Institute of Technology Self-Evaluation Report

Institute of Technology Tallaght - Delegation of Authority Submission

Table of Contents

Chapter 1 Page

1.1 Preamble 2 1.2 Submission 4 1.3 Outline of Self-study Report 5 1.4 Guide to Self-Evaluation Report Based on HETAC 8 Criteria and Guidelines

Chapter 2 Environment

2.1 Introduction 16 2.2 Part I Regional Profile 17 2.2.1 Demographic Change 19 2.2.2 Recent Growth Patterns and Counter-urbanisation Trends 19 2.2.3 The Age Structure of the Population: A Comparison with 20 the Region 2.2.4 Sectoral Structure and Regional Economic Growth 21 2.2.5 Growth in the Labour Force and Participation Ratios 22 2.2.6 Levels of Educational Attainment 23 2.2.7 Educational Specialisation in South Dublin County 23 2.2.8 The Institute of Technology Tallaght 25 2.2.9 Socio-economic Disparities and Educational Disadvantage 26 2.3 Part II Institutional and Regulatory Contexts 28 2.3.1 Higher Education Authority Act, 1971 29 2.3.2 Regional Technical Colleges Acts 29 2.3.2.1 Governing Body 30 2.3.2.2 Academic Council 30 2.3.3 Corporate Governance: Ethics in Public Office Act, 1995 31 and Code of Practice for the Governance of Third Level Institutions, 2004 2.3.4 The Official Languages Act 2003 32 2.3.5 Qualifications Act, 1999 33 2.3.5.1 HETAC 33 2.3.5.2 FETAC 34 2.3.5.3 The National Framework of Qualifications 34 2.4 International Context: National Frameworks and the European 35 Higher Education Area 2.4.1 The Bologna Process 36

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2.4.2 Prague (2001), Copenhagen (2002), Berlin (2003) and 37 Bergen (2005) 2.4.3 European Network of Information Centres (ENIC) and the 38 National Academic Recognition Information Centre (NARIC) 2.4.4 Conclusion 38 2.5 The National Context 39 2.5.1 National Development Plan 39 2.5.2 The Regional Planning Guidelines for the Greater Dublin 40 Area (GDA) 2004-2016 2.5.3 Sustaining Progress 41 2.6 Reviews of Tertiary Education in Ireland 41 2.6.1 Institutes of Technology and the Knowledge Society – Their 41 Future Position and Roles 2.6.2 OECD Review of Higher Education in Ireland 43 2.6.3 Chapman Flood Mazars Report 1999 44 2.7 Conclusion 45

Chapter 3 Institute Mission and Governance

3.1 Introduction 48 3.2 Institute Mission and Purpose 48 3.2.1 Guiding Principles and Values 49 3.3 Governance 50 3.3.1 Governing Body 50 3.3.2 Academic Council 51 3.3.3 Academic Council Sub-committees 52 3.4 Institute Management Structure 54 3.5 Management Groups 55 3.5.1 The Senior Management Team (SMT) 56 3.5.2 The Total Management Team (TMT) 57 3.5.3 The Academic Management Team (AMT) 57 3.6 General Committees 58 3.7 Transparency, Accountability and Reviews of Governance, 59 Management and Administration 3.7.1 Internal Audit by Consultant Auditors 59 3.7.2 Periodic Institutional Audit 59 3.7.3 Programme Boards and Programmatic Reviews 59 3.7.4 Audit of the Comptroller & Auditor General 60 3.7.5 Internal Audit by Sub-committee of Governing Body 60 3.7.6 Management Quality Review Group 60 3.8 Public Responsibility and Integrity 61 3.8.1 Financial Reports and Accounts 61

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3.8.2 The Partnership Process and Interactive Governance 62 3.8.3 Institute Communications and Publications 62 3.8.4 Freedom of Information 62 3.9 Planning and Evaluation 63 3.9.1 Planning 63 3.9.2 Development of the Strategic Plan 64 3.9.3 Strategic Plan 2005-2008 65 3.9.4 The Implementation and Review Process 66 3.10 Future Directions in Management and Governance 68 3.11 Conclusion 69

Chapter 4 Self-study Process and Stakeholder Consultation

4.1 Introduction 72 4.2 The Self-Evaluation Process 73 4.2.1 Programmatic Review and Self-Studies Schedule 74 4.2.2 Central Services Groups and Student Services 75 4.3 Working Groups and Committees 76 4.3.1 Direct Services to Students Focus Group 76 4.3.2 Support Services to Students Focus Group 76 4.3.3 Building & Estates User Forum 77 4.3.4 Research, Development and Innovation Working Group 77 4.3.5 Institute-wide Self-study Groups 77 4.4 Surveys 77 4.5 Stakeholder Involvement 79 4.6 Self-Study Review: Feedback & Consultation Process 81 4.7 Conclusion 82

Chapter 5: The Teaching and Learning Context

5.1 Introduction 84 5.2 Disciplines of Study 84 5.3 Portfolio of Programmes 86 5.3.1 Collaborative Programmes 2004/5 89 5.3.2 Cross-faculty Co-operation in Education Provision and 90 Collaboration with other Institutes and with Industry 5.3.3 International collaboration 91 5.3.4 The Development of New Programmes 92 5.3.5 Up-dating of Existing Curricula 94 5.4 Programme Structures and Delivery: The Ladder system of 95 Progression

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5.4.1 The Semester System 95 5.4.2 Examinations 96 5.4.3 Student Performance: The Grade Point Average (GPA) 96 System 5.4.4 Student Progression Criteria 97 5.4.5 The Accumulation of Credits and Certification of Subjects 98 Scheme (ACCS) 5.4.6 Programme Delivery Modes 98 5.5 Flexible Career Focused Courses 99 5.6 Learner Diversity 100 5.7 Developments in Pedagogical Skills and Training 100 5.7.1 Activity-based Learning 101 5.7.2 Relevant and Practical Higher Education 101 5.7.3 Ongoing Professional Development 102 5.7.4 Developing Transferable Skills 102 5.8 E-learning 103 5.8.1 Recent Initiatives in E-learning 103 5.8.2 Moodle LMS 103 5.8.3 CompuPharma Learning Management System 104 5.8.4 ELSU Portal 104 5.8.5 Future Developments in E-learning 105 5.9 Other Learning Supports to Improve Retention and Student 106 Performance 5.9.1 ELSU: Towards an Institute-wide Education and 106 Learning Support Unit 5.9.2 Mentoring Programmes 107 5.9.3 Pedagogic Skills Training 108 5.10 Conclusion 109

Chapter 6: Learner Profile

6.1 Introduction 112 6.2 Student Numbers by Year of Study 114 6.3 Student Numbers by School and Department 1998/9-2003/4 116 6.4 Student Numbers by Department 1998/9 – 2003/4 117 6.5 Student Numbers by Gender 119 6.5.1 Initiatives to Promote the Participation of Women in 122 Research and Research Management 6.6 Age Profile of Full-time Students 123 6.7 New Student Registrations by Location 124 6.8 CAO Applications Data and Preference Analysis 127 6.9 Minimum Entry Points 1992-2004 130

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6.10 Year One Intake by Department and Points 131 6.11 Examinations Data 132 6.11.1 Yearly Completion Rates: Summary and Comparison 137 6.12 Progression Indicators 139 6.13 Postgraduate Research Degrees 140 6.14 International Students 142

Chapter 7 Part-time and Continuing Education

7.1 Introduction 146 7.2 Part-time Student Data 147 7.2.1 Part-time National Certificate Awards 147 7.2.2 Part-time National Diploma Awards 148 7.2.3 Part-time Degree Awards 149 7.3 Examination Results Data 150 7.3.1 National Certificate Examination Results 151 7.3.2 National Diploma Examination Results 152 7.3.3 Degree Examination Results 153 7.3.4 Post-Graduate Degrees 154 7.4 In-Company Programmes 155 7.4.1 In-company provision in Science 155 7.4.2 In-company provision in Engineering 156 7.4.3 In-company provision in Business 158 7.5 Management of the Part-time Programme 159 7.5.1 Promotion of the Part-time programme 160 7.6 Review of the Part-time Programme 161 7.6.1 Deloitte & Touche Review of the Institute’s 161 Part-time & Continuing Education Programme 7.6.2 Internal Review Process 162 7.6.3 Outputs and Recommendations 162 7.6.4 Actions Taken in Response to Stakeholder Feedback 164 7.6.5 Future Directions 165

Chapter 8 Student Services

8.1 Introduction 168 8.2 A Sense of Community 168 8.3 Student Services 169 8.3.1 Self Study 169 8.3.2 Student Services Structure and Staffing 170 8.3.3 Student Services Committee 170

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8.4 Access Office and Disability Support Services 171 8.4.1 Students from Disadvantaged Socio-economic 172 Backgrounds 8.4.2 Initiates to Increase Participation in Third 172 Level Education 8.4.3 The Access to College Education (ACE) Project 173 8.4.3.1 Pre-entry Supports 173 8.4.3.2 Post-entry supports 173 8.4.4 The Higher Education Access 174 Programme (CHEAP) 8.4.5 Access Initiatives in other Disadvantaged Areas 174 8.4.6 Colleges of Further Education 174 8.4.7 Local and Community Education Groups 175 8.4.8 Services for Students with Disabilities and 175 Specific Learning Difficulties 8.4.8.1 Pre-entry Services for Students with 176 Disabilities 8.4.8.2 Post-entry services to students 176 8.4.8.3 Examination Arrangements 177 8.4.8.4 Other services 177 8.4.9 Services for Mature Students 178 8.4.10 Student Assistance Fund 178 8.4.11 Registration and Induction 179 8.4.12 The Access Office: Future Directions 179 8.5 Student Health Service 180 8.5.1 Staffing 180 8.5.2 Function 180 8.5.3 Primary Customers 181 8.5.4 Publications and Communications with Students 182 and Staff 8.5.5 Quality Assurance 183 8.5.6 Services for review 184 8.5.7 Outcomes of the Self-study 184 8.6 Chaplaincy Service 185 8.6.1 Services Provided 185 8.7 Counselling Service 186 8.7.1 Counselling Services 186 8.7.2 Information Services 187 8.7.3 The Number of Students Using the Service 187 8.7.4 Feedback and Evaluation 188 8.7.5 Self-study Outcomes 189 8.8 Careers Service 189 8.8.1 Services Provided 189

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8.8.2 Careers Information Library 191 8.8.3 Liaison with Employers 191 8.8.4 Inter-Institutional Linkages 192 8.8.5 Services for Review 193 8.9 Alumni Association 194 8.10 Sports and Recreation Service 194 8.10.1 Funding 196 8.10.2 Sports and Recreation Facilities 196 8.11 Future Developments 197 8.11.1 Multi-Purpose Centre 197 8.11.2 Student Services 197 8.12 Students’ Union 198 8.12.1 Students’ Union Officers 198 8.12.2 Class Representative System 199 8.12.3 Students’ Union Services 199 8.12.4 Student Accommodation 199

Chapter 9 Academic Administration

9.1 Introduction 202 9.2 Academic Administration Organisation 202 9.3 Admissions Policy 203 9.4 Admission Routes 204 9.4.1 CA0 First Year admissions 205 9.4.2 General Certificate of Education (GCE) 206 9.4.3 Institutes of Technology Central Evaluation Forum 206 (IOTCEF): EU and Non-EU admissions 9.4.4 Admissions through Access Initiatives 206 9.4.5 Access entry arrangements for specific PLC students 206 9.4.6 Foundation Studies 207 9.4.7 Further Education and Training Awards Council 207 (FETAC) Admissions 9.4.8 Students with Disabilities Admissions 207 9.4.9 Fáilte Ireland Admissions 208 9.4.10 Mature Students 208 9.4.11 Non Standard Admissions 209 9.5 Transfer and Progression Arrangements 209 9.5.1 Progression Arrangements: Direct admissions to Add On 209 Ordinary Degrees and Honours Degrees - Admissions 9.5.2 Transfer Arrangements: Advanced Entry to years other 209 than Year one 9.5.3 ERASMUS Students 210

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9.6 Registration 210 9.7 Student Induction 210 9.8 Examinations 211 9.9 Graduation 213 9.10 Student Information System (Banner) 213 9.11 Student Recruitment 214 9.11.1 Institute Prospectus 214 9.11.2 School Visits 214 9.11.3 Open Days and Information Evenings for Parents 219 9.11.4 Careers Exhibitions and Fairs 220 9.11.5 Student Handbook 220 9.11.6 Sports and Recreation Handbook 220 9.11.7 Liaison with Guidance Counsellors, Principals and Teachers 220 9.11.8 Advertising and Marketing 221 9.12 Procedures for Monitoring, Evaluating and Reviewing 221 the Academic Administration of the Institute 9.12.1 Admissions processes 222 9.12.2 Examinations 222 9.12.3 Induction 222 9.12.4 Graduation 222 9.12.5 Academic Administration 223 9.12.6 Surveys and Reports 224 9.13 Self-study Outcomes 224

Chapter 10 Library and Information Resources

10.1 Introduction 228 10.2 Library Staff 228 10.2.1 Staff Responsibilities 230 10.3 Library Collection 231 10.3.1 Book Stock 232 10.3.2 Non-Book Material 232 10.3.2.1 Online Databases 232 10.3.2.2 On-line Services 233 10.4 Library Training 234 10.4.1 Initial Library Training 234 10.4.2 Online Resources 234 10.4.3 Customised Library Training by Discipline 234 10.4.4 Integrating Practical Research Skills into the Curriculum 234 10.5 Accessibility 235 10.6 Inter-library Loans 235 10.7 Budget 237

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10.8 Links with other libraries 237 10.8.1 Collaboration within the Institute of Technology 237 Sector 10.8.2 Co-operation with other Higher Education Institutes 238 10.8.3 Local Cooperation: Tall24 238 10.9 Continuous Improvement and Feedback Mechanisms 238 10.9.1 Library Committee 238 10.9.2 Library Management Software 238 10.9.3 Organisational structures 239 10.9.4 Staff meetings 239 10.9.5 Library Website 239 10.9.6 Library Surveys 239 10.10 Outcomes of Self-Evaluation 239 10.10.1 Training and use of Library Resources 239 10.10.2 Loan Rules Review 240 10.10.3 Library Opening Hours 240 10.10.4 The Library Environment 241 10.10.5 Computer and Printing Facilities 241 10.10.6 Ongoing monitoring and review 242 10.11 Conclusion 242

Chapter 11 Human Resources

11.1 Introduction 244 11.2 Self Study Review process 244 11.3 Human Resources Staff 245 11.4 Institute Staff 245 11.5 Academic Staff 246 11.6 Management by Category and Gender 249 11.7 Technical Staff by Department and Gender 250 11.8 Administrative and Library Staff by Department and Gender 251 11.9 Selection and Appointment of Staff 252 11.10 Overview of Staff Training and Development 253 11.10.1 Funding of Post-graduate Studies 253 11.10.2 Training in MIS systems 254 11.10.3 The Management of Training & Development 255 11.11 Employee Relations 256 11.11.1 Salaries and Wages 256 11.11.2 Superannuation Schemes 257 11.11.3 Review of the Operation of the Superannuation Scheme 257 11.12 Employee Assistance Programme 258 11.13 Industrial Relations 258

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11.14 Human Resource Administration. 259 11.15 Human Resources and the Strategic Plan. 260 11.16 Future directions 261

Chapter 12: Quality Assurance System

12.1 Introduction 264 12.2 Institute Quality Assurance Manual 264 12.3 Development of the Institute Quality Management System (QMS) 265 12.4 Academic Quality System 266 12.5 Principal Quality Assurance Procedures 267 12.6 Procedures for design and approval of new programmes, subjects 268 and modules 12.7 Procedures for the assessment of learners 270 12.8 External Examiners 271 12.9 The Examinations Process 272 12.10 Procedures for ongoing monitoring of programmes 273 12.11 Procedures for evaluation of each programme at regular intervals 274 12.12 Procedures for the selection, appointment, appraisal and 276 development of staff 12.12.1 Procedures for the Appraisal and Development of Staff 276 12.12.2 Performance Management Development System (PMDS) 277 12.13 Procedures for evaluating premises, equipment and facilities 277 12.14 Procedures for evaluating services related to programmes of higher 278 education and training. 12.15 Procedures for evaluating the effectiveness of quality assurance 280 procedures 12.16 Continuous Improvement 281 12.16.1 Standard Operating Procedures 282 12.17 Self Evaluation Process 282

Chapter 13 Research, Consultancy & Industrial Linkages

13.1 Introduction 286 13.2 The Evolution of Research 286 13.3 Milestones 288 13.4 Institute Research Strategy 289 13.4.1 Specialist Research Areas 290 13.5 Institute Research Centres 291 13.5.1 Centre for Research in Electroanalytical Technology 292 (CREATE)

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13.5.2 Nuclear Magnetic Resonance (NMR) Institute Research 292 Centre for Spectroscopy 13.5.3 Bio-Pharmaceutical and Neutraceuticals Research 292 Centre (BPNR) 13.6 Participation in National Research Centres and Research Networks 293 13.7 Research Management and Structures 294 13.7.1 Research Degree Programme Boards 295 13.7.2 Quality Assurance Procedures 295 13.8 Research Facilities 298 13.9 Post-graduate Enrolments 298 13.9.1 Masters and Phd Awards 300 13.10 Sources of Funding 300 13.10.1 TSRP Strand I and Strand III Awards 300 13.10.2 Enterprise Ireland Funding 302 13.10.3 EU Projects, IRC and NACD Funding 302 13.10.4 Breakdown of External Funding by School & 303 Department 2000-2005 13.10.5 Internal Research Funding 304 13.11 Key Research Performance Indicators 304 13.12 Key Research Areas within the Institute 306 13.13 Consultancy Activities by School 313 13.14 Links to Undergraduate Teaching 315 13.15 Research Self-Study 316 13.16 Conclusions and Recommendations 317

Chapter 14 Innovation

14.1 Introduction 320 14.2 Innovation Strategy 320 14.3 Management of Innovation Activities 322 14.4 Intellectual Property (IP) Management 323 14.5 Campus Company Policy 324 14.6 The M50 Enterprise Platform Programme 324 14.6.1 Enterprise Supports 324 14.6.2 Start-ups by Area of Activity 325 14.7 Funding of the M50 Programme 328 14.8 An Example of Best-Practice in Fostering Entrepreneurship 328 14.9 Synergy Business Incubation Centre 329 14.9.1 Rationale for Building a Technology Business Incubator at ITT 329 14.9.2 Targeting Client Enterprises 330 14.9.3 Business Development Supports to be Provided 330 14.9.4 Design Specification 330

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14.9.5 Centre Management 331 14.9.6 Links Between Innovation and Teaching 331 14.10 Self-study 332 14.10.1 Survey of M50 Participants 332 14.10.2 Recommendations of the Working Group on 333 Research and Innovation 14.11 Conclusions and Recommendations 334 14.11.1 Resourcing of Technology Transfer 334 14.11.2 Revise Campus Company Policy 334 14.12.3 Fomenting Greater Integration between Enterprise 335 Development and Research

Chapter 15 Estates Management

15.1 Introduction 338 15.2 Estates Office Staff 338 15.3 Role of the Estates Office 339 15.3.1 Project Management of Major and Minor Capital Works 339 15.3.2 Maintenance of Building Fabric, Mechanical and 339 Electrical Services 15.3.3 Facilities Management 340 15.3.4 Space Management 340 15.3.5 Technician Development Centre 340 15.3.6 Energy Management 341 15.3.7 Environmental Management 341 15.3.8 Health and Safety 341 15.3.9 Disabled Access and Facilities 341 15.3.10 Caretaking, Central Stores and Light Maintenance 342 15.4 Campus Development 342 15.4.1 Master Development Plan 342 15.4.2 Recommendations of the HEA Capital Review and 344 Prioritisation Working Group 15.5 Sources of Information on Best Practice 345 15.6 Self-Study Process 345 15.7 Self-study Outcomes: Some Recent Innovations 346 15.8 Other Areas for Development 348

Chapter 16 Finance

16.1 Introduction 351 16.2 Services Provided by the Secretariat 351

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16.3 Services Provided by the Finance Office 351 16.4 Finance Staff 352 16.5 Institute Finances 353 16.6 Financial Returns 354 16.7 Internal and External Audits 354 16.8 Outcomes of Finance Self-evaluation 354 16.9 Health, Safety & Welfare 356 16.10 Freedom of Information 356 16.10.1 Institute Obligations under the Freedom of 357 Information Act 16.10.2 Freedom of Information Requests 358 16.10.3 Role of Information Officer 358 16.10.4 Development of Standard Operating Procedures 360 16.10.5 Freedom of Information Training 360

Chapter 17 Computing Services

17.1 Introduction 362 17.2 Customer Grouping and Services 362 17.3 Staffing 363 17.4 Self-Study Process 363 17.5 Recent Developments 364 17.6 Network Infrastructure 364 17.7 Security 367 17.7.1 Physical Security 368 17.7.2 Internet Traffic 368 17.7.3 Demilitarised Zones (DMZ) 368 17.7.4 E-mail and Anti Spam 368 17.7.5 Web Access Control 369 17.7.6 Antivirus 369 17.7.7 Microsoft Software Update Services (SUS) 369 17.8 Backup Services 370 17.8.1 External Audit of Backup Systems 370 17.9 Server Room Environmental Services and Redundancy 371 17.10 Hardware and Software Register 371 17.11 Staff E-Mail Service 372 17.12 Reprographic Centre 372 17.12.1 Student Printing and Copying 373 17.12.2 Staff Printing and Copying 373 17.12.3 Reprographics Resources 373 17.13 Web Services at IT Tallaght 374 17.14 Management Information Systems (MIS) 374

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17.14.1 Millennium 375 17.14.2 Core 375 17.14.3 Agresso 375 17.14.4 Banner 375 17.14.5 MIS Servers 376 17.15 Student Support 376 17.15.1 Student Support Desk 377 17.15.2 Support for Students with Special Needs 377 17.15.3 Laboratory Facilities 377 17.16 Video Conferencing 378 17.17 Computing Services and Service Requests 379 17.18 Outcomes of Self Evaluation 380

xiv Chapter One

Introduction

1 Chapter One

Introduction

1.1 Preamble

The Institute of Technology Tallaght is located in South Dublin County. The Institute was established in 1992 and in its relatively brief history, has grown in size, stature and in the range and level of programmes it provides. The Institute caters for a student population of approximately 2,300 full-time and 1,200 part-time students and offers a wide range of programmes from Higher Certificate, Ordinary Degree and Honours Degree to Masters Degree and Doctoral level. Courses are provided in a variety of delivery modes, including full-time, part-time, distance, in-company and work-based study. The number of post- graduates undertaking Masters degrees by research and PhD degrees has significantly increased in recent years, as has the number of staff involved in research supervision.

Operating within the wider national and international context of higher education, the Institute is proactive in its efforts to respond to the changes and trends that are affecting this sector worldwide. The current period is one of fairly rapid technological, economic, political, social and cultural change. Ireland is now part of a larger Europe and faces the challenges of promoting continued economic growth, job creation and prosperity within the context of an expanding Europe. As in other countries, higher education is being called upon to be better adjusted and more in tune with the needs of industry and, more broadly, with emerging social needs. Like many other levels and forms of education, it is being asked to re-examine, in view of its relations with society and particularly with the economic sector, its institutional and organisational setting, funding arrangements and management. In Ireland, higher education institutes now face a particular set of challenges. These challenges stem from a variety of related factors including demographic trends, internationalisation, the diffusion of information technology, the concept of lifelong learning, changing labour market and requirements for innovative curriculum development and design.

In Ireland, from 2006 onwards, demographic change will affect most higher level institutions. It will then be even more important to attract adults in greater numbers into the education system.1 This can be in the form of continuing professional education (former graduates updating skills) or adults in the higher education system for the first time. In this context what is needed is a more open and flexible approach which facilitates lifelong learning by allowing for and encouraging a continuing process of skill acquisition. This can be done by diversifying education provision, building bridges between various channels and taking account of prior experiential learning. Thus lifelong learning and the

1 The benefits of lifelong learning to society and the economy are well documented, for example in the Government White Paper: Learning for Life (2000). A review of recent developments in this area is to be found in the Annual Policy Statement of the National Competitive Council, titled The Competitiveness Challenge (Forfás, 2004). Section 3.2 refers to the role of the National Adult Learning Council (NALC). The NALC was established by Government in 2002 to promote and implement initiatives in the area of lifelong learning. 2 Institute of Technology Tallaght - Delegation of Authority Submission

concept of the accessible university are likely to play a crucial role in the future, resulting in a renegotiated contract between higher education, industry and society.

In the area of information technology, the seminal Bangemann Report, Europe and the Global Information Society (1994), stressed that information technologies are making significant inroads into production-related activities and into education and training, bringing the learning system and the producing system closer together. The result is a marked convergence between the world of work and the world of learning/training. The use of the internet and video conferencing, for example, opens up the possibility for distance learning, with flexible curriculum models and credit accumulation and transfer that facilitate ongoing education and training. The development of new educational software will also give rise to a wider range of teaching and learning methods and replace the excessively passive teacher/pupil relationship with a new and more promising interactive relationship.

Whilst traditional ‘talk and chalk models’ still exist, new educational technologies and learning strategies will require extensive use of video, case studies, visiting speakers, site visits, management exercises and games, and a strong emphasis on group work. This last category not only develops interpersonal skills but also allows for exchange of experience between learners from different professional and disciplinary backgrounds.

A key function of higher education in the context of the learning society will be to equip students with knowledge of how to learn, and, in response to the indiscriminate bombardment of information from the mass media, to be able to critically assess and evaluate the knowledge they receive. In this respect the acquisition of knowledge and skills should go hand in hand with building up character, broadening outlook, and developing powers of discernment and critical skills.

In the area of curriculum development and innovation, the education-industry interface is critical to ensure complementarity and co-ordination in the design, provision and implementation of effective education and research programmes. The provision of short courses can be more flexible in their design and orientation, with the scope and content of these courses being continually developed and redeveloped to address training and education needs within individual colleges, within industry, and other service organisations. Here, there is a need to co-ordinate specialist provision, identify where elements of the provision exist, arrange for the development of new elements to fill the gaps, ensure quality standards by interfacing with accrediting bodies and professional institutions, and maintain a continuing review process to ensure that supply and demand are closely matched.

3 Chapter One

A key challenge to the future development of third level education in Ireland relates to the type of graduates that the education system wishes to produce. The particular qualities valued by employers are changing. There is widespread agreement that industry needs graduates with a mix of skills, combining an understanding of science/engineering and social science/management fields. This suggests the need for flexible training with a broad knowledge base in which the acquisition of practical knowledge and skills goes hand in hand with building up character and developing social skills. On the supply side, the provision of state-of-the-art programmes requires that academics and practitioners come together in the development of modules and programmes.

The Institutes of Technology display considerable diversity in their institutional responses to recent developments and trends in higher education. They also show considerable diversity in their response to regional development issues. There is a growing recognition within the Institutes of the need to respond to the educational and training demands within their region and to embed a research culture within their Institutes. In addition, and more broadly, the Institutes need to be engaged in the life of their local communities, to research their most pressing problems and to offer constructive ways forward. This broader integrative view of the Institutes of Technology recognises the crucial role that the Institutes can play in the promotion of education and skills in their localities, and the wider contribution that they can make to the processes of socio-economic growth and development.

1.2 Submission

This submission on behalf of Institute of Technology Tallaght to the Higher Education and Training Awards Council occurs under Section 29 of the Qualifications (Education and Training) Act, 1999, whereby a recognised institution may request the Council to delegate to it the authority to make higher education and training awards (subsection 1).

The Institute seeks delegated authority to make higher education and training awards up to and including Level 9 (Taught Masters) as prescribed by the National Qualifications Authority of Ireland.

The submission comprises the following documents:

1. The Institute Self-Evaluation Report

2. The Institute Quality Assurance Manual

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3. A Summary Report on the Self-studies and Programmatic Reviews undertaken within the School of Science, the School of Engineering and the School of Business and Humanities

4. A list of the educational programmes leading to named awards for which the Institute is seeking delegation of authority, detailing their validation status

5. A copy of the Institute Strategic Plan 2005-8

1.3 Outline of Self-Evaluation Report

The Self-Evaluation Report is in accordance with the HETAC Criteria and Procedures for the Delegation and Review of Delegation of Authority to Make Awards (HETAC, 2004) and is organised as follows:

Chapter 1: Introduction Chapter 1 provides a guide to the Institute’s Self-Evaluation Report.

Chapter 2: Environment Chapter 2 provides an overview of the environment within which the Institute operates, including the regional context and the institutional and regulatory contexts that govern the Institute’s activities. This chapter also evaluates recent developments in the field of higher education nationally and internationally as they pertain to the Institute, and identifies the key elements of the national context (social, political and economic) that shape the Institutes activities.

Chapter 3: Institute Mission and Governance Chapter 3 provides an overview of corporate governance and planning within the Institute. It describes the roles of the Governing Body and Academic Council, and of the management structure within the Institute. It also examines the systems and procedures that are in place to ensure that the Institute complies with best-practice standards in management and administration. These systems and procedures are intended to guarantee transparency, accountability and public responsibility in all Institute activities.

Chapter 4: Self-study Process and Stakeholder Consultation The self-evaluation process and the consultative process involved in developing the Institute’s application for delegated authority are elaborated in Chapter 4.

5 Chapter One

Chapter 5: The Teaching and Learning Context Chapter 5 provides a portfolio of programmes currently available within the Institute and provides details of new programmes being developed. The characteristics of the teaching and learning process in the Institute, and the key aspects of programme structures and their delivery, are also addressed.

Chapter 6: Learner Profile Chapter six provides a profile of the learner population at the Institute, distinguishing between full-time, part-time, continuing education students and international students. Examination data, including yearly completion rates, is included for each of the Institute’s eight Departments. Learner registration data and trends in CAO applications are also analysed.

Chapter 7: Part-time and Continuing Education Chapter 7 reviews the Institute’s Part-time and Continuing Education Programme Programme; this comprises all HETAC accredited programmes, programmes leading to the awards of Professional Institutes and the delivery of in-company programmes. The final section reviews the management and operation of the Institute’s Part-time Programme and identifies areas for development.

Chapter 8: Student Services In this chapter, the full range of support services available that contribute to the personal development of students is examined. These services include the Access Office and Disability Support Service, the Student Counselling Service, the Student Health Centre, Careers Office and Alumni Association. Chapter 8 also considers the wide range of recreational, sports and cultural activities that contribute to enhancing the educational experience of students and the Students Union. Chapter 9: Academic Administration: Admissions and Examinations Chapter 9 examines the role of the Registrar’s Office in student recruitment, admissions, induction and the management of examinations and student records.

Chapter 10: Library and Information Resources Chapter 10 provides information on the Institute’s library and information resources. It details the library staffing structure and examines the library facilities, including on-line resources, computer and printing facilities and library management software. The outcomes of the self-evaluation and the changes implemented to develop the library service are presented.

Chapter 11 Human Resources The Human Resources Office is responsible for all aspects of human resource management in the Institute, including the development, implementation and co-ordination of policies

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and programmes relating to employee relations, staff training and development, superannuation, staff welfare, personnel administration and industrial relations. Chapter 11 presents the outcomes of the self-study in relation to the human resources function.

Chapter 12 Quality Assurance System Chapter 12 outlines the quality assurance system within the Institute. Quality management within the Institute is a continuous and responsive process that seeks to improve outcomes for students, staff and stakeholders. This chapter outlines the key structures, processes, policies and performance measures that facilitate a systematic approach to embedding a quality improvement approach within the Institute.

Chapter 13 Research, Consultancy and Industrial Linkages The self-study on research and consultancy is presented in Chapter 13. This chapter considers the breadth and depth of research activity within the Institute. It examines the management and structures governing research activity and research facilities/supports. Chapter 13 also provides a breakdown of funding of research and uses standard research performance indictors to measure research outputs by School/Department. The Institute’s research strategy and links between research and under-graduate teaching are also evaluated.

Chapter 14 Innovation and Enterprise Development Chapter 14 evaluates the ways in which the Institute supports local and national economic development through engaging in support for innovation and enterprise development. This chapter focuses specifically on campus company formation, business incubation, enterprise development, the commercialisation of research, technology transfer and intellectual property (IP) management.

Chapter 15 Estates Office Chapter 15 examines the functions and performance of the Estates Office in managing the planning, development and maintenance of the Institute’s buildings and land. The methods adopted in reviewing the functions and performance of the Estates Office are outlined, and the outcomes of the self-study are presented.

Chapter 16 Finance The Finance Department is responsible for the day to day management of the finance function of the Institute. This involves the monitoring and control of income and expenditure in all areas. Chapter 16 details the staffing structure within the Finance Department and the key areas of responsibility. This chapter also address two other areas which fall under the remit of the Secretary/Financial Controller: Freedom of Information and Health, Safety and Welfare.

7 Chapter One

Chapter 17 Computing Services The Computing Services Department enables and supports the use of computing and information technology by all sections within the Institute. Chapter 17 details the self-study process carried out within the Department and the outcomes of the self-evaluation process. These are outlined in section 17.18 of the chapter.

1.4 Guide to Self-Evaluation Report Based on HETAC Criteria and Guidelines

The HETAC document, Criteria and Procedures for the Delegation and Review of Delegation of Authority to Make Awards (HETAC, 2004) defines the criteria and procedures that will be adopted by HETAC in evaluating submissions for delegated authority. These criteria set out under four main headings:

• Operation and Management • Education and Training Programmes • Council Conditions attaching to delegation of authority • Objects of the Qualifications (Education and Training) Act, 1999.

As a guide to the Self-evaluation Report, the next section identifies where the different criteria are addressed.

1.4.1 Operation and Management

The Operation and Management of the Institute is evaluated using the criteria listed below.

Governance, organisation and administration This is addressed primarily in Chapter 3 Institute Mission and Governance, in Chapter 2 Environment (section 2.3) and in Chapter 12 Quality Assurance System. Governance, organisation and administration are also considered in each of the self-studies in chapters 7 to 17 since they pertain to all areas and functions within the Institute. For example, in Chapter 7, section 7.6 reviews the management and organisation of the Part-time and Continuing Education Programme, in Chapter 13, section 13.7 reviews the management of research, and Chapter 9 addresses academic administration (the role of the Registrars Office in matters relating to admissions, registration, examination and graduation of students).

8 Institute of Technology Tallaght - Delegation of Authority Submission

Planning and evaluation This is considered in Chapter 3 Institute Mission and Governance (sections 3.7, 3.8, 3.9 and 3.10) and in Chapter 12. It is also considered in the individual self-studies, for example, in Chapter 7 (section 7.6), in Chapter 8 (section 8.5.5., 8.5.6, 8.5.7, 8.7.4) in Chapter 10 (section 10.9 and 10.10), in Chapter 11 (section 11.15 and 11.16) and in Chapter 15 Estates Management (section 15.4). It is reflected generally in chapters 7 to 17 under the sections related to feedback and evaluation, interaction with stakeholders, self-study outcomes and areas for development.

Academic and other Staff Policies These are considered primarily in Chapter 11 Human Resources, in Chapter 12 Quality Assurance System (section 12.12) and in Chapter 9 Academic Administration. Staff training and development is also an important feature in the individual self-studies in chapters 7 to 17.

Library and information resources These resources are considered in Chapter 10 Library and Information Resources. E- learning initiatives and resources are considered in Chapter 5 (section 5.8) and learning supports for students with special needs in Chapter 8 (section 8.4.8).

Physical resources These are considered in Chapter 15 Estates Management, in Chapter Five (sections 5.7, 5.8 and 5.9), in Chapter 7 (section 7.6), in Chapter 8 (sections 8.10.2, 8.10.3 and 8.11.4), in Chapter 13 (section 13.8), in Chapter 14 (section 14.9) and in Chapter 17 (sections 17.15, 17.16 and 17.18).

Learner services These services are considered primarily in Chapter 8 Student Services, in Chapter 5 Teaching and Learning Context, in Chapter 9 Academic Administration and in Chapter 12 Quality Assurance System.

Public responsibility and integrity This is considered in Chapter 3 Institute Mission and Governance (section 3.1, 3.7, 3.8, 3.10 and 3.11), in Chapter 12 Quality Assurance System (section 12.15), in Chapter 13 Research, Consultancy and Industrial Linkages (section 13.4), and in Chapter 16 Finance (including section 16.10 which deals with Freedom of Information).

Financial resources and management This is considered primarily in Chapter 16, although individual chapters consider financial resources and management as appropriate, for example, Chapter 8 (section 8.8.3), Chapter 13 (section 13.10) and Chapter 11 (section 11.10).

9 Chapter One

1.4.2 Education and Training Programmes

The criteria set out under Education and Training Programmes are intended to evaluate the Institute’s ability:

• to develop and validate its programmes, and • to maintain and continuously improve the quality of its programmes. The Institute’s programmes, structures and delivery modes, are considered in detail in Chapter 5. Section 5.3 provides a portfolio of programmes and outlines new programmes that are being developed. The Institute has reviewed all of its programmes, including course content, methods of delivery and progression criteria, to ensure that they meet the standards defined in the National Framework of Qualifications (NFQ). Programmes have been examined by expert external peer review groups and have now been validated for the new awards (refer to section 5.3.5).

Chapter 6 chapter provides a profile of the learner population at the Institute. An analysis of full-time students is given at the level of School and Department. Examination data, including yearly completion rates, is included for each of the Institute’s eight Departments. Chapter 7 provides a similar analysis of the Part-time and Continuing Education Programme, including in-company programmes, developed in response to specific industrial/commercial needs. Chapter 13 deals specifically with post-graduate research degree programmes.

The Institute’s procedures in relation to academic quality assurance are also dealt with in Chapter 12. The Institute has in place quality assurance policies and procedures for:

• the design and approval of new programmes, subjects and modules • the regular evaluation or review of existing programmes, subjects and modules • the fair and consistent assessment of learners • the on-going monitoring of programmes • the selection, appointment and development of staff who are providing programmes • the evaluation of premises, equipment and facilities in relation to programmes • the evaluation of the effectiveness of quality assurance procedures

1.4.3 Council Conditions attaching to delegation of authority

The Institute has complied with the conditions determined by the Council in relation its programmes of education and training as follows:

10 Institute of Technology Tallaght - Delegation of Authority Submission

• The Institute has and will continue to adhere to HETAC guidelines in relation to the conferring of awards, including the most recent communication from HETAC, Requirements and Guidelines for the Order of Conferring, Academic Dress and Testimonial Documents (July, 2005). • The Institute continues to maintain close co-operation with the Council of HETAC and the Authority, and provides assistance to them where appropriate in the performance of their functions. It has and will continue to provide feedback to HETAC on policies and procedures when requested. Both the Director and Registrar meet with HETAC on a regular basis. As part of the Council of Registrars, the Registrar meets with HETAC representatives two to three times each year. • The Academic Council of the Institute has established procedures for the assessment of learners which are fair and consistent and for the purpose of compliance with standards determined by the Council under the Act. • The Academic Council of the Institute has implemented and constantly reviews procedures for access, transfer and progression determined by the Authority under the Act. • The Institute has consulted with other providers in relation to its application for Delegation of Authority as stipulated under Sections 28 and 29 of the Act. The consultation process is outlined in Chapter 4. • The Institute has at all times provided such information as the Council requires for the purposes of the performance of its functions, including information on completion rates. The Institute will continue to provide such information to the Council. • The Institute continues to fulfil such other conditions as the Council may from time to time determine, in consultation with the recognised institution.

1.4.4 Objects of the Qualifications (Education and Training) Act 1999

The Institute, since its establishment in 1992, has been supportive of the objects of the Qualifications (Education and Training) Act 1999, as outlined below:

Support for the Development of a System for the Co-ordination and Comparison of Higher Education and Training Awards The Institute has supported the development of the National Framework of Qualifications and has realigned its programmes to meet the criteria established by HETAC, FETAC and the NQAI (as outlined in section 5.3.5). It is also committed to implementing the Bologna objectives through, for example, the introduction of ab initio degrees and facilitation of student mobility under the Erasmus/Socrates programme (refer to sections 2.3, 2.4, 5.3 and 6.14). The Institute is also in the process of implementing international quality standards for all of its activities and programmes as part of the process of moving to the NFQ (refer to Chapter 12).

11 Chapter One

Promotion of Lifelong learning The Institute facilitates lifelong learning through the promotion of access and opportunity for all learners. The Institute’s policies and programmes in this regard are dealt with in chapters 5, 6 and 7. They are also outlined in chapter 8 (section 8.4) and in Chapter 9. One of the consequences of lifelong learning is the need for flexible delivery mechanisms. The Institute’s response in this regard is considered in particular in Chapter 5 (sections 5.4.5, 5.4.6, 5.6) and in Chapter 7 (which deals with the Institute’s extensive Part-time and Continuing Education Programme).

Promotes the Recognition of Knowledge, Skill or Competence Acquired In keeping with the NQF, the Institute’s education and training programmes specify the knowledge, skill and competencies to be acquired by learners and also the methods of assessment. The progression criteria from one programme to the next are also specified. All course schedules have been approved by HETAC (section 5.3.5) and all learning undertaken within the Institute carries certification that is recognised as being part of the national framework of awards. All modules on Institute part-time programmes are available to learners through the Accumulation of Credits and Certification of Subjects Scheme (ACCS), whereby each module successfully completed gains a number of credits for the student. On successful completion of a module, learners receive single subject accreditation, accumulating credits toward an overall award. The ACCS scheme, in some cases and where places are available, may be availed of during the day. The Institute has also introduced blended learning solutions designed to enhance learner flexibility. The Institute also recognises and offers accreditation of prior experiential learning (APL) in accordance with the HETAC 2001 guidelines.

Contribution to the Realisation of National Education and Training Policies At a policy level, the Institute contributes to National Education and Training Policies, through a number of channels. The Director contributes formally and informally to the development of national education and training policies through the Council of Directors. Similarly, the Registrar has contributed to policy developments through the Council of Registrars. Heads of Schools and Departments provide academic leadership particularly through programme development and review, the introduction of new programmes and through research. Along with individual staff members they also contribute to national education policy development and implementation through membership of professional bodies and associations, collaboration with industry and collaboration with other Institutes and research groups, both nationally and internationally.

Conscious of its role in helping to achieve national policy objectives, the Institute has sought to align its education and training programmes with regional and national needs, and to foster innovation and research and enterprise development through collaboration with industry and other third level institutions. It has also sought to implement the goals

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of the National Qualifications Authority, in relation to access, transfer and progression. The Institute’s contribution to the realisation of national education and training policies is captured in Chapters 5, 6, 7 (which deal with the full-time and part-time programmes), in Chapter 13 (which deals with research, consultancy and industrial linkages) and in Chapter 14 (which deals with innovation and enterprise development). Refer also to Chapter 2 (sections 2.2.7, 2.2.8 and 2.7) and to Chapter 3 (sections 3.2, 3.9, 3.10 and 3.11).

Co-operation with other Providers The Institute promotes co-operation with other providers and has developed a number of collaborative programmes through partnership with other professional bodies, third level institutes and industry. These are outlined in Chapter 5 (section 5.3). The delivery of in- company programmes in response to specific industrial/commercial needs, whether from individual companies or clusters of companies, is dealt with in Chapter 7 (section 7.4). Research collaboration with other higher education institutions (national and international) and collaboration with industry, is considered in Chapter 13 and Chapter 14. Co-operation with other libraries is considered in Chapter 10 (section 10.8) and co-operation with other schools, institutions and organisations in the promotion of access to education in Chapter 8 (section 8.4). Inter-institutional linkages are also considered in section 8.8.4, section 2.2.8 and section 2.2.9.

Promotion of Diversity within Higher Education and Training and between Higher Education and Training and Further Education and Training The Institute promotes courses at levels 6 to 10 in the NFQ framework. Students can enter at any of these levels, provided they have the appropriate prior qualifications. The Institute is fully committed to and promotes the ladder system of progression (section 5.4) and facilitates access, transfer and progression through its ACCS programmes (section 5.4.5). The development of flexible delivery modes to facilitate lifelong learning is considered in Chapter 5 (section 5.4.6) and the Institute’s policies and procedures in relation to admissions in Chapter 10. The Institute has identified 13 admission routes to its programmes, which include entry by learners on FETAC programmes, entry by mature learners, entry through access initiatives, entry for students with disabilities/specific learning difficulties, entry by Erasmus and non-EU students, and Fáilte Ireland admissions. These entry routes are outlined in Chapter 9. Refer also to Chapter 8 (8.4) and to Chapter 2 (2.2.8, 2.7).

The profile and background of students attending the Institute has changed over the years (section 5.6). The Institute welcomes and promotes this diversity. In 2004 an Equality and Diversity Committee was established as a sub-committee of Academic Council, to seek ways to promote this diversity (section 3.3.3).

13 Chapter One

Contribution to the Realisation of National Policy and Objectives in Relation to the Extension of Bi-lingualism in Irish society The Institute supports the use of Irish and is in the process of implementing The Official Languages Act 2003. A committee of Academic Council was established in 2005 to develop and implement the guidelines established by the Department of Community, Rural and Gaeltacht Affairs (2003) in relation to the Act. The Committee has drafted a proposal outlining what services will be provided fully bi-lingually (through the medium of Irish and English) across all Schools within the Institute. The proposed policies and dates for implementation are outlined in Chapter 2 (section 2.3.4). It is the policy of the Institute to work towards establishing a bi-lingual policy throughout the Institute by September 2008.

14 Chapter Two

Environment

15 Chapter Two

Environment

2.1 Introduction

This chapter establishes the regional and institutional contexts governing the operation and activities of the Institute of Technology Tallaght. The Regional Technical Colleges Act (1992) outlines in broad terms the role of the Institutes of Technology. Their remit is:

To provide vocational, technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State with reference to the region served by the college.

In view of the role of the Institutes of Technology in addressing regional needs, the first part of this chapter provides an overview of the geographical area of South Dublin County, focusing on demographic changes and recent growth patterns. It provides a brief overview of the sectoral composition of industry, the characteristics of the local labour market, the educational specialization of the workforce, levels of educational attainment, socio- economic disparities and educational disadvantage.

Section 2.3 sets out the legislative framework governing the Institutes of Technology. It outlines the Institute’s operating parameters, both the internal statutory roles and the main external influences, including the Qualifications Act, 1999. It also establishes the wider national and international institutional contexts which shape the Institute’s activities. These include (at the national level): the National Development Plan, the National Spatial Strategy, the Regional Planning Guidelines for the Greater Dublin Area, and the social partnership agreement, Sustaining Progress. International developments in the area of higher education are reviewed by reference to the Bologna Process and the Berlin Convention. The final part of the chapter reports on the findings of the OECD Review of Higher Education (OECD, 2004); the review of the Institutes of Technology by an Expert Working Group in October 2002, titled Institutes of Technology and the Knowledge Society – Their Future Position and Roles; and the Chapman Flood Mazars Report, 1999 which reviews the institutional structures in the Institutes of Technology.

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2.2 Regional Profile

The Institute of Technology Tallaght is situated in South Dublin County. The County, which includes 49 Electoral Divisions (EDs),1 was established in 1994. The Local Government Act of 1993 made provision for the establishment of three new County Councils in Dublin – Fingal, Dun Laoghaire-Rathdown and South Dublin. Along with , which caters for the city, the three new counties form the Dublin Metropolitan Region. After Fingal, South Dublin County is the second largest county in the Dublin metropolitan area (in geographical terms) and the third largest local authority in the State. The Institute of Technology, Tallaght, is located in Tallaght Town Centre, which is the administrative capital of South Dublin County.

The county occupies a total land area of 22,301 hectares and has borders with the three other local authority areas: Dublin City, Dun Laoghaire-Rathdown, and Fingal. It also has borders with County Wicklow, County Meath and County Kildare. Together these form the Greater Dublin Area.2 Applications to the College come mainly from within South Dublin County although applications also come from the surrounding counties of Meath, Kildare and Wicklow. As the Institute develops its profile nationally and internationally, the number of students coming from other counties and indeed countries outside the Institute’s natural catchment area is also increasing. Figure 2.1 provides a map which shows the main built up areas of the county, the main transport routes and borders with neighbouring counties.

1 Appendix 1 provides a list of the 49 EDs in South Dublin County. An Electoral Division (ED) is a division of territory made for administrative, electoral, or other purposes. A map of the EDs is also included in Appendix 1. 2 The Greater Dublin Area (GDA) incorporates the geographical area of Dublin City, Fingal, Dun Laoghaire-Rathdown, South Dublin County, and Counties Kildare, Meath and Wicklow. 17 Chapter Two

Figure 2.1 South Dublin County

Source: South Dublin County Council

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2.2.1 Demographic Change

The population of the county in 2002 was 238,835, representing 6.1% of the total national population of 3.92 million. The population of South Dublin County grew by 9.2% over the 1996-2002. Table 2.1 provides a breakdown of the population in the different local authority areas within the Dublin Metropolitan Region. It also provides figures for the Irish Economy as a whole.

Table 2.1 Population Change and Density in the Greater Dublin Area

Geographic Area Persons Persons Percentage Area Density 1996 2002 Change in (hectares) population Dublin City North 287,216 290,521 1.2 7,474 38.9 Dublin City South 194,638 205,260 5.5 4,287 47.9 Dun Laoghaire-Rathdown 189,999 191,792 0.9 12,695 15.1 Fingal 167,683 196,413 17.1 45,309 4.3 South Dublin 218,728 238,835 9.2 22,301 10.7 Dublin Metropolitan Region 1,058,264 1,122,821 6.1 92,066 12.2 State 3,626,087 3,917,203 8.0 7,018,224 0.6

Source: Derived from 2002 and 1996 Census

The population of the Dublin Metropolitan Region in 2002 was 1,058,264, which means that Dublin accounted for more than one quarter (27%) of the total national population. South Dublin County accounted for 21% of the total population in the Greater Dublin Area. Table 2.1 shows that, after Fingal, South Dublin County records the second highest rate of population growth over the 1996-2002 period.

2.2.2 Recent Growth and Development

Much of the area of the county was developed in the relatively recent past, with most of the growth in Tallaght and Clondalkin taking place during the 1970s and 1980s. In the 1990s, Lucan and became the two main centres of population growth. Within the Lucan area, the population of the Lucan-Esker electoral division increased almost threefold over the period 1996 – 2002. The population grew from 7,451 in 1996, to 20,807 in 2002. This was the largest population increase in the State during this period. Over the same period, 1996-2002, the population of the semi-rural areas of the county (the electoral divisions of Ballinascorney, , Bohernabreena, , Newcastle, Rathcoole and ) increased by 9.2%. This growth reflects the expansion of the population beyond the existing suburbs into the rural parts of the county.

19 Chapter Two

By 2011 the population of the county is expected to exceed 265,000. The majority of this future population growth is expected to be located in Tallaght West, Clondalkin and South Lucan, and in particular Adamstown (the fastest growing area in the county), which is located south west of Lucan. The more rural areas of Newcastle, Saggart and Rathcoole are also likely to experience growth.

2.2.3 The Age Structure of the Population: A Comparison with the Dublin Region

The youthful structure of the population is an important demographic feature. As can be seen from Table 2.2, 41% of the population in South Dublin County is aged less than 25 years compared with 36.9% for the whole of the Dublin area. In 2002, 6.26% of the population in South Dublin County was over the age of 65, compared with 10.15% for the Dublin County and City area and 11.13% for the state. The youth dependency ratio of South Dublin County and Fingal are almost identical. These two local authority areas have the youngest populations within the Dublin Metropolitan Region.

Table 2.2 County and City Age Profile and Dependency Ratios, 2002

Age South Dublin Dublin City Dun Laoghaire Fingal Dublin City North South -Rathdown and City Aged < 15 22.47 17.69 14.03 19.17 22.70 19.17 Aged < 15 – 24 18.53 17.69 18.40 16.59 17.34 17.75 Aged < 25 – 44 32.16 32.15 36.33 29.18 33.80 32.70 Aged < 45 – 64 20.58 19.83 18.20 22.65 20.22 20.24 Aged > 65 6.26 12.64 13.05 12.42 5.94 10.15 Youth Dependency 31.53 25.38 19.24 28.01 31.82 27.11 Elderly Dependency 8.79 18.14 17.90 18.16 8.33 14.36

Source: 2002 Census

Within South Dublin County, Lucan has the highest percentage of the population aged under 44. In 2002, more than four-fifths of the population of Lucan (82.44%) was under the age of 44. Using this indicator of the youthfulness of the population, Lucan is followed by Firhouse (77.92% aged <44), Clondalkin (77.1%) and Tallaght (74.65%). On average, the percentage of the population (in 2002) under the age of 44 in these four areas was 77.36%.

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2.2.4 Sectoral Structure and Regional Economic Growth

After Dublin City, South Dublin County has the greatest concentration of industry in the country. There are an estimated 7,197 businesses in the county.3 The growth sectors in the county are biotechnology, pharmaceuticals, metals and engineering, IT, hospitality, transport and logistics, and internationally traded services.4 There are 39 industrial estates within the county and 46 business parks, including two recently developed international business parks, Citywest and Grange Castle. The National Digital Park is situated in the Citywest business campus and is a hub for high-technology communications and electronic commerce companies in Europe.5 The second major international business park, Grange Castle, is situated in the north west of the county and is a major location for multinational activity. It is home to two of the worlds leading producers of pharmaceuticals, Wyeth and Takeda.

Foreign direct investment (FDI) is an important contributor to the local economy. Multinational corporations, including Intel, Hewlett-Packard and IBM, are a critical source of new technology introduction and provide vital technological and knowledge spillovers that serve to enhance the innovative capacity of indigenous firms. They are the backbone of the internationally traded sectors (both services and manufacturing) and exert a strong multiplier effect on the rest of the local economy through their influence on local employment and the demand for non-traded services. The biotechnology, pharmaceuticals, IT and metals and engineering sectors are highly export-oriented; these advanced sectors account for more than 60% of manufacturing employment within the county.

Within the services sector (i) the wholesale and retail trade and (ii) the real estate, renting and business activities categories, are the most important. Other important service sector activities include transport, storage and communications; health and social work; public administration and defence; banking and financial services; and education.

In 1996 manufacturing industry accounted for almost one fifth (19.47%) of employment within South Dublin County; however, by 2002 employment in manufacturing declined by 6.4% (from 16,157 in 1996 to 14,390 in 2002).6 The services sector increased over the same period. This is consistent with the pattern of development in high wage economies. As economies develop, employment tends to rise in high value-added activities in manufacturing and the importance of the services sector as a source of employment also grows. However, despite the recent decline in employment, the manufacturing sector,

3 Source: Mulvaney and Donnelly, An Economic Audit of South Dublin County (2005, p.57). 4 The main areas of growth in Irish exports are in the computers/electrical machinery and chemicals/pharmaceuticals industries. South Dublin County has played a major role in these growth sectors. As part of the Greater Dublin Area it has been a key engine of Ireland’s economic growth. 5 Over 100 companies employing 2,000 people are located in the Citywest Business Campus, including high-tech indigenous and multinational companies such as Eircom, Iomega, Xilinx, Nortel, TDK, Rhone, Rhone-Poulenc Rorer, Viking, Tuchenhagen, Saturn, Merck, Act Manufacturing, and Netscape. 6 The agriculture, forestry and fishing category accounts for less than 1% (0.37) of employment in the county. 21 Chapter Two

which is highly export-oriented and highly sophisticated technologically, continues to be vitally important. Along with the internationally traded services sectors, the local economy is dependant upon the output and employment performance of the manufacturing sector. These internationally traded sectors (both manufacturing and services) provide the economic foundation for the development of the non-traded services sectors of the economy and without them employment growth in the public sector and local services will be unsustainable.

2.2.5 Growth in the Labour Force and Participation Ratios

In 2002 the labour force in South Dublin County consisted of 119,632 persons. There were 110,101 employed, representing 92% of the labour force, and unemployment stood at 9,531 (8% of the labour force). Over the period 1996 to 2002, the rate of unemployment in the county decreased from 14.9% to 8%. This significant reduction in the level of unemployment was achieved despite the considerable expansion in the size of the labour force. The size of the labour force increased by 23% over the period, from 97,455 in 1996 to 119,632 in 2002.

Table 2.3 Labour Force and Employment

Geographic Area Dublin South Dublin South Dublin Change Metropolitan 1996 2002 1996-2002 Area 2002 Employment 508,030 82,978 110,101 +33% Labour force 555,306 97,455 119,632 +23% Rate of unemployment 8.5% 14.9% 8.0% +6.9%

Source: 2002 and 1996 Census Unemployment is not distributed evenly throughout the county. The highest rates of unemployment are in Tallaght and Clondalkin. Unemployment in Clondalkin is concentrated in the districts of Rowlagh (19%), Cappaghmore (14.4%), Dunawley (12.9%) and Moorfield (12.3%). In Tallaght, the highest rates of unemployment are in Fettercairn (19%) and Killinarden (22.4%).

From a development perspective, it is interesting that the percentage of the labour force in the high skilled category (professional workers and managerial and technical staff)7 increased by 6% between 1996 and 2002. There were also considerable changes at the lower end of the scale. The percentage of the labour force in the two lowest skill categories (semi-skilled and unskilled) decreased by 5% over the 1996-2002 period. The changing

7 The Census of Population classifies persons by occupational grouping under seven categories: professional workers, managerial and technical workers, non-manual, skilled manual, semi-skilled, unskilled and ‘all others gainfully occupied and unknown’.

22 Institute of Technology Tallaght - Delegation of Authority Submission

skills profile within the county viz. the upgrading of the workforce, is mirrored in the increase in educational qualifications within the county over the same period.

2.2.6 Levels of Educational Attainment

Education has played a central role in Ireland’s economic development and continues to be a key factor in the creation of competitive advantage. The level of educational attainment of the population of South Dublin County improved considerably over the 1996-2002 period. In 1996, 23% of the county population had only a primary level education and 19% had obtained a third level qualification. By 2002, 22% of the population possessed a third-level qualification, and only 14% had a primary level of education.

Within South Dublin County, the areas with the highest levels of educational attainment are the more affluent areas of , and , and the new, more recently developed areas of Lucan and Firhouse. In 2002, between 17.5% and 28.6% of the population within these areas had a third level qualification. At the other end of the spectrum, 12 electoral divisions within the county had a very low percentage of the population (between 1% and 4.5%) with a third level qualification. These were the electoral divisions of Tallaght (, Fettercairn, Kilnamanagh, Tymon and Millbrook) and Clondalkin (Dunawley, Moorfield, Cappaghmore and Rowlagh). The extremely low levels of participation in third level education in these areas, together with higher rates unemployment, reflect the significant socio-economic disparities that exist within the county.

2.2.7 Educational Specialisation in South Dublin County

Table 2.4 provides a breakdown of the third level qualifications achieved in the Dublin Metropolitan Area, classified by subject area. By comparison with the other local authority areas, South Dublin County has the highest percentage of graduates in the categories of (i) computing and information technology, (ii) education, physical sciences and chemistry and (iii) engineering and architecture.

23 Chapter Two

Table 2.4 Dublin Metropolitan Area: Percentage distribution of persons aged 15 years and over with a third level qualification attained, classified by main subject area, 2002

Third level qualifications DMR Dublin DLR Fingal South State City Dublin Social Sciences, Business and Law 21.81% 22.10% 23.33% 20.67% 20.02% 17.16% Engineering and Architecture 9.11% 8.40% 8.92% 9.84% 10.58% 10.00% Medical and related 9.93% 9.51% 10.19% 10.75% 9.86% 12.06% Computing and Information Technology 6.96% 7.11% 5.83% 7.41% 7.68% 6.42% Humanities 8.25% 9.50% 8.79% 6.45% 5.92% 6.77% Education 4.77% 4.30% 4.91% 5.12% 5.50% 6.62% Tourism and other 3.89% 3.87% 2.92% 4.57% 4.64% 5.00% Art 4.32% 5.10% 4.21% 3.32% 3.40% 3.56% Physical Sciences and Chemistry 2.46% 2.41% 2.38% 2.53% 2.64% 2.76% Life Sciences and Medical Laboratory Science 2.34% 2.35% 2.58% 2.06% 2.27% 2.31% Mathematics and Statistics 1.02% 1.09% 0.98% 0.92% 0.97% 0.81% Agriculture, Forestry, Fishery and Veterinary 0.91% 0.75% 1.05% 1.19% 0.88% 2.59% Other third level qualification 8.89% 7.88% 8.03% 10.70% 11.01% 9.29% Not stated 0.77% 0.81% 0.62% 0.77% 0.85% 0.94% Multiple subjects 14.57% 14.83% 15.25% 13.70% 13.79% 13.71%

Source: Census 2002

Over the period 2004-2015 the occupations that are predicted to experience the greatest growth are those of childcare, computer professionals, health professionals, software engineers and business and science professionals.8 The demand for people with skills in the areas of catering, retail sales and education, is also expected to increase over the coming decade. Education has emerged as the main influence on employment prospects and its importance has increased with the reorientation of employment towards higher skilled occupations. It is expected that by 2015, 45% of all jobs will be for third level graduates, compared with less than 30% in 1997, and that over three in four net new jobs over the period to 2015 will be for graduates.9

8 Manpower Forecasting Studies Report No. 10: Occupational Employment Forecasts 2015 (FÁS/ESRI, March 2002). 9 Source: based on FÁS/ESRI “Manpower Forecasting Studies Report No. 10: Occupational Employment Forecasts 2015”, March 2002. Refer to Figure 3.1 and 3.4 (a).

24 Institute of Technology Tallaght - Delegation of Authority Submission

2.2.8 The Institute of Technology Tallaght

The Institute of Technology, Tallaght is the only third level college located within South Dublin County. A comprehensive range of courses (from Higher Certificate, Ordinary Degree and Honours Degree to Masters Degree and Doctoral level) is offered at the Institute, and the Institute has established partnerships with other professional bodies such as the Irish Management Institute (IMI), the Institute of Professional Auctioneers and Valuers (IPAV), the Institute of Accounting Technicians in Ireland (IATI), the Institution of Engineers of Ireland (IEI), and the Supply Chain Management Institute (IPICS). Since its establishment in 1992, the Institute has developed close links with industry located in the region. Tailored academic programmes have been delivered to meet the needs of companies, such as Intel, IBM, Hewlett Packard, Wyeth, Bayer Diagnostics, Microsoft, Fujitsu, Lucent and Smurfit Group, as well as Tallaght Hospital and the Department of Enterprise and Employment. Through consultancy testing and prototyping services, the college also has links with local companies, such as 3COM, Howmedica, IBM, Motorola, Oral B and Unidare. Facilities at the college include a complete pharmaceutical formulation prototyping plant, advanced chemical analysis equipment, a semiconductor device fabrication and characterisation facility and a selective laser sintering machine for rapid prototyping.

Recent years have seen the growth of educational partnerships with other third level institutions and with industry. In the area of engineering, for example, the Institute, in partnership with Intel and Hewlett-Packard, has established a Technician Development Centre (TDC). This is a shared education and training facility (involving investment of €3m) designed to educate and train engineering students and staff at Intel, Hewlett-Packard and the Institute. The Technician Development Centre provides a unique basis for synergy between academia and industry and is an innovative response to the skills and knowledge gap Irish companies are experiencing at engineering technician level. Other initiatives in the area of engineering include the establishment in 2002 of the National Centre for Applied Microelectronics to conduct research into thin film, semiconductor and optical technologies.

In the area of science, the capacity of the Department of Applied Science to engage in research, particularly in collaboration with biotechnology and pharmaceutical companies, has been greatly enhanced by the opening of the Pharmaceutical Education Centre in 2002. This is a €4m state of the art facility designed to replicate the core operations of modern biotechnology and pharmaceutical plants. Joint research projects between the Institute and local companies have also been undertaken by the Department of Computing, in areas such as mobile software development, virtual reality and multimedia.

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The Department of Business and Humanities has also initiated a wide range of projects in conjunction with local industry and community organisations. These include a joint education initiative with Intel and IBEC (leading to an Ordinary Degree in People Management) and the provision of short programmes to meet special skills shortages. The School accounts for the majority of part-time students within the Institute. The Part-time and Continuing Education Programme represents an area of strategic importance within the Institute and its socio-economic importance within the region cannot be underestimated.

The need to create and sustain an innovation society is a priority objective of higher education institutions in Ireland. To promote innovation, the Institute has developed the M50 Enterprise Platform Programme (EPP). The focus of the M50 Enterprise Platform Programme is high potential knowledge-based start-ups (HPSUs). Enterprise Ireland define a HPSU as a company which is based on technological innovation, led by an experienced team with a mixture of technical and commercial competencies, export oriented and likely to achieve significant employment and sales growth within a three-year period. Participants on the M50 Programme are graduates and the programme targets high-calibre individuals with extensive business experience in indigenous and/or multinational corporations. The Programme was established in 2000 by the Institute of Technology Tallaght, the Institute of Technology and (DCU). In 2003, University College Dublin (UCD) joined the partnership between these three academic institutions.

The volume of research undertaken in the Institute in the fields of Biology, Chemistry, Engineering and Humanities has grown rapidly over the last decade. Since 2000, almost €9m in funding has been received from competitive programmes.

2.2.9 Socio-economic Disparities and Educational Disadvantage

While the strong performance of the Irish economy over the past decade has accelerated the growth process in South Dublin County, some areas of the County remain disadvantaged. The main communities experiencing social exclusion are in North Clondalkin and South-West Clondalkin (the electoral divisions of Moorfield, Rowlagh, Cappaghmore and Dunawley), as well as West Tallaght (including the areas of Killinarden, Jobstown, Brookfield and Fettercairn). The Partnership Companies,10 the Integrated Area Plans (IAPs) and the RAPID programmes, are among the main mechanisms designed to address the problems of social exclusion within these areas.

The RAPID Programmes (Revitalising Areas by Planning, Investment and Development) were launched in 2001 under the Programme for Prosperity and Fairness (2000-2002).11 Under

10 The Partnership Companies were established in the 1990s with the aid of EU Structural Funds. Initially 12 Partnership Companies were established, and there are now 38 spread throughout the county. The partnerships were established to alleviate problems of unemployment and social exclusion in seriously deprived areas (both urban and rural). In South Dublin, three partnerships were established: Tallaght Partnership in 1991; Clondalkin Partnership in 1996, and the KWCD (, , Crumlin and 26 ) Partnership in 1994. Institute of Technology Tallaght - Delegation of Authority Submission

this programme, the Irish Government renewed its commitment to tackling the geographical concentration of poverty and social exclusion in particular urban and rural areas. Twenty-five disadvantaged urban communities were included in the first phase of RAPID, four of them in South Dublin County - one in North Clondalkin and three in West Tallaght (the neighbourhoods of Fettercairn/Brookfield, Killinarden and Jobstown). The main objective of the RAPID programmes is to improve the quality of life of the residents of these communities by tackling poverty and social exclusion.

The Partnerships, the RAPID Programmes and the Integrated Area Plans, have contributed positively to developments within the County in recent years. The Institute of Technology, Tallaght, has played a very important role in recent developments by enhancing education levels within the County, promoting enterprise activity, engaging in collaborative research initiatives with local industry, and supporting other organisations contributing to economic and social development.

The Institute has been proactive in developing partnerships with schools in the region. Some examples include the provision of Summer Schools for second-level students from disadvantaged areas; support to local organisations such as the CitWise Educational Project, which provides support to problem second-level students in the region; the holding of exhibitions, competitions, seminars and open days; provision of training with free access for local school teachers e.g. in the use of a computer assisted learning in mathematics package (CALMAT), and the development of a network for career guidance counsellors in the region.

However, social disadvantage is a multi-faceted phenomenon and a major challenge to the Institute in the coming decade is the alleviation of social and educational disadvantage in some parts of the County. The educational needs of the local population are diverse and with the recent rapid physical and demographic expansion of the county, the educational needs of local communities are increasing rather than decreasing. In a dynamically evolving local context, the challenge now facing the Institute of Technology Tallaght is that of expanding and developing the range of courses and academic programs available to meet the needs of a growing, diverse and multi-cultural population.

The Institute plans to make a major contribution to the economic, social and cultural development of South Dublin County and its surrounding region over the coming decade by improving the range of educational facilities at the institute; channelling increased resources into research, development and innovation; and increasing interaction with local community and business organisations so as to develop state-of-the-art programmes.12 From a community development perspective, the Institute will continue to be a driver and catalyst of change within South Dublin, by anticipating and responding creatively to the

11 The Programme for Prosperity and Fairness (PPF) agreement between Government and the social partners, which covered the period 2000-2002, proposed that Local Authorities expand their role in tackling social exclusion. The most recent social partnership agreement is the Sustaining Progress Agreement, which covers the period 2003-2005.

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needs of a growing population and actively shaping the newly emerging socio-economic and cultural context.

2.3 Part II Institutional and Regulatory Contexts

The Irish tertiary education system is characterised by a dual structure comprising the university sector, on the one hand, operating in parallel with the Institutes of Technology, on the other. The OECD Review of Higher Education in Ireland (OECD, 2004, p.19) provides a brief summary of the structure of the system. As outlined in the OECD Report (2004), in all, there are 21 main publicly-funded third level education institutions in Ireland; seven of these are universities and 14 are Institutes of Technology. There are also some mainly privately funded third level institutions, including Portobello College, Griffith College and the National College of Ireland (NCI). The Institutes of Technology, with the exception of the Dublin Institute of Technology (DIT),13 were originally designated Regional Technical Colleges and were given their present title in 1998. They are distinguished from the universities by the applied character of their work and by the role that they play in addressing regional development needs. The OECD Report (2004, p.20) emphasised “the role that they play in respect to the National Spatial Strategy in local economic development, in encouraging wider participation through support for apprenticeship and craft skill training and the provision of ladders of opportunity through different educational levels”.

The Institutes are governed primarily by the Regional Technical Colleges Act, 1992; the Regional Technical Colleges (Amendment) Act, 1994; and the Qualifications (Education and Training) Act, 1999. The Qualifications Act (1999) provided for the establishment of The Higher Education and Training Awards Council (HETAC), which is the awarding body for the Institutes of Technology.14 The Act also made provision for the Delegation of Authority to make awards.

The universities are funded through the Higher Education Authority (HEA) and the Institutes of Technology direct by the Department of Education. The OECD Review of Higher Education in Ireland, while recognising the complementary roles of the institute and university sectors, suggested the need to develop the concept of ‘a unified tertiary education system’. The Report suggested that a major step towards facilitating greater institutional collaboration between the two sectors would be to bring the institutes and the universities together under a single funding authority - to be called the Tertiary Education Authority (TEA).

12 All of this is dependant on funding. The Institute’s ability to respond to education and training needs through full-time and part-time programmes (as well as short programmes to meet special skills shortages which the Institute has undertaken in science, engineering and the humanities) is hampered by lack of space and resources. 13 DIT was established in 1978 on the basis of an amalgamation of six vocational colleges. It is the largest Institute of Technology and in 2001 was granted full degree awarding powers (for first, masters and doctoral degrees). 14 Under the Universities Act, 1997, and the Dublin Institute of Technology Act, 1992, the universities and the Dublin Institute of 28 Technology have the authority to make awards. Institute of Technology Tallaght - Delegation of Authority Submission

The next section establishes the legal framework for higher education in Ireland beginning with the Higher Education Authority Act, 1971.

2.3.1 Higher Education Authority Act, 1971

The Higher Education Authority is the statutory planning and development body for higher education and research in Ireland and has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities and a number of designated higher education institutions including the National College of Art and Design (NCAD).

The Higher Education Authority Act, 1971, established the Higher Education Authority (HEA) and defined its powers and duties. Section 3 of the Act defines the general functions of the Higher Education Authority as that of (a) furthering the development of higher education, (b) assisting in the co-ordination of State investment in higher education and preparing proposals for such investment, (c) promoting an appreciation of the value of higher education and research, (d) promoting the attainment of equality of opportunity in higher education, and (e) promoting the democratisation of the structure of higher education.

The HEA maintains a continuous review of the demand and need for higher education institutions and advises the Minister on the need or otherwise for the establishment of new institutions of higher education. The HEA also advises the Minister on the distribution of student places within the higher education system.

2.3.2 Regional Technical Colleges Acts

The Institutes of Technology are governed primarily by the Regional Technical Colleges Act, 1992, the Regional Technical colleges (Amendment) Act, 1994 and the Regional Technical Colleges (Amendment) Act, 1999.

The Institutes of Technology, when established in 1971, were titled Regional Technical Colleges. In January 1998, the names of the colleges were changed to Institutes of Technology by order of the Minister for Education and Science.

The Regional Technical Colleges Act, 1992 (the Act), provided for the organisation and development of the Regional Technical Colleges and defined their functions, modifying the provisions of section 7 of the Vocational Education (Amendment) Act, 1944. Section 5(1) states that the principal function of a college shall be “to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial,

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social and cultural development of the State with reference to the region served by the college”. Under the Act, the colleges are accorded more particular functions as follows:

• To provide such courses of study as the governing body of the college considers appropriate; • To enter into arrangements with the National Council for Educational Awards (NCEA)15, with any university in the State or with any other authority approved by the Minister form time to time for the purpose of having degrees, diplomas, certificates or other educational awards conferred; • To engage in research, consultancy and development work; • To award scholarships, prizes and other awards; • To maintain, manage, administer and invest all the money and assets of the college;

The Regional Technical Colleges (Amendment) Act, 1994, made provision for the appointment of a Commission in certain circumstances and amended the terms of appointment of Governing Bodies. The Regional Technical Colleges (Amendment) Act, 1999 dealt primarily with the establishment of the Institute of Technology, Blanchardstown.

2.3.2.1 Governing Body

Section 6 of the Regional Technical Colleges Act 1992 provides for the Governing Body. The Act (1992) establishes that the Governing Body of a College shall:

• manage and control the affairs of the College • approve courses of study as it considers appropriate; • approve annual programmes and budgets • determine numbers and terms and conditions of staff subject to the approval of the Minister

The Governing Body consists of a Chairman (who is appointed by the Minister for Education and Science), 17 ordinary members and the Director of the Institute. The 17 ordinary members comprise:16

• six persons nominated by the Vocational Education Committee (VEC) in whose functional area the college is situated. At least three of the six persons nominated by the VEC must be members of a local authority • two academics (one of whom shall be a woman and one a man) and one non- academic member of staff • two registered students, one of whom shall be a woman and one a man

15 The NCEA is the predecessor to HETAC (The Higher Education and Training Awards Council). 16 Subsection (4) of section 6 of the 1992 Act outlines the membership of the Governing Body. This amended by section 4 of the Regional Technical Colleges (Amendment) Act, 1994.

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• one representative of the Irish Congress of Trade Unions (ICTU) • five persons nominated by such organisations as the VEC considers require representation having regard to the activities of the Institute - such as industry, agriculture, commerce and the professions

2.3.2.2 Academic Council

Section 10 of the Act (1992) requires that each college have an Academic Council appointed by the Governing Body. The main function of Academic Council is:

• to assist the Governing Body in the planning, co-ordination, development and overseeing of the educational work of the Institute, and • to protect, maintain and develop the academic standards of the courses and the activities of the college • to make recommendations to the governing body on programmes of research and development work

The Academic Council fulfils other roles as specified in section 10 of the Act, including the making of academic regulations of the college. The Director and the Registrar are, respectively, Chairman and Secretary of the Council.

2.3.3 Corporate Governance: Ethics in Public Office Act, 1995 and Code of Practice for the Governance of Third Level Institutions, 2004

In 2004, the Department of Education and Science published detailed guidelines for the governance of third level institutions. These guidelines, Code of Practice for the Governance of Third Level Institutions, comprise written codes of conduct for members of the Governing Body and employees, and set out procedures regarding internal practices and external relations with the HEA and/or the Minister.

The Institute is committed to the implementation of best governance practice and in September 2004, produced a Handbook on Corporate Governance detailing codes of conduct for members of Governing Body and all employees, along with codes of practice relating to internal audit and procurement functions, tax clearance procedures, disposal of assets, remuneration, reports and accounts, and strategic planning. In addition to the Code of Practice for the Governance of Third Level Institutions, the Institute is governed by the Ethics in Public Office Act, 1995.

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2.3.4 The Official Languages Act 2003

The Official Languages Act 2003 requires that all public bodies promote and facilitate the use of the . In 2003, the Department of Community, Rural and Gaeltacht Affairs issued Guidelines to assist public bodies in complying with the Act. The Institute has set up a committee of Academic Council to develop and implement these Guidelines. The Committee has drafted a proposal outlining what services will be provided fully bi-lingually, through the medium of Irish and English, across all Schools of the Institute by 2008. The plan is to be implemented over three years. Table 2.5 outlines the services to be provided through Irish, English or both, during the first phase of the scheme, which is the 2005/6 academic year.

Table 2.5: Services to be Provided through Irish, English or Both4

Communication Irish English The Institute’s To be Implemented Method proposed policy within 1st Year Internet site Yes yes Institute of Technology In progress Tallaght Home Page and some links Irish office Yes yes Staffed by an Irish Officer Established Library self issue system Yes yes To be translated into Irish In Progress and OPAC Web Signage Yes yes Names and titles of heads In Progress of departments and all other signage, including computerised noticeboard Bi-lingual business Yes yes Name and details on In Progress cards for staff both sides of card Stationary, Headed Yes yes As the present stocks are In Progress Notepaper depleted and will be replaced with bilingual versions. Annual Reports Yes yes Fully bilingual From In Progress 2004 onwards Annual Reports Yes yes Summary being done for In Progress years 98, 99, 2000, 2001, 2002, 2003.

32 Institute of Technology Tallaght - Delegation of Authority Submission

As indicted in table 2.5, an Irish Office was established in February 2005 to work towards establishing a bi-lingual policy throughout the Institute. The Office is staffed by an Irish Officer. In order to enable staff to provide services through Irish, classes have commended in Irish for all staff who wish to attend.

2.3.5 Qualifications Act, 1999

The Qualifications Act (1999) established a new framework for higher education in Ireland through the formation of the National Qualifications Authority of Ireland (NQAI). The NQAI was established to maintain a framework of qualifications within the state up to PhD level. It is concerned with all awards made within the State - the awards of the universities, the Dublin Institute of Technology and the Department of Education and Science, as well as the awards by the two Awards Councils, HETAC and FETAC.

2.3.5.1 Higher Edution and Training Awards Council (HETAC)

The Qualifications Act (1999) provided for the establishment of two Awards Councils: (i) the Higher Education and Training Awards Council (HETAC), which is the awarding body for the Institutes of Technology, and (ii) the Further Education and Training Awards Council (FETAC), which makes awards for all learning in further education and training programmes. The role of the Awards Councils is to develop policies and criteria for the making of further/higher education and training awards and the validation of programmes of higher education and training.

HETAC makes awards for learning in a wide range of higher education and training institutions, including the Institutes of Technology. It is the successor to the National Council for Educational Awards (NCEA). The functions of HETAC as set out under section 23 of the Act are:

• to establish policies and criteria for the making of higher education and training awards and the validation of programmes of higher education and training • to determine standards of knowledge, skill or competence to be acquired by learners • to make or recognise higher education and training awards • to monitor and evaluate the quality of programmes of education and training in respect of which awards are made or recognised • to agree and monitor Quality Assurance procedures and ensure fair and consistent assessment of learners. Under section 29 of the Qualifications Act, HETAC may delegate authority to make awards to recognised institutions. Under the Act, recognised institutions currently comprise the Institutes of Technology.

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2.3.5.2 Further Education and Training Awards Council (FETAC)

The Further Education and Training Awards Council (FETAC) makes awards for all learning in further education and training programmes and has generally assumed the awarding functions of the former National Council for Vocational Awards (NCVA), FAS, Teagasc, the National Tourism Certification Board (CERT) and Bord Iascaigh Mhara. It makes awards for a wide range of providers from training centres and colleges to the workplace. The functions of FETAC are specified under section 14 of the Qualifications Act, 1999, and are similar to those of HETAC except in the relation to programmes of further education and training.

2.3.5.3 The National Framework of Qualifications

The National Framework of Qualifications was launched in October 2003. The framework is intended to encompass all education and training awards in Ireland, providing recognition for all learning achievements. It also seeks to support the national objective of moving towards a ‘lifelong learning society’ by providing a framework that facilitates progression through various levels and allows learners to avail of learning opportunities at various stages throughout their lives.

The Qualifications Act, 1999 defines the national framework of qualifications as “a framework for the development, recognition and award of qualifications in the State, based on standards of knowledge, skill or competence to be acquired by learners” In its policies and criteria (April 2002), the NQAI further redefined this to be “the single, nationally and internationally accepted entity, through which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards”. The framework aims to provide a coherent and understandable system for co-ordinating and comparing awards within the state. It also seeks to facilitate international comparisons between awards and feeds into developments at the European and international levels to increase the comparability and transparency of qualifications.

The framework, which comprises ten levels, is outlined below. Correspondence with the Bologna three-cycle system is also indicated.17

17 The Bologna system is discussed in section 2.4.1. Figure 2.2 is taken from the Bologna Process National Report 2004-2005 (2005, p.12).

34 Institute of Technology Tallaght - Delegation of Authority Submission

Figure 2.2 National Framework of Qualifications

BOLOGNA CYCLES NATIONAL FRAMEWORK OF PROVIDERS QUALIFICATIONS

Awards Levels 3 Doctoral Degree 10 Institutes of Universities Masters Degree Technology 2 9 Post-Graduate Diploma Higher Bachelor Degree DIT 8 Recognised Higher Diploma Colleges of 1 Ordinary Bachelor Private the National Degree 7 Colleges and University of other HEIs Ireland Higher Certificate 6

Further Education/ Entry from Second Level and 1–5 Schools Award Further Education and Training

In the framework, awards at Levels 7-10 are to be made by the HETAC, DIT and the universities. At level 6, the Advanced Certificate award is made by FETAC and the Higher Certificate award by HETAC and DIT. At levels 3 to 5 awards are made by the State Examinations Commission (Department of Education and Science). Other awards at levels 1 to 5 are made by FETAC.

2.4 International Context: National Frameworks and the European Higher Education Area

At European level, there are a number of initiatives which aim to increase transparency of education and training awards and so facilitate recognition of international awards. These initiatives include the Lisbon Convention18, the Bologna Declaration, the European Network of Information Centres (ENIC), the National Academic Recognition Information Centres (NARIC), and EU Directives on the recognition of professional qualifications.19

Under section 8 of the Qualifications Act, 1999, the National Qualifications Authority has the role of (i) liaising “with bodies outside the state which make education and training awards for the purposes of facilitating recognition in the State of education and training awards made by those bodies” and (ii) “facilitate recognition outside the State of education and training awards made in the State”. This gives the Authority a statutory role in international liaison and the facilitation of recognition, in addition to the various other

18 The Lisbon Convention 1997 reflects an updating of many European and UNESCO conventions dealing with recognition of higher education qualifications that were developed since the 1950s. The Convention, which was developed by the Council of Europe and UNESCO and adopted in Lisbon on 8 -11 April 1997, sets out basic principles related to the assessment of qualifications. 19 There are a range of EU Directives in place concerning the recognition of qualifications. The National Qualifications Authority of Ireland is the Irish centre for the recognition of international awards, known as Qualifications Recognition – Ireland. 35 Chapter Two

responsibilities that the Authority has in the Act. The Authority represents Ireland in ENIC/NARIC and is the Irish centre for the recognition of international awards, known as Qualifications Recognition – Ireland.

2.4.1 The Bologna Process

The Bologna Declaration in 1999 marks the formal commencement of a process to create a single higher education space in Europe. This was a joint declaration, signed by 29 European Ministers of Education convened at Bologna to establish a European Higher Education Area by 2010.

The Bologna declaration proposes the introduction, within a European higher education space, of a system of qualifications in tertiary education that is based on two cycles. The first (undergraduate) cycle culminates in the award of Bachelor’s degrees. The second cycle of study seeks to build on those attributes gained during the first cycle, leading to postgraduate qualifications that include Master’s degrees and doctorates. The Bologna process also seeks to encourage a nomenclature of awards that is comparable between countries and is easily readable, thus enhancing understanding of higher education qualifications and encouraging mobility of those studying within the European higher education area.

The Bologna Declaration specified the attainment of six main objectives:

• Adoption of a system of easily readable and comparable degrees, also through the implementation of the Diploma Supplement, in order to promote European citizens employability and the international competitiveness of the European higher education system.

• Adoption of a system essentially based on two main cycles, undergraduate and graduate. Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years. The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification. The second cycle should lead to the master and/or doctorate degree as in many European countries.

• Establishment of a system of credits - such as in the ECTS system - as a proper means of promoting the most widespread student mobility. Credits could also be acquired in non-higher education contexts, including lifelong learning, provided they are recognised by receiving Universities concerned.

36 Institute of Technology Tallaght - Delegation of Authority Submission

• Promotion of mobility by overcoming obstacles to the effective exercise of free movement with particular attention to: – for students, access to study and training opportunities and to related services – for teachers, researchers and administrative staff, recognition and valorisation of periods spent in a European context researching, teaching and training, without prejudicing their statutory rights.

• Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies.

• Promotion of the necessary European dimensions in higher education, particularly with regards to curricular development, inter-institutional co-operation, mobility schemes and integrated programmes of study, training and research.

2.4.2 Prague (2001), Copenhagen (2002), Berlin (2003) and Bergen (2005)

Ministers, meeting again in Prague on 19 May 2001 and in Berlin in September 2003, called on all signatory countries to the Bologna Declaration to put in place their own national frameworks of qualifications to assist in achieving the Bologna objectives and in doing so, to support the development of an overarching European framework of higher education qualifications.

The Berlin Summit stressed the importance of Quality Assurance and established the target for national Quality Assurance systems to be in place by 2005. Additional actions were encouraged in the promotion of research and research training, and it was considered necessary to include the doctoral level as the third cycle in the Bologna Process. In the area of vocational education and training, Ministers from 30 European countries adopted a Declaration in Copenhagen in November 2002, to increase cooperation in vocational education and training.

The Bergen 2005 stocktaking review emphasised the importance of student involvement in the development of quality assurance systems and the importance of international co- operation in accreditation and quality assurance decisions.

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2.4.3 European Network of Information Centres (ENIC) and the National Academic Recognition Information Centre (NARIC).

The National Qualifications Authority of Ireland is the National Reference Point (NRP) for the European Network of Information Centres (ENIC) and the Network of National Academic Recognition Centres (NARIC).20 The Authority is also an associate member of the European Network of Quality Assurance Agencies established as part of the Bologna process to bring about the European dimension to quality assurance.

The ENIC was set up following the Lisbon Convention on the Recognition of Qualifications Concerning Higher Education in the European Region. It is a network of national centres created to help improve the academic recognition of international awards and facilitate the integration of national education systems.

The NARIC is a network of National Centres created in 1984 to facilitate academic recognition of diplomas and periods of study in the Member States of the EU, the EEA countries and the associated countries in Central and Eastern Europe, Cyprus and Malta. The NARIC is now being subsumed under the European Network of Information Centres (ENIC). The key functions of the ENIC/NARIC centre are to act as a first point of contact when questions relating to higher education awards arise, to provide information about the procedures for recognition in the State, and to provide information about foreign education systems and the recognition of foreign diplomas.

2.4.4 Conclusion: Towards a European Qualifications Framework

Much work has been undertaken in advancing the implementation of the Bologna Declaration. In Ireland, a Recognition Implementation Group has been formed comprising representatives of the National Qualifications Authority, HETAC, FETAC, the universities and the Department of Education and Science.21 This group will be responsible for assisting in the management and implementation of the national policy approach to the recognition of international awards.

The European Commission in its report of November 2003 called for the development of an overarching European Qualifications Framework by 2005. As part of this process, the European Commission is advancing the development of a single framework for the transparency of qualifications and competences, known as Europass. Europass is one of three complementary instruments supporting mobility within Europe along with the

20 Previously, the Higher Education Authority was Ireland’s national centre but the Department of Education and Science considered that the National Qualifications Authority should become the national centre for both networks and this took effect from February 2003. 21 Refer to National Policy Approach to the Recognition of International Awards in Ireland (NQAI, June 2004, p.55).

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Ploteus portal launched in 200222 and the European Qualifications Framework now being developed in line with the agreement reached in December 2004 in Maastricht.23 The overarching European Qualifications Framework will link national frameworks together and is expected to be in place by May 2005. The framework will facilitate transparency of qualifications and competences within Europe, promote the mobility of students and graduates, and facilitate co-operation in programme provision among higher education institutes within Europe.

The Institute of Technology, Tallaght has restructured its programmes in line with the National Framework of Qualifications and is committed to implementing the Bologna objectives. The Institute is also in the process of implementing international quality standards for all of its activities and programmes.

2.5 The National Context

At the national level, three main policy documents shaping the national context and the future development of the economy are: The National Development Plan 2000-2006, the National Spatial Strategy (2002-2020), and the social partnership agreement, Sustaining Progress.

2.5.1 National Development Plan

The National Development Plan (NDP) 2000-2006 was framed after an extensive consultation process involving Government Departments, the Social Partners and Regional and Local Authorities and reflects the broad consensus as to the future development needs of the Irish economy. The four basic strategic objectives of the NDP are:

• to continue sustainable national economic and employment growth • to strengthen and improve Irelands international competitiveness • to foster balanced regional development • to promote social inclusion

To achieve these objectives, the Plan set out a €57 billion investment programme to be allocated to projects designed to improve the economy’s infrastructure; develop a highly- skilled and flexible workforce; promote social inclusion and distribute the benefits of Ireland’s economic success more evenly throughout the country.24 The regionalisation arrangements negotiated in the development stage of the Plan resulted in the designation

22 PLOTEUS (Portal on Learning Opportunities throughout the European Space) aims to help students, job seekers, workers, parents, guidance counsellors and teachers to find out information about studying in Europe. 23 On 14 December 2004, in Maastricht, the Ministers responsible for Vocational Education and Training of 32 European countries, together with the European Social Partners and the European Commission agreed to strengthen their cooperation with a view to modernising their vocational education and training systems to facilitate greater transparency of qualifications and mobility of students within the Europe. 24 Unlike previous Plans, most of the public funding for this Plan (about 90 percent) will be provided from domestic sources, mainly from 39 the Exchequer. The contribution from the EU is estimated to be in the region of €6 billion. Chapter Two

of two Regions in Ireland for Structural Fund purposes: (i) the Border, Midland and Western (BMW) Region, which has retained Objective 1 status for Structural Funds for the full period to 2006, and (ii) the Southern and Eastern (S&E) Region, which will qualify for a six-year phasing-out regime for Objective 1 Structural Funds up to the end of 2005.

The objectives of the NDP in relation to education are aligned to the National Employment Action Plan and focus on factors such as the need

• to make education and training policies more attuned to the needs of the labour market • to promote Ireland’s development through the promotion of high-quality research and innovation. • to promote participation at third level education by students from socio-economically disadvantaged backgrounds • to promote a culture of lifelong learning • to modernise education and research facilities, and • to promote equality at all levels

Under Sub-Programme 1 of the Productive Sector Operational Programme, significant investment is channelled into the Programme for Research in Third Level Institutions (PRTLI). This funding is designed to develop a strategic and planned approach by third level institutions to the long-term development of their research capabilities.

Various other measures under the Productive Sector Operational Programme, such as the Basic Support for Research and Communications sub-measure, support the development of research in the higher education sector through the provision and renewal of basic research equipment. The Productive Sector Operational Programme also includes sectoral initiatives to support academic researchers and research teams to generate leading-edge technologies and competitive enterprises in the areas of biotechnology and ICT.

2.5.2 The Regional Planning Guidelines for the Greater Dublin Area (GDA) 2004-2016

The Regional Planning Guidelines, published in 2004, are designed to implement the objectives of the National Spatial Strategy (2002-20) within the Greater Dublin Area (GDA). They provide a strategic planning framework for the development of the GDA in the 12 year period up to 2016.25 The vital role of the education sector in local and regional development is highlighted in the Regional Guidelines. Particular emphasis is placed on the need for third level institutions to adapt to the changed environment for industrial

25 The NSS predicts an increase in the population of the GDA from 1.5m in 2002 to between 1.9m and 2.2m in 2020.

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development, through the delivery of a highly trained workforce, the relevant technological expertise and a strong R&D capacity.

Under the goal of ‘strengthening the international economic competitiveness of the region’, the Regional Guidelines emphasise the need to (i) expand and upgrade the available pool of high-skilled labour by improving the accessibility of education opportunities for all, and (ii) to strengthen and enhance the regional R&D capability in the region by maximising the synergies between third level institutions and industry. The Guidelines further recommend that education planners should consider the regionalisation of delivery of their R&D capability in the light of emerging economic needs.

2.5.3 Sustaining Progress

The social partnership agreement, Sustaining Progress, provides the context for industrial relations and negotiated change in the Institute. The current agreement is the sixth successive national pay agreement and seeks as its primary goal the objective of further economic prosperity.

2.6 Reviews of Tertiary Education in Ireland

This final section reviews the insights and recommendations arising from three reports on third level education in Ireland: (i) the report of the Expert Working Group on the future positioning of the Institutes of Technology, titled Institutes of Technology and the Knowledge Society – Their Future Position and Roles, (ii) the recent OECD Review of Higher Education in Ireland (2004), and (iii) the Chapman Flood Mazars Report, 1999 which reviews the institutional structures in the Institutes of Technology.

2.6.1 Institutes of Technology and the Knowledge Society – Their Future Position and Roles

In 2002, the Directors of the Institutes of Technology established an Expert Working Group to prepare recommendations for the future repositioning of the Institutes of Technology within the higher education sector. The Report of the Working Group, published in May 2003, emphasised the developing differentiation within the Institute of Technology sector, their changing relationship with other third level institutions, and their changing role in the context of ongoing economic, technological and major social change.

Rather than advocate a single, uniform approach to charting their future, the Report supported a policy of diversity of response within the Institute of Technology sector. In

41 Chapter Two

common with other binary systems established in Europe and elsewhere, the Report emphasised that there is a blurring of boundaries occurring between the university sector in Ireland and the Institutes of Technology. Allied to this, there is a developing differentiation within the Institute of Technology sector linked to geographical and regional setting that is “tending to set apart those Institutes located adjacent to universities in Cork, Galway and Limerick, those which are the sole providers of higher education in their region, and those that form part of the higher education infrastructure in the greater Dublin area” (2003, p.7). Given the changing economic climate and regional demographic changes, the Report emphasised that policy for the future development of higher education must recognise this differentiation and “enable each Institute to enunciate a mission and values relevant to the community that it serves”.

While advocating that each Institute effectively chart its own future path (depending on its particular regional, historical, socio-political and economic context), the Report advocated some general recommendations for the Institutes of Technology. The main thrust of these recommendations related to the need for the Institutes to re-examine, strengthen and redefine their relationships with other third level institutions located within their region, with the second-level education sector, with local industry, with the marketplace, and more generally, with the particular social, economic, and political and cultural environments, in which they are embedded. It concluded that the main challenges facing the Institutes of Technology include the need:

• to articulate clear institutional missions and strategic plans which respond to their particular circumstances and positioning within the higher education system • to commit to cooperation with other higher education institutions through networks and alliances in order to enhance excellence, avoid duplication and create the critical mass necessary to engage in competitive research and teaching at the highest level • to implement a responsive and flexible system of programme design, course delivery, credit transfer and credit accumulation that will meet new and changing needs of both learners and employers • to continue to provide multi-level/multi-discipline programmes, which are informed by national, regional and social priorities • to emphasise the importance of humanities to the promotion of access for mature and disadvantaged groups. This type of provision can provide an initial bridge into tertiary education that may be used to promote the opportunities available in science and technology • to ensure efficient and effective use of resources. Institutes will have to determine what courses remain attractive to applicants and relevant to the needs of the region and of the marketplace and adjust provision accordingly

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• to strengthen further the strategic alliances with the Post-Leaving Certificate sector in order to facilitate progression and to jointly focus targeted provision in areas of special strategic importance such as information and communications technology, science and engineering • to offer to the second-level education sector support and leadership in developing and implementing strategies to address under achievement in such areas as science and mathematics.

The Report pointed out that engaging in research and development is a core function of the Institutes of Technology but that this role is compromised as a result of research infrastructure deficits relative to the universities. It also stressed the need for greater institutional autonomy, emphasising that the ability of the Institutes to sense and respond to change, as well as to innovate and to use resources flexibly, requires that the Institutes have autonomy at a level equivalent to that of the universities.

2.6.2 OECD Review of Higher Education in Ireland

The OECD Review of Higher Education in Ireland reinforced many of the recommendations of the Expert Working Group on the Future of the Institutes of Technology. The Report highlighted the various bureaucratic controls constraining the operation of the Institutes (such as the need to gain approval from the Department for new academic programmes which hinders them from responding quickly to opportunities within their own regions) and suggested that the future economic success of the localities and regions in which they operate is strongly linked to their ‘freedom of manoeuvre’. However, the OECD Report proposed a number of significant (and some controversial) changes. It suggested, for example, that degree awarding powers for doctoral awards be concentrated in universities. The Report also recommended that the Institutes of Technology should continue to concentrate on applied research and resources should be provided by Enterprise Ireland, not the new Tertiary Education Authority.

The report took the view that research support needs to be institutionally concentrated in order to yield the most effective results. Given Ireland’s small size and the large number of third level institutions within the economy, it concluded that it would not be effective to fund Institutes of Technology on the same basis as the universities. The role of the Institutes, according to the OECD Report (2004, p.35), should be “much more targeted towards particular areas of applied research so that they can act as technology development partners to industry, especially SMEs, particularly on a regional or even a national basis”. It further concluded that it “would represent a dissipation of scarce resources if they were to become entitled to automatic recurrent research funding support on a non-targeted basis”.

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The OECD Report recommended greater collaboration between the Institutes of Technology and the universities, in particular that

• the universities and the institutes be brought under a new common Authority, the Tertiary Education Authority, and • there should, in principle, be a common quality assurance programme covering both sectors. However, the implementation of a common quality assurance system should be deferred pending longer term clarification of the cross-border systems of quality assurance that are emerging

It also recommended that

• the institutes be given the same freedom as the universities to initiate new academic programmes so as to ‘level the playing field’ in the context of demographic downturn and increased competition, and • the institutes be given greater freedom of manoeuvre by lightening the load of external regulation

While the Report recommended that the Institutes of Technology and the universities be brought under a single funding authority, the Tertiary Education Authority (TEA) so as to facilitate greater institutional collaboration between the two sectors, it emphasised the need “to prevent mission drift in either direction”.

2.6.3 Chapman Flood Mazars Report 1999

The Chapman Flood Mazars (CFM) Report, Review of the Administrative and Library Structures in the Institutes of Technology, was published in 1999. This review was commissioned by the Council of Directors of the Institutes of Technology,

The Regional Technical Colleges Act, 1992 (as discussed in section 2.3.1), set out the senior management structure for the Institutes of Technology, comprising the Governing Body, the Academic Council and the Director. There was no statutory provision for the management and staffing of functions and to this end the Institute of Public Administration (IPS) was commissioned to recommend an appropriate senior management structure and related staffing of central services. The IPA Regional Technical Colleges Study (1993) set out the management and administrative structures for the colleges.

The rapid growth of the Institute of Technology sector in recent years necessitated a review of the management and administrative structures in place in the Institutes, many of which had evolved to varying degrees in response to the growth of the sector. This growth has taken the form of increases in student and staff numbers, an expansion in the number and

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complexity of courses offered, and major infrastructural and capital development. CFM consultants examined the adequacy of the staffing structures against the evolving demands of the institutes. Their report, which also embraced the future implications of the Qualifications Act, 1999 in bringing about greater degrees of fiscal and managerial autonomy within the institutes, recommended a number of changes.

CFM recommended, among other things, that the institutes adopt a functional definition of responsibilities. Increased responsibilities and new job titles were recommended for the positions of College Librarian, Personnel Officer, Administration Officer, Computer Services officer, Finance Officer, Buildings Officer and Industrial Liaison Officer. The new job titles are Librarian, Human Resources Manager, Academic Administration and Student Services Manager, IT Manager, Finance Manager, Estates Manager and Industrial Liaison Manager.

While the Report recommended certain changes to the general management structure and operation of the Institutes, CMF acknowledged that the Institutes have evolved differently in terms of expertise, approach and structures and that a uniform structural approach to their future development would be inappropriate.

2.7 Conclusion

This chapter provided an overview of the environment within which the Institute of Technology operates. It established the local and regional socioeconomic and spatial contexts of the Institute (within South Dublin County and the Greater Dublin Area); the institutional and regulatory parameters governing the Institute’s activities; recent developments in the field of higher education nationally and internationally; and the key elements of the national context (social, political and economic) that shape the institutes activities and development.

The Institute has made tremendous progress in recent years in adapting to the rapid changes occurring within the economy and within the higher education system. It has shown considerable resilience and creativeness in adapting to new changes and challenges, including those posed by the Bologna process, changes in industry, and the challenge of lifelong learning. Conscious of its role in helping to achieve national policy objectives, the Institute has sought to align its education and training programmes with regional and national needs; to foster innovation, research and enterprise development through collaboration with industry and other third level institutions; and to implement the goals of the National Qualifications Authority, in relation to access, transfer and progression. The Institute’s immediate catchment area, South Dublin County, is characterised by significant disparities in wealth and educational levels. It is the intention of the Institute to cater for the education and training needs of all of those availing of its

45 Chapter Two

programmes while making particular efforts to foster access and participation among students from disadvantaged backgrounds, since educational disadvantage is a critical component in the cycle of poverty.

The Institute will continue to be guided by the work of national policy groups, including the National Competitiveness Council, Enterprise Ireland, the HEA, HETAC and the Department of Education and Science, as well as to articulate the particular vision for South Dublin County enunciated in the National Spatial Strategy. The Institute will also draw on the various insights and recommendations arising from recent reports, such as the OECD Review of Higher Education in Ireland (2004) and the report on the future repositioning of the Institutes of Technology within the higher education sector. These reports raise important questions relating to the future mission and role of the Institutes of Technology and the Institute will incorporate them into its strategic planning processes.

In the context of ongoing rapid changes in education and in the global marketplace, the Institute needs to continue to build upon its existing competencies, and to develop new strengths and capabilities that will guarantee its effectiveness and successful performance in the future. To do so, the College needs to renew its efforts to prioritise learning and innovation; to develop and reinforce the implementation of quality assurance procedures; and to develop and strengthen its external linkages with the wide range of institutions, organisations and individual stakeholders, that impact on its activities. An interactive, systemic approach to innovation is required if the institute is to be at the forefront of advances in education and a key actor in local development.

46 Chapter Three

Institute Mission and Governance

47 Chapter Three

Institute Mission and Governance

3.1 Introduction

This chapter provides an overview of corporate governance and planning within the Institute of Technology, Tallaght. Corporate governance comprises the systems and procedures by which enterprises are directed and controlled. The Code of Practice for the Governance of Third Level Institutions (2004) emphasises that “in the interests of transparency and accountability, it is important that corporate governance of Third Level Institutions should operate to the highest standards applicable”.

The chapter begins by outlining the Institute’s mission statement and the guiding principles and values that underlie the Institute’s activities. It then addresses the system of governance, providing an overview of the roles of the Governing Body and Academic Council, and of the management structure within the Institute. The approach to management adopted in the Institute emphasises the concept of collegiality and of delegated responsibility by management within a clear policy framework and centrally- approved norms and procedures. To guarantee effective governance, a variety of systems are in place to ensure that the Institute complies with best-practice standards in management and administration. These systems and procedures ensure transparency and accountability, as well as public responsibility and integrity. The final section examines planning and evaluation within the Institute. Emphasis is placed on the historical development and key objectives of the Strategic Plan 2005-2008, which captures the ambitions of the Institute over the next four years.

3.2 Institute Mission and Purpose

Having regard to its functions as set out in the Regional Technical Colleges of Technology Tallaght, 1992, the Institute has articulated its mission statement in the current Strategic Plan 2005-2008 as follows:

We aspire to be a major contributor to the social, cultural and economic life of the County, and the surrounding region. We will realise this aspiration by teaching and learning, research and development and providing support for innovation and enterprise.

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The Institute further undertakes:

• to provide learners with flexible higher education opportunities which are of the highest quality, reflect current and emerging knowledge and practices, and are relevant to the needs of individuals and of the region • to offer accessible programmes, delivered in a professional manner in a friendly and supportive environment, and • to foster graduates who are ready to undertake the roles, responsibilities and challenges available in business, industry, the professions, public service and society.

While providing excellence in education for all of those availing of its programmes, the Institute states that it will make particular efforts to foster access, equality and diversity. In particular, it will pay specific attention to increasing participation rates in higher education by those living in its immediate catchment area.1

In addition, the Strategic Plan outlines the Institutes commitment to review its programmes on an ongoing basis and to continue to expand and develop its portfolio of programmes to meet the needs of students, society and the economy. It places great emphasis on developing the quality of the services, management and governance provided to all of its users and stakeholders. These include employers, the business community, graduates, parents, schools, the state agencies and local development and community organisations.

The Institute’s mission statement reflects the Institute’s responsibilities to the region that it serves and its commitment to become an integral part of the region by responding in an ongoing and flexible manner to regional needs.

3.2.1 Guiding Principles and Values

The Institute, in carrying out its activities, is guided by an underlying philosophy of service, public responsibility and integrity. It is also imbued with a spirit of professionalism and excellence in all areas. The values and principles that the Institute embraces are set out in the Strategic Plan 2005-2008.2 These reflect the Institute’s commitment to excellence in both teaching and research; to the enhancement of the learning experience of students; to the promotion of educational opportunity and social inclusion through equality of access for all; and to the development of staff and students through a supportive environment that provides opportunities for development to all those who wish to realise their ambitions and fulfil their potential.

1 Thirty per cent of the student population of the Institute comes from the postal code areas of Dublin 24 (Tallaght-Firhouse) and Dublin 22 (Clondalkin-Neilstown). The most recent publication by the HEA (2005), A Review of Higher Education Participation in 2003, found that between 1998 and 2003, admission rates to higher education in Tallaght-Firhouse (Dublin 24) increased by 10%, from 26% to 36%. Refer to section 6.7 and section 8.4.1 on initiatives to increase participation in third level. 2 These are developed more fully in the Institute’s Quality Procedures Manual (2004, pp.10-14). 49 Chapter Three

The Institute’s core principles are summarised in the Strategic Plan 2005-2008 as follows:

• Supportive – through small class groups, individual attention and a collaborative learning environment, we will be supportive of both students and staff to achieve their needs and aspirations • Accessible – we will ensure equality, diversity and inclusiveness in participation in the Institute’s programmes and activities • Friendly – we will deal with all those with whom we interact in a responsive and positive manner and we will be welcoming of all who enter the institute • Professional – we will perform with professional excellence in teaching, research and innovation, governance and management and in public service • Relevant – we will ensure the continued relevance to industry, business and society of our teaching programmes and of our research and innovation.

3.3 Governance

As a publicly funded Higher Education institution, the Institute operates currently under the aegis of the Department of Education and Science. The Department establishes norms for the operations of Institutes and annually allocates a grant to the Institute to enable it to implement its operational and capital programmes. The Governing Body is (collectively) responsible for the management and control of the affairs of the Institute and for ensuring that an effective system of internal financial control is maintained and operated.

3.3.1 Governing Body

The role and membership of the Governing Body were set out in Chapter 2.3 Under Section 7 of the Regional Technical Colleges Act, 1992 the primary function of the Governing Body is to manage and control the affairs of the Institute. The Governing Body meets on dates agreed at the beginning of each year, typically seven or eight times per academic year. Special meetings may also be arranged by agreement. In addition to the annual report and accounts of the Institution, the Governing Body is required to submit a comprehensive report to the Minister for Education and Science outlining all financially significant developments affecting the Institution in the preceding year. In carrying out its functions, the Governing Body is guided by the guidelines, policies, procedures and advice of HETAC and by the Code of Best Practice for Corporate Governance in Third level Institutions (2004).

3 Refer to section 2.3.2.1.

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The current membership of the Governing Body is presented below.

Table 3.1 Governing Body

Name Nominating Body Mr. Tom Clarke (Chairman) Dr. Tim Creedon (Director) Mr. Peter Kierans Co. Meath VEC Mr. Sean Ashe Co. Kildare VEC Ms Fiona Hartley Co. Dublin VEC Cllr Eamon Tuffy Cllr. Karen Warren Cllr. Jim Ruttle Co. Wicklow VEC Ms Darina Kneafsey Institution of Engineers of Ireland Mr. Peter Byrne South Dublin Chamber of Commerce Mr. John O’Dea Enterprise Ireland Ms. Marie Hill Teagasc Mr. Arthur Hall Irish Congress of Trade Unions Dr. Deirdre O’Keeffe Fáilte Ireland Mr. Martin Nolan Academic Staff Ms. Martha Burton Academic Staff Mr. Art O’Coleáin Support Staff Mr. Ian Walsh Student Ms Rebecca Long Student Mr. Thomas Stone (Secretary)

In 2002, an internal audit committee was established as a sub-committee of Governing Body. This is discussed in section 3.7.5.

3.3.2 Academic Council

Section 10 of the Regional Technical Colleges Act, 1992 establishes and identifies the function and composition of the Institute’s Academic Council. As outlined in Chapter 2 (section 2.3.2.2), Academic Council is entrusted primarily with the role of protecting academic standards and making recommendations to the Governing Body in relation to academic matters.

The composition of the Academic Council is presented in Table 3.2.

51 Chapter Three

Table 3.2 Composition of Academic Council

Ex Officio Director Registrar Heads of School Head of Development Heads of Department Librarian Governing Body Institute staff members (3) Elected Academic staff from the School of Business and Humanities (4) Academic staff from the School of Engineering (4) Academic staff from the School of Science (4) Technicians and Library Staff (1) All other Staff (1) Students (3)

The Constitution and Standing Orders of the Academic Council was revised in March 2005 to allow for greater representation by academic staff and students to accommodate the increase in the number of Heads of Department due to the growth of the Institute.

3.3.3 Academic Council Sub-committees

Following an earlier revision of the constitution of the Academic Council in May 1997, each new Academic Council, by decision of the Governing Body on 8th May 1997, “is empowered to set up such additional committees as it deems necessary for the efficient carrying out of its work. These committees are to agree their terms of reference with the Academic Council”. Sub-committee membership is drawn from: members of Academic Council; members of staff (from every area including academic and administrative staff) who wish to be involved or who can bring special expertise; and outside members (from business, industry etc.) who may be co-opted at the discretion of the sub-committee in order to widen the experience and knowledge base. The Director and Registrar are ex-officio members of all sub- committees. Table 3.3 below shows the current sub-committees and a summary of their terms of reference.

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Table 3.3 Academic Council Sub-committees

Academic Council Summary Terms of Reference Sub-committees Constitution of Academic Council • To advise on the constitution and composition Committee of Academic Council Standing Committee of Academic • To address urgent decisions that must be Council addressed before the next meeting of Academic Council Academic Admission, Progression • To assist the Academic Council in maintaining and Learning Support Committee and developing academic admission and progression criteria for programmes of the College. • To make recommendations to Academic Council on issues related to learning support for students and the establishment of best practice. Academic Marks & Standards • To assist Academic Council in maintaining and Committee developing academic standards for courses and activities of the College. • To engage with external academic bodies or accrediting agencies as required by Academic Council or the Registrar. Postgraduate Committee of • To assist Academic Council in analysis, review Academic Council and development of strategy in relation to supervised postgraduate research studies. • To assist Academic Council in the making of Academic Regulations in relation to postgraduate research degree progression and transfer. Research and Development • Advise on expanding, developing and promoting Committee R&D within the Institute. • Provide a forum to examine research strategy in different Schools and Department within the Institute Ethics in Research and • To advise Academic Council on policies and Development Committee procedures in relation to ethical conduct of research and development within the Institute.

53 Chapter Three

Academic Council Summary Terms of Reference Sub-committees Library Committee • To evaluate the adequacy and utilisation of the library and its information resources • To advise on improving access to library and other learning facilities, including the provision of ICT • To integrate library resources into the teaching and learning processes Equality and Diversity Committee • To develop an Equality and Diversity Policy • To promote equality and good relations between all stakeholders within the Institute • To respond positively to the increased ethnic diversity within the Institute and the local community Irish Language Committee • To advise Academic Council on the implementation of the Official Languages Act 2003

The functions of the sub-committees are focused and are evident in their titles. They share similar generic goals of proposing policies and procedures to deal with issues under their particular remit. The types of sub-committees change as developmental work reaches a conclusion and Academic Council has the power to form new committees dedicated to new issues as the need arises.

3.4 Institute Management Structure

The approach to management adopted in the Institute emphasises the concept of collegiality, through sharing of information with staff and students and working towards consensus on all major issues. It is also premised on the exercise of delegated responsibility by management, within a clear policy framework and centrally-approved norms and procedures. The basic management structure of the Institute is shown in Figure 3.1. The Institute is organised into three Schools (School of Business and Humanities, School of Engineering and School of Science) and three Functions as shown below. The roles and responsibilities of the Institute’s management, including the Heads of School and Heads of Function, are explained in Chapter 2 of the Institute’s Quality Assurance Procedures Manual.

54 Institute of Technology Tallaght - Delegation of Authority Submission

Figure 3.1

Governing Body

Audit Academic Committee Council

Director

Head, School of Head School of Head, School of Secretary/Financial Head of Business and Registrar Science Engineering Controller Development Humanities

Head, Head, Head, Human Resources Academic Industrial Liaison Department of Department of Department of Manager Administration & Manager Management Applied Science Mechanical Student Affairs Engineering Finance Manager Manager Head, Head, Department of Department of Head, Estates Manager Librarian Humanities Computing Department of Electronic IT Manager Head, Department Engineering of Accountancy & Professional Studies

Head, Department of Marketing & Business Computing

3.5 Management Groups

In line with the recommendations of the Deloitte and Touche Report on Academic Management Structures in the Institutes of Technology (1998), the Institute has established a number of groups to ensure the good management of the Institute. These comprise the Senior Management Team (or executive), Academic Management Team and Total Management Team. The schedule of meetings of the different groups is prepared annually by the Director. The Director also schedules the meetings of the Health and Safety Committee.

55 Chapter Three

3.5.1 The Senior Management Team (SMT)

Having regard to the overall responsibilities of the Director, the Senior Management Team (SMT) is collectively responsible for executive decisions in relation to strategy and policy implementation, including the budget. The SMT Members are: the Director, Registrar, Heads of School, Secretary/Financial Controller and Head of Development.

The SMT meet regularly, normally every two weeks during term, and their main responsibilities are to:

• advise the Director on matters for decision in accordance with Governing Body policy • develop Institute policy and implement policies adopted by Governing Body • provide, in support of the Director, leadership of the Institute • drive the strategic direction of the Institute and the strategic and executive management of the Institute • draft the programme and budget for the Institute, seek the required resources and allocate the agreed resources • develop the overall policies and procedures for quality assurance and take responsibility for their management, monitoring and review • implement the quality policy and develop quality procedures for the Institute • SMT will consider Governing Body agenda items prior to Governing Body meetings and be informed of Governing Body decisions and views following meetings • SMT members will liaise with external agencies and organisations and brief colleagues on their interactions on a regular basis (Council of Directors and other sectoral groups, professional bodies, HETAC/NQAI, etc.) • SMT may call special purpose meetings involving relevant members of the overall management team and other officers as appropriate to consider action on specific issues from time to time and establish project teams normally led by an SMT member to deal with specific matters • where the SMT is unable to arrive at consensus, the Director has the responsibility to decide on a matter

SMT members are responsible for:

• the implementation of decisions made at SMT • advising their staff of executive decisions • involving their staff in their section’s internal management and decision making process • bringing staff views to SMT • detailed allocation of agreed budgets • development and implementation of quality assurance procedures

56 Institute of Technology Tallaght - Delegation of Authority Submission

• developing strategic planning for their School or function • providing leadership and effective management and operation of their school or function • chairing appropriate Institute-wide committees

During the 2004/5 academic year, a number of key management positions changed, including the positions of Director, Registrar, Secretary/Financial Controller, Head of Development and Head of School of Science. There were also four new Heads of Department appointed within the last year.4

3.5.2 Total Management Team (TMT)

The TMT includes all members of SMT together with Heads of Department and Central Service Managers. The TMT meet at least twice per semester to discuss developmental issues and cross-sectoral protocols. The main responsibilities of the TMT are:

• to inform and advise SMT, which is the Institute’s executive body on issues requiring decision, and to allow Institute-wide discussion on external or internal matters which may impact the Institute • to advise SMT on strategic direction and policy • to advise SMT on operational and procedural aspects of Institute-wide policy and on quality assurance • to ensure the cross-fertilisation of ideas and concepts • to ensure Governing Body and SMT decisions are understood and implemented uniformly

3.5.3 Academic Management Team (AMT)

The AMT includes all members of SMT and Heads of Department. The Academic Management Team (AMT) meets at least five times per semester and its main role is to advise SMT on academic matters including:

• Academic strategy • Assessment, examinations and results • Teaching and learning • Research and development • Links with industry • Operational and procedural aspects of policy, including quality assurance

4 Refer to Chapter11, section 11.6 on recent management changes.

57 Chapter Three

3.6 General Committees

The Institute also four General Committees established to achieve specific goals. Table 3.4 sets out the main purpose of each of the General Committees.

Table 3.4 General Committees

General Committee Key Objectives Health, Safety and Welfare Committee • to promote health and safety issues within the Institute. This committee was established to comply with the consultation elements of the Health, Safety and Welfare at Work Act 1989. Workplace Partnership Committee • promote common ownership by management, unions and staff of the development and implementation of modernisation programmes • to enhance the quality and effectiveness of the services of the Institute • to develop a participative approach to resolving issues and challenges generally • to enhance the quality of the work environment Student Assistance Fund Committee • to oversee the allocation of grants to students in need of assistance from the Student Assistance Fund provided by the Department of Education and Science Student Services Committee • to promote, co-ordinate, develop and oversee student activities in the Institute. This is achieved through the development of clubs and societies and the provision of recreational and cultural activities. The Student Services Committee works closely with the Student Union and is funded through student capitation.

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3.7 Transparency, Accountability and Reviews of Governance, Management and Administration

Governance, management and administration within the Institute are reviewed on a regular basis through a variety of different formats. A non-exhaustive list of these review formats is as follows:

3.7.1 Internal Audit by Consultant Auditors

The Institute, in conjunction with the Council of Directors of Institutes of Technology, has engaged Deloitte and Touche as consultant auditors to provide an independent audit and appraisal of systems within the Institute. During the period April 2000 to October 2005 a series of activities in the Institute were reviewed, including the management of part-time programmes, the examination system, completion and uploading of whitesheets, HR management, a computer audit and health and safety. Internal audits were also carried out in the areas of R&D, campus companies, risk management of national MIS project implementation, fee collection and registration. It is the responsibility of SMT to review the findings of these audits and to implement follow up actions. The recommendations made by Deloitte and Touche to improve operations and procedures in the areas identified above have been implemented. The implementation process is reviewed by Deloitte and Touche and documented in an Internal Audit Follow Up Report.

3.7.2 Periodic Institutional Audit

In addition to the use of internal audits by consultant auditors, the Institute is committed to a periodic review of its activities by a team of experts external to the Institute. These audits will form a key component of the self assessment activities in the Institute and will be conducted in a manner similar to the Institutional Reviews previously conducted under the NCEA. The review will be a two stage process, consisting initially of an internal self- study followed by an external review. The conditions governing the external audit are set out in the Institute’s Quality Assurance Procedures Manual (section 10.3.4).

3.7.3 Programme Boards and Programmatic Reviews

The Programme Boards and the Periodic Programmatic Evaluations undertaken in each of the Institute’s three Schools (Business and Humanities, Engineering and Science) are the main mechanisms for the ongoing monitoring and review of the Institutes academic programmes and their delivery.

59 Chapter Three

3.7.4 Audit of the Comptroller & Auditor General

The Institute is audited annually by the Comptroller & Auditor General who issues an annual report which is taken into account in Institute planning processes and procedures.5

3.7.5 Internal Audit by Sub-committee of Governing Body

In 2002 an internal audit committee was established as a sub-committee of Governing Body. The purpose of the internal audit committee is to advise the Governing Body on internal control, corporate governance and any matters referred to it by Governing Body.

The audit committee is a review and oversight committee. Specific items for consideration at the committee may include

(a) Review of internal audit programme (b) Annual review of abridged statutory accounts and management observations prior to their submission to the Comptroller and Auditor General. (c) Review of external audit report including management letter. (d) Review of internal financial and non-financial controls. (e) Review of risk assessment reports. (f) Review of statutory reports (g) Review of compliance with Corporate Governance

The audit committee is appointed by Governing Body and membership comprises:

(a) three members of Governing Body who are not employees of the Institute (b) the Director (c) one member of Governing Body from the groups representing employees of the Institute

The Secretary/Financial Controller may attend.

The audit committee meet at least three times annually. The committee also meet on at least one occasion in the absence of the Director and staff representatives.

3.7.6 Management Quality Review Group

In 2005, a Quality Review Group was established to review the development and implementation of quality assurance processes throughout the Institute. The main objective of the Quality Review Group is to ensure that the processes, policies and

5 The role and operation of the Finance Section is considered in Chapter 15.

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procedures set down in the Institute Quality Assurance Manual are implemented. Inputs to these reviews will include results of audits, stakeholder feedback, performance metrics, status of preventative and corrective actions, and follow-up actions from previous management reviews. Members of the Quality Review Group are appointed by the Director and membership shall include a member of SMT (Chairperson), two members of management and two staff (one academic and one non-academic). The Chairperson will present a report of the review to the Senior Management Team.

The Institute recognises that governance requires the proper identification of the differing roles and responsibilities of individuals and groups within the organisation, and their interaction with one another and with external stakeholders. The Strategic Plan 2005-2008 proposes to develop and raise staff awareness of the appropriate policies and procedures concerning the governance, management and organisation of the Institute, and to engage staff in improving current procedures in their respective areas. The Institute will also develop performance indicators, by which the work of the management of the Institute can be assessed by the Governing Body. An organisation wide quality system is being implemented. As part of this process, the Institute will develop an integrated organisation- wide Management Information System (MIS). Additional procedures in place, which act as management safeguards and ensure that the Institute complies with best-practice standards in governance and administration, are discussed below under the heading of public responsibility and integrity.

3.8 Public Responsibility and Integrity

The Institute is governed by the Code of Practice for the Governance of Third Level Institutions (2004) and complies with all relevant legislation, including Freedom of Information; Data Protection; Health, Safety and Welfare; and Employment and Equality legislation. The Institute Handbook on Corporate Governance6 specifies the formal procedures to be adhered to across a wide number of areas. In addition to the codes of practice set out in Handbook on Corporate Governance, the integrity of the Institute and its collegial decision-making processes is secured in four principle ways:

3.8.1 Financial Reports and Accounts

The Institute is required to operate in accordance with the principles of good governance and to comply with such guidelines and practices as deemed appropriate by the Department of Education and Science. The Comptroller and Auditor General audits the accounts of the Institute to ensure that funding granted by the State has been properly used for the purposes for which it was granted.

6 As discussed in Chapter 2, the Institute is governed by the Code of Practice for the Governance of Third Level Institutions (2004) and by the Ethics in Public Office Act, 1995. In September 2004, the Institute produced a Handbook on Corporate Governance, detailing codes of conduct for members of Governing Body and all employees, along with codes of practice relating to internal audit and procurement functions, tax clearance procedures, disposal of assets, remuneration, reports and accounts, and strategic planning. 61 Chapter Three

The Governing Body has established an audit committee, called the Internal Audit Committee, to ensure that the issues raised in internal and external auditors’ reports, including the Report of the Comptroller and Auditor General, are responded to in an appropriate manner.

3.8.2 The Partnership Process and Interactive Governance

The implementation of partnership in the Institute is designed to guarantee collegiality and integrity in the Institute’s decision-making processes and operations. The use of the partnership process to address issues facilitates a process whereby a wide range of people throughout the Institute have an input into the way the Institute undertakes its various tasks and plans for the future. This facilitates that no particular individual or group(s) can dominate decisions within the Institute, and that the knowledge, talent and expertise that exists throughout the Institute is fully utilised.

3.8.3 Institute Communications and Publications

The Institute’s policy on communications is outlined in section 9.6 of the Institute’s Quality Procedures Manual. It is the policy of the Institute to communicate continuously and effectively with all of its stakeholders so that its mission, operation and activities are known and understood. The minutes of Governing Body and Academic Council are made available to staff on the Institute’s intranet. Increasingly, the deliberations of other groups within the Institute are being placed on the website, along with Institute policy documents e.g. Finance Policies, Governance Policies, Quality Assurance Procedures and Human Resource Policies. The Institute’s external website makes available the Institute’s Strategic Plan, the Institute’s Master Plan, the Prospectus of Full-time Courses, the Guide to Continuing and Professional Education Part-time Programmes, and other documents. Through the dissemination of information, the Institute aims to ensure that its actions, plans and procedures are open and transparent.

3.8.4 Freedom of Information

In order to ensure that the Institute can meet its obligations under the Freedom of Information Acts, 1997 and 2003, a Freedom of Information Office was established in 2001. The Freedom of Information Officer assists students, staff and the general public with any requests for information under the Freedom of Information Acts. It is the policy of the Institute to communicate continuously and effectively with all of its stakeholders and to avoid necessarily having to invoke the freedom of Information Acts. All student examination scripts are available for review by students following consideration by examiners and Examination Board Meetings. Members of staff seeking feedback on staff

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interviews may also receive marks and comments sheets upon request. The Institute’s policy is to ensure that its actions are as open and as transparent as possible and to foster and develop a culture of openness, transparency and accountability in all of its activities.7

3.9 Planning and Evaluation

The Institute, along with all third level education system in Ireland, is currently undergoing major restructuring. New challenges in the form of increased competition, lifelong learning and pressures to respond flexibly to the needs of industry and the economy are major forces for change. Embracing these challenges requires the development of new practices within the Institute and heightens the importance of planning, especially strategic planning.

3.9.1 Planning

There are a variety of planning processes in place that arise at different levels and within different areas of the Institute. The main plans produced by the Institute are:

• the Institute Strategic Plan 2005-2008, which charts the development of the Institute over the next four years. The strategic plan includes a medium-term review process and annual operational plans • the Institute Masterplan 2003-2009, which is a revision of the Campus Development Plan (2001) and focuses on the physical development of the Institute8 • the Periodic Programmatic Evaluation Reports, which are carried out at School level and involve a review of the academic programmes being delivered. As part of the Periodic Programme Evaluation each School is required to produce a revised plan, outlining the strategic direction of the School for the next five year period9 • the Annual Programme and Budget, which is developed each year and submitted to the VEC for approval and then to the Department of Education and Science10 • School and Departmental planning related, for example, to new programme development, modification of existing programmes and budgeting. • the Institute’s Staff Development Plans which outline the policies and provisions for the training and development of staff within the College

7 The functions and operation of the Freedom of Information Office is considered in Chapter 15. 8 This will be considered in Chapter 8. 9 The procedures for the ongoing monitoring of programmes and periodic programmatic evaluation are set out in section 5 and 6 of the Institute’s Quality Assurance Procedures Manual. These procedures are discussed in Chapter Twelve. 10 The Annual Budget sets out the Institute’s position in term of current programmes, student numbers and annual teaching hours for the current year. It also provides a schedule of academic programmes that the Institute plans to offer in the following two academic years, accompanied by a forecast of student numbers. The Budget is prepared annually in January, presented for approval to the Governing Body in February and submitted to the VEC for their approval. It is then forwarded to the Department of Education and Science. In late Spring of each year a meeting takes place between the Department of Education and Science and members of the SMT on budget priorities including new programmes, following which the budget issues to the Institute along with the written authority to run new programmes. The annual budget is funded by the Department of Education and Science Colleges Section; capital expenditure is funded 63 by the Department of Education and Science Building Section. Chapter Three

• Research, Development and Consultancy Plans: the R&D sub-committee of Academic Council examines and advises Academic Council on the strategic direction of research, development and consultancy within the Institute, and • the Institute-wide Planning Strategies developed by individual service groups within the Institute, including Computer Services, the Library, the Careers Office, Student Services, the Access Office, Sports and Recreation Services, and the International Office

A lot of planning is also project-based and is reflected in a number of achievements, including the development of the National Pharmaceuticals Centre, the Technician Development Centre, the National Centre for Applied Microelectronics, the Engineering Learner Support Unit and the M50 Enterprise Programme. Planning effort is also channelled into community and education-based activities which include school outreach programmes and other targeted initiatives to promote education within the Institute’s immediate catchment area.

These various plans and planning processes are interwoven to varying degrees and are guided by the Institute’s Strategic Plan which provides an overall framework for the development of the Institute. The next section outlines the development, objectives and implementation strategy of the current Strategic Plan 2004-2008.

3.9.2 Development of the Strategic Plan

The development of the current strategic plan may be traced to a decision by Governing Body in 2002 to establish a group to address the strategic development of the Institute. This group, which comprised members of the senior management team and two members of the Governing Body,11 marked the beginning of a formal process of strategic planning within the Institute.12 Following the establishment of this group, the Director delegated responsibility for the development of a strategic plan for the Institute to the (then) Head of External Services.

Following several consultative meetings with SMT and with staff within the Institute, the Head of External Services produced a draft strategic plan. This identified nine key priority areas for development. Under each of these key priority areas, a person was assigned to develop objectives and draw up plans related to the particular priority theme. For example, Dr. Tim Creedon, then Head of the School of Science (now the Director) was assigned the role of developing Academic Programmes; Mr. Pat O’Donnell, the Industrial Liaison Officer, was assigned the area of Research and Development; and the Head of School of Engineering, Mr. Pat Mc Laughlin, was assigned responsibility for three key areas: (i) the Learning Environment, (ii) Student Access, Diversity and Recruitment, and (iii) and Student Retention and Progression.

11 The Chairman, Mr. Tom Clarke, and Mr. Thomas Stone, Head of Department of Accounting and Professional Studies. 12 The Institute’s first Development Plan was published in March 1993 and covered the period 1993-1997.

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Each of the Project Leaders then met members of staff and other relevant stakeholders, both individually and in groups, and invited them to contribute their ideas and aspirations to the development of the strategic plan. These individual plans, which emerged from an inclusive consultation process, were gradually integrated into a new strategic plan.

Instead of nine key priority areas, ten strategic goals were eventually established, each with a set of objectives. A draft of the strategic plan was placed on the staff intranet and a series of meetings with staff were organised, at which the Director and the Head of External Services presented the plan and invited feedback. Following on from this, the final draft of the strategic plan was produced. It was approved by the Governing Body in December 2004. Under the leadership of the new Director, Dr. Tim Creedon (who was appointed in September 2004), attention was placed on the implementation of the plan.

Even during the initial stages, the development of the Strategic Plan initiated a number of significant improvements throughout the Institute. For example, during 2002, a working group was established to study the marketing of the Institute. This committee, which involved representation from all functional areas of the Institute, examined external communication systems in the Institute. It recommended a number of positive changes designed to improve the marketing of the Institute, including the development of a more systematic approach to the co-ordination of school visits; the development of a style guide for all Institute publications; an updating of the prospectuses for both full-time and part- time programmes; and the re-development of the Institute logo. The committee also examined the various marketing media employed by the college and suggested ways to improve communications with the Institute’s target audience. As part of this self-study process, the Institute established a network with guidance counsellors and school principals in the region.

3.9.3 The Strategic Plan 2005-2008

The Strategic Plan 2005-2008 identifies ten goals which capture the ambitions of the Institute over the next four years. The ten strategic goals are as follows:

1. Academic Programmes: The Institute will ensure that its academic programs are of the highest quality and are relevant to the needs of current and prospective students, industry and business and society.

2. Learning Environment: The Institute will ensure that academic programmes will be delivered in a supportive, professional and flexible learning environment, and in a manner which is friendly and enriches the lives of our students and staff.

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3. Student Access, Diversity and Recruitment: The Institute will widen access to higher education in its region in both full-time and lifelong learning modes. The institute will develop and sustain an environment in which all members of the Institute community have the opportunity to fulfil their potential, by the active implementation of policies and procedures that promote equality and diversity throughout the Institute.

4. Student Retention and Progression: The Institute will ensure that our students are supported and encouraged to pursue their studies to the levels they desire, and at the pace which suits their individual needs and circumstances. We will continuously develop and implement measures to improve retention and progression at all levels.

5. Lifelong Learning: The Institute will develop a range of educational initiatives to provide a means for individuals to achieve their lifelong learning goals.

6. Staff Recruitment and Development: The Institute values all members of its staff, is understanding of their personal and family responsibilities and needs, and seeks to support them in their quest for personal and professional development, and job satisfaction.

7. Research and Development: The Institute will grow and enhance its research and development work through a prioritised, strategic approach involving the establishment of designated Institute Research Centres and by supporting new researchers. 8. Innovation and Enterprise Development: The Institute will continue to strive to maximise its economic impact, through its work in innovation, new enterprise development, support for existing enterprise, commercialisation of research and development, technology transfer, consultancy, training and other services to industry.

9. Governance, Management and Organisation: The Institute will be a higher education establishment, with best practice standards of governance, quality assurance, management and leadership, and academic and administrative procedures.

10. Campus Development: The Institute will extend and enhance campus facilities as set out in the Campus Development Plan and will implement a program of improvement of the current resources.

3.9.4 The Implementation and Review Process

Each of the ten goals in the Strategic Plan is sub-divided into a set of strategic objectives. Each of these objectives has a number of strategic projects assigned to it with delivery dates, resources, funding etc. Figure 3.2 presents a flow chart with the key processes involved in progressing from the strategic goal to the implementation stage.

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Figure 3.2 The Planning Process

Strategic Goal

Strategic Objectives

Specific Project Actions

Project Sponsor

Project Leader/Team

Project Delivery

To facilitate the implementation of the specific project actions, each project is assigned a Project Sponsor, who is normally a member of SMT, to support and facilitate the development of the project by providing the necessary resources required (both staff and financial). Each project is also assigned a Project Leader/Team, whose role is to implement the project within the agreed time-frame. The project leader/team is also responsible for managing the financial aspects of the project

Project plans are agreed with the senior management of the Institute and performance against the plans is monitored on an ongoing basis. The progress of the individual projects and of the Strategic Plan overall is to be communicated to staff by the Director at established dates during the plan’s timeframe.

Table 3.5 presents the specific project actions and project sponsors for one of the strategic goals - Academic Programmes. Under each of these project actions, the project sponsor/s will establish a project team to develop and implement the objectives.

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Table 3.5 Academic Programmes: Specific Project Actions for the years 2005 to 2008

Project Dates Project Sponsor Each School will conduct a review of its 2004/05 School of Business & Humanities academic programmes School of Engineering 2005/06 School of Science The Institute will conduct a self study 2005 Registrar program and implement a range of 2005/06 All SMT continuous quality improvement activities The Institute will seek delegated authority 2005 Registrar to make awards to NQAI framework In some selected specialist areas the 2005 School of Science Institute will develop taught Masters 2007 Schools of. Business & Humanities, Degree and other postgraduate School of Engineering. programmes. The Institute will develop a suite of 2005/08 School of Business & Humanities programs of study in the areas of community care and social and cultural studies The Institute will implement a Policy on 2004/06 Registrar Learning and Assessment for students with Disabilities The Institute will develop an alumni 2005/06 Registrar association

The SMT is responsible for ensuring that the various goals are achieved. Staff, the Governing Body and other stakeholders are to be kept regularly informed of the progress of the plan and regular reviews will take place to monitor performance against the objectives set out in the plan.

3.10 Future Directions in Management and Governance

The Institute Strategic Plan, in tandem with the requirements for modernisation and flexibility outlined under the current partnership agreement, Sustaining Progress, has initiated major changes within the Institute. The Sustaining Progress Agreement requires that modern and appropriate performance and accountability systems are in place at

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individual, team and organisational level. For the Institute of Technology sector, it specifically recommends the introduction of a structured system of performance management and development for all staff, which is aligned to overall strategic goals.

In accordance with the provisions of Sustaining Progress, the Institute submitted its Third Progress Report to the Education Sector Performance Verification Group (ESPVG) in September 2004. This report outlines the extent of progress and cooperation that has been achieved in the Institute in implementing the specific actions set out in the agreed Action Plan for the Institute of Technology Sector.13 The Institute has made significant and demonstrable progress in the areas defined by the Action Plan. These include specific improvements implemented to enhance modernisation and flexibility, progress in implementing a partnership approach to governance, the development of a performance management development system (PMDS), approved quality assurance procedures, staff development plans and various other innovations and organisational changes designed to improve education service provision within the Institute. Future developments within the Institute will continue to be guided by the Sustaining Progress Agreement. The strategic development of the Institute will also be guided by the advice and recommendations of the Department of Education and Science, HETAC, the NQAI, the state agencies and all other stakeholders. Management and operations in the coming years will be characterised by a cycle of planning, implementing, evaluating and capturing the lessons learned from past experience. In other words, the Institute will develop its capability as a learning organisation.

3.11 Conclusion

This chapter has reviewed the operation of governance with the Institute of Technology, Tallaght and the various systems and mechanisms in place designed to ensure effective governance. The Institute, along with all third level education institutions in Ireland, is currently undergoing major restructuring. New challenges, arising due to cultural and demographic changes, the development of the innovation economy and lifelong learning, and important changes at an institutional level both nationally and internationally, are initiating important changes within the Institute. From a governance perspective, these developments, along with the challenges of managing a more complex organisation arising due to the increase in student numbers and in the range of courses provided within the Institute, present important challenges and offer new opportunities for development. The Institute is committed to the ongoing development and implementation of best- practice in its governance, management and operation. This is reflected in the development and implementation of the Institute’s Quality Assurance Procedures; the Institutes compliance with various regulations and laws pertaining to education, labour and public procurement as set out in the Institutes Codes of Practice; and the regular reviews of governance, management and administration within the Institute. The

13 The Institute’s Third Progress Report is available on the staff intranet.

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commitment to implement best-practice in governance is also reflected in the formal planning and evaluation processes within the Institute.14

The achievement of the targets set out in the Institute’s Strategic Plan 2005-2008 will require significant investment in additional teaching and student facilities at the Institute. The Higher Education Authority (HEA) Review of Capital Investment15 has recommended an outlay of approximately €46 million over the timescale of the Strategic Plan for investment in teaching and infrastructural developments at the Institute. Achievement of this investment will be crucial to the future development of the Institute.

14 The quality assurance procedures for evaluating academic programmes are discussed in the Chapter 12. 15 The Report of the Capital Review and Prioritisation Group was published in September 2004. The Group was appointed by the HEA at the request of the Minister to review and prioritise all capital projects in the third level sector.

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Self-study Process and Stakeholder Consultation

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Self-study Process and Stakeholder Consultation

4.1 Introduction

The Institute’s decision to apply for delegated authority may be traced to the historical development of the Institute Strategic Plan (as discussed in Chapter 3, section 3.9.2). A key objective of the Strategic Plan under Goal 1 Academic Programmes was to seek from HETAC delegated authority to make its own awards (section 1.3). As a prerequisite for delegated authority, a copy of the Institute’s Quality Assurance Manual was submitted to HETAC and this was approved in 2004.

In compliance with Sections 28 and 29 of the Qualifications Act, which requires that a recognised institution consult with other providers in relation to its application for Delegation of Authority, senior management initiated a process of consultation, initially with academic staff. Between September and November 2004, a series of lectures were organised at which the Registrar outlined the process involved in seeking delegated authority and the implications of delegated authority for the Institute. These information sessions created a platform for the consultation and self-evaluation process that was to follow in developing the Delegated Authority submissions.

In February 2005, a Project Manager was assigned to co-ordinate the preparation of the Institutions application to HETAC for delegated authority up to level 9 (taught Masters). A second Project Manager was appointed to co-ordinate the preparation of the Institute’s application to maintain a research register and subsequently to apply for delegated authority up to level 10 in specific areas for research programmes.

4.2 The Self-Evaluation Process

An Institute-wide self-evaluation process was initiated in November 2004. Each of the Institute’s three Schools was asked to review their activities. The different functional areas within the Institute (including the Registrar’s Office, Finance, Student Services, the Development Office, Computer Services, Human Resources, and the Library) were also asked to conduct a self-study.

Table 4.1 outlines the schedule of reports/activities established by the Senior Management Team.

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Table 4.1 Schedule of Reports/Self-studies for inclusion in the Delegated Authority Submission

Report/Activity Responsibility Date to be supplied Consultation with External Stakeholders Director On-going Programmatic Review Business Head of School of Business October 05 Programmatic Review Engineering Head of School of Engineering October 05 Self-study Department of Science Head of School of Science October 05 Self-study Department of Computing Head of School of Science May 05 Self-study Department of Humanities Head of School of Business September 05 Library Registrar February 05 Computing Services Registrar March 05 Student Services: Registrar March 05 • Careers and Appointments Service • Access Office and Disability Support Service • Sports • Chaplaincy • Health Service • Counselling Service Student Services Committee Registrar March 05 Registrars Office Registrar March 05 Campus Development Head of Development April 05 Innovation & Consultancy Head of Development September 05 External Services Head of Development April 05 Research Head of Development April 05 Facilities Head of Development April 05 Part-time and Continuing Education Head of Development September 05 Programme Marketing Head of Development September 05 Finance Secretary Financial Controller September 05 Freedom of Information Secretary Financial Controller October 05 Human Resources Secretary Financial Controller March 05 Irish Office Working Committee November 05 Quality Assurance Registrar November 05

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The self-study was an Institute-wide process that encompassed an evaluation of the Institutes management, operations and governance; the management and academic structures governing programmes of education and training; and a detailed examination of the service provision supporting the Institute’s programmes of study. The self-evaluations in the central service areas involved a thorough examination of procedures and practices and introduced a process of self-study and peer review to the service areas similar to the quality assurance procedures in place in the academic areas. Arising from the self-studies - and identification of strengths and weaknesses in the areas examined - practical recommendations for improvement were made. Some of these improvements have been implemented. The remaining recommendations will be implemented over the course of the Institute Strategic Plan.

4.2.1 Programmatic Review and Self-Studies Schedule

In the case of Engineering and Business, the programmatic review dates coincided with delegated authority self-evaluation process. Table 4.2 below shows the schedule of dates for the programmatic reviews in all three Schools.

Table 4.2 Schedule for Programmatic Reviews

School/Department Date for External Review School of Engineering December 2005 Business Departments: February 2006 • Department of Accountancy & Professional Studies • Department of Management • Department of Marketing & Business Computing School of Science May 2006 Department of Humanities October 2006

The Programmatic Reviews for the School of Science and the Department of Humanities were scheduled for 2006; therefore the Department of Applied Science, the Department of Computing and the Department of Humanities each conducted a self-study. The self- studies were carried out in consultation with staff and stakeholders, using a common template, outlined below.

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Self-study Template • School/Department Profile and History • Educational Programmes • Research and Consultancy • Staff Development • Operation of Quality Assurance • Future Strategies for Development

An internal panel was established to review the self-studies and programmatic review documents. The Business Departments completed an internal review in October 2005, the School of Engineering in November 2005, and the Department of Humanities and the School of Science in January 2006. The external review of the Programmatic Review for the School of Engineering took place in December 2005.

Executive summaries of the self-studies in Science and Humanities and of the Programmatic Reviews in Business and Engineering were submitted to HETAC together with the Institute Self-Evaluation Report and Quality Manual as part of the delegated authority submission.

4.2.2 Central Services Groups and Student Services

In accordance with the schedule of activities outlined in Table 4.1, each of the different functional areas of the Institute completed a self-evaluation. In carrying out the self- evaluation, each functional area was requested to give a description of their key activities and objectives, indicating:

• the key stakeholders • the key processes involved in managing the functional area • the policies that govern these processes • how the functional area complies with its stated policies and procedures • what deficiencies need to be addressed and what improvements could be made within the functional area

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4.3 Working Groups and Committees

To facilitate and guide the self-study process, a number of focus groups and committees were established. Details on these working groups/committees are outlined below:

4.3.1 Direct Services to Students Focus Group

The Direct Services to Students Focus Group was established to guide the self-evaluation process in the following areas: • Access Office and Disability Support Service • Student Counselling Service • Health Services • Chaplaincy Service • Sports and Recreation Service • Careers and Appointments Service • Alumni Association • Learning Supports for Students

Membership of the focus group comprised all of the service providers outlined above, together with student representatives, management representatives, staff representatives, the Delegated Authority Project Manager and the Registrar. The main aim of the focus group was to enable the service providers to obtain feedback with regard to how they operate, to identify the ways in which they interface with staff and students and to pin- point any common Institute-wide issues that needed to be resolved.

4.3.2 Support Services to Students Focus Group

The Support Services to Students Focus Group was established to examine student support in areas such as computing services, admissions and registration. The group comprised the Academic and Student Affairs Manager, MIS Manager, technical support staff and administrative staff, together with staff representatives, management representatives, student representatives, the Delegated Authority Project Manager and the Registrar. Again, the purpose of the focus group was to enable service providers to obtain feedback, to examine the ways in which they interface with staff and students and to identify areas where improvements could be made. Meetings of both focus groups were held in March, April, May and November of 2005.

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4.3.3 Building & Estates User Forum

The Head of Development formed a Buildings and Estates User Group in January 2005. The aim of this group was to obtain feedback from stakeholders and to provide a forum to discuss any ongoing questions, problems or issues in relation to facilities management and infrastructural issues. The forum also provides an avenue to discuss how areas of service provision within the institute that can be further developed or improved. Membership includes representatives of all stakeholder groups within the Institute, including students as well as staff. Meetings take place once per month.

4.3.4 Research, Development and Innovation Working Group

A Research, Development and Innovation Working Group was established to address the areas of research, development, consultancy and innovation. Membership comprised representatives from management, academic staff, support staff, postgraduate students and research personnel. This group examined key areas such as the Institute’s research strategy, the management and structures in place to support research, the funding of research and research facilities. The group was established to inform both the Institute’s application for delegated authority to level 9 (taught Masters) and the self-study on research for the Institute’s application to maintain a register of postgraduate students with a view to seeking delegated authority to make awards up to level 10 in selected disciplines.

4.3.5 Institute-wide Self-study Groups

In addition to the focus groups and committees mentioned above, a variety of sub-groups were established to study particular areas/processes in each of the functional areas within the Institute. These studies groups are detailed in the relevant chapters of the Institute Self- evaluation Report. The various sub-committees of Academic Council, including the R&D Committee and the Post-graduate Committee also informed the self-study process, as well as Academic Council itself.

4.4 Surveys

To obtain feedback from stakeholders and review the effectiveness of Institute activities in different areas, a number of surveys were carried out. These surveys, which included a survey of all staff within the Institute, a survey of graduates, a survey of career guidance counsellors and school principals, and a survey of first year students, are outlined in Table 4.6 below.

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Table 4.3 Surveys Undertaken as part of the Delegated Authority Process

Survey Purpose Stakeholders Date Library User Survey To identify areas for providing a more Students and Staff May 2004 customer-focused and improved library service School Principals To obtain feedback from schools School Principals Dec 2004 on the type of programmes the Institute offers, student support and the physical environment Guidance To obtain feedback on the Guidance Dec 2004 Counsellors information that the Institute supplies Counsellors on programmes of study First Year Students To obtain feedback from First Year All First Year April 2005 Students on why they chose to Students study at the Institute and the main problems experienced in the course of the studies Counselling Service To evaluate student (and staff) Staff and Students April 2005 awareness of the counselling service, including where the service is located, how to access the service, whether they (students) would use the service, and what reservations they would have about using the service. Staff Survey To measure organisational culture. All Staff June 2005 The 9 Factors survey provides a comprehensive measure of organisational culture with profiles of communication, management style, organisational and personal factors. Graduate Survey To identify where graduates find All Graduates in Nov 2004 employment and/or continue to 2004 and 2005 and 2005 further study Survey of M50 To obtain feedback on the effectiveness All participants on Sept 2005 Enterprise of the M50 EPP in supporting the M50 EPP Programme entrepreneurs and the success of these start-ups

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The development and implementation of the surveys outlined in table 4.6 informed the self-study but are also part of a wider strategy within the Institute to develop metrics and performance indicators by which the activities of the Institute can be assessed. The Staff Survey, for example, was a project action identified as part of the Strategic Plan, under Staff Development and the Working Environment. This was “to agree a set of indicators for levels of staff satisfaction with the Institute as a place to work and implement continuous improvement processes” (Institute Strategic Plan 2005-8, p.19).

4.5 Stakeholder Involvement

As part of the self-study process and in compliance with Sections 28 and 29 of the Qualifications Act, a structured process was developed to inform all relevant stakeholders about the delegated authority process. The purpose of the consultation process was to inform stakeholders of the Institute’s decision to seek delegated authority, and to elicit their views and obtain feedback on how the Institute might improve its activities.

Table 4.3 outlines the schedule of meetings and presentations on delegated authority made to internal stakeholders. These were made by the Director, Registrar and in some cases by the Senior Management Team and the Delegated Authority Project Managers.

Table 4.4 Internal Consultation

Consultation Date Governing Body 10th August 2004 TMT 20th September 2004 Academic Council 3rd November 2004 Department of Science 4th November 2004 School of Business & Humanities 8th November 2004 Department of Computing 10th November 2004 School of Engineering 11th November 2004 General Meeting Staff 16th November 2004 General Meeting Staff 26th November 2004 Academic Staff 26th September 2005 Post-graduate Students 6th September 2005 Academic Staff 7th October 2005 Class Representatives 22nd November 2005 Students December 2005

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In addition to the consultations listed in table 4.3, regular progress reports (every two weeks) were made by the Registrar and the Delegated Authority Project Managers at AMT, TMT, SMT and Academic Council meetings. A Newsletter was produced in September 2005 for staff, students and external stakeholders. The Director also informed staff of progress in relation to delegated authority and the implementation of the Strategic Plan at a series of meetings held in April, May and September 2005.

Table 4.4 outlines the key meetings/presentations that took place with external stakeholders.

Table 4.5 Consultation with External Stakeholders

Consultation Date School Principals 18th November 2004 Guidance Counsellors 9th December 2004 Parents’ Night 16th November 20005 South Dublin County Enterprise Board April 2005 South Dublin Chamber of Commerce 12th October 2005 South Dublin County Council 23rd March 2005 Tallaght Hospital 30th November 2005 FÁS May 2005 VEC December 2005 Professional Bodies/Institutes Ongoing Tallaght Partnership November 2005 Escuela de Empresa Y Comunicación, Madrid 28th September 2005 Intel Ireland 14th September 2005 Clondalkin Partnership November 2005 Fáilte Ireland September 2005 ACE and CHEAP November 2005

As part of the consultation process, the Institute also consulted with other education providers. Table 4.5 outlines the visits made to other Institutes of Technology and Universities by members of SMT and the Delegated Authority Project Managers.

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Table 4.6 Consultation with other Providers

Consultation Date Letterkenny IT Jan 2005 IT Tralee April 2005 Dublin City University May 2005 Waterford IT May 2005 Sligo IT May 2005 Dun Laoghaire IADT September 2005 Trinity College Dublin September 2005 Blanchardstown IT October 2005

4.6 Self-Study Review: Feedback & Consultation Process

The Institute self-evaluation built on the consultation processes and stakeholder involvement already established in the course of developing the Institute Strategic Plan 2005-8 and the Institute Quality Assurance Manual. It also took on board the recommendations arising from all internal and external audits carried out within the Institute, including a series of internal audits carried out by the Institute’s internal auditors, Deloitte & Touche.

A draft of the Institute Self-Evaluation Report was made available to all staff on the intranet site in November 2005. This was accompanied by a form, inviting feedback from stakeholders. The feedback form asked the following questions:

1. Name of Individual/Department/Functional Group that submits this response to the process. 2. Is your experience of the Institute overall accurately reflected in the Self-Study document? 3. Do you consider that the Self-Study document accurately reflects the processes and procedures, which are in place in your function/department area? 4. What changes or additions would the staff of this area/department/function like to see in the document so as to make it more representative of their view of the Institute? 5. Are there any other comments or suggestions that you would like to make? 5. Name of Contact Person submitting self-study response 6. Date of submission

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The Institute Self-Evaluation Report was amended as a result of feedback obtained through the consultation process. The final version of the Institute Self-Evaluation Report was submitted to HETAC in January 2006.

4.7 Conclusion

The Institute Self-Evaluation process was a consultative process and was carried out consistent with the guidelines issued by HETAC. A thorough examination of procedures and practices across all Schools, Departments and functional areas was undertaken, to assess compliance with the criteria established by HETAC for the delegation of authority to make awards.

The self-evaluation process proved to be an invaluable and extremely worthwhile experience that helped to reinforce and consolidate the objectives of the Institute Strategic Plan 2005-8. The process has also been a driving force in the implementation of quality assurance procedures throughout the Institute. Arising from the integration of these three parallel processes (the development of the Quality Assurance System, the implementation of the Strategic Plan, and the delegated authority self-evaluation process) a series of important changes has been implemented. These changes, which include the introduction and consolidation of new management information systems, the introduction of a Performance Management Development System (PMDS) and a number of infrastructural developments and refurbishments, have led to significant improvements within the Institute.

As a result of these processes, existing procedures have been revised, service provision has been greatly enhanced, and further positive changes are being implemented. A structured process of evaluation, monitoring and feedback is also now in place that will yield important benefits for Institute stakeholders.

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The Teaching and Learning Context

83 Chapter Five

The Teaching and Learning Context

5.1 Introduction

This chapter outlines the main disciplines of study within the Institute and provides a portfolio of programmes available both in full-time and part-time mode. The development of new programmes at under-graduate and post-graduate level reflects the growth and maturity of the Institute and the commitment to continuously adapt to the changing needs of learners and of society. Key aspects of education provision within the Institute are highlighted, such as operation of a semester system, the provision of ACCS (Accumulation of Credits and Certification of Subjects Scheme) programmes, the provision of add-on Ordinary Bachelor Degrees and Honours Bachelor Degrees, and the emphasis within programmes of study on continuous assessment The methods of evaluation of learners and the teaching and learning techniques employed reflect the practical and professional orientation of programmes, as well as the Institute’s commitment to continuous improvement and quality assurance in education provision.

5.2 Disciplines of Study

The current academic structure of Schools and Departments is shown in Table 5.1. The Institute is organised academically into three Schools. Each School is managed by a Head of School with the assistance of Heads of Departments and administrative staff. The monitoring of programmes involves the ongoing systematic examination of programme delivery at Departmental, School and Institute level.

Table 5.1 Academic Schools

School of Business and Humanities Department of Accountancy and Professional Studies Department of Management Department of Marketing and Business Computing Department of Humanities School of Science Department of Science Department of Computing School of Engineering Department of Electronic Engineering Department of Mechanical Engineering

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The School of Business and Humanities comprises four Departments: the Department of Management, the Department of Marketing and Business Computing, the Department of Accounting and Professional Studies, and the Department of Humanities. The Department of Humanities is responsible for a broad range of courses including Languages, Audio Visual Media, Catering, Theology, Hospitality and Tourism.

The School of Engineering comprises the Department of Electronic Engineering and the Department of Mechanical Engineering.

The School of Science comprises the Department of Applied Science and the Department of Computing. Each Department is responsible for monitoring and administering its own academic programmes. The main mechanisms through which programmes are monitored are the Programme Boards and the Periodic Programmatic Reviews.1

1 Academic Quality Assurance Procedures are discussed in Chapter 12, pp.

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5.3 Portfolio of Programmes

The following tables show the range of programmes currently available in full-time and part-time mode in the Institute.

Table 5.2 Portfolio of HETAC Programmes (Full-time)

School of Business and Humanities Full-time Programmes Higher Certificates (Level 6) Higher Certificate in Business in Accounting Higher Certificate in Business in Marketing Higher Certificate in Business in Business Administration Higher Certificate in Business in Audio Visual Communications Bachelor Degrees (Level 7) Add-On Bachelor of Business in Accounting Bachelor of Business in Marketing Bachelor of Business in Management Bachelor of Arts in Audio/Visual Media Ab-initio Ordinary Bachelor Degree Bachelor of Business in Bar Management Honours Bachelor Degrees (Level 8) Add-on Bachelor of Business (Honours) in Accounting Bachelor of Business (Honours) in Marketing Management Bachelor of Business (Honours) in Management Bachelor of Arts (Honours) in Audio/Visual Media Ab-initio Bachelor of Arts (Honours) in Applied Languages Bachelor of Arts (Honours) in European Studies Masters Degree (Level 9) Master of Arts

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School of Science Full-time Programmes Higher Certificates (Level 6) Higher Certificate in Science in Biology Higher Certificate in Science in Applied Chemistry Higher Certificate in Science in Computing-Information Systems Bachelor Degrees (Level 7) Add-on Bachelor of Science in Bioanalysis Bachelor of Science in Chemical Analysis Bachelor of Science in Computing-Information Systems Honours Bachelor Degrees (Level 8) Add-on Bachelor of Science (Honours) in Bioanalytical Science Bachelor of Science (Honours) in Applied Chemistry Bachelor of Science (Honours) in Computing Information Systems Ab initio Bachelor of Science (Honours) in Pharmaceutical Science Masters Degrees (Level 9) Master of Science by Research Doctor of Philosophy (Level 10) Doctor of Philosophy

School of Engineering Full-time Programmes Higher Certificates (Level 6) Higher Certificate in Engineering in Electronic Engineering Higher Certificate in Engineering in Electro-Mechanical Engineering Higher Certificate in in Engineering Mechanical Engineering Bachelor Degrees (Level 7) Add-on Bachelor of Engineering in Electronic Engineering Bachelor of Engineering in Electro-Mechanical Systems Bachelor of Engineering in Mechanical Technology Bachelor of Engineering in Manufacturing Technology Honours Bachelor Degrees (Level 8) Two years Add-on Bachelor of Engineering (Honours) in Manufacturing Engineering Bachelor of Engineering (Honours) in Electronic Engineering

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Table 5.3 Portfolio of HETAC Programmes (Part-time)

School of Business and Humanities Part-time Programmes Higher Certificates (Level 6) Higher Certificate in Business in Accounting Higher Certificate in Business in Marketing Higher Certificate in Business in Business Administration Higher Certificate in Business in Primary School Modern Language Teaching (Spanish) Bachelor Degrees (Level 7) Add-On Bachelor of Business in Accounting Bachelor of Business in Marketing Bachelor of Business in Management Bachelor of Arts Degree in Technology Management Honours Bachelor Degrees (Level 8) Graduate Diploma in Primary School Modern Language Teaching in French Add-on Bachelor of Business (Honours) in Accounting Bachelor of Business (Honours) in Marketing Management Bachelor of Business (Honours) in Management Bachelor of Science (Honours) in Technology Management Masters Degree (Level 9) Master of Arts in Interactive Multimedia and Design

School of Science Part-time Programmes Higher Certificates (Level 6) Higher Certificate in Science in Good Manufacturing Practice and Technology Higher Certificate in Science in Sterile Services Technology Bachelor Degrees (Level 7) Add-on Bachelor of Science in Pharmaceutical Technology* Bachelor of Science in Sterile Services Management Honours Bachelor Degrees (Level 8) Bachelor of Science (Honours) in Applied Chemistry (Add-on)** Higher Diploma in Science in Pharmaceutical Production *** Post-graduate Diploma and Masters Degree (Level 9) Master of Science in Pharmaceutical Production

* A follow-on programme to the Higher Certificate in Science in Good Manufacturing Practice and Technology ** A follow-on programme for holders of a cognate Bachelor Degree (Ordinary) in Chemistry *** A follow-on programme for holders of a Primary Degree in Science, Engineering or equivalent. Applicants should also be employed in a relevant industrial sector.

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School of Engineering Part-time Programmes Higher Certificates (Level 6) Higher Certificate in Engineering in Electronic Engineering Higher Certificate in Engineering in Mechanical Engineering Higher Certificate in Engineering in Electro-Mechanical Engineering Higher Certificate in Engineering in Maintenance Technology Bachelor Degrees (Level 7) Add-on Bachelor Degree in Electronic Engineering Bachelor Degree in Manufacturing Engineering Honours Bachelor Degrees (Level 8) Add-on Bachelor Degree of Engineering (Honours) in Electronic Engineering Bachelor Degree of Engineering (Honours) in Manufacturing Engineering

5.3.1 Collaborative Programmes 2004/5

Since 1992, the Institute has developed its portfolio of programmes substantially. In addition to new programmes that are being developed, the Institute has developed a number of collaborative programmes through partnership with other professional bodies, third level institutes and industry. The majority of collaborative programmes arise within the School of Business and Humanities and are managed by the Department of Accounting and Professional Studies. This Department manages the delivery of programmes leading to the awards of Professional Institutes, such as the Irish Management Institute (IMI), the Institute of Accounting Technicians in Ireland (IATI), the Chartered Institute of Personnel Development (CIPD) and the Institute of Professional Auctioneers and Valuers (IPAV).2 A summary of the programmes, provided during the 2004/5 academic year, is provided in Table 5.4.

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Table 5.4 Collaborative Programmes 2004/5 in the School of Business & Humanities

Programme Collaborator Validated by No. of Years School of Business and Humanities Bachelor Degree in Intel and IBEC. HETAC 3 People Management Bachelor of Arts Priory Institute, Tallaght HETAC 3 in Theology Accounting Technician Institute of Accounting IATI 2 Technicians in Ireland (IATI) Certificate in Supervisory Irish Management IMI 2 Management Institute (IMI) Certificate in Personnel Practice Chartered Institute of 1 Personnel Development Certificate in Production and APICS – the Educational APICS 2 Inventory Management Society for Resource Management (USA) Certificate in Auctioneering Institute of Professional IPAV 2 and Estate Agency Auctioneers and Valuers (IPAV)

5.3.2 Cross-faculty Co-operation in Education Provision and Collaboration with other Institutes and with Industry

Cross-faculty co-operation in education provision is an important feature of Institute programmes. Examples of cross-faculty co-operation in education provision, which also involve collaboration with industry, are:

• The Bachelor of Arts Degree (Ordinary) in Technology Management and the Bachelor of Science (Honours) in Technology Management. These programmes are offered by the Department of Management and the Department of Engineering. Both programmes are validated by HETAC.

• The Cisco Certified Network Associate (CCNA) Programme. This course, which has a strong practical focus, is offered by the Department of Computing and the Department of Electronic Engineering. It is validated by the networking solutions company, CISCO Systems Incorporated, the world leader in computer networking solutions. The Institute is an official Cisco Local Academy and has been certified by Cisco to offer courses of study leading to CCNA certification. While the CCNA programme prepares

2 A total of 350 students were enrolled on the Professional Institute Programmes during the 2004/5 academic year.

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students to take CCNA certification examinations, graduates may also receive single subject certification enabling them to gain exemption from programmes in both of these departments.

• The Intel People Management Programme. The Diploma in People Management (now the Bachelor of Business Ordinary Degree in People Management) is a programme that was developed in collaboration with Intel and the Irish Business Employers Confederation (IBEC). Seventy-nine employees of Intel have successfully completed the course since its beginning in 2000. In 2004/5 the Diploma was changed to a Bachelor of Business (Ordinary) Degree in People Management (in keeping with the national qualifications framework) and there are currently 21 people studying on the programme. Graduates from the programme can also progress to the Bachelor of Business Studies (Honours) programme, having completed a number of bridging modules. Sixteen people graduated from the Bachelor of Business Studies (Honours) programme in November 2004.

• The Higher Certificate Programme in Safety & Health at Work. The Department of Applied Science collaborates with UCD in the delivery of a Higher Certificate programme in Safety & Health at Work. The Institute is a tutorial centre for this programme, which is delivered in distance mode by UCD.

• Research Co-operation. A number of members of staff in the Department of Applied Science (Biology and Chemistry) are involved in a number of partnerships under the Program for Research in Third Level Institutes (PRTLI) with Dublin City University and NUI Maynooth. Research collaboration is considered in detail in Chapter 13.

5.3.3 International collaboration

International collaboration is an important feature of Institute programmes and represents a strategic area for development. In addition to international collaboration with other third level institutions under the EU Socrates Programme,3 the Institute maintains a link with a third level college, Escuela de Empresa y Communication (BAi). This college is a private and independent institution, located in Madrid. Through articulation arrangements with the Institute and HETAC, BAi offers programmes in Public Relations, Marketing and Advertising. Academic management from the Institute visit BAi annually to monitor the implementation and administration of the programmes associated with the Institute.

In the area of science, the Institute is in discussion with Stevens Institute of Technology, Jew Jersey, USA, to deliver a Higher Certificate in GMP & Technology. The Higher Certificate in GMP & Technology would be delivered in distance mode to pharmaceutical companies in the New Jersey area, using Stevens Institute of Technology e-learning platform. The programme is part of a jointly sponsored programme called International Centre for Pharmaceutical Education (ICPE).

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5.3.4 The Development of New Programmes

Table 5.6 shows the range of new programmes currently being developed within the Institute. The development of new programmes (and review of existing programmes) reflects the Institute’s commitment

to sustain, through continuous review and improvement, an academic programme which is relevant to the needs of current and competitive students Strategic Plan 2005-8 (p.8)

Many of the new programmes outlined in Table 5.6 will only be provided in part-time mode as the Institute does not have the physical or human resources to run them on a full-time basis. The new programmes – developed in areas such as Social Care Practice, Hospitality, Information and Communications Technology (ICT), Bionalysis, Marketing, and Electronics and Telecom Systems – reflect the Institute’s commitment to develop academic programmes aligned to the needs of the community and to develop a suite of taught Masters programmes geared toward the higher professional end of the market.4

3 International collaboration within the EU Erasmus/Socrates framework is considered in more detail in Chapter Six. 4 Refer to Section 1 of the Strategic Plan 2005-8 (p.9-10), which deals with Institute Strategic Goals under Academic Programmes.

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Table 5.6 New Programmes

Programme Validated by Duration (Years) Full-time Part-time School of Business and Humanities Masters in Business Studies HETAC 1 2 Bachelor of Arts in Human Resource Management HETAC 1 1 Higher Diploma in Marketing* HETAC 1 1 Higher Diploma in Business Computing HETAC 1 1 Ab initio Bachelor Degree in Human Resource Management HETAC 3 3 Humanities Ab initio Bachelor of Arts in Digital Media HETAC 3 - Bachelor of Arts (Honours) in Digital Media HETAC 4 - Bachelor of Arts in Humanities – Hospitality** HETAC 3 - Bachelor of Arts in Humanities – Culinary Arts HETAC 3 - Bachelor of Arts in Humanities – Social Care Practice HETAC 4 - Higher Certificate in Business Studies in Front Office HETAC 2 - School of Science Department of Computing Ab initio Bachelor of Science in Information Technology Management HETAC 3 - Bachelor of Science in Computing HETAC 3 - Master of Science in Distributed and Mobile Computing*** HETAC 1.5 2.5 Department of Science Ab initio Bachelor of Science in Applied Chemistry HETAC 3 - Bachelor of Science in Bioanalysis HETAC 3 - School of Engineering Ab initio Bachelor Degree in Engineering – Mechanical HETAC 3 4.5 Bachelor Degree in Engineering – Manufacturing HETAC 3 4.5 Bachelor Degree in Engineering – Electro-mechanical HETAC 3 4.5 Bachelor Degree in Engineering – Networks and Software Engineering HETAC 3 4.5 Bachelor Degree in Engineering – Electronics and Telecom Systems HETAC 3 4.5 * This programme is aimed at non-marketing graduates, including graduates from engineering, science, humanities and computing. ** This programme is being developed by a national consortium comprising the Institutes of Technology and Fáilte Ireland *** This programme will be offered from February 2006. It is an add-on programme for honours degree holders in Computing or related disciplines where the applicant has appropriate work experience. 93 Chapter Five

In Science, a variety of programmes – the Higher Certificate in Science – Good Manufacturing Practice and Technology, the Higher Certificate in Science – Sterile Services Technology, the Bachelor of Science (Ordinary) in Pharmaceutical Technology, the Master of Science in Pharmaceutical Production and the Higher Diploma in Pharmaceutical Production – were all developed mainly in response to the needs of the pharmaceuticals and biotechnology industries and the Health Sector.

Similarly, the suite of new programmes in the area of ICT (including the Master of Science in Distributed Computing) was developed in response to the needs of the ICT sector. These courses, which include a Master of Science in Distributed Computing, are designed to provide graduates with the IT management skills to manage the delivery of IT within firms. The Ordinary Bachelor Degree in Social Care Practice and the Bachelor of Arts in Humanities – Hospitality, were developed in response to needs of the community. As with all other new programmes, their provision was also guided by various national reports – such as the Annual Competitiveness Reports of the National Competitiveness Council and Government Green and White Papers on Education – as well as feedback from graduates and other stakeholders.

5.3.5 Up-dating of Existing Curricula

In addition to developing new programmes, the Institute has just completed a process of updating its existing curricula. This process followed the establishment of HETAC and the National Framework of Qualifications (NFQ) in 2003/4.

In addition to changes in the standards and structures of awards (e.g. the replacement of two year National Certificates with Higher Certificates, three year National Diplomas with Ordinary Bachelor Degrees, and four-year Degrees with Honours Bachelor Degrees), the NFQ introduced a new approach to the meaning of an award. The new approach emphasises learning outcomes – what a person with an award, knows, can do and understands – rather than time spent on a programme. The curriculum is defined in terms of learning outcomes, whereby the level of knowledge, skills and competencies required and the teaching and assessment methods are chosen to reflect their learning outcomes.

The NFQ contains ten levels and major award-types. Each award-type has an award- descriptor which specifies the particular learning outcomes and the standards of knowledge, skill and competence required for the award. The 10 level grid of indicators is outlined in Addendum 1 of the National Framework of Qualifications (NQAI, October 2003). A synopsis of the learning outcomes associated with each level is provided in Addendum 2 of the same document and the award-type descriptors are outlined in Addendum 4.

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As a result of these changes, the Institute has reviewed all of its programmes, including course content, methods of delivery and progression criteria, to ensure that they meet the standards defined in the NFQ. Programmes have been examined by expert external peer review groups and have now been validated for the new awards. This process took place in 2004. The revised course schedules were submitted to HETAC in March 2004, a panel visit took place in April and the new course schedules were approved in May 2004. The new awards took effect from the academic year 2004/5.

As a result of Programmatic Reviews being undertaken within the different Schools, further changes to curricula will be introduced for the academic year 2006.

5.4 Programme Structures and Delivery: The Ladder system of Progression

The NCEA/HETAC and the Institute of Technology sector pioneered the development of a flexible ladder system whereby students can progress from two-year Higher Certificates to add-on Ordinary Bachelor Degrees and Honours Degrees. Unlike the ab initio degree system, students have the option to take time out to work or pursue other activities at the end of year 2 or year 3, having achieved a recognised award. The Ladder system of two year Higher Certificate programmes with progression to add-on Ordinary Bachelor Degree and Honours Degree programmes is the most popular entry route for applicants to the Institute. The introduction of ab initio Ordinary and Honours Degrees, in keeping with the Bologna process, is a more recent development and it is expected that there will be continued demand for both types of provision to degree level in the future.

5.4.1 The Semester System

The Institute operates a fully modularized semester system in all Schools and Departments. The academic year is divided into two semesters and students sit examinations at the end of each semester. Students pass or fail the academic year on the basis of aggregated performance in both semesters. Assessment is primarily based on a mix of formal examination and continuous assessment.

While a semester system is more demanding from an academic and an administrative perspective, its advantages outweigh the greater demands associated with its operation. The merits of a semester system, which incorporates a strong continuous assessment component, include reduced pressure on students to perform well in a single written examination, greater continuity in learning throughout the year, and a fairer assessment of student performance, aptitudes and progress. Overall performance in any subject will be

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determined not only by the final examination but by continuous assessment of course work during each semester.

5.4.2 Examinations

Examinations take place in January, May and late August of each year. Semester 1,3,5,7 and 9 examinations are taken in January and exam boards held in early February. Semester 2,4,6,8 and 10 examinations are taken in May with Examination Boards in June. Supplemental examinations for all semesters are taken in August with Examination Boards being held in September. Student results are available within five working days of the boards having sat. Results are available on the college notice boards or via the Internet with normal security protection.

5.4.3 Student Performance: The Grade Point Average (GPA) System

In keeping with the European Credit Transfer System (ECTS) the academic year has 60 credits available (normally, but not exclusively 30 per semester). Full-time students must accumulate 60 credits to pass in a given academic year, in addition to having a Grade Point Average (GPA) greater than or equal to 2.00 in each semester and no F grades.

Student performance is represented by the Grade Point Average (GPA) system whereby the GPA values that students acquire determine the level of their award. Table 5.7 shows the awards classification thresholds prior to September 2005 and the revised GPA thresholds which are to take effect from 1st September 2005. The GPA system was amended so that the award classification categories of Second Class Honours Grade 2 and Merit Grade 2 (previously set at 55%) and Second Class Honours Grade 1 and Merit Grade 1 (at 63%), were brought in line with other awarding bodies in the State. The new HETAC award classification categories were set at 50% (H2 and M2) and 60% (H1 and M1).

Table 5.7 Award Classification Categories

Level GPA Value GPA Value Prior to Sept 2005 Revised Sept 2005 Pass Certificate/Diploma Pass Degree 2.0 2.0 Merit II Certificate/Diploma 2.2 Honours Degree 2.75 2.5 Merit I Certificate/Diploma 2.1 Honours Degree 3.00 3.00 Distinction Certificate/Diploma 1.1 Honours Degree 3.25 3.25

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A grading system is used to reflect student performance in individual course modules and the equivalent percentage bands for examination grades are shown in table 5.8 below:

Table 5.8 Grade Point Values

Grade Percentage Band Grade Point Value A *80 4.0 B+ 70<80 3.5 B 60<70 3.0 B– 55<60 2.75 C+ 50<55 2.5 C 40<50 2.0 D *35 but <40 1.5 F <35 0

A student’s overall performance is calculated by taking the total of the credits available for each module multiplied by the Grade Point Value and dividing this total by 60 (the total number of credits available for the year). The following example in Table 5.9 shows a typical first year GPA calculation for semester 1 (note that there are only 30 credits available). A student is deemed to have passed a year if he or she has no ‘F’ grades, has a cumulative GPA of at least 2.0 and has accumulated 60 credits.

Table 5.9 Sample Student Results Semester 1

Subject Credits Grade GPV GPV x Credits Mathematics 5 D 1.5 7.5 Economics 5 B+ 3.5 17.5 Computing 5 B 3.0 15.0 Accounting 5 B 3.0 15.0 Human Resources 5 B 3.0 15.0 Business Environment 5 C+ 2.5 12.5 Total 82.5 GPA 82.5/30 = 2 .75

5.4.4 Student Progression Criteria

For progression from a Higher Certificate to an Ordinary Degree programme a student must have achieved a pass in the Higher Certificate, or hold an equivalent qualification.5 Where places on degree programmes are limited, they are offered on an ‘order of merit

5 Prior to the reduction in the GPA for progression to 2.0 (which took effect in 2005), students who did not achieve the entry standard at the first attempt were given the opportunity to sit a qualifier examination. Qualifying examinations took place along with the repeats (using the same papers, but distinguishing them by the inclusion of the words Qualifying Examination along with the title). A new GPA was then calculated on the basis of performance in the qualifier and this determined the candidate’s position on the order of merit list. Students who achieved a Pass could also increase their chances of obtaining a place on a degree programme by obtaining relevant work experience. This work experience was graded and the result added to the students existing GPA to position the student on the 97 order of merit list. Chapter Five

basis’. Places on Honours Degree programmes may also be limited. In general, admission to Honours Degree courses (one year add on to the Ordinary Degree), is restricted to students who have achieved a Pass in an appropriate Ordinary Degree Course. However, in the case of Engineering (2 years add on to Ordinary Degree), the minimum requirement for progression is a GPA of 2.75 and an average B grade in Mathematics at Ordinary Degree level or an equivalent Mathematics standard.

5.4.5 The Accumulation of Credits and Certification of Subjects Scheme (ACCS)

All modules on Institute part-time programmes6 are available to learners through the Accumulation of Credits and Certification of Subjects Scheme (ACCS). All ACCS programmes are broken down into modules i.e. single subjects taken over a semester. Each module successfully completed gains a number of credits for the student. On successful completion of a module, learners receive single subject accreditation, accumulating credits toward an overall award.

The Institute’s ACCS programmes replicate much of the full-time HETAC programmes in part-time mode, with participants attending the Institute during weekday evenings and/or Saturday mornings. Participants may also attend modules during the day-time if they wish. All of the Institute’s HETAC programmes comprise separate modules and a HETAC part- time student is free to study some or all available modules of a programme. This offers considerable flexibility and facilitates access to students who may wish to combine study with work and/or family and social commitments.

5.4.6 Programme Delivery Modes

The National Framework of Qualifications aims to establish a seamless progression in a lifelong learning context to facilitate participation in Adult/Continuing education. One of the consequences of lifelong learning is the need for flexible delivery mechanisms.

For individual students with sufficient time, pursuing the full-time route to education is advantageous in that it permits intensive and focused study; however, in the case of part- time and adult continuing education, the provision of modular courses, in some cases combined with distance learning support, is preferable. Firms are typically concerned about losing key staff for extended periods while they study and so a more flexible part-time route offers greater flexibility. The most popular models for industry appear to be part-time courses, which are credit-rated and offer the individual the option of pursuing a higher certificate or degree but which can also be taken as stand-alone inputs of training. This

6 All HETAC and FETAC programmes.

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type of modular provision is characteristic of current programmes available in ACCS mode across all disciplines and Schools within the Institute.

Some programmes are also provided on-site – such as the Bachelor of Business in People Management, which is provided in Intel, and the Higher Certificate in GMP & Technology, which is provided in Wyeth.7 In the academic year 2005/6 the School of Engineering also propose to deliver Higher Certificate programmes on-site in Wyeth and NEC Semiconductors Ireland Ltd.8

Other programmes involve block release, for example:

• the Cisco CCNA Programme, which is provided jointly by the Department of Electronic Engineering and the Department of Computing • the Hospitality and Culinary Arts Programmes in the Department of Humanities, and • the induction programmes in Pharmaceutical Technology provided by the Department of Applied Science for employees in Wyeth, Takeda and Genzyme.

More recent innovations within the Institute include the FLASHE Higher Certificate in Electronic Engineering. This programme, established within the Department of Electronic Engineering, gives the learner control over when, where and how he/she studies. The FLASHE programme makes use of the internet to deliver some materials and support, reducing the duration of the programme and the amount of class time for which students must attend the Institute. Requiring only eight hours per week attendance at the Institute during each semester, the course is designed to provide flexibility in attendance times and progression rates for individual learners. As part of the programme the student is provided with learning material for home study and is supported and assessed by college tutors. Participants with other commitments such as employment or family responsibilities can benefit from these flexible learning arrangements.

5.5 Flexible Career Focused Courses

The methods of evaluation of learners and the teaching and learning techniques employed within the Institute reflect the practical and professional orientation of programmes. The courses on offer within the Institute have been carefully chosen to prepare students for their chosen career. The primary objective is to give students a solid foundation in their chosen profession, using the latest methods and techniques in use in industry. In pedagogical terms, the Institute embraces a practical and student-centred education focus that maximises the relevance of knowledge to the needs of learners and uses a wide range of teaching and learning methods to impart knowledge, develop skills and enhance

7 The provision of programmes in Wyeth involves a blended learning approach, based on a combination of web-based technologies in combination with face-to-face teaching and tutorial support on-site. 8 NEC Semiconductor Ireland Limited is a world-leading semiconductor manufacturer. The company is located in Ballivor, Co. Meath and specialises in the assembly and tests of logic integrated circuits for the European market. 99 Chapter Five

competencies.9 This is reflected in the approved course schedules developed in accordance with the guidelines and criteria established by HETAC.

5.6 Learner Diversity

In recent years, the growing diversity of the student population within the Institute has required more innovative responses in terms of learning supports and pedagogical teaching methods. The profile and background of students attending the Institute has changed over the years due to a combination of factors, including an increase in the number of non-traditional students attending the Institute (including mature learners and learners with special needs), increased participation by international learners with different cultural and educational backgrounds, and the prevalence of a mixture of abilities and attainments in prior education. An increasing number of full-time students are also undertaking part-time work during term-time.10 The net result is a wider range of abilities between learners in individual class groups.

In the light of these developments, and also in view of the lower entry point requirements to most courses, the Institute has had to seek new ways to encourage, motivate and support students, and to improve pedagogical skills among lecturing staff.

5.7 Developments in Pedagogical Skills and Training

Pedagogy is generally defined as the art and science of educating.11 The traditional model of education was teacher-focused; however recent years have witnessed a departure from the traditional model towards a student/learner-focused model. This development, towards a learner-focused education philosophy, emphasises learning as a process of active enquiry, not passive reception. It also highlights the need for learning to be grounded in experience. Modern learning theorists such as Kolb and Hahn (1994) emphasise the importance of learning by-doing and experiential learning. Unlike the ‘drill-them-and-test-them’ school of educational thought, they emphasise that active learning results in longer term recall, synthesis, and problem-solving skills compared to learning by hearing, reading, or

9 While a guiding principle underlying the provision of education is to prepare students for their chosen career, the Institute embraces a vision of education that goes beyond that of meeting the needs of the market. Academic staff value and attach equal importance to the social and cultural dimensions of education - as well as to the economic aspects. 10 On the positive side, the benefits of working include greater understanding of the world of business and increased self-confidence. However, students who work also tend to miss lectures and achieve lower grades than they would have had they not been engaged in employment. A report by Smith and Darmody (2005), entitled Who Works? Part-time Employment and Student Well-being in Higher Education, found that the majority of Irish third-level students are engaged in paid employment and more than half do so on a regular basis. While the report acknowledged that it is difficult to assess the impact of working part-time on academic performance, working part-time is clearly associated with less time spent on personal study and greater dissatisfaction with workload. 11 The term andragogy, initially defined as the art and science of helping adults learn, recognises the importance of past experience 100 (or prior experiential learning). The term is currently used to define an alternative to pedagogy and refers to learner-focused education for people of all ages. Institute of Technology Tallaght - Delegation of Authority Submission

watching. The following section outlines some of the teaching and learning methods employed within the Institute that encourage and facilitate active, practical and independent learning.

5.7.1 Activity-based Learning

A variety of learning methods employed across all departments within the Institute offer possibilities for active learning. These include case-studies, project work, computer-based learning and simulated learning through the use of laboratory facilities – for example, in engineering, science, computing and language laboratories. Learning-by-doing opportunities are also provided in the National Pharmaceuticals Centre, the National Microelectronics Centre and the Technician Development Centre – and in some cases, on the premises of companies offering laboratory or simulation services.

Multi-media laboratory related facilities that support teaching and research on Audio- Visual Media programmes include a photography studio, a digital print laboratory, a radio studio and a digital audio post-production facility. The latter has a Musical Instruments Digital Interface (MIDI), which is designed to facilitate students’ knowledge of commercial studio equipment and procedures, and to augment their digital media work in other modules so that professional soundtracks and productions can be completed.

Site visits are an important feature of Institute programmes. For example, in Science students learn from on-site visits to companies such as Wyeth, Takeda, Bristol-Myers- Squibb, Leo and Loctite. Students on the Bachelor of Science in Pharmaceutical Technology programme also have a six month work placement component built into their studies. Opportunities for interactive learning are provided through the use of project work, case study analysis, visiting speakers, tutorials, field trips, group work and e-learning. The use of these teaching methods is facilitated by small classes, which enable students to participate.12

5.7.2 Relevant and Practical Higher Education

A critical factor in the learning process is the relevancy and immediacy of the information that is being communicated. Students are interested in learning a topic and are more motivated if the information that is being imparted is relevant to their current needs and wants i.e. if the information is perceived as useful to them. This emphasis on practical and relevant knowledge geared towards professional advancement is a feature of all educational programmes within the Institute. Educational programmes seek to expose students to new knowledge, to know how to apply it, to see this knowledge in new ways and to build links so that they know where to find additional information when needed.

12 Students in engineering also do site visits during their studies. These industrial visits help students to focus on the potential careers that their courses of study may help them attain.

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To increase the relevancy of the knowledge that is being communicated, courses are developed in consultation with industry. Through ongoing partnership and collaboration with industry, courses are also continually revised and up-dated to reflect new developments. A large number of the part-time lecturers employed in the Institute come from a range of companies within the region and this facilitates continuous improvement of courses for the benefit of students.

5.7.3 Ongoing Professional Development

The Institute, through its various academic programmes, seeks to develop flexible independent thinkers, capable of learning individually and through interaction with others, and to be practical problem solvers. Graduates understand that learning is a lifelong process and appreciate the importance of continuing their professional development. Feedback from employers consistently confirms that graduates of the Institute are equipped with the knowledge, skills and competencies which are relevant to the needs of the workplace and which enable them to continuously adapt to its changing needs.13

5.7.4 Developing Transferable Skills

An important priority across all departments is the development of transferable skills. These are skills developed in one situation which can be transferred to another situation.14 Transferable skills include communication skills, research skills, team working, time management, project management, problem solving, decision-making skills and the ability to cope with multiple tasks

Research from many sources confirms that transferable skills are highly valued by employers.15 The value of such skills is often considered by employers to be greater than the specialist subject knowledge which is developed by students in higher education. From this perspective, learning is valued, not just for the sake of acquiring knowledge, but also for the role it plays in the holistic development of the individual.

The development of transferable skills is a priority in the ten-level grid of level indicators established by the NFQ and is explicitly written into the learning outcomes of all of the Institute’s programmes. The enhancement of such skills is also reflected in the development of new pedagogical approaches within the different Schools.

13 Detailed information on feedback from employers is provided in the Programmatic Reviews of the different schools. 14 This is the definition adopted by the team of researchers from TCD, DCU and WIT in their report, The hidden value of higher education learning: transferable skills and their importance for graduates of modern language programmes (2004, p.1). 15 For example, the Fourth Report of the Expert Group on Future Skills Needs (Forfás, 2003). 102 Institute of Technology Tallaght - Delegation of Authority Submission

5.8 E-learning

An increasingly important trend in the teaching and assessment methodologies employed within the Institute is the use of technology. Education and e-learning is currently a strategic research area for the Institute. In January 2005, a working committee was appointed by SMT to develop an e-learning strategy and project plan for the period 2005- 2008. The proposed strategy is outlined in Strategy for the Development of a Technology Assisted Learning Environment and eLearning 2005-2008.

5.8.1 Recent Initiatives in E-learning

E-learning can be defined as the use of digital technologies and media to deliver, support and enhance teaching, learning, assessment and evaluation. While some educational programmes can be delivered almost exclusively on-line (this is referred to as ‘distributed learning’), much of the use of e-learning is in combination with off-line or face-to-face teaching and learning. This combination of online and instructor-led training is usually termed ‘blended learning’. E-learning is therefore relevant to the support and delivery of programmes both on and off-campus.

Recent initiatives to support and enhance e-learning within the Institute include the Moodle Learning Management System (LMS), which is used extensively in the Department of Computing; the CompuPharma Learning Management System, developed and implemented within the Department of Applied Science; and the Engineering Support Learning Unit (ELSU) Platform, developed within the School of Engineering.

5.8.2 Moodle LMS

Moodle is a web-based LMS that allows lecturers to create a course website and provide access control to enrolled students. It offers a variety of tools to make courses more effective, for example, it offers an easy way to upload syllabi, lecture notes and assignments. It also enables lecturers to give and receive assessments online, and to record grades online. By allowing students engage with course material outside of class time, the Moodle LMS facilitates independent learning and makes additional time available for discussions, questions and problem solving, in a face-to-face setting. From a departmental and academic perspective, Moodle also provides:

• logs for monitoring student activity • notice boards with e-mail capacity for communicating with students • a means of identifying which resources are being accessed by students most frequently

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• a facility for providing access to course material for repeat students • a powerful tool for communicating with part-time students

Adoption of the Moodle LMS in the Department of Computing has been very successful and the system is being transferred to other departments. As Moodle is an open source LMS, it offers the maximum flexibility to develop and experiment with innovative new functionalities, while exploiting the common features of the underlying platform.

5.8.3 CompuPharma Learning Management System

In 2004 a new Pharmaweb Campus was established to support pharmaceutical programmes in the Department of Applied Science. Full-time and part-time students on pharmaceutical programmes can access lecture notes and use state of the art e-lessons created by CompuPharma Ltd.16 Students can access the compuPharma LMS through the internet to download interactive e-lessons and take on-line assessments as part of their continuous assessment evaluation. The Institute has a library of over 130 e-lessons developed by Compupharma Ltd., covering topics such as Laboratory Techniques, Microbiology, Safety, Clinical Trials, Good Manufacturing Practice (GMP) and Pharmaceutical technology.

The success and experience gained within the Department of Applied Science through the Pharmaweb Campus has provided a foundation to expand e-learning to the traditional science full-time programmes. A new LMS (SkillPRO) is being installed to provide interactive e-lessons on specific courses as well as laboratory practices and procedures and laboratory sessions.

The Department of Applied Science also plans to transfer the Moodle LMS to other programmes and is developing selected courses for distance education delivery. As outlined in section 5.3.3, the Institute has developed collaborate linkages with Stevens Institute of Technology, Jew Jersey, USA, to deliver a Higher Certificate in GMP & Technology. The programme will be delivered over the internet, using Stevens Institute of Technology e- learning platform. Custom made course material was designed and produced to support the new distance learning courses.

5.8.4 ELSU Portal

In 2003, the School of Engineering established an Engineering Learning Support Unit (ELSU), with funding from the HEA Information Technology Investment Fund. This initiative was stimulated by the need to improve retention among first year students – retention rates in Engineering were approximately 60% on average for the years prior to 2003. The

16 CompuPharma is a limited company established in 1998 by Dr. Ed Carey, a lecturer in Department of Applied Science at ITT. The company, which arose from research activity within the Institute, develops, publishes and markets technical software training solutions for the global pharmaceutical, bulk chemical and healthcare manufacturing industries. The company has grown to become a total training solution provider, offering not only e-Learning but a Learning Management System (Skillpad), Instructor-Led Training, 104 an SOP conversion service and training consultancy. Institute of Technology Tallaght - Delegation of Authority Submission

objective of the ELSU project, which is based on a best practice model implemented at the University of Loughborough, is to provide a set of comprehensive and flexible learning supports to students. Central to the attainment of this objective is the task of co- ordinating, in consultation and with support of stakeholders in the organisation, a learning support infrastructure which complements but does not usurp the normal learning opportunities of students.

ELSU utilises a blend of traditional and more innovative channels of communication, including e-mail, sms and portals, to facilitate communication between staff, the Institute and students. It also seeks to establish and maintain appropriate tools to enhance the learning environment and experiences of students, through, for example, the use of the ELSU Student Portal.

The ELSU Student Portal is a website for students containing programme information, presentations, course notes, revision guides and timetables. The benefit of the portal is that students can access learning supports at any time, on-site or off-site.

ELSU also developed and implemented a Class Management Tool, which contains a list of all students, with their group allocation and contact information, as well as a facility for lecturers to produce class sign-in sheets, input session attendance information, produce group email/sms messages, and produce absence reports and other information that are used by ELSU for scheduled follow-up with students. In 2005, this was integrated with the Kelpie functionality, a web-based front end developed by Glasgow Caledonian University. This enables the efficient production of attendance letters for students and reports.

An online assessment tool has also been developed, Mark IT. This tool was developed in response to student requests for early feedback on performance. Lecturers create quizzes which students can take at regular intervals. The advantage is that students get immediate feedback on performance while lecturers can monitor individual and group performance and gauge levels of learning.

Some of the ELSU learning supports are currently being transferred across other departments. The Moodle Learning Management System (LMS) is also being expanded to other departments. The use of these strategies, along with the CompuPharma Learning Management System, have contributed to enhancing the quality of the teaching and learning environment within the Institute.

5.8.5 Future Developments in E-learning

While significant progress has been made in supporting and enhancing e-learning both on and off campus, there is still limited expertise within this area and the current phase

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represents a period of mission critical learning across all departments and functional areas. The Institute’s Strategy for the Development of a Technology Assisted Learning Environment and eLearning 2005-2008, seeks to provide a coherent institution-wide strategic vision that enables the development of the learning environment in a way that supports programme delivery in an accessible and flexible manner. Core elements of the strategy include the provision and development of the ICT infrastructure, the development of e-learning skills among students, and staff training and development to support the increased use of e-learning,

5.9 Other Learning Supports to Improve Retention and Student Performance

Other initiatives taken to improve retention and provide learning supports for students, include the development of an Education and Learning Support Unit (ELSU), the introduction of mentoring programmes and increased investment in pedagogical skills training.

5.9.1 ELSU: Towards an Institute-wide Education and Learning Support Unit

As discussed in section 5.8.4, in 2003, the School of Engineering established an Engineering Learning Support Unit (ELSU), with funding from the HEA Information Technology Investment Fund. This initiative was stimulated by the need to improve retention among first year students in Engineering. The objective of the ELSU project is to provide a set of comprehensive and flexible learning supports to first year students, to ease in the transition from second to third level.

To inform its activities, ELSU has established a set of criteria to help identify, on entry, students at risk of non-completion of year one. This information is combined with an evaluation of student learning styles and abilities with a view to providing appropriate pedagogical supports. During the first week of semester one, students undertake a learning styles inventory. The results of this activity are collated and provide lecturers with a view of the learning preferences of their students to enable the alignment of teaching and learning styles. This activity also helps students to understand their own learning styles.

ELSU also has an established mentor programme. Each student is allocated to a mentor who can provide the student group with effective guidance and support. In 2005, a more formal Personal Development Plan (PDP) was piloted. Within this structure, students complete various small tasks which provide the basis for discussions with their mentor. The

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implementation of PDP was in response to Mentor feedback on the effectiveness of the programme during 2003/4. ELSU provides ongoing support to students during their first year. Tutorials are provided as and when they are needed by students. Other supports provided by ELSU include voluntary workshops in problem areas (two areas identified were Physics and IT) and structured revision workshops prior to the semester one and two revision periods. The success of the ELSU project is reflected in student performance in year one examinations. Student pass rates improved from 59% in 2003/4 to 73% in 2004/5.

Where ELSU learn of a student’s desire to withdraw from the programme of study, students are asked to attend a meeting with the ELSU Manager. This is an informal discussion, following a structured template, to understand the student’s concerns and motivations. The discussion can take various forms, from listening to issues and offering advice and follow-up action, guiding the student to other student welfare services e.g. career guidance, student counsellor/chaplain, through to providing a positive exit experience for the student.

In 2004, the ELSU model was introduced into the School of Science. Students in the Department of Applied Science and the Department of Computing can now benefit from ELSU. The School of Business and Humanities has in place various learning supports to enhance the learning activities of students. These supports are focused on tutorial provision and exam preparation activities. The School plans to adopt the ELSU model, following its consolidation in the School of Science.

5.9.2 Mentoring Programmes

One of the keys to effective teaching is the active involvement of students in the learning process. One way to achieve this is through effective mentoring. In the 2003/4 academic year, mentoring was introduced in the Department of Applied Science and the School of Engineering. Each first year student is now assigned a staff member as a mentor. The role of the mentor is to help students who are experiencing difficulty in adjusting to third level education, either because of difficulty coping with all of the new material being presented, or because of difficulty in getting to know about procedures. The Mentor can provide guidance and advice on study skills, advice on programme structure and assessment, or point the student in the direction of others better equipped to deal with their particular problem. In this way the mentor prevents small problems from becoming large and insurmountable.

The Department of Computing put in place a similar mentoring programme in 2004, also for first year students.17 The prevalence of larger class sizes in the School of Business and Humanities precludes the operation of an effective mentoring system; however, within

17 As discussed, the School of Engineering ELSU model also incorporates a mentoring programme. To improve the effectiveness of mentoring, lecturers in the School of Science and the School of Engineering participated in a series of workshops on mentoring. These workshops took place in 2005 and were facilitated by outside experts.

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these departments, Programme Leaders play an important role. Programme Leaders are lecturers appointed by the Heads of Department and provide a contact point for students to provide feedback and to communicate their concerns and comments regarding a particular course. Once received, the Programme Leaders can feed this information into Programme Boards so that they can develop an appropriate response.

5.9.3 Pedagogic Skills Training

The Institute is committed to the development of pedagogical skills among academic staff and has a cross collegiate staff training budget of €100,000 per annum for the next three years to support initiatives in this area. An additional €80,000 per year is distributed to Schools for discipline specific staff development. This money will be spent on areas such as equality and diversity training, project management, and pedagogical skills training. Each head of department and function has conducted a Training Needs Analysis among their staff and additional funding will be available to support individual staff development needs.

The Training Needs Analysis performed in all major departments concluded that there was a need to focus on two major areas of training – pedagogical skills and professional development.

Within the School of Business and Humanities, recent initiatives to improve pedagogical skills among lecturing staff include a two-day programme on Assessment and Course Design, designed jointly by the School and the Director of the DIT Teaching and Learning Centre. This training programme was held in September 2005. Other initiatives include a workshop on Case Study Writing and Analysis and a Doctoral Colloquium for staff registered on PhD programmes.

Pedagogical skills training within the School has focused on the following topics: • Student-centred Learning • Curriculum Design • Writing Learning Outcomes • Lesson Planning, Design and Delivery • Group learning • Problem Based and Project Based Learning • E-Learning • Assessment • Evaluation • Integrating Key Skills into the Curriculum

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All other departments within the Institute have placed similar efforts into the development of pedagogical skills among academic staff.18 In the Department of Applied Science a Pedagogy Group was established in 2004. All lecturing staff in the department was surveyed on teaching methods and on exam styles. A series of Pedagogy Group Meetings were held in spring 2004 and in August 2005 the Department produced a Teaching and Learning Self Study Group Report, outlining the current practices within the Department and recommending some areas where improvements could be made.

Initiatives in the School of Engineering include training in the areas of equality and diversity. This training was designed to raise awareness and increase understanding among academic staff of equality issues in engineering education, and to provide practical skills and experiences to help implement attitudinal and behavioural change. Curriculum development is ongoing within the School and small teams of lecturers frequently work together to improve specific subject teaching and assessment. The School is also actively involved in researching problem based and other learning approaches to provide different learning opportunities and insights to engineering education. The Department of Mechanical Engineering has organised a workshop on Learning Outcomes and has planned two further workshops on E-learning and Project-Based Learning, to take place in early 2006.

Within the Department of Humanities, language programmes are continually evaluated by means of discussion at formal and informal meetings, and by regular updating of syllabi, textbooks and reference books by all involved in teaching. All language lecturers are involved in this process and attend in-service seminars in the different fields of foreign language pedagogy. Lecturers also have the opportunity to further a variety of interests, explore new areas of study and constantly update their teaching skills.

Finally, the Institute supports pedagogical skills training for new members of staff. On joining the Institute, new lecturers are invited to participate in a two-day training programme that covers key areas of pedagogical skills training, including curriculum development, communication skills and lesson planning, design and delivery.

5.10 Conclusion

This chapter has identified the key characteristics of the teaching and learning process in the Institute, including the key aspects of programme structures and their delivery. The Institute’s core activity is teaching19 and the Strategic Plan 2005-8 (p.11) outlines the Institute’s commitment to

18 These are discussed in detail in the Programmatic Reviews/Self-study documents. 19 The pursuit of excellence in research is also a key objective and this strengthens education and training provision.

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ensure that its academic programmes will be delivered in a supportive, accessible and flexible learning environment, and in a manner which is friendly and enriches the lives of our students and staff

The Institute has had to adapt its programmes and teaching methodologies to support new developments and changes in the needs of learners and of society. This is reflected in innovations in the various curricula, in the provision of additional learning supports, in efforts to improve the quality of teaching and learning through pedagogical skills training, and in support for e-learning and various other initiatives outlined.20

The Institute recognises the need to continue to develop the teaching resources available to both staff and students. The Strategic Plan 2005-8 (p.12) identifies the specific project actions necessary to develop the learning environment. These relate to the development of the informational technology infrastructure, the ongoing development of the learning support infrastructure for first year students, and the development of Institute resource centres. Staff training is also a key element of the future strategy and the Institute is committed to providing opportunities for staff to develop their knowledge and skills through upgrading of qualifications or the acquisition of new or upgraded skills and competencies as appropriate.

20 Additional support services available within the Institute, such as the careers and appointments, alumni, health, counselling and chaplaincy services, also enhance the educational experience of students. These are considered in detail in Chapter 8 Student Services.

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Learner Profile

111 Chapter Six

Learner Profile

6. 1 Introduction

This chapter provides a profile of the learner population at the Institute, distinguishing between full-time, continuing education and international students. The main focus is on the full-time student population; a separate analysis of the part-time student population is provided in Chapter Seven.

The analysis of full-time students is given at the level of School and Department. The data, with some exceptions, covers the academic years 1998/9 to 2003/4. The start of this period coincides with the timing of the Institute’s last Institutional Review. Examination data, including yearly completion rates, is included for each of the Institute’s eight Departments. Learner registration data and trends in CAO applications are also analysed. The final section examines the international dimension of the Institute, providing data on the number of international students and mobility of staff under the EU Socrates/Erasmus programme.

An overview of the growth and development of the Institute since 1992 is provided in Figure 6.1. The student population (full-time and part-time) increased almost threefold over the period 1992-2004, rising from 969 in 1992/3 to 3,608 in 2003/4. In 1996/7 the number of students on the part-time programmes outpaced the number of students on the full-time programmes. The Institute is committed to life long learning and the rapid growth in the number of part-time students especially during the initial years is quite impressive. Post 1996/7, the growth in the full-time student population exceeded that of the part-time programmes. Total student numbers reached a peak in the academic year 2001/2, rising to 4,093. There was a slight fall in student numbers in 2002/3 and 2003/4. This was due primarily to the fall in the number of part-time students. The Continuing Education Programme is organised on a self-financing basis and in 2002/3 and 2003/4 some part-time programmes were ceased because they were not financially viable. The provision and expansion of the Continuing Education Programme is also curtailed by the lack of physical capacity at the Institute and of resources.1

1 This is also the case for the full-time programmes.

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Figure 6.1 Institute Student Numbers 1992/3- 2003/4

4500

4000

3500

3000

2500 No. of Full-time Students Part-time 2000 Total 1500

1000

500

0 1992/3 1993/4 1994/5 1995/6 1996/7 1997/8 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 Year

Year No. Full-time Students No. Part-time Students Total 1992/3 589 380 969 1993/4 1032 610 1642 1994/5 1344 934 2278 1995/6 1428 1200 2628 1996/7 1484 1500 2984 1997/8 1553 1509 3062 1998/9 1793 1274 3067 1999/0 2045 1471 3516 2000/1 2302 1598 3900 2001/2 2367 1726 4093 2002/3 2482 1465 3947 2003/4 2395 1213 3608

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6.2 Student Numbers by Year of Study

Figure 6.2 shows the increase in the full-time student population since 1998/9 by year of study. The trend in the number of first year students peaked in 2000/2001 and this is reflected in the increase in the number of students progressing to Year 2 (National Certificate) in 2001/2 and to Year 3 (Diploma Year) in 2002/3.2 The number of students in Years 4 and 5 (Degree Years) peaked in 2002/3 with a slight downturn in 2003/4. Figure 6.2 shows the steady increase in the number of post-graduate students. The number of post-graduate students increased from 13 in 1998/9 to 60 in 2003/4.

Figure 6.2 Full-time Student Numbers by Year of Study

1000

900

800

700 Year 1

600 Year 2

No. of 500 Year 3 Students Year 4 400 Year 5 300 Post-grad

200

100

0 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Year

Student Number Percentages Year 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 1998-9 1999-0 2000-1 2001-2 2002-3 2004-5 Year 1 786 898 905 808 843 843 44 44 39 34 34 35 Year 2 497 583 664 674 616 651 28 29 29 28 25 27 Year 3 333 370 416 486 549 427 19 18 18 21 22 18 Year 4 140 158 270 340 378 378 8 8 12 14 15 16 Year 5 24 14 26 29 42 36 111122 Post-grad 13 22 21 30 54 60 111123 Total 1793 2045 2302 2367 2482 2395 100 100 100 100 100 100

2 The period under review is prior to the introduction of the new NQAI framework and to the introduction of three-year ab initio degrees. Therefore, Year 3 in the analysis above relates to the Diploma Year and Year 4 to the Degree Year. In Engineering, students obtain a degree after 5 years of study.

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The increasing percentage of the student population continuing their studies at the Institute beyond year two is evident from Figure 6.3 below. As the Institute has matured, there is a greater distribution of students between the years. First year students accounted 44% of the total student population in 1998/9. Their relative share declined to 35% in 2003/4. Over the same period, the percentage share of students in Years 3, 4 and 5 increased. Also of particular interest in Figure 6.3 is the growth in the number of post- graduate students. Post-graduate students accounted for 3% of the student population in 2003/4 compared to 1% in 1998/9.

Figure 6.3 Student Numbers and Percentages by Year of Study

100% 1% 1% 1% 1% 2% 3% 9% 9% 13% 15% 17% 17% 90%

80% 18% 18% 18% 21% 22% 18% 70%

60% Post-grad

% 28% 28% 29% 29% 25% 27% Year 4/5 Students 50% Year 3 40% Year 2 30% Year 1 44% 44% 39% 34% 34% 35% 20%

10%

0% 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Year

115 Chapter Six

6.3 Student Numbers by School and Department 1998/9-2003/4

In Figure 6.4, student numbers are broken down by School. The number of full-time students in the School of Business and Humanities increased continuously over the period 1998/9 to 2003/4. Student numbers in Engineering reached a peak in 2001/2 but then fell again in 2003/4. The number of students in the School of Science fell slightly from 566 in 1998/9 to 533 in 2003/4, a fall of 5.8%.

Figure 6.4 Student Numbers by School 1998/9-2003/4

1600

1400

1200

1000 Engineering

No. of 800 Business Students & Humanities

Science 600

400

200

0 1998/9 1999/2000 2000/1 2001/2 2002/3 2003/4 Year

Year Science Business & Humanities Engineering Total 1998/9 566 794 433 1793 1999/0 565 1066 414 2045 2000/1 598 1188 516 2302 2001/2 576 1274 517 2367 2002/3 609 1395 478 2482 2003/4 533 1396 466 2395 Average 574 1186 471 2231

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6.4 Student Numbers by Department 1998/9 – 2003/4

Figure 6.5 gives a breakdown of student numbers by Department. The School of Business and Humanities comprises four Departments: the Department of Management, the Department of Marketing and Business Computing, the Department of Accounting and Professional Studies, and the Department of Humanities. The School of Engineering comprises the Department of Electronic Engineering and the Department of Mechanical Engineering. The School of Science comprises the Department of Applied Science and the Department of Computing.

Student numbers in the three Business Departments3 and in the Department of Humanities increased substantially over the period 1998/9 to 2003/4. The number of students in Business increased by just over 60%. Student numbers in the Department of Humanities increased three-fold.4

In Engineering, student numbers in the Department of Electronic Engineering increased by 10% between 1998/9 and 2003/4.5 The Department of Mechanical Engineering experienced a smaller increase of 1.6%. Student numbers in the Department of Computing reached a peak in 2002/3 but then fell again in 2003/4. Only one department, the Department of Applied Science, experienced a decline in student numbers. The number of students in Applied Science fell from 267 in 1998/9 to 224 in 2003/4, a fall of 21.3%. This decline is consistent with national trends. Nationally, the number of leaving certificate students taking science fell from 44,835 to 37,174 over the same period. In addition, there has been a significant expansion in the number of college places on degree programmes in Science, particularly in the university sector.6

3 The three business departments are combined in the figures 6.4 and 6.5. 4 These courses were originally located in the Department of Languages and the Department of Management. 5 Student numbers in the School of Engineering increased from 433 in 1998/9 to 466 in 2003/4, an increase of 7.2%. However, the trend in first year numbers is downward and this is an important indicator of likely future developments. The number of first year students fell from 203 in 1998/9 to 170 in 2003/4. 6 The Schools of Science and Engineering have been actively involved in the promotion of programmes within their respective disciplines and in the recruitment of students. The variety of programmes and events organised are outlined in the respective Programmatic Review and Self-study documents. These include school visits, holding exhibitions for transition year students, representation at various higher education fairs and exhibitions, sponsorship of competitions, supporting second level science teachers and organising in-house events such as Science Week, which brings approximately 700 primary and junior cycle children into the Institute each year for science shows and talks. 117 Chapter Six

Figure 6.5 Student Numbers by Department

Year Science Computing Business Humanities Mechanical Electronic Total Engineering Engineering 1998/9 267 299 709 85 243 190 1793 1999/0 256 309 920 146 220 194 2045 2000/1 253 345 995 193 257 259 2302 2001/2 230 346 1070 204 266 251 2367 2002/3 255 354 1151 244 253 225 2482 2003/4 224 309 1137 259 247 219 2395 Average 247 327 997 188 248 223 2230

1400

1200

1000

800 No. of Students 600

400

200

0 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 Year

Applied Science Humanities

Computing Mech Eng.

Business Electronic Eng.

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Figure 6.6 gives a breakdown of student numbers by Department. Business and Humanities accounted for 44% of the total full-time student population in 1998/9. This increased to 59% in 2003/4. Over the same period, the percentage of students accounted for by the four other departments declined, with the greatest decline (of 6%) in Applied Science. The share of Mechanical Engineering fell by 4% and the Department of Electronic Engineering by 2%.

Figure 6.6 Student Percentages by Department 1998/9-2003/4

100% 11% 9% 11% 11% 9% 9% 90% 14% 11% 11% 11% 10% 10% 80% 7% 9% 9% 10% 11% 5% 70% Electronic Eng.

Mech Eng. 60%

% 39% 45% 43% 45% 47% 48% Humanities Students 50% Business 40% Computing 30% Applied Science

20% 16% 15% 15% 14% 14% 13%

10% 15% 13% 11% 10% 10% 9% 0% 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 Year

6.5 Student Numbers by Gender

A breakdown of Institute numbers by gender is provided in Figure 6.7. Overall, the gender balance within the Institute has remained relatively constant, with a slight narrowing of the male/female differential from 60% male and 40% female in 1998/9 to 57% male and 43% female in 2003/4.

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Figure 6.7 Institute Numbers by Gender

70

60

50

40 % Total Male Students 30 Female

20

10

0 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 Year

Within individual departments, the male/female ratio differs substantially. The Departments of Humanities, Applied Science and Business have a higher percentage of females relative to males. The Departments of Electronic and Mechanical Engineering are predominantly male. The Department of Computing also has a very high male/female ratio with 80% males and 20% females in 2003/4. This is reflected in Table 6.1, which shows student numbers and percentages by department and by gender.

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Table 6.1 Student Numbers and Percentages by Department and Gender

Department Number of Students Percentage Year 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Business Male 335 404 424 464 503 503 47 44 43 43 44 44 Female 374 516 571 606 648 634 53 56 57 57 56 56 Total 709 920 995 1070 1151 1137 100 100 100 100 100 100 Humanities Male 17 34 60 59 79 87 20 23 31 29 32 34 Female 68 112 133 145 165 172 80 77 69 71 68 66 Total 87 146 193 204 244 259 100 100 100 100 100 100 App. Science Male 120 106 99 97 107 94 45 41 39 42 42 42 Female 147 150 154 133 148 130 55 59 61 58 58 58 Total 267 256 253 230 255 224 100 100 100 100 100 100 Computing Male 214 213 223 237 266 247 72 69 65 68 75 80 Female 85 96 122 109 88 62 28 31 35 32 25 20 Total 299 309 345 346 354 309 100 100 100 100 100 100 Mech. Eng Male 226 210 245 251 243 237 93 95 95 94 96 96 Female 171012151010755644 Total 243 220 257 266 253 247 100 100 100 100 100 100 Elec. Eng Male 170 180 240 239 215 202 89 93 93 95 96 92 Female 2014191210171177548 Total 190 194 259 251 225 219 100 100 100 100 100 100 Institute Male 1082 1147 1291 1347 1413 1370 60 56 56 57 57 57 Female 711 898 1010 1020 1069 1025 40 44 44 43 43 43 Total 1793 2045 2301 2367 2482 2395 100 100 100 100 100 100

Figure 6.8 shows the number of female students as a percentage of total students by Department. The percentage of female students in the School of Engineering and the School of Science has fallen over the period, while the percentage of female students in Business and in the Department of Humanities has increased.

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Figure 6.8 Female Students as a Percentage of Total Students by Department

100% 5% 3% 3% 3% 2% 3%

90% 33% 27% 27% 24% 22% 19% 80%

70% 12% 13% 14% 15% 17% Engineering 60% 10% Female Science Students 50% as % Total Humanities Students 40% 52% 58% 57% 59% 61% 61% Business 30%

20%

10%

0% 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 Year

Figure 6.8 shows a decline in the number of female students in the School of Science from 33% in 1998/9 to 19% in 2003/4. This was due to the decline in female students in the Department of Computing, which outweighed the increase in ratio of females to males in Applied Science (refer to Table 6.1). The reduction in female participation in Engineering from 5% in 1998/9 to 3% in 2003/4 was due to the fall in female student numbers in the Department of Electronic Engineering.

6.5.1 Initiatives to Promote the Participation of Women in Research and Research Management

A number of projects have been initiated within the School of Engineering and the School of Science to increase female participation on their programmes and to halt the decline in student numbers. For example, in the School of Engineering, a network for female engineering students – Minerva – has been established. The School also established a Mentor-link Project, which is funded by the Equality for Women Measure under the Regional Operational Programmes of the National development Plan, 2000 – 2006. Both initiatives are designed to provide support for women in engineering through structured mentoring programmes and networking.

122 Institute of Technology Tallaght - Delegation of Authority Submission

In 2005, a self-assessment of women’s participation in science and engineering research and research management in the Institute was carried out with the support of an Institute Planning Grant from Science Foundation Ireland (SFI).7 The study was designed to identify those factors which act as inhibitors to women’s participation and progression in research and research management in science and engineering. It also sought to identify the factors that are recognised as enablers within this area and establish best practice for implementation of change within the institute. Further funding from SFI is being sought in order to implement the recommendations of the self-assessment report.

6.6 Age Profile of Full-time Students

Figure 6.9 presents the ages of the first year student cohort, registered on 31st October 2004. The majority of students are aged between 17 and 19 indicating that the Leaving Certificate continues to be the main reservoir for recruitment on the full-time programmes. A small percentage of students are aged 21 and over: Science (11%), in Business & Humanities (12%) and Engineering (6%). The Institute has a well-developed Continuing Higher and Professional Education Programme and as a general trend, mature students prefer to participate in the part-time programme.

Figure 6.9 Age Distribution of New Student Registrations by School

Age Science Business & Humanities Engineering 17 11% 14% 17% 18 36% 39% 40% 19 34% 27% 30% 20 8% 8% 7% 21-25 9% 6% 6% 26-30 2% 4% 0% 31-40 0% 1% 0% >40 0% 1% 0% 100% 100% 100%

7 This assessment was carried out by Clarity Research Development and Training Ltd.

123 Chapter Six

Figure 6.9 Age Distribution of New Student Registrations by School

45%

40%

35%

30%

Science 25% % Students Business & Humanities 2% Engineering

15%

1%

5%

0% 17 18 19 20 21-25 26-30 31-40 >40 Year

Figure 6.9 shows that the average age of students is 18 and there are very few students older than 25. In the current academic year 2004/5, there are 68 mature students (aged 23 and over) attending the full-time programmes. These students account for just under 3% of the total student population.8 The number has remained relatively constant throughout the years, varying between 60 and 70 students, representing between 2% and 3% of the full-time student population. The School of Business and Humanities has the highest number of mature students.

6.7 New Student Registrations by Location

Several research studies have highlighted the importance of location in the choice of third level college by applicants. Choice of institution is affected by a number of factors, including a student’s performance in the Leaving Certificate examination, by the number of places available in the course a student may wish to follow, by student location relative to the institution, and by costs. A key feature of the Institute of Technology, Tallaght, is the very high percentage of the student population that come from within the immediate catchment area of the Institute.

8 Sixteen of these are in first year.

124 Institute of Technology Tallaght - Delegation of Authority Submission

Figure 6.10 Year One Student Intake by Postal District

Dublin 12 - 8% Dublin 6W - 5% Dublin 8 - 2% Dublin 14 - 5% Other Dublin - 11%

Dublin 16 - 10% Co. Dublin - 8% Dublin 10 - 1% Dublin 20 - 3% Co. Wicklow - 4%

Co. Meath - 2% Dublin 22 - 10% Co. Kildare - 7%

Other National - 4%

Dublin 24 - 20%

Location % Total Dublin 24 Tallaght 20% Dublin 22 Clondalkin 10% Dublin 12 Walkinstown 8% Dublin 10 1% Dublin 16 Firhouse, Templeogue, Terenure 10% Dublin 14 /Rathfarnham 5% Dublin 8 2% Dublin 20 3% Dublin 6W Terenure 5% Co. Dublin Incl. Lucan, Saggart, Rathcoole 8% Other Dublin 11% Co. Wicklow 4% Co. Meath 2% Co. Kildare 7% Other National 4% Total 100%

Figure 6.10 presents a breakdown of new student registrations (full-time) in 2004/5 by location. Ninety-six per cent of students come from within the Greater Dublin Area (which includes Counties Kildare, Meath and Wicklow). Of these, 83% come from within the

125 Chapter Six

Dublin Metropolitan Region and approximately 70% of these come from within the Institute’s immediate catchment area, which is South Dublin County. A very small percentage (4%), come from outside the Greater Dublin Area.

Chapter 2 emphasised the demographic features of the South Dublin County (the youthful structure of the population, the high rate of population growth) as well as the features of the local economy (the strong industrial base, the buoyant labour market).9 It also highlighted the significant socio-economic disparities that exist within the county and the extremely low levels of participation in third level education. Participation in third level education is between 1% and 4.5% in some areas of Tallaght and Clondalkin. A high percentage of the student population at the Institute (30%), come from within these two areas. A further 11% come from Walkinstown, Ballyfermot and Inchicore, areas that are within close proximity to the Institute. The Institute has contributed greatly to extending educational opportunities to people within its immediate catchment area. It has also initiated a variety of initiatives to improve access to education at School and Department level and through the Institute’s Access Office.10

Table 6.2 shows some of the main schools from which the Institute receives students, indicating the number of students who accepted places at the Institute and the percentage of the leaving certificate cohort in the school that they represent.

Table 6.2 Recruitment from Local Schools 2004/5

No. Students No. who % of LC School who sat accepted Students Leaving places at Certificate IT Tallaght 134 30 23% St. Marks Community School, Tallaght. 110 24 22% Terenure College,Dublin 6W. 127 21 17% Colaiste Bride, Clondalkin. 102 21 21% Moyle Park College, Clondalkin. 71 19 27% Firhouse Community School, Tallaght. Not Available 19 Not Available Institute of Education, Leeson St., Dublin 2 26 19 74% College, Rathmines, Dublin 6. 131 18 14% Old Bawn Community School, Tallaght. 85 17 20% Templeogue College, Dublin 6W. 78 17 22% Scoil Pobail Iosolde, Palmerstown Rd., D20. 88 16 19% Community School, Tallaght. 138 14 11% St. Pauls Secondary School, Greenhills, D6W. 105 16 16% Sancta Maria College, Rathfarnham, D6. 64 12 19% KillinardenCommunity School, Tallaght 43 7 17% Jobstown Community College, Tallaght 43 7 17% Collinstown Park, Clondalkin. 54 6 12% St. Aidan’s Community School, Brookfield, Tallaght

Source: Information derived from CAO data

9 Refer, for example, to section 2.2.1 on demographic change; 2.2.3 on the age structure of the population; 2.2.7 on levels of educational attainment; and 2.2.10 on socio-economic disparities and educational disadvantage. 10 126 Refer to Chapter 8, section 8.4. Institute of Technology Tallaght - Delegation of Authority Submission

A high percentage of students from local schools in Tallaght and Clondalkin accept places at the Institute (approximately 20% of the leaving certificate cohort). The Institute also receives a high percentage of leaving certificate students from Templeogue College and Terenure College. Table 6.2 is only a sample of some of the more important feeder schools. A significant number of students from some of the private colleges, including Bruce College, Belvedere College and Stratford College, also attend the Institute. Therefore, from a socio-economic perspective, the student population is quite diverse.

6.8 CAO Applications Data and Preference Analysis

First year applicants to the Institute are processed through the National Central Applications Office (CAO), which handles applications to all Higher Certificate, Diploma and Degree programmes available in Higher Education Institutes in Ireland.11 Allocation of places takes place each year in August and applicants are offered places on the basis of points achieved in their Leaving Certificate. Cut-off/minimum points are established for each programme of study.

Figure 6.11 shows the trend in the total number of CAO applications to the Institute since 1992 and the number of first, second and third preference applications. Preference trends are an important indictor and a major factor in terms of eventual acceptance of a place and enrolment at the Institute. The number of first, second and third preferences are very similar for each year, therefore Figure 6.11 shows the combined trend. 12

Figure 6.11 CAO Applications and Preference Trend

25000

20000

15000 Total Applications No. of CAO Applications Total Preferences 1,2,3 10000

5000

0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 Year

11 The Institute reserves 10% of places on each programme for mature students and 12 places on each programme for students under the ACE (Access to College Education) and CHEAP (Clondalkin Higher Education Access Programme). Two student places per programme are also reserved for students with disabilities. 12 If shown separately the three trends converge. 127 Chapter Six

Year Total Preference 1 Preference 2 Preference 3 Total Preferences 1,2,3 1992 8946 917 970 965 2852 1993 11806 1449 1426 1419 4294 1994 11897 1457 1427 1402 4286 1995 11651 1283 1362 1446 4091 1996 13671 1613 1784 1757 5154 1997 18266 2449 2618 2467 7354 1998 21353 2993 3182 3036 9211 1999 18422 2667 2952 2710 8329 2000 16708 2539 2658 2474 7671 2001 14776 2050 2239 2168 6457 2002 10783 1650 1799 1656 5105 2003 9957 1642 1705 1413 4760 2004 9097 1860 1502 1314 4676 2005 7655 1429 1297 1095 3821

Overall, CAO applications to the Institute have varied over the years due to factors such as the introduction of new programmes, variations in programme popularity and decreases in the number of students sitting the Leaving Certificate examination. The predominant factor influencing both trends in Figure 6.11 is the initial increase (up to 1998) and subsequent downturn in the number of applicants to Computing. This follows national trends.

Figure 6.12 below shows the combined first, second and third CAO preference applications trends for a number of selected programmes.

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Figure 6.12 CAO Preference Trends by Programme of Study

2500

2000

No. of CAO 1500 Applications

1000

500

0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 Year

Computing Science Electronic Eng.

Mechanical Eng. Accounting Audio-Visual

The trend in computing is very pronounced compared to all other programmes. This trend reflects factors such as the dot com crisis as well as the increased availability of places on computing programmes in other higher education institutes, especially in the Dublin region. The Department of Computing has implemented a number of initiatives to try to restore the popularity of computing among school leavers, given the strategic importance of information technology programmes to the national economy.13 These include career talks, school visits, a competition for leaving certificate students in the area of web-site design, the development of the Departments’ website to provide more information on courses and careers in computing, and co-operation with other professional bodies such as IBEC, the Irish Computer Society and the Irish Software Association in the promotion of ICT programmes.

Although there is a downward trend in Audio-Visual Media, the fall in the number of first preference applications for this programme has been less dramatic, falling from 477 in

13 Reports from bodies such as the Expert Group on Future Skills needs, ICT Ireland and the Irish Software Association have emphasised the need to produce an increasing number of third level ICT graduates to main Ireland’s success in attracting and developing the ICT sector.

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1998/9 to 392 in 2003/4. The number of first, second and third preference applications (combined) in Science and Accounting have varied over the years although the number of first preference applications for these programmes remains high. CAO preferences in Engineering peaked in 1998/9 but then declined.

6.9 Minimum Entry Points 1992-2004

Table 6.3 shows the minimum points required for entry onto each programme. The trend is towards lower entry points in most disciplines, with some exceptions, for example, in European Studies, where the number of points has increased. Minimum entry points have fallen in Science, Engineering and Computing. This follows national trends. The reduction in the entry point requirements is less significant for the various programmes in Business and Humanities. Although minimum entry points have fallen, in practice the entry points of students far exceed the minimum entry point requirements.

Table 6.3 Minimum Entry Points 1992-2004

Course 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Computing 290 280 300 300 330 335 350 350 310 280 175 150 160 Science 270 285 310 280 270 270 240 190 AQA AQA 65 170 200 Elect. Eng 220 240 230 215 230 260 265 200 200 AQA 80 AQA AQA Mech Eng 220 240 240 225 210 225 225 160 150 AQA 90 170 160 Accounting 305 295 305 280 300 315 300 305 280 280 260 240 240 Bus. Admin. 305 295 305 280 315 325 320 310 310 305 290 270 250 Audio Visual ----375420430400400395375380355 Marketing ------250300290265270 Applied Lang. ------255280Discont. Europ. Studs.------210250255 Bar Mangt. ------AQA Pharm. Science ------265250 Ele. Mech. Eng ------AQAAQA100170150

130 Institute of Technology Tallaght - Delegation of Authority Submission

6.10 Year One Intake by Department and Points

Figure 6.13 presents the entry points of first year students in 2003/4 by Department. As a benchmark, the minimum matriculation level for entry to university programmes, two C3 grades in Leaving Certificate Higher papers and four D3 grades in Leaving Certificate Ordinary papers, equates to 140 points. In 2004/5, 87.8% of first year students at the Institute achieved greater than 200 points.

Figure 6.13 Year One Intake by Department and Points

45

40

35

30 Business

% 25 Humanities Students Engineering 20 Computing

15 Science

10

5

0 51-100 101-150 151-200 201-250 251-300 301-350 351-400 401-450 451-500 >501 Points

% of Students Points Business Humanities Engineering Computing Science 51-100 0 1.1 0.8 0 0 101-150 1.4 2.1 10.8 0 0 151-200 3.1 7.4 20 30.8 0 201-250 6.1 5.4 30 33.8 19.1 251-300 23.7 11.7 18.3 24.6 42.7 301-350 36.6 20.2 14.3 10.8 21.3 351-400 23.4 23.4 5 0 13.5 401-450 4.7 20.2 0.8 0 2.3 451-500 0.3 7.4 0 0 1.1 >501 0.7 1.1 0 0 0 Total 100 100 100 100 100

131 Chapter Six

Figure 6.13 shows significant disparities in student entry points between the different Departments. For example, in Humanities 72.3% of students achieved greater than 300 points, followed by Business (65.7%), Science (38.2%), Engineering (20.1%) and Computing (10.8%). In Business and Humanities, the majority of students are concentrated within the 250-450 points bracket, whereas students in Engineering, Computing and Science are concentrated in the 150-350 bracket.

6.11 Examinations Data

The completion rate is defined in the Qualifications Act 1999 (section 2) as the number of learners who complete a programme of education and training expressed as a percentage of the number of learners who commenced the programme. In the tables below, the yearly completion rates are presented for the award years of National Certificate, National Diploma and Honours Degree programmes. Completion rates are also provided for first year programmes. The result categories for first year programmes are Absent, Exempt/Fail,14 Withdrew, Deferral, and Completion Rate. The yearly completion rate reflects the percentage in the category Pass.

Result categories for the award stages of National Certificate and National Diploma programmes are Absent, Exempt/Fail, Withdrew, Deferral, Distinction, Merit 1 (M1), Merit 2 (M2), Pass and Completion Rate. The yearly completion rate equals all those who passed or who received a merit or distinction. For Honours Degree award stages the category Distinction is replaced by First Class Honours (HI), Merit 1 is replaced by H2.1 and Merit 2 is replaced by H2.2. The yearly completion rate is the sum of all those who passed or who received a H1, H2.1 or H2.2

14 The Exemptions/Fail column contains mainly those students who received exemptions. A student must fail all modules within a programme if they are to be recorded as a ‘Fail’, therefore very few students actually fail. Students who fail modules in a particular year receive exemptions for the modules passed and must repeat the failed modules before progressing to the next year.

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Table 6.4 Year One Examination Results by Department (HETAC Programmes)

Year One Percentage of Registered Students Department Year No. Absent Exempt W/drew Deferral Completion Students /Fail Rate App.Science 1998-9 117 0 32.5 5.1 1.7 60.7 1999-0 88 0 28.4 1.1 4.5 65.9 2000-1 77 0 31.2 5.2 2.6 61 2001-2 63 3.2 15.9 17.5 1.6 61.9 2002-3 81 1.2 35.7 8.6 0 55.6 2003-4 84 2.4 28.6 9.5 0 59.5 Computing 1998-9 136 0 14.2 14.7 0 70.6 1999-0 103 1.9 9.7 10.7 1.9 75.7 2000-1 132 7.6 12.1 9.8 0 69.7 2001-2 119 0 25.2 5.9 0 68.9 2002-3 157 2.5 42 3.8 0.6 51 2003-4 131 0 55.7 0.8 0 43.5 Mech. Eng. 1998-9 105 8.6 31.4 6.7 1 52.4 1999-0 97 0 32 3.1 0 64.9 2000-1 120 4.2 39.2 4.2 1.7 50.8 2001-2 107 13.1 15 3.7 2.8 65.4 2002-3 96 1 39.6 0 0 59.4 2003-4 100 0 22 1 0 77 Elec. Eng. 1998-9 98 0 39.8 0 0 56.1 1999-0 85 0 48.2 0 1.2 50.6 2000-1 137 9.5 53.3 0 2.2 35 2001-2 107 0 51.4 5.6 0.9 42.1 2002-3 64 0 28.1 0 3.1 68.7 2003-4 70 7.1 37.1 0 55.7 Business Depts. 1998-9 226 0 4.4 0 0.9 94.7 1999-0 344 1.2 6.7 0.6 0.3 91.2 2000-1 292 0 8.2 7.5 0 84.3 2001-2 273 1 4.8 0.4 0.4 93.4 2002-3 357 0 20.7 1.4 0.3 77.6 2003-4 333 4.2 17.1 0.6 0.6 77.5 Humanities 1998-9 46 0 6.6 13 0 80.4 1999-0 64 0 3.1 9.4 0 87.5 2000-1 58 0 8.6 8.6 0 82.8 2001-2 68 0 2.9 1.5 1.5 94.1 2002-3 97 0 17.5 0 0 82.5 2003-4 78 0 17.9 3.8 3.8 74.4

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Table 6.5 National Certificate (Award) Examination Results by Department (HETAC Programmes)

National Certificate Percentage of Registered Students

Department Year Abs. Exempt/ W/drew Def. Dist. M1 M2 Pass Completion Fail Rate App. Science 1998-9 0 18.1 1.4 1.4 11.1 19.4 18.1 30.6 79.2 1999-0 0 10 2 0 15.7 18.6 18.6 34.3 87.1 2000-1 0 13.6 0 0 16.7 16.7 12.1 40.9 86.4 2001-2 0 11.3 0 5.7 17 11.3 28.3 26.4 83 2002-3 0 28.3 4.3 2.2 17.4 8.7 17.4 21.7 65.2 2003-4 0 15.5 1.7 1.7 13.8 5.2 12.1 50 81 Computing 1998-9 0 9.1 3 2 21.2 20.2 15.2 29.3 85.9 1999-0 0 13.6 2.9 1.9 14.6 20.4 18.4 28.2 81.6 2000-1 0 18.5 2.2 0 29.3 16.3 13 20.7 79.3 2001-2 0 14 3 0 12 18 25 25 80 2002-3 0 23.5 0 0 8.2 9.4 17.6 41.2 76.5 2003-4 0 23.9 2.2 - 4.3 3.3 7.6 58.7 73.9 Mech. Eng. 1998-9 8.7 23.9 2.2 6.5 13 6.5 10.9 28.3 58.7 1999-0 0 17.5 0 6.3 11.1 9.5 22.2 33.3 76.2 2000-1 1.4 30 0 1.4 17.1 2.9 17.1 30 67.1 2001-2 1.3 12.8 2.6 0 17.9 16.7 14.1 32 80.8 2002-3 0 16 0 0 20 17.3 12 37.3 86.7 2003-4 0 14.5 1.6 0 19.4 17.7 12.9 35.5 85.5 Elec. Eng. 1998-9 0 6.8 0 0 22 16.9 13.6 35.6 88.1 1999-0 0 10.2 0 0 23.7 16.9 8.5 35.6 84.7 2000-1 0 16 0 0 30 14 18 28 90 2001-2 0 3.9 3.9 0 23.5 7.8 21.6 39.2 92.2 2002-3 0 14.3 0 0 14.3 21.4 21.4 30.4 87.5 2003-4 0 4.9 0 2.4 17.1 14.6 9.8 51.2 92.7 Bus. Depts. 1998-9 0 3.9 0 0 8.4 22.9 26.3 38.5 96.1 1999-0 0 4 0 0 9.9 16.8 37.1 32.2 96 2000-1 0 7.2 2.6 0 6.9 14.7 24.8 43.8 90.2 2001-2 0 4.1 0 0 13.2 18.5 23.8 40.4 95.9 2002-3 0 8.1 0.7 0 6.8 14.5 18.2 33.4 73 2003-4 0 17.3 0 0.3 4.5 9.1 13.6 50.9 78.2 Humanities 1998-9 0 0 0 0 18.7 43.7 25 6.2 93.7 1999-0 0 0 0 0 30.3 39.4 18.2 9.1 97 2000-1 0 0 0 2 27.5 35.3 17.6 11.8 92.1 2001-2 0 0 2 0 50 21.4 14.3 11.9 97.6 2002-3 0 3.5 0 0 19.3 22.8 19.3 22.8 84.2 2003-4 0 4.6 0 0 18.6 18.6 32.6 18.6 88.4

134 Institute of Technology Tallaght - Delegation of Authority Submission

Table 6.6 National Diploma (Award) Examination Results by Department (HETAC Programmes)

National Certificate Percentage of Registered Students

Department Year Abs. Exempt/ W/drew Def. Dist. M1 M2 Pass Completion Fail Rate

App.Science 1998-9 0 0 0 2.5 15 15 22.5 45 97.5 1999-0 0 2.1 0 2.1 16.7 37.5 31.3 10.4 95.8 2000-1 0 6.5 0 0 8.7 28.3 28.3 28.3 93.5 2001-2 0 0 0 2.2 31.1 20 28.9 17.8 97.8 2002-3 0 11.8 3.9 3.9 13.7 13.7 11.8 43.1 82.4 2003-4 0 5.3 0 0 21.1 21.1 15.8 36.8 94.7 Computing 1998-9 0 5.1 5.1 0 35.9 15.4 28.2 10.3 89.7 1999-0 0 3 6 3 14.9 25.4 17.9 29.9 88.1 2000-1 0 6.8 9.6 4.1 9.6 17.8 21.9 30.1 79.5 2001-2 0 8.3 4.2 1.4 13.9 11.1 9.7 51.4 86.1 2002-3 3.2 22.2 0 0 7.9 14.3 11.1 41.3 74.6 2003-4 3.2 21 6.5 1.6 3.2 3.2 8.1 53.2 67.7 Mech. Eng. 1998-9 0 12.5 0 0 18.7 12.5 21.9 34.4 87.5 1999-0 0 25 0 0 17.9 10.7 7.1 39.3 75 2000-1 2.9 17.1 2.9 2.9 8.6 11.4 25.7 25.7 71.4 2001-2 0 11.8 0 0 23.5 21.6 19.6 21.6 86.3 2002-3 0 9.8 2 0 15.7 37.3 13.7 37.3 82.4 2003-4 0 6.8 0 0 18.2 29.5 25 29.5 90.9 Elec. Eng. 1998-9 0 21.7 0 0 21.7 13 21.7 21.7 78.3 1999-0 2.4 17.1 0 0 26.8 17.1 12.2 24.4 80.5 2000-1 6.4 10.6 0 0 27.7 10.6 10.6 31.9 80.9 2001-2 0 2.4 0 0 7.3 34.1 7.3 48.8 97.6 2002-3 0 9.5 0 0 0 2.4 0 88.1 90.5 2003-4 2.3 11.4 0 0 18.2 0 13.6 52.3 84.1 Bus. Depts. 1998-9 0 0 0 0 8.7 31.3 35.6 22.6 98.3 1999-0 0 0 0 0 17 32 37.2 13.1 99.3 2000-1 0 0 0.6 0 9.8 27 41.1 21.5 99.4 2001-2 0 0 0 0 15.7 40.5 32.4 11.4 100 2002-3 0 7.8 0 0.8 7.3 19.1 43.5 21.5 91.4 2003-4 1 10.1 0 2.5 4.5 24.1 28.1 29.1 85.9 Humanities 1998-9 0 0 0 0 50 25 16.7 0 91.7 1999-0 0 0 15.4 0 46.2 7.7 15.4 15.4 84.6 2000-1 0 0 0 0 36.8 31.6 21.1 0 89.5 2001-2 0 0 0 0 61.3 16.1 22.6 0 100 2002-3 6.2 0 0 0 15.6 40.6 25 9.4 90.6 2003-4 0 4.4 0 0 20 31.1 26.7 11.1 88.9

135 Chapter Six

Table 6.7 Honours Degree (Award) Examination Results by Department (HETAC FT Programmes)

National Certificate Percentage of Registered Students Department Year Abs. Exempt/ W/drew Def. Dist. M1 M2 Pass Completion Fail Rate App.Science 1998-9 0 0 0 0 18.2 36.4 36.4 9.1 100 1999-0 0 0 4.2 4.2 16.7 54.2 20.8 0 91.7 2000-1 0 0 0 8.6 11.4 37.1 22.9 20 91.4 2001-2 0 0 0 7.9 21 44.7 10.5 15.8 92.1 2002-3 0 0 0 2.6 12.8 23.1 30.8 30.8 97.4 2003-4 0 8.3 0 0 20.8 25 20.8 25 91.7 Computing 1998-9 0 0 4.8 0 52.4 28.6 4.8 9.5 95.2 1999-0 0 0 0 3.6 39.3 32.1 14.3 10.7 96.4 2000-1 0 0 2.3 4.5 27.3 29.5 29.5 6.8 93.2 2001-2 0 0 6.8 0 15.9 34.1 20.5 22.7 93.2 2002-3 0 14.2 0 0 11.9 11.9 11.9 50 85.7 2003-4 0 3.6 3.6 0 10.7 14.3 21.4 46.4 92.9 Mech. Eng. 1998-9 0 0 0 0 35.3 11.8 29.4 25.5 100 1999-0 0 9.1 0 0 27.3 27.3 9.1 27.3 90.9 2000-1 0 10 0 0 30 30 5 25 90 2001-2 0 0 0 0 54.4 9.1 36.4 0 100 2002-3 0 0 0 0 0 20 30 50 100 2003-4 0 7.1 0 0 14.3 0 14.3 64.3 92.9 Elec. Eng. 1998-9 0 0 0 0 57.1 28.6 0 14.3 100 1999-0 0 0 0 0 50 50 0 0 100 2000-1 0 0 16.7 0 16.7 16.7 33.3 16.7 83.3 2001-2 0 0 0 5.6 33.3 33.3 16.7 11.1 94.4 2002-3 0 3.13 0 3.1 21.9 25 18.7 21.9 87.5 2003-4 0 0 0 4.5 22.7 4.5 13.6 50 90.8 Bus. Depts. 1998-9 0 0 0 0 21 48.1 28.4 2.5 100 1999-0 0 0 0 0 21 58 18.5 2.5 100 2000-1 0 0 0 0.8 31.7 46.8 19 0.8 98.3 2001-2 0 0 0 0 20.8 38.8 30.3 10.1 100 2002-3 1.6 0 0 0.8 15.7 40.9 27.6 10.2 94.4 2003-4 0.5 1.1 0 0.5 18.3 36.1 25 11.7 91.1 Humanities 1998-9 0 0 0 0 0 0 0 0 0 1999-0 0 0 0 0 0 0 0 0 0 2000-1 0 0 0 0 29.4 47.1 23.5 0 100 2001-2 0 0 0 0 47.4 42.1 10.5 0 100 2002-3 0 0 0 0 53.8 34.6 11.5 0 100 2003-4 0 4.2 0 0 33.3 35.4 16.7 6.2 91.6

136 Institute of Technology Tallaght - Delegation of Authority Submission

6.11.1 Yearly Completion Rates: Summary and Comparison

A summary of the data in the previous tables is provided in Figure 6.14, which shows the average completion rates for each Department. The approximate average yearly completion rates for the various examinations are Year One (67.8%), National Certificate Award (84.3%), National Diploma Award (86.4%) and Honours Degree (93.8%).15 As a general trend, completion rates are lower in first year, however, as students progress to Certificate, Diploma and Degree levels, completion rates improve, with the highest yearly completion rate at Honours Degree level.

Figure 6.14 Average Yearly Completion Rates by Department

100%

90%

80%

70%

60% Average Completion Rate 50%

40%

30%

20%

10%

0% Science Computing Mech. Eng. Elec. Eng. Business Humanities

Year 1 Certificate Diploma Degree

Award Science Computing Mech. Elec. Business Humanities Average Level Eng. Eng. Year 1 60.80% 63.20% 61.60% 51.30% 86.40% 83.60% 67.8 Certificate 80.00% 79.50% 76.00% 89.20% 89.00% 92.20% 84.3 Diploma 94.00% 80.90% 82.20% 85.00% 85.70% 90.90% 86.4 Degree 94.00% 92.80% 95.60% 85.30% 97.30% 97.90% 93.8

15 This is based on the average completion rates (over six years) of the different departments. Refer to the final column in the table below Figure 6.15.

137 Chapter Six

From the tables it is clear that yearly completion rates differ between departments. The lowest average completion rates in Year One are in Electronic Engineering, Science, Mechanical Engineering and Computing, although completion rates have improved significantly in Engineering in the last two years due to various retention measures focused on the provision of learning supports. The Departments of Business and Humanities have higher completion rates in Year One. At Certificate and Diploma levels, completion rates are highest in Science, Humanities, Business and Electronic Engineering. At Degree level, completion rates are particularly high in Humanities, Business, and Mechanical Engineering.

The lower completion rates in Science, Computing and Engineering disciplines, both in Year One and in the award years, reflect the higher levels of difficulty experienced by students in these disciplines, in subjects such as Mathematics and Physics, as well as the lower entry points to these programmes. However, the introduction of learning supports, in the form of the ELSU (Education and Learning Support Unit) model, has increased completion rates in the last two years.16

In terms of level of award, a number of important trends are evident from the tables.

• There is a slight fall in yearly completion rates, especially in the earlier years of programmes. The percentage of students obtaining a Distinction or a Merit One at National Certificate and National Diploma levels is also falling.17 These trends reflect a number of developments, including the lower entry points to programmes and the increase in part-time work by students. Although no formal research has been undertaken to examine the extent to which there is a correlation between student performance in examinations and levels of part-time work, it is widely accepted that there is a connection between the two.18 What is known is that the demands of part- time work are a significant factor for many students. A survey of first year students in September 2004 found that 87% of first years planned to work part-time and of these the majority (56%) planned to work between 10-20 hours per week.19 Difficulties in balancing student and work life can, in some cases, lead to absences from classes, lack of preparedness for continuous assessments and final examinations, and therefore under-achievement.

• The percentage of students obtaining either a First Class Honours or Second Class Honours at Degree level is also falling but to a lesser extent than at Certificate and Diploma levels. In general, students who do progress through the system to Degree level are more committed to their studies.

• The percentage of students receiving a Distinction or a First Class Honours award at National Certificate, National Diploma and Honours Degree examinations is significantly lower in Business compared to all other disciplines.

16 As discussed in Chapter Five, section 5.9. 17 The exception is Humanities. 18 As discussed in Chapter Five with reference to a recent report by Smith and Darmody, 2005. 19 This survey was prepared by Donal Rogan, a Senior Lecturer in the Department of Marketing. There were 718 respondents to the 138 survey giving a response rate of 96 per cent. Institute of Technology Tallaght - Delegation of Authority Submission

6.12 Progression Indicators

The Ladder system of two year Higher Certificate programmes with progression to Add-on Ordinary Degree and Higher Degree programmes is the most popular entry route for applicants to the Institute. For the period under study, the ladder system involved progression from two year National Certificate programmes to Add-on National Diploma and Honours Degree programmes. Progression from National Certificate to National Diploma, up until 2004/5, required a merit or higher (or a pass with one years work experience). Progression from National Diploma to Degree required a merit or higher. The requirements for progression were revised nationally in 2004/5. Under the current system, students in the School of Business and Humanities and in the School of Science must achieve a Grade Point Average (GPA) of 2.0 in the Higher Certificate (Year 2) to progress to the Ordinary Bachelor Degree (Year 3). Similarly, a GPA of 2.0 in the Ordinary Bachelor Degree (Year 3) is required to progress to the Honours Bachelor Degree (Year 4). However, places on Honours Degree courses are limited and are offered on an ‘order of merit basis’.

In Engineering, the minimum requirement for progression from Ordinary Bachelor Degree to Honours Bachelor Degree (2 years add on) is a GPA of 2.75 and an average B grade in Mathematics at Ordinary Degree level. The reason is that the Honours Degree requires a high level of mathematical ability.

Tables 6.8 and 6.9 provide information on the number of graduates progressing from National Certificate to National Diploma (Table 6.8) and from National Diploma to Degree (Table 6.9). The progression rate from Certificate to Diploma is defined as the number of students in Year 3 (National Diploma) expressed as a percentage of the number of students who completed the National Certificate in the previous year. Progression from Diploma to Degree is calculated on the same basis.

It is important to note that the progression rates relate solely to students who continue to study at IT Tallaght. The figures do not take into account students who decide to continue their studies at another Institute e.g. students who transfer to DIT or DCU. Furthermore, the progression rates do not account for students leaving and returning with experience to study at a later stage.

Table 6.8 Progression from Certificate to Diploma

Department 2000/1 2001/2 2002/3 2003/4 2004/5 Business 81% 60% 77% 67% 76% Electronic Eng. 80% 82% 82% 78% 88% Mechanical Eng. 56% 57% 62% 56% 40% Science 58% 59% 35% 36% 70% Computing 54% 52% 63% 48% 67%

139 Chapter Six

From Table 6.8 it is clear that the number of graduates progressing from National Certificate (Year 2) directly to National Diploma (Year 3) varies between Departments, with higher rates of progression in Business and Electronic Engineering.

Within individual departments, progression rates have remained relatively steady. The reduction in the GPA requirements for progression in 2004/5 is reflected in the higher percentage of students progressing from the Higher Certificate to the Ordinary Bachelor Degree in that year.

Table 6.9 Progression from Diploma to Degree

Department 2000/1 2001/2 2002/3 2003/4 2004/5 Business 93% 93% 94% 86% 90% Electronic Eng. 48% 72% 63% 62% 44% Mechanical Eng. 29% 40% 38% 55% 75% Science 57% 55% 39% 56% 85% Computing 58% 46% 52% 44% 56%

Table 6.9 shows progression rates from Year 3 to Year 4. In general, there is a higher rate of progression from Diploma to Degree than from Certificate to Diploma across all disciplines. However, there are still significant differences in progression rates between disciplines, with higher rates of progression in Business. The relatively lower rates of progression in mechanical engineering reflect the fact that students may transfer to DIT in Bolton Street to do a Degree in Mechanical Engineering (which is not on offer at IT Tallaght). Similarly, students who complete the Ordinary Degree in Electro-mechanical Engineering may transfer to DCU to do a Degree in Electro-mechanical Engineering (which is not on offer at IT Tallaght). The higher progression rates in 2004/5 in Business, Science and Computing reflect the changes in the requirements for progression which took effect from that year.

6.13 Post-graduate Research Degrees

In the academic year 2004/5 there were 56 students registered for Masters and PhD postgraduate research degrees in the Institute. Tables 6.10 and 6.11 provide information on the number of awards at Masters and PhD level. The range and diversity of research activity is considered in detail in Chapter 13.

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Table 6.10 Masters Degrees 1999-2005

Award Department Title Year Male Female Total Masters Applied Science MSc Applied Science 1999 2 1 3 2000 0 1 1 2001 3 0 3 2002 0 0 0 2003 0 0 0 2004 2 3 5 2005 1 3 4 Computing MSc Computing 1999 3 0 3 2004 3 0 3 Humanities MA German 2004 1 0 1 Engineering M Eng. 2002 2 0 2 2004 2 0 2 2005 3 0 3 M Electronic Eng. 2004 2 0 2 Total 24 8 32

Table 6.11 Doctoral Degrees 1999-2005

Award Department Title Year Male Female Total PhD Science PhD 1999 1 1 2 2000 0 1 1 2001 1 0 1 2002 1 1 2 2003 1 0 1 2004 1 1 2 2005 2 0 2 Total 7411

Over the period 1999-2004, a total of 32 Masters Degrees and 11 PhD Degrees were awarded to students. The greatest research output is from the School of Science. Although research is promoted within all Schools, over the five year period 1999-2004, 22 out of the 32 Masters Degree awards were in the School of Science (six of these were in Computing and the remaining 16 in Applied Science). All of the eleven PhD awards were also to students in the School of Science. Seven students obtained a Masters Degree in Mechanical Engineering and two in Electronic Engineering. There was only one Masters Degree awarded in the Department of Humanities.

141 Chapter Six

Figure 6.15 provides a breakdown of the number of post-graduate research qualifications (MSc, MEng, MA and PhD Science). The awards reflect the relevant department/discipline.

Figure 6.15 Postgraduate Students by Qualification for the period 1999 – 2005

9 11

Total MEng 1 Total MA

Total MSc

Total PhD Science

22

The Institute has a high success rate within the Institute of Technology sector for those completing higher degrees.

6.14 International Students

This final section considers the international dimension to student activities. The number of international students attending the Institute under the EU Socrates/Erasmus programme has increased in recent years. Figure 6.16 provides a breakdown of the number of incoming students from EU countries in 2004/5. It also shows the number of students from the Institute studying abroad (outgoing), indicating the breakdown by Department.

142 Institute of Technology Tallaght - Delegation of Authority Submission

Figure 6.16 International Students 2004/5

70

60

50

No. of 40 Students Incoming 30 Outgoing

20

10

0 Business Humanities Engineering Science

Department Incoming Outgoing Business 39 8 Humanities 62 33 Engineering20 40 Science 1 0 Total 106 41

Erasmus activities are concentrated in the Department of Humanities and in Business.21 In recognition of this, in February 2003, the Institute set up an International Office within the Department of Humanities. The International Office provides support to international students on campus and provides information on opportunities for students to study abroad. It also promotes partnerships between the Institute and other higher education institutions outside the EU and manages the Socrates teaching exchange programme.

The Institute has established bi-lateral linkages with thirty-three third level colleges in Europe. Most of these linkages are with universities in France, Germany, Italy and Spain. This is reflected in Figure 6.17 which provides a breakdown of international students by country of origin.

20 Only a small number of students in engineering attend the Institute under the Erasmus Programme. However the Department of Mechanical Engineering is active in developing other forms of international co-operation. Since 1998, five 4th year students of the Bachelor of Engineering (Honours) programme participate in a Finite Element Analysis course organised by Fachhochschule Schmalkalden, Germany. This is a five-day programme which takes place in February of each year. The course is run in Germany and a range of students from other Institutes in Europe (Finland, Norway and Germany) participate. During the week, industrial visits are arranged to local companies and lecturers from the Department of Mechanical Engineering participate in the delivery of the course. 143 21 Although international students of business frequently attend modules in other disciplines e.g. engineering. Chapter Six

Figure 6.17 International Students by Country of Origin

Italy 16% Germany 34%

Poland 2%

Spain 8%

Netherlands 5% Austria 2% Denmark 1% Finland 3%

France 29%

Three countries, France, Italy and Germany, account for 79% of incoming students. A further 8% come from Spain. The remainder come from Poland and a number of smaller European Countries.

In addition to co-ordinating student mobility, the International Office also manages the mobility of staff under the EU Socrates programme. A total of 13 staff members travelled to partner institutions in 2003/4 under the terms of the Socrates staff exchange programme. A similar number of staff from Socrates partner institutes visited the Institute and delivered lectures to students during the academic year 2003/4. The visiting lecturers came from partner institutes in France, Spain, The Netherlands, Germany and Finland.

The Institute’s policy is to achieve a position of equilibrium with regard to the number of incoming and outgoing students under the EU Socrates Programme. It has entered into contractual agreements with partner institutions abroad up to 2007 and hopes to balance the number of incoming and outgoing students over that period.

At present the Institute does not have a formal policy with regard to the attraction of foreign students from non-EU countries. The demographic profile of the region and the current lack of capacity obviate the need to promote the Institute abroad.

144 Chapter Seven

Part-time and Continuing Education

145 Chapter Seven

Part-time and Continuing Education

7.1 Introduction

This chapter considers in greater detail the Institute’s Part-time and Continuing Education Programme. The Institute is committed to lifelong learning and aims to provide flexible and accessible lifelong learning opportunities to those who wish to acquire new knowledge and skills. This is achieved primarily through the Part-time Programme which offers a variety of courses leading to nationally and internationally recognised qualifications at undergraduate, graduate and post-graduate levels. While the majority of programmes are accredited by HETAC, the Institute also offers a variety of programmes leading to the awards of Professional Institutes such as the IMI, IATI and IPAV.1

The rapid growth in the number of part-time students at the Institute since 1992 was outlined in Chapter Six.2 The expansion in the range of part-time courses offered at the Institute was also elaborated previously.3 The Institute’s immediate catchment area, South Dublin County, is characterised by a strong industrial base and an expanding population, giving rising to increasing levels of demand for educational provision.4 The Institute has responded to these developments by proactively engaging with industry within the region, developing new courses and enhancing the quality and relevance of its academic programmes.

The number of awards conferred on part-time students over the period 1998/9 to 2003/4 is considered in the next section. This is followed by a review of examination data for each of the Institute’s three Schools. This data relates solely to HETAC awards and therefore does not include the awards of FETAC, the Professional Institutes and the wide range of short courses provided for industry.

The delivery of in-company programmes in response to specific industrial/commercial needs, whether from individual companies or clusters of companies, is reviewed in section 7.4. The final section reviews the management and operation of the Institute’s Part-time Programme and identifies areas for development.

1 Refer to Chapter Five, section 5.3.1 and 5.3.2 on collaborative programmes with professional bodies and industry. 2 Refer to Chapter Six, section 6.1. 3 Refer to Chapter Five, section 5.3.1, 5.3.2 and 5.3.4. 4 Refer to Chapter Two, section 2.4, on the characteristics of the region served by the Institute and how the Institute has sought to align its education and training programmes with regional and national needs. Although student numbers on some 146 of the existing part-time programmes has declined in the last two years, the Institute is developing new courses in response to changes in the market. Some of these are considered in section 7.4. Institute of Technology Tallaght - Delegation of Authority Submission

7.2 Part-time Student Data

Because of the flexibility of the ACCS scheme5 it is difficult to present data on part-time students in the same way as full-time students. With the modular credit system, students can decide to take a few modules (e.g. three) and may study across stages. They can also vary the pace of their studies to suit their changing circumstances. As a result, ACCS students often appear on both first year and second year broadsheets as they progress through a programme, passing prerequisite and other subjects. Given this, it is more appropriate to consider part-time student data in terms of the number of students completing a particular programme and therefore receiving an award.

7.2.1 Part-time National Certificate Awards

Figure 7.1 below shows the number of National Certificate awards conferred on part-time students over the period 1998/9 to 2003/4. The data relates only to HETAC accredited programmes. The awards of the Professional Institute Programmes and the National Certificate awarded by FETAC in the areas of hospitality and culinary arts are not included in Figure 7.1. The Institute also provides a variety of other short courses to people in industry leading to single subject certification and this activity is not reflected in the figures below.6

Figure 7.1 National Certificate Awards 1998/9 – 2003/4

120

100

80 Engineering

No. of Science Awards 60 Business

Humanities 40

20

0 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Year

5 Information on the ACCS scheme is provided in Chapter Five, section 5.4.5. 6 Information on short courses provided to industry is provided in section 7.4.

147 Chapter Seven

Year Engineering Science Business Humanities Total 1998-9 43 0 40 0 83 1999-0 40 3 65 2 110 2000-1 10 15 107 9 141 2001-2 11 23 93 0 127 2002-3 24 4 79 0 107 2003-4 11 37 96 45 189 Total 139 82 480 56 867

The majority of part-time students are to be found in Business although all discipline areas are represented on the Part-time Programme. Figure 7.1 shows that the highest number of National Certificate awards was in Business, with 96 National Certificates conferred on part-time students in the 2003/4 academic year, and a total of 480 over the period 1998/9-2003/4. The number of National Certificate awards in Engineering7 and Science8 is small by comparison. This pattern is repeated at National Diploma and Degree level. The National Certificate awards in the Department of Humanities relate to certificate programmes in primary modern language teaching.

7.2.2 Part-time National Diploma Awards

A total of 517 National Diploma awards were conferred in Business over the period 1998/9 to 2003/4, with the highest number of awards (127) in 2002/3. These awards relate primarily to the National Diploma in Business Studies which has three streams - Accounting, Management and Marketing. From 2000 on, the introduction of two new programmes (the National Diploma in People Management and the National Diploma in Technology Management) contributed to the increase in the number of National Diploma awards in Business.

In Engineering, the number of Diploma awards was relatively stable up to 2002/3 but the numbers have declined since then. The School is currently conducting a revision of its part- time provision with a view to developing new course offerings and modes of study in response to market changes. Part-time numbers in Electronics showed a significant increase in 2005 due to the FLASHE programme and the day-release Bachelor of Engineering programme. National Diploma awards in the Department of Humanities relate to the National Diploma in Humanities (Audio Visual Media)9 and the National Diploma in Humanities (Theology).

7 The dot com crisis is thought to have contributed to the decline in part-time student numbers in engineering as multinational companies reduced their training budgets. 8 The National Certificate awards in the School of Science relate to the National Certificate in GMP & Technology. The Department of Computing, which is part of the School of Science, ceased a number of part-time programmes during the period in question. The provision of part-time programmes was compromised in the past by overstretching of departmental resources. However, there is a continued demand for part-time educational qualifications in computing and the Department is considering the re-launch of the part-time programme on a smaller scale. The National Certificate awards in the Department of Humanities relate to certificate programmes in primary modern language teaching. 9 This programme ceased in 1999 due to insufficient numbers. The programme was very intensive and students found it difficult to 148 complete the course on a part-time basis. Institute of Technology Tallaght - Delegation of Authority Submission

Figure 7.2 National Diploma Awards 1998/9 – 2003/4

140

120

100

Engineering No. of 80 Diploma Science Awards Business 60 Humanities

40

20

0 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Year

Year Engineering Science Business Humanities Total 1998-9 21 0 49 9 79 1999-0 22 0 87 0 109 2000-1 17 11 65 0 93 2001-2 21 4 100 9 134 2002-3 17 15 127 0 159 2003-4 5 0 89 2 96 Total 103 30 517 20 670

7.2.3 Part-time Degree Awards

Of the 501 Degree Awards conferred over the period 1998/9 to 2003/4, 420 of these were in Business. The Bachelor of Business Programme has proved very successful over the years and as the figures show, a high percentage of students progress to the Degree qualification stage.

A relatively small number of Degree awards were conferred in Science and Engineering. However, the development of new programmes of study, including the introduction of ab initio degrees in the Schools of Science and Engineering and in the Department of

149 Chapter Seven

Humanities, is expected to increase the number of part-time students pursing studies to degree level within these disciplines.10

Figure 7.3 Part-time Degree Awards

120

100

80

No. of Engineering Awards 60 Science

Business

40

20

0 1998-9 1999-0 2000-1 2001-2 2002-3 2003-4 Year

Year Engineering Science Business Total 1998-9 0 4 64 68 1999-0 12 4 75 91 2000-1 13 3 78 94 2001-2 14 2 44 60 2002-3 15 0 58 73 2003-4 13 1 101 115 Total 67 14 420 501

7.3 Examination Results Data

In Chapter Six, section 5.11, examination results data for full-time students was examined. This section provides a similar breakdown of examination results for the Part-time Programme. Part-time students, who are usually mature adults, perform better than their full-time counterparts at all levels and across all disciplines. This is generally due to the fact

10 Refer to Chapter Five, section 5.3.4 on the range of new programmes currently being developed within the Institute.

150 Institute of Technology Tallaght - Delegation of Authority Submission

that part-time students are more mature, have made decisions to undertake courses as part of a career development plan and are more committed to their studies. They can also complete a programme of study over a longer period.

7.3.1 National Certificate Examination Results

In Business, the percentage of students achieving an Honours award (M2, M1 or Distinction) varied between 60% and 77% over the period 1998/9 to 2003/4. The exception was 2002/3 when 68% of students achieved only a Pass grade and the remaining 32% were in the Honours category. The percentage of students in Business achieving a Distinction has varied from year to year, however the average for the period 1998/9 to 2003/4 was 27%. In engineering, the number of students receiving a distinction over the same period was considerably higher at 44%. The average in Science was 35%.

Table 7.1 National Certificate Examination Results (Part-time)

Department Year Number of Students Pass M2 M1 Distinction Total Engineering 1998-1999 10 8 8 17 43 1999-2000 5 8 7 20 40 2000-2001 331310 2001-2002 322411 2002-2003 2 3 7 12 24 2003-2004 123511 Science 1998-1999 00000 1999-2000 20013 2000-2001 524415 2001-2002 636823 2002-2003 00134 2003-2004 9 5 10 13 37 Business 1998-1999 16 8 9 7 40 1999-2000 15 11 23 16 65 2000-2001 30 24 31 22 107 2001-2002 24 25 24 20 93 2002-2003 54 7 8 10 79 2003-2004 31 6 8 51 96 Humanities 1998-1999 00000 1999-2000 01102 2000-2001 00279 2001-2002 00000 2002-2003 00000 2003-2004 0 0 0 45 45

151 Chapter Seven

7.3.2 National Diploma Examination Results

The majority of National Diploma awards were in Engineering and in Business. A high proportion of students achieved Honours in both disciplines – on average 76% of students in Engineering and 83% in Business. .

Within the Honours category, 39% of engineering students achieved a Distinction; the corresponding figure in Business was 36%. However, analysis of the data in table 7.2 shows that there was a decline in the percentage of part-time students in Business achieving a Distinction in the last three years

Table 7.2 National Diploma Examination Results (Part-time)

Department Year Number of Students Pass M2 M1 Distinction Total Engineering 1998-1999 562821 1999-2000 4 2 4 12 22 2000-2001 273517 2001-2002 444921 2002-2003 632617 2003-2004 41005 Science 1998-1999 00000 1999-2000 00000 2000-2001 222511 2001-2002 21104 2002-2003 524415 2003-2004 00000 Business 1998-1999 13 7 4 25 49 1999-2000 13 13 18 43 87 2000-2001 7 14 22 22 65 2001-2002 12 14 25 49 100 2002-2003 29 26 47 25 127 2003-2004 17 24 23 25 89 Humanities 1998-1999 00459 1999-2000 00000 2000-2001 00000 2001-2002 90009 2002-2003 00000 2003-2004 10102

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7.3.3 Degree Examination Results

Table 7.3 below provides a breakdown of awards at Degree level. Students at Degree level are more likely to achieve Honours, either at 2.2, 2.1 or First Class Honours. Analysis of the results in table 7.3 show that on average 91% of students in Business achieved an Honours Degree, 91% of students in Engineering achieved an Honours Degree, and on average 86% of students in Science graduated with an Honours Degree.

A high percentage of part-time students in all three disciplines received First Class Honours: 30% in Engineering, 21% in Science and 34% in Business. The high number of students achieving Honours Degrees on the Part-time Programme may be explained in part by the fact that part-time students have the flexibility to complete the Degree Programme over a longer period. Also, in Engineering, a performance threshold of GPA = 2.75 and average B grade in mathematics (score of 60%) is applied to all students before they enter the Bachelor of Engineering (Honours) programme. As with the Full-time Programme, the distribution of results in terms of level of award varies from year to year depending on the student cohort.

Table 7.3 Degree Examination Results (Part-time)

Department Year Number of Students Pass Hons 2.2 Hons 2.1 Hons 1.1 Total Engineering 1998-1999 00000 1999-2000 016512 2000-2001 127313 2001-2002 223714 2002-2003 156315 2003-2004 317213 Science 1998-1999 21014 1999-2000 01214 2000-2001 00303 2001-2002 00112 2002-2003 00000 2003-2004 00101 Business 1998-1999 4 12 23 25 64 1999-2000 11 15 18 31 75 2000-2001 5 18 31 24 78 2001-2002 2 8 19 15 44 2002-2003 2 15 17 24 58 2003-2004 14 23 42 22 101

153 Chapter Seven

Department Year Number of Students Pass Hons 2.2 Hons 2.1 Hons 1.1 Total Humanities 1998-1999 00000 1999-2000 00000 2000-2001 00000 2001-2002 00000 2002-2003 00000 2003-2004 00101

7.3.4 Post-Graduate Degrees

The Institute provides a number of post-graduate taught programmes available on a part- time basis. Table 7.4 shows the number of part-time students receiving awards in the Science and Humanities disciplines.

Table 7.4 Post-Graduate Degrees (Part-time)

Graduate Diploma Department Year Male Female Total Science: Graduate Diploma in 2003-2004 8 10 18 Pharmaceutical Production Humanities: Graduate 2003-2004 27 Diploma in Primary Language Teaching (French) Masters Degree Humanities: Master of Arts 1998-1999 0 0 0 Interactive Media 1999-2000 1 3 4 2000-2001 6 1 7 2001-2002 5 0 5 2002-2003 1 5 6 2003-2004 5 2 7

The Graduate Diploma and Masters Degree awards in table 7.4 relate to the Master of Arts in Interactive Media, the Graduate Diploma in Pharmaceutical Production and the Graduate Diploma in Primary Language Teaching. As part of its plan to develop the Part- time Programme, the Institute wishes to increase the number of post-graduate programmes available in part-time mode.

154 Institute of Technology Tallaght - Delegation of Authority Submission

7.4 In-Company Programmes

While the majority of part-time programmes are provided within the Institute, in-company delivery continues to play a significant role in the provision of part-time programmes within the Institute’s three Schools. In this context the term “in-company” can be interpreted as the delivery of programmes to the employees of companies, either on site, or possibly in the Institute as a homogenous class entity.

The provision of programmes in this manner is reflective of an institutional response to address the developmental requirements of firms and local organisations, primarily those operating in the engineering, ICT, pharmaceutical, bio-technology and associated sectors. The nature of work patterns across much of these industries is such that a more focused, shift-friendly approach is required, which recognises the time constraints and limits on staff availability within these industry sectors. The in-company model of education and training provision has enabled the Institute to provide a more focused and indeed flexible approach in the manner in which such programmes are delivered. In-company education provision can have a significant direct economic impact on staff education and development within these organisations, contributing to a sizeable increase in organisational capabilities. These in-company programmes are separately promoted and negotiated, normally by individual Schools with the respective client organisations.

In-company programmes in the Schools of Science, Engineering and Business and Humanities are elaborated in the next section.

7.4.1 In-company provision in Science

In 1998, as part of the Programmatic Review in the School of Science, a strategic analysis of science course requirements in the region was undertaken. Arising from this review, the School of Science identified a significant skill shortage in the region for scientists trained to operate and manage pharmaceutical production facilities. In 2000, the Department of Applied Science established the National Pharmaceutical Education Centre within the Institute to meet the needs of industry in this area. This is a state of the art pharmaceutical formulations pilot plant, with a pilot biotechnology plant and a technology transfer laboratory.

The Department of Science identified two specific groups that required education and training in pharmaceutical production:

• Operators in the Industry. Staff employed within the bio-pharma, active pharmaceutical ingredient and finished dose industries required formal qualifications

155 Chapter Seven

at Higher Certificate and Ordinary Degree level. In response the Department of Applied Science introduced a Higher Certificate in Good Manufacturing Practice and Technology in 2002. This programme is provided within the Institute although these courses are now being developed for delivery through a blended learning approach, to companies such as Wyeth and Genzyme. Some modules are delivered purely in distance mode and some on-site. Over the period 2002- 2005, 73 employees received a Higher Certificate in GMP & Technology. An Ordinary Bachelor Degree in GMP & Technology was introduced in 2004 and there are currently 33 participants on this programme.

The Add-on Bachelor of Science (Ordinary) in Pharmaceutical Technology and the Bachelor of Science (Honours) in Applied Chemistry are also provided in part-time mode and are designed to meet the needs of employees within these industries. • Graduates Working in Pharmaceutical Production. Staff employed in the pharmaceuticals industry required formal training and qualifications at Higher Diploma and Masters level in pharmaceutical production. In response, the Department of Applied Science introduced a Higher Diploma in Pharmaceutical Production and a Master of Science in Pharmaceutical Production.

To meet the needs of people working in sterile areas in hospitals, a Higher Certificate in Science – Sterile Services Technology, was also introduced.

Since the opening of the National Pharmaceutical Education Centre (NPEC), the Institute has been providing a wide variety of training courses, academic qualification and topical conferences which are specifically designed for the pharmaceutical industry. The NPEC uniquely positions the Institute as an education provider to the pharmaceutical industry. The training and education provided by NPEC covers topics within the API, Biopharmaceutical and Finished Pharmaceutical sectors. NPEC has delivered these training and educational programmes to a wide range of companies including: Genzyme, IVAX, Guidant, Wyeth Biopharma, Wyeth Medica Ireland, Helsinn Birex Pharma, Takeda, Organon, BMS, Schering Plough, Baush & Lombe, GSK, Pfizer and Merck, Sharp & Dohme.

7.4.2 In-company provision in Engineering

In a similar manner to the strategy developed in the School of Science, since the early years of the Institute the School of Engineering provided significant levels of in-company provision across a fairly broad spectrum of industry that could generally be defined under the broad banner of ICT and manufacturing industries. The following programmes have been provided by the School of Engineering as in-company programmes:

156 Institute of Technology Tallaght - Delegation of Authority Submission

Table 7.5 In-company Programmes in Engineering

Programme Company/Organisation National Certificate in Electronic Engineering Intel National Certificate in Microelectronics Manufacturing Intel, Analog Devices, Celestica, Hewlett Packard National Diploma in Electronic Engineering Intel, Celestica, Hewlett Packard National Certificate in Maintenance Technology NEC, Hewlett Packard, Merck Sharp & Dohme, IBM, Motorola/Celestica/Renishaw National Certificate in Mechanical Engineering Hewlett Packard, Intel National Diploma in Manufacturing Engineering Hewlett Packard, Intel, NEC

In addition to the above programmes, which lead to defined awards at National Certificate/Diploma level, the School of Engineering has delivered customised training courses to a range of companies. Examples include the provision of short training programmes in areas such as quality systems and statistical process control in Hewlett Packard, and a technical development programme for process operators in Intel to support the progress of technicians/operators through the Intel grading system. Customised training programmes were also provided for employees of Lake Electronics, Motorola, Lucent, IBM, and Celestica. The Technician Development Centre, established in partnership with Intel and Hewlett-Packard, is a shared education and training facility designed to educate and train engineering students and staff at Intel, Hewlett-Packard and the Institute.

The contraction in the ICT industry since 2001 has seen the level of these programmes reduce significantly, however more recent evidence suggests that this trend may be improving, in particular where flexible blended solutions are put in place, such as the FLASHE Higher Certificate in Electronic Engineering programme.11 This programme has the largest enrolment of any first year part-time programme in Electronics in the country. It allows participants to continue their studies in a flexible full-time manner and still enjoy the benefit of two days work placement. Companies such as Hewlett Packard and Intel support the programme, which is funded by the HEA.

Beyond that the School of Engineering recognises the market change and the need to change the delivery methodologies and profiles for part-time provision, enabling flexible access to degree level, and providing new programmes at post-graduate diploma and masters levels. The School is also examining the potential for provision of Continuing Professional Development Programmes and Professional Institution examination provision, as additional routes to develop and grow current levels of part-time provision.

11 The FLASHE programme was discussed in Chapter Five, section 5.4.6.

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7.4.3 In-company provision in Business

The School of Business accounts for the majority of part-time students within the Institute. In addition to developing a number of collaborative programmes through partnership with other professional bodies and third level institutes,12 the School of Business provides a number of in-company programmes. These include the Ordinary Degree in People Management which was developed in collaboration with Intel and IBEC, and is delivered as an in-company programme. Seventy-nine employees of Intel have successfully completed the course since its beginning in 2000. There are currently 21 people studying on the programme. The Institute and Intel also jointly run a Bachelor of Business Studies (Honours) programme that commenced in 2002. Sixteen people graduated from this programme in November 2004.

The School of Business has also delivered customised programmes to local firms and organisations. The following have been provided by the Department of Accountancy and Professional Studies:

• Budgeting for Managers in the Adelaide and Meath Hospital, Incorporating the National Children’s Hospital • Interpretation of Financial Statements for the Companies Office in the Department of Trade, Enterprise and Employment (now the Office of the Director of Corporate Enforcement) • Examination of Financial Records for newly appointed Inspectors of Labour in the Department of Trade, Enterprise and Employment, relating to the checks on employer records for the purposes of the application of minimum wage legislation • Financial Awareness Programme for staff in three subsidiary companies in the Smurfit Group • Individual seminars for professional accountants in the latest developments in Taxation, Financial Reporting and Auditing Issues

The Bachelor of Arts Degree in Technology Management and the Bachelor of Science Honours Degree in Technology Management, developed and delivered jointly by the School of Business and the School of Engineering, are worthy of specific note in the context of developmental impact aimed specifically at the SME sector. Both programmes are unique in that they are available only in part-time mode, and are orientated towards a multi-disciplinary perspective integrating technology and management disciplines. These programmes are funded and supported under Enterprise Ireland’s Innovation Management Initiative, which aims to increase the innovation performance (both technical and non- technical) of Irish-based companies by providing training and consultancy in innovation and R&D management.

12 The Professional Institute Programmes were considered in Chapter Five, section 5.3.1. Currently, there are 405 participants on the Professional Institute Programmes.

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In the modern business environment, understanding the dynamics of technology and mastering product and process innovation are critical to competitive success and survival. With this in mind, the Technology Management programmes focus on enhancing the critical management, business and technology capabilities within organisations. The main aims of the programmes are:

• To foster a culture of creativity and innovation • To provide an integrated suite of applied technology management modules • To explore key stages in the development of technology • To challenge students with a range of analytical case studies/problem solving tools

Since its inception in 2002, 105 people have graduated from the BA in Technology Management programme.13 There are currently 50 participants registered on the B.A in Technology Management and 19 on the B.Sc. Honours Degree in Technology Management.

7.5 Management of the Part-time Programme

The management and co-ordination of the Part-time programme crosses three primary functional units within the Institute: Development and External Services, the Registrars Office and the academic Schools and Departments. In some respects, the management structure is quite similar to that which pertains to the full-time programmes, while bearing in mind the necessary differences in terms of dynamics, timeframes and context.

Figure 7.3 Management of the Part-time Programme

Development & The Registrars External Services

Academic Schools & Departments

13 Prior to the NFQ changeover, this was a National Diploma in Technology Management.

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The Registrar’s Office has responsibility for the management of all aspects of admissions, registration and examinations relating to the part-time programmes.

The provision, induction and academic management of lecturing staff is the responsibility of the relevant Head of Department and Head of School, as is the management of assessments and examination of students. Development and External Services is responsible for the overall planning and co- ordination of the programme, including financial planning and control, promotion, time- tabling, student liaison and interaction with lecturers.

7. 5.1 Promotion of the Part-time programme

Promotion of the part-time programme is managed through the Marketing and Public Relations function within Development and External Services. However, individual departments also promote their programmes independent of External Services e.g. the Departments of Electronic and Mechanical Engineering make company visits to INTEL, HP and many other companies before the commencement of the part-time calendar.

Media promotion of the part-time programme includes the following:

• Print Media: primarily local or regional newspapers, educational supplements, selected magazines and journals, and flyer drops • Audio/visual media: selected radio channel promotions in late August and September • Event promotions - at high visibility events, such as Croke Park games in August/ September • Location promotions e.g. at high foot-fall locations and in main catchment areas along the line • Promotional stands are also operated or supported at a number of significant events and locations, including the Higher Options Fair, Public Sector Open Days and at Company Open Days in Intel, Wyeth and Hewlett Packard

The Institute also organises a number of open evenings in early September, at which lecturers, course co-ordinators and Heads of School/Department are available to answer queries and advise potential applicants on the various programmes.

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7.6 Review of the Part-time Programme

The part-time programme represents an area of significant strategic importance within the Institute. In numerical terms it compares very favourably with most other Institutes in the country. It has also demonstrated it’s potential to contribute to economic development through providing access to company employees to a significant range of developmental opportunities, along with providing the opportunity to companies to increase the knowledge and skills base within their organisations. There have been a number of significant reviews of the part-time programme, both in terms of its operation and its performance. The first was conducted as part of an internal audit process performed by Deloitte & Touche in 2001. This audit focused primarily on the operational structures of the Part-time Programme and associated procedural practices. The second review, which is part of a process that commenced in 2005, has focused on the ongoing sustainable management and delivery of the Part-time Programme. The Deloitte & Touche review and the internal review process are both considered in the next section.

7.6.1 Deloitte & Touche Review of the Institute’s Part-time & Continuing Education Programme

The Deloitte & Touche review of the Part-time programme focused on the completeness and accuracy of policy and procedure. The areas addressed by the internal audit were:

• Costing and pricing of part-time courses • Student registration • Invoicing and fee collection • Joint courses with industry • Short courses • Student record system • Documented policies and procedures • Management information and monitoring • Part-time student issues • Staff issues

Following the recommendations of the internal audit, appropriate actions were taken in a number of areas. This was achieved primarily through the development of policies and procedures in a number of areas, including advertising, the production of the Part-time

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Prospectus, the costing of the part-time programmes, timetabling and the management of the Part-time Programme. Standard Operating Procedures (SOPs) were developed in the following areas:

• SOP for timetabling and allocation of rooms for the part-time programme • SOP on procedures for the Management of the Part-time Office • SOP for the organisation and promotion of advisory evenings • SOP guide to part-time programme distribution • SOP guide to part-time programme production • SOP for part-time application forms production • SOP for part-time programme advertising

7.6.2 Internal Review Process

In January 2005 the Institute commenced a process of internal review with a view to an overall assessment of the strengths and weaknesses of the Part-time Programme and identification of factors critical to the ongoing sustainability and success of the Part-time Programme. The initial focus of the internal review was on immediate short-term issues that could impact on the Part-time Programme for the academic year 2005/6. A more strategic review of the Part-time Programme is also underway to consider the future direction and structure of the Part-time Programme.

The internal review group comprised the various Heads of Department and appropriate staff from both Development and External Services and the Registrars Office. Part-time students are a very significant stake-holder and their views were obtained following consultation as part of the various programmatic reviews and self-studies undertaken at departmental level, and also from student participation in Programme Boards.

7.6.3 Outputs and Recommendations

The key outputs and recommendations of the internal review process were as follows:

1. The review group emphasised that the Part-time Programme should be regarded as a core activity in the Institute and not an ancillary function to its full-time delivery mode.

2. The Institute’s assets (building, infrastructure and human capital) should be used to the maximum to serve the Institute’s target population/customer base.

3. A one-stop-shop to deal with all part time queries should be established in the main foyer of the Institute. All queries relating to part-time programmes should be handled by this office by individuals who are trained and familiar with the programmes provided by each of the Institute’s three Schools.

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4. A dedicated Head of Continuing Education post should be established to promote and administer all aspects of the part-time programme provision.

5. The specific costs incurred in delivering, managing and developing the Part- time Programme should be allocated and accounted for in the financial/ management information system.

6. The greater use of technology already available in-house should be exploited to be more efficient and to minimise bottlenecks in the management of the system. The Institute has begun to register all continuing students during the summer, in anticipation of their return in September. Texting and web messaging systems are also used to inform students of lectures that have been cancelled or postponed.

7. The Part-time Office should provide students with a student card immediately and an invoice/receipt, assuming all fees paid. The Part-time Office should also have a student card production facility as a fixed operation available throughout the year.

8. The Institute should aim to achieve a level of service such that if a student arrives to apply for a programme, all parts of the registration process (Banner inputs, invoicing, receipting and the issue of the student card etc.) should be achieved on the same evening and in a speedy fashion. The use of ‘quickadmit’ as in Waterford Institute of Technology for professional courses should be explored.

9. A ‘simple’ form should be designed and available throughout the year (not just in September) for registration purposes.

10. The marketing of the Part-time Programme raises the profile of the Institute and its full time programmes, and should be targeted.

11. Greater support and training should be provided for Associate Lecturers on the Part- time Programme, in the form of desks and computers.

12. A formal system whereby full-time lecturers support associate staff needs to be developed to guarantee comparable levels of academic achievement and delivery by the Part-time Programme.

13. An appropriate ‘cost and reward model’ for the decision-making process surrounding the part time and in-company/training programmes needs to be developed. It should be clear, documented and applied uniformly throughout the Institute with few exceptions.

14. A proportion of the part-time fee income should be specifically allocated for library and other resources used by those students.

15. Other supports available to full-time students should be extended to part-time students (resources permitting) e.g. the careers service.

16. Greater use should be made of the Institute web-site for registration, information and payment of fees.

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17. The Part-time Office should review and re-consider the provision of open evenings to attract and inform new students.

Additional feedback on the Part-time Programme from the Schools of Science and Engineering, not already included above, related to the following:

• The need for well-defined standard operating procedures on how to manage matters/queries relating the part-time prospectus, brochures etc. as well as freedom of information queries relating to the structure, duration and general content of programmes

• Provision of effective and timely feedback to students on written, email, or telephone queries. A logging system for calls/emails/letters with a status checking system is needed

• The need to improve the standard of tidiness in lecture theatres in the evening and to improve canteen facilities

7.6.4 Actions Taken in Response to Stakeholder Feedback

As a result of the review process, a number of changes were implemented with effect from September 2005. These changes were as follows:

• The addition of a full-time Grade 6 post in Development and External Services, with particular responsibility for the Part-time Programme, and an additional Grade 3 member of staff, operating from 2pm-9pm to support the handling of queries and such administrative issues that occur during the operation of the programme

• The allocation of additional administrative staff from Student Services in September/October to accelerate the processing of application forms and student registration issues

• The provision of a temporary high visibility information desk in the front foyer for the first weeks of operation of the Part-time Programme

• The provision of a structured induction programme for all new part-time students in the first two weeks of semester one

• The clear identification in the Guide to Part-Time Programmes that all queries are directed to a single point/extension number and the provision of telecommunications support to service this desk from multiple phone extensions

• The manual logging of queries for later analysis

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• The development and implementation of procedures for early notification, registration and processing of all follow-on students between Development and External Services and Student Services

• The accelerated input of all data to Banner and subsequent registration

• A significantly increased marketing profile in print and radio

• The delivery of a structured induction programme for associate staff

• The provision of re-focused open evenings, only operated in September

• The set of Standard Operating Procedures relating to the Part-time Programme were updated, and additional procedures put in place

• Additional information sources have been put in place, in print and on the web-site for part-time students, including a FAQ list

• A room cleaning protocol was organised such that where lecture rooms are vacant between 5pm and 6pm, room cleaning will take place in advance of the part-time programme commencing

• Canteen services were expanded and improved with greater variety

• The first blended learning solution designed to enhance learner flexibility commenced in 2005 with the FLASHE programme in Electronic Engineering

• Library and Institute opening times were extended

7.6.5 Future Directions

While a number of improvements have been implemented to improve the delivery and operation of the Institute’s Part-time and Continuing Education Programme, closure needs to be achieved on what have been preliminary discussions to date in a number of areas, for example:

• Specifying and putting in place a management level post with responsibility for lifelong learning in the Institute. In parallel the operational structures of the part-time office will need to be re-examined in this context

• The development of cost centre structures and better decision making models in relation to the part-time programmes

• Undertaking a comprehensive survey of all part-time students to obtain feedback on a range of issues, including programme content and delivery, induction, academic administration and student support

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• The formation of a Strategy Review Group to examine and develop an explicit strategy for the Part-time Programme, both in relation to the development of new courses and new forms of delivery involving blended learning. The management and administrative practices and systems also need to be examined with a view to improving service levels and cycle times for processing of part-time programme student data.

• The Senior Management Group has approved a draft strategy on technology enhanced learning in October 2005. This will be a key corner-stone in the future development of the part-time programme in the Institute. It will move the capability level of the Institute towards a position where much greater levels of learner flexibility can be achieved. The development of e-learning will also devolve more control to the individual learner in the learning process

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Student Services

167 Chapter Eight

Student Services

8.1 Introduction

This chapter considers the range of support services available within the Institute designed to facilitate access and to enhance the educational experience of students. The Institute facilitates entry by students from groups that are traditionally under-represented at third level. A variety of pre-entry activities and post-entry supports are available to students and a range of other services, such as the careers and appointments, alumni, health, counselling and chaplaincy services, also benefit an increasingly diverse student population.

The Institute encourages students to take responsibility for their own self-development during their time in education by participating in both academic and non-academic activities. Participation in non-academic activities is an important part of the holistic development of students and an important factor in their personal development. Through involvement in student activities, including sports activities and various clubs and societies, students develop a wide range of skills (social skills, leadership and communication skills and team-building skills) that contribute to their personal development. These skills, as outlined in chapter 5, are transferable skills which can be employed in different situations.1 They contribute to students’ employability as recognised in the definition put forward by Knight et al (2001), where employability is defined as ‘a synergic combination of personal qualities, skills of various kinds and subject understanding’.2

The first part of this chapter considers the philosophy, management structure and organisation of student services. The second part considers the full range of support services available within the Institute that facilitate participation in education by under- represented groups and contribute to the personal, academic and professional development of students. The final section considers the Students’ Union.

8.2 A Sense of Community

The philosophy that underpins the provision of student services in the Institute is that the student is the most important person in the Institute and is the purpose of our work. All of the Institute’s activities are centred on a single campus.3 This facilitates interaction

1 Refer to section 5.7.4 2 As cited in The hidden value of higher education learning: transferable skills and their importance for graduates of modern language programmes (2004, p.35). 3 Although sports and recreational facilities are currently provided off-campus. 168 Institute of Technology Tallaght - Delegation of Authority Submission

among students from different disciplines and also contributes to the development of a sense of community.

One of the unique strengths of the Institute is the wide range and variety of clubs, societies and recreational activities available. These activities are also open to staff which facilitates staff/student relationships. The close involvement between staff and students is reflected in projects such as the Kilimanjaro Project which raised over €100,000 for Childaid. This project was carried out in 2004 by staff and students of the Institute, together with staff from South Dublin County Council.

8.3 Student Services

The Registrar in conjunction with the Academic Administration and Student Affairs Manager co-ordinates a wide range of student services. These currently encompass:

• Access Office and Disability Support Service • Student Counselling Service • Health Services • Chaplaincy Service • Sports and Recreation Service • Careers and Appointments Service • Alumni Association

8.3.1 Self-study

As part of the delegated authority process, each of the different areas was asked to conduct a self-study of their activities with a view to improving service provision. In addition, a Direct Services to Students Focus Group was established to guide the self- evaluation process.4 Membership of the focus group comprised all of the different service providers outlined above, together with student representatives, staff representatives, the Delegated Authority Project Manager and the Registrar. The main aim of the focus group was to enable the service providers to obtain feedback with regard to how they operate, to identify the ways in which they interface with staff and students and to pin-point any common Institute-wide issues that needed to be resolved.

Before considering each of the different areas, the next section outlines the staffing structure within Student Services and the role of the Student Services Committee (SSC) in co-ordinating the provision of student services within the Institute.

4 As discussed in Chapter 4, section 4.4.1.

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8.3.2 Student Services Structure and Staffing

The staffing and organisational structure for student services is outlined in Figure 8.1 below. Student Services comes under the remit of the Registrar’s Office. The Student Services and Academic Administration Manager reports to the Registrar and has overall responsibility for the management of student services. Support is provided by the administrative staff in the Registrar’s Office.

Figure 8.1 Student Services Organisational Structure

Registrar

Academic & Student Affairs Manager

Health Centre Nurse/Doctor Student Counsellor

Careers Officer Chaplain Alumni Officer

Access Officer Sports & Recreation Officer

8.3.3 Student Services Committee

The Student Services Committee (SSC) of the Institute was established to promote, co- ordinate, develop and oversee student services in the institute. As part of its functions, the SSC

• promotes sports clubs and sporting activities • encourages, promotes and co-ordinates student activities in the arts and the debating of economic, cultural, social, scientific and technological issues.

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• Promotes and develops student welfare services in the institute.

Membership of SSC includes members of staff (student services) and Student Union representatives. Disbursement of all monies is in accordance with general Student Services Committee policy and decisions made at Student Services Committee meetings. The SSC allocates funding to the Students Union for its day to day operation and always in response to a documented budget plan prepared by the Students Union. The budget plan generally covers the following areas: administration, travel and transport, USI events, welfare, campaigns and entertainment. The SSC allocates funding each semester subject to satisfactory submission of accounts and receipts.

The SSC meets approximately 25 times a year. This regular contact between student services personnel and student union leaders provides an instant feedback mechanism about services and facilities. It also informs policy developments and provides an immediate response.

As part of the self study process the SSC has recognised that it needs a formal constitution to assist it in the direction of its focus and structure. A draft constitution has been developed and is under active consideration. Standard operating procedures (SOPs) are also being documented for all processes involved in SSC operations.

The Institutes Management is also reviewing internal financial reporting arrangements with a view to providing further information regarding the distribution of the student capitation fee, in accordance with the HEA guidelines.

8.4 Access Office and Disability Support Services

The Access Office was established in October 2001. The Office is responsible for encouraging greater participation by students from groups that are traditionally under- represented at third level. As nationally recognised, these groups are:

• students from disadvantaged socio-economic backgrounds • mature students • students with disabilities • members of the Traveller community

The Office is staffed by one Access Officer, with administrative assistance from the Registrar’s Office. It is located in the Registrars Office suite in Room 120 on the first floor.

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8.4.1 Students from Disadvantaged Socio-economic Backgrounds

The Institute is committed to encouraging students from disadvantaged areas to participate in its educational programmes and to supporting them during their time in the Institute. In 2004, approximately 44% of first year students at the Institute came from areas in close proximity to the Institute, areas where there are traditionally very low levels of participation at third level.5 These areas are listed in Table 8.1.

Table 8.1 Participation in Third Level Education

Geographical Area Participation Rate (%) Tallaght-Firhouse 36 -Inchicore 29 South Inner City 28 Crumlin-Kimmage 32 Palmerstown 16 Clondalkin-Neilstown 13 Ballyfermot- 10 Source: Higher Education in Focus: The Clancy Report 2003

A number of areas that are within the immediate catchment area of the Institute have participation rates of 36% or less. These rates are very low when compared to other areas of South Dublin - such as - and Rathmines-Terenure, which have participation rates of 73% and 71% respectively.

The Institute has a number of programmes and support schemes in place to enhance participation. The Access Office works closely with local second-level schools, colleges of further education and community education groups. Students, parents and teachers are involved and a partnership approach is used to maximise the involvement of all concerned.

8.4.2 Initiatives to Increase Participation in Third Level Education

A variety of projects managed by the Access Office facilitate access to higher education by students from local disadvantaged areas. These include (i) the Access to College Education (ACE) Project, which is focused on the West Tallaght RAPID6 area, and (ii) the Clondalkin Higher Education Access Programme (CHEAP), which is focused on the North Clondalkin RAPID area. The Access Office also promotes access by mature students in Colleges of Further Education, facilitates access by participants from other local and community

5 The breakdown of student numbers by location was analysed in Chapter Five, section 5.7. 6 RAPID Programmes (Revitalising Areas by Planning, Investment and Development) are those areas identified by Government as most disadvantaged (see Chapter 2, section 2.2.9). Twenty-five disadvantaged urban communities were included in the first phase of RAPID, four of these in South Dublin County - one in North Clondalkin and three in West Tallaght. 172 Institute of Technology Tallaght - Delegation of Authority Submission

education groups, and promotes access to education in other disadvantaged areas within the Institute’s catchment area.

8.4.3 The Access to College Education (ACE) Project

The RAPID Programmes (Revitalising Areas by Planning, Investment and Development) were launched in 2001 under the Programme for Prosperity and Fairness (2000-2002).

There are three second-level schools in the West Tallaght RAPID areas:

• Jobstown Community School • Killinarden Community School • St Aidan’s Community School Brookfield

These 3 schools run a project funded by the Department of Education and Science known as ACE (Access to College Education). The Access Officer is on the ACE Board of Management and provides the following pre-entry and post-entry supports for students from these areas.

8.4.3.1 Pre-entry Supports

The following pre-entry activities are organised by the Access Office in co-operation with ACE:

• The Access Officer meets with fifth and sixth year classes in each school to talk about third level education in general and the programmes offered at IT Tallaght. • Information Evenings for parents of ACE students are held every year in the Institute. • Easter Revision courses for Leaving Cert students are held every year in the Institute. • A Mathematics Initiative with teachers and fifth year pupils in Killinarden Community School and Jobstown Community College. This initiative was implemented in January 2004. Seventy-five students from the two schools participated in the programme. • The Access Officer assists in the selection of pupils for the ACE After-school Programme.

8.4.3.2 Post-entry supports

Students who enrol at the Institute under the ACE project are provided with a variety of post-entry supports. These include free textbooks, laptop computers (available on loan to students who do not have a computer at home) and extra tuition (available to students who are having difficulties with particular subjects). A Peer Mentoring Programme is in its

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first year of operation. Ten second, third and fourth year students at the Institute supported under the ACE project were trained as mentors and matched with ten first year students from the ACE schools.

The supports to students are organised and provided by a network of groups: the Institute, ACE, the Tallaght Area Partnership and Tallaght Youth Service. Funding is obtained from the Institute Student Services Fund, Central Funds and the Tallaght Area Partnership Millennium Fund.

8.4.4 The Clondalkin Higher Education Access Programme (CHEAP)

There are two second level schools in the North Clondalkin RAPID Area (Collinstown Park Community School and St Kevins Community College) and one school in another disadvantaged community in Clondalkin (Deansrath Community School). These three schools run a Department of Education and Science funded project known as CHEAP (Clondalkin Higher Education Access Programme). The Access Officer is on the CHEAP Board of Management. Similar pre-entry activities to those in West Tallaght are carried out, and the same post-entry supports (other than the Peer Mentoring Programme) are available. These activities are funded by the Institute and the Clondalkin Area Partnership.

8.4.5 Access Initiatives in other Disadvantaged Areas

There are additional areas of disadvantage in the nearby postal districts of Dublin 8, Dublin 10 and Dublin 12. Formal links were established recently with the following schools: CBS, James’s Street; Warrenmount Presentation College, Blackpitts; Caritas College, Ballyfermot and Our Lady of Mercy School, Drimnagh. Regular visits are made to each of these schools and post-entry supports in the form of free books are now standard practice.

8.4.6 Colleges of Further Education

There are two large Colleges of Further Education within the Institute’s catchment area: Greenhills College of Further Education and Pearse College of Further Education. Many of the students in these Colleges are mature and are studying Post Leaving Certificate (PLC) courses or the Leaving Certificate. The Higher Education Links Scheme and entry as a mature student are valid routes to participation by these students. Every encouragement is given to learners within these colleges to consider the opportunity offered by these entry routes.

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8.4.7 Local and Community Education Groups

There are a number of local and community education groups in West Tallaght and regular contact and visits are made to liaise with these groups. The Institute has developed linkages with:

• Tallaght Women’s Education Network • Tallaght Young Mothers Group • Youth Horizons Jobstown ( A Project for Early School leavers) • Target Brookfield (Probationers) • St. Basil’s Traveller Education Centre The Access Office also facilitates access and provides support to:

• Students in receipt of the Back to Education Allowance • Students in receipt of Lone Parents Allowance • Students who have been referred and recommended for support by external sources (e.g. Local Area Partnerships)

These students receive supports from the Access Office in the form of free books, extra tuition and the loan of a laptop if required. Currently, twenty-nine students fall within this category.

8.4.8 Services for Students with Disabilities and Specific Learning Difficulties

The Institute is committed to facilitating students with disabilities as an issue of basic human rights and as an integral part of its undertaking to equality of opportunity in higher education. The responsibility for implementation of policy lies within the Registrars office, which liaises with other schools and departments within the Institute as appropriate and with other relevant agencies.

Students with disabilities are encouraged to contact the Registrar’s office as early as possible to outline their requirements. Every attempt is made to facilitate students and to provide special equipment and support. Students with dyslexia and related learning difficulties are requested to advise their Head of Department as soon as possible. Examination arrangements are also organised for students with disabilities provided sufficient notice is given.

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8.4.8.1 Pre-entry Services for Students with Disabilities

It is important for students with disabilities that necessary supports are in place from the start of their third level education. The Access Office strives to create an inclusive environment for all learners, and to this end all documents supplied by the CAO to the Institute regarding applicants with disabilities are studied in advance. These documents comprise the following:

• CAO Supplementary Information Form • CAO Evidence of Disability Form • CAO Second-level Academic Reference • Any other medical/psychological reports supplied by applicants Students who might need intensive supports are invited to the Institute in June. An individual consultation with the Access Officer enables students to make preparations in advance and allows the Institute to make any necessary arrangements in good time. Students who will not require such intensive supports are written to and informed of how to go about accessing the disability service if they register at the Institute in September. Details of supports available are also supplied. Table 8.2 shows the amount of funding received for students with disabilities and the number of students assisted.

Table 8.2 Funding for Students with Disabilities

Year Funding Received € No of Students Assisted 2001/2 52,094 9 2002/3 51,885 11 2003/4 92,895 18 2004/5 61,666 19

8.4.8.2 Post-entry services to students

The Institute conducts a Disability Support Assessment based on discussion between the student and the Access Officer - and the particular circumstances and needs of the student as indicated in the relevant documents supplied to the Institute. The Disability Support Assessment outlines an agreement between the student and the Institute on support requirements in relation to teaching and learning, assessment and examinations, and accessibility. Where necessary, the relevant Head of Department and lecturing staff are involved in reaching this agreement. The Access Officer also liaises with the Library and Building Services about students’ learning support needs and facilitation of same. As the student progresses through his or her studies, adjustments to the Support Assessment may be made.

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The Access Officer applies to the National Access Office each year on behalf of students for funding for supports. The main support services provided are:

• Extra tuition • Note-takers • Sign language interpreters • Copies of lecture notes • Dyslexia support tuition • Computers, printers, scanners, auxiliary devices: purchase, preparation, issue and maintenance • Software: purchase, installation and maintenance • Free photocopying • Radio loop system

The Access Office arranges payment and receipting for all of the above. It also works with staff in the Registrar’s Office to make appropriate examination arrangements. The Quarterly and Annual Financial Returns on Expenditure are managed by the Finance Office.

8.4.8.3 Examination Arrangements

The Institute recognises that equality of opportunity in assessment is a fundamental cornerstone of equality in education and alternative examination arrangements are made for students who require them. In the academic year 2004/5, 45 separate exams were arranged in the Winter Semester, 63 separate exams were arranged in the Spring semester, and 23 separate exams were arranged in the August session.

The most frequent accommodations are:

• Extra time allowance • Provision of separate room and invigilator • Provision of reader, scribe • Use of computer, tape recorder • Arrangement of due consideration by examiners.

All exam accommodations are revised with each student every semester and confirmed in writing.

8.4.8.4 Other services

In order to provide a comprehensive service to students with disabilities/learning difficulties, the Institute also provides:

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• An Assistive Technology Room in the library. The Assistive Technology room has two personal computers with voice recognition software, scan/read software and magnification software. These are available to all students with disabilities. • A general information and advice service is provided for students, potential students, parents and second-level school personnel. • The Access Office provides information for staff and training for staff in supporting students with disabilities

8.4.9 Services for Mature Students

The Institute aims to attract more mature students and as part of the Strategic Plan 2005- 8 a range of measures for the recruitment and support of mature students were identified. The Institute has set a target of 7% for mature students (as a percentage of first year full- time students) for the next three years.

The following pre-entry supports are provided for mature students:

• A general information service - in response to individual requests by telephone, email, and in person. • A financial information session in May of each year in which all CAO mature applicants are invited. • An invitation to interview to all mature applicants. Decisions on offers are made in conjunction with the Admissions Officer.

Once registered at the Institute, every attempt is made to support mature students e.g. by organising social evenings. Additional supports are provided for disadvantaged mature students e.g. free books and extra tuition. The Institute has a Mature Students Society, which is supported by the Institute.

8.4.10 Student Assistance Fund

Each year the Department of Education and Science allocates a substantial sum of money to assist disadvantaged students, in the form of the Student Assistance Fund. A committee of four appointed by the Registrar assesses each application. The Committee consists of the Access Officer, Chaplain, Students Union Welfare Officer, and Academic Administration and Student Affairs Manager. Every effort is made to ensure that the fund is allocated to students who are most in need. Details of the number of students assisted are provided in table 8.3. The National Access Office issues guidelines for the operation of the fund.

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Table 8.3 Student Assistance Fund

Year Funding Received € No of Students Assisted 2001/2 148,000 319 2002/3 160,017 270 2003/4 153,750 288 2004/5 99,506 203 Total 561,273 1,080

The Access Office also provides information and advice to students on how to avail of other sources of assistance e.g. the Maintenance Grant and the Local Area Partnership Millennium Funds. Information leaflets on these and other forms of assistance are available from the Access Office.

8.4.11 Registration and Induction

Every year new first year students are brought into the Institute prior to the start of classes for registration and induction. The Access Officer plays an active role in the organising these events and is responsible for the training and management of student leaders (of which there are approximately 20 each year). The student leaders conduct campus tours and act as sources of information and advice for new students. Many student leaders continue to assist first year students throughout the year.

8.4.12 Access Office: Future Directions

In line with the Institute Strategic Plan 2005-8, it is hoped to establish a Disability Office this year, staffed by a part-time Disability Officer. The provision of such a service will have the following major impacts:

• Students with disabilities will be catered for with a wide-ranging, effective service • Staff training and development on disability will be implemented • The Assistive Technology room in the Library will be developed and fully utilised. • The Access Office will develop and expand its services to students from disadvantaged backgrounds and mature students • A Foundation Course for adults will be developed and delivered in conjunction with a local provider • Effective community links will be established with other second-level schools in disadvantaged areas. The following schools have been identified for establishing links in the 2005/6 academic year: St John’s, Ballyfermot, St Joseph’s, Stanhope Street and St. Paul’s CBS, North Brunswick St. The last two schools are on the LUAS line.

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• The Institute will participate in an evaluation of Access Programmes conducted by the HEA National Office for Equity of Access to Higher Education. This evaluation will consist of the evaluation of the current policies, procedures and activities within the Institute in relation to access. This evaluation will be completed in February 2006.

8.5 Student Health Service

The Student Health Service was established in 1992. It was initially a part-time service but has evolved over the years to become a full-time service offering 12 hour daily opening. The location of the centre has changed a number of times but has always remained in the main body of the Campus building for easy access and quick response. The convenience and personal approach of an on-campus clinic provides an efficient and holistic approach to the student needs. The full-time nurse is an active member of the Student Services Committee and the Health and Safety Committee.

8.5.1 Staffing

The health centre is located on the first floor of the Institute. The service is currently staffed by two nurses: a full-time nurse from 9am to 5pm Monday to Friday and a part-time nurse from 5pm to 9pm Mon to Thursday. The part-time nurse is also available on Saturday from 9am to 1pm. The Institute Doctor attends on a sessional basis: Monday 10am to 1pm, Wednesday 2m to 4pm and Friday 9.30am to 12.30am. The doctor (or locum doctor) is also available to students at a discounted rate outside these times, in a local private clinic.

8.5.2 Function

The Health Centre provides the following services:

• Medical attention to all students who feel unwell or become ill on campus

• Emergency medical treatment for accidents occurring within the Institute

• Medication for minor illnesses that arise during Institute hours

• Information and appointment scheduling for local medical facilities e.g. dentists, physiotherapists, hospitals, clinics etc.

• Health promotion and encouragement of a healthy lifestyle

• Access to General Practitioner (GP) services

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A GP clinic is held on campus 3 times weekly and provides services such as the following:

• Treatment for acute illness.

• Support/advice for medical conditions e.g. asthma, eczema, etc.

• Sports injury treatment

• Contraceptive advice and prescription.

• Smear tests (arranged for Institute doctors’ private clinic)

• Pregnancy testing and non-judgemental referral if requested.

• Sexual health including sexually transmitted disease investigation and follow-up

• Repeat prescriptions

• Vaccinations and travel advice

• Referral, on request, or where deemed appropriate to counsellor or other support bodies

Additional services provided by the Health Centre include:

• The provision of information and advice in areas such as nutrition and the encouragement of a healthy lifestyle

• The provision of forms and advice on medical cards and entitlements

• Health information lectures/displays and the organisation of Health Awareness and Feel Good Days

• Assessment of Student Health Questionnaires and follow up where necessary

• Provision of first aid lectures to relevant student groups in the Institute: professional cookery students, hospitality students, science students and students involved in sports

• In 2005 the Health Centre co-ordinated an Asthma Clinic supported by Allen & Hansbury Pharmaceutical Company. The clinic was held on a monthly basis and was well attended.

8.5.3 Primary Customers

The primary users of the Health Centre are students. All students are requested to complete a Health Questionnaire when registering with the Institute. This ensures that the Health Centre has a baseline health status report in the event of any accident or illness occurring while students are attending the Institute. The Health Questionnaire is a useful tool to assist those whose medical condition may interfere with their academic performance e.g. chronic conditions requiring regular check-ups, psychological issues, skin

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conditions exacerbated by wearing gloves in labs, colour blindness, etc. The Health Centre can attend to staff only in the event of emergencies.

A total of 2,694 people attended the Student Health Centre in the 2004/5 academic year. A total of 637 students attended the Institute doctor’s surgery in 2004/5. An extra hour was added onto the Wednesday afternoon clinic to deal with the increase in demand.

8.5.4 Publications and Communications with Students and Staff

The Student Health Centre Webpage provides comprehensive information on the location, staffing, opening times, functions and services offered by the Health Centre. It also provides information on local medical facilities, information on medical cards and application, and information on men’s health and women’s health topics. A Student Health Centre leaflet is also provided with information on these issues and information is also contained in the Student Handbook.

The Health Centre also prepares an Annual Report each year with information on attendance figures for the Student Health Centre, as well as the number of referrals, attendance at GP clinics, etc. This information is an important source of feedback for the Health Centre.

Figure 8 provides information in relation to the number of accidents in the 2004/5 academic year. The main areas where accidents occur are in sports, science laboratories and catering (the class kitchen). Accident and emergency referrals have fallen in the last two years, possibly as a result of efforts to increase health and safety awareness among staff and students in the relevant areas. The total number of accidents in 2004/5 was 68, compared to 75 in 2003/4 and 109 in the previous year. The main areas where accidents have fallen are in chemistry and biology laboratories and in the class kitchen.

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Figure 8 Accidents by Area 2004/5

Building 5% Chemistry Labs 14% Institute Grounds 9%

Biology Labs 14%

Engineering Labs 3% Darkroom/AV Lab 2%

Class Kitchen 5% Sports 37%

Production Kitchen 8% Main Canteen 3%

Students who have an injury must complete an accident/incident form and note the root cause of the accident. This is important if corrective action is to be taken to avoid future recurrence.

8.5.5 Quality Assurance

Guideline documents have been developed in collaboration with the Institute doctor in the following areas:

• Advice document for the use of emergency contraception. • Guidelines on taking the oral contraceptive pill. • Cervical smear screening and results. • Pregnancy and ante-natal care. • Procedure for unplanned pregnancy.

The Student Health Centre has also produced Standard Operating Procedures in relation to the following:

• MED 1 SOP when handling student Medical Files. • MED 2 SOP when handling Medical Reports during Exams. • MED 3 SOP for Confidentiality in the student/nurse relationship

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The Service has advised on the development of documents e.g. Guidelines for New and Expectant Mothers Attending College and Guidelines on Accident/Incident Management in the Institute.

Presently there is an open door policy for students attending the Health Centre. Response time can be unpredictable due to unforeseeable events but all queries are dealt with on the day if possible. Appointments for the Institute doctor can be made by contacting the Health Centre by phone, e-mail, text, mail or in person. All correspondence is returned on the day. Follow up is either completed in person or by phone if the student is referred to a hospital.

8.5.6 Services for review

The Health Centre revolves around a learning environment that serves to educate its students not only from an academic perspective but also life skills and lifestyle. Therefore the approach to student health is one of a holistic nature, taking into account students’ health, safety and welfare. The Student Health Centre is not to be perceived wholly as a G.P clinic serving the needs of sick students but as a Centre where Health Education and Promotion are to the forefront. Health Promotion is an area in which the Institute seeks to encourage students to get involved.

8.5.7 Outcomes of the Self-study

As a result of meetings and consultation among the Student Health Centre staff, as well as participation in other fora - including the Direct Support to Students Services Group, the Health, Safety and Welfare Committee and the Student Services Committee - the following areas were identified as areas for improvement:

• The space provided for the Student Health Centre is inadequate. A total of 2,694 students attended the Student Health Centre in 2004/5. The Student Health Centre is a priority for development in the Campus Development Plan. As a short term measure, it is planned to double the area of the Health Centre in 2006.

• An extra GP clinic is required due to the high level of demand by students. Five hundred and sixty-six students attended the GP clinic in 2003/4. A further 390 attended the doctors’ private clinic during the same year.

• The range of services provided by the Health Centre could be expanded. Ideally, space permitting, a wider range of services for students could be provided on campus e.g. an asthma clinic, psoriasis clinic, STI clinic, and weight reduction and physiotherapy sessions.

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• The Centre needs to liaise in a more formal manner with lecturers and other staff in particular areas such as sport, catering, hospitality and science to minimise the occurrence of accidents in these areas.

• Ongoing professional development is essential for staff. This is achieved through participation at various conferences and workshops organised by different professional bodies throughout the year, including the Institutes of Technology Nurses Association. In order for the nurse to participate in such activities, cover by an agency nurse is required. This is an issue that needs to be addressed.

• The Health Centre will continue to work on the development of standard operating procedures in order to maintain standards and to ensure consistency if agency cover is required.

• While the Centre provides any necessary emergency treatment for staff, a large number of staff continue to use the Student Health Centre as an advisory/treatment unit. This may suggest the need for a part-time medical staff/occupational health presence in the Institute.

8.6 Chaplaincy Service

The Chaplaincy service is provided to facilitate the social, human and spiritual development of students within the context of their own religious traditions. All beliefs are equally esteemed and services are provided for people of all denominations and those who adhere to no denomination. The service is staffed by a full-time Catholic Chaplain. A Church of Ireland Chaplain (from St. Maelruains Church, which is located just beside the Institute) also visits on a regular basis and can be contacted by phone at all times. Where a Church does not have its own Chaplain visiting the Institute, the chaplaincy service is available to help establish a link with the student’s faith community.

8.6.1 Services Provided

The Chaplaincy service is located in a prefabricated building at the rear of the Institute and provides the following services:

• Religious services in the Institute • Meditation sessions • Retreat weekends • Support to students and their families in times of bereavement and illness

The Chaplain is involved in all aspects of college life, including the promotion of social

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projects and other initiatives which contribute to development of students. Strong links are established with the local St. Vincent De Paul (SVP) Society. In 2002, a Remembrance Garden was opened to recall the role of deceased students and staff and to provide a sense of community and solidarity within the Institute. Remembrance services are held annually.

An important function of the Chaplaincy is to foster relationships with all levels of academic support activity, including student services, clubs and societies and the students union. In particular, the Chaplaincy provides a pastoral counselling bridge to, and support for, professional counselling. The full-time Chaplain also plays an important role as a member of the Student Services Committee (SSC), the Student Assistance Fund Committee (SAF) and the Child Care Assistance Fund Committee (CAF).7

With the development of new accommodation for student services, additional facilities will be provided to support the Chaplaincy.

8.7 Counselling Service

The Counselling service provides a safe and supportive environment where a student can come and talk about any issue that is bothering him/her. The service offers individual counselling and workshops on a range of areas including study skills, exam techniques, stress management and assertiveness.

The full-time counselling psychologist is a member of both the Psychological Society of Ireland (PSI) and an executive committee member of the Irish Association of University and College Counsellors (IAUCC). As such the counsellor operates within both the PSI code of ethics for psychologists and the IAUCC guidelines for student counsellors. The counsellor is located in a pre fabricated building situated at the rear of the Institute.

8.7.1 Counselling Services

The following services are provided by the Institute’s counselling psychologist:

• one-to-one counselling during Institute hours to the full-time students. • advocacy on behalf of students where appropriate • liaison with other institute staff where appropriate • information on and referral to external agencies • information and guidance for staff who have concerns about students well-being • study skills workshops

7 The role of the Chaplaincy is defined in Section II of the Draft Memorandum of Understanding on the Chaplaincy in the Institutes of Technology.

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8.7.2 Information Services

Information on the services provided is communicated through counselling service leaflets, the student handbook and information provided online on the Institute’s website. A range of leaflets is also made available in the Student Counselling office in areas such as:

• Adjusting to College/thinking of withdrawing from College • Study Skills • Eating disorders • Self-confidence • Anxiety/panic attacks • Depression • Family/relationship difficulties • Alcohol/drug use • Abuse

8.7.3 The Number of Students Using the Service

In the 2004/5 academic year, 74 students availed of the counselling service. Of these, 43 students requested ongoing one-to-one counselling. A further 31 students used the service for consultation and information purposes. A higher percentage of female students access the counselling service compared to males. The ratio was 30% male to 70% female in 2004/5. This is high given that the gender balance within the Institute was 57% male and 43% female. Research shows that males between the ages of eighteen and twenty-five are one of the high risk groups and this is an issue that will have to be considered and monitored over the next couple of years with a view to increasing awareness among males of the service.

Female students were more likely to refer themselves whereas male students are more likely to be referred to the service by another person. A quarter of all referrals came from the medical team and 12% of students were referred by staff members. Fourteen percent were referred by family or friends.

The School of Business and Humanities accounted for 70% of students using the counselling service. Science students accounted for 23% of service users and engineering students for 7%. This breakdown reflects the general breakdown of the student population within the Institute. However, the low number of students from Engineering may also reflect the fact that 97% of engineering students are male and there is a low uptake by male students in general.

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8.7.4 Feedback and Evaluation

The counselling service administers a survey at the end of each academic year to all those who attended ongoing counselling throughout the year. This survey is completely anonymous. The survey asks a number of questions related to the quality of the service provided to the student, including: how useful they found the service, how long they were waiting for an appointment and what they would like to see improved.

The results of the student surveys have been very positive. Students have found counselling very helpful in their approach to overcoming difficulties. The main issue identified for improvement related to the location of the counselling office. Originally the counsellor was located beside the students union building and students emphasised that it was very public. In response to these findings, the service was relocated to a new building in a more private location at the back of the Institute.

8.7.5 Self-study Outcomes

As part of the self-study process, and as one of the outcomes from the Direct Services to Students Focus Group,8 the counsellor conducted research into student and staff awareness of the counselling service. This survey was conducted by a group of third year marketing students as part of their continual assessment. The survey asked various questions concerning staff and student awareness of the counselling service, including where the service is located, how to access the service, whether they (students) would use the service, and what reservations they would have about using the service.

• The survey found that 84% of students were aware of the counselling service. The most effective forms of communication were the student handbook and student induction. The intranet was the least effective means of communication. However, many students were unclear about the issues that counselling deals with. This is an issue to be studied and addressed. Sixty-eight percent of students stated that they did not think the office location was suitable, with many of them believing that it should be located in the main building. This problem will only be resolved with the development of the campus.

Students recommended that the counsellor continue to visit classes during the academic year as this was an effective way of raising awareness among students.

• Seventy-five percent of staff members were aware of how to contact the student counsellor. There was some confusion about the location of the office due to its moving premises during the academic year. In 2005, the counsellor visited lecturing

8 As discussed in section 8.3.

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staff in all eight of the Institute’s Departments to inform them of the student counselling service.

• A theme that emerged from some of the students attending counselling throughout the year was the issue of difficulty in socialising within a group setting. Students expressed an anxiety and self-consciousness around interacting socially within a group. This caused them some distress. As a result of this, the counsellor is working with other student counsellors, gathering material and devising a structured group programme to address this issue.

To support the Student Counselling Service, the counsellor engaged in ongoing training during 2004/5 in a number of different areas, including psychometric assessment, training on disabilities, and training in dealing with alcohol related difficulties and familial separation. The counsellor has also contributed to drafting the new Student Bereavement Protocol and Critical Incident Protocol for the Institute, and to the development of procedures and provision of training in relation to bullying and harassment.

8.8 Careers Service

The Careers Service is an important element of the Student Support Services available in IT Tallaght. All registered full-time students are entitled to avail of the Careers and Appointments Service. The primary role of the Careers Service is to provide an effective and efficient Careers Service through the dissemination of information and advice to students and through the maintenance and development of a Careers Information Service. The Careers Information Library is a dedicated area located in the main college library.

Most of the activities of the Careers Office are directed at final year (Certificate/ Degree) and postgraduate students, although students of earlier years are encouraged to use the careers library and to attend careers talks.

8.8.1 Services Provided

The Careers Service is staffed by one full-time Careers Officer with some administrative support from the Registrar’s Office. The following services are provided:

• Careers advice/guidance. This is available on both an individual and group basis. All final year students across all disciplines within the Institute are provided with group advisory sessions.

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• Information on careers and appointments opportunities. A Careers Information library is available with open access by all students. A Careers Newsletter is also published fortnightly, with information on both permanent and temporary job vacancies for students. • The Careers officer maintains links with potential employers and with relevant Professional Institutes. • A number of students transfer to other institutions each year. Student’s can use the Careers Office for information and advice on follow-on courses available at home or abroad. • The Careers Officer also notifies final year students of application procedures and deadlines for relevant post-graduate courses via notice-boards, careers newsletters (fortnightly) and email. The Careers Office maintains up-to-date prospectii for other third level institutes in Ireland and a significant number of UK colleges. Reference material on European and other college directories is available in the Careers Information Library. Application forms are supplied and students are assisted with their application. • The Careers Office organises and facilitates seminars, guest speakers and information sessions by other Higher Education Institutions (such as the Smurfit School of Business) and Professional Bodies (such as the Institution of Engineers of Ireland and the Chartered Institute of Management Accountants), to advise and inform relevant groups of students on post-graduate studies and continuing professional education programmes. • One-to-one individual mock interviews are available by appointment. • Interview skills workshops are organised and open to all students during the year. These workshops are usually class/discipline specific. • Specific group workshops involving employers are organised for final year students. • A database of graduate’s first destination statistics is developed and analysed by the Careers Office. This is based on the annual Graduate First Destination Survey. The most recent Graduate Survey (2005) confirmed that the vast majority of students (93%) conferred with awards from the Institute in 2005 have taken up positions in industry or have continued with further studies.

The Careers Office is located in the Registrars Office. An open door policy applies although students are recommended to make an appointment for a meeting/advisory session with the Careers Officer. The salary for the Careers Officer comes from the Student Capitation Fund. The budget comes from Central Funds.

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8.8.2 Careers Information Library

The Careers Information Library provides the following facilities:

(i) AGCSI Occupational Directory (ii) Booklets and leaflets on careers in a wide variety of professions including teaching & engineering. (iii) Information on the courses of studies provided by Professional bodies such as the Institute of Chartered Accounts (ICA) and the Chartered Institute of Management Accountants (CIMA) (iv) Books on careers in public relations and careers that involve the use of languages, human resources, science etc. (v) Books on interview skills and techniques. (vi) Miscellaneous books on career planning. (vii) Gradireland Directory, which lists key graduate employers/recruiters (viii) UK Graduate Directories (ix) Irish Company files and UK Company files (x) IDA Sectoral Company lists

The Careers Office has its own web page on the IT Tallaght website with a Current Vacancies facility. This is an online database of jobs posted through the Careers Service with internal access to students and graduates. A Careers Newsletter is produced every two weeks.

8.8.3 Liaison with Employers

The Careers and Appointments office has developed a strong network of relationship with employers. The Employer Programme consists of two main areas.

• Employer Presentations. Each year, several companies and Professional Bodies make presentations to final year undergraduate and postgraduate students. These presentations are provided on campus and are part of the recruitment activities of firms and the Professional Institutes. Employer presentations give students information on future job opportunities. They are organised by the Careers Service at the request of the employer organisation. • Careers Fairs. For the last two years the Careers Service has organised a Careers Fair within the Institute, inviting 25 companies into the main campus building (this is the maximum that the Institute can cater for). The purpose of the Careers Fair is to inform students about graduate opportunities and the graduate recruitment cycle. Until the Multi-Purpose Centre (proposed in the Campus Development Plan) is established, the IT Tallaght Careers Fair cannot expand.

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For companies advertising vacancies through the Careers Service but not necessarily making a presentation, the Careers Service will advertise jobs via notice-boards, the Careers Newsletter and the Current Vacancies facility on the web. The Careers Office also:

(i) Disseminates application forms and job descriptions for companies (ii) Provides interview facilities (iii) Liaises with Development and External Services and the Industrial Liaison Manager to build company contacts in industrial estates and business parks in close proximity to the Institute. (iv) Facilitates employers’ recruitment needs by providing information and advice on the Institute, answering queries with regard to educational programmes and facilitating contact with academic staff.

8.8.4 Inter-Institutional Linkages

The Careers Officer is active in the following associations as a member/representative:

Table 8.4 Links with Relevant Associations and Organisations

Association Role ITCAN (IT Careers Advisors Network) Member AGCSI (Association of Graduate Careers Service in Ireland) Member SURE {Summer Undergraduate Research Experience Member of Steering Group – Science Students HEA Collaborative project between IT Tallaght and TCD: Member of Steering Group SURE (Summer Undergraduate Research Experience – Science Students) LDV Work Shadowing Initiative / Application Member of Steering Group with DKIT & WIT Careers Staff IT Tallaght Alumni Member of Steering Group National Guidance Forum Member – Represent ITCAN Scoping Paper Sub-committee of the National Guidance Forum Member BSC Pharma Science Work Placement Group Member Dublin Colleges Careers Fair Member of Steering Group

In 2005, the Careers Officer participated in organising a Dublin Colleges Careers Fair, which took place in the RDS in October. Six higher education institutions in Dublin got together to organise this event. The consortium included the Institute of Art Design and Technology Dun Laoghaire (IADT), the Dublin Institute of Technology (DIT), Trinity College

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Dublin, Dublin City University and St. Patrick’s College, Drumcondra. The Careers Officer was a member of the Steering Group and one hundred companies took part in the event.

8.8.5 Services for Review

Following on from the self-study and feedback from the Direct Services to Students Focus Group established as part of the delegated authority process,9 the Careers Office plans to do the following:

• Examine extending the Careers Service to part-time students. • Pilot an e-Guidance Query Management System {QMS). In line with other third level Institutes, the Careers Office plans to introduce a Query Management System {QMS} in the current academic year. This is an online system that will allow students and graduates of AGCSI (Association of Graduate Careers Services in Ireland) to send queries to their careers service. It will enable careers advisers to answer those queries, share responses and compile statistics. Each institution will have a customised QMS with its own logo and the institution name. Users will be directed for advice from their own institution careers service website and from the e-guidance portal on gradireland.com. • Revise the Graduate First Destination Survey. The Careers and Appointments Office has the responsibility for the collection and interpretation of the Institute’s Graduate First Destination statistics. This survey provides valuable information on the career progression paths of graduates of the Institute after they have completed their studies. The Careers Office has revised the methodology employed in conducting the graduate survey and will implement the revised survey in the current academic year. • The Careers Office will establish an Inter-Departmental Careers Committee, with student and staff representation, to obtain ideas from both students and staff on developments in the Careers Service. It will also survey users of the Careers Service to obtain feedback on the Careers Service. • The resources available within the Careers Office will be reviewed with a view to improving the occupational interest inventories and the video/DVD collection • The Chapman Flood Mazars Report (1999) on Careers Services in the Institutes of Technology recommended that there be one Careers Officer per 1,000 students as well as appropriate administrative support and/or an Information Officer. The Careers Office would like to see a Careers Information Assistant appointed to manage and develop the Careers Information Library. • The Careers Information Library would be better situated in a careers information room beside the Careers Office. • An Alumni Association was started in April 2005 & launched officially in October 2005. The aim of the Association is to encourage long-lasting relationships by keeping graduates in touch with each other and with the Institute.

9 As discussed in section 8.3.

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8.9 Alumni Association

In 2005, the Institute established and formally launched the Institute’s Alumni Association. The key objectives of the Alumni Association are:

• To provide a forum for graduates of the Institute to meet after they have finished their studies • To provide graduates with a means of engaging in lifelong learning and personal development • To provide a means by which the Institute can readily have access to an up-to-date database of graduates • To provide information to graduates of the Institute on career opportunities, research and development within the Institute, and other relevant information

An Alumni Officer was appointed in May 2005 to manage the Alumni Association. The immediate tasks are:

• To establish and maintain a Graduate Database: • To promote the Alumni Association and establish membership incentives • To organise an Alumni Newsletter • To establish a web-site where members of the Alumni Association and graduates of the Institute can keep in contact and find out what activities the Institute is engaging in • To organise social events and re-unions

The Alumni Association was launched in October 2005 by An Taoiseach, Mr. Bertie Ahern, with a formal black-tie event. The Alumni Officer is now organising smaller events (re- unions nights, matches with sports graduates etc.) to promote continuity and increase membership. A Graduate Steering Group is being formed to chart the direction of the Alumni Association and establish a Constitution.

8.10 Sports and Recreation Service

The Institute through the Sports and Recreation Service actively encourages every student to get involved and engaged in some activity. Participation in clubs, societies and sports and recreation activities can help students to achieve a balance between their academic activities and their social life. Being involved in a club, society or recreational activity provides a social outlet for students. Active involvement provides students with an opportunity not only to have fun and make new friends but also to develop valuable leadership skills and abilities.

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The sports and recreation service is managed by a full time Sports and Recreation Officer who is assisted by two part time development officers for GAA and Rugby. The service is located on the first floor of the Institute (in Room 110). Table 8.5 provides a list of all 28 active clubs and societies within the Institute in the 2004/5 academic year.

Table 8.5 Active Clubs and Societies 2004/2005

Name Membership Funding € Athletics 11 1600 Badminton Club 24 3640 Boxing Club 28 6102 Debating Society 12 620 Drama Society 20 650 Erasmus Society 108 9338 Freestyle Society 63 1800 GAA Club 63 14899 Golf Club 44 4890 Hockey Club 20 4950 Karting Club 57 2530 Kickboxing Club 12 2174 Ladies Basketball 15 3812 LGBT & Friends 10 400 Mens Basketball 15 8963 Net Society 32 1300 Paintball 113 3760 Radio Society 68 1500 Rugby Club 51 3735 Snooker & Pool Club 12 1000 Snow Club 34 2900 Soccer Club 35 19630 Surf Club 69 5300 TaeKwon-DoSociety 10 1077 Volleyball Club 36 300 Film Society 30 0 Newspaper Society 4 0 Total 996 106,870

In addition to the €106,870 allocated to clubs and societies in 2004/5, a further €40,938 was spent in supporting sports and recreational activities, including Scholarships.

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8.10.1 Funding

Clubs and Societies are funded from Student Capitation. Each club/society is required to submit a proposed budget at the start of the semester detailing all club activities and proposed expenditure. Representatives of the club/society are required to attend a meeting of the Student Services Committee and present the case for funding. The application is considered by the SSC having regard to planning, membership numbers, participation levels, activities, achievement of members, and training received, sharing of responsibilities, use of resources and generation of funding.

At the beginning of the new academic year, the continued funding of the club is influenced by the performance of the club previously, membership changes, and the plans for the year ahead.

8.10.2 Sports and Recreation Facilities

Although the Institute does not have sport or recreational facilities on campus, excellent use is made of a wide range of local facilities including:

• St Maelruains Hall, which is directly across the road from the Institute. This provides a venue for aerobics, circuit training, badminton, table tennis, volleyball, dance workshops, drama, basketball, yoga, pilates, boxing and taekwondo • The Astropark all weather pitches on the Green hills Road is used for five a side soccer • St Marks College, Springfield, provides an all weather pitch for hockey. • Tallaght Community School Sports Complex in Balrothery is used for swimming and gym • St Anne’s GAA Club, Bohernabreena for playing pitches and facilities for gaelic games • The National Basketball Arena in Tymon North for basketball and indoor soccer • Westpark Fitness Centre for fitness training • Civic Theatre beside the Square Shopping Centre for drama • Blessington adventure Centre for sailing , canoeing and windsurfing • Spawell Leisure Centre in Templeogue for squash , snooker , driving range and pitch and putt • Debates, visiting speakers , drama, and other similar activities are held on-campus in Lecture 001

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8.11 Future Developments

The Institute is awaiting Department of Education and Science approval for several projects, including a Multi-Purpose Centre and additional accommodation for Student Services. Additional accommodation is also to be provided for other student support services, such as the Careers and Appointments Service, Student Health Centre and Counselling Service.

8.11.1 Multi-Purpose Centre

The facilities for Student Services will be transformed with the completion of the Multi- Purpose Centre. This will provide students with much needed sports, leisure and recreational facilities along with additional dining facilities. The project will primarily be funded by the Department of Education and Science, with additional funding coming from the student development fund and other funding sources.

The accommodation will include the following:

• National basketball sized sports hall • Retractable seating for special events • A leisure facility equipped for weights and cardiovascular activities • Indoor and outdoor changing facilities • Commons area with kitchen and dining area • Small performance stage area • Games room • Clubs and societies meeting rooms.

It is hoped to equip the centre with modern audio-visual and public address systems to facilitate special events. The total cost of the project, including fees and furniture and equipment, is expected to amount to €8.5 million at 2001 prices. In the short term, the development of a new playing pitch and training pitches with changing rooms commenced in November 2005.

8.11.2 Student Services

With the development of new buildings for the Institute (the Master Development Plan provides for the construction of a new Engineering Building, a Catering and Tourism Building and a Multi-purpose Centre),10 extra accommodation will be provided for the following services: Access, Disability, Careers, Alumni, Chaplaincy, Counselling and Student Health Centre.

10 Refer to Chapter 15, section 15.4

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8.12 Students’ Union

The Students’ Union is made up of every full-time student in the Institute. The Executive of the Union are the officers who give up their time and energy to ensure that the Students’ Union runs smoothly and effectively on a daily basis. The Union is run by a three tier system:

• The Presidency - consisting of three fulltime sabbatical officers elected each year: President, Deputy President (Education) and Deputy President (Welfare) • The Executive - consisting of the Presidency and the following elected officers: Equality, Clubs and Societies, Internal Entertainments and External Entertainments and • The Class Representative Assembly – consisting of elected class representatives. The Class Representative System provides a channel of communications with the student body through which Student Union Officers are kept informed of the issues of concern to students. Class representatives have an important role in Quality Assurance, through their membership of Programme Boards.

Only registered full-time students of the Institute are entitled to vote in and contest Student Union elections. Elections are via secret ballot by the proportional representation single transferable vote model used for Seanad elections. Two student representatives serve on the Governing Body and three on Academic Council; there is a requirement for gender equity representation on the Governing Body.

8.12.1 Students’ Union Officers

The Student Union President has overall responsibility to lead the Student Union, acting as chief spokesperson and representative of the Student Union in the Institute. Responsibilities include overseeing Student Union finances, staffing, external relations, and other student issues. The Student Union President is charged with upholding the Student Constitution and is one of the student representatives on the Institute’s Governing Body and Academic Council.

The main activities of the Deputy President (Welfare) concern resolving students’ difficulties. Often these difficulties are of a financial nature and the Welfare Officer is a member of the Student Assistance Fund Committee that allocates financial assistance to students in need. The Welfare Officer also administers crèche support payments in accordance with agreed laid down policies. Full-time students seeking crèche support complete a detailed application form and this is considered by the Crèche Support Committee, which is comprised of the Chaplain, the Deputy President Welfare and the Administrative Officer in the Registrars office. Funding for crèche support comes from

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student capitation fees and is allocated each semester to the Students’ Union by the Student Services Committee. The Deputy President (Welfare) also deals with student accommodation issues including liaising with landlords and advising students of their rights.

The Deputy President (Education) represents the students with regard to any academic problems that may impact students in the course of their study and provides information on issues such as courses, exam procedures and policies. The Education Officer liaises with management on educational aspects that may affect students and sits on relevant boards and committees. The Education Officer is also responsible for organising class representatives and is a point of contact to students for any educational queries.

8.12.2 Class Representative System

Early in the academic year the Students’ Union Officers visit each class to seek nominations for Class Representatives. Elections are by open ballot and Class Representatives receive training from the Union of Students in Ireland (USI) to help them perform their duties. The Class Representative System provides a channel of communications with the student body through which Students’ Union Officers are kept informed of the issues of concern to students. Class Representatives have an important role in Quality Assurance, through their membership of Programme Boards.

8.12.3 Students’ Union Services

The Students’ Union Office is open Monday to Friday from 9.15am and is staffed by an Office Administrator. The Students’ Union Office is the principal point of contact between the Students Union, the student body and external groups. Telephone calls are logged and appointments are made, or problems referred, to the relevant Students’ Union Officer.

8.12.4 Student Accommodation

The Institute does not have accommodation units on campus. However it maintains an accommodation register which is available to all students offered places through the CAO and Erasmus students. In compiling the register the Institute hopes to facilitate initial contact between the student and those providing accommodation. The Institute offers practical suggestions about using the register but does not enter into agreement between the two parties. A member of the Registrars Office teams looks after the accommodation service.

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200 Chapter Nine

Academic Administration

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Academic Administration

9.1 Introduction

The Registrars Office is responsible for all matters relating to admissions, registration, examination and graduation of students. It is also responsible for the Institute’s student information system (SIS) known as Banner, which has had a significant impact on the Registrars Office, particularly in the areas of admissions, registration and examinations.

9.2 Academic Administration Organisation

Reporting to the Registrar, the Academic Administration and Student Affairs Manager co- ordinates the academic administration of the Institute, including admissions, registration, examinations, graduation and student records. The day to day administration of these areas is carried out by a team of administrative staff as shown in Figure 9.1. This staffing structure arose from the implementation of the Chapman Flood Mazars Report on the administrative and library structures in Institutes of Technology. The division of administrative staff corresponds to a three part structure comprising: (i) administration of the part-time office (ii) management of the student information system and (iii) admissions, registration, examinations and graduation.

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Figure 9.1 Academic Administration Staffing Structure

Registrar

Academic Administration and Student Affairs Manager

Grade 7

Student Information Part-time Office Admissions/Registration System Exams/Graduation (Banner)

Grade 6 Grade 6 Grade 6

2 X Grade 6 Grade 5 3 x Grade 5

2 x Grade 4 2 x Grade 4

Grade 3 2 x Grade 3

9.3 Admissions Policy

It is the policy of the Institute that entry requirements are fair, consistent and transparent, and that all learners should be satisfied that they have been treated justly. Arrangements are in place to ensure equal opportunity, in compliance with equality legislation. The Institute uses the Central Applications Office (CAO) system to offer applicants places on all HETAC approved Higher Certificate and on ab-initio Ordinary and Honours Degree programmes. The CAO admissions process deals with entry to all first year courses (with the exception of Fáilte Ireland) and includes EU and non-EU nationals (who present with

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school leaving certificate or equivalent qualifications), mature applicants and applicants with a disability.

In addition to CAO admissions, the Institute facilitates:

• Direct entry admissions • Fáilte Ireland admissions • Admission of part-time students1

The direct entry admissions process deals with direct applications for entry to years other than year one, including ERASMUS students applications. The Fáilte Ireland process deals with entry on to two full-time National Certificate courses validated by FETAC. The admission of part-time students is carried out by the Part-time Office.

In compliance with section 46 of the Qualifications Act, the Institute provides information to learners commencing a programme of study of the name of the awarding body, the title of the award, and the transfer and progression linkages for learners on attainment of the award.

9.4 Admission Routes

Institutes policies and procedures in relation to access, transfer and progression are in accordance with the policies and procedures established by HETAC and the National Qualifications Authority of Ireland (NQAI).

The Institute has identified thirteen admission routes to its programmes. These are identified in Figure 9.2.

1 Admission to the part-time programme was considered in Chapter 7.

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Figure 9.2 Admission Routes

Advanced Foundation Studies Leaving Certificate entry/Previous third level

Failte Ireland JOTCEF

Mature Direct Admissions ITT Dublin Courses Access Disability Programmes (ACE/CHEAP) Other/Non Access Standard Applicants Programmes (Greenhills College, St Kevins College)

FETAC General Certificate of Education (GCE)

The admission routes identified in Figure 9.2 are elaborated below.

9.4.1 CAO First Year admissions

All first year applications to the Institute are processed through the CAO national system which handles applications to all Higher Certificate (level 6) and ab initio Ordinary and Honours Degrees (levels 7 and 8). The majority of CAO applicants are standard applicants where Leaving Certificate grades are converted to points. Offers of places are made each year in August and applicants are offered places on the basis of points achieved in the Leaving Certificate or equivalent examination. The Senior Management Team of the Institute, in consultation with the Academic Management Team, decides on potential numbers to be admitted to programmes. Minimum entry points are set for each programme and places are offered accordingly.

The Institute is a signatory to the Memorandum of Understanding (MOU) between the CAO and HEI’s and this MOU underpins the transparent and equitable national applications process. Applicants who believe that they have been treated unfairly have access to an independent Appeals Commission in the CAO.

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9.4.2 General Certificate of Education (GCE)

Using the agreed minimum entrance requirements for Level 6, 7 and 8 courses, the CAO applies the nationally agreed scoring system for the GCE and converts grades into points. Offers of places are made each year in August with standard leaving certificate applicants through the CAO.

9.4.3 Institutes of Technology Central Evaluation Forum (IOTCEF): EU and Non-EU admissions

The Institute of Technology sector is experiencing an increasing number of applications from non-nationals. Following a proposal from the Institute in 2000, the Institute of Technology sector agreed to set up a Central Evaluation Forum (IOTCEF) for applicants presenting with other European school leaving qualifications and applicants from the rest of the world. The purpose of the IOTCEF is to provide a central scoring system for applicants presenting with school leaving qualifications other than Irish Leaving Certificate and to provide an open and transparent process to determine the minimum level of points, which equate with their performance in their school leaving examination of their country. Staff from the Institute are actively involved in the Forum and the range of countries covered in the scheme has increased from 54 in 2002 to 103 in 2005. The Institute implements the score determined by the IOTCEF and offers of places are made in line with this system.

9.4.4 Admissions through Access Initiatives

Following an initiative approved by Academic Council, the Institute facilitates access to higher education by students from local disadvantaged areas. Two places are set aside for students who do not meet the minimum points set for the programme in each of the six schools that participate in the Institute’s access programmes (ACE and CHEAP).2 These places are subject to each student achieving a specific predetermined level of points in the Leaving Certificate examination in addition to satisfying any special course requirements. Students are admitted through the CAO process.

9.4.5 Access entry arrangements for specific PLC students

Following an initiative approved by Academic Council a number of places on engineering courses are offered to students who successfully complete agreed post- leaving certificate programmes (PLC) in two local colleges, Greenhills College and St. Kevins College. The

2 These initiatives were discussed in Chapter 8, section 8.4.

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programmes are monitored and externed by staff from the School of Engineering and places are offered to successful applicants through the CAO.

9.4.6 Foundation Studies

Foundation Studies programmes recognised by HETAC meet the minimum entry requirements for admission to the Institute. In the past the Institute offered its own Foundation Certificate and this programme met the minimum entry requirements for admission to the Institute’s HETAC programmes. However, the Institute’s Foundation Certificate, which is designed to facilitate adult learners wishing to progress to third level education, was discontinued following a reduction in the number of applicants. As part of the Strategic Plan, the Institute wishes to increase access to third level education by adult learners and is currently re-examining this issue.

9.4.7 Further Education and Training Awards Council (FETAC) Admissions

The Higher Education Links Scheme enables students who have received a FETAC level 5/6 award to apply for a place in a higher education institution. The Institute reserves a quota of 10% of places on Higher Certificate and ab initio Ordinary Degree courses, for applicants presenting with FETAC level 5/6 awards. FETAC applicants are assessed separately from all other applicants. Applicants must have obtained a full level 5/6 award and are scored by the CAO in accordance with an agreed national agreed scoring system for the calculation of points. Some courses require specific awards and details are shown in the full time prospectus or in the FETAC Guide to the Higher Education Links Scheme (2003). In recent years the quota of 10% has been achieved in Business and Audio Visual Media programmes, but not in Science, Engineering or Computing programmes.

9.4.8 Students with Disabilities Admissions

The Institute reserves a minimum of two places on each programme for applicants who have a disability and do not meet the minimum entry point requirements. These candidates may not be required to meet the minimum entry points for an individual programme in a particular year. Applicants with disabilities are advised to inform the Institute, by ticking the relevant box on page one of the CAO application form. The CAO then contacts the applicant to obtain further details and then supplies these details to the Institute, to allow the Institute to make provision for an adequate level of supporting services should the

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applicant gain a place. Applicants with disabilities are advised to visit the Institute prior to the CAO offer round to determine what facilities are available.3

9.4.9 Fáilte Ireland Admissions

Admission to Fáilte Ireland courses is underpinned by a Memorandum of Understanding formalising the consortium agreement between Institutes of Technology and Fáilte Ireland, in relation to their individual roles and responsibilities in providing higher education and training programmes to meet the needs of the hospitality industry in Ireland.

Applicants for Fáilte Ireland courses apply directly to Fáilte Ireland (and not to the CAO). The Institute is subsequently advised of the applicants to be admitted. In determining what students are assigned to the Institute, Fáilte Ireland take into consideration the following factors: educational qualifications, training courses, relevant experience, skills, interest in courses and personal presentation. Once registered in the Institute, students have access to all services and facilities.

The Institute of Technology sector nationally, regularly reviews the operation of Fáilte Ireland courses and conducts research with Fáilte Ireland in relation to the needs of the hospitality and tourism sectors. This ensures continued relevance of courses and qualifications to the world of work. The IOT sector is also continuing to work with Fáilte Ireland and An Chéim (the Collaborative Higher Education Information Management) in relation to data standards and transfer protocols for student data integration into the student information system (Banner).

9.4.10 Mature Students

The Institute reserves up to 10% of places for mature students who do not meet the minimum entry point requirements. A mature applicant is defined as a person who, by January 1st of the year s/he seeks admission, has reached the age of 23 years. Mature applicants may not be required to meet the minimum entry requirements specified for standard applicants. Applicants are considered on their merits, taking into account work and life experience and are judged on their individual merits i.e. their suitability for higher education and not for a specific course application. The Institute invites mature students for interview and applicants are scored on the basis of their knowledge of the courses for which they applied, their preparation for third level education, completion of related courses of study and any special experience/training/awareness of the demands of fulltime study. Representatives of the Institute visit mature applicants who are resident in places of detention but are unable to come to the Institute for interview. This facilitates mature applicants who have completed their custodial sentences and who wish to return to

3 Access initiatives for students with disabilities and/or specific learning difficulties were considered in Chapter 8, section 8.4.9.

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education and re-integrate into society. Offers of places are made in the first round of offers along with standard applicants.4

9.4.11 Non Standard Admissions

Where grades from an acceptable alternative examination to the Leaving Certificate (e.g. Matriculation, Senior Certificate) are presented for entry to the Institute, they are considered in lieu of, but not in combination with grades from the Irish Leaving Certificate Examination.

9.5 Transfer and Progression Arrangements

The Institute has the following transfer and progression arrangements in place to facilitate (i) entry at years other than year one (ii) admission of applicants from other third level institutions, and (ii) progression to add-on ordinary and honours degrees by continuing students.

9.5.1 Progression Arrangements: Direct admissions to Add On Ordinary Degrees and Honours Degrees - Admissions

Entry to add on Ordinary and Honours degrees in the ladder system is managed by the Institute in line with an established policy. Typically this is done on the basis of ranking applicants on the basis of their Grade Point Average (GPA) in their previous qualification.5 Heads of Department examine and assess applications and recommend offers of places. The Registrars Office then offers places and makes the appropriate fee decisions. The majority of such applicants are students of the Institute wishing to continue their studies. The Institute publishes criteria for admission to add on programmes in the student handbook and on the Institute’s website. Press advertisements, notice boards and emails inform applicants of the courses available, the application process and deadlines applying.

9.5.2 Transfer Arrangements: Advanced Entry to years other than Year one

Applicants with previous third level attainment apply directly to the Institute. Heads of Department assess applications and make recommendations with regard to admission. Based on these recommendations, the Registrars Office offers places to applicants and makes the appropriate fee decisions.

4 Refer to Chapter 8, section 8.4.10 on the services provided for mature students. 5 Refer to Chapter 5, section 5.4.4 on progression criteria and to Chapter 6, section 6.12 on progression indicators.

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9.5.3 ERASMUS Students

The Institute has developed co-operation with more than 30 higher education institutions throughout Europe. Interested students apply through the International Office to join Institute programmes for a semester or a year. A handbook is provided for Erasmus students and a special induction course is organised in conjunction with the International office.6 The process and induction is reviewed at regular intervals and improvements in processes and procedures made accordingly.

9.6 Registration

Registration is held at the beginning of each academic year. Smooth registration ensures new, continuing, and direct applicant students receive all necessary information and documentation for their academic course of study within the Institute.

Registration provides the Institute with the opportunity to gather all relevant student information e.g. pre training status, schools attended and socio-economic status. Student cards are printed which give students access to the library, photocopying and printing within the college. Once registered, students receive their network and computing services access. Registration validation ensures students are registered correctly for examinations and that they appear on correct class lists. As part of the constant drive to improve information, photographs of registered students appear on class lists and this facilitates lecturers getting to know their students quickly.

9.7 Student Induction

The Institute has established the practice of having an introductory week for new students. During this week students register on their programme, are issued with their ID card and participate in a range of induction activities, including tours of the Institute’s buildings and library. The induction process is organised by the Registrar’s Office, in cooperation with academic staff, the student union and the various schools of study. Student services staff and Student Union leaders are actively involved in the design and delivery of the induction programme. The induction programme involves a welcome by the Director of the Institute, the Academic Administration and Student Affairs Manager, Students Union representatives and academic and learner services staff. Interesting and informative guided tours are organized in small groups by the Registrars Office. These are led by existing full-time students who are trained to carry out the guided tours and to participate in the process. Equality and diversity training is provided and the induction programme is reviewed each

6 As discussed in Chapter 6, section 6.14.

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year to ensure its relevance and attraction to students. Following the completion of the initial induction process, students join their respective faculties and may participate in further induction activities specific to their particular course.

In addition to the initial induction programme there are a number of events organised throughout the year to help students adjust to Institute life and to cope effectively with the transition. These events include: Freshers Week, Clubs and Societies Day, Healthy Lifestyles Day, Study Skills Programmes, Wellness Days, Substance Abuse Information Days and Library Tours.

9.8 Examinations

All students following programmes leading to a recognised award are required to take such assessments as may be prescribed for the programme in the approved course schedule. Course schedules are provided by lecturers to students at the start of the semester and provide details of assessment procedures and continuous assessment requirements, including details of practicals, where required. The course schedules are also available in the Programme Handbook. Examinations are held at the end of each semester (refer to Chapter 5, section 5.4.2). Details of the post mortem policy, procedures for examination appeals and rechecks are provided to students in the Student Handbook.

The examinations section in the Registrars Office presides over three major examination sessions annually. All full-time and part-time programmes are semesterised; this process carries with it a considerable administration overhead. Examinations are held in January, May and August of each year when the Institute examines over 3000 students.

An examinations procedure document is in place to help organise 70 examination invigilators, more than 200 internal examiners, approximately 320 different examination papers each semester, and almost 18,000 student scripts. Because of space deficiencies in the Institute, examinations are conducted in a number of out centres, as well as in the Institute. External centres used include the National Basketball Arena (NBBA) in Balrothery, which can accommodate 670 students in one sitting; St Maelruains hall, beside the Institute, which can accommodate 130 students; and employment based exam centres in NEC Balivor and Intel in Leixlip. The lack of adequate examination hall facilities on campus creates difficulties for both students and examination staff administering the exams. Free bus services are provided to transport students from the Institute to the NBBA. Having a suitable space for hosting examination on campus, with the proposed opening of the Multi-purpose Centre will make planning for examinations easier.

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Semester examinations are conducted over 10 days (approximately) and examinations are usually of two hours duration, with four separate examination sessions every day. The August examinations, generally for approximately 400 repeat students, are held in the Institute and St. Maelruains Hall. All examination papers are prepared and photocopied in- house and a system of rigorous quality checks is in place to ensure accuracy, quality and consistency in the presentation of exam papers. This involves close liaison with Schools administrative staff and staff in the Examinations office. Relevant staff meet regularly both prior to and after the exams to consider operations and suggest improvements. The key processes involved in managing the examination process are outlined in Table 9.1

Table 9.1 Key processes in Managing the Examinations Process & Graduation

Examination Procedures & Graduation • Course Schedules Approval: Signed off by Head of School/Department • Examination Entry Confirmation: Confirmation by students • Drafting of Examination Timetables • Set-up procedures for Examination Centres: Hire of exam halls, furniture and equipment, Buses etc. Recruitment, training and allocation of Invigilators • Preparation , Security and Distribution of Examination papers • Collection and Marking of scripts • Training of lecturers in use of Banner system for results • Inputting , verification and distribution of Examination Results to students • Examination Board Meetings to consider results • Submission of Entries to HETAC/FETAC • Appeal Procedures Receipt appeal and review requests Process appeals and reviews Notification to students of outcome of appeals and reviews • Repeat Examinations: All of the above stages are repeated • Exam Result Analysis • Making of Awards by HETAC • Notify all graduands • Conferring of Awards

For the first time, students who graduated in November 2005 will be provided with a Diploma Supplement. The Diploma Supplement aims at improving international transparency and facilitating the academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature,

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level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which the supplement is appended. This new document is produced from the Banner Student Information System.

9.9 Graduation

The Graduation Ceremony is one of the major Institute events of the year and the Institute endeavours to make it an event to remember for all members, family and friends. Ensuring a smooth graduation ceremony is critical and there are many procedures in place to ensure that this is achieved. The key processes involve defining the graduation schedule, organising the external venue and related services, contacting students, compiling and publishing the graduation booklet and organising gowning, photography and reception arrangements. The Institute adheres to HETAC’s requirements and guidelines for the order of conferring, academic dress and testimonial documentation.

9.10 Student Information System (Banner)

Banner is the Institute’s student information system. It provides student information that can be used throughout all phases of a student’s interaction with the Institute, from initial contact to graduation and alumni services. This includes the following: academic planning approved course schedules, programme design, fee structure, CAO admissions, direct applications admissions, fee assessment, registration pack, production of ID cards, library links to the millennium system, fee collection, fee refunding, entering students for examinations, using web for faculty to input student grades, processing results, producing broadsheets and graduating students. Banner also produces various statutory and standardised operational reports. Ad hoc reports have also been developed in-house querying data in the Banner database. The application security protects the underlying database structures while giving access to appropriate groups of people based on their job responsibilities. The student record modules interface with Finance and Library applications.

After a one year implementation period Banner went live in September 2002. The Student Information Support Team (SIS Team) was set up in September 2004, consisting of three administrative staff and one technician, supported by the MIS Project Manager. The SIS team, in turn, is supported by an An Chéim/HP Service Desk. The SIS Team’s function is to provide support to the Banner user base, to encourage users to become self-supporting and to develop the database so that the Institute can maximize the benefits of data and functionality. The team works closely with the Computing Services Department in this regard.

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The SIS Team provides a help desk for all staff. At particular times of the year e.g. January, May, August and September (during exams and registration) the majority of staff time is taken up in dealing with queries on the system. Training is offered throughout the year to all staff who use the system e.g. lecturers entering results via Gradebook, administrative staff completing admissions, registration, error checking and all aspects of examinations. To maximise Banner’s full potential the SIS Team is currently looking at implementing, with An Chéim other aspects such as student grants, alumni and on-line registration. The nature of the Institute’s semesterised programmes and the attendant administrative processes means that Banner requires a considerable administrative overhead.

9.11 Student Recruitment

The Institute provides an extensive range of relevant and accurate information pertaining to the Institute’s programmes and its services to learners, potential learners and other stakeholders. This information is provided both in printed format and in online format. The Institute uses a variety of mechanisms and media to recruit new students each year. These include production of the prospectus, along with school visits, open days, careers exhibitions and fairs, liaison with guidance counselors and school principals/teachers and advertisements via local press and radio. An outline of the Institutes approach to each of these marketing activities is detailed below.

9.11.1 Institute Prospectus

The full-time prospectus provides details of the Institute, including its programmes and services and application and registration procedures. The Institute currently publishes 25,000 copies of the full time prospectus each year. Twenty copies each are circulated to more than 300 second level schools in Dublin, Wicklow, Carlow, Kildare and Meath. A small number are circulated to the other 900 addresses on the CAO mailing list. Approximately 5,000 copies are distributed at the Higher Options Annual Careers Fair in the RDS and further copies are distributed to leaving certificate students during careers exhibitions, school visits and at the Institutes Open Day. 9.11.2 School Visits

During the academic year 2004/05, over 110 major exhibitions/individual school visits were serviced by staff from the Institute. While staff from the Registrars Office serviced over 50 of these, staff from each of the Schools of Business and Humanities, Science and Engineering were very active in promoting their own programmes. They also facilitated group visits from particular schools, including primary schools in the Tallaght area. A list of schools visited is provided in Table 9.2, 9.3 and 9.4.

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Table 9.2 School Visits undertaken by the Registrars Office

Date School Visit Sept 28 Parents of Leaving Cert students, Colaiste Bride, Clondalkin, Dublin 22 Oct 04 Blakestown Community School , Dublin 15 Oct 07 Warrenstown Girls School, Black Pitts, Dublin 8 Oct 08 Our Ladys Girls School, Templeogue, Dublin 6W Oct 12 Blakestown Community School, Dublin 15 Oct 13 CBS James Street , Dublin 8 Oct 19 CBS Brunswick Street, Dublin 8 Oct 20 Careers information night, Rathcoole Community School Oct 20 Parents Presentation night St Marys College, Naas, Co Kildare Oct 21 Presentation Parents night, St Mac Daras CC, Willington, Dublin 6w Nov 5 Community School, Dublin 16 Nov 11 Salesian College, Celbridge , Co Kildare Nov 11 St Kevins CC, Fonthill Road, Clondalkin, Dublin 22 Nov12 Caritas College, Ballyfermot, Dublin 10 Nov 18 Our Lady Of Mercy, Drimnagh, Dublin 12 Nov 22 St Dominics, Ballyfermot, Dublin 10 Dec 1 St Johns De La Salle College, Ballyfermot, Dublin 10 Dec 14 Deansrath Community College, Clondalkin, Dublin 22 Dec 14 Greenhills College, Dublin 12 Nov 25 Collinstown Park Parents Night, Clondalkin Dublin 22 Nov 25 Knocklyon Community School, Dublin 16 Nov 26 Pearse College, Crumlin, Dublin 12 Dec 2 St Aidans, Brookfield, Tallaght, Dublin 24 Jan 13 St Louis, Rathmines, Dublin 6 Jan 14 Clane Community School, Co Kildare Jan 18 Colaiste Eoin, , Dublin 11 Jan 19 College of Commerce, Dundrum, Dublin 14 Jan 20 Greenhills College, Dublin 12 Jan 20 St Marys College, Rathmines, Dublin 6 Jan 21 Our Ladys Templeogue, Dublin 6W Jan 25 Sancta Maria, Rathfarnham , Dublin 16 April 22 Santa Maria, Rathfarnham , Dublin 16

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Table 9.3 School Visits by the Department of Marketing & Business Computing and the Department of Accountancy & Professional Studies Departments

School Visits St Marks Community School. Tallaght , Dublin 24 Collinstown Park Community College , Clondalkin, Dublin 22 Mount Anville Secondary School , Dublin 14 Killinarden Community School, Tallaght, Dublin 24 Rosary College, Crumlin , Dublin 12 Sancta Maria College, Rathfarnham, Dublin 14 Palmersown Community School, Dublin 20 Dun Laoghaire College of Further Education Rathmines College, Dublin 6 Crumlin College, Dublin 12 St Marys College, Naas, Co Kildare St Kevins , Dunlavin , Co Wicklow Deansrath Community College. Clondalkin , Dublin 22 St Dominics, Ballyfermot, Dublin 10

Table 9.4 School Visits by the Department of Computing

School Visits Tallaght Community School, Tallaght, Dublin 24 Old Bawn Community, , Tallaght, Dublin 24 St. Mark’Community School, Tallaght, Dublin 24 St. Joseph’s CBS, Drogheda, Co. Louth Templeogue College, Templeogue, Dublin 6W Firhouse Community College, Firhouse, Dublin 24 Collinstown Park Community College, Rowlagh, Clondalkin Dublin 22 Community School, Cabinteely, Co. Dublin Presentation Convent Terenure, Terenure, Dublin 6 Rosmini Community School, Grace Park Rd., Drumcondra, Dublin 9 CBS, James St., Dublin 8 St. Dominic’s Secondary School, Ballyfermot, Dublin 10 Maynooth Post-Primary, Maynooth, Co. Kildare Moyle Park College, Clondalkin, Dublin 22 Jobstown Community College, Jobstown, Tallaght, Dublin 24 Scoil Naomh Aodhan, Ascal Ui Choileain, Fionnbhru, BAC 9

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In addition to school visits, the Department of Computing carried out a range of other promotional activities, including the development of a programme brochure; a schools’ competition for website and game design; the development of a set of demonstrations and materials for use on Institute open days; and provision of speakers and demonstrations for the South Dublin Chamber Careers Event.

Table 9.5 provides a summary of the promotional activities organized by the Department of Science in the 2004/5 academic year.

Table 9.5 Promotional activities by the Department of Science

Date Department of Science Promotional Activities Oct 2004 Staff attended the open day in Tallaght Community to promote Science programmes. Nov 2004 A science competition was organized at Coláiste Bride in Clondalkin by the Department of Applied Science. Regular lectures on science-related topics and careers were also provided, including a seminar to mark science week. Staff adjudicated on the Science Poster Competition at the School Prizes and the prizes awarded were sponsored by the Institute. Nov 2004 Staff visited Coláiste Bridé in Clondalkin and presented a seminar on the Drug Injector Outbreaks as part of Coláiste Bridé’s Science Week activities. Nov 2004 A series talks were given to schools in Knocklyon and . Nov 2004 As part of Science week, a member of staff gave a series of public lectures around Dublin on current topics in the physical sciences. Nov 2004 Science week brought in about 600 students from primary and second level schools in the South Dublin area for lectures, laboratory displays, shows, etc. During November Science Week staff organized science demonstrations for Secondary and Primary schools. Nov 2004 IT Tallaght Open Day. Staff organised demonstrations and showed prospective students around the science laboratories. Nov 2004 The Department of Applied Science sponsored the ISTA regional final of their annual science quiz for transition year and leaving certificate students. This was organized within IT Tallaght and attracted 25 teams of 3 from schools around South Dublin Jan 2005 A member of staff attended the opening of UNESCO World Year of Physics in Paris, representing the RIA. Jan 2005 A member of staff organised the Discover Primary Science Programme – Teacher Training. Feb 2005 A member of staff was nominated to the Royal Irish Academy Committee for Mathematical Sciences Feb 2005 A workshop for the teachers in St Colmcille’s SNS, Knocklyon (30 teachers) was organised by staff.

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Date Department of Science Promotional Activities Feb 2005 Staff organised a workshop for 18 second year students from James St. CBS with their science teacher. This involved a two hour workshop in the Physics laboratory doing experiments from the Junior Certificate syllabus. Feb 2005 A member of staff gave a lecture to 3rd year pharmacy students in the RCSI on their Pharmaceutical Biotechnology module (1 of 2 lectures) Feb 2005 Women in Engineering and Science Role Model Day organized in conjunction with the School of Engineering and with support from postgraduate students and technicians. Feb 2005 General science demonstrations organized for 15 girls from local schools. Short projects and courses for prospective students on PLC courses also organized for students in St Kevin’s and Coláiste Dhúlaigh. May 2005 IT Tallaght hosted the Primary Science Clubs Display Day, at which about 300 students demonstrate what they have achieved in their Science Clubs. May 2005 Annual running of Salter’s Chemistry Festival. May 2005 Academic staff visited Firhouse CC and Templeogue College Nov 2005 Staff developed a video advertisement concept to market the School of Science and the Institute as a whole. The advertisement is suitable for Carlton Screen advertising across every cinema screen in the city and is titled, The IT in Tallaght, Why not look into ITT? Nov 2005 Academic staff are currently planning an ESAT Young Scientist Project with a Science Teacher at Coláiste Bridé, on the development of an alternative to chemical fertilisers.

In addition to the above, in January 2005 the School of Science acted as a host centre for teachers from 10 local schools participating in the Discover Primary Science project. Students from ten local schools participated in the programme.

As well as providing an introduction to the Discover Primary Science project, a wide selection of experiments were set up to allow teachers to participate in a hands-on training session. Teachers will be introducing these experiments back into both their own classrooms as well as passing on the training information to their colleagues to allow further classes to benefit from the programme. Towards the end of the academic year the schools were invited to bring a class back to IT Tallaght for a ‘Display day’. The Display day involved the students showing and explaining their work to the staff in IT Tallaght. In addition, a series of Science demonstrations were provided to provide both an interesting and informative day for the primary students attending.

The School of Engineering organized a similar programme of activities to promote engineering programmes. Some of these are presented in Table 9.6.

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Table 9.5 Promotional Activities Organized by the School of Engineering

School of Engineering Promotional Activities 2004/5 • Open Day • Open Evenings • Open Evening for Part-time Students • School visits • Transition year visits • Meetings with Guidance Counselors • Greenhills College - PLC visits • FAS Opportunities – Croke Park • South Dublin Chamber of Commerce • Tallaght Community School Careers Fair • Colaiste Enna/Sancta Maria Open Evening • STEPs Roadshow/Engineering Seminar • Higher Options (RDS) • Company Careers Events • Recruitment Fairs • WITs Event (Women in Technology) • Xilinx Sponsored Activity

In 2005, for example, the School sponsored a course in Leaving Certificate Applied Mathematics for local Tallaght students who did not have the opportunity to study the subject. Over 70 students visited the Institute, some passed the subject in the Leaving Certificate and six of these students applied for Engineering within the Institute.

Since 2001 the Department of Electronic Engineering has participated in the Intel Excellence in Electronics Competition. The Department has won the competition twice. A student from the Department also represented the Institute at the World Skills Competition in Helsinki in 2005, helping Ireland gain 7th place worldwide in the team competition.

9.11.3 Open Days and Information Evenings for Parents

The Institute hosts an Open Day in November each year. All second level schools and further education colleges are invited to attend the Open Day and the event is widely advertised and well attended. In 2004 the Department of Marketing initiated a Parents Night for the parents of first year to inform them about the structure and content of the marketing course, the academic demands on students and the various Institute supports available. The event was very

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successful was repeated in November 2005. The Department of Accounting and Professional Studies organised a similar events in November 2005.

9.11.4 Careers Exhibitions and Fairs

The Institute participated in 18 major exhibitions and events during the 2004/5 academic year, including the RDS Higher Options Exhibition, the Tallaght Careers Exhibition and the annual CAO roadshow, which is a series of six regional meetings organized to bring guidance counselors and college admission staff together. The Institute also hosts its own Careers Fair on campus.7

9.11.5 Student Handbook

The Student Handbook provides details of the support services, staff, and rules and regulations of the Institute. It is updated regularly and provides valuable information about all aspects of student life, including finance and academic matters. Helpful tips on making a successful transition from second to third level education are provided as well as useful study tips and exam techniques. The handbook is supplied to all full-time and part-time students.

9.11.6 Sports and Recreation Handbook

The Sports and Recreation Handbook provides details of sports and recreational activities, including registered clubs and societies and use of local community facilities. It also outlines the details of sports and recreation bursaries and contact details of student services staff. The handbook is published annually and is made available to every full-time student

9.11.7 Liaison with Guidance Counsellors, Principals and Teachers

The Institute maintains regular contact with guidance counsellors, school principals and teachers, through a range of mechanisms, including school visits, exhibitions, committees and talks for parents. During the year they are invited to a series of special meetings where the Director, senior academic and other staff, convey personal thanks for their work and take the opportunity to network and advise on continuing developments within the Institute.

7 This was discussed in Chapter 8, section 8.8.

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9.11.8 Advertising and Marketing

The Institute uses a variety of media to advertise its mission, programmes, operations and activities, including national and local newspapers, educational and trade magazines, and local and national radio. Employment opportunities, research positions and studentships are advertised mainly in the national press, and occasionally in local newspapers. An advertising agency is used for design and placement.

Full-time programmes are advertised in national newspapers and occasionally locally, usually in features on educational opportunities. Advertisements are also placed in booklets and other publications aimed at school leavers and Guidance Counselors. Radio advertising, on both national and local stations, is used at times leading up to CAO closing dates. Part-time programmes are advertised mainly in local newspapers and in late August/early September through targeted door-to-door leaflet drops. Specialist guides to adult and part-time programmes are also used.

Since November 2002 the Institute has allocated a senior administrative staff member and financial resources to implement a pilot Marketing Project, run from the Development and External Services Office. The Marketing Project team has worked with the Registrar’s Office and with Schools and Departments to co-ordinate and oversee all activities relating to communications, including corporate promotion, marketing and advertising, and the management of major events in the Institute’s annual calendar. A new Schools Liaison Officer was appointed (in November 2005) to assist in co-coordinating the marketing activities of the Institute.

A specific output of the Marketing Project has been the production of a Style Guidelines Booklet for Institute staff and advertising agents, and a redesign of all Institute.

9.12 Procedures for Monitoring, Evaluating and Reviewing the Academic Administration of the Institute

To facilitate ongoing improvements in academic administration, the Institute has established procedures for monitoring, evaluating and reviewing all processes relating to admissions, registration, examination and graduation of students.

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9.12.1 Admissions processes

The evaluation of the various elements of the admissions processes is under constant review. Some processes, such as CAO, IOTCEF and Fáilte Ireland, are evaluated in a national context while others are evaluated at Institute level e.g. mature students and FETAC admissions. Regular contact is made with stakeholders, including leaving certificate students, guidance counsellors, parents, school principals, mature students and non- nationals, to inform the process. Improvements introduced as a result include improved induction programmes for new and ERASMUS students, the provision of financial information nights for mature students, IOTCEF booklet and web for EU and non-EU students and information evenings for parents and participants on ACE and CHEAP programmes.

At a national level evaluations are completed by the CAO operations group, which meets a number of times each year to review the operation of the admissions process. The Institute is represented on this group as one of the participating 43 HEI’s. These meetings are informed by HEI’s continuing relationships with guidance counsellors and school principals and also by the six national CAO conferences held in six regional areas throughout Ireland each year. Operational matters are considered and improvements made as agreed. This Group is the driving force behind changes and improvements in the CAO system over the years.

The Institute reviews the FETAC Higher Education Links Scheme each year. Heads of Department have contacts with local providers and changes occur as a result of these contacts. Following a review in summer 2005, the Departments of Computing, Electronic Engineering and Mechanical Engineering, agreed to accept any full FETAC Level 5 awards as meeting the minimum entry requirements - provided it contains a specific mathematics/statistic module. Some programmes may also require a specific attainment level in a specific module.

The Institute provides feedback to guidance counsellors regarding the progression and achievements of applicants admitted through the FETAC and related entry routes. This information is provided both at meetings of guidance counsellors organised by the Institute and at area meetings organised by guidance counsellors.

9.12.2 Examinations

A review is conducted after each series of examinations and a report completed for circulation to Heads of School/Department and senior management. The report provides a range of statistical data, including information on the number of learners who sat

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examinations, the number of examination papers produced, the number of students who presented for examinations without ID cards and the number of problem papers. As a result of this process the number of problem exam papers has reduced significantly. Ongoing reviews during the year address the planning, logistical and production aspects of the examinations process and involve contact with the stakeholders including student union officers representing students. An output of this process has been the increase in the number of days over which examinations are run.

9.12.3 Induction

The induction programme is reviewed each year by staff, student leaders and student union representatives, to ensure its relevance and attraction to students. The training provided for student leaders who carry out the guided tours arose from such a review. The induction group also considers best practice in other third level institutions.

9.12.4 Graduation

A review is conducted each year following the ceremony and improvements made. A review of the Graduation process in 2004 led to an increase in the number of graduation sessions from four to five in 2005. This was to facilitate graduands and their families by providing shorter, more focused ceremonies. The additional evening session was designated for part-time Business graduands and was very successful. As part of the review each year the Institute negotiates with service providers (e.g. gowns and photography) to minimise costs for students and provide added value in services (e.g. free frames for parchments). Each year a Graduate Survey is carried out to identify where graduates find employment and/or continue to further study. Based on this survey, a database of graduate’s first destination statistics is developed and analysed.

9.12.5 Academic Administration

Quite a degree of consultation with student representatives exists through the various committee structures (including the Student Services Committee, Childcare Assistance Committee, Student Assistance Fund Committee and the Induction Group). Student survey forms also provide indications of how services are viewed. Daily contact with students provides immediate customer feedback and constant monitoring of this feedback allows staff involved in academic administration to improve services to students. The codification of policies, processes/procedures and practices currently underway will also help to introduce greater efficiency in academic administration processes.

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9.12.6 Surveys and Reports

As part of the self evaluation process, research was also carried out on:

• the attitudes and perceptions of secondary school principals and guidance counselors to the Institute. This research involved a survey and was conducted in December 2004 • a survey of first year students. This was conducted in 2005 to obtain feedback from first year students on why they chose to study at the Institute and the main problems experienced in the course of the studies. These surveys provided useful feedback for the Institute and the results are contained in the relevant reports. The Report on the Attitudes of Secondary School Principals And Guidance Counselors to the Institute of Technology, Tallaght (February, 2005) was circulated to the management team and the marketing sub group for consideration and attention. The Survey of First Year Students (April, 2005) yielded important insights. It found, for example, that the main influences on the students ability to study while at the Institute were: having to work to survive financially (79%); making the adjustment to third level learning (74%); travel time (62 %); social life (56%); lack of mathematical skills (44%); personal/family problems (39%) and involvement in sport (39%). The survey report was circulated to all members of the management team for attention and action as appropriate.

9.13 Self-study Outcomes

In addition to the previous reviews, as part of the delegated authority self-evaluation process a focus group was established to look at academic administration and student services support. This group comprised student representatives, academic staff and administrative staff.8

Many issues were discussed at these meetings, some of which have been resolved and other recommendations are in the process of being implemented. The group recommended the following:

• The development of an online registration facility for continuing and part-time students. This is now a national Banner issue affecting most Institutes. • The printing of ID cards for continuing students during the summer to facilitate earlier registration and access to services. This has been implemented. • The conferring of students in alphabetical order rather than order of merit (in accordance with HETACs guidelines). This was implemented in the November 2005 graduation ceremonies.

8 As discussed in Chapter 4, section 4.4.2.

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• A commitment to examining ways to issue exam results in a more efficient and speedy manner. Currently results are put online and on posters within the Institute. This is currently under review. • The need to improve the reception area in the Registrars Office for students and staff. This was implemented in August 2005. • The need to locate all relevant academic administration staff in one area to provide centralised administrative support for students. This can only be achieved with the implementation of the Institute’s Campus Development Plan. However, arising from the self-study process, a student information desk was provided for the first two weeks of term (September 2005) on the ground floor beside reception. This was to facilitate late registrations and students receiving late CAO offers. The desk was staffed by administrative staff from the Registrar’s Office and from the Schools. Staff provided information on registration, timetables, ID cards and all related issues. The single information point was a success and will be provided again in September 2006. • The self study process also highlighted the need to convert existing documentation on processes and procedures related to academic administration into Standard Operating Procedures (SOPs). This work is in progress. • A group, consisting of staff from the Schools and the Registrar’s Office, is examining ways to improve the registration of Erasmus students.

Other issues discussed related to problems of late registration, the allocation of the funding from part-time registrations fees, the operation of the preliminary examination board meetings, the use of text messaging to communicate with students, the development of a more user friendly staff manual, inadequate storage facilities for examination scripts and levels of support for part-time students. The resolution of these problems is expected to be achieved through further meetings of the Support Services Focus Group.

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226 Chapter Ten

Library and Information Resources

227 Chapter Ten

Library and Information Resources

10.1 Introduction

The library mission is to promote, advocate and consistently work to achieve the highest level of library service to the Institute and its learning community. It is located adjacent to the Institute’s main entrance and is accommodated on two floors, covering a total of 985m2. In 2000, the mezzanine level of the library was opened and includes group study rooms, a silent study area, an open access computer lab, an assistive technology room and additional study carrels. The book and journal collections, photocopiers and a silent study area are located on the ground floor. The library provides a valuable reading space with access to print resources and to a variety of academic online databases that can be accessed at any time via the library catalogue (TallCat).

10.2 Library Staff

There are currently eight full time and six part time members of library staff. Figure 9.1 gives a breakdown of the staff structure for the library.

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Figure 10.1 Library Organisational Chart

Registrar

Institute Librarian

Deputy Librarian

Systems Librarian Assitant Librarian

Senior Library Assistant

Library Assistant II Library Assistant Library Assistant II

Library Assistant I -PT Library Assistant I -PT Library Assistant I -PT Library Assistant I -PT

Library Attendant I -PT Library Attendant I -PT

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10.2.1 Staff Responsibilities

The responsibilities attached to each of the posts are summarised in the Table 10.1 below.

Table 10.1 Posts and responsibilities

Position Responsibilities Institute Librarian Manages and has responsibility for every aspect of the library service Deputy Librarian Deputises for the Institute Librarian and has main responsibility for acquisitions and user education Assistant Librarian Manages the day-to-day running of the library, Inter library Loans and Serials Systems Librarian Manages the library management system and library website Senior Library Assistant Manages the library desk and has responsibility for the coordination of the Book Aid scheme Library Assistants Provide cover for the library desk and are involved in the administration of Serials, Inter-library Loans, Acquisitions, Exam Papers and the Library Website Library Attendants Duties include shelving, monitoring noise, security and supervision of students, maintaining photocopiers in library and book repairs

Each Librarian also acts a Subject librarian. The Subject Librarians are assigned to each academic department. They consult with the department in relation to library stock, library skills training, and subject/ information queries.

The library staff work together as a team and participate in a number of institutional and external committees, including Academic Council, Total Management Team, Health, Safety and Welfare Committee, HEAnet Higher Information Portal Advisory Group, Irish Innovative Users Group, Library Association of Ireland etc.

Staff utilise a variety of means to keep up-to-date on developments in their areas of responsibility and general library issues. These include:

• membership of professional bodies and committees • membership of professional electronic mailing lists • attending and presenting at conferences

Library staff also attend training courses and regular team meetings - these are usually held once a month during term. 1

1 These are recorded on training a spreadsheet and listed in the Annual Review.

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10.3 Library Collection

The library hosts a book stock of 30,000 titles. The vast majority of these books are loaned out with a small number of reference texts accessible only within the library. The library also subscribes to over 200 print journals and a variety of Online Subscription Databases that include full text journals.

The library collection is constantly monitored and material that is out of date is removed from stock in line with the library Collection Management Policy2.

In order to obtain a complete picture of the library collection, Figure 10.2 breaks down the library stock by material type. The largest proportion of library stock consists of printed books and journals.

Figure 10.2 Library Stock by Material Type

Journals (Print & Online) 36%

Printed Material 56%

Online Files 6% Audio/CD 1% Video/DVD 1%

The age profile of the library collection is very recent, with the focus on providing access to up-to-date material. This is particularly important in the technical fields. The majority (71%) of the collection was published between 1990 and 1999. As the Institute only opened in 1993, only 21% of library material has a publication date pre 1990. The remainder (8%) of the collection dates from 2000 on.

2 These are available at http://intranet.it-tallaght.ie/staff/library/collection development policy.doc

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10.3.1 Book Stock

Library materials are catalogued and arranged in accordance with International Library Standards MARC 21 and the Dewey decimal classification system. Library materials are arranged by subject area according to the Dewey decimal classification system. Table 10.2 outlines the number of titles held in the library by subject area.

Table 10.2 Breakdown of library materials in Dewey Order

Dewey Subject Area Number % of Class No of Titles Total Stock 001-099 Computer Science, information and general works 2,441 9.01 100-199 Philosophy and Psychology 372 1.37 200-299 Religion 109 0.40 300-399 Social Sciences 7,978 29.44 400-499 Language 2,252 8.31 500-599 General Science and mathematics 1,767 6.52 600-699 Technology and engineering 8,937 32.98 700-799 Arts and Recreation 845 3.12 800-899 Literature 1,221 4.51 900-999 History and Geography 1,176 4.34 Total 27,098 100

10.3.2 Non-Book Material

In addition to the print books and journals that the library subscribes to, users can also gain access to the library’s subscription online databases, multimedia collection, daily Irish newspapers and past exam papers. Usage of non book material via the library is high, especially for print and online access to past exam papers3.

10.3.2.1 Online Databases

Online databases cover all of the major disciplines of the Institute’s programmes. They are evaluated and reviewed annually by library staff, relevant academic staff, Heads of School and Heads of Department. Trials of new databases are organised by library staff with the relevant publishers and feedback is invited from all library users. Table 10.3 below provides a list of the online databases that the library currently subscribes to.

3 Bound printed volumes of exam papers (March – December 2004): a total of 3,770 were checked out. Online exam papers (January – December 2004): 18,314 accessed.

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Table 10.3 Online Databases

Online Databases Currently Available in the Library American Society for Microbiology Ireland.com/Irish Times Bentham Scientific Online Justcite BS Online Materials and Metals Infobases Emerald Insight Reuters Business Insight Factfinder Reuters Marketline IEEE Communications Package Science Direct Index to Theses TaxFind Infotrac Onefile/ Galegroup Web of Science IngentaConnect

Based on usage statistics from the library management system (Millennium4) the most heavily used online databases we subscribe to are InfoTrac, Emerald and Science Direct.

10.3.2.2 On-line Services

In 2004 the functionality and look of the library catalogue (TallCat) was enhanced. These improvements mean that users have on-campus and off-campus access to the library website and TallCat, with the following services:

• Comprehensive databases for all major subject areas and online guides • A searchable catalogue for local library and other libraries • An Irish language OPAC • A personalised patron record • Facility to renewing and reserve books • Booking equipment and study rooms • Personal reading history • Saved search results and e-mail records • On-line lecturers’ notes and links to recommended reading • Examination papers 2000-2004 (earlier papers accessible within the Institute) • Inter-library loan requests

Through the library management system many aspects of these activities can be monitored and used to evaluate usage of library services.

4 Millennium is the software used by the library to manage all information pertaining to the library, including patron records, bibliographic records and order records.

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10.4 Library Training

During the last couple of years the library has focussed on improving and promoting information literacy. The aim is to encourage independent research and promote lifelong learning by equipping library users with the skills to identify their information needs and to access, select and use library resources effectively. Library instruction ranges from library tours to class lectures, one to one sessions and tutorials.

10.4.1 Initial Library Training

At the start of each academic year, students from each school are given guided tours of the library and orientation talks to familiarise themselves with the library’s facilities, resources and services. Tours are also provided for target groups such as Erasmus students, prospective students and local community groups.

10.4.2 Online Resources

During the academic year 2003-2004, over 500 undergraduate and postgraduate students from each of the different Schools received formal training on the Internet, information retrieval skills and online library databases. Similarly, over 20 lecturers received formal hands-on training on search techniques, the Internet and online resources.

10.4.3 Customised Library Training by Discipline

During 2003-2004 the library introduced a customised library service, with subject librarians being appointed for each of the Institute’s three Schools. Some departments appointed an academic to act as their library representative and to liaise with the library.

Librarians then provided tailored user education sessions designed to meet the needs of individual classes. Many of these sessions took place in the classroom and concentrated on research tools specific to the subject being taught. Librarians worked closely with academic staff in planning and developing these classes.

10.4.4 Integrating Practical Research Skills into the Curriculum

Further course-related instructional sessions saw over 100 students receiving library skills training as part of a module in Communications designed for first year mechanical engineering students. As part of this training, the librarian set students assignments relating to library research. These assignments accounted for a percentage of students’

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overall mark in that module. Over 40 postgraduate science students received a more detailed induction programme on information seeking, search techniques and evaluating online information.

To supplement its training activities, the library produces and maintains a wide range of electronic and printed, subject based information guides and aids. Many of these electronic guides are now available via the Library website. The website was redesigned during summer 2004 to facilitate and support online learning.

10.5 Accessibility

Assistive technology equipment and software is available in the library for learners with a disability. The Librarian and the Access Officer liaise when additional equipment, software or training are required by a member of the learning community.

In order to ensure the library website is accessible the library is working on having all library web pages approved by Bobby.

10.6 Inter-library Loans

If the library does not have a book or journal article it can be acquired in most cases through inter-library loan. The British Library supplied most of the requested material in 2004, with 984 satisfied requests corresponding to a 93% satisfaction rate. The library absorbs the cost of this service.

Other suppliers that were used in 2004 were Subito which provides material at cheaper rates and other Institutes of Technology. Material is exchanged among the Institutes of Technology at no cost. Figure 10.3 provides a breakdown of requests by patron type.

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10.3 Breakdown of Inter-library Loan Requests

Full Time Student 6%

Academic 32%

PostGrad 60%

Library 2%

Postgraduates were the main users of this service in 2004, accounting for 60% of all requests. Postgraduates were followed by academic staff at 32%.

Usage by department (Figure 10.4) indicates that the science department is the highest user at 63% and the computing department is the lowest at 1%. The high number of requests by the science department is linked to the large number of researchers in this field in the Institute.

Figure 10.4 Breakdown of Requests by Department

Other 2% Business 10% Computer 1%

Electronics 11%

Humanities 7%

Mechanical 6%

Science 63%

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Overall 79% of inter-library loans received were journal articles with an average fill time of eight days. Eighteen percent of inter-library loans received were books with an average fill time of 16 days.

10.7 Budget

The library budget is allocated on a yearly basis. Each year the Institute Librarian submits a budget request to the Registrar. The acquisition and allocation of budgets is governed by the SMT. In 2003/2004, €42,000 was allocated for online subscription databases. Table 10.4 details the 2003/2004 budget allocations for each department - for books (€34,000) and journals (€38,900).

Table 10.4 Library Budget 2003/2004

Department Books Journals Total Budget (€) Accounting & Professional Studies 3,000 900 3,900 Humanities 5,000 6,000 11,000 Management 5,000 4,000 9,000 Marketing and Business Computing 5,000 3,000 8,000 Applied Science 5,000 12,000 17,000 Computing 2,000 2,000 4,000 Electronic Engineering 5,000 5,000 10,000 Mechanical Engineering 4,000 6,000 10,000 Total 34,000 38,900 72,900

10.8 Links with other libraries

In order to enhance the provision of library services, the Institute library has developed links with other Institutes of Technology, Higher Education Institutes outside the IoT sector, and local libraries.

10.8.1 Collaboration within the Institute of Technology Sector

An agreement exists among the Institute of Technology libraries whereby students and staff from each Institute of Technology can use the facilities of the partner institutes for study purposes. They are also entitled to borrow normal loan books through an inter-library loan scheme. This service offers a significant cost saving for inter-library loans. The catalogues for each member of the partnership is accessible on-line through a link from the library’s catalogue5.

5 http://millennium.it-tallaght.ie:211/z39m

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10.8.2 Co-operation with other Higher Education Institutes

Students from the Institute can also visit the Libraries of other Higher Education Institutes on production of their current student identity card and a letter of introduction from the Institute’s Librarian. These letters can be obtained at the Library Desk.

10.8.3 Local Cooperation: Tall24

The library works closely with libraries in the local area and initiated the set up of TALL24. TALL24 constitutes Tallaght County Library, Adelaide Meath National Children’s Hospital (AMNCH) Library, Loctite and the Institute of Technology Tallaght. This local network has coordinated shared training sessions for library staff, site visits and access to collections.

10.9 Continuous Improvement and Feedback Mechanisms

In order to continue evaluating the library service, the following mechanisms are in place:

10.9.1 Library Committee

A Library Committee was established in 2004 as a sub-committee of Academic Council. This committee meets at least once a Semester and reports back to Academic Council. Its remit is to advise on:

• improving the provision of appropriate and convenient access to library and other learning facilities and resources for staff and students • improving the provision of adequate information and communication technology resources and facilities to support ongoing courses provided by the Institute • evaluating the adequacy and utilisation of the library and its information resources • promoting the library and its resources among the learning community • identifying means of continuing to integrate library resources in to the teaching and learning processes in consultation with Academic Council.

10.9.2 Library Management Software

The library objectives are considered using performance measurement tools. These performance measures are counted and reviewed on an annual basis. Data to be gathered is listed in the Library Performance Measurement Document. A large volume of this data is captured on the library management system, Millennium. The data is then analysed by

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assigned library staff. Information gathered for the Library Review assists the library management team plan for the following year. The Library Review is sent to the Registrar and Director each year.

10.9.3 Organisational structures

The Institute Librarian is a member of the Academic Council, the Health, Safety and Welfare Committee and the Total Management Team (TMT). The Librarian reports back to the library team on areas that affect the library and raises library issues at these forums.

10.9.4 Staff meetings

Staff meetings are held once a month during semester. These meeting provide us the opportunity to review policy and procedures or to identify where a new policy or procedure is required.

10.9.5 Library Website

Library users are invited for feedback and suggestions on the library website at: http://millennium.it-tallaght.ie/suggest. These suggestions are then forwarded to the Institute Librarian.

10.9.6 Library Surveys

In May 2004 as part of the Delegated Authority process the library conducted a self study survey of all library users. A report was compiled with the results of this study and submitted to Academic Council

10.10 Outcomes of Self-Evaluation

As a result of the self-study undertaken within the library function, and drawing on the feedback obtained through the mechanisms outlined in section 9.9, a number of actions have been implemented to improve the library service. These include:

10.10.1 Training and use of Library Resources

There was very positive feedback in the library survey (2004) on the training sessions and guides provided on using the library resources. A strong theme from the survey was the

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requirement to further develop this service to ensure that more students and staff receive training in this area. The library is currently working on standardising information literacy tutorials in line with international standards.

10.10.2 Loan Rules Review

A Loan Rules Review group was set up to review loan rules. Recommendations were brought to the library committee and then to Academic Council. The new loan rules outlined in Table 10.5 were introduced at the beginning of the 2005-2006 Academic year.

Table 10.5 Borrowing Entitlements

Patron General Collection Duration Short Duration Category items (weeks) Loan (days) Undergraduate students 3 2 1 1 Erasmus students 4 4 1 1 Distance learning 3 1 0 0 Franchised 3 1 0 0 Special needs students 4 4 1 1 Postgraduate students 8 4 1 1 Academic Staff 10 6 1 1

10.10.3 Library Opening Hours

To encourage the learning community to use the library facilities, opening hours are in line with the Academic year, with additional opening hours during exam periods. The library’s opening hours are among the longest (64 hours during semester) in the IoT sector. Also with the introduction of remote authentication, many of the library’s online resources and access to online past exam papers are available 24x7x365.

Table 10.6 Library Opening Hours

During Semester: Day Beginning of Semester 6 Weeks Before Exams Monday – Thursday 08:00 – 21:00 08:00 – 21:00 Friday 08:00 – 17:00 08:00 – 21:00 Saturday 10:00 – 13:00 10:00 – 17:00

Out of Semester: Day Time Monday – Friday 09:00 –17:00 Saturday Closed

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Following on from the results of the library survey conducted in May 2004, the library reviewed existing opening hours with a view to extending its opening hours on Friday evening and on Saturday. During the period coming up to examinations (6 weeks before exams) the library remains open until 9pm on Friday evening. It is also open from 10 am until 5pm on Saturday. Library opening hours are also extended during the August examinations. During the pilot period statistics were gathered on the number of visits to the library, the number of issues and returns, and seat occupancy. These details were recorded and sent to the Senior Management Team for review.

10.10.4 The Library Environment

Library users identified noise levels on the mezzanine area of the library as an issue. In response to this the library increased staff presence on the mezzanine, with the relocation of the Deputy Librarian’s office to the mezzanine area. A staff point on the mezzanine was cabled and will be utilised on a part-time basis by library staff as an information point. One of the problems identified from general feedback from library users and from the 2004 Library Survey, was the low temperature in the library. In response to this, staff began monitoring the temperature in the library. Since January 2005 the temperature in the library has been a minimum of 21°C. A heating engineer will look at the possibility of re- directing air flow from vents in the library.

The layout of the library was another area identified in the self study for improvement. Following on from the results of the survey, the journals and book collections were rearranged to make it more conducive to browsing.

10.10.5 Computer and Printing Facilities

A main area for improvement highlighted in the study was the availability of printing and computing facilities in the library. Since January 2005 the PC’s in the Open Access Lab have been replaced, with an additional 20 PC’s located on the mezzanine. The dedicated library catalogue machines were also upgraded to faster machines.

In September 2005 wireless connectivity was made available in the library for laptop use. To supplement this, laptops may be booked by students using the library management booking system. A dedicated follow-me printer was introduced in October 2004 in response to student requests.

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Ongoing monitoring and review

The library has signed up to use the LIBQUAL+™6. The LIBQUAL+™ library survey software is a rigorously tested Web-based survey that allows for benchmarking against other libraries. The library will conduct its first survey using the new software in early 2006 and has made a commitment to run the library user survey every three years to supplement the information and feedback obtained from other sources.

10.11 Conclusion

The library has implemented a number of important changes over the last two years that have contributed significantly to the development of the library service. To ensure its ongoing development, the library will continue to work with staff and students to review and evaluate the library service and to implement new changes in response to changing needs.

6 http://www.libqual.org/About/Information/index.cfm

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Human Resources

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Human Resources

11.1 Introduction

The Human Resources Office is responsible for all aspects of human resource management in the Institute, including the development, implementation and co-ordination of policies and programmes relating to employee relations, staff training and development, superannuation, staff welfare, personnel administration and industrial relations. The HR function is shaped by

• Ongoing reviews of operational issues arising from internal reviews of policies and procedures resulting from changes in the external environment (including legislative changes, case law, reports from the Labour Relations Commission, Rights Commissioners and Employment Appeals Tribunal Cases at a National level). • Regular meetings of the Industrial Relations Forum within the Institute set up under the Sustaining Progress agreement. • Ongoing reviews of Institute of Technology policies and procedures arsing from quarterly meetings of the Institute of Technology HR managers and Secretary/Financial Controllers, together with regular briefings from the Senior HR executive via e-mail. Feedback from these meetings is conveyed to senior management to inform the decision-making process.

The Secretary/Financial Controller and Human Resources Manager attend meetings of the respective national groupings established by the Council of Directors, usually four times per year. These meetings ensure a consistent approach towards a variety of issues across the

11.2 Self Study Review process

The evaluation of the Human Resources function comprised a number of activities:

• A Staff Survey. This survey was carried out by Excellence Ireland Quality Association (EIQA) in June 2005. The results of the survey are compiled in a report by EIQA and this report is under review by the management of the Institute. The results arising from the report will be communicated to staff as a basis for going forward. • The review and recommendations of the Staff Development Committee set up to inform the Institute Strategic Plan 2005-2008. • The recommendations of a Report on Cross Collegiate Training and Development Activities for the Institute 2004-6.

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• An internal review of superannuation system in February 2005. • A review of a Chartered Institute of Personnel & Development Survey which took place in 2002.

11.3 Human Resources Staff

The Human Resources Manager has responsibility for the overall management of the section and reports to the Secretary/Financial Controller. The HR Manager is currently supported by:

• A Senior Staff Officer (Grade 6) who has responsibility for the administration of superannuation and training, as well as the Management Information System (Core) within the section. • A Clerical Officer Grade 3 who is responsible for recruitment and selection administration, maintaining the record system with regard to leave and other miscellaneous duties.

Overall the Human Resources function in the Institute of Technology Tallaght has a small 1 number of staff. The result of the small complement of staff is that while the need for change is often identified quite early (through informal feedback from staff and as a result of issues emerging from discussions with unions) the change itself may take some time to implement.

11.4 Institute Staff

Table11.1 below provides a breakdown of all staff of the Institute by category and gender. A total of 342 staff were on the Institute payroll in September 2005. This figure includes both full-time and part-time staff. Part-time staff numbers are aggregated into a full-time equivalent (FTE). Part-time lecturing/administrative staff who work 50% of the normal work load are shown as 0.5.

1 A survey by the Institute of Personnel and Development in 2002 showed that Public Sector HR departments in Ireland typically have 1 HR person for every 67 staff. Given that the Institute has 342 staff – expressed in terms of full-time equivalents (FTE) – this would equate to 5/6 people, whereas the HR function is staffed by three people.

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Table 11.1 IT Tallaght Staff by Category and Gender

Category Female Male Total % Female % Male Academic 75.16 107.43 182.59 41.17 58.84 Administrative Staff 55.00 5.00 60.00 91.67 8.33 Library 8.75 2.25 11.00 79.55 20.45 Management 2.00 20.00 22.00 9.09 90.91 Maintenance 0.00 6.00 6.00 0.00 100.00 Research 3.00 0.00 3.00 100.00 0.00 Student Support 4.50 2.00 6.50 69.23 30.77 Technicians 5.50 33.00 38.50 14.29 85.71 Total 153.91 175.68 329.59 46.7 53.30

Academic staff account for 56.8% of total Institute staff. The next largest group is administration (17.5%), then technicians (11.25%) and management (6.4%). The School of Business and Humanities employs the largest number of academic staff, accounting for 42.8% of the total academic staff. The School of Science accounts for 30.4% of academic staff and the School of Engineering for the remaining 26.8%. The Institute endeavours to recruit academic staff who, in addition to holding appropriate qualifications, also possess work and research experience in their relevant fields.

11.5 Academic Staff

The following tables provide an overview of academic staff by School and Department. The Lecturer categories are Senior Lecturer 1 (Teaching), Lecturer/Lecturer 2, L1 and Assistant Lecturer. Pro-rata lecturing staff are expressed in terms of full-time equivalents (FTE).

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Table 11.2 School of Business and Humanities: Academic Staff by Category and Gender

Position Female Male Total Head of School 0 1 1 Department of Management Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 0 0 0 Lecturer / Lecturer 2 4 6 10 Lecturer 1 0 0 0 Assistant Lecturer 1 1 2 Pro Rata Lecturing Staff 1 0.44 1.44 Associate Staff 1.33 0.67 2.00 Department Total 7.33 9.11 16.44 Department of Humanities Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 1 0 1 Lecturer / Lecturer 2 7 3 10 Lecturer 1 5 3 8 Assistant Lecturer 4 3 7 Pro Rata Lecturing Staff 5.43 3.12 8.55 Associate Staff 0.22 0.16 0.38 Department Total 22.65 13.28 35.93 Department of Accountancy & Professional Studies Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 0 1 1 Lecturer / Lecturer 2 4 2 6 Lecturer 1 0 0 0 Assistant Lecturer 0 3 3 Pro Rata Lecturing Staff 0 0.33 0.33 Associate Staff 0.89 0.92 1.80 Department Total 4.89 8.25 13.13 Department of Marketing & Business Computing Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 0 1 1 Lecturer / Lecturer 2 1 2 3 Lecturer 1 1 0 1 Assistant Lecturer 2 3 5 Pro Rata Lecturing Staff 2 3.5 5.5 Associate Staff 0.30 0.00 0.30 Department Total 6.30 10.5 16.80 Total for School 41.17 42.13 83.30

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Table 11.3 School of Engineering Academic staff by Category, Grade and Gender

Position Female Male Total Head of School 0 1 1 Department of Mechanical Engineering Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 1 1 2 Lecturer / Lecturer 2 2 19 21 Lecturer 1 1 0 1 Assistant Lecturer 1 1 2 Pro Rata Lecturing Staff 0 0.44 0.44 Associate Staff 0 0.44 0.44 Department Total 5 22.88 27.88 Department of Electronic Engineering Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 0 1 1 Lecturer / Lecturer 2 1 18 19 Lecturer 1 0 2 2 Assistant Lecturer 0 0 0 Pro Rata Lecturing Staff 0 0 0 Associate Staff 0 0 0 Department Total 1 22 23 Total Academic Staff in School of Engineering 6 45.88 51.88

Table 11.4 School of Science staff by Category, Grade and Gender

Position Female Male Total Head of School 0 1 1 Department of Computing Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 0 1 1 Lecturer / Lecturer 2 7 5 12 Lecturer 1 0 0 0 Assistant Lecturer 1 3 4 Pro Rata Lecturing Staff 1 0 0 Associate Staff 0 0 0 Department Total 9 10 19

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Position Female Male Total Department of Applied Science Head of Department 0 1 1 Senior Lecturer 1 (Teaching) 1 1 2 Lecturer / Lecturer 2 6 9 15 Lecturer 1 5 5 10 Assistant Lecturer 1 1 2 Pro Rata Lecturing Staff 2.33 1 3.33 Associate Staff 3.67 1.42 5.08 Department Total 19.00 19.42 38.41

11.6 Management by Category and Gender

Table 11.9 provides a breakdown of the total management team (TMT) by category and gender. With the exception of two functional managers who are female (the Librarian and the Finance Manager), the remaining members of TMT are male. Overall, for the Institute, the gender mix is approximately 53% male and 47% female (refer to table 11.1).

Table 11.5 Total Management Team by Category and Gender

Position Female Male Total Director 0 1 1 Registrar 0 1 1 Secretary/Financial Controller 0 1 1 Head of School 0 3 3 Head of Department 0 8 8 Head of Development 0 1 1 Functional Managers 2 5 7 Total 2 20 22

Table 11.6 shows the management changes (all internal appointments) that have taken place in the 2004/5 academic year. The appointments of Director, Registrar, Secretary/Financial Controller and Head of Development are recent appointments. There were also four new Heads of Department appointed within the last year and one Head of School.

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Table 11.6 Management Changes 2004/5

Position Appointment Previous Date Position Director September 2004 Head of School of Science Head of Computing September 2004 Lecturer Registrar October 2004 Head of Department of Mechanical Engineering Head of School of Science October 2004 Head of Department of Applied Science Head of Mechanical October 2004 Lecturer Engineering Head of Development November 2004 Head of Department of Electronic Engineering Head of Department of January 2005 Lecturer Applied Science Head of Electronic January 2005 Lecturer Engineering Secretary/Financial Controller June 2005 Head of Department Accountancy & Professional Studies Head of Department of November 2005 Lecturer Accountancy & Professional Studies

11.7 Technical Staff by Department and Gender

The Institute’s technical support staff are a vital part of its teaching and learning provision, given the significant laboratory and workshop elements of many of its programmes at undergraduate and post-graduate levels. Table 11.7 provides a breakdown of technicians by department and gender.

Table 11.7 Technicians by Department and Gender

Position Female Male Total Department of Electronic Engineering 0 5 5 Department of Mechanical Engineering 0 5 5 Department of Applied Science 4.5 5 9.5 Department of Computing 0 2 2 Department of Humanities 0 4 4 Registrar – Computing Services 1 11 12 Secretariat – Buildings 1 1 Total 5.5 33 38.5

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11.8 Administrative and Library Staff by Department and Gender

Table 11.8 provides a breakdown of administrative staff by category and gender. A breakdown of library staff is provided in table 11.9 and a similar breakdown of student support services staff is provided in table 11.10. The Institute is currently in the process of filling the position of Chaplain.

Table 11.8 Administrative Staff by Category and Gender

Position Female Male Total Freedom of Information Officer 1 0 1 Grade 7 2 1 3 Grade 6 8 1 9 Grade 5 7 2 9 Grade 4 10 0 10 Grade 3 23 0 23 Project Accountant 1 1 2 Project Manager 3 3 Total 55 5 60

Table 11.9 Library Staff by Category and Gender

Position Female Male Total Librarian 1 1 Deputy Librarian 1 1 Systems Librarian 1 1 Assistant Librarian 1 1 Senior Library Assistant 1 1 Library Assistant 4.75 0.25 5 Library Attendants (Pro Rata) 1 1 Total 8.75 2.25 11

Table 11.10 Student Support Services by Category and Gender

Position Female Male Total Access Officer 1 0 1 Careers & Appointments Officer 1 0 1 Sports Officer 0 1 1 Nurse 1.5 0 2 Counsellor 1 0 1 GAA Development Officer 0 .5 .5 Rugby Development Officer 0 .5 .5 Total 4.5 2 6.5

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11.9 Selection and Appointment of Staff

The Department of Education and Science determines the overall staffing levels within which the Institute can operate. The Institute then carries out human resources planning based on the needs of the organisation and the limitations imposed by its financial resources. The procedures for the recruitment and selection of staff are determined by the Minister for Education and Science, as specified under the Regional Technical Colleges Act 1992 (Section 11) and further communications and documents from the Department.

All permanent vacancies are advertised in the national press and on the Institute’s website. The Director of the Institute determines qualifications for approved posts incorporating agreements reached with the various staff unions. The interview Selection Board structure is required to be in accordance with the selection procedures determined by the Minister for Education and Science. The recommendations of the Selection Board go before the Institute’s Governing Body who accept or reject the Board’s approval.

Within this framework, the Human Resources section is responsible for ensuring that the Institute complies with current employment and equality legislation, and other appropriate legislation such as the Freedom of Information Act. This is to ensure that the process is carried out in an open and fair manner. The Human Resources section has responsibility for issuing all the correspondence and record keeping relating to this area.

Given the importance of procedures within this area, there is a continuous attempt to enhance and improve the system, both in terms of effectiveness and efficiency. This is reflected in discussions among Institute of Technology HR Managers at national level. The HR section also takes into consideration any comments, criticisms and suggestions about the process received from applicants. Examples of recent changes implemented in the Institute on the basis of such feedback include:

• The preparation of a guide to members of interview boards which explains the process, roles and responsibilities of the panel members, and sets out questioning approaches • The preparation of detailed information packs for all members of an interview board, setting out the job description, copies of the job advertisement, and the screening and short-listing process • The provision of feedback to candidates upon the outcome of their interview

• The provision of a two day course on interview skills to all members of the management team • The provision of an e-mail facility enabling candidates to download their application form and e-mail it back to the Institute.

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The Institute is in the process of preparing a comprehensive training manual for HR staff in the area of recruitment and selection. It is expected that there will be further enhancements and improvements as the HR function adapts to changes in legislation and case law on an ongoing basis.

11.10 Overview of Staff Training and Development

The Human Resources section is responsible for the management of the cross-collegiate training and development budget in the Institute. Support for staff training and development can take place in many ways including:

• Approved leave to participate in training and development activities • Payment of all, or a contribution towards: – the cost of training and development activities – the cost of travel and accommodation associated with training and development activities – the cost of textbooks, equipment or other materials and expenses • Entitlements for leave and payment of certain fees for certain award courses approved by the relevant Head of School • Development and delivery of Institute-wide in-house training and development activities • Contracting of external trainers to provide specific training and development activities • Opportunities for individual development through project work, acting in a higher position, institutional visits, on-the-job learning and mentoring/coaching by more senior staff

Staff are entitled to participate in any of the courses in the institute and do not have to pay tuition fees. Over the period 2002-5, 68 staff attended educational programmes run within the Institute. The cost of such training is not currently captured in the system but the HR function in conjunction with Finance, is examining how this could be achieved.

11.10.1 Funding of Post-graduate Studies

Staff undertaking post-graduate studies are entitled to claim a contribution towards the cost of those studies provided they are relevant to the work/function that they carry out within the Institute. This scheme is in place since 1995/96.

In 2002, the budget supporting post-graduate studies by staff increased from €11,000 to €15,000. In 2005 the fund increased further to €17,000. The percentage payable was also

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increased, from 29% of the total cost to 53%. Where possible the HR Office would like to see an increase in the amount of funding for post-graduate studies and an increase in the percentage of the course costs for which staff are reimbursed.

11.10.2 Training in MIS systems

The introduction of new Management Information Systems within the Institute has required that a substantial amount of training be provided to staff regarding the operation of these systems. The following MIS systems were introduced within the last four years:

• Banner: A student record system • Millennium: A library management system • Core: An integrated HR and payroll system • Agresso: A finance system

Training in the use of these systems has been provided by external bodies (such as An Chéim) and by staff within the Institute. An Chéim provides systems that have been modified specifically for the Institutes of Technology and it supports their implementation into the Institutes nationwide.

In the Case of the Agresso System, which went live in May 2005, three members of staff were seconded to the project and they have provided training to approximately 100 Institute staff in the use of the Agresso package.

In January 2004, the CORE system, which is an integrated HR/Payroll system, was introduced. Three staff were seconded to the implementation project (one from HR, one from Finance and one from Computing Services). Training for all modules (payroll, time and attendance, and report writing) was provided by An Chéim. All HR staff received training in the use of CORE.

The Banner Student System is an integral part of the operations within the Institute. Training is ongoing and is provided by a combination of outside consultants (primarily An Chéim) and Institute staff. Since September 2004, 84 members of staff received training in various modules of the Banner Training.

All library staff have been trained in the use of Millennium, which went live in 2000. Training is also provided in the case of system upgrades, generally by the system librarian.

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11.10.3 The Management of Training & Development

The total direct expenditure on all staff training and development over the years 2001 to 2005 was as follows:

Table 11.11 Total Expenditure on Staff Training & Development

Year Total Expenditure on Staff Training & Development 2001 €164,021 2002 €213,301 20032 €98,747 2004 €179,541 20053 €177,500

The process of managing staff training and development has changed over the past two years. In previous years, the planning and provision of training and staff development was organised on a decentralised basis across the different schools and functional units within the Institute. However, the development of the Institute Strategic Plan highlighted the need for a more broad-based, cross-collegiate approach.

In December 2004, a Staff Development Committee was established to inform the Institute Strategic Plan 2005-2008. The objective of the committee was:

• To oversee the development of a training strategy, training plan and training needs analysis within the institute, and • To implement the various initiatives identified

The Staff Development Committee comprised members of management and staff representatives from three unions: the Teachers Union of Ireland (TUI) representing academic staff; IMPACT representing the administrative staff; and AMICUS representing the Institute’s technicians.

A request for a Training Needs Analysis was submitted in May 2004 to each Department and functional area, to cover the period up to December 2005. Based on the information obtained from the different departments/functional areas within the Institute, the HR Section produced a report entitled, Cross Collegiate Training & Development Activities for 2004/2006. A number of areas were identified, which met the requirement of being cross- collegiate in scope. These training activities, which are outlined below, were deemed necessary as part of the Institute’s strategic and quality assurance plans:

2 Due to budget constraints the budget in 2003 was curtailed but expenditure was increased again in 2004. 3 This is the budgeted figure for 2005 not actual expenditure.

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• Pedagogical/Mentoring Skills • Management Training • Quality Management • ECDL/MOUS and other Microsoft products • Training to ensure effective implementation of the Institute’s Bullying and Harassment Policy • Equality Training • Training in Stress Management

To enable the Committee to deliver on the Training Needs Analysis, the Senior Management Team allocated a budget of €177,500 to staff development for the period January to December 2005, to cover cross-collegiate and departmental/function specific training and development. The Institute plans to increase this figure over the next three years. Total funding will be divided between functional/School specific funding and cross- collegiate funding.

The budget for cross-collegiate training for 2005 was €100,000. Training was provided in the following areas:

• Teaching/Pedagogical Skills Courses • Project Management • Increasing Awareness of Equality and diversity • Training staff, students and management in the area of Bullying and Harassment

11.11 Employee Relations

The Minister for Education and Science lays down the conditions of employment for each position within the Institute. In practice, these conditions arise out of collective bargaining at a national level. Resulting agreements are communicated to the Institute either by copy of the agreement or by circular letter. In addition, as with any other unionised workplace, custom and practice plays a large role in industrial relations. A Staff Handbook sets out many of these conditions of employment and is available on the staff intranet.

11.11.1 Salaries and Wages

Staff taking up a position in the Institute are provided with a contract of employment. Remuneration is governed by regulation and is determined by reference to circular letters which the Department of Education and Science issue from time to time. These circular letters are available in the HR office and also on the Department of Education and Science website.

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11.11.2 Superannuation Schemes

The pension scheme in operation in IT Tallaght since its inception is the Local Government Superannuation Scheme, now called the Department of Education Superannuation Scheme. The scheme, which is a defined benefit scheme, is based on similar ones throughout the public service. An Additional Voluntary Contribution scheme is also in place and part-time staff have access to a Personal Retirement Savings Account (PRSA) scheme. When approaching retirement age, staff are offered a place on an appropriate Retirement Planning course.

The Pensions Board outlines an employer’s responsibilities for the running of a Pension Scheme. These are:

• To inform staff about the scheme • To issue Benefit Statements to all members of the scheme • To ensure that benefits are preserved or transferred for staff members who have left the Institute • To ensure that proper and up-to-date records are kept for all members of the scheme; this includes personal records of each scheme member, e.g. the name, date of birth, date of joining the scheme, date of retirement if retired, financial records of contributions received, service accrued, benefits and entitlements.

Under the Pensions Act, the Institute must give members basic information about the scheme. There is also a duty to provide on request information to each member about his/her personal entitlements. Where a member leaves, retires or dies the Institute must also ensure that specific information is given about benefits payable and any options available.

11.11.3 Review of the Operation of the Superannuation Scheme

Due to the comparative youth of the Institute, there are very few pensioners, and the primary focus to date has been on handling queries as they arose. Since March 2000, close to 100 individual superannuation cases have been dealt with, although some are still awaiting closure. All of these cases are either resolved or the individual has been given the information and is considering his/her options. In addition, a further 45 individuals have met requesting general information about the schemes, additional voluntary contributions, PRSA’s etc.

The time taken to process a case can vary. Because every case is different, each file must be studied carefully and on average each case can take from a few hours up to a number of weeks to complete, whilst all the information is gathered or advice sought from Department of Education etc.

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However, recent legislative and organisational changes, such as the Protection of Employees Part Time Work Act 2001, and the forthcoming transfer of the pensions payment function to each individual Institute, have highlighted that the HR Office will have to be more proactive in this area.

Arising from these changes, an internal review of the administration of the superannuation system within the HR section was held in February 2005. An action plan was prepared which identified the work that still remains to be carried out over the next two to three years to bring all records up to date. The introduction of the new Core pension system has made the task easier as the system is fully co-ordinated with the Corepay/CoreHR system. At this time it has not yet been decided at a national level when the payment function will be transferred to the Institutes. This will have a significant impact upon the HR Office in terms of additional workload and is an issue which is being raised with the Department of Education and Science by the Institutes at a national level.

11.12 Employee Assistance Programme

In common with other Institutes of Technology, the Institute introduced an Employee Assistance Programme (EAP) for all staff in 2003. This is a completely confidential counselling, referral and support service to employees and immediate family members on a wide range of issues, including health-related issues, financial and legal problems, relationship problems, addictions, stress, trauma/shock, bereavement and work-related issues.

The Employee Assistance Programme has a two-fold objective:

• To provide support for employees whose work performance is being adversely affected by personal and/or work-related issues • To offer this support independently of the Institute.

Following positive feedback to the Institute from EAP Solutions, the Institute has decided to provide the service on an ongoing basis into the future and will shortly go out to tender for this service.

11.13 Industrial Relations

The Human Resources section has a central role to play in industrial relations at Institute level. The aim is to foster positive employee relations and establish good working relations

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and communications within the Institute. At a local level the HR section works with three unions: TUI (representing academic staff), IMPACT (representing administrative staff, library staff and Caretakers), and AMICUS (representing Institute technicians).

The HR section also liaises with the Department of Education and Science, the Council of Directors, the National Industrial Relations Forum4 and other relevant bodies as necessary, both to ensure correct interpretation and implementation of any relevant changes, and to ensure that Institute policies and procedures are consistent with agreed practice within the sector.

Meetings with the individual unions take place when either party needs to raise an issue. Every attempt is made to resolve problems at local level and all parties are fully committed to maintaining a well-managed industrial relations climate. The evidence can be seen in the low level of industrial action which has resulted in the Institute since it was established. No local level issues have ever resulted in formal industrial action.

In 2005, an Industrial Relations Forum was established within the Institute to oversee the implementation of the Institute’s Action Plan under Sustaining Progress. Sustaining Progress provides for the establishment of Performance Verification Groups (PVG) in each sector of the Public Service, to verify that the conditions for payment of the increases provided for in the Agreement on Public Service Pay have been met. The pay terms of the Agreement are set out in section 19 of Sustaining Progress. With the exception of the first quarter of the benchmarking increases, each of these payments is

dependent, in the case of each sector, organisation and grade, on verification of satisfactory achievement of the provisions on co-operation with flexibility and ongoing change; satisfactory implementation of the agenda for modernisation set out in Sections 20 to 26, and the maintenance of stable industrial relations and absence of industrial action in respect of any matters covered by this Agreement” (Sustaining Progress, 26.1)

11.14 Human Resource Administration

The HR section is responsible for maintaining a large number of records including: personal records, leave records (comprising – annual leave, sick leave, maternity leave and sick leave), superannuation information, correspondence with outside agencies, recruitment and selection related documentation and industrial relations documentation. The Institute has a record retention policy in respect of these documents.

4 The National Industrial Relations Forum was established for issues relating to academic staff. The parties at this forum include the Department of Education and Science, the Department of Finance, the Teachers Union of Ireland and management representatives from the Institutes of Technology. This forum provides a framework for dealing with disciplinary and grievance issues. IMPACT and AMICUS are working at a national level on similar procedures. 259 Chapter Eleven

11.15 Human Resources and the Strategic Plan.

In 2004 the Institute launched its Strategic Plan for 2005-8. A series of project actions were identified for the HR function to carry out and these items will be prioritized over the lifespan of the plan

Table 11.12 Strategic Plan and Human Resources

Project Dates Project Leader Agree a set of indicators for levels of staff satisfaction with 2005/07 HR Manager the Institute as a place to work and implement continuous improvement processes Implement policies designed to promote equality of opportunity, 2005/07 HR Manager family friendly working schedules, and personal and professional development Continue the development of staff health and welfare supports 2005/06 HR Manager Implement a Staff Training and Development Policy 2005/08 HR Manager

Actions currently taking place against each of the project objectives outlined above are as follows:

• A staff survey carried out by Excellence Ireland Quality Association (EIQA) in June 2005. The results of the survey are compiled in a report by EIQA and this report is under review by the management of the Institute. The results arising from the report will be communicated to staff as a basis for going forward.

The Survey provides a simple framework for measuring and managing an organisation’s culture. It identifies the motivating needs, values and best practices that prevail within any organisation. This allows an organisation to manage the four different levels of their culture that directly impact on attitudes and organisational performance such as confidence, pride, trust, loyalty, commitment and accountability.

• The Institute has an Equality Policy agreed with the various unions.

• The Institute promotes Family Friendly Working and has schemes in place covering career breaks, job sharing and flexible working. Agreement was only recently reached at national level for term time working and work sharing for administrative and library staff, as well as for the partial resumption of work by lecturing staff in cases of serious illness/surgery. Many of these initiatives have been developed at a national level. Others, such as the provision of training in the area of equality and diversity awareness,

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are a response to issues raised in the Institute Strategic Plan. During 2005 staff in School of Science, the Registrars Office, Secretariat, and the Development Office, received training in equality and diversity awareness. The School of Engineering piloted this training prior to 2005. Training is to be implemented within the School of Business & Humanities in January 2006.

• The Institute will provide the Employee Assistance Programme service on an ongoing basis into the future. The Institute is also looking at putting in place some further training awareness days in the area of stress reduction and has provided funding for Staff Health and Wellbeing initiatives that arose through the partnership process.

• Policies and procedures were developed and training provided in the area of bullying and harassment.

• Initiatives in the area of staff training and development were outlined in section 11.10.

11.16 Future directions

The HR Office has implemented a number of important changes over the last year as part of the Strategic Plan. The following are areas for future development:

• The staff survey highlighted a number of important issues. The results of the survey were communicated to staff in November 2005 and a series of subsequent meetings were held with a view to formulating a communications strategy for the Institute.

• The Performance Management Development System (PMDS), which is focused on staff development, is currently being implemented. This should help better align individual staff member’s needs with the needs of the Institute. The newly launched Staff Development Policy will also help to ensure that resources for training are targeted correctly. Management are being trained in the operation of the PMDS system and staff in two sections of the Institute, one academic (Department of Computing) and one functional (the Library) were trained in November 2005. Priority areas for PMDS were established by management at a PMDS training session in October and the extension of PMDS to other departments will occur in 2006.

• The Institute will continue to try to influence national policy in relation to conditions of employment to ensure that it can attract and retain suitable staff and focus rewards systems in the best interests of stakeholders. Recent national agreements, such as Sustaining Progress and the agreement on benchmarking, provide the potential for improved flexibility. The Institute will strive to ensure that the potential of these agreements is realised.

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• At present ‘second generation’ partnership is being considered to move the process to a higher level. The Institute has adopted the principles of partnership, particularly in the area of consultation with staff and will continue to do so.

• The HR Office will continue to improve the usefulness of the Core HR Computer system, in terms of the reports and information which can be generated by the system for members of the management team. The HR section are working to obtain increased functionality from the system to increase efficiency in the areas of record keeping, time and attendance management, manpower planning, superannuation record keeping and management. One of the areas under review involves implementing the “Employee Self Service” option within the system. This facility will enable staff to access and maintain certain information fields pertaining to their records for themselves. Other areas which are in the process of review include the area of report generation, analyses of sick leave, and annual leave outstanding.

• At a National level, each Institute is working with An Chéim to develop a database enhancing the central store of existing CORE reports which have been developed for the sector. It is likely that the Institute will amend reports developed by other Institutes to meet their own needs.

• Policies and procedures were developed and training provided in the area of bullying and harassment.

• Superannuation is an area of increasing importance and will require greater attention over the next few years.

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Quality Assurance System

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Quality Assurance System

12.1 Introduction

This chapter outlines the quality assurance system within the Institute. The Institute is committed to the provision of Higher Education of the highest quality, relevant to the needs of the individuals and organisations of the region. The achievement of the highest quality requires that the Institute have in place quality assurance and control procedures that enable the Institute to identify areas that may be improved and undertake the actions necessary to make these improvements.

The Institute wishes to ensure an ethos of quality in all of its activities and to embed a culture of continuous improvement in the provision of services to students and to the wider community. To facilitate this, quality assurance procedures and improvement initiatives are based on the analysis of information, data and reports gained through a structured process of evaluation, monitoring and feedback from internal and external stakeholders.

The Institute’s policy is to be open and transparent to all stakeholders, including Governing Body, students, graduates, academic staff, administrative staff, support staff, and also the Department of Education and Science, NQAI, HETAC, FETAC, Professional Bodies, state and employer agencies and community groups. The Institute aims to respond positively to individuals, organisations and communities and to be respectful of each individual and responsive to his or her needs.

12.2 Institute Quality Assurance Manual

The Institute’s Quality Assurance Manual was produced to conform to the HETAC Guidelines and Criteria for Quality Assurance Procedures in Higher Education and Training (2002). It describes the key structures, processes, policies, procedures, performance measures and quality assurance mechanisms that facilitate a systematic approach to embedding a quality improvement approach within the Institute. The Quality Assurance Manual was submitted to HETAC and following review was accepted as meeting the requirements as specified in the HETAC guidelines. A Certificate of conformance was issued by HETAC and presented to the Institute in August 2004.

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12.3 Development of the Institute Quality Management System (QMS)

Effective quality management is becoming increasingly important for the Institute, not only for improved outcomes but also because of an increasingly competitive environment and increased public interest in comparative quality data on Institutes of Technology and the universities. Figure 12.1 provides an overview of the key aspects of the Institute’s Quality Management System.

Figure 12.1 Institute Quality Management System

Governance & Management

Planning, Strategy, Goals Stakeholder Involvement

• Students Teaching and Research and • Staff Learning Innovation • Graduates • Companies & Organisations Supported by Central Services and • Professional Student Support Services Bodies • Regulatory Input • NQA/HETAC/FETAC Learning Environment Physical Facilities & Resources

Transfer of knowledge, skills and competencies Graduates and Post-graduates

Strategies for Review Monitoring, Evaluating Feedback and Results, Redefination of goals and Strategy

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The development of the Quality Management System (QMS) as indicated in Figure 12.1, underpins the Institute’s approach to realise its commitment to quality. The Institute’s core activities (teaching and learning, and research and innovation) are supported by central service departments (estates, HR, academic administration, library, finance, computing services) and by student support services (including careers and appointments, medical services, counselling, chaplaincy, access and disability supports, sports and recreation activities and learning supports). The Institute’s management and governance structures provide leadership in the development and implementation of quality assurance throughout the Institute. However, all internal and external stakeholders provide input into the quality assurance process and are instrumental in achieving the Institute’s goals. Academic staff are key players in the development and implementation of quality assurance in academic areas. Central services and student support services have their own quality assurance processes and play a vital role in enabling and supporting the Institute’s core activities. Collective responsibility is achieved through involvement in departmental meetings, programme boards and various other sub-committees and working groups within the different functional areas of the Institute and at School/Department level.

Through a cycle of planning, implementing and review, a process of continuous improvement is established across all Institute activities. This process is an interactive and collective process that recognises the interdependence that exists among all stakeholders and recognises outcomes as the result of systemic interaction among all players. Quality improvement initiatives are based on the analysis of qualitative and quantitative data gained through a structured process of evaluation, monitoring and feedback from all relevant stakeholders.

12.4 Academic Quality System

The main teams and individuals with responsibility for academic quality in the Institute are:

• Governing Body • Director • Academic Council • Senior Management Team • Heads of Department and Functions • Academic Staff • Programme Boards

Each of the above has specific responsibilities in the academic operations of the Institute.1 The relationships and interactions between them are shown in Figure 12.2.

1 The roles and responsibilities of the different individuals and groups outlined above are discussed in Chapter 3.

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Fig 12.2 Relationships in the Academic Quality System

Governing Body

Director Academic Council

Registrar Heads of School and Academic Council Department Sub-committees

Academic Staff and Programme Boards Support Staff

Lecturer - Student

Management Line Relationship Communications/Liaison Relationship

Continuous improvement depends on the quality of social interaction and lines of communication among the individuals and groups outlined in Figure 2.2. The Institutes quality assurance procedures, by developing appropriate structures and processes, are designed to improve the quality of communication, co-operation and interaction among these groups, with a view to supporting innovation and integrating the activities of all staff toward the achievement of common goals.

12.5 Principal Quality Assurance Procedures

The Institute’s quality assurance procedures, as detailed in the Institute Quality Assurance Manual, cover the following:

(i) Procedures for design and approval of new programmes, subjects and modules

(ii) Procedures for the assessment of learners

(iii) Procedures for ongoing monitoring of programmes

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(iv) Procedures for evaluation of each programme at regular intervals

(v) Procedures for selection, appointment, appraisal and development of staff

(vi) Procedures for evaluating premises, equipment and facilities

(vii) Procedures for evaluating services related to programmes related to higher education and training

(viii) Procedures for evaluating the effectiveness of quality assurance procedures.

Procedures one to four relate to quality assurance in academic programmes/activities; procedures five to seven relate quality assurance in the central services and student support areas.

The final set of procedures relate to the process of evaluating the Institute’s quality management system itself. This requires establishing a structured process of evaluation and review to ensure that the Institute’s quality assurance procedures are effective and are correctly aligned to the needs of the Institute at a particular moment in time.

The next section focuses on the quality assurance procedures related to the operation and management of academic programmes.

12.6 Procedures for design and approval of new programmes, subjects and modules

The purpose of these procedures is to ensure that a proposed programme or modification is:

• Compliant with the mission, policies and strategic plan of the Institute • Fulfilling an identifiable need for industry, business or the local community • Compliant with the policies and procedures of NQAI and HETAC for Section 22 validation • Of appropriate academic breath and depth with learning outcomes that are consistent with the levels of knowledge skill or competence as described by the National Framework of Qualifications • Maximise opportunities for learners to avail of access, transfer and progression routes • Developed via a process that is consistent and identifies, physical and human resources required to deliver the programme.

These procedures apply to all HETAC accredited programmes of study irrespective of delivery mode. The key steps involved in developing a new programme are outlined in Figure 12.3 below.

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Figure 12.3 New Course Design and Approval

Initiation CP1 submitted by Head of School/Department to Registrar

Initial Review CPI submitted to Academic Council for Initial Approval

Programme Development If approved, a Programme Development Committee is established to develop a Course Programme Document

Revised Document CP2 Document is submitted by Head of School to Senior Management Team

Internal Review Internal Review Board established to review proposal

External Review Revised document submitted to HETAC and external panel visit organised to review documentation

Approval Revised document is re- submitted to HETAC and results forwarded to Academic Council and Governing Body for approval to run the programme

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The key stages involved in developing a new course are as follows:

• A new programme proposal is submitted by a relevant Head of Department or Head of School to the Registrar via a completed Course Programme Form (CP1). • The proposal is then submitted to Academic Council. • If approved by Academic Council, a Programme Development Committee is established. This committee develops the programme using a standard programme document and module template covering justification, rationale, course schedule, learning outcomes, assessment methods, content and resources. • Once the programme document is completed, the Head of School initiates an Internal Review process by establishing an Internal Review Board. The Head of School also submits a CP2 form to the Senior Management Team, outlining the resource requirements for the programme. Recommendations arising from the Internal Review are incorporated into a revised programme document. • The revised document is then submitted to HETAC via the Registrar. • HETAC establish an external panel to review the documentation and to visit the Institute. • The documentation is amended to take account of changes proposed by the external review panel and re-submitted to HETAC. • The results are forwarded to Academic Council and the Governing Body for approval to run the programme. • The Programme is submitted to the Department of Education and Science as part of the annual Programme and Budgets.

12.7 Procedures for the assessment of learners

Assessment allows lecturers to determine what, and how well, students are learning. The purpose of having in place procedures for the assessment of learners is to ensure that the Institute operates assessment methods that:

• are fair, consistent and transparent • comply with standards determined by HETAC or other approved validating bodies • comply with the standards in respect of the National Framework of Qualifications • evaluate student learning on the programme • are effective in measuring the achievement of the desired learning outcomes of the programme • provide students with opportunities to demonstrate application of knowledge, skills and competencies • provide feedback to students to assist them in improving their performance.

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Institute procedures and documents on student assessment are outlined in section 4.4 of the Institute Quality Manual. These procedures, which apply to all students on accredited programmes where the Institute has responsibility for the development of the programme and the assessment of students, focus on:

• The regulations concerning assessment • The assessment schedule outlining the weighting of assessments • Registration for examinations • Semester examinations • Semester examination papers, solutions and marking schemes • Assessment of scripts • Compiling of marks • Meeting of Board of Examiners • Notification of examination results • Procedures for dealing with requests for examination recheck/review • General examination regulations • Academic Disciplinary Board procedures for students allegedly breaching examination regulations • Regulations for examination Invigilators • Continuous assessment • Provision of appropriate feedback on continuous assessment, including advice on how the student can improve his/her grade • Grading scheme • Postgraduate research degrees policy and procedures • FETAC programmes

The regulations concerning assessment are described in the Marks and Standards document of the Institute and are in accordance with HETAC Marks and Standards. Copies of the document are located on the staff intranet, in the library, the Registrar’s Office and School Offices. These regulations are elaborated in section 4.4.1 of the Institute Quality Assurance Manual.

12.8 External Examiners

The External Examiner policy document for HETAC Validated Programmes details the guidelines to be followed in the nomination of External Examiners and their duties. All Schools and Departments within the Institute adhere to this policy. External examiner reports have consistently commended the various Programme Boards for the efficiency of the examination process. Learners have the opportunity to discuss their results with the lecturer concerned after the Examination Boards, maximising the transparency of the process.

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12.9 The Examinations Process

The key steps involved in examinations are as follows:

(i) Examination entries are confirmed for each student in November and April each year for semester examinations in January and May. Students taking examinations in August confirm the modules they are taking in July or early August. The Broadsheet generated by the examination student record system will indicate the examination each student is taking. It will also indicate if it is a first or second attempt at an examination. (ii) Examination papers, model answers and marking schemes for examinations and supplemental examinations, are submitted to the School Administrator. (iii) All examination papers are sent to the External Examiners. Comments received by the External Examiner are reviewed by the Internal Examiners. (iv) The examination timetable is prepared by the Registrar’s Office with input from Schools. (v) Students requiring special consideration are identified by the Access Officer or relevant department. (vi) Examinations take place in the National Basketball Arena and within the Institute. (vii) The Registrars Office employs, trains and schedules examination invigilators. (viii) Examination scripts are marked by Internal Examiners. (ix) Examination results together with continuous assessment results and practical results where applicable, are uploaded to the Student Database (Banner) by academic staff. (x) External Examiners review a selection of examination scripts. (xi) Alleged breaches of examination regulations are dealt with by the Academic Disciplinary Board established by the Registrar. An appeals mechanism is also available. (xii) A Board of Examiners meeting is held to decide results for candidates. Any changes made are recorded with the reason for the change noted. (xiii) A provisional list of results and transcripts are issued to candidates. (xiv) A ‘Post-mortem’ facility for learners to meet lecturers is available. (xv) Candidates may request a recheck/review through the Registrar. An appeal procedure is also available. (xvi) Results are sent to HETAC electronically and a copy of the signed examination broadsheets are also sent to HETAC (xvii) HETAC issue parchments to the Institute which are presented to graduands at graduation. (xviii) Programme Boards review External Examiner Reports. (xix) The Head of School/Head of Department reports to Academic Council on overall examination performance and examination process.

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(xx) The Registrar reports on overall Institute examination performance to the Governing Body.

12.10 Procedures for ongoing monitoring of programmes

The purpose of these procedures and guidelines is to:

• Ensure that systematic processes exist and are managed in order to collect and analyse information supportive of the continuous improvement of programmes • Correlate both internal and external information to ensure programmes retain their academic and vocational currency • Monitor learner achievement in relation to stated learning outcomes of programmes and gauge the effectiveness of programme assessment mechanisms • Create a quality culture within the Institute at both staff and learner level such that stakeholders are aware of their roles and responsibilities in relation to programme quality • Support overarching periodic reviews of the Institute and its constituent schools

The procedures for the ongoing monitoring of programmes relate to both full-time and ACCS accredited programmes offered by the Institute, where the Institute has responsibility for curriculum development, delivery, review and the support and assessment of learners. It also covers programmes offered by the Institute where the Institute may have been a member of a curriculum consortium.

The main procedures to be followed in this area are as follows:

1. Programme Boards are established for each of the Institutes programmes. The main focus of a Programme Board is to monitor and improve the ongoing delivery of the programmes for which they are responsible. A Programme Board is comprised of a Head of Department or Head of School or his\her nominee as Chair and all academic staff lecturing on the programme, together with support staff representatives, student representatives and others where appropriate.

2. The Programme Board will complete and present to Academic Council an Annual Programme Board Report for each programme as per the Standard Operating Procedure for such reports. Minor changes made to the curriculum annually will be agreed by the Programme Board and signed off by the Chairperson. These changes will be noted in the report. To introduce significant changes (more than ten per cent of the curriculum) to a programme will require a new programme validation.

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3. The Academic Management Team will consider annually the Programme Board Reports. Critical performance related issues will be referred to the Senior Management Team. The Head of School will be responsible for the presentation to Academic Council of the Annual Programme Board Reports for the School.

4. Programme appraisal by Learners is obtained from the student questionnaires (QA1, QA2 and QA3), which are agreed nationally. Each lecturer carries out a formal survey using form QA1 at least once per academic year. Each Lecturer provides a summary of the survey (QA2) to the Head of the Department/School/Course Committee; sensitive information is reported only to the Head of Department/School as appropriate. The QA3 form will be provided to each student in respect of the entire course.

5. External examiners are appointed by the Institute in accordance with the procedures outlined in the Institute’s External Examiners Policy. The Institute requires that the issues raised by external examiners be addressed by the Programme Board, the Head of School or Department and noted in the Annual Programme Board Report. Existing and proposed measures to redress any deficiencies raised in an external examiner’s report should be detailed.

The procedures for the ongoing monitoring of research degree programmes are outlined in Section 5 of the Institute Quality Manual. Their application is considered in Chapter 13 (section 13.7.1 and 13.7.2), which deals with the quality assurance framework for research.

12.11 Procedures for evaluation of each programme at regular intervals

The Institute undertakes an evaluation of all HETAC programmes at least once every five years. This formal evaluation, referred to as the Periodic Programmatic Evaluation or Programmatic Review, is an important means of ensuring that quality improvements are made to programmes and that programmes remain relevant to learner needs and labour market or community needs

The Periodic Programmatic Evaluation centres on a review of the development of programmes over the previous five years, with particular regard to the achievement and improvement of educational quality. Through a Periodic Programmatic Evaluation a revised programme document is developed detailing revised aims and learning outcomes, revised programme schedules and a revised assessment plan. The outcome from the Periodic Programmatic Evaluation should also inform the School’s strategic direction for the future

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There are two distinct elements to the Periodic Programmatic Evaluation, one internal and the other external. The internal element of a Periodic Programmatic Evaluation comprises:

(i) A self evaluation of the School/Department’s programme(s) (ii) A plan for the subsequent five years and a revised programme document including, if required, revised programme schedules (iii) A review by an Internal Self Evaluation Group

The composition of the Internal Self Evaluation Group is detailed in a Standard Operating Procedure. All members are external to the School undertaking the Programmatic Review, with the exception of the student representative. The composition is indicated below:

• Head of School (Chairperson) • Head of Department • Two lecturing staff • Student representative • Director • Registrar • Outside panel member if required • There shall be at least one male and one female on the panel

The external element of a Periodic Programmatic Evaluation entails a group of external experts

(i) Considering the evidence of the self-evaluation (ii) Conducting their own evaluation of the revised programme document and plan (iii) Producing an external evaluation report

The composition of the External Evaluation Review Group is detailed in the Quality Manual as follows:

• Chairperson: A senior academic familiar with HETAC periodic programme evaluation from either the HETAC or university sector or a senior individual from industry/services/professions familiar with HETAC periodic programme evaluation. • Head of School from another Institute of Technology • Head of Department or Head of School from another Institute of Technology (where the range of programmes is widespread within a School) • Senior academic from the University sector • One from industry / services or professions sector • Representatives from the professional bodies or social partners • One of the Institute’s alumni

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Each School considers and acts on the findings of the self-evaluation and the external evaluation and puts in place formal procedures for monitoring the implementation of the changes adopted as a result of the findings. The schedule for the Periodic Programme Evaluations for the Institute is outlined in Chapter 4, table 4.2.

12.12 Procedures for the selection, appointment, appraisal and development of staff

These procedures, which are outlined in section 7 of the Institute Quality Manual, ensure that the Institute operates recruitment and selection methods that are fair and consistent, and comply with the regulations determined by the Minister for Education and Science. Institute policy is to recruit staff of the highest calibre through fair and open selection processes. The principles underpinning the recruitment process are those of fairness, credibility, equal employment opportunity and merit. Staff involved in recruitment adhere to Institute policy and receive training in recruitment and selection processes. Decisions to recruit are made in the context of an overall staffing plan that takes into account longer term academic or operational needs and known retirements and resignations.

The Human Resources Manager is responsible for developing, managing, evaluating and implementing appropriate selection, recruitment and appointment practices and procedures. Procedures for the selection and appointment of staff are outlined in Chapter 11 Human Resources (section 11.9).

12.12.1 Procedures for the Appraisal and Development of Staff

Section 7.10 of the Institute Quality Manual outlines the procedures for staff training and development. Accurate identification of training and development needs is essential in order to overcome the shortfall between current skills and knowledge and what is needed to meet the Institute’s objectives as set out in the Institute Strategic Plan 2005-8.

To assist in the identification of staff development and training needs, a Staff Training and Development Procedure and a Staff Training & Development Policy were developed in 2004. These documents set out the process involved in identifying the training and development needs of staff and generating a training plan. Actions developed in response to these developments are outlined in Chapter 11 Human Resources (section 11.10).

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12.12.2 Performance Management Development System (PMDS)

In compliance with Section 7.8 of the Institute Quality Manual, which outlines the procedures for the appraisal of staff, a Performance Management Development System (PMDS) system is being implemented within the Institute.

The PMDS involves:

• The setting of individual targets by staff in agreement with their supervisor; these targets are aligned to the needs of the particular school/department/function and to the Institute. • The identification of development needs and agreement on a programme of development • An annual review of the outcomes of the PMDS • A review of the delivery of the agreed development measures and priorities

The priority areas for PMDS, based upon the Institute Strategic Plan, were established at a PMDS Training session in October 2005. The priority areas are as follows:

• Maintain and improve the relevance and quality of programmes and services we deliver to stakeholders • Improve communications and engagement with students, staff and other stakeholders • Monitor and improve customer satisfaction • Deliver organisational efficiency through joined up services in a collegiate manner • Improve the training and development of employees • Improve utilisation of resources in terms of efficiency and effectiveness • Improve our working/teaching environment • Improve the effectiveness of the marketing of our programmes and services

12.13 Procedures for evaluating premises, equipment and facilities

Section 8 of the Institute Quality Assurance Manual details the procedures for evaluating premises, equipment and facilities. These procedures relate to the following key areas:

• Room Condition Audits. Room condition audits of all classrooms, lectures and common areas are carried out during the summer and winter breaks to allow repair works to be done and to ensure that facilities are in optimum condition before the commencement of each semester.

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• Allocation and timetabling of rooms. Room audits are carried out to review the accuracy of the Institute timetable by verifying actual room usage.

• Procurement Procedures. The major on-going service contracts, such as catering, clearing, security, and grounds maintenance, are put to public tender every three years. Institute policies and procedures in relation to procurement are outlined in section 8.5 of the Institute Quality Assurance Manual.

• Procedures for the servicing and maintenance of the Institute’s premises are outlined in section 9.5 of the Institute Quality Manual.

The Estates Office is developing a comprehensive set of standard operating procedures for the estates/facilities management function to cover areas such as unscheduled maintenance requests and requests for minor works, and health and safety. The processes and procedures in place within this area are outlined in Chapter 15 Estates.

12.14 Procedures for evaluating services related to programmes of higher education and training.

Procedures for evaluating services related to programmes of higher education and training are outlined in section 9 of the Institute Quality Assurance manual. These procedures cover the following services:

• Library and Information Services • Computing and Reprographic Services • Learner Support, Academic and Non-Academic • Technical Services • Premises servicing and maintenance • Communications

The Institute complies with established quality assurance procedures in all of the areas outlined above. The implementation of quality assurance in relation to Library and Information services is outlined in Chapter 10. Similarly, the implementation of quality assurance in Computing and Reprographic Services is detailed in Chapter 17.

Table 12.1 identifies where in the Self-Evaluation Report the different procedures are addressed.

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Table 12.1 Procedures for evaluating services related to programmes of higher education and training

Service Implementation of Quality Assurance Procedures Library and Information Services Chapter 10 Library & Information Services Computing and Reprographic Chapter 17 Computing Services Services Evaluation of Learner Supports, Chapter 8 Student Services Academic and Non-Academic Chapter 9 Academic Administration Technical Services Chapter 17 Computing Services Premises Servicing and Maintenance Chapter 15 Estates Management Chapter 16 section 16.9 Communications Chapter 3 section 3.8 Chapter 16 section 16.9

The need to improve Communications within the Institute (the last heading in Table 12.1), was highlighted as a significant issues by the Staff Survey, which was carried out by Excellence Ireland Quality Association (EIQA) in June 2005. In response, the Senior Management Team is developing a draft Internal Communications Policy to respond to and act upon the key recommendations from the EIQA analysis of the survey. This will be communicated to staff and it is hoped that the changes implemented will facilitate greater openness, transparency and involvement among staff.

The responsibility for quality assurance in Central Services and Supports (Admissions, Library, Computing Services, Human Resources, Finance, Development etc.) rests with the Senior Manager and Head of Function. There are also sub-committees of Academic Council which assist in the development of policies and procedures in many of these areas (e.g. the Library and Postgraduate Policy Sub-committees) and foster their implementation. In relation to research programmes, for example, quality assurance procedures for the admission, monitoring and examination of postgraduate research students were developed by the Postgraduate Policy Committee of Academic Council. These regulations underpin the academic operations and management of the Institute’s degree programmes. A new quality manual for research degree programmes is currently being drafted by the Postgraduate Policy Committee in conjunction with the Registrar’s Office.2

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12.15 Procedures for evaluating the effectiveness of quality assurance procedures

The Institute is committed to ensuring that both the operation and control of its quality assurance processes are effective, and that they contribute to an ongoing process of continuous improvement.

Section 10 of the Institute Quality Assurance Manual details the series of internal and external audits in place designed to assess whether quality assurance procedures are being implemented (as defined in the Institute procedures) and as part of a learning process, to evaluate if these procedures and review mechanisms are adequate for the purpose for which they were established. Senior Management has responsibility for ensuring that the audit/review process is conducted appropriately and that the recommendations are implemented.

The internal and external audits specified in the Institute Quality Manual are outlined below.

• Internal Audit by Consultant Auditors • Internal Audit by Sub-committee of Governing Body • Periodic Institutional Audit • Management Quality Assurance Review • Audit of the Comptroller and Auditor General • Internal peer audit

These review mechanisms were considered in detail in Chapter 3 (section 3.7). The Internal Audit function (as outlined in Chapter 3, section 3.7.1) was set up in the Institute in 2000. Since then, Deloitte & Touche have been awarded the contract to carry out these audits for all of the Institutes of Technology. The Internal Audit strategy covers all activities within the Institute. An audit plan is drawn up each year, which is discussed and agreed by SMT. Follow-up audits are also undertaken to identify the progress made in implementing the recommendations. Responses to all of the Deloitte & Touche audits over the period 2000- 2005 have been completed. The audits covered the areas outlined in Table 12.2.

2 Refer to Chapter 13, section 13.16.

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Table 12.2 Internal Audits 2000 to 2005

Internal Audit Areas • Part-time courses • Fee collection & registration • Research & Development • Computer Audit • Campus Companies • The Examinations System • Human Resources Management • Completion and uploading of whitesheets • Risk Management of national • Final Broadsheets and Examination Board MIS project implementation meetings.

12.16 Continuous Improvement

The Institute approach to quality improvement is indicated in Figure 12.3. It is a continuous responsive process that seeks to improve outcomes. Each Department/function identifies its key stakeholders (students, staff and other internal and external stakeholders), the key processes involved in managing the functional area and the policies that govern these processes. The next stage involves identifying how the functional area complies with its stated policies and procedures and what deficiencies need to be addressed. The final stage involves identifying improvements that could be made within the functional area.

Fig. 12.4 Quality Review and Improvement

Department/ Function

Key Stakeholders

Key Processes

Policies & Procedures

Review Compliance

Identifies Deficiencies

Implement Improvements

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12.16.1 Standard Operating Procedures

Policies and procedures are developed using Standard Operating Procedures (SOPs). It is the policy of the Institute that all Standard Operating procedures (SOP’s) have the same format, as far as possible. The standard format for SOPs has five headings: policy, purpose, organisational units affected, definitions, responsibility and description of the procedure. Where appropriate, procedures conform to this template. A specific SOP template (procedure no: E2001) is used when generating a new procedure.

A full list of SOPs for the Institute is available from the Freedom of Information Office. All of these procedures will be made available on the content management system when it is commissioned in 2006.

12.17 Self Evaluation Process

The Institute has made significant progress in developing and implementing an Institute- wide Quality Assurance System. Recent developments include the following:

• The SMT established a Quality Review Group in 2005, under the chairmanship of the Head of School of Science, to identify gaps in the quality system. Standard operating procedures were developed to close some of these gaps.

• The series of internal audits undertaken by Deloite & Touche over the period 2000 to 2005 identified weakness in a number of areas. The recommendations made by Deloitte & Touche to improve operations and procedures in these areas have been implemented.

• The Institute has implemented Programmatic Reviews, in accordance with the procedures outlined in the Institute Quality Assurance Manual. The external review of the Programmatic Review in the School of Engineering was completed in December 2005 and an internal review of the Programmatic Review in the School of Business took place in December 2005. The external review of the School of Business will take place in January 2006. The Programmatic Reviews for the School of Science and the Department of Humanities are scheduled for 2006.3

• The Postgraduate Policy Committee of Academic Council, in conjunction with the Registrar’s Office, has drafted a new Quality Manual for Research. New regulations and a code of good research practice are also in the process of being finalised. The Institute document on Research Policy and Procedures is to be replaced by a new Research Regulations and Code of Practice.

3 The schedule for the Programmatic Reviews is outlined in Chapter 4, section 4.2.1.

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• A new coding system for Standard Operating Procedures is being developed. All SOPs are also being up-dated and standardised where possible across the Institute. Standard Operating Procedures will be made available on the Content Management System.

• The Audit function within the Institute will be developed and a series of regular reviews will take place to measure progress towards meeting objectives. As part of this process, staff will be trained to undertake Quality Audits.

• The Performance Management Development System (PMDS) will be introduced throughout the Institute. This will foster the recognition of individual initiative and innovation and align individual staff member’s needs with the overall strategic objectives of the Institute.

• In response to the Staff Survey carried out by Excellence Ireland Quality Association (EIQA) in June 2005, internal communications within the Institute will be improved through the implementation of a series of actions identified by senior management.

• Performance measures will be developed across all activities. This will facilitate informed decision-making by ensuring that decisions are taken on the basis of quality information and concrete evidence.

• The Institute will apply for the Committed to Excellence programme of the Excellence Ireland Quality Association (EIQA) and the European Foundation for Quality Management (EFQM). This involves completing a process of self assessment based on the nine criteria of the EIQA and EFQM Excellence model. The Committed to Excellence level is designed for organisations at the beginning of their journey to Excellence. The emphasis will be on helping the organisation to understand its current level of performance and to establish improvement priorities.

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284 Chapter Thirteen

Research, Consultancy & Industrial Linkages

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Research, Consultancy & Industrial Linkages

13.1 Introduction

The RTC Act 1992 provides a clear mandate for all institutions governed by it:

To engage in research, consultancy and development work, and to provide such services in these matters as the Governing Body of the Institute considers appropriate.

Research is a very significant activity in the Institute in terms of the level of involvement of academic staff and is amongst the highest in the sector. Total external funding in excess of €9m has been secured up to 2005 to support research. This figure is entirely composed of direct, project-specific awards and industrial contributions.

13.2 The Evolution of Research

From the beginning the importance of research to the Institute was reflected in the recruitment of high calibre staff from industry and academia with the capability to carry out basic and applied research. This helped to create a sound base from which the critical mass of research active academics has grown and expanded over the years. The Institute now has 56 students currently registered on postgraduate research degree programmes and an increasing number of academic staff are involved in research activity. Eighty-five percent of permanent wholetime staff have postgraduate degree qualifications. Twenty-six percent have PhDs and a significant number are in the process of completing doctoral dissertations. This demonstrates a capacity to expand the Institute’s research base in the future, be it through research/taught degree programmes or Institute/Industry collaborations.

Fig. 13.1 outlines the main stages in the evolution of research in the Institute over the past decade. It shows the growth of research specialisms within the Institute and the development of the research support infrastructure. A PhD Continuation Fund was established in 2002 and an Internal Masters Programme in 2005.

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Fig. 13.1 The Evolution of Research at the Institute

1992

Opportunistic research & mainly applied research

Expansion of research base mainly in the area of basic research 1996

Research Seed Fund established 1998

Collaborative research with other institutions & formulation of Institute 1999 research strategy

Research strategy updated annually & PhD Continuation Fund established thematic areas identified 2001

Establishment of Institute Research Internal Masters Studentships Centres in thematic areas established 2005

Research & Innovation Strategy Redefined and Research Infrastructures Consolidated

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13.3 Milestones

The breadth and depth of research activity within the Institute is reflected in the following milestones which represent key developments and achievements in the area of research activity.

• In 2005, three research groups were awarded the designation of Institute Research Centre (IRC). These research groups demonstrated outstanding performance in research areas prioritised for support in the Institute’s Research Strategy.

• Researchers in the Institute secured the highest number of Strand 1 awards in Science and Technology under the Technological Sector Research Programme in the Institute of Technology Sector.

• Inter-disciplinary groups centred on the Department of Applied Science were successful in obtaining Strand III awards under the Technological Sector Research Programme.

• A team of seven biologists and chemists secured recurrent funding, totalling approximately €1.7m, as collaborators with DCU, NUIM, and Tallaght Hospital (AMNCH) in the National Institute for Cellular Biotechnology (NICB). The NICB is supported under Cycle 3 of the HEA Programme for Research in Third Level Institutions (PRTLI).

• A team of six chemists and biologists from the Institute are partners in the DCU-led National Centre for Sensor Research, funded under Cycle 1 of the HEA PRTLI.

• Substantial applied research funding was secured under the Enterprise Ireland Innovation Partnerships Programme and its predecessor, the Applied Research Programme, by researchers in Computing, Mechanical Engineering, Electronic Engineering and Applied Science. These projects involved collaboration with industry with a proportion of the funding coming from industrial partners.

• A team of four researchers from the Department of Mechanical Engineering collaborated with Trinity College Dublin (TCD) on a project funded by Enterprise Ireland in the areas of rapid prototyping and bulk sheet forming. This project was funded under the Programme for Advanced Technologies and has led to substantial spin-off research.

• A team of four researchers from the Department of Electronic Engineering carried out a multi-faceted research project in Learning Systems Technology with a team from the University of Limerick. This project was supported under the Advanced Technologies Research Programme funded by Enterprise Ireland.

• The only award under the Enterprise Ireland Basic Research Grants Scheme (predecessor of the SFI Research Frontiers Programme) to go to an Institute of Technology in 2002 (out of more than 100 awards) was obtained by a team of mathematicians from the Institute.

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• A Marie Curie International Postdoctoral Fellowship Award was secured through the EU Framework 6 Programme in the area of electrochemistry. This award enabled the research staff in the CREATE Institute Research Centre to take on a postdoctoral fellow from China in September 2005.

• A number of successful collaborations are ongoing between researchers at the Institute and researchers at NUIM and DIT in pharmaceutical R&D under the TSR Strand 3 Programme. This involves the sharing of resources and regular student exchanges.

• Research collaboration with Tallaght Hospital is also taking place across a range of disciplines, including Microbiology, Business, Electronic Engineering and Mechanical Engineering.

• Research collaboration was established between the Institute and the City of Rome on the under the EU funded LIFE Environment programme.

• Researchers in Business collaborated with South Dublin County Council in conducting an Economic Audit of South Dublin County. This research was published in 2005 and provides an analysis of the County in terms of the sectoral breakdown of industry, the role and composition of FDI, and policies and initiatives to promote job creation and enterprise development.

• The IT Tallaght-led M50 Enterprise Platform Programme, in which IT Blanchardstown, DCU and UCD are collaborators, was awarded substantially increased funding for the period 2004 to 2007 under the Technological Sector Research Programme to support start up businesses, especially in specialist areas related to its R&D strengths.

• The Institute was awarded €2.54m by Enterprise Ireland to set up a Business Incubation Centre, which will have as one of its main aims the commercialisation of IT Tallaght R&D. Work on the Incubation Centre building commenced in October 2005.

13.4 Institute Research Strategy

The Institute is fully committed to R&D as a core activity. By supporting the pursuit of excellence in R&D and scholarship, the Institute seeks to strengthen education and training provision, create and disseminate new knowledge, concepts and applications, and support regional and national socio-economic development. Over the period of the Strategic Plan 2005-8, the Institute aims to increase the number of research postgraduate students from 56 (in 2005) to over 100 by 2008 and to target annual research funding of €2.5m.

The Strategic Plan 2005-8 (p.21) establishes the following key objectives for research. Some of these objectives have already been achieved while others are in progress.

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The Strategic Plan outlines the Institute’s commitment to:

• Develop designated Institute Research Centres in five areas identified as strategically important by the end of 2006 and allocate resources for their support.

• Develop strategic partnerships with other institutions and/or corporations in prioritised areas of research.

• Expand and improve the physical infrastructure necessary to support R&D through the provision of dedicated research space.

• Support the teaching, learning and research needs of students and faculties through the provision of high quality and up to date information resources within the library.

• Together with the other Institutes of Technology, pursue the establishment of an Institute of Technology funding regime whereby Government provides each Institute with baseline finance for research and scholarship.

• Identify and implement a range of initiatives to encourage and support the involvement of staff in research activity.

• Implement best practice in the management and resourcing of R&D.

• Strengthen the capability and effectiveness of the R&D Committee of Academic Council through a number of initiatives, including the involvement of respected researchers from external institutions and companies.

• Promote the excellence of the Institute as a centre for research to all relevant audiences, domestic and international, including funding agencies, industry and business, higher education and research institutions, and the public.

• Seek authority to maintain a register of postgraduate students and seek delegated authority for postgraduate research awards.

In research and teaching, the Institute supports and promotes the traditional principles of academic freedom. All research and teaching activities are conducted in accordance with recognised ethical standards and are open to peer and public scrutiny. Staff and students at under-graduate and post-graduate level are encouraged to acquire and develop knowledge and expertise, to critically evaluate information and to promote academic freedom, having regard also to issues of public accountability.

13.4.1 Specialist Research Areas

Table 13.1 shows the research areas prioritised for support within the Institute by School/Department.

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Table 13.1 Specialist Research Areas by Department/Discipline

Department Prioritised Research Areas Applied Science Smart Materials, Electrochemical Technology, Cellular Biotechnology, Bio- process Technology, Microbial Pathogenesis, Sensors, Pharmaceutical Research, Pharmaceutical Production, Grid Computing Computing Intelligent Tutoring Systems, Software for Mobile Devices, The Semantic Web, Biometrics, Federated Information Management, Computational Modelling, Healthcare Applications, Interactive Multimedia, and Virtual Reality. Mechanical Engineering Integrated Manufacturing Design and Production, Rapid Prototyping, Bio- engineering, Environmental Research Electronic Engineering Communications technology with particular emphases on wireless channel modelling and simulation, protocol modelling and clock recovery, RF transmission of signals; Control Systems Engineering; Vision Systems; thin film fabrication technology, thin film characterisation, thin film applications in electronics, optical-electronic and acoustic devices, sensors and biosensors; Learning Systems Technology, incorporating engineering applications of web based technology Humanities Communications, Language & Society, Media & Society, English Literature Social Sciences, Education Business Economic Development, Innovation and Entrepreneurship, Finance, Organisational Development and Market Research

13.5 Institute Research Centres

A key element of the Institute’s research strategy is the establishment of Institute Research Centres (IRCs) on campus. An IRC is a sustainable research group. The concept was developed based on similar structures in the University of Limerick (UL) and Dublin City University (DCU). An IRC may exist within and across disciplines and should have sufficient critical mass to be capable of:

• attracting funding from the most competitive schemes of the funding agencies • participating in research collaborations and alliances with research groupings of substantial size from other institutions. • raising the profile of research within the Institute. • impacting on teaching activities at both undergraduate and postgraduate levels • producing highly skilled and motivated technologists required for society • publishing in internationally referred scientific journals

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After an extensive external evaluation process, three centres within the Department of Applied Science were established in 2005. A further call for proposals from established research groups in Science and Engineering and Business and Humanities for IRC status is planned for December 2005. The three IRCs established in 2005 in Science are described below.

13.5.1 Centre for Research in Electroanalytical Technology (CREATE)

Researchers within the Department of Applied Science have been applying the tools of synthetic chemistry, electrochemistry and material science, to design a range of multifunctional materials that possess applications in strategically important technological fields. Specific scientific areas of expertise include the synthetic design of redox active materials, employment of modern electrochemical and surface-based techniques for the study of fundamental material properties and the micro-fabrication and miniaturisation of multi-array sensors. The development and microfabrication of sensors was performed in collaboration with the Department of Electronics.

13.5.2 Nuclear Magnetic Resonance (NMR) Institute Research Centre for Spectroscopy

Nuclear Magnetic Resonance (NMR) spectroscopy underpins much of the Institute’s postgraduate research programmes involving chemical synthesis and analysis. The Nuclear Magnetic Resonance IRC aims to build on the groups research record to date (over €1 million in grant funding, over 30 postgraduate students, 50 publications and 80 conference presentations) to further develop NMR facilities and the research they support. An external service, NMR-ITT, supports companies in the region; this is a vital part of the IRC’s mission.

13.5.3 Bio-Pharmaceutical and Neutraceuticals Research Centre (BPNR)

The mission of the bio-pharmaceutical and neutraceuticals IRC is to provide a co-ordinated R&D base for the generation of novel and improved anti-microbial agents for application in the pharmaceutical and neutraceutical industries. The continuing rise in microbial resistance to traditional antibiotics has accelerated the need to find new anti-microbial agents. Major collaborations exist with DCU and NUI Maynooth through membership of the National Institute for Cellular Biotechnology and Tallaght Hospital (AMNCH). Facilities in the National Pharmaceutical Training Centre in IT Tallaght, which include a Bioprocessing

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suite (with scale up facilities to 100L), afford great scope for industrial partnership and the commercialization of selected areas of this research. The potential applications of this research are in the pharmaceutical, veterinary pharmaceutical, clinical (with potential to treat MRSA), functional food and health supplement areas.

13.6 Participation in National Research Centres and Research Networks

IT Tallaght researchers also play a significant role as collaborators in the following National Research Centres, which are all funded under the HEA PRTLI Programme:

• The National Centre for Sensor Research (NCSR). This is a large-scale, multidisciplinary, sensor research centre, focused on the science and applications of chemical sensors and biosensors. It is a collaborative venture between academics in biology and chemistry in the Institute and DCU. The application focus of the NCSR research programme is on areas of economic importance and societal concern, including medical diagnostics, food quality and environmental monitoring. •The National Institute for Cellular Biotechnology (NICB). This is a multidisciplinary research institute that involves collaboration between DCU, NUI Maynooth and the Institute. The NICB is involved in research programs in collaboration with a number of Dublin hospitals, in order to bring the output from basic research to application in disease treatment. • The National Centre for Plasma Science & Technology (NCPST). Two physicists from the Institute are faculty members of the Thin Film Materials node of the NCPST at DCU. IT Tallaght has been involved as partners in NCPST since its inception in the first round of PRTLI in 2000, when it received funding of the order of €7m. Recent work concentrates on plasma enhanced chemical vapour deposition of polymer coatings on cardio-vascular implant surfaces to promote their biocompatibility. • Academic researchers in Biology and Electronic Engineering are active members of two research networks convened by TecNET, an organisation set up by the Institutes of Technology and Enterprise Ireland to enhance the research and development capacities of the Institute sector through the formation of thematic networks and other initiatives. The two networks in question are BioNET, which deals with biotechnology, and the Communications Systems and Software Network (CSSN), dealing with information technology.

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13.7 Research Management and Structures

The Governing Body has ultimate responsibility for the management and control of research activity. It is supported in its decisions by advice from Academic Council. Executive decisions in relation to the management of research are taken by the Senior Management Team, who are directed in this by the Governing Body through the Director.

The organisational structure underpinning research is illustrated in Fig. 13.2.

Fig. 13.2 IT Tallaght Organisational Structure for Management of Research

Governing Body

Director

Senior Management Team Academic Council

Development Post- Finance Academic Office of R&D Ethics & External graduate & Schools Registrar Committee Committee HR Services Policy Committee

Research Facilities

Institute Research Research and Innovation Community Centres

Organisational unit involved in academic Organisational unit involved in strategic / management of research operational management of research

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The Development and External Services Office and the Registrar’s Office both have a role in relation to the executive management of research. The former deals with the strategic and operational management of research; the latter deals with the academic management of post-graduate research only. The precise roles and responsibilities of each are described in the Research Self-Evaluation Report 2005, section 10.3.

Development of policy in relation to research and the monitoring of its implementation are carried out by Academic Council through two sub-committees:

• the R&D Committee, which deals with policy in relation to the strategic and operational management of research. The remit of the R&D Committee also includes innovation, development and consultancy activities.

• the Postgraduate Committee. The Postgraduate Committee was formally established in October 2001 and deals with policy in relation to the academic management of postgraduate research only (the areas for which the Registrar’s Office carries executive responsibility). In June 2005 a further sub-committee, the Ethics Committee, was set up to develop and implement a policy on ethics for the Institute.

13.7.1 Research Degree Programme Boards

In the current structure, research degree programme boards reside within the Schools and Departments. They are established in accordance with the procedures contained in the Institute Quality Manual. A Programme Board comprises a Head of Department or Head of School (or nominee) and the research academic staff, together with support staff, student representatives and others where appropriate. Their main focus is to monitor and improve the ongoing delivery of the research degree programmes. In some cases, a Board may also act as a forum to develop departmental research strategy and enhance research activities in the department.

13.7.2 Quality Assurance Procedures

Quality assurance procedures for the admission, monitoring and examination of postgraduate research students were developed by the Postgraduate Policy Committee of Academic Council between 2001 and 2002, in line with the HETAC guidelines, Postgraduate Research Degrees Policy & Procedures (HETAC, 2001). The Post-graduate Committee is representative of management, academic staff supervisors and research degree students and also has a representative on the R&D Committee.

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The Postgraduate Policy Committee drafted the current Institute Postgraduate Research Degrees: Policy and Procedures document, which was approved by Academic Council in April 2002 and by the Governing Body in May 2002. These regulations underpin the academic operations and management of research degree programmes.

A register of postgraduate students is maintained by the Registrar’s Office in the Institute. In order to be admitted to this register the candidate must be proposed by a sponsoring School and must be accepted by the Institution as per its admissions policy.

Two registers of candidates for higher degrees by research exist as follows:

a) Register of Candidates for the Degree of Master (Research) b) Register of Candidates for the Degree of Doctor of Philosophy

Admission to the postgraduate register is subject to meeting the established HETAC criteria and the standard operating procedures of the Registrar’s Office.

Each prospective student is allocated a supervisor for their project by the sponsoring School/Department, in accordance with the approved criteria for the appointment of supervisors. Additional co-supervisor(s) are appointed:

• where it is necessary to cover a field of study more adequately • to maintain contact with external collaborators • as mentors, where the proposed internal supervisor does not have the appropriate supervisory experience.

The replacement or substitution of supervisors requires the approval of the sponsoring school and department.

All registrations are submitted to HETAC for approval following an internal evaluation by both the School and Registrar. Once HETAC approval is received, the student registers formally with the Institute. Any candidate wishing to transfer from the Master’s Register to the Doctoral Register makes a formal application to the Registrar through the sponsoring School, using the relevant documentation.

Where a candidate is required to undertake all or part of the research leading to a postgraduate award elsewhere, the sponsoring School/Department must be satisfied that the quality and availability of resources is satisfactory, and that regular and effective contact is maintained with the approved internal supervisor. Supervisors are required to meet formally with their students on a regular basis (normally once a week) and to keep minutes of all of their meetings for the duration of the project. This log forms a large part of the documentary tracking of student progress.

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Student progress is assessed on an annual basis by the School and Department through formal reports completed by the supervisors. The annual reports, detailing the candidate’s progress and frequency of contact with their supervisor, are logged with the Registrar’s Office. The Registrar’s Office maintains the central academic file for the student. The student also submits an annual report indicating their level of satisfaction with the programme. These reports are also used to support the candidate’s application for renewal of their registration for the next academic year. In cases where there is a grievance issue these reports also provide a useful audit trail. Grievances are handled through the associated procedures adopted by the Governing Body in October 2002. These are available from the Human Resources Office and are also specified in the student handbook.

Training of supervisors and students is co-coordinated through the sponsoring School and Department. Specialist training appropriate to the research area is provided at the start of the project through the Department, by academic researchers with expertise in the area. Training is also provided on an on-going basis as required and when new equipment or technology is acquired. The library offers specific training modules to postgraduate students at the start of each academic year. Postgraduate research seminar programmes are run over the academic year in most Departments to provide an arena for open discussion in thematic and related research areas. They form part of the student’s development and also provide training in presentation skills. Seminars from external experts are also organized to enhance student knowledge and expertise in their chosen and related fields of study.

The form and method of presentation of the candidate’s work for examination is established by the sponsoring School/Department, in accordance with Institute regulations as outlined in the Institute Postgraduate Research Degrees: Policy and Procedures document.

It is Institute policy that postgraduate research assessment should be conducted rigorously, fairly and reliably and should only be undertaken by those individuals with relevant qualifications and experience and with a clear understanding of the task. The examination criteria, along with those for the appointment of internal and external examiners, are applied by the Registrar in accordance with Institute and HETAC guidelines.

Continuous improvement of the QA framework for research is actively encouraged. Staff and student participation at departmental meetings, research degree programme boards and the relevant sub-committees of Academic Council are the main routes for providing feedback on the quality of the structures in place for the Institute’s research degree programmes. The information captured in the supervisor and student annual reports also contributes to improvements in the quality assurance framework for research degree programmes.

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The outcomes of the self-study in relation to the management of research are outlined in section 13.15 of this chapter.

13.8 Research Facilities

Research facilities in the Institute fall into three broad categories:

• Laboratory facilities and bench space: these are provided within individual Departments and are described in Section 10.4.1 of the Research Self-Evaluation Report 2005 • Office and information technology facilities: the provision of these facilities is coordinated by the Development & External Services Office, with support from Computing Services. These facilities are described in Section 10.4.2 of the Research Self-Evaluation Report 2005. • Library facilities and services: These facilities are described in Section 13.4.3 of the Research Self-Evaluation Report 2005

A detailed presentation of departmental research facilities is also outlined in the Research Self-Evaluation Report 2005, section 10.4.3.

13.9 Post-graduate Enrolments

At present there are 56 students registered on research programmes, 45 on Masters Programmes and 11 students on PhD Programmes. A further eleven new applications to the research register are awaiting approval from HETAC. To date only four students have enrolled as part-time research students. New enrolments have shown a steady increase since 1994 as shown in Figure 13.3.

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Figure 13.3 Trend in Enrolment for Research Degree Programmes

30

25

20

No. of Students 15

10

5

0 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Year of Enrolment

A cumulative total of 143 students have been admitted to the register leading to postgraduate awards since 1994. Enrolment figures are directly related to external funding secured for the proposed projects leading to research degree awards. In Figure 13.3 the peak in registrations in 1998 is related to the attainment of the first Strand I awards in late 1996. This led to student recruitment in 1997 and NCEA sanction of 16 registrations a year later. One student was funded per project.

The upsurge in enrolments from 2001 to 2003 is due to the amount of high level funding secured through programme-based rather than project-based mechanisms, specifically through the PRTLI and Strand III collaborative ventures. This allowed for a number of students to work in particular thematic areas and set up the framework for the establishment of a critical mass in targeted areas.

The lower number of enrolments in 2004 reflects a cap on applications for funding due to limitations in physical resources, particularly bench space, within the Department of Applied Science. In 2005, the number of enrolments increased again to 21.

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13.9.1 Masters and Phd Awards

Over the period 1999-2004, a total of 32 Masters Degrees and 11 PhD Degrees were awarded to students on research programmes. The greatest research output is from the School of Science. Twenty-two out of the 32 Masters Degree awards were in the School of Science (six of these were in Computing and the remaining 16 in Applied Science). All of the eleven PhD awards were also to students in the Department of Applied Science. In Chapter Six, section 6.13, the number of Masters and PhD awards conferred on students is presented, together with a breakdown of awards by School/discipline.

13.10 Sources of Funding

Relative to its size, the Institute is highly successful in obtaining research funding from public funding agencies and from industry. Table 13.2 provides a breakdown of external funding received to date by external source. The Institute has obtained substantial funding from the HEA, Enterprise Ireland and EU programmes (for basic and educational research). The greatest share of the external funding for research (23.4%) has come from the HEA PRTLI funded programmes. After the PRTLI funded programmes, the Technological Sector Research Programme (TSRP) Strand 1 Programme accounts for the next largest share of the total funding received.

Table 13.2 Summary of Research Funding by External Source 1993-2005

Funding Agency Amount (€) % Total Funding EU 1,436,330 15.7% Strand III 1,251,965 13.6% Strand I 2,111,273 23.0% HEA 2,148,070 23.4% Irish Research Council 177,451 1.9% Enterprise Ireland 1,193,430 13.0% Health Research Board (HRB) 75,924 0.8% National Advisory Committee on Drugs (NACD) 650,000 7.1% Other 133,670 1.5% Total 9,178,113 100%

13.10.1 TSRP Strand I and Strand III Awards

The TSRP is funded under the National Development Plan by the Department of Education and Science, through the Council of Directors. There are three strands to the TSRP programme:

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• The Postgraduate R&D Skills Programme (Strand 1) • Enterprise Platform Programme (Strand 2)1 • The Core Research Strengths Enhancement Programme (Strand 3)

Two of these (Strand 1 and Strand 3) are directly related to research. Overall 36.6% of total funding within the Institute has come from the TSR Programme, mainly in the areas of Biology and Chemistry. The Institute has received 57 Strand 1 awards up to June 2005, with 45 of these in Applied Science, five in Electronic Engineering, three in Computing, three in Humanities and one in Mechanical Engineering. The four Strand 3 awards received went to Applied Science. A further 12 Strand 1 awards were secured in August 2005, 11 in Science & Technology and one in the Humanities area.

The mid-term review of the Technological Sector Research Initiatives3 between 2000 and 2003 highlighted the fact that the Institute received the highest number of Strand 1 project-based awards in the sector, excluding DIT who received most of these awards in the Business & Humanities area. The Institute is also placed second behind WIT for the programme-based Strand 3 awards, as shown in Table 13.3.

Table 13.3 TSRP: Breakdown of Funding between Institutes 2000-2003

Institute Strand 1 Total Strand 3 Total Total Funding (€) awards Total Funding (€) awards AIT 278,669 9 934,686 3 CIT 890,121 29 1,252,572 4 IT Carlow 418,742 14 306,006 1 DIT 2,829,625 91 2,480,259 8 DKIT 240,390 8 316,900 1 GMIT 529,286 17 617,160 2 IADT 92,569 3 ITB 316297 10 LYIT 68,000 2 317,325 1 LIT 442,131 14 IT Sligo 213,741 7 314,300 1 IT Tralee 324,587 11 IT Tallaght 978,199 31 1,251,654 4 WIT 926,875 30 1,569,701 5 Total €8,549,232 276 9,360,564 30

1 Strand 2 awards are considered in the next chapter on innovation. 2 Mid Term Review of the Technological Sector Research Initiatives to the Council of Directors, March 2005

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13.10.2 Enterprise Ireland Funding

Enterprise Ireland funding was the predominant source of funding for research in the Institute prior to the TSRP in 1996. The majority of this funding was secured by researchers in Engineering. By far the greatest allocation of awards was from the Applied Research Grants Scheme (subsequently renamed the Innovation Partnerships Programme). Table 13.4 provides a breakdown of this funding since 1994.

Table13.4 Enterprise Ireland: Breakdown of Funding

Programme No. of Awards Total Funding Applied Research Programme 26 €762,382 Innovation Partnership 4 €148,448 Basic Research Grants 3 €260,520 International Collaboration 4 €22,080 Total 37 €1,193,430

Only two awards under the Enterprise Ireland Basic Research Grants Scheme have been obtained to date. The only award made to an Institute of Technology in 2002, out of more than 100 awards, was awarded to IT Tallaght in the Mathematics area. The scheme is now administered by Science Foundation Ireland and has been renamed the Research Frontiers Programme.

The input from industrial partners to the various Applied Research and Innovation Partnerships projects is difficult to value, as it includes monetary and in-kind contributions. It would, however, be conservatively valued in excess of €250,000.

13.10.3 EU Projects, IRC and NACD Funding

Within IT Tallaght, a total of 14 European projects have received funding under the 6th Framework for basic and educational research. Of this funding, 36% related to two projects initiated in 2005, one of these in Applied Science (6th Framework, Marie Curie) and the other in Mechanical Engineering (ENV LIFE). The greatest number of awards was obtained for educational research under the LEONARDO scheme. A total of seven projects were funded between 2000 and 2004, predominantly in the School of Engineering. These projects involved extensive external collaboration.

The Department of Computing obtained funding as lead partners for a Minerva project under the European Union’s Open and Distance Learning Programme. The project, entitled Teaching Undergraduate Programming Using Learning Objects (TUPULO), aims to address the challenges faced by first-year programming students by designing and developing an

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innovative learning tool. The project consortium includes two other third-level colleges (Dublin City University and Institute of Technology Blanchardstown) as well as The Romanian Society for Life-Long Learning in Bucharest. It also involves collaboration with System Training Centre, a multimedia educational software development company in Seville, Spain.

Prior to 2005, only one award was received (in digital communications) under the Embark Initiative's Postgraduate Research Scholarship Scheme, operated by the Irish Research Council for Science, Engineering and Technology (IRCSET). A two year project in Languages was also funded under the Irish Research Council for the Humanities and Social Sciences Small Projects Scheme. The funding received from the National Advisory Committee on Drugs (see Table 13.2) was to support research in Applied Mathematics.

13.10.4 Breakdown of External Funding by School & Department 2000-2005

The distribution of external funding for the period 2000-2005 across Departments and Schools is shown in Table 13.5.

Table 13.5 Funding Breakdown by School & Department 2000-2005

Department 2000 2001 2002 2003 2004 2005 Computing 16,977.00 43,018.30 387,250.00 Applied Science 28,569.11 1,607725.50 2,490,300.00 373,300.00 309,780.00 595,516.00 School of Science 45,546.11 1,650,743.80 2,490,300.00 373,300.00 309,780.00 982,766.00 Electronic Engineering 37,000.00 50,224.00 160,650.00 100,000.00 57,150 Mechanical Engineering 185,230.35 79,511.00 97,900.00 300,000.00 School of Engineering 222,230.35 79,511.00 148,124.00 160,650.00 100,000.00 357,150.00 Humanities 60,900.00 6,000.00 34,000.00 32,000.00 Business 50,820 18,150 School of Business & Humanities 60,900.00 6,000.00 84,820.00 47,3150.00 Total 267,766.46 1,660,254.48 2,699,324.00 539,950.00 494,600.00 1,390,066.00

In recent years, and based on strategic decisions, the Institute has directed its funding applications towards particular research programmes. This strategy is outlined in the Research Self-Evaluation Report 2005. Researchers in Applied Science, for example, are directing their applications, with a high level of success, mainly to Strand I and Strand III of the TSRP and to the SFI Research Frontiers Programme. Researchers in Electronics and Mechanical Engineering are also turning to the TSRP and are looking more to scholarship funding through IRCSET under the Embark program.

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13.10.5 Internal Research Funding

The IT Tallaght Seed Fund was established in 2000 to support short pilot projects with potential to develop into viable research areas. Projects were funded on a competitive basis to a maximum of €3,800. The scheme operated annually from 2000 to 2002 across all disciplines, with an annual budget of €38,000.

As success in obtaining external funding grew, the Institute allocated all internal funding to the PhD Continuation Fund, which was established in 2002. All of the funding in this Scheme has, so far, been allocated to Applied Science research projects. A total of €226,188 in funding was provided under this scheme over the period 2002 to June 2005.

In September 2005 an Internal Masters Programme was launched to assist researchers in building a track record of research. Three studentships will be awarded annually, involving a monthly stipend of €740 per student for two years and a modest budget for materials. The cost of the programme at this level, in a full year, will be €31,140.

In addition to the above, the Institute also provides resources to research through activities such as support for library resources, the provision and maintenance of equipment, materials and waste management, technical support, IT infrastructure and staff time.

13.11 Key Research Performance Indicators

Researchers at IT Tallaght have an impressive record of publishing in both peer-reviewed journals and at conferences. This is shown in Table 13.6, which uses traditional research performance indicators to measure research outputs.

Table 13.6 Research Performance Indicators for Academic Staff 1992-2005

Research Performance Indicators Institute Business & Engineering Science up to June 2005 Humanities Peer Reviewed Journal Papers 441 81 83 277 Conference papers: 316 78 138 100 Conference Posters 231 6 225 Patents 41 9 13 19 Book Chapters 39 22 2 15 Magazine Articles 35 22 7 6 Reports 151 145 3 3 Other (including non peer reviewed) 94 6 9 79 In press/Submitted 18 1 0 17

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From table 13.6 it is clear that research performance is highest in the School of Science. This reflects the greater level of activity in terms of funding and students. The School of Engineering has performed strongly in the presentation of research results at conferences, as indicated in the high number of conference papers. The main research outputs in Business & Humanities relate to peer reviewed journal articles, conference papers, book chapters and reports.

The overall trend is towards an increase in publication activity since 1998, particularly in the submission of peer reviewed journal papers and conference presentations. This is illustrated in Figure 13.4, which shows the trend in conference papers, conference posters and peer reviewed journal papers. Total output (combining all three research output indicators) more than doubled between 2002 and 2004.

Fig. 13.4 Trend in Publication Activity for Research 1998 to 2004

100

90

80

70

Peer Reviewed 60 Journal Papers

50 Conference Papers

Conference Posters 40 Total 30

20

10

0 1999 2000 2001 2002 2003 2004 Year

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Table 13.7 provides a breakdown of research indicators from 1998 to June 2005.

Table 13.7 Research Performance Indicators for Academic Staff 1998-2005

Research Performance Indicators Institute Business & Engineering Science up to June 2005 Humanities Peer Reviewed Journal Papers 173 70 27 88 Conference papers: 149 13 77 83 Conference Posters 100 0 4 96 Patents 9 0 2 7 Book Chapters 11 5 0 6 Magazine Articles 13 2 1 11 Reports 3 2 0 1 Other (including non peer reviewed) 13 3 3 9 In press/Submitted 18 1 0 17

While the Institute is one of the leaders in research activity in the technological sector, it is severely affected by cutbacks and uncertainty in research funding. Strand 3 of the TSRP was cancelled for two years in a row (2004 and 2005) and Strand 1 funding is also characterised by considerable uncertainty, with late and rushed calls and a reduction in the number of awards in the last two years. The pausing of the HEA PRTLI has also had a damaging effect. Notwithstanding these difficulties, the research indicators of several key research teams, notably in the Department of Applied Science, have continually improved over the past five years. This reflects the determination and professionalism of researchers within the Institute.

13.12 Key Research Areas within the Institute

A number of areas of expertise, some of which have developed further as specialist research groups, have evolved in the Institute in a range of thematic areas. These areas of expertise, which involve collaboration with other third level institutions and industry, are elaborated in the Institute’s Research Self-Evaluation Report 2005, section 10.5.6. A brief outline of the research areas, which fall within the categories of Science and Engineering Technology and Business and Humanities, is provided below. The research areas are listed in alphabetical order.

Acoustic Devices Projects in this area aim to develop an acoustic grating equivalent of the Bragg grating. Appropriate acoustic interrogation equipment is being developed that will utilise commercially available digital signal processing (DSP) technology. Investigation of laser induced acoustic pulse propagation in small structures is also being examined.

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Advanced Smart Materials (ASM) This group was set up in 2001 by academic researchers in Chemistry as a result of Strand 3 funding in the area of Advanced Smart Materials. The group investigates innovative methodologies in the design and characterisation of novel molecular based materials for application in Sensor Technology, Catalysis, and Microelectronic and Biomedical Devices. A more recent Strand 3 award has subsequently led to the establishment of the CREATE Institute Designated Research Centre at the Institute, as discussed earlier in section 13.5.2.

Applied Mathematics and Statistics This group, which comprises academic staff from Applied Science at the Institute and NUI Maynooth, established the Research Outcome Study in Ireland (ROSIE) in 2002. The aim was to carry out a study on the effectiveness of different kinds of drug treatments and interventions currently available to opiate users, within the statutory, community and voluntary sectors in Ireland. The study is the first national, prospective, longitudinal drug treatment outcome study in this country.

Applied Thin Film Technology A user group of the National Centre for Applied Microelectronics, this group has generated a number of postgraduate projects in the thin film and high K dielectric materials fields as a result of Strand 1 funding and an Intel bursary. It is multidisciplinary in nature and includes academics from applied physics and electronic engineering. The group collaborates with research groups in the physics departments of DCU and TCD that are working in the area of sputtered high-K dielectric films.

Bio/Cell Technology The major innovative research activities of this group include the production, characterisation and formulation of peptide drugs, and the development of cell culture systems to investigate host-bacterium pathogen interactions. The team comprises Biology academics and has established a significant long-term collaboration with the National Institute for Cellular Biotechnology at DCU.

Bio-Engineering The Department of Mechanical Engineering has established links with Tallaght Hospital in the area of Bio-Medical modelling. Collaborative projects in the area of artificial organ simulation and medical modelling from CAT scan information have been completed. The expertise of this group has led to the development of new surgical assistance techniques for medical inserts that have reduced pre-planning delicate/costly operations; and improved diagnoses.

Biometrics Biometric research within the Department of Computing is being carried out in two areas (i) identification of humans based on their facial features; (ii) determination of how image

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processing and biometric properties from an image of the human ear can be combined to create an automated authentication system, by processing and examining the curves and contours in the image. This research leading to Master’s degrees is currently being funded through the PRDSP programme.

Chemical & Pharmaceutical Analysis Design of analytical methods for the determination of chemical components in biological samples and for use in pharmaceutical applications is the main focus of research in this area. The research is led by academics in Biology and Chemistry and involves collaboration with Limerick Institute of Technology and DCU.

Communications Technology Research in this area is conducted by a number of academics in Electronic Engineering. A 1999 Enterprise Ireland project in Wireless Network Management Systems was carried out in collaboration with Infocell Limited in this area, and a current IRCSET Embark Postgraduate Scholarship is underway. Research in the area of digital communication systems is also being conducted in collaboration with UCD as part of a PRDSP Strand 1 project.

Computational Modelling Research in this area is conducted by academics in Computing and to date three projects in this area have been funded in the following areas: (a) emergent networks in immune system shape space (b) neural network analysis for wood quality determination, and (c) the development of analytical techniques and powerful dedicated CAD software for terahertz technology in biotechnology, communications, secure networks, medical imaging and remote sensing.

Control Research Lecturers and technical staff in the Mechanical and Electronic Engineering Departments are involved in control systems and automation research, including machine vision. Current projects include Adaptive Process Control and Modelling of Multidisciplinary Systems. The group has collaborations with TCD, the Czech Technical University in Prague and the Frunhoffer Institute in Dresden.

Environment Research is conducted in this area within the Department of Mechanical Engineering and the Department of Science. The expertise at the Institute in this area has recently been recognised in the receipt of EU funding under the LIFE Environment programme. The Institute is the only non-Roman partner in the project which is the realisation of the City of Rome’s Action Plan to achieve the Kyoto Protocol objective of Green House Gas reductions. The action plan will define the actions to be implemented in order to reach the goal of a 6.5% reduction in CO2 emissions (as set for Italy) by the year 2012, as compared to the quantity of emissions in the year 1990.

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Federated Information Management Two research projects were conducted in this area by academics in the Department of Computing. One project focused on the intelligent management and retrieval of data on the world wide web. The second project conducted research into mining lexical information from the web.

Grid Computing A new GRID research group was formed in IT-Tallaght in 2005. GRID-Ireland and DELL Computers have awarded a GRID Gateway to the group, allowing IT Tallaght to become part of Ireland’s GRID strategy. This group is composed of two academics from Applied Physics and two technical support staff. It is envisioned that the ITT GRID will become an important part of the Institute’s research computing infrastructure, acting as a high-end computation resource for electronic and mechanical engineering through to pharmaceutical molecular modeling.

Healthcare A healthcare project in the Department of Computing received internal funding from the IT Tallaght Research Seed Fund. The research project, Open Source Technologies for e-Health, assessed the need for future development/modification of existing technologies in order to address the specific requirements of e-health.

Integrated Manufacture Design & Production A number of Enterprise Ireland funded projects in diamond grinding, ventilation, and bulk and sheet forming have been carried out within the Department of Mechanical Engineering, in collaboration with firms, such as Atlantic Diamond.

Learning Systems Technology The EnCoMpaSS project, which is a collaborative project involving lecturers within the Department of Electronics in IT Tallaght and the University of Limerick, is developing a framework for the design of reusable learning objects. This research is concerned with the storage of small pieces of computer-based learning in a database, in such a way that the system can select an appropriate sequence of learning objects to meet the requirements of a user who wishes to study a particular topic. The research is in three areas: (i) Design of a Search Engine for the EnCoMpaSS pilot system, (ii) Flexible Access Techniques for e- Learning, and (iii) Design of Reusable Learning Objects for the EnCoMpaSS pilot system.

Microbial Pathogenesis This group is involved in collaborative projects with the Microbiology Department of AMNCH (Tallaght Hospital). The main research interest of the group is to investigate the pathogenesis of a cystic fibrosis bacterial pathogen Burkholderia cepacia complex (Bcc), which is pan-resistant to antibiotic therapies and causes a rapid and fatal pneumonia in a sub-group of CF patients colonized.

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Mobile Computing Research in the area of mobile computing devices within the Department of Computing Science is being conducted in collaboration with MobileAware Ltd. Results from one project in this area have led to the development of new smart phone and mobile devices. An Enterprise Ireland Innovation Partnership award was received in 2005 to continue to further this area of research.

Molecular Modelling of Macrocyclic Receptors The aim of this research is to support and enhance the work being carried out in the area of Supramolecular Chemistry within the Department of Applied Science and in collaboration with TCD. Research in supramolecular chemistry was an important theme in a number of successful Strand 1 programmes since 1996 that are linked to some of the thematic areas and Centres of Excellence mentioned previously. As a result, ‘super’ molecules are becoming more sophisticated and complicated and it has become increasingly important to develop more systematic ways of designing them if they are to be of use in sensor and pharmaceutical applications.

National Centre for Applied Microelectronics (NCAM) The National Centre for Applied Microelectronics (NCAM) was established on the college campus in 2003. Students and researchers have access to an advanced semiconductor fabrication environment. The main focus of the Centre is thin film fabrication technology, thin film characterisation, and applications in electronics, optical-electronic devices and sensors and biosensors. It is operated by a core group of 5 academics based in the Department of Electronic Engineering, with cross-discipline collaborations with staff of the Departments of Mechanical Engineering and Applied Science. The main objective of the Centre is the mastering of micro-fabrication techniques. Several undergraduate projects in the area have been successfully completed and three postgraduate projects have been initiated with TSRP Strand 1 & 3 and Enterprise Ireland funding.

Pharmaceutical R&D This multidisciplinary group is made up of a number of researchers based in the Institute, DIT (Cathal Brugha Street) and NUI Maynooth. The team comprises Synthetic Organic and Inorganic Chemists, Analysts, Microbiologists, Pharmacologists, Toxicologists and Molecular Biologists. The central objective is the development of compounds that offer significant therapeutic advantage over commercially available products. Pharmaceutical R&D has also been conducted with a major local pharmaceutical company on the development of novel anti-malarial drugs which are now on clinical trials in East Africa.

Process Analytical Technology (PAT) This is a multidisciplinary and interdepartmental research group involved in the development and evaluation of spectroscopic and acoustic techniques for real-time (in/on- line) monitoring of pharmaceutical and biopharmaceutical processes.

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Pure Mathematics Research in the area of multivariable spectral theory as applied to finite dimensional linear algebra has been carried out by two academics from Mathematics and a post-doctoral fellow in Applied Science. The project has succeeded in generating 16 peer reviewed journal publications along with 11 conference presentations. Potential applications from this work include advancing the theory of functional calculus, algebra and matrix decomposition as well as operator theory.

Rapid Protoytping A group is working within Mechanical Engineering to develop Rapid Prototyping Technologies to a point where they can be used to fabricate complex market ready plastic and metal components or products. Four projects have been funded to date all through Enterprise Ireland in this area in collaboration with Gaines Europe, Hewlett Packard, Boston Scientific, Allied Signal, Mallinckrodt, Presco Jig & Tool, EPC, National Metrology Laboratory and Systec Ltd.

Space Science and Technology Staff from Applied Physics are involved in a collaborative project under the European Space Agency INTEGRAL space-probe mission. An Optical Monitoring Camera (OMC) real-time pipe-line software analysis system was designed and developed at the Institute for the flagship INTEGRAL. It was launched in 2003 by the ESA to observe the Universe in multiple spectral bands and will operate in the Earth’s orbit until 2013. The research is conducted in collaboration with Cork Institute of Technology, UCD, DIAS and the Integral Science Data Centre (ISDC) in Geneva, Switzerland.

Supramolecular Chemistry A strategic capacity has been developed through the expertise of five Chemistry academics in Supramolecular Chemistry and other areas requiring synthesis/characterization of new materials. Research in this area feeds into the NCSR, NICB and other IT Tallaght research groups.

Virtual Learning Environments and Powerful Learning A number of projects in this area have been funded under the headings of: (i) Intelligent Tutoring Systems within Regulated Industries and (ii) E-learning as a method to support the teaching of computer programming. With regard to the latter, the Teaching Undergraduate Programming Using Learning Objects (TUPULO) project, which is EU funded, analyses the challenges faced by learners of software development at introductory level on a cross- institutional basis. The research involves the design and development of an e-learning prototype, which incorporates a constructivist learning environment that provides scaffolding to aid learners develop solutions for programming problems. The prototype also promotes metacognition.

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Vision Systems This research, with funding from IRCSET in the form of an Embark Postgraduate Scholarship, aims to develop algorithms and software tools for the management and visualization of the very large archives of personal image and video content envisaged in the not-so-distant future, due to the prevalence of low-cost digital camera and camcorder technology.

National Centre for Franco-Irish Studies Within the School of Business & Humanities, a National Centre for Franco-Irish Studies was established in 2003. The Board comprises several highly regarded Irish and French academics, including one from the Department of Humanities at the Institute. The main ambition of the Centre is to highlight the many cultural, literary and historical links that exist between the two countries, through organising conferences, publishing books and producing a Journal.

Language Teaching Methods Research Within the Department of Humanities, significant research has been carried out into teaching methods. The teaching methods have included the use of literature in German to teach a passive knowledge of the past tense and the evaluation of software programmes as a learning aid for students.

Politics In the field of Politics there is active postgraduate research in the Department of Humanities with two PRDSP Strand 1 funded Masters projects in the areas of (i) liberalism and republican models of civil society and (ii) Foucaultian approaches to political discourse and denominational identity in Ireland.

Local Development A proposal is in preparation to establish a Centre for Local Development in the School of Business and Humanities. The mission of the centre would be to support and inform the processes of local development by producing high quality research in areas of economic and social policy relevance. Two economics lecturers within the Department of Accountancy and Professional Studies have conducted an Economic Audit of South Dublin County on behalf of South Dublin County Council as a precursor to the development of an economic strategy for the county. The aim of the Centre would be to direct research efforts towards the immediate, local environment and its social and economic development needs.

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13.13 Consultancy Activities by School

Consultancy is an important activity across all Schools and reflects both the level of expertise that exists within the Institute and the extensive linkages that exist between the Institute and the local industrial community.

The following consultancy services to industry have been provided by the School of Engineering:

• Geometric tolerancing consultancy at Bayer Diagnostics

• Collaboration with Lake Electronics and companies in radio frequency (RF) engineering

• Production of SLS/rapid-prototype parts for the following companies: Design Partners Ltd., Bray, Co. Wicklow; Eurologic Ltd., , Dublin 18; Systec Ltd., Ennis, Co. Clare; Gaines Europe Ltd., Arklow, Co. Wicklow; Renley Ltd., Walkinstown, Dublin 12; Tyco Electronics Ltd., , Dublin 15; Trintech Ltd., Leopardsown, Dublin 18; Marco Beverage Systems Ltd., Industrial Estate, Dublin; Stryker Howmedica Ltd.,Carrrigtohill, Co. Cork. The Institute has also supported rapid- prototype development in mechanical engineering in UCD, DIT and GMIT.

• Development of automation solutions for industry primarily in the biomedical engineering area in collaboration with Adtec Ltd., Drinagh, Co. Wexford.

• Plant layout work, carried out for Irish Biscuits Ltd., Tallaght, Dublin 24.

• Maintainability advice for T. O’Reilly Electrical Ltd. and OBF Ltd.

• Collaboration on Control System Software with Omron in the U.K. Partners in Joint Ventures

The School of Science has also engaged in a number of consultancy projects with industrial partners. Consultancy services have been provided in process investigation, process control, process improvement and process validation, for companies in the computer, pharmaceutical, healthcare, engineering and service sectors. Some of the companies with which the School has engaged in consultancy projects are listed below:

• Hewlett-Packard Manufacturing • Helsinn-Birex Pharmaceuticals • Irish Blood Transfusion Service • Organon • Compupharma • Q-Flex • The Tech Group • Project Management (PM)

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Within the School of Humanities, a number of consultancy projects have been carried out, mainly in the areas of Business/Economics and Audio-Visual Media. Table 13.8 provides a summary of some of these activities.

Table 13.8 Consultancy Activities within the School of Business & Humanities

Project Name/Funding Agency Brief Description Economic Audit of South Dublin County Two economics lecturers conducted an Economic Audit of South Dublin County on behalf of South Dublin County Council This economic audit provides an overview of South Dublin County and was published in 2005. It provides an analysis of the sectoral breakdown of industry, the role and composition of FDI, policies/initiatives to promote job creation and enterprise, and patterns of growth and development within the County. Collaborative Research on the Shellfish Collaborative research to detect viruses and bacteriophage Industry led by Bord Iascaigh Mhara as indicators of food safety and the development of an effective depuration system. ADAPT Change Management Documentary EUROFORM Heritage Skills Documentary Schering Plough Training Video Trocaire Web site Development for Primary Schools Focusing on 1st world/3rd world consciousness raising Trocaire Civil, Social, Political Education (CSPE) web resources for second level junior cycle course Revenue Commissioners CD ROM and Web development of VAT, CGT, and CAT information and training programmes Failte Ireland (formerly CERT) Teacher Training Video for new experiential culinary programme Cyclorama Project Cultural Documentary on educational access in areas of social disadvantage Leonardo Design, Development and Production of Lecturing Resources for Applied Science Modules in Culinary Arts Programmes. EUREST Industry Placement Programme; Junior Culinary Academy Project.

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Project Name/Funding Agency Brief Description Failte Ireland Curriculum Design for FETAC and HETAC programmes; Provision of in-service training. Food Safety Authority of Ireland Provision of consultant services for training compliance unit; Development of food safety training standards Lingua The production of a CD-ROM exploring the ‘Dual System'’in Germany’s vocational education Lingua A CD-ROM and website focusing on Austrian Economic Geography with FH-Kufstein Funded Research/Consultancy (Languages) Web development to promote European Year of Languages; CALL materials for students of culinary French Guidant Training Video

13.14 Links to Undergraduate Teaching

An active research programme is vital in a dynamic education system seeking to respond to the needs of students, employers and society in general. It is also critical in helping educational institutions retain a relevance to the marketplace. Therefore a key ingredient in the Institute’s research strategy is the recognition that research impacts upon both the teaching activities of the institute as a whole at both undergraduate and postgraduate level. To this end both academic management and lecturing staff within the Institute are proactive in strengthening the link between research and undergraduate teaching.

There are a number of other ways by which research impacts upon teaching activities within the Institute. In the School of Engineering, for example, a number of new modules have resulted from research conducted within the School. Undergraduate courses are also informed by research through Departmental seminar programmes, where up to the minute results from research degree programmes are presented by research students and postdoctoral fellows. This is substantiated by external seminars from recognised experts in thematic areas of research. Also, in Electronics, under-graduate projects are designed to support the work of post-graduate students. In Business, research is also critical to students preparing entries for the Enterprise Ireland Student Enterprise Awards. The educational programmes run in IT Tallaght/DCU collaborative centres (NICB & NCSR) also widen the exposure of the undergraduate populace to research.

Final year undergraduate projects are also an ideal medium to maximise the interaction and strengthen the links between research and teaching/learning. A positive research project experience can influence a students desire to pursue research to a higher level. This has helped to build a critical mass of potential postgraduate students for the Institute to date.

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A number of collaborative projects have also been initiated within the Institute to research and develop new methodologies for use in undergraduate teaching and training programmes. These research projects were funded through a number of EU programmes, in particular LEONARDO, since 1998. Examples include:

• An ADAPT Project on the development of best-practice methodologies for the use of on-line and blended learning methodologies for the development of the workforce in the pharmaceutical industry. • An online portal of resources for eTutors, developed in collaboration with educational institutions in Portugal, Spain, France, Germany, Romania and Italy.

Details on these projects are provided in the Research Self-Evaluation Report 2005, section 10.5.6.

13.15 Research Self-Study

The self-study on research activity within the Institute was co-ordinated by a team drawn from Development and External Services (which has responsibility for the strategic and operational management of research) and the Registrar’s Office (which is responsible for the academic management of research leading to postgraduate awards). As part of the process, data was compiled on the Institute’s research activities across all Departments, covering research active staff, research areas, the number of postgraduate students on research degree programmes, research funding and research indicators and outputs.

Consultation took place with the management and staff of the Schools and Departments and also with postgraduate students involved in research. Progress to date on the objectives set out for research in the Institute Strategic Plan was also reviewed and some new objectives and/or strategies were identified. The research management structures and resources were examined and recommendations for improvements for the future identified.

As part of the self-study process a committee was established to address the issues raised by postgraduate students. This committee aims to improve the efficiency of services and supports for postgraduate students. It is chaired by the Head of Development and also comprises Heads of School, Heads of Department, and a representative from the Registrar’s Office. The committee has agreed to draw up a Postgraduate Student Handbook, detailing supports and services for research students. This will be developed in collaboration with the Postgraduate Committee and the R&D Committee of Academic Council.

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A full and comprehensive review of the consultation process involved in the self-study process together with the contributions of the various stakeholders is provided in the Research Self-Evaluation Report 2005, section 10.6.

13.16 Conclusions and Recommendations

Research is a mainstream activity within the Institute and there are clear and well-defined goals for its continued support and future expansion in the current Institute Strategic Plan 2005-8. One of these goals is that the Institute will seek accreditation to maintain a research register in specific discipline areas with a view to seeking delegated authority for its research degree awards up to the doctoral level in specific areas. This is a realistic goal as the Institute has a strong track record in research and has successfully developed research degree programmes to the highest level.

For accreditation to maintain a research register, HETAC requires that the Institute regulations for postgraduate research degrees be informed by two key documents: Validation process, policy and criteria for the accreditation of providers to maintain a register for a specified research degree in a specified discipline area (2003), and Taught & Research Programme Accreditation Policy Criteria & Processes Research (2005). The Institute’s research policy and infrastructure is also required to be informed by international best practice.

In view of the decision to apply for delegated authority for research degree programmes, the Institute’s research regulations and procedures were assessed by the Registrar’s Office in May 2005. The recommendations arising from that analysis are outlined below and are to be implemented during the current academic year. It was agreed that the Institute:

• Replace the Institute document on Research Policy and Procedures with a new Research Regulations and Code of Practice following the appropriate and approved routes as outlined in the Institute’s Quality Assurance Manual. This will be made available to all academic staff and placed on the staff intranet under the heading of Research.

• Produce a separate Postgraduate Research Quality Assurance Manual. This will be integrated into the Institute Total Quality Management System.

• Produce a Postgraduate Student Handbook that will include the Institute’s Research Regulations and Code of Practice along with relevant procedures. This will be given to all postgraduate students.

• All SOPs related to research will be up-dated in accordance with the foregoing, using the appropriate change control procedures for updating existing SOPs.

• New SOPs will also be developed in the areas where gaps have been identified.

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When accredited to maintain a postgraduate research degree, the Institute will be responsible for processing postgraduate applications and maintaining a register for postgraduate research students. In preparation for the operation of research degree programmes post-accreditation, a Postgraduate Studies Board is to be set up along the lines outlined in the SOP for Programme Boards (DR006). The Board will be convened by the Registrar and will report to Academic Council.

The function of the Postgraduate Studies Board will be to advise on the academic management, operation and quality, of the Institute’s research degree programmes. This will include recommendations for admissions and registration and training programmes for supervisors and students. It will also make recommendations with regard to their monitoring an on-going basis. The Postgraduate Studies Board will be an Institute-wide executive board with representation from management, academic staff involved in research, postgraduate students and the relevant sub-committees of Academic Council that have responsibility for research. It will also have a panel of external advisors for consultation on academic matters pertaining to research degree standards and with regard to registrations and examination.

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Innovation

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Innovation

14.1 Introduction

The Institute has followed the general tendency in higher education institutions to embrace a third stream of activity, in conjunction with teaching and research. This third stream involves leveraging an institution’s expertise and resources to contribute directly to the local and regional economy and community through the promotion of various activities, including the carrying out of applied and contract research, the commercialisation of research, technology transfer, intellectual property (IP) management, licensing and campus company formation. Also included in the third stream is business incubation and enterprise development for campus and external companies, as well as consultancy and training directed at industry and business, and training directed at community groups and individuals.

All of these activities are pursued at the Institute. Innovation activities and applied and contract research have been very actively pursued since the foundation of the Institute. Chapter 13 dealt specifically with research and consultancy activities within the Institute. The delivery of in-company programmes in response to specific industrial/commercial needs was dealt with in Chapter 7. This chapter therefore focuses specifically on the other activities listed above, namely, commercialisation of research, technology transfer, IP management, campus company formation, business incubation and enterprise development.

14.2 Innovation Strategy

The mission statement and key objectives contained in the section of the Institute Strategic Plan 2005-8 on innovation state that:

The Institute sees direct engagement in the economic development of the region as a core activity, and will continue to strive to maximise its economic impact, through its work in innovation, new enterprise development, support for existing enterprise, commercialisation of research & development, technology transfer and services to industry.

One of the core mission objectives of the Institute is to support the achievement of local and national economic targets through engaging in support for innovation and enterprise

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development. The Strategic Plan 2005-8 (p.23) establishes the following objectives in relation to innovation:

• We will promote the Institute as a key resource for entrepreneurs and industry in the region by providing them with excellent graduates, high quality research and effective access to the expertise, facilities and equipment in the Institute.

• We will provide the physical infrastructure necessary for the activities of enterprise development, commercialisation of research and development and technology transfer through provision of incubation space, applied research space and corporate-standard training and meeting facilities,

• We will provide the organisational infrastructure necessary to underpin the activities of enterprise development, commercialisation of research and development, and technology transfer by:

– Continuing the pioneering work of the Institute in enterprise development programmes which has resulted in the success of the M50 Enterprise Platform Programme, and in the Institute playing a leading role in the Plato Programme over six years. – Providing the business support structures and specialist expertise in areas such as technology transfer, intellectual property, licensing and commercialisation necessary to meet the needs of researchers and entrepreneurs considering knowledge-based commercial ventures. – Developing flexible and enabling policies and procedures for key areas such as intellectual property and campus companies.

• We will work effectively with State agencies engaged in economic development, such as the Industrial Development Authority, Enterprise Ireland, South Dublin County Council and the County Enterprise Boards, and with industry representative bodies such as the South Dublin Chamber of Commerce, other Chambers and IBEC, in the economic development of the region.

• We will further embed entrepreneurship and innovation in our academic programme.

• We will promote and facilitate the provision of consultancy and bespoke training programmes by staff to industry and the community

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14.3 Management of Innovation Activities

The innovation activities of the Institute are managed by the Industrial Liaison Manager within the Development & External Services Office. Although the range of innovation activities are outside the remit of the Academic Council, the R&D Committee is still used as a forum for discussion of innovation issues, such as intellectual property, the commercialisation of research and campus company policy. The organisational structure underpinning innovation is illustrated in Figure 14.1.

Figure 14.1 Organisational Structure for the Management of Innovation

Governing Body

Director

Senior Management Team Academic Council

Post- Finance Dev. & Office of R&D Ethics Schools graduate & External Registrar Committee Committee HR Services Policy Committee

Research Facilities

Institute Synergy Institute Research and Innovation Research Incubation Research Community Centres Centre Centres

Organisational unit involved in innovation

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Figure 14.1 shows the organisational structure for the management of innovation and highlights, in particular, the links between innovation activity and research within the Institute. The research of a number of research groups is maturing to a point where commercialisation is a real possibility. The nature of the industrial contacts being established, the tightening of intellectual property management and the withholding of publications, indicate that a number of groups believe they have reached this stage. The recent internal competition for the right to apply to the Enterprise Ireland Applied Research Enhancement Programme, a new large-scale multi-annual scheme to establish applied research centres of excellence in specific areas in the Institute of Technology sector, demonstrated clearly that at least four groups within the Institute have developed technologies with considerable commercial potential. The lack of expertise to support the commercialisation of research is, however, an issue in the Institute and throughout the sector.

14.4 Intellectual Property (IP) Management

In common with the bulk of the Institutes of Technology sector, the Institute has been slow to develop a policy and establish procedures for the management of intellectual property generated from research. A number of factors have contributed to this:

• The lack of a national framework. Until recently, there was no national consensus on best practice in relation to intellectual property. The national code of practice for the management of intellectual property arising from publicly funded research was only put in place in 2004, and the national framework for intellectual property generated by private funding is still in development. • The failure to develop procedures in this area was also due to the lack of expertise within the Institute/Institute of Technology sector. It was also influenced by the expense incurred and poor outcomes experienced by those institutions that have engaged in external legal expertise to assist in this area.

Notwithstanding these difficulties, a policy was developed in 2005, based on a document developed in Athlone Institute of Technology.

Such issues as have arisen in relation to IP protection and management, in the absence of an approved policy, have been dealt with on a case-by-case basis using external expertise, largely from Enterprise Ireland. These issues have not arisen frequently, but research in the Institute has reached a stage that demands urgent action in putting in place the structures to deal with IP issues in the future.

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14.5 Campus Company Policy

Another area requiring the development of coherent policies and procedures relates to issue of campus companies. In 2001, the Institute developed a policy framework in relation to the formation and governance of campus companies. The policy defines a campus company, lists the benefits of campus company status and imposes a number of requirements on a company in return for this status. The latter include the Institute being granted an equity stake in the company and a seat on the board of directors. No company has, as yet, been formed under the terms of this policy, however, the view has frequently been expressed during the self-study that the policy places conditions on any aspirant company that are too rigid and stringent, particularly the two requirements mentioned above. A number of minor amendments were made to the policy document in October 2005 in response to internal audit recommendations, but these did not address the main concerns. A full review of the policy will be undertaken by the R&D Sub-committee of Academic Council. This is discussed further in the section dealing with the outcomes of the self-study.

14.6 The M50 Enterprise Platform Programme

The Institute’s involvement in enterprise development is reflected primarily in the M50 Enterprise Platform Programme (EPP). The M50 EPP was established in 2000 by the Institute of Technology Tallaght, the Institute of Technology Blanchardstown and Dublin City University (DCU). In 2003, University College Dublin (UCD) joined the partnership between these three academic institutions. The Institute is the lead organisation in the project. The focus of the M50 Programme is high potential knowledge-based start-ups (HPSUs). Enterprise Ireland define a HPSU as a company which is based on technological innovation, led by an experienced team with a mixture of technical and commercial competencies, export oriented and likely to achieve significant employment and sales growth within a three-year period. Participants on the M50 Programme are graduates and the programme targets high-calibre individuals with extensive business experience in indigenous and/or multinational corporations.

14.6.1 Enterprise Supports

The M50 Programme is managed by a full-time manager reporting to the Industrial Liaison Manager of the Institute. In addition to training, business coaching and mentoring, the programme provides financial support and incubation facilities to entrepreneurs over a twelve-month time-span. Funding is obtained mainly from Enterprise Ireland and the Department of Education. Incubation facilities are provided at the Institutes of Technology

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in Tallaght and Blanchardstown, at UCD’s new Innovation and Technology Transfer Centre (Nova UCD) or at DCU’s new state of the art Innovation and Enterprise Centre (DCU Invent). These centres provide high-potential start-ups with the high quality working environment that they need, including broadband facilities and various business support services. Participants can choose whichever location is appropriate for their business and can benefit from interaction with researchers and research facilities. A key objective of the M50 programme is to commercialise the results of R&D in the third level sector and to promote synergies between academia and industry.

14.6.2 Start-ups by Area of Activity

Over the period 2001 to 2003, the IT Tallaght M50 programme supported an average of ten start-up companies per year. In 2004, the number of start-up companies increased to 20, giving a total of 51 companies. The majority of the M50 enterprise programme start- ups are in the areas of software and telecoms, multimedia, bioinformatics, management consultancy and training, and environmental management. A high proportion of these (24 companies) are in the software and telecoms category.

Table 14.1 provides information on ten start-up companies that were supported by the M50 programme, as an indicator of the type of activities in which these enterprises are engaged.

Table 14.1 M50 Start-up Companies

Company Contact Name Business Details Quaternity David Muldowney Provides software solutions for the global investment Limited management industry. Clients include Royal Bank of Scotland, AXA, Coutts, Bank of Ireland, AIB and KBC, who use their products to conduct risk and performance analysis on their investment portfolios.

Pharmastox Neill Ryan Software development for the pharmacy market. The Ireland Limited company now has 35% of the Irish pharmacy market and is entering the UK through strategic partnerships.

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Company Contact Name Business Details Limited David Seavers Voice and teleconferencing solutions. Aonta was founded in 2005 by three former employees of an Irish technology company that had grown rapidly to become a world leader in their marketplace before being acquired by an American multi-national. With the experience of growing a technology exporting company, Aonta’s founders set out to exploit a new technological and market opportunity, namely VOIP voice and teleconferencing. Aonta has already attracted offers of support from Intel who are building an eco system of providers of communications building blocks for the next generation IP network. Intel are willing to showcase the Aonta solutions in their reference labs and with their direct customers

Risaris Limited John Power Software development solutions for the ICT industry. The company is developing a product that exposes legacy data using Web Services to make this available within a Service Oriented Architecture (SOA). Risaris is finalising the licensing of this product through another company, Software AG.

NewSquare Charles Dowd Financial remittance technology for the microfinance Networks Ltd. industry. The company has signed up 7 strategic partners in Latin America, Africa, EU and USA

SlidePath Limited Sean Costello Digital pathology slide technology for external quality assurance and pathology training. The technology was presented at a number of leading conferences and two clinical evaluations of the technology were published in peer reviewed journals. The company currently employs four full-time personnel and has sold to customers in Ireland, UK and Sweden.

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Company Contact Name Business Details LSDB Limited Oliver Muecke With a growing trend toward disposable technology in the manufacturing process, Oliver Muecke spotted an opportunity to develop a scalable disposable bioreactor for the commercial manufacture of therapeutic products. This technology will give significant cost savings and increased flexibility to his future customers. Oliver has patented his invention and is now working to commercialise the opportunity with the help of the M50 Enterprise Support Programme in IT-Tallaght.

Sentenial Limited Sean Fitzgerald Direct Debit Payment Technology. Sentential Ltd. developed a prototype product and service for the direct debit payment instrument. The business now has 180 customers in three countries and has 9 employees. The company recently secured seed capital and is seeking venture capital funding to substantially grow the business in a European context.

Framework Andy Dowling Security System Design. Framework Solutions Ltd. Solutions Limited spotted an opportunity for the issuing and authentication on-line of educational documents such as parchments and official transcripts. The company has recently completed the world’s first implementation of the Europass Diploma Supplement at the University of Limerick. Graduates can now access their graduation related documents and send them securely to prospective employers and other third level institutions. Documents are signed using Advanced Electronic Signatures in line with the Digital Signatures Directive and can be authenticated online. Framework Solutions is in discussions with a number of institutions in Ireland and across Europe for the deployment of this system.

The results from the M50 Programme have been extremely positive, with a high proportion of start-ups achieving outstanding growth. Successful performance among these companies is also reflected in variables such as turnover, employment, investment, the acquisition of substantial contracts and the granting of high potential start-up status by Enterprise Ireland.

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14.7 Funding of the M50 Programme

The M50 Programme is funded under Strand 2 of the Technological Sector Research Programme. For the period 2001-2003, the programme received funding to support ten entrepreneurs each year on the programme. The Institute secured increased funding of €690,000 in the follow-on competition in 2004, for the years 2004 to 2006. This is sufficient to support an average of 15 participants per annum. However, demand for places from high quality applicants has led to a situation where approximately 40 participants will have been through the programme by the end of 2005. Other sources of funding are being investigated in an attempt to maintain the level of activity on the programme. For example, an application was made recently to the FAS Training for People in Employment scheme.

14.8 An Example of Best-Practice in Fostering Entrepreneurship

A survey carried out in 2005 shows that the M50 approach has a valid claim to best practice in fostering entrepreneurship within higher education in Ireland. The following represent some of the results of the survey:

• Two-thirds of participants are trading, with 26% still in R&D • The participants have generated actual and forecast turnover in excess of €16m, with employee headcount of approximately 100. • The majority of start-ups are in high-technology and knowledge-intensive sectors of industry such as software and telecoms and multimedia, with high growth and export potential • Participants found the M50 Programme to be crucial to their development, not just in terms of knowledge transfer, but also in terms of networking and the development of skills and competencies. The Programme has proved to be extremely effective in supporting start-up companies and participants stated that they would recommend the M50 Programme unreservedly to other entrepreneurs.

The reputation of the M50 programme is also reflected in:

• Enterprise Ireland’s Manual for Incubation Centre Managers, which cites the M50 Programme as an example of national best practice in the areas of programme marketing, company support, networking and attendance and focus on sales. • A Forfás Report on Innovation Networks, published in 2004. This Report includes a study of the M50 EPP as a noteworthy example of a growing network of public and private organisations.

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• The OECD invited the M50 Programme co-ordinators to present a paper at their conference Fostering Entrepreneurship: The Role of Higher Education, in Trento, Italy, in June 2005.

14.9 Synergy Business Incubation Centre

In 2001, the Institute was awarded a grant of €2.54m to design, construct and manage an incubation centre on campus. This grant was awarded through the Enterprise Irelands Scheme for Regional Innovation Strategies, funded under the National Development Plan. A further €0.5m towards the cost of the Incubation Centre was raised through contributions from industry and from the Institute’s own resources.

The Centre will be approximately 1,000m2 in area and will comprise 16 flexible enterprise units, nominally 25m2 in area, along with other spaces for applied research. It will also include concept desks and corporate standard meeting and training rooms. Construction began in October 2005, with a projected completion date of September 2006.

14.9.1 Rationale for Building a Technology Business Incubator at the Institute

The rationale behind the development of the Campus Incubation Centre is as follows:

• Business incubators have a proven record of dramatically increasing the success rate of start-up businesses and constitute a vital engine for growth in the Irish economy. This is reflected in Government policy and Enterprise Ireland funding initiatives. • Technology-based start-ups benefit enormously from access to the expertise, facilities and equipment to be found on the campus of a progressive third level institution. • Enterprise support and technology transfer are now seen as important core activities by the vast majority of third-level institutions, as evidenced by plans to develop campus business incubators by every University and Institute of Technology in Ireland. • The Institute has specific strengths in the areas of Chemistry, Biotechnology, Pharmaceuticals, ICT and Mechanical Engineering, and many state-of-the-art facilities which could be utilised very cost-effectively by enterprises in these areas. • The Institute has established a reputation as a leading centre for enterprise support as the lead partner in the M50 Enterprise Platform Programme. • The Institute has an excellent record of interaction with industry in a range of spheres. • There is a severe shortage of business incubation space in South Dublin, particularly for enterprises seeking accommodation suitable for high technology start-ups.

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14.9.2 Targeting Client Enterprises

In targeting client enterprises, priority will be given to enterprises operating in sectors in which the Institute has established research and equipment strengths. The key focus will be on:

• New high-technology and knowledge-intensive enterprises • Advanced R&D/pilot projects of established industrial partners • Research spin-off enterprises • Industry-Institute collaborations

The idea is to maximise synergy with existing facilities and to encourage clustering of enterprises with similar knowledge bases.

14.9.3 Business Development Supports to be Provided

The following supports will be provided to enterprises:

• Mentoring, enterprise development training, access to know-how networks and assistance with accessing sources of finance and intellectual property rights • Physical infrastructure, IT facilities, meeting rooms, access to Institute resources • R&D and technical expertise, with access to equipment and testing facilities • On-going monitoring of business development needs and progress reviews • Flexible tenancy terms, and follow-on support for enterprises that graduate from the Centre • Integrated delivery of primary and secondary infrastructure i.e. campus-based and external (Enterprise Ireland, County Enterprise Boards etc.)

In supporting new enterprises, a New Business Process Model, based on best practice internationally, will be adopted. This model will see client enterprises move through three stages of business development (embryo, nurture and fledgling) before they graduate from the Centre as mature enterprises. Support services will be tailored to the different stages of development.

14.9.4 Design Specification

The construction of the Synergy Incubation Centre on the campus will provide a state-of- the-art facility for business incubation and enterprise support. It will also provide space for applied research activities. This will include desk space with the same high specification communication infrastructure as the industrial units, and potentially some bench space also.

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The design specification for the Incubation Centre is a follows. It will provide:

• 1,000 m2 total floor area, with potential to expand to 6,000 m2 • 16 x 25 m2 modular flexible units • Training room 40 m2 and Boardroom 20 m2 • R&D space 166 m2 • Embryo room 126 m2 • Reception, offices, networking areas including canteen and coffee docks • Advanced telephone systems, network and broadband access

Business incubation facilities are extremely limited in the Institute at present, comprising a number of desks with PCs and telephones in a portakabin.

14.9.5 Centre Management

The strategic direction and governance of the Incubation Centre will be the responsibility of an Advisory Board, consisting of representatives from the founding partners, IT Tallaght, Enterprise Ireland and other development agencies, as well as respected entrepreneurial and business figures. The day-to-day activities will be managed by a Centre Manager, who will be appointed six months prior to the completion of construction, and who will report

14.9.6 Links Between Innovation and Teaching

It is generally accepted that teaching in a third level institution should be informed by its research and innovation activities. There are a number of ways in which innovation activities feed into the academic life of the Institute.

• Key subject areas, such as intellectual property protection, technology transfer and licensing, are taught at the latter stages of a number of Degree programmes, particularly in Engineering, Science and Business. • Members of the M50 team, including the Industrial Liaison Manager and the Programme Manager, as well as professional advisers, have frequently addressed students on these issues, using real case studies and examples. • Business planning is widely taught within the Institute and the M50 Programme Manager has collaborated with a number of lecturers in providing insights in this area. • Assistance and advice have also been given to teams of students preparing entries for the Enterprise Ireland Student Enterprise Awards. • A number of lecturers from the Business School regularly contribute to workshops on marketing, human resources management and presentation skills.

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14.10 Self-Study

In evaluating the role of the Institute and particularly Development and External Services in the promotion of enterprise development, commercialisation of research, technology transfer, and other R&D related activities, two main groups of stakeholders were consulted: (i) participants on the M50 Programme and (ii) the research community within the Institute.

14.10.1 Survey of M50 Participants

A survey of all participants on the M50 programme was carried out in April 2005. All 51 participants received a questionnaire and 43 out of 51 responded, giving a response rate of 84%. The findings of the survey were very positive:

• Only 3 companies have abandoned their businesses • 38 out of 43 participants (88%) said that they would unreservedly recommend the programme to another entrepreneur • 33 participants (77%) rated the overall quality as high, none rated it as low • 21 (49%) rated the improvement in their business planning skills as substantial, while only one company (2%) found no improvement.

On the negative side, the survey found that only 16% of respondents found a substantial improvement in their legal/company administration skills and 9 companies (21%) found no improvement. The following comments and testimonials are representative of the responses received from participants on the programme.

Excellent platform for starting the business – financial support, gateway to EI, mentors and the overall group support helps a lot. Framework Solutions, Andy Dowling 2003

The programme offered me and my partners a structured process for setting up our business. Training was provided in key areas where we lacked skills. Being associated with the M50 EPP lends some credibility to our business concept and the company itself. I am convinced that it played some role in helping us to secure our trial customer. Finally, the mentorship provided by Patricia O’Sullivan is probably the most valuable aspect of the programme. Mide Technologies, Pierre Lourens 2002

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Provided excellent support structures in terms of business and financial planning, business training and mentoring. The programme focused my efforts and guided me on what needed to be achieved along the way in order to bring my business idea from concept to commercial reality”. Geoxphere, Padraig McCarthy 2003

Feedback from programme manager, excellent. Sales training excellent. Oak tree people very good. Drawback – incubation space – if had worked together more would have got more from each other”. MMV Software, Martin Murphy 2002 The M50 Program is a great framework for people trying to establish their own business. The support, training and advice given within the first three months are excellent at focusing participants in which direction they should be approaching their business. Also having a good business plan drawn up after the first three months is invaluable even though the focus of participants business will no doubt change over the rest of the course. Certek, Fran Kelleher 2002

14.10.2 Recommendations of the Working Group on Research and Innovation

As discussed in Chapter 13, a working group was established to examine innovation/enterprise development activities within the Institute. The outcomes from the working group’s discussions were broadly as follows:

• The working group criticised the lack of an approved intellectual property policy within the Institute • The lack of dedicated technology transfer and intellectual property management resources was also criticised • The campus company policy was seen as being too onerous on candidate companies and too rigid in its proposed operation • The working group highlighted the need for greater integration of the M50 programme community and the research community • The group recommended that the SWOT analysis to be conducted on research, as part of the self-study relating to the application for delegated authority to award research degrees, should be broadened to include innovation as well.

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14.11 Conclusions and Recommendations

The main areas identified for development in the self-study in relation to technology transfer, Institute policy on campus companies and the coupling of research and enterprise, are outlined below. These recommendations are currently being addressed.

14.11.1 Resourcing of Technology Transfer

The area of greatest concern to arise from the self-study on innovation in the Institute is support for the commercialization of research. The lack of dedicated professional expertise in technology transfer, intellectual property management, licensing etc. is widely seen as a barrier to the proper exploitation of the intellectual property that is being produced by the Institute’s research community. The fact that the intellectual property policy is not yet fully operational is also seen as an inhibiting factor.

For reasons of scale, it would not be cost-effective to deploy dedicated professional expertise in technology transfer, IP management, licensing etc. in an Institute of Technology. It was therefore recommended that the Institute should, in tandem with other Institutes, seek technology transfer resources on a shared basis across the sector. Enterprise Ireland is seen as the logical provider of these resources, as it already provides this type of resource to the university sector (for example, Enterprise Ireland personnel are seconded to the UCD Nova Centre). It would also clearly be in line with the mission of Enterprise Ireland to advance the commercialisation of research and the generation of knowledge-based ventures in the Irish economy. It is also worth noting that the OECD report identified Enterprise Ireland as the proper organisation to provide any recurrent funding for research or related activities to the sector.

In the interim, the volume of enquiries regarding issues of this type is growing steadily in the Institute, and it is a cause for some concern that the expertise to deal with them is not readily available.

14.11.2 Revise Campus Company Policy

The Institute’s campus company policy is widely seen as being too onerous on candidate companies and too rigid in its proposed operation. The working group recommended that this policy be revised and that the guiding philosophy should be the generation of commercial activity, while not jeopardising the Institute’s assets or good name.

The view of the working group was that the requirement for a company to give an equity stake to the Institute is unlikely to be acceptable in many instances and renders the policy

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virtually unworkable. This is borne out by negative experiences in larger institutions such as UCD and DCU, where a requirement to concede an equity stake in order to be based in the Nova Centre or the Invent Centre, has created significant difficulties for knowledge- based companies interested in locating there. Where a campus company is formed to commercialise research carried out in the Institute, the working group maintained that the interests of the Institute can be adequately protected by retaining an interest in the intellectual property in accordance with the draft intellectual property policy.

The working group also took the view that the requirement for the Institute to nominate a Director of the company is also likely to be a major disincentive to the formation of campus companies. It is also increasingly unreasonable to expect Institute employees to accept such a nomination in light of the increased corporate governance responsibilities and potential personal liability of company directors.

In view of these recommendations, some minor amendments were made to the Institute’s campus company policy and a full review will be undertaken by the R&D Sub-committee of Academic Council with a view to recommending possible further changes.

14.11.3 Fomenting Greater Integration between Enterprise Development and Research

The working group was in agreement that greater mutual awareness and cooperation between (i) the M50 participant companies and future Incubation Centre clients and (ii) the research community within the Institute, would be beneficial to all and would lead to synergies, particularly from the point of view of identifying commercial opportunities. It was therefore recommended that a concerted effort be made to bring the two communities together. Mechanisms such as better dissemination of the activities of each group on the internet/intranet and the holding of events designed to interest both groups were suggested. These recommendations are currently being developed as part of a wider strategy to promote a greater coupling between research and enterprise development within the Institute.

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Estates Management

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Estates Management

15.1 Introduction

The Estates Office manages the planning, development, use and maintenance of the Institute’s buildings and land. The Head of Development is responsible for the Estates Office.

15.2 Estates Office Staff

The organisation of staff within the Estates Office is shown in Figure 15.1.

Figure 15.1 Estates Office Staff

Head of Development

Estates Manager

Assistant Estates Manager

Senior Caretaker

Administrative Support

Caretakers (5)

External Service Contractors

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The Estates Manager reports to the Head of Development and is responsible for the management of the estates and buildings of the Institute, the accommodation strategy of the Institute, the development and implementation (in conjunction with Institute management) of the Campus Development Plan, and the management of Institute building projects - including, planning, tendering, contractor liaison and supervision

An Assistant Estates Manager was appointed in 1999 and is responsible for the facilities management and day-to-day operational management responsibilities of the Office. Administrative support is provided by administrative staff in the Institute’s Development Office.

A team of six caretakers provide caretaking and security duties, including the distribution of internal and external mail and the carrying out of minor repair works. Staff requesting maintenance and repair and/or reporting faults and unsafe conditions make requests/reports by email to Building Services. The Estates Manager, Assistant Estates Manager and the Senior Caretaker allot the various repairs, either to Institute staff or to external contractors, as appropriate.

15.3 Role of the Estates Office

The role of the Estates Office can be summarised under the following headings:

15.3.1 Project Management of Major and Minor Capital Works

The current high level of activity on Capital Projects dictates that the Estates Manager and the Head of Development are primarily charged with the project management of these projects on behalf of the Institute. Concerning minor capital works, the Estates Office manages the utilisation of funds from the Devolved Grant Scheme for Summer and other Capital Works from the Department of Education and Science. These works are carried out in conformity with the Department of Education and Science Circular TLBU 1/2001 1/200.

15.3.2 Maintenance of Building Fabric, Mechanical and Electrical Services etc.

This work is carried out by a number of service contractors both on a planned preventative basis and through call-out arrangements. The areas covered include maintenance of mechanical and electrical equipment, lifts, plumbing, heating and drainage installations, boilers, air-handling plant, air conditioning plant etc.

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15.3.3 Facilities Management

This includes services provided by external contractors such as contract cleaning, catering, campus shop, grounds maintenance, static security, pest control, CCTV, fire alarm and intruder alarm. All of the main facility services are put out to public tender every three years in line with public sector procurement procedures. The quality of contracted services is monitored on an ongoing basis by the Estates Office.

The following services/maintenance works are carried out by external contractors, under the direction of the Estates Office.

Table 15.1 External Contractors

• General building works • Cleaning • Electrical • Fire alarm • Mechanical • Intruder alarm • Drainage and plumbing • Closed circuit television • Lift maintenance • Pest control • Landscaping • Campus shop • Static security • Waste removal • Catering • Maintenance

15.3.4 Space Management

The Estates Office co-ordinates the centralised Institute timetable using the computer based CMIS timetabling package. As part of this process, timetables are placed outside all classrooms, lecture theatres and laboratories covering all classes between the hours of 09:00 and 18:00, Monday to Friday. In addition, the Estates office carries out regular room audits to check the accuracy of the central timetable.

15.3.5 Technician Development Centre

The Technician Development Centre (TDC) is an off-campus facility located in Whitestown Industrial Estate. It was established in 1997 as a joint venture collaboration between the Institute, Hewlett Packard and Intel, in order to educate and train engineering students and staff of the industrial collaborators. The Estates Office took a lead role in the conversion of the premises from a warehouse into a training centre and the Estates Manager continues as a member of the steering committee of the TDC since its establishment.

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15.3.6 Energy Management

The Estates Offices maintains records of the consumption of natural gas, water and electricity. For the past two years tenders have been sought on an annual basis for the supply of electricity. As and when the market for the supply of natural gas opens up, tenders will be sought from other suppliers in addition to the Institute’s existing supplier, Bord Gáis.

15.3.7 Environmental Management

The Estates Office set up an Environment Committee in 2004 as a partnership project. The Committee drew up an Environmental Policy and the Institute is currently rolling out a re- cycling programme with a view to minimising the amount of waste material ending up in landfill.

15.3.8 Health and Safety

The Estates Manager is responsible for health and safety matters within the grounds and in areas of the building that are not under the control of other departments such as laboratories.

15.3.9 Disabled Access and Facilities

The building has a very good level of access for persons with disabilities. The lift is operated by a key and students and staff, with either a permanent or temporary physical disability, are provided with a key to assist their movement throughout the building. The Institute building was designed in accordance with the relevant section M of the Building Regulations that was in force at the time of construction.

In March 2005, an informal Universal Access Audit was carried out by a Project Officer in Trinity College Dublin. The audit found that the main building is fully accessible by persons with disabilities and that the signage throughout the Institute is very clear. The report suggested that the internal phones be lowered to facilitate students in wheelchairs and this was implemented in August 2005.

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15.3.10 Caretaking, Central Stores and Light Maintenance

A team of six caretakers is responsible for the list of duties outlined in Table 15.2. The Estates Office is currently working on the development of a full set of Standard Operating Procedures which relate to the caretaking function and the services they provide.

Table 15.2 Caretaking Duties

• Opening up and securing all • lost property Institute buildings • ensuring that smoking only takes places in • carrying out the distribution of internal designated areas and external mail, messages and parcels • supervising parking and traffic in the Institute grounds • minor repair works • keeping the Institute grounds tidy and generally • setting-up of classrooms in good order • directing visitors from the building • preventing trespass on the grounds services office • carrying out duties concerning recycling and • operating Institute security systems management of waste and emergency first aid/emergency • miscellaneous additional duties arising from time evacuation procedures etc. to time • reception of goods inward and dispatch 1

15.4 Campus Development

In 2001, the Institute’s Master Development Plan was finalised. Phase 1 of the plan indicates the development of the campus in line with the report produced by the Steering Committee on the Future Development of Higher Education (June 1995); this report recommended that the Institute should grow to 3,000 full-time students. The Institute’s Master Development Plan was agreed by the Governing Body, South Dublin County Council and the Department of Education and Science.

15.4.1 Master Development Plan

The Master Development Plan outlined in Figure 15.2:

• Provides for ordered growth of the Institute to 5,160 students in the year 2009 • Identifies site locations on the campus for all Institute and non-Institute Buildings • Establishes an infrastructure and road system for the campus • Provides all accommodation required by the Brief and Schedule of Accommodation

1 The Phase 1a extension, which was completed in 2001, included a goods inwards area and central stores. This facility is managed by the caretaking team.

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• Establishes flexible phasing of new buildings to minimise disturbance to the existing facilities • Complies with South Dublin County Council’s planning requirements • Maximises the development potential of site • Maintains existing landscaping as much as possible • Produces an outline landscape proposal to provide a richly planted green campus environment. • Establishes primary circulation routes for vehicles, pedestrians, cyclists and services • Identifies possible security control points

Figure 15.2 Proposed Campus Development Plan

Multi-Purpose Student

Engineering Creche

Student Accommodation

Incubation Centre

Commercial Catering and Development Tourism

The Master Development Plan allows for the construction of a three storey Incubation Centre with a floor area of 1,013 square metres. Construction of the facility commenced in September 2005 and is expected to be completed by September 2006.

The focus of the Incubation Centre is to generate and develop technology based enterprises in the South Dublin region and catchment area of the Institute. These will include research spin-off enterprises and enterprises that are considered high potential start-ups under Enterprise Ireland guidelines. The Centre will also provide space and support for industrial research involving high levels of collaboration between the staff of the Institute and enterprises located in the region.

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Table 15.3 indicates the order of magnitude costs at 2001 prices for Phase 1 of the campus development plan as included as part of the master plan document.

Table 15.3 Projected Costs of Campus Development Plan (at 2001 prices)

Building Area (m2) Total Cost Not funded by DOES Multi-Purpose & Student Centre 4,000 €11,794,300 Enabling Infrastructure (incl. external sports facilities & landscaping) €7,296,017 Catering and Tourism 3,600 €12,659,630 Engineering Building 5,210 €21,000,246 Business and Humanities 5,000 €16,246,192 Crèche 630 €2,000,000 Phase 1a - priority 5 925 €2,419,148 Incubation Centre 1,000 €2,800,000 Totals 20,365 €71,415,533 €4,800,000

15.4.2 Recommendations of the HEA Capital Review and Prioritisation Working Group

In 2003, the Institute made submissions to the HEA Capital Review and Prioritisation Working Group. In September 2004 the review committee recommended an expenditure of €45.96 million, between 2004 and 2008, on the Institute campus as shown in Table 15.4.

Table 15.4 HEA Recommended Expenditure

Phase 1a €m €m (2004 - mid 2006) Enabling Infrastructure 7.30 Catering & Tourism Building 12.66 Engineering Building 21.00 40.96 Phase 1b (mid 2006 – 2008) Multi-Purpose/Student Centre 5.00 5.00 Total €45.96m

The Institute is awaiting sanction from the Department of Education and Science to commence the implementation of the capital development programme set out by the HEA Capital Review and Prioritisation Working Group. At present, the ratio of floor space per

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full-time student is approximately 6.25 square metres. The norm cited by the Department of Education and Science is 10 square metres per student. This space deficit is restricting the Institute as new programmes cannot be developed at this time as the building is housing far more students than it was designed to do. This over population of the building creates problems in areas such as classroom/lecture theatre facilities, the library, staff accommodation, medical centre and in all student service facilities.

The Institute hopes that the recommendations of the HEA Capital Review and Prioritisation Working Group will be implemented without further delay so that the staff and students can look forward to having an adequate level of accommodation and to have the necessary educational and recreational facilities on-campus in the near future.

With regard to the crèche, the Department of Justice, Equality and Law reform has approved an indicative amount of €1million towards the establishment of a childcare facility at the Institute. Plans are currently being developed to cater for up to 50 children. The premises will be located on the campus and will be separate from the main building.

15.5 Sources of Information on Best Practice

The Estates Office seeks to implement and obtain information on best-practice through:

• Membership of the Institutes of Technology Estates Managers Group. The Estates Managers Group is finalising an Estates and Facilities Manual which has been drafted in order to demonstrate “best practice” in the area of estate management/project management. • Membership of Professional bodies such as The Chartered Institute of Building and the Royal Institution of Chartered Surveyors. • Ongoing Professional Development through training courses, attendance at seminars and more formal and structured educational programmes. For example, the Estates Manager, Assistant Estates Manager and Senior Caretaker have undergone the following training: MSc in Management (Estates Manager), Diploma in Safety, Health and Welfare at Work (Assistant Estates Manager), and National Certificate in Trade Union Studies (Senior Caretaker).

15.6 Self-Study Process

The methods adopted in reviewing the functions and performance of the Estates Office were as follows:

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• In March 2004 a working group was established in order to advise and make recommendations as part of the Institute’s Strategic Plan (Section F – Campus Development). The deliberations of the working group were taken into account in the self-study process.

• The study was informed by the recommendations of the Health, Safety and Welfare Committee and information from the Universal Access Audit carried out in March 2005.

• The Estates Office took on board the recommendations of an Internal Audit by Deloitte & Touche, which examined space management issues and health and safety issues within the Institute.

• The recommendations of the Environmental Committee were also taken into account. The Environmental Committee was established in January 2004 as a partnership initiative to encourage and promote an eco-friendly culture in the Institute.

• The self-study was guided by information obtained from: e-mails sent to the building services group, formal and informal feedback from internal and external stakeholders,

15.7 Self-study Outcomes: Some Recent Innovations

Following on from the self-study the following actions were taken:

• Buildings and Estates User Group In January 2005, the Head of Development formed a Buildings and Estates User Group, comprising of representatives of all stakeholder groups within the Institute, including students as well as staff. The aim of this group is to provide a regular opportunity for input into on-going infrastructural development and upgrading and refurbishment activities, as well as raising awareness of facilities management issues throughout the Institute. The forum also provides an avenue to discuss how areas of service provision within the institute can be further developed or improved. The Building & Estates Forum also acts as a mechanism to regularly discuss any ongoing questions and update status on problems or issues. Meetings take place once per month. In this regard, one of its primary benefits is that it provides a forum for open and clear communication across the institute. This facilitates greater inclusion and ownership and also enables the Institute to deal more effectively with problems/issues as they arise.

• Refurbishment of Buildings During the summer of 2005, the Institute refurbished four lecture theatres which were part of the original 1992 building. The work consisted of new wall, ceiling and floor

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finishes and the installation of state of the art audio visual teaching facilities. In addition, improvements were made to the acoustic performance of the theatres. As part of this contract, five large classrooms which were previously finished in unpainted fairface concrete blockwork, were painted.

It is envisaged that the refurbishment of the entrance to the Institute, to incorporate a main lobby with a reception desk, will commence in 2006. A decision was also made to paint all of the classes/lecture theatres on a three year rotating basis subject to the availability of resources.

• New Students Union Building A contract to replace the student union building was completed in November 2005. The original prefabricated building was on campus since 1995 and was at least 15 years old prior to its arrival on campus. The new modular building is the same size as the previous building and is constructed to a far higher standard of comfort and appearance than the original building.

• Recycling and Waste Management In August 2005, six recycling banks were installed throughout the building. Each bank consists of individual plastic receptacles to take paper, plastic bottles and drink cans. In addition, a large number of cardboard boxes which are specifically provided for waste paper have been placed in staff office areas throughout the building. In 2004, the Institute purchased a baling machine which is used to bale cardboard and plastic. The Institute’s waste removal company removes all cardboard, paper, plastic and cans free of charge and sends it away to be recycled. The Institute has moved away from on-site incineration.

• Sports Facilities The development of a new playing pitch and training pitches with changing rooms commenced in November 2005.

• Extension of Summer Opening Hours To facilitate researchers and staff the summer opening hours were extended to 7pm each evening during the months of July and August 2005.

• Environmental Committee: Energy & Waste Management Following on from the recommendations of the Environmental Committee, the Institute organised an Environmental Awareness Week in November 2005. This was designed to educate staff and students of the Institute on the principles of reduction, re-use and recycling. Waste and energy management is given a high priority by the Estates Office. Staff and students are encouraged to turn off lights and appliances

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when not in use, to recycle, save water, and respect the campus by keeping to the footpaths and using the litter bins inside and outside the building. In the area of energy management, a series of initiatives were taken to restrict the amount of water being wasted.

• Smoking Areas The Institute reallocated the designated smoking areas within the Institute. In November 2005, a complete ban on smoking at the front of the building was implemented.

15.8 Other Areas for Development

Other issues that emanated from the self-study, which require future action include:

• Tracking Requests to Building Services: the Institute is considering implementing a computer-based system for logging and tracking requests from staff to the building services email group. • Parking Facilities: the level of car parking spaces within the Institute grounds is becoming an issue with the increase in the number of students with cars. The Estates Office is monitoring the situation to see if action needs to be taken. • Signage: the Institute needs to address problems of visibility due to the removal by South Dublin County Council of several signs directing people to the Institute from the Tallaght By-pass and the Belgard Road. This is to be discussed with South Dublin County Council. In addition, the institute architect is currently working on a proposal to provide new signage throughout the campus following the change in the Institute logo. • Timetabling: the Estates Office plans to devolve the timetabling function to the Heads of Department. Once timetables are produced at departmental level, the Estates Office will co-ordinate them into the Institute timetable. • Campus Development: the development of the campus and the prioritisation of projects is an area for ongoing discussion and planning.

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Finance

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Finance

16.1 Introduction

The Secretariat (Financial Controller’s Office) is responsible for the management of the functions and personnel in the following departments:

• Finance Department • Human Resources • Freedom of Information Office

16.2 Services Provided by the Secretariat

The main services provided by the Secretariat are:

• Supervision of the Human Resources Department,1 Finance Department and Freedom of Information Office • Communication with the Department of Education and Science and other relevant bodies • Administration and secretarial services to the Governing Body of the Institute • Health and Safety - the Secretary/Financial Controller is the Institute’s Health and Safety Officer • Communications with internal and external auditors. • Management of the legal affairs of the Institute. • Administration of all insurance matters within the Institute.

Administrative support for the Secretariat/Financial Controller is provided by a Grade 5 Staff Officer.

16.3 Services Provided by the Finance Office

The Finance Department is responsible for the day to day management of the finance function of the Institute. This involves monitoring and control of income and expenditure in all areas. Table 16.1 outlines the key services provided, with a description of these activities.

1 The Human Resources function was dealt with in Chapter 11.

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Table 16.1 Services Provided by the Finance Office

Service Description of Activity Financial Accounting Preparation of annual accounts, budget reports, and other submissions that may be required by the Institute, Department of Education and Science, Auditors and other organisations. Banking Operation and reconciliation of all Institute Bank Accounts. Payroll Processing The Payroll Section is responsible for the payment of salaries and wages, the administration of the Local Government Superannuation code and the discharge of Statutory and non-statutory deductions. Payroll accounts for a significant proportion of the overall expenditure of the Institute. Travelling and Calculation and payment of staff travelling & maintenance expenses in Maintenance Expenses accordance with the regulations of the Department of Finance. Student Grants Payment of student grants as authorised by the Vocational Educational Committees. Debtors Invoicing customers and collection of amounts due. Full and Part-Time Fees Receipt and reconciliation of course fees Government Grants Receipt and allocation of operating income Projects Recording of financial information on the various projects ongoing in the Institute, e.g. Research & Development, European funded projects, Graduate Training Programmes, etc.

16.4 Finance Staff

The staffing and organisational structure of the Finance Department is outlined in Figure 16.1 below.

Figure 16.1 Staff Organisation Chart

Secretary/Financial Controller

Finance Manager

Grade 7 Grade 6 Grade 5

Grade 4 Grade 4 Grade 4 Grade 4

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The Finance Manager reports to the Secretary/Financial Controller and has responsibility for the overall management of the finance section. The grade seven manages and operates the Departmental and Institute budgets as well as supervision of staff on a day-to-day basis. The grade six manages the payroll function with the assistance of a grade four. The grade five manages the creditors again with the assistance of a grade four. Debtors and ESF (European Social Fund) maintenance grants are managed by the remaining two grade fours.

Table 16.2 provides a more detailed breakdown of the roles and responsibilities of staff.

Table 16.2 Finance Staff by Category and Area of Responsibility

Grade Responsibilities Finance Manager • Overall responsibility for the finance section Grade 7 • Accounts Payable and Receivable Function • Bank reconciliation • Production of the annual statutory financial statements • Production of Budget reports on a monthly basis and is involved in accounting for Research Projects and Capital Projects and reconciliation of Fixed Assets. Grade 6 • Processing of payroll and travel and subsistence • Liaise with auditors Grade 5 • Running the accounts payable section • Reconciliation of supplier accounts • Statutory returns • Tax clearance certificate requirements • Initial preparation of various Collector General Returns including Professional Services Withholding Tax and Relevant Contracts Tax both of which are prepared on a monthly basis. • Prompt Payment of Account Act administration Grade 5 • Provides administrative support to the Secretary/Financial Controller Grade 4 • Transmission of the Maintenance Grants to students. • Generation of invoices and input into Accounts Receivable Grade 4 • The processing of the Weekly and Monthly payroll Grade 4 • The purchasing cycle including input of invoices to the finance system Grade 4 • Reconciliation of part-time fees and full-time giros • Bank Lodgements

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16.5 Institute Finances

The Institute submits its annual budget to the Vocational Education Committee (VEC) and the Department of Education and Science. The following is a summary of the Department’s allocation to the Institute for 2002-2004:

Table 16.3 Institute of Technology Tallaght - Budget 2002 – 2004

Department of Education and Science 2002 2003 2004 €000’s €000’s €000’s Pay 14592 16339 17686 Non-Pay 4406 4161 4274 Income (3687) (4470) (5456) Net Department Grant 15311 16030 16504

Each department and function within the Institute submits an annual budget proposal to SMT and following a negotiation and consultation process a budget for each section is determined. The recurrent budget of Schools and Departments is not directly linked to student numbers.

Table 16.4 Departmental Budgets

Department of Education and Science 2002 2003 2004 Non-Pay Budget Apportionment €000’s €000’s €000’s Director 537 532 738 Registrar 986 943 902 Secretariat 1447 1415 1373 Department of External Services 106 132 136 School of Business and Humanities 390 317 319 School of Science 399 329 464 School of Engineering 541 493 342 Total Budget 4406 4161 4274

The ongoing management and monitoring of the budgets is controlled by the Agresso accounting system. Reports are available on an on-going basis to each Department/function to assist and communicate the movement of authorized expenditure within the determined budget allocations.

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16.6 Financial Returns

The Finance section is required to make returns on a regular basis to the Revenue Commissioners. These include:

• PAYE/PRSI (Monthly and Annual P30’s, P35’s, P45’s, P60’s) • VAT (Bi-monthly and Annual) • Professional Services Withholding Tax (Monthly and Annual) • Relevant Contracts Tax (Monthly and Annual)

The Finance section must also submit reports to the Department of Education and Science on a regular basis, including a monthly bank monitoring report, ESF Grant reports and tuition fee reports.

16.7 Internal and External Audits

The Institute is currently involved in a sector wide internal audit programme through Deloitte and Touche. The purpose of the programme is to ascertain and establish best practice throughout the sector and also to advise the Institutes of any control weaknesses or exposures.

The external audit of the Institute’s Financial Statements is performed by the Office of the Comptroller and Auditor General (CAG). The CAG checks the Institute’s compliance with public sector matters, such as procurement and implementation of pay scales from the Department of Education and Science. It also examines internal control procedures and conducts a detailed examination of transactions.

The Institute may be subject to external audit by other funding agencies, such as the European Social Fund Control Unit based in the Department of Finance (in relation to EU funding) and other agencies that provide research funding such as Enterprise Ireland and Science Foundation Ireland.

16.8 Outcomes of Finance Self-evaluation

The outcomes of the self-evaluation in the Finance are as follows:

• The Department is introducing a system of internal financial controls. This follows a recent review of internal financial control checks by Deloitte & Touche in 2004. The

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recommendations of this review are also linked to the requirement of the Code of Practice for the Governance of State Bodies (2001) to produce an annual Statement on the System of Internal Financial Controls. The Chairperson and Director of the Governing Body sign the statement, it is approved by the Governing Body and it is subject to audit review by the Comptroller and Auditor General. The statement confirms the Board has directed and put in place:

i. Steps to ensure an appropriate control environment ii. Processes used to identify business risks and to evaluate their financial implications iii. Details of significant management information systems in operation iv. Procedures for addressing the financial implications of major business risks v. Procedures for monitoring the effectiveness of the internal financial control system.

• The Finance Department is also reviewing existing SOPs and developing new SOPs in line with the implementation of the Agresso system and also in compliance with the recommendations of the Deloitte and Touche 2004 review.

• The move away from direct funding by the Department of Education and Science will have a significant impact on Finance. The Finance Section will continue the preparation of the Institute’s accounting systems for HEA designation and implement recommendations arising from the internal audit reports.

• The reporting element of the Agresso system, which provides detailed financial information to all budget holders, will continue to be developed and improved.

• Regular reviews will be conducted to assess training needs within the Department, particularly in relation to the Core payroll system and the Agresso finance system.

• The Finance Department has already developed a staff intranet page, which provides information on policies and procedures in relation to finance, as well as expense reimbursement forms, over-time forms and other relevant information. This facility will be reviewed and updated on a regular basis.

• Arising from the recent introduction of the Agresso accounting system, the roles and responsibilities of staff in the Finance Department are presently being redefined. The Finance Department is also in the process of integrating the Core and Agresso systems.

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16.9 Health, Safety & Welfare

In addition to having overall responsibility for financial matters, the Secretary/Financial Controller has responsibility for health, safety and welfare. The Secretary/Financial Controller is the Institute’s Health, Safety and Welfare Officer.

The Institute has developed a Safety Statement based on the identification of hazards, assessment of risks and the identification of controls employed to ameliorate these risks. The Safety Statement comprises a Parent Safety Statement with accompanying statements from the Schools. The Safety Statement is available in the Library and in each School office. It is being reviewed and updated currently following an audit of the Institute and its facilities by external consultants.

The Institute, as a matter of procedure regularly monitors various aspects of health and safety. The Health, Safety and Welfare Committee meets on average fours time per year. Membership of the Committee comprises the following:

• The Total Management Team • Two Staff Representatives • The Institute Nurse • The Assistant Estates Manager • One Students Union Representative

A centralised and comprehensive structure was put in place in 1998 to enable the accurate recording of accidents/incidents within the Institute.2

16.10 Freedom of Information

The Freedom of Information Office falls within the remit of the Secretary/Financial Controller. The Institute came under the remit of the Freedom of Information Act, 1997 on 21 October 2001 with effect from 1 October, 2001. The Freedom of Information Amendment Bill 2003 was signed into law on Friday, 11 April, 2003. The 2003 Act has effect on and from this date.

The main objective of the Freedom of Information Acts 1997 and 2003 is to foster and develop a culture of openness, transparency and accountability in public bodies. A Freedom of Information Office was established within the Institute in 2002. A Freedom of Information Officer was appointed to develop and execute a plan to enable the Institute to fulfil its obligations under the Acts and to assist individuals in exercising their right to

2 Refer to Chapter 8, section 8.5.4.

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access information. Part of this plan is an Institute-wide training and awareness programme. Components of this programme include presentations to staff and a consultancy service on any matter they wish to have explained or clarified.

16.10.1 Institute Obligations under the Freedom of Information Act

The Institute is committed to making available to the public information to the widest extent possible, consistent with the need to protect the right to privacy of the individual and the obligations placed on the Institute to protect certain types of information (subject to a public interest test).

Under the provisions of the Freedom of Information Acts, 1997 and 2003 members of the public have a right of access to the following records held by or under the control of the Institute, unless such records are exempted under the Acts or otherwise publicly available:

• All records created after the commencement of the Act i.e. 22 October 2001 • Such records of a non-personal nature created before that date as may be required to understand records created after the commencement of the Act • Personal records regardless of when created

The Act also confers members of the public with the following rights:

• Reasons for decisions of Institute of Technology Tallaght affecting individual members of the public. • Correction of personal information that is inaccurate, incomplete or misleading.

The following information is not covered by the Act:

• Information that has already been published and is available from the Institute • Non-personal information created before commencement date – 21 April 1998 • Personal information relating to anyone other than the person requesting the information (there are some exceptions) • Sensitive information excluded by the Minister under the terms of the Act

Applications forms for use by the public, which have been prepared for their convenience when making an application under this legislation, are available from the FOI Officer, or on the Institute’s website.

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16.10.2 Freedom of Information Requests

A total of twenty-five FOI requests have been received by the Institute since its implementation in October 2001. These requests are a mixture of personal requests, non- personal requests and requests that were officially withdrawn by the requester. A number of other FOI requests for general information were also received by the Institute, and in keeping with the spirit of the Acts and endeavouring to place as much information as possible in the public domain, a number of requests were dealt with outside of FOI.

To facilitate the public in accessing information held by public bodies, Sections 15 and 16 of the Freedom of Information Act places a requirement on public bodies to prepare, publish and make available information about themselves, the information they hold and the internal rules and guidelines used in the decision making process.

Details of the functions, structure and services provided by the Institute and how they may be availed of are outlined in a guide published in accordance with Section 15 of the Act. This document, A Guide to the Structure, Functions, Services and Records of the Institute, is available from the FOI Office and also on the Institute’s website.

The Section 16 Reference Manual is intended as a practical guide to the services of Institute of Technology Tallaght, to assist individuals in ascertaining the information which is held by the Institute and how individuals can access it. This document, A Guide to the Rules, Guidelines and Practices Governing the Activities of the Institute, is also available from the FOI Office and also located on the Institute’s website.

Within each School/function of the Institute, Officers have been designated with responsibility for ensuring requests received, which relate to their particular School/functional area, are dealt with in an expeditious and efficient manner, having regard to the time limits imposed by the Act for the processing of requests. The Director has nominated fifteen Decision Makers.

The Act provides for an internal appeals procedure (Internal Review) where a request is refused on the grounds that the application falls within the exempt provisions of the Act or is otherwise invalid. The Director has delegated his powers to review original decisions to the Institute’s Internal Reviewers. There are seven Internal Reviewers.

16.10.3 Role of Information Officer

In 2003 the role of the Freedom of Information Officer was changed to Information Officer to reflect the broader responsibilities of the post. The Information Officer reports to the Secretary/Financial Controller and performs the following:

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• Formally receives and processes any FOI requests for access to information under the Acts and ensures the strict timescales enforced by the Acts are followed.

• Operates and monitors the electronic FOI Request Register (Respond 3).

• As required by Section 15 and Section 16 of the FOI Acts, the Information Officer is also responsible for updating and maintaining both manuals and ensuring manuals are available on the Institute’s website.

• Provides advice and training to the Decision Makers and Internal Reviewers and also to staff.

• Maintains the Institute FOI webpage and ensures that information is up-to-date.

• Under the FOI Acts the Institute is obliged to comply with legislation and publish a Records Management and Retention Policy to ensure that the Institute manages information which it generates and receives in the course of its business in an effective and secure manner and also makes this information available to the public in response to specific requests. The Governing Body noted these policies in December 2002 and they were put on the Institute’s website. The Information Officer is responsible for maintaining the policy and Records Retention Schedule and ensures that staff are adhering to the policy and retention guidelines.

• The Information Officer is a member of the Institute’s of Technology FOI Network. The Network meets approximately 3 times per annum to discuss FOI issues in each of the Institutes.

• The Information Officer is also the Data Protection Liaison Officer and maintains the annual Data Protection renewal application; processes any Data Protection requests (no requests have been received by the Institute); deals with Data Protection queries from staff and students and updates the Institute’s Data Protection Policy.

The Information Officer also has responsibility for the following areas:-

• Preparation and completion of THAS Annual Returns • Preparation and compilation of Annual Reports • Institute SOP Log – compilation and maintenance of log • Web Content Management – ensures content pages of Institute website are accurate and up-to-date.

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16.10.4 Development of Standard Operating Procedures

The Information Officer has developed the following Standard Operating Procedures and they have all been approved by the Director.

• SOP Training for Decision Makers and Internal Reviewers • SOP Processing Requests in Section • SOP Processing FOI Requests by Information Office • SOP FOI Statistics • SOP FOI Data Protection • SOP FOI Annual Returns

16.10.5 Freedom of Information Training

All Decision Makers and Reviewers have received initial FOI training. This training was provided by the FOI Officer or by FOI trainers both in-house and off-site. Training documentation is available on the Institute’s FOI webpage.

Some Decision Makers and Reviewers have attended Advanced FOI Training which is provided by CMOD. This training has been offered to all Decision Makers and Reviewers.

The Information Officer has prepared an FOI Reference Manual for Decision Makers and Reviewers and is available to assist with any FOI queries. Staff Guidelines have also been prepared by the Information Officer and are on the Institute’s FOI webpage.

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Computing Services

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Computing Services

17.1 Introduction

The Computing Services Department enables and supports the use of computing and information technology by all sections within the Institute. The Department is responsible for the provision of:

• A secure and resilient network infrastructure to service the needs of all users • Security services including firewall, VLAN (Virtual Local Area Network), DMZ’s (Demilitarised Zones), IDS (Intrusion Detection System), controlled web access and secure access to systems and services • E-mail, printing and copying services • Hardware and software selection, installation and support • Directory services, home directories and mail services for staff and students • Maintenance of an inventory of all hardware and software, including licence and maintenance agreements • Provision of back-up services which provide archive and recovery for all servers • Provision of three server rooms with high standards of environmental facilities to house all servers • Management Information Systems (MIS) • Web Services including internet and intranets for staff and students • Video conferencing • Services to computing technicians in other schools

17.2 Customer Grouping and Services

The Computer Services Department serves a number of different customer groups including staff, students, students with special needs, external users and computing specialists in other departments. The Department strives to achieve an exceptional customer service standard, by providing a courteous, efficient, effective and reliable computer support service. The Department values all customer comments and where appropriate use them to measure performance and improve services.

The main IT support is provided from the Technician Centre on the second floor of the Institute. Support is provided from 9am to 5pm Monday to Friday. Formal cover is not provided outside of these hours but can be arranged on request. The Department has support and maintenance contracts in place for critical equipment and services. These generally cover similar hours but again additional cover can be arranged on request from users.

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17.3 Staffing

The IT Manager has responsibility for the overall management of the Computer Services Department and reports to the Registrar. The IT Manager is currently supported by:

• 9 Computing Technicians • Webmaster • MIS Manager • 1 Computing Technician assigned to MIS project • 1 Computing Technician assigned to HEANET/ITNet • 1 Grade III providing administrative support to the department • 2 Reprographics room operatives employed by the Reprographics company

There is no formal structure and all posts report to the IT Manager.1 Technicians do have specific areas of expertise and responsibilities, and particular projects are assigned to technicians as needs arise.

Ongoing training and re-training is of particular importance to Computing Services technicians. The rate of change of technologies and techniques in the environment in which the Department operates is unparalleled in other sections and this makes technician training a crucial activity. The Computing Services Department Report 2005, which is a comprehensive report produced as a result of the self-study, shows training undertaken in the past three years by staff within the Department (Appendix 1) and the Department’s training plan (Appendix 2).

17.4 Self-Study Process

The evaluation of the Computer Services function comprised a number of activities. Staff assigned to different functional areas evaluated their policies, procedures, facilities and services. Each functional area produced a report and following on from the self study, established a set of objectives. The outcomes of the self-studies are outlined in section 17.18 of this chapter. They are set out under seven headings: Customer Service, Security, MIS Programme, Compliance, Reprographics, Recovery Systems and Server Environment.

All staff within the Department contributed to the self-study and the Department also obtained feedback from users. An important source of feedback from students is the Computing Services/Students Union Review Group. In 2004 the Department established this group in order to liaise in an ongoing manner with students. The group consists of technicians involved in the delivery of services to students together with representatives from the Students Union. The group meet regularly (at least twice per semester) during the academic year to review the quality of service delivery.

1 The lack of a formal structure within the Department is an ongoing concern. The Department needs a proper structure similar to that operating in other sections. This would ensure that the IT Manager can focus more on the strategic requirements of the Department. It would also provide a career path and progression opportunities for technicians. There would be significant benefits for customers who would then have escalation procedures and clear lines of communication when the IT Manager is unavailable. This is currently under 363 review. Chapter Seventeen

Technicians also meet frequently during the academic year with lecturers who use PC laboratories. Software deployment, service levels and forthcoming projects are reviewed.

Computer Services also commission regular audits by external agencies, for example in areas such as security, server room risk assessment and back-up procedures.2 Staff also receive informal feedback on a regular basis from individual customers, usually by personal contact and e-mail. These informal feedback mechanisms are a valuable source of information and suggestions and comments from users are always welcome.

17.5 Recent Developments

While Computing Services has identified a large number of strategic objectives for the Department (summarised in section 17.18), significant improvements have been made in recent years. The Department has:

• Upgraded and improved network resilience to the point where network up time is now 99%. • Reduced average support call resolution time by over 50%. • Introduced more stable operating systems on both servers and desktops. • Developed a strong customer service ethos within the department. • Commissioned a number of external reviews of the Department’s activities, including environment, security and backup systems. • Commenced the introduction of a Student Support Desk to improve the quality of our service delivery. • Provided a secure environment for all users by implementing appropriate firewall, antivirus and web screening hardware and software. • Expanded the availability of services by the introduction of wireless and remote access mechanisms.

17.6 Network Infrastructure

The Institute utilises a best of breed approach to its Local Area Network (LAN) requirements. A Cisco powered switched network provides LAN services to approximately 1,200 nodes. The user areas connect over a category 5 structured cabling infrastructure, while the edge devices connect to the core via a fibre optic mesh which ensures at least 2 diverse paths to the network core. The core of the network is based on a 32 Gb Ethernet backbone with 2 diversely located central switches acting as failover protection for each other, with multiple Gigabit links between them.

2 In 2003, for example, the Department commissioned an external review by an IT security company. This review concentrated on the external network connectivity but also covered some of the internal network and wireless security. The analysis checked for vulnerabilities relating to TCP/IP protocols and services. In particular, the consultants checked for problems in the DMZ, router and firewall set up. Recommendations contained in this review were implemented and Computer Services will commission another review 364 in 2006. Refer also to section 17.8 on an external review of the Department’s backup systems. Institute of Technology Tallaght - Delegation of Authority Submission

The network is segmented into a number of Virtual LAN’s (VLAN’s) for security purposes. The VLAN segmentation is mainly between staff and students, although further segmentation can be introduced when required. VLAN’s currently in place include:

• Servers • Academic Staff x 2 • Business Student x 2 • Engineering Student • Computing Student • Administration x 2 • Secured Services • Wireless • Printing • Postgrad • Remote Access • 3 DMZ’s for external facing services Complex rules are in place governing the access from one VLAN to any other to stop any unauthorised access across the segments.

User requests for access across VLAN are subject to rigorous scrutiny to ensure that our security is not compromised. However, access permissions, which have been granted in the past, need to be reviewed and possibly removed. At present there are 974 permissions in place. Figure 17.1 provides a breakdown of users requests for access across VLAN.

Fig 17.1 VLAN Permissions

Internal 67 Wireless 87

Computing 103

Engineering 290

Student 226

Administrative Staff 37 Academic Staff 89 Postgraduate 75

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Figure 17.2 below provides a high level view of the Institute’s network. The Institute uses best of breed monitoring tools to ensure that the health of the network is constantly monitored and managed. Tools in use include:

• HP OpenView for back end reporting and service monitoring • CiscoWorks for configuring and deploying software to our Cisco devices • Crannog Software’s NetWatch for primary alerting and utilisation information • Crannog Software’s NetFlow tracker for detailed analysis of the traffic profiles and historical trending • MRTG for basic traffic monitoring • Totaliser with MRTG to review the total traffic volumes where needed

Fig 17.2 Institute of Technology Tallaght network

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The Department can track the level of traffic across the primary network back bone and analyse this out by individual hub room. This enables Computing Services to load balance network traffic as shown in Figure 17.3 below.

Fig 17.3 Primary Network Back Bone Traffic by Hub Room

Hub Z - Student & Postgrad 10%

Hub A - Bus. Labs 27% Hub Reg - Registrars 10%

Hub G - Engineering 10%

Hub B - Admin 11% Hub F - Computing 11%

Hub E - Science Labs 6% Hub C - Bus Labs 9% Hub D - Staff 6%

The Institute has a significant investment in Sniffer tools for proactive monitoring for problem traffic flows on the network as well as for forensic investigations of traffic patterns. This is a system that works in harmony with the LAN infrastructure in place to make the most accurate information available at all times.

The Institute is a client of ITNet, the Institutes of Technology network, and a 45Mb access circuit enables high speed access to the internet worldwide. This circuit provides direct links to the other Institutes of Technology, E-Government and Irish, European and worldwide education and beyond. The Institute is represented on the Management Committee of ITNet and two technicians provide the support services for ITNet.

17.7 Security

In terms of IT Security, the Institute has both legal and professional obligations to meet and abides by all relevant Irish and EU legislation. These include, but are not limited to, the obligations as laid out in the acts and standards listed in Appendix 10 of the Computer Services Department Report 2005.

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With regard to central information technology services, the IT department has attended to a considerable portion of the fundamental IT security requirements. However, security is an ongoing concern and a priority project for the department. Constantly faced with new threats, it is an area that has grown considerably in recent years and requires increased resources in the form of dedicated security specialists. Submissions have been made in relation to increasing the number of technicians with a view to permanently assigning technicians to security tasks.

17.7.1 Physical Security

On a primary level the physical security of any IT service is paramount. Accordingly, access to all server rooms is via magnetic swipe access control. This system is managed by the IT department. Access to most hub rooms is by key. There are a number of weak points in the physical access control with respect to the location of the access control system and due to the location of some of the hub cabinets. Computing Services will conduct an audit of physical access to all rooms/cabinets and introduce additional swipe card or proximity reader access as appropriate.

17.7.2 Internet Traffic

General internet traffic is managed via a firewall. The firewall consists of two firewall units configured in a failover configuration, with three DMZ’s (demilitarised zone). The firewall controls both in and out-bound traffic to and from the institute’s local area network (LAN), in addition to any DMZ traffic. All firewall access controls lists are managed by the IT department.

17.7.3 Demilitarised Zones (DMZ)

External facing IT services, such as main Institute of Technology Tallaght website, are in the process of being migrated to firewall DMZ locations. This will remove the requirement for any external traffic requests on the internal LAN.

17.7.4 E-mail and Anti Spam

The application of DMZs also applies to Institute staff e-mail services. The main Institute e- mail services reside on a LAN based server. This is too sensitive a service to be publicly exposed and accordingly the Institute has implemented an e-mail relay service to handle all in and out-bound e-mail. This service doubles as an anti-spam service to filter the majority

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of unsolicited e-mails. At present the good and bad lists are managed by the IT department, however it is planned to empower users to manage their own preferences.

17.7.5 Web Access Control

The bulk of the Institute’s out-bound web access request traffic is via a proxy server. This, for the most part, negates the requirement of direct internet access. It also provides a caching service and reduces bandwidth requirements.

Http Web access control is managed via a product known as Websense. This product works in tandem with the Department’s firewall and blocks regular http web access to specific web sites. Http traffic is generally blocked according to subject matter rather than by IT Tallaght specific site lists.

17.7.6 Antivirus

All computers in the Institute are required to have antivirus software, both servers and clients alike, upon system build. All anti-virus software is configured to pull/receive frequent automatic updates from the software authors in order to inoculate against emerging viruses, worms and trojans.

17.7.7 Microsoft Software Update Services (SUS)

Most regular desktop computers receive their MS Window updates from a central Microsoft Software Update Services (SUS) server. Only when MS operating systems (OS) patches have been approved centrally are they distributed to client desktops. The SUS service does not apply to servers as the automatic application of software or security patches could adversely affect the delivery of IT services.

A project has commenced to provide multiple virtual SUS servers which will be configured to apply the appropriate patching levels to various Institute functional groups.

While these two services provide antivirus and OS security protection for the most part, they are required to be complemented by ACL’s (access control lists) on the Institute’s firewall and LAN equipment. This is crucial in the event of zero hour attacks and viruses. Further enhancements are planned with rollout of LAN and Edge based Intrusion Detection System (IDS).

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17.8 Backup Services

Computing Services maintain and operate a distributed magnetic tape library backup solution that provides for secure archiving of data and recovery when required.

To this end, Computing Services utilise two IBM 3583 Tape Libraries. Each library has two drives and at least 18 LTO tapes, each with a 200GB capacity. There is significant upgrade potential in both libraries enabling us to keep up with the growing demands for data storage. Both libraries are in separate locations, servers in one room are backed up by a library in a separate room in case of a localised disaster scenario. Backup status is checked daily and test restores are carried out regularly to ensure data integrity. Data is also divided up into different management classes to assist with the management of inactive data and to ensure the Department has copies of data that maintain our legal obligations. The software used to provide this service is IBM’s Tivoli Storage Manager (TSM). This provides for daily, weekly, monthly and yearly backups. These can then be copied to off-site storage if required. All tapes are bar-coded to assure correct identification and tapes are stored in a fireproof safe once they are removed from the tape library. The Department currently has 220 tapes in use and has two fire proof safes in secure rooms on different floors of the building. Tapes associated with a backup unit are stored in a different room from that in which the unit is located. A schedule of back-up cycles associated with each server is included in Appendix 7 of the Computing Services Department Report 2005.

17.8.1 External Audit of Backup Systems

In May 2005 the Department commissioned an external review of its backup systems. The aim of the review was to review the Tivoli TSM configuration and to ensure that all components within the environment were setup appropriately. This entailed checking all server configurations, client configurations, client and administrative schedules and any other external factors that can affect TSM. The second part of the review was to confirm the status of data being backed up.

The Department is currently implementing the key recommendations arising from this review. In addition, Computer Services will be improving backup services through a number of measures outlined in section 17.18 of this chapter, Recovery Systems.

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17.9 Server Room Environmental Services and Redundancy

IT Tallaght Computing Services Department currently maintains three server rooms with more than 60 servers of varying platforms, network cores and internet connectivity equipment. The Department has an ongoing programme of improvements to ensure that the server rooms are to a high environmental standard and have a high level of redundancy. The Department is also striving to ensure that staff and external contractors working in the server rooms are aware of standard operating procedures that govern them.

In 2004, the Department commissioned an external audit of the server rooms. The objective of this review was to have an independent assessment of the three main server rooms in respect of the current environmental and security measures in place and to obtain any recommendations that will reduce the risk of any loss or damage to the server rooms and their operational status arising out of environmental and/or security related incidents.

The Department is implementing the recommendations of the audit as funding becomes available and will commission a further audit when satisfied that progress has been made in implementing the initial recommendations. The Department will continue to improve the standards in server rooms as funding becomes available. The ways by which this is to be achieved are outlined in section 17.18, Server Environment.

17.10 Hardware and Software Register

The Computing Services Department maintains a hardware and software inventory of the Institute’s IT assets. This is to ensure compliance with all licensing and statutory requirements. To this end, the Department uses Blue Ocean’s Trackit database. This provides Computing Services with an audit on demand service, which is installed locally on workstations. Once the initial audit is done, any workstation can be polled to upload any hardware or software changes. Trackit also provides for reports that give detailed or high level information regarding hardware and software. Appendix 12 of the Computing Services Report 2005 details the software installed in the Institute.

Trackit also maintains software installed during the lifetime of a pc and reports can be run to ensure that all pc’s are in compliance of software licensing as well as searching for known suspect software packages. There is also a library facility which is used to book laptops and software CD’s. A facility for writing customised reports is also included. Figure 17.4 illustrates the number of PCs per department.

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Fig. 17.4 Number of PCs per Department

Science 40 Library 50 Academic 180

Engineering 150

Business 130 Computing Services 30

Computing 220

17.11 Staff E-Mail Service

Computing Services provides staff with mail, scheduling, contact and task management facilities using Microsoft Exchange Server. In addition to being able to use these facilities within the Institute, staff may also access these facilities remotely via the web. Computing Services currently host 588 mail accounts. The general limits are 100MB per account and there is no attachment limit. Total storage capacity devoted to mail accounts is 350GB.

The Computing Services Department also provides a facility whereby staff can have certain Microsoft software installed on their home PCs free of charge.

17.12 Reprographic Centre

The Reprographic Centre is a centralised document production and publishing facility for the Institute staff and student customers. Services are sub-contracted to an external company by the Institute. The Centre is located on the first floor of the Institute and operates from 8.30am to 8.30pm Monday to Friday during semester. An out of semester service is available from 9.15am to 5.15pm. When requested by users, the Reprographics Centre can provide an extended service.

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Reprographics optimally manages distributed collegiate printing, copying and finishing resources and minimises waste in the production of documents across the Institute. A centralised reprographics room and a cross collegiate service for all printing and copying devices is in operation.

17.12.1 Student Printing and Copying

The followme uniprint printing and copying software solution is used by students. Student users top up their student cards using Virtual Cash Acceptors (VCA’s) located around the Institute. These VCA’s are conveniently located on each of the three floors of the Institute. Followme printing allows a student user to send a print job from any work station and release the job at any printer/copier device in the Institute. For example, this means that a student user can send a print job from laboratory 201 located on the top floor of the Institute and release the print job in the library located on the ground floor. The print job is held on the print server for a maximum of two hours at which time it is automatically deleted.

The students network user log in and pin are the same as the followme uniprint solution login and pin. To release a print job or to copy a document a student user will key in their account and pin number into a Virtual Cash Collector (VCC) keypad located on all reprographic devices.

17.12.2 Staff Printing and Copying

Staff also use the followme copy/printing solution. Each staff account is credited at the beginning of each semester. Academic Staff also have access to direct printing in the staff open office areas, however large volume jobs are released and finished in the Reprographics Room. Staff can send large jobs via e-mail by filling out an electronic requisition form and sending it to the Reprographics e-mail group. The turn around for all copy/print jobs is a maximum of 48 hours. Turn around time for laboratory manual production is usually 2 weeks during semester.

17.12.3 Reprographics Resources

The reprographics Centre directly manages 57 devices in the Institute. This number of devices is a significant reduction on the 145 local printing and copying devices in the Institute prior to the new service which was introduced two years ago. Decommissioning of local devices is ongoing. The smart net system (SNMP) in Reprographics provides statistics of faults by device. Faults reported to service company representatives are recorded externally in service providers log, other in-house service of devices is recorded using ACT software.

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Details of the facilities, operation and services provided by the Reprographics Centre are available in the Computing Services Department Report 2005, section 10. The outcomes of the self-study in this area are outlined in section 17.18 of this chapter, under Reprographics.

17.13 Web Services at IT Tallaght

The Institute has had a web presence for a number of years and currently has three primary in house web services:

• http://www.it-tallaght.ie/Public Website (within which there are 63 separate sites) • http://intranet.it-tallaght.ie/staff/Staff Intranet (within which there are 25 separate sites) • http://intranet.it-tallaght.ie/student/Student Intranet (within which there are 15 separate sites) excluding external sites, and cross usage of the public sites.

Content is sent from user departments to the Webmaster who then publishes it to the relevant site. Some websites are self maintained (careers, chaplaincy, examination results, examination timetables, human resources, restaurant, new staff e-mail request, spots, staff online phone list and accommodation listings). The provider inputs the information directly to the website.

Software is in place to monitor the traffic on the website. Feedback forms are also available to visitors who can send comments on the site or the content of individual pages.

The Computing Services Department is in the process of introducing a new way of offering web services throughout the Institute. A Content Management System (CMS) is being introduced. The CMS software will allow users to add and/or manipulate content on the website without needing the expertise of HTML or specialist web software like dream weaver. As part of the CMS introduction, the Department sought the views of staff and students. An open meeting was held where staff could have input into the new site design and this project and staff/student involvement is ongoing.

17.14 Management Information Systems (MIS)

Since 2001, the Institute has fully engaged with the national MIS programme for the Institute of Technology sector. This programme aims to establish a set of sector-wide standards and to implement common management information systems in all Institutes. Sourcing of software solutions and their implementation has been managed by a new

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company, An Chéim, on behalf of all of the Institutes of Technology. The Institute was among the first of the Institutes of Technology to implement the management information solution developed by An Chéim. The project includes the management of student, library, finance, and human resource information through the provision of four interfacing systems, modified specifically for the Institutes of Technology. These systems are: Millennium (Library System), Core (HR/Payroll System), Banner (Student System) and Agresso (Finance System).

17.14.1 Millennium

Millennium library is an integrated system that supports teaching, learning and research services by providing prompt and comprehensive delivery of information, on and off campus. Millennium has the advantage of being user-friendly. It provides library users with a self-service facility to renew or reserve items and enables them to access a comprehensive range of specialist websites through links.

17.14.2 Core

Core provides pay and HR facilities that help control payroll inputs, increase staff productivity and capture critical payroll information. It has provided the Institute with the ability to produce ad-hoc, management and forecast reports. It has the capacity to reduce the payroll administration workload when the employee self service module is introduced. This module will allow staff to enter timesheet and overtime returns directly themselves. Computing Services are still waiting for An Chéim to deliver a working module for this software.

17.14.3 Agresso

Agresso was implemented in April 2005. It provides the Institute with enhanced management and costing capability, a chart of accounts, an on-line interactive information resource, an appropriate costing process and a set of integrated transaction processes including purchase orders to pay. It provides these facilities while providing support for statutory and management reporting.

17.14.4 Banner

Banner provides for the Institute’s needs in the areas of admissions, registration, fees and examinations. It allows for effective tracking of trends and of students across academic years and programmes. Banner enables the Institute to provide a better customer service to students.

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Banner provides additional impetus to the drive in the Institute to tighten up procedures to ensure the quality of data. The introduction of Banner has made the collection of metrics using the system feasible and the Institute is now building on the experience. There is a continuing improvement of the metrics being issued to fit the needs of the Institute and meet reporting needs to outside agencies, including the Department of Education and Science, HETAC, the Department of Social Welfare and the HEA.

The MIS Manager and the computing technician assigned to MIS work very closely with the Banner Support Team in Student Services. In particular, the Computing Services staff are responsible for co-ordination of all activities with An Chéim. They also ensure that all issues logged by users are followed up.

At present issues logged by users in the Institute are logged in Excel but the Department is considering moving this to the RMS tracking system which is used for other support calls. This will allow Computer Services to monitor any calls relating to Banner more comprehensively.

17.14.5 MIS Servers

When initially implemented all server hardware associated with the MIS systems was located within the Institute. This included database servers, application and web servers. Early in 2005 a decision was taken by the Institute of Technology sector to centralise the hardware for all of these applications in one site and to provide a managed service to all Institutes in the sector. The contract for this service was awarded to Hewlett Packard by An Chéim. This project is now underway and the Institute’s payroll system is now run from a HP Data Centre in Citywest. The Institute will migrate Agresso to the Data Centre in December 2005 with Banner and Millennium following in 2006.

The centralised servers are located in a class A Data Centre with HP managing all security back-ups and providing full redundancy within the centre. Additional redundancy is provided by a further back up centre in Swords.

17.15 Student Support

Students in Institute can avail of many technology resources to aid them in their studies. File storage devices include network storage space, USB memory sticks, CD-Rom and floppy disks. Students have access to a free e-mail4life account with 15MB storage space and also access to network resources and the Internet.

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17.15.1 Student Support Desk

Computer Services provides a support drop-in service where students can request help with any computer related problem. The support service is available between 9am to 5pm and some of services provided include:

• E-mail and login password reset service • Recovery of corrupted data from Floppy and Zip disks • General application support for students • Support for USB devices • Setup of student laptops onto the Institute’s network

17.15.2 Support for Students with Special Needs

The Department provides additional support and resources for students with special needs. The Institute has an assistance technology laboratory with 2 PC’s, printer and scanner that is dedicated to the needs of special needs students. This laboratory is maintained by Computer Services and includes the following specialised software packages: Dragon Naturally Speaking 8 (a state of the art voice recognition application), Zoom Text (a text enlargement application) and Kerzweil Text (a text reader application).

Computer Services also support and maintain laptops that are distributed by the Access Officer to students with special needs and socially disadvantaged. These laptops are initially setup with a basic installation but are then configured for the individual need of the special need student. Currently, there are 51 laptops in use by students with many different needs.

17.15.3 Laboratory Facilities

A full break down of laboratories, software and computers are listed in Table 17.1 below.

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Table 17.1: Detailed list of Laboratories

Laboratory No. Of PC’s Laboratory Type Software 201 43 Business TAS Books, SPSS, Sage Accounting, Calmat, Office XP, MiniTab14, Adobe Reader. 203 43 Business TAS Books, SPSS, Sage Accounting Calmat,OfficeXP,MiniTab14,Adobe Reader PK1 20 Business TAS Books, SPSS, Sage Accounting, Calmat, OfficeXP, MiniTab14, Adobe Reader. 018 20 Business TAS Books, SPSS, Sage Accounting, Calmat, Office XP, MiniTab14, Adobe Reader. 107 21 Audio /Visual StudioMX, DirectorMX, Adobe Premiere Photoshop, AfterEffects, Softimage4, Quark, Sound Forge, Macromedia. 020 8 Audio /Visual Adobe, PhotoShop, Scanner, Specialised Printing 114 24 Library (Open Access) TAS Books, SPSS, OfficeXP, ProjectXP, Staff Training S/W. LibMes 24 Library (Open Access) TAS Books, SPSS, OfficeXP, ProjectXP AT Room 2 Special Needs Voice Recognition S/W, Zoom Text, Kerzweil, Scanner, Printer N/A 51 Special Needs Laptop configured for particular need of student. 204 6 Audio Pro tools and audio software

The Department have a number of activities planned to improve services to students. These are outlined in section 17.18 of this chapter under Services to Students.

The School of Engineering and the School of Science provide and support their own dedicated resources. A review of their operations is provided in the respective Programmatic Review and Self-Study documents.

17.16 Video Conferencing

The Computing Services Department has introduced the capability for the delivery of multi- media classrooms, utilising video conferencing at TV quality for the delivery of lectures and tutorials to virtual classrooms and allowing for virtual meeting rooms. The Institute has been at the leading edge in the use of video conferencing for a number of years and currently uses this method to deliver a number of courses in collaboration with other institutions, including a Higher Certificate in Health & Safety which is provided in collaboration with UCD. Video conferencing equipment can be provided at any location in the Institute and four technicians are trained in the technology.

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17.17 Computing Services and Service Requests

Computing Services is responsible for the selection, installation and support of all staff computer equipment in the Institute. The Department strives to provide users with a quality service and ensure that all calls are responded to as quickly as possible. Service requests are entered into a HelpDesk software package (RMS) in order of receipt, whether by phone, e- mail, or walk-in. The RMS system and Helpline are run by the IT administration. When entered in the system an e-mail confirmation of the request being logged is sent to the customer. If a request includes a customer stated deadline or urgency, Computing Services will try to meet those needs.

Computing Services prioritizes requests as follows: ‘Routine,’ ‘Same Day,’ ‘High Priority,’ and ‘Critical.’ A turnaround time of 24 hours should be expected for ‘routine’ service requests (this means Computing Services will respond and/or solve the problem by the end of the next business day). A ‘routine’ request is one that arrives at the HelpDesk in order of receipt with no previous record of being logged in the software and with no stated need date for same day turnaround.

A service request will receive a ‘same day’ response when the customer indicates such a need and she/he can substantiate such a need. In such case, Computing Services will make every effort to dispatch a technician and/or solve the problem on the same day, usually within a matter of 3 to 4 hours.

A service request will receive a treatment of ‘high priority’ response when the customer states that a current document deadline, plan, meeting, or event will be missed or cannot happen on schedule due to a computer problem. In such cases, Computing Services will make every effort to dispatch a technician within the same hour of receipt of the service request and solve the problem on the same day.

A service request will receive a treatment of ‘critical priority’ response when the problem is critical to the functioning of the Institute, the functioning of a department, or the running of a class. In such cases, Computing Services will make every effort to dispatch a technician within a matter of minutes and solve the problem as quickly as possible.

Computing Services generates reports based on HelpDesk software statistics and these are used to continually review our services. Table 17.2 shows the reduction in response times to service requests from 4.22 hours in 2001 to 1.53 hours in 2004.

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Table 17.2 Response to calls on RMS

Year Number of Calls On Target Average Response Hours/Mins 2004 1,523 1,400 1.53 2003 1,859 1,503 3.26 2002 2,291 1,810 4.28 2001 2,144 1,535 4.22

17.18 Outcomes of Self Evaluation

The Computing Services Department has implemented a number of important changes over the last few years as part of an ongoing process of continuous improvement. However, as a result of the self-study process, and in conjunction with the implementation of the Institute Strategic Plan, the Department has identified a number of objectives to be implemented over the next three years. These goals are very specific and are set out under seven headings.

Customer Service In the area of customer service, the Computing Services Department will:

1. Introduce procedures for users to request cover outside of normal hours.

2. Identify the additional staffing required in order to provide Computing Services support for part time students.

3. Review documentation and procedures for booking of video conferencing equipment.

4. Continue the introduction of the new Web system and review how the web feedback mechanisms are operating.

5. Introduce an online loan request form for staff wishing to install Microsoft software on their home PCs. The Department will also review procedures so as to ensure that staff are aware of their legal obligations when they borrow software.

6. Investigate more easy to use mechanisms for students to pay for printing and copying. These may include credit card top-up, ATM machine and Web using banking interfaces.

7. Ensure that all calls including ‘drop-in’ staff and students are fully logged and tracked.

8. Improve documentation for user assistance and develop the guides for user assistance listed in Appendix 8 of the Computing Services Department Report 2005.

9. Implement more defined group policy settings within Active Directory. This will improve the administration and structure of the student security and user environment.

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10. Investigate the possibility of implementing a Citrix computing environment for computer labs and student on-line access. Citrix allows lower spec PC’s to connect to dedicated server and run the applications directly from the server.

11. Review and improve the induction process for special needs students. Special needs students use specialised software and require extra training at the start of their studies.

12. Review and implement dedicated counter service for student support.

13. Introduce customer feedback forms. When calls are closed Computing Services will send customers a satisfaction survey form and use the feedback to monitor and review service levels.

14. Introduce facilities so that users can log help desk requests via a Web Interface.

15. Further empower users so that they have control over the black and white listing of spam mail senders.

16. Review the procedures for requesting access to sites blocked via Web Sense.

17. Further protect our users by implementing the websense modules to filter Spy-Ware and Ad-Ware traffic.

18. Promote the use of video conferencing technology more widely and also introduce appropriate procedures for booking of equipment.

Security 1. Review procedures for user requests for access across VLAN and schedule regular reviews of permissions granted.

2. Establish formal procedures for the request review and removal of cross VLAN permissions.

3. Establish formal procedures for the granting, review and removal of cross VLAN permission. In these procedures the overall security of the Institute will be of primary importance.

4. Conduct an audit of physical access to all rooms/cabinets and introduce additional swipe card or proximity reader access as appropriate.

5. Review procedures for account setup and in particular account suspension/deletion.

6. Review the policy on laptop connection and implement security features so that laptops can only connect via wireless.

MIS Programme 1. Review call logging and resolution systems for issues relating to the MIS programme.

2. Review the systems and procedures used for logging of calls relating to Banner and other MIS systems to ensure that full tracking and feedback take place.

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3. Review mechanisms for logging of calls with An Chéim and establish appropriate escalation procedures to ensure that they provide users with a good service.

Regulation 1. Review usage of reports from the TrackIt inventory, in particular, those relating to compliance and we will develop appropriate procedures.

2. Review the appropriateness of Registrar Office staff counting and reconciling money in an open office environment and discuss with Finance the relocation of this function.

3. Review inventory procedures in particular to ensure that all departments in the Institute are aware of their obligations.

4. Develop customised reports from Track IT to monitor software installation and match these against our software licences to ensure compliance.

5. Introduce monthly automated audits of hardware and software.

6. Review procedures for hardware movement and disposal to ensure inventory is accurate.

7. Establish clear guidelines on data retention in the Institute and then use these guidelines to implement appropriate systems for the management, archival and retrieval of mail.

Reprographics 1. Commence more regular reviews of printing activity and distribute the information to the relevant sections in the Institute.

2. Consider the introduction of a staff copy card to improve security.

3. Investigate more easy to use mechanisms for students to pay for printing and copying.

4. Roll out scanning and OCR facilities.

5. Revise procedures to track the number of bound and laminated documents.

6. Ensure that the Institute’s service provider maintains more items such as toner and spare parts on site to reduce down time.

7. Continue to decommission all stand alone deskjet printers to further drive cost reductions.

8. Revise procedures for tracking and costing laboratory manual productions.

9. Revise requisition forms and associated procedures to monitor total customer turn around time.

10. Consider the introduction of customer feedback forms and a reprographic customer survey.

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11. Enhance the Reprographics documentation available to staff on the Intranet.

12.1Investigate mechanisms (e.g. duplex default) to reduce costs for students.

Recovery Systems 1. Improve scripting and reporting to reduce administrative tasks e.g. identifying tapes to be changed

2. Send archived monthly and yearly tapes off-site for external storage.

3. Once a quarter select a server to restore from scratch.

4. Consider the introduction of random file restores to be done regularly in order to verify backups.

5. Put in place an appropriate support to contract for external monitoring, regular health checks and phone/on-site support.

Server Environment 1. Provide for improved environmental monitoring to central station. This would include smoke detection, temperature, fire alarm, air conditioning failure, mains failure.

2. Provide monitoring of all UPS systems to central station for status of batteries, charge and load.

3. Remove windows in all server rooms to provide for solid concrete structure.

4. Implement automated shutdown of servers in case of a critical temperature threshold being breached.

5. Set out in a SOP the sequence of server and network equipment shutdown in the event of a prolonged power outage.

6. Provide signs on all Server Rooms detailing server room policy.

7. Ensure all contractors working in server rooms sign to adhere to server room policy.

8. Conduct another external audit of server rooms.

9. Set out the disaster recovery procedures for each server and hub room.

10. Set out the disaster recovery procedures associated with the failure of every server.

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