DOCSLIB.ORG

How Do You Educate a Journalist? the Competing Discourses of Journalism Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Do You Educate a Journalist? the Competing Discourses of Journalism Education How Do You Educate a Journalist? The Competing Discourses of Journalism Education Nora French Thesis submitted in part fulfilment of the requirements for the degree of Doctor of Education University of Sheffield February 2005 Acknowledgements I would like to acknowledge and thank a number of people for their support and assistance during my work on this thesis. Firstly, I am very grateful to my supervisor, Professor Gareth Parry, for his skilful, supportive and insightful guidance throughout the research process. This was backed up by the EdD staff in general and the class of 2000 who provided much intellectual stimulation and enjoyable company over the four years of the doctoral programme. I would like to thank my colleagues in DIT Aungier St, particularly those in the School of Media, for their interest and encouragement and also their forbearance as I completed the thesis. A special word of thanks to those from DIT who successfully completed the Ed.D. before me and who were generous in sharing their experience. I would like to mention Dr Tom Duff in particular in this regard. I also wish to acknowledge the kind assistance of Brian Trench of the School of Communications in Dublin City University for facilitating access to documentation which was crucial to my work. Finally and most importantly, my family and friends in their different ways provided me with support, advice and understanding over the last few years. They never doubted that I would reach the end, which was a great spur to bring the work to its completion. Table of Contents Page no. Abstract 1 Acronyms and Abbreviations 2 Chapter 1 Introduction 4 1.1 The research topic 4 1.1.1 Introduction 4 1.1.2 The problem 4 1.1.3 The research questions 6 1.1.4 The boundaries of the study 6 1.1.5 Significance of study 7 1.2 The context of the research 8 1.2.1 Journalism education in Ireland and elsewhere 8 1.22 The concept of journalism 9 1.2.3 The concept of journalism education 10 1.3 Research design 12 1.4 Positionality and ethics 13 1.5 Structure of thesis 15 Chapter 2 Journalism Education in Ireland 16 2.1 Introduction 16 2.2 The development of journalism education 17 2.2.2 The main programmes in journalism 17 2.2.3 Other programmes 20 2.2.4 The involvement of the NUJ 22 2.3 The current situation 25 2.3.1 The primary centres of journalism education 25 2.3.2 Journalists and journalism education 27 Chapter 3 What is Journalism? 29 3.1 Introduction 29 3.2 The role of the journalist 30 3.2.1 The traditional role 30 3.2.2 Journalism and democracy versus journalism 32 as business 3.3 Challenges to journalism 33 3.3.1 Consumerism 33 3.3.2 Weakening of democracy? 34 3.3.3 Information and communication technologies 36 3.3.4 Globalisation 38 3.4 Response to challenges 40 3.4.1 Journalism and media/communications 40 3.4.2 Reconceptualising journalism's role? 42 3.5 Journalism education 43 Chapter 4 Professional Journalism Education 45 4.1 Introduction 45 4.2 The concept of profession 45 4.2.1 What is a profession? 45 4.2.2 Knowledge 48 4.2.3 Public service 51 4.2.4 Autonomy 52 4.2.5 The professional project 54 4.3 Is journalism a profession? 54 4.3.1 Knowledgelcompetence 55 4.3.2 Public service 56 4.3.3 Autonomy 57 4.3.4 Professionalisation of journalism 57 4.3.5 Why was professionalisation not achieved? 60 4.4 Professional education 62 4.4.1 Professional education within higher education 62 4.4.2 The curriculum of professional education 64 4.5 Professional journalism education 67 4.5.1 Journalism in higher education 68 4.5.2 Models of professional education in journalism 72 Chapter 5 Critical Discourse Analysis as Methodology and Method 78 5.1 Introduction 78 5.2 Forms of analysis 78 5.2.1 Linguistic analysis 78 5.2.2 Discourse analysis 79 5.2.3 Critical discourse analysis 80 5.2.4 Critical Discourse analysis within Discourse Analysis 82 5.3 Theoretical foundations 84 5.3.1 Structuralism 84 5.3.2 Post-structural ism 85 5.3.3 Conflict, power and discourse 87 5.4 The analysis 90 5.4.1 Three dimensions of analysis 90 5.4.2 Text, discourse practice and social practice 91 5.4.3 Reflexivity 93 5.5 Research methods 95 5.5.1 A study of two cases 95 5.5.2 Data selection, analysis and sample size 96 5.5.3 Documents as research data 98 5.5.4 Criteria for evaluation 100 5.5.5 Ethics 103 5.6 Summary 104 Chapter 6 Level One Analysis: Core Texts 105 6.1 Introduction 105 6.2 The concept of journalism 106 6.2.1 Journalism or media? 107 6.2.2 Journalism a profession? 109 6.2.3 Public service, knowledge, autonomy 110 6.3 The concept of journalism education 112 6.3.1 Academic or vocational? 113 6.3.2 What model of professional education do the texts 114 outline? 6.3.3 Models of journalism education 118 Chapter 7 Level Two Analysis: Discourse Practice 121 7.1 Introduction. 121 7.2 Anal ysis of course modules 122 7.2.1 DCU modules 122 7.2.2 DIT modules 125 7.3 Concept of journalism 127 7.3.1 Journalism or media? 127 7.3.2 Journalism as a profession? 130 7.4 Concept of journalism education 132 7.4.1 Academic or vocational? 132 7.4.2 Knowledge-based or practice-based? 134 7.4.3 The Barnett, Parry and Coate model 135 7.4.4 Models of journalism education 136 7.5 Analysis of course rationale 137 7.5.1 DCU documents 137 7.5.2 DIT document 138 7.6 Concept of journalism 139 7.6.1 Journalism or media? 139 7.6.2 Journalism as a profession? 141 7.7 Concept of journalism education 146 7.7.1 Academic or vocational? 146 7.7.2 Knowledge-based or practice-based? 148 7.7.3 The Barnett, Parry and Coate model 150 7.7.4 Models of journalism education 151 Chapter 8 Level Three Analysis: Social Practice 153 8.1 Introduction 153 8.2 Concept of journalism 153 8.2.1 DCU, DIT 153 8.2.2 National and international education bodies 156 8.2.3 Academic and professional associations 158 8.2.4 Legislation, government reports on journalism 164 8.2.5 International bodies concerned with journalism 167 8.3 Concepts of education 169 8.3.1 DIT, DCU 169 8.3.2 Academic and professional associations 174 8.3.3 National policy 175 8.3.4 International policy 179 8.4 Summary 182 Chapter 9 Conclusions 184 9.1 Restatement of problem 184 9.2 Summary of findings 184 9.2.1 Concept of journalism 184 9.2.2 Concept of education 186 9.3 Discussion of issues 188 9.4 Methodology and positionality 194 9.5 Conclusions and implications for practice 196 9.5.1 Journalism 196 9.5.2 Journalism education 199 9.5.3 Developing journalism theory 201 9.6 Further research 205 Appendices Appendix 1 Research Outline 206 Appendix 2 Core Texts 207 Appendix 3 Course Modules 211 Appendix 4 Texts for Level Three Analysis 217 References 221 Abstract This research is concerned with the curriculum in an area of professional education, that of journalism. Competing concepts of journalism and journalism education exist which have led to variety and some confusion in the structure and content of educational programmes. The research investigates the beliefs and values underlying the two main undergraduate degree programmes in journalism in Ireland, at Dublin City University and the Dublin Institute of Technology, with the aim of gaining a better understanding of the issues involved. The study is set in the context of the more general debates on journalism education and professional education. As the topic is to do with meaning and language, a discourse analysis approach was used, specifically the method of critical discourse analysis developed in the work of Fairclough. This approach entails a comprehensive, multi-layered analysis starting from a small amount of data or core texts. The data used were documents. The brief published descriptions of the two courses served as the core texts; the analysis of which was further tested through examining documents detailing the course modules and course rationale. The third layer of analysis looked at the usage of the concepts in texts from the wider journalistic and educational contexts in which the courses were developed. Discrepancies were found in the concepts of journalism and journalism education within and between the texts at the different levels of analysis. There were differences in the perception of journalism as distinct from or part of the media in general, differences in the nuances attached to its role, and differences as to whether its status is that of a profession. The two curricula studied exemplify the two common journalism education models which are difficult to place within the conventional models of professional education. The findings of the study are discussed in so far as they have implications for practice. Acronyms and Abbreviations ACEJMC Accrediting Council on Education in Journalism and Mass Communications AJE Association for Journalism Education BBC British Broadcasting Corporation BCI Broadcasting Commission of Ireland BJTC Broadcast Journalism Training Council CAO Central Admissions Office CDA Critical Discourse Analysis CDVEC City of Dublin Vocational Education Committee CFJ Centre de Formation des Journalistes CIT Cork Institute of Technology DA Discourse Analysis DCU Dublin City University DIT Dublin Institute of Technology DPS Discourse Psychologists ECTS European Credit Transfer System EEC European Economic Community EJT A European Journalism Training Association ESF European Social Fund EU European Union FCC Federal Communications Commission FETAC Further Education and Training Awards Council GCD Griffith College Dublin HE Higher Education HEA Higher Education Authority HETAC Higher Education and Training Awards Council IAMCR International Association for Media and Communications Research IBI Independent
Load more

Recommended publications
  • Peer Review on Developing and Promoting Dublin As an International Student City
    PEER REVIEW ON DEVELOPING AND PROMOTING DUBLIN AS AN INTERNATIONAL STUDENT CITY Dirk Gebhardt July 2011 1 CONTENTS Key Recommendations ........................................................... 3 1 Introduction ..................................................................... 6 2 Towards a shared and coherent vision ....................................... 11 3 Policies for promoting Dublin as international student city ................. 17 THIS REPORT WAS PROD U C E D B Y : Dirk Gebhardt, EUROCITIES, Policy Officer – Social Affairs, with the strong support of Jamie Cudden, Corporate Research Manager, Elaine Hess, International Policy and Project Manager and Helen O'Leary, Research Officer at Dublin City Council; the members of the international peer review team, and the experts who attended the workshops and gave valuable feedback to previous versions of the draft report. EUROCITIES EUROCITIES is the network of major European cities. Founded in 1986, the network brings together the local governments of 140 large cities in more than 30 European countries. EUROCITIES represents the interests of its members and engages in dialogue with the European institutions across a wide range of policy areas affecting cities. These include: economic development, the environment, transport and mobility, social affairs, culture, the information and knowledge society, and services of general interest. www.eurocities.eu 2 KEY RECOMMENDATIONS This report is the result of a peer review jointly conducted by EUROCITIES1, the EU URBACT OpenCities2 project and the Office of International Relations and Research in Dublin City Council. Dublin City Council is promoting the city as an international education centre and student city with the aim of creating both economic and social benefits for the city. The report sets out the national and local policies that are relevant for the internationalisation of higher education including Irelands International Education Strategy 2010-2015 “Investing in Global Relationships”.
    [Show full text]
  • Irish Newspaper Coverage of the 1966 and 2016 Anniversaries of the 1916 Easter Rising
    Remembering the Rising: Irish newspaper coverage of the 1966 and 2016 anniversaries of the 1916 Easter Rising By Brendan O’Donohue A thesis submitted in partial fulfilment of the requirements for MA in Journalism & Media Communications Faculty of Journalism & Media Communications Griffith College Dublin August 2017 i Declaration: I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of the MA in Journalism & Media Communications, is my own; based on my personal study and/or research, and that I have acknowledged all material and sources used in its preparation. I also certify that I have not copied in part or whole or otherwise plagiarised the work of anyone else, including other students. Signed: ___________________________ Dated: ___________________________ ii Acknowledgments I would like to thank my friends and family who have supported me throughout my studies, especially my parents, Brigid and Peter. I would also like to thank the Faculty of Journalism and Media Communications at Griffith College, Dublin and especially my dissertation supervisor, Niall Meehan for his support and guidance. iii Table of Contents 1. INRODUCTION 1 2. LITERATURE REVIEW 3 2.1 Introduction 3 2.2 Commemoration 4 2.3 The Easter Rising and the aftermath 5 2.4 1966 – 50th anniversary 6 2.5 Post 1966 and the ‘Troubles’ 9 2.6 1991 – 75th anniversary 11 2.7 Leading up to the centenary 12 2.8 Irish Newspapers 14 2.8 2.8.1 Irish & Sunday Independent 15 2.8 2.8.2 Irish Times 16 2.8 2.8.3 Irish Press 18 2.9 Conclusion 19 3.
    [Show full text]
  • UNDERGRADUATE Prospectus
    Griffith College 2020 UNDERGRADUATE Prospectus Dublin | Cork | Limerick + 1200 7000 BLENDED LEARNERS LEARNERS 12 112 SCHOOLS AND NATIONALITIES FACULTIES 4 170+ CENTRAL INDIVIDUAL CAMPUSES PROGRAMMES Introduction from the President Professor Diarmuid Hegarty I am delighted to introduce you Ó bunaíodh an Coláiste, bhí an to Griffith College. In choosing tacaíocht bhfoireann teagaisc do Griffith College, you are joining a na mic léinn le sonrú I gcónaí. Pé community of over 7,000 students athraithe a chuirfear i bhfeidhm sna at our campuses in Dublin, Cork and blianta romhainn, beidh an culture Limerick, and an alumni network of fáilteach céanna i réim chun na more than 35,000 graduates who mic léinn a spreagadh chun barr over the past four decades have feabhais a bhaint amach. gone on to achieve notable careers both nationally and internationally. In the coming decades, our graduates can We take pride in providing Irish and expect to have up to 15 different jobs over the International students with opportunities to course of their working lives. To succeed in the develop broader life-skills and a network that modern economy, they will need a detailed will stand to them throughout their lives. With knowledge of their discipline and a set of small class sizes and mentoring provided by transferable skills that will allow them respond the college’s academic and pastoral care to changes in the employment market. teams, our lecturers will give you the skills you need to succeed in life and in your chosen field At Griffith College, our lecturers are noted of study. for their industry experience and we are committed to ensuring our learners are It is this commitment to a well-rounded employer-ready and possess lifelong, education that has stood our students and soft skills.
    [Show full text]
  • Where Does AP(E)L Fit in Higher Education
    Level 3 Volume 2 Issue 1 Article 3 2004 Where Does AP(E)L Fit in Higher Education Anne Murphy Technological University Dublin, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/level3 Part of the Education Commons Recommended Citation Murphy, Anne (2004) "Where Does AP(E)L Fit in Higher Education," Level 3: Vol. 2: Iss. 1, Article 3. doi:10.21427/D7WX6V Available at: https://arrow.tudublin.ie/level3/vol2/iss1/3 This Article is brought to you for free and open access by the Current Publications at ARROW@TU Dublin. It has been accepted for inclusion in Level 3 by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License Murphy: AP(E)L Where does AP(E)L fit in Higher Education? Anne Murphy, Learning and Teaching Centre Abstract This paper summarises the findings of five research reports produced in Ireland and the UK since 2002 on the subject of accreditation of prior experiential learning (AP(E)L) in higher education. Cross-cutting themes among the reports are identified. The models of AP(E)L-in-use identified in the reports are then contrasted with what has become known as ‘the French model’ which was developed under their most recent specific piece of enabling legislation for validation of experiential learning: la loi de modernisation sociale 2002. Introduction This paper is written against a background of concurrent policy development, research and pilot projects related to validation, accreditation or recognition of non-formal and informal learning, both nationally and across the EU.
    [Show full text]
  • Joint and Double/ Multiple Degrees in Ireland
    Joint and Double-Multiple Degrees in Ireland_Layout 1 12/08/2014 14:46 Page 1 Joint and Double/ Multiple 1 Degrees in Ireland By Frank McMahon Joint and Double-Multiple Degrees in Ireland_Layout 1 12/08/2014 14:46 Page 2 2 1 Abbreviations DD(s) Double Degree(s) EC European Commission ECA European Consortium for Accreditation EHEA European Higher Education Area EQAR European Quality Assurance Register HEA Higher Education Authority HETAC Higher Education Training and Awards Council HEI(s) Higher Education Institution(s) JD (s) Joint Degree(s) JDAZ Joint Degrees A to Z JP(s) Joint Programme(s) NUI National University of Ireland QA Quality Assurance QQI Quality and Qualifications Ireland This report was commissioned by the Higher Education Authority of Ireland as part of the Bologna Programme work plan (2011-2013) approved and funded by the European Commission. Dr. Frank McMahon was the Director of Academic Affairs of the Dublin Institute of Technology, 2000-2010. He served as a member of the Board of Directors of the Central Applications Office for more than 10 years, was a founding member and subsequent chair of the Irish Higher Education Quality Network and was chair of the International Education Board of Ireland, 2005-2008. He served as one of Ireland’s team of Bologna Experts, 2008-2013, and was a member of the Erasmus Mundus Selection Board, 2012. Joint and Double-Multiple Degrees in Ireland_Layout 1 12/08/2014 14:46 Page 4 2 3 Foreword Table of Contents Foreword 2 This report derives from a project that was undertaken to document the current position in regard to the provision of Development of JDs in Europe 4 Joint and Double/Multiple Degrees in Ireland.
    [Show full text]
  • The Report of the Inter-Departmental Committee on the Film Industry 1942
    Irish Communication Review Volume 10 Issue 1 Article 3 January 2007 Raiders of the Lost Archive: the Report of the Inter-Departmental Committee on the Film Industry 1942 Roddy Flynn Dublin City University Follow this and additional works at: https://arrow.tudublin.ie/icr Part of the Communication Technology and New Media Commons Recommended Citation Flynn, Roddy (2007) "Raiders of the Lost Archive: the Report of the Inter-Departmental Committee on the Film Industry 1942," Irish Communication Review: Vol. 10: Iss. 1, Article 3. doi:10.21427/D7RX4V Available at: https://arrow.tudublin.ie/icr/vol10/iss1/3 This Article is brought to you for free and open access by the Current Publications at ARROW@TU Dublin. It has been accepted for inclusion in Irish Communication Review by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License ARTICLES Roddy Flynn, PhD, is a lecturer in Raiders of the Lost Archive: communications at Dublin City University. the Report of the Inter-Departmental Committee on the Film Industry 1942 1 RICFI: Report of the Roddy Flynn Interdepartmental Committee on the Film Industry. In 1938, Sean Lemass, as Minister for Industry and Commerce, established a three- man committee with a broad remit to examine and report on every aspect – actual and 2 Rockett (1988 and 2001) putative – of the Irish film industry. This report would examine not merely the refers to the report as The exhibition, distribution and production of film but also its potential as a cultural force Film in National Life and and the extent to which the established censorship regime was fulfilling its obligations identifies 1943 as the date of its completion.
    [Show full text]
  • List of Universities and Institutions Represented by KC Overseas Education Pvt
    List of universities and institutions represented by KC Overseas Education Pvt. Ltd. USA, Canada, Australia, New Zealand, Singapore, UK, Ireland, Germany, France, Sweden, Netherlands, Austria, Denmark, Finland, Italy, Hungary, Switzerland, Spain, Lithuania, Cyprus, Poland, Czech Republic, Dubai, Malaysia, Mauritius, Malta, China, Japan and Vietnam. USA Sr. No. Name 1 University of Connecticut, Connecticut (Public Ivy - Only UG) 2 Arizona State University, Phoenix, Arizona 3 University of California, Riverside, California (Graduate Business Programs & College of Engineering and UCR Extension) 4 Virginia Tech Language and Culture Institute, Blacksburg, Virginia (Only UG Pathways) 5 University of Arizona, Tucson, Arizona 6 Drexel University, Philadelphia, Pennsylvania (UG Gateways, College of Engg-MS only and IEP) 7 University of Delaware, Newark, Delaware (Only UG) 8 George Mason University, Fairfax County, Virginia 9 Colorado State University, Fort Collins, Colorado 10 Duke University, Durham, North Carolina (Master of International Development Policy) 11 Oregon State University, Corvallis, Oregon 12 University of Illinois at Chicago, Illinois 13 University of South Florida, Tampa, Florida 14 The University of Alabama Tuscaloosa, Alabama 15 Claremont Graduate University, Claremont, California 16 Auburn University, Alabama 17 University of Utah, Salt Lake City, Utah (Only UG) 18 University of Cincinnati, Ohio (Only UG – Pathway and Direct entry) 19 Ohio University, Athens, Ohio (Master of Financial Economics; All UG Programs) 20 University
    [Show full text]
  • Griffith College Dublin International Student Application Form
    Griffith College Dublin International Student Application Form Wintrier and puzzling Brady epilates so painlessly that Baron fraternizes his skeigh. Driest and rustless Ikey wonts almost sacredly,undyingly, however though Bentleymilled Roice equivocates bevels blunderinglyhis foetus sicked. or artificialize. Gustative Bartolomei overstates or politicise some infusers Introduction to Macroeconomics and Introduction to Microeconomics at care home institution. By visiting this leak, you agree to our recall Policy and trash Policy. Are you start new user? The site to form griffith college dublin international student visa to study overseas, and will get published deadline to the booking with the system. Whether the intake I choose is safe the female students? Something went wrong and smile could not penetrate your booking. The noise Area head a couch, coffee table, and satellite TV. While important have certain particular strengths, between what they offer courses in soap from astrophysics to zoology. Unique combination of classical civilisation and modernity. Can would get admission in taste in psychology? Quality education and international flexibility for both students and graduates. Designed specifically to address a growing need in the sigh, the MSc in dummy Data Management and Analytics at Griffi. The bandage of Ireland consists of making vast hilly area with lady of plains and rivers too. Irish management institute provides executive education and management development programmes. Students are also let to campus societies such lease the world society, Poker society, International Society and others! Will thereafter be allowed to have guests or friends stay over? Using the former graduates are unable to receive the application form griffith college dublin international student! However, the teaching style in Ireland often differs from that used in the USA.
    [Show full text]
  • Journal of World-Systems Research
    JOURNAL OF WORLD-SYSTEMS RESEARCH ISSN: 1076-156X | Vol. 22 Issue 1 Page 177-201 | http://dx.doi.org/10.5195/jwsr.2016.634| jwsr.org Ireland, Europe and the Global Crisis Maurice Coakley Griffith College, Dublin [email protected] Abstract This is a correction to the original article. For information about the changes made, please see the erratum http://dx.doi.org/10.5195/jwsr.2017.702. For Ireland—along with Spain, Portugal and Greece—membership of ‘Europe’ was seen as an opportunity to escape their historical legacy of ‘underdevelopment’ and become fully integrated into core positions in the global system. Each of these states, and especially Ireland experienced significant growth in the European Union, but once the global financial crisis struck, they suffered a deep economic and social crisis, and came to be categorized once again as ‘peripheral’ to Europe. This acute recurrence of a core- periphery divide in the European Union has been accompanied by a rapid diminution of democracy in the EU and its transformation into an increasingly coercive formation. The deprivation programmes imposed by the EU on the peripheral societies has not only damaged growth in the European economy, they have hugely diminished the legitimacy of the European integration project. The essay explores the roots of Europe’s changing power structures and assesses the implications of the Eurozone crisis for the future of the European integration project. Keywords: Ireland, European Union, Financial crisis New articles in this journal are licensed under a Creative Commons Attribution 4.0 United States License. This journal is published by the University Library System, University of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press.
    [Show full text]
  • What Contributed to Sinn Féin's Surge in Popularity During the 2020
    What Contributed to Sinn Féin’s surge in popularity during the 2020 general election campaign in Ireland? By Bethany Langham A thesis submitted in partial fulfilment of the requirements for MA in Journalism & Media Communications (QQI) Faculty of Journalism & Media Communications Griffith College Dublin August 2020 I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of the MA in Journalism & Media Communications, is my own; based on my personal study and/or research, and that I have acknowledged all material and sources used in its preparation. I also certify that I have not copied in part or whole or otherwise plagiarised the work of anyone else, including other students. Signed: Dated: 30/07/20 i Abstract The campaign leading up to the general election on 8 February 2020 in Ireland was eventful and its result unanticipated. Ireland’s usual bipartisan voting trend was broken with the Sinn Féin party winning the most first preference votes for the first time since August 1923. Throughout the twentieth century, the Sinn Féin party mostly lay dormant. It began its continuous contesting of elections in 1987. However, ten years later in the last general election of the twentieth century, Sinn Féin’s support had only risen to 2.5%. Since then, the party has slowly gone from strength to strength with its percentage of first-preference votes breaking the threshold of double digits in February 2016 with 13.85%. This thesis examines the potential reasons for the leap of over 10% in first- preference votes in the space of one general election seen by Sinn Féin.
    [Show full text]
  • Irish Aid IDEAS Programme
    Irish Aid IDEAS Programme Directory of Postgraduate Courses suitable for Scholarship Awards 2017 (for 2018-2019 Entry) Application by invitation only VIETNAM Compiled by: 41 Morehampton Road, Dublin 4, Ireland Tel: +353 - 1 - 660 5233 Fax: +353 - 1 - 668 2320 Email: [email protected] Web: www.icosirl.ie UNIVERSITIES, INSTITUTES OF TECHNOLOGY AND COLLEGES WITH LISTED COURSES IRELAND AIT Athlone Institute of Technology Athlone www.ait.ie CIT Cork Institute of Technology Cork www.cit.ie DBS Dublin Business School Dublin www.dbs.ie DCU Dublin City University Dublin www.dcu.ie DIT Dublin Institute of Technology Dublin www.dit.ie DKIT Dundalk Institute of Technology Dundalk www.dkit.ie GCD Griffith College Dublin Dublin www.gcd.ie GCL Griffith College Limerick Limerick www.gcl.ie GMIT Galway-Mayo Institute of Technology Galway www.gmit.ie LIT Limerick Institute of Technology Limerick www.lit.ie MU Maynooth University Near Dublin maynoothuniversity.ie NCI National College of Ireland Dublin www.ncirl.ie NUIG National University of Ireland, Galway Galway www.nuigalway.ie TCD Trinity College Dublin Dublin www.tcd.ie UCC University College Cork Cork www.ucc.ie UCD University College Dublin Dublin www.ucd.ie UCDMS UCD Michael Smurfit Business School Dublin smurfitschool.ie UL University of Limerick Limerick www.ul.ie NOTES ON COURSE LISTINGS The courses included here have been identified as appropriate for applicants to the Irish Aid IDEAS Programme. Every care has been taken in compiling the listing. However, certain information for 2018- 2019 was not fully available at the time of printing. In addition, some course information, web addresses and contacts will inevitably change during each academic year.
    [Show full text]
  • Dublin International Foundation College
    www.difc.ie Dublin International Foundation College Pathways to top Irish and UK universities Academic preparation and General English programmes ‘Dublin is a great place for international students. It’s a friendly, lively city and not too large. You feel part of a great community.’ ‘Dublin International Foundation College is the perfect place to start your journey to university in either the UK or Ireland.’ ‘I made the right choice to come to DIFC. It’s an excellent college with guaranteed progression to some of the best universities in Europe.’ DIFC Mission Our mission is to offer internationally-recognised university preparation courses at undergraduate and postgraduate level, validated by our UK partner organisation, the Northern Consortium of UK Universities (NCUK). Successful completion of these courses guarantees students a place at partner universities in Ireland and the UK on a wide variety of programmes. Introduction Dublin International Foundation College was established in 1999 by its current President, Diarmuid Moroney. The college is based on the campus of Griffith College in central Dublin in the Republic of Ireland. The campus facilities ensure that students have a learning experience which allows them to achieve their future study and career ambitions. We are a member of the Irish government’s International Register of approved education institutions. We are also a member of ACELS (Accreditation and Co-ordination of English Language Services) as well as MEI ( Marketing English in Ireland). All our programmes are approved by the Irish Ministry of Education and Science for visa purposes. DIFC provides: • Quality-assured programmes leading to undergraduate and postgraduate study; • Guaranteed university placement; • Quality resources and learning environment; • Preparatory English courses, if required; • Highest levels of personal support; • A simple enrolment and visa process from anywhere in the world.
    [Show full text]