Continuing Education
Programme. The Institute is committed to lifelong learning and aims to provide flexible and
accessible lifelong learning opportunities to those who wish to acquire new knowledge
and skills. This is achieved primarily through the Part-time Programme which offers a
variety of courses leading to nationally and internationally recognised qualifications at
undergraduate, graduate and post-graduate levels. While the majority of programmes are
accredited by HETAC, the Institute also offers a variety of programmes leading to the
awards of Professional Institutes such as the IMI, IATI and IPAV.1
The rapid growth in the number of part-time students at the Institute since 1992 was
outlined in Chapter Six.2 The expansion in the range of part-time courses offered at the
Institute was also elaborated previously.3 The Institute’s immediate catchment area, South
Dublin County, is characterised by a strong industrial base and an expanding population,
giving rising to increasing levels of demand for educational provision.4 The Institute has
responded to these developments by proactively engaging with industry within the region,
developing new courses and enhancing the quality and relevance of its academic
programmes.
The number of awards conferred on part-time students over the period 1998/9 to 2003/4
is considered in the next section. This is followed by a review of examination data for each
of the Institute’s three Schools. This data relates solely to HETAC awards and therefore does
not include the awards of FETAC, the Professional Institutes and the wide range of short
courses provided for industry.
The delivery of in-company programmes in response to specific industrial/commercial
needs, whether from individual companies or clusters of companies, is reviewed in section
7.4. The final section reviews the management and operation of the Institute’s Part-time
Programme and identifies areas for development.
Refer to Chapter Five, section 5.3.1 and 5.3.2 on collaborative programmes with professional bodies and industry.
Refer to Chapter Six, section 6.1.
3
Refer to Chapter Five, section 5.3.1, 5.3.2 and 5.3.4.
4
Refer to Chapter Two, section 2.4, on the characteristics of the region served by the Institute and how the Institute has
sought to align its education and training programmes with regional and national needs. Although student numbers on some
of the existing part-time programmes has declined in the last two years, the Institute is developing new courses in response to
changes in the market. Some of these are considered in section 7.4.
1
2
146
Institute of Technology Tallaght -
7.2
Delegation of Authority Submission
Part-time Student Data
Because of the flexibility of the ACCS scheme5 it is difficult to present data on part-time
students in the same way as full-time students. With the modular credit system, students can
decide to take a few modules (e.g. three) and may study across stages. They can also vary the
pace of their studies to suit their changing circumstances. As a result, ACCS students often
appear on both first year and second year broadsheets as they progress through a programme,
passing prerequisite and other subjects. Given this, it is more appropriate to consider part-time
student data in terms of the number of students completing a particular programme and
therefore receiving an award.
7.2.1
Part-time National Certificate Awards
Figure 7.1 below shows the number of National Certificate awards conferred on part-time
students over the period 1998/9 to 2003/4. The data relates only to HETAC accredited
programmes. The awards of the Professional Institute Programmes and the National
Certificate awarded by FETAC in the areas of hospitality and culinary arts are not included
in Figure 7.1. The Institute also provides a variety of other short courses to people in
industry leading to single subject certification and this activity is not reflected in the figures
below.6
Figure 7.1 National Certificate Awards 1998/9 – 2003/4
120
100
80
Engineering
Science
No. of
Awards 60
Business
Humanities
40
20
0
1998-9
1999-0
2000-1
2001-2
2002-3
2003-4
Year
5
6
Information on the ACCS scheme is provided in Chapter Five, section 5.4.5.
Information on short courses provided to industry is provided in section 7.4.
147
Chapter Seven
Year
Engineering
Science
Business
Humanities
Total
1998-9
43
0
40
0
83
1999-0
40
3
65
2
110
2000-1
10
15
107
9
141
2001-2
11
23
93
0
127
2002-3
24
4
79
0
107
2003-4
11
37
96
45
189
Total
139
82
480
56
867
The majority of part-time students are to be found in Business although all discipline
areas are represented on the Part-time Programme. Figure 7.1 shows that the highest
number of National Certificate awards was in Business, with 96 National Certificates
conferred on part-time students in the 2003/4 academic year, and a total of 480 over the
period 1998/9-2003/4. The number of National Certificate awards in Engineering7 and
Science8 is small by comparison. This pattern is repeated at National Diploma and Degree
level. The National Certificate awards in the Department of Humanities relate to
certificate programmes in primary modern language teaching.
7.2.2
Part-time National Diploma Awards
A total of 517 National Diploma awards were conferred in Business over the period 1998/9
to 2003/4, with the highest number of awards (127) in 2002/3. These awards relate
primarily to the National Diploma in Business Studies which has three streams Accounting, Management and Marketing. From 2000 on, the introduction of two new
programmes (the National Diploma in People Management and the National Diploma in
Technology Management) contributed to the increase in the number of National Diploma
awards in Business.
In Engineering, the number of Diploma awards was relatively stable up to 2002/3 but the
numbers have declined since then. The School is currently conducting a revision of its parttime provision with a view to developing new course offerings and modes of study in
response to market changes. Part-time numbers in Electronics showed a significant
increase in 2005 due to the FLASHE programme and the day-release Bachelor of
Engineering programme. National Diploma awards in the Department of Humanities relate
to the National Diploma in Humanities (Audio Visual Media)9 and the National Diploma in
Humanities (Theology).
The dot com crisis is thought to have contributed to the decline in part-time student numbers in engineering as multinational companies
reduced their training budgets.
8
The National Certificate awards in the School of Science relate to the National Certificate in GMP & Technology. The Department of
Computing, which is part of the School of Science, ceased a number of part-time programmes during the period in question. The provision
of part-time programmes was compromised in the past by overstretching of departmental resources. However, there is a continued
demand for part-time educational qualifications in computing and the Department is considering the re-launch of the part-time
programme on a smaller scale. The National Certificate awards in the Department of Humanities relate to certificate programmes in
primary modern language teaching.
9
This programme ceased in 1999 due to insufficient numbers. The programme was very intensive and students found it difficult to
complete the course on a part-time basis.
7
148
Institute of Technology Tallaght -
Delegation of Authority Submission
Figure 7.2 National Diploma Awards 1998/9 – 2003/4
140
120
100
Engineering
No. of 80
Diploma
Awards
Science
Business
60
Humanities
40
20
0
1998-9
1999-0
2000-1
2001-2
2002-3
2003-4
Year
Year
Engineering
Science
Business
Humanities
Total
1998-9
21
0
49
9
79
1999-0
22
0
87
0
109
2000-1
17
11
65
0
93
2001-2
21
4
100
9
134
2002-3
17
15
127
0
159
2003-4
Total
7.2.3
5
0
89
2
96
103
30
517
20
670
Part-time Degree Awards
Of the 501 Degree Awards conferred over the period 1998/9 to 2003/4, 420 of these were
in Business. The Bachelor of Business Programme has proved very successful over the years
and as the figures show, a high percentage of students progress to the Degree qualification
stage.
A relatively small number of Degree awards were conferred in Science and Engineering.
However, the development of new programmes of study, including the introduction of ab
initio degrees in the Schools of Science and Engineering and in the Department of
149
Chapter Seven
Humanities, is expected to increase the number of part-time students pursing studies to
degree level within these disciplines.10
Figure 7.3 Part-time Degree Awards
120
100
80
Engineering
No. of
Awards
Science
60
Business
40
20
0
1998-9
1999-0
2000-1
2001-2
2002-3
2003-4
Year
Year
Engineering
Science
Business
Total
1998-9
0
4
64
68
1999-0
12
4
75
91
2000-1
13
3
78
94
2001-2
14
2
44
60
2002-3
15
0
58
73
2003-4
13
1
101
115
Total
67
14
420
501
7.3
Examination Results Data
In Chapter Six, section 5.11, examination results data for full-time students was examined.
This section provides a similar breakdown of examination results for the Part-time
Programme. Part-time students, who are usually mature adults, perform better than their
full-time counterparts at all levels and across all disciplines. This is generally due to the fact
10
150
Refer to Chapter Five, section 5.3.4 on the range of new programmes currently being developed within the Institute.
Institute of Technology Tallaght -
Delegation of Authority Submission
that part-time students are more mature, have made decisions to undertake courses as part
of a career development plan and are more committed to their studies. They can also
complete a programme of study over a longer period.
7.3.1
National Certificate Examination Results
In Business, the percentage of students achieving an Honours award (M2, M1 or
Distinction) varied between 60% and 77% over the period 1998/9 to 2003/4. The
exception was 2002/3 when 68% of students achieved only a Pass grade and the
remaining 32% were in the Honours category. The percentage of students in Business
achieving a Distinction has varied from year to year, however the average for the period
1998/9 to 2003/4 was 27%. In engineering, the number of students receiving a distinction
over the same period was considerably higher at 44%. The average in Science was 35%.
Table 7.1 National Certificate Examination Results (Part-time)
Department
Engineering
Science
Business
Humanities
Year
Number of Students
Pass
M2
M1
Distinction
Total
1998-1999
10
8
8
17
43
1999-2000
5
8
7
20
40
2000-2001
3
3
1
3
10
2001-2002
3
2
2
4
11
2002-2003
2
3
7
12
24
2003-2004
1
2
3
5
11
1998-1999
0
0
0
0
0
1999-2000
2
0
0
1
3
2000-2001
5
2
4
4
15
2001-2002
6
3
6
8
23
2002-2003
0
0
1
3
4
2003-2004
9
5
10
13
37
1998-1999
16
8
9
7
40
1999-2000
15
11
23
16
65
2000-2001
30
24
31
22
107
2001-2002
24
25
24
20
93
2002-2003
54
7
8
10
79
2003-2004
31
6
8
51
96
1998-1999
0
0
0
0
0
1999-2000
0
1
1
0
2
2000-2001
0
0
2
7
9
2001-2002
0
0
0
0
0
2002-2003
0
0
0
0
0
2003-2004
0
0
0
45
45
151
Chapter Seven
7.3.2
National Diploma Examination Results
The majority of National Diploma awards were in Engineering and in Business. A high
proportion of students achieved Honours in both disciplines – on average 76% of students
in Engineering and 83% in Business. .
Within the Honours category, 39% of engineering students achieved a Distinction; the
corresponding figure in Business was 36%. However, analysis of the data in table 7.2
shows that there was a decline in the percentage of part-time students in Business
achieving a Distinction in the last three years
Table 7.2 National Diploma Examination Results (Part-time)
Department
Engineering
Science
Business
Humanities
152
Year
1998-1999
Number of Students
Pass
M2
M1
Distinction
Total
5
6
2
8
21
1999-2000
4
2
4
12
22
2000-2001
2
7
3
5
17
2001-2002
4
4
4
9
21
2002-2003
6
3
2
6
17
2003-2004
4
1
0
0
5
1998-1999
0
0
0
0
0
1999-2000
0
0
0
0
0
2000-2001
2
2
2
5
11
2001-2002
2
1
1
0
4
2002-2003
5
2
4
4
15
2003-2004
0
0
0
0
0
1998-1999
13
7
4
25
49
1999-2000
13
13
18
43
87
2000-2001
7
14
22
22
65
2001-2002
12
14
25
49
100
2002-2003
29
26
47
25
127
2003-2004
17
24
23
25
89
1998-1999
0
0
4
5
9
1999-2000
0
0
0
0
0
2000-2001
0
0
0
0
0
2001-2002
9
0
0
0
9
2002-2003
0
0
0
0
0
2003-2004
1
0
1
0
2
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7.3.3
Delegation of Authority Submission
Degree Examination Results
Table 7.3 below provides a breakdown of awards at Degree level. Students at Degree level
are more likely to achieve Honours, either at 2.2, 2.1 or First Class Honours. Analysis of the
results in table 7.3 show that on average 91% of students in Business achieved an Honours
Degree, 91% of students in Engineering achieved an Honours Degree, and on average
86% of students in Science graduated with an Honours Degree.
A high percentage of part-time students in all three disciplines received First Class Honours:
30% in Engineering, 21% in Science and 34% in Business. The high number of students
achieving Honours Degrees on the Part-time Programme may be explained in part by the
fact that part-time students have the flexibility to complete the Degree Programme over a
longer period. Also, in Engineering, a performance threshold of GPA = 2.75 and average
B grade in mathematics (score of 60%) is applied to all students before they enter the
Bachelor of Engineering (Honours) programme. As with the Full-time Programme, the
distribution of results in terms of level of award varies from year to year depending on the
student cohort.
Table 7.3 Degree Examination Results (Part-time)
Department
Year
Number of Students
Pass
Engineering
Science
Business
Hons 2.2 Hons 2.1 Hons 1.1
Total
1998-1999
0
0
0
0
0
1999-2000
0
1
6
5
12
2000-2001
1
2
7
3
13
2001-2002
2
2
3
7
14
2002-2003
1
5
6
3
15
2003-2004
3
1
7
2
13
1998-1999
2
1
0
1
4
1999-2000
0
1
2
1
4
2000-2001
0
0
3
0
3
2001-2002
0
0
1
1
2
2002-2003
0
0
0
0
0
2003-2004
0
0
1
0
1
1998-1999
4
12
23
25
64
1999-2000
11
15
18
31
75
2000-2001
5
18
31
24
78
2001-2002
2
8
19
15
44
2002-2003
2
15
17
24
58
2003-2004
14
23
42
22
101
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Department
Year
Number of Students
Pass
Humanities
7.3.4
Hons 2.2 Hons 2.1 Hons 1.1
Total
1998-1999
0
0
0
0
0
1999-2000
0
0
0
0
0
2000-2001
0
0
0
0
0
2001-2002
0
0
0
0
0
2002-2003
0
0
0
0
0
2003-2004
0
0
1
0
1
Post-Graduate Degrees
The Institute provides a number of post-graduate taught programmes available on a parttime basis. Table 7.4 shows the number of part-time students receiving awards in the
Science and Humanities disciplines.
Table 7.4 Post-Graduate Degrees (Part-time)
Graduate Diploma
Department
Science: Graduate Diploma in
Year
Male
Female
Total
2003-2004
8
10
18
Pharmaceutical Production
Humanities: Graduate
2003-2004
27
Diploma in Primary Language
Teaching (French)
Masters Degree
Humanities: Master of Arts
1998-1999
0
0
0
Interactive Media
1999-2000
1
3
4
2000-2001
6
1
7
2001-2002
5
0
5
2002-2003
1
5
6
2003-2004
5
2
7
The Graduate Diploma and Masters Degree awards in table 7.4 relate to the Master of Arts
in Interactive Media, the Graduate Diploma in Pharmaceutical Production and the
Graduate Diploma in Primary Language Teaching. As part of its plan to develop the Parttime Programme, the Institute wishes to increase the number of post-graduate
programmes available in part-time mode.
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7.4
Delegation of Authority Submission
In-Company Programmes
While the majority of part-time programmes are provided within the Institute, in-company
delivery continues to play a significant role in the provision of part-time programmes within
the Institute’s three Schools. In this context the term “in-company” can be interpreted as
the delivery of programmes to the employees of companies, either on site, or possibly in
the Institute as a homogenous class entity.
The provision of programmes in this manner is reflective of an institutional response to
address the developmental requirements of firms and local organisations, primarily those
operating in the engineering, ICT, pharmaceutical, bio-technology and associated sectors.
The nature of work patterns across much of these industries is such that a more focused,
shift-friendly approach is required, which recognises the time constraints and limits on staff
availability within these industry sectors. The in-company model of education and training
provision has enabled the Institute to provide a more focused and indeed flexible approach
in the manner in which such programmes are delivered. In-company education provision
can have a significant direct economic impact on staff education and development within
these organisations, contributing to a sizeable increase in organisational capabilities. These
in-company programmes are separately promoted and negotiated, normally by individual
Schools with the respective client organisations.
In-company programmes in the Schools of Science, Engineering and Business and
Humanities are elaborated in the next section.
7.4.1
In-company provision in Science
In 1998, as part of the Programmatic Review in the School of Science, a strategic analysis
of science course requirements in the region was undertaken. Arising from this review, the
School of Science identified a significant skill shortage in the region for scientists trained
to operate and manage pharmaceutical production facilities. In 2000, the Department of
Applied Science established the National Pharmaceutical Education Centre within the
Institute to meet the needs of industry in this area. This is a state of the art pharmaceutical
formulations pilot plant, with a pilot biotechnology plant and a technology transfer
laboratory.
The Department of Science identified two specific groups that required education and
training in pharmaceutical production:
•
Operators in the Industry. Staff employed within the bio-pharma, active
pharmaceutical ingredient and finished dose industries required formal qualifications
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Chapter Seven
at Higher Certificate and Ordinary Degree level. In response the Department of Applied
Science introduced a Higher Certificate in Good Manufacturing Practice and
Technology in 2002. This programme is provided within the Institute although these
courses are now being developed for delivery through a blended learning approach, to
companies such as Wyeth and Genzyme. Some modules are delivered purely in
distance mode and some on-site. Over the period 2002- 2005, 73 employees received
a Higher Certificate in GMP & Technology. An Ordinary Bachelor Degree in GMP &
Technology was introduced in 2004 and there are currently 33 participants on this
programme.
The Add-on Bachelor of Science (Ordinary) in Pharmaceutical Technology and the
Bachelor of Science (Honours) in Applied Chemistry are also provided in part-time
mode and are designed to meet the needs of employees within these industries.
•
Graduates Working in Pharmaceutical Production. Staff employed in the
pharmaceuticals industry required formal training and qualifications at Higher Diploma
and Masters level in pharmaceutical production. In response, the Department of
Applied Science introduced a Higher Diploma in Pharmaceutical Production and a
Master of Science in Pharmaceutical Production.
To meet the needs of people working in sterile areas in hospitals, a Higher Certificate
in Science – Sterile Services Technology, was also introduced.
Since the opening of the National Pharmaceutical Education Centre (NPEC), the Institute
has been providing a wide variety of training courses, academic qualification and topical
conferences which are specifically designed for the pharmaceutical industry. The NPEC
uniquely positions the Institute as an education provider to the pharmaceutical industry.
The training and education provided by NPEC covers topics within the API,
Biopharmaceutical and Finished Pharmaceutical sectors. NPEC has delivered these training
and educational programmes to a wide range of companies including: Genzyme, IVAX,
Guidant, Wyeth Biopharma, Wyeth Medica Ireland, Helsinn Birex Pharma, Takeda,
Organon, BMS, Schering Plough, Baush & Lombe, GSK, Pfizer and Merck, Sharp & Dohme.
7.4.2
In-company provision in Engineering
In a similar manner to the strategy developed in the School of Science, since the early years
of the Institute the School of Engineering provided significant levels of in-company
provision across a fairly broad spectrum of industry that could generally be defined under
the broad banner of ICT and manufacturing industries. The following programmes have
been provided by the School of Engineering as in-company programmes:
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Table 7.5
Delegation of Authority Submission
In-company Programmes in Engineering
Programme
Company/Organisation
National Certificate in Electronic Engineering
Intel
National Certificate in Microelectronics Manufacturing
Intel, Analog Devices, Celestica, Hewlett
Packard
National Diploma in Electronic Engineering
Intel, Celestica, Hewlett Packard
National Certificate in Maintenance Technology
NEC, Hewlett Packard, Merck Sharp &
Dohme, IBM, Motorola/Celestica/Renishaw
National Certificate in Mechanical Engineering
Hewlett Packard, Intel
National Diploma in Manufacturing Engineering
Hewlett Packard, Intel, NEC
In addition to the above programmes, which lead to defined awards at National
Certificate/Diploma level, the School of Engineering has delivered customised training
courses to a range of companies. Examples include the provision of short training
programmes in areas such as quality systems and statistical process control in Hewlett
Packard, and a technical development programme for process operators in Intel to support
the progress of technicians/operators through the Intel grading system. Customised
training programmes were also provided for employees of Lake Electronics, Motorola,
Lucent, IBM, and Celestica. The Technician Development Centre, established in partnership
with Intel and Hewlett-Packard, is a shared education and training facility designed to
educate and train engineering students and staff at Intel, Hewlett-Packard and the
Institute.
The contraction in the ICT industry since 2001 has seen the level of these programmes
reduce significantly, however more recent evidence suggests that this trend may be
improving, in particular where flexible blended solutions are put in place, such as the
FLASHE Higher Certificate in Electronic Engineering programme.11 This programme has the
largest enrolment of any first year part-time programme in Electronics in the country. It
allows participants to continue their studies in a flexible full-time manner and still enjoy the
benefit of two days work placement. Companies such as Hewlett Packard and Intel support
the programme, which is funded by the HEA.
Beyond that the School of Engineering recognises the market change and the need to
change the delivery methodologies and profiles for part-time provision, enabling flexible
access to degree level, and providing new programmes at post-graduate diploma and
masters levels. The School is also examining the potential for provision of Continuing
Professional Development Programmes and Professional Institution examination provision,
as additional routes to develop and grow current levels of part-time provision.
11
The FLASHE programme was discussed in Chapter Five, section 5.4.6.
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Chapter Seven
7.4.3
In-company provision in Business
The School of Business accounts for the majority of part-time students within the Institute.
In addition to developing a number of collaborative programmes through partnership with
other professional bodies and third level institutes,12 the School of Business provides a
number of in-company programmes. These include the Ordinary Degree in People
Management which was developed in collaboration with Intel and IBEC, and is delivered
as an in-company programme. Seventy-nine employees of Intel have successfully
completed the course since its beginning in 2000. There are currently 21 people studying
on the programme. The Institute and Intel also jointly run a Bachelor of Business Studies
(Honours) programme that commenced in 2002. Sixteen people graduated from this
programme in November 2004.
The School of Business has also delivered customised programmes to local firms and
organisations. The following have been provided by the Department of Accountancy and
Professional Studies:
Budgeting for Managers in the Adelaide and Meath Hospital, Incorporating the
•
National Children’s Hospital
Interpretation of Financial Statements for the Companies Office in the Department of
•
Trade, Enterprise and Employment (now the Office of the Director of Corporate
Enforcement)
Examination of Financial Records for newly appointed Inspectors of Labour in the
•
Department of Trade, Enterprise and Employment, relating to the checks on employer
records for the purposes of the application of minimum wage legislation
Financial Awareness Programme for staff in three subsidiary companies in the Smurfit
•
Group
Individual seminars for professional accountants in the latest developments in Taxation,
•
Financial Reporting and Auditing Issues
The Bachelor of Arts Degree in Technology Management and the Bachelor of Science
Honours Degree in Technology Management, developed and delivered jointly by the
School of Business and the School of Engineering, are worthy of specific note in the
context of developmental impact aimed specifically at the SME sector. Both programmes
are unique in that they are available only in part-time mode, and are orientated towards a
multi-disciplinary perspective integrating technology and management disciplines. These
programmes are funded and supported under Enterprise Ireland’s Innovation Management
Initiative, which aims to increase the innovation performance (both technical and nontechnical) of Irish-based companies by providing training and consultancy in innovation
and R&D management.
The Professional Institute Programmes were considered in Chapter Five, section 5.3.1. Currently, there are 405 participants on
the Professional Institute Programmes.
12
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Delegation of Authority Submission
In the modern business environment, understanding the dynamics of technology and
mastering product and process innovation are critical to competitive success and survival.
With this in mind, the Technology Management programmes focus on enhancing the
critical management, business and technology capabilities within organisations. The main
aims of the programmes are:
•
To foster a culture of creativity and innovation
•
To provide an integrated suite of applied technology management modules
•
To explore key stages in the development of technology
•
To challenge students with a range of analytical case studies/problem solving tools
Since its inception in 2002, 105 people have graduated from the BA in Technology
Management programme.13 There are currently 50 participants registered on the B.A in
Technology Management and 19 on the B.Sc. Honours Degree in Technology
Management.
7.5
Management of the Part-time Programme
The management and co-ordination of the Part-time programme crosses three primary
functional units within the Institute: Development and External Services, the Registrars
Office and the academic Schools and Departments. In some respects, the management
structure is quite similar to that which pertains to the full-time programmes, while bearing
in mind the necessary differences in terms of dynamics, timeframes and context.
Figure 7.3 Management of the Part-time Programme
Development &
External Services
The Registrars
Academic Schools
& Departments
13
Prior to the NFQ changeover, this was a National Diploma in Technology Management.
159
Chapter Seven
The Registrar’s Office has responsibility for the management of all aspects of admissions,
registration and examinations relating to the part-time programmes.
The provision, induction and academic management of lecturing staff is the responsibility
of the relevant Head of Department and Head of School, as is the management of
assessments and examination of students.
Development and External Services is responsible for the overall planning and coordination of the programme, including financial planning and control, promotion, timetabling, student liaison and interaction with lecturers.
7. 5.1
Promotion of the Part-time programme
Promotion of the part-time programme is managed through the Marketing and Public
Relations function within Development and External Services. However, individual
departments also promote their programmes independent of External Services e.g. the
Departments of Electronic and Mechanical Engineering make company visits to INTEL, HP
and many other companies before the commencement of the part-time calendar.
Media promotion of the part-time programme includes the following:
•
Print Media: primarily local or regional newspapers, educational supplements, selected
magazines and journals, and flyer drops
•
Audio/visual media: selected radio channel promotions in late August and September
•
Event promotions - at high visibility events, such as Croke Park games in August/
September
•
Location promotions e.g. at high foot-fall locations and in main catchment areas along
the LUAS line
•
Promotional stands are also operated or supported at a number of significant events
and locations, including the Higher Options Fair, Public Sector Open Days and at
Company Open Days in Intel, Wyeth and Hewlett Packard
The Institute also organises a number of open evenings in early September, at which
lecturers, course co-ordinators and Heads of School/Department are available to answer
queries and advise potential applicants on the various programmes.
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7.6
Delegation of Authority Submission
Review of the Part-time Programme
The part-time programme represents an area of significant strategic importance within the
Institute. In numerical terms it compares very favourably with most other Institutes in the
country. It has also demonstrated it’s potential to contribute to economic development
through providing access to company employees to a significant range of developmental
opportunities, along with providing the opportunity to companies to increase the
knowledge and skills base within their organisations.
There have been a number of significant reviews of the part-time programme, both in
terms of its operation and its performance. The first was conducted as part of an internal
audit process performed by Deloitte & Touche in 2001. This audit focused primarily on the
operational structures of the Part-time Programme and associated procedural practices.
The second review, which is part of a process that commenced in 2005, has focused on
the ongoing sustainable management and delivery of the Part-time Programme. The
Deloitte & Touche review and the internal review process are both considered in the next
section.
7.6.1
Deloitte & Touche Review of the Institute’s Part-time &
Continuing Education Programme
The Deloitte & Touche review of the Part-time programme focused on the completeness
and accuracy of policy and procedure. The areas addressed by the internal audit were:
•
Costing and pricing of part-time courses
•
Student registration
•
Invoicing and fee collection
•
Joint courses with industry
•
Short courses
•
Student record system
•
Documented policies and procedures
•
Management information and monitoring
•
Part-time student issues
•
Staff issues
Following the recommendations of the internal audit, appropriate actions were taken in a
number of areas. This was achieved primarily through the development of policies and
procedures in a number of areas, including advertising, the production of the Part-time
161
Chapter Seven
Prospectus, the costing of the part-time programmes, timetabling and the management of
the Part-time Programme. Standard Operating Procedures (SOPs) were developed in the
following areas:
7.6.2
•
SOP for timetabling and allocation of rooms for the part-time programme
•
SOP on procedures for the Management of the Part-time Office
•
SOP for the organisation and promotion of advisory evenings
•
SOP guide to part-time programme distribution
•
SOP guide to part-time programme production
•
SOP for part-time application forms production
•
SOP for part-time programme advertising
Internal Review Process
In January 2005 the Institute commenced a process of internal review with a view to an
overall assessment of the strengths and weaknesses of the Part-time Programme and
identification of factors critical to the ongoing sustainability and success of the Part-time
Programme. The initial focus of the internal review was on immediate short-term issues
that could impact on the Part-time Programme for the academic year 2005/6. A more
strategic review of the Part-time Programme is also underway to consider the future
direction and structure of the Part-time Programme.
The internal review group comprised the various Heads of Department and appropriate
staff from both Development and External Services and the Registrars Office. Part-time
students are a very significant stake-holder and their views were obtained following
consultation as part of the various programmatic reviews and self-studies undertaken at
departmental level, and also from student participation in Programme Boards.
7.6.3
Outputs and Recommendations
The key outputs and recommendations of the internal review process were as follows:
1. The review group emphasised that the Part-time Programme should be regarded as a
core activity in the Institute and not an ancillary function to its full-time delivery mode.
2. The Institute’s assets (building, infrastructure and human capital) should be used to the
maximum to serve the Institute’s target population/customer base.
3. A one-stop-shop to deal with all part time queries should be established in the main
foyer of the Institute. All queries relating to part-time programmes should be handled
by this office by individuals who are trained and familiar with the programmes
provided by each of the Institute’s three Schools.
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Delegation of Authority Submission
4. A dedicated Head of Continuing Education post should be established to promote and
administer all aspects of the part-time programme provision.
5. The specific costs incurred in delivering, managing and developing the Part- time
Programme should be allocated and accounted for in the financial/ management
information system.
6. The greater use of technology already available in-house should be exploited to be
more efficient and to minimise bottlenecks in the management of the system. The
Institute has begun to register all continuing students during the summer, in
anticipation of their return in September. Texting and web messaging systems are also
used to inform students of lectures that have been cancelled or postponed.
7. The Part-time Office should provide students with a student card immediately and an
invoice/receipt, assuming all fees paid. The Part-time Office should also have a student
card production facility as a fixed operation available throughout the year.
8. The Institute should aim to achieve a level of service such that if a student arrives to
apply for a programme, all parts of the registration process (Banner inputs, invoicing,
receipting and the issue of the student card etc.) should be achieved on the same
evening and in a speedy fashion. The use of ‘quickadmit’ as in Waterford Institute of
Technology for professional courses should be explored.
9. A ‘simple’ form should be designed and available throughout the year (not just in
September) for registration purposes.
10. The marketing of the Part-time Programme raises the profile of the Institute and its full
time programmes, and should be targeted.
11. Greater support and training should be provided for Associate Lecturers on the Parttime Programme, in the form of desks and computers.
12. A formal system whereby full-time lecturers support associate staff needs to be
developed to guarantee comparable levels of academic achievement and delivery by
the Part-time Programme.
13. An appropriate ‘cost and reward model’ for the decision-making process surrounding
the part time and in-company/training programmes needs to be developed. It should
be clear, documented and applied uniformly throughout the Institute with few
exceptions.
14. A proportion of the part-time fee income should be specifically allocated for library and
other resources used by those students.
15. Other supports available to full-time students should be extended to part-time
students (resources permitting) e.g. the careers service.
16. Greater use should be made of the Institute web-site for registration, information and
payment of fees.
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Chapter Seven
17. The Part-time Office should review and re-consider the provision of open evenings to
attract and inform new students.
Additional feedback on the Part-time Programme from the Schools of Science and
Engineering, not already included above, related to the following:
•
The need for well-defined standard operating procedures on how to manage
matters/queries relating the part-time prospectus, brochures etc. as well as freedom of
information queries relating to the structure, duration and general content of
programmes
•
Provision of effective and timely feedback to students on written, email, or telephone
queries. A logging system for calls/emails/letters with a status checking system is
needed
•
The need to improve the standard of tidiness in lecture theatres in the evening and to
improve canteen facilities
7.6.4
Actions Taken in Response to Stakeholder Feedback
As a result of the review process, a number of changes were implemented with effect from
September 2005. These changes were as follows:
•
The addition of a full-time Grade 6 post in Development and External Services, with
particular responsibility for the Part-time Programme, and an additional Grade 3
member of staff, operating from 2pm-9pm to support the handling of queries and
such administrative issues that occur during the operation of the programme
•
The allocation of additional administrative staff from Student Services in
September/October to accelerate the processing of application forms and student
registration issues
•
The provision of a temporary high visibility information desk in the front foyer for the
first weeks of operation of the Part-time Programme
•
The provision of a structured induction programme for all new part-time students in
the first two weeks of semester one
•
The clear identification in the Guide to Part-Time Programmes that all queries are
directed to a single point/extension number and the provision of telecommunications
support to service this desk from multiple phone extensions
•
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The manual logging of queries for later analysis
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•
Delegation of Authority Submission
The development and implementation of procedures for early notification, registration
and processing of all follow-on students between Development and External Services
and Student Services
•
The accelerated input of all data to Banner and subsequent registration
•
A significantly increased marketing profile in print and radio
•
The delivery of a structured induction programme for associate staff
•
The provision of re-focused open evenings, only operated in September
•
The set of Standard Operating Procedures relating to the Part-time Programme were
updated, and additional procedures put in place
•
Additional information sources have been put in place, in print and on the web-site for
part-time students, including a FAQ list
•
A room cleaning protocol was organised such that where lecture rooms are vacant
between 5pm and 6pm, room cleaning will take place in advance of the part-time
programme commencing
•
Canteen services were expanded and improved with greater variety
•
The first blended learning solution designed to enhance learner flexibility commenced
in 2005 with the FLASHE programme in Electronic Engineering
•
7.6.5
Library and Institute opening times were extended
Future Directions
While a number of improvements have been implemented to improve the delivery and
operation of the Institute’s Part-time and Continuing Education Programme, closure needs
to be achieved on what have been preliminary discussions to date in a number of areas,
for example:
•
Specifying and putting in place a management level post with responsibility for lifelong
learning in the Institute. In parallel the operational structures of the part-time office will
need to be re-examined in this context
•
The development of cost centre structures and better decision making models in
relation to the part-time programmes
•
Undertaking a comprehensive survey of all part-time students to obtain feedback on a
range of issues, including programme content and delivery, induction, academic
administration and student support
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Chapter Seven
•
The formation of a Strategy Review Group to examine and develop an explicit strategy
for the Part-time Programme, both in relation to the development of new courses and
new forms of delivery involving blended learning. The management and administrative
practices and systems also need to be examined with a view to improving service levels
and cycle times for processing of part-time programme student data.
•
The Senior Management Group has approved a draft strategy on technology enhanced
learning in October 2005. This will be a key corner-stone in the future development of
the part-time programme in the Institute. It will move the capability level of the
Institute towards a position where much greater levels of learner flexibility can be
achieved. The development of e-learning will also devolve more control to the
individual learner in the learning process
166
Chapter Eight
Student Services
167
Chapter Eight
Student Services
8.1
Introduction
This chapter considers the range of support services available within the Institute designed
to facilitate access and to enhance the educational experience of students. The Institute
facilitates entry by students from groups that are traditionally under-represented at third
level. A variety of pre-entry activities and post-entry supports are available to students and
a range of other services, such as the careers and appointments, alumni, health,
counselling and chaplaincy services, also benefit an increasingly diverse student population.
The Institute encourages students to take responsibility for their own self-development
during their time in education by participating in both academic and non-academic
activities. Participation in non-academic activities is an important part of the holistic
development of students and an important factor in their personal development. Through
involvement in student activities, including sports activities and various clubs and societies,
students develop a wide range of skills (social skills, leadership and communication skills
and team-building skills) that contribute to their personal development. These skills, as
outlined in chapter 5, are transferable skills which can be employed in different situations.1
They contribute to students’ employability as recognised in the definition put forward by
Knight et al (2001), where employability is defined as ‘a synergic combination of personal
qualities, skills of various kinds and subject understanding’.2
The first part of this chapter considers the philosophy, management structure and
organisation of student services. The second part considers the full range of support
services available within the Institute that facilitate participation in education by underrepresented groups and contribute to the personal, academic and professional
development of students. The final section considers the Students’ Union.
8.2
A Sense of Community
The philosophy that underpins the provision of student services in the Institute is that the
student is the most important person in the Institute and is the purpose of our work. All
of the Institute’s activities are centred on a single campus.3 This facilitates interaction
Refer to section 5.7.4
As cited in The hidden value of higher education learning: transferable skills and their importance for graduates of modern
language programmes (2004, p.35).
3
Although sports and recreational facilities are currently provided off-campus.
1
2
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among students from different disciplines and also contributes to the development of a
sense of community.
One of the unique strengths of the Institute is the wide range and variety of clubs, societies
and recreational activities available. These activities are also open to staff which facilitates
staff/student relationships. The close involvement between staff and students is reflected
in projects such as the Kilimanjaro Project which raised over €100,000 for Childaid. This
project was carried out in 2004 by staff and students of the Institute, together with staff
from South Dublin County Council.
8.3
Student Services
The Registrar in conjunction with the Academic Administration and Student Affairs
Manager co-ordinates a wide range of student services. These currently encompass:
•
Access Office and Disability Support Service
•
Student Counselling Service
•
Health Services
•
Chaplaincy Service
•
Sports and Recreation Service
•
Careers and Appointments Service
•
Alumni Association
8.3.1
Self-study
As part of the delegated authority process, each of the different areas was asked to
conduct a self-study of their activities with a view to improving service provision. In
addition, a Direct Services to Students Focus Group was established to guide the selfevaluation process.4 Membership of the focus group comprised all of the different service
providers outlined above, together with student representatives, staff representatives, the
Delegated Authority Project Manager and the Registrar. The main aim of the focus group
was to enable the service providers to obtain feedback with regard to how they operate,
to identify the ways in which they interface with staff and students and to pin-point any
common Institute-wide issues that needed to be resolved.
Before considering each of the different areas, the next section outlines the staffing
structure within Student Services and the role of the Student Services Committee (SSC) in
co-ordinating the provision of student services within the Institute.
4
As discussed in Chapter 4, section 4.4.1.
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8.3.2
Student Services Structure and Staffing
The staffing and organisational structure for student services is outlined in Figure 8.1
below. Student Services comes under the remit of the Registrar’s Office. The Student
Services and Academic Administration Manager reports to the Registrar and has overall
responsibility for the management of student services. Support is provided by the
administrative staff in the Registrar’s Office.
Figure 8.1 Student Services Organisational Structure
Registrar
Academic & Student Affairs Manager
Health Centre Nurse/Doctor
Student Counsellor
Careers Officer
Alumni Officer
Chaplain
Access Officer
Sports & Recreation Officer
8.3.3
Student Services Committee
The Student Services Committee (SSC) of the Institute was established to promote, coordinate, develop and oversee student services in the institute. As part of its functions, the
SSC
•
promotes sports clubs and sporting activities
•
encourages, promotes and co-ordinates student activities in the arts and the debating
of economic, cultural, social, scientific and technological issues.
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Delegation of Authority Submission
Promotes and develops student welfare services in the institute.
Membership of SSC includes members of staff (student services) and Student Union
representatives. Disbursement of all monies is in accordance with general Student Services
Committee policy and decisions made at Student Services Committee meetings. The SSC
allocates funding to the Students Union for its day to day operation and always in response
to a documented budget plan prepared by the Students Union. The budget plan generally
covers the following areas: administration, travel and transport, USI events, welfare,
campaigns and entertainment. The SSC allocates funding each semester subject to
satisfactory submission of accounts and receipts.
The SSC meets approximately 25 times a year. This regular contact between student
services personnel and student union leaders provides an instant feedback mechanism
about services and facilities. It also informs policy developments and provides an immediate
response.
As part of the self study process the SSC has recognised that it needs a formal constitution
to assist it in the direction of its focus and structure. A draft constitution has been
developed and is under active consideration. Standard operating procedures (SOPs) are
also being documented for all processes involved in SSC operations.
The Institutes Management is also reviewing internal financial reporting arrangements with
a view to providing further information regarding the distribution of the student capitation
fee, in accordance with the HEA guidelines.
8.4
Access Office and Disability Support Services
The Access Office was established in October 2001. The Office is responsible for
encouraging greater participation by students from groups that are traditionally underrepresented at third level. As nationally recognised, these groups are:
•
students from disadvantaged socio-economic backgrounds
•
mature students
•
students with disabilities
•
members of the Traveller community
The Office is staffed by one Access Officer, with administrative assistance from the
Registrar’s Office. It is located in the Registrars Office suite in Room 120 on the first floor.
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8.4.1
Students from Disadvantaged Socio-economic
Backgrounds
The Institute is committed to encouraging students from disadvantaged areas to
participate in its educational programmes and to supporting them during their time in the
Institute. In 2004, approximately 44% of first year students at the Institute came from
areas in close proximity to the Institute, areas where there are traditionally very low levels
of participation at third level.5 These areas are listed in Table 8.1.
Table 8.1 Participation in Third Level Education
Geographical Area
Participation Rate (%)
Tallaght-Firhouse
36
Kilmainham-Inchicore
29
South Inner City
28
Crumlin-Kimmage
32
Palmerstown
16
Clondalkin-Neilstown
13
Ballyfermot-Chapelizod
10
Source: Higher Education in Focus: The Clancy Report 2003
A number of areas that are within the immediate catchment area of the Institute have
participation rates of 36% or less. These rates are very low when compared to other areas
of South Dublin - such as Foxrock-Glencullen and Rathmines-Terenure, which have
participation rates of 73% and 71% respectively.
The Institute has a number of programmes and support schemes in place to enhance
participation. The Access Office works closely with local second-level schools, colleges of
further education and community education groups. Students, parents and teachers are
involved and a partnership approach is used to maximise the involvement of all concerned.
8.4.2
Initiatives to Increase Participation in Third Level
Education
A variety of projects managed by the Access Office facilitate access to higher education by
students from local disadvantaged areas. These include (i) the Access to College Education
(ACE) Project, which is focused on the West Tallaght RAPID6 area, and (ii) the Clondalkin
Higher Education Access Programme (CHEAP), which is focused on the North Clondalkin
RAPID area. The Access Office also promotes access by mature students in Colleges of
Further Education, facilitates access by participants from other local and community
The breakdown of student numbers by location was analysed in Chapter Five, section 5.7.
RAPID Programmes (Revitalising Areas by Planning, Investment and Development) are those areas identified by Government as
most disadvantaged (see Chapter 2, section 2.2.9). Twenty-five disadvantaged urban communities were included in the first phase
of RAPID, four of these in South Dublin County - one in North Clondalkin and three in West Tallaght.
5
6
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education groups, and promotes access to education in other disadvantaged areas within
the Institute’s catchment area.
8.4.3
The Access to College Education (ACE) Project
The RAPID Programmes (Revitalising Areas by Planning, Investment and Development)
were launched in 2001 under the Programme for Prosperity and Fairness (2000-2002).
There are three second-level schools in the West Tallaght RAPID areas:
•
Jobstown Community School
•
Killinarden Community School
•
St Aidan’s Community School Brookfield
These 3 schools run a project funded by the Department of Education and Science known
as ACE (Access to College Education). The Access Officer is on the ACE Board of
Management and provides the following pre-entry and post-entry supports for students
from these areas.
8.4.3.1
Pre-entry Supports
The following pre-entry activities are organised by the Access Office in co-operation with
ACE:
•
The Access Officer meets with fifth and sixth year classes in each school to talk about
third level education in general and the programmes offered at IT Tallaght.
•
Information Evenings for parents of ACE students are held every year in the Institute.
•
Easter Revision courses for Leaving Cert students are held every year in the Institute.
•
A Mathematics Initiative with teachers and fifth year pupils in Killinarden Community
School and Jobstown Community College. This initiative was implemented in January
2004. Seventy-five students from the two schools participated in the programme.
•
The Access Officer assists in the selection of pupils for the ACE After-school
Programme.
8.4.3.2
Post-entry supports
Students who enrol at the Institute under the ACE project are provided with a variety of
post-entry supports. These include free textbooks, laptop computers (available on loan to
students who do not have a computer at home) and extra tuition (available to students
who are having difficulties with particular subjects). A Peer Mentoring Programme is in its
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first year of operation. Ten second, third and fourth year students at the Institute supported
under the ACE project were trained as mentors and matched with ten first year students
from the ACE schools.
The supports to students are organised and provided by a network of groups: the Institute,
ACE, the Tallaght Area Partnership and Tallaght Youth Service. Funding is obtained from
the Institute Student Services Fund, Central Funds and the Tallaght Area Partnership
Millennium Fund.
8.4.4
The Clondalkin Higher Education Access Programme
(CHEAP)
There are two second level schools in the North Clondalkin RAPID Area (Collinstown Park
Community School and St Kevins Community College) and one school in another
disadvantaged community in Clondalkin (Deansrath Community School). These three
schools run a Department of Education and Science funded project known as CHEAP
(Clondalkin Higher Education Access Programme). The Access Officer is on the CHEAP
Board of Management. Similar pre-entry activities to those in West Tallaght are carried out,
and the same post-entry supports (other than the Peer Mentoring Programme) are
available. These activities are funded by the Institute and the Clondalkin Area Partnership.
8.4.5
Access Initiatives in other Disadvantaged Areas
There are additional areas of disadvantage in the nearby postal districts of Dublin 8, Dublin
10 and Dublin 12. Formal links were established recently with the following schools: CBS,
James’s Street; Warrenmount Presentation College, Blackpitts; Caritas College, Ballyfermot
and Our Lady of Mercy School, Drimnagh. Regular visits are made to each of these schools
and post-entry supports in the form of free books are now standard practice.
8.4.6
Colleges of Further Education
There are two large Colleges of Further Education within the Institute’s catchment area:
Greenhills College of Further Education and Pearse College of Further Education. Many of
the students in these Colleges are mature and are studying Post Leaving Certificate (PLC)
courses or the Leaving Certificate. The Higher Education Links Scheme and entry as a
mature student are valid routes to participation by these students. Every encouragement is
given to learners within these colleges to consider the opportunity offered by these entry
routes.
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8.4.7
Delegation of Authority Submission
Local and Community Education Groups
There are a number of local and community education groups in West Tallaght and regular
contact and visits are made to liaise with these groups. The Institute has developed linkages
with:
•
Tallaght Women’s Education Network
•
Tallaght Young Mothers Group
•
Youth Horizons Jobstown ( A Project for Early School leavers)
•
Target Brookfield (Probationers)
•
St. Basil’s Traveller Education Centre
The Access Office also facilitates access and provides support to:
•
Students in receipt of the Back to Education Allowance
•
Students in receipt of Lone Parents Allowance
•
Students who have been referred and recommended for support by external sources
(e.g. Local Area Partnerships)
These students receive supports from the Access Office in the form of free books, extra
tuition and the loan of a laptop if required. Currently, twenty-nine students fall within this
category.
8.4.8
Services for Students with Disabilities and Specific
Learning Difficulties
The Institute is committed to facilitating students with disabilities as an issue of basic
human rights and as an integral part of its undertaking to equality of opportunity in higher
education. The responsibility for implementation of policy lies within the Registrars office,
which liaises with other schools and departments within the Institute as appropriate and
with other relevant agencies.
Students with disabilities are encouraged to contact the Registrar’s office as early as
possible to outline their requirements. Every attempt is made to facilitate students and to
provide special equipment and support. Students with dyslexia and related learning
difficulties are requested to advise their Head of Department as soon as possible.
Examination arrangements are also organised for students with disabilities provided
sufficient notice is given.
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8.4.8.1
Pre-entry Services for Students with Disabilities
It is important for students with disabilities that necessary supports are in place from the
start of their third level education. The Access Office strives to create an inclusive
environment for all learners, and to this end all documents supplied by the CAO to the
Institute regarding applicants with disabilities are studied in advance. These documents
comprise the following:
•
CAO Supplementary Information Form
•
CAO Evidence of Disability Form
•
CAO Second-level Academic Reference
•
Any other medical/psychological reports supplied by applicants
Students who might need intensive supports are invited to the Institute in June. An
individual consultation with the Access Officer enables students to make preparations in
advance and allows the Institute to make any necessary arrangements in good time.
Students who will not require such intensive supports are written to and informed of how
to go about accessing the disability service if they register at the Institute in September.
Details of supports available are also supplied. Table 8.2 shows the amount of funding
received for students with disabilities and the number of students assisted.
Table 8.2 Funding for Students with Disabilities
Funding Received €
No of Students Assisted
2001/2
52,094
9
2002/3
51,885
11
2003/4
92,895
18
2004/5
61,666
19
Year
8.4.8.2 Post-entry services to students
The Institute conducts a Disability Support Assessment based on discussion between the
student and the Access Officer - and the particular circumstances and needs of the student
as indicated in the relevant documents supplied to the Institute. The Disability Support
Assessment outlines an agreement between the student and the Institute on support
requirements in relation to teaching and learning, assessment and examinations, and
accessibility. Where necessary, the relevant Head of Department and lecturing staff are
involved in reaching this agreement. The Access Officer also liaises with the Library and
Building Services about students’ learning support needs and facilitation of same. As the
student progresses through his or her studies, adjustments to the Support Assessment may
be made.
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The Access Officer applies to the National Access Office each year on behalf of students
for funding for supports. The main support services provided are:
•
Extra tuition
•
Note-takers
•
Sign language interpreters
•
Copies of lecture notes
•
Dyslexia support tuition
•
Computers, printers, scanners, auxiliary devices: purchase, preparation, issue and
maintenance
•
Software: purchase, installation and maintenance
•
Free photocopying
•
Radio loop system
The Access Office arranges payment and receipting for all of the above. It also works with
staff in the Registrar’s Office to make appropriate examination arrangements. The
Quarterly and Annual Financial Returns on Expenditure are managed by the Finance Office.
8.4.8.3
Examination Arrangements
The Institute recognises that equality of opportunity in assessment is a fundamental
cornerstone of equality in education and alternative examination arrangements are made
for students who require them. In the academic year 2004/5, 45 separate exams were
arranged in the Winter Semester, 63 separate exams were arranged in the Spring semester,
and 23 separate exams were arranged in the August session.
The most frequent accommodations are:
•
Extra time allowance
•
Provision of separate room and invigilator
•
Provision of reader, scribe
•
Use of computer, tape recorder
•
Arrangement of due consideration by examiners.
All exam accommodations are revised with each student every semester and confirmed in
writing.
8.4.8.4 Other services
In order to provide a comprehensive service to students with disabilities/learning
difficulties, the Institute also provides:
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•
An Assistive Technology Room in the library. The Assistive Technology room has two
personal computers with voice recognition software, scan/read software and
magnification software. These are available to all students with disabilities.
•
A general information and advice service is provided for students, potential students,
parents and second-level school personnel.
•
The Access Office provides information for staff and training for staff in supporting
students with disabilities
8.4.9
Services for Mature Students
The Institute aims to attract more mature students and as part of the Strategic Plan 20058 a range of measures for the recruitment and support of mature students were identified.
The Institute has set a target of 7% for mature students (as a percentage of first year fulltime students) for the next three years.
The following pre-entry supports are provided for mature students:
•
A general information service - in response to individual requests by telephone, email,
and in person.
•
A financial information session in May of each year in which all CAO mature applicants
are invited.
•
An invitation to interview to all mature applicants. Decisions on offers are made in
conjunction with the Admissions Officer.
Once registered at the Institute, every attempt is made to support mature students e.g. by
organising social evenings. Additional supports are provided for disadvantaged mature
students e.g. free books and extra tuition. The Institute has a Mature Students Society,
which is supported by the Institute.
8.4.10
Student Assistance Fund
Each year the Department of Education and Science allocates a substantial sum of money
to assist disadvantaged students, in the form of the Student Assistance Fund. A committee
of four appointed by the Registrar assesses each application. The Committee consists of
the Access Officer, Chaplain, Students Union Welfare Officer, and Academic Administration
and Student Affairs Manager. Every effort is made to ensure that the fund is allocated to
students who are most in need. Details of the number of students assisted are provided in
table 8.3. The National Access Office issues guidelines for the operation of the fund.
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Table 8.3 Student Assistance Fund
Funding Received €
No of Students Assisted
2001/2
148,000
319
2002/3
160,017
270
2003/4
153,750
288
2004/5
99,506
203
Total
561,273
1,080
Year
The Access Office also provides information and advice to students on how to avail of other
sources of assistance e.g. the Maintenance Grant and the Local Area Partnership
Millennium Funds. Information leaflets on these and other forms of assistance are available
from the Access Office.
8.4.11
Registration and Induction
Every year new first year students are brought into the Institute prior to the start of classes
for registration and induction. The Access Officer plays an active role in the organising
these events and is responsible for the training and management of student leaders (of
which there are approximately 20 each year). The student leaders conduct campus tours
and act as sources of information and advice for new students. Many student leaders
continue to assist first year students throughout the year.
8.4.12
Access Office: Future Directions
In line with the Institute Strategic Plan 2005-8, it is hoped to establish a Disability Office
this year, staffed by a part-time Disability Officer. The provision of such a service will have
the following major impacts:
•
Students with disabilities will be catered for with a wide-ranging, effective service
•
Staff training and development on disability will be implemented
•
The Assistive Technology room in the Library will be developed and fully utilised.
•
The Access Office will develop and expand its services to students from disadvantaged
backgrounds and mature students
•
A Foundation Course for adults will be developed and delivered in conjunction with a
local provider
•
Effective community links will be established with other second-level schools in
disadvantaged areas. The following schools have been identified for establishing links
in the 2005/6 academic year: St John’s, Ballyfermot, St Joseph’s, Stanhope Street and
St. Paul’s CBS, North Brunswick St. The last two schools are on the LUAS line.
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•
The Institute will participate in an evaluation of Access Programmes conducted by the
HEA National Office for Equity of Access to Higher Education. This evaluation will
consist of the evaluation of the current policies, procedures and activities within the
Institute in relation to access. This evaluation will be completed in February 2006.
8.5
Student Health Service
The Student Health Service was established in 1992. It was initially a part-time service but
has evolved over the years to become a full-time service offering 12 hour daily opening.
The location of the centre has changed a number of times but has always remained in the
main body of the Campus building for easy access and quick response. The convenience
and personal approach of an on-campus clinic provides an efficient and holistic approach
to the student needs. The full-time nurse is an active member of the Student Services
Committee and the Health and Safety Committee.
8.5.1
Staffing
The health centre is located on the first floor of the Institute. The service is currently staffed
by two nurses: a full-time nurse from 9am to 5pm Monday to Friday and a part-time nurse
from 5pm to 9pm Mon to Thursday. The part-time nurse is also available on Saturday from
9am to 1pm. The Institute Doctor attends on a sessional basis: Monday 10am to 1pm,
Wednesday 2m to 4pm and Friday 9.30am to 12.30am. The doctor (or locum doctor) is
also available to students at a discounted rate outside these times, in a local private clinic.
8.5.2
Function
The Health Centre provides the following services:
•
Medical attention to all students who feel unwell or become ill on campus
•
Emergency medical treatment for accidents occurring within the Institute
•
Medication for minor illnesses that arise during Institute hours
•
Information and appointment scheduling for local medical facilities e.g. dentists,
physiotherapists, hospitals, clinics etc.
180
•
Health promotion and encouragement of a healthy lifestyle
•
Access to General Practitioner (GP) services
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A GP clinic is held on campus 3 times weekly and provides services such as the following:
•
Treatment for acute illness.
•
Support/advice for medical conditions e.g. asthma, eczema, etc.
•
Sports injury treatment
•
Contraceptive advice and prescription.
•
Smear tests (arranged for Institute doctors’ private clinic)
•
Pregnancy testing and non-judgemental referral if requested.
•
Sexual health including sexually transmitted disease investigation and follow-up
•
Repeat prescriptions
•
Vaccinations and travel advice
•
Referral, on request, or where deemed appropriate to counsellor or other support
bodies
Additional services provided by the Health Centre include:
•
The provision of information and advice in areas such as nutrition and the
encouragement of a healthy lifestyle
•
The provision of forms and advice on medical cards and entitlements
•
Health information lectures/displays and the organisation of Health Awareness and
Feel Good Days
•
Assessment of Student Health Questionnaires and follow up where necessary
•
Provision of first aid lectures to relevant student groups in the Institute: professional
cookery students, hospitality students, science students and students involved in sports
•
In 2005 the Health Centre co-ordinated an Asthma Clinic supported by Allen &
Hansbury Pharmaceutical Company. The clinic was held on a monthly basis and was
well attended.
8.5.3
Primary Customers
The primary users of the Health Centre are students. All students are requested to
complete a Health Questionnaire when registering with the Institute. This ensures that the
Health Centre has a baseline health status report in the event of any accident or illness
occurring while students are attending the Institute. The Health Questionnaire is a useful
tool to assist those whose medical condition may interfere with their academic
performance e.g. chronic conditions requiring regular check-ups, psychological issues, skin
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conditions exacerbated by wearing gloves in labs, colour blindness, etc. The Health Centre
can attend to staff only in the event of emergencies.
A total of 2,694 people attended the Student Health Centre in the 2004/5 academic year.
A total of 637 students attended the Institute doctor’s surgery in 2004/5. An extra hour
was added onto the Wednesday afternoon clinic to deal with the increase in demand.
8.5.4
Publications and Communications with Students and
Staff
The Student Health Centre Webpage provides comprehensive information on the location,
staffing, opening times, functions and services offered by the Health Centre. It also
provides information on local medical facilities, information on medical cards and
application, and information on men’s health and women’s health topics. A Student Health
Centre leaflet is also provided with information on these issues and information is also
contained in the Student Handbook.
The Health Centre also prepares an Annual Report each year with information on
attendance figures for the Student Health Centre, as well as the number of referrals,
attendance at GP clinics, etc. This information is an important source of feedback for the
Health Centre.
Figure 8 provides information in relation to the number of accidents in the 2004/5
academic year. The main areas where accidents occur are in sports, science laboratories
and catering (the class kitchen). Accident and emergency referrals have fallen in the last
two years, possibly as a result of efforts to increase health and safety awareness among
staff and students in the relevant areas. The total number of accidents in 2004/5 was 68,
compared to 75 in 2003/4 and 109 in the previous year. The main areas where accidents
have fallen are in chemistry and biology laboratories and in the class kitchen.
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Figure 8 Accidents by Area 2004/5
Building 5%
Chemistry Labs 14%
Institute Grounds 9%
Biology Labs 14%
Engineering Labs 3%
Darkroom/AV Lab 2%
Class Kitchen 5%
Sports 37%
Production Kitchen 8%
Main Canteen 3%
Students who have an injury must complete an accident/incident form and note the root
cause of the accident. This is important if corrective action is to be taken to avoid future
recurrence.
8.5.5
Quality Assurance
Guideline documents have been developed in collaboration with the Institute doctor in the
following areas:
•
Advice document for the use of emergency contraception.
•
Guidelines on taking the oral contraceptive pill.
•
Cervical smear screening and results.
•
Pregnancy and ante-natal care.
•
Procedure for unplanned pregnancy.
The Student Health Centre has also produced Standard Operating Procedures in relation to
the following:
•
MED 1 SOP when handling student Medical Files.
•
MED 2 SOP when handling Medical Reports during Exams.
•
MED 3 SOP for Confidentiality in the student/nurse relationship
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The Service has advised on the development of documents e.g. Guidelines for New and
Expectant Mothers Attending College and Guidelines on Accident/Incident Management in
the Institute.
Presently there is an open door policy for students attending the Health Centre. Response
time can be unpredictable due to unforeseeable events but all queries are dealt with on
the day if possible. Appointments for the Institute doctor can be made by contacting the
Health Centre by phone, e-mail, text, mail or in person. All correspondence is returned on
the day. Follow up is either completed in person or by phone if the student is referred to
a hospital.
8.5.6
Services for review
The Health Centre revolves around a learning environment that serves to educate its
students not only from an academic perspective but also life skills and lifestyle. Therefore
the approach to student health is one of a holistic nature, taking into account students’
health, safety and welfare. The Student Health Centre is not to be perceived wholly as a
G.P clinic serving the needs of sick students but as a Centre where Health Education and
Promotion are to the forefront. Health Promotion is an area in which the Institute seeks to
encourage students to get involved.
8.5.7
Outcomes of the Self-study
As a result of meetings and consultation among the Student Health Centre staff, as well
as participation in other fora - including the Direct Support to Students Services Group, the
Health, Safety and Welfare Committee and the Student Services Committee - the following
areas were identified as areas for improvement:
•
The space provided for the Student Health Centre is inadequate. A total of 2,694
students attended the Student Health Centre in 2004/5. The Student Health Centre is
a priority for development in the Campus Development Plan. As a short term measure,
it is planned to double the area of the Health Centre in 2006.
•
An extra GP clinic is required due to the high level of demand by students. Five
hundred and sixty-six students attended the GP clinic in 2003/4. A further 390
attended the doctors’ private clinic during the same year.
•
The range of services provided by the Health Centre could be expanded. Ideally, space
permitting, a wider range of services for students could be provided on campus e.g.
an asthma clinic, psoriasis clinic, STI clinic, and weight reduction and physiotherapy
sessions.
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Delegation of Authority Submission
The Centre needs to liaise in a more formal manner with lecturers and other staff in
particular areas such as sport, catering, hospitality and science to minimise the
occurrence of accidents in these areas.
•
Ongoing professional development is essential for staff. This is achieved through
participation at various conferences and workshops organised by different professional
bodies throughout the year, including the Institutes of Technology Nurses Association.
In order for the nurse to participate in such activities, cover by an agency nurse is
required. This is an issue that needs to be addressed.
•
The Health Centre will continue to work on the development of standard operating
procedures in order to maintain standards and to ensure consistency if agency cover is
required.
•
While the Centre provides any necessary emergency treatment for staff, a large
number of staff continue to use the Student Health Centre as an advisory/treatment
unit. This may suggest the need for a part-time medical staff/occupational health
presence in the Institute.
8.6
Chaplaincy Service
The Chaplaincy service is provided to facilitate the social, human and spiritual development
of students within the context of their own religious traditions. All beliefs are equally
esteemed and services are provided for people of all denominations and those who adhere
to no denomination. The service is staffed by a full-time Catholic Chaplain. A Church of
Ireland Chaplain (from St. Maelruains Church, which is located just beside the Institute)
also visits on a regular basis and can be contacted by phone at all times. Where a Church
does not have its own Chaplain visiting the Institute, the chaplaincy service is available to
help establish a link with the student’s faith community.
8.6.1
Services Provided
The Chaplaincy service is located in a prefabricated building at the rear of the Institute and
provides the following services:
•
Religious services in the Institute
•
Meditation sessions
•
Retreat weekends
•
Support to students and their families in times of bereavement and illness
The Chaplain is involved in all aspects of college life, including the promotion of social
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projects and other initiatives which contribute to development of students. Strong links are
established with the local St. Vincent De Paul (SVP) Society. In 2002, a Remembrance
Garden was opened to recall the role of deceased students and staff and to provide a sense
of community and solidarity within the Institute. Remembrance services are held annually.
An important function of the Chaplaincy is to foster relationships with all levels of
academic support activity, including student services, clubs and societies and the students
union. In particular, the Chaplaincy provides a pastoral counselling bridge to, and support
for, professional counselling. The full-time Chaplain also plays an important role as a
member of the Student Services Committee (SSC), the Student Assistance Fund Committee
(SAF) and the Child Care Assistance Fund Committee (CAF).7
With the development of new accommodation for student services, additional facilities will
be provided to support the Chaplaincy.
8.7
Counselling Service
The Counselling service provides a safe and supportive environment where a student can
come and talk about any issue that is bothering him/her. The service offers individual
counselling and workshops on a range of areas including study skills, exam techniques,
stress management and assertiveness.
The full-time counselling psychologist is a member of both the Psychological Society of
Ireland (PSI) and an executive committee member of the Irish Association of University and
College Counsellors (IAUCC). As such the counsellor operates within both the PSI code of
ethics for psychologists and the IAUCC guidelines for student counsellors. The counsellor
is located in a pre fabricated building situated at the rear of the Institute.
8.7.1
Counselling Services
The following services are provided by the Institute’s counselling psychologist:
•
one-to-one counselling during Institute hours to the full-time students.
•
advocacy on behalf of students where appropriate
•
liaison with other institute staff where appropriate
•
information on and referral to external agencies
•
information and guidance for staff who have concerns about students well-being
•
study skills workshops
The role of the Chaplaincy is defined in Section II of the Draft Memorandum of Understanding on the Chaplaincy in the Institutes of
Technology.
7
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8.7.2
Delegation of Authority Submission
Information Services
Information on the services provided is communicated through counselling service leaflets,
the student handbook and information provided online on the Institute’s website. A range
of leaflets is also made available in the Student Counselling office in areas such as:
8.7.3
•
Adjusting to College/thinking of withdrawing from College
•
Study Skills
•
Eating disorders
•
Self-confidence
•
Anxiety/panic attacks
•
Depression
•
Family/relationship difficulties
•
Alcohol/drug use
•
Abuse
The Number of Students Using the Service
In the 2004/5 academic year, 74 students availed of the counselling service. Of these, 43
students requested ongoing one-to-one counselling. A further 31 students used the service
for consultation and information purposes. A higher percentage of female students access
the counselling service compared to males. The ratio was 30% male to 70% female in
2004/5. This is high given that the gender balance within the Institute was 57% male and
43% female. Research shows that males between the ages of eighteen and twenty-five are
one of the high risk groups and this is an issue that will have to be considered and
monitored over the next couple of years with a view to increasing awareness among males
of the service.
Female students were more likely to refer themselves whereas male students are more
likely to be referred to the service by another person. A quarter of all referrals came from
the medical team and 12% of students were referred by staff members. Fourteen percent
were referred by family or friends.
The School of Business and Humanities accounted for 70% of students using the
counselling service. Science students accounted for 23% of service users and engineering
students for 7%. This breakdown reflects the general breakdown of the student
population within the Institute. However, the low number of students from Engineering
may also reflect the fact that 97% of engineering students are male and there is a low
uptake by male students in general.
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8.7.4 Feedback and Evaluation
The counselling service administers a survey at the end of each academic year to all those
who attended ongoing counselling throughout the year. This survey is completely
anonymous. The survey asks a number of questions related to the quality of the service
provided to the student, including: how useful they found the service, how long they were
waiting for an appointment and what they would like to see improved.
The results of the student surveys have been very positive. Students have found counselling
very helpful in their approach to overcoming difficulties. The main issue identified for
improvement related to the location of the counselling office. Originally the counsellor was
located beside the students union building and students emphasised that it was very
public. In response to these findings, the service was relocated to a new building in a more
private location at the back of the Institute.
8.7.5 Self-study Outcomes
As part of the self-study process, and as one of the outcomes from the Direct Services to
Students Focus Group,8 the counsellor conducted research into student and staff
awareness of the counselling service. This survey was conducted by a group of third year
marketing students as part of their continual assessment. The survey asked various
questions concerning staff and student awareness of the counselling service, including
where the service is located, how to access the service, whether they (students) would use
the service, and what reservations they would have about using the service.
•
The survey found that 84% of students were aware of the counselling service. The
most effective forms of communication were the student handbook and student
induction. The intranet was the least effective means of communication. However,
many students were unclear about the issues that counselling deals with. This is an
issue to be studied and addressed. Sixty-eight percent of students stated that they did
not think the office location was suitable, with many of them believing that it should
be located in the main building. This problem will only be resolved with the
development of the campus.
Students recommended that the counsellor continue to visit classes during the
academic year as this was an effective way of raising awareness among students.
•
Seventy-five percent of staff members were aware of how to contact the student
counsellor. There was some confusion about the location of the office due to its
moving premises during the academic year. In 2005, the counsellor visited lecturing
8
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As discussed in section 8.3.
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staff in all eight of the Institute’s Departments to inform them of the student
counselling service.
•
A theme that emerged from some of the students attending counselling throughout
the year was the issue of difficulty in socialising within a group setting. Students
expressed an anxiety and self-consciousness around interacting socially within a group.
This caused them some distress. As a result of this, the counsellor is working with other
student counsellors, gathering material and devising a structured group programme to
address this issue.
To support the Student Counselling Service, the counsellor engaged in ongoing training
during 2004/5 in a number of different areas, including psychometric assessment, training
on disabilities, and training in dealing with alcohol related difficulties and familial
separation. The counsellor has also contributed to drafting the new Student Bereavement
Protocol and Critical Incident Protocol for the Institute, and to the development of
procedures and provision of training in relation to bullying and harassment.
8.8
Careers Service
The Careers Service is an important element of the Student Support Services available in IT
Tallaght. All registered full-time students are entitled to avail of the Careers and
Appointments Service. The primary role of the Careers Service is to provide an effective and
efficient Careers Service through the dissemination of information and advice to students
and through the maintenance and development of a Careers Information Service. The
Careers Information Library is a dedicated area located in the main college library.
Most of the activities of the Careers Office are directed at final year (Certificate/ Degree)
and postgraduate students, although students of earlier years are encouraged to use the
careers library and to attend careers talks.
8.8.1
Services Provided
The Careers Service is staffed by one full-time Careers Officer with some administrative
support from the Registrar’s Office. The following services are provided:
•
Careers advice/guidance. This is available on both an individual and group basis. All
final year students across all disciplines within the Institute are provided with group
advisory sessions.
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•
Information on careers and appointments opportunities. A Careers Information library
is available with open access by all students. A Careers Newsletter is also published
fortnightly, with information on both permanent and temporary job vacancies for
students.
•
The Careers officer maintains links with potential employers and with relevant
Professional Institutes.
•
A number of students transfer to other institutions each year. Student’s can use the
Careers Office for information and advice on follow-on courses available at home or
abroad.
•
The Careers Officer also notifies final year students of application procedures and
deadlines for relevant post-graduate courses via notice-boards, careers newsletters
(fortnightly) and email. The Careers Office maintains up-to-date prospectii for other
third level institutes in Ireland and a significant number of UK colleges. Reference
material on European and other college directories is available in the Careers
Information Library. Application forms are supplied and students are assisted with their
application.
•
The Careers Office organises and facilitates seminars, guest speakers and information
sessions by other Higher Education Institutions (such as the Smurfit School of Business)
and Professional Bodies (such as the Institution of Engineers of Ireland and the
Chartered Institute of Management Accountants), to advise and inform relevant
groups of students on post-graduate studies and continuing professional education
programmes.
•
One-to-one individual mock interviews are available by appointment.
•
Interview skills workshops are organised and open to all students during the year.
These workshops are usually class/discipline specific.
•
Specific group workshops involving employers are organised for final year students.
•
A database of graduate’s first destination statistics is developed and analysed by the
Careers Office. This is based on the annual Graduate First Destination Survey. The most
recent Graduate Survey (2005) confirmed that the vast majority of students (93%)
conferred with awards from the Institute in 2005 have taken up positions in industry
or have continued with further studies.
The Careers Office is located in the Registrars Office. An open door policy applies although
students are recommended to make an appointment for a meeting/advisory session with
the Careers Officer. The salary for the Careers Officer comes from the Student Capitation
Fund. The budget comes from Central Funds.
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8.8.2
Delegation of Authority Submission
Careers Information Library
The Careers Information Library provides the following facilities:
(i)
AGCSI Occupational Directory
(ii)
Booklets and leaflets on careers in a wide variety of professions including teaching
& engineering.
(iii)
Information on the courses of studies provided by Professional bodies such as the
Institute of Chartered Accounts (ICA) and the Chartered Institute of Management
Accountants (CIMA)
(iv)
Books on careers in public relations and careers that involve the use of languages,
human resources, science etc.
(v)
Books on interview skills and techniques.
(vi)
Miscellaneous books on career planning.
(vii)
Gradireland Directory, which lists key graduate employers/recruiters
(viii)
UK Graduate Directories
(ix)
Irish Company files and UK Company files
(x)
IDA Sectoral Company lists
The Careers Office has its own web page on the IT Tallaght website with a Current
Vacancies facility. This is an online database of jobs posted through the Careers Service
with internal access to students and graduates. A Careers Newsletter is produced every
two weeks.
8.8.3
Liaison with Employers
The Careers and Appointments office has developed a strong network of relationship with
employers. The Employer Programme consists of two main areas.
•
Employer Presentations. Each year, several companies and Professional Bodies make
presentations to final year undergraduate and postgraduate students. These
presentations are provided on campus and are part of the recruitment activities of firms
and the Professional Institutes. Employer presentations give students information on
future job opportunities. They are organised by the Careers Service at the request of
the employer organisation.
•
Careers Fairs. For the last two years the Careers Service has organised a Careers Fair
within the Institute, inviting 25 companies into the main campus building (this is the
maximum that the Institute can cater for). The purpose of the Careers Fair is to inform
students about graduate opportunities and the graduate recruitment cycle. Until the
Multi-Purpose Centre (proposed in the Campus Development Plan) is established, the
IT Tallaght Careers Fair cannot expand.
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For companies advertising vacancies through the Careers Service but not necessarily
making a presentation, the Careers Service will advertise jobs via notice-boards, the
Careers Newsletter and the Current Vacancies facility on the web.
The Careers Office also:
(i) Disseminates application forms and job descriptions for companies
(ii) Provides interview facilities
(iii) Liaises with Development and External Services and the Industrial Liaison Manager to
build company contacts in industrial estates and business parks in close proximity to
the Institute.
(iv) Facilitates employers’ recruitment needs by providing information and advice on the
Institute, answering queries with regard to educational programmes and facilitating
contact with academic staff.
8.8.4
Inter-Institutional Linkages
The Careers Officer is active in the following associations as a member/representative:
Table 8.4 Links with Relevant Associations and Organisations
Association
Role
ITCAN (IT Careers Advisors Network)
Member
AGCSI (Association of Graduate Careers Service in Ireland)
Member
SURE {Summer Undergraduate Research Experience
Member of Steering Group
– Science Students
HEA Collaborative project between IT Tallaght and TCD:
Member of Steering Group
SURE (Summer Undergraduate Research Experience
– Science Students)
LDV Work Shadowing Initiative / Application
Member of Steering Group with
DKIT & WIT Careers Staff
IT Tallaght Alumni
Member of Steering Group
National Guidance Forum
Member – Represent ITCAN
Scoping Paper Sub-committee of the National Guidance Forum
Member
BSC Pharma Science Work Placement Group
Member
Dublin Colleges Careers Fair
Member of Steering Group
In 2005, the Careers Officer participated in organising a Dublin Colleges Careers Fair,
which took place in the RDS in October. Six higher education institutions in Dublin got
together to organise this event. The consortium included the Institute of Art Design and
Technology Dun Laoghaire (IADT), the Dublin Institute of Technology (DIT), Trinity College
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Dublin, Dublin City University and St. Patrick’s College, Drumcondra. The Careers Officer
was a member of the Steering Group and one hundred companies took part in the event.
8.8.5
Services for Review
Following on from the self-study and feedback from the Direct Services to Students Focus
Group established as part of the delegated authority process,9 the Careers Office plans to
do the following:
•
Examine extending the Careers Service to part-time students.
•
Pilot an e-Guidance Query Management System {QMS). In line with other third level
Institutes, the Careers Office plans to introduce a Query Management System {QMS}
in the current academic year. This is an online system that will allow students and
graduates of AGCSI (Association of Graduate Careers Services in Ireland) to send
queries to their careers service. It will enable careers advisers to answer those queries,
share responses and compile statistics. Each institution will have a customised QMS
with its own logo and the institution name. Users will be directed for advice from their
own institution careers service website and from the e-guidance portal on
gradireland.com.
•
Revise the Graduate First Destination Survey. The Careers and Appointments Office has
the responsibility for the collection and interpretation of the Institute’s Graduate First
Destination statistics. This survey provides valuable information on the career
progression paths of graduates of the Institute after they have completed their studies.
The Careers Office has revised the methodology employed in conducting the graduate
survey and will implement the revised survey in the current academic year.
•
The Careers Office will establish an Inter-Departmental Careers Committee, with
student and staff representation, to obtain ideas from both students and staff on
developments in the Careers Service. It will also survey users of the Careers Service to
obtain feedback on the Careers Service.
•
The resources available within the Careers Office will be reviewed with a view to
improving the occupational interest inventories and the video/DVD collection
•
The Chapman Flood Mazars Report (1999) on Careers Services in the Institutes of
Technology recommended that there be one Careers Officer per 1,000 students as well
as appropriate administrative support and/or an Information Officer. The Careers Office
would like to see a Careers Information Assistant appointed to manage and develop
the Careers Information Library.
•
The Careers Information Library would be better situated in a careers information room
beside the Careers Office.
•
An Alumni Association was started in April 2005 & launched officially in October 2005.
The aim of the Association is to encourage long-lasting relationships by keeping
graduates in touch with each other and with the Institute.
9
As discussed in section 8.3.
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Chapter Eight
8.9
Alumni Association
In 2005, the Institute established and formally launched the Institute’s Alumni Association.
The key objectives of the Alumni Association are:
•
To provide a forum for graduates of the Institute to meet after they have finished their
studies
•
To provide graduates with a means of engaging in lifelong learning and personal
development
•
To provide a means by which the Institute can readily have access to an up-to-date
database of graduates
•
To provide information to graduates of the Institute on career opportunities, research
and development within the Institute, and other relevant information
An Alumni Officer was appointed in May 2005 to manage the Alumni Association. The
immediate tasks are:
•
To establish and maintain a Graduate Database:
•
To promote the Alumni Association and establish membership incentives
•
To organise an Alumni Newsletter
•
To establish a web-site where members of the Alumni Association and graduates of the
Institute can keep in contact and find out what activities the Institute is engaging in
•
To organise social events and re-unions
The Alumni Association was launched in October 2005 by An Taoiseach, Mr. Bertie Ahern,
with a formal black-tie event. The Alumni Officer is now organising smaller events (reunions nights, matches with sports graduates etc.) to promote continuity and increase
membership. A Graduate Steering Group is being formed to chart the direction of the
Alumni Association and establish a Constitution.
8.10 Sports and Recreation Service
The Institute through the Sports and Recreation Service actively encourages every student
to get involved and engaged in some activity. Participation in clubs, societies and sports
and recreation activities can help students to achieve a balance between their academic
activities and their social life. Being involved in a club, society or recreational activity
provides a social outlet for students. Active involvement provides students with an
opportunity not only to have fun and make new friends but also to develop valuable
leadership skills and abilities.
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The sports and recreation service is managed by a full time Sports and Recreation Officer
who is assisted by two part time development officers for GAA and Rugby. The service is
located on the first floor of the Institute (in Room 110). Table 8.5 provides a list of all 28
active clubs and societies within the Institute in the 2004/5 academic year.
Table 8.5 Active Clubs and Societies 2004/2005
Membership
Funding €
Athletics
11
1600
Badminton Club
24
3640
Boxing Club
28
6102
Debating Society
12
620
Name
Drama Society
20
650
Erasmus Society
108
9338
Freestyle Society
63
1800
GAA Club
63
14899
Golf Club
44
4890
Hockey Club
20
4950
Karting Club
57
2530
Kickboxing Club
12
2174
Ladies Basketball
15
3812
LGBT & Friends
10
400
Mens Basketball
15
8963
Net Society
32
1300
Paintball
113
3760
Radio Society
68
1500
Rugby Club
51
3735
Snooker & Pool Club
12
1000
Snow Club
34
2900
Soccer Club
35
19630
Surf Club
69
5300
TaeKwon-DoSociety
10
1077
Volleyball Club
36
300
Film Society
30
0
Newspaper Society
4
0
996
106,870
Total
In addition to the €106,870 allocated to clubs and societies in 2004/5, a further €40,938
was spent in supporting sports and recreational activities, including Scholarships.
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Chapter Eight
8.10.1
Funding
Clubs and Societies are funded from Student Capitation. Each club/society is required to
submit a proposed budget at the start of the semester detailing all club activities and
proposed expenditure. Representatives of the club/society are required to attend a meeting
of the Student Services Committee and present the case for funding. The application is
considered by the SSC having regard to planning, membership numbers, participation
levels, activities, achievement of members, and training received, sharing of responsibilities,
use of resources and generation of funding.
At the beginning of the new academic year, the continued funding of the club is influenced
by the performance of the club previously, membership changes, and the plans for the year
ahead.
8.10.2
Sports and Recreation Facilities
Although the Institute does not have sport or recreational facilities on campus, excellent
use is made of a wide range of local facilities including:
•
St Maelruains Hall, which is directly across the road from the Institute. This provides a
venue for aerobics, circuit training, badminton, table tennis, volleyball, dance
workshops, drama, basketball, yoga, pilates, boxing and taekwondo
•
The Astropark all weather pitches on the Green hills Road is used for five a side soccer
•
St Marks College, Springfield, provides an all weather pitch for hockey.
•
Tallaght Community School Sports Complex in Balrothery is used for swimming and
gym
•
St Anne’s GAA Club, Bohernabreena for playing pitches and facilities for gaelic games
•
The National Basketball Arena in Tymon North for basketball and indoor soccer
•
Westpark Fitness Centre for fitness training
•
Civic Theatre beside the Square Shopping Centre for drama
•
Blessington adventure Centre for sailing , canoeing and windsurfing
•
Spawell Leisure Centre in Templeogue for squash , snooker , driving range and pitch
and putt
•
Debates, visiting speakers , drama, and other similar activities are held on-campus in
Lecture 001
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8.11
Delegation of Authority Submission
Future Developments
The Institute is awaiting Department of Education and Science approval for several
projects, including a Multi-Purpose Centre and additional accommodation for Student
Services. Additional accommodation is also to be provided for other student support
services, such as the Careers and Appointments Service, Student Health Centre and
Counselling Service.
8.11.1
Multi-Purpose Centre
The facilities for Student Services will be transformed with the completion of the MultiPurpose Centre. This will provide students with much needed sports, leisure and
recreational facilities along with additional dining facilities. The project will primarily be
funded by the Department of Education and Science, with additional funding coming from
the student development fund and other funding sources.
The accommodation will include the following:
•
National basketball sized sports hall
•
Retractable seating for special events
•
A leisure facility equipped for weights and cardiovascular activities
•
Indoor and outdoor changing facilities
•
Commons area with kitchen and dining area
•
Small performance stage area
•
Games room
•
Clubs and societies meeting rooms.
It is hoped to equip the centre with modern audio-visual and public address systems to
facilitate special events. The total cost of the project, including fees and furniture and
equipment, is expected to amount to €8.5 million at 2001 prices. In the short term, the
development of a new playing pitch and training pitches with changing rooms commenced
in November 2005.
8.11.2
Student Services
With the development of new buildings for the Institute (the Master Development Plan
provides for the construction of a new Engineering Building, a Catering and Tourism
Building and a Multi-purpose Centre),10 extra accommodation will be provided for the
following services: Access, Disability, Careers, Alumni, Chaplaincy, Counselling and Student
Health Centre.
10
Refer to Chapter 15, section 15.4
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8.12
Students’ Union
The Students’ Union is made up of every full-time student in the Institute. The Executive of
the Union are the officers who give up their time and energy to ensure that the Students’
Union runs smoothly and effectively on a daily basis. The Union is run by a three tier
system:
•
The Presidency - consisting of three fulltime sabbatical officers elected each year:
President, Deputy President (Education) and Deputy President (Welfare)
•
The Executive - consisting of the Presidency and the following elected officers: Equality,
Clubs and Societies, Internal Entertainments and External Entertainments and
•
The Class Representative Assembly – consisting of elected class representatives. The
Class Representative System provides a channel of communications with the student
body through which Student Union Officers are kept informed of the issues of concern
to students. Class representatives have an important role in Quality Assurance, through
their membership of Programme Boards.
Only registered full-time students of the Institute are entitled to vote in and contest
Student Union elections. Elections are via secret ballot by the proportional representation
single transferable vote model used for Seanad elections. Two student representatives
serve on the Governing Body and three on Academic Council; there is a requirement for
gender equity representation on the Governing Body.
8.12.1
Students’ Union Officers
The Student Union President has overall responsibility to lead the Student Union, acting as
chief spokesperson and representative of the Student Union in the Institute.
Responsibilities include overseeing Student Union finances, staffing, external relations, and
other student issues. The Student Union President is charged with upholding the Student
Constitution and is one of the student representatives on the Institute’s Governing Body
and Academic Council.
The main activities of the Deputy President (Welfare) concern resolving students’
difficulties. Often these difficulties are of a financial nature and the Welfare Officer is a
member of the Student Assistance Fund Committee that allocates financial assistance to
students in need. The Welfare Officer also administers crèche support payments in
accordance with agreed laid down policies. Full-time students seeking crèche support
complete a detailed application form and this is considered by the Crèche Support
Committee, which is comprised of the Chaplain, the Deputy President Welfare and the
Administrative Officer in the Registrars office. Funding for crèche support comes from
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student capitation fees and is allocated each semester to the Students’ Union by the
Student Services Committee. The Deputy President (Welfare) also deals with student
accommodation issues including liaising with landlords and advising students of their
rights.
The Deputy President (Education) represents the students with regard to any academic
problems that may impact students in the course of their study and provides information
on issues such as courses, exam procedures and policies. The Education Officer liaises with
management on educational aspects that may affect students and sits on relevant boards
and committees. The Education Officer is also responsible for organising class
representatives and is a point of contact to students for any educational queries.
8.12.2
Class Representative System
Early in the academic year the Students’ Union Officers visit each class to seek nominations
for Class Representatives. Elections are by open ballot and Class Representatives receive
training from the Union of Students in Ireland (USI) to help them perform their duties. The
Class Representative System provides a channel of communications with the student body
through which Students’ Union Officers are kept informed of the issues of concern to
students. Class Representatives have an important role in Quality Assurance, through their
membership of Programme Boards.
8.12.3
Students’ Union Services
The Students’ Union Office is open Monday to Friday from 9.15am and is staffed by an
Office Administrator. The Students’ Union Office is the principal point of contact between
the Students Union, the student body and external groups. Telephone calls are logged and
appointments are made, or problems referred, to the relevant Students’ Union Officer.
8.12.4
Student Accommodation
The Institute does not have accommodation units on campus. However it maintains an
accommodation register which is available to all students offered places through the CAO
and Erasmus students. In compiling the register the Institute hopes to facilitate initial
contact between the student and those providing accommodation. The Institute offers
practical suggestions about using the register but does not enter into agreement between
the two parties. A member of the Registrars Office teams looks after the accommodation
service.
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200
Chapter Nine
Academic Administration
201
Chapter Nine
Academic
Administration
9.1
Introduction
The Registrars Office is responsible for all matters relating to admissions, registration,
examination and graduation of students. It is also responsible for the Institute’s student
information system (SIS) known as Banner, which has had a significant impact on the
Registrars Office, particularly in the areas of admissions, registration and examinations.
9.2
Academic Administration Organisation
Reporting to the Registrar, the Academic Administration and Student Affairs Manager coordinates the academic administration of the Institute, including admissions, registration,
examinations, graduation and student records. The day to day administration of these
areas is carried out by a team of administrative staff as shown in Figure 9.1. This staffing
structure arose from the implementation of the Chapman Flood Mazars Report on the
administrative and library structures in Institutes of Technology. The division of
administrative staff corresponds to a three part structure comprising: (i) administration of
the part-time office (ii) management of the student information system and (iii) admissions,
registration, examinations and graduation.
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Figure 9.1 Academic Administration Staffing Structure
Registrar
Academic Administration and
Student Affairs Manager
Grade 7
Student Information
System
(Banner)
Part-time Office
Admissions/Registration
Exams/Graduation
Grade 6
Grade 6
Grade 6
2 X Grade 6
Grade 5
3 x Grade 5
2 x Grade 4
2 x Grade 4
Grade 3
2 x Grade 3
9.3 Admissions Policy
It is the policy of the Institute that entry requirements are fair, consistent and transparent,
and that all learners should be satisfied that they have been treated justly. Arrangements
are in place to ensure equal opportunity, in compliance with equality legislation. The
Institute uses the Central Applications Office (CAO) system to offer applicants places on all
HETAC approved Higher Certificate and on ab-initio Ordinary and Honours Degree
programmes. The CAO admissions process deals with entry to all first year courses (with
the exception of Fáilte Ireland) and includes EU and non-EU nationals (who present with
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Chapter Nine
school leaving certificate or equivalent qualifications), mature applicants and applicants
with a disability.
In addition to CAO admissions, the Institute facilitates:
•
Direct entry admissions
•
Fáilte Ireland admissions
•
Admission of part-time students1
The direct entry admissions process deals with direct applications for entry to years other
than year one, including ERASMUS students applications. The Fáilte Ireland process deals
with entry on to two full-time National Certificate courses validated by FETAC. The
admission of part-time students is carried out by the Part-time Office.
In compliance with section 46 of the Qualifications Act, the Institute provides information
to learners commencing a programme of study of the name of the awarding body, the title
of the award, and the transfer and progression linkages for learners on attainment of the
award.
9.4 Admission Routes
Institutes policies and procedures in relation to access, transfer and progression are in
accordance with the policies and procedures established by HETAC and the National
Qualifications Authority of Ireland (NQAI).
The Institute has identified thirteen admission routes to its programmes. These are
identified in Figure 9.2.
1
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Admission to the part-time programme was considered in Chapter 7.
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Figure 9.2 Admission Routes
Foundation Studies
Leaving Certificate
Advanced
entry/Previous
third level
Failte Ireland
JOTCEF
Mature
Direct Admissions
ITT Dublin
Courses
Access
Programmes
(ACE/CHEAP)
Disability
Other/Non
Standard Applicants
Access
Programmes
(Greenhills College,
St Kevins College)
FETAC
General Certificate
of Education (GCE)
The admission routes identified in Figure 9.2 are elaborated below.
9.4.1 CAO First Year admissions
All first year applications to the Institute are processed through the CAO national system
which handles applications to all Higher Certificate (level 6) and ab initio Ordinary and
Honours Degrees (levels 7 and 8). The majority of CAO applicants are standard applicants
where Leaving Certificate grades are converted to points. Offers of places are made each
year in August and applicants are offered places on the basis of points achieved in the
Leaving Certificate or equivalent examination. The Senior Management Team of the
Institute, in consultation with the Academic Management Team, decides on potential
numbers to be admitted to programmes. Minimum entry points are set for each
programme and places are offered accordingly.
The Institute is a signatory to the Memorandum of Understanding (MOU) between the
CAO and HEI’s and this MOU underpins the transparent and equitable national applications
process. Applicants who believe that they have been treated unfairly have access to an
independent Appeals Commission in the CAO.
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9.4.2
General Certificate of Education (GCE)
Using the agreed minimum entrance requirements for Level 6, 7 and 8 courses, the CAO
applies the nationally agreed scoring system for the GCE and converts grades into points.
Offers of places are made each year in August with standard leaving certificate applicants
through the CAO.
9.4.3
Institutes of Technology Central Evaluation Forum
(IOTCEF): EU and Non-EU admissions
The Institute of Technology sector is experiencing an increasing number of applications
from non-nationals. Following a proposal from the Institute in 2000, the Institute of
Technology sector agreed to set up a Central Evaluation Forum (IOTCEF) for applicants
presenting with other European school leaving qualifications and applicants from the rest
of the world. The purpose of the IOTCEF is to provide a central scoring system for
applicants presenting with school leaving qualifications other than Irish Leaving Certificate
and to provide an open and transparent process to determine the minimum level of points,
which equate with their performance in their school leaving examination of their country.
Staff from the Institute are actively involved in the Forum and the range of countries
covered in the scheme has increased from 54 in 2002 to 103 in 2005. The Institute
implements the score determined by the IOTCEF and offers of places are made in line with
this system.
9.4.4
Admissions through Access Initiatives
Following an initiative approved by Academic Council, the Institute facilitates access to
higher education by students from local disadvantaged areas. Two places are set aside for
students who do not meet the minimum points set for the programme in each of the six
schools that participate in the Institute’s access programmes (ACE and CHEAP).2 These
places are subject to each student achieving a specific predetermined level of points in the
Leaving Certificate examination in addition to satisfying any special course requirements.
Students are admitted through the CAO process.
9.4.5
Access entry arrangements for specific PLC students
Following an initiative approved by Academic Council a number of places on engineering
courses are offered to students who successfully complete agreed post- leaving certificate
programmes (PLC) in two local colleges, Greenhills College and St. Kevins College. The
2
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These initiatives were discussed in Chapter 8, section 8.4.
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programmes are monitored and externed by staff from the School of Engineering and
places are offered to successful applicants through the CAO.
9.4.6
Foundation Studies
Foundation Studies programmes recognised by HETAC meet the minimum entry
requirements for admission to the Institute. In the past the Institute offered its own
Foundation Certificate and this programme met the minimum entry requirements for
admission to the Institute’s HETAC programmes. However, the Institute’s Foundation
Certificate, which is designed to facilitate adult learners wishing to progress to third level
education, was discontinued following a reduction in the number of applicants. As part of
the Strategic Plan, the Institute wishes to increase access to third level education by adult
learners and is currently re-examining this issue.
9.4.7
Further Education and Training Awards Council (FETAC)
Admissions
The Higher Education Links Scheme enables students who have received a FETAC level 5/6
award to apply for a place in a higher education institution. The Institute reserves a quota
of 10% of places on Higher Certificate and ab initio Ordinary Degree courses, for
applicants presenting with FETAC level 5/6 awards. FETAC applicants are assessed
separately from all other applicants. Applicants must have obtained a full level 5/6 award
and are scored by the CAO in accordance with an agreed national agreed scoring system
for the calculation of points. Some courses require specific awards and details are shown
in the full time prospectus or in the FETAC Guide to the Higher Education Links Scheme
(2003). In recent years the quota of 10% has been achieved in Business and Audio Visual
Media programmes, but not in Science, Engineering or Computing programmes.
9.4.8
Students with Disabilities Admissions
The Institute reserves a minimum of two places on each programme for applicants who
have a disability and do not meet the minimum entry point requirements. These candidates
may not be required to meet the minimum entry points for an individual programme in a
particular year. Applicants with disabilities are advised to inform the Institute, by ticking the
relevant box on page one of the CAO application form. The CAO then contacts the
applicant to obtain further details and then supplies these details to the Institute, to allow
the Institute to make provision for an adequate level of supporting services should the
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applicant gain a place. Applicants with disabilities are advised to visit the Institute prior to
the CAO offer round to determine what facilities are available.3
9.4.9
Fáilte Ireland Admissions
Admission to Fáilte Ireland courses is underpinned by a Memorandum of Understanding
formalising the consortium agreement between Institutes of Technology and Fáilte Ireland,
in relation to their individual roles and responsibilities in providing higher education and
training programmes to meet the needs of the hospitality industry in Ireland.
Applicants for Fáilte Ireland courses apply directly to Fáilte Ireland (and not to the CAO).
The Institute is subsequently advised of the applicants to be admitted. In determining what
students are assigned to the Institute, Fáilte Ireland take into consideration the following
factors: educational qualifications, training courses, relevant experience, skills, interest in
courses and personal presentation. Once registered in the Institute, students have access
to all services and facilities.
The Institute of Technology sector nationally, regularly reviews the operation of Fáilte
Ireland courses and conducts research with Fáilte Ireland in relation to the needs of the
hospitality and tourism sectors. This ensures continued relevance of courses and
qualifications to the world of work. The IOT sector is also continuing to work with Fáilte
Ireland and An Chéim (the Collaborative Higher Education Information Management) in
relation to data standards and transfer protocols for student data integration into the
student information system (Banner).
9.4.10
Mature Students
The Institute reserves up to 10% of places for mature students who do not meet the
minimum entry point requirements. A mature applicant is defined as a person who, by
January 1st of the year s/he seeks admission, has reached the age of 23 years. Mature
applicants may not be required to meet the minimum entry requirements specified for
standard applicants. Applicants are considered on their merits, taking into account work
and life experience and are judged on their individual merits i.e. their suitability for higher
education and not for a specific course application. The Institute invites mature students
for interview and applicants are scored on the basis of their knowledge of the courses for
which they applied, their preparation for third level education, completion of related
courses of study and any special experience/training/awareness of the demands of fulltime
study. Representatives of the Institute visit mature applicants who are resident in places of
detention but are unable to come to the Institute for interview. This facilitates mature
applicants who have completed their custodial sentences and who wish to return to
3
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education and re-integrate into society. Offers of places are made in the first round of
offers along with standard applicants.4
9.4.11
Non Standard Admissions
Where grades from an acceptable alternative examination to the Leaving Certificate (e.g.
Matriculation, Senior Certificate) are presented for entry to the Institute, they are
considered in lieu of, but not in combination with grades from the Irish Leaving Certificate
Examination.
9.5
Transfer and Progression Arrangements
The Institute has the following transfer and progression arrangements in place to facilitate
(i) entry at years other than year one (ii) admission of applicants from other third level
institutions, and (ii) progression to add-on ordinary and honours degrees by continuing
students.
9.5.1
Progression Arrangements: Direct admissions to Add On
Ordinary Degrees and Honours Degrees - Admissions
Entry to add on Ordinary and Honours degrees in the ladder system is managed by the
Institute in line with an established policy. Typically this is done on the basis of ranking
applicants on the basis of their Grade Point Average (GPA) in their previous qualification.5
Heads of Department examine and assess applications and recommend offers of places.
The Registrars Office then offers places and makes the appropriate fee decisions. The
majority of such applicants are students of the Institute wishing to continue their studies.
The Institute publishes criteria for admission to add on programmes in the student
handbook and on the Institute’s website. Press advertisements, notice boards and emails
inform applicants of the courses available, the application process and deadlines applying.
9.5.2
Transfer Arrangements: Advanced Entry to years other
than Year one
Applicants with previous third level attainment apply directly to the Institute. Heads of
Department assess applications and make recommendations with regard to admission.
Based on these recommendations, the Registrars Office offers places to applicants and
makes the appropriate fee decisions.
4
5
Refer to Chapter 8, section 8.4.10 on the services provided for mature students.
Refer to Chapter 5, section 5.4.4 on progression criteria and to Chapter 6, section 6.12 on progression indicators.
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9.5.3
ERASMUS Students
The Institute has developed co-operation with more than 30 higher education institutions
throughout Europe. Interested students apply through the International Office to join
Institute programmes for a semester or a year. A handbook is provided for Erasmus
students and a special induction course is organised in conjunction with the International
office.6 The process and induction is reviewed at regular intervals and improvements in
processes and procedures made accordingly.
9.6
Registration
Registration is held at the beginning of each academic year. Smooth registration ensures
new, continuing, and direct applicant students receive all necessary information and
documentation for their academic course of study within the Institute.
Registration provides the Institute with the opportunity to gather all relevant student
information e.g. pre training status, schools attended and socio-economic status. Student
cards are printed which give students access to the library, photocopying and printing
within the college. Once registered, students receive their network and computing services
access. Registration validation ensures students are registered correctly for examinations
and that they appear on correct class lists. As part of the constant drive to improve
information, photographs of registered students appear on class lists and this facilitates
lecturers getting to know their students quickly.
9.7
Student Induction
The Institute has established the practice of having an introductory week for new students.
During this week students register on their programme, are issued with their ID card and
participate in a range of induction activities, including tours of the Institute’s buildings and
library. The induction process is organised by the Registrar’s Office, in cooperation with
academic staff, the student union and the various schools of study. Student services staff
and Student Union leaders are actively involved in the design and delivery of the induction
programme. The induction programme involves a welcome by the Director of the Institute,
the Academic Administration and Student Affairs Manager, Students Union representatives
and academic and learner services staff. Interesting and informative guided tours are
organized in small groups by the Registrars Office. These are led by existing full-time
students who are trained to carry out the guided tours and to participate in the process.
Equality and diversity training is provided and the induction programme is reviewed each
6
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As discussed in Chapter 6, section 6.14.
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year to ensure its relevance and attraction to students. Following the completion of the
initial induction process, students join their respective faculties and may participate in
further induction activities specific to their particular course.
In addition to the initial induction programme there are a number of events organised
throughout the year to help students adjust to Institute life and to cope effectively with the
transition. These events include: Freshers Week, Clubs and Societies Day, Healthy Lifestyles
Day, Study Skills Programmes, Wellness Days, Substance Abuse Information Days and
Library Tours.
9.8
Examinations
All students following programmes leading to a recognised award are required to take
such assessments as may be prescribed for the programme in the approved course
schedule. Course schedules are provided by lecturers to students at the start of the
semester and provide details of assessment procedures and continuous assessment
requirements, including details of practicals, where required. The course schedules are also
available in the Programme Handbook. Examinations are held at the end of each semester
(refer to Chapter 5, section 5.4.2). Details of the post mortem policy, procedures for
examination appeals and rechecks are provided to students in the Student Handbook.
The examinations section in the Registrars Office presides over three major examination
sessions annually. All full-time and part-time programmes are semesterised; this process
carries with it a considerable administration overhead. Examinations are held in January,
May and August of each year when the Institute examines over 3000 students.
An examinations procedure document is in place to help organise 70 examination
invigilators, more than 200 internal examiners, approximately 320 different examination
papers each semester, and almost 18,000 student scripts. Because of space deficiencies in
the Institute, examinations are conducted in a number of out centres, as well as in the
Institute. External centres used include the National Basketball Arena (NBBA) in Balrothery,
which can accommodate 670 students in one sitting; St Maelruains hall, beside the
Institute, which can accommodate 130 students; and employment based exam centres in
NEC Balivor and Intel in Leixlip. The lack of adequate examination hall facilities on campus
creates difficulties for both students and examination staff administering the exams. Free
bus services are provided to transport students from the Institute to the NBBA. Having a
suitable space for hosting examination on campus, with the proposed opening of the
Multi-purpose Centre will make planning for examinations easier.
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Semester examinations are conducted over 10 days (approximately) and examinations are
usually of two hours duration, with four separate examination sessions every day. The
August examinations, generally for approximately 400 repeat students, are held in the
Institute and St. Maelruains Hall. All examination papers are prepared and photocopied inhouse and a system of rigorous quality checks is in place to ensure accuracy, quality and
consistency in the presentation of exam papers. This involves close liaison with Schools
administrative staff and staff in the Examinations office. Relevant staff meet regularly both
prior to and after the exams to consider operations and suggest improvements.
The key processes involved in managing the examination process are outlined in Table 9.1
Table 9.1 Key processes in Managing the Examinations Process & Graduation
Examination Procedures & Graduation
•
Course Schedules Approval: Signed off by Head of School/Department
•
Examination Entry Confirmation:
Confirmation by students
•
Drafting of Examination Timetables
•
Set-up procedures for Examination Centres:
Hire of exam halls, furniture and equipment, Buses etc.
Recruitment, training and allocation of Invigilators
•
Preparation , Security and Distribution of Examination papers
•
Collection and Marking of scripts
•
Training of lecturers in use of Banner system for results
•
Inputting , verification and distribution of Examination Results to students
•
Examination Board Meetings to consider results
•
Submission of Entries to HETAC/FETAC
•
Appeal Procedures
Receipt appeal and review requests
Process appeals and reviews
Notification to students of outcome of appeals and reviews
•
Repeat Examinations:
All of the above stages are repeated
•
Exam Result Analysis
•
Making of Awards by HETAC
•
Notify all graduands
•
Conferring of Awards
For the first time, students who graduated in November 2005 will be provided with a
Diploma Supplement. The Diploma Supplement aims at improving international
transparency and facilitating the academic and professional recognition of qualifications
(diplomas, degrees, certificates etc.). It is designed to provide a description of the nature,
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level, context, content and status of the studies that were pursued and successfully
completed by the individual named on the original qualification to which the supplement
is appended. This new document is produced from the Banner Student Information
System.
9.9
Graduation
The Graduation Ceremony is one of the major Institute events of the year and the Institute
endeavours to make it an event to remember for all members, family and friends. Ensuring
a smooth graduation ceremony is critical and there are many procedures in place to ensure
that this is achieved. The key processes involve defining the graduation schedule,
organising the external venue and related services, contacting students, compiling and
publishing the graduation booklet and organising gowning, photography and reception
arrangements. The Institute adheres to HETAC’s requirements and guidelines for the order
of conferring, academic dress and testimonial documentation.
9.10
Student Information System (Banner)
Banner is the Institute’s student information system. It provides student information that
can be used throughout all phases of a student’s interaction with the Institute, from initial
contact to graduation and alumni services. This includes the following: academic planning
approved course schedules, programme design, fee structure, CAO admissions, direct
applications admissions, fee assessment, registration pack, production of ID cards, library
links to the millennium system, fee collection, fee refunding, entering students for
examinations, using web for faculty to input student grades, processing results, producing
broadsheets and graduating students. Banner also produces various statutory and
standardised operational reports. Ad hoc reports have also been developed in-house
querying data in the Banner database. The application security protects the underlying
database structures while giving access to appropriate groups of people based on their job
responsibilities. The student record modules interface with Finance and Library
applications.
After a one year implementation period Banner went live in September 2002. The Student
Information Support Team (SIS Team) was set up in September 2004, consisting of three
administrative staff and one technician, supported by the MIS Project Manager. The SIS
team, in turn, is supported by an An Chéim/HP Service Desk. The SIS Team’s function is to
provide support to the Banner user base, to encourage users to become self-supporting
and to develop the database so that the Institute can maximize the benefits of data and
functionality. The team works closely with the Computing Services Department in this
regard.
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The SIS Team provides a help desk for all staff. At particular times of the year e.g. January,
May, August and September (during exams and registration) the majority of staff time is
taken up in dealing with queries on the system. Training is offered throughout the year to
all staff who use the system e.g. lecturers entering results via Gradebook, administrative
staff completing admissions, registration, error checking and all aspects of examinations.
To maximise Banner’s full potential the SIS Team is currently looking at implementing, with
An Chéim other aspects such as student grants, alumni and on-line registration. The nature
of the Institute’s semesterised programmes and the attendant administrative processes
means that Banner requires a considerable administrative overhead.
9.11
Student Recruitment
The Institute provides an extensive range of relevant and accurate information pertaining
to the Institute’s programmes and its services to learners, potential learners and other
stakeholders. This information is provided both in printed format and in online format. The
Institute uses a variety of mechanisms and media to recruit new students each year. These
include production of the prospectus, along with school visits, open days, careers
exhibitions and fairs, liaison with guidance counselors and school principals/teachers and
advertisements via local press and radio. An outline of the Institutes approach to each of
these marketing activities is detailed below.
9.11.1
Institute Prospectus
The full-time prospectus provides details of the Institute, including its programmes and
services and application and registration procedures. The Institute currently publishes
25,000 copies of the full time prospectus each year. Twenty copies each are circulated to
more than 300 second level schools in Dublin, Wicklow, Carlow, Kildare and Meath. A
small number are circulated to the other 900 addresses on the CAO mailing list.
Approximately 5,000 copies are distributed at the Higher Options Annual Careers Fair in
the RDS and further copies are distributed to leaving certificate students during careers
exhibitions, school visits and at the Institutes Open Day.
9.11.2
School Visits
During the academic year 2004/05, over 110 major exhibitions/individual school visits were
serviced by staff from the Institute. While staff from the Registrars Office serviced over 50
of these, staff from each of the Schools of Business and Humanities, Science and
Engineering were very active in promoting their own programmes. They also facilitated
group visits from particular schools, including primary schools in the Tallaght area. A list of
schools visited is provided in Table 9.2, 9.3 and 9.4.
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Table 9.2 School Visits undertaken by the Registrars Office
Date
School Visit
Sept 28
Parents of Leaving Cert students, Colaiste Bride, Clondalkin, Dublin 22
Oct 04
Blakestown Community School , Dublin 15
Oct 07
Warrenstown Girls School, Black Pitts, Dublin 8
Oct 08
Our Ladys Girls School, Templeogue, Dublin 6W
Oct 12
Blakestown Community School, Dublin 15
Oct 13
CBS James Street , Dublin 8
Oct 19
CBS Brunswick Street, Dublin 8
Oct 20
Careers information night, Rathcoole Community School
Oct 20
Parents Presentation night St Marys College, Naas, Co Kildare
Oct 21
Presentation Parents night, St Mac Daras CC, Willington, Dublin 6w
Nov 5
Knocklyon Community School, Dublin 16
Nov 11
Salesian College, Celbridge , Co Kildare
Nov 11
St Kevins CC, Fonthill Road, Clondalkin, Dublin 22
Nov12
Caritas College, Ballyfermot, Dublin 10
Nov 18
Our Lady Of Mercy, Drimnagh, Dublin 12
Nov 22
St Dominics, Ballyfermot, Dublin 10
Dec 1
St Johns De La Salle College, Ballyfermot, Dublin 10
Dec 14
Deansrath Community College, Clondalkin, Dublin 22
Dec 14
Greenhills College, Dublin 12
Nov 25
Collinstown Park Parents Night, Clondalkin Dublin 22
Nov 25
Knocklyon Community School, Dublin 16
Nov 26
Pearse College, Crumlin, Dublin 12
Dec 2
St Aidans, Brookfield, Tallaght, Dublin 24
Jan 13
St Louis, Rathmines, Dublin 6
Jan 14
Clane Community School, Co Kildare
Jan 18
Colaiste Eoin, Finglas, Dublin 11
Jan 19
College of Commerce, Dundrum, Dublin 14
Jan 20
Greenhills College, Dublin 12
Jan 20
St Marys College, Rathmines, Dublin 6
Jan 21
Our Ladys Templeogue, Dublin 6W
Jan 25
Sancta Maria, Rathfarnham , Dublin 16
April 22
Santa Maria, Rathfarnham , Dublin 16
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Table 9.3 School Visits by the Department of Marketing & Business Computing
and the Department of Accountancy & Professional Studies Departments
School Visits
St Marks Community School. Tallaght , Dublin 24
Collinstown Park Community College , Clondalkin, Dublin 22
Mount Anville Secondary School , Dublin 14
Killinarden Community School, Tallaght, Dublin 24
Rosary College, Crumlin , Dublin 12
Sancta Maria College, Rathfarnham, Dublin 14
Palmersown Community School, Dublin 20
Dun Laoghaire College of Further Education
Rathmines College, Dublin 6
Crumlin College, Dublin 12
St Marys College, Naas, Co Kildare
St Kevins , Dunlavin , Co Wicklow
Deansrath Community College. Clondalkin , Dublin 22
St Dominics, Ballyfermot, Dublin 10
Table 9.4 School Visits by the Department of Computing
School Visits
Tallaght Community School, Tallaght, Dublin 24
Old Bawn Community, Oldbawn, Tallaght, Dublin 24
St. Mark’Community School, Tallaght, Dublin 24
St. Joseph’s CBS, Drogheda, Co. Louth
Templeogue College, Templeogue, Dublin 6W
Firhouse Community College, Firhouse, Dublin 24
Collinstown Park Community College, Rowlagh, Clondalkin Dublin 22
Cabinteely Community School, Cabinteely, Co. Dublin
Presentation Convent Terenure, Terenure, Dublin 6
Rosmini Community School, Grace Park Rd., Drumcondra, Dublin 9
CBS, James St., Dublin 8
St. Dominic’s Secondary School, Ballyfermot, Dublin 10
Maynooth Post-Primary, Maynooth, Co. Kildare
Moyle Park College, Clondalkin, Dublin 22
Jobstown Community College, Jobstown, Tallaght, Dublin 24
Scoil Naomh Aodhan, Ascal Ui Choileain, Fionnbhru, BAC 9
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In addition to school visits, the Department of Computing carried out a range of other
promotional activities, including the development of a programme brochure; a schools’
competition for website and game design; the development of a set of demonstrations
and materials for use on Institute open days; and provision of speakers and demonstrations
for the South Dublin Chamber Careers Event.
Table 9.5 provides a summary of the promotional activities organized by the Department
of Science in the 2004/5 academic year.
Table 9.5 Promotional activities by the Department of Science
Date
Department of Science Promotional Activities
Oct 2004
Staff attended the open day in Tallaght Community to promote Science programmes.
Nov 2004
A science competition was organized at Coláiste Bride in Clondalkin by the Department
of Applied Science. Regular lectures on science-related topics and careers were also
provided, including a seminar to mark science week. Staff adjudicated on the Science
Poster Competition at the School Prizes and the prizes awarded were sponsored by the
Institute.
Nov 2004
Staff visited Coláiste Bridé in Clondalkin and presented a seminar on the Drug Injector
Outbreaks as part of Coláiste Bridé’s Science Week activities.
Nov 2004
A series talks were given to schools in Knocklyon and Ballinteer.
Nov 2004
As part of Science week, a member of staff gave a series of public lectures around Dublin
on current topics in the physical sciences.
Nov 2004
Science week brought in about 600 students from primary and second level schools in
the South Dublin area for lectures, laboratory displays, shows, etc. During November
Science Week staff organized science demonstrations for Secondary and Primary schools.
Nov 2004
IT Tallaght Open Day. Staff organised demonstrations and showed prospective students
around the science laboratories.
Nov 2004
The Department of Applied Science sponsored the ISTA regional final of their annual
science quiz for transition year and leaving certificate students. This was organized
within IT Tallaght and attracted 25 teams of 3 from schools around South Dublin
Jan 2005
A member of staff attended the opening of UNESCO World Year of Physics in Paris,
representing the RIA.
Jan 2005
A member of staff organised the Discover Primary Science Programme – Teacher Training.
Feb 2005
A member of staff was nominated to the Royal Irish Academy Committee for
Mathematical Sciences
Feb 2005
A workshop for the teachers in St Colmcille’s SNS, Knocklyon (30 teachers) was organised
by staff.
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Date
Department of Science Promotional Activities
Feb 2005
Staff organised a workshop for 18 second year students from James St. CBS with their
science teacher. This involved a two hour workshop in the Physics laboratory doing
experiments from the Junior Certificate syllabus.
Feb 2005
A member of staff gave a lecture to 3rd year pharmacy students in the RCSI on their
Pharmaceutical Biotechnology module (1 of 2 lectures)
Feb 2005
Women in Engineering and Science Role Model Day organized in conjunction with the
School of Engineering and with support from postgraduate students and technicians.
Feb 2005
General science demonstrations organized for 15 girls from local schools. Short projects
and courses for prospective students on PLC courses also organized for students in St
Kevin’s and Coláiste Dhúlaigh.
May 2005
IT Tallaght hosted the Primary Science Clubs Display Day, at which about 300 students
demonstrate what they have achieved in their Science Clubs.
May 2005
Annual running of Salter’s Chemistry Festival.
May 2005
Academic staff visited Firhouse CC and Templeogue College
Nov 2005
Staff developed a video advertisement concept to market the School of Science and the
Institute as a whole. The advertisement is suitable for Carlton Screen advertising across
every cinema screen in the city and is titled, The IT in Tallaght, Why not look into ITT?
Nov 2005
Academic staff are currently planning an ESAT Young Scientist Project with a Science
Teacher at Coláiste Bridé, on the development of an alternative to chemical fertilisers.
In addition to the above, in January 2005 the School of Science acted as a host centre for
teachers from 10 local schools participating in the Discover Primary Science project.
Students from ten local schools participated in the programme.
As well as providing an introduction to the Discover Primary Science project, a wide
selection of experiments were set up to allow teachers to participate in a hands-on training
session. Teachers will be introducing these experiments back into both their own
classrooms as well as passing on the training information to their colleagues to allow
further classes to benefit from the programme. Towards the end of the academic year the
schools were invited to bring a class back to IT Tallaght for a ‘Display day’. The Display day
involved the students showing and explaining their work to the staff in IT Tallaght. In
addition, a series of Science demonstrations were provided to provide both an interesting
and informative day for the primary students attending.
The School of Engineering organized a similar programme of activities to promote
engineering programmes. Some of these are presented in Table 9.6.
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Table 9.5 Promotional Activities Organized by the School of Engineering
School of Engineering Promotional Activities 2004/5
•
Open Day
•
Open Evenings
•
Open Evening for Part-time Students
•
School visits
•
Transition year visits
•
Meetings with Guidance Counselors
•
Greenhills College - PLC visits
•
FAS Opportunities – Croke Park
•
South Dublin Chamber of Commerce
•
Tallaght Community School Careers Fair
•
Colaiste Enna/Sancta Maria Open Evening
•
STEPs Roadshow/Engineering Seminar
•
Higher Options (RDS)
•
Company Careers Events
•
Recruitment Fairs
•
WITs Event (Women in Technology)
•
Xilinx Sponsored Activity
In 2005, for example, the School sponsored a course in Leaving Certificate Applied
Mathematics for local Tallaght students who did not have the opportunity to study the
subject. Over 70 students visited the Institute, some passed the subject in the Leaving
Certificate and six of these students applied for Engineering within the Institute.
Since 2001 the Department of Electronic Engineering has participated in the Intel
Excellence in Electronics Competition. The Department has won the competition twice. A
student from the Department also represented the Institute at the World Skills Competition
in Helsinki in 2005, helping Ireland gain 7th place worldwide in the team competition.
9.11.3
Open Days and Information Evenings for Parents
The Institute hosts an Open Day in November each year. All second level schools and
further education colleges are invited to attend the Open Day and the event is widely
advertised and well attended.
In 2004 the Department of Marketing initiated a Parents Night for the parents of first year
to inform them about the structure and content of the marketing course, the academic
demands on students and the various Institute supports available. The event was very
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successful was repeated in November 2005. The Department of Accounting and
Professional Studies organised a similar events in November 2005.
9.11.4
Careers Exhibitions and Fairs
The Institute participated in 18 major exhibitions and events during the 2004/5 academic
year, including the RDS Higher Options Exhibition, the Tallaght Careers Exhibition and the
annual CAO roadshow, which is a series of six regional meetings organized to bring
guidance counselors and college admission staff together. The Institute also hosts its own
Careers Fair on campus.7
9.11.5
Student Handbook
The Student Handbook provides details of the support services, staff, and rules and
regulations of the Institute. It is updated regularly and provides valuable information about
all aspects of student life, including finance and academic matters. Helpful tips on making
a successful transition from second to third level education are provided as well as useful
study tips and exam techniques. The handbook is supplied to all full-time and part-time
students.
9.11.6
Sports and Recreation Handbook
The Sports and Recreation Handbook provides details of sports and recreational activities,
including registered clubs and societies and use of local community facilities. It also outlines
the details of sports and recreation bursaries and contact details of student services staff.
The handbook is published annually and is made available to every full-time student
9.11.7
Liaison with Guidance Counsellors, Principals and
Teachers
The Institute maintains regular contact with guidance counsellors, school principals and
teachers, through a range of mechanisms, including school visits, exhibitions, committees
and talks for parents. During the year they are invited to a series of special meetings where
the Director, senior academic and other staff, convey personal thanks for their work and take
the opportunity to network and advise on continuing developments within the Institute.
7
220
This was discussed in Chapter 8, section 8.8.
Institute of Technology Tallaght -
9.11.8
Delegation of Authority Submission
Advertising and Marketing
The Institute uses a variety of media to advertise its mission, programmes, operations and
activities, including national and local newspapers, educational and trade magazines, and
local and national radio. Employment opportunities, research positions and studentships
are advertised mainly in the national press, and occasionally in local newspapers. An
advertising agency is used for design and placement.
Full-time programmes are advertised in national newspapers and occasionally locally,
usually in features on educational opportunities. Advertisements are also placed in booklets
and other publications aimed at school leavers and Guidance Counselors. Radio
advertising, on both national and local stations, is used at times leading up to CAO closing
dates. Part-time programmes are advertised mainly in local newspapers and in late
August/early September through targeted door-to-door leaflet drops. Specialist guides to
adult and part-time programmes are also used.
Since November 2002 the Institute has allocated a senior administrative staff member and
financial resources to implement a pilot Marketing Project, run from the Development and
External Services Office. The Marketing Project team has worked with the Registrar’s Office
and with Schools and Departments to co-ordinate and oversee all activities relating to
communications, including corporate promotion, marketing and advertising, and the
management of major events in the Institute’s annual calendar. A new Schools Liaison
Officer was appointed (in November 2005) to assist in co-coordinating the marketing
activities of the Institute.
A specific output of the Marketing Project has been the production of a Style Guidelines
Booklet for Institute staff and advertising agents, and a redesign of all Institute.
9.12
Procedures for Monitoring, Evaluating and
Reviewing the Academic Administration of
the Institute
To facilitate ongoing improvements in academic administration, the Institute has
established procedures for monitoring, evaluating and reviewing all processes relating to
admissions, registration, examination and graduation of students.
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9.12.1
Admissions processes
The evaluation of the various elements of the admissions processes is under constant
review. Some processes, such as CAO, IOTCEF and Fáilte Ireland, are evaluated in a national
context while others are evaluated at Institute level e.g. mature students and FETAC
admissions. Regular contact is made with stakeholders, including leaving certificate
students, guidance counsellors, parents, school principals, mature students and nonnationals, to inform the process. Improvements introduced as a result include improved
induction programmes for new and ERASMUS students, the provision of financial
information nights for mature students, IOTCEF booklet and web for EU and non-EU
students and information evenings for parents and participants on ACE and CHEAP
programmes.
At a national level evaluations are completed by the CAO operations group, which meets
a number of times each year to review the operation of the admissions process. The
Institute is represented on this group as one of the participating 43 HEI’s. These meetings
are informed by HEI’s continuing relationships with guidance counsellors and school
principals and also by the six national CAO conferences held in six regional areas
throughout Ireland each year. Operational matters are considered and improvements made
as agreed. This Group is the driving force behind changes and improvements in the CAO
system over the years.
The Institute reviews the FETAC Higher Education Links Scheme each year. Heads of
Department have contacts with local providers and changes occur as a result of these
contacts. Following a review in summer 2005, the Departments of Computing, Electronic
Engineering and Mechanical Engineering, agreed to accept any full FETAC Level 5 awards
as meeting the minimum entry requirements - provided it contains a specific
mathematics/statistic module. Some programmes may also require a specific attainment
level in a specific module.
The Institute provides feedback to guidance counsellors regarding the progression and
achievements of applicants admitted through the FETAC and related entry routes. This
information is provided both at meetings of guidance counsellors organised by the Institute
and at area meetings organised by guidance counsellors.
9.12.2 Examinations
A review is conducted after each series of examinations and a report completed for
circulation to Heads of School/Department and senior management. The report provides a
range of statistical data, including information on the number of learners who sat
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examinations, the number of examination papers produced, the number of students who
presented for examinations without ID cards and the number of problem papers. As a
result of this process the number of problem exam papers has reduced significantly.
Ongoing reviews during the year address the planning, logistical and production aspects of
the examinations process and involve contact with the stakeholders including student
union officers representing students. An output of this process has been the increase in the
number of days over which examinations are run.
9.12.3 Induction
The induction programme is reviewed each year by staff, student leaders and student
union representatives, to ensure its relevance and attraction to students. The training
provided for student leaders who carry out the guided tours arose from such a review. The
induction group also considers best practice in other third level institutions.
9.12.4 Graduation
A review is conducted each year following the ceremony and improvements made. A
review of the Graduation process in 2004 led to an increase in the number of graduation
sessions from four to five in 2005. This was to facilitate graduands and their families by
providing shorter, more focused ceremonies. The additional evening session was
designated for part-time Business graduands and was very successful. As part of the review
each year the Institute negotiates with service providers (e.g. gowns and photography) to
minimise costs for students and provide added value in services (e.g. free frames for
parchments). Each year a Graduate Survey is carried out to identify where graduates find
employment and/or continue to further study. Based on this survey, a database of
graduate’s first destination statistics is developed and analysed.
9.12.5
Academic Administration
Quite a degree of consultation with student representatives exists through the various
committee structures (including the Student Services Committee, Childcare Assistance
Committee, Student Assistance Fund Committee and the Induction Group). Student survey
forms also provide indications of how services are viewed. Daily contact with students
provides immediate customer feedback and constant monitoring of this feedback allows
staff involved in academic administration to improve services to students. The codification
of policies, processes/procedures and practices currently underway will also help to
introduce greater efficiency in academic administration processes.
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Chapter Nine
9.12.6
Surveys and Reports
As part of the self evaluation process, research was also carried out on:
•
the attitudes and perceptions of secondary school principals and guidance counselors
to the Institute. This research involved a survey and was conducted in December 2004
•
a survey of first year students. This was conducted in 2005 to obtain feedback from
first year students on why they chose to study at the Institute and the main problems
experienced in the course of the studies.
These surveys provided useful feedback for the Institute and the results are contained in
the relevant reports. The Report on the Attitudes of Secondary School Principals And
Guidance Counselors to the Institute of Technology, Tallaght (February, 2005) was
circulated to the management team and the marketing sub group for consideration and
attention. The Survey of First Year Students (April, 2005) yielded important insights. It
found, for example, that the main influences on the students ability to study while at the
Institute were: having to work to survive financially (79%); making the adjustment to third
level learning (74%); travel time (62 %); social life (56%); lack of mathematical skills
(44%); personal/family problems (39%) and involvement in sport (39%). The survey report
was circulated to all members of the management team for attention and action as
appropriate.
9.13
Self-study Outcomes
In addition to the previous reviews, as part of the delegated authority self-evaluation
process a focus group was established to look at academic administration and student
services support. This group comprised student representatives, academic staff and
administrative staff.8
Many issues were discussed at these meetings, some of which have been resolved and
other recommendations are in the process of being implemented. The group
recommended the following:
•
The development of an online registration facility for continuing and part-time
students. This is now a national Banner issue affecting most Institutes.
•
The printing of ID cards for continuing students during the summer to facilitate earlier
registration and access to services. This has been implemented.
•
The conferring of students in alphabetical order rather than order of merit (in
accordance with HETACs guidelines). This was implemented in the November 2005
graduation ceremonies.
8
224
As discussed in Chapter 4, section 4.4.2.
Institute of Technology Tallaght -
•
Delegation of Authority Submission
A commitment to examining ways to issue exam results in a more efficient and speedy
manner. Currently results are put online and on posters within the Institute. This is
currently under review.
•
The need to improve the reception area in the Registrars Office for students and staff.
This was implemented in August 2005.
•
The need to locate all relevant academic administration staff in one area to provide
centralised administrative support for students. This can only be achieved with the
implementation of the Institute’s Campus Development Plan. However, arising from the
self-study process, a student information desk was provided for the first two weeks of
term (September 2005) on the ground floor beside reception. This was to facilitate late
registrations and students receiving late CAO offers. The desk was staffed by
administrative staff from the Registrar’s Office and from the Schools. Staff provided
information on registration, timetables, ID cards and all related issues. The single
information point was a success and will be provided again in September 2006.
•
The self study process also highlighted the need to convert existing documentation on
processes and procedures related to academic administration into Standard Operating
Procedures (SOPs). This work is in progress.
•
A group, consisting of staff from the Schools and the Registrar’s Office, is examining
ways to improve the registration of Erasmus students.
Other issues discussed related to problems of late registration, the allocation of the funding
from part-time registrations fees, the operation of the preliminary examination board
meetings, the use of text messaging to communicate with students, the development of a
more user friendly staff manual, inadequate storage facilities for examination scripts and
levels of support for part-time students. The resolution of these problems is expected to be
achieved through further meetings of the Support Services Focus Group.
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226
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Library and Information Resources
227
C h a p t e r Te n
Library and Information
Resources
10.1
Introduction
The library mission is to promote, advocate and consistently work to achieve the highest
level of library service to the Institute and its learning community. It is located adjacent to
the Institute’s main entrance and is accommodated on two floors, covering a total of
985m2. In 2000, the mezzanine level of the library was opened and includes group study
rooms, a silent study area, an open access computer lab, an assistive technology room and
additional study carrels. The book and journal collections, photocopiers and a silent study
area are located on the ground floor. The library provides a valuable reading space with
access to print resources and to a variety of academic online databases that can be
accessed at any time via the library catalogue (TallCat).
10.2
Library Staff
There are currently eight full time and six part time members of library staff. Figure 9.1
gives a breakdown of the staff structure for the library.
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Figure 10.1 Library Organisational Chart
Registrar
Institute Librarian
Deputy Librarian
Systems Librarian
Assitant Librarian
Senior Library Assistant
Library Assistant II
Library Assistant I -PT
Library Assistant
Library Assistant II
Library Assistant I -PT
Library Assistant I -PT
Library Attendant I -PT
Library Attendant I -PT
Library Assistant I -PT
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C h a p t e r Te n
10.2.1 Staff Responsibilities
The responsibilities attached to each of the posts are summarised in the Table 10.1 below.
Table 10.1 Posts and responsibilities
Position
Responsibilities
Institute Librarian
Manages and has responsibility for every aspect of the library service
Deputy Librarian
Deputises for the Institute Librarian and has main responsibility for
acquisitions and user education
Assistant Librarian
Manages the day-to-day running of the library, Inter library Loans and
Serials
Systems Librarian
Manages the library management system and library website
Senior Library Assistant
Manages the library desk and has responsibility for the coordination of the
Book Aid scheme
Library Assistants
Provide cover for the library desk and are involved in the administration of
Serials, Inter-library Loans, Acquisitions, Exam Papers and the Library
Website
Library Attendants
Duties include shelving, monitoring noise, security and supervision of
students, maintaining photocopiers in library and book repairs
Each Librarian also acts a Subject librarian. The Subject Librarians are assigned to each
academic department. They consult with the department in relation to library stock, library
skills training, and subject/ information queries.
The library staff work together as a team and participate in a number of institutional and
external committees, including Academic Council, Total Management Team, Health, Safety
and Welfare Committee, HEAnet Higher Information Portal Advisory Group, Irish
Innovative Users Group, Library Association of Ireland etc.
Staff utilise a variety of means to keep up-to-date on developments in their areas of
responsibility and general library issues. These include:
•
membership of professional bodies and committees
•
membership of professional electronic mailing lists
•
attending and presenting at conferences
Library staff also attend training courses and regular team meetings - these are usually held
once a month during term.
1
230
1
These are recorded on training a spreadsheet and listed in the Annual Review.
Institute of Technology Tallaght -
10.3
Delegation of Authority Submission
Library Collection
The library hosts a book stock of 30,000 titles. The vast majority of these books are loaned
out with a small number of reference texts accessible only within the library. The library also
subscribes to over 200 print journals and a variety of Online Subscription Databases that
include full text journals.
The library collection is constantly monitored and material that is out of date is removed
from stock in line with the library Collection Management Policy2.
In order to obtain a complete picture of the library collection, Figure 10.2 breaks down the
library stock by material type. The largest proportion of library stock consists of printed
books and journals.
Figure 10.2 Library Stock by Material Type
Journals (Print & Online) 36%
Printed Material 56%
Online Files 6%
Audio/CD 1%
Video/DVD 1%
The age profile of the library collection is very recent, with the focus on providing access
to up-to-date material. This is particularly important in the technical fields. The majority
(71%) of the collection was published between 1990 and 1999. As the Institute only
opened in 1993, only 21% of library material has a publication date pre 1990. The
remainder (8%) of the collection dates from 2000 on.
2
These are available at http://intranet.it-tallaght.ie/staff/library/collection development policy.doc
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C h a p t e r Te n
10.3.1 Book Stock
Library materials are catalogued and arranged in accordance with International Library
Standards MARC 21 and the Dewey decimal classification system. Library materials are
arranged by subject area according to the Dewey decimal classification system. Table 10.2
outlines the number of titles held in the library by subject area.
Table 10.2 Breakdown of library materials in Dewey Order
Dewey
Subject Area
Class No
Number
% of
of Titles
Total Stock
2,441
9.01
001-099
Computer Science, information and general works
100-199
Philosophy and Psychology
372
1.37
200-299
Religion
109
0.40
300-399
Social Sciences
7,978
29.44
400-499
Language
2,252
8.31
500-599
General Science and mathematics
1,767
6.52
600-699
Technology and engineering
8,937
32.98
700-799
Arts and Recreation
845
3.12
800-899
Literature
1,221
4.51
900-999
History and Geography
1,176
4.34
27,098
100
Total
10.3.2 Non-Book Material
In addition to the print books and journals that the library subscribes to, users can also gain
access to the library’s subscription online databases, multimedia collection, daily Irish
newspapers and past exam papers. Usage of non book material via the library is high,
especially for print and online access to past exam papers3.
10.3.2.1 Online Databases
Online databases cover all of the major disciplines of the Institute’s programmes. They are
evaluated and reviewed annually by library staff, relevant academic staff, Heads of School
and Heads of Department. Trials of new databases are organised by library staff with the
relevant publishers and feedback is invited from all library users. Table 10.3 below provides
a list of the online databases that the library currently subscribes to.
3
Bound printed volumes of exam papers (March – December 2004): a total of 3,770 were checked out. Online exam papers (January
– December 2004): 18,314 accessed.
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Table 10.3 Online Databases
Online Databases Currently Available in the Library
American Society for Microbiology
Ireland.com/Irish Times
Bentham Scientific Online
Justcite
BS Online
Materials and Metals Infobases
Emerald Insight
Reuters Business Insight
Factfinder
Reuters Marketline
IEEE Communications Package
Science Direct
Index to Theses
TaxFind
Infotrac Onefile/ Galegroup
Web of Science
IngentaConnect
Based on usage statistics from the library management system (Millennium4) the most
heavily used online databases we subscribe to are InfoTrac, Emerald and Science Direct.
10.3.2.2 On-line Services
In 2004 the functionality and look of the library catalogue (TallCat) was enhanced. These
improvements mean that users have on-campus and off-campus access to the library
website and TallCat, with the following services:
•
•
•
•
•
•
•
•
•
•
•
Comprehensive databases for all major subject areas and online guides
A searchable catalogue for local library and other libraries
An Irish language OPAC
A personalised patron record
Facility to renewing and reserve books
Booking equipment and study rooms
Personal reading history
Saved search results and e-mail records
On-line lecturers’ notes and links to recommended reading
Examination papers 2000-2004 (earlier papers accessible within the Institute)
Inter-library loan requests
Through the library management system many aspects of these activities can be monitored
and used to evaluate usage of library services.
4
Millennium is the software used by the library to manage all information pertaining to the library, including patron records, bibliographic
records and order records.
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C h a p t e r Te n
10.4
Library Training
During the last couple of years the library has focussed on improving and promoting
information literacy. The aim is to encourage independent research and promote lifelong
learning by equipping library users with the skills to identify their information needs and to
access, select and use library resources effectively. Library instruction ranges from library
tours to class lectures, one to one sessions and tutorials.
10.4.1 Initial Library Training
At the start of each academic year, students from each school are given guided tours of
the library and orientation talks to familiarise themselves with the library’s facilities,
resources and services. Tours are also provided for target groups such as Erasmus students,
prospective students and local community groups.
10.4.2 Online Resources
During the academic year 2003-2004, over 500 undergraduate and postgraduate students
from each of the different Schools received formal training on the Internet, information
retrieval skills and online library databases. Similarly, over 20 lecturers received formal
hands-on training on search techniques, the Internet and online resources.
10.4.3 Customised Library Training by Discipline
During 2003-2004 the library introduced a customised library service, with subject
librarians being appointed for each of the Institute’s three Schools. Some departments
appointed an academic to act as their library representative and to liaise with the library.
Librarians then provided tailored user education sessions designed to meet the needs of
individual classes. Many of these sessions took place in the classroom and concentrated on
research tools specific to the subject being taught. Librarians worked closely with academic
staff in planning and developing these classes.
10.4.4 Integrating Practical Research Skills into the Curriculum
Further course-related instructional sessions saw over 100 students receiving library skills
training as part of a module in Communications designed for first year mechanical
engineering students. As part of this training, the librarian set students assignments
relating to library research. These assignments accounted for a percentage of students’
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Delegation of Authority Submission
overall mark in that module. Over 40 postgraduate science students received a more
detailed induction programme on information seeking, search techniques and evaluating
online information.
To supplement its training activities, the library produces and maintains a wide range of
electronic and printed, subject based information guides and aids. Many of these electronic
guides are now available via the Library website. The website was redesigned during
summer 2004 to facilitate and support online learning.
10.5
Accessibility
Assistive technology equipment and software is available in the library for learners with a
disability. The Librarian and the Access Officer liaise when additional equipment, software
or training are required by a member of the learning community.
In order to ensure the library website is accessible the library is working on having all library
web pages approved by Bobby.
10.6
Inter-library Loans
If the library does not have a book or journal article it can be acquired in most cases
through inter-library loan. The British Library supplied most of the requested material in
2004, with 984 satisfied requests corresponding to a 93% satisfaction rate. The library
absorbs the cost of this service.
Other suppliers that were used in 2004 were Subito which provides material at cheaper
rates and other Institutes of Technology. Material is exchanged among the Institutes of
Technology at no cost. Figure 10.3 provides a breakdown of requests by patron type.
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C h a p t e r Te n
10.3 Breakdown of Inter-library Loan Requests
Full Time Student 6%
Academic 32%
PostGrad 60%
Library 2%
Postgraduates were the main users of this service in 2004, accounting for 60% of all
requests. Postgraduates were followed by academic staff at 32%.
Usage by department (Figure 10.4) indicates that the science department is the highest
user at 63% and the computing department is the lowest at 1%. The high number of
requests by the science department is linked to the large number of researchers in this field
in the Institute.
Figure 10.4 Breakdown of Requests by Department
Other 2%
Business 10%
Computer 1%
Electronics 11%
Humanities 7%
Mechanical 6%
Science 63%
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Overall 79% of inter-library loans received were journal articles with an average fill time of
eight days. Eighteen percent of inter-library loans received were books with an average fill
time of 16 days.
10.7 Budget
The library budget is allocated on a yearly basis. Each year the Institute Librarian submits a
budget request to the Registrar. The acquisition and allocation of budgets is governed by
the SMT. In 2003/2004, €42,000 was allocated for online subscription databases. Table
10.4 details the 2003/2004 budget allocations for each department - for books (€34,000)
and journals (€38,900).
Table 10.4
Library Budget 2003/2004
Department
Books
Journals
Total Budget (€)
Accounting & Professional Studies
3,000
900
3,900
Humanities
5,000
6,000
11,000
Management
5,000
4,000
9,000
Marketing and Business Computing
5,000
3,000
8,000
Applied Science
5,000
12,000
17,000
Computing
2,000
2,000
4,000
Electronic Engineering
5,000
5,000
10,000
Mechanical Engineering
4,000
6,000
10,000
Total
34,000
38,900
72,900
10.8
Links with other libraries
In order to enhance the provision of library services, the Institute library has developed links
with other Institutes of Technology, Higher Education Institutes outside the IoT sector, and
local libraries.
10.8.1
Collaboration within the Institute of Technology Sector
An agreement exists among the Institute of Technology libraries whereby students and staff
from each Institute of Technology can use the facilities of the partner institutes for study
purposes. They are also entitled to borrow normal loan books through an inter-library loan
scheme. This service offers a significant cost saving for inter-library loans. The catalogues for
each member of the partnership is accessible on-line through a link from the library’s catalogue5.
5
http://millennium.it-tallaght.ie:211/z39m
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C h a p t e r Te n
10.8.2
Co-operation with other Higher Education Institutes
Students from the Institute can also visit the Libraries of other Higher Education Institutes
on production of their current student identity card and a letter of introduction from the
Institute’s Librarian. These letters can be obtained at the Library Desk.
10.8.3
Local Cooperation: Tall24
The library works closely with libraries in the local area and initiated the set up of TALL24.
TALL24 constitutes Tallaght County Library, Adelaide Meath National Children’s Hospital
(AMNCH) Library, Loctite and the Institute of Technology Tallaght. This local network has
coordinated shared training sessions for library staff, site visits and access to collections.
10.9
Continuous Improvement and Feedback
Mechanisms
In order to continue evaluating the library service, the following mechanisms are in place:
10.9.1
Library Committee
A Library Committee was established in 2004 as a sub-committee of Academic Council.
This committee meets at least once a Semester and reports back to Academic Council. Its
remit is to advise on:
•
improving the provision of appropriate and convenient access to library and other
learning facilities and resources for staff and students
•
improving the provision of adequate information and communication technology
resources and facilities to support ongoing courses provided by the Institute
•
evaluating the adequacy and utilisation of the library and its information resources
•
promoting the library and its resources among the learning community
•
identifying means of continuing to integrate library resources in to the teaching and
learning processes in consultation with Academic Council.
10.9.2
Library Management Software
The library objectives are considered using performance measurement tools. These
performance measures are counted and reviewed on an annual basis. Data to be gathered
is listed in the Library Performance Measurement Document. A large volume of this data
is captured on the library management system, Millennium. The data is then analysed by
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assigned library staff. Information gathered for the Library Review assists the library
management team plan for the following year. The Library Review is sent to the Registrar
and Director each year.
10.9.3
Organisational structures
The Institute Librarian is a member of the Academic Council, the Health, Safety and
Welfare Committee and the Total Management Team (TMT). The Librarian reports back to
the library team on areas that affect the library and raises library issues at these forums.
10.9.4
Staff meetings
Staff meetings are held once a month during semester. These meeting provide us the
opportunity to review policy and procedures or to identify where a new policy or procedure
is required.
10.9.5
Library Website
Library users are invited for feedback and suggestions on the library website at:
http://millennium.it-tallaght.ie/suggest. These suggestions are then forwarded to the
Institute Librarian.
10.9.6
Library Surveys
In May 2004 as part of the Delegated Authority process the library conducted a self study
survey of all library users. A report was compiled with the results of this study and
submitted to Academic Council
10.10
Outcomes of Self-Evaluation
As a result of the self-study undertaken within the library function, and drawing on the
feedback obtained through the mechanisms outlined in section 9.9, a number of actions
have been implemented to improve the library service. These include:
10.10.1 Training and use of Library Resources
There was very positive feedback in the library survey (2004) on the training sessions and
guides provided on using the library resources. A strong theme from the survey was the
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requirement to further develop this service to ensure that more students and staff receive
training in this area. The library is currently working on standardising information literacy
tutorials in line with international standards.
10.10.2 Loan Rules Review
A Loan Rules Review group was set up to review loan rules. Recommendations were
brought to the library committee and then to Academic Council. The new loan rules
outlined in Table 10.5 were introduced at the beginning of the 2005-2006 Academic year.
Table 10.5 Borrowing Entitlements
Patron
General Collection
Duration
Short
Duration
items
(weeks)
Loan
(days)
Undergraduate students
3
2
1
1
Erasmus students
4
4
1
1
Distance learning
3
1
0
0
Franchised
3
1
0
0
Special needs students
4
4
1
1
Postgraduate students
8
4
1
1
Academic Staff
10
6
1
1
Category
10.10.3 Library Opening Hours
To encourage the learning community to use the library facilities, opening hours are in line
with the Academic year, with additional opening hours during exam periods. The library’s
opening hours are among the longest (64 hours during semester) in the IoT sector. Also
with the introduction of remote authentication, many of the library’s online resources and
access to online past exam papers are available 24x7x365.
Table 10.6 Library Opening Hours
During Semester:
Day
Beginning of Semester
6 Weeks Before Exams
Monday – Thursday
08:00 – 21:00
08:00 – 21:00
Friday
08:00 – 17:00
08:00 – 21:00
Saturday
10:00 – 13:00
10:00 – 17:00
Out of Semester:
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Day
Time
Monday – Friday
09:00 –17:00
Saturday
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Following on from the results of the library survey conducted in May 2004, the library
reviewed existing opening hours with a view to extending its opening hours on Friday
evening and on Saturday. During the period coming up to examinations (6 weeks before
exams) the library remains open until 9pm on Friday evening. It is also open from 10 am
until 5pm on Saturday. Library opening hours are also extended during the August
examinations. During the pilot period statistics were gathered on the number of visits to
the library, the number of issues and returns, and seat occupancy. These details were
recorded and sent to the Senior Management Team for review.
10.10.4 The Library Environment
Library users identified noise levels on the mezzanine area of the library as an issue. In
response to this the library increased staff presence on the mezzanine, with the relocation
of the Deputy Librarian’s office to the mezzanine area. A staff point on the mezzanine was
cabled and will be utilised on a part-time basis by library staff as an information point.
One of the problems identified from general feedback from library users and from the
2004 Library Survey, was the low temperature in the library. In response to this, staff began
monitoring the temperature in the library. Since January 2005 the temperature in the
library has been a minimum of 21°C. A heating engineer will look at the possibility of redirecting air flow from vents in the library.
The layout of the library was another area identified in the self study for improvement.
Following on from the results of the survey, the journals and book collections were
rearranged to make it more conducive to browsing.
10.10.5 Computer and Printing Facilities
A main area for improvement highlighted in the study was the availability of printing and
computing facilities in the library. Since January 2005 the PC’s in the Open Access Lab have
been replaced, with an additional 20 PC’s located on the mezzanine. The dedicated library
catalogue machines were also upgraded to faster machines.
In September 2005 wireless connectivity was made available in the library for laptop use.
To supplement this, laptops may be booked by students using the library management
booking system. A dedicated follow-me printer was introduced in October 2004 in
response to student requests.
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Ongoing monitoring and review
The library has signed up to use the LIBQUAL+™6. The LIBQUAL+™ library survey software
is a rigorously tested Web-based survey that allows for benchmarking against other
libraries. The library will conduct its first survey using the new software in early 2006 and
has made a commitment to run the library user survey every three years to supplement the
information and feedback obtained from other sources.
10.11 Conclusion
The library has implemented a number of important changes over the last two years that
have contributed significantly to the development of the library service. To ensure its
ongoing development, the library will continue to work with staff and students to review
and evaluate the library service and to implement new changes in response to changing
needs.
6
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http://www.libqual.org/About/Information/index.cfm
Chapter Eleven
Human Resources
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Human Resources
11.1
Introduction
The Human Resources Office is responsible for all aspects of human resource management
in the Institute, including the development, implementation and co-ordination of policies
and programmes relating to employee relations, staff training and development,
superannuation, staff welfare, personnel administration and industrial relations. The HR
function is shaped by
•
Ongoing reviews of operational issues arising from internal reviews of policies and
procedures resulting from changes in the external environment (including legislative
changes, case law, reports from the Labour Relations Commission, Rights
Commissioners and Employment Appeals Tribunal Cases at a National level).
•
Regular meetings of the Industrial Relations Forum within the Institute set up under the
Sustaining Progress agreement.
•
Ongoing reviews of Institute of Technology policies and procedures arsing from
quarterly meetings of the Institute of Technology HR managers and Secretary/Financial
Controllers, together with regular briefings from the Senior HR executive via e-mail.
Feedback from these meetings is conveyed to senior management to inform the
decision-making process.
The Secretary/Financial Controller and Human Resources Manager attend meetings of the
respective national groupings established by the Council of Directors, usually four times per
year. These meetings ensure a consistent approach towards a variety of issues across the
11.2 Self Study Review process
The evaluation of the Human Resources function comprised a number of activities:
•
A Staff Survey. This survey was carried out by Excellence Ireland Quality Association
(EIQA) in June 2005. The results of the survey are compiled in a report by EIQA and this
report is under review by the management of the Institute. The results arising from the
report will be communicated to staff as a basis for going forward.
•
The review and recommendations of the Staff Development Committee set up to
inform the Institute Strategic Plan 2005-2008.
•
The recommendations of a Report on Cross Collegiate Training and Development
Activities for the Institute 2004-6.
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•
An internal review of superannuation system in February 2005.
•
A review of a Chartered Institute of Personnel & Development Survey which took place
in 2002.
11.3
Human Resources Staff
The Human Resources Manager has responsibility for the overall management of the
section and reports to the Secretary/Financial Controller. The HR Manager is currently
supported by:
•
A Senior Staff Officer (Grade 6) who has responsibility for the administration of
superannuation and training, as well as the Management Information System (Core)
within the section.
•
A Clerical Officer Grade 3 who is responsible for recruitment and selection
administration, maintaining the record system with regard to leave and other
miscellaneous duties.
Overall the Human Resources function in the Institute of Technology Tallaght has a small
1
number of staff. The result of the small complement of staff is that while the need for
change is often identified quite early (through informal feedback from staff and as a result
of issues emerging from discussions with unions) the change itself may take some time to
implement.
11.4 Institute Staff
Table11.1 below provides a breakdown of all staff of the Institute by category and gender.
A total of 342 staff were on the Institute payroll in September 2005. This figure includes
both full-time and part-time staff. Part-time staff numbers are aggregated into a full-time
equivalent (FTE). Part-time lecturing/administrative staff who work 50% of the normal
work load are shown as 0.5.
1 A survey by the Institute of Personnel and Development in 2002 showed that Public Sector HR departments in Ireland typically have
1 HR person for every 67 staff. Given that the Institute has 342 staff – expressed in terms of full-time equivalents (FTE) – this would
equate to 5/6 people, whereas the HR function is staffed by three people.
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Table 11.1 IT Tallaght Staff by Category and Gender
Category
Female
Male
Total
% Female
% Male
Academic
75.16
107.43
182.59
41.17
58.84
Administrative Staff
55.00
5.00
60.00
91.67
8.33
Library
8.75
2.25
11.00
79.55
20.45
Management
2.00
20.00
22.00
9.09
90.91
Maintenance
0.00
6.00
6.00
0.00
100.00
Research
3.00
0.00
3.00
100.00
0.00
Student Support
4.50
2.00
6.50
69.23
30.77
Technicians
5.50
33.00
38.50
14.29
85.71
153.91
175.68
329.59
46.7
53.30
Total
Academic staff account for 56.8% of total Institute staff. The next largest group is
administration (17.5%), then technicians (11.25%) and management (6.4%). The School
of Business and Humanities employs the largest number of academic staff, accounting for
42.8% of the total academic staff. The School of Science accounts for 30.4% of academic
staff and the School of Engineering for the remaining 26.8%. The Institute endeavours to
recruit academic staff who, in addition to holding appropriate qualifications, also possess
work and research experience in their relevant fields.
11.5 Academic Staff
The following tables provide an overview of academic staff by School and Department. The
Lecturer categories are Senior Lecturer 1 (Teaching), Lecturer/Lecturer 2, L1 and Assistant
Lecturer. Pro-rata lecturing staff are expressed in terms of full-time equivalents (FTE).
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Table 11.2 School of Business and Humanities: Academic Staff by Category and
Gender
Position
Female
Male
Total
0
1
1
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
0
0
0
Lecturer / Lecturer 2
4
6
10
Lecturer 1
0
0
0
Assistant Lecturer
1
1
2
Pro Rata Lecturing Staff
1
0.44
1.44
Associate Staff
1.33
0.67
2.00
Department Total
7.33
9.11
16.44
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
1
0
1
Lecturer / Lecturer 2
7
3
10
Lecturer 1
5
3
8
Assistant Lecturer
4
3
7
Head of School
Department of Management
Department of Humanities
Pro Rata Lecturing Staff
5.43
3.12
8.55
Associate Staff
0.22
0.16
0.38
Department Total
22.65
13.28
35.93
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
0
1
1
Lecturer / Lecturer 2
4
2
6
Lecturer 1
0
0
0
Assistant Lecturer
0
3
3
Pro Rata Lecturing Staff
0
0.33
0.33
Associate Staff
0.89
0.92
1.80
Department Total
4.89
8.25
13.13
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
0
1
1
Lecturer / Lecturer 2
1
2
3
Lecturer 1
1
0
1
Assistant Lecturer
2
3
5
Pro Rata Lecturing Staff
2
3.5
5.5
Associate Staff
0.30
0.00
0.30
Department Total
6.30
10.5
16.80
Total for School
41.17
42.13
83.30
Department of Accountancy & Professional Studies
Department of Marketing & Business Computing
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Table 11.3 School of Engineering Academic staff by Category, Grade and Gender
Position
Female
Male
Total
0
1
1
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
1
1
2
Lecturer / Lecturer 2
2
19
21
Lecturer 1
1
0
1
Assistant Lecturer
1
1
2
Pro Rata Lecturing Staff
0
0.44
0.44
Associate Staff
0
0.44
0.44
Department Total
5
22.88
27.88
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
0
1
1
Lecturer / Lecturer 2
1
18
19
Lecturer 1
0
2
2
Assistant Lecturer
0
0
0
Pro Rata Lecturing Staff
0
0
0
Associate Staff
0
0
0
Department Total
1
22
23
Total Academic Staff in School of Engineering
6
45.88
51.88
Head of School
Department of Mechanical Engineering
Department of Electronic Engineering
Table 11.4 School of Science staff by Category, Grade and Gender
Position
Female
Male
Total
0
1
1
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
0
1
1
Lecturer / Lecturer 2
7
5
12
Lecturer 1
0
0
0
Assistant Lecturer
1
3
4
Pro Rata Lecturing Staff
1
0
0
Associate Staff
0
0
0
Department Total
9
10
19
Head of School
Department of Computing
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Position
Delegation of Authority Submission
Female
Male
Total
Head of Department
0
1
1
Senior Lecturer 1 (Teaching)
1
1
2
Lecturer / Lecturer 2
6
9
15
Lecturer 1
5
5
10
Assistant Lecturer
1
1
2
Pro Rata Lecturing Staff
2.33
1
3.33
Associate Staff
3.67
1.42
5.08
Department Total
19.00
19.42
38.41
Department of Applied Science
11.6
Management by Category and Gender
Table 11.9 provides a breakdown of the total management team (TMT) by category and
gender. With the exception of two functional managers who are female (the Librarian and
the Finance Manager), the remaining members of TMT are male. Overall, for the Institute,
the gender mix is approximately 53% male and 47% female (refer to table 11.1).
Table 11.5 Total Management Team by Category and Gender
Position
Female
Male
Total
Director
0
1
1
Registrar
0
1
1
Secretary/Financial Controller
0
1
1
Head of School
0
3
3
Head of Department
0
8
8
Head of Development
0
1
1
Functional Managers
2
5
7
Total
2
20
22
Table 11.6 shows the management changes (all internal appointments) that have taken
place in the 2004/5 academic year. The appointments of Director, Registrar,
Secretary/Financial Controller and Head of Development are recent appointments. There
were also four new Heads of Department appointed within the last year and one Head of
School.
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Table 11.6 Management Changes 2004/5
Position
Appointment
Date
Previous
Position
Director
September 2004
Head of School of Science
Head of Computing
September 2004
Lecturer
Registrar
October 2004
Head of Department of Mechanical
Engineering
Head of School of Science
October 2004
Head of Department of Applied
Science
Head of Mechanical
October 2004
Lecturer
Engineering
Head of Development
November 2004
Head of Department of Electronic
Engineering
Head of Department of
January 2005
Lecturer
January 2005
Lecturer
June 2005
Head of Department Accountancy &
Applied Science
Head of Electronic
Engineering
Secretary/Financial Controller
Professional Studies
Head of Department of
November 2005
Lecturer
Accountancy & Professional
Studies
11.7
Technical Staff by Department and Gender
The Institute’s technical support staff are a vital part of its teaching and learning provision,
given the significant laboratory and workshop elements of many of its programmes at
undergraduate and post-graduate levels. Table 11.7 provides a breakdown of technicians
by department and gender.
Table 11.7 Technicians by Department and Gender
Position
Female
Total
Department of Electronic Engineering
0
5
5
Department of Mechanical Engineering
0
5
5
4.5
5
9.5
Department of Computing
0
2
2
Department of Humanities
0
4
4
Registrar – Computing Services
1
11
12
1
1
33
38.5
Department of Applied Science
Secretariat – Buildings
Total
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Male
5.5
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Delegation of Authority Submission
Administrative and Library Staff by
Department and Gender
Table 11.8 provides a breakdown of administrative staff by category and gender. A
breakdown of library staff is provided in table 11.9 and a similar breakdown of student
support services staff is provided in table 11.10. The Institute is currently in the process of
filling the position of Chaplain.
Table 11.8 Administrative Staff by Category and Gender
Position
Female
Male
Total
Freedom of Information Officer
1
0
1
Grade 7
2
1
3
Grade 6
8
1
9
Grade 5
7
2
9
Grade 4
10
0
10
Grade 3
23
0
23
Project Accountant
1
1
Project Manager
3
Total
55
5
60
Position
Female
Male
Total
Librarian
1
2
3
Table 11.9 Library Staff by Category and Gender
1
Deputy Librarian
1
1
Systems Librarian
1
1
Assistant Librarian
1
1
Senior Library Assistant
Library Assistant
Library Attendants (Pro Rata)
Total
4.75
1
1
0.25
5
2.25
11
1
8.75
1
Table 11.10 Student Support Services by Category and Gender
Position
Female
Male
Total
Access Officer
1
0
1
Careers & Appointments Officer
1
0
1
Sports Officer
0
1
1
Nurse
1.5
0
2
Counsellor
1
0
1
GAA Development Officer
0
.5
.5
Rugby Development Officer
0
.5
.5
4.5
2
6.5
Total
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11.9
Selection and Appointment of Staff
The Department of Education and Science determines the overall staffing levels within
which the Institute can operate. The Institute then carries out human resources planning
based on the needs of the organisation and the limitations imposed by its financial
resources. The procedures for the recruitment and selection of staff are determined by the
Minister for Education and Science, as specified under the Regional Technical Colleges Act
1992 (Section 11) and further communications and documents from the Department.
All permanent vacancies are advertised in the national press and on the Institute’s website.
The Director of the Institute determines qualifications for approved posts incorporating
agreements reached with the various staff unions. The interview Selection Board structure
is required to be in accordance with the selection procedures determined by the Minister
for Education and Science. The recommendations of the Selection Board go before the
Institute’s Governing Body who accept or reject the Board’s approval.
Within this framework, the Human Resources section is responsible for ensuring that the
Institute complies with current employment and equality legislation, and other appropriate
legislation such as the Freedom of Information Act. This is to ensure that the process is
carried out in an open and fair manner. The Human Resources section has responsibility for
issuing all the correspondence and record keeping relating to this area.
Given the importance of procedures within this area, there is a continuous attempt to
enhance and improve the system, both in terms of effectiveness and efficiency. This is
reflected in discussions among Institute of Technology HR Managers at national level. The
HR section also takes into consideration any comments, criticisms and suggestions about
the process received from applicants. Examples of recent changes implemented in the
Institute on the basis of such feedback include:
•
The preparation of a guide to members of interview boards which explains the process,
roles and responsibilities of the panel members, and sets out questioning approaches
•
The preparation of detailed information packs for all members of an interview board,
setting out the job description, copies of the job advertisement, and the screening and
short-listing process
•
The provision of feedback to candidates upon the outcome of their interview
•
The provision of a two day course on interview skills to all members of the
management team
•
The provision of an e-mail facility enabling candidates to download their application
form and e-mail it back to the Institute.
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The Institute is in the process of preparing a comprehensive training manual for HR staff in
the area of recruitment and selection. It is expected that there will be further
enhancements and improvements as the HR function adapts to changes in legislation and
case law on an ongoing basis.
11.10 Overview of Staff Training and Development
The Human Resources section is responsible for the management of the cross-collegiate
training and development budget in the Institute. Support for staff training and
development can take place in many ways including:
•
Approved leave to participate in training and development activities
•
Payment of all, or a contribution towards:
–
the cost of training and development activities
–
the cost of travel and accommodation associated with training and development
activities
–
•
the cost of textbooks, equipment or other materials and expenses
Entitlements for leave and payment of certain fees for certain award courses approved
by the relevant Head of School
•
Development and delivery of Institute-wide in-house training and development
activities
•
Contracting of external trainers to provide specific training and development activities
•
Opportunities for individual development through project work, acting in a higher
position, institutional visits, on-the-job learning and mentoring/coaching by more
senior staff
Staff are entitled to participate in any of the courses in the institute and do not have to pay
tuition fees. Over the period 2002-5, 68 staff attended educational programmes run within
the Institute. The cost of such training is not currently captured in the system but the HR
function in conjunction with Finance, is examining how this could be achieved.
11.10.1 Funding of Post-graduate Studies
Staff undertaking post-graduate studies are entitled to claim a contribution towards the
cost of those studies provided they are relevant to the work/function that they carry out
within the Institute. This scheme is in place since 1995/96.
In 2002, the budget supporting post-graduate studies by staff increased from €11,000 to
€15,000. In 2005 the fund increased further to €17,000. The percentage payable was also
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Chapter Eleven
increased, from 29% of the total cost to 53%. Where possible the HR Office would like to
see an increase in the amount of funding for post-graduate studies and an increase in the
percentage of the course costs for which staff are reimbursed.
11.10.2 Training in MIS systems
The introduction of new Management Information Systems within the Institute has
required that a substantial amount of training be provided to staff regarding the operation
of these systems. The following MIS systems were introduced within the last four years:
•
Banner: A student record system
•
Millennium: A library management system
•
Core: An integrated HR and payroll system
•
Agresso: A finance system
Training in the use of these systems has been provided by external bodies (such as An
Chéim) and by staff within the Institute. An Chéim provides systems that have been
modified specifically for the Institutes of Technology and it supports their implementation
into the Institutes nationwide.
In the Case of the Agresso System, which went live in May 2005, three members of staff
were seconded to the project and they have provided training to approximately 100
Institute staff in the use of the Agresso package.
In January 2004, the CORE system, which is an integrated HR/Payroll system, was
introduced. Three staff were seconded to the implementation project (one from HR, one
from Finance and one from Computing Services). Training for all modules (payroll, time and
attendance, and report writing) was provided by An Chéim. All HR staff received training
in the use of CORE.
The Banner Student System is an integral part of the operations within the Institute.
Training is ongoing and is provided by a combination of outside consultants (primarily An
Chéim) and Institute staff. Since September 2004, 84 members of staff received training in
various modules of the Banner Training.
All library staff have been trained in the use of Millennium, which went live in 2000.
Training is also provided in the case of system upgrades, generally by the system librarian.
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11.10.3 The Management of Training & Development
The total direct expenditure on all staff training and development over the years 2001 to
2005 was as follows:
Table 11.11 Total Expenditure on Staff Training & Development
Year
Total Expenditure on Staff Training & Development
2001
€164,021
2002
€213,301
20032
€98,747
2004
€179,541
2005
€177,500
3
The process of managing staff training and development has changed over the past two
years. In previous years, the planning and provision of training and staff development was
organised on a decentralised basis across the different schools and functional units within
the Institute. However, the development of the Institute Strategic Plan highlighted the
need for a more broad-based, cross-collegiate approach.
In December 2004, a Staff Development Committee was established to inform the Institute
Strategic Plan 2005-2008. The objective of the committee was:
•
To oversee the development of a training strategy, training plan and training needs
analysis within the institute, and
•
To implement the various initiatives identified
The Staff Development Committee comprised members of management and staff
representatives from three unions: the Teachers Union of Ireland (TUI) representing
academic staff; IMPACT representing the administrative staff; and AMICUS representing
the Institute’s technicians.
A request for a Training Needs Analysis was submitted in May 2004 to each Department
and functional area, to cover the period up to December 2005. Based on the information
obtained from the different departments/functional areas within the Institute, the HR
Section produced a report entitled, Cross Collegiate Training & Development Activities for
2004/2006. A number of areas were identified, which met the requirement of being crosscollegiate in scope. These training activities, which are outlined below, were deemed
necessary as part of the Institute’s strategic and quality assurance plans:
2
3
Due to budget constraints the budget in 2003 was curtailed but expenditure was increased again in 2004.
This is the budgeted figure for 2005 not actual expenditure.
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Chapter Eleven
•
Pedagogical/Mentoring Skills
•
Management Training
•
Quality Management
•
ECDL/MOUS and other Microsoft products
•
Training to ensure effective implementation of the Institute’s Bullying and Harassment
Policy
•
Equality Training
•
Training in Stress Management
To enable the Committee to deliver on the Training Needs Analysis, the Senior
Management Team allocated a budget of €177,500 to staff development for the period
January to December 2005, to cover cross-collegiate and departmental/function specific
training and development. The Institute plans to increase this figure over the next three
years. Total funding will be divided between functional/School specific funding and crosscollegiate funding.
The budget for cross-collegiate training for 2005 was €100,000. Training was provided in
the following areas:
•
Teaching/Pedagogical Skills Courses
•
Project Management
•
Increasing Awareness of Equality and diversity
•
Training staff, students and management in the area of Bullying and Harassment
11.11 Employee Relations
The Minister for Education and Science lays down the conditions of employment for each
position within the Institute. In practice, these conditions arise out of collective bargaining
at a national level. Resulting agreements are communicated to the Institute either by copy
of the agreement or by circular letter. In addition, as with any other unionised workplace,
custom and practice plays a large role in industrial relations. A Staff Handbook sets out
many of these conditions of employment and is available on the staff intranet.
11.11.1 Salaries and Wages
Staff taking up a position in the Institute are provided with a contract of employment.
Remuneration is governed by regulation and is determined by reference to circular letters
which the Department of Education and Science issue from time to time. These circular
letters are available in the HR office and also on the Department of Education and Science
website.
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11.11.2 Superannuation Schemes
The pension scheme in operation in IT Tallaght since its inception is the Local Government
Superannuation Scheme, now called the Department of Education Superannuation
Scheme. The scheme, which is a defined benefit scheme, is based on similar ones
throughout the public service. An Additional Voluntary Contribution scheme is also in place
and part-time staff have access to a Personal Retirement Savings Account (PRSA) scheme.
When approaching retirement age, staff are offered a place on an appropriate Retirement
Planning course.
The Pensions Board outlines an employer’s responsibilities for the running of a Pension
Scheme. These are:
•
To inform staff about the scheme
•
To issue Benefit Statements to all members of the scheme
•
To ensure that benefits are preserved or transferred for staff members who have left
the Institute
•
To ensure that proper and up-to-date records are kept for all members of the scheme;
this includes personal records of each scheme member, e.g. the name, date of birth,
date of joining the scheme, date of retirement if retired, financial records of
contributions received, service accrued, benefits and entitlements.
Under the Pensions Act, the Institute must give members basic information about the
scheme. There is also a duty to provide on request information to each member about
his/her personal entitlements. Where a member leaves, retires or dies the Institute must
also ensure that specific information is given about benefits payable and any options
available.
11.11.3 Review of the Operation of the Superannuation Scheme
Due to the comparative youth of the Institute, there are very few pensioners, and the
primary focus to date has been on handling queries as they arose. Since March 2000, close
to 100 individual superannuation cases have been dealt with, although some are still
awaiting closure. All of these cases are either resolved or the individual has been given the
information and is considering his/her options. In addition, a further 45 individuals have
met requesting general information about the schemes, additional voluntary contributions,
PRSA’s etc.
The time taken to process a case can vary. Because every case is different, each file must
be studied carefully and on average each case can take from a few hours up to a number
of weeks to complete, whilst all the information is gathered or advice sought from
Department of Education etc.
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However, recent legislative and organisational changes, such as the Protection of
Employees Part Time Work Act 2001, and the forthcoming transfer of the pensions
payment function to each individual Institute, have highlighted that the HR Office will have
to be more proactive in this area.
Arising from these changes, an internal review of the administration of the superannuation
system within the HR section was held in February 2005. An action plan was prepared
which identified the work that still remains to be carried out over the next two to three
years to bring all records up to date. The introduction of the new Core pension system has
made the task easier as the system is fully co-ordinated with the Corepay/CoreHR system.
At this time it has not yet been decided at a national level when the payment function will
be transferred to the Institutes. This will have a significant impact upon the HR Office in
terms of additional workload and is an issue which is being raised with the Department of
Education and Science by the Institutes at a national level.
11.12 Employee Assistance Programme
In common with other Institutes of Technology, the Institute introduced an Employee
Assistance Programme (EAP) for all staff in 2003. This is a completely confidential
counselling, referral and support service to employees and immediate family members on
a wide range of issues, including health-related issues, financial and legal problems,
relationship problems, addictions, stress, trauma/shock, bereavement and work-related
issues.
The Employee Assistance Programme has a two-fold objective:
•
To provide support for employees whose work performance is being adversely affected
by personal and/or work-related issues
•
To offer this support independently of the Institute.
Following positive feedback to the Institute from EAP Solutions, the Institute has decided
to provide the service on an ongoing basis into the future and will shortly go out to tender
for this service.
11.13 Industrial Relations
The Human Resources section has a central role to play in industrial relations at Institute
level. The aim is to foster positive employee relations and establish good working relations
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and communications within the Institute. At a local level the HR section works with three
unions: TUI (representing academic staff), IMPACT (representing administrative staff, library
staff and Caretakers), and AMICUS (representing Institute technicians).
The HR section also liaises with the Department of Education and Science, the Council of
Directors, the National Industrial Relations Forum4 and other relevant bodies as necessary,
both to ensure correct interpretation and implementation of any relevant changes, and to
ensure that Institute policies and procedures are consistent with agreed practice within the
sector.
Meetings with the individual unions take place when either party needs to raise an issue.
Every attempt is made to resolve problems at local level and all parties are fully committed
to maintaining a well-managed industrial relations climate. The evidence can be seen in the
low level of industrial action which has resulted in the Institute since it was established. No
local level issues have ever resulted in formal industrial action.
In 2005, an Industrial Relations Forum was established within the Institute to oversee the
implementation of the Institute’s Action Plan under Sustaining Progress. Sustaining
Progress provides for the establishment of Performance Verification Groups (PVG) in each
sector of the Public Service, to verify that the conditions for payment of the increases
provided for in the Agreement on Public Service Pay have been met. The pay terms of the
Agreement are set out in section 19 of Sustaining Progress. With the exception of the first
quarter of the benchmarking increases, each of these payments is
dependent, in the case of each sector, organisation and grade, on verification of
satisfactory achievement of the provisions on co-operation with flexibility and
ongoing change; satisfactory implementation of the agenda for modernisation
set out in Sections 20 to 26, and the maintenance of stable industrial relations
and absence of industrial action in respect of any matters covered by this
Agreement”
(Sustaining Progress, 26.1)
11.14 Human Resource Administration
The HR section is responsible for maintaining a large number of records including: personal
records, leave records (comprising – annual leave, sick leave, maternity leave and sick
leave), superannuation information, correspondence with outside agencies, recruitment
and selection related documentation and industrial relations documentation. The Institute
has a record retention policy in respect of these documents.
The National Industrial Relations Forum was established for issues relating to academic staff. The parties at this forum include the
Department of Education and Science, the Department of Finance, the Teachers Union of Ireland and management representatives
from the Institutes of Technology. This forum provides a framework for dealing with disciplinary and grievance issues. IMPACT and
AMICUS are working at a national level on similar procedures.
4
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11.15 Human Resources and the Strategic Plan.
In 2004 the Institute launched its Strategic Plan for 2005-8. A series of project actions were
identified for the HR function to carry out and these items will be prioritized over the
lifespan of the plan
Table 11.12 Strategic Plan and Human Resources
Project
Dates
Project Leader
Agree a set of indicators for levels of staff satisfaction with
2005/07
HR Manager
2005/07
HR Manager
the Institute as a place to work and implement continuous
improvement processes
Implement policies designed to promote equality of opportunity,
family friendly working schedules, and personal and professional
development
Continue the development of staff health and welfare supports
2005/06
HR Manager
Implement a Staff Training and Development Policy
2005/08
HR Manager
Actions currently taking place against each of the project objectives outlined above are as
follows:
•
A staff survey carried out by Excellence Ireland Quality Association (EIQA) in June 2005.
The results of the survey are compiled in a report by EIQA and this report is under
review by the management of the Institute. The results arising from the report will be
communicated to staff as a basis for going forward.
The Survey provides a simple framework for measuring and managing an
organisation’s culture. It identifies the motivating needs, values and best practices that
prevail within any organisation. This allows an organisation to manage the four
different levels of their culture that directly impact on attitudes and organisational
performance such as confidence, pride, trust, loyalty, commitment and accountability.
•
The Institute has an Equality Policy agreed with the various unions.
•
The Institute promotes Family Friendly Working and has schemes in place covering
career breaks, job sharing and flexible working. Agreement was only recently reached
at national level for term time working and work sharing for administrative and library
staff, as well as for the partial resumption of work by lecturing staff in cases of serious
illness/surgery. Many of these initiatives have been developed at a national level.
Others, such as the provision of training in the area of equality and diversity awareness,
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are a response to issues raised in the Institute Strategic Plan. During 2005 staff in
School of Science, the Registrars Office, Secretariat, and the Development Office,
received training in equality and diversity awareness. The School of Engineering piloted
this training prior to 2005. Training is to be implemented within the School of Business
& Humanities in January 2006.
•
The Institute will provide the Employee Assistance Programme service on an ongoing
basis into the future. The Institute is also looking at putting in place some further
training awareness days in the area of stress reduction and has provided funding for
Staff Health and Wellbeing initiatives that arose through the partnership process.
•
Policies and procedures were developed and training provided in the area of bullying
and harassment.
•
Initiatives in the area of staff training and development were outlined in section 11.10.
11.16 Future directions
The HR Office has implemented a number of important changes over the last year as part
of the Strategic Plan. The following are areas for future development:
•
The staff survey highlighted a number of important issues. The results of the survey were
communicated to staff in November 2005 and a series of subsequent meetings were held
with a view to formulating a communications strategy for the Institute.
•
The Performance Management Development System (PMDS), which is focused on staff
development, is currently being implemented. This should help better align individual staff
member’s needs with the needs of the Institute. The newly launched Staff Development
Policy will also help to ensure that resources for training are targeted correctly. Management
are being trained in the operation of the PMDS system and staff in two sections of the
Institute, one academic (Department of Computing) and one functional (the Library) were
trained in November 2005. Priority areas for PMDS were established by management at a
PMDS training session in October and the extension of PMDS to other departments will
occur in 2006.
•
The Institute will continue to try to influence national policy in relation to conditions of
employment to ensure that it can attract and retain suitable staff and focus rewards systems
in the best interests of stakeholders. Recent national agreements, such as Sustaining
Progress and the agreement on benchmarking, provide the potential for improved flexibility.
The Institute will strive to ensure that the potential of these agreements is realised.
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•
At present ‘second generation’ partnership is being considered to move the process to a
higher level. The Institute has adopted the principles of partnership, particularly in the area
of consultation with staff and will continue to do so.
•
The HR Office will continue to improve the usefulness of the Core HR Computer system, in
terms of the reports and information which can be generated by the system for members
of the management team. The HR section are working to obtain increased functionality
from the system to increase efficiency in the areas of record keeping, time and attendance
management, manpower planning, superannuation record keeping and management.
One of the areas under review involves implementing the “Employee Self Service” option
within the system. This facility will enable staff to access and maintain certain information
fields pertaining to their records for themselves. Other areas which are in the process of
review include the area of report generation, analyses of sick leave, and annual leave
outstanding.
•
At a National level, each Institute is working with An Chéim to develop a database
enhancing the central store of existing CORE reports which have been developed for the
sector. It is likely that the Institute will amend reports developed by other Institutes to meet
their own needs.
•
Policies and procedures were developed and training provided in the area of bullying and
harassment.
•
Superannuation is an area of increasing importance and will require greater attention over
the next few years.
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Quality Assurance System
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Quality Assurance System
12.1
Introduction
This chapter outlines the quality assurance system within the Institute. The Institute is
committed to the provision of Higher Education of the highest quality, relevant to the
needs of the individuals and organisations of the region. The achievement of the highest
quality requires that the Institute have in place quality assurance and control procedures
that enable the Institute to identify areas that may be improved and undertake the actions
necessary to make these improvements.
The Institute wishes to ensure an ethos of quality in all of its activities and to embed a
culture of continuous improvement in the provision of services to students and to the wider
community. To facilitate this, quality assurance procedures and improvement initiatives are
based on the analysis of information, data and reports gained through a structured process
of evaluation, monitoring and feedback from internal and external stakeholders.
The Institute’s policy is to be open and transparent to all stakeholders, including Governing
Body, students, graduates, academic staff, administrative staff, support staff, and also the
Department of Education and Science, NQAI, HETAC, FETAC, Professional Bodies, state and
employer agencies and community groups. The Institute aims to respond positively to
individuals, organisations and communities and to be respectful of each individual and
responsive to his or her needs.
12.2
Institute Quality Assurance Manual
The Institute’s Quality Assurance Manual was produced to conform to the HETAC
Guidelines and Criteria for Quality Assurance Procedures in Higher Education and Training
(2002). It describes the key structures, processes, policies, procedures, performance
measures and quality assurance mechanisms that facilitate a systematic approach to
embedding a quality improvement approach within the Institute. The Quality Assurance
Manual was submitted to HETAC and following review was accepted as meeting the
requirements as specified in the HETAC guidelines. A Certificate of conformance was
issued by HETAC and presented to the Institute in August 2004.
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12.3
Delegation of Authority Submission
Development of the Institute Quality
Management System (QMS)
Effective quality management is becoming increasingly important for the Institute, not only
for improved outcomes but also because of an increasingly competitive environment and
increased public interest in comparative quality data on Institutes of Technology and the
universities. Figure 12.1 provides an overview of the key aspects of the Institute’s Quality
Management System.
Figure 12.1 Institute Quality Management System
Governance & Management
Planning, Strategy, Goals
Stakeholder
Involvement
•
•
•
•
Students
Staff
Graduates
Companies &
Organisations
• Professional
Bodies
• Regulatory Input
• NQA/HETAC/FETAC
Teaching and
Learning
Research and
Innovation
Supported by Central Services and
Student Support Services
Learning Environment Physical
Facilities & Resources
Transfer of knowledge, skills and
competencies
Graduates and Post-graduates
Strategies for Review
Monitoring, Evaluating Feedback
and Results,
Redefination of goals and Strategy
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The development of the Quality Management System (QMS) as indicated in Figure 12.1,
underpins the Institute’s approach to realise its commitment to quality. The Institute’s core
activities (teaching and learning, and research and innovation) are supported by central
service departments (estates, HR, academic administration, library, finance, computing
services) and by student support services (including careers and appointments, medical
services, counselling, chaplaincy, access and disability supports, sports and recreation
activities and learning supports). The Institute’s management and governance structures
provide leadership in the development and implementation of quality assurance
throughout the Institute. However, all internal and external stakeholders provide input into
the quality assurance process and are instrumental in achieving the Institute’s goals.
Academic staff are key players in the development and implementation of quality
assurance in academic areas. Central services and student support services have their own
quality assurance processes and play a vital role in enabling and supporting the Institute’s
core activities. Collective responsibility is achieved through involvement in departmental
meetings, programme boards and various other sub-committees and working groups
within the different functional areas of the Institute and at School/Department level.
Through a cycle of planning, implementing and review, a process of continuous
improvement is established across all Institute activities. This process is an interactive and
collective process that recognises the interdependence that exists among all stakeholders
and recognises outcomes as the result of systemic interaction among all players. Quality
improvement initiatives are based on the analysis of qualitative and quantitative data
gained through a structured process of evaluation, monitoring and feedback from all
relevant stakeholders.
12.4
Academic Quality System
The main teams and individuals with responsibility for academic quality in the Institute are:
•
Governing Body
•
Director
•
Academic Council
•
Senior Management Team
•
Heads of Department and Functions
•
Academic Staff
•
Programme Boards
Each of the above has specific responsibilities in the academic operations of the Institute.1
The relationships and interactions between them are shown in Figure 12.2.
1
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The roles and responsibilities of the different individuals and groups outlined above are discussed in Chapter 3.
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Fig 12.2 Relationships in the Academic Quality System
Governing Body
Director
Academic Council
Heads of School and
Department
Registrar
Academic Staff and
Support Staff
Academic Council
Sub-committees
Programme Boards
Lecturer - Student
Management Line Relationship
Communications/Liaison Relationship
Continuous improvement depends on the quality of social interaction and lines of
communication among the individuals and groups outlined in Figure 2.2. The Institutes
quality assurance procedures, by developing appropriate structures and processes, are
designed to improve the quality of communication, co-operation and interaction among
these groups, with a view to supporting innovation and integrating the activities of all staff
toward the achievement of common goals.
12.5
Principal Quality Assurance Procedures
The Institute’s quality assurance procedures, as detailed in the Institute Quality Assurance
Manual, cover the following:
(i)
Procedures for design and approval of new programmes, subjects and modules
(ii)
Procedures for the assessment of learners
(iii)
Procedures for ongoing monitoring of programmes
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C h a p t e r Tw e l v e
(iv)
Procedures for evaluation of each programme at regular intervals
(v)
Procedures for selection, appointment, appraisal and development of staff
(vi)
Procedures for evaluating premises, equipment and facilities
(vii)
Procedures for evaluating services related to programmes related to higher
education and training
(viii)
Procedures for evaluating the effectiveness of quality assurance procedures.
Procedures one to four relate to quality assurance in academic programmes/activities; procedures
five to seven relate quality assurance in the central services and student support areas.
The final set of procedures relate to the process of evaluating the Institute’s quality
management system itself. This requires establishing a structured process of evaluation and
review to ensure that the Institute’s quality assurance procedures are effective and are
correctly aligned to the needs of the Institute at a particular moment in time.
The next section focuses on the quality assurance procedures related to the operation and
management of academic programmes.
12.6
Procedures for design and approval of new
programmes, subjects and modules
The purpose of these procedures is to ensure that a proposed programme or modification
is:
•
Compliant with the mission, policies and strategic plan of the Institute
•
Fulfilling an identifiable need for industry, business or the local community
•
Compliant with the policies and procedures of NQAI and HETAC for Section 22
validation
•
Of appropriate academic breath and depth with learning outcomes that are consistent
with the levels of knowledge skill or competence as described by the National
Framework of Qualifications
•
Maximise opportunities for learners to avail of access, transfer and progression routes
•
Developed via a process that is consistent and identifies, physical and human resources
required to deliver the programme.
These procedures apply to all HETAC accredited programmes of study irrespective of
delivery mode. The key steps involved in developing a new programme are outlined in
Figure 12.3 below.
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Figure 12.3 New Course Design and Approval
Initiation
CP1 submitted by Head of
School/Department to
Registrar
Initial Review
CPI submitted to Academic
Council for Initial Approval
Programme Development
If approved, a Programme
Development Committee is
established to develop a
Course Programme Document
Revised Document
CP2 Document is submitted by
Head of School to Senior
Management Team
Internal Review
Internal Review Board
established to review proposal
External Review
Revised document submitted
to HETAC and external panel
visit organised to review
documentation
Approval
Revised document is resubmitted to HETAC and results
forwarded to Academic Council
and Governing Body for
approval to run the programme
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The key stages involved in developing a new course are as follows:
•
A new programme proposal is submitted by a relevant Head of Department or Head
of School to the Registrar via a completed Course Programme Form (CP1).
•
The proposal is then submitted to Academic Council.
•
If approved by Academic Council, a Programme Development Committee is
established. This committee develops the programme using a standard programme
document and module template covering justification, rationale, course schedule,
learning outcomes, assessment methods, content and resources.
•
Once the programme document is completed, the Head of School initiates an Internal
Review process by establishing an Internal Review Board. The Head of School also
submits a CP2 form to the Senior Management Team, outlining the resource
requirements for the programme. Recommendations arising from the Internal Review
are incorporated into a revised programme document.
•
The revised document is then submitted to HETAC via the Registrar.
•
HETAC establish an external panel to review the documentation and to visit the
Institute.
•
The documentation is amended to take account of changes proposed by the external
review panel and re-submitted to HETAC.
•
The results are forwarded to Academic Council and the Governing Body for approval
to run the programme.
•
The Programme is submitted to the Department of Education and Science as part of
the annual Programme and Budgets.
12.7
Procedures for the assessment of learners
Assessment allows lecturers to determine what, and how well, students are learning. The
purpose of having in place procedures for the assessment of learners is to ensure that the
Institute operates assessment methods that:
•
are fair, consistent and transparent
•
comply with standards determined by HETAC or other approved validating bodies
•
comply with the standards in respect of the National Framework of Qualifications
•
evaluate student learning on the programme
•
are effective in measuring the achievement of the desired learning outcomes of the
programme
•
provide students with opportunities to demonstrate application of knowledge, skills
and competencies
•
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provide feedback to students to assist them in improving their performance.
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Institute procedures and documents on student assessment are outlined in section 4.4 of
the Institute Quality Manual. These procedures, which apply to all students on accredited
programmes where the Institute has responsibility for the development of the programme
and the assessment of students, focus on:
•
The regulations concerning assessment
•
The assessment schedule outlining the weighting of assessments
•
Registration for examinations
•
Semester examinations
•
Semester examination papers, solutions and marking schemes
•
Assessment of scripts
•
Compiling of marks
•
Meeting of Board of Examiners
•
Notification of examination results
•
Procedures for dealing with requests for examination recheck/review
•
General examination regulations
•
Academic Disciplinary Board procedures for students allegedly breaching examination
regulations
•
Regulations for examination Invigilators
•
Continuous assessment
•
Provision of appropriate feedback on continuous assessment, including advice on how
the student can improve his/her grade
•
Grading scheme
•
Postgraduate research degrees policy and procedures
•
FETAC programmes
The regulations concerning assessment are described in the Marks and Standards
document of the Institute and are in accordance with HETAC Marks and Standards. Copies
of the document are located on the staff intranet, in the library, the Registrar’s Office and
School Offices. These regulations are elaborated in section 4.4.1 of the Institute Quality
Assurance Manual.
12.8 External Examiners
The External Examiner policy document for HETAC Validated Programmes details the
guidelines to be followed in the nomination of External Examiners and their duties. All
Schools and Departments within the Institute adhere to this policy. External examiner
reports have consistently commended the various Programme Boards for the efficiency of
the examination process. Learners have the opportunity to discuss their results with the
lecturer concerned after the Examination Boards, maximising the transparency of the
process.
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12.9
The Examinations Process
The key steps involved in examinations are as follows:
(i)
Examination entries are confirmed for each student in November and April each
year for semester examinations in January and May. Students taking examinations
in August confirm the modules they are taking in July or early August. The
Broadsheet generated by the examination student record system will indicate the
examination each student is taking. It will also indicate if it is a first or second
attempt at an examination.
(ii)
Examination papers, model answers and marking schemes for examinations and
supplemental examinations, are submitted to the School Administrator.
(iii)
All examination papers are sent to the External Examiners. Comments received by
the External Examiner are reviewed by the Internal Examiners.
(iv)
The examination timetable is prepared by the Registrar’s Office with input from
Schools.
(v)
Students requiring special consideration are identified by the Access Officer or
relevant department.
(vi)
Examinations take place in the National Basketball Arena and within the Institute.
(vii)
The Registrars Office employs, trains and schedules examination invigilators.
(viii)
Examination scripts are marked by Internal Examiners.
(ix)
Examination results together with continuous assessment results and practical
results where applicable, are uploaded to the Student Database (Banner) by
academic staff.
(x)
(xi)
External Examiners review a selection of examination scripts.
Alleged breaches of examination regulations are dealt with by the Academic
Disciplinary Board established by the Registrar. An appeals mechanism is also
available.
(xii)
A Board of Examiners meeting is held to decide results for candidates. Any changes
made are recorded with the reason for the change noted.
(xiii)
A provisional list of results and transcripts are issued to candidates.
(xiv)
A ‘Post-mortem’ facility for learners to meet lecturers is available.
(xv)
Candidates may request a recheck/review through the Registrar. An appeal
procedure is also available.
(xvi)
Results are sent to HETAC electronically and a copy of the signed examination
broadsheets are also sent to HETAC
(xvii)
HETAC issue parchments to the Institute which are presented to graduands at
graduation.
(xviii)
(xix)
Programme Boards review External Examiner Reports.
The Head of School/Head of Department reports to Academic Council on overall
examination performance and examination process.
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Delegation of Authority Submission
The Registrar reports on overall Institute examination performance to the
Governing Body.
12.10 Procedures for ongoing monitoring of
programmes
The purpose of these procedures and guidelines is to:
•
Ensure that systematic processes exist and are managed in order to collect and analyse
information supportive of the continuous improvement of programmes
•
Correlate both internal and external information to ensure programmes retain their
academic and vocational currency
•
Monitor learner achievement in relation to stated learning outcomes of programmes
and gauge the effectiveness of programme assessment mechanisms
•
Create a quality culture within the Institute at both staff and learner level such that
stakeholders are aware of their roles and responsibilities in relation to programme
quality
•
Support overarching periodic reviews of the Institute and its constituent schools
The procedures for the ongoing monitoring of programmes relate to both full-time and
ACCS accredited programmes offered by the Institute, where the Institute has
responsibility for curriculum development, delivery, review and the support and assessment
of learners. It also covers programmes offered by the Institute where the Institute may have
been a member of a curriculum consortium.
The main procedures to be followed in this area are as follows:
1. Programme Boards are established for each of the Institutes programmes. The main
focus of a Programme Board is to monitor and improve the ongoing delivery of the
programmes for which they are responsible. A Programme Board is comprised of a
Head of Department or Head of School or his\her nominee as Chair and all academic
staff lecturing on the programme, together with support staff representatives, student
representatives and others where appropriate.
2. The Programme Board will complete and present to Academic Council an Annual
Programme Board Report for each programme as per the Standard Operating
Procedure for such reports. Minor changes made to the curriculum annually will be
agreed by the Programme Board and signed off by the Chairperson. These changes will
be noted in the report. To introduce significant changes (more than ten per cent of the
curriculum) to a programme will require a new programme validation.
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3. The Academic Management Team will consider annually the Programme Board
Reports. Critical performance related issues will be referred to the Senior Management
Team. The Head of School will be responsible for the presentation to Academic Council
of the Annual Programme Board Reports for the School.
4. Programme appraisal by Learners is obtained from the student questionnaires (QA1,
QA2 and QA3), which are agreed nationally. Each lecturer carries out a formal survey
using form QA1 at least once per academic year. Each Lecturer provides a summary of
the survey (QA2) to the Head of the Department/School/Course Committee; sensitive
information is reported only to the Head of Department/School as appropriate. The
QA3 form will be provided to each student in respect of the entire course.
5. External examiners are appointed by the Institute in accordance with the procedures
outlined in the Institute’s External Examiners Policy. The Institute requires that the issues
raised by external examiners be addressed by the Programme Board, the Head of
School or Department and noted in the Annual Programme Board Report. Existing and
proposed measures to redress any deficiencies raised in an external examiner’s report
should be detailed.
The procedures for the ongoing monitoring of research degree programmes are outlined
in Section 5 of the Institute Quality Manual. Their application is considered in Chapter 13
(section 13.7.1 and 13.7.2), which deals with the quality assurance framework for
research.
12.11 Procedures for evaluation of each
programme at regular intervals
The Institute undertakes an evaluation of all HETAC programmes at least once every five
years. This formal evaluation, referred to as the Periodic Programmatic Evaluation or
Programmatic Review, is an important means of ensuring that quality improvements are
made to programmes and that programmes remain relevant to learner needs and labour
market or community needs
The Periodic Programmatic Evaluation centres on a review of the development of
programmes over the previous five years, with particular regard to the achievement and
improvement of educational quality. Through a Periodic Programmatic Evaluation a revised
programme document is developed detailing revised aims and learning outcomes, revised
programme schedules and a revised assessment plan. The outcome from the Periodic
Programmatic Evaluation should also inform the School’s strategic direction for the future
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There are two distinct elements to the Periodic Programmatic Evaluation, one internal and
the other external. The internal element of a Periodic Programmatic Evaluation comprises:
(i) A self evaluation of the School/Department’s programme(s)
(ii) A plan for the subsequent five years and a revised programme document including, if
required, revised programme schedules
(iii) A review by an Internal Self Evaluation Group
The composition of the Internal Self Evaluation Group is detailed in a Standard Operating
Procedure. All members are external to the School undertaking the Programmatic Review,
with the exception of the student representative. The composition is indicated below:
•
Head of School (Chairperson)
•
Head of Department
•
Two lecturing staff
•
Student representative
•
Director
•
Registrar
•
Outside panel member if required
•
There shall be at least one male and one female on the panel
The external element of a Periodic Programmatic Evaluation entails a group of external
experts
(i) Considering the evidence of the self-evaluation
(ii) Conducting their own evaluation of the revised programme document and plan
(iii) Producing an external evaluation report
The composition of the External Evaluation Review Group is detailed in the Quality Manual
as follows:
•
Chairperson: A senior academic familiar with HETAC periodic programme evaluation
from either the HETAC or university sector or a senior individual from
industry/services/professions familiar with HETAC periodic programme evaluation.
•
Head of School from another Institute of Technology
•
Head of Department or Head of School from another Institute of Technology (where
the range of programmes is widespread within a School)
•
Senior academic from the University sector
•
One from industry / services or professions sector
•
Representatives from the professional bodies or social partners
•
One of the Institute’s alumni
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Each School considers and acts on the findings of the self-evaluation and the external
evaluation and puts in place formal procedures for monitoring the implementation of the
changes adopted as a result of the findings. The schedule for the Periodic Programme
Evaluations for the Institute is outlined in Chapter 4, table 4.2.
12.12 Procedures for the selection, appointment,
appraisal and development of staff
These procedures, which are outlined in section 7 of the Institute Quality Manual, ensure
that the Institute operates recruitment and selection methods that are fair and consistent,
and comply with the regulations determined by the Minister for Education and Science.
Institute policy is to recruit staff of the highest calibre through fair and open selection
processes. The principles underpinning the recruitment process are those of fairness,
credibility, equal employment opportunity and merit. Staff involved in recruitment adhere
to Institute policy and receive training in recruitment and selection processes. Decisions to
recruit are made in the context of an overall staffing plan that takes into account longer
term academic or operational needs and known retirements and resignations.
The Human Resources Manager is responsible for developing, managing, evaluating and
implementing appropriate selection, recruitment and appointment practices and
procedures. Procedures for the selection and appointment of staff are outlined in Chapter
11 Human Resources (section 11.9).
12.12.1 Procedures for the Appraisal and Development of Staff
Section 7.10 of the Institute Quality Manual outlines the procedures for staff training and
development. Accurate identification of training and development needs is essential in
order to overcome the shortfall between current skills and knowledge and what is needed
to meet the Institute’s objectives as set out in the Institute Strategic Plan 2005-8.
To assist in the identification of staff development and training needs, a Staff Training and
Development Procedure and a Staff Training & Development Policy were developed in
2004. These documents set out the process involved in identifying the training and
development needs of staff and generating a training plan. Actions developed in response
to these developments are outlined in Chapter 11 Human Resources (section 11.10).
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12.12.2 Performance Management Development System (PMDS)
In compliance with Section 7.8 of the Institute Quality Manual, which outlines the
procedures for the appraisal of staff, a Performance Management Development System
(PMDS) system is being implemented within the Institute.
The PMDS involves:
•
The setting of individual targets by staff in agreement with their supervisor; these
targets are aligned to the needs of the particular school/department/function and to
the Institute.
•
The identification of development needs and agreement on a programme of
development
•
An annual review of the outcomes of the PMDS
•
A review of the delivery of the agreed development measures and priorities
The priority areas for PMDS, based upon the Institute Strategic Plan, were established at a
PMDS Training session in October 2005. The priority areas are as follows:
•
Maintain and improve the relevance and quality of programmes and services we deliver
to stakeholders
•
Improve communications and engagement with students, staff and other stakeholders
•
Monitor and improve customer satisfaction
•
Deliver organisational efficiency through joined up services in a collegiate manner
•
Improve the training and development of employees
•
Improve utilisation of resources in terms of efficiency and effectiveness
•
Improve our working/teaching environment
•
Improve the effectiveness of the marketing of our programmes and services
12.13 Procedures for evaluating premises,
equipment and facilities
Section 8 of the Institute Quality Assurance Manual details the procedures for evaluating
premises, equipment and facilities. These procedures relate to the following key areas:
•
Room Condition Audits. Room condition audits of all classrooms, lectures and
common areas are carried out during the summer and winter breaks to allow repair
works to be done and to ensure that facilities are in optimum condition before the
commencement of each semester.
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•
Allocation and timetabling of rooms. Room audits are carried out to review the
accuracy of the Institute timetable by verifying actual room usage.
•
Procurement Procedures. The major on-going service contracts, such as catering,
clearing, security, and grounds maintenance, are put to public tender every three years.
Institute policies and procedures in relation to procurement are outlined in section 8.5
of the Institute Quality Assurance Manual.
•
Procedures for the servicing and maintenance of the Institute’s premises are outlined in
section 9.5 of the Institute Quality Manual.
The Estates Office is developing a comprehensive set of standard operating procedures for
the estates/facilities management function to cover areas such as unscheduled
maintenance requests and requests for minor works, and health and safety. The processes
and procedures in place within this area are outlined in Chapter 15 Estates.
12.14 Procedures for evaluating services related
to programmes of higher education and
training.
Procedures for evaluating services related to programmes of higher education and training
are outlined in section 9 of the Institute Quality Assurance manual. These procedures cover
the following services:
•
Library and Information Services
•
Computing and Reprographic Services
•
Learner Support, Academic and Non-Academic
•
Technical Services
•
Premises servicing and maintenance
•
Communications
The Institute complies with established quality assurance procedures in all of the areas
outlined above. The implementation of quality assurance in relation to Library and
Information services is outlined in Chapter 10. Similarly, the implementation of quality
assurance in Computing and Reprographic Services is detailed in Chapter 17.
Table 12.1 identifies where in the Self-Evaluation Report the different procedures are
addressed.
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Table 12.1 Procedures for evaluating services related to programmes of higher
education and training
Service
Implementation of Quality Assurance Procedures
Library and Information Services
Chapter 10 Library & Information Services
Computing and Reprographic
Chapter 17 Computing Services
Services
Evaluation of Learner Supports,
Chapter 8 Student Services
Academic and Non-Academic
Chapter 9 Academic Administration
Technical Services
Chapter 17 Computing Services
Premises Servicing and Maintenance
Chapter 15 Estates Management
Chapter 16 section 16.9
Communications
Chapter 3 section 3.8
Chapter 16 section 16.9
The need to improve Communications within the Institute (the last heading in Table 12.1),
was highlighted as a significant issues by the Staff Survey, which was carried out by
Excellence Ireland Quality Association (EIQA) in June 2005. In response, the Senior
Management Team is developing a draft Internal Communications Policy to respond to and
act upon the key recommendations from the EIQA analysis of the survey. This will be
communicated to staff and it is hoped that the changes implemented will facilitate greater
openness, transparency and involvement among staff.
The responsibility for quality assurance in Central Services and Supports (Admissions,
Library, Computing Services, Human Resources, Finance, Development etc.) rests with the
Senior Manager and Head of Function. There are also sub-committees of Academic
Council which assist in the development of policies and procedures in many of these areas
(e.g. the Library and Postgraduate Policy Sub-committees) and foster their implementation.
In relation to research programmes, for example, quality assurance procedures for the
admission, monitoring and examination of postgraduate research students were developed
by the Postgraduate Policy Committee of Academic Council. These regulations underpin
the academic operations and management of the Institute’s degree programmes. A new
quality manual for research degree programmes is currently being drafted by the
Postgraduate Policy Committee in conjunction with the Registrar’s Office.2
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12.15 Procedures for evaluating the effectiveness
of quality assurance procedures
The Institute is committed to ensuring that both the operation and control of its quality
assurance processes are effective, and that they contribute to an ongoing process of
continuous improvement.
Section 10 of the Institute Quality Assurance Manual details the series of internal and
external audits in place designed to assess whether quality assurance procedures are being
implemented (as defined in the Institute procedures) and as part of a learning process, to
evaluate if these procedures and review mechanisms are adequate for the purpose for
which they were established. Senior Management has responsibility for ensuring that the
audit/review process is conducted appropriately and that the recommendations are
implemented.
The internal and external audits specified in the Institute Quality Manual are outlined
below.
•
Internal Audit by Consultant Auditors
•
Internal Audit by Sub-committee of Governing Body
•
Periodic Institutional Audit
•
Management Quality Assurance Review
•
Audit of the Comptroller and Auditor General
•
Internal peer audit
These review mechanisms were considered in detail in Chapter 3 (section 3.7). The Internal
Audit function (as outlined in Chapter 3, section 3.7.1) was set up in the Institute in 2000.
Since then, Deloitte & Touche have been awarded the contract to carry out these audits for
all of the Institutes of Technology. The Internal Audit strategy covers all activities within the
Institute. An audit plan is drawn up each year, which is discussed and agreed by SMT.
Follow-up audits are also undertaken to identify the progress made in implementing the
recommendations. Responses to all of the Deloitte & Touche audits over the period 20002005 have been completed. The audits covered the areas outlined in Table 12.2.
2
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Refer to Chapter 13, section 13.16.
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Table 12.2 Internal Audits 2000 to 2005
Internal Audit Areas
•
Part-time courses
•
Fee collection & registration
•
Research & Development
•
Computer Audit
•
Campus Companies
•
The Examinations System
•
Human Resources Management
•
Completion and uploading of whitesheets
•
Risk Management of national
•
Final Broadsheets and Examination Board
MIS project implementation
meetings.
12.16 Continuous Improvement
The Institute approach to quality improvement is indicated in Figure 12.3. It is a continuous
responsive process that seeks to improve outcomes. Each Department/function identifies
its key stakeholders (students, staff and other internal and external stakeholders), the key
processes involved in managing the functional area and the policies that govern these
processes. The next stage involves identifying how the functional area complies with its
stated policies and procedures and what deficiencies need to be addressed. The final stage
involves identifying improvements that could be made within the functional area.
Fig. 12.4 Quality Review and Improvement
Department/ Function
Key Stakeholders
Key Processes
Policies & Procedures
Review Compliance
Identifies Deficiencies
Implement Improvements
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12.16.1 Standard Operating Procedures
Policies and procedures are developed using Standard Operating Procedures (SOPs). It is the
policy of the Institute that all Standard Operating procedures (SOP’s) have the same format,
as far as possible. The standard format for SOPs has five headings: policy, purpose,
organisational units affected, definitions, responsibility and description of the procedure.
Where appropriate, procedures conform to this template. A specific SOP template
(procedure no: E2001) is used when generating a new procedure.
A full list of SOPs for the Institute is available from the Freedom of Information Office. All
of these procedures will be made available on the content management system when it is
commissioned in 2006.
12.17 Self Evaluation Process
The Institute has made significant progress in developing and implementing an Institutewide Quality Assurance System. Recent developments include the following:
•
The SMT established a Quality Review Group in 2005, under the chairmanship of the
Head of School of Science, to identify gaps in the quality system. Standard operating
procedures were developed to close some of these gaps.
•
The series of internal audits undertaken by Deloite & Touche over the period 2000 to
2005 identified weakness in a number of areas. The recommendations made by
Deloitte & Touche to improve operations and procedures in these areas have been
implemented.
•
The Institute has implemented Programmatic Reviews, in accordance with the
procedures outlined in the Institute Quality Assurance Manual. The external review of
the Programmatic Review in the School of Engineering was completed in December
2005 and an internal review of the Programmatic Review in the School of Business
took place in December 2005. The external review of the School of Business will take
place in January 2006. The Programmatic Reviews for the School of Science and the
Department of Humanities are scheduled for 2006.3
•
The Postgraduate Policy Committee of Academic Council, in conjunction with the
Registrar’s Office, has drafted a new Quality Manual for Research. New regulations and
a code of good research practice are also in the process of being finalised. The Institute
document on Research Policy and Procedures is to be replaced by a new Research
Regulations and Code of Practice.
3
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The schedule for the Programmatic Reviews is outlined in Chapter 4, section 4.2.1.
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A new coding system for Standard Operating Procedures is being developed. All SOPs
are also being up-dated and standardised where possible across the Institute. Standard
Operating Procedures will be made available on the Content Management System.
•
The Audit function within the Institute will be developed and a series of regular reviews
will take place to measure progress towards meeting objectives. As part of this process,
staff will be trained to undertake Quality Audits.
•
The Performance Management Development System (PMDS) will be introduced
throughout the Institute. This will foster the recognition of individual initiative and
innovation and align individual staff member’s needs with the overall strategic
objectives of the Institute.
•
In response to the Staff Survey carried out by Excellence Ireland Quality Association
(EIQA) in June 2005, internal communications within the Institute will be improved
through the implementation of a series of actions identified by senior management.
•
Performance measures will be developed across all activities. This will facilitate
informed decision-making by ensuring that decisions are taken on the basis of quality
information and concrete evidence.
•
The Institute will apply for the Committed to Excellence programme of the Excellence
Ireland Quality Association (EIQA) and the European Foundation for Quality
Management (EFQM). This involves completing a process of self assessment based on
the nine criteria of the EIQA and EFQM Excellence model. The Committed to Excellence
level is designed for organisations at the beginning of their journey to Excellence. The
emphasis will be on helping the organisation to understand its current level of
performance and to establish improvement priorities.
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Chapter Thirteen
Research, Consultancy &
Industrial Linkages
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Chapter Thirteen
Research, Consultancy &
Industrial Linkages
13.1
Introduction
The RTC Act 1992 provides a clear mandate for all institutions governed by it:
To engage in research, consultancy and development work, and to provide such
services in these matters as the Governing Body of the Institute considers
appropriate.
Research is a very significant activity in the Institute in terms of the level of involvement of
academic staff and is amongst the highest in the sector. Total external funding in excess of
€9m has been secured up to 2005 to support research. This figure is entirely composed of
direct, project-specific awards and industrial contributions.
13.2
The Evolution of Research
From the beginning the importance of research to the Institute was reflected in the
recruitment of high calibre staff from industry and academia with the capability to carry
out basic and applied research. This helped to create a sound base from which the critical
mass of research active academics has grown and expanded over the years. The Institute
now has 56 students currently registered on postgraduate research degree programmes
and an increasing number of academic staff are involved in research activity. Eighty-five
percent of permanent wholetime staff have postgraduate degree qualifications. Twenty-six
percent have PhDs and a significant number are in the process of completing doctoral
dissertations. This demonstrates a capacity to expand the Institute’s research base in the
future, be it through research/taught degree programmes or Institute/Industry
collaborations.
Fig. 13.1 outlines the main stages in the evolution of research in the Institute over the past
decade. It shows the growth of research specialisms within the Institute and the
development of the research support infrastructure. A PhD Continuation Fund was
established in 2002 and an Internal Masters Programme in 2005.
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Fig. 13.1
Delegation of Authority Submission
The Evolution of Research at the Institute
1992
Opportunistic research & mainly
applied research
Expansion of research base mainly in
the area of basic research
1996
Research Seed Fund established
1998
Collaborative research with other
institutions & formulation of Institute
research strategy
1999
Research strategy updated annually &
thematic areas identified
PhD Continuation Fund established
2001
Establishment of Institute Research
Centres in thematic areas
Internal Masters Studentships
established
2005
Research & Innovation
Strategy Redefined and
Research Infrastructures Consolidated
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Chapter Thirteen
13.3
Milestones
The breadth and depth of research activity within the Institute is reflected in the following
milestones which represent key developments and achievements in the area of research
activity.
•
In 2005, three research groups were awarded the designation of Institute Research
Centre (IRC). These research groups demonstrated outstanding performance in
research areas prioritised for support in the Institute’s Research Strategy.
•
Researchers in the Institute secured the highest number of Strand 1 awards in Science
and Technology under the Technological Sector Research Programme in the Institute of
Technology Sector.
•
Inter-disciplinary groups centred on the Department of Applied Science were successful
in obtaining Strand III awards under the Technological Sector Research Programme.
•
A team of seven biologists and chemists secured recurrent funding, totalling
approximately €1.7m, as collaborators with DCU, NUIM, and Tallaght Hospital
(AMNCH) in the National Institute for Cellular Biotechnology (NICB). The NICB is
supported under Cycle 3 of the HEA Programme for Research in Third Level Institutions
(PRTLI).
•
A team of six chemists and biologists from the Institute are partners in the DCU-led
National Centre for Sensor Research, funded under Cycle 1 of the HEA PRTLI.
•
Substantial applied research funding was secured under the Enterprise Ireland
Innovation Partnerships Programme and its predecessor, the Applied Research
Programme, by researchers in Computing, Mechanical Engineering, Electronic
Engineering and Applied Science. These projects involved collaboration with industry
with a proportion of the funding coming from industrial partners.
•
A team of four researchers from the Department of Mechanical Engineering
collaborated with Trinity College Dublin (TCD) on a project funded by Enterprise Ireland
in the areas of rapid prototyping and bulk sheet forming. This project was funded
under the Programme for Advanced Technologies and has led to substantial spin-off
research.
•
A team of four researchers from the Department of Electronic Engineering carried out
a multi-faceted research project in Learning Systems Technology with a team from the
University of Limerick. This project was supported under the Advanced Technologies
Research Programme funded by Enterprise Ireland.
•
The only award under the Enterprise Ireland Basic Research Grants Scheme (predecessor
of the SFI Research Frontiers Programme) to go to an Institute of Technology in 2002
(out of more than 100 awards) was obtained by a team of mathematicians from the
Institute.
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A Marie Curie International Postdoctoral Fellowship Award was secured through the
EU Framework 6 Programme in the area of electrochemistry. This award enabled the
research staff in the CREATE Institute Research Centre to take on a postdoctoral fellow
from China in September 2005.
•
A number of successful collaborations are ongoing between researchers at the Institute
and researchers at NUIM and DIT in pharmaceutical R&D under the TSR Strand 3
Programme. This involves the sharing of resources and regular student exchanges.
•
Research collaboration with Tallaght Hospital is also taking place across a range of
disciplines, including Microbiology, Business, Electronic Engineering and Mechanical
Engineering.
•
Research collaboration was established between the Institute and the City of Rome on
the under the EU funded LIFE Environment programme.
•
Researchers in Business collaborated with South Dublin County Council in conducting
an Economic Audit of South Dublin County. This research was published in 2005 and
provides an analysis of the County in terms of the sectoral breakdown of industry, the
role and composition of FDI, and policies and initiatives to promote job creation and
enterprise development.
•
The IT Tallaght-led M50 Enterprise Platform Programme, in which IT Blanchardstown,
DCU and UCD are collaborators, was awarded substantially increased funding for the
period 2004 to 2007 under the Technological Sector Research Programme to support
start up businesses, especially in specialist areas related to its R&D strengths.
•
The Institute was awarded €2.54m by Enterprise Ireland to set up a Business Incubation
Centre, which will have as one of its main aims the commercialisation of IT Tallaght
R&D. Work on the Incubation Centre building commenced in October 2005.
13.4
Institute Research Strategy
The Institute is fully committed to R&D as a core activity. By supporting the pursuit of
excellence in R&D and scholarship, the Institute seeks to strengthen education and training
provision, create and disseminate new knowledge, concepts and applications, and support
regional and national socio-economic development. Over the period of the Strategic Plan
2005-8, the Institute aims to increase the number of research postgraduate students from
56 (in 2005) to over 100 by 2008 and to target annual research funding of €2.5m.
The Strategic Plan 2005-8 (p.21) establishes the following key objectives for research. Some
of these objectives have already been achieved while others are in progress.
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Chapter Thirteen
The Strategic Plan outlines the Institute’s commitment to:
•
Develop designated Institute Research Centres in five areas identified as strategically
important by the end of 2006 and allocate resources for their support.
•
Develop strategic partnerships with other institutions and/or corporations in prioritised
areas of research.
•
Expand and improve the physical infrastructure necessary to support R&D through the
provision of dedicated research space.
•
Support the teaching, learning and research needs of students and faculties through
the provision of high quality and up to date information resources within the library.
•
Together with the other Institutes of Technology, pursue the establishment of an
Institute of Technology funding regime whereby Government provides each Institute
with baseline finance for research and scholarship.
•
Identify and implement a range of initiatives to encourage and support the
involvement of staff in research activity.
•
Implement best practice in the management and resourcing of R&D.
•
Strengthen the capability and effectiveness of the R&D Committee of Academic
Council through a number of initiatives, including the involvement of respected
researchers from external institutions and companies.
•
Promote the excellence of the Institute as a centre for research to all relevant
audiences, domestic and international, including funding agencies, industry and
business, higher education and research institutions, and the public.
•
Seek authority to maintain a register of postgraduate students and seek delegated
authority for postgraduate research awards.
In research and teaching, the Institute supports and promotes the traditional principles of
academic freedom. All research and teaching activities are conducted in accordance with
recognised ethical standards and are open to peer and public scrutiny. Staff and students
at under-graduate and post-graduate level are encouraged to acquire and develop
knowledge and expertise, to critically evaluate information and to promote academic
freedom, having regard also to issues of public accountability.
13.4.1
Specialist Research Areas
Table 13.1 shows the research areas prioritised for support within the Institute by
School/Department.
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Specialist Research Areas by Department/Discipline
Department
Prioritised Research Areas
Applied Science
Smart Materials, Electrochemical Technology, Cellular Biotechnology, Bioprocess Technology, Microbial Pathogenesis, Sensors, Pharmaceutical
Research, Pharmaceutical Production, Grid Computing
Computing
Intelligent Tutoring Systems, Software for Mobile Devices, The Semantic
Web, Biometrics, Federated Information Management, Computational
Modelling, Healthcare Applications, Interactive Multimedia, and Virtual
Reality.
Mechanical Engineering
Integrated Manufacturing Design and Production, Rapid Prototyping, Bioengineering, Environmental Research
Electronic Engineering
Communications technology with particular emphases on wireless channel
modelling and simulation, protocol modelling and clock recovery, RF
transmission of signals; Control Systems Engineering; Vision Systems; thin
film fabrication technology, thin film characterisation, thin film applications
in electronics, optical-electronic and acoustic devices, sensors and
biosensors; Learning Systems Technology, incorporating engineering
applications of web based technology
Humanities
Communications, Language & Society, Media & Society, English Literature
Business
Economic Development, Innovation and Entrepreneurship, Finance,
Social Sciences, Education
Organisational Development and Market Research
13.5
Institute Research Centres
A key element of the Institute’s research strategy is the establishment of Institute Research
Centres (IRCs) on campus. An IRC is a sustainable research group. The concept was
developed based on similar structures in the University of Limerick (UL) and Dublin City
University (DCU). An IRC may exist within and across disciplines and should have sufficient
critical mass to be capable of:
• attracting funding from the most competitive schemes of the funding agencies
• participating in research collaborations and alliances with research groupings of
substantial size from other institutions.
• raising the profile of research within the Institute.
• impacting on teaching activities at both undergraduate and postgraduate levels
• producing highly skilled and motivated technologists required for society
• publishing in internationally referred scientific journals
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After an extensive external evaluation process, three centres within the Department of
Applied Science were established in 2005. A further call for proposals from established
research groups in Science and Engineering and Business and Humanities for IRC status is
planned for December 2005. The three IRCs established in 2005 in Science are described
below.
13.5.1
Centre for Research in Electroanalytical Technology
(CREATE)
Researchers within the Department of Applied Science have been applying the tools of
synthetic chemistry, electrochemistry and material science, to design a range of
multifunctional materials that possess applications in strategically important technological
fields. Specific scientific areas of expertise include the synthetic design of redox active
materials, employment of modern electrochemical and surface-based techniques for the
study of fundamental material properties and the micro-fabrication and miniaturisation of
multi-array sensors. The development and microfabrication of sensors was performed in
collaboration with the Department of Electronics.
13.5.2
Nuclear Magnetic Resonance (NMR) Institute Research
Centre for Spectroscopy
Nuclear Magnetic Resonance (NMR) spectroscopy underpins much of the Institute’s
postgraduate research programmes involving chemical synthesis and analysis. The Nuclear
Magnetic Resonance IRC aims to build on the groups research record to date (over €1
million in grant funding, over 30 postgraduate students, 50 publications and 80
conference presentations) to further develop NMR facilities and the research they support.
An external service, NMR-ITT, supports companies in the region; this is a vital part of the
IRC’s mission.
13.5.3
Bio-Pharmaceutical and Neutraceuticals Research
Centre (BPNR)
The mission of the bio-pharmaceutical and neutraceuticals IRC is to provide a co-ordinated
R&D base for the generation of novel and improved anti-microbial agents for application
in the pharmaceutical and neutraceutical industries. The continuing rise in microbial
resistance to traditional antibiotics has accelerated the need to find new anti-microbial
agents. Major collaborations exist with DCU and NUI Maynooth through membership of
the National Institute for Cellular Biotechnology and Tallaght Hospital (AMNCH). Facilities
in the National Pharmaceutical Training Centre in IT Tallaght, which include a Bioprocessing
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suite (with scale up facilities to 100L), afford great scope for industrial partnership and the
commercialization of selected areas of this research. The potential applications of this
research are in the pharmaceutical, veterinary pharmaceutical, clinical (with potential to
treat MRSA), functional food and health supplement areas.
13.6
Participation in National Research Centres
and Research Networks
IT Tallaght researchers also play a significant role as collaborators in the following National
Research Centres, which are all funded under the HEA PRTLI Programme:
•
The National Centre for Sensor Research (NCSR). This is a large-scale, multidisciplinary,
sensor research centre, focused on the science and applications of chemical sensors
and biosensors. It is a collaborative venture between academics in biology and
chemistry in the Institute and DCU. The application focus of the NCSR research
programme is on areas of economic importance and societal concern, including
medical diagnostics, food quality and environmental monitoring.
•
The National Institute for Cellular Biotechnology (NICB). This is a multidisciplinary
research institute that involves collaboration between DCU, NUI Maynooth and the
Institute. The NICB is involved in research programs in collaboration with a number of
Dublin hospitals, in order to bring the output from basic research to application in
disease treatment.
•
The National Centre for Plasma Science & Technology (NCPST). Two physicists from the
Institute are faculty members of the Thin Film Materials node of the NCPST at DCU. IT
Tallaght has been involved as partners in NCPST since its inception in the first round of
PRTLI in 2000, when it received funding of the order of €7m. Recent work
concentrates on plasma enhanced chemical vapour deposition of polymer coatings on
cardio-vascular implant surfaces to promote their biocompatibility.
•
Academic researchers in Biology and Electronic Engineering are active members of two
research networks convened by TecNET, an organisation set up by the Institutes of
Technology and Enterprise Ireland to enhance the research and development capacities
of the Institute sector through the formation of thematic networks and other
initiatives. The two networks in question are BioNET, which deals with biotechnology,
and the Communications Systems and Software Network (CSSN), dealing with
information technology.
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13.7
Research Management and Structures
The Governing Body has ultimate responsibility for the management and control of
research activity. It is supported in its decisions by advice from Academic Council. Executive
decisions in relation to the management of research are taken by the Senior Management
Team, who are directed in this by the Governing Body through the Director.
The organisational structure underpinning research is illustrated in Fig. 13.2.
Fig. 13.2 IT Tallaght Organisational Structure for Management of Research
Governing
Body
Director
Senior Management Team
Finance
&
HR
Development
& External
Services
Academic
Schools
Academic Council
Office of
Registrar
Postgraduate
Policy
Committee
R&D
Committee
Ethics
Committee
Research
Facilities
Institute
Research
Centres
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Research and Innovation Community
Organisational unit involved in academic
Organisational unit involved in strategic /
management of research
operational management of research
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The Development and External Services Office and the Registrar’s Office both have a role
in relation to the executive management of research. The former deals with the strategic
and operational management of research; the latter deals with the academic management
of post-graduate research only. The precise roles and responsibilities of each are described
in the Research Self-Evaluation Report 2005, section 10.3.
Development of policy in relation to research and the monitoring of its implementation are
carried out by Academic Council through two sub-committees:
•
the R&D Committee, which deals with policy in relation to the strategic and operational
management of research. The remit of the R&D Committee also includes innovation,
development and consultancy activities.
•
the Postgraduate Committee. The Postgraduate Committee was formally established in
October 2001 and deals with policy in relation to the academic management of
postgraduate research only (the areas for which the Registrar’s Office carries executive
responsibility). In June 2005 a further sub-committee, the Ethics Committee, was set
up to develop and implement a policy on ethics for the Institute.
13.7.1
Research Degree Programme Boards
In the current structure, research degree programme boards reside within the Schools and
Departments. They are established in accordance with the procedures contained in the
Institute Quality Manual. A Programme Board comprises a Head of Department or Head of
School (or nominee) and the research academic staff, together with support staff, student
representatives and others where appropriate. Their main focus is to monitor and improve
the ongoing delivery of the research degree programmes. In some cases, a Board may also
act as a forum to develop departmental research strategy and enhance research activities
in the department.
13.7.2
Quality Assurance Procedures
Quality assurance procedures for the admission, monitoring and examination of
postgraduate research students were developed by the Postgraduate Policy Committee of
Academic Council between 2001 and 2002, in line with the HETAC guidelines,
Postgraduate Research Degrees Policy & Procedures (HETAC, 2001). The Post-graduate
Committee is representative of management, academic staff supervisors and research
degree students and also has a representative on the R&D Committee.
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The Postgraduate Policy Committee drafted the current Institute Postgraduate Research
Degrees: Policy and Procedures document, which was approved by Academic Council in
April 2002 and by the Governing Body in May 2002. These regulations underpin the
academic operations and management of research degree programmes.
A register of postgraduate students is maintained by the Registrar’s Office in the Institute.
In order to be admitted to this register the candidate must be proposed by a sponsoring
School and must be accepted by the Institution as per its admissions policy.
Two registers of candidates for higher degrees by research exist as follows:
a) Register of Candidates for the Degree of Master (Research)
b) Register of Candidates for the Degree of Doctor of Philosophy
Admission to the postgraduate register is subject to meeting the established HETAC criteria
and the standard operating procedures of the Registrar’s Office.
Each prospective student is allocated a supervisor for their project by the sponsoring
School/Department, in accordance with the approved criteria for the appointment of
supervisors. Additional co-supervisor(s) are appointed:
•
where it is necessary to cover a field of study more adequately
•
to maintain contact with external collaborators
•
as mentors, where the proposed internal supervisor does not have the appropriate
supervisory experience.
The replacement or substitution of supervisors requires the approval of the sponsoring
school and department.
All registrations are submitted to HETAC for approval following an internal evaluation by
both the School and Registrar. Once HETAC approval is received, the student registers
formally with the Institute. Any candidate wishing to transfer from the Master’s Register to
the Doctoral Register makes a formal application to the Registrar through the sponsoring
School, using the relevant documentation.
Where a candidate is required to undertake all or part of the research leading to a
postgraduate award elsewhere, the sponsoring School/Department must be satisfied that
the quality and availability of resources is satisfactory, and that regular and effective contact
is maintained with the approved internal supervisor. Supervisors are required to meet
formally with their students on a regular basis (normally once a week) and to keep minutes
of all of their meetings for the duration of the project. This log forms a large part of the
documentary tracking of student progress.
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Student progress is assessed on an annual basis by the School and Department through
formal reports completed by the supervisors. The annual reports, detailing the candidate’s
progress and frequency of contact with their supervisor, are logged with the Registrar’s
Office. The Registrar’s Office maintains the central academic file for the student. The
student also submits an annual report indicating their level of satisfaction with the
programme. These reports are also used to support the candidate’s application for renewal
of their registration for the next academic year. In cases where there is a grievance issue
these reports also provide a useful audit trail. Grievances are handled through the
associated procedures adopted by the Governing Body in October 2002. These are
available from the Human Resources Office and are also specified in the student handbook.
Training of supervisors and students is co-coordinated through the sponsoring School and
Department. Specialist training appropriate to the research area is provided at the start of
the project through the Department, by academic researchers with expertise in the area.
Training is also provided on an on-going basis as required and when new equipment or
technology is acquired. The library offers specific training modules to postgraduate
students at the start of each academic year. Postgraduate research seminar programmes
are run over the academic year in most Departments to provide an arena for open
discussion in thematic and related research areas. They form part of the student’s
development and also provide training in presentation skills. Seminars from external
experts are also organized to enhance student knowledge and expertise in their chosen
and related fields of study.
The form and method of presentation of the candidate’s work for examination is established
by the sponsoring School/Department, in accordance with Institute regulations as outlined
in the Institute Postgraduate Research Degrees: Policy and Procedures document.
It is Institute policy that postgraduate research assessment should be conducted rigorously,
fairly and reliably and should only be undertaken by those individuals with relevant
qualifications and experience and with a clear understanding of the task. The examination
criteria, along with those for the appointment of internal and external examiners, are
applied by the Registrar in accordance with Institute and HETAC guidelines.
Continuous improvement of the QA framework for research is actively encouraged. Staff
and student participation at departmental meetings, research degree programme boards
and the relevant sub-committees of Academic Council are the main routes for providing
feedback on the quality of the structures in place for the Institute’s research degree
programmes. The information captured in the supervisor and student annual reports also
contributes to improvements in the quality assurance framework for research degree
programmes.
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Chapter Thirteen
The outcomes of the self-study in relation to the management of research are outlined in
section 13.15 of this chapter.
13.8 Research Facilities
Research facilities in the Institute fall into three broad categories:
•
Laboratory facilities and bench space: these are provided within individual
Departments and are described in Section 10.4.1 of the Research Self-Evaluation Report
2005
•
Office and information technology facilities: the provision of these facilities is
coordinated by the Development & External Services Office, with support from
Computing Services. These facilities are described in Section 10.4.2 of the Research
Self-Evaluation Report 2005.
•
Library facilities and services: These facilities are described in Section 13.4.3 of the
Research Self-Evaluation Report 2005
A detailed presentation of departmental research facilities is also outlined in the Research
Self-Evaluation Report 2005, section 10.4.3.
13.9
Post-graduate Enrolments
At present there are 56 students registered on research programmes, 45 on Masters
Programmes and 11 students on PhD Programmes. A further eleven new applications to
the research register are awaiting approval from HETAC. To date only four students have
enrolled as part-time research students. New enrolments have shown a steady increase
since 1994 as shown in Figure 13.3.
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Figure 13.3 Trend in Enrolment for Research Degree Programmes
30
25
20
No. of
Students 15
10
5
0
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
Year of Enrolment
A cumulative total of 143 students have been admitted to the register leading to
postgraduate awards since 1994. Enrolment figures are directly related to external funding
secured for the proposed projects leading to research degree awards. In Figure 13.3 the
peak in registrations in 1998 is related to the attainment of the first Strand I awards in late
1996. This led to student recruitment in 1997 and NCEA sanction of 16 registrations a year
later. One student was funded per project.
The upsurge in enrolments from 2001 to 2003 is due to the amount of high level funding
secured through programme-based rather than project-based mechanisms, specifically
through the PRTLI and Strand III collaborative ventures. This allowed for a number of
students to work in particular thematic areas and set up the framework for the
establishment of a critical mass in targeted areas.
The lower number of enrolments in 2004 reflects a cap on applications for funding due to
limitations in physical resources, particularly bench space, within the Department of
Applied Science. In 2005, the number of enrolments increased again to 21.
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Chapter Thirteen
13.9.1
Masters and Phd Awards
Over the period 1999-2004, a total of 32 Masters Degrees and 11 PhD Degrees were
awarded to students on research programmes. The greatest research output is from the
School of Science. Twenty-two out of the 32 Masters Degree awards were in the School of
Science (six of these were in Computing and the remaining 16 in Applied Science). All of
the eleven PhD awards were also to students in the Department of Applied Science. In
Chapter Six, section 6.13, the number of Masters and PhD awards conferred on students
is presented, together with a breakdown of awards by School/discipline.
13.10 Sources of Funding
Relative to its size, the Institute is highly successful in obtaining research funding from
public funding agencies and from industry. Table 13.2 provides a breakdown of external
funding received to date by external source. The Institute has obtained substantial funding
from the HEA, Enterprise Ireland and EU programmes (for basic and educational research).
The greatest share of the external funding for research (23.4%) has come from the HEA
PRTLI funded programmes. After the PRTLI funded programmes, the Technological Sector
Research Programme (TSRP) Strand 1 Programme accounts for the next largest share of the
total funding received.
Table 13.2 Summary of Research Funding by External Source 1993-2005
Funding Agency
Amount (€)
% Total Funding
EU
1,436,330
15.7%
Strand III
1,251,965
13.6%
Strand I
2,111,273
23.0%
HEA
2,148,070
23.4%
177,451
1.9%
1,193,430
13.0%
Health Research Board (HRB)
75,924
0.8%
National Advisory Committee on Drugs (NACD)
650,000
7.1%
Other
133,670
1.5%
Total
9,178,113
100%
Irish Research Council
Enterprise Ireland
13.10.1 TSRP Strand I and Strand III Awards
The TSRP is funded under the National Development Plan by the Department of Education
and Science, through the Council of Directors. There are three strands to the TSRP
programme:
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• The Postgraduate R&D Skills Programme (Strand 1)
• Enterprise Platform Programme (Strand 2)1
• The Core Research Strengths Enhancement Programme (Strand 3)
Two of these (Strand 1 and Strand 3) are directly related to research. Overall 36.6% of total
funding within the Institute has come from the TSR Programme, mainly in the areas of
Biology and Chemistry. The Institute has received 57 Strand 1 awards up to June 2005,
with 45 of these in Applied Science, five in Electronic Engineering, three in Computing,
three in Humanities and one in Mechanical Engineering. The four Strand 3 awards received
went to Applied Science. A further 12 Strand 1 awards were secured in August 2005, 11
in Science & Technology and one in the Humanities area.
The mid-term review of the Technological Sector Research Initiatives3 between 2000 and
2003 highlighted the fact that the Institute received the highest number of Strand 1
project-based awards in the sector, excluding DIT who received most of these awards in the
Business & Humanities area. The Institute is also placed second behind WIT for the
programme-based Strand 3 awards, as shown in Table 13.3.
Table 13.3
Institute
TSRP: Breakdown of Funding between Institutes 2000-2003
Strand 1
Total
Strand 3
Total
Total Funding (€)
awards
Total Funding (€)
awards
AIT
278,669
9
934,686
3
CIT
890,121
29
1,252,572
4
IT Carlow
418,742
14
306,006
1
DIT
2,829,625
91
2,480,259
8
DKIT
240,390
8
316,900
1
GMIT
529,286
17
617,160
2
317,325
1
314,300
1
IADT
92,569
3
ITB
316297
10
LYIT
68,000
2
LIT
442,131
14
IT Sligo
213,741
7
IT Tralee
324,587
11
IT Tallaght
978,199
31
1,251,654
4
WIT
926,875
30
1,569,701
5
Total
€8,549,232
276
9,360,564
30
1
2
Strand 2 awards are considered in the next chapter on innovation.
Mid Term Review of the Technological Sector Research Initiatives to the Council of Directors, March 2005
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Chapter Thirteen
13.10.2 Enterprise Ireland Funding
Enterprise Ireland funding was the predominant source of funding for research in the
Institute prior to the TSRP in 1996. The majority of this funding was secured by researchers
in Engineering. By far the greatest allocation of awards was from the Applied Research
Grants Scheme (subsequently renamed the Innovation Partnerships Programme). Table
13.4 provides a breakdown of this funding since 1994.
Table13.4 Enterprise Ireland: Breakdown of Funding
Programme
No. of Awards
Total Funding
Applied Research Programme
26
€762,382
Innovation Partnership
4
€148,448
Basic Research Grants
3
€260,520
International Collaboration
4
€22,080
Total
37
€1,193,430
Only two awards under the Enterprise Ireland Basic Research Grants Scheme have been
obtained to date. The only award made to an Institute of Technology in 2002, out of more
than 100 awards, was awarded to IT Tallaght in the Mathematics area. The scheme is now
administered by Science Foundation Ireland and has been renamed the Research Frontiers
Programme.
The input from industrial partners to the various Applied Research and Innovation
Partnerships projects is difficult to value, as it includes monetary and in-kind contributions.
It would, however, be conservatively valued in excess of €250,000.
13.10.3 EU Projects, IRC and NACD Funding
Within IT Tallaght, a total of 14 European projects have received funding under the 6th
Framework for basic and educational research. Of this funding, 36% related to two
projects initiated in 2005, one of these in Applied Science (6th Framework, Marie Curie)
and the other in Mechanical Engineering (ENV LIFE). The greatest number of awards was
obtained for educational research under the LEONARDO scheme. A total of seven projects
were funded between 2000 and 2004, predominantly in the School of Engineering. These
projects involved extensive external collaboration.
The Department of Computing obtained funding as lead partners for a Minerva project
under the European Union’s Open and Distance Learning Programme. The project, entitled
Teaching Undergraduate Programming Using Learning Objects (TUPULO), aims to address the
challenges faced by first-year programming students by designing and developing an
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innovative learning tool. The project consortium includes two other third-level colleges
(Dublin City University and Institute of Technology Blanchardstown) as well as The Romanian
Society for Life-Long Learning in Bucharest. It also involves collaboration with System Training
Centre, a multimedia educational software development company in Seville, Spain.
Prior to 2005, only one award was received (in digital communications) under the Embark
Initiative's Postgraduate Research Scholarship Scheme, operated by the Irish Research Council
for Science, Engineering and Technology (IRCSET). A two year project in Languages was
also funded under the Irish Research Council for the Humanities and Social Sciences Small
Projects Scheme. The funding received from the National Advisory Committee on Drugs (see
Table 13.2) was to support research in Applied Mathematics.
13.10.4 Breakdown of External Funding by School & Department
2000-2005
The distribution of external funding for the period 2000-2005 across Departments and
Schools is shown in Table 13.5.
Table 13.5 Funding Breakdown by School & Department 2000-2005
Department
2000
2001
2002
2003
2004
2005
Computing
16,977.00
43,018.30
Applied Science
28,569.11
1,607725.50
2,490,300.00
373,300.00
309,780.00
595,516.00
School of Science
45,546.11
1,650,743.80
2,490,300.00
373,300.00
309,780.00
982,766.00
Electronic Engineering
37,000.00
50,224.00
160,650.00
100,000.00
57,150
387,250.00
Mechanical
Engineering
185,230.35
79,511.00
97,900.00
School of Engineering
222,230.35
79,511.00
148,124.00
160,650.00
100,000.00
357,150.00
60,900.00
6,000.00
34,000.00
32,000.00
50,820
18,150
Humanities
300,000.00
Business
School of Business
& Humanities
Total
267,766.46
1,660,254.48
60,900.00
6,000.00
84,820.00
47,3150.00
2,699,324.00
539,950.00
494,600.00
1,390,066.00
In recent years, and based on strategic decisions, the Institute has directed its funding
applications towards particular research programmes. This strategy is outlined in the
Research Self-Evaluation Report 2005. Researchers in Applied Science, for example, are
directing their applications, with a high level of success, mainly to Strand I and Strand III of
the TSRP and to the SFI Research Frontiers Programme. Researchers in Electronics and
Mechanical Engineering are also turning to the TSRP and are looking more to scholarship
funding through IRCSET under the Embark program.
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13.10.5 Internal Research Funding
The IT Tallaght Seed Fund was established in 2000 to support short pilot projects with
potential to develop into viable research areas. Projects were funded on a competitive basis
to a maximum of €3,800. The scheme operated annually from 2000 to 2002 across all
disciplines, with an annual budget of €38,000.
As success in obtaining external funding grew, the Institute allocated all internal funding
to the PhD Continuation Fund, which was established in 2002. All of the funding in this
Scheme has, so far, been allocated to Applied Science research projects. A total of
€226,188 in funding was provided under this scheme over the period 2002 to June 2005.
In September 2005 an Internal Masters Programme was launched to assist researchers in
building a track record of research. Three studentships will be awarded annually, involving
a monthly stipend of €740 per student for two years and a modest budget for materials.
The cost of the programme at this level, in a full year, will be €31,140.
In addition to the above, the Institute also provides resources to research through activities
such as support for library resources, the provision and maintenance of equipment,
materials and waste management, technical support, IT infrastructure and staff time.
13.11 Key Research Performance Indicators
Researchers at IT Tallaght have an impressive record of publishing in both peer-reviewed
journals and at conferences. This is shown in Table 13.6, which uses traditional research
performance indicators to measure research outputs.
Table 13.6 Research Performance Indicators for Academic Staff 1992-2005
Research Performance Indicators
Institute
up to June 2005
304
Business &
Engineering
Science
Humanities
Peer Reviewed Journal Papers
441
81
83
277
Conference papers:
316
78
138
100
Conference Posters
231
6
225
Patents
41
9
13
19
Book Chapters
39
22
2
15
Magazine Articles
35
22
7
6
Reports
151
145
3
3
Other (including non peer reviewed)
94
6
9
79
In press/Submitted
18
1
0
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From table 13.6 it is clear that research performance is highest in the School of Science.
This reflects the greater level of activity in terms of funding and students. The School of
Engineering has performed strongly in the presentation of research results at conferences,
as indicated in the high number of conference papers. The main research outputs in
Business & Humanities relate to peer reviewed journal articles, conference papers, book
chapters and reports.
The overall trend is towards an increase in publication activity since 1998, particularly in the
submission of peer reviewed journal papers and conference presentations. This is illustrated
in Figure 13.4, which shows the trend in conference papers, conference posters and peer
reviewed journal papers. Total output (combining all three research output indicators) more
than doubled between 2002 and 2004.
Fig. 13.4 Trend in Publication Activity for Research 1998 to 2004
100
90
80
70
60
Peer Reviewed
Journal Papers
50
Conference Papers
Conference Posters
40
Total
30
20
10
0
1999
2000
2001
2002
2003
2004
Year
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Chapter Thirteen
Table 13.7 provides a breakdown of research indicators from 1998 to June 2005.
Table 13.7 Research Performance Indicators for Academic Staff 1998-2005
Research Performance Indicators
Institute
up to June 2005
Business &
Engineering
Science
Humanities
Peer Reviewed Journal Papers
173
70
27
88
Conference papers:
149
13
77
83
Conference Posters
100
0
4
96
Patents
9
0
2
7
Book Chapters
11
5
0
6
Magazine Articles
13
2
1
11
Reports
3
2
0
1
Other (including non peer reviewed)
13
3
3
9
In press/Submitted
18
1
0
17
While the Institute is one of the leaders in research activity in the technological sector, it is
severely affected by cutbacks and uncertainty in research funding. Strand 3 of the TSRP
was cancelled for two years in a row (2004 and 2005) and Strand 1 funding is also
characterised by considerable uncertainty, with late and rushed calls and a reduction in the
number of awards in the last two years. The pausing of the HEA PRTLI has also had a
damaging effect. Notwithstanding these difficulties, the research indicators of several key
research teams, notably in the Department of Applied Science, have continually improved
over the past five years. This reflects the determination and professionalism of researchers
within the Institute.
13.12 Key Research Areas within the Institute
A number of areas of expertise, some of which have developed further as specialist
research groups, have evolved in the Institute in a range of thematic areas. These areas of
expertise, which involve collaboration with other third level institutions and industry, are
elaborated in the Institute’s Research Self-Evaluation Report 2005, section 10.5.6. A brief
outline of the research areas, which fall within the categories of Science and Engineering
Technology and Business and Humanities, is provided below. The research areas are listed
in alphabetical order.
Acoustic Devices
Projects in this area aim to develop an acoustic grating equivalent of the Bragg grating.
Appropriate acoustic interrogation equipment is being developed that will utilise
commercially available digital signal processing (DSP) technology. Investigation of laser
induced acoustic pulse propagation in small structures is also being examined.
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Advanced Smart Materials (ASM)
This group was set up in 2001 by academic researchers in Chemistry as a result of Strand
3 funding in the area of Advanced Smart Materials. The group investigates innovative
methodologies in the design and characterisation of novel molecular based materials for
application in Sensor Technology, Catalysis, and Microelectronic and Biomedical Devices. A
more recent Strand 3 award has subsequently led to the establishment of the CREATE
Institute Designated Research Centre at the Institute, as discussed earlier in section 13.5.2.
Applied Mathematics and Statistics
This group, which comprises academic staff from Applied Science at the Institute and NUI
Maynooth, established the Research Outcome Study in Ireland (ROSIE) in 2002. The aim
was to carry out a study on the effectiveness of different kinds of drug treatments and
interventions currently available to opiate users, within the statutory, community and
voluntary sectors in Ireland. The study is the first national, prospective, longitudinal drug
treatment outcome study in this country.
Applied Thin Film Technology
A user group of the National Centre for Applied Microelectronics, this group has generated
a number of postgraduate projects in the thin film and high K dielectric materials fields as
a result of Strand 1 funding and an Intel bursary. It is multidisciplinary in nature and
includes academics from applied physics and electronic engineering. The group
collaborates with research groups in the physics departments of DCU and TCD that are
working in the area of sputtered high-K dielectric films.
Bio/Cell Technology
The major innovative research activities of this group include the production,
characterisation and formulation of peptide drugs, and the development of cell culture
systems to investigate host-bacterium pathogen interactions. The team comprises Biology
academics and has established a significant long-term collaboration with the National
Institute for Cellular Biotechnology at DCU.
Bio-Engineering
The Department of Mechanical Engineering has established links with Tallaght Hospital in
the area of Bio-Medical modelling. Collaborative projects in the area of artificial organ
simulation and medical modelling from CAT scan information have been completed. The
expertise of this group has led to the development of new surgical assistance techniques
for medical inserts that have reduced pre-planning delicate/costly operations; and
improved diagnoses.
Biometrics
Biometric research within the Department of Computing is being carried out in two areas
(i) identification of humans based on their facial features; (ii) determination of how image
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processing and biometric properties from an image of the human ear can be combined to
create an automated authentication system, by processing and examining the curves and
contours in the image. This research leading to Master’s degrees is currently being funded
through the PRDSP programme.
Chemical & Pharmaceutical Analysis
Design of analytical methods for the determination of chemical components in biological
samples and for use in pharmaceutical applications is the main focus of research in this
area. The research is led by academics in Biology and Chemistry and involves collaboration
with Limerick Institute of Technology and DCU.
Communications Technology
Research in this area is conducted by a number of academics in Electronic Engineering. A
1999 Enterprise Ireland project in Wireless Network Management Systems was carried out
in collaboration with Infocell Limited in this area, and a current IRCSET Embark
Postgraduate Scholarship is underway. Research in the area of digital communication
systems is also being conducted in collaboration with UCD as part of a PRDSP Strand 1
project.
Computational Modelling
Research in this area is conducted by academics in Computing and to date three projects
in this area have been funded in the following areas: (a) emergent networks in immune
system shape space (b) neural network analysis for wood quality determination, and (c) the
development of analytical techniques and powerful dedicated CAD software for terahertz
technology in biotechnology, communications, secure networks, medical imaging and
remote sensing.
Control Research
Lecturers and technical staff in the Mechanical and Electronic Engineering Departments are
involved in control systems and automation research, including machine vision. Current
projects include Adaptive Process Control and Modelling of Multidisciplinary Systems. The
group has collaborations with TCD, the Czech Technical University in Prague and the
Frunhoffer Institute in Dresden.
Environment
Research is conducted in this area within the Department of Mechanical Engineering and
the Department of Science. The expertise at the Institute in this area has recently been
recognised in the receipt of EU funding under the LIFE Environment programme. The
Institute is the only non-Roman partner in the project which is the realisation of the City of
Rome’s Action Plan to achieve the Kyoto Protocol objective of Green House Gas reductions.
The action plan will define the actions to be implemented in order to reach the goal of a
6.5% reduction in CO2 emissions (as set for Italy) by the year 2012, as compared to the
quantity of emissions in the year 1990.
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Federated Information Management
Two research projects were conducted in this area by academics in the Department of
Computing. One project focused on the intelligent management and retrieval of data on
the world wide web. The second project conducted research into mining lexical
information from the web.
Grid Computing
A new GRID research group was formed in IT-Tallaght in 2005. GRID-Ireland and DELL
Computers have awarded a GRID Gateway to the group, allowing IT Tallaght to become
part of Ireland’s GRID strategy. This group is composed of two academics from Applied
Physics and two technical support staff. It is envisioned that the ITT GRID will become an
important part of the Institute’s research computing infrastructure, acting as a high-end
computation resource for electronic and mechanical engineering through to
pharmaceutical molecular modeling.
Healthcare
A healthcare project in the Department of Computing received internal funding from the
IT Tallaght Research Seed Fund. The research project, Open Source Technologies for e-Health,
assessed the need for future development/modification of existing technologies in order to
address the specific requirements of e-health.
Integrated Manufacture Design & Production
A number of Enterprise Ireland funded projects in diamond grinding, ventilation, and bulk
and sheet forming have been carried out within the Department of Mechanical
Engineering, in collaboration with firms, such as Atlantic Diamond.
Learning Systems Technology
The EnCoMpaSS project, which is a collaborative project involving lecturers within the
Department of Electronics in IT Tallaght and the University of Limerick, is developing a
framework for the design of reusable learning objects. This research is concerned with the
storage of small pieces of computer-based learning in a database, in such a way that the
system can select an appropriate sequence of learning objects to meet the requirements of
a user who wishes to study a particular topic. The research is in three areas: (i) Design of a
Search Engine for the EnCoMpaSS pilot system, (ii) Flexible Access Techniques for eLearning, and (iii) Design of Reusable Learning Objects for the EnCoMpaSS pilot system.
Microbial Pathogenesis
This group is involved in collaborative projects with the Microbiology Department of
AMNCH (Tallaght Hospital). The main research interest of the group is to investigate the
pathogenesis of a cystic fibrosis bacterial pathogen Burkholderia cepacia complex (Bcc),
which is pan-resistant to antibiotic therapies and causes a rapid and fatal pneumonia in a
sub-group of CF patients colonized.
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Mobile Computing
Research in the area of mobile computing devices within the Department of Computing
Science is being conducted in collaboration with MobileAware Ltd. Results from one
project in this area have led to the development of new smart phone and mobile devices.
An Enterprise Ireland Innovation Partnership award was received in 2005 to continue to
further this area of research.
Molecular Modelling of Macrocyclic Receptors
The aim of this research is to support and enhance the work being carried out in the area
of Supramolecular Chemistry within the Department of Applied Science and in
collaboration with TCD. Research in supramolecular chemistry was an important theme in
a number of successful Strand 1 programmes since 1996 that are linked to some of the
thematic areas and Centres of Excellence mentioned previously. As a result, ‘super’
molecules are becoming more sophisticated and complicated and it has become
increasingly important to develop more systematic ways of designing them if they are to
be of use in sensor and pharmaceutical applications.
National Centre for Applied Microelectronics (NCAM)
The National Centre for Applied Microelectronics (NCAM) was established on the college
campus in 2003. Students and researchers have access to an advanced semiconductor
fabrication environment. The main focus of the Centre is thin film fabrication technology,
thin film characterisation, and applications in electronics, optical-electronic devices and
sensors and biosensors. It is operated by a core group of 5 academics based in the
Department of Electronic Engineering, with cross-discipline collaborations with staff of the
Departments of Mechanical Engineering and Applied Science. The main objective of the
Centre is the mastering of micro-fabrication techniques. Several undergraduate projects in
the area have been successfully completed and three postgraduate projects have been
initiated with TSRP Strand 1 & 3 and Enterprise Ireland funding.
Pharmaceutical R&D
This multidisciplinary group is made up of a number of researchers based in the Institute,
DIT (Cathal Brugha Street) and NUI Maynooth. The team comprises Synthetic Organic and
Inorganic Chemists, Analysts, Microbiologists, Pharmacologists, Toxicologists and
Molecular Biologists. The central objective is the development of compounds that offer
significant therapeutic advantage over commercially available products. Pharmaceutical
R&D has also been conducted with a major local pharmaceutical company on the
development of novel anti-malarial drugs which are now on clinical trials in East Africa.
Process Analytical Technology (PAT)
This is a multidisciplinary and interdepartmental research group involved in the
development and evaluation of spectroscopic and acoustic techniques for real-time (in/online) monitoring of pharmaceutical and biopharmaceutical processes.
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Pure Mathematics
Research in the area of multivariable spectral theory as applied to finite dimensional linear
algebra has been carried out by two academics from Mathematics and a post-doctoral
fellow in Applied Science. The project has succeeded in generating 16 peer reviewed
journal publications along with 11 conference presentations. Potential applications from
this work include advancing the theory of functional calculus, algebra and matrix
decomposition as well as operator theory.
Rapid Protoytping
A group is working within Mechanical Engineering to develop Rapid Prototyping
Technologies to a point where they can be used to fabricate complex market ready plastic
and metal components or products. Four projects have been funded to date all through
Enterprise Ireland in this area in collaboration with Gaines Europe, Hewlett Packard, Boston
Scientific, Allied Signal, Mallinckrodt, Presco Jig & Tool, EPC, National Metrology Laboratory
and Systec Ltd.
Space Science and Technology
Staff from Applied Physics are involved in a collaborative project under the European Space
Agency INTEGRAL space-probe mission. An Optical Monitoring Camera (OMC) real-time
pipe-line software analysis system was designed and developed at the Institute for the
flagship INTEGRAL. It was launched in 2003 by the ESA to observe the Universe in multiple
spectral bands and will operate in the Earth’s orbit until 2013. The research is conducted
in collaboration with Cork Institute of Technology, UCD, DIAS and the Integral Science Data
Centre (ISDC) in Geneva, Switzerland.
Supramolecular Chemistry
A strategic capacity has been developed through the expertise of five Chemistry academics
in Supramolecular Chemistry and other areas requiring synthesis/characterization of new
materials. Research in this area feeds into the NCSR, NICB and other IT Tallaght research
groups.
Virtual Learning Environments and Powerful Learning
A number of projects in this area have been funded under the headings of: (i) Intelligent
Tutoring Systems within Regulated Industries and (ii) E-learning as a method to support the
teaching of computer programming. With regard to the latter, the Teaching Undergraduate
Programming Using Learning Objects (TUPULO) project, which is EU funded, analyses the
challenges faced by learners of software development at introductory level on a crossinstitutional basis. The research involves the design and development of an e-learning
prototype, which incorporates a constructivist learning environment that provides
scaffolding to aid learners develop solutions for programming problems. The prototype
also promotes metacognition.
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Vision Systems
This research, with funding from IRCSET in the form of an Embark Postgraduate
Scholarship, aims to develop algorithms and software tools for the management and
visualization of the very large archives of personal image and video content envisaged in
the not-so-distant future, due to the prevalence of low-cost digital camera and camcorder
technology.
National Centre for Franco-Irish Studies
Within the School of Business & Humanities, a National Centre for Franco-Irish Studies was
established in 2003. The Board comprises several highly regarded Irish and French
academics, including one from the Department of Humanities at the Institute. The main
ambition of the Centre is to highlight the many cultural, literary and historical links that
exist between the two countries, through organising conferences, publishing books and
producing a Journal.
Language Teaching Methods Research
Within the Department of Humanities, significant research has been carried out into
teaching methods. The teaching methods have included the use of literature in German to
teach a passive knowledge of the past tense and the evaluation of software programmes
as a learning aid for students.
Politics
In the field of Politics there is active postgraduate research in the Department of
Humanities with two PRDSP Strand 1 funded Masters projects in the areas of (i) liberalism
and republican models of civil society and (ii) Foucaultian approaches to political discourse
and denominational identity in Ireland.
Local Development
A proposal is in preparation to establish a Centre for Local Development in the School of
Business and Humanities. The mission of the centre would be to support and inform the
processes of local development by producing high quality research in areas of economic
and social policy relevance. Two economics lecturers within the Department of
Accountancy and Professional Studies have conducted an Economic Audit of South Dublin
County on behalf of South Dublin County Council as a precursor to the development of
an economic strategy for the county. The aim of the Centre would be to direct research
efforts towards the immediate, local environment and its social and economic
development needs.
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13.13 Consultancy Activities by School
Consultancy is an important activity across all Schools and reflects both the level of
expertise that exists within the Institute and the extensive linkages that exist between the
Institute and the local industrial community.
The following consultancy services to industry have been provided by the School of
Engineering:
•
Geometric tolerancing consultancy at Bayer Diagnostics
•
Collaboration with Lake Electronics and companies in radio frequency (RF) engineering
•
Production of SLS/rapid-prototype parts for the following companies: Design Partners
Ltd., Bray, Co. Wicklow; Eurologic Ltd., Leopardstown, Dublin 18; Systec Ltd., Ennis,
Co. Clare; Gaines Europe Ltd., Arklow, Co. Wicklow; Renley Ltd., Walkinstown, Dublin
12; Tyco Electronics Ltd., Mulhuddart, Dublin 15; Trintech Ltd., Leopardsown, Dublin
18; Marco Beverage Systems Ltd., Sandyford Industrial Estate, Dublin; Stryker
Howmedica Ltd.,Carrrigtohill, Co. Cork. The Institute has also supported rapidprototype development in mechanical engineering in UCD, DIT and GMIT.
•
Development of automation solutions for industry primarily in the biomedical
engineering area in collaboration with Adtec Ltd., Drinagh, Co. Wexford.
•
Plant layout work, carried out for Irish Biscuits Ltd., Tallaght, Dublin 24.
•
Maintainability advice for T. O’Reilly Electrical Ltd. and OBF Ltd.
•
Collaboration on Control System Software with Omron in the U.K. Partners in Joint
Ventures
The School of Science has also engaged in a number of consultancy projects with industrial
partners. Consultancy services have been provided in process investigation, process control,
process improvement and process validation, for companies in the computer,
pharmaceutical, healthcare, engineering and service sectors. Some of the companies with
which the School has engaged in consultancy projects are listed below:
• Hewlett-Packard Manufacturing
• Helsinn-Birex Pharmaceuticals
• Irish Blood Transfusion Service
• Organon
• Compupharma
• Q-Flex
• The Tech Group
• Project Management (PM)
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Within the School of Humanities, a number of consultancy projects have been carried out,
mainly in the areas of Business/Economics and Audio-Visual Media. Table 13.8 provides a
summary of some of these activities.
Table 13.8 Consultancy Activities within the School of Business & Humanities
Project Name/Funding Agency
Brief Description
Economic Audit of South Dublin County
Two economics lecturers conducted an Economic Audit of
South Dublin County on behalf of South Dublin County
Council This economic audit provides an overview of South
Dublin County and was published in 2005. It provides an
analysis of the sectoral breakdown of industry, the role and
composition of FDI, policies/initiatives to promote job creation
and enterprise, and patterns of growth and development
within the County.
Collaborative Research on the Shellfish
Collaborative research to detect viruses and bacteriophage
Industry led by Bord Iascaigh Mhara
as indicators of food safety and the development of an
effective depuration system.
ADAPT
Change Management Documentary
EUROFORM
Heritage Skills Documentary
Schering Plough
Training Video
Trocaire
Web site Development for Primary Schools Focusing on 1st
world/3rd world consciousness raising
Trocaire
Civil, Social, Political Education (CSPE) web resources for
second level junior cycle course
Revenue Commissioners
CD ROM and Web development of VAT, CGT, and CAT
information and training programmes
Failte Ireland (formerly CERT)
Teacher Training Video for new experiential culinary
programme
Cyclorama Project
Cultural Documentary on educational access in areas of social
disadvantage
Leonardo
Design, Development and Production of Lecturing Resources
for Applied Science Modules in Culinary Arts Programmes.
EUREST
Industry Placement Programme; Junior Culinary Academy
Project.
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Project Name/Funding Agency
Brief Description
Failte Ireland
Curriculum Design for FETAC and HETAC programmes;
Provision of in-service training.
Food Safety Authority of Ireland
Provision of consultant services for training compliance unit;
Development of food safety training standards
Lingua
The production of a CD-ROM exploring the ‘Dual System'’in
Germany’s vocational education
Lingua
A CD-ROM and website focusing on Austrian Economic
Geography with FH-Kufstein
Funded Research/Consultancy (Languages) Web development to promote European Year of Languages;
CALL materials for students of culinary French
Guidant
Training Video
13.14 Links to Undergraduate Teaching
An active research programme is vital in a dynamic education system seeking to respond
to the needs of students, employers and society in general. It is also critical in helping
educational institutions retain a relevance to the marketplace. Therefore a key ingredient
in the Institute’s research strategy is the recognition that research impacts upon both the
teaching activities of the institute as a whole at both undergraduate and postgraduate
level. To this end both academic management and lecturing staff within the Institute are
proactive in strengthening the link between research and undergraduate teaching.
There are a number of other ways by which research impacts upon teaching activities
within the Institute. In the School of Engineering, for example, a number of new modules
have resulted from research conducted within the School. Undergraduate courses are also
informed by research through Departmental seminar programmes, where up to the minute
results from research degree programmes are presented by research students and
postdoctoral fellows. This is substantiated by external seminars from recognised experts in
thematic areas of research. Also, in Electronics, under-graduate projects are designed to
support the work of post-graduate students. In Business, research is also critical to students
preparing entries for the Enterprise Ireland Student Enterprise Awards. The educational
programmes run in IT Tallaght/DCU collaborative centres (NICB & NCSR) also widen the
exposure of the undergraduate populace to research.
Final year undergraduate projects are also an ideal medium to maximise the interaction and
strengthen the links between research and teaching/learning. A positive research project
experience can influence a students desire to pursue research to a higher level. This has
helped to build a critical mass of potential postgraduate students for the Institute to date.
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A number of collaborative projects have also been initiated within the Institute to research
and develop new methodologies for use in undergraduate teaching and training
programmes. These research projects were funded through a number of EU programmes,
in particular LEONARDO, since 1998. Examples include:
•
An ADAPT Project on the development of best-practice methodologies for the use of
on-line and blended learning methodologies for the development of the workforce in
the pharmaceutical industry.
•
An online portal of resources for eTutors, developed in collaboration with educational
institutions in Portugal, Spain, France, Germany, Romania and Italy.
Details on these projects are provided in the Research Self-Evaluation Report 2005, section
10.5.6.
13.15 Research Self-Study
The self-study on research activity within the Institute was co-ordinated by a team drawn
from Development and External Services (which has responsibility for the strategic and
operational management of research) and the Registrar’s Office (which is responsible for
the academic management of research leading to postgraduate awards). As part of the
process, data was compiled on the Institute’s research activities across all Departments,
covering research active staff, research areas, the number of postgraduate students on
research degree programmes, research funding and research indicators and outputs.
Consultation took place with the management and staff of the Schools and Departments
and also with postgraduate students involved in research. Progress to date on the
objectives set out for research in the Institute Strategic Plan was also reviewed and some
new objectives and/or strategies were identified. The research management structures and
resources were examined and recommendations for improvements for the future
identified.
As part of the self-study process a committee was established to address the issues raised
by postgraduate students. This committee aims to improve the efficiency of services and
supports for postgraduate students. It is chaired by the Head of Development and also
comprises Heads of School, Heads of Department, and a representative from the Registrar’s
Office. The committee has agreed to draw up a Postgraduate Student Handbook, detailing
supports and services for research students. This will be developed in collaboration with the
Postgraduate Committee and the R&D Committee of Academic Council.
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A full and comprehensive review of the consultation process involved in the self-study
process together with the contributions of the various stakeholders is provided in the
Research Self-Evaluation Report 2005, section 10.6.
13.16 Conclusions and Recommendations
Research is a mainstream activity within the Institute and there are clear and well-defined
goals for its continued support and future expansion in the current Institute Strategic Plan
2005-8. One of these goals is that the Institute will seek accreditation to maintain a
research register in specific discipline areas with a view to seeking delegated authority for
its research degree awards up to the doctoral level in specific areas. This is a realistic goal
as the Institute has a strong track record in research and has successfully developed
research degree programmes to the highest level.
For accreditation to maintain a research register, HETAC requires that the Institute
regulations for postgraduate research degrees be informed by two key documents:
Validation process, policy and criteria for the accreditation of providers to maintain a register
for a specified research degree in a specified discipline area (2003), and Taught & Research
Programme Accreditation Policy Criteria & Processes Research (2005). The Institute’s research
policy and infrastructure is also required to be informed by international best practice.
In view of the decision to apply for delegated authority for research degree programmes,
the Institute’s research regulations and procedures were assessed by the Registrar’s Office
in May 2005. The recommendations arising from that analysis are outlined below and are
to be implemented during the current academic year. It was agreed that the Institute:
•
Replace the Institute document on Research Policy and Procedures with a new Research
Regulations and Code of Practice following the appropriate and approved routes as
outlined in the Institute’s Quality Assurance Manual. This will be made available to all
academic staff and placed on the staff intranet under the heading of Research.
•
Produce a separate Postgraduate Research Quality Assurance Manual. This will be
integrated into the Institute Total Quality Management System.
•
Produce a Postgraduate Student Handbook that will include the Institute’s Research
Regulations and Code of Practice along with relevant procedures. This will be given to
all postgraduate students.
•
All SOPs related to research will be up-dated in accordance with the foregoing, using
the appropriate change control procedures for updating existing SOPs.
•
New SOPs will also be developed in the areas where gaps have been identified.
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When accredited to maintain a postgraduate research degree, the Institute will be
responsible for processing postgraduate applications and maintaining a register for
postgraduate research students. In preparation for the operation of research degree
programmes post-accreditation, a Postgraduate Studies Board is to be set up along the lines
outlined in the SOP for Programme Boards (DR006). The Board will be convened by the
Registrar and will report to Academic Council.
The function of the Postgraduate Studies Board will be to advise on the academic
management, operation and quality, of the Institute’s research degree programmes. This
will include recommendations for admissions and registration and training programmes for
supervisors and students. It will also make recommendations with regard to their
monitoring an on-going basis. The Postgraduate Studies Board will be an Institute-wide
executive board with representation from management, academic staff involved in
research, postgraduate students and the relevant sub-committees of Academic Council
that have responsibility for research. It will also have a panel of external advisors for
consultation on academic matters pertaining to research degree standards and with regard
to registrations and examination.
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Innovation
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Innovation
14.1
Introduction
The Institute has followed the general tendency in higher education institutions to embrace
a third stream of activity, in conjunction with teaching and research. This third stream
involves leveraging an institution’s expertise and resources to contribute directly to the local
and regional economy and community through the promotion of various activities,
including the carrying out of applied and contract research, the commercialisation of
research, technology transfer, intellectual property (IP) management, licensing and campus
company formation. Also included in the third stream is business incubation and enterprise
development for campus and external companies, as well as consultancy and training
directed at industry and business, and training directed at community groups and
individuals.
All of these activities are pursued at the Institute. Innovation activities and applied and
contract research have been very actively pursued since the foundation of the Institute.
Chapter 13 dealt specifically with research and consultancy activities within the Institute.
The delivery of in-company programmes in response to specific industrial/commercial
needs was dealt with in Chapter 7. This chapter therefore focuses specifically on the other
activities listed above, namely, commercialisation of research, technology transfer, IP
management, campus company formation, business incubation and enterprise
development.
14.2
Innovation Strategy
The mission statement and key objectives contained in the section of the Institute Strategic
Plan 2005-8 on innovation state that:
The Institute sees direct engagement in the economic development of the region
as a core activity, and will continue to strive to maximise its economic impact,
through its work in innovation, new enterprise development, support for existing
enterprise, commercialisation of research & development, technology transfer
and services to industry.
One of the core mission objectives of the Institute is to support the achievement of local
and national economic targets through engaging in support for innovation and enterprise
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development. The Strategic Plan 2005-8 (p.23) establishes the following objectives in
relation to innovation:
•
We will promote the Institute as a key resource for entrepreneurs and industry in the
region by providing them with excellent graduates, high quality research and effective
access to the expertise, facilities and equipment in the Institute.
•
We will provide the physical infrastructure necessary for the activities of enterprise
development, commercialisation of research and development and technology transfer
through provision of incubation space, applied research space and corporate-standard
training and meeting facilities,
•
We will provide the organisational infrastructure necessary to underpin the activities of
enterprise development, commercialisation of research and development, and
technology transfer by:
–
Continuing the pioneering work of the Institute in enterprise development
programmes which has resulted in the success of the M50 Enterprise Platform
Programme, and in the Institute playing a leading role in the Plato Programme
over six years.
–
Providing the business support structures and specialist expertise in areas such as
technology transfer, intellectual property, licensing and commercialisation
necessary to meet the needs of researchers and entrepreneurs considering
knowledge-based commercial ventures.
–
Developing flexible and enabling policies and procedures for key areas such as
intellectual property and campus companies.
•
We will work effectively with State agencies engaged in economic development, such
as the Industrial Development Authority, Enterprise Ireland, South Dublin County
Council and the County Enterprise Boards, and with industry representative bodies
such as the South Dublin Chamber of Commerce, other Chambers and IBEC, in the
economic development of the region.
•
We will further embed entrepreneurship and innovation in our academic programme.
•
We will promote and facilitate the provision of consultancy and bespoke training
programmes by staff to industry and the community
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14.3
Management of Innovation Activities
The innovation activities of the Institute are managed by the Industrial Liaison Manager
within the Development & External Services Office. Although the range of innovation
activities are outside the remit of the Academic Council, the R&D Committee is still used
as a forum for discussion of innovation issues, such as intellectual property, the
commercialisation of research and campus company policy. The organisational structure
underpinning innovation is illustrated in Figure 14.1.
Figure 14.1 Organisational Structure for the Management of Innovation
Governing
Body
Director
Senior Management Team
Finance
&
HR
Dev. &
External
Services
Schools
Academic Council
Office of
Registrar
Postgraduate
Policy
Committee
R&D
Committee
Research
Facilities
Institute
Research
Centres
Synergy
Incubation
Centre
Institute
Research
Centres
Organisational unit involved in innovation
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Research and Innovation
Community
Ethics
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Figure 14.1 shows the organisational structure for the management of innovation and
highlights, in particular, the links between innovation activity and research within the
Institute. The research of a number of research groups is maturing to a point where
commercialisation is a real possibility. The nature of the industrial contacts being
established, the tightening of intellectual property management and the withholding of
publications, indicate that a number of groups believe they have reached this stage. The
recent internal competition for the right to apply to the Enterprise Ireland Applied Research
Enhancement Programme, a new large-scale multi-annual scheme to establish applied
research centres of excellence in specific areas in the Institute of Technology sector,
demonstrated clearly that at least four groups within the Institute have developed
technologies with considerable commercial potential. The lack of expertise to support the
commercialisation of research is, however, an issue in the Institute and throughout the
sector.
14.4
Intellectual Property (IP) Management
In common with the bulk of the Institutes of Technology sector, the Institute has been slow
to develop a policy and establish procedures for the management of intellectual property
generated from research. A number of factors have contributed to this:
•
The lack of a national framework. Until recently, there was no national consensus on
best practice in relation to intellectual property. The national code of practice for the
management of intellectual property arising from publicly funded research was only
put in place in 2004, and the national framework for intellectual property generated
by private funding is still in development.
•
The failure to develop procedures in this area was also due to the lack of expertise
within the Institute/Institute of Technology sector. It was also influenced by the expense
incurred and poor outcomes experienced by those institutions that have engaged in
external legal expertise to assist in this area.
Notwithstanding these difficulties, a policy was developed in 2005, based on a document
developed in Athlone Institute of Technology.
Such issues as have arisen in relation to IP protection and management, in the absence of
an approved policy, have been dealt with on a case-by-case basis using external expertise,
largely from Enterprise Ireland. These issues have not arisen frequently, but research in the
Institute has reached a stage that demands urgent action in putting in place the structures
to deal with IP issues in the future.
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14.5
Campus Company Policy
Another area requiring the development of coherent policies and procedures relates to
issue of campus companies. In 2001, the Institute developed a policy framework in relation
to the formation and governance of campus companies. The policy defines a campus
company, lists the benefits of campus company status and imposes a number of
requirements on a company in return for this status. The latter include the Institute being
granted an equity stake in the company and a seat on the board of directors. No company
has, as yet, been formed under the terms of this policy, however, the view has frequently
been expressed during the self-study that the policy places conditions on any aspirant
company that are too rigid and stringent, particularly the two requirements mentioned
above. A number of minor amendments were made to the policy document in October
2005 in response to internal audit recommendations, but these did not address the main
concerns. A full review of the policy will be undertaken by the R&D Sub-committee of
Academic Council. This is discussed further in the section dealing with the outcomes of the
self-study.
14.6
The M50 Enterprise Platform Programme
The Institute’s involvement in enterprise development is reflected primarily in the M50
Enterprise Platform Programme (EPP). The M50 EPP was established in 2000 by the
Institute of Technology Tallaght, the Institute of Technology Blanchardstown and Dublin
City University (DCU). In 2003, University College Dublin (UCD) joined the partnership
between these three academic institutions. The Institute is the lead organisation in the
project. The focus of the M50 Programme is high potential knowledge-based start-ups
(HPSUs). Enterprise Ireland define a HPSU as a company which is based on technological
innovation, led by an experienced team with a mixture of technical and commercial
competencies, export oriented and likely to achieve significant employment and sales
growth within a three-year period. Participants on the M50 Programme are graduates and
the programme targets high-calibre individuals with extensive business experience in
indigenous and/or multinational corporations.
14.6.1
Enterprise Supports
The M50 Programme is managed by a full-time manager reporting to the Industrial Liaison
Manager of the Institute. In addition to training, business coaching and mentoring, the
programme provides financial support and incubation facilities to entrepreneurs over a
twelve-month time-span. Funding is obtained mainly from Enterprise Ireland and the
Department of Education. Incubation facilities are provided at the Institutes of Technology
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in Tallaght and Blanchardstown, at UCD’s new Innovation and Technology Transfer Centre
(Nova UCD) or at DCU’s new state of the art Innovation and Enterprise Centre (DCU
Invent). These centres provide high-potential start-ups with the high quality working
environment that they need, including broadband facilities and various business support
services. Participants can choose whichever location is appropriate for their business and
can benefit from interaction with researchers and research facilities. A key objective of the
M50 programme is to commercialise the results of R&D in the third level sector and to
promote synergies between academia and industry.
14.6.2
Start-ups by Area of Activity
Over the period 2001 to 2003, the IT Tallaght M50 programme supported an average of
ten start-up companies per year. In 2004, the number of start-up companies increased to
20, giving a total of 51 companies. The majority of the M50 enterprise programme startups are in the areas of software and telecoms, multimedia, bioinformatics, management
consultancy and training, and environmental management. A high proportion of these (24
companies) are in the software and telecoms category.
Table 14.1 provides information on ten start-up companies that were supported by the M50
programme, as an indicator of the type of activities in which these enterprises are engaged.
Table 14.1 M50 Start-up Companies
Company
Contact Name
Business Details
Quaternity
David Muldowney
Provides software solutions for the global investment
Limited
management industry. Clients include Royal Bank of
Scotland, AXA, Coutts, Bank of Ireland, AIB and KBC,
who use their products to conduct risk and
performance analysis on their investment portfolios.
Pharmastox
Ireland Limited
Neill Ryan
Software development for the pharmacy market. The
company now has 35% of the Irish pharmacy market
and is entering the UK through strategic partnerships.
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Company
Contact Name
Business Details
Limited
David Seavers
Voice and teleconferencing solutions. Aonta was
founded in 2005 by three former employees of an
Irish technology company that had grown rapidly to
become a world leader in their marketplace before
being acquired by an American multi-national. With
the experience of growing a technology exporting
company, Aonta’s founders set out to exploit a new
technological and market opportunity, namely VOIP
voice and teleconferencing. Aonta has already
attracted offers of support from Intel who are building
an eco system of providers of communications
building blocks for the next generation IP network.
Intel are willing to showcase the Aonta solutions in
their reference labs and with their direct customers
Risaris Limited
John Power
Software development solutions for the ICT industry.
The company is developing a product that exposes
legacy data using Web Services to make this available
within a Service Oriented Architecture (SOA). Risaris is
finalising the licensing of this product through another
company, Software AG.
NewSquare
Charles Dowd
Networks Ltd.
Financial remittance technology for the microfinance
industry. The company has signed up 7 strategic
partners in Latin America, Africa, EU and USA
SlidePath Limited
Sean Costello
Digital pathology slide technology for external quality
assurance and pathology training. The technology was
presented at a number of leading conferences and
two clinical evaluations of the technology were
published in peer reviewed journals. The company
currently employs four full-time personnel and has
sold to customers in Ireland, UK and Sweden.
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Company
Contact Name
Business Details
LSDB Limited
Oliver Muecke
With a growing trend toward disposable technology
in the manufacturing process, Oliver Muecke spotted
an opportunity to develop a scalable disposable
bioreactor for the commercial manufacture of
therapeutic products. This technology will give
significant cost savings and increased flexibility to his
future customers. Oliver has patented his invention
and is now working to commercialise the opportunity
with the help of the M50 Enterprise Support
Programme in IT-Tallaght.
Sentenial Limited
Sean Fitzgerald
Direct Debit Payment Technology. Sentential Ltd.
developed a prototype product and service for the
direct debit payment instrument. The business now
has 180 customers in three countries and has 9
employees. The company recently secured seed capital
and is seeking venture capital funding to substantially
grow the business in a European context.
Framework
Solutions Limited
Andy Dowling
Security System Design. Framework Solutions Ltd.
spotted an opportunity for the issuing and
authentication on-line of educational documents such as
parchments and official transcripts. The company has
recently completed the world’s first implementation of
the Europass Diploma Supplement at the University of
Limerick. Graduates can now access their graduation
related documents and send them securely to
prospective employers and other third level institutions.
Documents are signed using Advanced Electronic
Signatures in line with the Digital Signatures Directive
and can be authenticated online. Framework Solutions is
in discussions with a number of institutions in Ireland
and across Europe for the deployment of this system.
The results from the M50 Programme have been extremely positive, with a high proportion
of start-ups achieving outstanding growth. Successful performance among these
companies is also reflected in variables such as turnover, employment, investment, the
acquisition of substantial contracts and the granting of high potential start-up status by
Enterprise Ireland.
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14.7
Funding of the M50 Programme
The M50 Programme is funded under Strand 2 of the Technological Sector Research
Programme. For the period 2001-2003, the programme received funding to support ten
entrepreneurs each year on the programme. The Institute secured increased funding of
€690,000 in the follow-on competition in 2004, for the years 2004 to 2006. This is
sufficient to support an average of 15 participants per annum. However, demand for
places from high quality applicants has led to a situation where approximately 40
participants will have been through the programme by the end of 2005. Other sources of
funding are being investigated in an attempt to maintain the level of activity on the
programme. For example, an application was made recently to the FAS Training for People
in Employment scheme.
14.8
An Example of Best-Practice in Fostering
Entrepreneurship
A survey carried out in 2005 shows that the M50 approach has a valid claim to best
practice in fostering entrepreneurship within higher education in Ireland. The following
represent some of the results of the survey:
•
Two-thirds of participants are trading, with 26% still in R&D
•
The participants have generated actual and forecast turnover in excess of €16m, with
employee headcount of approximately 100.
•
The majority of start-ups are in high-technology and knowledge-intensive sectors of
industry such as software and telecoms and multimedia, with high growth and export
potential
•
Participants found the M50 Programme to be crucial to their development, not just in
terms of knowledge transfer, but also in terms of networking and the development of
skills and competencies. The Programme has proved to be extremely effective in
supporting start-up companies and participants stated that they would recommend
the M50 Programme unreservedly to other entrepreneurs.
The reputation of the M50 programme is also reflected in:
•
Enterprise Ireland’s Manual for Incubation Centre Managers, which cites the M50
Programme as an example of national best practice in the areas of programme
marketing, company support, networking and attendance and focus on sales.
•
A Forfás Report on Innovation Networks, published in 2004. This Report includes a
study of the M50 EPP as a noteworthy example of a growing network of public and
private organisations.
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The OECD invited the M50 Programme co-ordinators to present a paper at their
conference Fostering Entrepreneurship: The Role of Higher Education, in Trento, Italy,
in June 2005.
14.9
Synergy Business Incubation Centre
In 2001, the Institute was awarded a grant of €2.54m to design, construct and manage
an incubation centre on campus. This grant was awarded through the Enterprise Irelands
Scheme for Regional Innovation Strategies, funded under the National Development Plan.
A further €0.5m towards the cost of the Incubation Centre was raised through
contributions from industry and from the Institute’s own resources.
The Centre will be approximately 1,000m2 in area and will comprise 16 flexible enterprise
units, nominally 25m2 in area, along with other spaces for applied research. It will also
include concept desks and corporate standard meeting and training rooms. Construction
began in October 2005, with a projected completion date of September 2006.
14.9.1
Rationale for Building a Technology Business Incubator
at the Institute
The rationale behind the development of the Campus Incubation Centre is as follows:
•
Business incubators have a proven record of dramatically increasing the success rate of
start-up businesses and constitute a vital engine for growth in the Irish economy. This
is reflected in Government policy and Enterprise Ireland funding initiatives.
•
Technology-based start-ups benefit enormously from access to the expertise, facilities
and equipment to be found on the campus of a progressive third level institution.
•
Enterprise support and technology transfer are now seen as important core activities
by the vast majority of third-level institutions, as evidenced by plans to develop campus
business incubators by every University and Institute of Technology in Ireland.
•
The Institute has specific strengths in the areas of Chemistry, Biotechnology,
Pharmaceuticals, ICT and Mechanical Engineering, and many state-of-the-art facilities
which could be utilised very cost-effectively by enterprises in these areas.
•
The Institute has established a reputation as a leading centre for enterprise support as
the lead partner in the M50 Enterprise Platform Programme.
•
The Institute has an excellent record of interaction with industry in a range of spheres.
•
There is a severe shortage of business incubation space in South Dublin, particularly for
enterprises seeking accommodation suitable for high technology start-ups.
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14.9.2
Targeting Client Enterprises
In targeting client enterprises, priority will be given to enterprises operating in sectors in
which the Institute has established research and equipment strengths. The key focus will
be on:
•
New high-technology and knowledge-intensive enterprises
•
Advanced R&D/pilot projects of established industrial partners
•
Research spin-off enterprises
•
Industry-Institute collaborations
The idea is to maximise synergy with existing facilities and to encourage clustering of
enterprises with similar knowledge bases.
14.9.3
Business Development Supports to be Provided
The following supports will be provided to enterprises:
•
Mentoring, enterprise development training, access to know-how networks and
assistance with accessing sources of finance and intellectual property rights
•
Physical infrastructure, IT facilities, meeting rooms, access to Institute resources
•
R&D and technical expertise, with access to equipment and testing facilities
•
On-going monitoring of business development needs and progress reviews
•
Flexible tenancy terms, and follow-on support for enterprises that graduate from the
Centre
•
Integrated delivery of primary and secondary infrastructure i.e. campus-based and
external (Enterprise Ireland, County Enterprise Boards etc.)
In supporting new enterprises, a New Business Process Model, based on best practice
internationally, will be adopted. This model will see client enterprises move through three
stages of business development (embryo, nurture and fledgling) before they graduate from
the Centre as mature enterprises. Support services will be tailored to the different stages
of development.
14.9.4
Design Specification
The construction of the Synergy Incubation Centre on the campus will provide a state-ofthe-art facility for business incubation and enterprise support. It will also provide space for
applied research activities. This will include desk space with the same high specification
communication infrastructure as the industrial units, and potentially some bench space
also.
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The design specification for the Incubation Centre is a follows. It will provide:
•
1,000 m2 total floor area, with potential to expand to 6,000 m2
•
16 x 25 m2 modular flexible units
•
Training room 40 m2 and Boardroom 20 m2
•
R&D space 166 m2
•
Embryo room 126 m2
•
Reception, offices, networking areas including canteen and coffee docks
•
Advanced telephone systems, network and broadband access
Business incubation facilities are extremely limited in the Institute at present, comprising a
number of desks with PCs and telephones in a portakabin.
14.9.5
Centre Management
The strategic direction and governance of the Incubation Centre will be the responsibility
of an Advisory Board, consisting of representatives from the founding partners, IT Tallaght,
Enterprise Ireland and other development agencies, as well as respected entrepreneurial
and business figures. The day-to-day activities will be managed by a Centre Manager, who
will be appointed six months prior to the completion of construction, and who will report
14.9.6
Links Between Innovation and Teaching
It is generally accepted that teaching in a third level institution should be informed by its
research and innovation activities. There are a number of ways in which innovation
activities feed into the academic life of the Institute.
•
Key subject areas, such as intellectual property protection, technology transfer and
licensing, are taught at the latter stages of a number of Degree programmes,
particularly in Engineering, Science and Business.
•
Members of the M50 team, including the Industrial Liaison Manager and the
Programme Manager, as well as professional advisers, have frequently addressed
students on these issues, using real case studies and examples.
•
Business planning is widely taught within the Institute and the M50 Programme
Manager has collaborated with a number of lecturers in providing insights in this area.
•
Assistance and advice have also been given to teams of students preparing entries for
the Enterprise Ireland Student Enterprise Awards.
•
A number of lecturers from the Business School regularly contribute to workshops on
marketing, human resources management and presentation skills.
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14.10 Self-Study
In evaluating the role of the Institute and particularly Development and External Services in
the promotion of enterprise development, commercialisation of research, technology
transfer, and other R&D related activities, two main groups of stakeholders were consulted:
(i) participants on the M50 Programme and (ii) the research community within the Institute.
14.10.1 Survey of M50 Participants
A survey of all participants on the M50 programme was carried out in April 2005. All 51
participants received a questionnaire and 43 out of 51 responded, giving a response rate
of 84%.
The findings of the survey were very positive:
•
Only 3 companies have abandoned their businesses
•
38 out of 43 participants (88%) said that they would unreservedly recommend the
programme to another entrepreneur
•
33 participants (77%) rated the overall quality as high, none rated it as low
•
21 (49%) rated the improvement in their business planning skills as substantial, while
only one company (2%) found no improvement.
On the negative side, the survey found that only 16% of respondents found a substantial
improvement in their legal/company administration skills and 9 companies (21%) found no
improvement. The following comments and testimonials are representative of the
responses received from participants on the programme.
Excellent platform for starting the business – financial support, gateway to EI,
mentors and the overall group support helps a lot.
Framework Solutions, Andy Dowling 2003
The programme offered me and my partners a structured process for setting up
our business. Training was provided in key areas where we lacked skills. Being
associated with the M50 EPP lends some credibility to our business concept and
the company itself. I am convinced that it played some role in helping us to
secure our trial customer. Finally, the mentorship provided by Patricia O’Sullivan
is probably the most valuable aspect of the programme.
Mide Technologies, Pierre Lourens 2002
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Provided excellent support structures in terms of business and financial planning,
business training and mentoring. The programme focused my efforts and guided
me on what needed to be achieved along the way in order to bring my business
idea from concept to commercial reality”.
Geoxphere, Padraig McCarthy 2003
Feedback from programme manager, excellent. Sales training excellent. Oak tree
people very good. Drawback – incubation space – if had worked together more
would have got more from each other”.
MMV Software, Martin Murphy 2002
The M50 Program is a great framework for people trying to establish their own
business. The support, training and advice given within the first three months are
excellent at focusing participants in which direction they should be approaching
their business. Also having a good business plan drawn up after the first three
months is invaluable even though the focus of participants business will no doubt
change over the rest of the course.
Certek, Fran Kelleher 2002
14.10.2 Recommendations of the Working Group on Research and
Innovation
As discussed in Chapter 13, a working group was established to examine
innovation/enterprise development activities within the Institute. The outcomes from the
working group’s discussions were broadly as follows:
•
The working group criticised the lack of an approved intellectual property policy within
the Institute
•
The lack of dedicated technology transfer and intellectual property management
resources was also criticised
•
The campus company policy was seen as being too onerous on candidate companies
and too rigid in its proposed operation
•
The working group highlighted the need for greater integration of the M50
programme community and the research community
•
The group recommended that the SWOT analysis to be conducted on research, as part
of the self-study relating to the application for delegated authority to award research
degrees, should be broadened to include innovation as well.
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14.11 Conclusions and Recommendations
The main areas identified for development in the self-study in relation to technology
transfer, Institute policy on campus companies and the coupling of research and enterprise,
are outlined below. These recommendations are currently being addressed.
14.11.1 Resourcing of Technology Transfer
The area of greatest concern to arise from the self-study on innovation in the Institute is
support for the commercialization of research. The lack of dedicated professional expertise
in technology transfer, intellectual property management, licensing etc. is widely seen as a
barrier to the proper exploitation of the intellectual property that is being produced by the
Institute’s research community. The fact that the intellectual property policy is not yet fully
operational is also seen as an inhibiting factor.
For reasons of scale, it would not be cost-effective to deploy dedicated professional
expertise in technology transfer, IP management, licensing etc. in an Institute of
Technology. It was therefore recommended that the Institute should, in tandem with other
Institutes, seek technology transfer resources on a shared basis across the sector. Enterprise
Ireland is seen as the logical provider of these resources, as it already provides this type of
resource to the university sector (for example, Enterprise Ireland personnel are seconded to
the UCD Nova Centre). It would also clearly be in line with the mission of Enterprise Ireland
to advance the commercialisation of research and the generation of knowledge-based
ventures in the Irish economy. It is also worth noting that the OECD report identified
Enterprise Ireland as the proper organisation to provide any recurrent funding for research
or related activities to the sector.
In the interim, the volume of enquiries regarding issues of this type is growing steadily in
the Institute, and it is a cause for some concern that the expertise to deal with them is not
readily available.
14.11.2 Revise Campus Company Policy
The Institute’s campus company policy is widely seen as being too onerous on candidate
companies and too rigid in its proposed operation. The working group recommended that
this policy be revised and that the guiding philosophy should be the generation of
commercial activity, while not jeopardising the Institute’s assets or good name.
The view of the working group was that the requirement for a company to give an equity
stake to the Institute is unlikely to be acceptable in many instances and renders the policy
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virtually unworkable. This is borne out by negative experiences in larger institutions such
as UCD and DCU, where a requirement to concede an equity stake in order to be based in
the Nova Centre or the Invent Centre, has created significant difficulties for knowledgebased companies interested in locating there. Where a campus company is formed to
commercialise research carried out in the Institute, the working group maintained that the
interests of the Institute can be adequately protected by retaining an interest in the
intellectual property in accordance with the draft intellectual property policy.
The working group also took the view that the requirement for the Institute to nominate
a Director of the company is also likely to be a major disincentive to the formation of
campus companies. It is also increasingly unreasonable to expect Institute employees to
accept such a nomination in light of the increased corporate governance responsibilities
and potential personal liability of company directors.
In view of these recommendations, some minor amendments were made to the Institute’s
campus company policy and a full review will be undertaken by the R&D Sub-committee
of Academic Council with a view to recommending possible further changes.
14.11.3 Fomenting Greater Integration between Enterprise
Development and Research
The working group was in agreement that greater mutual awareness and cooperation
between (i) the M50 participant companies and future Incubation Centre clients and (ii) the
research community within the Institute, would be beneficial to all and would lead to
synergies, particularly from the point of view of identifying commercial opportunities. It
was therefore recommended that a concerted effort be made to bring the two
communities together. Mechanisms such as better dissemination of the activities of each
group on the internet/intranet and the holding of events designed to interest both groups
were suggested. These recommendations are currently being developed as part of a wider
strategy to promote a greater coupling between research and enterprise development
within the Institute.
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Chapter Fifteen
Estates Management
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Chapter Fifteen
Estates Management
15.1
Introduction
The Estates Office manages the planning, development, use and maintenance of the
Institute’s buildings and land. The Head of Development is responsible for the Estates
Office.
15.2
Estates Office Staff
The organisation of staff within the Estates Office is shown in Figure 15.1.
Figure 15.1 Estates Office Staff
Head of Development
Estates Manager
Assistant Estates Manager
Senior Caretaker
Administrative Support
Caretakers (5)
External Service Contractors
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The Estates Manager reports to the Head of Development and is responsible for the
management of the estates and buildings of the Institute, the accommodation strategy of
the Institute, the development and implementation (in conjunction with Institute
management) of the Campus Development Plan, and the management of Institute
building projects - including, planning, tendering, contractor liaison and supervision
An Assistant Estates Manager was appointed in 1999 and is responsible for the facilities
management and day-to-day operational management responsibilities of the Office.
Administrative support is provided by administrative staff in the Institute’s Development
Office.
A team of six caretakers provide caretaking and security duties, including the distribution
of internal and external mail and the carrying out of minor repair works. Staff requesting
maintenance and repair and/or reporting faults and unsafe conditions make
requests/reports by email to Building Services. The Estates Manager, Assistant Estates
Manager and the Senior Caretaker allot the various repairs, either to Institute staff or to
external contractors, as appropriate.
15.3
Role of the Estates Office
The role of the Estates Office can be summarised under the following headings:
15.3.1
Project Management of Major and Minor Capital Works
The current high level of activity on Capital Projects dictates that the Estates Manager and
the Head of Development are primarily charged with the project management of these
projects on behalf of the Institute. Concerning minor capital works, the Estates Office
manages the utilisation of funds from the Devolved Grant Scheme for Summer and other
Capital Works from the Department of Education and Science. These works are carried out
in conformity with the Department of Education and Science Circular TLBU 1/2001 1/200.
15.3.2
Maintenance of Building Fabric, Mechanical and
Electrical Services etc.
This work is carried out by a number of service contractors both on a planned preventative
basis and through call-out arrangements. The areas covered include maintenance of
mechanical and electrical equipment, lifts, plumbing, heating and drainage installations,
boilers, air-handling plant, air conditioning plant etc.
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15.3.3
Facilities Management
This includes services provided by external contractors such as contract cleaning, catering,
campus shop, grounds maintenance, static security, pest control, CCTV, fire alarm and
intruder alarm. All of the main facility services are put out to public tender every three years
in line with public sector procurement procedures. The quality of contracted services is
monitored on an ongoing basis by the Estates Office.
The following services/maintenance works are carried out by external contractors, under
the direction of the Estates Office.
Table 15.1 External Contractors
• General building works
• Cleaning
• Electrical
• Fire alarm
• Mechanical
• Intruder alarm
• Drainage and plumbing
• Closed circuit television
• Lift maintenance
• Pest control
• Landscaping
• Campus shop
• Static security
• Waste removal
• Catering
• Maintenance
15.3.4
Space Management
The Estates Office co-ordinates the centralised Institute timetable using the computer
based CMIS timetabling package. As part of this process, timetables are placed outside all
classrooms, lecture theatres and laboratories covering all classes between the hours of
09:00 and 18:00, Monday to Friday. In addition, the Estates office carries out regular room
audits to check the accuracy of the central timetable.
15.3.5
Technician Development Centre
The Technician Development Centre (TDC) is an off-campus facility located in Whitestown
Industrial Estate. It was established in 1997 as a joint venture collaboration between the
Institute, Hewlett Packard and Intel, in order to educate and train engineering students and
staff of the industrial collaborators. The Estates Office took a lead role in the conversion of
the premises from a warehouse into a training centre and the Estates Manager continues
as a member of the steering committee of the TDC since its establishment.
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15.3.6
Delegation of Authority Submission
Energy Management
The Estates Offices maintains records of the consumption of natural gas, water and
electricity. For the past two years tenders have been sought on an annual basis for the
supply of electricity. As and when the market for the supply of natural gas opens up,
tenders will be sought from other suppliers in addition to the Institute’s existing supplier,
Bord Gáis.
15.3.7
Environmental Management
The Estates Office set up an Environment Committee in 2004 as a partnership project. The
Committee drew up an Environmental Policy and the Institute is currently rolling out a recycling programme with a view to minimising the amount of waste material ending up in
landfill.
15.3.8
Health and Safety
The Estates Manager is responsible for health and safety matters within the grounds and
in areas of the building that are not under the control of other departments such as
laboratories.
15.3.9
Disabled Access and Facilities
The building has a very good level of access for persons with disabilities. The lift is operated
by a key and students and staff, with either a permanent or temporary physical disability,
are provided with a key to assist their movement throughout the building. The Institute
building was designed in accordance with the relevant section M of the Building
Regulations that was in force at the time of construction.
In March 2005, an informal Universal Access Audit was carried out by a Project Officer in
Trinity College Dublin. The audit found that the main building is fully accessible by persons
with disabilities and that the signage throughout the Institute is very clear. The report
suggested that the internal phones be lowered to facilitate students in wheelchairs and this
was implemented in August 2005.
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15.3.10 Caretaking, Central Stores and Light Maintenance
A team of six caretakers is responsible for the list of duties outlined in Table 15.2. The
Estates Office is currently working on the development of a full set of Standard Operating
Procedures which relate to the caretaking function and the services they provide.
Table 15.2 Caretaking Duties
• Opening up and securing all
Institute buildings
• carrying out the distribution of internal
• lost property
• ensuring that smoking only takes places in
designated areas
and external mail, messages and parcels • supervising parking and traffic in the Institute grounds
• minor repair works
• setting-up of classrooms
• directing visitors from the building
services office
• operating Institute security systems
and emergency first aid/emergency
evacuation procedures etc.
• keeping the Institute grounds tidy and generally
in good order
• preventing trespass on the grounds
• carrying out duties concerning recycling and
management of waste
• miscellaneous additional duties arising from time
to time
• reception of goods inward and
dispatch 1
15.4
Campus Development
In 2001, the Institute’s Master Development Plan was finalised. Phase 1 of the plan
indicates the development of the campus in line with the report produced by the Steering
Committee on the Future Development of Higher Education (June 1995); this report
recommended that the Institute should grow to 3,000 full-time students. The Institute’s
Master Development Plan was agreed by the Governing Body, South Dublin County
Council and the Department of Education and Science.
15.4.1
Master Development Plan
The Master Development Plan outlined in Figure 15.2:
•
Provides for ordered growth of the Institute to 5,160 students in the year 2009
•
Identifies site locations on the campus for all Institute and non-Institute Buildings
•
Establishes an infrastructure and road system for the campus
•
Provides all accommodation required by the Brief and Schedule of Accommodation
The Phase 1a extension, which was completed in 2001, included a goods inwards area and central stores. This facility is managed
by the caretaking team.
1
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Delegation of Authority Submission
Establishes flexible phasing of new buildings to minimise disturbance to the existing
facilities
•
Complies with South Dublin County Council’s planning requirements
•
Maximises the development potential of site
•
Maintains existing landscaping as much as possible
•
Produces an outline landscape proposal to provide a richly planted green campus
environment.
•
Establishes primary circulation routes for vehicles, pedestrians, cyclists and services
•
Identifies possible security control points
Figure 15.2
Proposed Campus Development Plan
Multi-Purpose
Student
Engineering
Creche
Student
Accommodation
Incubation
Centre
Commercial
Development
Catering and
Tourism
The Master Development Plan allows for the construction of a three storey Incubation
Centre with a floor area of 1,013 square metres. Construction of the facility commenced
in September 2005 and is expected to be completed by September 2006.
The focus of the Incubation Centre is to generate and develop technology based
enterprises in the South Dublin region and catchment area of the Institute. These will
include research spin-off enterprises and enterprises that are considered high potential
start-ups under Enterprise Ireland guidelines. The Centre will also provide space and
support for industrial research involving high levels of collaboration between the staff of
the Institute and enterprises located in the region.
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Table 15.3 indicates the order of magnitude costs at 2001 prices for Phase 1 of the campus
development plan as included as part of the master plan document.
Table 15.3 Projected Costs of Campus Development Plan (at 2001 prices)
Building
Area (m2)
Total Cost
Not funded
by DOES
Multi-Purpose & Student Centre
4,000
€11,794,300
Enabling Infrastructure (incl. external
€7,296,017
sports facilities & landscaping)
Catering and Tourism
3,600
€12,659,630
Engineering Building
5,210
€21,000,246
Business and Humanities
5,000
€16,246,192
Crèche
630
Phase 1a - priority 5
925
Incubation Centre
1,000
Totals
20,365
15.4.2
€2,000,000
€2,419,148
€2,800,000
€71,415,533
€4,800,000
Recommendations of the HEA Capital Review and
Prioritisation Working Group
In 2003, the Institute made submissions to the HEA Capital Review and Prioritisation
Working Group. In September 2004 the review committee recommended an expenditure
of €45.96 million, between 2004 and 2008, on the Institute campus as shown in Table
15.4.
Table 15.4 HEA Recommended Expenditure
€m
Phase 1a
(2004 - mid 2006)
€m
Enabling Infrastructure
7.30
Catering & Tourism Building
12.66
Engineering Building
21.00
40.96
5.00
5.00
Phase 1b
(mid 2006 – 2008)
Total
Multi-Purpose/Student Centre
€45.96m
The Institute is awaiting sanction from the Department of Education and Science to
commence the implementation of the capital development programme set out by the HEA
Capital Review and Prioritisation Working Group. At present, the ratio of floor space per
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full-time student is approximately 6.25 square metres. The norm cited by the Department
of Education and Science is 10 square metres per student. This space deficit is restricting
the Institute as new programmes cannot be developed at this time as the building is
housing far more students than it was designed to do. This over population of the building
creates problems in areas such as classroom/lecture theatre facilities, the library, staff
accommodation, medical centre and in all student service facilities.
The Institute hopes that the recommendations of the HEA Capital Review and Prioritisation
Working Group will be implemented without further delay so that the staff and students
can look forward to having an adequate level of accommodation and to have the necessary
educational and recreational facilities on-campus in the near future.
With regard to the crèche, the Department of Justice, Equality and Law reform has
approved an indicative amount of €1million towards the establishment of a childcare
facility at the Institute. Plans are currently being developed to cater for up to 50 children.
The premises will be located on the campus and will be separate from the main building.
15.5 Sources of Information on Best Practice
The Estates Office seeks to implement and obtain information on best-practice through:
•
Membership of the Institutes of Technology Estates Managers Group. The Estates
Managers Group is finalising an Estates and Facilities Manual which has been drafted
in order to demonstrate “best practice” in the area of estate management/project
management.
•
Membership of Professional bodies such as The Chartered Institute of Building and the
Royal Institution of Chartered Surveyors.
•
Ongoing Professional Development through training courses, attendance at seminars
and more formal and structured educational programmes. For example, the Estates
Manager, Assistant Estates Manager and Senior Caretaker have undergone the
following training: MSc in Management (Estates Manager), Diploma in Safety, Health
and Welfare at Work (Assistant Estates Manager), and National Certificate in Trade
Union Studies (Senior Caretaker).
15.6
Self-Study Process
The methods adopted in reviewing the functions and performance of the Estates Office
were as follows:
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•
In March 2004 a working group was established in order to advise and make
recommendations as part of the Institute’s Strategic Plan (Section F – Campus
Development). The deliberations of the working group were taken into account in the
self-study process.
•
The study was informed by the recommendations of the Health, Safety and Welfare
Committee and information from the Universal Access Audit carried out in March
2005.
•
The Estates Office took on board the recommendations of an Internal Audit by Deloitte
& Touche, which examined space management issues and health and safety issues
within the Institute.
•
The recommendations of the Environmental Committee were also taken into account.
The Environmental Committee was established in January 2004 as a partnership
initiative to encourage and promote an eco-friendly culture in the Institute.
•
The self-study was guided by information obtained from: e-mails sent to the building
services group, formal and informal feedback from internal and external stakeholders,
15.7
Self-study Outcomes: Some Recent
Innovations
Following on from the self-study the following actions were taken:
• Buildings and Estates User Group
In January 2005, the Head of Development formed a Buildings and Estates User Group,
comprising of representatives of all stakeholder groups within the Institute, including
students as well as staff. The aim of this group is to provide a regular opportunity for
input into on-going infrastructural development and upgrading and refurbishment
activities, as well as raising awareness of facilities management issues throughout the
Institute. The forum also provides an avenue to discuss how areas of service provision
within the institute can be further developed or improved. The Building & Estates
Forum also acts as a mechanism to regularly discuss any ongoing questions and update
status on problems or issues. Meetings take place once per month.
In this regard, one of its primary benefits is that it provides a forum for open and clear
communication across the institute. This facilitates greater inclusion and ownership and
also enables the Institute to deal more effectively with problems/issues as they arise.
• Refurbishment of Buildings
During the summer of 2005, the Institute refurbished four lecture theatres which were
part of the original 1992 building. The work consisted of new wall, ceiling and floor
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finishes and the installation of state of the art audio visual teaching facilities. In
addition, improvements were made to the acoustic performance of the theatres. As
part of this contract, five large classrooms which were previously finished in unpainted
fairface concrete blockwork, were painted.
It is envisaged that the refurbishment of the entrance to the Institute, to incorporate a
main lobby with a reception desk, will commence in 2006. A decision was also made
to paint all of the classes/lecture theatres on a three year rotating basis subject to the
availability of resources.
• New Students Union Building
A contract to replace the student union building was completed in November 2005.
The original prefabricated building was on campus since 1995 and was at least 15
years old prior to its arrival on campus. The new modular building is the same size as
the previous building and is constructed to a far higher standard of comfort and
appearance than the original building.
• Recycling and Waste Management
In August 2005, six recycling banks were installed throughout the building. Each bank
consists of individual plastic receptacles to take paper, plastic bottles and drink cans. In
addition, a large number of cardboard boxes which are specifically provided for waste
paper have been placed in staff office areas throughout the building. In 2004, the
Institute purchased a baling machine which is used to bale cardboard and plastic. The
Institute’s waste removal company removes all cardboard, paper, plastic and cans free
of charge and sends it away to be recycled. The Institute has moved away from on-site
incineration.
• Sports Facilities
The development of a new playing pitch and training pitches with changing rooms
commenced in November 2005.
• Extension of Summer Opening Hours
To facilitate researchers and staff the summer opening hours were extended to 7pm
each evening during the months of July and August 2005.
• Environmental Committee: Energy & Waste Management
Following on from the recommendations of the Environmental Committee, the
Institute organised an Environmental Awareness Week in November 2005. This was
designed to educate staff and students of the Institute on the principles of reduction,
re-use and recycling. Waste and energy management is given a high priority by the
Estates Office. Staff and students are encouraged to turn off lights and appliances
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Chapter Fifteen
when not in use, to recycle, save water, and respect the campus by keeping to the
footpaths and using the litter bins inside and outside the building.
In the area of energy management, a series of initiatives were taken to restrict the
amount of water being wasted.
• Smoking Areas
The Institute reallocated the designated smoking areas within the Institute. In
November 2005, a complete ban on smoking at the front of the building was
implemented.
15.8
Other Areas for Development
Other issues that emanated from the self-study, which require future action include:
•
Tracking Requests to Building Services: the Institute is considering implementing a
computer-based system for logging and tracking requests from staff to the building
services email group.
•
Parking Facilities: the level of car parking spaces within the Institute grounds is
becoming an issue with the increase in the number of students with cars. The Estates
Office is monitoring the situation to see if action needs to be taken.
•
Signage: the Institute needs to address problems of visibility due to the removal by
South Dublin County Council of several signs directing people to the Institute from the
Tallaght By-pass and the Belgard Road. This is to be discussed with South Dublin
County Council. In addition, the institute architect is currently working on a proposal
to provide new signage throughout the campus following the change in the Institute
logo.
•
Timetabling: the Estates Office plans to devolve the timetabling function to the Heads
of Department. Once timetables are produced at departmental level, the Estates Office
will co-ordinate them into the Institute timetable.
•
Campus Development: the development of the campus and the prioritisation of
projects is an area for ongoing discussion and planning.
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Chapter Sixteen
Finance
349
Chapter Sixteen
Finance
16.1
Introduction
The Secretariat (Financial Controller’s Office) is responsible for the management of the
functions and personnel in the following departments:
•
Finance Department
•
Human Resources
•
Freedom of Information Office
16.2
Services Provided by the Secretariat
The main services provided by the Secretariat are:
•
Supervision of the Human Resources Department,1 Finance Department and Freedom
of Information Office
•
Communication with the Department of Education and Science and other relevant
bodies
•
Administration and secretarial services to the Governing Body of the Institute
•
Health and Safety - the Secretary/Financial Controller is the Institute’s Health and Safety
Officer
•
Communications with internal and external auditors.
•
Management of the legal affairs of the Institute.
•
Administration of all insurance matters within the Institute.
Administrative support for the Secretariat/Financial Controller is provided by a Grade 5
Staff Officer.
16.3 Services Provided by the Finance Office
The Finance Department is responsible for the day to day management of the finance
function of the Institute. This involves monitoring and control of income and expenditure
in all areas. Table 16.1 outlines the key services provided, with a description of these
activities.
1
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The Human Resources function was dealt with in Chapter 11.
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Table 16.1 Services Provided by the Finance Office
Service
Description of Activity
Financial Accounting
Preparation of annual accounts, budget reports, and other submissions
that may be required by the Institute, Department of Education and
Science, Auditors and other organisations.
Banking
Operation and reconciliation of all Institute Bank Accounts.
Payroll Processing
The Payroll Section is responsible for the payment of salaries and wages,
the administration of the Local Government Superannuation code and the
discharge of Statutory and non-statutory deductions. Payroll accounts for a
significant proportion of the overall expenditure of the Institute.
Travelling and
Calculation and payment of staff travelling & maintenance expenses in
Maintenance Expenses
accordance with the regulations of the Department of Finance.
Student Grants
Payment of student grants as authorised by the Vocational Educational
Committees.
Debtors
Invoicing customers and collection of amounts due.
Full and Part-Time Fees
Receipt and reconciliation of course fees
Government Grants
Receipt and allocation of operating income
Projects
Recording of financial information on the various projects ongoing in the
Institute, e.g. Research & Development, European funded projects,
Graduate Training Programmes, etc.
16.4
Finance Staff
The staffing and organisational structure of the Finance Department is outlined in Figure
16.1 below.
Figure 16.1 Staff Organisation Chart
Secretary/Financial Controller
Finance Manager
Grade 7
Grade 4
Grade 4
Grade 6
Grade 5
Grade 4
Grade 4
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Chapter Sixteen
The Finance Manager reports to the Secretary/Financial Controller and has responsibility for
the overall management of the finance section. The grade seven manages and operates
the Departmental and Institute budgets as well as supervision of staff on a day-to-day
basis. The grade six manages the payroll function with the assistance of a grade four. The
grade five manages the creditors again with the assistance of a grade four. Debtors and
ESF (European Social Fund) maintenance grants are managed by the remaining two grade
fours.
Table 16.2 provides a more detailed breakdown of the roles and responsibilities of staff.
Table 16.2 Finance Staff by Category and Area of Responsibility
Grade
Responsibilities
Finance Manager
•
Overall responsibility for the finance section
Grade 7
•
Accounts Payable and Receivable Function
•
Bank reconciliation
•
Production of the annual statutory financial statements
•
Production of Budget reports on a monthly basis and is involved in
accounting for Research Projects and Capital Projects and reconciliation of
Fixed Assets.
Grade 6
Grade 5
•
Processing of payroll and travel and subsistence
•
Liaise with auditors
•
Running the accounts payable section
•
Reconciliation of supplier accounts
•
Statutory returns
•
Tax clearance certificate requirements
•
Initial preparation of various Collector General Returns including
Professional Services Withholding Tax and Relevant Contracts Tax both of
which are prepared on a monthly basis.
352
•
Prompt Payment of Account Act administration
Grade 5
•
Provides administrative support to the Secretary/Financial Controller
Grade 4
•
Transmission of the Maintenance Grants to students.
•
Generation of invoices and input into Accounts Receivable
Grade 4
•
The processing of the Weekly and Monthly payroll
Grade 4
•
The purchasing cycle including input of invoices to the finance system
Grade 4
•
Reconciliation of part-time fees and full-time giros
•
Bank Lodgements
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16.5
Delegation of Authority Submission
Institute Finances
The Institute submits its annual budget to the Vocational Education Committee (VEC) and
the Department of Education and Science. The following is a summary of the Department’s
allocation to the Institute for 2002-2004:
Table 16.3 Institute of Technology Tallaght - Budget 2002 – 2004
Department of Education and Science
2002
2003
2004
€000’s
€000’s
€000’s
Pay
14592
16339
17686
Non-Pay
4406
4161
4274
Income
(3687)
(4470)
(5456)
Net Department Grant
15311
16030
16504
Each department and function within the Institute submits an annual budget proposal to
SMT and following a negotiation and consultation process a budget for each section is
determined. The recurrent budget of Schools and Departments is not directly linked to
student numbers.
Table 16.4 Departmental Budgets
Department of Education and Science
2002
2003
2004
€000’s
€000’s
€000’s
Director
537
532
738
Registrar
986
943
902
Secretariat
1447
1415
1373
Department of External Services
106
132
136
School of Business and Humanities
390
317
319
School of Science
399
329
464
School of Engineering
541
493
342
Total Budget
4406
4161
4274
Non-Pay Budget Apportionment
The ongoing management and monitoring of the budgets is controlled by the Agresso
accounting
system.
Reports
are
available
on
an
on-going
basis
to
each
Department/function to assist and communicate the movement of authorized expenditure
within the determined budget allocations.
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Chapter Sixteen
16.6
Financial Returns
The Finance section is required to make returns on a regular basis to the Revenue
Commissioners. These include:
•
PAYE/PRSI (Monthly and Annual P30’s, P35’s, P45’s, P60’s)
•
VAT (Bi-monthly and Annual)
•
Professional Services Withholding Tax (Monthly and Annual)
•
Relevant Contracts Tax (Monthly and Annual)
The Finance section must also submit reports to the Department of Education and Science
on a regular basis, including a monthly bank monitoring report, ESF Grant reports and
tuition fee reports.
16.7
Internal and External Audits
The Institute is currently involved in a sector wide internal audit programme through
Deloitte and Touche. The purpose of the programme is to ascertain and establish best
practice throughout the sector and also to advise the Institutes of any control weaknesses
or exposures.
The external audit of the Institute’s Financial Statements is performed by the Office of the
Comptroller and Auditor General (CAG). The CAG checks the Institute’s compliance with
public sector matters, such as procurement and implementation of pay scales from the
Department of Education and Science. It also examines internal control procedures and
conducts a detailed examination of transactions.
The Institute may be subject to external audit by other funding agencies, such as the
European Social Fund Control Unit based in the Department of Finance (in relation to EU
funding) and other agencies that provide research funding such as Enterprise Ireland and
Science Foundation Ireland.
16.8
Outcomes of Finance Self-evaluation
The outcomes of the self-evaluation in the Finance are as follows:
•
The Department is introducing a system of internal financial controls. This follows a
recent review of internal financial control checks by Deloitte & Touche in 2004. The
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recommendations of this review are also linked to the requirement of the Code of
Practice for the Governance of State Bodies (2001) to produce an annual Statement on
the System of Internal Financial Controls. The Chairperson and Director of the
Governing Body sign the statement, it is approved by the Governing Body and it is
subject to audit review by the Comptroller and Auditor General. The statement
confirms the Board has directed and put in place:
i. Steps to ensure an appropriate control environment
ii. Processes used to identify business risks and to evaluate their financial
implications
iii. Details of significant management information systems in operation
iv. Procedures for addressing the financial implications of major business risks
v. Procedures for monitoring the effectiveness of the internal financial control
system.
•
The Finance Department is also reviewing existing SOPs and developing new SOPs in
line with the implementation of the Agresso system and also in compliance with the
recommendations of the Deloitte and Touche 2004 review.
•
The move away from direct funding by the Department of Education and Science will
have a significant impact on Finance. The Finance Section will continue the preparation
of the Institute’s accounting systems for HEA designation and implement
recommendations arising from the internal audit reports.
•
The reporting element of the Agresso system, which provides detailed financial
information to all budget holders, will continue to be developed and improved.
•
Regular reviews will be conducted to assess training needs within the Department,
particularly in relation to the Core payroll system and the Agresso finance system.
•
The Finance Department has already developed a staff intranet page, which provides
information on policies and procedures in relation to finance, as well as expense
reimbursement forms, over-time forms and other relevant information. This facility will
be reviewed and updated on a regular basis.
•
Arising from the recent introduction of the Agresso accounting system, the roles and
responsibilities of staff in the Finance Department are presently being redefined. The
Finance Department is also in the process of integrating the Core and Agresso systems.
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Chapter Sixteen
16.9
Health, Safety & Welfare
In addition to having overall responsibility for financial matters, the Secretary/Financial
Controller has responsibility for health, safety and welfare. The Secretary/Financial
Controller is the Institute’s Health, Safety and Welfare Officer.
The Institute has developed a Safety Statement based on the identification of hazards,
assessment of risks and the identification of controls employed to ameliorate these risks.
The Safety Statement comprises a Parent Safety Statement with accompanying statements
from the Schools. The Safety Statement is available in the Library and in each School office.
It is being reviewed and updated currently following an audit of the Institute and its
facilities by external consultants.
The Institute, as a matter of procedure regularly monitors various aspects of health and
safety. The Health, Safety and Welfare Committee meets on average fours time per year.
Membership of the Committee comprises the following:
•
The Total Management Team
•
Two Staff Representatives
•
The Institute Nurse
•
The Assistant Estates Manager
•
One Students Union Representative
A centralised and comprehensive structure was put in place in 1998 to enable the accurate
recording of accidents/incidents within the Institute.2
16.10 Freedom of Information
The Freedom of Information Office falls within the remit of the Secretary/Financial
Controller. The Institute came under the remit of the Freedom of Information Act, 1997 on
21 October 2001 with effect from 1 October, 2001. The Freedom of Information
Amendment Bill 2003 was signed into law on Friday, 11 April, 2003. The 2003 Act has
effect on and from this date.
The main objective of the Freedom of Information Acts 1997 and 2003 is to foster and
develop a culture of openness, transparency and accountability in public bodies.
A Freedom of Information Office was established within the Institute in 2002. A Freedom
of Information Officer was appointed to develop and execute a plan to enable the Institute
to fulfil its obligations under the Acts and to assist individuals in exercising their right to
2
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Refer to Chapter 8, section 8.5.4.
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access information. Part of this plan is an Institute-wide training and awareness
programme. Components of this programme include presentations to staff and a
consultancy service on any matter they wish to have explained or clarified.
16.10.1 Institute Obligations under the Freedom of Information
Act
The Institute is committed to making available to the public information to the widest
extent possible, consistent with the need to protect the right to privacy of the individual
and the obligations placed on the Institute to protect certain types of information (subject
to a public interest test).
Under the provisions of the Freedom of Information Acts, 1997 and 2003 members of the
public have a right of access to the following records held by or under the control of the
Institute, unless such records are exempted under the Acts or otherwise publicly available:
•
•
All records created after the commencement of the Act i.e. 22 October 2001
Such records of a non-personal nature created before that date as may be required to
understand records created after the commencement of the Act
•
Personal records regardless of when created
The Act also confers members of the public with the following rights:
•
Reasons for decisions of Institute of Technology Tallaght affecting individual members
of the public.
•
Correction of personal information that is inaccurate, incomplete or misleading.
The following information is not covered by the Act:
•
Information that has already been published and is available from the Institute
•
Non-personal information created before commencement date – 21 April 1998
•
Personal information relating to anyone other than the person requesting the
information (there are some exceptions)
•
Sensitive information excluded by the Minister under the terms of the Act
Applications forms for use by the public, which have been prepared for their convenience
when making an application under this legislation, are available from the FOI Officer, or on
the Institute’s website.
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Chapter Sixteen
16.10.2 Freedom of Information Requests
A total of twenty-five FOI requests have been received by the Institute since its
implementation in October 2001. These requests are a mixture of personal requests, nonpersonal requests and requests that were officially withdrawn by the requester. A number
of other FOI requests for general information were also received by the Institute, and in
keeping with the spirit of the Acts and endeavouring to place as much information as
possible in the public domain, a number of requests were dealt with outside of FOI.
To facilitate the public in accessing information held by public bodies, Sections 15 and 16
of the Freedom of Information Act places a requirement on public bodies to prepare,
publish and make available information about themselves, the information they hold and
the internal rules and guidelines used in the decision making process.
Details of the functions, structure and services provided by the Institute and how they may
be availed of are outlined in a guide published in accordance with Section 15 of the Act.
This document, A Guide to the Structure, Functions, Services and Records of the Institute,
is available from the FOI Office and also on the Institute’s website.
The Section 16 Reference Manual is intended as a practical guide to the services of Institute
of Technology Tallaght, to assist individuals in ascertaining the information which is held by
the Institute and how individuals can access it. This document, A Guide to the Rules,
Guidelines and Practices Governing the Activities of the Institute, is also available from the
FOI Office and also located on the Institute’s website.
Within each School/function of the Institute, Officers have been designated with
responsibility for ensuring requests received, which relate to their particular
School/functional area, are dealt with in an expeditious and efficient manner, having regard
to the time limits imposed by the Act for the processing of requests. The Director has
nominated fifteen Decision Makers.
The Act provides for an internal appeals procedure (Internal Review) where a request is
refused on the grounds that the application falls within the exempt provisions of the Act
or is otherwise invalid. The Director has delegated his powers to review original decisions
to the Institute’s Internal Reviewers. There are seven Internal Reviewers.
16.10.3 Role of Information Officer
In 2003 the role of the Freedom of Information Officer was changed to Information Officer
to reflect the broader responsibilities of the post. The Information Officer reports to the
Secretary/Financial Controller and performs the following:
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•
Delegation of Authority Submission
Formally receives and processes any FOI requests for access to information under the
Acts and ensures the strict timescales enforced by the Acts are followed.
•
Operates and monitors the electronic FOI Request Register (Respond 3).
•
As required by Section 15 and Section 16 of the FOI Acts, the Information Officer is
also responsible for updating and maintaining both manuals and ensuring manuals are
available on the Institute’s website.
•
Provides advice and training to the Decision Makers and Internal Reviewers and also to
staff.
•
Maintains the Institute FOI webpage and ensures that information is up-to-date.
•
Under the FOI Acts the Institute is obliged to comply with legislation and publish a
Records Management and Retention Policy to ensure that the Institute manages
information which it generates and receives in the course of its business in an effective
and secure manner and also makes this information available to the public in response
to specific requests. The Governing Body noted these policies in December 2002 and
they were put on the Institute’s website. The Information Officer is responsible for
maintaining the policy and Records Retention Schedule and ensures that staff are
adhering to the policy and retention guidelines.
•
The Information Officer is a member of the Institute’s of Technology FOI Network. The
Network meets approximately 3 times per annum to discuss FOI issues in each of the
Institutes.
•
The Information Officer is also the Data Protection Liaison Officer and maintains the
annual Data Protection renewal application; processes any Data Protection requests (no
requests have been received by the Institute); deals with Data Protection queries from
staff and students and updates the Institute’s Data Protection Policy.
The Information Officer also has responsibility for the following areas:•
Preparation and completion of THAS Annual Returns
•
Preparation and compilation of Annual Reports
•
Institute SOP Log – compilation and maintenance of log
•
Web Content Management – ensures content pages of Institute website are accurate
and up-to-date.
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Chapter Sixteen
16.10.4 Development of Standard Operating Procedures
The Information Officer has developed the following Standard Operating Procedures and
they have all been approved by the Director.
•
SOP Training for Decision Makers and Internal Reviewers
•
SOP Processing Requests in Section
•
SOP Processing FOI Requests by Information Office
•
SOP FOI Statistics
•
SOP FOI Data Protection
•
SOP FOI Annual Returns
16.10.5 Freedom of Information Training
All Decision Makers and Reviewers have received initial FOI training. This training was
provided by the FOI Officer or by FOI trainers both in-house and off-site. Training
documentation is available on the Institute’s FOI webpage.
Some Decision Makers and Reviewers have attended Advanced FOI Training which is
provided by CMOD. This training has been offered to all Decision Makers and Reviewers.
The Information Officer has prepared an FOI Reference Manual for Decision Makers and
Reviewers and is available to assist with any FOI queries. Staff Guidelines have also been
prepared by the Information Officer and are on the Institute’s FOI webpage.
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Chapter Seventeen
Computing Services
361
Chapter Seventeen
Computing Services
17.1
Introduction
The Computing Services Department enables and supports the use of computing and
information technology by all sections within the Institute. The Department is responsible
for the provision of:
•
A secure and resilient network infrastructure to service the needs of all users
•
Security services including firewall, VLAN (Virtual Local Area Network), DMZ’s
(Demilitarised Zones), IDS (Intrusion Detection System), controlled web access and
secure access to systems and services
•
E-mail, printing and copying services
•
Hardware and software selection, installation and support
•
Directory services, home directories and mail services for staff and students
•
Maintenance of an inventory of all hardware and software, including licence and
maintenance agreements
•
Provision of back-up services which provide archive and recovery for all servers
•
Provision of three server rooms with high standards of environmental facilities to house
all servers
17.2
•
Management Information Systems (MIS)
•
Web Services including internet and intranets for staff and students
•
Video conferencing
•
Services to computing technicians in other schools
Customer Grouping and Services
The Computer Services Department serves a number of different customer groups
including staff, students, students with special needs, external users and computing
specialists in other departments. The Department strives to achieve an exceptional
customer service standard, by providing a courteous, efficient, effective and reliable
computer support service. The Department values all customer comments and where
appropriate use them to measure performance and improve services.
The main IT support is provided from the Technician Centre on the second floor of the
Institute. Support is provided from 9am to 5pm Monday to Friday. Formal cover is not
provided outside of these hours but can be arranged on request. The Department has
support and maintenance contracts in place for critical equipment and services. These
generally cover similar hours but again additional cover can be arranged on request from
users.
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17.3
Delegation of Authority Submission
Staffing
The IT Manager has responsibility for the overall management of the Computer Services
Department and reports to the Registrar. The IT Manager is currently supported by:
•
9 Computing Technicians
•
Webmaster
•
MIS Manager
•
1 Computing Technician assigned to MIS project
•
1 Computing Technician assigned to HEANET/ITNet
•
1 Grade III providing administrative support to the department
•
2 Reprographics room operatives employed by the Reprographics company
There is no formal structure and all posts report to the IT Manager.1 Technicians do have
specific areas of expertise and responsibilities, and particular projects are assigned to
technicians as needs arise.
Ongoing training and re-training is of particular importance to Computing Services
technicians. The rate of change of technologies and techniques in the environment in which
the Department operates is unparalleled in other sections and this makes technician training
a crucial activity. The Computing Services Department Report 2005, which is a comprehensive
report produced as a result of the self-study, shows training undertaken in the past three years
by staff within the Department (Appendix 1) and the Department’s training plan (Appendix 2).
17.4
Self-Study Process
The evaluation of the Computer Services function comprised a number of activities. Staff
assigned to different functional areas evaluated their policies, procedures, facilities and
services. Each functional area produced a report and following on from the self study,
established a set of objectives. The outcomes of the self-studies are outlined in section
17.18 of this chapter. They are set out under seven headings: Customer Service, Security,
MIS Programme, Compliance, Reprographics, Recovery Systems and Server Environment.
All staff within the Department contributed to the self-study and the Department also
obtained feedback from users. An important source of feedback from students is the
Computing Services/Students Union Review Group. In 2004 the Department established
this group in order to liaise in an ongoing manner with students. The group consists of
technicians involved in the delivery of services to students together with representatives
from the Students Union. The group meet regularly (at least twice per semester) during the
academic year to review the quality of service delivery.
1
The lack of a formal structure within the Department is an ongoing concern. The Department needs a proper structure similar to that
operating in other sections. This would ensure that the IT Manager can focus more on the strategic requirements of the Department. It
would also provide a career path and progression opportunities for technicians. There would be significant benefits for customers who
would then have escalation procedures and clear lines of communication when the IT Manager is unavailable. This is currently under
review.
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Chapter Seventeen
Technicians also meet frequently during the academic year with lecturers who use PC
laboratories. Software deployment, service levels and forthcoming projects are reviewed.
Computer Services also commission regular audits by external agencies, for example in
areas such as security, server room risk assessment and back-up procedures.2 Staff also
receive informal feedback on a regular basis from individual customers, usually by personal
contact and e-mail. These informal feedback mechanisms are a valuable source of
information and suggestions and comments from users are always welcome.
17.5
Recent Developments
While Computing Services has identified a large number of strategic objectives for the
Department (summarised in section 17.18), significant improvements have been made in
recent years. The Department has:
•
Upgraded and improved network resilience to the point where network up time is now
99%.
•
Reduced average support call resolution time by over 50%.
•
Introduced more stable operating systems on both servers and desktops.
•
Developed a strong customer service ethos within the department.
•
Commissioned a number of external reviews of the Department’s activities, including
environment, security and backup systems.
•
Commenced the introduction of a Student Support Desk to improve the quality of our
service delivery.
•
Provided a secure environment for all users by implementing appropriate firewall,
antivirus and web screening hardware and software.
•
Expanded the availability of services by the introduction of wireless and remote access
mechanisms.
17.6
Network Infrastructure
The Institute utilises a best of breed approach to its Local Area Network (LAN)
requirements. A Cisco powered switched network provides LAN services to approximately
1,200 nodes. The user areas connect over a category 5 structured cabling infrastructure,
while the edge devices connect to the core via a fibre optic mesh which ensures at least 2
diverse paths to the network core. The core of the network is based on a 32 Gb Ethernet
backbone with 2 diversely located central switches acting as failover protection for each
other, with multiple Gigabit links between them.
In 2003, for example, the Department commissioned an external review by an IT security company. This review concentrated on the
external network connectivity but also covered some of the internal network and wireless security. The analysis checked for
vulnerabilities relating to TCP/IP protocols and services. In particular, the consultants checked for problems in the DMZ, router and
firewall set up. Recommendations contained in this review were implemented and Computer Services will commission another review
in 2006. Refer also to section 17.8 on an external review of the Department’s backup systems.
2
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The network is segmented into a number of Virtual LAN’s (VLAN’s) for security purposes.
The VLAN segmentation is mainly between staff and students, although further
segmentation can be introduced when required. VLAN’s currently in place include:
•
Servers
•
Academic Staff x 2
•
Business Student x 2
•
Engineering Student
•
Computing Student
•
Administration x 2
•
Secured Services
•
Wireless
•
Printing
•
Postgrad
•
Remote Access
•
3 DMZ’s for external facing services
Complex rules are in place governing the access from one VLAN to any other to stop any
unauthorised access across the segments.
User requests for access across VLAN are subject to rigorous scrutiny to ensure that our
security is not compromised. However, access permissions, which have been granted in the
past, need to be reviewed and possibly removed. At present there are 974 permissions in
place. Figure 17.1 provides a breakdown of users requests for access across VLAN.
Fig 17.1 VLAN Permissions
Internal 67
Wireless 87
Computing 103
Engineering 290
Student 226
Administrative Staff 37
Academic Staff 89
Postgraduate 75
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Figure 17.2 below provides a high level view of the Institute’s network. The Institute uses
best of breed monitoring tools to ensure that the health of the network is constantly
monitored and managed. Tools in use include:
•
HP OpenView for back end reporting and service monitoring
•
CiscoWorks for configuring and deploying software to our Cisco devices
•
Crannog Software’s NetWatch for primary alerting and utilisation information
•
Crannog Software’s NetFlow tracker for detailed analysis of the traffic profiles and
historical trending
•
MRTG for basic traffic monitoring
•
Totaliser with MRTG to review the total traffic volumes where needed
Fig 17.2 Institute of Technology Tallaght network
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The Department can track the level of traffic across the primary network back bone and
analyse this out by individual hub room. This enables Computing Services to load balance
network traffic as shown in Figure 17.3 below.
Fig 17.3 Primary Network Back Bone Traffic by Hub Room
Hub Z - Student & Postgrad 10%
Hub A - Bus. Labs 27%
Hub Reg - Registrars 10%
Hub G - Engineering 10%
Hub B - Admin 11%
Hub F - Computing 11%
Hub E - Science Labs 6%
Hub C - Bus Labs 9%
Hub D - Staff 6%
The Institute has a significant investment in Sniffer tools for proactive monitoring for
problem traffic flows on the network as well as for forensic investigations of traffic
patterns. This is a system that works in harmony with the LAN infrastructure in place to
make the most accurate information available at all times.
The Institute is a client of ITNet, the Institutes of Technology network, and a 45Mb access
circuit enables high speed access to the internet worldwide. This circuit provides direct links
to the other Institutes of Technology, E-Government and Irish, European and worldwide
education and beyond. The Institute is represented on the Management Committee of
ITNet and two technicians provide the support services for ITNet.
17.7
Security
In terms of IT Security, the Institute has both legal and professional obligations to meet and
abides by all relevant Irish and EU legislation. These include, but are not limited to, the
obligations as laid out in the acts and standards listed in Appendix 10 of the Computer
Services Department Report 2005.
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With regard to central information technology services, the IT department has attended to
a considerable portion of the fundamental IT security requirements. However, security is an
ongoing concern and a priority project for the department. Constantly faced with new
threats, it is an area that has grown considerably in recent years and requires increased
resources in the form of dedicated security specialists. Submissions have been made in
relation to increasing the number of technicians with a view to permanently assigning
technicians to security tasks.
17.7.1
Physical Security
On a primary level the physical security of any IT service is paramount. Accordingly, access
to all server rooms is via magnetic swipe access control. This system is managed by the IT
department. Access to most hub rooms is by key. There are a number of weak points in
the physical access control with respect to the location of the access control system and
due to the location of some of the hub cabinets. Computing Services will conduct an audit
of physical access to all rooms/cabinets and introduce additional swipe card or proximity
reader access as appropriate.
17.7.2
Internet Traffic
General internet traffic is managed via a firewall. The firewall consists of two firewall units
configured in a failover configuration, with three DMZ’s (demilitarised zone). The firewall
controls both in and out-bound traffic to and from the institute’s local area network (LAN),
in addition to any DMZ traffic. All firewall access controls lists are managed by the IT
department.
17.7.3
Demilitarised Zones (DMZ)
External facing IT services, such as main Institute of Technology Tallaght website, are in the
process of being migrated to firewall DMZ locations. This will remove the requirement for
any external traffic requests on the internal LAN.
17.7.4
E-mail and Anti Spam
The application of DMZs also applies to Institute staff e-mail services. The main Institute email services reside on a LAN based server. This is too sensitive a service to be publicly
exposed and accordingly the Institute has implemented an e-mail relay service to handle all
in and out-bound e-mail. This service doubles as an anti-spam service to filter the majority
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of unsolicited e-mails. At present the good and bad lists are managed by the IT
department, however it is planned to empower users to manage their own preferences.
17.7.5
Web Access Control
The bulk of the Institute’s out-bound web access request traffic is via a proxy server. This,
for the most part, negates the requirement of direct internet access. It also provides a
caching service and reduces bandwidth requirements.
Http Web access control is managed via a product known as Websense. This product works
in tandem with the Department’s firewall and blocks regular http web access to specific
web sites. Http traffic is generally blocked according to subject matter rather than by IT
Tallaght specific site lists.
17.7.6
Antivirus
All computers in the Institute are required to have antivirus software, both servers and
clients alike, upon system build. All anti-virus software is configured to pull/receive
frequent automatic updates from the software authors in order to inoculate against
emerging viruses, worms and trojans.
17.7.7
Microsoft Software Update Services (SUS)
Most regular desktop computers receive their MS Window updates from a central
Microsoft Software Update Services (SUS) server. Only when MS operating systems (OS)
patches have been approved centrally are they distributed to client desktops. The SUS
service does not apply to servers as the automatic application of software or security
patches could adversely affect the delivery of IT services.
A project has commenced to provide multiple virtual SUS servers which will be configured
to apply the appropriate patching levels to various Institute functional groups.
While these two services provide antivirus and OS security protection for the most part,
they are required to be complemented by ACL’s (access control lists) on the Institute’s
firewall and LAN equipment. This is crucial in the event of zero hour attacks and viruses.
Further enhancements are planned with rollout of LAN and Edge based Intrusion Detection
System (IDS).
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17.8
Backup Services
Computing Services maintain and operate a distributed magnetic tape library backup
solution that provides for secure archiving of data and recovery when required.
To this end, Computing Services utilise two IBM 3583 Tape Libraries. Each library has two
drives and at least 18 LTO tapes, each with a 200GB capacity. There is significant upgrade
potential in both libraries enabling us to keep up with the growing demands for data
storage. Both libraries are in separate locations, servers in one room are backed up by a
library in a separate room in case of a localised disaster scenario. Backup status is checked
daily and test restores are carried out regularly to ensure data integrity. Data is also divided
up into different management classes to assist with the management of inactive data and
to ensure the Department has copies of data that maintain our legal obligations. The
software used to provide this service is IBM’s Tivoli Storage Manager (TSM). This provides
for daily, weekly, monthly and yearly backups. These can then be copied to off-site storage
if required. All tapes are bar-coded to assure correct identification and tapes are stored in
a fireproof safe once they are removed from the tape library. The Department currently has
220 tapes in use and has two fire proof safes in secure rooms on different floors of the
building. Tapes associated with a backup unit are stored in a different room from that in
which the unit is located. A schedule of back-up cycles associated with each server is
included in Appendix 7 of the Computing Services Department Report 2005.
17.8.1
External Audit of Backup Systems
In May 2005 the Department commissioned an external review of its backup systems. The
aim of the review was to review the Tivoli TSM configuration and to ensure that all
components within the environment were setup appropriately. This entailed checking all
server configurations, client configurations, client and administrative schedules and any
other external factors that can affect TSM. The second part of the review was to confirm
the status of data being backed up.
The Department is currently implementing the key recommendations arising from this
review. In addition, Computer Services will be improving backup services through a number
of measures outlined in section 17.18 of this chapter, Recovery Systems.
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Server Room Environmental Services and
Redundancy
IT Tallaght Computing Services Department currently maintains three server rooms with
more than 60 servers of varying platforms, network cores and internet connectivity
equipment. The Department has an ongoing programme of improvements to ensure that
the server rooms are to a high environmental standard and have a high level of
redundancy. The Department is also striving to ensure that staff and external contractors
working in the server rooms are aware of standard operating procedures that govern them.
In 2004, the Department commissioned an external audit of the server rooms. The
objective of this review was to have an independent assessment of the three main server
rooms in respect of the current environmental and security measures in place and to obtain
any recommendations that will reduce the risk of any loss or damage to the server rooms
and their operational status arising out of environmental and/or security related incidents.
The Department is implementing the recommendations of the audit as funding becomes
available and will commission a further audit when satisfied that progress has been made
in implementing the initial recommendations. The Department will continue to improve the
standards in server rooms as funding becomes available. The ways by which this is to be
achieved are outlined in section 17.18, Server Environment.
17.10 Hardware and Software Register
The Computing Services Department maintains a hardware and software inventory of the
Institute’s IT assets. This is to ensure compliance with all licensing and statutory
requirements. To this end, the Department uses Blue Ocean’s Trackit database. This
provides Computing Services with an audit on demand service, which is installed locally on
workstations. Once the initial audit is done, any workstation can be polled to upload any
hardware or software changes. Trackit also provides for reports that give detailed or high
level information regarding hardware and software. Appendix 12 of the Computing
Services Report 2005 details the software installed in the Institute.
Trackit also maintains software installed during the lifetime of a pc and reports can be run
to ensure that all pc’s are in compliance of software licensing as well as searching for
known suspect software packages. There is also a library facility which is used to book
laptops and software CD’s. A facility for writing customised reports is also included. Figure
17.4 illustrates the number of PCs per department.
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Fig. 17.4 Number of PCs per Department
Science 40
Library 50
Academic 180
Engineering 150
Business 130
Computing Services 30
Computing 220
17.11 Staff E-Mail Service
Computing Services provides staff with mail, scheduling, contact and task management
facilities using Microsoft Exchange Server. In addition to being able to use these facilities
within the Institute, staff may also access these facilities remotely via the web. Computing
Services currently host 588 mail accounts. The general limits are 100MB per account and
there is no attachment limit. Total storage capacity devoted to mail accounts is 350GB.
The Computing Services Department also provides a facility whereby staff can have certain
Microsoft software installed on their home PCs free of charge.
17.12 Reprographic Centre
The Reprographic Centre is a centralised document production and publishing facility for
the Institute staff and student customers. Services are sub-contracted to an external
company by the Institute. The Centre is located on the first floor of the Institute and
operates from 8.30am to 8.30pm Monday to Friday during semester. An out of semester
service is available from 9.15am to 5.15pm. When requested by users, the Reprographics
Centre can provide an extended service.
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Reprographics optimally manages distributed collegiate printing, copying and finishing
resources and minimises waste in the production of documents across the Institute. A
centralised reprographics room and a cross collegiate service for all printing and copying
devices is in operation.
17.12.1
Student Printing and Copying
The followme uniprint printing and copying software solution is used by students. Student
users top up their student cards using Virtual Cash Acceptors (VCA’s) located around the
Institute. These VCA’s are conveniently located on each of the three floors of the Institute.
Followme printing allows a student user to send a print job from any work station and
release the job at any printer/copier device in the Institute. For example, this means that a
student user can send a print job from laboratory 201 located on the top floor of the
Institute and release the print job in the library located on the ground floor. The print job
is held on the print server for a maximum of two hours at which time it is automatically
deleted.
The students network user log in and pin are the same as the followme uniprint solution
login and pin. To release a print job or to copy a document a student user will key in their
account and pin number into a Virtual Cash Collector (VCC) keypad located on all
reprographic devices.
17.12.2 Staff Printing and Copying
Staff also use the followme copy/printing solution. Each staff account is credited at the
beginning of each semester. Academic Staff also have access to direct printing in the staff
open office areas, however large volume jobs are released and finished in the
Reprographics Room. Staff can send large jobs via e-mail by filling out an electronic
requisition form and sending it to the Reprographics e-mail group. The turn around for all
copy/print jobs is a maximum of 48 hours. Turn around time for laboratory manual
production is usually 2 weeks during semester.
17.12.3 Reprographics Resources
The reprographics Centre directly manages 57 devices in the Institute. This number of
devices is a significant reduction on the 145 local printing and copying devices in the
Institute prior to the new service which was introduced two years ago. Decommissioning
of local devices is ongoing. The smart net system (SNMP) in Reprographics provides
statistics of faults by device. Faults reported to service company representatives are
recorded externally in service providers log, other in-house service of devices is recorded
using ACT software.
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Details of the facilities, operation and services provided by the Reprographics Centre are
available in the Computing Services Department Report 2005, section 10. The outcomes
of the self-study in this area are outlined in section 17.18 of this chapter, under
Reprographics.
17.13
Web Services at IT Tallaght
The Institute has had a web presence for a number of years and currently has three primary
in house web services:
•
•
http://www.it-tallaght.ie/Public Website (within which there are 63 separate sites)
http://intranet.it-tallaght.ie/staff/Staff Intranet (within which there are 25 separate
sites)
•
http://intranet.it-tallaght.ie/student/Student Intranet (within which there are 15
separate sites) excluding external sites, and cross usage of the public sites.
Content is sent from user departments to the Webmaster who then publishes it to the
relevant site. Some websites are self maintained (careers, chaplaincy, examination results,
examination timetables, human resources, restaurant, new staff e-mail request, spots, staff
online phone list and accommodation listings). The provider inputs the information directly
to the website.
Software is in place to monitor the traffic on the website. Feedback forms are also available
to visitors who can send comments on the site or the content of individual pages.
The Computing Services Department is in the process of introducing a new way of offering
web services throughout the Institute. A Content Management System (CMS) is being
introduced. The CMS software will allow users to add and/or manipulate content on the
website without needing the expertise of HTML or specialist web software like dream
weaver. As part of the CMS introduction, the Department sought the views of staff and
students. An open meeting was held where staff could have input into the new site design
and this project and staff/student involvement is ongoing.
17.14 Management Information Systems (MIS)
Since 2001, the Institute has fully engaged with the national MIS programme for the
Institute of Technology sector. This programme aims to establish a set of sector-wide
standards and to implement common management information systems in all Institutes.
Sourcing of software solutions and their implementation has been managed by a new
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company, An Chéim, on behalf of all of the Institutes of Technology. The Institute was
among the first of the Institutes of Technology to implement the management information
solution developed by An Chéim. The project includes the management of student, library,
finance, and human resource information through the provision of four interfacing
systems, modified specifically for the Institutes of Technology. These systems are:
Millennium (Library System), Core (HR/Payroll System), Banner (Student System) and
Agresso (Finance System).
17.14.1 Millennium
Millennium library is an integrated system that supports teaching, learning and research
services by providing prompt and comprehensive delivery of information, on and off
campus. Millennium has the advantage of being user-friendly. It provides library users
with a self-service facility to renew or reserve items and enables them to access a
comprehensive range of specialist websites through links.
17.14.2 Core
Core provides pay and HR facilities that help control payroll inputs, increase staff
productivity and capture critical payroll information. It has provided the Institute with the
ability to produce ad-hoc, management and forecast reports. It has the capacity to reduce
the payroll administration workload when the employee self service module is introduced.
This module will allow staff to enter timesheet and overtime returns directly themselves.
Computing Services are still waiting for An Chéim to deliver a working module for this
software.
17.14.3 Agresso
Agresso was implemented in April 2005. It provides the Institute with enhanced
management and costing capability, a chart of accounts, an on-line interactive information
resource, an appropriate costing process and a set of integrated transaction processes
including purchase orders to pay. It provides these facilities while providing support for
statutory and management reporting.
17.14.4 Banner
Banner provides for the Institute’s needs in the areas of admissions, registration, fees and
examinations. It allows for effective tracking of trends and of students across academic
years and programmes. Banner enables the Institute to provide a better customer service
to students.
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Banner provides additional impetus to the drive in the Institute to tighten up procedures to
ensure the quality of data. The introduction of Banner has made the collection of metrics
using the system feasible and the Institute is now building on the experience. There is a
continuing improvement of the metrics being issued to fit the needs of the Institute and
meet reporting needs to outside agencies, including the Department of Education and
Science, HETAC, the Department of Social Welfare and the HEA.
The MIS Manager and the computing technician assigned to MIS work very closely with
the Banner Support Team in Student Services. In particular, the Computing Services staff
are responsible for co-ordination of all activities with An Chéim. They also ensure that all
issues logged by users are followed up.
At present issues logged by users in the Institute are logged in Excel but the Department
is considering moving this to the RMS tracking system which is used for other support calls.
This will allow Computer Services to monitor any calls relating to Banner more
comprehensively.
17.14.5 MIS Servers
When initially implemented all server hardware associated with the MIS systems was
located within the Institute. This included database servers, application and web servers.
Early in 2005 a decision was taken by the Institute of Technology sector to centralise the
hardware for all of these applications in one site and to provide a managed service to all
Institutes in the sector. The contract for this service was awarded to Hewlett Packard by An
Chéim. This project is now underway and the Institute’s payroll system is now run from a
HP Data Centre in Citywest. The Institute will migrate Agresso to the Data Centre in
December 2005 with Banner and Millennium following in 2006.
The centralised servers are located in a class A Data Centre with HP managing all security
back-ups and providing full redundancy within the centre. Additional redundancy is
provided by a further back up centre in Swords.
17.15 Student Support
Students in Institute can avail of many technology resources to aid them in their studies.
File storage devices include network storage space, USB memory sticks, CD-Rom and
floppy disks. Students have access to a free e-mail4life account with 15MB storage space
and also access to network resources and the Internet.
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17.15.1 Student Support Desk
Computer Services provides a support drop-in service where students can request help with
any computer related problem. The support service is available between 9am to 5pm and
some of services provided include:
•
E-mail and login password reset service
•
Recovery of corrupted data from Floppy and Zip disks
•
General application support for students
•
Support for USB devices
•
Setup of student laptops onto the Institute’s network
17.15.2 Support for Students with Special Needs
The Department provides additional support and resources for students with special needs.
The Institute has an assistance technology laboratory with 2 PC’s, printer and scanner that
is dedicated to the needs of special needs students. This laboratory is maintained by
Computer Services and includes the following specialised software packages: Dragon
Naturally Speaking 8 (a state of the art voice recognition application), Zoom Text (a text
enlargement application) and Kerzweil Text (a text reader application).
Computer Services also support and maintain laptops that are distributed by the Access
Officer to students with special needs and socially disadvantaged. These laptops are initially
setup with a basic installation but are then configured for the individual need of the special
need student. Currently, there are 51 laptops in use by students with many different needs.
17.15.3 Laboratory Facilities
A full break down of laboratories, software and computers are listed in Table 17.1 below.
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Table 17.1: Detailed list of Laboratories
Laboratory
No. Of PC’s Laboratory Type
Software
201
43
Business
TAS Books, SPSS, Sage Accounting, Calmat,
203
43
Business
Office XP, MiniTab14, Adobe Reader.
TAS Books, SPSS, Sage Accounting
Calmat,OfficeXP,MiniTab14,Adobe Reader
PK1
20
Business
TAS Books, SPSS, Sage Accounting, Calmat,
OfficeXP, MiniTab14, Adobe Reader.
018
20
Business
TAS Books, SPSS, Sage Accounting, Calmat,
Office XP, MiniTab14, Adobe Reader.
107
21
Audio /Visual
StudioMX, DirectorMX, Adobe Premiere
Photoshop, AfterEffects, Softimage4, Quark,
Sound Forge, Macromedia.
020
8
Audio /Visual
Adobe, PhotoShop, Scanner, Specialised Printing
114
24
Library (Open Access)
TAS Books, SPSS, OfficeXP, ProjectXP, Staff
Training S/W.
LibMes
24
Library (Open Access)
TAS Books, SPSS, OfficeXP, ProjectXP
AT Room
2
Special Needs
Voice Recognition S/W, Zoom Text, Kerzweil,
Scanner, Printer
N/A
51
Special Needs
Laptop configured for particular need of student.
204
6
Audio
Pro tools and audio software
The Department have a number of activities planned to improve services to students. These
are outlined in section 17.18 of this chapter under Services to Students.
The School of Engineering and the School of Science provide and support their own
dedicated resources. A review of their operations is provided in the respective
Programmatic Review and Self-Study documents.
17.16 Video Conferencing
The Computing Services Department has introduced the capability for the delivery of multimedia classrooms, utilising video conferencing at TV quality for the delivery of lectures and
tutorials to virtual classrooms and allowing for virtual meeting rooms. The Institute has
been at the leading edge in the use of video conferencing for a number of years and
currently uses this method to deliver a number of courses in collaboration with other
institutions, including a Higher Certificate in Health & Safety which is provided in
collaboration with UCD. Video conferencing equipment can be provided at any location in
the Institute and four technicians are trained in the technology.
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17.17 Computing Services and Service Requests
Computing Services is responsible for the selection, installation and support of all staff
computer equipment in the Institute. The Department strives to provide users with a quality
service and ensure that all calls are responded to as quickly as possible. Service requests are
entered into a HelpDesk software package (RMS) in order of receipt, whether by phone, email, or walk-in. The RMS system and Helpline are run by the IT administration. When
entered in the system an e-mail confirmation of the request being logged is sent to the
customer. If a request includes a customer stated deadline or urgency, Computing Services
will try to meet those needs.
Computing Services prioritizes requests as follows: ‘Routine,’ ‘Same Day,’ ‘High Priority,’
and ‘Critical.’ A turnaround time of 24 hours should be expected for ‘routine’ service
requests (this means Computing Services will respond and/or solve the problem by the end
of the next business day). A ‘routine’ request is one that arrives at the HelpDesk in order
of receipt with no previous record of being logged in the software and with no stated need
date for same day turnaround.
A service request will receive a ‘same day’ response when the customer indicates such a
need and she/he can substantiate such a need. In such case, Computing Services will make
every effort to dispatch a technician and/or solve the problem on the same day, usually
within a matter of 3 to 4 hours.
A service request will receive a treatment of ‘high priority’ response when the customer
states that a current document deadline, plan, meeting, or event will be missed or cannot
happen on schedule due to a computer problem. In such cases, Computing Services will
make every effort to dispatch a technician within the same hour of receipt of the service
request and solve the problem on the same day.
A service request will receive a treatment of ‘critical priority’ response when the problem is
critical to the functioning of the Institute, the functioning of a department, or the running
of a class. In such cases, Computing Services will make every effort to dispatch a technician
within a matter of minutes and solve the problem as quickly as possible.
Computing Services generates reports based on HelpDesk software statistics and these are
used to continually review our services. Table 17.2 shows the reduction in response times
to service requests from 4.22 hours in 2001 to 1.53 hours in 2004.
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Table 17.2 Response to calls on RMS
Year
Number of Calls
On Target
Average Response Hours/Mins
2004
1,523
1,400
1.53
2003
1,859
1,503
3.26
2002
2,291
1,810
4.28
2001
2,144
1,535
4.22
17.18 Outcomes of Self Evaluation
The Computing Services Department has implemented a number of important changes
over the last few years as part of an ongoing process of continuous improvement.
However, as a result of the self-study process, and in conjunction with the implementation
of the Institute Strategic Plan, the Department has identified a number of objectives to be
implemented over the next three years. These goals are very specific and are set out under
seven headings.
Customer Service
In the area of customer service, the Computing Services Department will:
1. Introduce procedures for users to request cover outside of normal hours.
2. Identify the additional staffing required in order to provide Computing Services support
for part time students.
3. Review documentation and procedures for booking of video conferencing equipment.
4. Continue the introduction of the new Web system and review how the web feedback
mechanisms are operating.
5. Introduce an online loan request form for staff wishing to install Microsoft software on
their home PCs. The Department will also review procedures so as to ensure that staff
are aware of their legal obligations when they borrow software.
6. Investigate more easy to use mechanisms for students to pay for printing and copying.
These may include credit card top-up, ATM machine and Web using banking
interfaces.
7. Ensure that all calls including ‘drop-in’ staff and students are fully logged and tracked.
8. Improve documentation for user assistance and develop the guides for user assistance
listed in Appendix 8 of the Computing Services Department Report 2005.
9. Implement more defined group policy settings within Active Directory. This will improve
the administration and structure of the student security and user environment.
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10. Investigate the possibility of implementing a Citrix computing environment for
computer labs and student on-line access. Citrix allows lower spec PC’s to connect to
dedicated server and run the applications directly from the server.
11. Review and improve the induction process for special needs students. Special needs
students use specialised software and require extra training at the start of their studies.
12. Review and implement dedicated counter service for student support.
13. Introduce customer feedback forms. When calls are closed Computing Services will
send customers a satisfaction survey form and use the feedback to monitor and review
service levels.
14. Introduce facilities so that users can log help desk requests via a Web Interface.
15. Further empower users so that they have control over the black and white listing of
spam mail senders.
16. Review the procedures for requesting access to sites blocked via Web Sense.
17. Further protect our users by implementing the websense modules to filter Spy-Ware
and Ad-Ware traffic.
18. Promote the use of video conferencing technology more widely and also introduce
appropriate procedures for booking of equipment.
Security
1. Review procedures for user requests for access across VLAN and schedule regular
reviews of permissions granted.
2. Establish formal procedures for the request review and removal of cross VLAN
permissions.
3. Establish formal procedures for the granting, review and removal of cross VLAN
permission. In these procedures the overall security of the Institute will be of primary
importance.
4. Conduct an audit of physical access to all rooms/cabinets and introduce additional
swipe card or proximity reader access as appropriate.
5. Review procedures for account setup and in particular account suspension/deletion.
6. Review the policy on laptop connection and implement security features so that
laptops can only connect via wireless.
MIS Programme
1. Review call logging and resolution systems for issues relating to the MIS programme.
2. Review the systems and procedures used for logging of calls relating to Banner and
other MIS systems to ensure that full tracking and feedback take place.
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3. Review mechanisms for logging of calls with An Chéim and establish appropriate
escalation procedures to ensure that they provide users with a good service.
Regulation
1. Review usage of reports from the TrackIt inventory, in particular, those relating to
compliance and we will develop appropriate procedures.
2. Review the appropriateness of Registrar Office staff counting and reconciling money in
an open office environment and discuss with Finance the relocation of this function.
3. Review inventory procedures in particular to ensure that all departments in the Institute
are aware of their obligations.
4. Develop customised reports from Track IT to monitor software installation and match
these against our software licences to ensure compliance.
5. Introduce monthly automated audits of hardware and software.
6. Review procedures for hardware movement and disposal to ensure inventory is
accurate.
7. Establish clear guidelines on data retention in the Institute and then use these
guidelines to implement appropriate systems for the management, archival and
retrieval of mail.
Reprographics
1. Commence more regular reviews of printing activity and distribute the information to
the relevant sections in the Institute.
2. Consider the introduction of a staff copy card to improve security.
3. Investigate more easy to use mechanisms for students to pay for printing and copying.
4. Roll out scanning and OCR facilities.
5. Revise procedures to track the number of bound and laminated documents.
6. Ensure that the Institute’s service provider maintains more items such as toner and
spare parts on site to reduce down time.
7. Continue to decommission all stand alone deskjet printers to further drive cost
reductions.
8. Revise procedures for tracking and costing laboratory manual productions.
9. Revise requisition forms and associated procedures to monitor total customer turn
around time.
10. Consider the introduction of customer feedback forms and a reprographic customer
survey.
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11. Enhance the Reprographics documentation available to staff on the Intranet.
12.1Investigate mechanisms (e.g. duplex default) to reduce costs for students.
Recovery Systems
1. Improve scripting and reporting to reduce administrative tasks e.g. identifying tapes to
be changed
2. Send archived monthly and yearly tapes off-site for external storage.
3. Once a quarter select a server to restore from scratch.
4. Consider the introduction of random file restores to be done regularly in order to verify
backups.
5. Put in place an appropriate support to contract for external monitoring, regular health
checks and phone/on-site support.
Server Environment
1. Provide for improved environmental monitoring to central station. This would include
smoke detection, temperature, fire alarm, air conditioning failure, mains failure.
2. Provide monitoring of all UPS systems to central station for status of batteries, charge
and load.
3. Remove windows in all server rooms to provide for solid concrete structure.
4. Implement automated shutdown of servers in case of a critical temperature threshold
being breached.
5. Set out in a SOP the sequence of server and network equipment shutdown in the event
of a prolonged power outage.
6. Provide signs on all Server Rooms detailing server room policy.
7. Ensure all contractors working in server rooms sign to adhere to server room policy.
8. Conduct another external audit of server rooms.
9. Set out the disaster recovery procedures for each server and hub room.
10. Set out the disaster recovery procedures associated with the failure of every server.
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