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Institute of Technology Tallaght Self-Evaluation Report

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Institute of Technology Tallaght Self-Evaluation Report Institute of Technology Tallaght 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 Dublin 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 i Contents 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 ii Institute of Technology Tallaght - Delegation of Authority Submission 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 iii Contents 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 iv Institute of Technology Tallaght - Delegation of Authority Submission 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 v Contents 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 Clondalkin 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 vi Institute of Technology Tallaght - Delegation of Authority Submission 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
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