Quality Assurance Manual
Institute of Technology Sligo
Chapters 1 – 12
February 2013
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Control Page
This document has been developed to present the quality assurance procedures at the Institute of
Technology Sligo that are in operation in 2008. Accompanying documents including inter alia the
Institute’s Procedures Manual, Marks and Standards, Staff Handbook and the Institute’s Interview
Guidelines shall be considered as an integral part of the Institute’s quality assurance procedures.
The Institute is committed to compliance with NQAI and HETAC quality assurance regulations and
to timely revision of this document in keeping with changing National and International
requirements and in harmony with improved work practices within the Institute.
“There is nothing wrong in change if it is in the right direction. To improve is to
change, so to be perfect is to have changed often”.
Winston Churchill
Revision History
Rev. No.
000
001
002
003
Issue Date
Feb 2003
Mar 2003
Aug 2003
May 2004
004
005
006
007
008
009
010
011
October 2008
012
March 2014
May 2012
October 2012
February 2013
4 December 2013
Quality Assurance Manual IT Sligo 2013
Description of Change
Original
Chart error Page 50 and type editing
Editing
AC Committee Terms of Reference (Appendix 1.4)
Audit of Conditions of Validation (2.7)
Minor modifications to programmes (2.8.2)
Continuous Assessment (3.5)
Rewording recommended by self-study groups
Chapter layout including underlined links.
DRAFT Update of entire document
February 2009 Update of entire document
June 2010
Editing
September 2011 Editing
Update of categories to “Composition of Selection Boards”.
Chapter 3 updated appendices currently in use.
Chapter 2 and 4 Complete Revision
Appendix 2.4 EAP 4. 7.2 request Module descriptor; Insert Q 9
Will the programme learning outcomes change as a result of the
proposed module or programme modifications. If yes, please
outline the changes, as this may require a panel visit. (P&C)
Amendment to Section 4.6.2 to include Senior Lecturers as ex
officio members of School Policy Committee
Approved by Academic Council 20th February 2013.
Contents
INTRODUCTION
CHAPTER 1
GOVERNANCE AND ACADEMIC MANAGEMENT
CHAPTER 2
LEARNING
NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES OF
CHAPTER 3
ASSESSMENT OF LEARNERS
CHAPTER 4
ONGOING MANAGEMENT AND MONITORING OF PROGRAMMES
CHAPTER 5
SCHOOL PLANNING AND PROGRAMME REVALIDATION PROCESS
CHAPTER 6
STAFF
SELECTION, APPOINTMENT, APPRAISAL AND DEVELOPMENT OF
CHAPTER 7
EVALUATING SERVICES RELATED TO PROGRAMMES
CHAPTER 8
EVALUATING RESEARCH PROGRAMMES
CHAPTER 9
EVALUATION OF PREMISES, FACILITIES AND EQUIPMENT
CHAPTER 10 EVALUATING ADMINISTRATIVE SERVICES RELATED TO
PROGRAMMES
CHAPTER 11 COMMUNICATION
CHAPTER 12 EVALUATING THE EFFECTIVENESS OF QUALITY ASSURANCE
PROCEDURES
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
INTRODUCTION
The achievement of academic excellence is a complex process involving all staff members and
students of the Institute. The active co-operation of members acting in concert is necessary to
ensure excellence and the support and encouragement of the Institute’s stakeholders helps to
achieve the goal of quality. The physical environment, buildings, grounds, facilities, library,
information technology, equipment and student support services also contribute significantly
towards achieving academic excellence. The Institute recognises that ownership of quality
mechanisms and working practices must be shared among those directly involved. An
indispensable characteristic of quality is the desire to continually review work practices and
procedures and so ensure that the aims and objectives of academic programmes are optimised
with respect to the mission and strategy of the Institute. In the final analysis however, quality
assurance is dependent on students and individual staff members working in unison to the highest
possible standard under the guidance of the Academic Council and with the support and
encouragement of the external environment such as the DOES, NQAI, HETAC, FETAC, HEA,
business and professional bodies.
Brief History of the Institute
Since its inception in 1970 the Institute of Technology Sligo (ITS) has been actively pursuing the
role set down by the Steering Committee on Technician Education (1967) to “educate for trade
and industry over a broad spectrum of occupations ranging from craft to professional level, notably
in engineering and science, but also in linguistic and other specialities”. A comprehensive range of
full-time programmes at certificate, diploma, degree and post-graduate level have been developed
during the past three decades while a number of part-time programmes spanning the different
levels of awards are also provided by the Institute. The Institute also co-operates with the
Department of Education and Science and FÁS in providing block-release programmes up to and
including Phase 6 for apprentices in Tool-making, Carpentry and Joinery and Electrical Trades.
From the early 1970s the Institute placed emphasis on providing a high standard of education and
training to students and while numbers at that time were small relative to 2008 nonetheless there
was an ongoing commitment to continuous improvement in the services provided to those
students. The pedagogical approach of the Institute was based on the tenets of action research,
the essence of which is continuous evaluation and improvement. With the establishment of the
National Council for Educational Awards (NCEA), the Institute initially relied on the Council to
establish standards and in turn adopted those standards which the Council promulgated. During
the three decades from 1970 to 2000, the Institute and its programmes were subjected to external
review on a consistent and regular basis, e.g. all new programmes were validated by external
experts, all examinations were externally moderated and the NCEA with external experts was
directly involved in evaluating programmes at regular intervals. Many of the academic working
practices in the Institute have evolved from those developed under the NCEA, now the Higher
Education and Training Awards Council (HETAC), while others have grown out of experience and
proven practice. Quality assurance in the higher education sector has also been significantly
influenced by ongoing international developments and the emergence of internationally accepted
best practice and procedures. The issue of quality, objectively assessed and reported upon has
become a central concern not only in Institutes in Ireland but throughout Europe.
The impetus to formalise written policies and procedures was heightened considerably by the
Institute’s decision in 1998 to apply to the Interim Review Group for delegated authority to award
Diplomas and Degrees. Since then, the Institute has received recognition of its Quality Assurance
procedures from HETAC and has been delegated the authority to make awards up to Level 10 on
the Framework of Qualifications.
The Strategic Plan
The Institute of Technology, Sligo’s second Strategic Plan ‘Mapping the Future’ covers the period
2007-2012. It comes at a seminal point in the growth and development of higher education in
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Ireland as the Institutes of Technology and the Universities are jointly within the remit of the Higher
Education Authority (HEA). The Institute’s first strategic plan, which covered 2002 to 2007,
provided the framework within which the Institute successfully started to address the significant
issues of changing demographics, staff engagement and regional relationships. The current 20092012 plan also provides a framework within which the Institute can continue to address these
challenges whilst at the same time allowing it to contribute to the increasingly significant
development of Ireland as a knowledge economy and create its own unique identity in the
increasingly complex and competitive higher education landscape nationally and internationally.
The mission of the Institute derives from widespread consultation within and outside the Institute
especially among its principal stakeholders i.e. students, staff and employers. The mission
mandates the Institute to serve the economic, industrial, social and cultural needs of the
community and region. Lifelong learning embraces all learning activity undertaken throughout life,
with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or
employment related perspective. It is Institute policy that this objective be clearly expressed in the
organization, design, delivery and assessment of individual programmes, subjects and or modules.
Mission, Values and Vision of the Institute
The Strategic Plan 2007-20012 ‘Mapping the Future’ of the Institute of Technology Sligo sets out
the Vision and Mission of the Institute as follows:
Mission Statement
To create an open, supportive and flexible environment in which all learners can reach their
highest potential as active citizens of a global society.
Values
In achieving the mission, the Institute will be an innovative, self-reliant learning organisation. In
living the mission, the Institute will be inspired by the values of:
• RESPECT
•
Honesty
•
Integrity
• INCLUSION
•
Diversity
•
Equality
•
Openness
•
Partnership
• EXCELLENCE
•
Progressiveness
•
Independence
•
Courage
Vision Statement
In achieving the mission, the Institute will be recognised as the most flexible publicly funded higher
education institution in terms of modes of academic delivery that meet the needs of all learners and
contribute to the socio-economic needs of the region.
Quality documentation in the Institute
This document describes the academic procedures and work practices used in the Institute at
present. These procedures are not written in stone; rather they are dynamic and are subject to
improvement and modification in the light of experience and practice. Through the various
committees of the Academic Council, the procedures are routinely updated based on approved
proposals for more effective or efficient business practices.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
A loose leaf Institute Procedures Manual divided in sections for ease of reference, acts as a source
for Standard Operating Procedures (SOP). It is a systematic, audited, document-controlled
manual. It has been designed to enable procedures, covering all aspects of the Institute’s
operations to be written on a standard template. It has widespread distribution throughout the
Institute and all Institute procedures are put on the intranet following the approval by the Academic
Council or by the Executive Committee. All such procedures either new or modified are then
channelled through the document controller who at present is the Administrative Assistant to the
Registrar. The document controller is responsible for ensuring that the procedures are posted on
the Institute Website as soon as they are approved. Institute staff have read-only access to these
procedures.
Any staff member may write a procedure and have it issued as an Institute Procedure subject to
agreement by individuals or bodies affected by it e.g. Head of Department, Head of School,
Secretary /Financial Controller, Registrar, individual staff members, Academic Council and
Governing Body. In a situation where procedures have become redundant then such procedures
will be revoked
This current revision of the QA procedures is intended to bring the operation within the Institute in
line with current practices and with the current status of delegated authority, reflecting the many
changes that have occurred since the first edition of the QA procedures in 2004.
Glossary of Acronyms
AC
ACCS
AGCAS
AGSCI
AUP
BIM
CAO
CFM
DOES
EC
ECTS
FAS
FDS
FETAC
HEA
HETAC
ITS
NCEA
NFQ
NQAI
PCC
PRTLI
RMS
SFC
SOP
Academic Council
Accumulation of Credits and Certification of Subjects Scheme
Association of Graduate Career Advisory Service
Association of Graduate Career Services in Ireland
Acceptable Use Policy
Bord Iascaigh Mhara
Central Applications Office
Chapman Flood Mazars
Department of Education and Science
Executive Committee
European Credit Transfer System
Foras Áiseanna Saithair
First Destination Survey
Further Education and Training Awards Council
Higher Education Authority
Higher Educational and Training Awards Council
Institute of Technology Sligo
National Council for Educational Awards
National Framework of Qualifications
National Qualifications Authority in Ireland
Planning and Coordinating Committee
Programme for Research in Third Level Institutions
Research Management Strategy
Student Finance Committee
Standard Operating Procedure
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Chapter 1
Governance and Academic Management
Introduction
From the establishment of the Regional Technical Colleges in 1970, technological education was
for the first time made available to centres outside our two principal cities of Dublin and Cork. The
legal vehicle and model chosen to manage the Colleges was Section 21 (1) of the Vocational
Education Act 1930. This framework remained in place until the Regional Technical Colleges Act
1992 (and subsequent amendments in 1994) when the Regional Technical Colleges were given
more autonomy and control over their destiny. This loosening of control by the Department of
Education, with attendant responsibilities thrust on Institutes continues apace with the
Qualifications Act (1999), leading to the delegation of the power to confer awards at the levels 6 to
10 on the National Framework of Qualifications. This was first granted to Institute of Technology,
Sligo in 2001.
1.2
Scope
Chapter 1 outlines the legal framework that governs the establishment and operation of Institutes
of Technologies (Regional Technical Colleges until 1998). It describes the role and responsibilities
of the Governing Body of the Institute of Technology Sligo, the Institute’s Academic Council and its
Committees. One of the primary responsibilities of the Academic Council is “promoting and
maintaining good academic standards and procedures in all its activities” and throughout this
Chapter, line responsibility is assigned to particular managers and Institute committees for
ensuring academic quality in the Institute.
This chapter also incorporates the President’s responsibilities as specified in the Third Schedule of
the Regional Technical Colleges Act 1992, while the key responsibilities of the Registrar,
Secretary/Financial Controller, Heads of Schools, Heads of Department and the Executive
Committee are also set out.
1.3
The Institute of Technology
Section 5 of the Regional Technical Colleges’ Act 1992 states that “ The principal function of a
college shall, subject to the provisions of this Act, be to provide vocational and technical education
and training for the economic, technological, scientific, commercial, industrial, social and cultural
development of the state with particular reference to the region served by the college………”
Appendix 1.1 sets out in detail the functions of the Institute as described in the Institutes of
Technology Acts, 1992 to 2006 (Regional Technical Colleges Act 1992 and the Institutes of
Technology Act 2006).
1.4
The Governing Body
Section 7 (1) of the Regional Technical Colleges Act 1992 states that the Governing Body, “shall
manage and control the affairs of the college and all property of the college and shall perform the
functions conferred on the college by this Act, and shall have all such powers as are necessary or
expedient for the purpose of those functions subject to such policies as may be determined by the
Minister from time to time and to the programmes and budget approved annually by the vocational
education committee and the Minister under Section 13 of this Act”. The functions were further
defined, under the Institutes of Technology Act, 2006 as to:
(a) control and administer the land and other property of the college,
(b) appoint the President and such other staff as it thinks necessary for the purposes of the
college, and
(c) perform such other functions as are conferred
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Other specific requirements of the Governing Body included in the Act are to:
(i)
Prepare a plan (referred to as a ‘strategic development plan’);
(ii)
Prepare a statement of the policies of the college in respect of—
(a) access to education in the college by economically or socially disadvantaged persons,
by persons who have a disability and by persons from sectionsof society significantly underrepresented in the student body, and
(b) equality, including gender equality, in all activities of the college,
(iii)
establish procedures for the resolution of disputes that arise in the college.
Appendix 1.2 sets out the functions of the Governing Body as outlined in the Institutes of
Technology Act, 1992 to 2006
The Governing Body comprises 19 members who typically meet 8 times each year, during the
academic period. The President is a member and the Secretary/Financial Controller acts as
secretary. The remaining members of the Executive Committee, the Heads of School, Registrar
and Head of the Learning Environment and the Chairperson of the Senior Management team
attend all meetings in an advisory capacity. The Executive Committee makes reports on issues
such as academic planning, infrastructural developments and significant changes in resources.
The Governing Body also routinely considers the recommendations made by the Academic
Council.
1.5
Legal Changes
The Regional Technical College, Sligo was legally designated as an Institute of Technology on 28th
January 1998 when the Minister for Education and Science changed its name from the Regional
Technical College, Sligo to the Institute of Technology Sligo (IT, Sligo).
Under Section 29 of the Qualifications (Education and Training) Act 1999, with effect from 2001/02
the Institute of Technology Sligo, was granted delegated authority to confer its own awards at
National Certificate and National Diploma Level. Following subsequent formal evaluations by the
Higher Education and Training Awards Council (HETAC), delegated authority was conferred for all
taught programmes at all Levels from Level 6 to Level 9 on the National Framework of
Qualifications (see Section 1.6). In research, delegated authority has been granted in the areas of
Environmental Science and Mechanical and Manufacturing Engineering up to Level 10. HETAC
make all other awards for Level 9 and 10 qualifications by research.
New regulations in relation to Corporate Governance were introduced in 2001 and the Code of
Practice has been applied in the Institute since 2003.
The Institutes of Technology Act 2006 has lead to greater autonomy and responsibility, more
managerial discretion in relation to governance, human resources and finance, and the
enshrinement of the understanding of academic freedom. This also led to the move of the State
funding of the Institute of Technology Sector to the Higher Education Authority.
1.6
The National Higher Education Awards Structure
The National Qualifications Authority of Ireland (NQAI) is an agency of the Department of
Education and Science and the Department of Enterprise, Trade and Employment and was
established through the Qualifications (Education and Training) Act, 1999. It has responsibility for
developing and maintaining the National Framework of Qualifications (NFQ). It is also responsible
for promoting and facilitating greater access to education and training and progression from one
qualification to another, through the NFQ.
The NFQ was launched in 2003. It is a system of ten levels that incorporates awards made for all
kinds of learning, wherever it is gained. School, further education (FETAC awards) and higher
education (DIT, university and HETAC awards) are all included. The NFQ has introduced new
qualifications to the Irish education and training system. Through its ten Levels, the NFQ provides
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
a means of comparing and contrasting national and international education and training
qualifications. It helps learners to plan their education and training and employers to identify the
qualifications they require.
The standards define the outcomes to be achieved by learners seeking to gain an award at a Level
within the Framework. A learner is assessed against these standards in order to gain an award. As
the NFQ is designed to recognise both large and smaller packages of learning, it is necessary to
ensure that more than one type of award is designed. The NFQ has four award-types, they are:

Major Awards

Minor Awards : for partial completion of the outcomes for a Major Award

Supplemental Awards : for learning that is additional to a Major Award

Special Purpose Awards: for relatively narrow or purpose-specific achievement
The NFQ has significantly enhanced the recognition of further education through the development
of Levels 1-6 qualifications. The apprenticeship qualifications of Advanced Certificate are at Level
6 on the Framework. There are seven major Higher Education award-types offered by Institutes of
Technology:
–
Higher Certificate
Level 6
–
Ordinary Bachelor Degree
Level 7
–
Honours Bachelor Degree
Level 8
–
Higher Diploma
Level 8
–
Graduate Diploma
Level 9
–
Masters
Level 9
–
Doctoral Degree
Level 10
Minor, Supplemental and Special Purpose awards are classified as Certificate and Diploma,
depending on the award level and number of credits awarded.
A key element of the NFQ is to improve access (entry) to education and training, transfer within
and between education and training and progression within and between education and
training. This includes national policies and operational guidelines on the recognition of prior
learning (RPL) and credit. The Awards Councils, FETAC and HETAC, oversee the quality
assurance in relation to programmes on the framework.
The introduction of the NFQ has provided a tool by which qualifications gained outside the State
can be recognised. The NFQ, is also linked to similar initiatives that are taking place in other
countries and at an overall European level.
IT Sligo is required, under delegated authority from HETAC, to determine the standards of
knowledge, skills and competencies for all of its named awards at Levels 6 to 10 and to ensure that
it has established and maintains fair and consistent policies and processes compliant with national
standards.
1.7
The European Higher Education Structure
1.7.1
Context
In 2003 the Ministers of Education in the EU agreed to establish national frameworks of
qualifications and for an overarching framework for qualifications to be developed. This
overarching framework - the Bologna Framework – was adopted by ministers in Bergen in 2005
and is based on the first, second and third cycles identified in the Bologna Process.
The rationale for the Bologna Framework is to provide a mechanism to relate national frameworks
of qualifications to each other and to enable international transparency, international recognition of
qualifications and international mobility of learners and graduates.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Parallel to these developments and a further extension of the rapid movement towards
transparency, cooperation, transferability and mobility in European higher education is the
proposed European Qualifications Framework (EQF). The proposed structure for the EQF will
contain 8 levels and will relate to all education and training awards in Europe. It will be fully
compatible with the Bologna Framework. The NQAI is currently developing an alignment matrix
between the Irish national framework of qualifications and the EQF.
1.7.2
The European Credit Transfer and Accumulation System
The European Credit Transfer and Accumulation System (ECTS) is the credit system for higher
education applied on the European Higher Education Area. ECTS is a learner-centred system of
credit accumulation and transfer based on the transparency of the learning outcomes and learning
processes. ECTS credits are based on the workload students need in order to achieve expected
learning outcomes. Learning outcomes describe what a learner is expected to know, understand
and be able to do after successful completion of a process of learning. They relate to level
descriptors in national and European qualifications frameworks. Workload indicates the time
students typically need to complete all learning activities (such as lectures, seminars, projects,
practical work, self-study and examinations) required to achieve the expected learning outcomes.
60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year)
and the associated learning outcomes. In most cases, student workload ranges from 1,500 to
1,800 hours for an academic year, whereby one credit corresponds to 25 to 30 hours of work.
The ECTS is implemented in IT Sligo to facilitate credit transfer and accumulation and to ensure
that the time demands on students are reasonable, using available time and resources to the best
effect. This is particularly relevant as the Institute moves to a modular structure where every
programme is expected to have student elective choices. In this context, the ECTS ensures
compatibility and consistency of learning outcomes, Levels and credits for modules taken across a
wide range of disciplines.
A final component of the Bologna process is the requirement for a HEI to provide Diploma
Supplements (DS) to its graduates. The DS is a document attached to a higher education award
parchment aiming at improving international ‘transparency’ and at facilitating the academic and
professional recognition of qualifications. It is designed to provide a description of the nature, level,
context, content and status of the studies that were successfully completed by the individual
named on the original qualification to which this supplement is appended. It is provided
automatically and free of charge to every graduate of the Institute.
1.8
Quality Assurance at IT Sligo
Quality Assurance in Higher Education is concerned with maintaining standards of education. For
the provider, this means that all of the services and supports are made available to ensure that the
learner receive the education that they have embarked upon. In addition to the specific content of
the academic programme, the achievement of the learning outcomes and the appropriateness of
the assessment methods, there are other aspects of the learning environment that contribute to the
learning process, including IT and library facilities, student welfare supports. The experience of the
learner beyond the class room and life style (e.g. time for reflection and self study) also have a
bearing on the quality of learning. A quality education should also meet the needs of employers
and the State and should deliver on any statutory or regulatory requirements (such as those set
from time to time by NQAI, HETAC, EU).
1.8.1
Quality Assurance Policy
It is the policy of IT Sligo to have procedures in place to ensure that the quality of its programmes
and awards meet the internal specifications and those of other bodies legitimately empowered to
make specifications.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Specifically, it is the policy of IT Sligo that all learners:
-
be treated fairly and with courtesy and respect
-
be offered the chance to provide feedback about their academic experience
-
have opportunities to participate on relevant committees
-
have access to student support services
-
be provided with useful information in relation to courses
-
receive at the beginning of the course an outline of its content, assessment procedures,
expectations and penalties
-
be exposed to a variety of teaching methodologies
-
have reasonable access to lecturing staff for individual consultation
-
receive a course timetable
-
receive specific and adequate feedback on assessments within a reasonable timeframe
-
have access to all relevant policies and procedures and that procedures will be in place to
cater for all
substantiated mitigating circumstances in deciding a student’s progression
1.8.2
Quality Objectives for Academic Programmes
The Institute recognises that the primary responsibility for quality assurance lies within the Institute.
It is further recognised that external quality reviews undertaken by QA agencies provide beneficial
feedback to the Institution and information to the stakeholders. Taken together, internal QA and
external quality reviews aim to implement the ‘Standards and Guidelines for QA in the European
Higher Education Area1, as follows:
1. Policy and procedures for quality assurance: The Institute will have a policy and
associated procedures for the assurance of the quality and standards of its programmes and
awards. It is also committed to the development of a culture which recognises the importance of
quality, and quality assurance, in its work. To achieve this, the Institute has developed and
implements a strategy for the continuous enhancement of quality. The strategy, policy and
procedures have a formal status and are publicly available. They include a role for students and
other stakeholders.
2. Approval, monitoring and periodic review of programmes and awards: The Institute has
formal mechanisms for the approval, periodic review and monitoring of their programmes and
awards.
3. Assessment of students: Students are assessed using published criteria, regulations and
procedures which are applied in a fair, consistent and track able manner.
4. Quality assurance of teaching staff: The Institute has ways of satisfying itself 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.
5. Learning resources and student support: The Institute ensures that the resources available
for the support of student learning are adequate and appropriate for each programme offered.
6. Information systems: The Institute ensures that it collects, analyses and uses relevant
information for the effective management of their programmes of study and other activities.
7. Public information: The Institute regularly publishes up to date, impartial and objective
information, both quantitative and qualitative, about the programmes and awards they are offering.
While the current list of procedures for IT Sligo is in excess of 100 it should be understood that the
process is dynamic and evolutionary and subject to continuous improvement. The Institute is
committed to this process as integral to achieving high quality.
1
European Association for Quality Assurance in Higher Education (2005) Standards and Guidelines for Quality
Assurance in the European Higher Education Area:
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
1.8.3
Evaluation of Quality Assurance performance
The following is a list of some of the metrics used to evaluate the quality of education provided by
IT Sligo:
1. Student feedback surveys
2. External examiners reports
3. New programme evaluation Panel reports
4. Annual internal reviews of programme performance
5. Institutional reviews
6. Surveys of graduates
7. Surveys of employers
1.8.4
Academic Council
The Academic Council is a statutory body appointed by the Governing Body to assist the Institute,
with the planning, co-ordination, development and implementation of its educational work, as well
as promoting and maintaining good academic standards and procedures in all its activities. The
Academic Council is appointed under Section 10 (1) of the Institutes of Technology Acts 19922006. Membership of the Academic Council is afforded to staff through elected representation.
The President, Registrar, Heads of School, and the Heads of Academic Department, Education
Development and Quality Manager, head of Research and Librarian are ex officio members of the
Academic Council, while administrative staff, support staff and students are also represented.
There are approximately 20 ex-officio and 20 elected members on the Academic Council. The
President is Chairperson and the Registrar is Secretary to the Council. In line with the Institute’s
Strategic Plan minutes of the Academic Council and minutes of its Committees are posted on the
Institute website. All recommendations and decisions made by the Academic Council are routinely
brought to the attention of the Governing Body.
Appendix 1.3 sets out the functions of the Academic Council as described in the Institutes of
Technology Acts 1992-2006.
1.8.5
Academic Council Committees
Five committees carry out the work of the Council. They normally meet four times annually and the
draft minutes are circulated to the meetings of the Academic Council. External expert sits on a
number of these committees. The functions of these committees are described in Appendix 1.4.
(1)
Planning and Co-ordination Committee
The Institute has delegated authority to confer its own awards from Level 6 to 10. It also is an
approved provider, recognised by FETAC, for programmes up to level 6. The Planning and Coordination committee is responsible for approving all awards offered by the Institute. Likewise the
committee is responsible for approving all new programme submissions including sub-degree,
degree and post graduate programmes and agreeing material modifications to existing
programmes. The Planning and Co-ordination committee must approve sub-degree, degree and
postgraduate programmes before such programmes are submitted to an external panel for
validation. This committee is also responsible for ongoing programme auditing and periodic
reviews. The committee recommends the appointment of external assessors to assist it, in carrying
out these important functions.
Detailed quality procedures, which set out the form and content of programme evaluation, are
outlined in Chapter 2 of this document.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
(2)
Selection Admissions & Exam Standards Committee
The Institute has a duty of care to ensure that all learners are treated with fairness and consistency
and that the rights of full time and part-time learners are acknowledged and enshrined in its
procedures and policies .
This Committee is responsible for establishing procedures and policies in relation to student
admissions to the Institute including non-standard and mature students, students attending part
time programmes and the recognition of prior learning. It is responsible for maintaining
documentation on admission policies and procedures.
This Committee is also responsible for policies and procedures in respect of the academic
standards of all programmes and examinations. It is also responsible for recommending the
appointment of external examiners to the Academic Council and for agreeing Marks and Standards
and for issuing regulations for the proper running of examinations.
(3)
Research & Innovation Committee
The Institute has a policy to foster and grow its research activities. This requires support for
research active staff and students and policies to attract new funding and new researchers. This
Committee develops policies and procedures in harmony with the Institutes Research Policies and
promotes research and innovation as an important activity in the Institute.
(4)
Learning Teaching & Assessment Committee
The core business of the Institute is to deliver a high quality education, relevant to learners.
Aspects of programme delivery that need constant updating include, the incorporation of computerassisted teaching methods and the implementation of flexible delivery techniques to meet the
diverse needs of both full time and part time learners while maintaining academic standards. To
achieve this, the Institute must insure that it has the policies, procedure and processes in place to
deliver the highest standard of education. An integral component of this requirement is ensuring
that the high calibre staff in the Institute are provided with, and trained in the appropriate tools and
techniques to meet the changing needs of learners and of employers.
The role of the Learning, Teaching and Assessment Committee includes, making
recommendations and advising the Academic Council on various issues relating to the structure
and delivery of all programmes, and the policies related to the further education and training of
academic staff.
(5)
Standing Committee of Council
One of the main functions of the Standing Committee of Council is to order the business of the
Academic Council, including the channelling of all business items to and from the Academic
Council and its Committees. The Standing Committee shall have the right to comment and make
recommendations on, but not alter, amend or delay any such item. The Standing Committee shall
not be empowered to make decisions on behalf of the Academic Council. In the event of business
arising that is of extreme urgency, a special meeting of the Academic council shall be convened;
1.9
Strategic Plan
The first Strategic Plan 2002 – 2007 which built on the Mission Statement was adopted by the
Governing Body of the Institute in 2002. The second Strategic Plan was adopted by the Governing
Body in 2007, and is referred to as Strategic Plan 2007-2012: MAPPING THE FUTURE. This was
developed using foresight planning techniques and consultation took place through five internal
committees (Student, Internal Environment, External Environment, Scholarship and an overarching
Steering Committee) and through widespread consultation among its principal stakeholders i.e.
staff, students, trade unions, industry and the community.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
The current plan entitled “A Strategy for Change, Building for the Future” covers 2009 to 2012. This
plan has five strategic priorities and is formally reviewed approximately every 12 months.
Number
Priority
Priority 1
To provide student-centred learning and high quality education
through delivery of relevant programmes in thematic areas in
order to equip students with the knowledge, skills and
competencies for prosperity in the knowledge based society.
Priority 2
To increase the quality and scope of on-line learning through
innovation and flexible delivery.
Priority 3
To target applied research, technology and knowledge transfer to
support wealth creation and a better quality of life.
Priority 4
To support regional development through engagement and
collaboration with business, industry and the wider community.
Priority 5
To deliver a flexible, adaptive and dynamic learning environment.
The review process has five strategic priorities identified together with a number of key objectives
each with associated metrics and delivery responsibility.
1.10
The President
The President is the chief executive of the Institute, with executive responsibility for all staff and
overall responsibility for the development and implementation of policies. This is achieved through
being an ex-officio member of the Governing Body, of the Academic Council and of the Executive
Committee. In 2008, in accordance with the entitlement under the IoT Act (2006), the Governing
Body approved the change of the title of the post from Director to President. The President
coordinates and manages the activities of the Institute through the Executive Committee. The
President normally chairs both the Academic Council and the Executive Committee. The President
also directly manages the public relations activities, the Freedom of Information office and special
projects, such as Strategic Innovative Fund initiatives. The functions of the President are set out in
the Third Schedule of the Regional Technical Colleges Act 1992, and in the IoT Act (2006), see
Appendix 1.5.
1.11
The Registrar
The Registrar, who reports to the President is a member of the Executive Committee and has
Institute-wide responsibility for academic affairs and for overseeing the academic integrity of all
programmes. The Registrar works with the Heads of Schools/Departments and other academic
and administrative staff in promoting and ensuring the quality, relevance and development of
programmes. In 2006, a review of the functions of the Registrars post and of the then Head of
Development was conducted (when the post of Head of Development was being readvertised).
The Governing Body approved a restructuring of these two posts such that, in general, the
Registrar is now responsible for activities directly related to learner recruitment and education while
the newly created post of Head of Development and Business Operations is responsible for all
supports provided to learners. The four senior managers, Academic Administration and Student
Affairs, Research, Education Development and Quality, the Librarian and Head of Research report
to the Registrar.
The key responsibilities of the Registrar include:
 Co-ordination of the work of the Academic Council
 Student admissions/registration/examinations/awards
 Marketing and Promotion of the Institute’s programmes
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
 Liaison with HETAC, FETAC and other relevant educational agencies
 Quality assurance procedures
 Consultancy and information services to industry and community groups
 EU and international development programmes
 Research support
 Institute’s Operational Plan – Coordination of Academic Programmes
 Access support, Career Services and International student support
 Budgets.
1.12
The Secretary/Financial Controller
The Secretary/Financial Controller reports to the President and is a member of the Executive
Committee. The main areas of responsibility include an Institute wide responsibility for resource
management and administrative affairs. Two senior managers, one responsible for Human
Resources and one for Finance report to the Secretary/Financial Controller. The broad categories
falling under the remit include:
 Financial Planning and Control
 Budgets
 Human Resources
 Provision of secretarial services to the Governing Body
 General Institute administration
 Legal affairs.
1.13 The Head of the Development and Business Operations
The Head of Development and Business Operations is responsible for the management of the
ongoing developments of the IT Sligo campus, with a focus on business development, enterprise
and innovation and for bringing a strategy for commercialisation and business engagement to the
Institute.
Estates, IT Services, Knocknarea Arena and Technology Transfer and Innovation are the managed
services within the office of Development & Business Operations.
In 2006, a review of the functions of the Registrars post and of the then Head of Development was
conducted (when the post of Head of Development was being readvertised). The Governing Body
approved a restructuring of these two posts such that, in general, the Registrar is now responsible
for activities directly related to learner recruitment and education while the newly created post of
Head of the Learning Environment is responsible for all supports provided to learners.
The Head of the Development and Business Operations reports to the President and is a member
of the Executive Committee. Three senior managers, responsible for Estates Manager, Buildings
Manager, Head of Technology and Transfer Innovation and Information Technology Manager
report to the Head of the Learning Environment. The main areas of responsibility are as follows:
 External relations and communication in the context of the Institute’s development programme
 Facilities Management
 Campus development plan/building works. Procurement of new buildings
 Commercial aspects of campus activities
 Information Technology
 Innovation Centre activities
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
 The Institute Web site
1.14
Responsibilities of the Schools and Departments
An academic unit is a functional part of the Institute with devolved responsibility for providing one
or more programmes. The responsibility for ensuring the academic quality of programmes in
concurrence with Institute policy lies with Schools, academic Departments and
Programme/Programme Boards. A School must have appropriate systems in place to ensure that
the delivery of programmes is in accordance with the Approved Course Schedules. It must also
ensure that the academic and technical support staff and facilities are sufficient to deliver the
approved programmes. Individual staff members are required to cooperate with Heads of
School/Department and Programme Leaders in order to ensure that Institute quality procedures
and processes are adhered to.
1.14.1 Heads of School
The Heads of School report to the President, are members of the Executive Committee and are
responsible for the efficient and effective management and control of their respective Schools. The
key responsibilities of a Head of School include:
 assisting the President as required in the management of the Institute
 lead and monitor the quality assurance within the School
 lead the academic direction of programmes in the School including teaching, research,
academic assessments and academic administration
 manage senior staff and be responsible for the effectiveness of the administration of the School
 working with the School Management team in formulating and agreeing School and Department
policy
 convening and chairing the School Executive
 liaising and co-operating with the Registrar, Secretary/Financial Controller and Head of the
Learning Environment as appropriate
 Budgets
 Developing strategic plans for the schools.
1.14.2 Heads of Department
Heads of Department report to the Head of School and are an integral part of the Senior
Management Team with the Administrative Managers and the Executive Committee. Key
responsibilities of Heads of Department include:
 academic leadership
 academic quality
 direction and management of staff
 planning and development in co-operation with programme leader, Heads of School, President,
programme co-ordinator
 efficient use of all material and physical resources
 academic counselling and student guidance
 managing the administrative affairs of the department
 participating as a member of the School management team.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
1.15
The Executive Committee
The Executive Committee comprises the President, Registrar, Secretary Financial Controller, Head
of Development and Business Operations and the Heads of School of Business and Humanities,
Engineering and Science. The Executive Committee meets weekly to discuss Institute policy and
its implementation. It allocates the Institute’s resources to the different functions, consistent with
the goals of the Strategic Plan and the approval of the Governing Body. The Executive Committee
works on a collegiate basis within the ambit of the President’s authority under the Regional
Technical Colleges Act 1992 and the IoT Act 2006. Minutes of the Executive Committee are
posted on the Institute website.
An organisational chart of the management structure is shown in Figure 1.1
1.16
Senior Management Team
The Senior Management Team (SMT) comprises the Heads of Academic Departments and the
managers of all non-academic functional areas. This group meets as necessary during the
academic year with the purpose of exchanging information on activities and processes in each
function and the development of a unified approach to the operational management of the Institute.
The Chair of the SMT rotates every 6 months between academic and non-academic Heads of
Department. Proposals made by the SMT may be brought directly to the attention of the Executive
Committee through representation to the President.
1.17
Management Teams for the Functions of the Institute
The Management Team for each function comprises the Functional Heads (i.e. Secretary Financial
Controller, Registrar, Head of the Learning Environment and Heads of Schools), Heads of
Department and administrative managers. These teams typically meet weekly, during the
academic year, to consider, among other things, functional policy together with administrative and
academic matters relating to the Function and its operation. It provides the Head of Function with
an opportunity to brief the Heads of Department on the outcome of the Executive Committee
meetings. It is also a forum which enables the Functional Management to exchange information
on issues relevant to the operation of the Function and is a channel of communication between the
Executive Committee and staff members.
Quality Assurance Manual IT Sligo 2013
Approved by Academic Council 20th February 2013.
Figure 1.1
Management Structure and Organisation Chart
GOVERNING BODY
(including President &
Executive Committee
Academic Council
(President is Chairperson
of Academic Council)
Executive Committee
President, Registrar, Secretary/Financial Controller,
Head of Development and Business Operations, 3
Heads of School.
(Meet once a week)
PRESIDENT
Academic Council Committees






Secretary/Financial
Controller
Registrar
Academic
Admin and
Student
Affairs
Manager
Librarian
Research
Manager
Education
Developm
ent and
Quality
Manager
HR
Manager
Finance
Manager
Head of Development
and Business
Operations
Estates
Manager
Technology
Transfer &
Innovation
Manager
ICT
Manager
Quality Assurance Manual IT Sligo 2013
Administrative
Staff
Technical Staff
Administrative
Staff
Head of School of
Business &
Humanities
Head of School of
Engineering
Head of School
of
Science
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Civil
Engineering
and
Construction
Mechanical
and
Electronic
Engineering
Business
Studies
Information
Systems
Marketing,
Tourism and
Leisure
Humanities
Environmental
Science
Applied
Science
Academic Staff
Technical Staff
Administrative
Staff
Standing Academic Council
Planning and Coordination
Selection Admissions & Examination
Standards
Research & Innovation
Learning Teaching & Assessment
Further Education and Training
Technical Staff
Administrative Staff
Approved by Academic Council 20th February 2013.
Academic Staff
Academic Staff
Technical Staff
Administrative Staff
Technical Staff
Administrative Staff
APPENDIX 1.1
Functions of an Institute of Technology
Extract from Institutes of Technology Acts 1992 to 2006.
The principal function of a college shall, subject to the provisions of this Act, be to
provide vocational and technical education and training for the economic, technological,
scientific, commercial, industrial, social and cultural development of the State with
particular reference to the region served by the college, and, without prejudice to the
generality of the foregoing, a college shall have the following functions:
1. (a) to provide such programmes of study as the governing body of the college
considers appropriate;
(b)
to enter into arrangements with the National Council for Educational Awards,
with any university in the State or with any other authority approved by the Minister from
time to time for the purpose of having degrees, diplomas, certificates or other
educational awards conferred, granted or given and to make such other arrangements
as may be approved by the Minister from time to time for this purpose;
(c)
subject to such conditions as the Minister may determine to engage in research,
consultancy and development work and to provide such services in relation to these
matters as the governing body of the college considers appropriate;
(d) to enter into arrangements with other institutions in or outside the State for the
purpose of offering joint programmes of study and of engaging jointly in programmes of
research, consultancy and development work in relation to such matters as the
governing body of the college considers appropriate;
2. subject to such conditions as the Minister may determine, to enter into arrangements,
including participation in limited liability companies, to exploit any research, consultancy
or development work undertaken by a college either separately or jointly;
(e)
to institute and, if thought fit, to award scholarships, prizes and other awards;
(f)
to maintain, manage, administer and invest all the money and assets of the
college;
(g)
to accept gifts of money, land or other property upon such trusts and conditions,
if any, as may be specified by the donors: provided that nothing in any such trust or
condition is contrary to the provisions of this Act;
(h)
subject to the approval of the Minister, to acquire land;
(i)
to do all such acts and things as may be necessary to further the objects and
development of the college.
3.
(a)
A college shall have such other functions as may be assigned to it from
time to time by the Minister by order made with the concurrence of the Minister for
Finance.
(b)
The minister may, with the concurrence of the Minister for Finance, by order
revoke or amend an order under this subsection.
Quality Assurance Manual IT Sligo 2013
(c)
Whenever an order is proposed to be made under this subsection, a draft of the
proposed order shall be laid before each House of the Oireachtas and the order shall
not be made until a resolution approving of the draft has been passed by each such
House.
Quality Assurance Manual IT Sligo 2013
APPENDIX 1.2
Functions of the Governing Body
Extract from Institutes of Technology Acts 1992 to 2006.
The provisions of the Section 7 of the RTC Act 1992 were amended by substituting
Section 8 to the IoT Act 2006 in respect of the functions of the governing body.
7.—(1) The functions of the governing body of a college shall be, in pursuance of the
functions of the college under section 5 but within the constraints of the college’s budget
under section 13—
(a) to control and administer the land and other property of the college,
(b) to appoint the Director and such other staff as it thinks necessary for the purposes of
the college, and
(c) to perform such other functions as are conferred on it by this or any other Act
(2) For the purpose of the appointment of the Director under subsection (1)(b), the
governing body shall develop such interview and other procedures as in its opinion will
best ensure participation in the selection process by candidates of a high calibre from
both within and outside of the college and shall publish such procedures in such manner
as it considers appropriate
(3) A governing body has, subject to this or any other Act, such powers as are
necessary for the purposes of performing its functions.
(4) A governing body may, from time to time, appoint such and as many committees,
consisting either wholly or partly of members of the governing body, as it thinks
necessary to assist it in the performance of its functions and may assign to those
committees such of its functions as it thinks fit.
(5) A committee appointed under subsection (4) shall operate in such manner as the
governing body may direct and its acts shall be subject to confirmation by the governing
body, unless the governing body otherwise directs.
(6) In performing its functions a governing body, or, where appropriate, a committee
shall—
(a) comply with such policy directions as may be issued by the Minister from time to
time, including directions relating to the levels and range of programmes offered by the
college,
(b) have regard to the promotion and use of the Irish language as a language of general
communication and promote the cultivation of the Irish language and its associated
literary and cultural traditions,
(c) have regard to the attainment of gender balance and equality of opportunity among
the students and staff of the college and shall, in particular, promote access to
education in the college by economically or socially disadvantaged persons, by persons
who have a disability and by persons from sections of society significantly
underrepresented in the student body,
(d) ensure as far as it can that the college contributes to the promotion of the economic,
cultural and social development of the State and to respect for the diversity of values,
beliefs and traditions in Irish society, and
(e) have regard to the statutory responsibilities of other education providers.
Quality Assurance Manual IT Sligo 2013
APPENDIX 1.3
Functions of the Academic Council
Extract from Institutes of Technology Acts 1992 to 2006.
1.
Each college shall have an academic council appointed by the governing body to
assist it in the planning, co-ordination, development and overseeing of the educational
work of the college and to protect, maintain and develop the academic standards of the
programmes and the activities of the college
2.
(a)
Each governing body may by regulations made under this section provide
for the membership and terms of office of the academic council
(b)
The majority of members shall be holders of academic appointments within the
college and at least one shall be a registered student of the college
(c)
The members appointed to the academic council shall hold office for a period of
three years and shall be eligible for reappointment.
3.
Without prejudice to the generality of subsection (1) the academic council shall
have the following particular functions
(a)
to design, develop and assist in implementing programmes of study consistent
with the functions of the college;
(b)
to make recommendations to the governing body for the establishment of
appropriate structures to implement the programmes of study referred to at paragraph
(a) of this subsection;
(c)
to make recommendations to the governing body on programmes for research
and development work;
(d)
to make recommendations to the governing body for the selection, admission,
retention and exclusion of students;
(e)
be responsible, subject to the approval of the governing body, for making the
academic regulations of the college;
(f)
to propose to the governing body, subject to the requirements of the National
Council for Educational Awards or any university or other authority to which section 5 (1)
(b) applies, the form of regulations to be made by the governing body for the conduct of
examinations and for the evaluation of academic progress;
(g)
to make recommendations to the governing body for the award of scholarships,
prizes or other awards;
(h)
to make general arrangements for tutorial or other academic counseling;
(i)
to exercise any other functions, consistent with this Act, which may be delegated
to it by the governing body;
(j)
to assist in implementing any regulations which may be made by the governing
body concerning any of the matters aforesaid
4.
The academic council, with the approval of the governing body may
(a)
establish such and so many committees, consisting either wholly or partly of
persons who are not members of the college, as it thinks proper to assist the academic
council in the performance of its functions under this Act, and
Quality Assurance Manual IT Sligo 2013
(b)
determine, subject to the provisions of this Act, the functions of any committee
established under paragraph (a) of this subsection.
5.
The acts of a committee established under subsection (4) (a) shall be subject to
confirmation by the governing body unless the governing body dispenses with the
necessity for such confirmation.
6.
Subject to the provisions of this Act and to the directions of the governing body,
the academic council may regulate its own procedure.
Quality Assurance Manual IT Sligo 2013
APPENDIX 1.4
Functions of the Academic Council Committees
As approved by IT Sligo Academic Council, 19th May, 2010
Academic Council Committees
The Academic Council as a statutory body responsible for academic matters within the
Institute has the major task of formulating and implementing the Institute's academic
policies. The Academic Council is responsible for the quality of all academic activities
within the Institute. The terms of reference set out in the Regional Technical Colleges
Act 1992 (section 10) gives a broad preview to the work of the Academic Council. The
activities of the Academic Council will directly impinge on the Institute's future as an
effective academic community. The Academic Council must, therefore: have a strong, high profile within the Institute so that the staff see it as a major
instrument of academic direction and policy and a desirable body of which to be a
member
 have a clear leadership role and an influence on all academic policy of the institute
 debate, make comment on and respond to appropriate academic policies and reports
in the sector, regionally and nationally
 be accessible to all staff through course boards, committees, elected representatives
and senior staff.
The Academic Council is the body through which the Institute's academic reputation will
be established. The ultimate authority for the Academic Council is the Governing Body,
as conferred by the Act. The Governing Body's role with respect to the Academic
Council is supportive rather than regulatory in nature. The Academic Council has
devolved to it by the Governing Body responsibility for all academic matters.
The membership should reflect a balance between ex officio and elected membership
and that the majority of members shall be holders of academic appointments within the
Institute (section 10(2)(b)).
Standing Academic Council Committee
1. To order the business of the Academic Council, including the channelling of all
business items to and
from the Academic Council and its Committees. The
Standing Committee shall have the right to comment and make recommendations on,
but not alter, amend or delay any such item. The Standing
Committee shall not
be empowered to make decisions on behalf of the Academic Council. In the event
of business arising that is of extreme urgency, a special meeting of the Academic
council shall be convened;
2. To refer relevant matters to Committees of the Academic Council;
3. To co-ordinate the work of the Committees of the Academic Council;
4. To assist in the implementation of Academic Council decisions.
The Planning and Co-ordination Committee
Quality Assurance Manual IT Sligo 2013
1
To ensure robust academic quality assurance for new programmes and
modifications to HETAC and FETAC programmes
2
To develop policies and procedures for this purpose
3
To agree template and presentation standards for programme documentation
4
To agree guidelines for panels of assessors evaluating new academic programmes
5
To consider all course proposals for outline planning in accordance with procedure
EAP 1
6
To establish procedures for the review of all new programme proposals and
material modification and changes to programmes
7
To establish a system to ensure that recommendations of Panels of Assessors are
implemented
8
To make proposals in relation to the approval of new programmes within a
modularised framework
9
To set out procedures for School Peer Reviews and Institutional Reviews
10 To consider Reports of Peer Review Groups and ensure that their
recommendations are implemented
11 To consider and report on matters referred to it by the Academic Council
The Selection Admissions & Exam Standards Committee
1
To establish policies and procedures for the admission of students to all full time
and part time programmes of study by the Institute, including but not limited to:
first year entry, transfers, add-on degree, post graduate entry, minor and special
purpose programmes, and craft programmes
2
To establish policies and procedures for admission in respect of the non-traditional
applicant category, including but not limited to: mature, special needs,
disadvantaged, FETAC, non-European Union and non-standard qualifications
and experiential learning
3
To consider applications for module exemptions duly recommended by Heads of
Department
4
To establish policies and procedures for admission to courses in the restricted entry
category
5
To maintain current and relevant policies and procedures related to admissions,
maintenance of academic standards, assessment and examination of learners
6
To determine Examination Marks and Standards for the Institute and review them
periodically
7
To consider and report annually to the Academic Council on attrition and
examination performance
8
To review annually by exception Programme Monitoring Reports in accordance with
procedure EAP 7
9
To consider nominations from Schools and Departments for the appointment of
extern examiners and recommend those duly qualified and suitable
Quality Assurance Manual IT Sligo 2013
10 To consider and report on matters referred to it by Academic Council.
The Research & Innovation Committee
1
To devise strategies, policies and procedures that foster the development of an
active research and innovation culture within the Institute
2
To propose operational processes to deliver the research and innovation strategies
and to monitor the achievement of these deliverables
3
To advise on the development of physical, human and information/knowledge
infrastructure for research and innovation
4
To develop policies to enhance and promote closer and relevant engagement with
local employers
5
To enhance teaching and learning within the Institute in relation to research and
innovation
6
To support the development and administration of research-based postgraduate
programmes of study
7
To monitor the Institute’s research and innovation performance
8
To liaise with the Research and Innovation support functions of the Institute
9
To consider policies and procedures in relation to the protection of intellectual
property
10 To consider and report on matters referred to it by Academic Council or by functions
within the Institute
Learning Teaching & Assessment
1. To develop policies and procedures in relation to the on-going training & education
of academic staff
2. To advise on suitable resources for the effective conduct of academic staff training
& education programmes
3. To ensure adequate academic quality assurance for existing and new programmes
including full-time, part time, bespoke and craft programmes
4.
To routinely review the functions and operation of the programme committees.
5. To agree policies and procedures in respect of the costing of programmes and the
disbursement of fees from the programmes.
6.
To advise on suitable resources for the effective conduct of such programmes
7. To consider and report on matters referred to it by Academic Council or by functions
within the Institute.
Quality Assurance Manual IT Sligo 2013
APPENDIX 1.5
Functions of the President
Extract from Institutes of Technology Acts 1992 to 2006.
The provisions of the Section 9 of the RTC Act 1992 were amended by substituting
Section 10 to the IoT Act 2006 in respect of the functions of the Director/President.
(1) A governing body shall from time to time appoint in a whole-time capacity a person
to be the chief officer of the college, and that person shall be known as the Director, or
by such other title as the governing body, subject to the consent of the Minister, may
determine.”,
(2) The selection of the President shall be a function of the governing body in
accordance with the procedures, which shall include the composition of a selection
board, determined by the An tUdaras from time to time.
(3) The provisions of the Third Schedule to this Act shall apply to the President.
(4) Where an office of Director becomes vacant, the governing body, after consultation
with An tUdaras, may appoint a person to perform the functions of the Director until such
time as a permanent appointment to that office is made and such interim appointment
may be terminated by the governing body at any time.
Third Schedule
1. The Director of a college shall, subject to this Act, manage and direct the carrying on
by the college of its academic, administrative, financial, personnel and other activities
and for those purposes has such powers as are necessary or expedient.
2. In performing his or her functions the Director shall be subject to such policies as
may be determined from time to time by the governing body and shall be answerable to
the governing body for the efficient and effective management of the college and for the
due performance of his or her functions.
3. (1) A Director may delegate any of his or her functions to another member of the staff
of the college, unless they are delegated to the Director subject to the condition that
they shall not be delegated further; that other member shall be answerable to the
Director for the performance of those functions.
(2) Notwithstanding any such delegation, the Director shall at all times remain
answerable to the governing body in respect of the functions so delegated.
4. A Director shall not hold any other office or position without the consent of the
governing body.
5. A Director shall be entitled to be a member of, and preside over, any and every
committee appointed by the governing body, except where the governing body with the
concurrence of An tUdaras decides otherwise.
6 A Director shall be entitled to be a member of the academic council and, if present,
shall preside at all meetings of that council; he or she shall be entitled to be a member
of every committee established by hat council.
Quality Assurance Manual IT Sligo 2013
7. Unless he or she resigns, retires or is removed from office, a Director shall hold office
for a period of 10 years.
8. A Director shall, whenever required to do so by the Committee of Dail Eireann
established under the Standing Orders of Dail Eireann to examine and report to Dail
Eireann on the appropriation accounts
and reports of the Comptroller and Auditor
General, give evidence to that Committee on—
(a) the regularity and propriety of the transactions recorded or required to be
recorded in any book or other record of account subject to audit by the Comptroller and
Auditor General that the college is required by this Act to prepare,
(b) the economy and efficiency of the college in the use of its resources,
(c) the systems, procedures and practices employed by the college for the purpose of
evaluating the effectiveness of its operations, and
(d) any matter affecting the college referred to in a special report of the Comptroller
and Auditor General under section 11(2) of the Comptroller and Auditor General
(Amendment) Act 1993, or in any other report of the Comptroller and Auditor General (in
so far as it relates to a matter specified in subparagraph (a), (b) or (c)) that is laid before
Dail Eireann.
9. A Director, if required under paragraph 8 to give evidence, shall not question or
express an opinion on the merits of any policy of the Government or a Minister of the
Government or on the merits of the objectives of such a policy.
10. From time to time and whenever so requested, a Director shall account for the
performance of a college’s functions to a Committee of one or both Houses of the
Oireachtas and shall have regard to any recommendations of such Committee relevant
to these functions.
Quality Assurance Manual IT Sligo 2013
Chapter 2
New Programmes and Modifications to
Programmes of Learning
TABLE OF CONTENTS
2.1 INTRODUCTION
2.2 SCOPE
2.3 MODULES AND PROGRAMMES OF LEARNING
2.3.1. Definitions and Context
2.3.2 Guidelines for the Design of Programmes
2.4
Validation and Approval of Learning
2.5
Academic Validation of new Modules and Programmes
2.6
Validation Time Scales
2.7
The Validation route for a new Module of Learning
2.8
The Validation route for a new Programme of Learning
2.8.1 Outline Approval for a new Programme of Learning
2.8.2 Validation of a new Programme of Learning
2.8.3 Audit of Conditions and Recommendations of the Validation Report
2.8.4 Final Validation Process
2.9
Modifications to a Programme of Learning
2.9.1 Context
2.9.2 Distinction between Modification to, and a new Programme
2.9.3 The route to Validation of Modifications
Appendix 2.1: Proposal seeking approval to proceed to develop a new
programme of learning (EAP 1)
Appendix 2.2: Proposal for Validation of a new programme of Learning (EAP 2)
Appendix 2.3: Guidelines for the Panel of Assessors to Validate a new
Programme of Learning (EAP 3)
Appendix 2.4: Proposal for Validation and Approval of Modifications to an
existing Programme of Learning (EAP4)
Appendix 2.5: Sample Programme Outline
Appendix 2.6: Curriculum Vitae of Lecturer/Tutor
Quality Assurance Manual IT Sligo 2013
2.1
Introduction
The national and international standing of any education provider is ultimately
judged by the quality and performance of its graduates. From a management
and teaching perspective, academic policies, procedures and processes are at
the heart of ensuring that a good standing is maintained. This starts with the
processes for developing new programmes and in ensuring that the learner is
provided with the most relevant education in their field. Validated programmes
should also ensure that graduates who enter the workforce are capable,
competent individuals contributing in a valuable way to the development of
society and of the economy.
2.2
Scope
Chapter 2 outlines the academic procedures, work practices and guidelines used
in the Institute for the validation of all Higher Education academic programmes2
and the approval process for delivery of these programmes together with the
ongoing maintenance of their quality. The following are included (See
Appendices 2.1 – 2.6 for copies of these procedures, referred to as Evaluation
and Approval Procedure, EAP, templates):
 Proposal seeking approval to proceed to develop a new programme of
learning – EAP 1, Appendix 2.1
 Proposal for Validation of a new programme of Learning – EAP 2,
Appendix 2.2
 Guidelines for the Panel of Assessors to Validate a new Programme of
Learning – EAP 3, Appendix 2.3
 Proposal for Validation and Approval of Modifications to an existing
Programme of Learning – EAP 4, Appendix 2.4
The process of preparing, submitting, academically validating and attaining
approval for the delivery of a new programme is outlined in Figure 2.1.
2.3 Modules and Programmes of Learning
2.3.1 Definitions and Context
A module is a coherent and self-contained unit of learning, teaching and
assessment, which comprises a defined volume of learning activity, expressed in
terms of competency based learning outcomes, which are in turn linked to
assessment tasks that are capable of assessing the learning attained for each
learning outcome. The volume of educational activity is stated in hours of learner
2
The Institute is also recognised by FETAC as a provider and may submit modules or programmes for
validation. This process is different for that described in the chapter and consists of a submission by the
Institute to FETAC which is then evaluated by a national Panel. If approved, the validated modules or
programmes are entered on the FETAC register and may be delivered by any approved provider.
Quality Assurance Manual IT Sligo 2013
effort which is linked directly to the credit value of the module and expressed in
ECTS credits.
Typically, a module is designed to be combined with other modules into one or
more larger programme/s. A module can be shared by different programmes. It
is sufficient, for the purpose of describing the educational formation provided by
an independent module, to specify (i) the learning outcome and (ii) the assumed
(i.e. minimum) prior learning. Sometimes assumed prior learning is specified by
listing prerequisite modules.
A programme is a planned and coherent learning opportunity leading to the
award of a qualification registered on the National Framework of Qualifications
(NFQ). It consists of a combination of core, cognate and elective modules
designed to achieve specific learning outcomes. The modules may have
prerequisite and co-requisite requirements and may be fully prescribed (e.g.,
engineering) or be more learner based (e.g., arts or business).
The process of modularisation is based on redefining how programmes are
structured by building on combinations of relevant modules designed to achieve
specific programme learning outcomes. So, while each module will have its own
set of learning outcomes and associated assessments, a programme also has a
set of programme learning outcomes. In writing a new programme, it is
important, therefore, to ensure that the learning outcomes for the set of modules
selected do indeed deliver the learning outcomes for the programme.
In a true modularised system, each module is fully validated and recognised and
a student who successfully completes the module is formally awarded a
certificate for that module and the associated credits at a specified Level on the
NFQ. When a student has accumulated a sufficient number of these module
credits and where the set of modules that they have taken meet the learning
outcomes of a programme, the student is issued with a full programme award.
Currently, in Ireland it is not possible to provide such an entirely module-based
system as State funding of student fees is confined to students on full time
programmes who are taking 60 credits of study annually. This has led to learning
being validated mostly in the form of a major programme, rather than in modular
form. The award titles associated with such programmes are, Higher Certificate
(Level 6, with a minimum of 120 credits), Bachelor (Level 7, with a minimum of
180 credits) or Honour Bachelor (Level 8, with a minimum of 180 credits).
Notwithstanding this restriction, Institutes have the authority to validate submajor programmes, such as Minor, Special Purpose and Supplemental
programmes. The awards associated with these programmes are typically
classified as Certificates or Diplomas, depending on the Level and the number of
credits awarded. In some cases, such awards may in fact comprise a single
module (say, 10 credits at Level 6) or may offer up to 120 credits.
The processes of validation and approval of single modules or whole
programmes must be consistent and ensure that the learning is fully recognised
and accredited.
In 2008, a web-based modular management system (the Academic Module
Manager, AMM) was developed by ITSligo. Using this facility, the description of
a new module is brought through the stages of the validation process outlined
Quality Assurance Manual IT Sligo 2013
below, on-line. A further development was the Academic Programme Manager
(APM). A programme may be created, made up of a set of already validated
modules, or comprising a set of combined validated and net-yet validated
modules. In either case, the validation of the programme follows the same set of
stages as outlined below.
2.3.2 Guidelines for the Design of Programmes
In 2007 and 2008, the Academic Council followed a process of introducing a
change in the culture of programme design, from considering an entire
programme as a single unit to designing programmes based on modules as selfcontained blocks of learning. One of the outcomes of this process was a set of
recommendations for the design of new programmes:
1. In the design of undergraduate programmes, programme boards should
develop learning content that addresses the problems of transition into
third level within the programme. The programme will also cater for issues
in careers, further studies and professional development.
2. Programmes should include a minimum of 10 credits choice per year from
a fixed list of elective modules where possible within the requirements of
external accreditation.
3. Building programmes of study that are interdisciplinary in nature is to be
encouraged.
4. Where possible opportunities for students to transfer out of and in to a
programme should be identified at the design stage and identified by
means of pre-requisite requirements or equivalents.
5. In designing a programme from a set of modules, care should be taken to
ensure that there is not an unmanageable assessment workload for
students or academic staff, the use of alternative assessment strategies
to replace formal written end of term examinations is to be encouraged
where appropriate.
6. All programmes should meet ECTS requirements.
7. All programmes should have appropriate exit/embedded awards.
8. All programmes should meet the requirements of statutory educational
bodies and, in as far as possible, professional bodies.
2.4 Validation and Approval of Learning
Validation refers to the process by which the Academic Council of the Institute
formally recognises a module or a programme as constituting a body of learning
leading to a specified award title in a designated discipline area. In validating a
module or programme, the institute should satisfy itself that a learner may attain
knowledge, skill or competence for the purpose of an award made by the
Institute, at that Level on the NFQ.
Quality Assurance Manual IT Sligo 2013
Approval of a programme refers to the process by which the Governing Body of
the Institute, with a recommendation from the Executive Committee formally
agrees to provide the resources to deliver a programme of learning. A
programme that has been academically validated might not be approved for
delivery. This situation can arise because, for example, the Institute determines
that it does not have the resources at that time, or the Higher Education
Authority does not consider it appropriate for the Institute to deliver such a
programme.
The decision making process in both categories above is based on the
information provided in the submission documentation. Key information in such
documentation is the Approved Programme Schedule (APS) which provides
details, of the award title, duration of the programme, module titles and the
breakdown of credits, contact hours and assessment marks for each module and
each stage of the programme. A School is responsible for ensuring that a
programme is subsequently delivered in accordance with the APS.
The policy of IT Sligo is that no programme may commence
delivery without having been (i) academically validated
(and placed on the Order of Council with HETAC) and (ii)
approved for delivery by IT Sligo.
2.5 Academic Validation of new Modules and
Programmes
The academic validation of a module is the process by which a proposed
module is formally recognised by the Institute as comprising a body of learning in
a designated discipline, with defined credits and at a specified Level on the
National Framework of Qualifications (NFQ). From time to time the Institute will
validate these modules, however they will be considered as ‘single subjects’
only.
The academic validation of a programme is the process by which a proposed
programme is formally recognised by the Institute as comprising a body of
learning in a designated discipline, with defined credits and at a specified Level
on the National Framework of Qualifications (NFQ).
To validate a programme it is necessary to consider all of its modules together.
Piecemeal validation (in isolation) of constituent modules of a larger programme,
cannot accomplish the validation of the larger programme because the validation
process is blind to the joint effect of the modules and to the ‘integration learning
and teaching’ that may be required for the programme.
Validation of a programme means that the detailed documentation (containing,
among other things the programme objectives, the programme schedule, the
learning outcomes, assessment strategies and the module descriptors for each
module) has been assessed by a Panel of experts external to the Institute.
Following the recommendations of the Panel the title, Level and programme
schedule is validated by the Academic Council. The validated programme is that
Quality Assurance Manual IT Sligo 2013
version described in the final programme documentation (where the
recommendations of the validation Panel have been carried out) and which has
been entered on the order of Council of HETAC. While the Institute has
delegated authority to validate and make its own awards, HETAC retain the
authority to place such a programme on the national framework.
2.6 Validation Time Scales
The Institute validates new modules and programmes throughout the academic
year. There is no specific time period or time scale for the development of, and
validation of new programmes. However, as noted above, it is Institute policy
that a programme may not commence delivery without having first been
academically validated and approved for delivery. This ensures that the
programme is compliant with the conditions of the National Framework of
Qualifications (NFQ) and with the Standards & Guidelines for Quality Assurance
in the European Higher Education Area and with institute policies. Otherwise,
such a programme is not an Institute award, is not an official national award and
is not on the NFQ.
The policy of the Academic Council is that any new
programme should be validated and approved for delivery
prior to any promotion of the programme.
This avoids any embarrassment arising when, say, a programme is advertised
and subsequently not validated and not delivered as promised.
In the case of new full time programmes intended for direct entry post Leaving
Certificate, validation and approval is normally required before the programme is
notified to the Central Applications Office (CAO). It is necessary to inform the
CAO by 31st March in the year proceeding the calendar year of commencement
of the programme. So, for example, a new full time programme commencing in
September of a given year should be validated by March of the preceding year to
ensure that the programme is properly included in the CAO Handbook for the
intended year of commencement.
Offering a programme in the CAO Handbook prior to it being academically
validated and approved for delivery by the Institute (or the HEA) exposes the
Institute to the risk of having to withdraw such a programme. The consequences
are particularly severe if the programme is withdrawn. Such practices damage
the reputation of the Institute with potential students and with the authorities in
the CAO organisation. On the other hand, given the time scales involved, where
a programme is validated and approved prior to offering it in the CAO Handbook,
the Institute is exposed to the risk of losing a marketing advantage and of limiting
its academic leadership of the sector in a new programme area. Developers of
any such new programmes are therefore advised to prepare any submission
documentation well in advance of the proposed date of delivery commencement
to allow sufficient time to notify the potential students and other stakeholder of
any changes in its validation and approval status.
Quality Assurance Manual IT Sligo 2013
The Institute also regularly develops new programmes in response to specific
community or business demands – referred to as bespoke programmes. Such
programmes may have a shorter or longer development time depending on the
complexity or specialisation of the learning required and the composition of, and
rate of progress of the programme development team. In some instances, in
order to respond to the needs of industry the Institute has developed, validated
and commenced delivery of a new programme within three months. However,
this is possible only when there are no externally imposed time frames (such as
mentioned above for the CAO) and where the process is tightly managed.
Following approval and validation by the Institute, programme documentation
must be submitted to HETAC for entry onto the order of Council. In order to meet
HETAC deadlines, all such documentation needs to be with HETAC at the latest
by April 30th in any given year.
In practice, the approval process typically takes place from the early part of the
academic year and is completed within nine months. Non-CAO programmes are
typically validated by March in any given year and commence delivery in
September of the same year. This has been found to suit most bespoke
programmes and allows sufficient time to promote and advertise the programme
to ensure that there are enough candidates for the programme to be
economically viable. For the reasons mentioned above, CAO programmes have
a longer lead-in time.
In summary:
The policy of IT Sligo is that by 31st of March each year, all
programmes must be approved and validated, and any
supporting documentation required for the submission to
HETAC (such as the final Approved Programme Schedules)
must be with the Registrar.
2.7 The Validation route for a new Module of Learning
As described in Section 2.4, a descriptor for a single module may be submitted
to the Academic Council for validation. The current practice is to validate a
module as a ‘single subject’ – i.e. an IT Sligo award. Alternatively, a single
module, or a set of modules may be presented as an award recognised on the
NFQ– i.e. as a Minor, a Special Purpose or a Supplemental Award. In the case
of the latter, the route to validation and approval is identical to that explained in
the following section.
2.8 The Validation route for a new Programme of
Learning
2.8.1 Outline Approval for a new Programme of Learning
A new programme may be proposed by an individual staff member, a group of
staff members, Head of Department/School, or a pan-Departmental
interdisciplinary group. Before embarking on a new programme proposal, the
Quality Assurance Manual IT Sligo 2013
team should take into account the time it takes to achieve full validation of a new
programme, as explained in section 2.6 above.
The first step in the process is for the programme development team to present
a proposed new academic programme to the School Policy Committee. This is
submitted using the template Proposal seeking approval to proceed to develop a
new programme of learning (EAP 1, Appendix 2.1)The School Policy Committee
will evaluate the proposal in reference to the achievement of the School plan,
collaboration opportunities with the CU Alliance partners and available
resources.
The second step is for the Head of School to submit a revised EAP 1 to the
Executive Committee, who will review the proposed resource requirements and
the increased effective use of existing resources arising from the proposal. In
evaluating such a proposal, the Executive Committee will be informed by the
following criteria:
 is the programme aligned across the suite of programmes provided by the
Institute and the CU Alliance
 does the proposal cover the resource requirements for all years of delivery –
i.e. beyond the first year?
 what internal resources will be released to support the new programme and
what existing programmes will cease delivery in order to facilitate delivery
within existing resources or effect a saving in resources?
 what is the request, if any, for the Institute to provide some or all of additional
staff and/or physical resources needed by the programme?
 what additional resources will be forth coming from the Institutes own
resources, from the HEA, from other external agency and/or from any
partners in deliver?
 what processes are in place to ensure the selection and suitability of any
lecturers external to the Institute who may be teaching on the programme?
 What staff training, if any, is required to deliver the programme?
 what is the fee structure and the cost recovery model including any state
grant aid (e.g. Springboard, International fee income)?
The Head of School reports back to the programme development team on the
decision of the Executive Committee.
The third step is for the Head of Department, together with the Development
team to submit the EAP 1 to the Planning & Coordination Committee of the
Academic Council. This submission should be made on the EAP1 form, with
changes made following the two stages identified above,.
In evaluating the proposal the Planning & Coordination Committee is informed by
the following guidelines, that:
 the proposal is aligned with the Institute’s Mission and Strategic Plan.
Quality Assurance Manual IT Sligo 2013






the proposal is contributing to the delivery of the School Plan and has it been
approved by the appropriate Department, the School Policy Committee and
the Executive Committee.
the proposal in harmony with national and regional policy, in particular the
proposed new programme is aligned with, or replaces existing programmes
in the Institute and the CU Alliance and any programmes that will be merged
into this one or will no longer be delivered are identified, and in compliance
with the National strategy for Higher Education.
a programme development team is in place to develop the programme?
any external conditions will be met by the programme, such as additional
requirements of professional bodies, of the HEA or the need to establish
formal links with employers for student projects or placement
the indicated student demand is sufficient to justify the work involved in
validating the programme and the resource allocation.
The Registrar sends the minutes from the Planning and Coordination Committee
meeting to the Head of Department who will report back to the programme
development team.
2.8.2 Validation of a new Programme of Learning
Following the granting of approval to proceed by the Policy, Executive and
Planning & Coordination Committees, the programme development team
prepares the full submission document using the template Proposal for
Validation of a new programme of Learning (EAP 2, Appendix 2.2). This may
take some months to compile into a final submission document as the process
may require the coordination of a wide staff grouping and external stakeholders,
the collation of national statistical data and the agreement on the details, for
example, of the learning programme.
Five copies of the final academic programme document is submitted to the
Registrar who establishes a Panel of experts to consider the validation of the
programme. The Validation Panel comprises:
 a Chairperson (normally a senior academic from another Institute of
Technology or University or a suitably qualified person from the world of
work);
 two senior academics with relevant qualifications and experience in the
area under evaluation (typically one member from an Institute of
Technology and another member from a University); and
 a representative from the world of work, preferably with state-of-the-art
experience in the discipline area under consideration.
 The Education Development and Quality Manager or nominee as
raporteur.
Quality Assurance Manual IT Sligo 2013
All of the Panel members are external to the Institute and there should be a
balance of gender on the Panel. The submission documents are circulated to the
Panel no less than three weeks before they visit the Institute to conduct an oral
validation meeting with the programme development team and staff (See
Guidelines for the Panel of Assessors to Validate a new Programme of Learning:
EAP 3, Appendix 2.3). The Education Development and Quality Manager or a
nominee acts as rapporteur and compiles the draft Panel report following this
meeting. Typically it takes three weeks for a report to issue from the time the
programme documentation is submitted to the Registrar’s Office.
The composition of the non-major Programme Validation Panel (i.e. Minor and
Special Purpose Awards) will include:
1.
2.
3.
4.
Chair of the Planning and Coordination Committee (as Panel Chair)
The Innovation Manager
An external specialist
The Education Development and Quality Manager or nominee as
raporteur.
The report of the Validation Panel consists of a summary of the discussion that
took place during the visit, the overall findings of the Panel and the overall
conditions and recommendations regarding validation (or not) of the Programme.
Typically, there is a list of conditions and recommendations attached to any
validation.
The Registrar brings the findings of the Validation Panel to the Academic Council
who, if they adopt the findings, will make a recommendation to the Governing
Body. Following approval of the programme, the Programme development team
are required to document their response to the conditions and recommendations
of the Panel, within three months of receiving the report from the Registrar.
2.8.3 Audit of Conditions and Recommendations of the
Validation Report
The Panel of Assessors typically specify conditions of approval or make
recommendations concerning a programme that they validate. It is the
responsibility of the Education Development & Quality Manager to ensure that
the School have responded adequately to any such conditions or
recommendations. For this purpose, within 3 months othe Education
Development and Quality Manager conducts an audit. This allows adequate time
for the necessary changes to be discussed by the Programme Board and for
their implementation in the final Approved Programme Schedule. The audit is
based on a document submitted by the Head of Department that sets out how
the conditions and recommendations have been met. The Head of Department
and programme leader typically attend the audit hearing and present the actions
taken on the conditions and recommendations to date. This process is intended
to ensure that the changes are made (and, if necessary, to identify blockages to
the changes), rather than a ‘fault-finding’ exercise.
The Policy of IT Sligo is that a programme will not be validated,
or may not progress to delivery until the recommendations and
Quality Assurance Manual IT Sligo 2013
conditions have been met or actions are (at least) underway to
address the recommendations3
A report arising from the audit will be prepared by the Education Development &
Quality Manager and filed in the Registrar’s Office.
2.8.4
Final Validation Process
Following confirmation that the conditions and recommendations have been fully
addressed, the Registrar issues the Programme Validation Certificate and
advises HETAC that a new programme has been validated for inclusion on the
HETAC Order in Council.
The Approved Programme Schedule (APS) is then entered on Banner and all
necessary programme details and promotional materials are prepared by the
Head of Department. The Student Affairs Manager notifies the CAO of the new
programme and updates the website and prospectus, based on information
provided by the Department. Where necessary, the President/Secretary/
Financial Controller will seek sanction from HEA to run the new programme.
Following written sanction from the HEA, the Registrar will advise the Student
Affairs Manager that the programme has been approved for delivery.
The practice of including a new programme in the Institute Prospectus which has
not been sanctioned by the HEA will continue (because of the lead-time required
in producing a new prospectus). However, in any case a programme will only be
delivered when the Programme Validate Certificate is issued, and approval of
HEA granted, where appropriate.
3
In some case, recommendations may not be implementable until the programme has
commenced delivery
Quality Assurance Manual IT Sligo 2013
Figure 2.1: FLOWCHART FOR THE APPROVAL OF NEW PROGRAMMES
RESPONSIBLE PERSONS
ACTION
Programme Development
Team
START
Programme Development
Team
Not
endorsed
New Programme
Proposal Documents
(EAP1)
Evaluated by
School Policy
Committee
School Policy Committee
Not
approved
Endorsed with/without
recommendations
Evaluated by
Executive
Committee
Head of School
Not
approved
Head of Department &
Programme Dev. Team
Approved with/without
recommendations
Evaluated by
Planning &
Coordination
Committee
Approved with/without
recommendations
Programme Dev. Team
DOCUMENTS/RESULT
EAP1 submitted to Policy
Committee
Minute of Policy Committee
EAP1 submitted to
Executive Committee
Minute of Executive
Committee
EAP1 submitted to P&C
Committee
Verbal feedback at Planning
and Coordination meeting
Minute sent to Head of
Department
5 copies of EA2 sent to
Registrar
Prepare Programme
Submission (EAP2)
Date for visit and agenda
Registrar
Establish Panel of
Assessors
Verbal feedback
Head of School (feed back of
outcome)
Education Development &
Quality Manager
Validation Panel
Visit
Validation Panel
Report
To next page
Quality Assurance Manual IT Sligo 2013
Panel report with conditions
and recommendations
RESPONSIBLE PERSONS
ACTION
DOCUMENTS/RESULT
From previous page
Head of
Department
notified
Panel Report
Not adopted
Report reviewed
by Academic
Council
Registrar
Not Adopted
Adopted
Academic
Council
recommendation
to Governing
Body
Registrar
Minute to Head of
Department
Include in President’s
Report to GB
Approved
Head of Department
Not Approved
Education Development &
Quality Manager
Audit of Conditions
and
Recommendations
Formal Validation of
new programme
Student Affairs Manager &
Head of Department
New programme entered
on Banner
Student Affairs Manager &
Head of Department
Generate entry in
CAO Handbook
Student Affairs Manager &
Head of Department
Generate documentation for
Prospectus, website & other
promotional materials
Head of Department
Quality Assurance Manual IT Sligo 2013
Newly validated
Programme
Delivered
Documented responses
from Programme Board
to the Conditions &
Recommendations
Audit Report confirming
that Conditions and
Recommendations have
been fully addressed
Issue Programme
Validation Certificate.
Notify HETAC
Approved Programme
Schedules
Programme details/ CAO
number
Programme details
and promotional digital
and/or hard-copy
literature
2.9
Modifications to a Programme of Learning
2.9.1 Context
Material modifications to validated programmes are normally evaluated at the
time of a Programmatic Review, which takes place every five years and Chapter
4 addresses this modus operandi in detail. However, from time to time a
Programme Board may request the Planning and Coordination Committee of the
Academic Council to consider material modifications to an existing programme
(see Proposal for Validation and Approval of Modifications to an existing
Programme of Learning: EAP 4 Appendix 2.4).
Such updating of programmes should be encouraged as it is in accordance with
the good practice of continuous improvement of programmes and ensuring (i)
that they continue to meet the needs of employers and students and (ii) that they
optimise the learning. However, it is important that the Schools understand the
additional administrative workload associated with requesting and implementing
modifications to programmes and allow sufficient time to process the changes.
2.9.2 Distinction between Modification to, and a new Programme
There is a question of scale regarding what constitutes a modification, rather
than a new programme. For example, is a proposal to modify the titles and
content of two modules on a programme, comprising a total of twenty-four 10
credit modules, a minor adjustment rather than a modification? What if the
proposal is to make small changes to all twenty-four modules? The following
guidelines are provided to determine if such a proposal is properly a modification
to an existing validated programme, or a minor adjustment:
a. Do the proposed modifications alter the validated programme to such an
extent that the programme title no longer reflects the programme learning
outcomes?
b. Is the attainment of the learning outcomes of the validated programme
impacted by the proposed modifications? This may be the case if, for
example, a new delivery mode is proposed (e.g. changing from in-class to
on-line learning) or the sequencing of learning is substantially altered (e.g.
changing from a semesterised structure to a year-long structure).
c. Will the modifications change the target market for graduates, as stated in
the validated programme documentation – i.e. will the programme no longer
provide graduates for the intended market.
d. Will the modifications require substantially more or less hours of student
learning. Do the learning hours still match the allocation of credits in
accordance with the ECT system.
e. Are any of the core modules substantially modified and if so, has this altered
the discipline focus of the programme.
Minor adjustments may be approved by the Registrar.
In the context of the above, examples of modifications to a validated Programme
that requires approval by the Planning & Coordination Committee would typically
comprise:
Quality Assurance Manual IT Sligo 2013
a. The introduction of new topic(s) into a syllabus in one or more modules, and
the removal of outdated material or less important topic(s).
b. Change in assessment techniques in one or more modules e.g. the
introduction of an essay or assignment instead of a time-controlled class test
of written examination.
c. A change in the distribution of the marks awarded for the assessments in the
majority of modules on a stage of a programme.
d. A change in the credits allocated for a module or modules (will require a
change in the module descriptor).
e. A change in the balance of student learning hours between lectures, tutorials
and practicals.
Where the Planning and Coordination Committee deems a proposed
modification of such significance that it would be tantamount to a new
programme proposal then it requests the Programme Board to use the
procedure for approving new programmes, as detailed in Sections 2.7 and 2.8
above.
Advice should be sought from the Registrar where a Head of School,
Department or staff member is uncertain concerning the extent of a modification
to a programme.
2.9.3 The route to Validation of Modifications
A Programme Board will make proposals for the modification of a validated
programme. Where these are at the level of minor adjustments, the proposed
changes may be brought directly to the Registrar to be approved and entered
onto the official programme record system and a corrected Approved
Programme Schedule issued.
Proposals that are at the level of modification as indicated in Section 2.10.2
above are submitted to the Planning and Coordination Committee. For the
majority of modifications, the Committee will validate the modified programme
based on their own evaluation of the documentation. Depending on the extent of
the proposed modifications, the Committee may seek an external opinion from a
module specialist or specialists on syllabus content and academic standard of
the proposed modules/subjects as well as on the assessment system.
In any case, all modifications should be validated not later than 31st March in the
academic year preceding the introduction of the changes.
All such approved modifications will not be
considered to be valid until the changes have been (i)
updated in the programme record system and (ii)
copies of the revised Approved Programme Schedule
are circulated to the Head of Department. It is the
responsibility of the Head of Department, in
consultation with the Registration Secretary, using
Academic Module / Programme Manager, to ensure
Quality Assurance Manual IT Sligo 2013
that such changes are implemented by the Progamme
Board, as approved.
All changes shall be recorded annually in the Programme Monitoring
Report (Appendix 5.1 PMR).
Quality Assurance Manual IT Sligo 2013
APPENDIX 2.1
EAP 1
Proposal seeking approval to proceed to develop a new
programme of learning
A
1.
Programme Academic Structure
Proposed Programme
Award Type:4
Award Title:5
Programme Title:6
NFQ Level
Duration
Delivery Mode
Semesters
Part time
□
□
2.
Department proposing the programme:
3.
Other collaborating Department (if any):
4.
Other Collaborating Partners:
4
Year long
and/or Full time
□
□
The only Major Award Types permitted by the Academic Council are: Higher Certificate, Ordinary Bachelor Degree,
Higher Diploma, Honours Bachelor Degree, Postgraduate Diploma, Masters Degree and Doctoral Degree. The only
non-major Award Types permitted are: Special Purpose, Minor and Supplemental Awards.
5 Examples of Major Award titles: Bachelor of Arts in Fine Art, Bachelor of Business in Marketing, Bachelor of
Engineering in Civil Engineering, Bachelor of Science in Environmental Science.
Examples of Non-Major Award titles: Certificate in Energy Audits, Special Purpose Award, 10 credits, Level 6; Diploma
in Ceramics, Minor Award, 40 credits, Level 7.
6 Includes the descriptor e.g. Bachelor of Arts in Fine Art
Quality Assurance Manual IT Sligo 2013
5.
Programme Development Team (Names):
i)
ii)
iii)
6.
School and Institute Strategic Plan objective met by the programme
i)
ii)
iii)
7
Rationale for Programme: (including consultations & research
undertaken to date):
Explain how this programme aligns with other existing programmes
(across the CU Alliance) and what, if any, programmes will this
replace
8
Brief Statement of Aims and Objectives:
9
Programme Structure, modules and credits:
(Please insert draft from Academic Module manager which is preferable)
Stage
1
Modules
2
3
4
Quality Assurance Manual IT Sligo 2013
Credits
10.
Minimum entry requirements to the programme:
11.
Proposed date for commencement of delivery:
12
Projected Student Numbers
Stage 1:
Stage 2:
Stage 3:
Stage 4:
13
Potential Market for the Graduates:
Quality Assurance Manual IT Sligo 2013
B Resources
14
Breakdown of Programme Resource Requirements (insert budget or numbers required)
Category
Stage/year
Existing (indicate from
where)
Yr 1 Yr 2 Yr3
Yr4
Personnel
Developmental
work
Delivery
Technical
Support
Administration
Management
Physical
Lecture space
Laboratories
Workshop
Studio
Other
Learning
Supports
Equipment
Quality Assurance Manual IT Sligo 2013
New/additional
Yr 1
Yr 2
Yr3
External co-provider
Yr4
Yr 1
Yr 2
Yr3
Yr4
Cost to the Institute
Yr 1
Yr 2
Yr3
Yr4
15
Income (€)
Income Source
Year 0
Year 1
Year 2
Year 3
Year 4
Development stage
Student Contribution
HEA fees
Other (e.g. payment from
partner provider)
16
Contract/MOU
Append an outline of any proposed contract with external
organisation/s, if appropriate.
In the case of collaborative provision, please append the Memorandum
of Understanding and the Collaborative Agreement with the partner
provider.
Quality Assurance Manual IT Sligo 2013
17
Decision of Approvers
(i)
Policy Committee:
Approved
□
Conditions, if any:
Not Approved
□
Reasons:
SIGNED
_______________________
Chair Policy Committee
(ii)
Date
Executive Committee:
Approved
□
Conditions, if any:
Not Approved
□
Reasons:
SIGNED
_______________________
Chair Executive Committee
(iii)
_________
Date
Planning & Coordination Committee:
Approved
□
Conditions, if any:
Not Approved
□
Reasons:
SIGNED
_______________________
Chair Planning &
Coordination Committee
Quality Assurance Manual IT Sligo 2013
Registrar
_________
Date
APPENDIX 2.2
EAP 2
Proposal for Validation of a new Programme of Learning
1
Introduction
The Academic Module and programme manager facilities online
production of a Module descriptor document and of a Programme
descriptor document using a standard online template. These
documents can be incorporated directly into the new programme
submission report, as described below. The benefits of this process is
that there is consistency of format for all modules and programme
descriptors, the factual details (such as module title, contact hours and
credits) are consistent and the information may be incorporated into the
student record system (Banner™) automatically.
2
Required information in the Programme Submission
documentation
2.1
Programme description













2.2
Full programme title
Department
Coordinator
Delivery mode (semesterised or stage-based)
Programme pathway (i.e. list of modules and pre-requisites/corequisites)
Date of first intake
Course Schedule including NFQ Level
Programme Learning outcomes
Link between Programme and Module learning outcomes
Assessment matrix, showing annual assessment submission dates
across all modules
Room requirements
Resource requirement
Reading list
Rationale for the programme
 Philosophy underpinning the programme e.g. market for
programme in the region and its relevance to the region (with
supporting evidence of consultation with the external stakeholders
– e.g. employers, professional bodies, past graduates)
 Graduate profile and employment opportunities for graduates
 Rationale for the programme within the School/Institute
 Programme Aims and Objectives
 Expected intellectual development and Programme learning
outcomes
Quality Assurance Manual IT Sligo 2013


Proposed mode of delivery (i.e. in-class, on-line, blended)
Related existing programmes.
2.3
Programme structure
 Delivery type (semesterised or stage-based)
 Proposed mode of delivery (i.e. in-class, on-line, blended)
 Is the programme intended for full time and/or part time delivery.
 Planned intake numbers (over the full duration of the programme)
 Overall structure and sequencing of modules (see example,
Appendix 2-8)
 Role of placement
2.4
Resources (over the full duration of the programme)
 Facilities and human and material resources available to mount the
programme
 Clarification of any staffing requirements
 Location of the delivery
 Specific s requirements: lecture rooms, laboratories, library,
Information technology and other student supports
 Confirmation regarding any new facilities and staffing requirements
 Special requirements (e.g. remote access for distance learners)
2.5
Access, Transfer and Progression Criteria
 Student admission requirements
 Progression criteria from one stage to the next and to higher levels
on the NFQ
 Non-standard entry (e.g. mature candidates and candidates with
experiential learning)
 Transfer policy into the programme and onto other programmes
2.6
Curriculum
 A matrix exhibiting the academic pathway and the relationship
between modules (see Appendix 2-6)
 Demonstrate the consistency between the programme content,
teaching methods and the programme learning outcomes
 Demonstrate the balance between the depth and breadth of the
programme in relation to the objectives of the programme
 Describe the student workload as achieved through contact, noncontact and self-study hours and the relationship with credits
 Explain the role and management of placement or work-based
projects.
2.7
Assessment
 The modes of assessment to be used should be fully explained and
justified
 The balance between the marks awarded for different assessment
modes (e.g. continuous assessment, projects, reports, sit-down
examination) to be clearly explained and justified
Quality Assurance Manual IT Sligo 2013

Demonstrate that all of the programme learning outcomes are
appropriately and adequately assessed within the set of module
assessments.
2.8
Staffing
 Quality and specialities of staff available to support the programme
(including CVs, using the template in Appendix 2-7)
 Technical and administrative support
 Staff development
 Research and publications
2.9
Programme Administration and Quality Assurance
 Procedure for managing programme
 Student support student counselling and tutorial arrangements
 Aspects of programme which highlight and foster study skills,
independent learning and the inculcation of individual responsibility
in students
 Professional, EU and international aspects if appropriate
 Feedback mechanisms e.g. use of surveys, focus groups and
follow-up actions.
2.10 Details above that are contained in the Programme manager
template
2.11 Full programme title
2.12 Department
2.13 Coordinator
2.14 Delivery mode (semesterised or stage-based)
2.15 Programme pathway (i.e. list of modules and pre-requisites/corequisites)
2.16 Date of first intake
2.17 Course Schedule including NFQ Level
2.18 Programme Learning outcomes
2.19 Link between Programme and Module learning outcomes
2.20 Assessment matrix
2.21 Room requirements
2.22 Resource requirement
2.23 Reading list
Quality Assurance Manual IT Sligo 2013
APPENDIX 2.3
EAP 3
Guidelines for the Panel of Assessors to Validate
a new Programme of Learning
1
Introduction
A Panel of Assessors is required to make an independent judgement
on the aims and objectives, content and academic standard of the
proposed academic programme. The benchmark normally used in
such judgements is the programme’s comparability with similar
programmes in Ireland and or internationally.
In preparing submissions, the programme development team is
expected to follow the format set out in the template document entitled:
Proposal for validation of a new programme of learning – EAP 2.
In evaluating a programme the following issues should be considered
by the Panel of Assessors:
2
Guideline topics for the Panel of Assessors
2.1
Rationale for the programme
 Philosophy underpinning the programme e.g. market for
programme in the region and its relevance to the region
 Graduate profile and mployment opportunities for graduates
 Rationale for the programme e.g. School’s/Institute’s
strengths/opportunities
 Programme Aims and Objectives
 Expected intellectual development and Programme learning
outcomes
 Related existing programmes.
2.2
Programme structure
 Delivery type (semesterised or stage-based)
 Proposed mode of delivery (i.e. in-class, on-line, blended, full time
and/or part time)
 Planned intake numbers (over the full duration of the programme)
 Role of placement
2.3
Resources (over the full duration of the programme)
 Facilities and human and material resources available to mount the
programme
 Clarification of any staffing requirements
 Location of the delivery
 Specific s requirements: lecture rooms, laboratories, library,
Information technology and other student supports
 Confirmation regarding any new facilities and staffing requirements
 Special requirements (e.g. remote access for distance learners)
Quality Assurance Manual IT Sligo 2013
2.4
Access, Transfer and Progression Criteria
 Student admission requirements
 Progression criteria from one stage to the next and to higher levels
on the NFQ
 Non-standard entry (e.g. mature candidates and candidates with
experiential learning)
 Transfer policy into the programme and onto other programmes
2.5
Curriculum
 A matrix exhibiting the academic pathway and the relationship
between modules
 The consistency between the programme content, teaching
methods and the programme learning outcomes
 Balance between the depth and breadth of the programme
 Rigour of the academic standard in the final stage of the
programme
 Student workload
 Practice: the role and management of placement or work-based
projects.
2.6
Assessment
 The appropriateness of the modes of assessment to be used
 The balance between the marks awarded for different assessment
modes (e.g. continuous assessment, projects, reports, sit-down
examination)
 Confirmation that all of the programme learning outcomes are
appropriately and adequately assessed within the set of module
assessments.
2.7
Staffing
 Quality and specialities of staff available to support the programme
 Technical and administrative support
 Staff development
 Industrial/commercial profile of staff
 Research and publications
2.8
Programme Administration and Quality Assurance
 Procedure for managing programme
 Student support student counselling and tutorial arrangements
 Aspects of programme which highlight and foster study skills,
independent learning and the inculcation of individual responsibility
in students
 EU and international aspects if appropriate
 Feedback mechanisms e.g. use of surveys, focus groups and
follow-up actions.
Quality Assurance Manual IT Sligo 2013
APPENDIX 2.4
EAP 4
Proposal for Validation and Approval of Modifications to an
existing Programme of Learning
1.
Proposed Programme
Award Type:7
Award Title:8
Programme Title:9
NFQ Level
Duration
Delivery Mode
Semesters
Part time
□
□
Year long
and/or Full time
2.
Department proposing the programme:
2.
Department delivering the programme:
3.
Programme Development Team (Names):
□
□
i)
ii)
iii)
4
Date on which this programme was last validated by the
Academic Council and the academic year in which the programme
was first delivered:
7
The only Major Award Types permitted by the Academic Council are: Higher Certificate, Ordinary Bachelor
Degree, Higher Diploma, Honours Bachelor Degree, Postgraduate Diploma, Masters Degree and Doctoral Degree.
The only non-major Award Types permitted are: Special Purpose, Minor and Supplemental Awards.
8 Examples of Major Award titles: Bachelor of Arts in Fine Art, Bachelor of Business in Marketing, Bachelor of
Engineering in Civil Engineering, Bachelor of Science in Environmental Science.
Examples of Non-Major Award titles: Certificate in Energy Audits, Special Purpose Award, 10 credits, Level 6;
Diploma in Ceramics, Minor Award, 40 credits, Level 7.
9 Includes the descriptor e.g. Bachelor of Arts in Fine Art
Quality Assurance Manual IT Sligo 2013
5 Date when the modified programme is to commence:
6 Rationale for the proposed modification(s):
7
Append i) existing Approved Programme Schedule for all years of
the programme
8
□ and ii) Module descriptor□
Append proposed Programme schedule for all years of the
programme from the Academic Module Manager
9
□
Will the programme learning outcomes change as a result of the
proposed module or programme modifications.
□
Yes □ If yes, please outline the changes, as this may require a
No
panel visit.
10
SIGNED
___________________
Programme Chair
_________
Date
___________________
Head of Department
_________
Date
Decision of the Planning and Coordination Committee
Approved
□
Conditions, if any:
Not Approved
□
Reasons:
SIGNED
__________________________________
Chair Planning & Coordination Committee Registrar
Quality Assurance Manual IT Sligo 2013
_________
Date
Quality Assurance Manual IT Sligo 2013
Appendix 2.5: Sample Programme Outline
Stream
ICT
Stage 1
Computer
Applications 1 (M)
Credits
Stage 2
Credits
10
Computer
Applications 2 (M)
10
Financial Accounting
(M)
Management
Accounting (M)
10
Economics
Economics 1 (M)
10
Management (M)
10
Marketing
Business
Mathematics &
Statistics (M)
10
Communications (M)
European
Economic
Environment (M)
10
Human Resource
Management (M)
10
Business Law (M)
10
10
10
10
Principles of
Marketing (M)
Credits
Financial
Management (M)
Economics 2 (M)
Organisation
Behaviour (M)
Logistics
Management (M)
10
10
Management
Stage 3
10
Market
Research/Applied
Marketing (M)
10
Enterprise (M)
10
10
Stage 4
Credits
eBusiness (M)
Corporate Financial
Mgt (E)
Insurance & Risk
Mgt (E)
Investment
Management (E)
Strategic
Management (E)
Employee Relations
(E)
Employee
Resourcing &
Development (E)
Strategic HRM (E)
Strategic Marketing
Management (M)
International
Marketing (E)
Internet Marketing
(E)
Services Marketing
(E)
This outline shows sequencing of the modules throughout the programme, the discipline streams for the modules and the
mandatory (M) and elective modules (E).
Quality Assurance Manual IT Sligo 2013
10
10
10
10
10
10
Appendix 2.6
Curriculum Vitae of Lecturer/Tutor
1. NAME: ____________________________________________________
2. TITLE: ____________________________________________________
3. CURRENT POSITIION:
Full-time _____ Part-time _____ Contract ____
Other ____
If other, please specify ___________________________________
4. QUALIFICATIONS:
(a) Academic Qualifications
Title
Awarding
Body
Year
Conferred
Undergraduate
Postgraduate
Membership(s) of Professional Bodies
Name
By Examination
5.
Membership
By Paid Subscription
LECTURING/TEACHING EXPERIENCE
College/University/School
Period
Other
Levels Taught
________________________________________________________
________________________________________________________
________________________________________________________________
_______________________________________________
6.
RELEVANT WORK EXPERIENCE
Employer
Position Held
Period
________________________________________________________
________________________________________________________
Quality Assurance Manual IT Sligo 2013
________________________________________________________
________________________________________________________
7.
AREA(S) OF EXPERTISE:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
8.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Subject Grant/Aid Postgraduate Industrial Commencement Duration
________________________________________________________
________________________________________________________
________________________________________________________
9.
PUBLICATIONS (append list)
________________________________________________________
________________________________________________________
________________________________________________________
10.
RESEARCH FUNDING
________________________________________________________
________________________________________________________
________________________________________________________
9.
PROFESSIONAL ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
10.
STAFF DEVELOPMENT/TRAINING UNDERGONE IN LAST 5 YEARS:
Programme/Event
Year
Organising Body
_____________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Quality Assurance Manual IT Sligo 2013
Chapter 3
Assessment of Learners
3.1
Introduction
Section 23 (e) of the Qualifications (Education and Training Act) 1999 requires that the Higher
Education and Training Awards Council ensures that Institute establishes procedures for the
assessment of learners, that are fair and consistent and for the purpose of compliance with
structures determined, from time to time, by the Institute and by HETAC. The Institute should
also have, as part of its quality assurance procedures, systematic arrangements for evaluation
and for auditing the effectiveness of learner assessment procedures to ensure that they are in
practice fair, consistent and in compliance with Institute and HETAC standards, in the context of
the national framework of qualifications.
3.2
Scope
This Chapter describes the processes and procedures utilized by the Institute related to the
assessment of learners. All procedures referred to in this chapter are contained in the Institute
Marks & Standards as well as in the Institute’s procedures manual.
3.3
Learning and Assessment
3.3.1 Learning refers to the processes by which a sustainable change in a learner’s
knowledge, skill or competence occurs as a result of experience (of phenomena). Experience
includes everything that affects the learner. Learning actively involves the learner.
3.3.2 Learning activities are diverse: examples include study, writing, practice, discussion,
enquiry, experience, working in a group, problem solving, performing, game playing, designing,
composing, etc. Both learners and teachers can set learning activities.
Effective learning activities are purposefully directed towards attainment of the programme’s
educational goals (intended programme learning outcomes) and build on (connect with) prior
learning.
The engagement by the learner with any assessment process, including the reception of
feedback, is a learning activity.
3.3.3 “Learning outcomes” generally describe the change in knowledge, skill and/or
competence in an individual (differential form) but they may also mean the cumulative result of
all learning including prior learning at the time of entry to the programme (integral form). Award
standards and award-type descriptors generally describe cumulative learning outcomes.
3.3.4 Intended programme learning outcomes describe the minimum achievement (in terms of
knowledge, skill and competence) that the learner is certified to have attained if he/she
successfully completes a particular programme (i.e. passes all the required assessments).
3.3.5 The intended learning outcomes are the minimum learning outcomes that the teacher
intends that learners will attain as a result of teaching and learning activities.
Quality Assurance Manual IT Sligo 2013
3.3.6 Principles of assessment
Learner assessment means inference (e.g. judgement or estimation or evaluation) of a learner’s
knowledge, skill or competence by comparison with a standard based on appropriate evidence.
Self assessment is included in this.
There are six core principles related to the assessment of learners:
1 Learners are responsible for demonstrating their attainment
A learner who is enrolled on a programme should submit himself or herself to assessment for
the purpose of demonstrating attainment of the programme’s intended learning outcomes.
Each learner should undertake assessment tasks honestly and truthfully and not engage in
plagiarism and other forms of academic dishonesty.
The provider should ensure that there are appropriate learning opportunities for the
programme’s intended learning outcomes except those which are satisfied by prior learning.
2 Assessment supports standards based on learning outcomes
Awards (including those made under delegated authority) are made and classified exclusively
on the basis of criterion referenced assessment of learning outcomes (knowledge, skill and
competence.)
The learning outcomes required to qualify for HETAC awards, or those made by a recognised
institution of the Council, are specified by the awards standards issued by HETAC.
The awards standards are threshold standards which means that they describe the minimum
learning outcomes to be attained before an award may be made (i.e. the learning required to
pass).
The intended programme learning outcomes define the minimum learning outcomes for a
particular programme. A learner who completes a validated programme is eligible for the
relevant award if he or she has demonstrated, through assessment (including by recognition of
prior learning), attainment of the relevant intended programme learning outcomes.
Credit (e.g. ECTS10), while not a proxy for attained learning outcomes, should normally be
linked to them.
3 Assessment promotes and supports effective learning and teaching
Teaching and learning and assessment are linked activities— they affect one another.
Effective assessment is (i) consistent with, (ii) supportive of, and (iii) derived from the intended
programme and module learning outcomes.
Module assessment strategies and programme assessment strategies are necessary for
effective assessment.
The effort required of a learner to complete an assessment task should be proportional to the
associated educational benefit to him or her.
Formative assessment supports learning and should involve formative feedback.
Teachers and learners share in the responsibilities for effective learning. Involvement of
learners in the construction of assessment tasks and criteria can enhance learning.
Authentic assessment supports effective learning.
4 Assessment procedures are credible
10
European credit transfer and accumulation system.
Quality Assurance Manual IT Sligo 2013
Credible assessment is fair and consistent and more specifically it is valid and reliable.
Fair assessment is inclusive, recognising that different people can have different learning
needs, styles and approaches.
Any person who would have a conflict of interest (actual or potential, real or apparent) if he/she
were to act as an assessor in a particular situation should neither act nor be required to act as
an assessor in that situation.
The processes for assessment complaints and appeals should meet the same standards of
fairness, consistency and fitness for purpose as assessment in general. In particular they should
be straightforward, efficient, timely, and transparent.
5 Assessment methods are reviewed and renewed as necessary to adapt to evolving
requirements
Developing and testing new assessment methods, tactics and strategies is necessary for
continual enhancement and to cope with emerging challenges.
6 Learners are well informed about how and why they are assessed
Learners need to be familiar with the relevant programme and module assessment strategies
and regularly reminded of these and the
7 Assessment promotes and supports effective learning and teaching
Teaching and learning and assessment are linked activities— they affect one another.
Effective assessment is (i) consistent with, (ii) supportive of, and (iii) derived from the intended
programme and module learning outcomes.
Module assessment strategies and programme assessment strategies are necessary for
effective assessment.
The effort required of a learner to complete an assessment task should be proportional to the
associated educational benefit to him or her.
Formative assessment supports learning and should involve formative feedback.
Teachers and learners share in the responsibilities for effective learning. Involvement of
learners in the construction of assessment tasks and criteria can enhance learning.
Authentic assessment supports effective learning.
8 Assessment procedures are credible
Credible assessment is fair and consistent and more specifically it is valid and reliable.
Fair assessment is inclusive, recognising that different people can have different learning
needs, styles and approaches.
Any person who would have a conflict of interest (actual or potential, real or apparent) if he/she
were to act as an assessor in a particular situation should neither act nor be required to act as
an assessor in that situation.
The processes for assessment complaints and appeals should meet the same standards of
fairness, consistency and fitness for purpose as assessment in general. In particular they should
be straightforward, efficient, timely, and transparent.
9 Assessment methods are reviewed and renewed as necessary to adapt to evolving
requirements
Developing and testing new assessment methods, tactics and strategies is necessary for
continual enhancement and to cope with emerging challenges.
10 Learners are well informed about how and why they are assessed
Quality Assurance Manual IT Sligo 2013
Learners need to be familiar with the relevant programme and module assessment strategies
and regularly reminded of these and the assessment regulations—providers should inform
learners (e.g. in a programme handbook and programme web page) appropriately.
assessment regulations—providers should inform learners (e.g. in a programme handbook and
programme web page) appropriately.
3.4 Pre-Examination Procedures
The quality of the pre-examination process at the Institute is managed by of a range of
procedures which have been developed and adopted by the Academic Council of the Institute
and supplemented with Institute generated procedures. These are outlined below.
3.4.1 Responsibility for Examinations
The Institute’s Marks and Standards Section A3, specifies that the President or nominee has
overall responsibility for the conduct of examinations at the Institute and lists the responsibility of
the President for the proper conduct of the examinations, including invigilation, accommodation,
preparation of examination papers and marking of scripts.
3.4.2 Intern Examiners
Section A4 of the Institute’s Marks and Standards details the duties and responsibilities of the
intern examiners. The annual examination paper submission dates are covered by Institute
procedure Exam 001. Storage and incineration of examination scripts is covered by Institute
procedure Exam 004/048.
The practice of the Institute is to request that all academic staff be present in the examination
centre for the first 15 minutes of the exam, or that they are contactable by phone where
examinations are held during the academic year.
3.4.3 Extern Examiners
For every Programme the Institute appoints at least one External Examiner. External Examiners
for all taught courses are approved by the Academic Council. The overall role of the external
examiners is to ensure adequacy of standards at Higher Certificate, undergraduate degree and
post graduate examinations.
External examiners are expected to act in an ethical manner, and demonstrate a fair and
consistent approach through objectivity, confidentiality, declaration of interests, and the
avoidance of conflicts of interest, etc.
The processes related to External Examiners are specified in the following sections.
Quality Assurance Manual IT Sligo 2013
3.4.4 Nomination and Appointment of External Examiners
i. The Institute shall ensure that sufficient External Examiners are appointed so that it can
satisfy 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
conducted.
ii. External Examiners may be appointed on the basis of Department, course/programme, or
module/subject as determined by the needs of the Institute.
iii. An External Examiner may moderate one or more Programmes.
iv. External Examiners may be appointed who have expertise in particular subject areas, as
determined by the Institute, and may be involved with particular modules for a range of
programmes across all Schools.
v. The Registrar shall seek nominations from each school (signed off by the Head of School,
see Appendix 3.1) who may consult externally for persons to act as External Examiners. The
Head of School/Department may seek recommendations for nominations through a Programme
Committee. The criteria for nomination are specified in Appendix 3.2.
vi. In the nomination of External Examiners the need for continuity in the process from one
year to the next should be considered.
vii. In exceptional circumstances, where it is proposed to nominate a person who does not
satisfy the criteria for appointment, this shall be clearly noted in the External examiner
nomination form and reasons given for the nomination.
viii. The Head of Department/School may consult the person proposed for nomination to seek
his/her consent to be nominated and to determine his/her availability to act as an External
Examiner. This is a consultation process only and should not imply any commitment on behalf
of the Institute to make an appointment.
ix. Consultation may take place with other Institutions with a view to arriving at suitable
arrangements in relation to the appointment of External Examiners to more than one Institute,
taking into account the requirement for independence of External Examiners and such other
requirements as noted in the criteria for appointment in the Appendices.
x. Approval as External Examiners by the Academic Council shall take place by 1st April
each year for the following academic year. The Academic Council shall satisfy itself that
persons nominated for appointment satisfy the criteria for appointment as detailed in the
Appendices.
xi. Following approval of an External Examiner by the Academic Council, the Registrar shall
issue a letter of appointment (see Appendix 3.3) together with a contract (Appendix 3.4) for
signing by the appointee and the Registrar. The duties and responsibilities are listed in the
Guidelines for the effective practice of External Examining (Appendix 3.5).
xii. The term of office shall normally be for a period of three years, or as determined by the
Institute (i.e. subject to annual re-appointment). In exceptional circumstances, the appointment
may be extended by one further term. The circumstances shall be advised to the Academic
Council prior to the proposed extension taking place.
xiii. The External Examiner is appointed from the date of signing of the contract. Normally, the
term of office shall commence on the 1st October each year.
xiv. If there is any breach by the External Examiner of any of the terms and conditions or if at
any time in the opinion of the Institute the Extern shall fail to provide a satisfactory service, the
Institute may terminate the agreement by giving the External Examiner one months notice in
writing to that effect. Should it be necessary to terminate the contract, the Head of
Department/School shall recommend termination of the contract to the Academic Council,
Quality Assurance Manual IT Sligo 2013
detailing the reasons for the proposed termination. The Registrar shall notify in writing an
External Examiner whose contract has been terminated.
xv. Following appointment, the Schools/ Institute shall ensure that the External Examiner
receives adequate additional documentation and training to enable him/her to understand the
examination processes operated by the Institute. The External Examiner may be invited to visit
the Institute to become familiar with its operations and to discuss his/her responsibilities as an
External Examiner. Such visits should occur before the External Examiner commences
examining activities.
xvi. Where External Examiners are required to act as a team, the institute shall ensure that
such External Examiners have an opportunity to meet prior to a final Board of Examiners
meeting.
xvii. External Examiners are required to submit a written report to the Registrar following the
Summer/ Autumn Examinations (see Appendix 3.6). The details in respect of the external
examiners visit to the Institute are specified in Section A5 of the Institute’s Marks and
Standards.
3.4.5 Student Registration and Notification of Examination Regulations and Timetable
With the exception of repeat students the procedure for registering for examinations is part of
the normal registration process at the beginning of the year and is the responsibility of the
Registrar. The Head of Department signs off on the class lists in early February, highlighting any
discrepancies on the official register. It is the responsibility of repeat students to register for
examinations and they are informed of this by notice with their transcript of results.
All registered students are issued with a copy of the Student Support Services Handbook which
includes the examination regulations and requirements. Information on the complete range of
examination procedures is posted on the examination notice boards and is dealt with in a
comprehensive manner in the student induction programme and on the Institute’s website
The Examination time table is made available on-line to both academic staff and students in
advance of the commencement of the formal end of semester or end of year examinations.
Students who have Special Learning Needs or Disability may apply for special arrangements for
sitting assessments/examinations in accordance with Institute Procedure Exam 009/078.
Quality Assurance Manual IT Sligo 2013
3.5
Written semester/annual examinations
3.5.1 Examination Papers
Examination papers are prepared by intern examiners and are submitted to external examiners
in accordance with deadlines listed in the Institute Calendar for semester, annual and Autumn
repeat examinations Procedure Exam 001. Examination papers, approved by the external
examiners are submitted to the Examination Secretary in accordance with this Procedure.
Procedure Exam 004 deals with safe storage of exam scripts.
3.5.2 Examination Invigilation
Examination invigilators are selected and trained by the Examinations Secretary in accordance
with the Institute’s Human Resource Policies and Procedures. The Examination Secretary also
sets out their duties and responsibilities. These include procedures for dealing with late arrivals,
examination irregularities, illness during examinations and collection of scripts.
3.5.3 Alleged infringements of examination regulations
Copying or cheating at any examination or test, bringing notes or other unauthorised materials
into an examination hall, removing scripts or other stationery from an examination hall, any
other breach of the examination regulations or any offence involving the integrity of an
examination is considered to be an infringement of examination regulations.
Plagiarism, which is the copying of another person's writings or works or ideas in any thesis,
essay, project, laboratory report or other exercise, that forms part of the requirements for an
academic programme where such copying is either unauthorised by the copyright owner or
unacknowledged in the thesis, essay, project, laboratory report or other exercise is also
considered to be an infringement of examination regulations.
A Disciplinary Committee, composed of nine members drawn from the Academic Council and
/or are senior lecturers, oversee the enactment of the disciplinary procedures.
In the event of an alleged infringement of regulations, either during the actual examination or in
the event of an irregularity coming to light after the examination the Examinations Secretary
makes a preliminary assessment of the case. Where appropriate, a three-person Hearing
Committee is established to consider a specific allegation. The Hearing Committee will comprise
at least two members from Schools not related to the area of study of the alleged offending
student.
The Examination Secretary acts as recording secretary. In the case where an alleged
infringement takes place during the course of an exam, the Hearing committee will interview the
Exam Invigilator who made the initial report. The student is then interviewed and may be
accompanied by a colleague/student representative/family member. The recommendation of
the Hearing committee is referred to the Registrar for decision. Provision is made for an appeal
to the President as provided for in the Institute’s Code of Conduct, and in its disciplinary
procedure related to examination infringements.
Quality Assurance Manual IT Sligo 2013
3.5.4 Student feedback on the examination process
The Examination Secretary carries out an annual survey of students on the quality of
examination services. This is reviewed and analysed by the Education Development and
Quality Manager. The Examinations Office endeavours to respond to any queries or issues
regarding examinations.
3.5.5 Assessment of Scripts
The role and responsibility of intern examiners in providing marking schemes and in marking
scripts in a transparent, fair and consistent manner, is included in the Institute’s Marks and
Standards documentation Section A 4.
The responsibility of the intern examiners to consult with external examiners and to agree
grades/marks for each candidate is also covered in the Institute Marks and Standards Section A
4.
3.6 Continuous Assessment
3.6.1 Guidelines
A wide range of continuous assessment modes are utilized in the Institute. These may entail
Theory tests, Assignments, Practical work, Site or Industrial visits, Art & Design work, Industrial
placement, Projects and Oral presentations. It is critical in relation to continuous assessment of
learners, that:
 the aims and objectives of the assessment are compatible with the stated learning outcome
for the programme/module
 procedures at Institute level and within each School/Programme are fair, consistent and
transparent.
 In the delivery of a programme, the scheduling of assessment tasks should be coordinated
to ensure an appropriate workload balance for learners.
Guidelines for internal examiners for continuous assessment modes are provided in Appendix
3.7.
Quality Assurance Manual IT Sligo 2013
3.6.2 Essential requirements
The lecturers should
 have a defined marking scheme.
 specify the details of the assignment in writing and provide these to the student.
 provide details of
a) how the marks are allocated
b) feedback processes on performance on assignments - i.e. lecturers are encouraged to give
timely feedback, especially to first year students
c) attendance requirements11
d) how students who miss assessments/assignment deadlines, etc. will be dealt with.
e) appeal procedures12
 ensure that plagiarism does not occur.
 ensure that practical assessment procedures are equitable.
 ensure that individual student assignments/mini-projects/essays, etc., are equitable, i.e.,
comparable in complexity and levels of competence required.
 programme Handbooks or other written requirements provided to students are to be held by
the lecturer until expiry of the period for any possible appeal.
 programme assessment strategies should take cognisance of the practicalities of offering
repeat
continuous assessment opportunities. For example, it may not be feasible for some
conceivable continuous assessment tasks to be repeated in the same timeframe as written
examinations.
3.7
Progression and Award Board Meeting
3.7.1 Compiling of Marks
The process for the submission and compilation of examination marks/grades is included in
Section A7 of the Institute’s Marks and Standards.
The Institute is a partner in the consortium of Institutes implementing a new Management
Information System to be known as An Chéim. Henceforth this system will process all
examination results and statistics. The Process and Procedures for this system are currently
being drafted.
3.7.2 Pre-Meetings
It is normal practice in the Institute for each Programme Board and or Department to hold a Pre
Board Meeting at which all results from “subject marks sheets” are compiled electronically on a
Broadsheet which is an integral part of the student record system, Banner. External examiners
are not present at Pre Board Meetings. The School Secretary takes minutes of the proceedings
of these meetings and these minutes are available at the Institute’s Board of Examiners
Meetings.
11
The requirement for attendance by students at formal timetabled learning periods is to be determined
by each lecturer, as they consider appropriate to the achievement by the student of the learning
outcomes of the particular module. Where a lecturer can demonstrate that non-attendance has resulted in
a failure of the student to attain the learning outcomes of a module (and where there is documented
evidence of non-attendance), this may be brought to the attention of the Progression and Awards Board
when the overall performance of the student is being considered. Undocumented evidence will not be
considered.
12 A lecturer should clarify to students how they intend to address an appeal made by a student directly to
a lecturer. If the matter is not resolved, there are formal Institute appeals processes relating to
examinations which includes an appeal in respect of continuous assessment.
Quality Assurance Manual IT Sligo 2013
3.7.3 Meeting of Board of Examiners
Procedures for the conduct and operation of the meeting of Board of Examiners are included in
Section A7 of the Institute’s Marks and Standards. Examination Boards are chaired by a Head
of School (excluding the School relevant to the Board Meeting), the President and the Registrar.
At the examination board meeting, the School Secretary or his/her nominee minutes:
 all modifications to submitted results, with reasons for modification;
 all borderline case discussions,
 certified illnesses,
 extenuating circumstances etc.
3.7.4 Special Considerations Board
Upon completion of examinations, and prior to the meeting of the Progression and Award
Board, candidates may make a formal submission to the examiners requesting that they take
certain facts into consideration when deliberating upon the candidates results. In the interests of
fairness and consistency, such requests are reviewed by an Institute-wide Special
Considerations Board (SCB).
The functions of the SCB are to:
i. consider all requests for special consideration from candidates prior to the meeting of the
Progression and Awards Board
ii. decide on criteria for responding to categories of requests (e.g. for illnesses, bereavements
or accidents) and special cases.
iii. make a recommendation in response to each request
iv. return the recommendations to the Progression and Awards Board.
3.8
Notification of Examination Results
3.8.1 Presentation of Results
Procedures in relation to the notification of provisional Examination results are provided in
Section A7.11 of the Institute Marks and Standards. Provisional results of Semester and Annual
examinations for full-time programmes are posted on notice boards in each School within 48
hours of the Board meeting. Students are only identified by their examination number. In the
case of examinations where subjects are marked on a percentage the final result is posted on
the notice board. Similarly, final results are posted on all courses utilizing the alphabetical
grading system.
Quality Assurance Manual IT Sligo 2013
3.8.2 Written Notification
Each student is notified in writing by the Registrar/Head of Department, of his or her provisional
Spring Semester result. Where appropriate, the letter from the Head of Department informs the
student of repeat examination requirements, continuous assessment requirements and other
recommendations with respect to fulfilling all conditions required to pass the examinations.
Following the Summer series of examinations, each student is notified in writing by the
Registrar/Head of Department of his or her official examination result. The notification will
inform the student as follows:
 in the case of a terminal award students will be advised of the classification of the award e.g.
Pass, Merit 2.
 in the case of the completion of a stage e.g. a first year the student will be advised that he or
she passed the examination and is therefore eligible to proceed to the next stage.
 In the case of non-satisfactory completion of a stage the student will be so advised and will
also receive instructions on the conditions he or she must fulfil in order to pass the examination.
Results are also posted on the web and are accessible to each student using a unique pin-code.
3.8.3 Ratification by Academic Council
A summary of the Broadsheet results for all examinations are presented by the Registrar to the
Academic Council at the earliest possible occasion after the completion of the examination
period. The Academic Council is asked to ratify the examination results. Any concerns regarding
the examination process may be raised at this time. The decision of the Academic Council is
referred to the Governing Body for final ratification.
3.9
Post Examination Procedures
3.9.1 Pastoral Meeting: Consultation/Results discussion days
All academic staff members will be available to students on a nominated day, between the date
of notification of examination results and the 20th June to provide advice and support on
examination performance. This date is published on the Academic Calendar at the
commencement of each year. Academic Heads of Departments are available to students up to
30th June to provide advice and guidance in relation to repeat examination requirements.
Quality Assurance Manual IT Sligo 2013
3.9.2 Request for Review of Examination Results
The Institute Exam Procedure Exam 007/068 deals with a request from a student for
consideration of circumstances that may have affected examination performance. Such
requests are brought to the attention of the relevant Examination Board Meeting by the
Examination Secretary or nominee.
Students have a right to have access to their scripts. In order to facilitate a request to view a
script by a student, the Institute has an Exam Procedure, 010/088 dealing with the matter. It is
the practice of this Institute to initially recommend this route to students who may be
contemplating lodging a request for a formal review of their examination results.
Students who wish to request a formal review of their examination results may do so in
accordance with procedure Exam 006/067.
3.9.3 Cluster Boards
In 2008, the Academic Council decided to form a number of Cluster Boards. A Cluster Board
comprises all internal examiners who are involved in the assessment of modules in a similar
discipline area. While such a board does not have a specific role at examination time, it may
wish to review the examination performance of modules in a discipline area. The Cluster Board
may also make recommendations, from time to time and in consultation with Programme
Boards, to the Academic Council regarding the module content and modes assessments.
3.9.4 Programme Board Audits
Examination Board results are considered at the first year programme committee held each
academic year. This process is governed by procedures CORG 003/012 and CORG 006/015,
“Guidelines to Year Committee Chairpersons for Year Committee Meetings”. At these
meetings, the committee reviews the External Examiners’ Reports, student course evaluation
reports and staff evaluation of subjects by students, as reported by individual lecturers. This
review is summarised in the Programme Monitoring Report, which is described in more detail in
Chapter 4.
Quality Assurance Manual IT Sligo 2013
3.9.5 Academic Council Audit of Examination Results and Process
Following the Autumn Examination Board meetings the Registrar prepares an overall analysis of
the performance of students, on all Higher Education programmes in the Institute. Annually in
October this analysis (which addresses the outcome of each programme), is presented to the
Standards and Examinations Committee of the Academic Council for its consideration. The
Registrar then issues the analysis to Departments and seeks responses from Programme
Boards where pass rates are unacceptably low and attrition rates are unacceptably high.
As Extern Examiners Reports become available the Examination Secretary issues them to the
President, the Registrar, Heads of Schools and for consideration by Programme Boards. The
October meeting of the Standards and Examinations Committee of the Academic Council
reviews and considers them using the technique “managing by exception”. The Committee will
also have a dossier prepared by the School Secretary, outlining in summary form examination
issues which particular Extern Examiners require the Institute to address. Following
consideration by the Committee the Registrar will communicate with the Relevant Head of
Department and request action or explanation where necessary.
3.9.6 Report on the Administration of Examinations
An annual report is prepared by the Examinations Secretary on the organisation conduct and
functioning of the Summer and Autumn Examination. The Examinations Secretary requests
reports from the Chairperson of the Summer and Autumn Examination Board Meetings and
exceptional matters to the examination process are reported upon. This report is considered by
the Executive Committee and the Standards and Examinations Committee of the Academic
Council.
3.10 Post Graduate Research Degrees
The general provisions relating to Higher Degrees by Research and Thesis are as set out in the
“Code of Practice for Postgraduate Research at IT Sligo”. This covers awards made under
delegated authority and those awarded by HETAC.
The Degrees of Masters of a Doctor of Philosophy are awarded without classification. In the
case of successful candidates, the Broadsheet of Results is annotated "Recommended" and
signed by the Internal Supervisor(s) and External Examiner(s) concerned.
Quality Assurance Manual IT Sligo 2013
APPENDIX 3.1
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
Nomination Form for External Examiner
(To be forwarded by Head of School to the Registrar)
Name of nominee: …………………………………………………………………………..
Duration of Contract
Extension for 1 year
New Contract (3 years)
Other arrangement please specify: …………………………………………………………
*End date of contract: 30th Sept, _________ (must complete year e.g.30/09/2014)
Academic/Professional qualifications:
Areas of specialisation:
Place of work:
Correspondence address: (must complete)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
Telephone:
Email: ………………………….
Fax:
Summary of relevant experience:
Programmes/Courses: Exact title of each course must be given
1.
6.
2.
7
3.
8
4.
9
5.
10.
Quality Assurance Manual IT Sligo 2013
Specific Subjects / Modules for External Examiner:
Other Information:
Has the nominee agreed to act as proposed?
Yes____ No____
Has the nomination been recommended by the Programme/Programme Board with the
approval of Head of Department and Head of School?
Yes____ No____
Are you satisfied that:
(a) that the nominee is not and has not been a staff member of the institute during the past 10
years or has any other conflict of interest
Yes____ No____
(b) there is no reciprocation (i.e. no ITS staff act as externs on
programmes for which the nominee has any responsibility
Yes____ No____
(c) the nominee’s qualifications and experience meet ITS criteria for External Examiners
Yes____ No____
Signed:____________________________
Head of School
Quality Assurance Manual IT Sligo 2013
Date:____________________
APPENDIX 3.2
Criteria for the Nomination and Appointment of External Examiners
1. The primary criterion is that an external examiner nominated for appointed should be a
person of academic or professional distinction, whose association with a particular
programme(s) is considered to enhance the academic integrity of the programme(s).
2. Two External Examiners may be appointed per programme, with one External Examiner
drawn from academic life and a second, where appropriate, from business, industry and
professional practice. External examiners drawn from business, industry or professional
practice should be of senior standing in their fields.
3. External examiners should be suitably qualified with a minimum of an honours degree or
equivalent. They should have both current and relevant experience in the areas of industry,
education or research. External examiner nominations/appointments should be such as to
ensure maximum objectivity in relation to the institutions.
4. Academics may be nominated from Irish higher education institutions and from universities
and other higher education institutions at home and abroad. Institute of Technology, Sligo
should seek to draw nominations from a variety of institutions, and within a single discipline
should avoid multiple nominations from the same institution.
5. Normally, an external examiner drawn from academic life should hold an academic
qualification, in the appropriate discipline, to a higher level than that of the programme(s) to
which he/she has been nominated. In general only persons associated with degree and
postgraduate programme in their own institutions should be nominated for degree programme in
other institutions.
6. Institute of Technology, Sligo should take due cognisance for the desirability of gender
balance when nominating teams of external examiners.
7. It is wholly inappropriate for individuals to canvass colleges/institutions on their own behalf
for the purpose of seeking a nomination as an external examiner.
8. External examiners should not normally exceed more than one appointment period (3 years)
on a programme and not more than two appointment periods within the Institute. External
examiners who have served for two appointment periods or more should not be considered for
re-nomination until a minimum of three years has elapsed.
Quality Assurance Manual IT Sligo 2013
Appointment as External Examiner –
APPENDIX 3.3
Acceptance Form
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
I accept
/ am unable to accept
the offer of appointment in accordance with the
contract for the provision of an External Examiner service for the Institute of Technology
Sligo and the associated duties and the letter of offer to you dated: _____
I understand that the duration of this appointment will be for _____ academic years and
will terminate on 30 September 20__. I know of no reason where a conflict of interest
would arise as a result of me accepting this appointment.
Signature:
____________________________
Date:
____________________________
NAME:
PPS NO:
ACADEMIC / PROFESSIONAL
QUALIFICATIONS:
JOB TITLE:
ADDRESS FOR
CORRESPONDENCE:
E-MAIL:
COURSES:
Quality Assurance Manual IT Sligo 2013
APPENDIX 3.4
Contract for the provision of an External Examiner service to the
Institute of Technology Sligo
The Institute of Technology, Sligo wishes to enter into an agreement for use of your services as
an External Examiner for the Institute’s Academic Programmes.
 This is not a contract of employment – rather it is a contract for services. You will be paid
a schedule of fees as set out below and in addition will be eligible to claim for any
legitimate expenses incurred while providing the service using civil service rates.
Payment will be in the form of a cheque.
 Expense forms should be submitted before the end of September of each Academic
Year to ensure payment.
 The schedule of payments is as follows:
(€224) Institute fee
(€152) per programme
Expenses as per civil service rates.
Please note that the final decision as to what constitutes a legitimate expense rests with
the Secretary/Financial Controller of the Institute.
 It should be noted that it is the responsibility of the External Examiner to ensure that all
returns are made to the Revenue at the appropriate time. As from 1 January 2012
Please note due to Revenue returns all External Examiners MUST complete their
PPS no./Tax Reference No. on their contract and claim form.
2
Scope of the agreement
 The duties, responsibilities and workload of the external examiner are described in
‘Guidelines for the effective practice of External Examining’, see Appendix 3.5 of the Institute’s
QA procedures.
Quality Assurance Manual IT Sligo 2013
APPENDIX 3.5
Guidelines for the effective practice of External Examining.
1. Preamble
This Section outlines the expectations of and from external examiners in relation to the
examination quality assurance procedures of IT Sligo.
These guidelines encompass the external examining of all full programmes and modules.
2. Responsibilities of Institute of Technology Sligo
2.1
The Institute is responsible for the assessment of learners and the maintenance of
programme standards that accord with the relevant award standards.
2.2
The Institute’s external examining policy in regard to selection, and conditions
external examiners includes:
of
i. a statement of the competencies to be demonstrated prior to nomination of the extern
examiner recognising that the required competencies can be met by a team of external
examiners where appropriate (for example, in relation to examining theory and practice);
ii. nomination of external examiners having regard to the need for independence, gender
balance, and the avoidance of conflicts of interest;
iii. ratification of the external examiner nomination by academic council or equivalent and
appointment;
iv.
the role and responsibilities of the external examiner;
v.
the extent of the external examiner’s authority;
vi.
formal agreement between the provider and the external examiner; and
vii.
the process and criteria for the replacement of an external examiner.
The process of reporting and timeframes, as well as, notification of appointment and other
contractual issues are also addressed.
2.3
The Institute will communicate to stakeholders the name and primary occupation of the
external examiner(s) for each of its higher education and training programmes.
3 Duties of the External Examiners As Agreed by Academic Council
3.1
3.2
3.3
3.4
3.5
External Examiners are normally appointed with responsibility for a programme or a
module/subject or range of modules/subjects over a number of programmes. External
Examiners deal primarily although not exclusively with the award year(s) of programmes.
External Examiners should approach their responsibility with a view to ensuring that
each candidate’s performance is properly assessed subject to the regulations and
standards applicable generally for the award.
It shall be the duty of the External Examiner to examine the relevant syllabi and the
drafts of all examination papers, marking schemes and worked solutions before the
examination papers are printed and copied. External Examiners have the right to make
such suggestions regarding deletions, additions and amendments as appropriate to draft
examination papers.
External Examiners are expected to communicate with Internal Examiners within ten (10)
working days following receipt of examination documentation e.g. draft examination
papers.
Correspondence between Internal and External Examiners including finalisation of
examination papers should normally be by registered post.
Quality Assurance Manual IT Sligo 2013
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
External Examiners should review a representative sample of scripts and other material
presented for assessment especially work which contributes to a student’s final award
and classification. e.g. projects, practical work and continuous assessment.
The sample should include sufficient material to enable the External Examiner to form a
judgement on the reliability and consistency of marking and on the levels of classification
including borderline cases and proposed fails.
The External Examiner should certify the agreed marks for each candidate on the
appropriate documentation e.g. White Sheets and Broadsheets.
External Examiners may be consulted about relevant matters concerning Examination
Appeals requested by candidates.
External Examiners are expected to visit the Institute once in each academic year. This
visit will normally take place at the time of determination of final results at the Summer
Examination Board Meeting.
External Examiners shall ensure that the confidentiality of Examination Board Meetings
is maintained at all times.
External Examiners are required to submit a report on the prescribed form for each
programme(s) module(s)/subject(s) for which they have responsibility. The payment of
expenses and fees will be conditional on the submission of this report and claim form.
Please note you must submit claim form with PPS number even if you are not claiming
travel but getting paid honorarium & course fees.
If there is any breach by the External Examiner of any of the terms and conditions or if at
any time in the opinion of the Institute the External Examiner shall fail to provide a
satisfactory service, the Institute may terminate the agreement by giving the External
Examiner one month’s notice in writing to that effect.
Once notice has been given the Institute may decide to pass over the duties to another
External Examiner.
In other circumstances the agreement may be terminated with a minimum of three (3)
months notice by either party. Such notice shall be given in writing.
Please be advised that the Institute deems that all documentation in the examination
process is accessible under the Freedom of Information Act which came into force on 1
October 2001. Accordingly we recommend that following the completion of the Summer
Examinations the External Examiner should hand over to the Institute all
correspondence and documentation associated with the examination in his/her
possession.
Quality Assurance Manual IT Sligo 2013
4 The external examining process
4.1
External examining is a quality assurance mechanism employed by providers that
supports public confidence in academic qualifications.
4.2
The external examining process offers valued objective interface; a principal outcome of
external examining is the introduction of an independent element into learner assessment
procedures.
4.3
An external examiner is an independent expert who is a member of the broader
community of practice within the programme’s field of learning and whose accomplishments
attest to his/her likelihood of having the influence necessary to fulfil the responsibilities of the
role.
4.4
External examiners will be selected from a variety of backgrounds – including industry,
academic, module and programme. Typically, two external examiners are engaged for a full
programme; one from academic and one from the world of work – although additional external
examiners may be deemed necessary from time to time depending on the complexity of the
programme.
4.5
The main functions of the external examiner are
-
to comment on the programme standard (educational goal);
-
to probe the actual attainment of learners using information agreed with and supplied by the
provider;
-
to comment where appropriate on the qualification-related assessment strategy and procedures
and proceeding from there to probe the overall assessment strategy;
-
to review written examinations prior to their assignment;
-
to review continuous assessment work, either during the academic year or at the time of the final
examination period;
-
to review any recommendations for exemptions arising from the evaluation of prior learning, at
the time of the final examination period;
-
to report findings and recommendations to the Institute.
4.6
An extern examiner is expected to comment on the design, structure, and content of a
programme and its constituent components, and on the standard of the programme and its
assessment in a national and international context.
4.7
The term of appointment of an external examiner is sufficiently long to allow the extern to
assess trends and sufficiently short to provide diversity and maintain the required level of
independence. A typical term of office would be of 3 years duration.
5 Determining scope and fulfilling the role of the external examiner
5.1
The Institute will agree with the external examiner:
i. the information required to enable the external examiner to carry out his/her functions
effectively (for example, module and programme descriptors, draft examination papers and
model answers); and
ii. a schedule of outputs and meetings including meetings with learners where appropriate.
5.2
It is a normal requirement that external examiners visit the institute at least once in the
academic year. The purpose of this visit is to, in addition to tasks under Section 4.5 above,
ensure that the full range of assessments is covered, including continuous assessment.
5.3
The Institute requires each external examiner to take part in an induction process (this
might be delivered as an information pack) shortly after his/her appointment. Following this
he/she will be able to:
i.
describe the mission of the Institute and place it in context with the Irish higher education
Quality Assurance Manual IT Sligo 2013
system;
ii. (where the programme is a professional one) outline the relevant professional
infrastructure (regulation, associations, etc.) in Ireland, the professional educational
requirements, and how the programme prepares learners for entry into the profession;
iii. compare and contrast the programme standard with similar programmes with which they
are already familiar;
iv. outline the overall structure of the programme and be familiar with the module and
programme descriptors and the Approved Programme Schedules;
v.
discuss and critique the programme assessment strategy; marking schemes etc.
vi. explain how the programme standard relates to the award standard and how the award
standard relates to the National Framework of Qualifications, and if the examiner is from
outside Ireland how the NFQ relates to the other HE Qualifications Frameworks with which the
extern may be familiar;
vii. outline the programme assessment procedures and explain the grading system and how
awards are classified; and
viii. (for external examiners who are not academics) discuss the principles of learning
outcome criterion referenced assessment.
ix.
effectively carry out the functions of an external examiner.
x. be familiar with the layout of the campus, and how to locate the appropriate meeting
rooms.
5.4
From time to time, the Institute may require external examiners to attend refresher
meetings to update on, for example, new procedures, marks and standards and developments
in the Higher Education sector.
6 The report of the external examiner
External Examiners are required to submit to the Registrar, not later than 1st October in each
year, a full report on the examinations with which they are involved. One report covering the
academic year will normally be sufficient. The report should be submitted in accordance with the
standard Report Form supplied by the Institute (see Appendix 3. 6).
a. An external examiner will be facilitated in providing both verbal and written, informal and
formal, feedback. Formal feedback in the format of a written report will constitute the official
record.
b. The external examiner issues a written report each time an individual or a cohort of learners
is assessed. The report addresses the following:
i. the evidence considered including meetings and interviews with learners and academic
staff and others;
ii. the appropriateness of the provider’s programme standard (i.e. intended learning
outcomes) in light of the external examiner’s experience and having regard to the award
standard and the National Framework of Qualifications;
iii.
the external examiner’s perception of the attainment of learners;
iv. the external examiner’s opinion of the quality of the programme (as distinct from the
programme standard) citing strengths and areas for improvement;
v. the quality of the assessment instruments (examination papers, dissertation guidelines,
etc.) and scoring rubrics/schemes etc.
vi.
the fairness and consistency of assessment procedures;
vii.
the reliability of the provider’s benchmarking of its assessment procedures
viii.
appropriate national and international comparisons
Quality Assurance Manual IT Sligo 2013
ix. any substantial concerns (even if they have already been communicated verbally) so that
these may be addressed
x.
changes from previous years if not reporting for the first time
xi. the design, structure, and content of a programme and its constituent components, and on
the standard of the programme and its assessment in a national and international context.
c. It is important that the report is well balanced in terms of highlighting positive aspects and
areas for concern.
d. External examiner reports are securely retained in accordance with the adopted records
retention policy by the Institute and will contribute to the quality assurance procedures and
institutional research review activities.
e. The Institute considers external examiner reports at all appropriate organisational levels.
Actions arising from the report are recorded, communicated to learners, and other staff as
appropriate.
f. The external examiner is provided with a timely, considered response to his/her comments
and recommendations, including information on any actions taken by the Institute.
g. The Registrar shall provide a copy of the External Examiner’s report to the Head of School
and School Secretary. The formal response of the School and the Department to the report is
incorporated in the annual Programme Monitoring Report (see Appendix 4.1 of the Institute’s
QA procedures), which are reviewed by the Academic Council.
Quality Assurance Manual IT Sligo 2013
APPENDIX 3.6
External Examiner’s Report
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
External Examiner’s Report
This report should be based on the programme examined during the year and sent to Registrar,
Institute of Technology, Sligo before the 30th September on the year of the examination.
External Examiner:
……………………………………………………………………….
PPS No.
………………………………………………………………………..
(must complete in order to be paid)
…………………………………………………………………………..
Address:
………………………………………………………………………….
Phone Number:
…..……………………………………………………………………..
Programmes: (as per letter of offer)
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
………………………………………………………………………………………………….
Subjects / Modules Examined:
Date of Visit: ………………………………………………………………………………….
1.
Programme Documentation
1.1
Did you receive appropriate programme documentation such as approved programme
schedules/syllabuses?
Yes
No
2.
Examination Papers and Assessments
2.1
Did you receive draft examination papers, marking schemes and worked solutions, where
appropriate, in reasonable time prior to the examinations?
Yes
No
2.2
Did you approve the examination papers which were presented to the candidates?
Yes
No
2.3
To what extent did the examination papers/assessment material cover the programme(s)
as approved?
2.4
Did you receive a representative sample of examination scripts and other material
presented for assessment?
Yes
No
Quality Assurance Manual IT Sligo 2013
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
3.
Comments
3.1
General comments on performance of candidates in the examinations:
3.2
How did the standards achieved by candidates compare with other institutions
with which you have experience?
3.3
General comments on the programme:
3.4
General comments on the examinations:
3.5
Aspects worthy of commendation?
3.6
Any other suggestions you would like to make:
____________________________
Signature of External Examiner
Quality Assurance Manual IT Sligo 2013
______________________
Date
APPENDIX 3.7
Guidelines for Continuous Assessment Modes (Not Mandatory)
The examples below are not intended as a comprehensive list.
1
Continuous Assessment of Theory.
1.1
Mid-term written assessment tests
1.2
Assignments/mini-projects/essays, etc.
A marking scheme for oral presentations associated with such assignments/miniprojects/essays, etc., may be helpful to ensure that they are equitably assessed.
2
Continuous Assessment of Practical Work.
2.1
Laboratory/workshop practical courses, Site/Industrial Visits, Field Trips, etc.
Marking schemes for these may be based on performance, results, notebooks, reports,
attendance, etc.
2.2
Course Specific Subjects assessed exclusively (or almost exclusively) by
Continuous Assessment
Many programmes list Project as a separate subject in the Approved Course Schedule. Very
often this subject is weighted by a factor of 2 or 3, and therefore makes a very important
contribution to the overall Level of Award.
This category of continuous assessment also includes practical courses in disciplines such as
Fine Art, Interior Architecture, Industrial Design, Tourism & Recreation, Performing Arts, etc.,
which contain subjects which are assessed entirely, or almost entirely, by practical continuous
assessment. These are subjects largely carried out through Studio Work, such as Painting,
Sculpture, Design, Printing, etc. They also include activities such as Swimming, and other
formal Sports Activities formally associated with a course. Also included in this category are
certain Information Technology/Computing courses involving software development and webbased design.
Special arrangements may be necessary to ensure that such courses are equitably assessed.
These may include a detailed marking scheme, clearly defined criteria for allocation of marks
within each category of the marking scheme, and/or assessment by a panel of two or more
examiners. It may also include the External Examiner being involved in oral presentations or
other parts of the assessment.
2.3
Continuous Assessment of Industrial Placement/Work Experience
As for project work, the written instructions for industrial placement/ work experience could list
the learning objectives.
These instructions may be supplied to the industrial partner and the student and may be the
basis of their unwritten contract with the Institute covering the placement. It may include a clear
statement that it is the student’s responsibility to find a placement that allows them to meet the
defined learning objectives, and that the Institute’s role is simply one of facilitation.
It remains the responsibility of the Institute to assess the student and decide the mark allocated.
Placement tutors are expected to look critically at any feedback being provided by industrial
supervisors before using it to assign a mark for the placement. Other means should be used for
the majority of the marks. This might be a report written by the student to demonstrate the
achievement of the learning objectives of the placement and / or an oral presentation on return
to college.
Quality Assurance Manual IT Sligo 2013
Where practical, the placement mark should not be a part (at least not a significant part) of the
marks used to decide the award level (pass / honours etc.). If the placement occurs during a
year that contributes to the average mark used for award classification, this may be achieved by
making it a PASS / FAIL subject with no mark assigned.
Students who fail this subject should have some means open to them to repeat, though it is not
necessarily the Institute’s responsibility to facilitate this.
2.4
Continuous Assessment of Oral/Viva Voce Presentations
In many final year Degree Courses oral/viva voce presentations may contribute significantly to
the Level of Award. In such cases, there should be mechanisms/ regulations/procedures
appropriate to relevant course disciplines.
Quality Assurance Manual IT Sligo 2013
Chapter 4
Ongoing Management and Monitoring of
Programmes
Table of Contents
4.1
Introduction
4.2
Scope
4.3
Academic Quality Structures
4.4
Programmes
4.5
Programme Committee
4.5.1 Purpose and Functions of Programme Committees
4.5.2 Membership of Programme Committee
4.5.3 Programme Committee Chairperson
4.5.4 Frequency and Focus of Programme Committee Meetings
4.6
School Policy Committee
4.6.1 Purpose and Functions of the School Policy Committee
4.6.2 Membership of the School Policy Committee
4.6.3 School Policy Committee Chairperson
4.6.4 Frequency and focus of School Policy Committee Meetings
4.7
Documentation Flow and Reporting Structures
APPENDIX 4.1: Programme Monitoring Report
APPENDIX 4.2: Programme Evaluation - Survey Forms
Quality Assurance Manual IT Sligo 2013
4.1
Introduction
Once a programme has been validated and approved for delivery, the process of monitoring
the on-going delivery needs to be enacted. This provides a formal mechanism for quality
assurance and facilitates two way communications between staff and students, maintaining
a high level of engagement with programme operational issues. The programme monitoring
process also includes a formal channel for feedback to be provided by students and staff into
programme design, development and delivery.
4.2
Scope
This chapter deals with the quality assurance systems that are in place to continuously
monitor programmes in the Institute. It details the operational aspects that ensure:
i.
Programmes remain current and academically valid (i.e. that the curriculum and its
assessments as currently delivered are appropriate to both the learner and to the
programme/programme objectives)
ii.
Programmes that are no longer relevant are removed
iii.
New programmes are identified and developed.
The Chapter describes the role of the Programme Committee and School Policy Committee in
programme monitoring and review.

4.3
Academic Quality Structures
Academic quality structures have been streamlined across the Institute and consist of:
 Programme Committees
 School Policy Committee.
The establishment and operation of these are mandatory.
4.4
Programmes
A programme may comprise the totality of the modules delivered in stages (or years) that
lead to a single award, or all of the modules culminating in a degree level award. The
following possible programmes are identified:
Possible Programme
Higher Certificate
Bachelor Degree (Ordinary)
Bachelor Degree (Honours)
HC with add-on Ordinary and addon Honours Bachelor Degree
Ordinary Bachelor Degree with
add-on Honours Bachelor Degree
Higher Diploma
HC with add-on Ordinary and addon Honours Bachelor Degree and
Higher Diploma
Graduate Diploma
Taught Masters Degree
Quality Assurance Manual IT Sligo 2013
Level
6
7
8
6, 7, 8
7, 8
8
6, 7, 8
9
9
G Dipl and Masters thesis13
Research programmes
4.5
Programme Committee
4.5.1
Purpose and Functions of Programme Committees
9
9/10
The Programme Committee is intended to provide a structure for:
a) routine monitoring of a programme to ensure that it is being delivered according to the
approved programme schedule and to identify any impediments to student learning
b) feedback from staff and students regarding the programme design, development and
delivery.
The remit of an Programme Committee is to:
(i) monitor programme delivery and monitor student performance
(ii) Review feedback from students and staff on the delivery of the current programme
(iii) carry out programme planning and development including modifications of existing
programmes and the introduction of new programmes.
While these activities are not necessarily mutually exclusive, for the purpose of clarity and
describing the functionality of Quality Assurance it is useful to outline them separately.
(i)
Monitor programme delivery and monitor student performance
 Identifying on-going issues related to delivery and student progress on current
programmes
 Planning, organising and reviewing student induction
 Analysing examination results
 Responding to External Examiner Reports
 Identifying resource requirements
 Monitoring student progress
 Documenting actions and decisions.
A primary function of a Programme Committee is student performance analysis. This is key
to the identification of necessary programme modifications, programme terminations and
new programme development. A Programme Monitoring Report (EAP7), see Appendix 4.1, is
prepared for each year of each programme and submitted to the Head of Department
annually on or before 31st October. The inclusion of key performance indicators (KPI) to allow
five year trend analysis is an important part of the monitoring process. The EAP 7 report
includes:
i.
CAO Applicants
ii.
CAO Average Points
iii.
Registrations (at 20th September)
iv.
Census (at 31st October and 31st March)
v.
Pre-Exam Attrition
vi.
Pass and Retention Rates
vii.
Student Feedback
viii.
Feedback from External Examiner reports
The Programme Committee is required to analyse the data and recommend actions to be
taken (with persons responsible identified). The Head of School, together with the Heads of
Department review Programme Monitoring Reports and prepare a summary of actions for the
School. This is presented to Academic Council for approval.
13
This is to cover the situation where the PGDipl is taught together with the Masters programme.
Quality Assurance Manual IT Sligo 2013
(ii)
Review Feedback:
 Soliciting student feedback via surveys (Appendix 4.2)14, from student
representatives on the Programme Board, and from, ad hoc focus groups
 Identifying attrition/retention initiatives
 Documenting actions and decisions.
In respect of student feedback, the School Administrative Manager is responsible for
ensuring that the Programme Chairpersons are issued with the three survey forms for
completion by students (QA1 and QA2) and by staff (QA 3). The Programme Chair is
responsible for ensuring that these forms are completed and returned to the appropriate
persons for analysis. When this is completed, the relevant findings are reported by the
Programme Chairperson to the Head of Department. Fron 2012/13, the three survey forms
will be available for completion online.
The Admissions Office requests each student who formally withdraws from a programme to
complete a student exit questionnaire. In practice it is very difficult to collect this information
since many students do not formally withdraw. However, it provides the Institute with
valuable information on the reasons why students withdraw15.
(iii)
Programme Planning and Development:
Programme development is by definition an on-going activity. It is included as an agenda
item for the operational meetings, but occasionally “single item agenda” meetings dealing
solely with programme modifications may be held. At certain times, for example when
developing a new programme, several Programme Committee meetings may be required
over a relatively short timescale. Typically, the following need to be considered:
 Changing, updating and revalidating programmes
 Reviewing/updating existing modules and developing/introducing new modules
 Evaluating quality of facility/resource provision
 Developing new programmes
 Documenting actions and decisions.
4.5.2 Membership of the Programme Committee

All lecturers who deliver programme modules. .

All class representatives for each year of the programme.

Head of Department and Head of School as ex officio members.
It is acknowledged that year/stage tutors/coordinators are assigned in some programmes.
Typically, this role provides a front line of communication between students and staff. As
members of the Programme Committee, the year tutors/coordinators may provide updates
on issues arising for that year/stage.
4.5.3 Programme Committee Chairperson
The chairperson is a member of the lecturing staff teaching on the programme. The
Programme Chair and year co-ordinators are agreed by the members of the Programme
14
There are two surveys completed by students: (i) Module Evaluation (QA1) and (ii) Programme/Stage
Evaluation (QA2). There is also a Programme Evaluation (QA3) survey completed by staff.
15 There is now in place on selected programmes a student mentoring programme intended to assist
students at risk, to find out why students leave and to take the necessary steps to retain these students in
college, where appropriate.
Quality Assurance Manual IT Sligo 2013
Board at its first meeting, which is typically undertaken for a period of one to three academic
years. The Chairperson will arrange meetings and set the agenda in consultation with the
Head of Department.
4.5.4 Frequency and Focus of Programme Committee Meetings
Four meetings of each Programme Committee must be held each academic year. Minutes
must be recorded and forwarded to the School Policy Committee. Students members of the
committee are required to leave the meeting when matters pertaining to individual students
are under discussion.
In general, the focus of meetings will be as follows:




1st Meeting (generally in October): review of student induction process, resource
requirements, analysis of examination results for the previous year, review of reports
from external examiners, review of staff and student feedback, review of student
progress, completion of EAP 7
2nd Meeting (generally in November): Review of on-going delivery and issues
pertaining to completion of coursework by the end of the Semester.
3rd Meeting (generally in late January): analysis of retention/attrition initiatives,
outstanding issues related to current student group
4th Meeting (generally in late April): Review of on-going delivery and issues pertaining
to completion of coursework by the end of the Semester, planning of student
induction for next year.
It is recognised that many lecturers are involved in more than one Programme Committee.
Where a number of lecturers are teaching on a range of related programmes joint
Programme Committee meetings may be held.
4.6
School Policy Committee
4.6.1 Purpose and Functions of the School Policy Committee
The School Policy Committee is concerned with overseeing and implementing the School
Plan. Because it is not concerned with operational issues it confines its business to actions
required to ensure implementation of strategic initiatives.
The tasks include, but are not confined to:
 Interpretation of the Institute Strategic Plan in respect of School activities
 Appraising academic developments
 Advising the School on physical resource implications
 Advising the School on likely staff recruitment and development of specialist
discipline areas.
4.6.2
Membership of the School Policy Committee








4.6.3
Head of School
Heads of Department
Chairperson of each Programme Committee in the School
Senior Lecturers of the School
Two undergraduate student representatives, who have been nominated by the body
of class representatives for the School.
One post-graduate representative, nominated by the body of postgraduates from the
School.
One member of the Technical Support Staff
School Administrative Manager.
School Policy Committee Chairperson
Quality Assurance Manual IT Sligo 2013
The Head of School is Chairperson of the School Policy Committee. The Chairperson will arrange
meetings and set the agenda in consultation with the Heads of Department.
4.6.4
Frequency and focus of School Policy Committee Meetings
There should be four meetings each academic year, which will occur following the meetings
of the Academic Programme Committees. When a Programmatic or Institutional Review
occurs additional meetings may take place.
Among other topics, the School Policy Committee will have as agenda items:





4.7
Minutes of Academic Programme Committees
Review of progress of School Strategic Plan
Proposed new, and changes to existing programmes
Research activities and development
School resource requirements.
Documentation Flow and Reporting Structures
Proposals that are made by the Programme Committees usually cluster around (i) resource
requirements for current programme to ensure alignment with student needs; ii) induction
and retention initiatives; (iii) changes to programmes or new programme proposals and
development.
Proposals made by the Policy Committee will typically be related to School strategic direction,
new programme proposals and resource requirements.
All proposals made by these committees are channelled through the Head of School who will
decide on the appropriate action and the route required for approval of the proposal, i.e. for
action by one more of the following:
 School Policy Committee
 Head of Department
 Head of School
 Executive Committee
 Committees of the Academic Council
 Academic Council
 Governing Body.
A diagrammatic representation of the communication process is shown in Figure 4.1
It should be noted that feedback is an essential requirement for the success of any quality
assurance process. Inherent in the reporting structures outlined in Figure 4.1 is a
requirement that each function feeds back a response to a proposal to the appropriate
committee or function head. This may be done in the form of a:
(i) formal written response
(ii) minuted response or
(iii) verbal response.
Where appropriate, the HOS will consult with the Education Development & Quality Manager
on matters arising from the Programme or Policy Committee meetings.
While the Heads of Department and Heads of School are responsible for ensuring
compliance with these procedures, the Education Development &Quality Manager may
attend Programme Committee meetings and Policy Committee meeting in each School
during the Academic Year in order to evaluate the effectiveness of the committees.
Quality Assurance Manual IT Sligo 2013
Programme
Committee
Proposals
Proposals
Head of School
Proposals
School Policy
Committee
Minutes/ Proposals
Head of
Department
Executive
Committee
Proposals/summary of
minutes of committees
Committees of
Academic Council
Recommendations
Academic Council
Recommendations
Governing Body
Figure 4.1
Reporting Structure for Programme Committee and School Policy Committee.
Quality Assurance Manual IT Sligo 2013
APPENDIX 4.1 EAP7
Programme Monitoring Report to be submitted
to relevant Head of Department
by 31st October following the last Academic Year
School:
Department:
Programme Title
RETENTION and PASS RATES
Situation
a/ Registration at Census Date (31st Oct)
b/ Number of Exam Entries
c/ Summer Sittings (Exclude absentees)
d/ Summer Passes
e/ Autumn Sittings (Exclude absentees)
f/ Autumn Passes
g/ Total passing (d+f)
h/ Retention
h = g x 100
a
%
i/ Pass Rate
i = Total Passes ( Summer + Autumn ) = (d + f ) x 100%
Summer Sitters
c
For award year only Calculate
% Achieving Pass
% Achieving Merit 2 / H2.2
% Achieving Merit 1 / H2.2
% Achieving Distinction / H1
Quality Assurance Manual IT Sligo 2013
Numbers
%
Academic
Year
KEY PERFORMANCE INDICATORS (Right click and Edit Data)
CAO Applicants Choices 1, 2 and 3
(A) CAO Applicants
140
120
100
80
60
40
20
0
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
(B) CAO Average Points
140
Average Points
120
100
80
60
40
20
0
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
(C) Registrations 20th Sept
140
Actual Registrations
120
100
80
60
40
20
0
2004/2005
2005/2006
Quality Assurance Manual IT Sligo 2013
2006/2007
2007/2008
2008/2009
(D) Census Oct 31st (from HEA returns)
Student Numbers at Census
140
120
100
80
60
40
20
0
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
(E) Census March31st (from HEA returns)
Student Numbers at Census
140
120
100
80
60
40
20
0
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
(F) Pre-exam Attrition [D-E]
Pre -Exam Drop Out %
14%
12%
10%
8%
6%
4%
2%
0%
2004/2005
2005/2006
Quality Assurance Manual IT Sligo 2013
2006/2007
2007/2008
2008/2009
(G) Pass Rates [following from Autumn
resits]
140
Pass Rate %
120
100
80
60
40
20
0
2004/2005
2005/2006
Quality Assurance Manual IT Sligo 2013
2006/2007
2007/2008
2008/2009
PROGRAMME COMMITTEE MEETINGS
Number of Meetings held
Summary of Main Issues
Recommended actions
And responsible persons
Actions Implemented
STUDENT SURVEYS
Summary of Student
Feedback
Please attach analysis of programme student questionnaire
EXTERN EXAMINERS REPORTS
Summary of comments
On Extern reports
SUGGESTED ACTIONS
GENERAL COMMENTS
Signed: Programme Chairperson
Quality Assurance Manual IT Sligo 2013
Head of Department
APPENDIX 4.2
Programme Evaluation - Survey Forms
1. Student Survey
Module Evaluation Form
2. Student Survey
Programme/Stage Evaluation Form
3. Staff Survey
Programme Evaluation Form
Quality Assurance Manual IT Sligo 2013
INSTITUTE OF TECHNOLOGY, SLIGO
Student Survey
Module Evaluation Form
Subject &
Component:
Programme:
Please complete one Survey Form
for each individual Lecturer
teaching a component of the
Subject
Lecturer:
PLEASE RETURN TO THE MODULE LECTURER
Thank you for taking the time to complete this form. Your co-operation
is essential to bring about improvements in the subject.
If any question is not relevant to a particular subject, then leave response blank
Question
Scale
Response
Subject Content, Organisation and Assessment
Was the introductory explanation of the Poor
syllabus content:
1
Poor
Was the time allocated to the subject:
1
2
3
4
Excellent
5
Excellent
5
2
About right
3
4
Was the balance between theory and
practical components:
Poor
1
2
3
4
Excellent
5
Was the subject content:
Too easy
1
2
3
4
Too difficult
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Was the explanation of the
breakdown of marks/grades
between subject elements:
Was the explanation of the method
used for awarding marks/grades
for the continuous assessment:
Was the suitability of the time-table for
the subject:
Quality Assurance Manual IT Sligo 2013
Subject Materials and Tutorials
Was purchase of a textbook
recommended? Yes
No
The recommended text was:
Was the Library support for this
subject:
Were Handouts & Manuals used?
Yes
No
Were the Handouts and Manuals:
Were Tutorials used?
No
Were the Tutorials:
Yes
Poor
1
Poor
1
2
3
4
2
3
4
Excellent
5
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Subject Delivery, Presentation and Communication
Was the amount of material
covered/workload:
Was the use of visual aids:
Was the ability of the lecturer to
explain/communicate:
Too light
1
2
Poor
1
2
Poor
1
2
Was the readiness of the lecturer to
engage in discussion/questions:
Not adequate
1
2
Was the feedback from lecturer on
student progress:
Poor
1
2
3
Not interesting
1
2
3
Were the lectures:
Were the Practicals:
How would you rate the overall
Effectiveness of the lecturer:
3
4
3
4
Too heavy
5
Excellent
5
Excellent
5
3
4
Excellent
5
Not interesting
1
2
3
Not effective
1
2
Poor
Was your ability to hear the lecturer: 1
2
Was your ability to see/read the
Poor
visual aids:
1
2
Quality Assurance Manual IT Sligo 2013
About right
3
4
4
Excellent
5
Excellent
5
4
Excellent
5
4
3
4
3
4
3
4
Excellent
5
Excellent
5
Excellent
5
Project (where applicable)
Was the project explained to you:
Was the background reading
material available:
Was the supervision of the project:
Poorly
1
2
Poor
1
2
Was the method of assessing the
project explained to you:
Inadequate
1
2
Poorly
1
2
At the viva voce did you feel you
were treated:
Unfairly
1
2
What was your overall feeling about Poor
your project:
1
2
4
3
4
3
4
3
4
Excellent
5
Clearly
5
3
4
Very fairly
5
3
4
Excellent
5
General Comments and Suggestions about the Subject
General comments and suggestions for improvement:
What aspect/features of the subject did you like?
What aspects/features of the subject did you not like?
Quality Assurance Manual IT Sligo 2013
Clearly
5
Excellent
5
3
INSTITUTE OF TECHNOLOGY, SLIGO
Student Survey
Programme/Stage Evaluation
Form
Student Name Optional): ___________________
Estimate your Attendance in Class (%): _______
Course:
Course Code:
Stage/Year:
PLEASE RETURN TO THE YEAR
TUTOR/COORDINATOR
Thank you for taking the time to complete this form. Your co-operation
is essential to bring about improvements in the Course.
If any question is not relevant to a particular Course, then leave response
blank
Question
Course Content, Organisation and Assessment
Scale
Response
Was the explanation of the Course
content (including the reason for
incorporating each subject):
Was the balance of the time/credit
allocation of the subjects:
Poor
1
2
About right
3
4
Excellent
5
Poor
1
2
About right
3
4
Excellent
5
Was the overall workload required:
Too light
1
2
3
4
Too heavy
5
Poor
1
2
3
4
Excellent
5
Were the quality/facilities of the
lecture theatres/classrooms:
Specify theatres/classrooms which
you consider inadequate
Were the quality/facilities of the
laboratories/workshops:
Specify laboratories/workshops
which you consider inadequate
Were the Library support/facilities
for the Course:
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Were the Computing
support/facilities for the Course:
Poor
1
2
3
4
Excellent
5
Was the explanation of the
Examination/ Assessment
Procedures of the Course
elements:
Course Resources
Question
Quality Assurance Manual IT Sligo 2013
Scale
Response
Programme Administration
Was the accuracy of the time-table:
Poor
1
2
Poor
1
2
3
4
Excellent
5
Were problems of a teaching/learning Ignored
nature:
1
2
3
4
Addressed
5
3
4
Addressed
5
2
3
4
Excellent
5
2
3
4
2
3
4
Excellent
5
Excellent
5
Were your expectations from the
Programme:
Not met
1
2
3
4
Surpassed
5
How would you rate the Programme
overall:
Poor
1
3
4
Excellent
5
Was the spread of the weekly
workload:
Were problems of a personal nature:
About right
3
4
Ignored
1
2
Was the availability/accessibility of the
lecturing staff:
Poor
1
Was the availability/accessibility of the
School/Dept. management:
Poor
Was the overall Institute
1
Administration of the Programme (e.g. Poor
Registration, Grants, Exams, etc):
1
Excellent
5
General Programme Evaluation
2
General comments and suggestions for improvement:
What aspect/features of the Programme did you like most?
What aspects/features of the Programme did you like least?
Quality Assurance Manual IT Sligo 2013
INSTITUTE OF TECHNOLOGY, SLIGO
Staff Survey
Programme Evaluation Form
Name (Optional): _____________________
Estimate your Attendance in Class (%): ___
Course:
Course Code:
Stage/Year:
PLEASE RETURN TO THE PROGRAMME
CHAIRPERSON
Thank you for taking the time to complete this form. Your cooperation is essential to bring about improvements in the Course.
If any question is not relevant to a particular Course, then leave response
blank
Question
Scale
Response
Course Content and Organisation
Are the aims and objectives of the
Course?
Poor
1
2
Is the justification for the inclusion of
each subject/element of the Course?
Poor
1
2
Is the balance of the time/credit
allocation of the subjects/elements?
Poor
1
Is the continuing relevance of the syllabi Poor
of the Course elements:
1
Is the student workload for the Course? Too light
1
Are the fairness and realism of the
Poor
assessment methods ?
1
Is the level of preparedness/ability of
the students for this Course?
Poor
1
Satisfactory
3
4
Excellent
5
3
4
Excellent
5
2
3
4
Excellent
5
2
3
4
Excellent
5
2
3
4
Too heavy
5
Excellent
5
2
3
4
Excellent
5
4
Excellent
5
2
About right
3
4
Course Resources
Poor
Are the quality/facilities of the lecture
1
theatres/classrooms:
Specify theatres/classrooms which you
consider inadequate
Are the quality/facilities of the
laboratories/workshops:
Specify laboratories/workshops which
you consider inadequate
Are the Library facilities/support for the
Course:
Satisfactory
3
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
2
3
4
2
3
4
Poor
Are the Computing facilities/support for
1
the Course:
Poor
Is the provision of Class Materials for
1
the Course?
Quality Assurance Manual IT Sligo 2013
2
Excellent
5
Excellent
5
Question
Scale
Response
Programme Administration
Is the performance/functioning of the
Year Committees (YearCom)?
Poor
1
2
Is the performance/functioning of the
Programme Committee (ProCom)?
Poor
1
2
3
4
Excellent
5
Is the performance/functioning of the
Student Committee (StudCom)?
Are the communications between
lecturers and School/Dept.
management?
Is the academic leadership and
planning provided by the School/Dept.
management
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Are the provisions made for staff
development ?
Poor
1
2
3
4
Excellent
5
Is the overall Institute Administration
of the Programme (e.g. registration
lists, Exam organisation, etc):
Poor
1
2
3
4
Excellent
5
Satisfactory
3
4
Excellent
5
General Evaluation and Suggestions
Please list what you regard as the strengths of this Programme:
Please list what you regard as the weaknesses of this Programme:
General comments and suggestions for improvement:
Quality Assurance Manual IT Sligo 2013
Chapter 5
School Planning and Programme Revalidation
Process
5.1 Introduction
Traditionally, Programmatic Review is a process through which a School assesses its progress
comprehensively over recent years and sets down proposals and plans for future developments.
It is a very significant part of the quality assurance process as it enshrines the concept of
continual improvement and development. A Programmatic Review is a self-monitoring qualityassurance activity carried out by the Academic Council of the Institute.
The review process includes production of documentation by the School and formal evaluations
by internal and external review panels. The overall process is controlled by the Academic
Council. The Head of School manages the process within the School and the Registrar has
overall responsibility for managing the process on behalf of the Academic Council.
In 2008, following a series of Programmatic Reviews in each of the three Schools, the Academic
Council concluded that the process (i) was excessively demanding on staff, (ii) significantly
impacted on the core teaching functions, and (iii) did not give the best value for the effort
involved. The Programmatic Review process was evaluated by the three Heads of School and it
was agreed that the process would be enhanced by separating the process of Programme
Revalidation from the process of School Planning. Furthermore, these two processes do not
need to occur at the same time.
5.2 Scope
5.2.1 This chapter describes two processes: (i) the planning of a School for its future
development and (ii) the revision of programmes for the purposes of revalidation.
5.2.2 Typically, the School Planning process precedes the revalidation process and
encompasses the entire activities of the School, within the wider sphere of education, business
and the community. The whole School will carry out a Planning process every 5 years.
5.2.3 The revision of programmes may comprise the review of a single programme or of a
suite of programmes. In any case, the entire process must normally be carried out at least once
every 5 years.
5.2.4 The procedures and practices outlined in this section are in accordance with the
established practice of the Institute, with best practice of the IT sector and with international best
practice. This is achieved by ensuring that membership of the internal and external evaluation
panels comprise personnel from the Institute, from other higher education institutions in Ireland
and from overseas, members of the business community and of professional bodies.
5.2.5 Other ITs and HETAC documents which relate to the programmatic review process
include:
 Guidelines and Criteria for Quality Assurance Procedures in Higher Education and Training,
HETAC, Section 3.4, 2002
 School of Business and Humanities Programmatic Review, 2005
 School of Engineering Programmatic Review, 2007
 School of Science Programmatic Review, 2008
5.3 Self-Evaluation
Quality Assurance Manual IT Sligo 2013
Elements of self-evaluation are included in both School planning and programme revalidation
and data from both should be used in both processes. The self-evaluation stage of the process
is essentially concerned with an in-depth assessment of how the business of the School has
been conducted since the previous planning or revalidation process was carried out. The views
of the stake-holders in the education process are sought and analysed, to establish areas of
improvement. The range of typical data required in any self-evaluation is listed in Appendix 5.1.
5.4 School Planning
5.4.1
Introduction
Through various means a School will evaluate its performance and achievements over recent
past years, will analyse its future possible directions and will propose plans for the future
changes and development of the School. This will include, for example, strategies in respect of
resources, research, teaching and learning, staff training as well as strategies for addressing
issues that arise during the self-review stage. Plans for any changes of focus in the range of
programmes offered to attract different or more learners should also be presented. The process
is shown in Figure 5.1.
5.4.2
Objectives of School planning
The objectives of conducting a School Planning process are to:
(a)
optimise the resources of the School for the purposes of delivering the highest standard
and quality of education and to meet the School strategic objectives
(b)
specify how the School will respond to the Institutes Strategic plan
(c)
make proposals for changes in direction and focus of the School
(d)
identify key performance indicators for the School and specify how these will be
measured
(e)
map the proposed actions to the strategic objectives
(f)
update the procedures for monitoring quality, management, and operations within the
School.
5.5
Process of School planning
5.5.1 At least once every 5 years, or as directed by the academic Council from time to time, a
School will formally present its plans for the future development of the School.
5.5.2 The process is controlled by the Academic Council and managed by the Head of School
in collaboration with the Registrar.
5.5.3 The starting point for the Planning process is a self-evaluation of the covering the period
since the previous Planning process. This is likely to include the following:
a) a summary of changes made since the previous Planning process.
b) an analysis and evaluation of how the school has responding to the Institute’s strategic plan
and a mapping of how the school is contributing to the strategic targets.
c) an evaluation of the effectiveness of the channels of communication and engagement with
the business sector and employers
d) a statement of QA compliance. For the period since the previous Planning process, this
should include reviews and summaries of:
 actions taken in respect of recommendations of the annual Programme Monitoring Reports
(PMR).
 achievements against the School’s KPIs
Quality Assurance Manual IT Sligo 2013
 recommendation made by reports of any Panels of assessors
 conditions and recommendations from programme (re)validation boards.
 minutes of meetings of School, School Management and Programme Boards.
e) a review of past performance of the School in relation to its strategies and an analysis of the
current external environment to identify future potential directions
f) an analysis of the main findings from surveys of current students and of graduates
g) a summary of changes made to programmes since the last Planning process was carried
out.
h) an evaluation of performance in strategic areas, e.g:
 research
 learning and teaching
 collaborations with employers and other providers
i) an evaluation of staff contribution to the achievements of the School strategic plan, together
with staff training and development needs
j) Staff CV’s, updated to include research and publications.
See Appendix 5.2 for a suggested list of chapter headings.
5.5.4 Following on from the self-evaluation, the School will document its proposals for the
future. These proposals will be supported with data from the evaluation of the reviews listed in
Section 5.4.3 above. The School will also link these proposals to the Institutes Strategic Plan.
Changes and the direction and focus of the School will be highlighted and justified. There
should be clear indications of how these activities/facilities will be developed in future years.
5.5.5 The final draft is considered by the School Policy Committee and any recommendations
for revision are taken into consideration by the School.
5.5.6 The Registrar in consultation with the Head of School, selects a Panel of experts (see
Appendix 5.3 for the composition of this group) to conduct a thorough evaluation of the
documentation on behalf of the School. This Panel will be competent in assessing the academic
standing of the Institute and have experience of strategic planning for higher education. The
Panel will include stakeholders and persons competent to assess the proposals at national and
international levels. The Panel will receive the documentation at least three weeks prior to
visiting the Institute. This group will visit the Institute over 2 days and will conduct a review of the
School’s activities and discuss the future plans with the staff, students and stakeholders.
Typically, the group meets with the staff and the students, views the facilities and issues a
report. The ‘visitation’ is normally a two day process, with, if necessary, parallel discussion
sessions with staff involved in each programme.
5.5.7 An External Evaluation Report will be issued, setting out the findings of the external
evaluation review group. In particular, the Panel may comment on the appropriateness of the
proposed changes to the School direction and focus, in the context of national and international
requirements and trends.
5.5.8 The School will have an opportunity to comment on the final draft of the External
Evaluation Report, before the report is formally submitted for consideration and action by the
Academic Council.
5.4.9 Recommendations of Academic Council
The Academic Council will, at a formal meeting, adopt or otherwise to the recommendations
made to the School by the Panel of assessors. The Academic Council will identify those
Quality Assurance Manual IT Sligo 2013
recommendations which it cannot adopt and provide reasons for this. A copy of the Panel report
will be sent to HETAC by the Registrar.
5.5.10 On-going review by Academic Council
Within six months of approval of the School Plans, the Academic Council will initiate a review
process that will be managed by the Registrar or a nominee. The purpose of this review is to
monitor the implementation of the changes identified in the School planning process. This is a
means of ensuring that the changes have been made (and, if necessary, to identify blockages to
the changes), rather than being a simple auditing exercise. The review will be carried out in
consultation with the School. The auditing panel will normally comprise The Chair of the
Planning and Coordination Committee of the Academic Council or his / her nominee, two
members of the External Peer Review Panel one of whom should be an academic from another
university or Institute and the Registrar. A report arising from the review will be prepared within
one month following the review and presented to the following meeting of the Academic Council.
5.6
Programme Revalidation
5.6.1 A detailed evaluation and analysis of the content of modules and programmes must be
carried out at the expiry date of validation or sooner if deemed necessary by a Programme
Board. This is to ensure that the School/Department updates its programmes so that they
remain relevant to students and employers and that it has the opportunity to make the
necessary changes to the programme structures and content to keep them current.
5.6.2
Objectives of Programme Revalidation
The objectives of a programme revalidation process are to:
(a) propose improvements to programmes based on a formal feedback and evaluation process
(b) incorporate feedback from staff, student and employers into the revised programmes
(c) ensure that programmes remain relevant to learners needs, including academic and labour
market needs
(d) ensure that learning modes are compatible with academic standards, coupled with the life
style of learners
(e) achieve enhanced integration between all aspects of learning, teaching and research
incorporating any new pedagogical thinking, where appropriate
(f) to achieve revalidation of all programmes, incorporating the agreed changes (for up to a
maximum of 5 years)
5.7
Process of Programme Revalidation
5.7.1 Each programme in the School/Department, both full time and part time should be
evaluated at least once every 5 years. A submission for revalidation of programmes may be
presented, by discipline area, by Department or for all programmes across the School. The
revalidation process is shown in Figure 5.2.
5.7.2 In the process of preparing an existing programme for revalidation an evaluation is
undertaken by all academic staff involved in the programme together with learner
representatives, graduates of the programme and others with close involvement in the
programme including those involved in the provision of support services, such as library and
information services and counselling services. Consultations with outside stakeholders and any
necessary market research and review of recent research findings in the discipline concerned
should form part of the evaluation. Self-evaluation must also include an assessment of the
learning and teaching processes and the contribution of active research to learning.
5.7.3 The process is controlled by the Academic Council and managed by the Head of School
in collaboration with the Registrar.
Quality Assurance Manual IT Sligo 2013
5.7.4 The starting point for the programme revalidation process is an evaluation of the
programme to date. This is likely to include the following:
a)
a summary of changes made since the previous validation.
b) a summary of the key performance indicators for the programme from the annual
programme monitoring reports.
c) a statement of QA compliance. For the period since the previous revalidation process, this
should include reviews and summaries of:
 actions taken in respect of recommendations of the annual Programme Monitoring Reports
(PMR).

conditions and recommendations from programme (re)validation Panels.

minutes of meetings of School, School Management and Programme Boards.
d) an analysis and evaluation of the main findings from surveys of current students, of
graduates, and of employers of graduates of the programme.
See Appendix 5.2 for a suggested list of chapter headings.
5.7.5 Following on from the programme evaluation, the programme board will document its
proposals for the future. These proposals will be supported with data from the evaluation of the
reviews listed in Section 5.6.4 above. Specifically, the existing and proposed Programme
Schedules will be presented with the reasons for the changes explained. Any other changes
(such as the mode of teaching or delivery) will be identified, including any changes in the
resource requirements for the programme.
5.7.6 The final draft of the programme revalidation document is considered by the School
Policy Committee and any recommendations for revision are taken into consideration by the
Programme Boards.
5.7.7 The Registrar in consultation with the Head of School, selects a Panel of experts (see
Appendix 5.2 for the composition of this group) to conduct a thorough evaluation of the
documentation on behalf of the School. This Panel will be competent in assessing programmes
of higher education and will include discipline experts from other Institutes of Technology, from
the university sector and from the world of work. The Panel will receive the documentation at
least three weeks prior to the visit to the Institute. Typically, over a one day visit to the Institute,
the group meets with the staff, views the facilities and issues a report.
5.7.8 An External Evaluation Report will be issued, setting out the findings of the external
evaluation review group. In particular, the Panel may comment on the appropriateness of the
proposed changes to the programme and will make a recommendation regarding the direction
of programme revalidation.
5.7.9 The School will have an opportunity to comment on the final draft of the External
Evaluation Report, before the report is formally submitted for consideration and action by the
Academic Council.
5.7.10 Recommendations of Academic Council
The Academic Council will, at a formal meeting, adopt or otherwise to the recommendations
made by the Panel of assessors. The Academic Council will identify those recommendations
which it cannot adopt and provide reasons for this. A copy of the Panel report will be sent to
HETAC by the Registrar.
5.7.11 On-going review by Academic Council
Within six months of approval of the School Plans, the Academic Council will initiate a review
process that will be managed by the Registrar or a nominee. The purpose of this review is to
monitor the implementation of the changes identified in the revalidation process. This is a
Quality Assurance Manual IT Sligo 2013
means of ensuring that the changes have been made (and, if necessary, to identify blockages to
the changes), rather than being a simple auditing exercise. The review will be carried out in
consultation with the School. The auditing panel will normally comprise Education Development
and Quality Manager and the Head of Department for the programme. A report arising from the
review will be prepared within one month following the review and presented to the following
meeting of the Academic Council.
Quality Assurance Manual IT Sligo 2013
Figure 5.1 – Summary School Planning Process
Persons Responsible
Process
Start
School
School
Management
Stakeholder’s
surveys
Policy
Committee
Student survey
Graduate survey
Industry survey
Evaluate
feedback & KPIs
EAP7s
Write document
Map performance to strategic metrics;
QA compliance; External links;
Research; Teaching & Learning;
Review of changes since previous
version; Staff development plans
School
Management
School
Management
Submit to Policy
Committee
Policy
Committee
Registrar/Head
of School
Documents
No
PC
Accept?
Yes
Head of
School
Review by Panel
of assessors
Registrar
HoS
Recommendations
reviewed by
Academic Council
Academic Council
No
Adopted
?
Panel report
Minute of AC meeting
Yes
Head of
School
School addresses
Recommendations
End
Quality Assurance Manual IT Sligo 2013
Action report
Copy Panel report to HETAC
Figure 5.2 – Summary of Process for the Revalidation of Programmes
Persons Responsible
Process
Start
School/Department
Programme
Board
Programme
Board
Programme
Board
Policy
Committee
Documents
Evaluation of
KPIs
EAP7/s (if more than
one programme being
revalidated)
Evaluate
stakeholder
feedback
Student survey
Graduate survey
Industry survey
Revised the
Programme
Schedule
Existing and proposed programme
Schedules and reasons for changes
No
PC
Accept?
Yes
Programme
Board
Write Modules
Head of
Department
Submit to Planning &
Coordination Committee
Planning and
Coordination
Committee
Decide level of external
review required
Head of
Department
Reviewed by external
Panel of assessors
Minutes of P&C Committee
meeting
Panel report
Recommendations
reviewed by
Academic Council
Registrar/HoS
Academic Council
New Modules/Programmes
written in Module and
Programme Manager format
No
Adopted
?
Minute of AC meeting
e-versions signed off
Yes
Head of
Department
Department addresses
Recommendations
Action report
Copy Panel report to HETAC
End
Quality Assurance Manual IT Sligo 2013
Appendix 5.1
Sources of data required for a self-evaluation
1.
Documented Consultation with the Stake-holders:
Stake-holder
Students (past
and present)
Staff
Employers
2.
Suggested modes of Consultation to be documented

Surveys (e.g. relevance of topics, mode of learning, facilities)

Focus Groups (e.g. computing facilities)

Policy and Programme Committee (student representatives
contribute to the review)

Student committees (ensuring that the student body is aware
of upcoming changes)

Questionnaires (e.g. relevance of topics, mode of learning,
facilities)

Focus Groups (e.g. Maths, Computing)

Programme committee meetings (dealing with learning
outcomes, programme schedules and syllabi)

Surveys of appropriate industrial sectors (learning outcomes;
relevance of topics; appropriate depth of knowledge)

Focus Groups (e.g. specific interested, e.g. accounting;
design, healthcare)

Industrial Advisory Panels (to explore possible future
directions of the School; strategic issues; organisational and
management issues)
Programme Performance:
Metric
Analysis (per programme each year)
Intake statistics
Exam
Performance
Graduate
statistics
3.



Number of CAO applicants, by preference
Number of acceptances, registrations and losses
Breakdown of fail/pass/merit/distinction levels



Destination of graduates
Future studies of graduates
Pay levels of graduates
Student Intake
Student Cohort
CAO
Those with
qualifications
from other
Institutions
International








Relevant details
Number applying for each programme
Numbers offered places
Number accepting places
Number registered
Geographic origins of students
Previous institution of education
Qualification attained
Final qualification at IT Sligo

Formal agreements for educational exchanges with
Institutes abroad

Where do incoming students come from

What programmes do they take
Quality Assurance Manual IT Sligo 2013






Where do IT Sligo students go to
What programmes do they take
Numbers applying for programmes
Entry qualifications and any exemptions granted
Special preparatory programmes/bridging offered
Any initiatives (e.g. timetabling to suit students; tutorials;
study groups)
Mature
4.
Strategic Planning
Strategic Goal
Quality Assurance Manual IT Sligo 2013
Target
Achievement to date
APPENDIX 5.2
Sample Table of Contents
School Planning Document
1. Introduction
Brief overview of the School function and structure in the context of the Institute and historical
developments and interaction with industry. The external context in which this Plan takes place.
2. Executive Summary
Key findings and proposals.
3. Performance of the School since the previous Plan
This section to include achievement of previously set targets, covering topics such as
programme developments/changes, external links, research, teaching and learning, levels of
attainment and graduates. Related policies, procedures and infrastructure.
Review of staff qualifications and distribution of employment grades. Any changes in staffing.
Staff recruitment and training policies. Training which has taken place and its relevance to the
strategic objectives of the School. Staff CVs. Level of staff involvement in the development of
the School including publications, conferences attended and organised.
4. Evaluation of the external environment and feedback from stakeholders
Analysis of responses to surveys of students, staff and external stakeholders, indicating the key
findings that will inform the new proposed strategic plan for the School. A study of relevant
external developments, summarising how they will influence the direction of the School.
5. Vision, Mission and Strategic Plan
Following from Chapters 3 and 4, this should be a brief statement of how the School intends to
position itself in higher education over the next five years.
6. Programme Development
Plans for development or cessation of existing programmes. New growth areas and how these
developments will be supported. A list of new programmes identified for development over the
next five years.
7. Operational Plans
How the strategic Plan will be delivered, key targets and how the achievement of these will be
measured. Staff and facilities development plans.
Programme Revalidation Document
1. Introduction
Brief overview of the School function and structure in the context of the Institute and historical
developments and interaction with industry. External influences in the context of how they guide
and drive changes in programmes.
2. Executive Summary
A brief statement of the proposed changes to programmes, perhaps grouped into major and
minor level changes. Some top level indication of the resource implication of these changes
should be provided.
3. Performance of Programmes since the previous revalidation
Statistics on each programme since the previous re-validation, entry points, pass and retention
Quality Assurance Manual IT Sligo 2013
analysis, graduate numbers, employment of graduates. A summary of any changes made since
the previous revalidation. An analysis of these statistics to identify reasons for changes to be
made to programmes.
A review of the Programme Monitoring Reports and/or programme validation Panel reports with
an explanation of how the identified actions and recommendations were achieved.
4. Evaluation of the external environment and feedback from stakeholders
Analysis of responses to surveys of students, staff and external stakeholders, indicating the key
findings that will inform the proposed changes to programmes and new programmes. A study of
relevant external developments, summarising how they justify and drive the changes.
5. Proposed Changes to Programmes
For each programme, state the proposed changes and the proposed new programme content
and Programme schedule. Indicate how the proposed changes will ensure that the programme
remains relevant to learner and employers needs. Indicate any changes in modes of teaching
and learning, including new assessment methods.
Plans for cessation of existing programmes and why. New growth areas and how these
developments will be supported. A list of new programmes identified for development over the
next five years.
Identify links such as how research feeds into the undergraduate programmes, the
enhancement of links with employers and how programmes are delivering on any national
priorities and objectives.
6. Operational Plans
How the proposed changes will be implemented including any challenges with ‘phasing in’ the
changes.
Identify any staff or resource implications.
Quality Assurance Manual IT Sligo 2013
APPENDIX 5.3
Composition of the External Peer Review Panel
(Selected By the Academic Council)
1
Chairperson (e.g. Registrar from another Institute of Technology or Senior academic)
2
Minimum Members:
i. Head of School from another Institute of Technology
ii. Head of Department from another Institute of Technology (where the range of programmes is
wide spread within a School, it may be appropriate to have more than one Head of Department).
iii. Senior Academic from university sector and/or overseas.
iv. Representative from HETAC (invited but not essential under DA)
v. Representative from the professional bodies (where appropriate).
vi. Employer/industrial representatives (typically more than one will be required to cover the
range of the programmes).
vii. Recording Secretary (Registrar nominee from IT Sligo)
Note 1: Every effort should be made to ensure gender equity where possible in the composition
of the group.
Note 2: In selection of 2(iii) it is desirable to include an academic from an overseas
organisation.
Quality Assurance Manual IT Sligo 2013
Chapter 6
Selection, Appointment, Appraisal and
Development of Staff
6.1
Introduction
The Human Resource office has responsibility in conjunction with line management for the
development, administration, coordination and review of the procedures involved in the selection
and development of staff. Many of these procedures are governed by Department of Education and
Science Circular Letters, National Agreements and legislation.
6.2
Scope
This section outlines in brief the Institute’s approach to selection, appointment, appraisal and
development of staff. It does not address the full spectrum of HR policies developed and adopted by
the Institute.
6.3
Selection, appointment, appraisal and development of staff
6.3.1
Human Resource (HR) Policies and Procedures
All human resource policies and procedures are detailed in the Institute’s Staff Handbook. This
Handbook is revised annually and revisions are issued to staff accordingly. A copy of the Staff
Handbook is attached. Revisions to HR procedures and HR policies occur continuously and issue
throughout the year through the Institute’s internal process for procedures. All such developments
and revisions are then included in the annual Staff Handbook review.
6.3.2 Procedures for Selection and Appointment
The Institute’s selection procedures are governed by procedures issued by the Department of
Education and Science and relevant legislation. The Human Resource Office has developed the
selection and appointment procedures more fully internally by means of definition of the various
stages of the selection and appointment process, the role and responsibilities of those involved and
the selection criteria and rating scales relevant to different posts. All of this information is provided
to those involved in the selection process by means of a handbook, ‘Institute of Technology, Sligo,
Interview Guidelines’ (Appendix 6.1). This handbook is regularly revised and updated. This
handbook was examined by Arthur Cox & Co who used it as part of a presentation made to the
Institute’s Governing Body on 26 September 2002 on the role of the Governing Body in the selection
and appointment of staff.
6.3.3 Procedure for the Appraisal and Development of Staff
6.3.3.1 Procedure for appraisal of staff
The performance of all newly appointed staff is reviewed after 6 months and 12 months by the
relevant manager through a probationary review process. Beyond probation performance is reviewed
through the Performance Management and Development System. This system reviews previous
performance against objectives, identifies objectives for the coming period and ensures that
development needs are identified and a plan drawn up to meet those needs.
6.3.3.2 Procedures for development of staff
Quality Assurance Manual IT Sligo 2013
The Institute has invested considerably in staff training and development, in terms of management,
staff time and financial resources. A comprehensive training needs analysis was undertaken in the
academic year 2007/08. This detailed analysis involved consultation with all staff across all grades
and disciplines through the use of focus groups, discussions and questionnaires. The analysis was
undertaken by a Training and Development Consultant.
The training needs analysis identified the key development and training needs specific to each group
of staff within each discipline across all functions of the Institute.
All staff of the Institute are afforded an opportunity to engage in a personal development and
training planning process with their line manager, to ensure that the training needs identified are
planned for and addressed. The purpose of this process is to ensure that each staff member has an
opportunity to put in place an agreed personal development plan in consultation with his/her
manager.
Training needs identified through the Training Needs Analysis process and through the Performance
Management and Development System inform the content of the extensive in-house training
programme delivered by the Human Resource Office and the EDU annually
In summary, the approach of the Institute to training and development is both strategic and
operational in focus, carried out in an open, constructive and planned manner, in line with the
strategic objectives of the Institute. The Institute’s commitment to training and development should
be clearly evident, from the nature of the process adopted and the resources allocated.
6. 4
Staff Satisfaction Survey
The Institute undertakes staff satisfaction surveys to measure staff satisfaction under a range of
headings and to facilitate ongoing measurement of staff satisfaction with a view to improvements.
The most recent survey took place in 2007 with a further survey planned for the academic year
2009/10.
Quality Assurance Manual IT Sligo 2013
APPENDIX 6.1
Interview Guidelines
1.
Pre-Interview
2.
Aims of the Interview
3.
Framework of Interviewing
4.
Interviewing Skills
5.
Equal Opportunities
AGUISÍNÍ
Aguisín 1
Department of Education Selection Procedures
Aguisín 2
Interview Assessment Forms & Criteria Definitions
2.1
Assistant Lecturer/Lecturer
2.2
Academic Management
2.3
Technician
2.4
GIII
2.5
2.6
2.7
2.8
GIV
GV-VII
Administrative Management
Support Staff
Aguisín 3
Role of Selection Board Members
3.1
Role of Chairperson
3.2
Role of Director/Nominee
3.3
Role of Head of School/Function and/or
Head of Department
3.4
Role of External Academic drawn from a
University/another I.T./D.I.T.
3.5
Role of External Person Drawn from
Industrial/Business
Aguisín 4
Contents of Interview File forwarded to
Selection Board
Quality Assurance Manual IT Sligo 2013
1.
PRE INTERVIEW
1. (i) The Selection Procedures determined by the Minister for Education and Science
are attached at Aguisín 1 and detail the legal requirements in relation to short listing/gender
balance/selection board composition and other matters as appropriate. All Board members are
required to familiarise themselves with these procedures and the legal requirements specified
therein.
1. (ii)
Screening and Shortlisting of Applicants
The screening and short listing procedures are detailed in Aguisín 1 under paragraphs 2 and 3
and Annex – Note 5.
The short-listing criteria will be agreed with members of the Selection Board by the Head of
School/Function prior to finalisation of the shortlist. The Head of School/Function will formally
advise the H. R. Manager on the criteria and the agreement of same by all members of the
Selection Board.
The short-listing form along with details of the short-listing criteria will be forwarded to the
Selection Board Members as part of the Interview File for Selection Board Members. (Contents
of same are shown at Appendix 4).
Any disagreement with the short-listing criteria or proposed shortlist for the interview should be
immediately discussed with the Head of School/Function and notified to the H. R. Manager.
In the event where a Selection Board Member does not notify the Head of School/Function or
the H. R. Manager of any disagreement by return, it will be assumed that the Selection Board
Member is in full agreement with the criteria and the application of the criteria in the short-listing
process.
2.
AIMS OF THE INTERVIEW
The interviewer’s prime objective is to be able at the end of the interview to make a valid
assessment of the candidate by obtaining relevant information in order to assess a candidate’s
ability, experience, skills, potential and overall suitability for a specified post.
In doing this the interviewers should leave each participant with a good impression of the
interview procedure (regardless of the outcome).
3.
FRAMEWORK FOR INTERVIEWING
3. (i) All interviews should be carried out within a framework. The Interview Assessment
Forms, which are attached at Appendix 2 provide a broad framework for each grade of post.
The aim of the interview is that the interview board measure (objectively) the criteria outlined on
this assessment form at the end of each interview, based on the relevant information elicited
during the interview. The criteria and rating scale are defined on the reverse side of each
assessment form (see Appendix 2). The roles of each board member are outlined in Appendix
3. Each board member should familiarise themselves with the requirements of the role they will
play prior to the Selection Board Meeting.
3. (ii)
There are four basic elements to any interview (the fours C’s): -
CONTACT: Establishing a rapport, a relationship with the interviewee. Ensuring by means of
the interview arrangements, etc., that this is maintained throughout. This should include
coverage of the following areas.
Quality Assurance Manual IT Sligo 2013




Introduction
Objective/aim of the interview
Agenda
Time available
CONTENT:
based, i.e.,
Obtaining all the relevant information on which rating/marking decisions are to be
 Probing each assessment heading through structured questioning.
 Being systematic
 Work related issues
 Leisure time, etc.
 Getting negative as well as positive responses
 Summarising.
CONTROL:
Allowing the interview to develop as the interviewer intends.
CLOSE:
When closing the interview:
 Summarise
 Give the candidates the opportunity to ask questions
 Outline future action.
4. INTERVIEWING SKILLS
It is possible to increase success at interview by:  Adopting a systematic approach
 Practising a few basic techniques.
4.1
QUESTIONING SKILLS
An open ended non-directive questioning approach should be used – questioning approach
should invite a reply, rather than be capable of being answered “yes” or “no”. Closed type
questions should generally be avoided except where you require clarification on a particular
point.
GOOD
Why ?
What was ?
Did you – how ?
POOR
Do you have ?
Presumably ?
Don’t you agree ?
Quality Assurance Manual IT Sligo 2013
4.2
TYPES OF QUESTIONS
Questions
Examples
Advantages
Disadvantages
?
Statements
The interview will focus
on ….
Give structure
Can disrupt the
talking/listening balance
?
Open
What does your work
involve
Open area for discussion
without bias
Invitation to the over
talkative
?
Closed
Does your work involve
managing people
Check facts
Can introduce bias. Don’t
allow the interviewee to
expand on their ideas
I presume you have to
manage people in your
job
None
In your job do you
manage people or do
you not and if you
don’t do you fell you
should and if not why
not
You have said that a
major part of your
work involves people
management
What was the most
difficult situation
you’ve met in
managing your staff
None
Confuse, provide choice of
question to answer
?
Prepare to probe more
deeply into answers
Takes up time and you
may lose thread of
previous discussion
?
Obtain deeper meaningful
information
?
I see
Reinforce, encourage
If not done in appropriate
style, e.g., too aggressive
they can be overly
threatening to the
interviewee
Can interrupt interviewees
thinking. Can be leading.
Should not be used just to
fill silence. Should not
show disapproval
Can be abrupt – appear
not interested. Signal
rejection
Leading
Multiple
Reflecting
back
Probing
Comments
Transitional
We have covered the
people management
aspect of your work
can you tell me what
else is involved in your
job
Quality Assurance Manual IT Sligo 2013
Move smoothly to new area
Learn nothing, signal own
biases
?
?
?
?
4.3
ACTIVE LISTENING
Active listening requires the ability to maintain a high level of concentration and awareness.
You should allow the interviewee to reveal their views and their thinking as the interview
unfolds. At times this can mean living with silences to see what develops. It is important also
that the interviewers try to be aware of what is not being said and to use probing questions to try
to get information on this.
4.4
NOTETAKING
An internal member of the Board will be delegated (in advance of the Selection Board Meeting)
to take notes, for the purpose of record keeping, of each interview.
This person will record the interview process with as much detail as is reasonably practicable, in
particular:
(a)
during the interview
?
?
the questions posed to the applicants.
the candidates responses.
(b)
after the interview
?
the agreed rating of the Selection Board under each category, and supporting comments
for each rating.
?
the recommendation of the Selection Board.
These records will be held on file by the H. R. Office for a period of time following the selection
decision.
5.
EQUAL OPPORTUNITIES IN INTERVIEWING
The Institute as an employer is committed to providing equal opportunities regardless of gender,
marital status, family status, sexual orientation, age, disability, race, religion or membership of
the traveller community. Discrimination can take two forms:
1.
2.
Direct Discrimination
Indirect
DIRECT No individual can be treated less favourably because of membership of any of the nine
groups detailed above and covered by the Employment Equality Act 1998.
INDIRECT There are two different definitions of indirect discrimination contained in the
Employment Equality Act 1998. One relates to gender discrimination and the other definition of
indirect discrimination relates to the other eight categories covered by the Act.
Indirect Discrimination (Gender)
This occurs where an employer sets down a provision which is unnecessary and the number of
persons of one gender disadvantaged by the provision is substantially higher and this provision
cannot be justified by objective factors.
Indirect Discrimination (Non-Gender)
Quality Assurance Manual IT Sligo 2013
This occurs where an employer sets down a provision and where significantly more of one of
the eight groups is adversely affected and is disadvantaged by the provision and this provision
cannot be justified as being reasonable in all the circumstances of the case.
It is possible to discriminate against an individual without intending to do so. Good intentions
are not an acceptable defence where discrimination occurs.
6.
SUMMARY
The value of any interview process is only a result of the quality and skills of the interviewer and
the key to a successful interview is:
1.
To know exactly what to look for;
2.
To observe and record only what is seen or heard;
4.
To base one’s judgement solely on the evidence and against clear and coherent criteria.
Quality Assurance Manual IT Sligo 2013
Aguisín 1
Selection Procedures Determined By The Minister For Education
Regional Technical Colleges shall select staff (other than the Director, Heads of Schools and
Heads of Departments) in accordance with the following selection procedures.
1.
Advertisements
All vacancies shall be advertised in at least one national morning daily newspaper. The
advertisement, job description and requirements for each post shall be determined by the
Director in consultation with the relevant Head of Function.
2.
Screening
The Director, in consultation with the appropriate Head of Function, shall be responsible for the
screening of all applications to ensure that only candidates who appear to meet the
requirements for the post are considered by the Selection Board. The screening procedure
shall provide detailed information to the Selection Board on the basis for acceptance or rejection
of each application.
3.
Short listing
The Selection Board shall where it is deemed practical, shortlist for interview some only of the
candidates who have been accepted in the screening process. (See Annex).
4.
4.1
Selection Board
The Selection Board shall be constituted in accordance with Annex
4.2 Members of the Selection Board (other than nominees of the Chairperson) shall be
nominated by the Director in consultation with the relevant Head of Function.
4.3 Staff and student members of the Governing Body shall not be eligible for membership of
a Selection Board unless such person is a holder of an office mentioned in the Annex.
4.4 Members of Selection Boards shall not, pending the filling of the vacancy, disclose the fact
of their membership to any person.
4.5 The Director shall cause appropriate arrangements to be made for the operation of the
Selection Board.
4.6
Selection Boards shall operate on the basis of unanimity. Only persons deemed fully
qualified and suitable shall be recommended for appointment. The Selection Board may
establish a panel in order of merit. This panel shall not exceed three persons in the case of
senior management and academic staff. The names of the three most meritorious candidates
shall be transmitted, in order of merit, to the Director. The Selection Board shall recommend for
appointment the most meritorious candidate.
4.7 The Selection Board shall disqualify any candidate who canvasses or seeks to canvass
(by himself/herself or through any third party) any member of the Selection Board in support of
his/her candidature.
4.8 The deliberations of the Selection Board shall be confidential and membership of the
Selection Board shall not, without the prior approval of the Governing Body, save as provided
Quality Assurance Manual IT Sligo 2013
for in these procedures, disclose to any person or otherwise make available any information or
document relating to any candidate for appointment or the deliberations of the Selection Board.
5.
The Director shall cause the documentary evidence of qualifications, references and
other necessary criteria of the recommended candidate to be verified. The recommended
candidate shall, if approved by the Director, be proposed by the Director for appointment by the
Governing Body.
Quality Assurance Manual IT Sligo 2013
Department of Education Selection Procedures EDUCATION
Composition of Selection Boards
The composition of Selection Boards shall be dependent upon the type of post concerned and
shall be as follows.
CATEGORY A – FIRST FILLING OF POST OF REGISTRAR (FIVE PERSON SELECTION
BOARD)
-
The Chairperson or a member of Governing Body nominated by the Chairperson.
The Director or a nominee of the Director.
Two appropriate Function Heads drawn from Universities, other Institutes of Technologies or
the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY B – FIRST FILLING OF POST OF SECRETARY, FINANCIAL CONTROLLER
AND HEAD OF DEVELOPMENT (FIVE PERSON SELECTION BOARD)
-
The Chairperson or a member of the Governing Body nominated by the Chairperson.
The Director or a nominee of the Director.
Two appropriate Function Heads drawn from Universities, other Institutes of Technologies or
the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY C – POST AT LECTURER AND COLLEGE TEACHER LEVEL
-
A member of the Governing Body nominated by the Chairperson in consultation with the
Director.
The Director or a nominee of the Director.
The Head of School in respect of which the vacancy exists and/or the Head of Department
in respect of which the vacancy exists.
One appropriately qualified academic drawn from a University, another Institute of
Technology or the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY D – NON-ACADEMIC STAFF (FOUR PERSON SELECTION BOARD)
-
A member of the Governing Body nominated by the Chairperson in consultation with the
Director.
The Director or a nominee of the Director.
The appropriate Head of Department/Head of Function.
An appropriate external specialist.
CATEGORY E – POST AT SENIOR LECTURER III LEVEL
-
A Member of the Governing Body nominated by the Governing Body (excluding staff and
student members of the College).
Director or a Nominee of the Director.
Registrar
One appropriate Function Head drawn from Universities, other RTCs or DIT.
One appropriate person drawn from business/industry other than a Member of the College.
Quality Assurance Manual IT Sligo 2013
CATEGORY F – POST AT SENIOR LECTURER II LEVEL
-
A Member of the Governing Body nominated by the Governing Body (excluding staff and
student members of the College).
Director or Nominee of the Director.
The appropriate Head of School.
One appropriate Head of Function drawn from Universities, other RTCs or DIT.
One appropriate person drawn from business/industry other than a Member of the College.
Quality Assurance Manual IT Sligo 2013
NOTES
1.
Technical Advisers
Non-voting technical advisers may attend all interviews and the deliberations of the Selection
Board if considered necessary by the Director, in consultation with the relevant Head of
Function.
2.
Secretarial Services
A representative of the Institute personnel function shall provide secretarial services to the
Selection Board. Pending the establishment of the personnel function, such services will be
provided by the Director.
3.
Gender Balance
Both sexes shall be represented on the Selection Board. If both sexes are not represented the
Director shall nominate a suitable additional person.
4.
Academic Structures
Where an Institute operates a Department rather than a School structure, the Head of
Department replaces the Head of School in the above and the Assistant Head of Department
replaces the Head of Department.
5.
Short listing Process
It is not considered practical, to have each member of the Selection Board involved in this
detailed process. It is therefore recommended that:
(a) the short listing criteria are agreed by the Selection Board in advance of the short-listing
taking place;
(b) the Head of School/Function should carry out the detailed examination in consultation with
the personnel office;
(c) a short-listing form completed by the Head of School/Function should be forwarded to the
personnel office;
(d) the short-listing form should be circulated to all members of the Selection Board and any
disagreement with the shortlist for interview should be discussed with the Head of
School/Function;
(e) all application forms received should be fully available to all members of the Selection
Board, if requested.
Quality Assurance Manual IT Sligo 2013
Aguisín 2
Interview Assessment Forms & Criteria Definitions For:






Assistant Lecturer/Lecturer
Academic Management
Technician
GIII – GIV Administration
GV – GVII Administration
Administrative Management
Support Staff
See sample form for Assistant Lecturer on next page
Quality Assurance Manual IT Sligo 2013
Interview Assessment Form – Assistant Lecturer/Lecturer
Post: ____________________ Candidate Name: _________________ Date: _________ Signature:_______________ (Chair)
Area to be Assessed
Weighting
1. Relevant Educational
Qualifications (above the minimum)
1.5
.5
2.Relevant Research/Publications
3. Relevant Work Experience
Score
(1-10)
(a)
(b)
1
1
(a) Teaching
(b) Industry/business/public sector
1
4.Professional Expertise/Knowledge
5. Communication & Interpersonal
Skills (a) Interview
(b) Presentation
6. Presentation Content & Structure
Innovation/Ideas/Attitude to Change
(a) 1.5
(b) 1
.5
.5
and Development
8. Motivation for/Interest in Job
9. Knowledge of I.T. Sector/I.T.
1
.5
Sligo/function/school
Total Score
Quality Assurance Manual IT Sligo 2013
100
Candidate Score
(weighting x score)
Supporting Comments
Scoring Guide - Assistant Lecturer/Lecturer
Educational Qualifications
1  2
Meets the minimum
requirement
3  4
Quals. of a slightly higher standard than min.
requirement
5  6
Well qualified, has quals.
additional to the min. required
7  8
Very well qualified with relevant
post grad qualifications
9  10
Exceptionally well qualified in terms of level,
breadth and relevance of qualification
Other Criteria
1  2
3  4
5  6
7  8
9  10
No evidence of
meeting criteria
Poor
Some but minimal evidence of meeting criteria
Adequate evidence of meeting
criteria
Average requires some
training and development
Good evidence of meeting criteria
Excellent evidence of meeting criteria
Good
Excellent
Approaching average requires significant
development and training
Criteria
Relevant
Research
Publications
Has engaged
actively in
research which is
relevant and
topical. Has
publicised in
recognized
journals.
Relevant Work Experience
(a) Teaching Relevant teaching
experience in higher
education across all levels
cert/diploma/degree/
postgrade.
(b) Industry/Business/
Public Sector -
Relevant professional
experience in
industry/business/
public sector.
Quality Assurance Manual IT Sligo 2013
Professional
Expertise &
Knowledge
Highly competent
in all areas listed
on the job
description. Has
developed
expertise through
the application of
knowledge in a
range of
situations.
Professionally
competent.
Communication &
interpersonal Skills
(a) Excellent communication
skills, builds a rapport with the
selection board. Listens well
and clearly explains points.
Committed to team approach.
Demonstrates a good
understanding of the
importance of team working.
(b) Builds a rapport during the
presentation. Clear, concise in
explaining /presenting points.
Good voice projection. Good
consistent eye contact.
Composed, strong delivery.
Demonstrates capacity to
deliver lectures competently
and professionally.
Presentation,
Content &
Structure
Content of
presentation
addresses the
topic in a
structured
way. Content
highly relevant
and addresses
all key issues.
Innovation/Ideas/
Attitude to change &
Development
In addition to clearly
understanding the need
for change and the need
to welcome change
positively. Innovative
and forward thinking.
Demonstrates the
capacity to generate
ideas which are creative
yet practical/
implementable. Personal
development evident.
Motivation
for interest in
job
High level of
motivation
for this job,
clear
understandin
g of the role.
Demonstrate
s high levels
of
enthusiasm
for the job.
Has a clear
and
convincing
rationale for
seeking the
position.
Knowledge of IT
Sector/IT
Sligo/function/School
Has fully researched the
Institute
Sector/Function/ School.
Has a comprehensive
overview of the issues
facing the sector. Has a
comprehensive
knowledge of the
structures operating
within the
Institute/School/Functio
n. Comprehensive
knowledge of Institute
and key
issues/objectives.
Aguisín 3
Role of Selection Board Members
Chairperson
Director
Head of School/Function and/or Head of Department
External Academic Drawn from a University/Another I.T./D.I.T.
External Person Drawn from Industrial/Business
ROLE OF CHAIRPERSON OR MEMBER OF THE GOVERNING BODY NOMINATED BY THE
CHAIRPERSON
The primary function of the Chairperson is to manage the Selection Board Meeting. In doing this
effectively the Chairperson will
Before Interview Commences

welcome other Board members

ask the Head of Function to detail the requirements of the post and the qualities, etc,
required in
the
successful
candidate
(in
terms
of
education/training,
work
experience/interpersonal
skills/interest and motivation).

formally confirm the approval of the Selection Criteria

agree the structure for the interview amongst Board members

stress the need for confidentiality

stress any legal requirements in relation to interviews e.g. Dept of Education
procedures/Equality
issues etc.

briefly outlining the marking structure.

Confirm which internal board member is acting as notetaker.
During Interview

welcome candidate (apologise for delays where appropriate)

introduce the interview board by name and job title

outline briefly the structure of the interview to the candidate hand over to various board
members as appropriate.
Quality Assurance Manual IT Sligo 2013
At the end of the Interview

ask the candidate if they are happy that they had an opportunity to discuss all matters
which are relevant to their application.

give the candidate an opportunity to add anything further

give the candidate an opportunity to ask questions of the Board

thank the candidate for attending the interview

advise them of when they will hear from the Institute.
After each interview

chair a brief discussion (max 5 minutes) on the candidate, specifically under the
headings on the assessment sheet
criteria

confirm the agreed rating and summary comments of the group

advise the Board that these ratings are to facilitate discussion at the end of meeting
and can be reviewed at that point
At the end of all interviews

chair the post interview discussions

seek summary information from the H. R. Manager or person delegated to take notes
facilitate this
to

chair Board discussions to a consensus decision on whether to appoint/who to
appoint/why/panels etc.

reaffirm that the proceedings are absolutely confidential

ask all Board members to return their complete files to H. R. Manager for shredding

thank all Board members for their time/efforts etc

advise all Board members to give completed expenses forms to H. R. Manager for
processing
Quality Assurance Manual IT Sligo 2013
The primary role of the Director or Nominee of the Director will be to
Before Interview Commences

Detail the Institute’s requirements for the appointment and to outline the specification
appropriate.
as
During the Interview


Review candidates under the criteria, Knowledge of I.T.
Sector/I.T. Sligo/Function/School and Motivation for/interest in post.

Outline facts in relation to appointment process and procedures to Candidates.

Advise the board of the selection procedures/legal matters
The Director/nominee will have approx 5 -10 minutes in which to do same
ROLE OF HEAD OF SCHOOL/FUNCTION AND/OR HEAD OF DEPARTMENT
(A)
ROLE OF HEAD OF SCHOOL/FUNCTION
The primary function of the Head of School/Function will be to review each candidate under the
criteria:



Teaching experience
Communication and Interpersonal Skills
Innovation/Ideas/Attitude to change/ Development.
He/she will also act as a "sweeper" on issues which other
interview board members have not had an opportunity to raise.
The Head of School/Function will have approx 5-10 minutes in which to review a candidate by
means of establishing




The candidates attitude to and understanding of the need for change
Evidence of innovation/development/management of change as appropriate.
How the candidate establishes rapport during the interview and/or presentation process
Evidence of team working/supervision/management as appropriate
Quality Assurance Manual IT Sligo 2013
(B)
ROLE OF HEAD OF DEPARTMENT/SECTION
The primary function of the role of the Head of Department will be to review the presentation
content/structure. As this person often is the Director’s nominee in such cases they will also adopt
the role outlined in Appendix 3.2 in addition.
Note 1 Where both Head of Department/Section and School are represented the roles at interview
will be structured as above. Where one or other is represented the Head of School/Department
will assume responsibilities under both A & B above.
Note 2 Where one or other of the above have been delegated to take notes it is recommended
that questioning in areas relevant under (a) and (b) should be covered by the member who is not
taking notes.
Role of External Academic Drawn from a University or another IT/DIT
- This applies to teaching posts only The primary function of the role of the external academic is to review candidates under the criteria:


Relevant Educational Qualifications
Relevant Research and Publications
The interviewer will have approx ten minutes in which to do this by means of

Establishing grades, duration of programmes, specialisms, etc where this is not clear from the
application
 Discussing any research undertaken by the candidate and in particular establishing clearly the
role of the candidate in same

Identifying any planned future research plans of the candidate
 Establishing, in the case of foreign applicants, sufficient detail to benchmark qualifications
against
Irish standards.

Identifying the duration and level of any teaching experience

Explaining responsibilities other than teaching e.g. course design, examinations etc.
Role of External Person Drawn from Industry/Business
The primary function of the role of the external board member drawn from industry/commerce will
be to review each candidate under the criteria:


Industrial/business/public sector experience
Professional Expertise/Knowledge
The interviewer will have approx ten minutes in which to this by means of
(a)
Reviewing the candidates work experience
Quality Assurance Manual IT Sligo 2013
(b)
Identifying any "gaps" and reasons for same in a candidates experience
(c)
Establishing the nature of the roles undertaken by the candidate in various posts e.g.

the level of the post within the organisation structure

responsibilities and level of accountability

the level of autonomy within various roles

details on actual experience gained in various roles

work method/approach taken


The level of professional competence of the candidate in the
areas listed on the job specification.
Note Where candidates have little/no experience in industry/business
their knowledge of industry/business should be examined and a number of situations put to them to
establish their general understanding of industry/business requirements.
Quality Assurance Manual IT Sligo 2013
Aguisín 4
Contents of Interview File
Selection Board Meeting
Title of Post
Interview Date
Institute of Technology, Sligo Interview guidelines (including selection procedures determined by
the Minister for Education & Science).
1. Job Advertisement, Job Description/Conditions of Appointment.
2. Interview Assessment Forms & Criteria & Rating Scale Definitions.
3. Schedule of Candidates for interview.
4. List of all applicants.
5. Recruitment screening form.
6. Application forms for proposed short listed candidates.
7. Expenses form.
8. Map
Quality Assurance Manual IT Sligo 2013
Chapter 7
Evaluating Services related to Programmes
The Library Service
7.1
Introduction
The current Institute’s Library was opened in 1999. The main elements of the service are as
follows:
•
Book stock of 50,000 volumes: 21% of stock has been published since 2000. All items are
catalogued and searchable via an online catalogue.
•
Online resources: There are currently subscriptions to fourteen online resources available to
staff and students via the library website providing access to full text eBooks, journal articles,
indexing and abstracting of journals, standards, reports, theses and news. Off campus access is
available to staff and students of the Institute.
•
Journals: Subscriptions are maintained to 128 individual journal titles in print. An A-Z list
provides
a single point of access to these and journal titles in three of the subscribed
databases.
•
Document supply: In 2007, the library successfully filled 724 requests.
•
Reports and Grey literature: A wide-ranging collection includes reports from government
departments and other agencies.
•
Institute Research: All Masters and PhD Theses submitted to the Institute are collected by
the library. A selection of undergraduate projects is also available.
•
Off Campus Students: A postal loan service is provided to distance learning students and
they also have access to the online resources mentioned above including eBooks.
•
Information Literacy: Introductory talks are given to all first year students and there is a
programme of more advanced talks on information searching for certificate, degree and post
graduate students.
•
Service Point: An Information Desk is provided for 55 hours each week during term time.
This deals with queries as well as loans, and ID cards.
•
Opening Hours: The library opens for 64 hours each week. A self service loans system is in
place when the Information Desk is not covered.
7.2
Library Management System
The library is managed using the Innovative Millennium system installed as
part of the Institutes of Technology An Chéim project. This system manages circulations, inter
library loans, serials, acquisitions, cataloguing and web access.
7.3
Library Statistics
Both the Millennium system and online resource vendors provide statistics on the use of services.
Some examples are given in the following charts:
7.3.1
Library Book Loans
The average monthly loans have shown an overall increase in recent years.
Checkouts Monthly Average
2200.00
2000.00
1800.00
1600.00
1400.00
2001/2002/2003/2004/2005/2006/2007/
Year
Quality Assurance Manual IT Sligo 2013
Peak times for loans during the academic year are November and March/April. Although loans
decrease during the summer months, there is still a certain level of activity.
All Desk Transactions 2004/2007
10000
9000
8000
7000
6000
5000
4000
3000
2000
1000
Nov-07
Sep-07
Jul-07
May-07
Mar-07
Jan-07
Nov-06
Sep-06
Jul-06
May-06
Mar-06
Jan-06
Nov-05
Sep-05
Jul-05
May-05
Mar-05
Jan-05
Nov-04
Sep-04
Jul-04
May-04
Mar-04
Jan-04
0
Month
7.3.2
Science Direct Usage
Although it is an expensive resource, Science Direct is used to provide access to a wide range of
full text journal literature.
An annual report available on the library website provides more detailed statistics on library use
and activity.
Quality Assurance Manual IT Sligo 2013
7.4
Library Resource Management Policy
The acquisition and allocation of library resources is governed by the Resource Management
Policy Document. (See Appendix) This covers issues such as allocation of funds, supplier
services, selection criteria, review and withdrawals. When the annual book budget is received from
the Institute Finance Office each year, it is divided across the range of programmes according to a
formula based on the average price of books in each subject area and the number of students on
the programme.
The Deputy Librarian works with teaching staff on drawing up lists of items for ordering to help
ensure a good distribution of resources across the various programme areas.
7.5
Library Procedures
The following is a list of Library procedures covering issues which have a campus wide application.
Full text versions of these can be found in the Institute’s Procedures Manual on the Institute Staff
Portal:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lib001
Lib003
Lib005
Lib006
Lib007
Lib008
Lib009
Lib010
Lib011
Lib012
Lib013
Lib014
Lib015
Lib016
Lib017
Lib018
Lib019
Lib020
Lib021
Lib022
Lib023
Lib024
Lib025
Lib026
Library desk reserve material
Library financial reporting on programme budgets
Library book purchases : budget allocation and item selection
Accessing information on library book requisitions
Library purchase ordering
Library basic regulations
Sample monitoring of supplier book prices
Gate alarms
Noise control and user discipline
Updating the library website
Masters Theses in Partial Fulfillment : deposition in the Library
Undergraduate Assignment Projects
Trial of Library On-line Databases
Masters by Research Theses : deposition in the library
PhD Theses : deposition in the Library
Replacement ID Cards
Posting of ID cards to students
Booking of Library Seminar Room
Lost Property Handed in to Library – Money
Library Subscriptions – Setting up Supplier/Vendor Information and Access
Lending of Microsoft Office Disks to Institute Staff
Urgent ID card requests at exam time
Library Related Payments through Booknest
Library Access while Preparing Research Proposals
The library also maintains an internal staff manual containing procedures for a wide range of dayto-day tasks. Since these are mainly of relevance to library staff only they are not included in the
Institute procedures manual.
7.6
Library Learning Spaces Re-design
During 2006/2007, a project was undertaken to review the layout of the library in view of the
ongoing changes in student learning styles and teaching methods. Two surveys were carried out
in April/May 2006 and in November 2006. The objective of these was to find out what type of
learning activity students carry out in the library and what their preferences are for different types of
learning environment.
The April/May survey was manual. Survey forms were left on student desks over a period of
several weeks. A total of 112 forms were returned filled and an analysis carried out of the
responses. This survey showed that respondents carried out a variety of activities in the library,
both individually and in groups and that they required a number of different types of space.
Quality Assurance Manual IT Sligo 2013
A more detailed online survey was carried out in November 2006. 241 students responded. This
provided information on students’ preferences for their learning environment.
80% of respondents used the library at least once a week. Reasons for coming to the library
included reading or borrowing books, using computers, study or working on an assignment with
classmates:
Q. 6 Why do you usually come to the library
Other
Meet your friends
Seek information from staff
Use the computers
Work on an assignment with classmates
Study
Read magazine/journal
Read or borrow book
0.00%
10.00%
20.00%
30.00%
40.00%
Despite an expressed need to work in groups in the library, many respondents felt the level of
noise discouraged them from using the facility:
What makes it easier to study somewhere other than the
library?
Other
Better computing facilities
More convenient
More comfortable furniture
Less formality/rules
Less noise
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
At the time of the survey 52% of respondents owned a laptop while 36% intended to purchase one
soon and 48% of respondents felt it was very important or vital to provide facilities for using laptops
with wireless internet connections.
Results from the surveys as well as information from recent literature on library building design
were gathered in a document which also included a short brief for a proposed re-design of the
interior of the library. This was given as a course assignment to a group of students on the
Bachelor of Science (Hons) in Interior Architecture. This group of students travelled with two
lecturers and the librarian to the Saltire Centre, a new learning resource centre at Glasgow
Caledonian University where they observed innovations including a learning café and a range of
different learning spaces. The Librarian also travelled to the library of University of Northumbria,
Newcastle.
The Interior Architecture students then produced a series of designs for the library of IT, Sligo.
These included the use of the undercroft of the library and the provision of a learning café as well
as changes to the current layout. The designs formed part of an exhibition of student work in June
2007 with prizes sponsored by the Library. A report on this project is available.
Following the student design project, a Design Brief document was prepared. The Institute
Executive agreed to proceed with a refurbishment of the Library in 2008 and work on this is at an
advanced stage. Construction is to begin in march 2010 with a projected completion
date of September 2010. The new facility will incorporate three levels comprising a Qiet Zone,
Business Zone and Social Zone. While quiet spaces for traditional study will be maintained along
with print collections, there will be an increasing emphasis on collaborative work, especially in the
Social Zone which will be on the Lower ground Floor. There will be 13 student seminar rooms,
Quality Assurance Manual IT Sligo 2013
power to all study places, network to formal study spaces and WiFi coverage throughout. Informal
furniture in the Social Zone will create an atmosphere which facilitates students working together
on assignments and will support academic developments such as problem based and enquiry
based learning.
7.7
Information Literacy
The Institute of Technology Librarians developed a joint Strategic Statement 2006/2010. One of
the goals of this strategy is “to embed Information Literacy in all IoT Programmes”. A working
group of librarians adopted the framework of Australian and New Zealand Institute for Information
Literacy (ANZIL). The Library at IT, Sligo provides an introduction to the library for first year
students and more detailed subject based information sessions on resources for specific class
groups by arrangement with lecturers. Current staffing levels would constrain the delivery of more
extended programmes of information literacy education. However, it is envisaged that some
material on information skills developed by the library might be incorporated into general academic
courses or into special programmes designed to help students adjust to learning at third level. To
date some experimental online learning objects have been developed and placed in an outline
information literacy space on the Institute’s Moodle VLE.
Quality Assurance Manual IT Sligo 2013
7.8
Appendix 7.1
Resource Management Policy Statement
Purpose of this Policy Statement and the audience to whom it is directed.
This statement will guide library staff in the management of purchases, subscriptions, document
supply and other means of information resource acquisition irrespective of format, so that the
library supports the Institute mission to the greatest extent possible.
It will provide a framework for discussions on resource development between library staff and
library users, in particular Institute teaching, research and administrative staff and Institute
students. It will provide specific guidance for liaison between senior library staff and course or
programme boards on budget allocation and resource provision.
It will provide Institute senior management with a long-term perspective on library resource
development.
It will guide library staff in promoting library resources as instruments of regional development.
While not intended as a cost cutting tool, the document will promote the efficient and effective
spending of scarce Institute and library financial resources.
Community
Effective resource management implies a knowledge by library staff of the community the library
serves.
The library’s primary community is the Institute student body and Institute teaching staff.
The student body consists of people accessing courses through a variety of learning modes.
Students may be attending courses full time on campus, or engaged in some form of lifelong
learning which might include evening or part time courses, distance learning, online learning or a
combination of these. Students may also be engaged in learning in employment where the
Institute has contracted with a company or organisation to provide training or qualifications to its
staff.
Students may be undergraduate (pursuing certificate, bachelor or bachelor honours degree
courses) or postgraduate (pursuing research leading to masters and doctoral degrees or engaged
in a taught masters programme)
Currently a significant portion of the Institute student body consists of non Irish nationals.
Academic staff may teach in direct contact with students, either on campus or at an off campus
centre or they may teach in distance learning mode, through packs or online. Apart from teaching,
academic staff are engaged in course development, Institute research and personal research.
The library also serves technical staff including laboratory technicians and computer technicians.
Institute Registrars, Finance and other administrative staff are provided with an information service
to support effective Institute administration.
The library has an extended community made up of educational, business, industrial and cultural
companies and organisations in its region.
Selection Policy
The library will acquire resources for its primary community based on Institute programme needs.
The library will not acquire substantial resources directly for its secondary regional community.
However, since regional and national industry and cultural organisations are consulted closely in
development of Institute programmes, it is likely that resources in the library will match closely
regional industrial and cultural activity. Licensing restrictions may limit access to certain online
resources by external and other users of the library who are neither staff nor registered students.
Small-scale resource acquisition will take place specifically to promote local cultural interests and
to promote the Irish language.
Quality Assurance Manual IT Sligo 2013
Allocation of Funds
Allocations to various methods of acquisition
The range of library resources is constantly changing and developing both in relation to subject
matter and to format. However, library resources can still be reduced to three broad divisions
based on method of acquisition: purchases, subscriptions and a third category (other), which takes
in Inter Library Loans, materials binding, etc. Each year the budget for subscriptions, Inter Library
loans and other ongoing costs need to be determined first.
In consultation with academic staff, the library will attempt to develop a core list of journals for each
programme area. (As part of this process, consideration will be given to the use of such tools as
Ulrichs Periodicals Directory.) These lists will form the basis for evaluating subscriptions acquired
by the library. Subscriptions will be started or ceased in the context of the contribution they make
towards providing core information resources for Institute programmes as well as their value in
providing broader access to the results of scholarly activity for researchers. In practice, library
subscriptions will consist of a range of individual serial titles in print and/or online as well as a
number of aggregated databases, containing journals, reports or other types of information. The
provision of IReL funding to Institutes of Technology, if it occurs, will have a significant effect on the
subscriptions available in the library.
Ideally, subscriptions should be acquired for each programme from within their individual
allocations. However it is not practicable to divide subscriptions programme by programme. The
library will treat the combined programme subscription allocations as a unit. Requests for new
subscriptions and suggestions for cancellations will be gathered as well as feedback from product
trials and an annual review will take place in May/June of each year. In general, decisions on
subscriptions for the following year will be made at this time. Consideration will be given to having
subscriptions run from September each year. This would allow cancellations and new
subscriptions to come into operation during the summer period and would mean that new
resources would be in place for the start of each academic year. However, the starting point for
subscriptions is often dependent on the vendors or publishers Other (ILL, Document Supply,
Binding, Online Searching).
In order to prevent excessive and inappropriate use of the Inter Library Loans service, quotas have
been put in place for different types of user.
Allocations of Inter Library Loan requests to different categories of user will be reviewed on an
annual basis. Until further notice, these will be as follows:
•
Research Students:
30 request per year
•
Teaching Staff:
20 requests per year
•
Honours Degree Students:
10 requests per year
•
Certificate, Bachelor Degree Students:
2 requests per year
The principal sources of Inter Library Loans and document supply are:
•
The British Library
•
Subito
•
IT Partner Libraries
•
Other Irish and UK Libraries
External users are allocated two ILL requests each year.
The importance of checking IT, Sligo Library stock before requesting an ILL will be stressed in user
education.
A binding and conservation programme will be maintained for important journals, student research
which has lasting value and rare and valuable book items.
Purchases
Once the budget required for subscriptions, inter library loans, binding and other areas has been
determined, the remainder will be allocated to purchase. Because books remain an important
Quality Assurance Manual IT Sligo 2013
resource, especially for undergraduate students who form the majority of the student body, the
library will ensure that at least 30% of resource expenditure is used for purchases each year, and
will endeavour to raise this to over 50% whenever possible, the bulk to be spent on printed books.
Because of the increasing range of online and distance learning delivered by the Institute, the
library will review on an ongoing basis material available in an e-book format. If an appropriate
resource becomes available, the library will consider using a proportion of its book purchase fund
for e-book acquisition. Issues which will need to be considered include the transfer of book
acquisitions budget from an ownership to a subscription model with the implications this has for
future access to the material.
A proportion of the purchasing budget will be set aside for non programme specific resources
including provision for general reference material and cultural provision. The remainder will be
allocated across academic programmes.
The library will continue to develop a small collection of films on DVD to complement an older
collection on video.
The Library will develop a small collection of language learning material in the form of packs
consisting of books with accompanying CDs.
The library may not be in a position to provide access to online or other electronic material
accompanying print books as this is often restricted to single user access.
Formula
To allow for a fair distribution of allocations to academic programmes, a formula is used taking into
account the following factors:

Cost of items in each programme area

Student numbers each programme area

Teaching staff numbers in each programme area

Level of work in each programme area
This will produce a set of figures dividing the annual budget allocation across the Institute
programmes.
Suppliers
The library will ensure that a range of suppliers for books and other purchased resource material is
used and that they are evaluated as to value for money and quality of service on a continual basis.
Processing services and EDI facilities may be availed of with some suppliers.
Responsibility for Selection
The responsibility for selection of library resources is shared between the professional library staff
and academic teaching staff. Library staff bring an overall sense of balance to the provision of
resources while academic staff will have expertise in the subjects within programmes and courses
which they teach.
Library staff will liaise with chairpersons and members of course/programme boards. In particular,
the deputy librarian will develop contact lists of staff on each of the academic programmes and
maintain a correspondence with them on resource development needs on an ongoing basis.
Budget allocations will be communicated based on formula programme allocations and every
attempt made to acquire a prioritised set of programme resources each year. The Library Staff will
provide boards and their representative with aides to selection in the form of publication lists and
bibliographical support and may also arrange for approval collections. These will be discussed and
evaluated resulting in agreed lists of items to acquire.
While the bulk of library resource acquisition will take place in co-operation with teaching staff, the
library will retain major responsibility for ensuring continuity and balance in subscriptions and a fair
allocation of ILL facilities. Library staff will also retain major responsibility for ensuring that library
reference collections in print, electronic and other formats are balanced and comprehensive. On
occasion library staff may also undertake the purchasing of a foundation set of resources in a
particular subject or programme area particularly if a new course is being developed and current
Quality Assurance Manual IT Sligo 2013
library resources are inadequate. One of the methods used for developing lists of material will be
an examination of the stock of other academic libraries.
The library will accept requests for library resources from individual staff members (teaching and
non teaching), students and users from the extended regional community. These may be
considered in discussions with members of course/programme boards or for library reference
resources. Consideration will also be given to the library’s responsibility to support individual
research by teaching staff which will enrich their teaching activity. Decision to purchase items
requested by individuals outside the formal liaison process with members of the course/programme
boards will rest solely with professional library staff.
Resource Provision Levels
The various levels defined in this section will be applied as appropriate to each course.
Information Level Minimal
A small range of introductory books. A good collection of general encyclopaedias will provide
introductory coverage to a wide range of subjects. This level also provides for a basic collection of
fiction for leisure and general interest reading. While the number of books will be small, a wide
range of authors will be covered. The library will engage in a continuing exploration of free online
resources and through the use of tools such as RSS Feeds, Blogs, gateways etc. will attempt to
direct its users towards relevant material.
Information Level Special Interest (specific areas to be defined)
Usually a subject of local or Irish interest but which the Institute does not teach eg. Irish history,
Irish folklore, biography. Newspapers reviews will be scanned and significant new publications will
be purchased. National series such as the Irish Texts Society, Liostaí Logainmneacha etc. will be
considered for purchase.
Basic Undergraduate Level
Best and latest editions of a range of text books at a level appropriate to that at which the subject is
taught. A small representative collection of basic reference books or reference resources in other
formats.
Advanced Undergraduate Level
Subscription to a small selection of core journals either individually or as part of aggregated full text
databases. Subjects will be included in the broad coverage of one or two of the library’s main
database subscriptions. A similar range of textbooks and basic reference resources to that at
Basic Undergraduate Level.
Research Level
Since the Institute budget is relatively small, and Institute research increasingly diverse, any
attempt to provide substantial research resources locally will not succeed. However, the possible
extension of the IReL project funding to the Institute of Technology sector would greatly increase
online research resources. Pending IReL the library will concentrate on providing a range of ILL
and document supply services for postgraduate students and staff doing research. Areas where
the Institute has a research interest will be considered when purchasing major databases of full
text journals and other material. The library will also attempt to put certain specialised individual
resources in place as an aid to research without aspiring to a comprehensive range of resources
eg. British Standards Online.
Language
The bulk of material will be in English. Where the Institute teaches a language, substantial
language learning resources will be put in place in addition to a representative selection of the
language’s literature.
The Institute will pay special attention to the development of the Irish language. All Irish language
development projects in the Institute will be fully supported by the library. The library sees as its
Quality Assurance Manual IT Sligo 2013
responsibility the provision of a representative collection of all material published in Irish. The
Librarian is currently responsible for coordinating the implementation of the Official Languages Act
in the Institute.
Multiple Copies
The Library will attempt to balance the demand for large numbers of copies of particular text books
against the need to utilise limited financial resources to get as wide a variety of books as possible.
When considering the number of copies to purchase, the library will use the following set of criteria.
1
2
3
4
5
6
Is this a basic text that all students in a class are required to purchase? The library
resource fund is not there to eliminate the need for students to purchase personal copies of
books. Teaching staff requesting items for purchase must verify that they are not a
required purchase for students.
Is this an item which contains material of relevance to the course but which lecturing staff
feel it unreasonable for a student to purchase him/herself because of cost and/or because it
is not a basic text.
Will a teaching copy be on loan for long periods to the lecturer thus denying access by the
students? It should be noted that in general the library resource fund is not to be used to
provide personal copies of books or other items for lecturers.
Is it an item which requires to be seen by a large group of students over a short period of
time
Would the purchase of a variety of different texts provide a better overall insight into a
subject area for students than leaving them depending on one text. Teaching staff should
confirm whether students must see the book or whether it is part of a general choice of
additional reading.
How many other multiple copy items have been purchased for this course. Do teaching
staff on the course seem to be requesting multiple copies across the board without
considering the merits of individual items.
Quality Assurance Manual IT Sligo 2013
Selection criteria
Since responsibility for resource provision is shared between library staff and Institute teaching
staff, each will have a contribution to make in determining whether individual resource items should
be acquired. To qualify for acquisition an item should meet the following criteria or groups of
criteria in order.
1
2a or
2b or
2c
4
5
6
7a or
7b or
7c
8
Criteria
Funds are available
The subject matter is one which fits in with planned
programme/course resource acquisition
The subject is likely to benefit research of individual
staff member and ILL is not an option.
The subject bears a coherent relation to the existing
resources and/or fits in with policy for selection of non
course items.
Format is suitable (See format criteria below)
Presentation is suitable
Level of treatment is suitable
Author’s Reputation is good
Reputation of originating society, organisation or
publisher is good.
Authoritativeness is reflected in recommendations by
respected authorities or book reviewers
Cost is acceptable
Responsibility
Library Staff
Shared
Shared
Library
Shared
Shared
Shared
Teaching Staff
Shared
Shared
Shared
Formats
In selecting resources, consideration should be given to the format in addition to the subject
matter. Criteria include:
1.
2.
Criteria
Method of Authentication. In general all electronic
resources should be capable of being made available
via Innovative's Web Access Management module or
a similar IP based authentication method.
Provides Ease of access. Is the search interface easy
to use?
Quality Assurance Manual IT Sligo 2013
Responsibility
Systems Librarian
Shared
Supplier Services
Library suppliers for purchases and subscriptions provide a wide range of value added services.
The library will only use one or more of these services if an evaluation suggests they will aid the
library in fulfilling its mission. Examples of services are as follows. This list may be added to at a
later date.
Information to Support Item Selection
Service
Supplier Databases
Evaluation selection criteria

These may include an ordering facility and order
tracking information. Since a Millennium order must be
generated for every item supplier databases are mainly
useful as a bibliographic tool and for tracking orders.
Extended search for hard to 
This may be useful, but only if the cost of the
locate items.
item is not excessive.
Current awareness services 
May have potential value as a means of
informing teaching staff of new services. However, it
requires considerable administration setting up profiles
for multiple teaching staff.
Approval collections

Must be relevant to library resource development
policy as set out in this document

Efficient arrangements for delivery and return of
unwanted items - it must be as easy to return an
unwanted item as to order it.

Good promotion among teaching staff so wide
range see the material
Donations
The Library will accept donations of resources in any format provided it is free to dispose of them
as it sees fit. To be added to library resources, a donation must fulfil selection criteria in the same
way as other acquisitions. Having been certified as processed by acquisitions staff, donations are
acknowledged by the Librarian in writing.
All donations are final. By the act of donation, the donor permanently relinquishes all rights to
ownership and dispensation.
Mission, Values and Vision of IT, Sligo
In developing its resources and services, the library will adhere to the mission, values and vision of
its parent institution as outlined in: A Strategy for Change, Building for the Future 2009-2012
Library Co-operation
IT Sligo Library participates fully in cooperative arrangements among IT libraries. These include
consortium pricing arrangements for database subscriptions. The library was among the first to
install the Millennium library system in the IT sector as part of the An Chéim project. A number of
formal cooperative structures have been set up as a result of the increased cross sector
cooperation generated by the An Chéim project.

Partners: IT Sligo library participates in a partner’s project with the other Institutes of
Technology to increase the level of inter library loans between these institutes. The partners
module of the Millennium system allows for easy searching and transmission of loan requests to
partner institutions
Quality Assurance Manual IT Sligo 2013

Bibliographic Standards Workgroup: Staff of IT Sligo library are actively involved in the
generation of bibliographic standards for the IT sector. This allows for greater accuracy in cross
searching of catalogues and increases access to resources from other institutions.
Because of its isolation, the library will make all possible use of existing channels of co-operation
between itself and other libraries to help fulfill the needs of its community. In practice this entails a
substantial budget allocation to British Library Inter Library Loans and an active policy of
investigating a range of document supply options. The Library will not rule out any reasonable
source of information for an individual user on a case by case basis and free use is made of
informal calls or emails to colleagues in other libraries.
Resource Maintenance
Definition
Ensuring resources are not only appropriate but suitably up to date, in good physical condition if
relevant, easily accessible and in a format that ensures maximum exploitation by users.
Locations
Resources will be placed as appropriate in a range of locations both physical and electronic.
These include main collection, reference, restricted loan, standalone, networked, intranet, internet,
storage etc. Resources will also be discarded if necessary. The Library web site will continue to
be developed as a gateway to information resources and library services and will be used
especially to make services available to distance students.
Review and Weeding
This involves examining resources to see if they should remain at their location. If the current
location is no longer considered appropriate, resource items may be moved to another location
(including storage) or discarded.
A complete review/weeding of resources should take place every three years. In the intervening
years, selective weeding should take place of resources for subject areas in which there is a rapid
rate of change or where resources date quickly.
The subject areas are:
•
Computing
•
Electronic Engineering
•
(others to be defined)
When removing items from the current collections, a decision will be made as to whether they
should be discarded completely from stock or placed for a period in the Withdrawn Collection along
with other items which may be out of date an inappropriate for general current use, but which have
an ongoing historic value.
Weeding Criteria and Actions to be followed in order
Criteria
1
Actions
I
or
ii or
iii
2
i
3
Physical condition beyond repair
Replace with latest edition if available in strongest
format, if it still meets selection criteria and if funds
are available.
Send for binding if still meets selection criteria and
if funds are available
If funds are not available place in storage or
discard depending on whether it meets selection
criteria.
Excess number of duplicate copies
Offer it to teaching staff, to book collection charities
or discard
Superseded editions
Quality Assurance Manual IT Sligo 2013
I
or
ii or
iii.
4
I. or
ii
5
i
Acquire new edition if still meets selection criteria
and if funds are available.
If space allows, maintain one copy of previous
edition.
If previous edition is of higher quality, maintain all
copies
Outdated Material
If suspected outdated, check with teaching staff or
in standard bibliographies. If confirmed outdated,
either put in storage or discard. Subject area will
be considered for replacement titles.
Certain subject areas will never be regarded as
outdated:
Art
(others to be decided on)
Insufficient use
Not in itself a reason for weeding unless other
criteria are involved such as lack of space or
outdated material. Teaching staff should be
consulted
Quality Assurance Manual IT Sligo 2013
7.9 Student Support Services
7.9.2
Introduction
The aim of Student Support Services at the Institute of Technology, Sligo, is to provide a
comprehensive and caring service, to help our students achieve their full academic and personal
potential. The services have been developing and expanding especially during the past decade
when resources were more plentiful than in the 1970’s and 1980’s. Student Support Services offer
specialised and general services to students. Each specialised service evaluates its effectiveness
by means of surveys, reports and workshops. A review of each service is carried out through the
Student Support Services Committee and this Committee communicates to students through a
range of publications and information leaflets. The process is enhanced through the Student
Support Services Handbook which each student receives on registration. A Student Charter is in
preparation at the present time which will set out the rights and responsibilities of the Institute vís a
vis students and the rights and responsibilities of students vís a vis the Institute. It is planned to
table a draft Charter to the June 2003 meeting of the Academic Council.
7.9.3 Scope
This Chapter examines and explains the evaluation system used where appropriate for the
following Student Support Services:
Chaplaincy
Counselling Service
General Student Services
Health Services
Sports and Recreational Facilities
Student Orientation
Student Clubs and Societies.
7.9.4
Chaplaincy
The Chaplaincy is staffed by a Catholic Priest, a Church of Ireland Minister and supported by an
assistant Chaplain who is a student on secondment. The Chaplaincy fosters a sense of
community and good relations between students, between students and staff, and between various
groups within the Institute. Students socialise at least once daily in the canteen, in college cafes
and student bars. The Chaplain visits student houses on average once a week. A fortnightly
student’s newsletter, “I.T.S. Happening”, is published by the Chaplaincy which details every current
activity in the Institute. The Chaplaincy produces an introductory leaflet on the Chaplaincy for first
year students.
7.9.5 Counselling
A full-time Student Counselling Service at IT Sligo has been in operation since September 2002.
The service is staffed by a Counselling Psychologist who offers the following services:
 individual and group psychotherapy to students
 an educational, training and advisory service to staff and concerned family members and
colleagues
 workshops, seminars and consultancy for Problem Prevention and Health Promotion
 liaison, consultation and referral with internal and external professionals and voluntary support
bodies.
Quality Assurance Manual IT Sligo 2013
Evaluation of the service is undertaken by quantitative and qualitative methods, using a purpose
designed database and Evaluation and Feedback forms. However, it is still too early to evaluate
the effectiveness of the service and to determine the effectiveness of its evaluation procedures.
7.9.6 Student Health Services
 The Health Service is staffed by a full time nurse and two medical doctors one male and one
female. It organises various Health Promotion events during the academic year.
 The major event of the year is the Drug and Alcohol Awareness Programme which is aimed at
first year students. The Programme is carried out on an individual class basis.
 Other events organised include a Health Fair, Aids Awareness Day, Feel Good Day, Daffodil
Day and Healthy Heart Day. The services run specialised Asthma and Skin Clinics.
 A Bereavement Group is organised, depending on demand, facilitated by the Nurse and the
Chaplain.
 The Institute has participated in the current College Lifestyle and Attitudinal National Survey
being carried out by the Department of Health and Children.
7.9.7 Student Orientation
Orientation is part of a process by which students adapt and adjust to the new circumstances of life
at the Institute. A key factor in helping students is the efficient communication of relevant
information before and just after they arrive at the Institute. This takes on a number of forms:
 Student Induction – September – This an Institute wide service over a number of days involving
the Academic Staff of every programme and all the support services available to students listed
from 7.2.3 to 7.2.7.
 A Student Support Services Handbook is published annually.
 An electronic messaging system is installed in the Institute and should be operational by the
end of March. The purpose of the system is to improve communication with students.
 A survey of first year students is carried out to obtain feedback on the orientation process. A
special Orientation Programme for students who missed the Induction Programme in September is
held in November. First time students who were not first years were also targeted.
7.9.8
Student Accommodation
The student accommodation around IT Sligo boasts some of the most stunning scenery of any
student housing facilities in the country.
There are in excess of 2000 beds in purpose built accommodation close to the campus. The
following is a list of student accommodation in the area:
Ard Nua Village
www.ardnua.com
The Village Clarion Road
www.thevillagesligo.ie
The Grove
www.thegrovesligo.ie
Quality Assurance Manual IT Sligo 2013
Yeats Village
www.yeatsvillage.ie
Gateway Apartments
www.gatewayapartments.ie
Milligan Place
www.milliganplace.com
Lake Isle
www.propertyteam.ie
An accommodation list of other vacancies is available from the Institute Reception or by contacting
Leroy Lenehan on 071 915 5463. This list comprises all the landlords who have applied to be
included in the Accommodation list of Digs and Self Catering accommodation available to students.
All accommodation is privately owned and the Institute is not responsible for any agreements
reached between tenants and landlords.
7.9.9
Sports and Recreational Facilities
The Institute has a wide variety of Clubs and Societies, catering for sports and other student
interests.
The Institute has the following resources:




Floodlit championship standard playing pitches for gaelic games, soccer and rugby
An all weather running track with facilities for track and field athletics
Hi spec training pitches
Knocknarea Arena
The following facilities are available to all students and staff in the Knocknarea Arena:
 Sports hall for indoor sports, large enough to accommodate two full five-a-side pitches or two
basketball courts.
 Multi-purpose area for a variety of uses.
 A state-of-the-art gym with over thirty exercise machines and a number of further stations for
personal fitness.
 Snack bar with a viewing balcony over the Athletics arena and playing pitches.
In the evening the indoor arena is used for concerts and other performances and also when
required we use it for exams and Institute events such as conferrings. The Institute may also avail
of sports facilities in the region on a hire basis for example swimming pools are hired. The Institute
also supports sporting activities by the recruitment of coaches. These coaches are approved by the
National Governing Body (NGB) of the sport involved.
The institute offers a number of annual sports scholarships for sports men or women competing
at an elite level. Holders will be expected to represent IT Sligo at third level competitions while
satisfying academic requirements.
The overall aim of the scheme is to recruit, manage and develop players/athletes with exceptional
ability so as to position IT Sligo as a premier centre of sporting performance.
The Facilities Manager (Sport and Recreation), assists in the running of Institute Clubs and
Societies by recruiting coaches and overseeing their work. The Clubs and Societies Coaching
Quality Assurance Manual IT Sligo 2013
Programme is funded by the Student Clubs and Societies Finance Committee and is reviewed by
that Committee on an annual basis.
Quality Assurance Manual IT Sligo 2013
7.10
Information Technology
7.10.1 Introduction
The Information Technology Manager is responsible for delivering and supporting the Information
Technology and Telecommunications Services of the Institute. IT Services comprise a team of up
to 10 centralised support personnel providing cover to the whole campus within the following
areas:




Servers, Network & Telephones
Desktop Services
MIS
Audio Visual
Access to IT support services for Staff and Students is provided via email and web based helpdesk
systems backed up by a comprehensive online knowledgebase of frequently asked questions
(FAQ’s). Service Level Agreements have been put in place to guarantee minimum service levels
in the event of equipment failure and an example of one such agreement is in Appendix 7.2.
All staff and students are required to abide by the Campus Acceptable Use Policy (AUP) vide
Appendix 7.3 also annexed to this document.
Computing facilities at IT Sligo are modern and constantly upgraded so as to ensure students and
staff are well equipped with the necessary IT skills for today’s work environment. Facilities are
spread across the three Schools and comprise no fewer than 20 dedicated and non-dedicated
computer laboratories running applications from Microsoft Office(r) to AutoCad(r). Laboratories are
equipped with Pentium class Personal Computers, Laser printers are fully networked within a
Windows NT/2000 environment.
Access to the internet is provided in all supervised laboratories and in the library.
The college network is switched/shared ethernet to the desktop with a gigabit ethernet, fiber based
backbone amongst all college buildings. The network was built utilising the Cisco 3548, 6509 and
7200 series family of gigabit products. A secure multi-VLAN network topology is provided by the
gigbit attached Cisco 7200. Servers are gigabit or Fast Ethernet attached to the backbone.
IT services currently support some 30 servers and 1100 desktops spread throughout the 3 main
Schools plus network access to the Business Innovation Centre and Student Accommodation.
Quality Assurance Manual IT Sligo 2013
APPENDIX 7.2
Service Level Agreement Example
Network, Computing & Software SA
Who Is Supported Under This Agreement
This agreement is intended to cover all campus administrative and academic areas,
including the following:
Presidents Office
Registrars Office and all sub functions
Finance and all sub functions
Development Office and all sub functions
School of Business & Humanities
School of Science
Aula Maxima
The following are covered by their own agreements :
School of Engineering
Student Residences
Business Innovation Centre
Note: Unless specified support offered is First Level - ie Desktop Support will be
directly provided for problem resolution. Where specific agreements are in place
Second Level consulting support is provided for problem resolution.
Methods of Contact
The Online Help Desk acts as a central point of contact for all technical support,
including hardware and software questions, installations, network connection requests
and troubleshooting. Staff are requested to submit requests online here and only in an
emergency contact the
IT Manager at ext 365.
Out of 9-5 hours the technician on duty resides in room D2009 telephone ext 376.
Hours of Operation
Assistance will normally be available from 9:00 AM to 5:30 PM, and at a severely
reduced level from 6:00 PM to 10:00 PM Monday through Thursday, and again from
9:00 AM to 4:30 PM on Friday except when the College is closed due to holidays,
Public and Church, or administrative closings. During Academic term support is
available on Saturdays from 10:00 AM to 1:00 PM and 2:00PM to 4:00 PM.
Responsibilities of Those Making a Request
Callers to Desktop Support will be expected to be able to provide the following
information when making a request.

Complete contact information (first and last name, department, and phone
number)

The Location of the affected computer / equipment

A clear and specific description of the problem or request
Supported Equipment
Quality Assurance Manual IT Sligo 2013
All staff Offices and Computer Laboratories, computers, printers, scanners and
network equipment
Supported Software
Fully Support
Desktop Support will install (once covered by license agreement or a site license) and
troubleshoot, these applications. It is not the responsibility of Desktop Support to train
individuals in the use of these applications.















Windows NT/2000
Microsoft Office 97/2000/XP
Microsoft Development Suite, VB, VC, VJ++ etc.
Eudora
Internet Explorer (browser only, no e-mail)
NAI Antivirus
QWS3270 (telnet client for Library system or Finance)
Photoshop
Quark Express
Minitab
SPSS
TASBOOKS
Autocad 2002, Other Engineering Software
Help Desk Software
Banner 2000 when available
Not Supported
Desktop Support will not assist you in installing, using, or troubleshooting products of
this nature. The list below is not inclusive. Please contact the IT Manager at ext. 365
for a determination on applications not listed.







WordPerfect
Microsoft Works
Lotus 1-2-3
Non-instructional games of any sort
Screensavers
Non-instructional audio
Non-instructional internet appliance software, such as active x controls etc.
Response Prioritisation
The IT Manager will use the table below in assessing and prioritizing requests.
Actual resolutions may be shorter or longer depending on the volume of requests at
any one time.
Level
Criteria
Target Response
Emergency
Affects more than three individuals,
no workaround available. Example:
Class can't be taught because
network is down.
Will call technicians for
asap response.
Quality Assurance Manual IT Sligo 2013
High
Affects one to three individuals, no
workaround available. Example:
Computer with critical data on it won't
boot.
Initial Assessment and
prioritisation within two
working days.
Normal
Affects fewer than three people,
workarounds available. Example:
Can't check e-mail from one
computer, but could use another.
Initial response within
five working days
Low
No affect on productivity, or
unsupported software. Example:
Monitor showing b/w instead of color.
Best effort as time
allows. No guarantee of
response.
Quality Assurance Manual IT Sligo 2013
APPENDIX 7.3
Campus Acceptable Use Policy
1.
Network, Computing & Software Usage Regulations
1.1
General Computing Facilities
Computing facilities provided by the Institute are to be used by students of the college solely for
work associated with research and courses of the Institute. Computers, printers and college owned
software and Internet access must not be used for any other purpose.
1.2
Software Licensing
No software shall be installed by any student.
1.3
Access to Computers
(a) Students should not leave computers logged in and unattended. Students will be held
personally liable for use of computers for non-course related activity, and for documents and
images stored or downloaded from the Internet or other sources, while the computer was left
logged in and unattended.
(b) Students should be aware that all files saved to college computers and network servers are
date, time and User ID stamped, as are all visits to websites outside the college.
Email must not be used for propagation of chain email or for the transmission of offensive
images/cartoons or material which is unrelated to course work. Use of Email is governed by the
Email AUP provided in section 3.
The use of Internet Chat software such as ICQ or MIRC is forbidden at all times, and downloading
copyright infringing MP3 or other music format files, is forbidden at all times. Students shall be
personally liable for damages to the intellectual property owner.
1.4 Audit
College management reserve the right to periodically and randomly audit student computers, and
email/network storage areas for breaches of this policy, without warning.
1.5 Penalties
Penalties for Breaches of this code of practice and or the Internet/Email Acceptable Use Policy will
result in disciplinary action, up to and including suspension and/or expulsion.
It is understood that by using college provided computers, network and Internet you agree to be
bound by the following Internet Acceptable Use Policies (AUP).
2.
Internet Acceptable Use Policy
The Institute of Technology, Sligo (ITS) Acceptable Use Policy has been formulated with the
following goals in mind:
1. Ensure security, reliability and integrity of the colleges’ network, and the network of others.
2. Avoid situations that may cause the Institute to incur civil liability
3. Maintain the image and reputation of the Institute
4. Preserve the value of Internet resources as a conduit for free expression
5. Encourage the responsible use of network resources, discouraging practices, which degrade
the usability of network resources and thus the value of Internet services
6. Preserve the privacy and security of individual users
Quality Assurance Manual IT Sligo 2013
The Acceptable Use Policy below defines the actions which ITS considers to be abusive, and thus,
strictly prohibited. The examples named in this list are non-exclusive, and are provided solely for
guidance to ITS users. If you are unsure whether any contemplated use or action is permitted,
please contact the Computing Services Manager in writing.
General Conduct
Users are prohibited from uploading/downloading on or through any of ITS computers or network,
any material that is, in IT Sligo's sole discretion, unlawful, threatening, abusive, libellous,
pornographic, racial, hateful, or encourages conduct that would constitute a criminal offence, give
rise to civil liability, or otherwise violate any national, EU or international law.
ITS computer and network services may only be used for lawful purposes. Transmission,
distribution, or storage of any information, data or material in violation of European Union or Irish
National regulation or law, or by the common law, is prohibited. This includes, but is not limited to,
material protected by copyright, trademark, trade secret, or any other statute.
The provision of remote access to users is not permitted except through prior agreement with the
Computing Services Department. The resale of ITS computer and network services is not
permitted.
System and Network Security
Users may not attempt to circumvent user authentication or security of any host, network, or
account ("cracking"). This includes, but is not limited to, accessing data not intended for the User,
logging into a server or account the User is not expressly authorized to access, or probing the
security of other networks.
Users may not attempt to interfere with service to any user, host, or network ("denial of service
attacks"). This includes, but is not limited to, "flooding" of networks, deliberate attempts to overload
a service, and attempts to "crash" a host.
Users who violate systems or network security may incur criminal or civil liability. ITS will cooperate fully with investigations of violations of systems or network security at other sites, including
co-operating with law enforcement authorities in the investigation of suspected criminal violations.
Email
As set out in the specific Email AUP.
USENET
Postings to USENET newsgroups must comply with the written charters or FAQs for those
newsgroups. Users are prohibited from posting the same or similar message to large numbers of
newsgroups (excessive cross-posting or multiple-posting, also known as "USENET spam"). A
User may not solicit mail for any other address other than that of the user's ITS account, with the
intent to harass or collect replies after ITS network service has been terminated.
IRC (Internet Relay Chat)
ITS is not liable for the content of any communications made on IRC. ITS reserves the right to ban
from IRC usage any user whose conduct is, in ITS's sole judgement, inappropriate or disruptive.
IRC robots ("bots" or "clones") may not be run from ITS accounts, or on any ITS server.
Users are prohibited from using IRC scripts or programs that interfere with or deny service to other
users on any server or host. Users are also
Quality Assurance Manual IT Sligo 2013
prohibited from engaging in activities, which harass other users. This includes, but is not limited to,
"flooding" (rapidly entering text with the intent to fill the screens of others), "flashing" (disrupting
terminal emulation), "take-overs" (forcibly seizing operator privileges), attempting to send private
messages to those who do not wish to see them (via "ignore"), attempting to return to a channel
after being banned from it, and other disruptive behaviour
Other Internet based Services
The User is made aware that this AUP governs the use of other Internet based and/or future
services not listed here.
3.
Email Acceptable Use Policy
Electronic mail enables Institute students to communicate promptly and efficiently with colleagues
internally within the organisation and enables a prompt and efficient service from the Institute to its
clients/customers/suppliers. E-mail can also be used to communicate with other individuals and
organisations with whom Institute students interact with. While E-mail brings many benefits to the
Institute in terms of its communications internally with members and externally it also brings risks
to the organisations. For that reason it is necessary to have a code of practice which regulates its
use and which sets down its specific rules for the use of e-mail and Internet. Every student has a
responsibility to maintain the Institute's image, to use these electronic resources in a productive
manner and to avoid placing the Institute at risk for legal liability based on their use.
Use of E-mail
E-mail is a personal computerised and efficient communication system which enables the sending
and receiving of messages between students and between the Institute and its
clients/customers/suppliers. Documents and materials can be attached to E-mails. E-mail can
effectively by-pass typewritten documents, faxes and the need to post documents.
There, are, however risks attached to the sending of E-mails and they are :
1. Your message may go to persons other than the intended recipient and if confidential or
commercially sensitive this could be damaging to the Institute.
2. E-mail messages can carry computer viruses which are particularly dangerous to the Institute's
computer operations generally.
3. Letters, files and other documents attached to E-mails may belong to others and there may be
copyright implications in sending or receiving them without permission.
4. E-mail is speedy and, as, such messages written in haste or written carelessly are sent
simultaneously and without the opportunity to check or rephrase. This could give rise to legal
liability on the Institute's part such as claims for defamation, etc.
5. An E-mail message may legally bind the Institute contractually in certain instances without the
proper authority being obtained internally.
6. It should be remembered that all personal data contained in E-mails may be accessible under
Data Protection legislation and, furthermore, a substantial portion of E-mails to Government and
other public bodies may be accessible under Freedom of Information legislation.
7. E-mails should be regarded as potentially public information which carry a heightened risk of
legal liability for the sender, the recipient and the organisations for whom they work.
Quality Assurance Manual IT Sligo 2013
Rules for E-mail use
In order to avoid or reduce the risks inherent in the use of E-mail within the Institute the following
rules are necessary :
1. Sent by a student member. This reflects on the Institute's image The Institute's name is included
in the heading carried with every message and reputation. Therefore, E-mail messages must be
appropriate and professional.
2. E-mail is not for private purposes nor should E-mail be used for any purpose, other than
Institute business. All E-mails issued from the Institute will carry a disclaimer saying the E-mail is
intended only for IT Sligo use and if used for any other purpose a named person should be
contacted immediately within the Institute.
3. Particular care should be taken when sending confidential or commercially sensitive
information. If in doubt please consult your Lecturer, Head of Department/School or Function
Head.
4. Great care should also be taken when attaching documents as the ease with which one can
download files from the Internet or 'cut and paste' materials from electronic sources increases the
risks of infringement of the rights of others particularly the intellectual property and other
proprietary rights. Also attaching documents may give rise to the release of information not
intended hence the importance of vetting attachments. Again if in doubt please consult your
Lecturer, Head of Department/School or Function Head.
5. Extra caution needs to be taken with E-mail messages in respect of any disparaging remarks
that may be contained therein. An E-mail should be regarded as a written formal letter the
recipients of which may be much wider than the sender intended hence any defamatory or
careless remarks can have very serious consequences as can any indirect innuendo. Avoid the
use of indecent, obscene, sexist, racist or other inappropriate remarks whether in written form, in
cartoon form or otherwise.
6. If you receive any offensive, unpleasant, harassing or intimidating messages via the E-mail you
are requested to inform your Lecturer, Head of Department/School or Function Head, or the IT
Department immediately. It is important that we trace such E-mails as quickly as possible.
7. Any important or potentially contentious communication which you have received through E-mail
should be printed and a hard copy kept (e.g. confirmation of order etc.) Where important to do so
you should obtain confirmation that the recipient has received your E-mail.
8. The Institute reserves the right to review, audit, intercept, access and disclose all messages
created, received or sent over the electronic mail system for any purpose.
Notwithstanding the Institute's right to retrieve and read any electronic mail messages, such
messages should be treated as confidential by other students and accessed only by the intended
recipient. Students are not authorised to retrieve or read any e-mail messages that are not sent to
them. Any exception to this policy must receive prior approval from college management. However,
the confidentiality of any message should not be assumed. Even when a message is erased it is
still possible to retrieve and read that message.
Quality Assurance Manual IT Sligo 2013
Formal Acceptance of the Code of Practice
I, the undersigned, hereby declare that I have read the college Computing Code of Practice and
Internet Acceptable Use Policies and agree to be bound by them, in the full knowledge that any
breach of the above policies and code may lead to suspension and or expulsion.
Print Name
Course Name and Year
User Logon ID
Signature
Quality Assurance Manual IT Sligo 2013
Chapter 8
Evaluating Research Programmes
8.1
Introduction
The Institute has been actively involved in research and development activity since the 1980s.
Initially such activity was concentrated in the areas of science and technology, but more recently
research activity has started to take place in the fields of business and humanities. Research
activity in the Institute is shaped by the Research Management Strategy (RMS), ratified by the
Academic Council on 19 February 1999.
A key element of the RMS is to ensure the quality of research activity within the Institute. The
Strategy is put into practice by the Research and Development Subcommittee of the Academic
Council and by the Office of the Head of Research. These two bodies have worked together to
develop a set of policies and procedures for the maintenance of quality standards.
8.2
Scope
This Chapter describes the organisation and implementation of quality assurance systems for
research at the Institute. An initial set of research Quality Assurance procedures was submitted for
approval to the Research and Development Sub-committee of the Academic Council in February
2003; these are included in the Institute Procedures Manual.
The overall research quality assurance environment can be described as having a number of
elements and involving a number of stakeholders, as described in Fig. 8.1.
Figure 8.1: The Research Environment at IT, Sligo.
External
Internal
(Researchers)
Internal
(Institution)
HETAC
HEA
DOES
Industry
Partners
Other
Partners
Supervisors
Postgraduate Students
Undergraduate Students
Academic Management
Academic Committees
Finance
Human
Resources
Development
Office
Registrar’s Office
The requirements of each of these stakeholders and groupings are considered and appropriate
regulations complied with during the design and delivery of any research project or programme.
Quality Assurance Manual IT Sligo 2013
8.3
Research Procedures
Research procedures are derived from generic HETAC procedures and specific Institute
procedures.
8.3.1
HETAC procedures
HETAC has established a range of quality assurance procedures for research, contained in the
document Postgraduate research degrees: Policy and procedures. This document includes
procedures that relate to:
1.
Postgraduate research degrees (entry requirements, Degree of Master (Research), Degree
of Doctor of Philosophy, transfer between registers).
2.
Application and admission (annual notification to Council, variations to candidature,
withdrawal of candidates, Higher Degree awarded for published work).
3.
Role and responsibility of sponsoring designated institution (research environment, research
conducted off-campus, supervision, supervising role and responsibility of the institution, training for
supervisor[s], responsibility of the postgraduate candidate, progress reports).
4.
Postgraduate research submissions (presentation of thesis, abstract of thesis, presentation
of performed/exhibited elements & of composition, date of submission).
5.
Assessment (examiners, criteria for the appointment of external examiners, criteria for the
appointment of internal examiners, appointment procedures, examination procedures, examination
of written element[s]/thesis, examination of performed/exhibited elements & of composition, oral
exam, conduct of oral exam, reports of external examiners, exam board meeting).
6.
Copyright and intellectual property rights (access to postgraduate research).
HETAC has published a consultation document that proposes the accreditation of Institutes by
HETAC to hold postgraduate registers, following a period of self-assessment and the assurance of
a comprehensive framework of personnel, facilities and systems, including: research facilities;
supervisor training; assessment of the progress of research; documented quality assurance
systems; proper design of research programmes and other issues. The Institute has responded to
this discussion document, indicating broad agreement (with some, relatively minor, noted
exceptions) and the intention of the Institute to seek accreditation, at the appropriate time.
8.3.2
Institute Procedures
All research procedures are submitted for consideration to the Research and Development
Committee of the Academic Council. Decisions of the committee are ratified by the Academic
Council as a whole.
The following procedures were presented to the Research and Development Committee for
consideration on 27 February 2003 and are included as draft procedures in the Institute
Procedures Manual:
1
2
3
4
5
6
7
8
Preparation of research funding applications
Selection of postgraduate students
Supervision of postgraduates working externally
Assessment of postgraduate progress
Grievance reporting by postgraduates
Change in project personnel
Purchase requisition authority limits for postgraduate research
Access to the Biosolids research sampling vehicle.
Quality Assurance Manual IT Sligo 2013
8.4
Integrating Research Quality Assurance
There are many stages in the development and delivery of a research project or programme.
Figure 8.2, on the next page illustrates these stages and the origins/location of procedures for
quality assurance associated with each stage.
It can be seen that, while there are a number of stakeholders with interests and responsibilities in
the area, an integrated system of effective quality assurance is in place.
Quality Assurance Manual IT Sligo 2013
HETAC procedures.
Stage
Institute (Research Specific)
procedures.
Institute (Non
Research
Specific)
procedures.
Definition of the
Nature of research
and particular
research awards.
Definition of the research
idea/ question.
This may originate from a
supervisor, a prospective
student, or a funding agency.
N/A.
Requirements for
research environment,
including physical and
human resources.
Requirements for
supervision.
Application for funding for
research.
This may originate from a
supervisor, the Institution, or
from a prospective student.
Guidelines for entry
requirements.
Requirements for
registration with
HETAC.
Regulations for
changing the student,
or the level of the
award.
Selection of students/
research assistants.
Where the contract is for a
studentship, selection is
carried out by supervisors, in
consultation with the Head of
Research. Where the
contract is for employment
of a research assistant,
selection is by the supervisor
in in consultation with the
Human Resources section.
Operation of the project.
The day-to-day operation is
the responsibility of the
supervisor, supported by the
office of the Head of
Research.
Procedure for clearance of
research application by the
Institute includes a requirement for
identification of background to the
project and the position of the
research within the current field.
Procedure for clearance of
research application by the
Institute includes a requirement for
identification of required and
available physical and human
resources. Proposed projects and
programmes must be properly
costed, must have adequate
overhead provision, must have
adequate staff provision and must
show appropriate project
management planning.
Full procedure for the selection of
students and research assistants.
Procedure for registration of
students with the Institute and
HETAC.
Procedures for the assessment of
progress and supervision of
students working externally.
Procedure for grievance reporting.
Procedures for variations to the
research direction, or to project
personnel.
Procedures for the management of
specific equipment, or other
resources.
Procedures for appointment of
examiners. Procedures for
submission of theses.
Procedures for
financial
management.
Procedure for
grievance
reporting.
Requirements
for reporting of
progress
and problems.
Guidance on thesis
writing and IPR.
Regulations for
assessment.
Regulations for the
appointment of
examiners.
Completion of the project.
This includes the writing of a
thesis and reporting to the
Institute and funding
agencies. It involves
appointment of examiners.
Quality Assurance Manual IT Sligo 2013
Human resource
management
procedures,
acquisition
procedures,
financial
management
procedures.
Procedures for
allocation of
physical
resources.
Human resource
management
procedures.
Procedures for
appointment of
examiners.
Operation of
examination
boards.
8.5
External Monitoring of Research Activity
Research activity in the Institute can be divided into a number of categories. In each category there
is involvement of external parties that helps to ensure the quality and strategic direction of
research.
Institute Seed Fund for Research
The Institute Seed Fund for Research aims to provide small sums in order to encourage research
by academic staff and by postgraduate students. Grants are provided on annual basis in two
categories:
1 Studentships that support a postgraduate student for a period of two years;
2 Small staff grants that provide funding for research consumables or attendance at international
conferences. The grants are administered through an application form and are determined
according to specific published guidelines by a 4-person panel that contains two external
members: one a researcher from an industrial setting, the second a representative from an IT or
University with a research background.
Strand 1 and Strand 3 Funding,( PRTLI) Programme for Research in Third Level Institutions
These research funding schemes are administered by the Council of Directors and the HEA
respectively. Each involves competitive application determined fully by external panels. The IT has
been successful in attracting significant research funding within this competitive environment.
Postgraduate Study Marks and Standards
The IT has adopted the HETAC Marks and Standards for postgraduate awards. This requires that
all postgraduate research leading to an award is monitored and evaluated by an appropriately
qualified external examiner.
Postdoctoral and Research Management Appointments
The Institute has created a number of positions in relation to the management and mentoring of
research. In all cases the selection panels for such positions have incorporated suitably qualified
external members
Quality Assurance Manual IT Sligo 2013
Chapter 9
Evaluation of Premises, Facilities and
Equipment
9.1
Introduction
The campus which is IT Sligo at the present time has grown from the initial building of 1970
through various stages of improvement and expansion, to the campus which covers an area of
32,132 square metres to-day.
The Institute is now in the strong position that all accommodation for students is located on this
campus.
9.2
Scope
This chapter details the policies, procedures and practice for the provision of physical resources
on campus. This includes the “
Provision of buildings
Building services
Building maintenance
Ground maintenance and development
9.3
Procurement and Refurbishment of Buildings
The procurement and refurbishment of buildings lies with the Facilities Manager.
In this the following steps are taken:

Identification of a need by a user department

Development of a brief for the design team by the user department and the Facilities
Manager

Selection of a design team by the Facilities Manager

Initiation of the design and cost control process by the Facilities Manager, including liaison
with the user department and with the DOES Planning & Building Unit

Procurement of planning permission and fire certificate

Tendering for the project, assessment of tender, appointment of
contractor

Initiation of construction and ongoing control procedures

Hand over of building

Completion of snags and agreement of final account.
9.3.1
Maintenance of Facilities

Estimates are made each year at the start of the calendar year of the expected costs to be
incurred in energy use, cleaning, maintenance of the building fabric, maintenance of building
services, security and the upkeep of the grounds.

Where appropriate contracts for these activities have to be tendered for and appointments
made.

Requests for unplanned maintenance are received by the Facilities Manager and prioritised
to ensure that teaching accommodation is operational for the timetabled periods.
Quality Assurance Manual IT Sligo 2013
9.4
Resources in the Schools
The Institutes Space Management policies are underpinned primarily by the Teaching and
Learning Strategy but also by The Research and Innovation Strategy. Teaching spaces are always
in high demand throughout the Institute. As part of any Programmatic or Institutional Review
process, the usage of space is considered. Part of this process includes each function prioritising
its space needs and redistributions are made accordingly by the Head of Development. In
situations of disagreement the Executive Committee or ultimately the President will arbitrate.
Technical support is provided to laboratories and workshops by qualified Technicians and by
attendants. The allocation of support staff is carried out by the Schools, based on prioritisation of
the demand by each course. In some cases, for example, apprenticeship training there are
specified ratios of staff to students which determines the level of technical support provided.
9.5
Central Timetabling
Currently, timetabling is undertaken independently by the three academic schools using spaces
assigned to them by the Head of Learning Environment. Discussions take place where spaces
have to be shared or when anomalies need to be sorted. The Head of Learning Environment
reviews the usage of the space as presented in the timetables and carries out occasional spot
checks to verify actual usage in practice.
Normally, in the month of May preceding the commencement of a new academic year the Heads of
Schools assess the demand and make proposals for space requirements to the Head of
Environment (who has overall responsibility for space allocation). These proposals take into
account the particular needs of a course (i.e. for dedicated studio space or speciality laboratories
or workshops) and a requirement to divide up a class into smaller groups for optimised teaching
purposes. When the actual student intake is known, in early September, a follow-up review is
undertaken.
The institute is embarking on a project to centralise the timetable function. This is been piloted for
the Academic Year 2010/2011 in the School of Engineering with a target of all timetables to be
centralised for the Academic Year 2011/2012. This project will enhance our space utilisation
planning in the institute and will ensure timetables are compliant with the approved course
schedules.
9.6
Equipment
One of the functions of the Programme and Policy committees within Schools, is to identify the
requirements for updating equipment. There is usually a budget allocation made annually for
capital equipment to each School and tenders are sought by advertising in national and
international press. Within the Schools, equipment requirements are prioritised and based on
course needs and available budget. Typical criteria used in the prioritisation process include:

Provide laboratory facilities fully equipped to a standard comparable with modern practices

View in the context of the long-term needs of education in the North West, rather than the
immediate requirements of a particular course

Support the continuing development and expansion of industry in the BMW region, by
ensuring that graduates are trained in the most up-to-date equipment

Recognise that rapid changes have, and are, occurring in the technology currently utilised by
industry. Therefore, some of the existing equipment/instrumentation that heretofore was deemed to
be adequate for teaching purposes may now be outdated.

Develop a strategy for phasing-in of the new equipment and ensure that technical support
staff and academic staff are fully trained on the new equipment.
Quality Assurance Manual IT Sligo 2013
Staff at all levels within Schools, are normally consulted in the preparation of equipment
requirement and the documentation is processed through the programme committee structure.
Following this, specifications are drawn up for the equipment and submitted tenders are evaluated
by the technical support staff, following a formal written procedure. The evaluation criteria state
that the tendered item meets the specification and that it is the lowest cost quotation.
Quality Assurance Manual IT Sligo 2013
Chapter 10
Evaluating Administrative Services related to
Programmes
10.1
Introduction
As part of the Quality 2000 project self-studies were carried out by the different units and functions
within the Institute. This involved establishing a number of focus groups and reviewing the academic,
administrative and support activities undertaken within the Institute. One of the objectives of the
Quality 2000 project was to empower staff to a greater degree in their work as well as giving them
ownership of Institute processes and academic programmes. The possibility of enhancing the
effectiveness of the quality system in the Institute thereby leading to change and improvement was
strengthened by the bottom-up approach to self-assessment adopted under the Quality 2000 project.
During 1999, a major external review was carried out by independent consultants, Chapman, Flood,
Mazars on the administrative and library support in the IT sector. This report was presented to the
Council of Directors of Institutes of Technology in November 1999. Substantial and protracted
negotiations took place between the parties involved which resulted in internal regarding and additional
administrative staff being granted to Institutes.
The Institute of Technology Sligo, has implemented the consultants’ recommendations. Additional
support has been allocated to the Schools to provide the academic functions with administrative
assistance. Central services within the Institute such as Registry, Finance, Human Resources and
Development have also benefited from the injection of additional resources. The enhanced resources
have impact beneficially on the quality of the service which these functions provide for students and
staff alike. These additional resources, have assisted in the efficient and effective running of the
Institute in the years since. Concomitantly, these personnel changes provide the Institute with an
opportunity to look afresh at work practices and adopt more modern and flexible approaches to the
delivery of efficient services to staff, students and the public. New job descriptions have been designed
to reflect the changed environment following the implementation of the consultants’ recommendations.
A new Management Information System has also been introduced into the Institute. The first phase has
been implemented in Registry comprising Admissions, Registration, Grants, Academic History and
Examinations. Human Resources and Payroll system and an entirely new Finance System have also
been introduced. A substantial number of the various operating procedures and policies, are included
in the Institute’s Procedures Manual and Staff Handbook and are also available within the individual
functions.
10.2
Scope
The main administrative services at the Institute which impact upon students are:










Reception
Admissions
Registration
Assessment of students - Examinations – already dealt with in Chapter 3
Grants
Front Office Registry
Administrative support – Schools
The International Office
Access Office
Careers Office
Quality Assurance Manual IT Sligo 2013
10.3
Reception
The Institute may be contacted by students or members of the public either by direct line or by
telephoning reception. The staff at reception act as the first contact between the student, members of
the public and the Institute. Staff are aware that the more efficient practice is to refer telephone calls
to the appropriate source quickly, in order to avoid undue delay in answering calls. In order to enhance
this important service, further resources have been allocated to it. Further up-grading to the physical
environment is planned. More recently coverage hours at reception have been extended and include
coverage during lunchtime.
10.4
Admissions
The Central Admissions Office (CAO) in Galway administers all first year admissions centrally. Within
this system, the Institute determines all standards, rules and regulations concerning the selection and
admissions process. All admission procedures and practices are contained in the Institute prospectus
and are on the Institute web site.
The Institute has conducted formal surveys of student satisfaction with the Admissions Department
and, where appropriate, has reacted by introducing modifications in line with suggestions made by
students.
10.5
Registration
Registration of students is an on-going process which starts in September for new entrants. Students
are registered in the Banner Student Management Information System. Continuing students who have
passed examinations are “rolled forward” and automatically registered. The main body of new students
are registered during the second week in September. This registration takes place centrally and new
students are required to present themselves in person to complete the process.
For new entrants, much of the data required by the Institute will have been recorded in the “General
Student” record, which is created when an applicant has accepted the offer of a place. The data will
have been collected by the CAO during the application phase and downloaded electronically via the CAO
interface.
For direct applicants, such as those applying for admission to add-on programmes, the Admissions
Office will already have entered the data from the application forms. A General Student record will also
have been created for those add-on applicants who have accepted offers of places. Certain additional
information will be entered at registration and will have been collected by means of the registration
form, which is sent to students for completion in advance when the registration details are issued to
them. An example of this data, is the student’s socio-economic background. In general, the additional
information is required to complete the various statistical and other returns required by the Department
of Education and Science and other State Agencies.
All other registration takes place in the Registrar’s Office and this includes late full-time students,
apprentices and open and distance learning students.
The introduction of the Student MIS has resulted in significant improvements in the processing of
student data and the extraction of information. Recently, a new data processing feature has been
developed and it is expected that this will result in the Institute having access to a wide range of reports
which will assist in managing and developing student support and contribute to the planning and
strategic management functions. As the functionality of the An Chéim System is further developed, it is
expected that the registration process will become more automated, thereby reducing or, perhaps,
eliminating the need for the student to be physically present. However, there is a view within the
Institute that there is a benefit for the student in being physically present for registration.
Quality Assurance Manual IT Sligo 2013
The registration process is regarded as extremely important. Apart from the administrative task of
completing the student record, this is usually the first physical contact for new entrants and it is
important that it is a positive experience for them. It is regarded as an opportunity to make a positive
impression on new students and on their parents if and when the latter present themselves.
The Institute reviews its performance annually in respect of the registration process. It incorporates
revisions to eliminate weaknesses where identified and change practice where improvements are
possible.
10.6 Grants
10.6.1 Third Level Training Grants (formerly European Social Fund):
The Institute processes payments of third level training grants to full-time registered students who have
been assessed and approved by their Local Vocational Education Committee. The processing of grant
payments is handled within the An Chéim System. The policy of the Institute is that grant payments are
only made upon receipt of an awarding letter from the appropriate Vocational Education Committee.
Prior to each monthly payment, a sign-off sheet is distributed to all classes. Payment is only made to
those students who have signed this sheet, thus indicating that they are still in attendance.
10.6.2 Higher Education Grants/Vocational Education Committee Scholarships:
Payment of Higher Education Grants and Vocational Education Committee Scholarships is made by
means of a cheque issued by the relevant Local Authority/Vocational Education Committee. The role
which the Institute plays in this process is to report that students are registered and take custody of and
distribute the cheques to the students.
10.6.3 Third Level Training Grant Audit Trail
Prior to the processing of each grant cycle, the Finance Office conducts a thorough audit of payments
due. Grant payments are not processed until the audit has been carried out to the satisfaction of the
Finance Manager. The An Chéim System provides an extensive audit trail which includes the amount
paid to each student in each cycle, the cumulative amount paid to each student and the total amount of
all grant payments made.
10.6.4 Grant Appeals
Students who have not signed-off on the relevant grant sheet may come directly to the Registrar’s
Department and sign an appeal sheet for a period of up to two days prior to the grant processing date.
After the grant has been processed, students may sign an appeal sheet for the outstanding previous
month and accordingly receive a double payment in the next cycle. It is Institute practice to recommend
such students for an overdraft facility with the bank where their account is held. This is to ensure that
students do not suffer undue financial hardship as a result of not signing the class registers.
10.7
Fees
Fees for full-time students are collected in accordance with Department of Education and Science
circulars on fees and are dealt with under the Institute Fees Procedure 001/004. Fees for lifelong
learning / distance learning are established on a commercial basis. The registration process highlights
the students for whom a fee is payable and this process will not be completed until the appropriate fees
have been paid in full.
By its nature the Grants/Fees Department has a vast amount of interaction with both students and
parents. Any problems in this area are normally highlighted immediately and dealt with accordingly. As
Quality Assurance Manual IT Sligo 2013
part of its survey of new students on the admissions process, the Institute surveys students on the
administration of grants and has introduced some new practices to improve the system.
10.7.1 Fee Appeals
Students may appeal a decision on fees payable by them. The Board may, in certain circumstances,
allow payment of the fee in two moieties.
10.7.2 Fee Audit Trail
The An Chéim system provides an audit trail for fees paid by each student. It is Institute practice to
keep a file with supporting documentation for reference if and when required.
10.8
Front Office Registry
There is a reception and waiting area in the Registrar’s Office. This is a key point of contact in the
Registrar’s Office for students, parents and the general public and is the principal distribution point for
documentation such as the prospectus and other such publications, application forms, grant
information and information on examinations.
The office is open from 11.30 a.m. to 1.00 p.m. and from 2.00 p.m. to 3.00 p.m. This position is being
reviewed in the light of improved staffing levels in the office emerging from the implementation of the
Chapman, Flood Mazars Review recommendations. The medium-term objective is to provide access
during normal office hours, i.e., 9.00 a.m. to 5.00 p.m. and thereby to enhance the service to the
student body and the general public. It is the view of the Institute that these extended opening hours,
including lunch hour, are necessary to enable the Institute to service its full range of customers. The
general public, parents, apprentices and life-long learning students would expect to be able to gain
access during normal office hours. During examination times, open access for students is vitally
important for a variety of reasons. Our increasing mature student population will also have a need for
greater access because, by their nature, they tend to have a wider range of problems than the standard
student.
As a general rule, students and others who come to this area are in need of assistance. They are
people who come for information or with a problem to be resolved. The Institute is keenly aware that
those staff members who service this area require special qualities of good communications skills, a
sympathetic disposition, resourcefulness and initiative.
10.9
Administrative support – Schools
10.9.1 Schools’ Administration
Prior to the implementation of the Chapman, Flood, Mazars recommendations, administrative staffing
levels in the Schools consisted of a grade III and a grade IV. The grade IV provided administrative backup to the Head of School and the Grade III provided administrative services to the Heads of
Department. The degree of interaction of the Schools’ administrative staff with the student body varied
considerably from School to School. However, the Schools’ administrative offices were often the first
point of contact for students after registration. They were used to varying degrees as distribution points
for messages and general information for students and as points where students could deposit items
such as projects for collection by lecturing staff. At times, students with problems would call here first.
The quality of the service delivered to students would depend on the individual members of staff, but
for the most part, there would be an awareness among staff of the need to ensure that the students’
needs were met. Indeed, where assistance is required, the actions of staff might often exceed what
might be reasonably expected.
With increased numbers of administrative staff now in the Schools offices, the quality and scale of the
service to students, staff and the public should improve. However, in view of the fact that many of the
Quality Assurance Manual IT Sligo 2013
administrative staff are in new positions, it would be worthwhile eliciting their views on whether or not
their expectations are being realised.
10.10 International Office
The International Office, run by the International Officer, (under the management of the Head of
Development) provides a service for students, both national and international, under the SOCRATES
Programme. The International Office co-ordinates the ERASMUS Student Reports. The service provided
to Foreign Students coming to the Institute, includes language training, orientation and help with finding
accommodation. A survey of incoming international students was carried out last year.
10.11 Access Office
The Access Office provides encouragement and support to categories of full-time students who were not
traditionally participants in third level education. Specifically these are students with disabilities, mature
students and those from disadvantaged backgrounds. As much of the work undertaken by the Access
Office is on a unique individual basis, evaluation of such supports are informal between the client and
Access Officer. Regular reports are provided to the Welfare Committee, the Academic and Student
Affairs Manager, the Registrar and the Department of Education and Science.
All initiatives and supports offered on a group basis are evaluated with the group immediately utilising
the standard Institute of Technology Evaluation forms as well as verbal feedback from students. A
review of the “Exploring Options” module on the Foundation Certificate, the Mature Student Summer
School and other supports offered to first year mature students, is undertaken in the January following
entry, in order to provide more appropriate supports for the remainder of that year and improve
supports for the following academic year.
10.12 Careers and Graduate Service
The aims of the Service are:
 to develop and maintain a careers service of the highest quality
 to encourage students to recognise and develop their abilities and skills and to formulate and realise
their early career plans
 to encourage employers to recruit from the Institute
 to encourage all clients to make the best use of the resources of the service.
The careers service strives to create a supportive, encouraging and well-resourced environment, not
just for the primary client group of approximately 4,000 full time students and recent graduates, but
also for circa 350 academic and administrative staff members of the Institute.
The careers and graduate service derives feedback as follows:
 Induction Survey - carried out in September by the Careers Service on behalf of the Student Services
Officer to examine the Student Support Services Induction Programme.
 Careers Fair - Questionnaire issues to all employers attending the Fair. Results are published in the
Annual Careers Fair Report.
 First destination Survey ( FDS) - this survey is carried out by the Careers Service each November on
all graduates of the college. This survey highlights how the Careers Service assisted our graduates in
securing employment and also progression to post graduate courses.
 Annual Report - student satisfaction survey carried out - only done on a small sample of the student
population. There are plans to increase student participation here.
 Workshops Review Forms - all workshops/seminars organised by the Careers Service are reviewed.
A review form has been produced for each workshop and time is allocated at the end of the session to
allow students to complete them.
Quality Assurance Manual IT Sligo 2013
Quality Assurance Manual IT Sligo 2013
Chapter 11Communication
11.1
Introduction
As with all modern organisations, communication and particularly internal communication is of
critical importance between the various levels of the Institute from Governing Body, to Executive
committee, to all staff, and most importantly to Students. A series of External Reviews eg
Institutional Review (IR) and programmatic reviews have identified the need for an increased
emphasis on communication within the Institute.
11.2
Scope
This Chapter will outline a number of channels which are used in the Institute to improve
communication.
11.3
Annual Report
An annual report is produced each year. The report provides comprehensive information on
developments in the Institute for the period covered. It highlights significant matters of an academic
nature that have taken place in the Institute during the year. The Institute proposes restructuring of
this report to ensure it is more effective in acting as a source of information for students, their
parents and the general public.
11.4
Annual Conference
A conference of Institute Staff is held every semester in order to inform the staff concerning policy
issues which may impact on the Institute in the years ahead. The conference is addressed by the
President, some members of the Executive Committee and staff members who may wish to share
their expertise with the general body of staff. In order to enhance the effectiveness and generate
greater interest, it is proposed that, in addition to Institute staff, external speakers will be asked to
address the conference on matters of a regional, national and international nature and their impact
on the Institute. A recent conferences entitled “A strategy for change- building for the future”, was
held and this conference was addressed by all members of the Executive Committee and each
priority of the revised strategic plan was addressed.
11.5
Governing Body and the Academic Council
Minutes of the Governing Body and the Academic Council are posted on the intranet, providing
staff with up to date information. Members of the Executive Committee attend the Governing Body
meeting with observer status, contributing to the meetings when invited to do so by the
chairperson.
11.6
Public Relations
Overall responsibility for Public Relations lies within the President’s Office. In addition each
member of the Executive has responsibility for overseeing Public Relations relating to their area.
The Institute also uses an external consultant to liaise with local and national media.
 Links with industry, business and the community are overseen by the Head of Technology
Transfer and Innovation. The post is supported by senior managers across all functions and the
Careers and Graduate Service Officer and by Academic staff.
Quality Assurance Manual IT Sligo 2013
 Links with Schools are coordinated by the Registrar’s Office with Academic staff and students
playing a key role in maintaining mutually beneficial relationships.
11.7
Institute Website
The Institute website at www.itsligo.ie is used at present as a mechanism for communicating
information widely both within the Institute and to the wider public. Documents such as the
Institute Prospectus, the Strategic Plan 2009-2012, the Institute Marks and Standards, the Quality
Assurance Procedures, the Institute Procedures, the Minutes of Governing Body and the Academic
Council are available on the web site for staff access.
A new website has just been launched. The website is a comprehensive and
impressive showcase for IT Sligo, students, staff and the north west region. This is a major project
completed as part of the development of a new visual Identity.
A new easy to use Content Management System has also been implemented. Recently web
contributors were trained in each School and Function area to provide updates and edit the site. It
is important to ensure existing pages are kept under review and that content is refreshed as
appropriate.
A web user group will be established to guide the next phases of development.
Staff have access to document folders providing information on the following;
Academic Council
Conference papers
Customer service charter
Executive committee
Governing body
Health & Safety
Institute publications
Institute procedures manual
Relevant acts
Information on Library, Finance and Information Technology
National Reports
Newsletter
PMDS
Press releases
Quality Assurance
Strategic Plan 2009-2012
Training needs analysis
11.8
Communication Improvement
Communication within the Institute is also enhanced by many other activities described within this
Quality Assurance procedures manual. Examples of this are meetings of the on-going monitoring
of programmes, meetings of monitoring of programmes at regular intervals, surveying of Students,
great place to work surveys, on-line surveys, student focus groups, focus groups for stakeholders
eg Students, staff, employers, and other Higher Education Institutes.
11.9
Communication Strategy- The Future
Recently the President set up a committee to examine communication strategy within the Institute.
A report is expected before the end of this academic year.
Quality Assurance Manual IT Sligo 2013
Chapter 12
Evaluating the Effectiveness of Quality
Assurance Procedures
12.1 Introduction
Priority one of the current Strategic Plan, A Strategy for Change 2009-2012, Building for The
Future, is “To provide student-centered learning and high quality education through delivery of
relevant programmes in thematic areas in order to equip students with the knowledge, skills and
competencies for prosperity in the knowledge based society”.
The Institute has operated an internal review process since 2006. Additionally, an internal review
group was set up (June 2008) to widen the participation of academic and administrative staff in the
process of self-review.
12.2 Scope
This procedure applies to the internal reviews carried out on the Quality Assurance Procedures
and the Quality Management System across all functions.
12.3 Responsibility
The primary responsibility for managing the Internal Review Program rests with the President or
delegate, with assistance from other departments as needed.
12.4 Reference Documents
Strategic Plan: A Strategy for Change: Building for the Future 2009 – 2012.
HETAC Terms of Reference document (TOR)- December 2008
Quality Assurance Procedures at IT Sligo- 2009
Standards and Guidelines for Quality Assurance in the European Higher Education Area
Quality Assurance Manual IT Sligo 2013
12.5 Internal Mechanisms
12.5.1 Structure of Internal Review
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There is an IR Steering Group. This group is the Executive Committee and it is briefed by the
Education Development & Quality Manager.
There is an IR Operational Group. This group has members from all areas of the Institute.
12.5.2 Purpose of Internal Review
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To verify the adequacy of the processes and documentation.
To verify the extent to which personnel conform to the documented process methods and
procedures.
To collect objective evidence that would permit an informed judgment about the status of the
Quality Management System.
To provide feedback regarding the process and foster improvements within IT Sligo.
12.5.3 Training Requirements for Internal Review
Each member of the Internal Review Group attended a two day training course. The content of the
training is outlined below:
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Introduction to Quality Systems in the Educational context and the purpose of Reviews.
Overview of Reviews
HETAC requirements
Internal Review planning
Internal Review preparation
Internal Review Checklists
Logistics
Opening Meeting
Conducting the review
Reviewer performance
Closing Meeting
Reporting
Corrective Action Presentation
Mock Reviews
Role Play
Dealing with difficult situations
Continuous Improvement
Quality Assurance Manual IT Sligo 2013
12.5.4 The Internal Review Schedule
An annual Internal Review Schedule is prepared by the Education Development & Quality
Manager and approved by the Executive Committee.
12.5.5 Reporting
The reviewers will provide a summary of the review with emphasis on the key findings, areas of
improvement and non-conformances identified (if applicable). The checklist will be attached to the
report providing the details of the objective evidence from the review.
A report will be provided summarizing the Internal Review results for the Executive Committee
meetings.
12.6 External Mechanisms
In the past groups who have conducted reviews at IT Sligo include Deloitte, Mazars, HETAC,
Engineers Ireland, Royal Institute of British Architects (RIBA), Society of Chartered surveyors,
European Health & Fitness Academy (EHFA).
Quality Assurance Manual IT Sligo 2013