Minutes of the 195th Meeting of Academic Council
held at 10.00 a.m. on 14 October 2015,
in DIT Aungier St
_________________
Present:
Dr M. Mulvey (Chairperson)
Ms P. Behan
Dr J. Bernard
Prof B. Bowe
Mr F. Clarke
Dr P. Cohen
Prof M. Conlon
Mr K. Corcoran
Mr F. Costello
Dr J. Curtin
Mr M. Deegan
Prof M. Devereux
Dr J. Dunne
Prof G. Farrell
Dr S. Feeney
Dr S. Flanagan
Mr B. Gormley
Dr P. Hanlon
Mr G. Higginbotham
Dr A. Hore
Ms T. Hurley
Dr J. Harvey
Dr C. Hills
Dr M. Hunt
Dr K. Kelly
Prof D. Kennedy
Dr K. Lawlor
Ms M. Maguire
Prof M. McNamara
Dr A. Meade
Dr S. Meaney
Dr J. Murray
Dr S. Norton
Dr E. O’Callaghan
Dr C. O’Connor
Mr M. O’Connor
Dr N. O’Connor
Ms M. O’Flynn
Mr C. O’Leary
Prof B. O’Neill
Dr P. O’Reilly
Mr P. O’Sullivan
Dr S. O’Sullivan
Ms M. Scally
Mr H. Van der Kamp
Dr B. Vaughan
Mr G. Walker-Ayers
Ms M. Whelan
Apologies:
Prof B. Norton
Ms J. Boyer
Dr R. Burbach
Dr F. Cullen
Dr D. Doran
Dr J. Doran
Dr C. Doris
Mr G. Duffy
Mr T. Dunne
Ms O. Hanly
Mr J. Jameson
Mr P. Kenny
Dr K. Lalor
Dr D. Lillis
Prof D. McCormack
Mr C. Mitchell
Dr M. Murphy
Mr E. Nevin
Mr J. O’Connor
Dr M. Prendergast
Mr G. Reilly
Dr K. Uí Ghallachóir
Prof B. Wu
Ms J. Cairns
Ms N. O’Neill
In attendance:
Ms B. Lowe
Mr M. Russell
Due to the unavailability of the President the Director of Academic Affairs and Registrar agreed
to chair the meeting.
ACTION
195/1
Apologies
Apologies were noted from those members of Council unavailable to attend.
195/2
Minutes of previous meetings
The minutes of the 194th meeting held on 8th September 2015 were approved and
signed.
Noted/
Approved
TIME
FRAME
195/3
Matters Arising
(a)
Minute 194/3(b) - Transition into Higher Education: Extending and
Enhancing Best Practices
Dr J. Harvey, Head of Learning & Teaching Technology Centre, stated that
one response has been received in relation to the recommendations
included in the above document and that responses from the remaining
three Colleges are awaited.
Dr Harvey agreed that she would provide an update at the next meeting.
195/4
Chairman’s Communications
(a)
Proposal in relation to the membership of Academic Council’s Library
Committee
Academic Council adopted the proposal submitted by Dr P. Cohen, Head of
Library Services, in relation to additional membership of the Library
Committee, as follows:



Adopted
One Representative from the Directorate of Research, Enterprise,
and Innovation Services
One Representative from the Directorate of Student Services
Two Sub Librarians (not One Senior Librarian)
It was agreed that the Handbook for Academic Quality Enhancement should
be amended to reflect the changes in the membership structure of the
Library Committee.
(b)
Nominations in relation to membership of Academic Council and the
Academic Quality Assurance Committee submitted by the College of
Arts and Tourism
(i)
Nominations to Academic Council
Elected Staff (one from each School, the same as the staff
elected to the College Board)
It was noted that the following Staff in the College of Arts and
Tourism have been elected as members of Academic Council:
Noted
Dr R. Mc Crea, Dublin School of Creative Arts
Mr D. King, School of Hospitality Management and Tourism
(ii)
(c)
Nominations to the Academic Quality Assurance Committee
Academic Council adopted the proposal that Dr C. Dixon, School of
Languages, Law and Social Sciences, should replace Dr David
Mooney, Conservatory of Music and Drama, as a member of the
Academic Quality Assurance Committee.
Partnership Agreement - BCS The Chartered Institute for IT
Academic Council noted the Partnership Agreement between the Institute
and BCS The Chartered Institute for IT, UK.
Adopted
Noted
(d)
Student Exchange Agreement - Ponticifia University, Porto Alegre,
Brazil
Academic Council noted the Agreement on Student Exchange between the
Institute and Pontificia Universidade Catolica do Rio Grande do Sul
(PUCRS).
It was noted that the Agreement requires ratification by Governing Body as a
condition of final acceptance of the Agreement as otherwise students on
exchange agreements are not covered by DIT insurance.
195/5
Report from Academic Council’s Committees
(a)
Academic Quality Assurance Committee
Academic Council ratified the decisions of the Academic Quality Assurance
Committee from its 146th meeting on 21 September 2015, in relation to the
following:
(i)
Appointment of Programme Validation /Review Panels
The wider external Panels in respect of the following Validation
Panels was approved. The Quality Assurance Office will then
randomly select members from the wider Panels to serve at the
Validation Event.
BSc (Hons) in Electrical Services and Energy

Management
External Members:
Dr D. Harris
Lecturer, School of Energy,
BSc MSc PhD MEI
Geoscience, Infrastructure and
MCIBSE CEng
Society, Heriot-Watt University,
Edinburgh
Mr J. Conaghan
Senior Wind Engineer,
BTEC HNC Mech
Gaelectric, Clarendon Road,
Eng/BEng CEng IMEI
Belfast
Dr M. Bari
Strategic Consultant at
BSc(Hons) MPhil PhD
International Development
IEMBA
Ireland and Adjunct Professor,
Department of Chemistry,
University College Cork
Ms S. Howard
Electrical Engineering Lead,
PgDip BE Dip
Open Hydro Technology Ltd,
IFSC, Dublin 1
Internal Members:
Dr P. Doyle (Chair)
Dr C. McBride
Mr E. Bates
(ii)
School of Computing
School of Management
Dublin School of Architecture
Appointment of School Review Panel
The wider external Panel in respect of the following School Review
Panel was approved. The Quality Assurance Office will then
randomly select members from the wider Panels to serve at the
Review Event.
School of Retail and Services Management

External Members:
Dr B. Quinn
Head of Graduate Research,
Ulster Business School,
University of Ulster, Belfast
Noted
Mr M. Hanberry
MSc
Mr S. Tilly
MBA
Prof A. Alexander
BA(Hons) PGCE PhD
Internal Members:
Dr C. Hills (Chair)
Ms E. Foley
Dr A. Hore
(iii)
Managing Director, EUROSPAR
Ireland, BWG Foods, Greenhills
Road, Tallaght, Dublin 24
CEO, Analytic Partners Ltd.,
IBOA House, Upper Stephen
Street, Dublin 8
Chair in Retail Management,
Surrey Business School,
University of Surrey, Guildford,
Surrey, UK
School of Mathematics
School of Marketing
School of Surveying and
Construction Management
Partnerships with External Organisations/Institutions
Linked/ Collaborative Provider Committee

The reports from the Linked/Collaborative Provider
Committee from its meetings on 8th July and 8th September
2015 were noted.
The discussion which took place at the meeting of the
Academic Quality Assurance Committee meeting on 21
September was noted. In this regard it was noted that Mr J.
O’Connor, College Director, College of Arts and Tourism,
raised a query in relation to the LCPC Report of 8th July and
the minutes of that meeting which do not include any
reference to the correspondence confirming that the School
of Media had agreed to act as an alternative provider should
Pulse College, as a linked provider, be unable to fulfill their
obligations in relation to programme delivery.
It was noted that the minutes of the LCPC meeting of 8th July
were agreed and signed at the meeting of the LCPC on 8th
September. It was agreed that this matter should be raised
and recorded in the minutes of the next meeting of the
LCPC.
The Chairperson stated that the Higher Certificate in Game
Development has not been successfully validated as it has
not been approved by Academic Council.
It was noted that as per DIT’s agreed Protection of Enrolled
Learners Policy, prior to approval/re-approval of
programmes with Linked providers, the Linked provider must
submit details in writing to DIT of arrangements in place for
the Protection of Enrolled Learners as detailed in the policy
and that DIT is required to ensure that this PEL is
appropriate.
It was noted that the Protection of Enrolled Learners
arrangement proposed by Pulse College was not approved
by the LCPC because it did not name two alternative
providers should Pulse College be unable to deliver the
programme. Furthermore, the LCPC agreed that the partial
refund guarantee proposed by Pulse College was
insufficient because the DIT policy requires a fee refund of
one full academic year.
Mr O’Connor also raised a query in relation to the LCPC
report of 8th September regarding the proposed partnership
with Gengdan Institute of Beijing University of Technology
(BGD). Mr O’Connor stated that the issues raised by the
Sub-Group in relation to the proposed partnership with BGT
were addressed by the response from the College of Arts
and Tourism at the meeting of the LCPC on 8th September
and that no rationale has been provided as to why the
information provided by the College did not affect the
decision made by the LCPC. Mr O’Connor stated that he
did not agree with the statement included in the LCPC report
of 8th September that ‘No additional relevant information had
come to light’.
Dr K. Sunderland, College of Engineering and Built
Environment, stated that the College of Engineering and
Built Environment is supportive of Mr O’Connor’s position as
the College also has a potential involvement in the
partnership arrangements with BGT and is keen that the
proposed partnership would be approved.
The Chairperson stated that purpose of inviting Staff from
the College of Arts and Tourism to the meeting of the LCPC
on 8th September was to provide an opportunity to raise their
concerns regarding the process by which the LCPC
considered the proposal. The Chairperson also stated that
the LCPC was satisfied that the report of the Sub-Group in
relation to the proposed partnership with BGT is
comprehensive and that the Sub-Group had followed
process and was properly constituted.
The Chairperson stated that the LCPC reports will be
forwarded to Academic Council and to the meeting of SLT
on Thursday 24th September.

(iv)
Collaborative Partnership Monitoring Group
The minutes of the Collaborative Partnership Monitoring
Group from its meeting on 11June 2015 and draft terms of
reference of this Group were noted.
Timeline related to Quality Assurance Processes
Academic Council noted and approved the Timeline related to
Quality Assurance Processes (See Appendix 1).
It was noted that this document has been circulated to all academic
staff including Programme Chairpersons.
It was also noted that the timeline includes provision for Programme
Validations and School Reviews to take place between December
and May of each year and that Q2 Nominations of External
Assessor forms need to be submitted 2 months in advance of the
scheduled Validation/Review events. It was noted that the month of
June will be reserved for Programme Validations arising from
corporate or Springboard funding.
It was agreed that Committee members should forward their
comments/ suggested changes to the Quality Assurance Officers.
(v)
QQI white paper on Institutional Review
Academic Council noted that the QQI white paper on Institutional
Review has been published for consultation and is available at:
http://www.qqi.ie/Publications/Higher%20Education%20Institutions
%20review%20white%20paper.pdf
It was noted that following publication and consideration of the
outcomes of consultation, the paper will lead to a draft Policy which
will be proposed for adoption by the Board of QQI and that once
adopted, QQI policy and procedures are developed and
implemented accordingly.
It was noted that QQI is seeking feedback from stakeholders on the
proposed policy contained in this White Paper.
It was noted that the Institute intends to issue a response to the
White Paper and that the Office of the Directorate of Academic
Affairs and Registrar has drafted a response on behalf of the
Institute. Dr M. Mulvey, Director of Academic Affairs and Registrar,
informed the meeting that the response is broadly supportive of the
proposed policy and has requested clarification on some matters.
It was agreed that comments in relation to the White Paper should
be forwarded to Ms J. Cairns/Ms N. O’Neill, Quality Assurance
Officers, as soon as possible. It was noted that the closing date for
submissions to the QQI is Friday 16 October 2015
(vi)
Minor/Major Amendments to Programmes/Modules
Academic Council noted the minor/major amendments to
programme modules/programmes submitted from the College of
Sciences and Health as follows:
Programme Amendment:
BSc (Hons) in Computer Science (Infrastructure) DT211C
The minor amendment to the above programme in relation to the
removal of the pre-requisite of the 3rd year internship module
CMPU4039 for the 4th year Internship Module CMPU3021 was
noted and approved.
It was noted that the amendment is effective immediately.
Module Amendment:
Legal and Professional Issues CMPU2011
Programmes offering the Module: DT211C, DT282, DT228
The minor amendment to the above module in relation to a change
in assessment structure from 100% Continuous Assessment to
Continuous Assessment 50%/Examination 50% was noted and
approved.
It was noted that the amendment is effective immediately.
Module Amendment:
Medicinal Chemistry TFCH3005
Programme offering the Module: DT420/3
The minor amendment to the above module in relation to a change
to Module Overview, Learning Outcomes, Indicative Syllabus,
Assessment and Reading list were noted and approved.
It was noted that the amendment is effective immediately.
Programme Amendment:
BSc Nutraceuticals for Nutrition and Health DT420
The minor amendments to the above programme in relation to the
removal of Medicinal Chemistry TFCH3005 to be replaced by the
new module Medicinal Chemistry for Nutraceuticals, and the
removal of Life Cycle Nutrition and Bioactives TFNT4023 to be
replaced by the existing module Life Cycle Nutrition TFNT4005 were
noted and approved.
It was noted that the amendment is effective immediately.
Academic Council also noted/approved the following minor
amendments submitted by the College of Art and Tourism
Higher Certificate in Hotel and Restaurant Supervision
(DT6408)
The amendment to the above programme in relation to programme
being offered on a part-time basis was noted and approved. It was
noted that the reason for the change is to comply with Springboard
regulations.
It was noted that the amendment is effective immediately.
Higher Diploma in Hospitality Management (DT8408)
The amendment to the above programme in relation to programme
being offered on a part-time basis was noted and approved. It was
noted that the reason for the change is to comply with Springboard
regulations.
It was noted that the amendment is effective immediately.
(vii)
Pharos University – Partnership – BSc (Hons) in Business &
Management (DT365A)
The proposal that the classification of the BSc (Hons) in Business &
Management, which is being run in partnership with Pharos
University in Alexandria (PUA), Egypt, should revert to the DIT
standard classification was adopted.
It was noted that a derogation from the General Assessment
Regulations in relation to the classification for the BSc (Hons) in
Business & Management had been approved as part of the
partnership arrangements with PUA and that PUA has now
requested that it use the DIT standard classification.
It was noted that the first conferral of the PUA BSc (Hons) in
Business & Management is imminent and in this regard it was
agreed that Academic Council Chairman’s action should be sought
to approve the revised classification (ie. the DIT standard award
classification).
(b)
Board of the Graduate Research School
Academic Council ratified the decisions of the Board of the Graduate
Research School in relation to the following (see Appendix 2):
(a)
Students who successfully transferred to Higher Register /passed
their Confirmation Examination
(b)
Recommendations for the Appointment of Transfer/ Confirmation
Examiners
(c)
Recommendations for the Appointment of Examiners
(d)
Recommendations for Awards
195/6
Ratification of Awards
Council noted and approved the 2014/15 examination results in respect of
recommendations for awards from the Colleges of Business, Engineering & Built
Environment, and Sciences & Health (See Appendix 3).
195/7
Student Academic Excellence Awards
Council noted the approval by the Colleges in respect of the following Academic
Excellence Awards for 2014/15:
College of Arts and Tourism
Ms Gemma Fitzpatrick BA (Hons) in Fine Art
Mr Scott Flanigan
Master of Music
Mr Shane Malone
BSc (Hons) in Culinary Entrepreneurship
Ms Kim Mc Gee
BSc (Hons) in Tourism Marketing
Mr Colin Layde
BA (Hons) in Journalism
Ms Lauren Devereux
BA (Hons) Early Childhood Education
College of Sciences and Health
Mr Damien Mooney
BSc (Hons) in Forensic and Environmental Chemistry (DT203)
Ms Lorraine Spotten
BSc (Hons) in Human Nutrition and Dietetics
Ms Gráinne Buicke
BSc (Hons) in Clinical Measurement Science
Ms Laura Duffy
BSc (Hons) in Food Innovation
College of Engineering and Built Environment
Mr Ciaran McNama
MSc in Quantity Surveying
Mr Bryan Walsh
BE (Hons) in Building Services Engineering
Mr William Tabi
BE (Hons) in Computer & Communications
Engineering
Ms Tracey Gilbourne
BSc in Auctioneering, Valuation & Estate Agency
Mr Darren McConnon
BEng Tech in Electrical & Control Engineering
Mr Peadar Quine
BSc (Hons) in Geomatics
195/8
External Examiners
Academic Council noted and approved a number of new appointments and
extensions of periods of appointment of External Examiners for 2015/16 in respect
of the College of Arts & Tourism and the College of Engineering and Built
Environment (See Appendix 4).
It was noted that there are still a number of outstanding External Examiners for
2015/16 and it was agreed that College Directors should ensure that outstanding
nominations are brought forward as a matter of urgency.
195/9
Student Feedback – Discussion Session 1
Dr M. Mulvey, Director of Academic Affairs and Registrar, opened the discussion by
stating that this is the first of two (or possibly three, if it is considered necessary)
special discussion sessions to consider the issue of Student Feedback (Dr
Mulvey’s opening address is available in Appendix 5).
It was noted that the intention of the discussion sessions is to consider the various
mechanisms of Student Feedback including the data provided by students in relation
to the Irish Survey of Student Engagement (ISSE) 2015, which is a national survey
funded by the HEA, and the Q6C programme survey questionnaires. It was also
noted that feedback from students is also provided by the DITSU run Student
Council and Class Representative Training sessions.
It was noted that the data in relation to the ISSE 2015 responses and the Q6C
programme survey results have been circulated for consideration by the Colleges
and that each College has been asked to respond to the following questions as part
of their presentations:




What is the student voice telling you?
What actions have been introduced in Colleges?
What new actions will be introduced in Colleges?
What supports are required to assist Colleges to implement these actions?
Dr Mulvey stated that at the meeting of Academic Council on 27 May 2015 it was
agreed that the various data should be analysed and discussed with a view to
providing a coherent response to students on the matters raised by the data.
It was noted that the 2015 ISSE Survey is currently in its third year and is becoming
more embedded in the system and gaining wider recognition each year from
students, members of the wider public and partner Institutions.
It was also noted that the response rate in 2015 has increased significantly since
2014 (23% in 2015) and that DIT’s response rate is higher than the national
response rate.
It was noted that the purpose of the discussion is to form a consensus view on the
positive and negative issues identified by students and to discuss existing initiatives
that are working well and to identify possible new initiatives, where required.
Dr Mulvey stated that there may be a requirement for additional supports arising
from the discussions on Student Feedback and that this should be brought forward
to the Senior Leadership Team.
DITSU Presentation - Mr G. Higginbotham, DITSU President, and Mr G. WalkerAyers, DITSU Vice President, Education (See Appendix 6)
The following matters were raised:
Programme Committees

Students are demotivated going into meetings of Programme Committees
and we need to ask why this is the case:
- Programme Committees are discussion rather than decision making
bodies
- Students have a voice but do not have a vote
- Student membership on Programme Committees is perceived as
tokenism
- Students have no motivation because they do not feel that they have a
say in decisions and feed into change
- Once decisions of Programme Committees reach Academic Council it is
not possible to know what every student has said
- No feedback on topics raised by students at Programme Committee
meetings
- Short duration of student lifecycle a problem as students move into the
next year so no continuity to pursue issues. Students need to see their
contributions in relation to change being implemented

Q6 Student Feedback
There is a need to ask if the Q6 system is fit for purpose:
- Anonymity is a huge issue – the process needs to be anonymous as
students can be nervous of giving negative feedback out of fear that it
may affect their mark. To ensure that feedback is honest anonymity is
essential
- Independence - Process should be completed electronically for all
modules
- Currently the completion of Q6s is seen as optional by lecturers and
therefore it is also seen as optional by students
- Consistency in the distribution of Q6 forms is important
- Students have no motivation or incentive to complete Q6 questionnaires
- Parity of esteem – suggestions may or may not be acted on, student
influence not taken on board, consistency is an issue.
- Need 360 degree feedback, if changes suggested by students cannot
be implemented then students need to be told this and given a reason
why it is not possible to implement them.
- Timing of Q6 feedback request – between handing up assignments and
examinations – this is not a good time for the completion of Q6s from a
student workload point of view – Only the particularly engaged students
will fill out Q6s at this point - Need to identify a better time for students
to rate their modules – perhaps a mid-point in the cycle.
- Students may be afraid to provide accurate feedback until such time as
exam/CA results are received.
- Why should students engage with feedback process? Students need to
see benefits of providing feedback. Engaged students also give
feedback, not only those who want to complain
- Need to have focus on why rather than what when analysing what
students are responding on the Q6 process
Discussion following DITSU presentation:
- Consistency issue as an Academic Council and an academic Institution
we have to take student feedback on board.
-
-
-
There was some discussion in relation to how Programme
Committees/Programme Chairpersons should be informed of the issues
raised by DITSU. It was noted that the discussion will be recorded in
the minutes of this meeting and that a report will be forwarded to
College Directors, Heads of School and Programme Chairpersons.
It was suggested that in order to effect a resolution discourse should
take place at College level and that new mechanisms are needed to
create discourse at College Board
It was suggested that each School needs an action plan for their issues
How will Programme Chairpersons/Committees hear what is being said
at Academic Council – need to be specifically addressed.
Academic Council minutes are forwarded to College Board and
Programme Chairpersons.
College Presentations
Presentations were given by the Head of Learning Development in each
College (see Appendix 7).
Supports identified to assist Colleges to implement their actions
- Suggestion that it should be compulsory for students to complete Q6s
- Programme Teams should have a review meeting for Q6 process so
that student representatives have an opportunity to engage and promote
relevance of Q6 process amongst peers
- Good experience in relation to Student Feedback initiatives should be
recognised
- Best practice should be shared to ensure that standards are maintained
- Mr P. O’Sullivan, as Chairperson of the Institute’s Change Management
Board - QE Action Plan (follow-up from the 2011 External Review of the
Institute’s Quality Assurance Procedures) stated that the Board has
recommended that each College should have a town hall meeting with
Student representatives and Programme Committee Representatives
each Semester
- Programme Teams and Committee are spending too much time on data
and documentation – a Programme/Module Catalogue is needed
Closing Discussion
- It was noted that DIT’s facilities and buildings are poor in some areas
and that budgets should be increased to allow for improvements to be
made.
- It was also noted that some areas are capital intensive and that
budgetary restrictions have had an adverse effect on such areas. It was
also noted that this issue may be out of the control of DIT and is a
common issue across third level institutions in Ireland.
- There was some concern expressed in relation to DIT’s score in ISSE
2015 on Staff/Student Interaction. It was noted that Staff/Student
Interaction would generally have been perceived as a strong point for
DIT and it was suggested that other areas where our perceptions do not
tally with ISSE results should be identified.
- It was considered that DIT’s score on the ISSE question ‘Would you
attend the same Institution again’ should receive some attention and
that the reasons for this score should be identified. It was suggested
that external professional services should be commissioned as
moderators to talk to 4th year students to try to understand why
students are giving such poor feedback.
- It was noted that the Careers Service is highly rated by students and it
was suggested that more resources should be allocated to the Careers
Service and also the Careers Service for Postgraduate students should
be extended. It was also suggested that 4th year students should be
given more attention by the Careers Services in the 6 months prior to
the ISSE survey. It was suggested that more one to one Careers advice
should be given.
Recommendations to Senior Leadership Team in relation to supports
Academic Council adopted the recommendation that resources should be
allocated to the Careers Service to ensure that the Careers Services could
be expanded.
Academic Council also adopted the recommendation that further research
should be commissioned into the ISSE responses in relation to the areas of
Staff/Student interaction and ‘Would you attend the same Institution again’.
It was noted that further areas which require research may emerge as
discussions develop.
Date of Next Meeting
The next meeting will be held at 10.00 a.m. on Wednesday 11 November
2015.
Signed: _________________________
(Chair)
Date: _________________________
Appendix 1
Assessment
Schedules /
Student
Handbooks
/ Banner
Finalised.
September
Programme
Committee
Meeting: Draft
Q5 (inputs Q6 /
External
Examiner
Reports)
Address
Academic
Council Theme
Quality Assurance Timeline
Submit
Q5 to
Colleg
e
October
November
Submit
New Q1A*
to College
Q6A
distribut
ed to
students
December
College
Action
Plans
Drafted
January
College Finalise
list of new
programme
proposals for
inclusion in
operational
plan*
School / Programme Reviews and Validations may take place between
September and May each year. Q2 forms should be submitted 2
months in advance to enable scheduling.
June is reserved for programme validations for programmes which have
received external funding e.g Springboard. No other validations should take
place. Consideration should be given to advertising requirements (e.g.
CAO deadlines) when scheduling new programme validations
College
Action
Plans
submitted
to Council
February
Themes
identified
from
College
Action
Plans for
discussion
at SLT
March
Q6A &
Q6 C
distrib
uted
April
May
Q6c results
received
Exam
Results
considered
June
Minor
Amendments
submitted
(Some
colleges
have earlier
dates)
*Programmes can only be included in operational plan once Q1A forms
have been approved by College and the Institute’s SLT. Final deadline
is usually December.
Appendix 3
Ratification of Awards
College of Business
Higher Certificate in Business Management
Higher Certificate in Marketing
Higher Certificate in Business Studies
Higher Certificate in Retail Management and Marketing
BSc (Hons) in Business and Law
BSc (Hons) in Business and Management
BSc (Hons) in Human Resource Management
BSc (Hons) in Marketing
BSc (Hons) in Retail and Services Management
BSc (Hons) in Economics and Finance
BSc (Hons) in Business Computing
BSc (Hons) in Logistics and Supply Chain Management
BBS (Hons)
BSc (Hons) in Business and Management
BSc (Hons) in Accounting and Finance
MSc in Accountancy
PgDip in Finance
PgDip in Fashion Buying and Management
MSc in Finance
Master of Business Studies in Retail Management
MSc in Human Resource Management
MSc in Strategic Management
MSc in Business and Entrepreneurship
MSc in International Banking and Finance
MBA
MSc in Applied Software Technology
College of Engineering and Built Environment
BArch (Hons)
BE (Hons) Electrical and Electronic Engineering
BE (Hons) in Building Services Engineering
BE (Hons) in Civil Engineering
BE (Hons) in Computer and Communications Engineering
BE (Hons) in Manufacturing & Design Engineering
BE (Hons) in Mechanical Engineering
BE (Hons) in Structural Engineering
BEngTech in Automation Engineering
BEngTech in Automotive Management and Technology
BEngTech in Aviation Technology
BEngTech in Building Services Engineering
BEngTech in Civil Engineering (Civil Option)
BEngTech in Civil Engineering (Structural Option)
BEngTech in Electrical & Control Engineering
BEngTech in Electrical Services Engineering
BEngTech in Electronics and Communications Engineering
BEngTech in Engineering Systems Maintenance
BEngTech in Mechanical Engineering (Manufacturing Option)
BEngTech in Mechanical Engineering (Process Option)
BSc (Hons) in Construction Management
BSc (Hons) in Electrical Services and Energy Management
BSc (Hons) in Geomatics (Surveying & Mapping)
BSc (Hons) in Planning & Environmental Management
BSc (Hons) in Surveying (Construction Economics & Management)
BSc (Hons) in Surveying (Property Economics)
BSc (Real Estate) in Auctioneering, Valuation & Estate Agency
BSc in Architectural Technology
BSc in Medical Device Innovation
BSc in Networking Applications and Service
BSc in Transport Technology
BTech (Computing)
BTech in Construction Site Management
BTech in Networking Technologies
HCert in Advanced Plumbing & Heating
HCert in Auctioneering, Valuation and Estate Agency
HCert in Buildings Management (Management & Conservation)
HCert in Building Services Engineering
HCert in Civil Engineering
HCert in Construction Technology
HCert in Control and Automation Systems
HCert in Electrical Services Engineering
HCert in Networking Technologies
HCert in Property Studies
HCert in Technology (Electronics & Communications Engineering)
ME in Mechanical Engineering
MSc in Applied Construction Cost Management
MSc in Electronics & Communications Engineering
MSc Energy Retrofit Technology
MSc in Energy Management
MSc in Real Estate
MSc in Spatial Information Management
MSc in Supply Chain Management
PGCert in Building Information Modelling & Management Technologies
PGCert in Digital Analysis & Energy Retrofit Technology
PGCert in Professional Practice
PGDip in Collaborative BIM
PGDip in Digital Analysis & Energy Retrofit Technology
PGDip in Mechanical Engineering
Professional Diploma in Architectural Practice
College of Sciences and Health
BSc (Hons) in Biomedical Science
BSc (Hons) in Human Nutrition & Dietetics
BSc (Hons) in Bio-Molecular Science
MSc Clinical Laboratory Science
BSc in Biosciences
European Masters in Food Science, Technology & Nutrition
Higher Certificate in Forensic and Environmental Chemistry
BSc in Forensic and Environmental Chemistry
BSc in Forensic and Environmental Chemistry
Higher Certificate in Physical & Life Sciences - Chemistry Option
MSc in Pharmaceutical Quality Assurance and Biotechnology
Postgraduate Diploma in Pharmaceutical Quality Assurance and Biotechnology
MSc in Pharmaceutical Quality Assurance and Regulation
Postgraduate Diploma in Pharmaceutical Quality Assurance and Regulation
Higher Certificate in Medicinal Chemistry & Pharmaceutical Science
BSc Medicinal Chemistry & Pharmaceutical Science
Postgraduate Diploma in Pharmaceutical Validation Technology
BSc in Manufacture of Medicinal Products
BSc in Chemical Sciences with Medicinal Chemistry
BSc (Hons) in Physics Technology
BSc (Hons) in Optometry
BSc Science with Nanotechnology
BSc (Hons) in Clinical Measurement Science
BSc Physics with Medical Physics & Bioengineering
BSc in Industrial and Environmental Physics
BSc In Mathematical Sciences
BSc (Hons) In Industrial Mathematics
MSc in Applied Mathematics & Theoretical Physics
Higher Certificate in Mathematics
BSc in Mathematics
BSc (Hons) in Mathematics
MSc in Computing Universal Design & Assistive Technology
Postgraduate Diploma in Computing (Universal Design & Assistive Technology)
MSc in Computing (Information Technology)
Higher Certificate in Computing
BSc in Computing
BSc (Hons) in Computing
MSc in Computing (Knowledge Management)
MSc in Computing (Information & Knowledge Management)
Higher Certificate in Computer Science
BSc in Computer Science
BSc (Hons) in Computer Science
BSc (Hons) in Computer Science – IFM
MSc in Computing (Data Analytics)
MSc in Computing (Information & Knowledge Management)
MSc in Computing [Advanced Software Development)
MSc in Computing (Data Analytics)
Postgraduate Diploma in Computing (Advanced Software Development)
Postgraduate Diploma in Computing (Data Analytics)
Postgraduate Certificate in Computing (Advanced Software Development)
Higher Certificate in Information Systems and Information Technology
BSc in Information Systems and Information Technology
BSc (Hons) in Information Systems and Information Technology
Higher Diploma in Computing
MSc in Computing (Data Analytics)
Higher Certificate in Information Technology Systems
CPD Certificate in Discrete Mathematics
CPD Certificate in Algebra 1
CPD Certificate in Linear Algebra
CPD Diploma in Financial Mathematics & Analytics
CPD Diploma in Fundamental Techniques in Biopharmaceuticals
MSc Environmental Health & Safety
MSc Food Safety Management
BSc (Hons) Nutraceuticals in Health & Nutrition
BSc (Hons) Food Innovation
BSc (Hons) Food Innovation (Theory)
BSc (Hons) Pharmaceutical Healthcare
BSc (Hons) Environmental Health
Higher Certificate in Food Science & Management
Higher Certificate in Pharmacy Technician Studies
Science (General Entry)
Erasmus Food Science and Environmental Health
Appendix 5
Student Voice: Session 1
Opening Comments by Michael Mulvey PhD, Director, Academic Affairs and Registrar
Colleagues,
Welcome to this special debate and discussion to consider primarily the outputs of two major
pieces of data: ISSE 2015 carried out in February this year and the Q6C’s for the Academic
year 2014/15. (Q6Cs annual student feedback on each programme)
In considering this it is acknowledged that the student voice comes through in many other
formal channels:
Q6A’s
Q5 Reports (Annual Report from each Programme Committee)
Contributions to Programme Committee Meetings
Contributions to School Fora
Contributions to College Boards / Academic Council
Contributions to DIT Governing Body.
Student Council has invited the President, myself and others to attend to listen to feedback
on specific issues.
In addition, every day throughout the academic year every member of academic and nonacademic staff is in receipt of comments and observe situations that provide / generate
feedback. These myriad interactions are largely informal and very valuable. External
examiners also interact with students. Through Academic Quality Assurance Committee
colleges and schools have been asked to record as much of this as is feasible and transmit
the information through the Q5’s.
Notwithstanding the significance of the informal feedback, the focus of this Academic
Council Session and the following one in November is on the formal ISSE and Q6C’s. In
saying that as a Council we need to remind ourselves that the Q6As are not working (in a
transparent sense) anywhere near as effectively as they should. As the Q6A’s are a
mechanism whereby individual students provide formal feedback to each lecturer on each
module they represent a significant source of data.
Academic Quality Assurance Committee engaged with Heads of School’s on the issue of the
Q6A’s over the past year and it appears that a different approach needs to be taken to the
matter of feedback to individual lecturers and Council needs to return to this at a future date.
Allowing for all those caveats the focus over the next two Academic Council sessions is to
arrive at:
I.
II.
III.
An Institute view of what the student voice is saying.
Of the current Institute wide initiatives that are in train what is working well
i.e. First year experience, Work placement, Feedback on Assessment. Are they
effective or do they need reinforcing?
What, if any, new measures / initiatives are required in order to respond and address
the matters highlighted in ISSE / Q6C’s.
In this we need, as an Institute, to:
1. Respond such that the Institute and DITSU can revert to the Student body.
Recall that every class representative at our request asked students to complete the
ISSE questionnaire and resulted in 1,200 responses up from 750 odd last year.
Having asked the students to respond the academic community needs to
demonstrate how DIT is using the data and what changes it has prompted.
2. A second important matter is that in relation to student feedback Higher Education in
Ireland is moving into a new era. Whilst acknowledging that DT has always engaged
with the student voice it has largely been an internally conducted exercise. The
advent of ISSE means that increasingly more and more student feedback on
Institutions and elements of Institutions is in the public domain. It provides a further
reason to be seen to respond – and indeed we may have to address the reality that
such data will be used to compare Institutions favourably or otherwise with other
Institutions. A continuous process of discourse and action such as here in Council
today will greatly assist in developing a robust framework to use the data effectively
and guide our approach to issues which may arise.
Today the colleges present their view and it needs to be acknowledged that since our
opening discussion last May there has been a very strong engagement with the data across
the institute in order to bring us to this point today.
Appendix 6
Summary of main points raised by DITSU
Overview of Student Feedback
Programme Committees:
·
One major point is that class reps feel they are involved in discussion around issues surrounding
their course, but they are taken out of the equation when decisions affecting the discussion are being
made. They feel that this is devaluing their contributions to the programme committee when
compared to the rights of the other members of the Programme Committee who also sit on the
‘Programme Team’ where these decisions are taken.
·
The life cycle of most students in a given academic year is one year, and as such, issues that are
often discussed and it is agreed that something be done about these issues at the Programme
Committee are often not felt by the students in terms of resolution or improvement. This absence of a
tangible feedback loop for student reps creates a perception of them being invited as a form of
tokenism, merely there so it can be said they were consulted.
Q6 Student Feedback:
·
Consistency is a prevalent factor in the distribution, method of distribution, and manner in which the
Q6 forms are collected, as students are unsure of the purpose/role of these forms if they are not being
consistently used throughout all of their modules. This can lead to students surmising that if the forms
are not mandatory for lecturers to hand out, they are not mandatory for students to complete and
return, thus demotivating the students in engagement with the process.
·
Anonymity is a worry for many students, who worry that due to the nature of the submission of
forms, the lecturer in question may be able to identify who has given negative feedback. This fear can
lead to students either not being honest, or not engaging with the forms.
·
Student reps have expressed a wish to have independent QA processes outside of the classroom
in order to combat the issues raised above.
·
The timing of the Q6 feedback request to students is often at the end of a semester or academic
year. Thus students have nothing to gain from giving feedback, and may not be interested in doing so
as it will not affect them. Further to this, it presents an added workload at critical points of the year,
and stress levels may contribute to the contents of feedback for modules.
Results from Q6c:
·
The data contained within the results of the Q6c identifies how students feel about specific factors
within their student life, however there appears to be an absence of data relating to why certain issues
are occurring, where specifically these issues are affecting the results negatively, and whether there
are common elements across programmes, schools, colleges and campuses. This data, although
potentially a large endeavour from a logistical point of view, may be necessary in identifying and
rectifying any issues like that.