SETANTA COLLEGE
Institutional Review of Providers of
Higher Education and Training
Self Evaluation Report (SER)
Submission to HETAC
27TH August 2012
Setanta College Self Evaluation Report
1 Table of Contents
Page
1. Executive Summary 6
2. Objective 1 – Public Confidence 8
2.1 Introduction 8
2.2 The Internal Self Study process 8
2.3 Growth of student enrolment 9
2.4 Collaboration and partnership 11
2.5 Recruitment and support for staff and tutors 12
2.6 Conclusions and Recommendations for Objective 1 13
3. Objective 2 – Strategic Planning and Governance 15
3.1 Mission Statement 15
3.2 College Structure-Governance 16
3.3 Strategic Plans 19
3.4 Engaging with Partners 20
3.5 Feedback 21
3.6 Market Analysis 21
3.7 Collaborative Initiatives 22
3.7.1 International Markets 22
3.8 SWOT Analysis 23
3.8.1 Strengths 24
Setanta College Self Evaluation Report
2 3.8.2 Weaknesses 24
3.8.3 Opportunities 25
3.8.4 Threats 25
3.8.5 Competition 26
3.9 Conclusions and Recommendations for Objective 2 27
4. Objective 3 – Quality Assurance 28
4.1 Policy and Procedures for Quality Assurance 28
4.2 Approval, Monitoring & Periodic Review 31
4.2.1 Approval of awards 31
4.2.2 Monitoring and Periodic Review of Programmes and 31
Awards
4.2.3 Programmatic Reviews 33
4.3 Assessment of Learners 33
4.3.1 Procedures for Examination Boards 34
4.3.2 Procedures for External Examiners 34
4.3.3 Procedures for Learner Appeals 35
4.3.4 Procedures for Information about Assessment 36
4.4 Quality Assurance of Teaching Staff 36
4.5 Learning resources and support 38
4.5.1 Blended Learning Resources 38
4.5.2 Locations used in Workshop delivery 40
4.6 Information Systems 41
4.6.1 Management Information Systems 41
Setanta College Self Evaluation Report
3 4.6.2 Research/Feedback 42
4.6.3 Learning Centre 42
4.6.4 Video/Journal library 43
4.7 Public Information 43
4.8 Conclusions and Recommendations for Objective 3 44
5. Objective Four - Qualifications Framework, Access, 47
Transfer & Progression
5.1 Credit 47
5.2 Transfer and progression routes 48
5.3 Entry requirements 49
5.4 Potential learner profile 49
5.5 Accreditation for prior certificated learning 50
5.6 Information provision 51
5.7 Conclusions and Recommendations for Objective 4 51
6. Objective 5 - Operation and Management of Delegated 52
Authority - Not applicable
7. Objective 6 – Recommendations for Enhancement 53
7.1 Key lessons from the Institutional Review Process 53
7.2 Recommendations for Objective 1 on Public 54
Confidence
7.3 Recommendations for Objective 2 on Strategic 55
Setanta College Self Evaluation Report
4 Planning and Governance
7.4 Recommendations for Objective 3 on Quality 56
Assurance arrangements operated by the college
7.5 Special Considerations 57
7.6 Recommendations for Objective 4 on Qualifications 57
Framework, Access, Transfer & Progression
Setanta College Self Evaluation Report
5 1. Executive Summary
The college found the process of self-evaluation to be a rigorous yet most useful self study. Members of the review team engaged at a deep level of internal self study and while reflecting on the issues at hand noted that the review process led to a review of the principles and mission statement of the college. Regarding this, it was clear that many learners and graduates share a common interest recognising that general movement skill competence are a concern and a central issue within participants in their relevant sport. Extending this to a broader context, a key partner of the college, the International Rugby Board, has also drawn attention to this need to address basic movement competency in children on an international basis. Further, the provision of summer courses (2011 and 2012) to members of the Irish National Teachers Organisation has resulted in a greater teacher awareness of the needs of children vis a vis movement competence. Thus we found ourselves reflecting on this particular national and evidently international issue of the need for greater movement competence in children and the implications for the work of the college. This reflection impacts on the ‘mission’ statement of the college.
A second macro outcome relates to the challenges that are ahead for the college. As learner numbers grow it is important that our QA policies and procedures remain robust in dealing with an increased workload in terms of learner numbers and in terms of staff and other stakeholders. The opportunity to expand our programmes of study to an international market exists but not until the college is equipped to deal with such expansion.
Under the objectives provided in this review the main recommendations that the college considers important include but are not limited to:
Objective 1: Reflecting on this objective we can conclude that while a number of initiatives have been successful in fostering collaboration and partnership with sporting organisations and professional bodies, a greater emphasis and structure should be placed on developing links already established. Creating new links with groups that have similar mission statements and interests to the college is an important strategy.
Setanta College Self Evaluation Report
6 Objective 2: Re stating our goals and strategies is important to guide the college as it meets not only the findings of this review but also the challenges that lie ahead.
Objective 3: Reflection on the seven elements of the European standards allowed the review team to identify a number of issues that need to be addressed by the college in effecting a better QA standard.
Objective 4: Reflection on this objective noted that while the college has been effective in implementing the principles contained within the objective it is necessary to review and revise at regular intervals the elements contained within the objective. Particular note was made of the APL process.
Objective 6: This objective facilitated a summary of the recommendations drawn from the substantive objectives 1-4.
In conclusion the Institutional Review Team acknowledge the importance of the self evaluation process in facilitating a clear updating and articulation of goals, strategies, Quality Assurance policies and procedures, comment on the qualifications framework for access, transfer and progression and finally recommendations for enhancement of the education and training provided by the college.
Setanta College Self Evaluation Report
7 2. Objective One – Public Confidence
The aim of objective one is to “enhance public confidence in the quality of education and training provided by the institution and the standards of the awards made”. An analysis of public confidence incorporated feedback from internal and external stakeholders.
2.1 Introduction Setanta College was founded to provide strength and conditioning coach education programmes to coaches and participants of sport. Its foundation was a direct response to the needs identified by Irish sport coaches attending numerous coaching workshops and conferences in particular between 2000 and 2006. These coaches frequently discussed the possibility for a specialised programme of education leading to a recognised qualification in this area. Specifically, coaches’ requests were considered by the founders of the college in light of the absence of any formal coach education programme within strength and conditioning and general movement education.
Since its foundation in 2007, the college has sought to enhance public confidence through a number of mechanisms namely:
a) recruitment of learners from the body of coaches involved in sport in Ireland in particular b) collaboration and partnership with key stakeholders such as sporting organisations and professional bodies c) recruitment and support of appropriately qualified staff and tutors
Evidence to support the enhancement of public confidence is reflected in the structures, policies and practices outlined in the subsequent objectives.
2.2 The Internal Self Study process
Following a meeting of the Steering Group Committee, a sub committee (Review team) consisting of the CEO, Administrator and Director of Programmes was formed to conduct and manage the internal self study. The Review team met weekly from May 2012. The work commenced with a review of the current mission statement of the college, the
Setanta College Self Evaluation Report
8 interaction and quality of service taking place with our stakeholders, strategic planning and governance, quality assurance, qualifications framework, access, transfer and progression. A key element of the process was gaining the views of the college’s stakeholders. Stakeholders included: the learners and graduates, staff and sporting organisations and professional bodies. Communication was effected through survey, meetings at workshops and with external stakeholders.
2.3 Growth of learner enrolment
Using information from the Central Applications Office (CAO 2011), the college is the only provider of a Sports Strength and Conditioning programme to degree level in Ireland. This in addition to the fact that the part-time suite of courses (available on-line only) are not available elsewhere in Europe at this level on the National Framework of Qualifications (NFQ), places the college in a unique position in the education of strength and conditioning courses. There has been a steady rise in student number enrolling in our Level 6 online courses since 2007 (Table 1).
The total number attending courses dropped slightly in 2011 due to the advent in 2010 of the Bachelor of Arts degree programme in Strength and Conditioning. Graduates from the Certificate in Physical Fitness and Conditioning (Level 6) in 2009 and 2010 elected to enrol into the new BA programme. It is expected that learner enrolment numbers will be highest in 2012 as there are two further enrolments in September and December of the current year.
The college has developed an international profile with learners attending from a number of countries including the UK, South Korea, India and Sweden. This international development is a key platform in the college’s strategic plan over the next five years.
To date, over 250 learners have completed or are in the process of completing their online studies with the college.
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9
Table 1. Students enrolled in college from 2007 to 2012.
Setanta College conferred its first HETAC graduates in 2009. The 2012 graduate survey (Appendix 1) indicated that the majority of graduates considered the skills gained through their studies in the college to be essential to them in their sporting/coaching career since graduation. The graduate survey also indicates that the specific practical strength and conditioning skills they have studied and experienced has prepared them very well. From this survey approximately 35% of graduates are chiefly involved in sport/fitness occupations while the remainder are active part-time or on a voluntary basis in some coaching role in sport.
While the recruitment of learners is chiefly by word of mouth, the college has undertaken a number of recruitment initiatives in recent years targeting potential learners and using public and sport targeted media such as radio and TV and national and local sporting events. The college is monitoring the effectiveness of such promotional initiatives. Developing this aspect of the college business is important in ensuring that there is public awareness of the college.
Setanta College Self Evaluation Report
10
Table 2. Numbers of graduating students in 2009, 2010 and 2011.
2.3 Collaboration and partnership
The college has actively sought strategic partnerships with sporting associations, professional bodies and other higher education providers. Such partnerships allow for enhanced public confidence and promote the recognition of the standards of the awards made.
The Irish National Teaching Organisation (INTO) is a strategic partner of the college. The college delivers a summer course to teachers using the blended learning model. The current programme consists of 20 hours of home study. This programme exclusively targets physical education (PE) and in particular movement skill competency of the child within the primary school. This strategic partnership allows us to have a greater involvement within the delivery of movement based coaching and teaching programmes in primary schools in Ireland.
The college has a close working relationship with sport organisation stakeholders namely the Irish Rugby Football Union (IRFU), the International Rugby Board (IRB), the Irish Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The College also has a close working relationship with the Gaelic Athletic Association (GAA), through their County Boards.
Setanta College Self Evaluation Report
11 The college designed and hosts an IRB Strength and Conditioning beginner programme of study. The 4 week blended study course is targeted at beginners in the field of strength and conditioning for rugby. The course was launched in November 2010. Since then over 7,000 coaches have registered for the course through the IRB. Further the course has recently been translated into French and Spanish allowing for a greater exposure worldwide.
The college recognises that close working relationships with leading sport and professional bodies is critical for the development and growth of the college and the opportunities that may arise for its graduates.
It is essential that all stakeholders as well as the general public have confidence in the quality and training provided by the college. A recent learner survey (August 2012) showed that the majority of students rated the content and organisation of the programmes highly (Appendix 2). This feedback adds to the confidence in the course material and in the quality of instruction and teaching of the main courses. In addition to the learner’s survey, other surveys of college graduates (Appendix 1) and college staff (Appendix 3) as well as partner stakeholders shows that while the college has gained a strong reputation for expertise in delivering sport related coaching and education courses. This process allows for greater clarity in the fostering of public confidence.
2.4 Recruitment and support for staff and tutors
The college has recently engaged the services of key staff whose expertise cover management, administration and forward planning. Secretarial staff have also been recruited in recent years to deal with the growing demand for day to day interaction with current and prospective learners. This area of recruitment is likely to continue year on year and the college is actively seeking to ensure that the development of future initiatives is undertaken by qualified and competent personnel. Further, central to future developments is the need to ensure that prospective and current learners and graduates are well serviced by prompt, friendly and professional support where required.
The college has a policy of recruiting tutors who have strong practical competence in the field of strength and conditioning. In addition, tutors are required to hold a third level education qualification. While tutors meet regularly and attend to their own continued
Setanta College Self Evaluation Report
12 professional development (CPD) as they are actively involved in practical coaching, the college recognises the importance of implementing a more structured CPD programme. In addition the college considers that the recruitment of future tutors should reflect the growing demands that arise as articulated by our partners and the particular needs of a programme of study.
2.5 Conclusions and Recommendations for Objective 1 on Public Confidence
Reflecting on this objective we can conclude that the college needs to redefine its mission statement. The college recognises the process of engaging in the pursuit of the promotion of greater physical activity within a community that is wider than sport. This presents the college with an opportunity to engage in the worthwhile promotion of not only strength and conditioning but also general physical activity that embraces recreation and adventure as well as sport.
A number of initiatives have been successful in fostering collaboration and partnership with sporting organisations and professional bodies. However, a greater emphasis should be placed on developing links already established. Regular review with these key bodies should become a feature of the college’s commitment to fostering greater public confidence. The review process can take the form of formal meetings to assess the status of current programmes and what services the sporting organisations and professional bodies may wish to see introduced.
In seeking to maximise public confidence the college will consider creating links with a number of bodies that share a common interest such as associations involved in physical education and the promotion of physical activity and health.
Follow up for these recommendations will be through contacts with the official bodies such as the Physical Education Association of Ireland and the Department of Education.
Greater emphasis on CPD for college staff can be effected through more detailed review and forward planning in collaboration with the director of programmes.
Setanta College Self Evaluation Report
13 Specific recommendations relating to this objective include:
1. Redefine our mission statement. This needs to reflect the changing emphasis of the college and its future direction. 2. Our partnerships need to be developed further with more regular meetings reviewing our performance against the goals set. 3. Foster additional partnerships with other relevant bodies, in particular those associated with physical activity outside the sporting setting. 4. Greater emphasis on CPD for college staff and a recognition of the need for recruiting tutors with skills both specific to the programmes content and also broader in context.
Setanta College Self Evaluation Report
14 3. Objective Two – Strategic Planning and Governance
The aim of objective two is “to contribute to coherent strategic planning and governance in the institution”.
The stated mission of the college is:
‘To be the world’s best provider of Strength and Conditioning education courses.’’
The strategic plan in place which aims to create an outstanding college capable of being the best in the business requires on-going development and review of its strategies.
This objective is reviewed under the following headings:
• Mission Statement
• College Structure - Governance
• Strategic Plans
• Engaging with Partners
• Feedback
• Market Analysis
• Collaborative Initiatives
• SWOT analysis
3.1 Mission Statement
The mission statement of the college focuses on becoming the dominant provider of strength and conditioning education programmes and courses. However, as a result of our review it was considered necessary to add to this mission statement the recognition that the college has a role to play in advocating and promoting healthier lifestyles and movement competency through the involvement in greater physical activity in the wider community. While the college is ultimately concerned with the niche or specialist field of study in strength and conditioning, it does have a responsibility to actively engage in the promotion of greater movement competence in children specifically as well as to promote
Setanta College Self Evaluation Report
15 greater physical activity in general, through the life stages. Thus the college would seek to redefine its mission statement based on these additional goals.
The college evaluates the progression towards meeting its mission statement goals through a variety of methods. Feedback from its learners, tutors and stakeholders is one key method. In addition building collaborative relationships with sporting and fitness organisations and professional bodies is also a key strategy in seeking to become the preeminent provider of strength and conditioning related studies.
Recognition from the outset was made that strength and conditioning has much to offer on a wider scale outside of sport. The college engaged in discussions with the INTO and has recently launched a programme of summer courses for this professional body. The success of this collaboration has identified another area where the college can contribute and that is in the promotion of better movement skills in children and greater physical activity within the community at large.
Engaging with such groups as the INTO and in the future with the Physical Education Association of Ireland, local sports partnerships and local community groups involved in the promotion of physical activity is an important function for the college. The college will thus seek to develop initiatives that are rooted in adult and professional body education in supporting the promotion of greater physical activity in school, sport clubs, and the wider community.
The college has formulated its strategic plan, redefining its original mission statement to include a broader aspiration, while reaffirming its original goal.
3.2 College Structure and Governance
The college structure is displayed graphically in Figure 3 below. This represents the governance, management, administrative and academic staff currently engaged within the
Setanta College Self Evaluation Report
16 college. The programmes of study are also displayed as are the sporting organisations and professional bodies who comprise the partners in education to the college.
A key item of discussion arising from the self evaluation process was the spread of interests and areas of expertise within the members of the Board of Directors. Given that one member has a business background and the other a strong sport and strength and conditioning background, it was considered prudent to seek to add to the board individuals with specialist interests in marketing and academia. This would allow the college pursue a more strategic pathway in fulfilling its future objectives and goals.
Setanta College Self Evaluation Report
17 Setanta College Figure 3. Setanta College Structure
CEO Board of Directors Director of
Programmes
Head of Administration/ Financial Board of IT Consultant Controller Marketing Manager Studies
Student Officer/ College Steering
Accounts Group Education Partners
‐INTO
Online Courses (Part Time) LIT Course (Full Time) ‐Weight Lifting Ireland External ‐BA Strength & Conditioning ‐BSc Hons Sports Strength & Conditioning ‐IRB Examiners ‐Higher Certificate ‐GPA ‐PFCS ‐IRUPA ‐RTWTS
Setanta Tutors Setanta Tutors Setanta College ‐4 Full Time Self Evaluation Report Modules 1‐ 18 18
3.3 Strategic Plans
The college evaluates the progression towards meeting its mission statement goals through a variety of methods. Feedback from its learners, tutors and stakeholders is one key method for ensuring quality of service and quality of programmes. In addition building collaborative relationships with sporting and fitness organisations and professional bodies is also a key strategy in seeking to become the pre-eminent provider of strength and conditioning related studies.
Key long term objectives: The college has identified a number of key objectives which are as follows:
1. To nurture an environment in partnership with key stakeholders including teachers, coaches and parents that promotes the development of movement skills in children.
2. To improve and enhance the education that it offers to its learners.
3. To produce competent and innovative specialists who can meet the needs of their clients, athletes and teams and who posses the skills to lead change and be adaptable in an ever changing environment.
4. To provide a range of courses to support the work of various sporting organisations in both promoting participation and elite athlete development.
5. To advance the position and credibility of the specialist field of strength and conditioning in Ireland and abroad.
6. To maintain and foster public confidence in the quality of the education and training provided by the college.
7. To expand the business model whereby the college partners like minded education partners in the promotion and delivery of strength and conditioning education and the promotion of physical activity.
Setanta College Self Evaluation Report
19 Key strategies
The following are the key strategies the college will employ to achieve the stated objectives:
a) Continue to collaborate with teaching bodies and sporting associations to promote courses for teachers and coaches that aim to promote greater movement skill competency in children.
b) Seek to develop at local community level a series of activities and camps where children can be exposed to fun movement challenges.
c) Continue the collaboration with our key partners in enhancing the range and quality of the courses provided to meet their specific needs.
d) Strengthen college management system to ensure that Quality Assurance is a priority in the delivery of all courses and programmes of study.
e) Invite innovators within the areas of technology, exercise, fitness and sport to highlight the possibilities for future work, employment and entrepreneurial opportunities in exercise, movement and sport.
f) Liaise with local sports partnership to create local opportunities for learners and graduates to deliver their specialist skills.
g) Seek out partners in the sport and fitness industries that are active in the promotion of strength and conditioning and physical activity.
h) Strengthen the links with the Institute of Sport in Ireland and other sporting bodies such that elite performers can be facilitated to pursue a professional qualification while involved in full-time sport.
i) Further develop online library resources and Virtual Learning Environment.
j) Develop modes of programme delivery that are flexible and suitable for an international market.
3.4 Engaging with Partners
The college review has highlighted that for continued development fostering closer relationships with its current partners is important. Setanta College Self Evaluation Report
20 Governing bodies in sport and other professional bodies are engaged with through ongoing informal discussions regarding the content and quality and means of course delivery. This process while initially effective can be enhanced through a more formal evaluation of the type and content of the programme.
With this in mind the college recently commenced a formal review with its sporting organisation partners using both formal questionnaires and meetings. It is planned to continue to develop this process over the coming years.
3.5 Feedback The methods currently used to effect greater quality control include the use of surveys and informal and formal meetings and interviews with stakeholders (See Appendix 4). Ensuring that gaps and weak links in the provision of any given programme are attended to in a positive manner is important. The College Steering Group meets quarterly to discuss issues relating to strategic planning and quality assurance as well as other administrative tasks.
3.6 Market Analysis
Given the success of the initial Physical Fitness and Conditioning for Sport programme among the mature student population, the college has acknowledged the interest from post-Leaving certification students in the area of strength and conditioning (See Appendix 6).
As a result and following extensive discussions with LIT a partnership agreement with LIT (Thurles) was created to offer the programme of studies on a full-time basis to both mature and post-Leaving certificate students.
The resulting Bachelor of Science degree in Sports Strength and Conditioning in collaboration with our partners LIT at Tipperary Institute, Thurles Co Tipperary has attracted through the CAO process 30 students in year one. It is proposed that year two (2012/13) will see an additional cohort of between 60 and 90 students starting their studies in Thurles.
Setanta College Self Evaluation Report
21 3.7 Collaborative Initiatives
The college is collaborating closely with LIT to create a bespoke training facility for strength and conditioning on campus. The proposed date for completion of this building is September 2013. This reflects the commitment of LIT and Setanta College to ensuring that the courses provided are delivered not only through expert tutors but also within state-of- the-art facilities.
The college has consulted with the Gaelic Players Association and various GAA county boards and clubs. A number of initiatives have been discussed with a view to creating an educational road map for GPA members. A number of initiatives are being considered in conjunction with the GPA.
We have also consulted with the IRFU at both professional and amateur levels. Having established the college as the education partner of the IRFU there is ongoing review of the courses that are supported and provided to the sporting body.
We have also consulted with the IRB on delivering a series of new courses aimed at their vast international market. The courses being considered include movement and fitness for the coach of the child, strength and conditioning for the coach of rugby sevens and women’s rugby.
The college has applied for ITEC accreditation. This is seen as an important step towards entering and delivering strength and conditioning related programmes of study for the Fitness industry. It is expected that the college will be in a position to offer courses to individuals wishing to become Gym instructors and Personal Trainers, starting in early 2013.
3.7.1 International Markets
Setanta College has engaged in discussions with the American College Dublin and Delaware regarding potential education partnership. The intention is to launch a programme of studies in strength and conditioning in the US in 2014. An agreement similar to the LIT partnership is envisaged. Further the course is expected to be US accredited.
Setanta College Self Evaluation Report
22 The college is also extending its target population to include beginner coaches in sport within the international community. The goal is to provide a Movement Skills and Fitness based programme of study as a starting point into the specialist field of strength and conditioning. The college also plans to deliver a Level 1 and Level 2 strength and conditioning course to an international market initially in Scandinavia and then in the UK. The college has engaged Irish International based students to assist in launching these courses.
3.8 SWOT Analysis
The key points recognising strengths, weaknesses, opportunities and threats were recently conducted using a SWOT analysis by the College Steering Group (June 2012).
Strengths Weaknesses
• HETAC Level 7 accredited • Current rapid expansion courses path • Copy right • National recognition as number 1 • Current economic climate, provider of S&C courses ability to pay for courses
• Association with LIT
• Intellectual property
• High profile students
Opportunities Threats
• Expansion through networking • Copy right infringement. • Mentors • Development of other • Grow our own tutors similar courses • Use international sporting (Competition) institutes & NGB’s to expand • Change management Setanta. • Reliance on the Blended Learning Degree Course • Costs
Setanta College Self Evaluation Report
23 3.8.1 Strengths
• HETAC level 7 accredited courses: In 2012 Setanta College is the sole provider of online strength and conditioning courses at Level 7. Also the collaboration with LIT for the BSc in strength and conditioning was the only such course on the CAO (2011).
• National recognition as number 1 provider of strength and conditioning course: This claim is backed up be referencing statements from our stakeholders in particular the IRFU and the GPA.
• Association with LIT: This association has built further credibility and also has reduced the over reliance on our on-line courses for revenue. Future developments including a state-of-the-art strength and conditioning facility indicate the commitment to the programme.
• Intellectual property (IP): The college has engaged the services of an IP lawyer who formulates and writes all contract agreements protecting our IP content.
• High profile learners: The college continues to attract high profile learners from a range of sporting backgrounds to study. Examples include current and past International Rugby players past and county GAA players and county coaches and Olympic athletes.
3.8.2 Weaknesses
• Copy right: The college has engaged the services of an IP lawyer. There is a need to be constantly vigilant and aware of our competitors and their modelling of any related courses
• Current economic climate and ability to pay for courses: Our accounts manager has implemented a review system whereby students are given a credit limit. If exceeded, a learner will not be allowed progress onto the next module of their studies until the account is brought into line.
• Current rapid expansion path: The college need to be aware of key issues associated with this expansion (see Threats).
Setanta College Self Evaluation Report
24 3.8.3 Opportunities
• Expansion through networking: College learners are drawn from a niche/closed group of potential learners. Word of mouth plays a large part in securing new enrolments. The association with a number of sport associations as education partner has brought a considerable number of learners to the college. Testimonials from graduates are used to highlight courses and job opportunities.
• Mentors: The college has reflected on the potential in establishing ambassadors and mentors to learners. A number of high profile sports stars have already reacted positively to this request.
• Grow our own tutors: The college, where possible, uses tutors who have completed Setanta College courses, to become tutors within the college. This allows continuity in the delivery of modules and provides a pathway for graduates in the field of sport and physical exercise education. Ensure that there is a CPD pathway appropriate to the needs of the tutor and college.
• Foster new links with international sporting institutes and associations with the goal of entering the international market.
3.8.4 Threats
• Copy right infringement: This is a constant threat and needs ongoing monitoring. The college regularly monitors competitive courses and providers for infringements. This is covered in our Risk Management Plan (Supporting document).
• Development of other similar courses: The college cannot control the competition, however with constant programme review and updates we intend keeping ahead of competition. The college does have first mover advantage and this combined with monitoring of other courses will minimise this treat.
• Change management: See Risk Management Plan (supporting document)Reliance on the blended learning degree course. This is covered in our Risk Management Plan (supporting document).
• Costs: The college has a number of projects to complete over the next couple of years. These include the physical move to locate offices in Thurles, the management of 2 sites
Setanta College Self Evaluation Report
25 and all the costs associated with this re location and move. The hiring of staff to meet the needs of the College and the associated costs are important considerations as is the financing of the Bond required by HETAC.
3.8.5 Competition
Currently, the National Strength and Conditioning Association based in the USA offers a certification in the area of strength and conditioning. This is a popular programme especially in the USA however; it does not offer practical coaching development within its course programme. Further, its main role is to provide a certification for those already involved in the industry and as such it is not an educational college rather a certification body.
SAQ international offers a range of modular strength and conditioning courses. The company is based in the UK. The content for such modules was drawn from the original PFCS certificate course. All modules are on-line and while they do not have a practical component in their delivery.
A Bachelor’s degree in strength and conditioning is offered at St Mary’s University College at Strawberry Hill, Twickenham, London. It is the first degree of its kind in the UK. The degree course is well subscribed to and does seem to be the only competitor to our degree programme of study. The same university offers a Masters degree in this area as do other UK universities and Australian universities. The level 9 course is mainly accessed by graduates within the area of sports science and demands a specific duration attending the course in the UK and in Australia.
We welcome these developments as they serve to enhance the field of strength and conditioning and shows that the demand for strength and conditioning trained specialists is indeed an international one.
Setanta College Self Evaluation Report
26 3.9 Conclusions and Recommendations for Objective 2 on Strategic Planning and Governance
Reflection on objective two allowed for a review of the strategies considered important in the future development of the college. Recommendations from this included:
• As the college expands, its current focus on the learner and the quality of delivery needs to stay centre stage.
• Quality control procedures for international learners need to be articulated.
• More focus on the needs of our partners, through extensive regular reviews and pulsing of their respective learners.
• Expand on the partnership profile and look outside the narrow focus of elite sports.
• Create a pathway of opportunity for college graduates to become involved with college programmes.
Setanta College Self Evaluation Report
27 4. Objective Three – Quality Assurance
This objective is to assess the effectiveness of the Quality Assurance arrangements operated by the college. This will be based on Part One of the European Standards and Guidelines for Quality Assurance. By including this in the Institutional Review process the statutory requirement for review of QA is met. How the College manages its QA for the “seven elements” of Part One of the European Standards and Guidelines is explicitly addressed by the review process under the following headings
1. Policy and Procedures for Quality Assurance
2. Approval, Monitoring and Periodic Review of Programmes and Awards
3. Assessment of Students
4. Quality Assurance of Teaching Staff
5. Learning Resources and Support
6. Information Systems
7. Public Information
Special considerations for the college
The Institutional Review should consider the quality assurance arrangements in place for all of the locations used for programme delivery. The Institutional Review should examine the system of blended learning in place in the college.
4.1 Policy and procedures for Quality Assurance;
The Quality Assurance procedures in place at the college are those approved for the initial recognition of the effectiveness of quality assurance procedures, in 2006. Said policies were initially consolidated in the Quality Assurance Document which formed the basis of the submission for the approval of the original Level 6 Certificate in Physical Fitness and Conditioning for Sport in 2007. However in 2010 the college gained approval for the Level 7 Bachelor of Arts in Strength and Conditioning from HETAC. The college recognises the
Setanta College Self Evaluation Report
28 need to update the quality assurance document to include the additional new structures and programme changes.
The college administrator has responsibility for the day to day implementation of all quality assurance procedures. All aspects of the colleges academic procedures are stored in one folder so each member of staff will be able to implement a procedure in the correct manner should the need arise. The college began delivering HETAC courses in 2007 and to date there has been a steady rise in learner numbers. The college endeavours to make sure that quality assurance policies and procedures are structurally sound so that if learner numbers increase dramatically the same quality systems are in place to cater for an ever increasing learner population.
The attached Quality Assurance document is part of the Quality Assurance procedure in place for the college and its programme. The steering group is responsible for monitoring quality assurance practices regularly through the various key elements of the college’s QA process.
The process includes:
a) Learner evaluations of programmes of study. This includes the annual learner survey which is conducted once a year through the online survey site (See Appendix 2). Each learner is also asked to respond to a workshop evaluation survey after each workshop (See Appendix 5).
b) Tutor evaluation of programme. All tutors are requested to complete an annual staff questionnaire (See Appendix 3) and to provide opinions on all matters relating to the college, physical resources, services and programme of study.
c) College staff meetings take place frequently and can be both formal and informal. Formal meetings of the college steering group meet regularly and minutes of these meetings are recorded.
Setanta College Self Evaluation Report
29 d) External examiners evaluate each module by giving their opinions and recommendations to the director of programmes on the assignments and final projects. A soft copy of each assignment/final project is forwarded via email to both our external examiners in advance of the assignment/final projects being required.
e) Board of Studies meetings take place twice yearly at our academic headquarters in Thurles. All our staff members and a learner representative are requested to attend. Minutes of these meetings are recorded and filed.
f) A meeting with college staff and our appointed external examiners takes place every September to evaluate the programmes and also to dissect the results of our learners who we have put forward for Graduation. This meeting is referred to as the examination board meeting.
The interaction of all the above is intended to ensure that the QA procedures in place will be effective.
The college Quality Assurance document can be viewed by any member of the public by visiting the college website and it can be found under the section ‘About us’. All learners are provided with a copy of the student handbook which contains details of learner procedures and other relevant quality assurance details.
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30 4.2 Approval, monitoring and periodic review of programmes and awards
4.2.1 Approval of awards
In early 2010 the college agreed to add to the existing Level 6 suite of certificates (Special Purposes certificate: Award in Resistance Training and Weight Training for Sport (10 Credits) and the certificate for: Physical Fitness and Conditioning for Sport) which had been awarded in 2006. It was decided to make a submission to HETAC for approval of a Level 7 Bachelor of Arts in Strength and Conditioning (180 credits). A transfer and progression approach was taken as part of the college’s strategic vision.
The Bachelor of Arts in Strength and Conditioning forms the main basis of the college’s blended learning courses. A learner can begin with a 30 credit Level 6 certificate in Resistance Training and Weight Training for Sport. Having completed this programme of studies the learner has the option of progressing to a 60 credit Level 6 certificate in Physical Fitness and Conditioning for Sport. If a learner then wishes to continue their studies on completion of the 60 credit certificate they have the option of moving onto the Level 6 (120 credit) Higher Certificate in Strength and Conditioning.
Submissions for all three Level 6 certificates that form the basis of the Level 7 Bachelor of Arts degree in Strength and Conditioning were made to HETAC in the intervening 2 years. The college has been successful with these submissions and all three certificates are now stand alone certifications.
4.2.2 Monitoring and Periodic Review of Programmes and Awards
Monitoring of programmes is partly undertaken by the college’s director of programmes who reviews both workshop content and tutor delivery every quarter of each year. During this monitoring process, each learner attending workshops is issued with a survey. This feedback in conjunction with the quarterly assessment of workshop delivery by the director of programmes is gathered and discussed with tutors individually and collectively at the Board of Studies meetings.
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31 The programme is evaluated twice yearly by the Board of Studies in order to ensure that current best practice is being delivered to the learners. The following members comprise the Board of Studies: learner representative, programme monitor, module tutor, college administrator, IT expert and director of programmes.
On-going learner and internal staff evaluations of the programme are completed and this feedback is considered by the steering group with subsequent administrative and organisational changes or additions occurring where necessary.
The college regards the continued advice and instruction from external examiners as integral to the monitoring process. External examiners are consulted on a regular basis in relation to the continuous assessment assignments that learners complete as part of their ongoing assessment.
The college is committed to involving the learner in all aspects of Quality Assurance. The process in place for a learner to be involved is as follows:
a) Completion of workshop evaluation survey
b) Completion of annual learner survey
c) Interaction between learner and course tutor
e) Procedures for learner assessment result appeal
The learner’s survey (See Appendix 2) conducted in August 2012 is concerned with all the constituent elements of the programme. The appraisal of the programme by learners is a central part in the ongoing monitoring of the programme. The survey encompasses: standard of resources available, organisation and content of modules and general evaluation and suggestions. It is the college’s requirement that learners are given the opportunity to appraise the programme anonymously.
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32 The results of a recent survey (August 2012) indicated medium to high satisfaction levels with the organisation itself, content of the programme, workload and practical workshops. These results while encouraging also provide the college with the opportunity to reflect on areas that are considered to be weak. The suggestions currently made by the learner for ensuring improvement in general to aspects of the programme provides a strong reference point for reflection and future modifications. The main headings under suggestions for improvement in programme delivery include: workshop location and facilities, module content and assignments.
4.2.3 Programmatic Reviews
The College has not undertaken a programmatic review previously and this is because the Bachelor of Arts in Strength and Conditioning was awarded in 2010. It is the intention of the college to carry out a full programmatic review of the Bachelor of Arts degree programme in Strength and Conditioning in 2015 which is in line with the procedures HETAC set out to each individual college. The original Level 6 Special Purposes Award in Physical Fitness & Conditioning for Sport SL701 (60 credits) and Level 6 Special Purposes Minor Award in Resistance Training & Weight Training for Sport - SL702 (10 credits) are no longer offered as programmes of study to learners. Learners currently participating on these programmes will graduate this autumn.
4.3 Assessment of students;
The European Standards and Guidelines for Quality Assurance states that “Students should be assessed using published criteria, regulations and procedures which are applied consistently”.
The standards and guidelines refer to, inter alia: assessment learning outcomes; appropriateness; clear and published marking criteria; be undertaken by people that understand the role of assessment; where possible, not rely on the judgments of single examiners; consequences of examination regulations; regulations covering student absence, illness and mitigating circumstances; verification checks and informing students of assessment strategies.
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33 4.3.1 Procedures for Examination Boards
An examination board meeting takes place once yearly in early autumn in line with HETAC best practice guidelines. This meeting is attended by two external examiners who evaluate continuous assessment results from each module of the college certificates. The exact grading a learner will receive upon completion of their specific course is decided upon at the examination board meeting. Prior to the examination board sitting our external examiners are furnished with samples of continuous assessment assignments and projects to brief themselves.
Minutes of the previous years meeting are read out before the meeting takes place and those present are invited to reflect on any issues that were raised previously. The examination board meetings are very informative however it is the intention of the college to ensure that more college staff attend this meeting.
4.3.2 Procedures for External Examiners
The role of the external examiner is to provide an objective view of the adequacy of standards at all levels of examinations in the college. In accordance with HETAC Assessments and Standards (2009), all external examiners are required to submit a report to the Registrar following the Autumn Examination Board meeting
Overall, the external examination process is seen as an effective, thorough and fair process. The external examiner provides an insight into how the subject area is marked in other third level Institutions, thus providing a benchmark for the college in terms of continuous assessment for the learners. Opinions are sought from both external examiners on whether the standard of assignments and projects meet the learning outcomes for either a Level 6 or Level 7 learner.
Liaison with external examiners in approving assessments, sampling papers and exam board attendance is managed by the head of administration. This ensures that the necessary procedures have been followed and the appropriate information communicated. Further communication would take place between the director of programmes and the
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34 external examiner in respect of findings, recommendations and enhancement opportunities.
4.3.3 Procedures for Learner Appeals
This procedure applies to all learners of the college for the programme of study operated by the college. This procedure does not cover academic appeals for which there is a separate procedure.
No learner will be disadvantaged through availing of the complaint procedure. However the college will expect that in raising possible issues of complaint, learners themselves will have observed their obligations and responsibilities in keeping with the student charter. The college also expects that learners will not engage in frivolous or vexatious complaints.
The intention is that most problems will be dealt with locally, in a spirit of conciliation. Thus the formal complaints procedure should be seen as a last resort in the search for a solution Any party involved in a complaint has the right to be accompanied and represented by a person of his/her choice at every relevant stage of the procedure. The procedure is intended to produce a speedy and efficient resolution. The aim is to prevent unnecessary delay, whilst ensuring a full and fair assessment of the particular circumstances of any individual complaint.
Complaints provide an important source of feedback on the performance of the college’s services and members. As such the college will monitor the registration of complaints and the progress towards resolution. All complaints should normally be made within 21 days of the alleged incident, matter or concern. The complaints procedure is based on the principle of natural justice. Consequently anonymous complaints will not be accepted.
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35 4.3.4 Procedures for Information about Assessment
College learners’ overall results for each module are awarded by means of continuous assessment. The means of continuous assessment is made known to all learners at the induction day and is also in the student handbook (See Appendix 7) that can be accessed through the online learning centre at all times. Seventy five percent of the 43 learners who responded to the annual learner survey (See Appendix 2) intimated medium to high satisfaction in the feedback they receive from all aspects of their continuous assessment.
4.4 Quality assurance of teaching staff
The college currently contracts 4 fulltime tutors and 12 part-time tutors and subject experts for the development and delivery of the curriculum and the assessment and moderation of students. Tutoring staff are recruited through a rigorous selection process whereby they are identified for interview on the grounds of their qualifications and experience. The director of programmes is involved in all interviews and assesses candidates for their suitability in terms of curriculum knowledge, practical experience, currency in their field and their understanding of initial teacher education. Successful applicants are expected to maintain currency either through professional practice or through further research.
The college seeks to ensure that learners have access to highly qualified, current practitioners in this specialist field of study. Learners benefit from, and appreciate, the extent of their knowledge as well as the fact that they, the tutors, are applying theory to practice. Feedback from learners through a recent survey shows that the majority of students rate the academic content of tutorials as good to excellent and likewise for the support from tutors (See Appendix 1).
The college is in a unique position of being able to access experts from across the sporting world to provide a high quality of expertise in tutoring. Additionally, the college is able to draw on its established pool of experts to respond to future demand. However, managing and coordinating a dispersed team does have its drawbacks, particularly if the team members have a bigger employment commitment elsewhere.
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36 Although this is not overwhelmingly the case, there are instances where meeting deadlines is problematic due to other commitments.
This issue and other issues are dealt with by the director of programmes at the tutor review and the board of studies meetings. The promotion and maintenance of team work and team spirit requires a more conscious effort due to the dispersed nature of the team, and the director of programmes is tasked with enhancing this and ensuring dissemination of accurate information. Again this is achieved through the Board of Studies meetings and also through staff e-mail and personal communication.
The college has a staff development policy and this is applicable to all staff. However, as a majority of college faculty are independently contracted, rather than employed by the college, and generally are still practising in their professional fields there is scope for greater formal staff development in the future.
An additional benefit however of this dispersal and involvement with sporting associations is that their current professional practice means they are up to date in their working knowledge.
The director of programmes schedules regular onsite training days for the purpose of reviewing progress to date, identifying recommendations for development and for implementing changes in practice. When a new tutor is identified through their excellence in practical experience and coaching and through their study of the area and potential, the tutor becomes an assistant tutor. In practice he or she assists an existing tutor for 2 modules (6 months) and only becomes a module tutor following a review from the director of programmes who also uses feedback from the tutor and learners before promoting an assistant tutor to a lead tutor role. Induction and ongoing training / advising and supporting of tutors to date, has been managed on an individual level. Generally, the director of programmes meets with staff to provide feedback and advice and also to participate in the ongoing review of the particular subject area.
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37 All tutors have full access to staff in the college to seek support and or advice in respect of technology, academic affairs, examinations and assessments, curriculum content and any other such issue that may arise for them. Opportunities are provided through provision of customised sessions (including workshops and briefings) for particular groups of staff based on needs analysis. These draw on expertise across the college and may be facilitated by staff external to the college. Following an external examiners meeting in 2011, it was recommended that a review of marking systems take place, following this the college arranged a staff training day chaired by Ms.Moya Breen, head of the Business School in LIT.
4.5 Learning resources and support
4.5.1 Blended Learning Resources
The nature of the on-line environment dictates that learners may study when and where they like (within certain fixed requirements such as assignment dates and attendance at practical workshops). The modular system allows learners maximum flexibility in selecting their study pattern. The main learning resource that our learners use is Moodle. An external server hosts this learning resource. Maintenance of the external server is managed by IT consultants Irish Web HQ. Technical support is available at all times throughout the year. There is a week long upgrade and maintenance check carried out for one week during the Christmas holidays when learners are advised not to log on to the system.
Each module has a dedicated discussion forum. These discussion forums are a valuable resource for online learners. The discussion forum also extends to discussions during workshops. Course tutors have the option to include assessed forum and workshop contributions as part of the continuous assessment strategy for the course. All online discussion forums are monitored to avoid misuse of information and inappropriate comment. A learner will receive an email if a post is made to their specific module forum. Ninety three percent (93%) of the 43 learners who took part in the annual learner survey are satisfied with the online course work and how the material is presented to the learner (See Appendix 1). Seventy five percent (75%) of learners surveyed expressed satisfaction with the availability of reading materials and other learning resources (See Appendix 1).
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38 a) An analysis of learner support services is carried out annually through the annual learner survey which is now carried out through our online survey resource called survey monkey (See Appendix 1).
b) The college is currently in the final stages of constructing an online library resource. This resource will provide a variety of information for both learners and tutors alike. The library will contain extensive video content and historical folders of varying abstracts and journals from the popular strength and conditioning and sport science journals. A learner will be able to access this resource with a special username and password that is unique to them. Once a learner progresses through their modules they will gain more access to this online library. A keyword search will save learners time on trawling through information that does not relate to what their studying.
c) Learners are required to purchase essential textbooks. In addition recommended reading material is available for purchase during workshops and also referenced online. Essential textbooks are necessary for learners to complete each aspect of their module. The college encourages learners to purchase these essential textbooks through Human Kinetics. If learners purchase their textbooks through Human Kinetics they will receive a 20% discount, this arrangement was made between Human Kinetics and the college. The Board of Studies will complete a review of the texts and resources available to students.
d) Administration support is available to all learners from Monday through to Friday each week and encompasses areas such as accessing MCQ’s and logbook tasks, assignment queries and results and information on practical workshops. The relationship between tutor and learner is a important resource available to our learners. Due to the nature of blended learning the learner is relying on their particular tutor to be available to discuss any specific course material at all times. Seventy five percent (75%) of the 43 learners who responded to the annual learner survey expressed a high level of satisfaction on the availability of private discussions between learners and tutors (See Appendix 1).
Setanta College Self Evaluation Report
39 e) It is possible that the college retains a high proportion of learners by increasing the level of one-to-one support amongst learners and college staff. The nature of part time blended learning requires flexibility by all parties because the majority of the college learners are working full time while also coaching or participating in sport. The college’s approach is to support the learner in whatever way it can, which may include facilitating the leaner by extended quiz dates or assignment due dates in certain circumstances. The college also enables a learner who feels they cannot give proper time to study to resume their studies at a later date.
f) Learners are represented on the college’s board of studies whose role is to assist 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 programme. The college is in the process currently of electing a learner representative to this board but the process has yet to be completed. However a long standing current learner has agreed to be the learner representative until such time as a properly elected representative is voted in.
4.5.2 Locations used in Workshop delivery
Currently, workshops are conducted in the Glen Royal Hotel, Maynooth Co Kildare and in LIT Thurles Campus, Thurles Co Tipperary. The main location for workshop content delivery is at the LIT Campus at Thurles. The facility includes classrooms, lecture theatres and sports hall and Gym facilities – all key and central in the delivery of the college’s practical workshops. At time overnight accommodation is required and learners may avail of any of the B&B, hotels and guest houses that are plentiful about the area. The college also uses the Horse and Jockey Hotel and Leisure Centre located within 10 minutes drive from the campus for accommodating visiting lecturers. Learners can avail of a special deal for accommodation if required with the hotel.
The rationale for having a second location is to facilitate learners who regularly travel from a northern, a midland and Dublin home base. The facilities used in Maynooth are open plan meeting rooms designed to provide modern presentation IT. Following our review of the second location for workshops there are no outstanding issues in
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40 respect of QA. Over 90% of tutors have rated the workshop venues as good to xcellent (See Appendix 3). In addition approximately 70% of learners report that workshop venues are good to very good (See Appendix 2). One shortfall within the facilities of the second workshop location was the unavailability of the gym facilities (see Appendix 3). This issue has been addressed by providing a mobile gym for use in the second facility.
4.6 Information systems
4.6.1 Management Information Systems
The college collects, analyses and uses relevant information to manage its programme of studies and other activities. This information is collated and retained on Excel spreadsheets, Word documents and Clinic Office software. All information is stored on the college’s main operating system and access is restricted at many levels. For example, only the administration staff has access to all data. Critical data is backed up on external hard drives, is password protected and encrypted.
As information is stored in a variety of forms and locations with some duplication of data there are some inefficiencies within the system. One of these inefficiencies is having two offices in separate locations. Not all learner information is available in both locations. The college plans to address this operation and have exact operating systems located in both the academic office in Thurles and the management/accounts office in Kilcock.
4.6.2 Research/Feedback
As part of the college’s quality assurance information systems every effort is made to ensure there is an ongoing collection and analysis of data for the effective management of the various programmes of study. This information allows key feedback which can be used as part of the college’s continuous improvement policy. One collection resource used by the college is an online survey company called www.surveymonkey.com.
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41 Once registered it allows the college to gain invaluable feedback from learners, lecturers and our education partners through emailed surveys. This data is collaborated, printed and stored in hard copy in our administration office. Quality related information systems required by institutions depend on local circumstances. However, the information system is ideally expected to cover the following:
1. Learner progression and success rates
2. Employability of graduates
3. Learner satisfaction with programmes
4. Effectiveness of teachers/tutors
5. Profile of the learner population
6. Learning resources available and their costs
7. The Institutions own key performance indicators
4.6.3 Learning centre
The college’s online learning centre is the most significant part of the college and so it is vital to ensure all students are comfortable with accessing lectures which are made available each week through moodle. Moodle is a software package for producing internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education.
Learners who enrol in any of the online courses are obliged to attend an induction day before the course commences for a Q & A session and to familiarise themselves with the use of the moodle site which is accessed through www.setantacollege.ie
This learning centre also hosts a learner/student forum which allows learners an outlet to discuss matters relating to their course with fellow learners lectures and the director of programmes.
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42 4.6.4 Video/Journal library
As stated, one significant resource which is currently under construction is our online library. This library will house all of the course videos and strength and conditioning journals and can be accessed from our main web page www.setantacollege.com. This will be made available to learners. Videos on methods coaching and strength and conditioning related articles and journals can be found using a description search bar tool making it extremely easy to access a vast amount of content relating to our strength and conditioning courses.
4.7 Public information
The college is committed to the provision of the general public, information on the programmes offered. The college provides information on all courses through the main website, facebook page, blog page, twitter feed, prospectus, information leaflets and through direct email contact with the public. The college recruited the services of a specialist in social media IT during the summer of 2012. To date this has proven to be effective with 2,231 page views in a 30 day period. In addition from the 1st to the 27th July 2285 pages were viewed and out of this 44% were new visitors. This reflects a growing trend in website and blog traffic (See Appendix 9). The college recognises the importance of public communication through such media.
The college website is likely to be the first point of contact between a potential learner and the college. All courses are therefore clearly displayed on the front page with links attached once viewed. The website also includes an on-line shop where current and potential learners can pay for module fees and HETAC registration fees.
The main website was redesigned and launched in January 2012. Following a review of the previous site by the college steering group and representatives of the learners, there was general agreement that the college needed to make the website more user friendly to both the current learner but also to potential learners who found it hard to get the proper information they needed. In addition to a broad-make over a number of sections were added including a testimonial section, profiles of college staff and a
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43 sports newspaper. The college blog is another recent introduction and provides a regular series of topical blogs relating to sport and performance.
Advertising is also used as a means of marketing our college brand “Setanta College the on-line sports college”. The college accesses adverts in GAA match programmes, local sports partnership newsletters and bespoke newsletters such as Gardai and defence force newsletters. In August 2012 the college launched a popular radio station advertising campaign. A current well known student of the college agreed to use his voice over for this ad campaign. The benefits of this campaign have yet to be analysed and evaluated.
4.8 Conclusions and Recommendations for Objective 3 on Quality Assurance
Having reflected on this objective it is noted that in general the seven elements are well developed with effective systems in place. Feedback through survey and informal meetings occurs and this should continue to be at the core of the procedures to ensure that learners, staff and stakeholders have an input into the dynamic nature of the programme of studies.
The college nevertheless acknowledges that there are a number of issues to address under the headings provided by the seven elements of the review.
Policy and Procedures for Quality Assurance
A regular review of the QA policies and procedures by the Board of Studies is important for ensuring that all policies and procedures are constantly monitored. Seeking an elected learner representative is an immediate task to resolve.
Approval, Monitoring and Periodic Review of Programmes and Awards
Setanta College Self Evaluation Report
44 Given the feedback from industry stakeholders the college should become more proactive in seeking taking sport and physical education experts feedback in designing courses that reflect their stated goals and needs.
Assessment of Learners
The current system which relies on learner MCQ’s, assignments and final projects as well as workshop attendance should be reconsidered. Doing so may open up newer and more relevant ways of making assessment more applied to their coaching environment.
Quality Assurance of Teaching Staff
Currently the college recruits staff who have the qualifications and practical experience within areas related to strength and conditioning and coaching. A clearer pathway of CPD is required to ensure that the part-time and full-time staff stay current with all the innovations and methods used in the ever changing field of study.
Learning Resources and Support
The college is committed to launching the online library in 2012. On going changes and updates will be a feature of the library. The college should seek to provide specialist support for the management of this important feature.
Information Systems
One of the inefficiencies cited in the review is having two offices in separate locations. Not all student information is available in both locations. The college plans to address this operation and have exact operating systems located in both academic office in Thurles and the management/accounts office in Kilcock.
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45 Public Information
The college should consider a greater use of social media in promoting the goals, services and programmes of the college. In addition recent website and blog traffic suggests that such a medium of communication attracts much special interest. The college is considering the engagement of at least a part-time specialist in this important area.
Special Considerations
Workshop locations
The college acknowledges the importance of having dual locations to facilitate our learners’ demographic make up. However, the college is regularly reviewing the second location for workshop delivery (Maynooth) to ensure that facilities match the standard required for delivering all relevant modules.
Blended Learning
The college is satisfied that the current QA policy and procedures are effective in ensuring that learners experience a rich education. The main delivery mode of the programme content is via lectures on line and practical workshops. The college will consider other modes of programme delivery such as webcam presentation. The College will also seek more in depth feedback on ways to improve our delivery in both content and method.
5. Objective Four - Qualifications Framework, Access, Transfer & Progression
The aim of objective four is to examine the extent to which the College has applied the National Framework of Qualifications. The National Framework of Qualifications states that “a learner should be able to enter and successfully participate in a programme, or series of programmes leading to an award, or series of awards, in pursuit of their
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46 learning objectives”. Formal structures are required in each educational establishment to facilitate and enable the learner to enter onto a programme and to transfer and progress where applicable.
The National Qualifications Authority, Ireland (NQAI) clearly articulates the principles and objectives relating to the implementation of the framework and the facilitation of access, transfer and progression for the purpose of promoting a lifelong learning society. The college has complied with the aforementioned objectives in all programme developments.
The four sub-sections identified by the NQAI are credit, transfer and progression routes, entry arrangements and information provision. The college has reviewed each of these areas as follows:
5.1 Credit
All HETAC accredited provision within the college is designed to meet the requirements of the NFQI, consisting of credit bearing modules that accumulate to an identified award. For example, the Resistance Training and Weight Training for Sport, is considered an entry level minor award. This 3 module course consists of:
• Functional Training 10 credits • Resistance Training 10 credits • Weight Training for Sport 10 credits
The overall credit allocation for this programme of study is 30 credits.
The college has promoted the development of programmes containing minor awards as a means of promoting a ‘building block’ or ‘pathway’ approach to higher education, known as an education roadmap (Appendix 8). This is expanded upon in the next paragraph.
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47 As part of this strategy, the college provides start-up or beginner courses for sporting organisations and bodies to allow volunteer coaches gain a basic competence in supervising fitness and general strength and conditioning training sessions. These start up courses are not formally recognised by HETAC. It is the intention of the college to seek accreditation for these courses as part of a pathway for later specialised study.
5.2 Transfer and Progression Routes
The college is mindful of the need to have a clear pathway for learners who wish to study in the area of Strength and Conditioning. With this in mind the college has linked all its current HETAC approved courses in a building block approach to education and progression for the learner. The link flows as follows:
• Resistance training and weight training for Sport (RTWTS) (3 Modules)
|
• Physical Fitness and Conditioning for Sport (PFCS) (6 Modules, 3 Modules + RTWTS)
|
• Higher Certificate in Strength and Conditioning (HCSC) (12 Modules, 6 Modules + PFCS)
|
• BA in Strength and Conditioning (18 Modules, 6 Modules + HCSC)
This model allows learners progress at their own pace, they may complete a certificate and take a break, returning, and continuing with their studies to degree level, if they so wish.
The college has three intakes per year, as a result learners can opt to take a break during their studies and return to recommence their study when time allows. This can
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48 be of particular interest and benefit to for example, the full time athlete, who might be preparing for the Olympics or a major games competition.
5.3 Entry Arrangements
Our learners are required to be over 23 years of age. See also learner profile (5.4)
Learners will also be required to display the ability to be competent at English and to have at least a basic competency in computer literacy in order to complete the on-line study/reading requirements. To this end a special induction workshop is organised for all course beginners. However the focus is on access based on ability to successfully complete the award rather than merely obtaining entry to the programme.
5.4 Potential Learner Profile
• Mature learners with sports coaching certification
• Adults who have practical experience in sports coaching but who do not have a valid university recognition and who have a sports association certification
• Adults who have progressed through sport association courses and who wish to advance their qualifications in strength and conditioning
• Adults who have attained a level 1 SAQ award or completed the IRFU’s Certified Conditioning Coach award or its equivalent
• Adults who have participated in their sports to a very high level or over a long period of activity
• Graduates who desire a further practical coaching qualification in the area of sports conditioning
• Graduates of the programmes Resistance Training and Weight Training for Sport and Physical Fitness and Conditioning for Sport. These graduates have the option to progress onwards to obtain additional modular standards, progressing to our other
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49 validated programmes, namely Higher Certificate in Strength & Conditioning, & Bachelor of Arts in Strength & Conditioning.
• The college also has an APCL procedure in place.
5.5 Accreditation of Prior Certified Learning
The Accreditation of Prior Learning, or APL, is a process by which the college (in line with HETAC Assessment and Standards 2009) gives credit for learning achieved by an individual before entry to a programme of study in the college. Some prior learning may have been previously assessed and certificated by an education provider (for example, another institution of Higher Education). In such cases recognition of this learning is known as the Accreditation of Prior Certificated Learning (APCL).
The APL does not apply to the assessment of prior learning and/or experience for the purpose of entry to a programme of study in the college, only to the assessment of eligibility for entry with credit. It is important to note that it is the achievement of learning, or the outcomes of learning, that is being accredited rather than the activity of learning itself.
The procedure for dealing with an APCL application is that the administrator collates all materials necessary for the director of programmes to reflect on and make a decision as to the merits and appropriateness of request. The assessment is made in light of the aims and outcomes established for a given module and compared to the aims and outcomes at the respective level for which APCL is sought.
The decision is then communicated to the learner submitting the application. In the event of an appeal applications are brought to the Board of Studies for consideration. In the case where credit is not given the rationale for such as decision is clearly explained to the learner.
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50 A small number of learners have submitted an application for APCL. In each case a response was made indicating the reflection and decision made. To date no appeal has been made.
5.6 International Transfer
An exciting development for the college is the potential for international learners studying at the college. Currently our policy and procedures for QA do not embrace the international learner. The college however, is aware of the need to address this situation in terms of programme delivery as well as international transfer agreements.
5.7 Information Provision
The college seeks to provide information that enables all potential applicants to make an informed decision about their programme choice. The college provides this information through a number of mediums, including its website, targeted advertisements and information leaflets. The information provided outlines the target award and awarding body as well as details of component modules, programme duration, assessment methodologies, entry requirements and the target market.
Where a programme has recognition or accreditation from a professional body or is delivered in partnership with another institution this information is also included.
5.7 Conclusions for Objective 4 - Qualifications Framework, Access, Transfer & Progression
Reflection by the college Review Group suggests that the college has been effective in implementing the principles contained within the objective four. However, it is necessary to revise at regular intervals the elements contained within the objective. The potential within the international community for prospective learner intake is one area that the college will examine.
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51 Reflection on this objective suggests that our process of APL should be evaluated to ensure a fair and transparent process that includes the deliberation of at least two members of the college staff. The proposal is made that the lead tutor in addition to the director of programmes make a joint decision after reviewing and considering the application for APL.
While learners from other sport science and physical education courses have applied to the college there has not been a request for APL. It seems likely that due to the age profile of the applicant that the learner feels the need to comprehensively attend to all modules of the programme.
Further, it may be prudent to engage the services of an experienced RPL consultant to explore the options for facilitating a more flexible approach to access, transfer and progression.
6 Objective 5: To evaluate the operation and management of Delegated Authority where it has been granted [Not Applicable]
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52 7 Objective 6: To provide recommendations for the enhancement of the education and training provided by the College
This objective is to provide recommendations for the enhancement of the education and training provided by the College. This will include both the recommendations arising from the external peer review process and recommendations arising from the internal self study process.
Special considerations for Setanta College
Objective 3: The Institutional Review should consider the quality assurance arrangements in place for all of the locations used from programme delivery. The Institutional Review should examine the system of blended learning in place in the college.
7.1 Key lessons from the Institutional Review Process
The Institutional Review Process proved to be most beneficial from a number of perspectives. At a micro level it identified a number of weaknesses some of which might have remained unrecognised were it not for the comprehensive nature of the process.
Members of the Institutional Review Team engaged at a deep level of internal self study and while reflecting on the issues at hand noted that the main impact of the review process led to a review of the principles and mission statement of the college. Regarding the latter, it was clear that many learners and graduates share a common interest in creating not just a successful sporting team or group of athletes but rather have recognised that the lack of a general movement skills base is a central issue within the participants and performers in their relevant sport. Extending this to a broader context the collaboration with the international sporting body, the International Rugby Board has also drawn attention to the this need to address basic movement competency in children. Further, the provision of summer courses (2011 and 2012) to members of the Irish National Teachers Organisation has resulted in a greater teacher awareness of the needs of children vis a vis movement competence. Thus we found
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53 ourselves reflecting on this particular national and evidently international perception of the need for greater movement competence in children. Thus this awareness impacts on the ‘mission’ statement of the college.
A second macro outcome relates to the challenges that are ahead for the college. As learner numbers grow it is important that our QA policies and procedures remain robust in dealing with an increased workload.
A further macro outcome was the recognition that regular review through the formal processes is critical to ensuring that the college implements policies and procedures articulated in the QA document.
The following sections summarise the specific recommendations from each Objective considered.
7.2 Recommendations for Objective 1 on Public Confidence
The following key recommendations have been proposed following reflection on this Objective by the college.
1. The college recognises the process of engaging in the pursuit of the promotion of greater physical activity within a community that is wider than sport. This presents the college with an opportunity to engage in the worthwhile promotion of not only the promotion of the importance of strength and conditioning but also general physical activity that embraces recreation and adventure as well as sport.
2. A number of initiatives have been successful in fostering collaboration and partnership with sporting organisations and professional bodies. However, a greater emphasis should be placed on developing links already established. Regular review with these key bodies should become a feature of the college’s commitment to fostering greater public confidence. The review process can take the form of formal meetings to assess the status of current programmes and what Setanta College Self Evaluation Report
54 services the sporting organisations and professional bodies may wish to see introduced.
3. In seeking to maximise public confidence the college will consider creating links with a number of bodies that share a common interest such as associations involved in physical education and the promotion of physical activity and health.
7.3 Recommendations for Objective 2 on Strategic Planning and Governance
The following key recommendations have been proposed following reflection on this Objective by the college
• Continue to collaborate with teaching bodies and sporting associations to promote courses for teachers and coaches that aim to promote greater movement skill competency in children.
• Seek to develop at local community level a series of activities and camps where children can be exposed to fun movement challenges.
• Continue the collaboration with our key partners in enhancing the range and quality of the courses provided to meet their specific needs.
• Strengthen college management system to ensure that Quality Assurance is a priority in the delivery of all courses and programmes of study.
• Invite innovators within the areas of technology, exercise, fitness and sport to highlight the possibilities for future work, employment and entrepreneurial opportunities in exercise, movement and sport.
• Liaise with local sports partnership to create local opportunities for learners and graduates to deliver their specialist skills.
• Seek out partners in the sport and fitness industries that are active in the promotion of strength and conditioning and physical activity.
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55 • Strengthen the links with the Institute of Sport in Ireland and other sporting bodies such that elite performers can be facilitated to pursue a professional qualification while involved in full-time sport.
• Further develop online library resources and Virtual Learning Environment.
• Develop modes of programme delivery that are flexible and suitable for an international market.
7.4 Recommendations for Objective 3 on Quality Assurance arrangements operated by the college
The following key recommendations have been proposed following reflection on this Objective by the college.
1. As the college expands, its current focus on the learner and the quality of delivery needs to stay centre stage.
2. Quality control procedures for international students need consideration and review.
3. More focus on the needs of our partners, through extensive regular reviews and pulsing of their learners.
4. The college needs to expand on the partnership profile and look outside the narrow focus of elite sports.
7.5 Special Considerations
The college has addressed the special recommendations under Objective 3.
The college is satisfied that there is no difference in the QA that exists within the use of dual locations for workshops. It is important to state that in order to ensure acceptable facilities the use of a mobile gym is prudent. This has been the modus operandi over the summer months for the workshop concerned and this initiative has dealt with any potential discrepancy in quality of programme provision.
The system of blended learning in place uses two key elements. They include the use of moodle as the lecture platform with the learner forum as a class medium for communication. Also moodle facilitates the use of Multiple Choice Questionnaire’s,
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56 assignments and final projects. These are key elements in the blended learning system and to date the college is satisfied with the operation and effectiveness of such systems. Looking ahead the college needs to assess the potential in webcam presentation delivery.
7.6 Recommendations for Objective 4 - Qualifications Framework, Access, Transfer & Progression
The following key recommendations have been proposed following reflection on this Objective by the college.
The college policy and procedure regarding APCL should be evaluated to ensure a fair and transparent process that includes at least two members of the college staff. The proposal is made that the lead tutor in addition to the director of programmes make a joint decision after reviewing and considering the application for APCL.
While learners from other sport science and physical education courses have applied to the college it is perhaps now appropriate to engage with appropriate third level education providers in mapping learning outcomes and level of learning in order to determine if recognition can be gained for the college learners and for those seeking access through transfer.
It may be prudent to engage the services of an experienced RPL consultant to explore the options for facilitating a more flexible approach to access, transfer and progression.
Finally, it is important to acknowledge the benefit of conducting a self-evaluation review as guided by the five objectives. The review has highlighted areas that are working well and also areas that require attention in order to ensure the smooth and effective running of the college.
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