Part A - Context for the Institutional Review
1
A1
LYIT Institutional Review
1
A2
Institute Profile
3
A.2.1
Introduction
3
A.2.2
Mission, Vision and Values
3
A.2.3
Governing Body
4
A.2.4
Academic Council
4
A.2.5
Executive Board
7
A.2.6
Executive Council
8
A.2.7
Portfolio of Programmes
A.2.8
Student Numbers
12
A.2.9
Student Supports
14
A.2.10
Institute Finances
17
A.2.11
Human Resources
18
A.2.12
Physical Resources
18
A.2.13
Information Systems
21
A3
9
Milestones 2003-2008
24
A.3.1
Strategic Plan 2001 - 2006
24
A.3.2
Quality Assurance 2003
24
A.3.3
Delegated Authority 2004
25
A.3.4
Academic Strategy 2004
25
A.3.5
Bologna Process
27
A.3.6
OECD Review of Higher Education
28
A.3.7
Strategic Innovation Fund (SIF)
29
A.3.8
Delegated Authority 2006
29
A.3.9
Modularisation and Semesterisation
30
A.3.10
Institutes of Technology Act 2006
30
A.3.11
Periodic Programme Evaluations 2007
31
A.3.12
National Development Plan 2007-2013
32
A.3.13
Development of Strategic Plan 2007-2013
33
A.3.14
North West Gateway Strategic Alliance
34
i
Part B - Objectives of the Institutional Review
35
B1
Institute Reputation and Publications
35
B2
Strategic Planning and Governance
37
B3
Quality Assurance
41
B4
Access, Transfer and Progression
43
B5
Delegated Authority
51
B6
Enhancement of Provision
56
B7
North West Gateway Strategic Alliance
61
Part C - Quality Improvement Plan
65
Appendix - Quality Assurance Self-evaluation
72
ii
Part A - Context for the Institutional Review
A.1
LYIT Institutional Review
The context for this self-evaluation has been defined by the terms of reference for the Institutional Review
agreed with HETAC together with a strong LYIT focus on improved resource management and the
continued roll-out of Strategic Plan 2007-2013. January 2009 marks five years since LYIT’s initial
delegated authority application to HETAC, and the many significant developments over the intervening
years are examined in this submission.
Five years of change have involved embedding the Institute’s quality assurance processes in the academic
area, operating delegated authority, new award titles and HETAC standards, roll-out of the various
modules in the management information system, improved facilities, improved student supports and
services, significant programme development in new areas and at higher levels, Institutes of Technology
Act 2006 and the integration of Tourism College, Killybegs (TCK), significant number of new staff,
introduction of modularisation and semesterisation, completed Periodic Programme Evaluations (PPEs),
and major changes to academic management structures and personnel.
This document is made up of three distinct parts:
Part A Context for the Institutional Review
Part B Objectives of the Institutional Review
Part C Quality Improvement Plan
Part A Context for the Institutional Review - has three sections: this introduction, an Institute profile, and
an examination of milestones for the period 2003-2008. Part B Objectives of the Institutional Review –
addresses the seven objectives included in the terms of reference for LYIT’s Institutional Review. Objective
3 specifically addresses the seven elements in Part One of the European Standards and Guidelines (ESGs)
for Quality Assurance. The seven Institutional Review objectives are also used as the template for the
Quality Improvement Plan set out in Part C.
On 9 May 2008, the outgoing Academic Council decided that LYIT should seek to be accommodated in the
pilot Institutional Review process in early 2009. The commencement of this self-evaluation coincided with
the establishment of the incoming Academic Council which held its inaugural meeting on 3 October 2008.
At the second meeting of the council on 13 November 2008, the newly appointed Planning Committee was
tasked with reviewing the self-evaluation prior to submission to HETAC.
Executive Board was cognisant in September 2008 that the agreed timetable for the self-evaluation would
prove a challenge for the incoming Academic Council. A decision was taken to coordinate the selfevaluation through the Institute’s 25 member senior and middle management group, the Executive
Council.
To expedite the self-evaluation, the Executive Council was divided into two groups: Academic Managers
Group and Service Managers Group. Service managers were tasked with examining service provision in
terms of commitments made in the 2004 delegated authority submission and the changes in their
respective service areas over the subsequent five years. In addition, a strongly reflective approach was
encouraged and the questions suggested in HETAC’s Draft Institutional Review of Providers of Higher
1
Education and Training – Supplementary Guidelines for Institutions March 2008 were adopted. These
are:
What are we currently doing?
Why are we doing it?
How effective is our approach? How do we know?
What lessons have we learned?
What will we do differently in the future as a result?
Three of LYIT’s four academic Schools completed PPEs in 2006/2007 and the School of Tourism is
currently undertaking its PPE self-evaluation. Given the recent nature of these self-evaluations it was felt
that no significant benefit could be derived from School based reviews. It was decided that the Academic
Managers Group would undertake a rigorous examination of the Institute’s quality assurance processes
against Part One of the European Standards and Guideline for Quality Assurance. This examination was
framed by the questions posed in HETAC’s Draft Supplementary Guidelines for the Review of the
Effectiveness of Quality Assurance Procedures 2008. Academic management in each of the four Schools
completed the questions and the responses from the four Schools were compiled into a single response
which is reflected here as Appendix 1.
Support from the Academic Council and its Planning Committee has been important in completing this
review for the agreed submission date and the council has a central role to play in determining the
appropriate means for addressing the issues raised in this self-evaluation.
2
A.2
INSTITUTE PROFILE
A.2.1
Introduction
This section contains a brief Institute profile. Detailed is the membership of the key decision making
bodies within the Institute: Governing Body 2006-2011, Academic Council 2008-2011, Executive Board
and the Executive Council.
A brief outline of available resources is presented which addresses funding structures, staffing, physical
resources and information systems. The final element of the profile sets out the full-time programmes
offered by the Institute and a breakdown of student numbers by school and year of study.
A.2.2
Mission, Vision and Values
To reflect the Institute’s appetite and preparedness for confronting emerging challenges; new Mission,
Vision and Values statements were articulated in the Institute’s second strategic plan, Strategic Plan 20072013, published in December 2007.
Mission
To continuously develop as an academic institution of international repute, serving regional and national
needs and pursuing, in a collaborative fashion, an ambitious progressive agenda that delivers on the
aspirations of its vibrant Institute population and its external stakeholders.
Vision
To be the higher education institution of choice for a wide spectrum of learners on a broad range of
employment-focused, high quality education and training programmes delivered in a supportive and
increasingly innovative learning environment.
To make a major contribution to the development of the region in partnership with stakeholders
through the exploitation of research, innovation and enterprise.
Values
In achieving its mission the Institute is committed to continue to
pursue an ambitious development agenda which will see continued growth in learner numbers, an
enhanced portfolio of programmes and increased Institute capacity.
improve the quality of programmes and the opportunities they offer learners.
strengthen Institute competitiveness through innovation and change in partnership with staff.
maintain and develop the learner centred ethos through working in conjunction with learners.
work determinedly to meet relevant national policy objectives.
consult and co-operate with stakeholders in our region to tailor service to meet their needs and the
development of the region.
enhance provision through collaboration with other higher education providers on an all-island basis.
An examination of Strategic Plan 2007-2013 is presented in section B.2.
3
A.2.3
Governing Body
The role and responsibilities of the Governing Body are set out in the Regional Technical Colleges Act 1992,
the Regional Technical Colleges (Amendment) Act 1994 and Institutes of Technology Act 2006.
Meetings of the Governing Body take place up to six times per academic year. The President as a member
of both the Academic Council and the Governing Body provides a link between these two bodies.
Membership of the current Governing Body, which was appointed in December 2006, is presented in table
A.1.
Table A1
A.2.4
Governing Body 2006 – 2011
Name
Organisation
Mr Aodh O’Domhnaill
Chairman
Mr Paul Hannigan
President
Cllr Damien Brennan
Co Leitrim VEC
Dr Mary Brennan
Academic staff representative
Mr Ciaran Brogan
Co Donegal VEC
Mr Brian Campbell
Academic staff representative
Ms Maeve Diver
Non-academic staff representative
Ms Caroline Faulkner
Pramerica Systems Ireland Ltd
Cllr Dessie Larkin
Co Donegal VEC
Mr Paul McDaid
Student representative
Mr Terry McEniff
Tourism Ireland
Mr Art McGrath
Teagasc
Ms Jenny McKinley
Student representative
Ms Bernie Mulhern
Co Donegal VEC
Mr Sean Murphy
Health Service Executive
Ms Georgina Nic Giolla Bhríde
Údarás na Gaeltachta
Ms Valentine O’Kelly
Co Donegal VEC
Cllr John Sherlock
County Sligo VEC
Ms Anne Wilkinson
Irish Congress of Trade Unions
Academic Council
Section 10 of the Regional Technical Colleges Act 1992 requires that each college has an Academic Council
to:
assist the Governing Body in the planning, co-ordination, development and overseeing of the
educational work of the college, and
protect, maintain and develop the academic standards of the courses and the activities of the college.
4
The current Academic Council was elected in September 2008 and its membership is presented below.
Meetings of the Academic Council are held approximately three time per semester.
Table A2
No.
Academic Council 2008 – 2011
Category
Name
1
President ex-officio, [Chairman]
Mr Paul Hannigan
1
Registrar ex-officio, [Secretary]
Mr Danny Brennan
1
Head of Development ex-officio
Mr John Andy Bonar
5
Heads of School ex-officio
Mr William Bennett
Mr Denis McFadden
Dr Gertie Taggart
Mr Séan Duffy
10
Heads of Department
ex-officioI
Ms Maura Pidgeon
Ms Nollaig Crombie
Dr John Doran
Ms Anne Boner
Mr Donal McMenamin
Ms Ethna Diver
Dr Lynn Ramsey
Mr Thomas Dowling
Mr Ciarán Ó hAnnracháin
Ms Deirdre McCole
1
Librarian ex-officio
Mr John Devlin
2
Students appointed by the Governing Bodyii
Ms Jenny McKinley
Mr Paul Mc Daid
1
Technical support staffiii
Mr Steve Patterson
11
Female academic staffiv
Dr Charmaine Kee
Ms Stephanie Bonar
Ms Marianne Dee
Ms Eleanor Diver
Ms Deirdre McClay
Dr Anne McDaid
Ms Mary McMenamin
Ms Bernie O’Malley
Ms Vicky O’Rourke
Ms Ciara Quinlan
Ms Suzanne Roarty
11
Male academic staffv
Mr John Conaghan
Mr Manuel Catena
Mr Philip Corcoran
Mr Sean Grant
Mr James Kearns
Mr Michael Margey
Dr Ciaran McLaughlin
Dr Jim Morrison
5
Mr Conor McTiernan
Mr Sean Quinn
Mr Nick Timmons
44
Total Membership
Notes:
The categories i, ii, iii, iv and v are as set out by the Governing Body.
The Academic Council’s standing orders sets out that there are five standing committees, namely:
Academic Standards Committee
Planning Committee
Programmes Committee
Research Committee
Student Affairs Committee
Standing Orders also makes provision for a General Purposes Committee. The role and remit of the
General Purposes Committee is:
To meet between ordinary meetings of the Academic Council at the request of the Registrar, or a
member of the General Purposes Committee, to discuss items of such urgency that they require some
action before the next scheduled meeting.
The General Purposes Committee may
(a)
make decisions on the business at hand
(b)
recommend that a special meeting of the Academic Council be called
(c)
refer the item(s) to the next ordinary meeting of the Academic Council
The membership of the General Purposes Committee is prescribed as:
President
Registrar
Chairpersons of the standing committees of the Academic Council.
The membership of the recently formed committees is as follows:
Planning Committee
Academic Standards Committee
Mr Paul Hannigan, President ex-officio
Mr Paul Hannigan, President ex-officio
Mr Danny Brennan, Registrar ex-officio
Mr Danny Brennan, Registrar ex-officio
Mr Michael Margey - Chairman
Philip Corcoran - Chairman
Mr Billy Bennett
Ms Anne Boner
Mr John Conaghan
Ms Stephani Bonar
Mr James Kearns
Mr Manuel Catena
Ms Maura Pidgeon
Ms Marianne Dee
Mr Conor McTiernan
Ms Deirdre McCole
Ms Bernie O’Malley
6
Programmes Committee
Research and Development Committee
Mr Paul Hannigan, President ex-officio
Mr Paul Hannigan, President ex-officio
Mr Danny Brennan, Registrar ex-officio
Mr Danny Brennan, Registrar ex-officio
Ms Nollaig Crombie - Chairman
Dr Lynn Ramsey - Chairman
Mr Pat Campbell
Mr John Andy Bonar
Ms Marianne Dee
Dr Charmaine Kee
Dr John Doran
Ms Deirdre McClay
Mr Thomas Dowling
Dr Ciaran McLaughlin
Mr Ciaran Ó hAnnracháin
Dr Jim Morrison
Dr Gertie Taggart
Mr Nick Timmons
Student Affairs Committee
Mr Paul Hannigan, President ex-officio
Mr Danny Brennan, Registrar ex-officio
Ms Ethna Diver - Chairman
Mr John Devlin
Ms Eleanor Diver
Ms Jenny McKinley
Ms Mary McMenamin
Ms Vicky O’Rourke
Mr Steve Patterson
Ms Suzanne Roarty
A.2.5
Executive Board
A newly constituted Executive Board, comprising President, Registrar, Secretary/Financial Controller,
Head of Development and the then three Heads of School was introduced in September 2003. In
December 2003, at the time of the initial delegated authority application the then Head of School of
Engineering, Mr Ciaran Ó Somacháin had just retired and the position had not yet been filled.
In January 2004, Mr Denis Mc Fadden was appointed Head of School of Engineering having previously
held the post of Head of Department of Engineering. Retirements in August 2006 of the then Head of
School of Science, Dr Vincent Murphy, and the Head of Development, Mr Jack O’Herlihy, created two
vacancies on the Executive Board which were filled by the appointment of Dr Gertie Taggart in June 2006
and Mr John Andy Bonar in September 2006. The appointment of Mr John Andy Bonar, who had
previously been Head of School of Business, created another vacancy on the Executive Board. The
selection of a replacement was delayed in part by the need to appoint a new Governing Body at the
beginning of 2007.
In September 2006, the Principal of TCK, Mr Brian Whitelaw, was invited to sit on the Institute’s Executive
Board in anticipation of the enactment of the Institutes of Technology Act 2006. Mr Billy Bennett was
appointed Head of School of Business in April 2007. Mr Whitelaw made known his intention to stand
down from his position when the new legislation was commenced. Mr Sean Duffy, previously Head of
7
Department of Hospitality and Tourism was appointed Acting Head of School in February 2007 and
subsequently Head of School in June 2008.
The Director’s ten year term of office concluded in January 2008. The competition to fill the position
commenced in July 2007 when the position was advertised for a ten year fixed term contract. Interviews
were held at the beginning of October 2007 and Paul Hannigan was reappointed for a further ten year term
from January 2009.
Subsequent to his reappointment the title of the post was changed from Director to President following a
request from the Governing Body to the Minister for Education and Science.
Executive Board
President
Paul Hannigan
Registrar
Danny Brennan
A.2.6
Head of
Development
John Andy Bonar
Sec / Financial
Contr oller
HoS of Business
Billy Bennett
Colin Morrow
H oS of
Engineering
HoS of Science
HoS of Tourism
Dr Gertie Taggart
Seán Duffy
Denis McFadden
Executive Council
In September 2003, a 19 member Executive Council was established. Revised structures for the Executive
Board and Executive Council arose out of a change management process commenced in February 2003. A
change management group was established at that time and was facilitated by Mr Brian Cawley, Executive
Director at the Institute of Public Administration (IPA).
The Executive Council comprises the members of the Executive Board, Heads of Department and the
service managers.
In 2004/2005 the number of Heads of Department on the Executive Council was increased by three. One
of these positions was an additional SLII post sanctioned by the Department of Education and Science, a
further two positions were filled at SLII level for an initial three year term. Motivation for the creation of
the additional Head of Department positions was to give greater recognition to specific subject areas and to
free up the Heads of School to operate more at a strategic institution level.
This change saw each of the Institute’s then three Schools having the addition of a new Department. The
School of Engineering was organised around two departments: Department of Civil Engineering and
Construction and Department of Electronic and Mechanical Engineering. In the School of Science the
Department of Computing was formally established and a Department of Law and Humanities was added
to the School of Business.
8
The new fixed term Head of Department positions had an almost immediate impact on new course
development. Despite ongoing lobbying and the firm belief of the Executive Board that these new positions
were necessary for the continued development of the Institute, the Department of Education and Science
refused to sanction these posts. It was not until September 2007 that these positions were regularised on a
permanent basis.
The enactment of the Institutes of Technology Act 2006, in February 2007, created the new School of
Tourism and added a further two Heads of Department to the Executive Council increasing it to a 25
member council.
Membership of the Executive Council
The membership of the Council is as follows:
President, Registrar, Head of Development, Secretary/Financial Controller, Head of School of Business,
Head of School of Engineering, Head of School of Science, Head of School of Tourism, Head of Department
of Business Studies, Head of Department of Design and Creative Media, Head of Department of Law and
Humanities, Head of Department of Civil Engineering and Construction, Head of Department of
Electronics and Mechanical Engineering, Head of Department of Science, Head of Department of
Computing, Head of Department of Nursing & Health Studies, Head of Department of Hospitality and
Tourism, Head of Department of Gastronomy and Culinary Arts, Librarian, Human Resources Manager,
Academic Administration & Student Affairs Manager, Estates Manager, Finance Manager, IT Manager and
External Services Manager.
Executive Council
President
Paul Hannigan
Registrar
Danny Brennan
H ead of
Development
John Andy Bonar
Librarian
John Devlin
External Services
Manager
Padraig Ó Gallchóir
Academic Admin.
Manager
Irene Heavey
Sec / Financial
Controller
Colin Morrow
H oS of Business
Billy Bennett
H oS of
Engineering
Denis McFadden
H oS of Science
Dr Gertie Taggart
H oS of T ourism
Seán Duffy
H .R. Manager
Shay Henry
H oD of Law &
H umanities
Dr Lynn Ramsey
H oD of Civil Eng.
& Construction
Anne Boner
HoD of Science
Ethna Diver
H oD of
H ospitality &
T ourism (Acting)
Ciarán ó
hAnnracháin
Finance Manager
Andrew McGovern
H oD of Business
Studies
Donal McMenamin
H oD of Elect. &
Mech. Eng.
Dr John Doran
H oD of N ursing &
H ealth Studies
Maura Pidgeon
H oD of
Gastronomy &
Culinary Arts
Deirdre McCole
Estates Manager
Mary Daly
H oD of Design &
Creative Media
Nollaig Crombie
H oD of
Computing
Thomas Dowling
I.T. Manager
John ORaw
A.2.7
Portfolio of Programmes
The past five years has seen unprecedented activity in programme development at LYIT. Delegated
authority status was important in providing the flexibility to renew and rebalance the portfolio of
programmes offered. Tabulated below is the portfolio of full-time programmes. Programme development
is addressed in A.3.4.
9
Further Education Programmes
Award Type
Named Award
Level 5 Certificate
CERTIFICATE
Level 6 Advanced
ADVANCED CERTIFICATE
Certificate (AC)
Programme Title
Certificate in Bar Operations
AC in Professional Cookery
AC in Professional Cookery (Intensive)
AC in Hotel Front Office Supervision
AC in Tourism Hospitality Studies
AC in Tourism with Business Studies
AC in Professional Restaurant and Bar Service
Level 6 Higher Education Programmes
Award Type
Level 6
Named Award
Programme Title
CERTIFICATE IN ARTS
Certificate in Introductory Studies for Higher Education#
HIGHER CERTIFICATE IN
HC in Front Office Management
Higher Certificate
(HC)
BUSINESS
HIGHER CERTIFICATE IN
HC in Computing in Information Technology Support
SCIENCE
#60
credit minor award.
Level 7 Programmes
Award Type
Level 7
Named Award
BACHELOR OF ARTS (BA)
Programme Title
BA in Law
Ordinary Bachelor
BA in Administrative Management
Degree
BA in Graphic Design
BA in Product Design
BA in Creative Digital Media
Baitsiléir sna Dána i gCórais Faisnéis Oifige
BA in Culinary Arts
BACHELOR OF BUSINESS
Bachelor of Business
(BB)
BB in Languages & International Business
BB in Sports Development and Coaching
BB in International Tourism & Hospitality Enterprise
BB in International Culinary Enterprise
BACHELOR OF
BEng in Civil Engineering
ENGINEERING (BEng)
BEng in Computer Engineering
BEng in Electronic Engineering
10
BEng in Mechanical Engineering
BEng in Building Energy, Services & Design
BACHELOR OF SCIENCE
BSc in Quantity Surveying
(BSc)
BSc in Architectural Technology
BSc in Construction & Fire Technology
BSc in Computer Games Development
BSc in Computing in Information Technology Support
BSc in Computing with Business Applications
BSc in Computing with Network & Mobile
Communications
BSc in Computer Security and Digital Forensics
BSc Computing Multimedia and Digital Entertainment
Technology
BSc in Bioscience
BSc in Analytical & Forensic Science
BSc in Food Science & Nutrition
BSc in Veterinary Nursing
BSc Early Childhood Care, Health and Education
BSc Health and Social Studies
Level 8 Programmes
Award Type
Named Award
Programme Title
Level 8
BACHELOR OF ARTS
BA (Hons) in Law
Honours Bachelor
(BA) - HONOURS
BA (Hons) in Administrative Management
Degree
BA (Hons) in Digital Media, Design & Production
BA (Hons) in Graphic Design
BACHELOR OF
Bachelor of Business (Hons)
BUSINESS (BB) -
BB (Hons) in Languages & International Business
HONOURS
BB (Hons) in Sports Development & Coaching
BACHELOR OF
BEng (Hons) in Embedded System Design
ENGINEERING
BEng (Hons) in Mechanical Engineering
(BEng) - HONOURS
BACHELOR OF
BSc (Hons) in Fire Safety Engineering
SCIENCE (BSc) -
BSc (Hons) in Applied Computing
HONOURS
BSc (Hons) in Computer Services Management
BSc (Hons) in Computing with Network & Mobile
Communications
BSc (Hons) in Computer Games Development
BSc (Hons) in Computing with Business Applications
BSc (Hons) in General Nursing
BSc (Hons) in Intellectual Disability Nursing
BSc (Hons) in Psychiatric Nursing
BSc (Hons) in Bioanalytical Science
BSc (Hons) in Analytical & Forensic Science
BSc (Hons) in Food Science & Nutrition
11
Level 8
HIGHER DIPLOMA
HDip in Nursing: Mental Health (Adult)
Higher Diploma
IN SCIENCE
HDip in General Nursing (Older Person)
(HDip)
HDip in Nursing Intellectual Disability (Challenging
Behaviour)
HDip in Nursing Intellectual Disability (Older Person)
HDip in Nursing Mental Health (Older Person)
HDip in Nursing in Accident and Emergency
HDip in Nursing in Critical Care
HDip in Nursing in Tissue Viability and Wound Management
HIGHER DIPLOMA
HDip in Financial Services Technologies
IN ARTS
Level 9 Programmes
Award Type
Named Award
Level 9
Master of Arts (MA)
Masters Degree
Programme Title
MA in Accounting
MA in Motion Graphics
Master of Science
MSc in Innovation Management in the Public Sector (Jointly*
(MSc)
with University of Ulster)
MSc in Computing in Games Development
MSc in Marketing Practice
Master of Business
MBS in Innovation and Leadership
(MBS)
*Jointly awarded by University of Ulster and HETAC.
A.2.8
Student Numbers
Student numbers have continued to grow strongly with a 25% increase over the past five years. This
increase in student numbers was achieved through the development of additional entry level programmes
and via the provision of further add-on programmes.
Data on the numbers and percentage of learners per School for the period 00/01 to 07/08 is presented
below.
Table A3
Student Numbers by School
School
01/02
02/03
03/04
04/05
05/06
06/07
07/08
08/09
Business
843
912
1039
1007
1098
1145
1080
1220
Science
721
675
648
566
598
582
667
759
Engineering
355
326
321
313
334
357
402
460
39*
36*
119
139
2069
2120
2268
2578
Tourism
Total
1919
1913
2008
1886
*Only School of Tourism students on Higher Education programmes included.
12
Figure A1
Student Numbers by School
1400
1200
1000
Business
Science
800
Engineering
600
Tourism
400
200
0
01-02
Table A4
02-03
03-04
04-05
05-06
06-07
07-08
08-09
Student Percentage by School
School
01-02
02-03
03-04
04-05
05-06
06-07
07-08
08-09
Business
44
48
52
53
53
54
48
47
Science
38
35
32
30
29
27
29
29
Engineering
18
17
16
17
16
17
18
18
2*
2*
5
5
100
100
100
100
Tourism
Total
100
100
100
100
*Only School of Tourism students on Higher Education programmes included.
In addition to an increase in student numbers there has been a marked change in the make up of the
student population over the past five years. Mature student number have grown substantially and now
account for 27% of the student population. Supports available to mature students are addressed in section
B4.
Table A5
Mature students by Gender 2007/2008
Male
Female
Total
Non-mature
736
876
1612
Mature
311
315
656
1047
1221
2268
Total
The composition of the Institute’s portfolio of programmes has changed substantially over the past five
years and has been relatively successful in matching student demand. New programme development is
addressed in A.3.4.
13
Table A6
Programmes with largest intake in 2008/2009
Programme Title
1
Certificate in
NFQ
No. of
Level
Years
Department
School
Intake
6
1
Business
Business
124
08/09
Introductory Studies
2
Bachelor of Business
7
3
Business
Business
118
3
Bachelor of Arts in Law
7
3
Law & Humanities
Business
75
4
BEng Civil Engineering
7
3
Civil Engineering
Engineering
47
& Construction
5
BB in Sports
7
3
Business
Business
42
6
2
Gastronomy &
Tourism
41
Development and
Coaching
6
Advanced Certificate in
Professional Cookery
7
BA in Administrative
Culinary Arts
7
3
Business
Business
35
7
3
Design & Creative
Business
33
Management
8
BA in Graphic Design
Media
9
BSc in Computer
7
3
Computing
Science
33
8
4
Nursing & Health
Science
32
Games Development
10
BSc (Hons) in General
Nursing
A.2.9
Studies
Student Supports
Library
The library is situated at the main entrance of the Institute. The ground floor has 90 seats for private quiet
study plus two group study rooms containing another 20 seats which students can book by the hour for
group work. These group study rooms are equipped with whiteboards and markers. A photocopying room
is available with two copiers.
The ground floor also houses the reference section and displays the current and back numbers of academic
journals, excluding the design and Guinness science collection which are shelved upstairs. Newspapers are
kept for six weeks as a reference resource.
A desk reserve system for core books is in place including one hour loans. Bound theses are also kept for
desk reference. The main atrium of the first floor seats 185 students in private study seats. Another two
group study rooms seat a further 20 students. A wireless network is in place to facilitate usage of laptops
which are becoming increasingly popular. The electronic learning resource space contains 90 computers
which are supplied for academic research.
The Library is staffed by the Librarian, a Deputy Librarian, a Systems Librarian, an Assistant Librarian,
Senior Library Assistant and five Library Assistants.
14
Student Services
The Academic Administration and Student Services Manager co-ordinates Student Services. Student
Services encompass:
Medical Service
Counselling Service
Careers Office
Chaplaincy
Student Services – Student Union
Access Office
Medical Service
The aim of the Medical Service is to improve students’ physical and emotional well being. The Nurse in the
Medical Centre is available to students each day from 9.30am–5.00pm Monday-Thursday,
9.30am–1.00pm Friday. There is scheduled daily surgery with a doctor which can be pre-booked by
appointment, emergencies slot available for each session. Due to large volume of students attending the
service, Friday afternoon is allocated to administration.
The introduction of a male general practitioner on a regular structured basis provides better gender
balance in the service’s delivery. The appointee has significant language skills and this has been helpful in
addressing translation issues that occasionally occur with the International Students.
Admin Support/ Reception has been made available since the introduction of the new Counselling Service.
It has proved very successful in eliminating the time consuming queries such as medical card queries and
has allowed for the provision of a more efficient service to students.
A new Psoriasis Clinic and Asthma Clinic was introduced on a bi-monthly basis in 2008, to date this
additional service has proved very successful. The possible introduction of a new physiotherapy service is
now being examined.
Counselling Service
The Student Counselling service was established in April 2006 in response to the changing needs of the
student population at Letterkenny Institute of Technology which had been identified by the college health
service and college management. The counsellor is an accredited member of the IACP and BACP.
When setting up the service it was decided to promote it widely within the college by the use of pamphlets
and notices giving contact details and general information on the service.
The counsellor gives talks on various topics to students on issues such as bereavement / breaking bad news
/ child sexual abuse / trauma primarily to student nurses. These workshops are evaluated by the
participants where they are invited to give their views on the workshop and make recommendations and
suggestions for improvement.
A one day counselling service was introduced to all students on the Killybegs campus to compliment the
existing full time service in Letterkenny. LYIT also bought in the services of a sessional counsellor on a day
15
per week basis in Letterkenny to help cope with the increasing numbers of students seeking counselling.
The full time counsellor who is also a supervisor and supervises the work of the sessional counsellor to
ensure that standards are maintained.
A counselling web page was introduced which included information on contacting the service, the types of
problems that might bring students to counselling. It is hoped in the future to have a counter of the
number of hits to the web page. Anecdotal evidence suggests that it is widely used by students and staff.
There is a link from the webpage to a list of self help books which are available on loan from the library.
There is a range of fact sheets on a wide variety of topics that students are likely to encounter available in
the library and on the website. Fact Sheets are printed in the monthly Careers Brief newsletter distributed
by the Careers Department.
Careers Office
The Careers Service is delivered by the Careers Officer with administrative support. The service offers
impartial advice to students on their career options. There is an Open Session each day between 10am and
12:30pm when students can drop in without appointment. Through the Open Sessions an appointment
can be arranged to deal with more detailed queries.
Class Talks: Each year the Careers Officer meets with all 3rd and 4th year groups to give talks on career
and study options.
Careers Seminars: Seminars to which outside speakers are invited are organised for selected faculties. In
the last academic year seminars were organised for the Business, Design and Computing faculties. Careers
seminars are generally two hours and are arranged in conjunction with the Head of Department.
Careers Education: The Careers Office is involved in the drawing up of Careers Education sessions for
students. Normally three sessions take place covering CV presentation, interview technique and drawing
up of careers action plan.
Careers Information: Careers Brief is a monthly newsletter that is printed in-house and distributed
throughout the Institute. The Careers Library is a resource area which is housed in the main library.
Careers & Postgraduate Studies Fair: The first annual Careers Fair at LYIT took place in 2004 and has now
grown It had a small number of stands now progressing to 70+ stands to include employers, post graduate
course providers, professional bodies and voluntary groups.
Service to Employers: Employers notify the Careers Office of vacancies. These are posted on the Careers
website and circulated on notice boards. If vacancies suit current students, details are circulated through
Careers Brief.
16
Chaplaincy
The Chaplaincy has been in place since the Institute was founded. With the retirement of the incumbent in
2007, the Institute entered into a contract for services with the Roman Catholic Bishop for the provision of
full-time Chaplaincy services and with the Church of Ireland and Presbyterian Churches for part-time
service. The Institute is open to extending this to other denominations subject to demand. Formal
working hours for the full-time Chaplain are 9.30 am – 5.00 pm, Monday to Friday, with pro-rata times
for the part time chaplains.
Student Services – Student Union
The Student Services Officer works closely with the Student Union in relation to
Welfare assistance for students
Assistance to lone parents
Student complaints procedure
Clubs & Societies development
Sports Scholarships
Access Office
Access Office initiatives are examined in section B4 Access, Transfer and Progression.
A.2.10
Institute Finances
The HEA replaced the Department of Education and Science as the funding authority during 2007.
The HEA has advised that funding for 2009 will not exceed the 2008 level. This will present a significant
challenge to the Institute to achieve the economies required while addressing the competing demands of an
increasing student population base.
An Expenditure Review Group has been established with savings targeted in areas such as
advertising/publicity, phones/postage, energy/water, professional fees, reprographics/ photocopying and
travel. The Institute’s President outlined the budgetary position to all staff at special meetings on 13
November 2008 at the Letterkenny campus and on 17 November 2008 at the Killybegs campus.
Institute Budget 2004 – 2008
Table A7
Year
2004
2005
2006
2007#
2008*
Pay €000
13,819
14,486
15,432
18,938
20,846
2,943
3,495
3,391
4,489
4,186
16,762
17,981
18,823
23,427
25,032
Non-Pay €000
Total €000
# The Tourism College became a School of the Institute with effect from February 2007.
* The Higher Education Authority took over the funding of the Institutes during 2007. The allocation of funding on a
pay/non-pay basis has been discontinued. The funding model is moving to a block grant allocation system. The 2008
figures are estimated outturns.
The Health Service Executive funds the pre registration Nursing degree programmes. Funding is on a per
student capita basis and amounted to €3,000,000 in 2008.
17
A.2.11
Human Resources
Direct comparisons with the Institute staffing at the time of the preparation of the delegated authority
application in December 2003 are difficult following the introduction of the Protection of Employees (Parttime Work) Act 2001 and Protection of Employees (Fixed-term Work) Act 2003. In addition, the
integration of Tourism College, Killybegs has added significantly to Institute staff numbers.
Table A8
Whole-time Staff by Category and Gender 2008
Male
Female
Total
Executive Council
16
9
25
Senior Lecturer 1
6
1
7
Lecturer
70
57
127
Assistant Lecturer
28
26
54
Technician
25
12
37
Administrative Grades
9
63
72
154
168
322
Total
Table A9
Whole-time Staff by Grade and Gender 2008
Grade
Age
20-34
Executive Council
35-44
45-54
55-65
Total
10
11
4
25
School of Business Academic Staff
6
28
20
10
64
School of Engineering Academic Staff
6
17
10
9
42
School of Science Academic Staff
4
26
17
11
58
School of Tourism Academic Staff
2
10
8
4
24
20
26
20
6
72
7
16
4
10
37
45
134
90
54
322
Administrative Grades
Technicians
Total
A.2.12
Physical Resources
The main Letterkenny campus at present comprises 23,627 sq m buildings on an 8.5 hectare site. This
includes a 1,240 sq m extension to the existing Business Development Centre which is currently under
construction and due for completion in March 2009.
By March 2009 the Letterkenny campus buildings area will have increased from 6,546 sq m in 1994 to
23,627 sq m. This represents almost a quadrupling in building stock in a fourteen year period. The overall
cost of these developments along with various complementary minor capital works amounts to almost
€60m. This figure includes design team fees and furniture and equipment costs associated with capital
projects.
The building stock comprises a main educational building, the BDC and research building, a multi-purpose
building with sport, assembly, changing and student services facilities and two portacabins which provide
18
temporary on-campus accommodation for part time staff. 100sq m of off-campus storage facilities are
leased locally.
The main educational building comprises classrooms, lecture theatres, general and specialised
laboratories, research laboratory and write up facilities, library, bank, oratory, school and general
administration and academic staff offices, kitchen and dining facilities include a 230-seater restaurant and
a 50-seater cafeteria. The multi-purpose centre and Nursing studies accommodation include an additional
146 restaurant seats.
The grounds include a floodlit soccer pitch, 400 car parking spaces, 58 bicycle parking spaces, and hard
and soft landscaped areas. An additional 130 car parking spaces are currently under construction.
The Killybegs campus, which accommodates the School of Tourism, comprises a two hectare site with three
buildings including the main building, a 3,600 sq m late 1800s building extended and refurbished over the
years, a 500 sq m Millennium Building and a 400 sq m Tourism Building both of which were completed in
2001. In addition, a 580 sq m space in an adjoining property is leased for library and classroom facilities.
There are 80 car parking spaces.
The main TCK building comprises a mix of teaching kitchens and ancillary storage, training bar,
classrooms, IT Labs, changing rooms, administration and academic staff offices, production kitchen and
72-seater restaurant. The building is in poor condition and requires replacement or a complete overhaul
which will require considerable investment.
The TCK Millennium building comprises two kitchens and a training restaurant and the Tourism Building
comprises a mix of classrooms, IT laboratories and offices. The library and a number of classrooms and IT
laboratories are based in the adjoining leased accommodation.
A master plan for the development of the campus will be undertaken in 2009.
Historical Development
In 1993 the Institute appointed a design team to draw up a campus development Master Plan for the
Institute in accordance with a schedule of accommodation based on an analysis of the courses current and
projected in the Institute.
The Master Plan proposed the development of buildings and grounds on a phased basis as funds became
available from the Department of Education and Science or other funding sources. The plan was
structured into four separate phases.
Phases 1, 2 and 3 were intended to provide for teaching accommodation as well as providing a sports and
student services building and upgraded central services facilities such as restaurant and Information
Resource Centre. These phases also provided for state of the art lecture theatre and information
technology teaching accommodation.
The shortage of on-campus accommodation resulted in the temporary relocation of the School of Business
including the Department of Design to rented accommodation at St Conal’s Hospital in 1990.
Phase 4 was intended to provide for expansion of student numbers.
19
Phase 1
The first phase, a 1,109 sq m extension over the existing north block was completed in March 1995. It
comprised six lecture theatres and office accommodation for the administration function pending the
completion of Phase 2.
The value of the project was IR£1,458,182/€1,851,509 including fees and furniture and equipment.
Phase 2a
Phase 2a comprised 4,719 sq m of additional space as well as the complete refurbishment of most of the
ground floor of the existing south block. It provided additional and upgraded facilities for students and
permitted the return of the Business Studies School, excluding the Department of Design, to the main
campus.
It commenced in August 1996 and was completed for the start of the 1997/98 academic year.
Phase 2b
Phase 2b commenced in January 2002 and was completed by June 2003. It comprised 3,370 sq m space
in a three storey block abutting and providing continuity with the Phase 2a extension, the existing main
building, the Derek Hill building and the former Business Innovation Centre (BIC) building.
The provision of this extra accommodation facilitated the return of the Department of Design to the Port
Road campus in September 2003.
Phase 3
The Business Development Centre funded primarily by the INTERREG II fund and government funding
with assistance from the International Fund for Ireland (IFI), provided 1100 sq m of accommodation. The
space comprises office accommodation for start up companies, a computer training room and seminar and
meeting rooms.
The original building commenced in May 1999 and was completed in June 2000. An extension to this
building, to bring it to the full size envisaged in the Master plan, is now under construction. The 1,240 sq
m extension which commenced in April 2008 is due for completion in March 2009. It will include
additional business development units including a range of unit sizes from hot desk spaces to 100 sq m
units, a communal dining area, a range of meeting rooms and desk based research facilities and external
works including car parking and access roadway.
The project is jointly funded by Enterprise Ireland, the Department of Education and Science and LYIT.
Pitch: An 8,250 sq m ‘all weather’ grass surfaced soccer pitch with perimeter fencing and floodlighting was
constructed in 2001/2002.
Multi-Purpose Centre: The project commenced in late October 2002 and was completed in February 2004.
It comprises a 2,561 sq m Multi-Purpose hall and student centre.
20
Phase 4
Additional space provided in Phase 4 is primarily for the accommodation of the Department of Nursing
and Health Studies.
The 3,911 sq m building commenced in May 2003 and was completed in July 2004. It adjoins the Phase 2b
building on its south and east sides.
The project was funded by the Department of Health and Children.
Work is currently underway on the development of the next Master plan to 2016. This will include options
for a crèche, further educational and research buildings and car parking facilities.
A.2.13
Information Systems
Computer Services
Student Computing: A mixture of laboratories and technologies exist, tailored to the specification of staff
and the requirements of students. Currently we are close to teaching capacity Monday to Thursday during
the academic year. Over 1,000 computers are available across the two campuses.
IT Enabled Teaching Suites and AV Services: AV Seminar Rooms are classroom type environments with
basic IT functionality, a PC at the lecturer’s desk, LCD/DLP/Plasma facilities and the capability to host
video-conferences and display DVD or streaming video. During 2008 some 41 additional rooms were
upgraded to Seminar Room status. Proposals are currently being drafted which (subject to funding) will
result in every teaching room having seminar capability by the start of the academic year 2010. A range of
AV facilities and services are also available through a dedicated AV technician, these include basic
photography, video and film recording. Dedicated recording studio facilities are available at the
Letterkenny campus.
Network: The physical infrastructure of the Institute is based on structured cabling, with comprehensive
fibre and balanced cable backbones. The Institute local area network (LAN) is based on Cisco 6513/6509
switches with 10gbs backbone connections. Edge switches are Cisco 3560 and all computer laboratories are
“gigabit-to-the-desktop”. The Institute has a comprehensive 802.11 a/b/g radio network with full coverage
of both Letterkenny and Killybegs campuses.
The Institute has a wide range of external links available. The primary links currently in use are
E-Net: The Institute has full fibre connectivity to the local MAN (metropolitan area network) and to
the national ESB backhaul. This allows us to access many carriers on demand.
SMART Telecom: Terminate on site with gigabit capable equipment and connections. The Institute
currently has two VPNs across this service.
Eircom: provide both multi and single mode fibre connectivity in addition to two separate multi-core
copper cables. Our main data service from Eircom is currently 155mbs ATM delivered over fibre.
21
Eircom also provide the Institute with a BIP Reach VPN, allowing us to provide private connectivity at
up to 2mbs to any location in the country which can receive Eircom DSL.
HEA.Net: provide circuits to the Institute over E-Net/ESB infrastructure. Our primary Internet link
(for academic and research purposes only) is currently a 1gbs link.
Tiscali: commercial Internet services to the campus Business Development Centre are currently
provided through Tiscali. This is a tier 1 connection and the Institute currently has a provision of
125mbs.
NWEWN: The Institute has unique access to a 155mbs microwave/MPLS fibre ring of Donegal, which
allows us to provide cheap and ubiquitous access anywhere in the county. Last mile connectivity is via
WiMAX or conventional licensed links. Our main service is 155mbs to both Letterkenny and Killybegs
campuses, in addition to over a dozen small office connections county- wide.
Server Infrastructure: Servers are housed in dedicated, custom designed machine rooms (three on the
Letterkenny Campus) with climate control, power protection and fire suppression. Servers are generally
Windows 2003 based and the security infrastructure is based on Active Directory. E-Mail is Microsoft
Exchange 2007 and the primary database technology in use is Microsoft SQL 2005. Linux (Red Hat
Enterprise) is used for DNS/NTP and infrastructural purposes. 10. Services to Staff and Students
Academic Staff Computing: The Institute currently has a functional computer on every academic staff desk
and in most teaching rooms. In addition a hot-desk area exists for part-time and visiting staff that do not
have fixed desk space. In general, staff computers are current and no problem of obsolescence currently
exists. Over both campuses, around 235 computers are allocated to academic staff, either at office or in
teaching rooms.
Administration Staff Computing: All administrative client PCs are current and suited to their application,
however display and memory upgrades will take place in early 2009. There are of the order of 66
administrative stations across 2 campuses. The administration server network remains separate and
discrete from the rest of the Institute infrastructure; it is treated as a secure network and is the most
conservative managed. The server infrastructure was revised entirely during summer 2004 and will require
reinvestment over the coming two years.
Following the introduction of the Institute’s quality procedures in 2004, a departmental service level
agreement was established to clarify the expectations of both users and staff as to our activities. Services
provided fall under the categories, IT including the provision of software, AV, Telephony and
Reprographics. These services and their mode of access are described on the Computer Services Web Site.
Software generally falls into two categories:
Administrative software and site licenses purchased by Computer Services.
Teaching software purchased by an individual department.
22
Management Information Systems
An Chéim, from the Irish for degree or step, stands for Collaborative Higher Education Information
Management and encompasses the management of Student, Library, Finance, Timetabling and HR/Payroll
information across the IoTs and Tipperary Institute. The five modules that make up the system are:
Agresso (Finance system)
Banner (Student system)
Core (HR/Payroll system)
Millennium (Library system)
Syllabus Plus (Timetabling system).
Syllabus Plus which is the most recent addition to the system, added in 2005, is a suite of software tools for
further and higher education and training delivery, which can optimise timetabling around students'
module choices, staff preferences and the strategic goals of the institution.
23
A.3
Milestones 2003-2008
LYIT’s delegated authority submission in December 2003 identified legislation, policy documents and
plans that would shape the future of the Irish higher education environment over the subsequent five to ten
years. These included the Qualifications (Education and Training) Act 1999, the Bologna Process, the
National Development Plan 2000-2006, and the then ongoing OECD Review of Irish Higher Education.
This section is a reflection on the period from December 2003 and reviews the various internal and
external drivers that had a significant impact on the Institute’s development. Many of the internal
milestones included here were influenced by the Qualifications Act 1999 and the Institute gaining
delegated authority in 2004. The National Development Plan 2007-2013 was informed by the National
Spatial Strategy 2002-2020 and was significant in framing the Institute’s Strategic Plan 2007-2013. A
key element of the government’s response to the OECD Review was the Institutes of Technology Act 2006
and the establishment of the Strategic Innovation Fund (SIF). LYIT’s successful application for funding
under SIF cycle II for the North West Gateway Strategic Alliance was aligned with both the NDP 20072013 and the recommendations from the OECD.
The Bologna process continues to shape the higher education environment in Ireland and this is evident in
the adoption of European Standards and Guidelines for Quality Assurance. LYIT’s response is included in
the Quality Improvement Plan in Part C and the Quality Assurance Self-evaluation attached as Appendix 1.
A.3.1
Strategic Plan 2001-2006
In October 2001, the Institute’s Strategic Plan 2006 was launched. The eleven strategic themes in the Plan
were: Curriculum; Staff Experience; Student Experience; Quality; Demographics and Enrolment; Institute
Environment; Equal Opportunities and Social Inclusion; An Ghaeilge; Management; Communications and
Public Relations; Research, Consultancy and Training. Pathways were identified for achieving these aims
and set out in the plan. In addition, annualised operational plans were envisaged as an integral adjunct to
the strategic plan where priorities were established, timeframes set out and individuals responsible for
delivery identified.
This plan set a course which has enabled the Institute to successfully develop its quality assurance
processes, achieve delegated authority, build significant additional capacity, adapt to a modularised and
semesterised structure and has led to a complete transformation of the portfolio of programmes and a
significant growth in student numbers. Strategic Plan 2001 - 2006 was replaced by its successor strategic
plan, Strategic Plan 2007-2013, published in December 2007.
A.3.2
Quality Assurance Handbook
Version 1.0 of the Institute’s Quality Assurance Handbook (QAH) was developed from existing Institute
quality assurance procedures to satisfy HETAC Guidelines and Criteria for Quality Assurance Procedures
in Higher Education and Training in June 2002. A three phased consultation process was established
where every member of staff of the Institute received all sections of the handbook with structures in place
for capturing feedback. In addition, input was obtained from two external experts. The Academic Council
agreed the final document for submission to HETAC on 16 June 2003. The further development of the
QAH is set out in section B2.
24
A.3.3
Delegated Authority 2004
The Institute applied to HETAC in January 2004 for delegated authority under Section 29 of the
Qualifications (Education and Training) Act 1999 to make its own awards up to Level 8 on the NFQ. This
2004 submission was developed to address the HETAC Criteria and Procedures for the Delegation and
Review of Delegation of Authority to Make Awards (2002). In all, the submission comprised five
documents: main self-evaluation report, programme documents for each of the Institute’s then three
Schools, and a Human Resources Handbook. A HETAC convened Evaluation Group visited the Institute
on 27/28 of April 2004 and conducted a rigorous assessment of the Institute’s application. A HETAC
Order in Council was communicated to the Institute on 27 September 2004 confirming that the Institute’s
application for delegated authority had been successful. The Order in Council specified the award types
that the Institute received delegated authority to make. The official signing ceremony to launch delegated
authority took place at the Institute on 5 October 2004 in the presence of staff and students of the
Institute, the Academic Council, Governing Body and Mr Séamus Puirséil, the then Chief Executive of
HETAC.
A.3.4
Academic Strategy 2004
Full-time student numbers at the Institute grew steadily from 1,851 in 1999/2000 to 2,008 in 2003/2004.
This increase in overall student numbers was achieved at a time when the number of first year students
was falling and was due to the provision of additional add-on programmes and improved retention rates.
Without reversing the trend on first year numbers it was inevitable that overall student numbers would
eventually fall and in September 2004 the full-time student population dropped to 1,886.
The Executive Board held a facilitated workshop on 30 September 2004 to develop an Academic Strategy
focused at increasing the student numbers on first year programmes. It was envisaged that an Academic
Strategy could be adopted to exploit the Institute’s greater flexibility in course development under the then
recently obtained delegated authority status and give a new momentum to course development. A first
draft of the Academic Strategy was tabled at a meeting of the Executive Board on 19 October 2004. An
agreed Academic Strategy was placed on the agenda of the Academic Council meeting of the 5 November
2004.
The background and context for the Academic Strategy was described as follows:
An important context for this discussion and for the development of academic strategy generally, is the
falling number of enrolments for first year courses. This is reflected in the numbers that have enrolled for
first year courses in 2004/2005. The fall in numbers is not evenly spread across the Schools. The lower
numbers in first year will have an ongoing impact in subsequent years on those courses. Demographics are
a key issue for LYIT, and projections suggest that numbers sitting Leaving Certificate in the County will
continue to fall in the coming years. Although LYIT continues to attract a relatively high proportion of
students from County Donegal, there is an ongoing need to look outside the immediate catchment area for
new students. There is also increased competition in the third level sector, and students are willing to
travel outside the locality for certain courses. Labour market forces also have impacted on certain courses,
with, for example, the downturn in the technology sector having a serious impact on computing and
electronics courses.
25
Three critical areas relevant to increasing student numbers articulated in the strategy were:
increasing student intake and identifying new markets
design and structure of new programmes
retention of students.
In terms of increasing student intake the strategy listed a number of markets that could be better exploited,
including other counties, and Northern Ireland in particular, and through greater co-operation with bodies
such as the VEC, Health Board and large employers. The strategy also noted the success of the Foundation
Certificate and specialist programmes such as the sports courses. An emphasis was placed on using
resources in a more optimum manner and utilising the existing programme provision as a basis for
developing new programmes that would be more attractive to students. The strategy poses the question:
Are the existing procedures sufficiently robust to guarantee that the best programme ideas are emerging
and being developed upon?
In respect of the design and structure of new programmes the potential benefits of both semesterisation
and modularisation were noted. Stress was also placed on the need to develop interdisciplinary
programmes between Departments and also to encourage new course development across all Departments.
In relation to marketing, the strategy proposed a move away from higher certificate programmes as the
standard for entry level programmes to ab initio ordinary degree programmes.
A number of measures to improve retention, the final critical area identified in the strategy, addressed:
improving student supports, recognising and tracking students at risk of dropping out, greater cooperation with the Student Union on retention matters, programme design that includes a settling in
period for first year students, and the provision of course information that aids potential students in
making the correct course choice in the first place.
The final part of the Academic Strategy detailed ten programme proposals that could be potentially
developed in time for new entrants in September 2005.
The Academic Strategy energised new programme development at the Institute and five new programmes
introduced at the Academic Council meeting of 16 December 2004, were validated by June 2005: BSc in
Computer Games Development, HDip in Financial Services Technologies, BSc in Quantity Surveying, BEng
in Building Services Engineering and the add-on BEng (Hons) in Embedded Systems Design. Programme
development activity continued at pace up until 2007/2008. A need for careful resource management in
2008/2009 will result in a significant slowing in this activity. This will be achieved through a more
rigorous proposals in terms of resource requirements.
The development of these first five new undergraduate programmes to validation in 2003/2004 and
2004/2005 was examined in the Institute’s 2006 application for the extension of delegated authority to
cover all taught programmes. Development of these five programmes was the first approach by the
Institute to utilise its delegated authority status to add to its portfolio of programmes.
26
Table A10 New programmes introduced in the last three years ranked by 2008/2009 intake
Programme
1
BSc in Computer
HETAC
No. of
Level
Years
Department
School
Intake
7
3
Computing
Science
33
7
3
Civil Engineering
Engineering
31
Engineering
30
Science
28
Business
22
Science
19
08/09
Games Development
2
BSc in Quantity
Surveying
3
BSc in Architectural
& Construction
7
3
Technology
4
BSc in Early Childhood
Civil Engineering
& Construction
7
3
Care, Health and
Nursing & Health
Studies
Education
5
BA in Creative Digital
7
3
Media
6
BSc in Health and
Media
7
3
Social Studies
7
BSc in Computer
Design & Creative
Nursing & Health
Studies
7
3
Computing
Science
17
7
3
Science
Science
15
1
Business Studies
Business
13
Business Studies
Business
9
Security and Digital
Forensics
8
BSc in Veterinary
Nursing
9
BA (Hons) in
8
Administrative
(add-on)
Management
10
Higher Diploma in
Financial Services
8
1
(add-on)
Technology
A.3.5
Bologna Process
Quality assurance is also seen as a central element in bringing together the higher education systems of the
45 signatories to the Bologna Process within a European Higher Education Area. The Berlin Communiqué
of 19 September 2003, issued by the education ministers from the signatory countries, echoes the
Qualifications Act in recognising that the primary responsibility for quality assurance resides with the
providers. The Bergen Communiqué of 20 May 2005 adopted Standards and Guidelines for Quality
Assurance in the European Higher Education Area as proposed by ENQA, the European Association for
Quality Assurance in Higher Education. The ENQA standards and guidelines reflect procedures already
developed by the Institute and are divided into three parts:
Part 1: European standards and guidelines for internal quality assurance within higher education
institutions
Part 2: European standards and guidelines for the external quality assurance of higher education
Part 3: European standards and guidelines for external quality assurance agencies.
27
A.3.6
OECD Review of Higher Education
In January 2004, the Institute was preparing its submission to the OECD Review Group tasked with
examining the Irish third level education system. The terms of reference of the review took in the whole
higher education system including the examination of policy issues and options in all aspects of the system
from its role, its strategic management and structure, teaching and learning, research and development,
investment and financing and international competitiveness.
In September 2004 the review group published its findings REVIEW OF NATIONAL POLICIES FOR
EDUCATION: Review of Higher Education in Ireland. The report included 52 recommendations in all.
These recommendations included:
that the differentiation of mission between the university and the institute of technology sectors is
preserved and that for the foreseeable future there be no further institutional transfers into the
university sector
that steps be taken to coordinate better the development of the tertiary education system by bringing
the universities and the institutes under a new common Authority, the Tertiary Education Authority,
but that machinery be established within the Authority to prevent mission drift
that in transferring the institutes of technology to the new Authority the managerial controls on their
freedom to manage themselves to meet institutional objectives be reviewed with a view drastically to
lightening the load of external regulation
that greater collaboration between institutions be encouraged and incentivised through funding
mechanisms in research, first degree and postgraduate degree work and in widening access and
lifelong learning
that in principle there should be a common quality assurance machinery covering both sectors of
tertiary education but that implementation should be deferred to give the university quality assurance
machinery created under the 1997 Act more time to develop and pending longer term clarification of
the cross-border systems of quality assurance that are emerging under the Bologna process
that the issue of ‘multi year’ funding should be addressed both in relation to the alignment of financial
years and in relation to mid year allocations in order to give HEIs a secure base for financial planning
on a year to year basis
that the Tertiary Education Authority recognise in its funding formula the additional costs of
recruiting and retaining students from disadvantaged backgrounds
that every effort be made to increase part-time student numbers as a proportion of total numbers in
tertiary education and to this end distinctions between part-time and full-time students be removed
for the purpose of the obligation to pay fees and receive maintenance support and that part-time
students should count (on a pro rata basis to full-time) for the calculation of recurrent grant
that public investment in research and R&D needs to be further increased if the requirements of the
Lisbon declaration for 2010 are to be met
that the institutes of technology should continue to concentrate on applied research and that
underpinning research resources should be the subject of specific investment by Enterprise Ireland,
and not by the new Tertiary Education Authority, in targeted areas against clear national or regional
economic priorities
the structure of the new Tertiary Education Authority should comprise a small Board concerned with
strategy and resource allocation and two Committees, one for the university and one for the institute
of technology sector
there should be a new model for resource allocation to HEIs; the first task of a new Tertiary Education
Authority should be to devise the detail of the model after consulting on its strategic implications; such
28
a funding model, although containing many common elements should be differentiated between the
university and the institute of technology sectors so as to preserve the distinctive roles of the two
sectors
there should be a Strategic Investment Fund for National Priorities along the lines of Programme for
Research in Third Level Institutions (PRTLI) and managed by the TEA and a Strategic Fund for
Regional Development managed by Enterprise Ireland; both sectors of higher education should be
eligible to bid for these funds.
A.3.7
Strategic Innovation Fund (SIF)
On 25 April 2005 the Minister for Education and Science, Ms Mary Hanafin, TD announced the
establishment of SIF and detailed that the aims of the fund were to:
incentivise and reward internal restructuring and rationalisation efforts
provide for improved performance management systems
meet staff training and support requirements associated with the reform of structures and the
implementation of new processes
implement improved management information systems
introduce teaching and learning reforms, including enhanced teaching methods, programme restructuring, modularisation and e-learning
support quality improvement initiatives aimed at excellence
promote access, transfer and progression and incentivise stronger inter-institutional collaboration in
the development and delivery of programmes.
Funding is competitively awarded on the basis of an independent external evaluation of the quality of
proposals, with a requirement for excellence. The first call for proposals was made in June 2006 with
announcements made in October 2006. The second call was made in June 2007 with announcements
made in February 2008.
A.3.8
Delegated Authority 2006
At the time of the Institute’s application for delegated authority in January 2004 the Institute had not
commenced offering postgraduate taught programmes at Level 9 on the NFQ. HETAC policy in January
2004 only permitted the granting of delegated authority to include all programmes at a particular level on
the NFQ. Delegated authority to cover all Level 9 programmes: taught and research; required a recognised
provider to have undergone a process leading to agreement by HETAC for the provider to maintain a
register for research degrees.
Following the change of policy by HETAC, to grant delegated authority for a subset of programmes at Level
9, and the development of the Institute’s provision of postgraduate taught programmes, the Academic
Council decided on 27 January 2006 to seek to extend delegated authority status to Level 9 taught
programmes. An application was prepared and submitted to HETAC in June 2006. This second delegated
authority evaluation took place in May 2007 and the Institute was granted the authority to make awards
for all taught programmes in October 2007.
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A.3.9
Modularisation and Semesterisation
Modularisation and semesterisation was prioritised under the Curriculum theme in Strategic Plan 2001 2006. In September 2003, the Academic Council began to debate modularisation and semesterisation. An
Academic Council seminar on the issue took place on 1 March 2004 which included talks by
Dr Eric Martin, Head of School of Science, Waterford Institute of Technology and Dr Jonathan Campbell,
Computing Department at LYIT.
An Executive Board paper on modularisation and semesterisation was tabled at the Academic Council
meeting of 2 April 2004 and later circulated to all staff. In June 2004, the Academic Council noted its
previous approval of semesterised programmes and decided to continue its consultation with Institute staff
on expanding modularisation and semesterisation to encompass all Institute programmes. Meetings were
convened at School level to capture the views of staff in September and October of 2004. Reports from
each of the then three Schools were considered at a special meeting of the Academic Council on 16
December 2004. The Academic Council agreed with a proposal by the President to form a committee of
staff, students and management to examine in detail the issues surrounding modularisation and
semesterisation.
In order to gain a further insight into how modularisation and semesterisation operated elsewhere, the
modularisation and semesterisation committee organised a seminar for 5 May 2005. Speakers at the
seminar were Mr Denis Cummins, Head of School of Science, Dundalk Institute of Technology;
Dr Dermot J Douglas, Senior Executive – Academic Affairs, Council of Directors of Institutes of
Technologies; Professor Diarmuid Leonard, Professor of Education, University of Limerick; and
Mr John Vickery, Registrar, Institute of Technology Tallaght.
A report from the modularisation and semesterisation committee was circulated for the Academic Council
meeting of 13 May 2005 with the recommendation that a modular approach be adopted in the future
design of all programmes and that a semesterised structure be introduced. The Academic Council sought
further information in the form of an outline framework and also decided that the modularisation and
semesterisation committee’s report be circulated to all staff. At a special meeting of the Academic Council
on 30 May 2005, the outline framework was considered and the Academic Council agreed in principle with
the adoption of modularisation and semesterisation and to the further development of the framework.
A Framework for the Implementation of Modularisation and Semesterisation was agreed by the
Academic Council on 5 October 2005. A planned changeover date of 1 September 2006 was set. This
changeover date was to be achieved through the completion of PPEs in all of the then three Schools prior to
June 2006. However, despite the significant work completed, a special meeting of the Academic Council
on 7 April 2005 recognised that a launch date of 1 September 2006 was impractical and it was decided that
the start date be postponed until September 2007.
In line with HETAC policy, it was decided to offer exit awards at level 6 [higher certificate] on all ab initio
level 7 programmes and at levels 6 [higher certificate] and level 7 [ordinary bachelor] on all ab initio level 8
programmes, with the exception of programmes in Nursing.
A.3.10
Institutes of Technology Act 2006
New legislation for the IoT sector was passed by the Oireachtas and signed into law in 2006. The sections
of the Act were commenced by Order of the Minister for Education and Science on 1 February 2007. The
Institutes of Technology Act 2006 designates the Institutes of Technology and the Dublin Institute of
30
Technology under the Higher Education Authority (HEA). The Act substantially amends the Regional
Technical Colleges Acts 1992 to 2001 and the Dublin Institute of Technology Acts 1992 to 2001 and also
amends the Higher Education Authority Act (HEA Act) 1971. The Act also designates the Tourism College,
Killybegs (TCK) as a school of Letterkenny Institute of Technology.
While the Act primarily amends previous legislation it has a significant effect on the Institutes of
Technology sector with many of the changes involving replacing the roles of the VEC and Department of
Education and Science with the HEA. The Act provides for new arrangements whereby the HEA, rather
than the VEC or the Department of Education and Science, will approve an Institute’s budget and allocate
funding from the overall allocation from the Department of Education and Science.
The Act includes a specific provision requiring Institutes to contribute to the promotion of the economic,
cultural and social development of the State and to respect the diversity of values, beliefs and traditions in
Irish society.
In respect to strategic planning, the Act empowers the Governing Body of each Institute to require the
Director/President to prepare a strategic plan for the college, to approve this plan and to provide a copy of
it to the HEA and the Minister. In addition, the Act also requires the Director/President to prepare a
statement of the policies of the college with regard to access for under-represented, disadvantaged and
disabled persons and equality, including gender equality. The Governing Body will be required to approve
this statement of policies.
An important aim of the Act is to provide for improved institutional governance at Governing Body level
and give greater clarity to the respective oversight role of the Governing Body and management role of the
President.
A.3.11
Periodic Programme Evaluations 2007
It is normal practice that a review is carried out in each academic unit once every five years. In the case of
LYIT, the practice prior to 2006 was that programmatic reviews were carried out on a Departmental or
School basis as appropriate. The table below sets out the timing of programmatic reviews conducted prior
to January 2004.
Table A11
Programmatic reviews prior to 2007
Academic Unit
Year of last review prior
to January 2004
School of Engineering
1998
Department of Design
1998
Department of Computing
1998
Department of Business Studies
2003
Department of Science
2003
As outlined under the Academic Strategy above it was intended to complete the PPEs in April/May of 2006
to facilitate the move to the modularised and semesterised structure for roll-out in September 2006.
31
Programmatic reviews that had been underway in the Department of Design and School of Engineering in
2003 were postponed until there was a degree of equilibrium reached in the higher education environment
arising from the enactment of the Qualifications Act 1999, in June 2001. All Institute programmes were
subject to a re-validation process in 2003 to proof them against the new National Framework of
Qualifications (NFQ) and interim award standards.
Following the agreement of LYIT’s quality assurance procedures with HETAC in October 2004, it was
decided that in future all Periodic Programme Evaluations (PPEs) would be conducted on a School basis.
The 2005/2006 and 2006/2007 academic years were unprecedented for the level of curriculum
development activity in the Institute. All programmes in the Business, Engineering and Science Schools
were recast on the basis of twelve week modules.
This also represented the Institute’s first programmatic reviews conducted under delegated authority. Two
Academic Council committees were tasked with overseeing the PPEs. The Planning Committee examined
the emerging submissions from the Schools in terms of the Institute’s Procedures and Guidelines for the
Periodic Programme Evaluation and the Academic Standards Committee ensured that the modules were
consistent with the Institute’s Framework for Modularisation and Semesterisation.
A.3.12
National Development Plan 2007 – 2013
The National Development Plan (NDP) 2007 – 2013, published on 23 January 2007, is the fourth NDP and
has the potential to have a significant impact on the border region and the Higher Education sector.
The plan includes a strategy under regional development for the individual gateways established in the
National Spatial Strategy (NSS).
On all-island co-operation the NDP sees the cross-border element as important in achieving balanced
regional development. The plan states:
Three of the National Spatial Strategy Gateways (Dundalk, Letterkenny and Sligo) are
located in the Border Region. A common interest for all these Border Region Gateways will be
working together with corresponding areas in Northern Ireland.
Specifically in respect of Letterkenny-Derry Gateway the critical importance of the gateway to the North
West region is acknowledged and the Government’s priorities for the region are set out in the plan as -the
implementation of an integrated spatial planning strategy for the Gateway; further improvement in road
links to the region; enhancing the capacity and resilience of energy support networks; strengthening
telecoms infrastructure throughout the region; development of the City of Derry airport; cross-border
collaboration in the development of the skills base in the region; and improvements in access to health and
educational services on a cross-border basis.
In the section on Human Capital Priority the emphasis is on Lifelong Learning where the outputs are to
include to upskill the workforce through promoting access to appropriate training and lifelong learning
to implement the National Skills Strategy with the goal of increasing the skill levels of a significant
proportion of those at work in support of Ireland’s aims of improved competitiveness and moving jobs
quality up the value chain
32
to expand the workforce through the activation of groups such as the unemployed, people with
disabilities, lone parents, Travellers, ex-offenders, women and older people as well as the
implementation of an appropriate skills based migration policy
continued high investment levels in third level infrastructure — 35 large scale priority projects will be
delivered by the end of 2010 in addition to significantly increased investment in the further
modernisation and expansion of higher education infrastructure
to drive the reform and modernisation of the third level sector by enabling institutions to align their
strategies with national priorities through the implementation of the new funding arrangements and
the impact of major investment under the Strategic Innovation Fund
to significantly increase the numbers of high quality graduates as well as widening participation in
third level education.
Specifically under Higher Education the following development needs are identified as requiring action increased participation and improved access
encourage a greater flexibility of course offerings to meet diverse student population needs in a
lifelong learning context
promote the quality of teaching and learning
significantly increase PhD numbers and research activity
effective technology transfer
safeguard and reinforce the many roles of higher education in providing independent intellectual
insights and in contributing to our broader social, human and cultural understanding.
In relation to the reform of programme and course delivery, the NDP recognises changes arising from the
Bologna Process and articulates supports needed in respect of teaching and learning, the actions to be
undertaken through the plan:
the achievement of standards of excellence in teaching and learning
the introduction of teaching and learning reforms including enhanced teaching methods, programme
restructuring, modularisation and e-learning
providing for improved performance management systems
provision of staff training and support requirements associated with the reform of structures
linking of quality assurance outputs to strategic management of higher education institutions
support of quality improvement initiatives aimed at excellence
development of European and national frameworks for qualifications.
A.3.13
Development of Strategic Plan 2007-2013
A number of Institute initiated projects to inform the development of Strategic Plan 2007 – 2013 took
place throughout 2006. In February 2006, the President met with staff to outline the initial stages in the
development of the plan. The planning process began in earnest in June 2006 with the inception of a
scenario planning exercise with the involvement of both internal and external stakeholders.
In September 2006, a Strategic Planning seminar was held with contributions from policy makers in
Forfás, HEA and HEFCE. In addition, initial findings from the scenario planning process were presented.
The aim of this event was both to inform staff and to further stimulate discussion around the future that
LYIT will encounter.
33
To inform the development of an Institute communications strategy Morris Communications conducted a
brand audit. This audit included interaction with staff and students internally as well as a range of external
stakeholders. Groups consulted included school principals, career guidance counsellors, business
representatives, economic development agencies and a range of national educational stakeholders.
A call for staff suggestions on possible thematic areas for inclusion in the plan was made by the President
in November 2006. An intranet resource with links to strategic planning documentation was established
to support staff in their engagement with this process. The intranet resource was also utilised to
disseminate to staff the results of other data gathering projects. Finally, the Institute engaged the services
of a strategic planning expert to review the efficacy of Strategic Plan 2006 with a view to making
recommendations on the formulation and implementation of the successor plan.
In January 2007, the Director met with staff groups and the student body to detail progress on the
development of the plan and the emerging issues. The Academic Council referred consideration of the new
strategic plan to the Planning Committee. Recommendations from the Planning Committee were reflected
in a final draft of the plan which was approved by the Governing Body in April 2007.
Further details on Strategic Plan 2007-2013 are presented in section B.2.
A.3.14
North West Gateway Strategic Alliance
On 17 February 2008 the Minister for Education and Science, Mary Hanafin, TD, announced details of the
allocation of funding under Cycle 2 of the Strategic Innovation Fund (SIF). Among the successful projects
was the North West Gateway Strategic Alliance proposal which is aimed at developing closer collaboration
between LYIT and the University of Ulster (UU). The proposal was costed at €1,786,000, with €893,000
coming from the SIF.
The Strategic Innovation Fund aims to stimulate innovation in higher education and research through
collaboration between institutions. The North West Gateway Strategic Alliance project is a collaborative
proposal with the University of Ulster which accords with commitments in the NDP. This SIF project is
significant as it is the only cross-border proposal funded via SIF.
A number of existing collaborations with UU are in place, such as, the development and delivery of the
MSc in Innovation Management in the Public Sector and the activities focused at improving the
pedagogical skills of LYIT lecturing staff. This SIF project will take approximately eighteen months to
complete. Additional information on this project is detailed in section B.7.
34
Part B
B.1
Objectives of the Institutional Review
Institute Reputation and Publications
This objective is to enhance public confidence in the quality of education and training provided by the
Institution and the standards of the awards made. This is an overarching objective which covers all areas
of the Institution’s activity. The quality of the institutional review process itself is a critical part of this as is
the internal self study, the publication of the Self Evaluation Report and panel report. The information
provided by the Institution to the public falls within this objective.
Reputation
Enhancement of public confidence requires an approach that ensures that the programmes offered are of
the highest quality. LYIT’s approach to underpinning the quality of programmes is based on alignment
with: government policy; the relevant policy and procedures set down by NQAI, HETAC and FETAC; and
also with the policy and procedures of the HEA. At Institute level this requires the efficient operation of
the important forums for examining the various elements of the Institute’s operation: Governing Body,
Academic Council, Executive Board, Executive Council and course boards. Important additional
considerations for ensuring that programmes are of the highest quality are that the required facilities and
staff are in place.
The strategic plan is used to guide the Institute’s development over the medium term with operational
planning used to deliver on specific parts of the plan on an annual basis. Quality assurance provides a
framework for the management of all aspects of programme provision with a focus on continuous quality
improvement.
The actual enhancement of the quality of LYIT’s education and training programmes and the standards of
awards made is addressed in the subsequent six objectives and in the Quality Improvement Plan included
in Part C.
Publications
A brand audit was conducted by Morris Communications to inform the preparation of a communications
strategy for LYIT in 2006. A number of focus groups and in-depth interviews were carried out as part of
this audit.
Staff workshops held on 20 October 2006 aimed at identifying and understanding staff opinions regarding
the Institute’s reputation, values, beliefs, strengths and weaknesses, and culture as well as key issues and
perceived barriers for future success.
Focus groups of career guidance counsellors and existing students, also held in October 2006, focussed on
determining the key positive and negative drivers in relation to recommending LYIT as a place to study and
the relative impact of image perceptions and marketing communications.
At this time a series of more in-depth interviews was undertaken with identified key influencers,
comprising school principals, educational bodies, and Government and business representatives. This
interaction was aimed at understanding the implications for LYIT’s brand image in terms of geographic,
35
political and regulatory factors. A sample of six learners who did not take up offers of a place at LYIT,
termed the rejector group, were also interviewed as part of this research.
The findings from the brand audit were presented to the Institute on 5 December 2006 with information
from each of the groups presented against a single template addressing: current overall impression of
LYIT, desired attributes/associations, key values, desired messages/ most powerful elements of
communications, and preferred/suggested descriptor.
Important messages to come out of this audit were the recognition by staff and students of the quality of
the Institute’s facilities and resources and the friendly culture in which the Institute conducts its business.
Students saw the Institute as dynamic in programme development and identified the lecturing staff as
approachable.
Career guidance counsellors saw LYIT as hugely relevant and focussed on the proximity of the Institute and
the opportunities it offers for learners in the region. They also rated the Institute very highly for its
buildings, investment, resources, communications and the valuable contribution it makes to the local
economy. School principals saw the Institute as having made significant progress over the previous five
years; noting new degrees, new staff, new buildings and facilities, and marketing activities such as Open
Day and the Careers Fair as important positives.
Employers in business and industry recognised significant progress at LYIT over recent years but
highlighted a need for improved interaction between LYIT and local industry. They also highlighted a need
to communicate the successes and capabilities of Institute graduates. Economic development agencies
valued the IoT status and the practical learning and skills to be gained by learners in the sector. These
agencies also saw the Institute as being of significant regional importance and underlined the need to work
closely with local industry.
A number of groups identified the Institute of Technology sector as appropriate for learners that might not
get into university and also associated the sector with low entry level points and the admission of all
qualified applicants (AQA).
Morris Communications have remained involved with the Institute and continue to hone the
Communications Strategy on a quarterly basis. A Central Communications Unit has been in place on an
informal basis for the past year to coordinate Institute communications.
The primary target audiences for the Communication Strategy include staff and students, school leavers in
the region, parents, primary and secondary schools in the region, potential mature learners, business and
economic agencies, and local and national media.
In 2008, Carton LeVert Design and Communication were appointed to update the Institute’s visual
identity. In addition to developing a graphic framework for the Institute, a photo-archive of LYIT images
was created. This new identity was first used in the Institute’s Prospectus 09/10 which was published in
October 2008. The further roll-out of this new identity across all Institute publications is ongoing.
An external contractor has also been appointed to ensure that high quality design standards are followed
through in a revised Institute website. The revised website, encompassing a content management system
which will reflect the Institute’s new visual identity will be launched in 2009.
36
B.2
Strategic Planning and Governance
This objective is to contribute to coherent strategic planning and governance in the institution. The review
may address the coherence of institutional mission, vision and values and overall institutional strategic
planning. For recognised institutions with delegated authority this objective also includes the Operation
and Management criterion of the review of delegated authority (governance, management, administration,
planning and evaluation) and the Objects of the Qualifications Act criterion relating to national
contributions etc. This objective encompasses LYIT’s Strategic Plan 2007-2013 and the associated
operational planning.
Governing Body
The Governing Body is the ultimate authority within the Institute and provides a non-executive oversight
function of all aspects of the Institute’s operation. In line with best practice in other sectors, and in order to
improve corporate governance, the Governing Body has established an Audit Committee. The Audit
committee meets several times a year. An Audit Committee charter has been adopted.
A strategic issues briefing session was held for the Governing Body on 9 October 2007. Three invited
speakers for this event were:
Dr Dermot Douglas, IOTI - Building for the Future; Trends in Higher Technological Education.
Mr Seamus Given, Arthur Cox & Co – Corporate Governance in Institutes of Technology.
Mr Fergal Costello, HEA.
The current Code of Practice for the Governance of State Bodies is used as a reference for the operation of
the Governing Body. The Department of Education has been working on a new Code of Practice specific to
the third level education sector and this Code is expected to be issued soon.
An Internal Audit function was established in 2000 to work with the Council of Directors (now IOTI) on
behalf of all of the IoTs. Mazars replaced the previously contracted internal auditors in March 2006.
The mission of the Internal Audit is to provide an independent appraisal in collaboration with an Institute
to measure and evaluate the effectiveness and efficiency of its operations including its internal controls.
Objective of the Internal Audit is to furnish all levels of management with analyses, appraisals,
recommendations and pertinent information regarding the activities reviewed. All of the Institute’s
activities, funded from whatever source, fall within the remit of the Internal Audit Function.
The Internal Auditors have developed best practice standards for a number of the IoTs’ functional areas.
Table 4.8
Best Practice Standard – Internal Audit Function
Standard
Published
Research Structures
May 2005
Management Information and Budgetary Control
August 2008
Code of Practice
August 2008
37
Strategic Planning
Strategic Plan 2007-2013, published in December 2007, articulates a new mission statement, vision
statement and values statements. The plan has activity focused objectives grouped under the three
interlinked strategic domains of Teaching and Learning; Learner Experience; and Research, Innovation
and Enterprise. Achievement of these strategic objectives is dependent on adequate Institute Capacity.
The final set of objectives relate to measures aimed at growing Institute Capacity.
Annual operational plans were identified as important companion documents where it was envisaged that
SMART (specific, measurable, achievable, relevant and timely) goals would be detailed.
Teaching and Learning
Objectives set out under Teaching and Learning encourage more flexible approaches to teaching and
assessment, development of teaching materials, use of technology and further support for lecturers
including pedagogical support. In addition, there are plans for a review of programme provision,
improving programme delivery in light of learner feedback, utilising links with relevant external bodies to
inform programme development and the further enhancement of language education.
Learner Experience
Learner Experience encompasses objectives that focus on providing good quality teaching and learning
facilities and having appropriate learning support and Student Services in place to enable learners manage
their own learning. Also included are the supports in place to facilitate the personal development of
learners through social/cultural and sporting activities, provision of skill development opportunities and
the recognition of academic and non-academic achievement.
Research, Innovation and Enterprise
This domain emphasises the need to formulate an ambitious research strategy to build on existing research
groupings, encourage more academic staff to become research supervisors, strengthen research planning at
School level and to develop quality assurance procedures to cover postgraduate research activity.
Supporting innovation and enterprise is to be achieved by: meeting the needs of business and industry in
the region, incorporating enterprise development elements on relevant programmes, further developing
the BDC, and by leading initiatives in the region on workforce development.
Institute Capacity
Objectives listed in this domain relate to capturing additional funding, inter-institutional sharing of
resources, examining resource allocation within the Institute and interfacing with the processes of the
HEA. Additional aspects of capacity addressed include protecting the good name of the Institute, leading
the region’s response to relevant national policy objectives, providing for the proper integration of Tourism
College Killybegs, aligning staff development with Institute strategy and promoting and protecting the
heritage of the region.
Executive Council members developed substantial operational plans for February 2008 and these were
further updated for May 2008. The Academic Council’s Planning Committee made recommendations
following a review of the operational plans in May 2008 and the Executive Board undertook a further
review of strategic and operational planning as part of this Institutional Review process.
38
The Executive Council discussed the need to review the strategic plan against the changed financial
situation that the Institute now finds itself in and also to examine how well the plan facilitates input from
the providers of support services.
Through the Executive Board review it was identified that there was significant variation in the pitch of
different operational plans. There was also weakness in the coordination of cross-departmental elements
of the plan with the effect that some higher level objectives were poorly addressed in the operational plans.
Another important focus of the self-evaluation was the inter-relationship between the Executive Board and
the Executive Council and the operations of both the Executive Board and the Executive Council.
Teaching and Learning
Teaching and Learning has been identified as a priority Strategic Plan 2007-2013 and a number of recent
Institute initiatives in this area are outlined below.
Draft Teaching and Learning Strategy / T&L Working Group
A Teaching and Learning Working Group was set up in October 2008 with representatives from the School
of Business, the School of Engineering and the School of Science. The draft Teaching and Learning
Strategy was discussed at the working group and a revised draft is currently being prepared to address the
input received. A Teaching and Learning website is also under development.
It is planned to agree a discussion document for Academic Council and Executive Board review. The
resulting draft Teaching and Learning Strategy will be circulated to all staff for their input and feedback.
Academic staff professional development
One of the aims of LYIT Teaching and Learning is to encourage all staff to undertake professional
development in the field of education, and to support them during this process.
LYIT Academic staff are currently taking the Postgraduate Certificate in Higher Education Practice
(PgCHEP), Postgraduate Diploma in Higher Education Practice (PgDHEP), and the MSc in Higher
Education Practice (MScHEP) programmes with the University of Ulster. The PgCHEP has been delivered
at LYIT since 2003 and 48 staff members have completed the programme. Ten staff members are currently taking their last module on the PgCHEP programme and due to finish in June 2009. Fourteen
staff members are currently taking their last module on the PgDHEP programme and due to finish in
January 2009.
The University of Ulster are moving to an online MEd programme next academic year and the Institute is
currently examining the most appropriate way for meeting the demand for accredited education
programmes for staff.
Seminars / Short Courses
In addition to formal pedagogical education a number of seminars and workshops of shorter duration to
support the academic educational development of staff at LYIT were held in 2008.
Disability and Access and Inclusion in Third Level Education: Two workshops were arranged by the
Access Office and delivered by Professor Alan Hurst, University of Central Lancashire. (10 April
2008).
39
RPL: Workshops were held in May 2008 by the Institute’s RPL Facilitator addressing - writing
learning outcomes for RPL purposes, assessing RPL portfolios, interviewing applicants, and LYIT RPL
policy.
Library Resources for Academic Research: Workshops designed and delivered by the Deputy Librarian
on how to make best use of library resources to support Academic Research. These workshops are
delivered to small groups of staff as required.
E-Learning in Finland: Presentation by Mr Lasse Vallemaa from Pori Adult Education Centre in
Finland, on eLearning in Finland. (5 September 2008)
Showcase of Access Office resources: Learning Support Specialist showcased resources useful for
lecturers taking Communications and/or Study Skills either as a module or part of a module. (12
September 2008)
Showcase of WebCT Use: Three members of staff demonstrated current use of WebCT in the School of
Business, School of Engineering, and in the School of Science. (10 December 2008)
Technical Workshops on Computer Systems: These are held for staff as required and address use of
public folders, file management, and email. Five held this semester - 22 September 2008, 3 October
2008, 7 October 2008, 14 October 2008, and 5 November 2008.
Future Pedagogical Training
WebCT training: Training has been arranged by Human Resources section to take place over two days,
Tuesday 6th January 2009 and Wednesday 7th January 2009. There will be 4 workshops - each of which
lasts 2 hours.
Workshop 1 – a starter workshop suitable for staff new to WebCT.
Workshop 2 – explores the various ways of getting content onto WebCT: File Manager, Add File tool,
Content Module, and Media Library.
Workshop 3 - Introduces staff to the three assessment tools in WebCT.
Workshop 4 – Using collaborative and discussion tools in WebCT.
Motivational Seminar: This seminar is to be delivered by Professor Phil Race, Leeds Metropolitan
University, and cover topics such as Coping with large class sizes, and Assessment.(13 January 2009)
Peer Assisted Learning: For Department of Law and Humanities, workshops will encompass training for
students and a seminar for staff (date to be confirmed).
Seminar/Workshop on formative assessment (date to be confirmed)
Seminar/workshop on intercultural communication (date to be confirmed).
Other Initiatives
Learning Innovation Network (LIN) project: The LIN project is a three year collaborative project involving
all of the IoTs. It is funded via the Strategic Innovation Fund, and was established to enhance delivery of
core educational activities through collaboration and reform, and to support innovation and quality
improvement in teaching and learning.
European project: LYIT is the Irish partner in the Grundtvig 2 Lifelong Learning Project IANUS. There are
ten IANUS partners working on issues relevant to working with learners aged 50 and over. LYIT is
responsible for the development and maintenance of the IANUS Project Website as well as working with
other partners to produce the project deliverables.
40
B.3
Quality Assurance
This objective is to assess the effectiveness of the quality assurance arrangements operated by the
institution. This will be based on Part One of the European Standards and Guidelines for Quality
Assurance.
All Institute quality assurance procedures and guidelines for the academic area have been brought together
under a single framework, the Quality Assurance Handbook. In the main, the QAH contains procedures
for designing, monitoring and reviewing programmes and procedures related to the assessment of learners.
Also included in the handbook are the student charter, student disciplinary procedures and a complaint
procedure for resolving students’ concerns.
Designed as a modular document to allow for the necessary periodic updating of individual sections, the
QAH was also envisaged as an electronic document ensuring staff and students would always have access
to the most up-to-date version via the Institute’s website. This format has permitted the easy adoption of
the important features of a controlled document: changes from previous versions can be easily tracked, a
single body (the Academic Council) introduces changes, individual sections bear the date approved, and a
single and accessible source for current documentation exists.
The HETAC evaluation of the Institute’s Quality Assurance submission of July 2003 culminated in a
meeting of the HETAC Quality Assurance expert panel on 13 October 2003. The HETAC panel agreed the
procedures as submitted and sought no amendments. At the LYIT graduation ceremony in February 2004
the Quality Assurance certificate was presented to the Institute by Mr Séamus Puirséil, the then Chief
Executive of HETAC.
The first revision of the QAH, version 1.1, was adopted by the Academic Council on 18 June 2004 where
changes introduced involved amendments to the Academic Council’s Standing Orders, Section D, in
relation to the term of office of the elected chairpersons of the Academic Council. Revised management
structures were also reflected in an amended Section E. Experience in the development of the first
programme under delegated authority was reflected in a revision to Section G. Section H and Section J
were modified to include the nationally agreed questionnaires for capturing the views of learners on
individual modules and for entire programmes. A small amendment to examination appeals was also
adopted in an updated Section L.
Table of Contents for LYIT’s Quality Assurance Handbook
Section A
Introduction
Section B
Mission Statement
Section C
Quality Assurance Policy
Section D
Governing Body and Academic Council
Section E
Management Structure
Section F
Course Boards
Section G
Procedures and Guidelines for the Design and Validation of New Programmes
Section H
Procedures and Guidelines for the Ongoing Monitoring of Programmes
Section I
Procedures and Guidelines for Regular Periodic Evaluation of Programmes
Section J
Feedback from Learners
Section K
Feedback from Employers
41
Section L
Procedures and Guidelines for the Assessment of Learners
Section M
Executive Board Reports
Section N
Student Complaints Procedure
Section O
Student Charter
Section P
Agreement for Academic Integration (with Tourism College, Killybegs)
Section Q
Institute Support Services
The Academic Council made further amendments to the QAH on 5 May 2006 encompassing six separate
sections of the handbook. Section D was changed to reflect a revised Academic Council committee
structure and the inclusion of a General Purposes Committee.
Section G was updated to include reference to the most up-to-date HETAC policy and procedure
documents. Appendices G3 and G4 were revised with the addition of a new section on the subject matter
of new programme evaluation and a new pro-forma final report for the Panel of Assessors. A template for
the appraisal of new programme proposals by External Specialist(s) was included as Appendix G5 and the
procedures adopted for the validation of minor, special purpose or supplementary awards was added as
Appendix G6.
In Section H the data required for the ongoing monitoring of programmes was revised to coincide with the
data achievable via the management information system, Banner.
Section I was revised to detail the Institute’s changed relationship with HETAC vis-à-vis periodic
programme evaluation under delegated authority.
Very minor amendments to Section L4 and Section L5 concerning the availability of internal examiners
were also agreed. Section Q, a new section was added focused on the Institute’s support services. This
section concerned the formation of four users groups to help monitor the ongoing delivery of services and
to identify where improvements could be introduced. The remit of these users groups included the
establishment of agreed service levels and the setting of goals for service delivery and development.
The most recent version of the Quality Assurance Handbook is available from the Institute’s website at
http://www.lyit.ie/administration/QA/index_quality.html .
Part One of the European Standards and Guideline for Quality Assurance (ESGs) represents a significantly
broader focus on quality assurance than was evident in previous HETAC policies and procedures. In order
to come up with a coherent Institute response to these standards and guidelines the Academic Managers
Group was charged with undertaking a self-evaluation of the ESGs against quality assurance processes in
place at LYIT. This self-evaluation utilised the questions posed in HETAC’s Draft Supplementary
Guidelines for the Review of the Effectiveness of Quality Assurance Procedures 2008. Academic
management in each of the four Schools completed the questions and the input from the four Schools was
compiled into a single response which is presented in Appendix 1. The proposed changes arising from this
quality assurance self-evaluation are summarised in Section C Quality Improvement Plan.
42
B.4
Access, Transfer and Progression
This objective is to confirm the extent that the institution has implemented the National Framework of
Qualifications and procedures for access, transfer and progression. For example this includes issues such
as credit, transfer and progression routes between levels and award types, entry arrangements and
information provision. As part of this objective, HEA-funded Institutions should be mindful of the goals of
the HEA’s National Plan for Equity of Access to Higher Education (2008-2013) and pay particular
attention to the objectives relevant to Higher Education Institutions. In terms of LYIT this includes Access
Office activity, supports in place for specific student groups, and measures to support the Recognition of
Prior Learning (RPL).
NQAI Policy and Procedures
LYIT is committed to meet its statutory obligations under Section 46 of the Qualifications (Education and
Training) Act 1999 to inform learners commencing programmes of the name of the awarding body, the title
of the award associated with that programme and the transfer and progression linkages for learners on
attainment of the award.
NQAI Policies, actions and procedures for access, transfer and progression, October 2003 identifies
specific measures to meet its objectives. These policies, actions and procedures are set out under four
themes: credit, transfer and progression routes, entry arrangements, and information provision. Under
each of these headings the roles of the higher education providers are detailed.
Credit
LYIT has adopted an approach on credit that is consistent with the national approach and complements
the National Framework of Qualifications. This approach facilitates learners in a lifelong learning context,
facilitating credit accumulation, credit transfer and processes for the recognition of prior learning. LYIT’s
approach is also in accordance with ongoing developments in Europe in relation to credit systems. NQAI
Principles and operational guidelines for the implementation of a national approach to credit in Irish
higher education and training (November 2004) further details approaches in this area.
Transfer and progression routes
LYIT processes are in line with the NQAI in respect of transfer and progression routes. Programme design
procedures ensure that learners achieving awards should have eligibility to transfer or progress. The
Institute endeavours to support the needs of learners to enable them to transfer or progress. NQAI
procedures are set out for providers in relation to:
identification of transfer and progression routes
specification of requirements for transfer and progression
the need to support learners to enable transfer and progression routes to operate.
Entry arrangements
LYIT entry requirements reflect the NQAI policy approaches to extend accessibility and to focus the
concept of access on the achievement of an award (rather than on entry to a programme), through the
definition of factors necessary as a basis for successful participation. NQAI procedures are set out for
providers in relation to:
clear, fair and consistent arrangements for entry
43
appeals processes
statements of the knowledge, skill and competence needed as a basis for successful participation
clarity about awards demonstrating eligibility for entry.
Information provision
LYIT shares the NQAI objective of providing information that is of high-quality, comprehensive and
accessible for learners.
Access Office Activity
The Access Office was established in April 2001 to support:
mature students
students with sensory, physical and multiple learning difficulties
students from low income families.
However the Access agenda has expanded over the years to include ethnic minorities.
The Access Office is staffed by the Access Officer, two Learning Support Specialists and a clerical officer. A
number of additional staff are employed to support particular Access Office initiatives
The Access Office is currently housed in the Learning Support Unit. Accommodation includes:
Two 14-station Computer Labs
Mature Students’ Room
1 large classroom / Maths Learning Centre
Study Room
Consultation Room
Technician’s Office
Two Project Offices.
Mature Students
The term Mature Student refers to learners who are 23 years or older on entry to higher education.
Currently, the Access Office is considering re-classifying this category into two groups; (a) students aged
23-30, and (b) students 30+ years of age. Learners who have been out of school for more than 10 years
need additional support.
In the National Plan for Equity of Access to Higher Education, the target set out for mature students is 20%
by 2013 and 27% of part-time by 2013.
In 2001, less than eighteen percent of the Institute’s student population was in this category. Typically
there is a greater concentration of mature students on particular programmes such as Nursing
programmes and the Accelerated Technician Programmes. LYIT has already exceeded the national target
with mature students on full-time programmes making up 27% of the student body in 2008/2009.
The Access Office is active in promoting the Institute’s programmes to prospective mature students.
Establishing contacts with local FÁS and VEC personnel, with responsibilities in relation to adult learners,
has proved beneficial. The Access Office co-hosts an annual Adult Education Fair in conjunction with
44
Donegal Adult Guidance Service. Other inter-agency work is being facilitated through the Life Long
Learning (LLL) Forum of the Donegal County Development Board.
The Access Office assists mature students with their applications for the Back to Education Allowance by
liaising with Social Welfare Offices. IT and Study Skills classes are provided in the first few weeks of term
for mature students.
The most significant and successful method of targeting mature students and growing this cohort has
proven to be the Foundation Certificate programme and more recently via its replacement the Certificate in
Introductory Studies for Higher Education. The course includes four mandatory subjects:
Communications, Mathematics, Study Skills, and Information Technology. Students choose an additional
two elective subjects from the list: Business Studies, Design, Engineering, Science, Nursing and Tourism.
Table B1
Students on Certificate in Introductory Studies for HE (Foundation Cert)
Year
Number
2002/2003
24
2003/2004
72
2004/2005
52
2005/2006
42
2006/2007
70
2007/2008
45
2008/2009
127
The 24 learners enrolled on the programme in 2002/2003 were referred by facilitators from the
Department of Social and Family Affairs and Donegal Adult Guidance Service and they studied at the LYIT
campus in Letterkenny. To improve access for students living in rural areas the programme was offered in
2003/2004 at centres in Moville and Donegal Town. In 2006/2007, of the 70 students enrolled on the
programme, 63 of these completed the programme and 28 learners registered for full time programmes at
LYIT. A further two learners from this cohort went on to other HEIs. For the academic year 2007/2008 a
total of 45 students completed and 34 of these are now registered on full-time programmes at LYIT.
In the current academic year, a total of 127 students are registered, 64 males and 63 females. There are
three new centres operating in Clonmany, St Johnston and Dungloe.
In summary, 305 learners have completed this programme to date. An average of 75% of these learners
were recipients of social welfare payments and 85% could be categorised as early school leavers, while 50%
of students have progressed onto further LYIT programmes. Important in the continued success of this
programmes has been the support obtained from the Department of Social and Family Affairs.
45
Figure B1
Analysis of Certificate in Introductory Studies for HE (Foundation Cert)
140
120
100
Registered
80
60
Social Welfare
Recipients
40
Achieved Level 6
20
0
2002
2003
200
2006
200
2007
2008
Learners with Disabilities
In the National Plan for Equity of Access a target has been set to double the number of learners in the
learners with disabilities category by 2013. In 2006/2007 LYIT had over 5% of all learners with disabilities
in the country. The majority of these learners have Specific Learning Difficulties (SLD). The table below
details the growth in this category of learners over the years 2001/2002 to 2008/2009.
The Learning Support Specialist positions were created to meet the demands of learners with additional
learning needs. LYIT is also involved in a SIF 2 project working with post-primary schools in County
Donegal to identify their assistive technology capacity and needs. LYIT will also provide in-house training
for Special Education Needs Organisers (SENOs) in these schools.
Table B2
Fund for learners with disabilities 2001/2202 to 2007/2008
Academic year
No. of
Funding
Learners
2001/2002
14
€ 7,810
2002/2003
67
€143,730
2003/2004
83
€180,880
2004/2005
78
€181,933
2005/2006
79
€184,869
2006/2007
100
€177,040
2007/2008
113
€373,952
2008/2009
99
€340,000
(application)
At registration, all first year learners are assessed to determine their learning style using the diagnostic
Quickscan test. Through these tests, learners with SLD or dyslexic tendencies can be identified. All tests
are done via computer with the test results normally available in November.
46
Table B3
Access Office Diagnostic Testing
Year
Learners
Number
with SLD
2004/2005
506
49
2005/2006
486
47
2006/2007
566
68
2007/2008
745
79
2008/2009
728
63
Support mechanisms are in place to address issues which arise:
learners with indicators of a learning difficulty are invited to complete the LADS (Lucid Adults
Dyslexia Screening) to assess the probability of being dyslexic.
learners highlighted as having positive indicators of dyslexia are then offered the opportunity to sit the
Dyslexia Adult Screening Tool (DAST) assessment. This is a one-to-one battery of tests to give a more
definitive diagnosis (99% accurate).
the learner is then either added to the list of learners to see the Educational Psychologist through the
Ascent project or he/she may seek a private psychological assessment. The supports offered depend
on the nature of the disability.
Supports offered to students with a diagnosed SLD include:
dyslexic learners are provided with dyslexia/study skills tutoring on a one-to-one basis
access to specialist software and suite of computers
access to Maths tutor
access to ‘Applied writing’ tutor
subject specific tutorial support
exam allowances including Spelling/Punctuation/Grammar concessions, extra time, reader, scribe,
separate exam venue.
copies of notes from lecturers (in some instances)
a facility to get notes photocopied and to increase print quotas.
The Learning Support Specialists liaise with each Academic Department regarding the needs of individual
learners eg, extra time in exams is deployed with recommendations from the Educational Psychologist.
Learners from low income families
In the National Plan a target of 54% participation by 2020 has been set for each socio-economic group that
is under-represented. LYIT has initially identified learners from low income families in terms of those
learners that are in receipt of grants. On this basis, LYIT has exceeded the 2020 quota/target as currently
67% of LYIT learners are in receipt of grants. It is important that a consistent approach is taken at a
national level to help identify under-represented socio-economic groups more clearly.
The Learners Assistance Fund came into existence in 2004, in 2007/2008 over €93,000 was paid out
through this fund to learners. This fund is allocated from the HEA on a per capita basis and is not based on
the actual number of learners that may need help.
Mathematics Learning Centre (MLC)
47
In recent years, increasing numbers of learners had been requesting help and support in mathematics from
the Access Office to compliment the existing tutorials delivered by lecturing staff. Support has consisted of
specially organised tutorials for learners across the Schools of Engineering, Science and Business. In
addition, individual or small group consultations were also undertaken by both interested lecturers and
learning support staff.
A small-scale study was carried out in 2006 to gauge support among learners for a dedicated Mathematics
Learning Centre (MLC) in the Institute. The evidence pointed to a very strong demand for such a facility.
A proposal was put to Academic Council in 2006 by the Access Officer culminating in approval for the
establishment of the centre.
The proposal stated that the purpose of the MLC was to:
deliver appropriated support services in mathematics for learners across all programmes in the
Institute
provide supervised help in a purpose-designed area
to establish a research dimension for learner needs in the key areas of appropriate resources and
pedagogy.
The MLC got under way officially on 5 November 2007 with the appointment of a full-time seconded
mathematics teacher as Director of the MLC.
Services which are currently offered to students include:
individual one-to-one and small group consultations
pre-examination revision programmes
access to paper resources on specific topic areas.
In the future, it is planned to have an on-line website presence to provide access to examination papers
from previous years to include model solutions together with additional resource materials prepared by the
Director of the MLC.
The MLC currently operates as a drop-in clinic. It is open from 9.30 am – 12.30 pm and from 1.30 –
5.30 pm each weekday.
The MLC is staffed by a full-time seconded mathematics teacher, previously national co-ordinator of the
mathematics support service for second level mathematics teachers. An additional tutor was appointed in
November 2008 on a one year part-time basis to help with the many requests for support from learners.
Recognition of Prior Learning
Recognition of Prior Learning (RPL) can be used to gain admission to a programme, or to gain exemptions
from some parts of a programme. The purpose of RPL is to expand access to programmes/qualifications
for people lacking formal qualifications, and to reduce the time and cost of programmes for people who
already possess some of the knowledge, skill and competence which a programme seeks to develop in
learners.
48
Prior Learning is learning which has taken place prior to admission to a programme. The learning can be
certified or experiential (non-certified).
Recognition of Prior Learning (RPL) and Accreditation of Prior Learning (APL) incorporate the terms
accreditation of prior certified learning (APCL) and accreditation of prior experiential learning (APEL).
Principles of the RPL Policy
Credit for learning can be given only once. Prior certified learning may entitle the candidate to
exemptions on a programme, not credits. As this certified learning has already received credit at
another institution, the applicant does not receive credits for it again, but recognition in the form of
exemptions.
Credits for prior experiential (non-certified) learning may be awarded on the basis of a portfolio which
No grades are awarded on the basis of the portfolio. The marks for a candidate are awarded on the
demonstrates that a candidate has achieved specified learning outcomes for the programme.
basis of actual assessment of programme content taken in the conventional way.
The currency of learning is an important criterion. It must be achieved within a suggested time frame
– for example within the last five years.
Candidates must demonstrate that they have a good grasp of the theory as well as the practical
learning elements of a programme. They must demonstrate that they are capable of applying the
learning in a new context.
Candidates must demonstrate: appropriate balance between theory and practice, transferability of
learning; appropriate academic level of learning.
The charge to candidates for APL will be less than the regular charge for taking the exempted
programmes in the traditional way.
Academic standards must be maintained in the APL process.
The APL process shall be consistent, fair and transparent.
Rules for Exemptions/RPL Accreditation
In non-award stages recognition/accreditation will normally be given, in line with institutional policy:
for complete modules only, not for parts of them
where at least 50% of the learning outcomes of a module have been achieved
for a maximum of 50% of the modules in a programme
for a maximum of 50% of the total credits for a programme.
To prevent fragmentation, candidates should be allowed exemption for entire modules only, not parts of
them, except when the module is composed of clearly distinguishable distinct parts, for example theory
and practical.
RPL process
To apply for RPL, an applicant must apply in writing to the Admissions Office. Candidates applying for
Candidates applying for RPL may be interviewed by a member of staff trained in RPL. The purpose of
RPL in relation to first year subjects should also apply via the CAO.
this is to ascertain whether the candidate has a chance of succeeding, and to advise the candidate on
the application process and portfolio preparation.
Candidates who are advised that they may proceed to the next step will receive advice and support on
the portfolio production. Completed portfolios will be assessed by academic staff of the department
teaching the target programme.
The time for the production of the portfolio should typically take circa 3 weeks to 1 month.
49
The candidate may be asked to take tests or perform other learning tasks and assessments as part of
the portfolio assessment process.
Submission of a portfolio does not guarantee that the applicant will receive an exemption.
The candidate will be informed in writing within a reasonable period of the outcome of the portfolio
assessment.
The Academic Council approved the Recognition of Prior Learning Policy on 2 February 2007.
LYIT employs a full-time RPL facilitator and training on portfolio preparation and assessment has been
provided at departmental level. The Institute is a partner in the SIF funded Education in Employment
project and hosted an RPL Symposium on 8 December 2008.
50
B.5
Delegated Authority
This objective is to evaluate the operation and management of delegated authority (where applicable) for
both taught and research programmes. The institutional review process will satisfy the statutory
requirement for the review of delegated authority for recognised institutions. In particular, programme
development under delegated authority will be examined including minor, special purpose and
supplemental awards.
The Academic Strategy outlined in A.3.4 details the Institute’s first approach to validate new programmes
under delegated authority from HETAC. Internal aspects of programme development were coordinated by
the Academic Council’s Planning and Development Committee.
The Academic Council meeting of 8 April 2005 agreed with the recommendation of the Planning and
Programmes Committee to establish Panels of Assessors for four programmes: BSc in Computing in
Computer Games Development, HDip in Financial Services Technologies, BSc in Quantity Surveying and
BEng in Building Services Engineering. All four proposals were examined by panels in the week beginning
18 April 2005.
The Planning and Programmes Committee recommended to the Academic Council meeting of 13 May 2005
that a Panel of Assessors be convened to further examine the BEng (Honours) in Embedded Systems
Design. This Panel of Assessors visited the Institute on 9 June 2005.
The Panel of Assessors for each of the programme proposals, made up exclusively of external experts, is set
out below. In each case the panel was chaired by Mr Vincent McCarthy, retired Director of Limerick
Institute of Technology. An academic manager from the Institute acted in the role of secretary to the
panel.
Panel for BSc in Computing in Computer Games Development
(Monday, 18 April 2005)
Mr Vincent McCarthy, Chairman, Retired Director of Limerick Institute of Technology.
Mr Seamus Gallen, Enterprise Ireland.
Dr Oliver Murphy, Registrar, Institute of Technology, Tralee.
Mr Denis Cummins, Head of School of Informatics, Music and Creative Media; Dundalk Institute of
Technology.
Ms Ita Kavanagh, Head of Department of Information Technology, Limerick Institute of Technology.
Dr Aphra Kerr, Research Fellow at the Centre for Media Research, University of Ulster.
Secretary to the Panel: Mr Denis Mc Fadden, Head of School of Engineering, LYIT.
Panel for HDip in Financial Services Technologies
(Tuesday, 19 April 2005)
Mr Vincent McCarthy, Chairman, Retired Director of Limerick Institute of Technology.
Dr Oliver Murphy, Registrar, Institute of Technology, Tralee.
Mr John O’ Kane, formerly Head of Computing at University of Ulster, Magee and at the North West
Institute for Further and Higher Education (NWIFHE), Derry.
Dr Michael Brougham, Enterprise Ireland.
51
Dr Brian Nolan, Head of Department of Informatics, Institute of Technology Blanchardstown.
Mr Michael Coughlan, Lecturer, Department of Computing and Information Science, University of
Limerick.
Secretary to the Panel: Mr Jim Morrison, Head of Department of Electronics and Mechanical Engineering,
LYIT.
Panel for BSc in Quantity Surveying
(Wednesday, 20 April 2005)
Mr Vincent McCarthy, Chairman, Retired Director Limerick Institute of Technology.
Mr Stephen McManus, Registrar, Dundalk Institute of Technology.
Dr Michael Brougham, Enterprise Ireland.
Ms Sharon McClements, Lecturer, School of the Built Environment, University of Ulster.
Mr Jim Hanley, Head of School of Civil & Construction Engineering, Institute of Technology Sligo
Mr Albert Strain, Albert Strain & Associates.
Secretary to the Panel: Mr Thomas Dowling, Head of Department of Computing, LYIT.
Panel for BEng in Building Services Engineering
(Thursday, 21 April 2005)
Mr Vincent McCarthy, Chairman, Retired Director of Limerick Institute of Technology.
Mr Stephen McManus, Registrar, Dundalk Institute of Technology.
Mr Daniel Byrne, Head of Department of Building Services Engineering, Dublin Institute of Technology.
Mr Stephen Kelly, Director, Wallace Whittle Consulting Engineers.
Dr Neil J Hewitt, Lecturer in Energy Management, University of Ulster, Jordanstown.
Dr Michael Brougham, Enterprise Ireland.
Secretary to the Panel: Mr John Andy Bonar, Head of School of Business, LYIT.
Panel for BEng (Honours) in Embedded Systems Design
(Thursday, 9 June 2005)
Mr Vincent McCarthy, Chairman, Retired Director of Limerick Institute of Technology.
Dr Brian Nolan, Head of Department of Informatics, Institute of Technology Blanchardstown.
Dr William Scanlon, Senior Lecturer, School of Electrical and Electronic Engineering, Queens University,
Belfast.
Dr Joseph Ryan, Registrar, Athlone Institute of Technology.
Mr David Denieffe, Head of School of Engineering, Institute of Technology Carlow.
Mr David Tracey, Salix Software.
Secretary to the Panel: Mr Owen Mc Gonagle, Head of Department of Design, LYIT.
On foot of reports from the five Panels of Assessors and confirmation from the chairman, that the issues
raised by each panel was subsequently addressed by the proposers, a Certificate of Programme Approval
was issued by the President on behalf of the Academic Council. A Certificate of Programme Approval was
issued following the Academic Council meeting of 17 June 2005 for the BEng (Honours) in Embedded
52
Systems Design with the other four programmes being approved at the previous Academic Council meeting
of 13 May 2005.
A review of the new programme development was carried out by the Planning and Programmes Committee
for the Academic Council meeting of 17 June 2005. The aim of this review of procedures and practices was
to make the process simpler and more transparent for proposers to develop high quality submissions.
In carrying out this review the input was obtained from the Heads of School and Heads of Department
involved with the five programmes validated in May/June 2005. Reports from the Panel of Assessors were
also examined in this regard.
The recommendations of the Planning and Programmes Committee dealt with the information
requirements of programme developers. The committee also looked at the various stages in programme
development with a view to clarifying the roles of the various participants. Issues surrounding the
provision of a detailed prescribed template document for all programme proposals were examined. In
addition to listing a number of recommendations, the committee compiled observations from a review of
the various Panel of Assessors Reports and also from comments of the academic managers on the process.
Recommendations from this review were reflected in amendments introduced in version 1.2 of the Quality
Assurance Handbook Section G: Procedures and Guidelines for the Design and Validation of New
Programmes.
The next significant test for the Institute’s procedures in relation to delegated authority was presented by
the Periodic Programme Evaluations (PPEs) that were successfully completed in March 2007. In this
instance the development of the three PPE submissions was examined by two Academic Council
committees. The development of the self-evaluation documents was overseen by the Planning Committee
with the development of the revised programmes to address the Institute’s Framework for Modularisation
and Semesterisation was reviewed by the Academic Standards Committee.
SCHOOL/DEPARTMENT: School of Business
Date of Visit: 28 March 2007
MEMBERS OF EXTERNAL EXPERT GROUP (EEG):
Mr Vincent McCarthy, Chairman
Dr Oliver Murphy, Registrar IT Tralee
Mr Cathal Kearney, Head of School of Business, Dundalk IT
Dr Micheal Brougham, Enterprise Ireland
Ms Lynn McLaughlin, IBEC
Ms Michelle Clancy, Deloitte & Touche
Dr Alastair Herron, University of Ulster
Ms Debbie Molloy, Students Union President GMIT
SECRETARY TO EEG:
Mr Seán Duffy, Head of School of Tourism, LYIT
53
SCHOOL/DEPARTMENT: School of Engineering
DATE OF VISIT: Thursday 29 March 2007
MEMBERS OF EXTERNAL EXPERT GROUP (EEG):
Mr Vincent McCarthy, Chair
Mr Tony Quinlan, Registrar, An Chéim
Mr Eugene Roe, Head of School, DKIT
Dr Lynda Martin, Doran Consultants
Dr Michael Brougham, Enterprise Ireland
Mr Eddie Higgins, Equal Ireland
Ms Olivia Noonan, Alumnus
Ms Debbie Molloy, SU President, GMIT
SECRETARY TO EEG:
Dr Gertie Taggart, Head of School of Science, LYIT.
SCHOOL/DEPARTMENT: School of Science
DATE OF VISIT: 27 March 2007
MEMBERS OF EXTERNAL EXPERT GROUP (EEG):
Mr Vincent McCarthy, Chair
Mr Stephen McManus, Registrar, Dundalk IT
Mr Seamus O’Shea, IT Tralee
Dr Eileen Stewart, Agri-Food & Biosciences Institute
Dr Malachy Thompson, GMIT
Professor Michael Ryan, DCU
Dr Abbey Hyde, UCD
Mr Martin Regan, Donegal Forestry Services
Ms Debbie Molloy, SU President GMIT
SECRETARY TO EEG:
Mr John Andy Bonar, Head of Development, LYIT.
In all three cases the EEGs were satisfied that the self-studies and the revised programmes adequately
addressed the criteria set for the PPEs.
The PPEs involved the modularisation and semesterisation of all programmes in all three Schools which
encompassed close to 1,300 modules. It was evident that following the PPEs there was a need to address a
number of further amendments to these updated programmes.
Mr Tony Quinlan, Registrar, An Chéim, was requested to attend LYIT on 22 January 2008 in order to
review proposed changes to Programme Schedules. This review was in accordance with Academic Council
policy, which requires that where proposed changes to modules affect Programme Schedules there should
be a formal process involving an external expert.
54
A second report from external experts was sought to examine proposed amendment to Programme
Schedules in the School of Business in May 2008. Two external experts were involved on this occasion:
Mr Stephen McManus Registrar, Dundalk Institute of Technology and Mr Pat McGarty, Head of
Department of Business and Humanities, Institute of Technology Tralee.
LYIT is cognisant of the great responsibility that delegated authority confers upon the Institute and sees
the roles to be played by the various Institute forums with a quality assurance remit as key to meeting these
responsibilities. In addition, oversight by external experts has been embraced by the Institute as the
means to demonstrate LYIT’s commitment to upholding the standards of awards made.
55
B.6
Enhancement of Provision
This objective is to provide recommendations for the enhancement of the education and training provided
by the institution. This will include both the recommendations arising from the external peer review
process and recommendations arising from the internal self study process. A focus in terms of LYIT will be
the Institute’s processes for the delivery of major change initiatives and research, innovation and
enterprise activities.
Major Change Initiatives
The pace of change in the Irish higher education environment gained significant momentum with the
bringing into force of the Qualifications Act 1999 in June 2001. The first significant change initiative to
flow from this Act was in relation to the development of the Institute’s quality assurance submission to
HETAC in 2003. A second major initiative involved the Institute’s application for delegated authority in
January 2004 and the subsequent operation of this authority.
To address these challenges, LYIT set about establishing a framework for delivering major change
initiatives. The framework was firmly based on three principles
Identification of best practice models
Oversight and input from appropriate external specialists
Significant consultation and engagement with internal and external stakeholders
Technology was used positively in the consultation phase of these initiatives with intranet sites employed
to promulgate progress on the various elements.
Other significant changes introduced included the roll-out of the various modules in the management
information system, the development of Strategic Plan 2007-2013, and the integration of Tourism College,
Killybegs (TCK). The most significant change in terms of the scale of the project was introduction of
modularisation and semesterisation in September 2007.
Achievement of these significant changes has helped further develop a collegiate approach to challenges
and strengthened the role of the Institute’s Academic Council.
The Institute will look at further developing its processes for the delivery of major change initiatives with a
greater emphasis on the planning phase and the development of generic structures for ensuring that
implementation is appropriately managed and resourced. A number of change management models will be
examined. Principal among the documents to be examined will be the best practice findings in the
Institutes of Technology - Project Management Guidance (November 2008) by Mazars, the Internal
Auditors for the IoT sector.
Research, Innovation and Enterprise
The Institute strives to play an active role in stimulating economic activity and strengthening existing
enterprises in the region. An important support for these activities is LYIT’s continued development of
consultancy, research and training services. The Institute maintains active links with state agencies such
as Enterprise Ireland, IDA Ireland, Údarás na Gaeltachta, FÁS, the Donegal County Enterprise Board and
with local enterprises both individually and collectively through the Chamber of Commerce and IBEC.
56
The Institute has committed itself to facilitating and encouraging involvement by its staff in research,
consultancy and development work in respect of enterprise and innovation. Underpinning this
encouragement of research, consultancy and development is that it is in the best interests of the Institute,
of its staff and students individually and collectively, and of the region it serves.
Objectives for research and related activities are:
contribute to on-going staff development
provide a base for the development of further education programmes both at undergraduate and
postgraduate level
enhance the reputation of the Institute and its ability to attract and retain staff and students
contribute to further, sustainable economic development in the region
promote an academic and intellectual ethos within the Institute
enhance the teaching programmes offered by the Institute
pursue and disseminate new knowledge and the applications of knowledge
train its students in the research process
The Development Office at LYIT is responsible for leading, coordinating, promoting and supporting
Institute activities in respect of research, innovation and enterprise, and regional engagement. The office
also co-ordinates Life Long Learning (LLL) and the various international activities such as the Erasmus
programme for student exchanges.
Strategic Plan 2007-2013 specifically identifies the domain of Research, Innovation & Enterprise as one of
three key strategic priorities. In early 2008 the Development Office articulated its response to the strategic
plan and took a lead role in operationalising the Research, Innovation & Enterprise domain objectives.
The Development Office’s operational plan for 2008 references subsidiary objectives, targeted outcomes,
initiatives and responsibilities in support of
research
innovation & industry support
enterprise development
lifelong learning
internationalisation
regional engagement.
Over the past five years the Institute has continued to develop its research base both in terms of income
generated and the number of academic staff engaging in research. The research funding base for the
Institutes of Technology sector has expanded over the same period providing enhanced opportunities for
the Institute to source research funding.
57
Table B4
Research Funding
2004
2005
2006
2007
2008
€227,000
€1,140,000
€628,000
€834,000
€723,000
Academic Staff
4
4
7
8
10
Post-grads
3
4
5
6
10
Income
Sources of funding successfully accessed over the past five years include: Technological Sector Research
(Strand 1, 2 and 3), Enterprise Ireland (Innovation Partnerships, and Applied Research Enhancement
programme), and the Irish Research Council for Science, Engineering and Technology.
Enterprise Ireland’s Applied Research Enhancement (ARE) programme has become a major source of
funding for the Institute of Technology sector. The ARE programme was created to develop the applied
research capabilities within the sector. It has been the funding source for approximately €4 million for two
prioritised research centres at LYIT; Centre for Applied Marine Biotechnology (CAMBio) within the School
of Science and the Wireless Sensor Applied Research Lab (WiSAR) within the School of Engineering.
A new Research Strategy was developed in 2008 giving strategic direction to the Institute’s research
activity for the next five years. This was formally launched by An Tánaiste, Mary Coughlan, Minister for
Enterprise, Trade and Employment on 8 December 2008. A number of prioritised research areas have
been identified together with the enhancement of the procedures for supporting research. The
identification, protection and exploitation of Intellectual Property (IP) arising from this research is also
addressed in the strategy together with the further expansion of the Institute’s enterprise development
activities. The Institute’s IP Policy was also published in 2008.
The Development Office organises regular seminars and workshops to provide information on the sources
of available funding for research e.g. Enterprise Ireland - Innovation Partnerships, Irish Research Council
for Science, Engineering and Technology (IRCSET) – EMBARK Initiative. Research opportunities are also
brought to the attention of staff with the Development Office website being an important repository for this
information. It is intended that the Development website will be substantially enhanced in conjunction
with the revision of the main LYIT website in 2009.
In 2005 the Institute collaborated with the University of Ulster in Magee and delivered an eight day
research training programme to staff and post-graduate students. A total of 20 people participated in this
programme.
In 2007/2008, 19 staff members completed a 30 credit Minor Award at Level 9 on the NFQ, this Diploma
in Research Practice was delivered by Professor Dan Remenyi , visiting Professor Trinity College, Dublin
(associated member of Henley Management College, England) and Professor Arthur Money, Henley
Management College, England. There are 21 staff members registered on the programme in the current
academic year.
In 2008/2009, a further 16 members of staff are undertaking the Diploma in Research Practice.
In 2007/2008 Post-graduate Regulations were drafted by the Development Office in association with the
Registrar. These regulations will be considered by the Academic Council in 2009.
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In 2008 the Institute had its first formal invention disclosure. It is evident that CAMBIO and WiSAR
present further opportunities for invention disclosures. LYIT will continue to collaborate closely with
Enterprise Ireland to further develop the commercialisation of research and technology transfer activities.
LYIT provides a range of applied research, technology and knowledge transfer training and other business
supports to industry in the region. The supports include:
innovation partnerships
applied research enhancements centres
innovation vouchers
Fusion
customised training
mentoring support
access to college facilities (eg, BDC, EPICentre and Applied Research Centres)
In addition to the above mainstreamed programmes, the Institute has also been involved in a range of pilot
initiatives to support the industrial base in the region. Many of these initiatives were cross-border or were
related to the Border Midlands and Western (BMW) region. Examples include: Business Mentoring for
Winners, Technology Signposting, BMW Voucher Scheme, and North West Fashion and Technology
Cluster. Income from these activities is approximately €175,000 per annum.
In May 2000, the Business Development Centre (BDC) was completed. The BDC, with its state-of-the-art
communication and IT infrastructure, provides incubation facilities for start-up companies, industrial
research facilities, seminar and training facilities, and commercial services to local industry.
Table B5
Business Development Centre Activity
2004
2005
2006
2007
2008
€105,000
€117,500
€112,000
€108,500
€85,000
Companies
10
11
12
18
18
Employees
72
30
120
427
262
19
21
31
29
12
Income
Trained
Companies
Trained
In 2005 the Institute was successful with its proposal to Enterprise Ireland for a €2.5 million extension to
the BDC. The addition of a further €1 million, awarded under the Kelly Report, provided the required
funding to double the size of the original building in a combined incubation and research facility of 2,200
square metres. This extension will be completed in 2009.
The profile of target clients for the extended BDC is companies that are - technology and knowledge based,
innovative, and with growth and export potential. A special emphasis is placed on attracting client
companies that are involved in research and development.
The CEIM programme is an intensive one-year graduate enterprise development programme for
entrepreneurs with an innovative business idea. This idea or concept must be one that demonstrates high
commercial potential and a potential capacity to create employment in the North West region.
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Since its inception in 2004 the CEIM programme has delivered four one-year programmes to a total of 43
entrepreneurs. The programme has successfully targeted a diverse group of participants including the
unemployed, those without formal education, returned migrants and graduates. Geographically the
programme targets participants from counties Donegal, Sligo, Leitrim, Derry, Tyrone and Fermanagh. A
benefit of the programme is that it promotes both cross-border trade and the development of enterprise
clusters.
The CEIM programme is designed to accommodate entrepreneurs who require an intensive and diverse
programme of support which includes:
business training and mentoring
access to office and business incubation facilities
networking opportunities with other entrepreneurs and national and regional enterprise support
agencies
training and business management skills
an introduction to seed capital, early stage capital investment support and early stage venture capital.
Table B6
Ceim Programme Activity
2004
2005
2006
2007
2008
Start-ups
9
10
10
10
12
Employees
15
19
20
25
15
The CEIM programme was successful in achieving main stream funding through the Technological Sector
Research Strand II to run the fifth year of the programme in 2008/2009.
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B.7
North West Gateway Strategic Alliance
LYIT has included an examination of the Strategic Innovation Fund project with the University of Ulster North West Gateway Strategic Alliance – to optimise the benefits of the Institutional Review process.
In September 2007 it was evident to the Institute’s Executive Board that the natural collaboration partner
for LYIT to address the objectives of the Strategic Innovation Fund (SIF) was the University of Ulster (UU).
These SIF objectives prioritise:
enhancement of the delivery of core activities of education and research through collaboration
supporting innovation and quality improvement in teaching and learning
supporting access, retention and progression at institute level and through inter-institution and intersectoral collaboration.
University of Ulster is our nearest neighbour higher education institution, with a similar mission and
operating environment and with whom there has been ongoing collaboration. It operates on a much larger
scale than LYIT in terms of its student population, programme portfolio, research activity, and support
systems.
The University of Ulster was formed in 1984 with the merger of the New University of Ulster at Coleraine
and the Ulster Polytechnic at Jordanstown and the inclusion of Magee College in Derry and the Art College
in Belfast. The University has four campuses which are located in Belfast, Coleraine, Derry and
Jordanstown. In addition, it has a virtual campus (Campus One) which provides distance learning
programmes for more than 10,000 students. The University has six faculties: Art, Design and the Built
Environment; Arts; Business and Management; Engineering; Life and Health Sciences; and Social
Sciences. Over the four campuses the University has a total of almost 24,000 students.
The call for proposals did not include the University of Ulster as a qualifying institution for collaboration
under SIF funding. This raised the clear possibility that the North West Gateway Strategic Alliance
(NWGSA) proposal, which included the University of Ulster as the single collaborating partner, might be
disadvantaged in the proposed HEA marking scheme for evaluating proposals. However, the Executive
Board were firm in their decision to proceed with the proposal seeing it as an important opportunity for
delivering increased higher education capacity for this region.
The proposal was framed in terms of the four key elements for the future management of Irish higher
education set out by Minister for Education and Science, Ms Mary Hanafin, TD, on 28 February 2007.
Addressing the new HEA the four elements identified by the Minister were: the NDP policy context,
alignment of institutional plans and activities with national priorities and outcomes, enhancing
institutional strategic planning, and the oversight and development role of the HEA.
In the proposal the argument is made that the proposed strategic alliance is in line with government policy
on both sides of the border and particularly the priority under All-Island Co-operation in the National
Development Plan (NDP) 2007- 2013 for: A significant upgrading of higher education capacity in the
North West and the border region through strategic alliances between the educational institutions, North
and South.
It is also pointed out in the proposal that the National Spatial Strategy (NSS) 2002-2020 focuses on
providing better balanced social, economic and physical development through nine gateways or engines of
61
growth. Letterkenny with Derry is designated as a linked gateway and the only cross-border gateway, the
North West Gateway. Specifically, under regional development, the NDP refers to strengthening
innovation capacity at LYIT through collaboration with UU. The Regional Development Strategy for
Northern Ireland 2025 Shaping Our Future (2001), highlights the importance of strengthening the role of
Derry as the regional city and transport hub of the North West. The future economic direction for
Northern Ireland is articulated in the Economic Vision for Northern Ireland (2005) which sets out a view
of the longer term objectives for the economy, the importance of higher value-added jobs, enhancements to
productivity and competitiveness, increasing skill levels and improving participation in education and
training.
Both institutions engaged with local stakeholders in making this submission. This included contributions
from the International Fund for Ireland (IFI), IDA and Invest Northern Ireland, Centre for Cross Border
Studies (CCBS), ILEX - Urban Regeneration Company for the Derry City Council area, and the NI
Department for Employment and Learning.
The aim of the project is to develop a blueprint for a significant upgrading of higher education capacity in
the North West and border region through a strategic alliance between LYIT and UU.
In striving for this additional capacity, the collaborating partners reaffirmed their commitment to their
respective missions in developing a learner centred ethos, improving the quality of programme provision,
improving student support services, and actively supporting initiatives to develop the North West and
border region. Workforce development is a key intrinsic element of this project.
This proposal had two distinct elements a scoping study and a complete specification or blueprint for the
strategic alliance. The focus of the scoping study is: to build a fuller picture of the opportunities for
collaboration, views of stakeholders, the needs of the North West Gateway region, the respective operating
environments of the partner institutions and possible models for achieving the aims of the proposal.
The rigorously conducted scoping study will be the basis for the complete specification of the strategic
alliance. This specification will address the question of additional capacity in the context of the national
priorities including the objectives under SIF, institutional strategies and missions and best practice in
higher education collaboration.
The outcomes of this eighteen month project will be the published in a formal scoping study after seven
months and a detailed blueprint at the end of the project.
A published scoping study to be completed in the first seven months would set out:
detailed profiles of both institutions and the higher education systems North and South
outcomes of consultation with internal and external stakeholders and a review of relevant
governmental policy objectives
review of the higher education needs of the region and the opportunities for delivering increased
capacity
collaboration models employed in higher education nationally and inter-nationally.
A published blueprint at the end of the 18 month project will address:
62
areas where this alliance can best deliver additional beneficial higher education capacity for the
Gateway
a prioritised list of additional areas of capacity to be provided
an appropriate model of governance for the strategic alliance
the respective duties and responsibilities of the collaborating institutions in delivering the additional
capacity
the roles of third party organisations in facilitating this higher education capacity development
the tasks to be completed to bring about the additional capacity matched against realistic timelines
the required resources and the corresponding elements of additional capacity to be delivered.
The proposal identified a number of specific areas where the critical mass formed through this alliance
could deliver significant benefits for the North West Gateway, including
additional high quality programmes of study to help retain graduates in the North West Gateway
additional facilities and enhanced support services for a greater student population
improved research capacity and activity and the further commercialisation of research findings
through partnerships with industry
increased resources to adequately support regional development and the workforce development
widening participation and improving support systems for non-traditional learners
agenda
enhanced lifelong learning opportunities encompassing flexible modes of delivery and eLearning
stronger identity and voice for this unique cross-border Gateway.
On 17 February 2008 the Minister for Education and Science, Ms Mary Hanafin, TD, announced the
allocation of funding under Cycle 2 of SIF. LYIT’s joint proposal with UU was among the successful
projects achieving funding of €893,000 from SIF.
To expedite work on the scoping study, aspects of the project were put out to tender in May 2008. A joint
LYIT and University of Ulster panel conducted a series of interviews in May 2008 and Indecon
Consulting/London Economics were appointed. A final Scoping Study Report is expected in February
2009.
A Project Team of six members, two each from LYIT and UU and supplemented by two external specialists,
was envisaged to oversee both the scoping study and the development of the blueprint. In profiling the
calibre of external specialists required, the proposal states they will possess: significant knowledge of the
Irish and UK higher education systems, experience of collaborative arrangements in higher education,
change management experience, awareness of the various resource requirements of HEIs and have
experience working in partnership with higher education funding bodies and policy groups.
Project Team Members October 2008
Mr Paul Hannigan – President, LYIT
Professor Richard Barnett, Vice- Chancellor, University of Ulster
Mr Danny Brennan – Registrar, LYIT
Professor Bernie Hannigan – Pro Vice-Chancellor Strategic Projects, University of Ulster
Dr Don Thornhill – previously Chair of the HEA 1998 – 2003, and prior to that Secretary General of
the Department of Education and Science
63
Sir David Melville, retired in September 2007 from the post of Vice-Chancellor of the University of
Kent
Data gathering in respect of the scoping study has been ongoing since May 2008 and via updates provided
through Indecon Consulting/London Economics the following points can be gleaned:
the NWGSA has an appreciably large and critical mass of population (c. 500,000 in 2006) and areas of
high population density include the linked Gateway Letterkenny-Derry
the population of the linked Gateway grew by 3.3% during 2002-2006, while the population of the
Greater Belfast Area contracted by 0.6% during this time
Letterkenny is the fastest growing urban area in Republic of Ireland having a higher education
institution (during 2002-2006)
the level of higher educational attainment (among residents) is relatively low in the NWGSA Region:
in the Northern Ireland part of the Region, 17% of the working age population had a primary degree or
higher in 2006 compared with 23% in Northern Ireland as a whole; in the Donegal part of the NWGSA
Region, 12.5% of persons aged 15+ years had a primary degree or higher qualification in 2006
compared with 18.5% for the Republic of Ireland – these facts point to the need for the Region to
‘catch-up’ in this important area
the current level of higher education provision is substantially lower in the NWGSA Region compared
with comparator regions: in 2006/07, the number of full-time places per 1,000 of the population is
estimated at 15 for Donegal, 23 for the Northern Ireland part of the Region and 21 for the NWGSA
Region as a whole; the corresponding figures for the Greater Belfast Area, Greater Dublin Area,
Northern Ireland and Republic of Ireland are estimated at 57, 54, 23 and 32 respectively – these facts
also point to the need for the Region to ‘catch-up’ in HE
independent and official data reveals a relatively low level of HE provision currently in the NWGSA
Region, which may act as a competitive weakness for the Region
initial survey evidence reveals very strong support among local businesses and employers for
enhanced cooperation between UU and LYIT
initial results from the staff survey reveals very strong support among both staff and students at both
LYIT and UU for enhanced cooperation between LYIT and UU.
64
Part C
Quality Improvement Plan
This quality improvement plan mirrors the seven objectives included in the terms of reference for LYIT’s
Institutional Review, made up of six generic HETAC objectives and the LYIT specific objective concerning
the North West Gateway Strategic Alliance.
Objective three on quality assurance is addressed here in terms of the seven elements detailed in Part One
of the European Standards and Guidelines for Quality Assurance. The proposed changes included here are
the outputs from the self-evaluation on quality assurance undertaken against the questions posed in
HETAC’s Draft Supplementary Guidelines for the Review of the Effectiveness of Quality Assurance
Procedures. The complete self-evaluation undertaken is documented in Appendix 1.
C.1
Institute Reputation and Publications
Formally establish the Central Communications Unit (CCU) to work with EB to coordinate all aspects of
information provision encompassing external publications (Prospectus, Student Handbook, Website, press
releases etc.) and the framework for internal publications (intranet, MIS, WebCT, newsletter, etc). Remit
for the CCU to be defined in part by the benefits outlined in the Carton LeVerts Visual Identity Update
(August 2008).
A single point of contact to be identified in each academic School and functional area to liaise with the
President’s Office regarding ongoing communications and the updating of information on intranets and
websites.
C.2
Strategic Planning and Governance
To improve the operation of the Executive Board:
Executive Board to adopt an extended agenda, eg
1.
Calendar of Events
2.
Institute Finances
3.
Governing Body Issues
4.
Academic Council Issues
5.
Executive Council Issues
6.
Strategic / Operational Planning
7.
North West Gateway Strategic Alliance
8.
Risk Management
9.
Communications
To expedite particular matters the Executive Board will utilise the expertise of individual members of
the Executive Council.
To improve the operation of the Executive Council:
a formal Secretary role to the Executive Council will be identified (similar to the Governing Body and
Academic Council).
subdivision of Executive Council into Academic Managers and Service Managers to continue.
65
multi-disciplinary standing committees of Executive Council to be formed along the lines of Academic
Council committees. Possible committees include Resource Management Committee, Operational
Planning / Quality Improvement Committee.
ad hoc committees to be established when required e.g. Information Systems Committee.
President and Secretary to be ex-officio members of standing committees.
Executive Council to adopt a fixed agenda to include reports from committees.
annual Executive Board Reports to be included as agenda items for Executive Council at beginning of
academic year and provision to be made for updates at a later stage.
Executive Council to oversee a review of Strategic Plan 2007-2013 in relation to resource management,
and better facilitating the input of service managers.
In terms of improving operational planning, the following steps are to be taken:
Executive Council subcommittee to coordinate the compilation of updated operational plans to ensure
a more consistent approach in the formulation of individual plans and to ensure a greater degree of
integrated planning.
an agreed template for setting out operational/action plans to be developed.
Executive Board/Executive Council member with management responsibility for achieving each aim
to be identified in the operational plans.
only aims that are strategic in nature to be detailed in the operational plans.
each aim in the operational plan to be traced to the strategic plan in a transparent manner.
a single planning framework to be adopted with team development plans subsumed into operational
plans.
action plans to be developed at departmental level setting out how the aims in the operational plan are
to be achieved.
C.3
Executive Council to publish the agreed operational plans.
Quality Assurance
The elements included here are the outputs from the self-evaluation on quality assurance undertaken
against Part One of the European Standards and Guidelines for Quality Assurance and particularly
HETAC’s Draft Supplementary Guidelines for the Review of the Effectiveness of Quality Assurance
Procedures.
Element One - Policy and procedures for quality assurance
Policy and Procedures for Quality Assurance
Recent changes have been so broad in their nature, that there is a need for more than a simple revision of
the QAH, what is required is a new version. Version 2.0 will reflect the significant effect that
modularisation and semesterisation (introduced in September 2007) has had on programme provision.
Further changes that also need to be reflected in an updated QAH include the changes to funding
structures arising from the passing of the Institutes of Technology Act 2006.
Publication of Strategic Plan 2007-2013 will also influence the new version of the QAH. Version 2.0 will
also give the Institute a first opportunity to re-cast quality procedures and guidelines to achieve alignment
with the European Standards and Guidelines for Quality Assurance. Growing Institute maturity in the
66
operation of quality processes will provide an opportunity to develop robust operational procedures and
guidelines and avoid the inclusion of aspirational elements.
Given the broader definition of quality assurance under the European Standards and Guidelines for
Quality Assurance the Institute will review its existing quality assurance resources with a view to a
delivering better co-ordinated support in this area.
Element Two - Approval, monitoring and periodic review of programmes and awards
New programme approval procedure
Consideration will be given to the various mechanisms for dealing with the ongoing consultation with
business/industry. Among the options to be considered will be the establishment of Business/Industry
Advisory Councils or the strengthening of existing consultations with focus groups comprising employers,
professional bodies, graduates and external academics.
Greater transparency in the systems for the selection of the panel of assessors for new programmes must
be established (addressed under Programmatic Reviews).
Module specification needs to be improved to allow for the further sharing of modules across the Institute.
Programmatic Review
Version 2.0 of the QAH will involve a rewrite of Section I to ensure that procedures are revised to fit School
based evaluations. In revising these guidelines the participants in the recent PPEs will be consulted.
Consideration will be given to the various mechanisms for dealing with the ongoing consultation with
business/industry. Among the options to be considered will be the establishment of Business/Industry
Advisory Councils or the strengthening of existing consultations with focus groups comprising employers,
professional bodies, graduates and academics at other higher education institutions.
PPEs and new programme development involve the development of multi-author documents which
present challenges in terms of document control. Thought will be given to the best means of achieving a
central repository for programme material which will be accessible to staff and students as required.
Greater transparency in the systems for the selection of the external expert group for PPEs must be
planned for. This may form part of a process to develop a database of appropriate individuals to conduct a
number of external expert roles in the quality assurance context.
Programme Monitoring
Develop a schedule for course boards at the start of the academic year. Strengthen course board agendas
and the information provided to course boards to achieve greater engagement on quality matters. Examine
measures to involve learner representatives earlier in the academic year and review the operation of course
boards to maximise learner involvement. Issues in relation to external examiners are dealt with under
Element Three: Assessment of Learners (External Examiners).
67
Element Three - Assessment of Learners
Procedures for Examination Boards
A complete review of the operation of examination boards will be carried out, this review will also address
the compilation of the results via Banner.
Academic managers will play a central role in identifying any divergence in practice across the Institute
regarding examination boards. Mechanisms for the ongoing support for the chairs and secretaries of
examination boards will be a significant outcome of the review.
The provision of additional administrative support to examination boards could contribute in achieving
greater consistency in the outcomes from the various examination boards.
Confidentiality in examination and assessment processes is of particular importance. Revised procedures
and guidelines on assessment will highlight the importance of confidentiality and fairness in assessment
processes.
Revised guidelines could address conflicts of interest scenarios in a much broader sense. Under the
present arrangement staff members return a form to identify close relations that are taking examinations.
Procedures for External Examiners
The appointment of external examiners will be looked at to ensure that they are recruited from a broader
base. It is envisaged that this will involve an amendment to Institute guidelines that will more clearly
articulate the required profile of an external examiner. Issues to do with potential conflicts of interest will
also be examined. In setting out the necessary supports for external examiners the issue of providing an
element of training for external examiners will be looked at.
Procedures for Learner Appeals Processes
A focused review of these procedures will be undertaken. The outcome of this analysis is likely to have an
impact on procedures governing rechecks and reviews and the make-up of review boards.
Schools need to play a central role in supporting the various appeal forums in making their judgements.
It is important that these processes can be completed in a reasonable timeframe which can be a particular
challenge for results agreed at summer examination boards due in part to the unavailability of some
external examiners.
Learning from the recheck, reviews and appeals process must be more systematically captured and
analysed with the results fed back to the appropriate individuals and committees to help revise assessment
and other quality assurance practices.
Procedures for Information about Assessment
There is a need to ensure that all learners have convenient access to all course information; including the
programme document, assessment schedules and course requirement information. One avenue that will
be looked at to achieve this will be by exploiting the capabilities of WebCT.
68
Course boards will be required to ensure that the assessment burden is fair and that the assessment
instrument is appropriate for motivating and measuring learning.
Element Four - Quality assurance of teaching staff
Procedures for the selection, appointment, appraisal and development of staff
Existing initiatives at the Institute provided CPD e.g. Postgraduate Certificate in Higher Education Practice
(PgCHEP), Postgraduate Diploma in Higher Education Practice (PgDHEP), WebCT training should be
further enhanced to include workshops on Teaching and Learning.
The provision of greater supports to managers involved in the interview process and a re-examination of
outline marking schemes to ensure a focus on key skills. In addition, there is a need to have a formal
induction process in place for new staff and an updated staff handbook to ensure lecturing and other staff
are given all the support they require. Possibilities for mentoring new staff will also be looked at.
Annual PMDS meetings require a significant management commitment. Review of activity in this area will
address whether PMDS would work as well on a bi-annual basis.
A structured review of the mechanisms in place for capturing feedback from learners will be carried out, a
central element of this review will involve the questionnaires completed by learners on modules and
programmes. This review will examine the efficacy of existing processes.
Element Five - Learning resources and student support
There is a need for a more comprehensive understanding of the learning supports available to learners to
ensure that learner access to these services is optimised.
In some instances these support services impact on the assessment aspects of a programme and it is
essential that all of these interventions are reflected in the Institute’s quality assurance procedures.
Section Q of the QAH addressed Institute Support Services. It is clear that this section of the QAH will
have to be amended in light of the ESG requirements on learning resources and supports. Changes to be
introduced in this area will focus on developing an efficient mechanisms for informed users groups to
feedback to those managers organising and providing the service.
There is an urgent need to ensure that service provision and supports in the School of Tourism, Killybegs
campus, match provision at the main LYIT campus. In particular, sporting and recreational facilities are
severely lacking and the organisation of the student body is at an early stage.
Element Six - Information Systems
To maximise the benefits from the MIS system the establishment of a Central Data Unit will be looked at.
The remit of this unit could address cleaning up Institute data and the further development of a quality
reporting system. One important benefit of a unit of this type is that it could expedite the delivery of the
self-service capabilities of these systems.
69
There is a need for greater provision of training and support on MIS. The user interface for Banner could
be improved to make the system accessible to a larger number of staff. There may also be important
benefits in establishing user groups to provide information and support to MIS users.
There is a need to revise existing practices to facilitate the Schools in updating information on their
programmes more easily.
Similar to ideas on the MIS system, there is a need for a single up-to-date source for all elements of
Institute information.
C.4
Access, Transfer and Progression
Access Office activity has grown substantially since 2003 and there is a clear need to further examine how
it can be better integrated with the activity in each of the Schools. There are also important opportunities
for greater co-operation with an enhanced Teaching and Learning role.
Processes need to be established that give greater prominence and transparency to Access Office activity
and that these activities are further absorbed within the Institute’s quality assurance processes. This is
particularly important where measures impinge on the assessment of learners.
The Access Office has significant potential in feeding back to the Schools on the changing profile of
learners the outcomes from the annual diagnostic tests are key in this respect.
C.5
Delegated Authority
Delegated authority status has been the single greatest factor in the Institute’s ability to respond flexibly to
the demands of stakeholders and particularly in the 25% growth of student number since 2003.
The operation of delegated authority has placed significant additional burdens on the Institute, however,
there is a very strong commitment to ensure LYIT continues to meet these challenges. Meeting these
challenges requires a planned response from the Academic Council, Executive Board and Executive
Council. The continued delivery of Strategic Plan 2007-2013 and this Quality Improvement Plan are key to
enhancing provision, an important requirement under delegated authority.
LYIT has taken a firm view of the importance of external specialists in overseeing the operation of Institute
processes. The commitment is given here to look at ways in which the roles of external specialists can be
further strengthened while at the same time capturing quality improvement opportunities internally.
C.6.
Enhancement of Provision
The Institute will look at further developing its processes for the delivery of major change initiatives with a
greater emphasis on the planning phase and the development of generic structures for ensuring that
implementation is appropriately managed and resourced. A number of change management models will be
examined. Principle among the documents to be examined will be the best practice findings in the
Institutes of Technology - Project Management Guidance (November 2008) by Mazars, the Internal
Auditors for the IoT sector.
Existing initiatives to further embed the Development Office and the Research, Innovation and Enterprise
agenda into the day-to day operation of the Institute will be continued. This will require the further
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delivery of Development Office’s Operational Plan and the further development of the Institute’s research
processes and an application to HETAC for delegated authority status for research programmes.
C.7
North West Gateway Strategic Alliance
The publication of the Scoping Study in February 2009 will provide a further opportunity for Institute
stakeholders to engage with the North West Gateway Strategic Alliance project. It is critical that processes
are in place to capture stakeholders input and to ensure the potential benefits to the region are maximised.
The publication of the Scoping Study will be an important input into an Institute review of progress to date
and an opportunity to examine, together with the University of Ulster, the processes in place for
completing the Blueprint.
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Appendix 1
Quality Assurance Self-evaluation
Element One - Policy and procedures for quality assurance
European Standard: “Institutions should have a policy and associated procedures for the assurance of
the quality and standards of their programmes and awards. They should also commit themselves explicitly
to the development of a culture which recognises the importance of quality and quality assurance in their
work. To achieve this, institutions should develop and implement a strategy for the continuous
enhancement of quality. The strategy, policy and procedures should have a formal status and be publicly
available. They should also include a role for students and other stakeholders”.
Policy and Procedures for Quality Assurance
Operation of QA
Relevant internal documents and records include:
Quality policy – A quality policy is included in section C of the Quality Assurance
Handbook (QAH). This policy reflects the contents of Strategic Plan 2006 which
has now been superseded by Strategic Plan 2007-2013.
Quality Assurance manual – QAH version 1.2 approved by the Academic Council
on 5 May 2006.
Quality Improvement Plan – No specific document was in place prior to this
Institutional Review titled Quality Improvement Plan. Strategic Plan 2007-2013
has a strong focus on quality improvement in respect of each of the four domains
addressed: Teaching and Learning; Learner Experience; Research, Innovation and
Enterprise; and Institute Capacity.
Formal approval process for quality matters – Revisions to the QAH require the
approval of the Academic Council.
Answers to
How do we define quality?
HETAC
No formal definition for quality used across the Institute. Introduction to the
Questions.
Section A of the QAH states: “The Handbook details systematic quality assurance
procedures for a range of data collection and analysis, identifies the appropriate
forum for monitoring the data and requires both a recording of actions to be
taken and a review of the effectiveness of these actions. Learners, through their
representatives, will be empowered at all stages by being part of decision
making. The Academic Council will monitor the overall process annually and
recommend amendments to the Governing Body.”
What is our strategy for quality?
No document titled Quality Strategy in place. Strategic Plan 2007 – 2013 and the
QAH together articulate the Quality Strategy at LYIT.
72
How do we foster a quality culture?
Quality processes are informed by best practice, emphasise the use of external
expertise, encourage learner participation and include a committee structure that
can respond to the issues identified.
What are our goals and objectives for quality?
Strategic Plan 2007-2013 reflects strategic goals and objectives for quality across
four domains: Teaching and Learning; Learner Experience; Research, Innovation
and Enterprise; and Institute Capacity.
How do we monitor the achievement of our quality goals?
Achievement of the quality goals detailed in the strategic plan is tracked through
annual monitoring reports. Various inputs to the Academic Council including the
Executive Board annual reports provide the council with the necessary data to
carry out its monitoring role.
What are our formal approval procedures for quality matters?
Formal approval through Academic Council using best practice models and the
input of external specialists.
How are changes to our quality system managed?
QAH is version controlled and revisions are formally adopted by the Academic
Council. All significant changes from previous versions are tracked and published
as part of the handbook.
How do we publish our quality policy and goals?
QAH has been the single source for all quality policy and procedures for academic
programmes. The QAH was designed as a modular electronic document, the upto-date version is accessible via the Institute’s website at
http://www.lyit.ie/administration/QA/v1_2/
How are learners and other stakeholders involved in our quality system?
Learners are involved via representation on course boards, school student
committees, Academic Council and Governing Body. Other stakeholders such as
employers, professional bodies and the higher education community are centrally
involved in the development of new programmes and through the five yearly
Periodic Programme Evaluations (PPEs). NQAI, HETAC and FETAC are involved
through their published procedures and guidelines and via quality assurance
reviews and Institutional Reviews. Alignment with Government policy and national
reports is an important input into both new programme development and the PPE
process.
How is the effectiveness of our quality system reviewed?
Ongoing monitoring of quality systems is undertaken by the Academic Council and
its committees. Periodic Programme Evaluations (five yearly) include a review of
the operation of quality assurance processes within the particular
school/department undergoing evaluation. A complete review of quality assurance
73
is referred to in the Qualifications Act 1999 and forms a significant element of the
Institutional Review.
Quality
What are the main findings and actions arising from this review?
Improvement
There is a need for a new version of the QAH given the many significant changes
Plan
that have occurred over the past eighteen months. In framing the new QAH there
must be a concentration on ensuring that these revised quality systems actually
deliver a better quality of provision for learners.
What changes (if any) are being proposed?
Recent changes have been so broad in their nature, that there is a need for more
than a simple revision of the QAH, what is required is a new version. Version 2.0
will reflect the significant effect that modularisation and semesterisation
(introduced in September 2007) has had on programme provision. Further
changes that also need to be reflected in an updated QAH include the changes to
funding structures arising from the passing of the Institutes of Technology Act
2006.
Publication of Strategic Plan 2007-2013 will also influence the new version of the
QAH. Version 2.0 will also give the Institute a first opportunity to re-cast quality
procedures and guidelines to achieve alignment with the European Standards and
Guidelines for Quality Assurance. Growing Institute maturity in the operation of
quality processes will provide an opportunity to develop robust operational
procedures and guidelines and avoid the inclusion of aspirational elements.
Given the broader definition of quality assurance under the European Standards
and Guidelines for Quality Assurance the Institute will review its existing quality
assurance resources with a view to a delivering better co-ordinated support in this
area.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to the QAH will be brought to the Academic
Council for consideration. Through this review it has been evident that there is a
clear need to co-ordinate the role out of quality assurance processes to ensure
consistency in interpretation and implementation. Every effort must be made to
achieve greater visibility of quality processes for staff and students.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Element Two - Approval, monitoring and periodic review of programmes and awards
European Standard: “Institutions should have formal mechanisms for the approval, periodic review and
monitoring of their programmes and awards”.
New programme approval procedure
Operation of QA
Relevant internal documents and records include:
Records of the programme development process – Each School and the Registrar’s
Office retain records of this process. Relevant documents include the proposal
document, reports of the Academic Council’s Programmes Committee, external
specialists completed template, Panel of Assessors report on the new programme,
responses to the panel from the proposing School/Department, and the Academic
Council’s certificate of course approval.
Programme documents – New programme proposal documents are available
through the Registrar’s Office and the relevant School, current programme
documents are available through the relevant School.
Panel reports and responses – Available from the Schools and the Registrar’s
Office.
Answers to
How and why are new programmes initiated? How are decisions taken to proceed
HETAC
with programme development?
Questions.
Programmes are initiated from Schools/Departments based on demand from
industry and potential learners. Demand is demonstrated through national
reports, contacts in industry, formal surveys, analysis of programme provision
nationally and regionally, secondary school visits, open day, and communication
with career guidance counsellors.
The availability of appropriately qualified staff and the physical resources to
support the programme are also important inputs.
Procedures require new proposals to be considered by the Executive Board in
terms of the Institute’s strategic plan and the Institute’s resource planning. These
procedures also set out that an Executive Board report on the programme will be
forwarded with the outline proposal to the Academic Council. Where a programme
is agreed by the Executive Board, the Academic Council or its Programmes
Committee considers the proposal initially for outline approval on the basis of
demand from industry, demand from prospective students, Institute and
School/Department strategy, aims and learning outcomes, course design (subjects,
learning outcomes, teaching methodologies and assessment methodologies),
resources (accommodation and staffing), proposed course schedule and
information on similar programmes at other institutions.
75
What resources are invested? How long does the process take?
Programme proposals are typically developed by a preliminary programme board.
In instances where existing staff do not have the required knowledge and skills this
expertise is sourced externally. The process takes typically a year for programme
development in areas where the Institute has existing expertise and a track record.
Programme development in new areas often takes longer reflecting the absence of
a foundation to build on.
How are staff involved? How are external stakeholders involved?
Internal staff are typically involved in researching programme content, examining
equipment and software requirements, reviewing similar programmes, consulting
with stakeholders, and designing individual modules. In some cases an individual
lecturer will take on the role of programme leader and co-ordinate all aspects of the
programme development, in other cases academic managers will take on this role.
External stakeholders are consulted in a number of ways including surveys to elicit
the appropriateness of the programme’s aims, mix of modules, and technologies
addressed. In addition, a more focused consultation is often done involving key
individuals with a strong insight into the particular programme area. This
consultation often involves forwarding a well developed programme document for
appraisal. These key stakeholders include providers of similar programmes,
employers, and professional bodies.
How effective is our programme documentation (for staff, panel members,
learners, etc.)?
An Institute wide template for new programme proposals was adopted in
2003/2004 and the module descriptor was amended for the introduction of
modularisation and semesterisation in September 2007. This overall template has
proved popular with panels.
What are our selection criteria for external panel members (for DA institutions)?
The Registrar’s Office puts together the panel of assessors for new programmes.
Section G of the QAH details the make up of the panel and the Department
proposing the programme nominate members for inclusion on the panel.
How are panel recommendations followed up?
Recommendations from the panel are considered by the course development team
with responses channelled through the Registrar’s Office to the chair of the panel.
Are there any unanticipated or unintended effects (e.g. new programme highlights
need to review existing programmes, etc.)?
New programme development can require a refocusing of existing provision and in
some cases threatens the feasibility of programmes in other cognate areas within a
School/Department. The management of programme proposals that cross
established School/Department boundaries requires particular attention. The
suitability of existing modules for incorporation into new programmes can be
challenging.
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How effective has our new programme approval procedure been?
New programme approval procedures have been effective and used appropriately
by the Academic Council which has facilitated the Institute in responding flexibly
to stakeholder demand. However, establishing the actual demand from potential
learners can be problematic.
Quality
What are the lessons we have learned from this review?
Improvement
Existing systems for new programme development have worked well.
Plan
The Institute must ensure that programme development procedures in the School
of Tourism, for further education programmes, continue to meet the requirements
of FETAC.
What changes (if any) are being proposed?
Consideration will be given to the various mechanisms for dealing with the ongoing
consultation with business/industry. Among the options to be considered will be
the establishment of Business/Industry Advisory Councils or the strengthening of
existing consultations with focus groups comprising employers, professional
bodies, graduates and academics at other higher education institutions.
Greater transparency in the systems for the selection of the panel of assessors for
new programmes must be established (addressed under Programmatic Reviews).
Module specification needs to be improved to allow for the further sharing of
modules across the Institute.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures for design of new programmes
will be brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Programmatic Review
Operation of QA
Have all programmes that require programmatic review been reviewed within the
requisite timescale? If not, what are the reasons? What records of programmatic
review are available?
Three of the Institute’s four Schools completed PPEs in 2007. The Institute’s
newest School, School of Tourism, is currently preparing its self-evaluation
documentation.
What were the goals and objectives of programmatic review? What were the key
outcomes of programmatic review? Did the outcomes meet the objectives?
Section I in the QAH sets out that the objectives of PPE process are to: improve the
quality of the programmes, ensure programmes remain current and continue to
offer a valuable educational experience to the learner, ensure that both academic
and labour market needs of the learner are satisfied, take cognisance of the
National Framework of Qualifications and implements the procedures of the NQAI
in relation to access, transfer and progression, comply with all the requirements of
the approved external validating body, and to contribute to the development of a
quality culture in which all participants are aware of their respective roles and that
actions are taken to address observed weaknesses in programmes.
The key outcome of the PPE process were an updated programme portfolio
addressing stakeholders needs, adoption of a modularised and semesterised
structure, greater engagement with quality assurance matters generally but
particularly in terms of module design and assessment issues.
The outcomes broadly met the objectives, however, there are many areas where
improvements to procedures can be introduced.
How was programmatic review undertaken? (How long did the process take? How
were staff involved? How were learners involved? How were external stakeholders
involved? How was it organised (e.g. by School, Dept, cross-discipline, etc.)?
PPEs were undertaken at School level. It took two years to complete the process. A
contributor to the extended timeframe was that the process also involved the
changeover to a modularised and semesterised system.
External stakeholders were involved via Business/Industry Advisory Councils in
the School of Business and Science or through involvement on Course Review
Groups in the School of Engineering. These key stakeholders included providers of
similar programmes, employers, and professional bodies.
How is programmatic review linked to the overall planning and quality system?
PPEs are the opportunity, typically every five years, to examine if the programme
aims remain appropriate and an opportunity to review all elements of a
programme including content and the available supports.
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These evaluations are both reflective, looking back over the previous five previous,
and forward looking. Procedures for PPEs require the inclusion of a future vision
to outline anticipated developments addressing issues such as new programme
plans for the next number of years.
PPEs are seen as a key aspect of overall Institute planning and the Academic
Council takes a central role in ensuring that each of the Schools takes a rigorous
approach to PPEs.
How are decisions taken to retire programmes?
An established trend towards poor recruitment where external factors such as
industry needs indicates a programme is unlikely to remain viable.
How are external panels selected? What criteria are used? How are external panel
recommendations followed up?
The Registrar’s Office puts together the external expert group for PPEs. Section I
of the QAH details the make up of the group and the School/Department
undergoing the evaluation nominates members for inclusion on the group.
Recommendations from the expert group are considered by the various course
boards and responses channelled by the Head of School through the Registrar’s
Office to the chair of the expert group.
Recommendations from PPEs may require an ongoing commitment from a
School/Department and these issues are brought to the attention of the course
board by the Head of School/Department. Detailing how the recommendations of
the previous expert group’s recommendations are addressed is an intrinsic element
of the PPE process.
Are there any unanticipated or unintended impacts (e.g. ideas for new programme
development, cross-discipline areas for development, etc.)?
PPEs require a refocusing of existing provision and in some cases this can threaten
the feasibility of programmes in other cognate areas within a School/Department.
The management of programme proposals that cross established
School/Department boundaries requires particular attention. The suitability of
existing modules for incorporation into new programmes can be challenging.
Effectiveness of
How effective has the programmatic review procedure been?
QA
Periodic Programme Evaluation procedures have in the main been effective.
What are the lessons we have learned from this review?
Procedures are framed in terms of evaluations at Department level rather than at
School level. It is important to review these procedures to ensure that they provide
an appropriate template for preparing self-evaluation documents for a School and
its constituent Departments.
School based periodic self-evaluations represent a significant challenge and there is
a need for a strong project management focus and structures at Institute level to
79
ensure a better co-ordination of activities across Schools.
The Institute must ensure that PPE procedures in the School of Tourism,
encompassing further education programmes, continue to meet the requirements
of FETAC.
What changes (if any) are being proposed?
Version 2.0 of the QAH will involve a rewrite of Section I to ensure that procedures
are revised to fit School based evaluations. In revising these guidelines the
participants in the recent PPEs will be consulted.
Consideration will be given to the various mechanisms for dealing with the ongoing
consultation with business/industry. Among the options to be considered will be
the establishment of Business/Industry Advisory Councils or the strengthening of
existing consultations with focus groups comprising employers, professional
bodies, graduates and external academics.
PPEs and new programme development involve the development of multi-author
documents which present challenges in terms of document control. Thought will
be given to the best means of achieving a central repository for programme
material which will be accessible to staff and students as required.
Greater transparency in the systems for the selection of the external expert group
for PPEs must be planned for. This may form part of a process to develop a
database of appropriate individuals to conduct a number of external expert roles in
the quality assurance context.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures for the periodic evaluation of
programmes will be brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Programme Monitoring
Operation of QA
Do all programmes have a programme monitoring structure in place (e.g.
programme board)? How often do programme boards meet? What records of the
meetings are available? What is discussed at these meetings?
All programmes are monitored through a course board. The QAH allows for
flexibility in the composition of course boards but specifies that there be at least
two course boards per academic year. Introduction of the semesterised structure
has typically resulted in more than the minimum number of meetings.
Each course board meeting follows a well defined agenda set out in the QAH where
formal minutes are taken. Agendas for the meetings address: recommendations
from the PPEs and/or conditions of course approval, consider student attendance,
review examination and continuous assessment results, review external examiners
reports, ensure the provision of course information to learners and other
stakeholders is appropriate, ensure an appropriate mix of learning modes and
associated assessment methods, examine the effectiveness of support services,
examine the use of existing resources and the need for new resources, and
recommend appropriate external experts to play a role in designing, monitoring
and reviewing programmes.
Effectiveness of
What are the goals and objectives of programme boards? What are the key
QA
outcomes of programme boards? Do the outcomes meet the objectives?
QAH section H details the purpose of programme monitoring: to ensure systematic
processes exist for gathering and considering information that can be used to
improve the delivery of programmes, to ensure programmes remain current and
continue to meet their stated aims, to monitor the degree to which learners meet
the intended learning outcomes of the programme, to monitor the extent to which
the assessment mechanisms are appropriate, to contribute to the development of a
quality culture in which all participants are aware of their respective roles and that
actions are taken to address observed weaknesses in the programmes, and to
position the monitoring of programmes within a framework of systematic periodic
reviews.
Where do programme boards fit in the overall decision making structures and
processes? How do programming boards link into the planning and quality
system?
Course boards represent the key quality group with a focus on individual
programmes. Course boards can refer issues to the Academic Council for
consideration. Activities at course board are communicated to the Academic
Council via the Head of School’s Annual Report at the beginning of each academic
year.
Course boards examine all aspects of programme delivery and agree revisions to
programmes. Where these revisions require a change to the programme document
the Academic Council is informed. In instances where proposed revisions require a
81
change to the Approved Course Schedule, the Academic Council’s Academic
Standards Committee considers the proposal. Revisions requiring a change to the
Approved Course Schedule are normally considered by an external specialist.
How effective is learner input to programme boards? What actions have been
taken as a result of learner feedback?
Learner input to course boards has been important and has informed the
development of assessment schedules, information provision to learners, learner
support initiatives and access to resources. Learners have been mature in
addressing the issues considered at course boards and forthright in expressing the
views of the learner population. There have been difficulties in engaging with
learner representatives at the beginning of the academic year where there can be a
delay in their initial appointment/selection.
What changes have been made to programmes as a result of programme boards?
How are these changes managed?
Changes arising from course boards have impacted on every element of a
programme’s delivery. Management of these changes is co-ordinated by the
relevant Head of Department.
What information is provided to the programme board (e.g. retention and
throughput rates)?
Course boards examine external examiner’s reports, summaries of examination
and throughput data, enrolment data, attendance data, and summaries of ongoing
monitoring surveys.
Are there any unanticipated or unintended impacts?
No.
How effective are the programme boards?
Course boards have proved to be very effective; however, there is a need to have
learner reps in place early in the academic year.
Quality
What are the lessons we have learned from this review?
Improvement
Course boards are the single most important element in the ongoing monitoring of
Plan
programmes. Ensuring that learners and external experts are facilitated in making
their contribution to quality improvement is very important. Delegated authority
has given course boards greater autonomy in maintaining high quality, up-to-date
programmes.
What changes (if any) are being proposed?
Develop a schedule for course boards at the start of the academic year. Strengthen
course board agendas and the information provided to course boards to achieve
greater engagement on quality matters. Examine measures to involve learner
representatives earlier in the academic year and review the operation of course
boards to maximise their involvement. Issues in relation to external examiners are
dealt with under Element Three: Assessment of Learners (External Examiners).
82
How will changes to the agreed QA procedures be managed?
A series of recommended changes for the ongoing monitoring of programmes will
be brought to the Academic Council for consideration. Much of what is detailed
above may not require changes to the QAH in the first instance and may be
achievable by each school’s executive.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council, members of the
Institute’s Executive Board and each school’s executive.
83
Element Three - Assessment of students
European Standard: “Students should be assessed using published criteria, regulations and
procedures which are applied consistently”.
Procedures for Examination Boards
Operation of QA
Relevant internal documents and records include:
-
External examiner reports
-
Marks and Standards
-
Analysis of examination results
-
Learner feedback on assessment
Effectiveness of
What are the roles and responsibilities of various members of examination boards?
QA
Have these been documented? Are roles well understood?
Examination boards include a chairman (normally a Head of School or Head of
Department from another School), the relevant Head of Department acting as
secretary, external examiners and the internal examiners. The various roles of
each of the participants is well understood. The respective roles of the external and
internal examiners are set out in subsections L5 and L6 of the QAH.
What training have Chairs, secretaries and other members of examination boards
had in the conduct of examination boards?
There is no formal training provided for those carrying out the role of chairman
and secretary.
What information is provided to members of the examination board in advance of
the meeting? At the meeting? After the meeting?
Internal examiners attend pre-exam board meetings to ensure that all examination
data on the broadsheets is accurate and to identify matters for consideration by the
external examiners and the examination board.
External examiners are provided with a draft broadsheet of results and are given
access to examination papers and scripts, and to the students’ continuous
assessment material (outlined below).
Course boards review a statistical summary of examination results in typically
October/November of the new academic year together with the external examiners’
completed reports.
How are conflict of interest situations handled? How is confidentiality of
proceedings ensured?
A standard form is circulated annually to identify conflicts of interest that staff
members may have in relation to family connections with examination candidates.
Staff members who are related to candidates are excused from those aspects of the
examinations process.
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All proceedings of pre-exam board meetings and examination board meetings are
confidential. Only those staff members involved in the examination process for
that particular programme attend these meetings. All copies of draft broadsheets
are collected at the end of these meetings for secure shredding.
How are external examiners involved? What information is provided to external
examiners? How effective is it?
External examiners are forwarded draft examination papers for consideration in
advance of the examinations. Oversight by external examiners encompasses all
modules and all years of every programme. Internal examiners finalise
examination papers based on the responses of the external examiners.
Prior to the examination board meeting, external examiners are provided with an
opportunity to review the draft broadsheet of results, examination papers and
scripts, continuous assessment work, and copies of major projects with the
accompanying marking sheets.
A room is set up for the external examiners to review the examination material and
to meet with internal examiners, if required. In some instances provision is made
for external examiners to meet with learners. Statistical summary sheets of
examination data have been provided to external examiners from time to time,
however, this has not been the practice on every occasion.
In most instances there are two external examiners per programme. On some
programmes both external examiners review all examination papers, while in some
areas this work is divided between these examiners. In a small number of cases
subject externs are appointed. Subject externs may be appointed in relation to
specific subjects e.g. communications, languages and mathematics.
Generally, the engagement of external examiners has been very good. External
examiners are normally appointed for a three year term but may be replaced
during this term if they are seen to be underperforming.
What records of examination boards are kept?
A hardcopy of the chairman’s annotated examination broadsheet is retained
together with an additional record of decisions by the examination board.
Following the examination board the electronic record in Banner is amended to
reflect the outcomes from the examination board.
How effective are examination boards?
Examination boards are generally effective, however, they could be improved in
terms of achieving greater consistency in their operation across schools and
between schools.
On occasion, external examiners have not engaged with draft examination papers
and/or failed to attend the examination boards.
85
Quality
What lessons have we learned from this review?
Improvement
Modularisation and semesterisation has had an impact on examination boards
Plan
(first semester boards are different in their nature to second semester boards) and
there has also been an increase in modules that are 100% continuously assessed.
In particular, arrangements in place for repeat assessment becomes a greater
challenge in a semesterised system.
It is important that the Institute identifies a course of action to follow where
external examiners fail to review examination material or fail to attend on the day
of the examination board.
The Institute needs to ensure that assessment procedures in the School of Tourism,
for further education programmes, are in keeping with FETAC processes.
Significant changes will be introduced in 2009 which will impact on the Institute’s
relationship with Failte Ireland and FETAC.
What changes (if any) are being proposed?
A complete review of the operation of examination boards will be carried out, this
review will also address the compilation of the results via Banner.
Academic managers will play a central role in identifying any divergence in practice
across the Institute regarding examination boards. Mechanisms for the ongoing
support for the chairs and secretaries of examination boards will be a significant
outcome of the review.
The provision of additional administrative support to examination boards could
contribute in achieving greater consistency in the outcomes from the various
examination boards.
Confidentiality in examination and assessment processes is of particular
importance. Revised procedures and guidelines on assessment will prioritise
measures in relation to confidentiality and fairness.
Revised guidelines could address conflicts of interest scenarios in a much broader
sense. Under the present arrangement staff members return a form to identify
close relations that are taking examinations.
Issues to do with external examiners are dealt with under Element Three:
Assessment of Learners (External Examiners).
How will changes to the agreed QA procedures be managed?
A series of recommended changes to examination board procedures will be
brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Procedures for External Examiners
Operation of QA
Relevant internal documents and records may include:
-
External examiner reports
-
Actions taken in response to external examiner recommendations
-
Learner satisfaction with assessment
-
Information and feedback provided to external examiners
-
Selection process and criteria for external examiners
Effectiveness of
What are the institution's objectives for the external examining process? Do the
QA
outcomes of external examining meet these objectives?
Section L6 of the QAH details that external examiners are appointed so that the
Institute can be satisfied that the standard of its courses and student performances
can be adequately moderated and the assessment, examination and determination
of award processes are being fairly and consistently conducted.
In the main the outcomes of the external examining process are met. It is critical
to the quality assurance system that external examiners engage with examination
papers, review learners’ work and return completed reports.
What actions have been taken and recorded on issues raised in external examiner
reports? What feedback is provided to external examiners on the actions taken?
Internal examiners take cognisance of the comments of external examiners on
draft examination papers. External examiners reports are tabled at the course
board and responses from the course board are detailed in the minutes. In
addition, the Head of School’s annual report to the Academic Council includes the
external examiners’ reports.
External examiners have made recommendations on a broad spectrum of
programme issues; including assessment methods, module content, and the use of
various technologies. In the vast majority of situations the input of an external
examiner will result in revisions to programme delivery.
The QAH does not include a provision for giving written responses to external
examiners on foot of issues they raise through the external examiners report.
However, these issues are frequently addressed when external examiners visit the
Institute.
How is learner satisfaction with assessment procedures captured and has learner
satisfaction changed?
Learner satisfaction with assessment procedures is captured through the
involvement of learner representatives on the school student committees, course
boards and the Institute’s Academic Council.
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Learners also complete individual module questionnaires, form QA1, and course
questionnaires, form QA3, which include questions on assessment. There is some
evidence through previous QA3 responses that there has been an improvement in
learner satisfaction with information on assessment.
How effective is the external examining process at comparing the
learning outcomes attained by graduates with those of similar programmes in
Ireland and beyond? What evidence is considered?
External examiners are in the main academics at other higher education
institutions (HEIs) and may be external examiners at other institutions, or have
previously been external examiners elsewhere. Experience of other HEIs and their
level of attainment of learning outcomes and the grades awarded are important in
carrying out the duties of an external examiner.
How does external examining fit into the planning and quality system?
External examiners are central to the planning and quality system. The reports of
external examiners are considered at course boards, included in the Head of
School’s annual report to the Academic Council and are reflected in the selfevaluation carried out as part of the five yearly PPE process.
External examiners engage with internal examiners on matters concerning
programme provision and do address the examination board on issues of
significance.
What criteria and process are used in the selection of external examiners? How
effective has this been?
Section L6 of the QAH states: “The primary criterion is that an external examiner
nominated for appointment should be a person of academic or professional
distinction and whose association with a particular programme(s) could be
considered to enhance the standing of the programme(s).”
Identification of appropriate external examiners has become more difficult with
the increase in programmes offered and the changes at a sectoral level.
What supports has the institution established for its external examiners?
External examiners are provided with the programme documents for each of the
programmes that they are involved in. Draft examination papers are compiled and
forwarded at the earliest opportunity. A room is set up for each external examiner
to display the examination material and Institute staff are available to explain any
aspects of the programme or the assessment material in advance of the
examination board.
Are there any unanticipated or unintended impacts?
Yes. Where external examiners fail to engage with draft examination papers, visit
the Institute or submit a report it has a detrimental effect on a programmes
ongoing quality assurance mechanisms.
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How effective is the external examining process?
Where the appropriate external examiner is identified the system continues to
work effectively.
Quality
What lessons have we learned from this review?
Improvement
Greater efforts are required to identify appropriate external examiners and also to
Plan
provide them with the support to carry out their task more effectively.
What changes (if any) are being proposed?
The appointment of external examiners will be looked at to ensure that they are
recruited from a broader base. It is envisaged that this will involve an amendment
to Institute guidelines that will more clearly articulate the required profile of an
external examiner. Issues to do with potential conflicts of interest will also be
examined. In setting out the necessary supports for external examiners the issue of
providing an element of training for external examiners will be looked at.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures for external examiners will be
brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Procedures for Learner Appeals Processes
Operation of QA
Relevant internal documents and records include:
-
Records of appeals process (learner submissions, meetings, outcomes, etc.)
-
Analysis of appeals (e.g. by type, frequency, discipline, etc.)
-
Learner feedback on assessment
Effectiveness of
How is learner satisfaction with assessment procedures captured and has learner
QA
satisfaction changed?
Learner satisfaction with assessment procedures is captured through the
involvement of learner representatives on the school student committees, course
boards and the Institute’s Academic Council. The number of re-checks, reviews
and appeals provides evidence of general learner satisfaction with the assessment
process. In addition, feedback on assessment is captured on the course
questionnaires, QA3, and the individual module questionnaires, QA1.
What are the underlying causes which result in learner appeals?
Learners seek rechecks and reviews of examination results for a number of
reasons. Learners, who achieve grades that are on the boundary of a higher grade,
may seek rechecks and reviews where they believe a mark or mark(s) did not reflect
the work they put in. In many cases the grounds for a review are related to
personal circumstances that the learner believes had a detrimental impact on their
examination performance. Less structured elements of programmes, such as
major projects, where learners view that marking is done on a less objective basis
can lead to reviews.
It is important that Schools/Departments endeavour to build on information
provided to learners on the required standard for project type assessments and on
the feedback given on this work where the perceived subjective nature of
assessment judgements may lead to appeals.
There has been no marked increase in the number of rechecks, reviews and appeals
over the past five years.
What corrective actions are taken as a result of the appeals process?
A review board or appeals board is free to make a recommendation to a particular
school and/or the Academic Council based on the matters raised through a review
or appeal. In a number of situations recommendations of this type have been
made.
Are all learner appeals resolved as part of the internal appeals process? If not,
what are the reasons?
In all circumstances to date examination appeals have been resolved by the
internal processes of rechecks, reviews and appeal.
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Appeals from learners on further education programmes, offered in conjunction
with Failte Ireland, have to date been dealt with by FETAC. Institute processes will
be followed for FETAC programmes from January 2009.
How are the outcomes of the appeals process disseminated to relevant staff? How
is this linked to the overall planning and quality system?
The outcomes of rechecks, reviews and appeals are fed back by the Registrar’s
Office to the particular school/department when a final decision has been reached.
However, procedures in place for keeping schools informed about the status of
results that are the subject of a recheck,l a review or appeal require strengthening.
A summary of the outcomes of rechecks, reviews and appeals is included in the
Registrar’s Annual Report to the Academic Council.
Quality
What lessons have we learned from this review?
Improvement
There is a need to ensure that these procedures facilitate consistency in decision
Plan
making and provide adequate mechanisms for capturing the learning from the
various appeal forums. There remains some confusion among learners about the
differences in recheck and reviews and aspects of the review process require
strengthening.
What changes (if any) are being proposed?
A focused review of these procedures will be undertaken. The outcome of this
analysis is likely to have an impact on procedures governing rechecks and reviews
and the make-up of review boards.
Schools need to play a central role in supporting the various appeal forums in
making decisions.
It is important that these processes can be completed in a reasonable timeframe
which can be a particular challenge for results agreed at summer examination
boards due in part to the unavailability of some examiners.
Learning from the recheck, reviews and appeals process must be more
systematically captured and analysed with the results fed back to the appropriate
individuals and committees to help revise assessment and other quality assurance
practices.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures for rechecks, review and appeals
will be brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Procedures for Information about Assessment
Operation of QA
Relevant internal documents and records include:
-
Programme handbooks
-
Assessment schedules
-
Feedback on assessment results
-
Learner feedback on assessment
Effectiveness of
What information is provided to learners about how they will be assessed? How is
QA
this information provided?
Learners are provided with a course information pack which includes details on the
course structure addressing the learners’ responsibility in respect of continuous
assessment and an assessment schedule.
This information is generally provided in hardcopy format with some
schools/department providing additional module descriptor information via
intranets and/or public folders.
In addition, past examination papers are compiled by the library and accessible to
learners via the library section of the LYIT website.
How is learner satisfaction with the information provided captured? How is
learner satisfaction with assessment procedures in general captured and has
learner satisfaction changed? How is this linked to the overall planning and
quality system?
Learner satisfaction with information about assessment is captured in the same
way as learner satisfaction with assessment procedures is captured (outlined
above).
There is some evidence through previous QA3 responses that there has been an
improvement in learner satisfaction with this information provision. However, the
move to a modularised and semesterised system places a further demand for good,
accessible information on programmes and assessment.
Fair and standard compliant assessment of learners is central to programme
quality assurance and this is reflected in Section L Assessment of Learners in the
QAH.
Are there any unanticipated or unintended outcomes?
No. The development of assessment schedules helped frame discussions on
student workload.
How effective is information about assessment?
There have been significant strides in developing assessment schedules which
provide learners with important information for managing their time.
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Opportunities exist for giving learners enhanced information on assessment which
may further motivate them in their studies and give them greater insight into how
and why assessment judgements are made.
Quality
What lessons have we learned from this review?
Improvement
Modules that are 100% assessed via continuous assessment present a particular
Plan
challenge in meeting the information need of learners and also in terms of ensuring
that the material submitted is the learners’ own work.
Much of the information provided to learners on assessment is in hardcopy format.
Over assessment of learners has become a particular concern with the move to a
modularisation and semesterisation.
What changes (if any) are being proposed?
There is a need to ensure that all learners have convenient access to all course
information; including the programme document, assessment schedules and
course requirement information. One avenue that will be looked at to achieve this
will be by exploiting the capabilities of WebCT.
Course boards will be required to ensure that the assessment burden is fair and
that the assessment instrument is appropriate for motivating and measuring
learning.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures for the assessment of learners will
be brought to the Academic Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Element Four - Quality assurance of teaching staff
European Standard: “Institutions should have ways of satisfying themselves that staff involved with the
teaching of students are qualified and competent to do so. They should be available to those undertaking
external reviews and commented upon in reports”.
Procedures for the selection, appointment,
appraisal and development of staff
Operation of QA
Relevant internal documents and records include:
-
Staff recruitment and appointment records
-
Staff CVs/Qualifications profile
-
Records of staff participation in continuing professional development (CPD)
-
Learner feedback on teaching
-
Projections of CPD requirements based on future directions
Effectiveness of
How are staff recruited and appointed? What are the standards for knowledge of
QA
subject area? What are the standards for teaching skills?
Staff are recruited through a formal, well documented recruitment process
managed by the HR section. Standards for knowledge of a particular subject area
depend on the nature of the vacancy. Relevant teaching experience is assessed and
each candidate is required to make a ten minute presentation.
How do staff receive feedback from learners on their teaching? How are the
outcomes of the feedback linked to the overall planning and quality system?
Feedback on teaching quality at a course level is obtained formally through the
school student committee and the course questionnaires, forms QA3. Individual
lecturers receive feedback on their own teaching from learners via the responses to
forms QA1. Outcomes from this feedback are linked to the Performance
Management Development System (PMDS).
What mechanisms are in place to support staff CPD? How are CPD programmes
aligned to the overall strategy of the Institution?
PMDS facilitates management and individual staff to examine elements of
continuous professional development (CPD) training that can be undertaken.
PMDS meetings with line managers are currently held annually and involve a
significant management commitment.
Required training that is identified through the PMDS meetings is forwarded to the
HR manager. The HR manager also retains a record of all CPD undertaken by
staff.
What mechanisms are in place to address demonstrable ineffectiveness in
teaching?
The PMDS process is useful for addressing some weaknesses in teaching provision.
The Postgraduate Certificate in Higher Education Practice (PgCHEP)and
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Postgraduate Diploma in Higher Education Practice (PgDHEP), developed in
conjunction with the University of Ulster have been important in raising awareness
about good teaching practices.
Quality
What lessons have we learned from this review?
Improvement
There is a need to re-examine the questions on the module questionnaires, forms
Plan
QA1. Questionnaires appear unnecessarily long and repeat elements of the subject
questionnaires, forms QA3.
What changes (if any) are being proposed?
Existing initiatives at Institute provided CPD e.g. PgCHEP, PgDHEP, WebCT
training should be further enhanced to include workshops on Teaching and
Learning.
The provision of greater supports to managers involved in the interview process
and a re-examination of outline marking schemes to ensure a focus on key skills.
In addition, there is a need to have a formal induction process in place for new staff
and an updated staff handbook to ensure lecturing and other staff are given all the
support they require. Possibilities for mentoring new staff will also be looked at.
Annual PMDS meetings require a significant management commitment. Review of
activity in this area will address whether PMDS would work as well on a bi-annual
basis.
A structured review of the mechanisms in place for capturing feedback from
learners will be carried out, a central element of this review will involve the
questionnaires completed by learners on modules and programmes. This review
will examine the efficacy of existing processes.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to procedures governing the quality assurance of
teaching will be brought to the Academic Council and Executive Council for
consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Element Five - Learning resources and student support
European Standard: “Institutions should ensure that the resources available for student support of
learning are adequate and appropriate for each programme offered”.
Learning Resources and Support Services
Operation of QA
Relevant internal documents and records include:
-
Learner feedback
-
External examiner reports
-
New programme validation reports
-
Programmatic Review reports
-
Programme board minutes
Effectiveness of
What learning resources and support are currently provided? What plans for
QA
development are in place? How are gaps in learning resources and support
identified? How are decisions taken to retire resources and/or services?
In addition, to the learning resources provided by the individual schools the
Institute also provides library services, information technology facilities, and
access office services.
A wide variety of support services for learners are provided including medical
services, counselling service, career’s service, sports facilities, chaplaincy service
and supports for clubs and societies.
Strategic Plan 2007-2013 lists a number of initiatives under Learner Experience
for the further development of learning resources and services.
Gaps in the provision of services come to light through the various Institute
committees that liaise with learners and via the questionnaires that learners
complete. Structured discussion between Institute management and the student
union are also important in this regard. The Academic Council’s Student Affairs
Committee also plays a key role in examining the appropriateness of learning
resources and supports.
Resources are retired in response to negative feedback and where usage diminishes
over a period of time and demand can be met in another way.
How is learner satisfaction with learning resources and support services captured?
How has learner satisfaction changed? How is this linked to the overall planning
and quality system?
Learner satisfaction with resources and support services is captured in part
through the QA3 course questionnaires.
Section Q of the QAH was designed as a means to get feedback to service managers
on the adequacy of services and resources through users groups (modelled on
course boards). It is felt that these users groups would operate more effectively
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with better focused terms of reference and where greater efforts are made to
include the most informed (heavy) users of the particular service.
Mechanism for capturing feedback from learners on learning resources and
support services is detailed above. There has been increased satisfaction with the
available resources and supports as they have been rolled out over the past five
years. However, improved facilities have fuelled greater expectations.
On the academic side, there are already sufficient links to the overall planning and
quality system in place, via course boards and the Academic Council, to address
learner satisfaction issues with learning resources and supports.
Quality
What lessons have we learned from this review?
Improvement
There is a need for greater information provision on the available learning
Plan
resources and supports.
Semesterisation has meant that the Institute must be much more responsive in
meeting the needs of learners.
Other potentially beneficial developments in support services would be the
provision of training on how to support learners with specific learning needs, for
example dyslexia. The available supports for learners whose first language is not
English must be examined.
In particular, there would be significant Institute benefits in a concerted effort for
the roll-out of WebCT.
What changes (if any) are being proposed?
There is a need for a more comprehensive understanding of the learning supports
available to learners to ensure that learner access to these services is optimised.
In some instances these support services impact on the assessment aspects of a
programme and it is essential that all of these interventions are reflected in the
Institute’s quality assurance procedures.
Section Q of the QAH addressed Institute Support Services. It is clear that this
section of the QAH will have to be amended in light of the ESG requirements on
learning resources and supports. Changes to be introduced in this area will focus
on developing an efficient mechanisms for informed users groups to feedback to
those managers organising and providing the service.
There is an urgent need to ensure that service provision and supports in the School
of Tourism, Killybegs campus, matches provision at the main LYIT campus. In
particular, sporting and recreational facilities are severely lacking and the
organisation of the student body is at an early stage.
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How will changes to the agreed QA procedures be managed?
The Executive Council will play a key role in developing procedures governing
learning resources and supports which will then be brought to the Academic
Council for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Element Six - Information Systems
European Standard: “Institutions should ensure that they collect, analyse and use relevant information
for the effective management of their programmes of study and other activities”.
Information Systems
Operation of QA
Relevant internal documents and records include:
-
Information Technology Strategy, Policies and Procedures
-
Teaching and Learning and other related strategies
Effectiveness of
To what extent is the information referred to in the European guidelines available?
QA
If it is not available, what are the reasons? Where is it used? How is it
disseminated to relevant stakeholders?
Section H Procedures and Guidelines for Ongoing Monitoring of Programmes of
the QAH substantially addresses the information referred to in the European
guidelines.
Current practice is to reflect this information in the Head of School’s Annual
Report to the Executive Board. However, the full range of data that was envisaged
to make up the Course Board Annual Monitoring Report is not easily accessible for
the Schools via Banner.
What are our goals and objectives for our information systems?
Section C of the QAH sets out that the Institute will generate and collate all
necessary data in order to monitor critical quality indicators. Critical quality
indicators considered at course boards include entry points, continuous
assessment results, examination results, completion rates, learner feedback, extern
examiners’ reports, course board reports, external periodic reviews and graduate
destination data.
Section C also outlines that data will be considered by the most appropriate forum,
planned interventions recorded and carried out and the effectiveness of these
interventions evaluated. There is also a commitment that the Institute will make
all quality data and reports available to stakeholders.
What quality assurance procedures are in place to support this standard?
There is no section of the QAH specifically addressing information systems. The
key sections are Section H Procedures and Guidelines for Ongoing Monitoring of
Programmes and Section M Executive Board Reports.
How is this activity linked to decision making structures and processes, and to
planning and quality processes?
All of the available data is prepared for consideration by both the relevant course
board and the Academic Council.
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What are the Institution’s key performance indicators? How do they inform
decision making?
The QAH does not use the language of key performance indicators (KPIs). It is
evident from an examination of the proposed format of the Course Board Annual
Monitoring Report that the KPIs include, course monitoring/review data
(admissions, course work, exams),student attendance, external examiners’ reports,
activity at school student committee, activity at course board, activity at the
student progress committee and outcomes from learner questionnaires. This
information is used at course boards and Academic Council to identify gaps in
provision and to inform the revision of existing processes.
What technology is available to support this? Are there advances in technology
which might assist this?
Banner is the key element of technology in place to support the generation of data
for monitoring programmes. It is clear that the full capacity of this system is not
being exploited in this regard. It is also thought that further releases of Banner will
be better suited to the modularised and semesterised course structures.
Additional software is used to capture responses from learners to the course
questionnaire, form QA3.
How effective is this information?
The information made available at present is beneficial; however, there is a great
deal of further useful data that could be routinely retrieved from Banner.
Quality
What lessons have we learned from this review?
Improvement
There is a need to ensure that the data input into the MIS system is of good quality
Plan
and in the appropriate form. This requires that a single source for each of the data
sets is established and maintained. Careful consideration of the available reports
from the MIS system is also required with the aim of agreeing a minimum set of
reports to be made available in relation to monitoring a broad range of Institute
activity.
What changes (if any) are being proposed?
To maximise the benefits from the MIS system the establishment of a Central Data
Unit will be looked at. The remit of this unit could address cleaning up Institute
data and the further development of a quality reporting system. One important
benefit of a unit of this type is that it could expedite the delivery of the self-service
capabilities of these systems.
There is a need for greater provision of training and support on MIS. The user
interface for Banner could be improved to make the system accessible to a larger
number of staff. There may also be important benefits in establishing user groups
to provide information and support to MIS users.
There needs to be greater cognisance taken of the fact that LYIT is now a two
campus institution and that this is particularly key to information systems.
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How will changes to the agreed QA procedures be managed?
A section on the principles for information provision will be developed through the
Executive Council and brought to the Academic Council for consideration for
inclusion in the QAH.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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Element Seven - Public Information
European Standard: “Institutions should regularly publish up to date, impartial and objective
information, both quantitative and qualitative, about the programmes and awards they are offering”.
Public Information
Operation of QA
Relevant internal documents and records include:
-
Publications
-
Website
-
Institution’s reports
-
Programme documentation
Effectiveness of
What are our goals and objectives for our public information provision? What
QA
information does the Institution provide to the public? In what formats?
Strategic Plan 2007-2013 includes a commitment to enhance information
provision to stakeholders through the development of a central information unit to
co-ordinate Institute communications and publications encompassing content
management and the Institute's website and intranet.
The Institute provides information on the programmes offered via the prospectus
and the website. Information provided includes the award title, awarding body,
National Framework of Qualifications level, duration of the programme, intended
learning outcomes for the programme, modules studied together with data on
whether they are mandatory or elective and the contact hours, follow-up
programmes, and employment opportunities.
A communications strategy is in place governing public relations activity at the
Institute. The Institute regularly contributes material to local media and makes a
concerted effort to improve the Institute’s profile in the run-up to the CAO
deadline of 1 February.
How is this activity linked to decision making structures and processes, and to
planning and quality processes?
The communications strategy governs the provision of public information.
Executive Board is centrally involved in the development and implementation of
the strategy which was developed through leading communications and design
companies.
What quality assurance procedures are in place to support this standard?
Public information has not been addressed in the Institutes QAH to date.
However, substantial external expertise has been recruited to ensure that the
Institute is effective in communicating its message to prospective learners and
other stakeholders. Recently this has involved an externally conducted brand
audit, the formulation of a communications strategy and the recent adoption of a
new corporate identity.
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How accessible is this information?
Prospectuses are sent to every secondary school in the country and can be
requested from the Institute. The website also provides a convenient means of
accessing this information.
How is the currency and consistency of this information ensured?
Information for the 2009 prospectus was collated in the spring of 2008 and
published at the end of summer 2008. The currency of information, as far as this
is possible, is achieved through consultation with each of the Schools and other
potential contributors. The website can more readily be updated to reflect the
current position.
How are changes to the information managed?
The content of the prospectus is overseen by the Academic Administration and
Student Services Manager in consultation with the various academic managers.
How are ad-hoc queries from the general public dealt with?
The prospectus and website identify individuals to contact regarding queries about
particular programmes and services. Queries are generally by email or phone. The
admissions office endeavours to deal with queries of a general nature and directs
more specific queries to an appropriate individual.
What information does the Institution publish with respect to its involvement with
HETAC?
QAH which is published on the website sets out the Institute’s relationship with
HETAC. In addition, the Institute’s two delegated authority applications to
HETAC are accessible on the Institute’s website.
Information on taught programmes includes reference to LYIT as the awarding
body under delegated authority from HETAC.
How effective is this information? What is the feedback from learners and other
stakeholders?
Feedback on the prospectus to date has been generally favourable. The current
prospectus has a sharper focus on the programmes offered. Additional
information on the broader higher education sector is accessible on the Institute’s
website.
Quality
What lessons have we learned from this review?
Improvement
The Institute’s website is the key element in the Institute’s information provision.
Plan
An external contractor has been appointed to ensure that high quality design
standards are followed through in a revised Institute website. The revised website
which will reflect the Institute’s new visual identity will be launched in 2009. This
initiative is greatly welcomed.
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What changes (if any) are being proposed?
There is a need to revise existing practices to facilitate the Schools in updating
information on their programmes more easily.
Similar to ideas on the MIS system, there is a need for a single up-to-date source
for all elements of Institute information.
Information on the School of Tourism must be given significant prominence on the
LYIT website.
How will changes to the agreed QA procedures be managed?
A series of recommended changes to information systems will be brought to the
Academic Council and Executive Board for consideration.
Who is responsible for implementing any changes?
Implementing the changes will fall to the Academic Council and the members of
the Institute’s Executive Board.
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