LETTERKENNY INSTITUTE OF TECHNOLOGY
PERIODIC PROGRAMME EVALUATION
Report of the External Expert Group
PART 1: GENERAL INFORMATION
SCHOOL/DEPARTMENT:
School of Business
DATE OF VISITATION:
23 May 2012
MEMBERS OF EXTERNAL EXPERT GROUP (EEG):
Dr Derek O Byrne, Registrar, WIT
Cathal Kearney, HoS Business, Dundalk IT
Dr Lisa Bradley, Head of Department of International Business, University of Ulster
Terry MacNamara, Acting Regional Manager, IBEC
Sean Sheridan, Chair of Donegal Citizens Information Service
Martina Bromley, Fáilte Ireland
James Williamson, Outgoing Education Officer, UCD
Lisa Kelly, 360 Productions
SECRETARY TO EEG:
Marianne Moutray
Dr Anne Nelson
INSTITUTE STAFF:
Paul Hannigan, President
Billy Bennett, Registrar
Department of Business Studies
Michael Margey, Head of Department
Anne Burke
Eugene Cannon
Michael Carey
Deirdre Casey
Caitlin Conluain
Sinead Gallagher
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Paddy Harte
James Kearns
Yvonne McCallion
Deirdre McClay
Paul McCusker
Paul McDevitt
Kathleen McGettigan
Paul McGuckin
Eugenia Moran
George Onofrei
Vicki O'Rourke
Paul O'Sullivan
Suzanne Roarty
Meadbh Ruane
Dr Simon Stephens
Department of Law & Humanities
Dr Lynn Ramsey, Head of Department
Florence Blake
Maryrose Bourke
Una Carthy
Manuel Catena Fontalba
Cormac Conaghan
Siobhan Cullen
Marianne Dee
Ultan Faherty
Libby Harte
Bronagh Heverin
Suzanne Kennedy
Carole Leonard
Dr Sharon McLaughlin
Humphrey Murphy
Nancy O'Donnell
Martina Sandilands
Department of Design & Creative Media
Cormac O’Kane, Acting Head of Department
Brian Barrett
Rosemary Blaney
Johnny Boyle
Pat Campbell
Joe Coll
Nollaig Crombie
Michiel Drost
Mary Gallagher
Kelda Gibson
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Sean Grant
Collan Keegan
Paul Marley
John McCloskey
Matt McDonagh
Claire McLaughlin
Tena Patten
PART 2: FINDINGS OF THE EXTERNAL EXPERT GROUP
The External Expert Group is satisfied that the self-study and revised programmes adequately addresses the
following criteria:
(1) Academic Processes
A fundamental review of the programmatic area is clearly set out in the self-study document.
The self-study demonstrates how the Institute’s Quality Assurance procedures have been properly applied in
the development of the self-study and in revising the programmes taking cognisance of the relevant HETAC
standards, and that satisfactory procedures exist for the ongoing monitoring of these programmes.
(2) Student Throughput
Enrolment and examination statistics are adequately addressed and details are presented of appropriate
special initiatives in relation to admissions e.g. broadening access, mature student, facilitating gender equality.
(3) Review of Course Design
A sufficient description of the revision of each programme, highlighting any changes implemented or
proposed, has been provided. In addition, the course schedules in operation at the time of the previous review
together with course schedules proposed as part of the current PPE are presented.
(4) Assessment
Procedures in place for the assessment of learners are documented. The methods for assessment of learners
(i) are fair and consistent and comply with standards determined by HETAC, (ii) are in keeping with the
National Framework of Qualifications, (iii) are effective in measuring the students’ attainment of the intended
learning outcomes, (iv) contribute to the total learning experience, and (v) encourage creativity and originality
in demonstrating achievement of the intended learning outcomes.
(5) Employment and Further Studies of Awardees
Employment gained and further studies undertaken by awardees is appropriately detailed and analysed in
comparative tabular format.
(6) National and International Transfers
Evidence of commitment to co-operation with inter-institutional linkages, both national and transnational, is
set out, including the structures in place to facilitate these arrangements.
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(7) Review of Laboratory, Workshop, Studio and Other Facilities
The necessary facilities available in terms of accommodation, equipment, and library and information
technology resources are satisfactory to support the revised programmes.
(8) Deployment and Development of Academic Staff
The staffing levels are appropriate and the levels of qualifications and competence of the staff is sufficient to
deliver the programme.
(9) Links with Industry, Business and the Wider Community
Evidence is presented that the School/Department actively engages with the world of work and the wider
community in order to maintain a high degree of relevance in its programmes and in its research activity. The
procedures and processes used to establish and maintain these links are described.
In particular the means by which School/Department elicits from industry, educational interests, public bodies
and professional bodies how well the programmes meet their demands is included. The School/Department
also examines its programmes against the relevant offerings of other higher education institutions.
(10) Research
The self-study documents postgraduate research carried out by learners in the previous five years together
with School/Departments plans for the next five years. Research conducted by staff since the previous review
is also detailed together with plans for the next five years.
(11) Course Delivery Methodologies
Evidence is provided of innovation in relation to teaching, such as the use of new types of educational
technology, teaching strategies and methodologies.
(12) Adult and Continuing Education
Information is presented in relation to adult education provision which has evolved in the Institute over the
previous five years in response to the perceived needs of industry and the local community.
(13) Academic Regulations
The self-study sets out the form of regulations made by the Governing Body on the advice of the Academic
Council.
(14) Development Plan
A coherent plan for the School/Department for the succeeding five years is included.
(15) Programme Documents
Revised programmes are fully justified in terms of their approach to teaching and learning, alignment with the
relevant HETAC standard, programme content, and assessment methods.
HETAC Standards: HETAC determines, for each named award, the specific standard of knowledge, skill and
competence that must be acquired by the learner before that award can be made. The learning outcomes of
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the programme are stated in such a way that the compliance with the appropriate HETAC standard is
demonstrated.
Revised Programme Titles and Award Titles: Any revised award titles are consistent with the named awards
determined by HETAC. The programme titles are clear, accurate, succinct, and fit for the purpose of informing
prospective learners and other stakeholders.
Access, Transfer and Progression: Revised programmes incorporate the procedures for access, transfer and
progression that have been established by the NQAI. Consistent with the policy of HETAC, awards
accommodate a variety of access and entry requirements.
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Report of the External Expert Group
PART 3: RECOMMENDATIONS AND CONDITIONS, AND LYIT’S RESPONSE
For the attention of the Academic Council:
The External Expert Group commends the School of Business on the following aspects:





The body the work completed in this review process, their connectivity to social partners and industry and
their approach to work undertaken.
Engagement in the first year retention project that has been undertaken.
The enthusiasm of the school staff that was infectious throughout the panel visit.
The Access and Mathematic initiatives that are undergoing in the School and Institute.
The students from the School of Business for their engagement in the process, they are a credit to School
and Institute.
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The External Expert Group advises the Academic Council that the Institute and the School/Department should
take cognisance of following recommendations:
1. Articulate needs and relationship of industry in format of Schools programmes.
Programme Area
Mapped to Industry & Engagement
Department of Business Studies
Accounting programmes in LYIT have strong links both with industry and with the
Accounting
Professional Accounting Bodies. All Accounting programmes have been developed in
line with Professional Accounting Body requirements and as such attract generous
exemptions from the examinations of ICA, ACCA, CPA and CIMA.
Administration & IT
Management
Marketing
The MA in Accounting is a focused twelve-month programme that develops the
analytical capacity of participants to deal with advanced and complex Accounting
issues and allows graduates to combine study for a Masters with study for
professional examinations in an educationally effective way. A new feature of the
programme is the two month industry placement which allows students to develop
professional and practical based skills to prepare them for employment. Networking
events are regularly held for students, accounting practices and the professional
bodies.
This programme incorporates the key skills required for the modern administrative
environment. Work placement is an integral part of the programme and embeds
skills learned and knowledge acquired throughout the course. The work placement is
accredited and takes place over the course of one semester. It gives students the
opportunity to work in a real life situation where they have to work on their own
initiative, be adaptable to the new environment they find themselves working in and
reflect on their own learning. Feedback from industry partners is considered by the
Programme Board when reviewing the programme.
When reviewing Management and Marketing programmes the Department of
Business Studies engages with a variety of external stakeholders primarily focusing
on the expertise of managers and entrepreneurs in the region. Focus group sessions
are held with experienced managers from large FDI’s, entrepreneurs from smaller
indigenous industry and the industry liaison manager from LYIT.
Bachelor of Business (Hons) Marketing students engage with local industry each year
as part of their studies. Students complete a major marketing research project
where they source a business in the community that has a research problem or
opportunity they can address. For example one group of students recently worked
with an established hotel in the locality to investigate the consumer decision-making
process for the selection of a wedding venue in Co. Donegal.
When reviewing the MSc in Marketing Practice feedback is sought from practitioners
and placement companies in the region. Marketing practitioner focus group sessions
consist of cross sections of marketing (and sales) managers from different industries
within the region such as Donegal Creameries, Errigal Fish, Letterkenny General
Hospital, Donegal Airport, Errigal Arts Festival and Safetech. Lecturing staff
continually engage with placement companies and an annual placement company
planning meeting is held each January.
Throughout Semester 1 of Year 2 Management and Marketing students are
continually engaged with the local community as part of their Civic and Community
Engagement module. An example of an engagement project was a campaign to
increase awareness on Blood Donation among the students and staff of LYIT. The
Irish Blood Transfusion Service engaged with the all elements of the project. The
campaign was deemed a success by the IBTS.
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Department of Design & Creative Media
Digital Media
Product Design
Visual Communication
All the programmes within the Department of Design & Creative Media work with
industry on a number of levels. Students have worked on live briefs with not-forprofit organisations such as Donegal Mountain Rescue and Donegal Culture and the
department also brings in a number of guest speakers from the creative industries
throughout the year. In the past year there have been speakers from Animation
companies, Product Designers, film makers, tv producers and design agency
creatives.
Students also engage in national and international competitions such as
th
Dare2BDrinkAware, ISTD and D&AD, working to real world briefs. Last year, a 4
year student won best in year in the motion graphics section of the D&AD
There are Work Placement electives in both Digital media and Visual communication
which allow the student to gain real world experience during their studies.
Industry creatives are brought in at the consultation stage on all programme review
and development. A number of lecturing staff are also practicing designers and are
able to bring their industry knowledge into the classroom.
Both staff and students from within the Department have been involved with a
number of Enterprise Ireland Innovation vouchers and iFactory funded projects in
areas of motion graphics, illustration, product design and branding.
Department of Law & Humanities
Languages
The new ab initio level 8 programme was designed using input from industry
stakeholders. Industry consultation identified the importance of languages
and intercultural awareness. The industry consultation also stressed the
importance of interpersonal and transferable skills development. The
programme provides students with the opportunity to develop their
language skills from beginners level, combined with a year study/working
abroad option.
Law
The law programme offering reflect the requirements of the legal profession
in both the Republic of Ireland and the North of Ireland. The programmes
were developed in consultation with the Kings Inns and the Institute of
Professional Legal Studies, Northern Ireland. As part of the programme
review process a Law Advisory Panel was established to provide industry
input and support for the law programmes on an on-going basis. The
modules in the law programmes meet both the subject matter requirements
of the legal professions and the skills development requirements of broader
industry and civil society. For example the module on Civic engagement
provides students with the opportunity to participate in the Student Legal
Information Clinic
Sports
The new programme offerings in the sports areas were developed in
conjunction with stakeholders from industry and the national governing
bodies. Stakeholder consultation identified the need to students to have
more opportunity to develop their coaching skills. The new programme
provides the opportunity for students to take a 30 credit work placement and
allows students to specialise in one coaching area.
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2. Need for appropriate assessment strategy that is formulated at school level, feed down through
departments and then to programmes themselves so increased connectivity exists within this framework.

The Institute is currently developing an overarching teaching, learning and assessment strategy
which will inform the School/Department and Programme strategy, a key component of this TLA
strategy will be assessment.

Following the PPE a new assessment schedule which maps in greater detail assessment methods per
semester has been developed and implemented for all programmes (sample attached). The new
assessment schedule (see appendix A) identifies the following aspects:
(a)
(b)
(c)
(d)
Whether the assessment is group or individual
The type of assessment i.e. Essay, Project, Class Test, Practical Lab exam, Presentation
Submission date of assignment
Method of repeat if module failed overall.
3. Need of research profile planning strategy for School. This should be linked to core principles with a clear
expectation that areas which staff are researching will feed into this strategy.

The Institute is currently developing a successor to 2009-2013 research strategy taking cognisance of
emerging developments in higher education (national strategy, regional clusters and CUA); the new
strategy will subsequently permeate and inform the development of research strategy and research
planning at School level which is aligned with the Institutes and the emerging HE landscape.

The School is currently mapping all research activity in terms of publications, masters programmes
(taught and research), doctoral studies and funded research with a view to developing a revised
baseline to inform the identification of research themes/competencies and also a research SWOT
analysis, which are necessary precursors to support the development of research planning.
4. Recognise first year experience and retention initiatives but need for same in years 3 and 4. Clear
explanations and recommendations regarding retention need to be established. Data on retention should
be presented once a year to course boards within School.

Several Initiatives have been undertaken and are progressing in this regard:
o
o
o
o
o

A sub group of the AMG focusing on retention has been set-up to review and make
recommendations towards improving induction and retention across the institute.
The institute has initiated a revised induction approach which is standardised across the
schools/department (see sample programme) which includes an induction week.
A pilot has been undertaken where Learner support staff (The Curve) have been integrated in to
semester 1 programme boards.
Retention has been added to the agenda of programme boards within the school
The School plans to develop an ‘outduction’ programme for final year students.
The most recent stats (2012/13) for progression have shown a marked improvement from the PPE
review in 2011/12.
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5. Policy on how group assessment takes place and is assessed needs to be implemented. Students
requested this policy directly and as such, it should contain clear guidelines on how this work is assessed
and the equality of such assessment.

The institute is currently developing an overarching teaching, learning and assessment strategy which
will inform the School/Departmental and Programme strategy, one of the action points is the
development of Institute guidelines for groupwork assessment and best practice.
6. Welcome increase in work placement but framework policy and resources need to be included and in place
to facilitate increased projected placements coming online in the future.


The School is currently developing practice guidelines and associated checklists.
As a consequence of the new MOD/SEM framework and the revision of programmes for the PPE,
significant resource (staff) capacity has been generated for future deployment as required.
7. Better co-ordination is needed between lecturers were modules are shared. A clear understanding
between staff delivering these modules should be implemented with clear instructions and guidelines
communicated to students. Access students commented on the need for more Mathematics with in
preparatory studies programme


In shared modules such as the learning and communication module lecturers meet to discuss, plan
and co-ordinate their teaching and develop a joint schedule of activities. This practice will be
continued, refined and improved with feedback from staff and students.
The issue of mathematics has been raised with the Access office with a view to revising and
improving the current format.
8. Welcome students’ engagement with practice element. Activities are mainly within institute,
opportunities should be sought to bring students to outside environments’ to increase learning
possibilities.


The School has developed a new civic engagement module to support activities of this nature.
Where possible students are exposed to and engage with industry and external agencies through live
projects, work placements, guest lecturers, etc.
9. Articulation and policy on team teaching structure should be drawn, with clear guidelines for boundaries
surrounding this issue.

See point 7 above.
10. More formal School planning should be initiated. This should include national and international strategy
with focus beyond Donegal. This planning needs to capture benchmarking etc.

The HEA performance compact requires much greater planning and benchmarking from an
institutional perspective which will ultimately progress to School level. As the compact is
implemented School performance will be benchmarked to reflect the performance indicators.
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

Additionally the Institute is developing successor plans to both the LYIT strategic Plan and CUA
Implementation plan which will also inform and shape School planning. These are due to be
completed in 2014.
More recently during 2013 the School has completed; student numbers/programme planning &
forecasts, staff resource planning and capital equipment obsolescence planning for the next three
years
11. There is an over reliance on individual/individuals on strategy issues. This needs to include everyone. As
pressure related to growth takes place, there is a need to ensure ownership of programmes at programme
level.

The area will be addressed as a consequence of developing a more formalised approach to school
planning and strategy which permeates beyond school executive level.
12. School should have confidence to articulate their strengths more widely, both within and outside Institute.
There are fantastic examples of best practice within School and this need to be articulated between
departments and other schools.

Publicity and communications planning is undertaken on a per semester basis and is proactively coordinated at School level. Funds are ring fenced within the School during 2013 to support the
development of internal and external communications. Communication planning is formalised as an
agenda item at all school executive meetings.
13. Formalise the implementation of Recognised Prior Learning policy for admittance of students. There is an
awareness of this RPL policy within school but needs to be implemented equally across all departments.

RPL Policy is available on school intranet page, institute website, and will be highlighted during
department inductions.
The External Expert Group advises the Academic Council that approval of the programmes subject to general
conditions of approval together with the following additional conditions:
None
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The External Expert Group recommends to the Academic Council that the following Programmes reviewed
during the Periodic Programme Evaluation of the School of Business be accredited for a period of five years
from the intake of September 2012:
DEPARTMENT OF BUSINESS STUDIES
Level 7
Bachelor of Business in Management
Bachelor of Business in Marketing
Bachelor of Arts in Administration & IT
Level 8
Bachelor of Business (Hons) in Accounting (ab initio)
Bachelor of Business (Hons) in Management
Bachelor of Business (Hons) in Marketing
Bachelor of Arts (Hons) in Administration & IT
Higher Diploma in Financial Services Technologies
Level 9
Master of Arts in Accounting
Postgraduate Diploma in Accounting
Master of Science in Marketing Practice
Postgraduate Diploma in Marketing Practice
Master of Business in Innovation & Leadership
DEPARTMENT OF LAW & HUMANITIES
Level 6
Certificate in Preparatory Studies
Certificate in Arts in Essential Workplace, Community & Education Skills
BA (Hons) in Social & Community Enterprise (ab initio)
DEPARTMENT OF DESIGN & CREATIVE MEDIA
Level 7
Bachelor of Arts in Product Design
Bachelor of Arts in Digital Media Design
Level 8
Bachelor of Arts (Hons) in Visual Communication (ab initio)
Bachelor of Arts (Hons) in Digital Media Design
Level 9
Master of Arts in Motion Graphics
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Individual
1
5
x
10
30%
1
Business Law
5
30%
1
3,4,5
x
5
20%
1
2
x
x
I
CA Only
Exam & CA
I
x
Method of Repeat if
module failed overall
at Exam Board
I
x
x
x
x
24-Feb
17-Feb
10-Feb
03-Feb
27-Jan
x
x
I
Week Beginning
Presentation
Practical Lab Exam
Written Class Exam
Project
Report/Essay Paper
Group
Type of Course Work
Exam Only
14-Oct
Presentation
07-Oct
Practical Lab Exam
30-Sep
Written Class Exam
23-Sep
Project/Portfolio
Report/Essay Paper
16-Sep
I
CA Only
Learning Outcomes Assessed
via Coursework
Record Keeping
(Accounts &
Payroll)
Marketing &
Customer
Relationship
Mgmt
Mathematics
x
Exam & CA
No. of Assignments
30%
Module Title
x
x
Exam Only
Course Work
10
Semester 2
x
16-Dec
x
I
05-May
1,2,3,4,5
09-Dec
4
G
x
28-Apr
100%
5
x
02-Dec
x
x
I
07-Apr
x
25-Nov
x
G
I
31-Mar
1&2
x
18-Nov
2
x
Continuous
24-Mar
30%
5
x
11-Nov
x
x
17-Mar
x
x
04-Nov
x
30%
x
10-Mar
1,2,3,4,5
10
ECTS
Learning &
Communication
Skills
Business
Organisation &
Management
Income Tax &
VAT
Information
Technology
Method of Repeat if
module failed overall
at Exam Board
Week Beginning
21-Oct
Group
2
100%
Module Title
Type of Course Work
03-Mar
Individual
x
10
Semester 1
No. of Assignments
x
Course Work
All
ECTS
Learning Outcomes Assessed
via Coursework
Appendix A – Sample Assessment Schedule
Higher Certificate in Accounting & Administration
G
x
x
I
I
x
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