DOCSLIB.ORG

Normative Isomorphism: Is Irish Academic Work-Life the Same in Different Institutional Types in the Universal Phase of Higher Education?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Normative Isomorphism: Is Irish Academic Work-Life the Same in Different Institutional Types in the Universal Phase of Higher Education? Technological University Dublin ARROW@TU Dublin Doctoral Applied Arts 2015-6 Normative Isomorphism: Is Irish Academic Work-Life the Same in Different Institutional Types in the Universal Phase of Higher Education? Amanda Moynihan Technological University Dublin, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/appadoc Part of the Social and Behavioral Sciences Commons Recommended Citation Moynihan, A. (2015) Normative Isomorphism: Is Irish Academic Work-Life the Same in Different Institutional Types in the Universal Phase of Higher Education?, Doctoral Thesis, Technological University Dublin. doi:10.21427/D7P886 This Theses, Ph.D is brought to you for free and open access by the Applied Arts at ARROW@TU Dublin. It has been accepted for inclusion in Doctoral by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License Normative Isomorphism: Is Irish academic work-life the same in different institutional types in the universal phase of higher education? Amanda Moynihan, MA A thesis submitted to Dublin Institute of Technology in fulfilment of the requirements for the award of Doctor of Philosophy (PhD) Higher Education Policy Research Unit (HEPRU) School of Languages, Law and Social Sciences College of Arts and Tourism Supervisor: Dr Ellen Hazelkorn June 2015 Abstract Academic work-life in the universal phase of higher education has reportedly involved an extreme intensification and diversification of academic roles. International empirical research supports the hypothesis that academic staff are spending more time at work, are reporting diminishing morale, and are experiencing erosion of their values of academic freedom, autonomy and collegiality. What has not yet been adequately investigated is the extent to which this experience of academic work-life is the same or different depending on institutional type, thus identifying the research problem addressed in this thesis. This study takes a historical investigative approach to the initial literature review, illustrating the fluid creation and re-creation of different institutional types, internationally and in Ireland, and describing the academic work-lives they define. The research employs social institutional theory to hypothesise that normative isomorphism is occurring at the academic staff level in different institutional types in Ireland, making them more homogenous. The study uses a comparative cross sectional research design to test a range of hypotheses through an extensive survey instrument. It employs a quantitative data analysis plan that facilitates controlling for other possible factors aside from institutional type that may influence academic work-lives, thereby isolating the particular influence of institutional type. The findings show that academic staff, in the current universal phase of higher education in Ireland, are under considerable strain. However, the majority of the demands on academic staff are being experienced in different ways and at differing levels in different institutional types. The findings also show that the homogenous set of national objectives and strategies for higher education have not resulted in homogenous work-lives for academic staff overall. This PhD study develops on the existing literature and the recent research in four key ways. Firstly, by providing data about Irish academic staff‟s characteristics, activities, outputs and perceptions about their work-lives. Secondly, by employing an analysis design that facilitates the particular isolation of the influence of institutional type on academic work-life. Thirdly, by re-instating institutional type, which had become increasingly overlooked in the recent literature about academic identity, as a primary shaping factor of academic work-life. And fourthly, by creating re-usable constructs to measure features of academic work-life in the universal phase which can be compared effectively between sectors. i Declaration I certify that this thesis which I now submit for examination for the award of Doctor of Philosophy (PhD), is entirely my own work and has not been taken from the work of others, save and to the extent that such work has been cited and acknowledged within the text of my work. This thesis was prepared according to the regulations for postgraduate study by research of the Dublin Institute of Technology and has not been submitted in whole or in part for another award in any other third level institution. The work reported on in this thesis conforms to the principles and requirements of the DIT guidelines for ethics in research. DIT has permission to keep, lend or copy this thesis in whole or in part, on condition that any such use of the material of the thesis be duly acknowledged. ii Acknowledgements This PhD research was very much dependent on the guidance and assistance of a broad spectrum of individuals and groups since it began in October 2008. I would like to express my gratitude to some of them here: I am indebted to my supervisor Professor Ellen Hazelkorn who kept me on course and provided me with the drive to keep the research going. I am very grateful to Dr. Anne Murphy who provided excellent advice prior to thesis submission. The Dublin Institute of Technology (DIT) Faculty of Applied Arts ABBEST scholarship provided funding for this thesis research from October, 2008. The School of Social Sciences and Law of DIT who generously made their academic expertise available to me and also provided office facilities and support. DIT Mountjoy square Information Technology Support team John Duffy and Geraldine Donohoe who provided excellent IT support for this project. PhD colleagues at the DIT who were collaborative and supportive throughout the process. The survey participants in this thesis research who cannot be named but who were drawn upon for research data. Dr. Vivienne Patterson and Muiris O‟Connor for providing a research internship with the Higher Education Authority (HEA). Colleagues at the Dublin Institute of Technology who were instrumental to the thesis research, Dr. Elaine Ward, Dr. Martin Ryan, Dr. Joe Condon, Dr. Kevin Lalor, Dr. Dorit Deering, Dr. John Donovan, Dr. Brian O‟Neill. Dr. Pamela Eddy, for international collaboration. Family and friends who remained patient and understanding throughout. Lastly, I am so grateful to my husband, Colin Merry, who has supported and encouraged me unwaveringly in this endeavour and in all that I try to do. iii Table of Contents Abstract .............................................................................................................................. i Declaration ........................................................................................................................ ii Acknowledgements .......................................................................................................... iii Table of Contents ............................................................................................................. iv List of Tables................................................................................................................... vii List of Figures ................................................................................................................... x 1 INTRODUCTION ..................................................................................................... 1 1.1 Research purpose and questions ......................................................................... 3 1.2 Plan of the Thesis ............................................................................................... 4 2 THE HISTORY AND LITERATURE ABOUT ACADEMIC WORK-LIVES IN DIFFERENT INSTITUTIONAL TYPES ........................................................................ 9 2.1 Elite phase ........................................................................................................ 12 2.1.1 Elite phase in Europe ................................................................................ 13 2.1.2 Academic work defined by institutional type in Europe ........................... 18 2.1.3 Elite phase in Ireland ................................................................................. 22 2.1.4 Academic work defined by institutional type in Ireland ........................... 25 2.1.5 Section summary ....................................................................................... 28 2.2 Mass phase ....................................................................................................... 28 2.2.1 Mass phase in Europe and Ireland ............................................................ 30 2.2.2 Initial research into institutional type and academic work........................ 41 2.2.3 Section summary ....................................................................................... 50 2.3 Universal phase ................................................................................................ 51 2.3.1 Social and political demands on higher education in the universal phase 53 2.3.2 Effects of the social and political demands on academic staff .................. 58 2.3.3 The influence of institutional type on academic work-life in the universal phase ................................................................................................................... 66 2.3.4 National strategies,
Load more

Recommended publications
  • Galway Campus
    POSTGDUATE PROSPECTUS 2019 YOU START THE NEXT CHAPTER TOP % of Universities1 worldwide based on data from QS NUI Galway Campus Áras de Brún (School of Mathematics, Statistics and Applied Mathematics) Áras Uí Chathail/Student Information Desk (SID) Áras na Gaeilge The Quadrangle Áras na Mac Léinn and Bailey Allen Hall University Hospital Galway Lambe Institute for Translational Research and HRB Clinical Research Facility Centre for Adult Learning and Professional Development Huston School of Film and Digital Media Martin Ryan Building (Environmental, Marine and Energy Research) O’Donoghue Centre for Drama, Theatre and Performance Human Biology Building Biomedical Sciences Hardiman Library and Hardiman Research Building Lifecourse Building Arts Millennium Building Corrib Village (Student Residences) School of Psychology Engineering Building J.E. Cairnes School of Business & Economics Áras Moyola (School of Nursing and Midwifery; School of Health Sciences) Research and Innovation Centre Sports Centre Postgraduate Prospectus 2019 Prospectus Postgraduate IT Building Arts/Science Building NUI Galway NUI Galway Orbsen Building (NCBES and REMEDI) 01 Why Choose NUI Galway? of UNIVERSITIES WORLDWIDE according 92% to the QS World University of POSTGRADUATES are in employment Rankings 2018 or additional education or research within six months of graduating OVER YEARS of Home to INSIGHT innovative teaching and National Centre research excellence for Data Analytics SPINOUT COMPANIES €65.5m 16 in five years in RESEARCH funding in 2017 OF ALL STENTS
    [Show full text]
  • Postgraduate Prospectus
    www.nuigalway.ie Postgraduate Prospectus Bringing bold ideas to life Research Programmes Page i Welcome to In the top 2% of universities NUI Galway in the world Generations of inspiration We have been inspiring students for over 170 years Student population of over 17,000 Ranked in the top 250* universities in the world We have internationally recognised expertise in areas that include Biomedical Science and Engineering, Web Science, Human Rights, Marine Science, Energy and Environmental Science, Applied Social Sciences and Public Policy, and the Humanities, in particular literature, drama and theatre, and Irish Studies. *In the latest QS rankings (2016). 91% average Taught programme opportunities (over the last five years) of our are outlined in our taught prospectus, postgraduates are employed which you can order online or or in further study within six download at www.nuigalway.ie/pgp months of graduating NUI Galway Postgraduate Research Prospectus 2017 Internationally recognised unique programmes NUI Galway has a global reputation in key areas of expertise, and we offer postgraduate programmes in these fields: Biomedical Science and Engineering; Human Rights, Applied Social Science and Public Policy; Energy, Environment and Marine Research; Data Analytics, Physical and Computational Sciences; and Digital Humanities. Top university for graduate employability NUI Galway continues to outperform other universities in terms of graduate employment. 91% (average, over the last five years) of our postgraduates are employed or in further studies six months after graduating (higher than the HEA national average for postgraduates). €59.7 million annual research income In the latest financial year, we received €59.7 million in competitive funding across a range of dynamic, innovative research projects.
    [Show full text]
  • Faculty of Humanities and Social Sciences
    Faculty of Humanities and Social Sciences Meeting: Faculty Research Committee Date / Time: 16 October 2019 (2.30 - 4.00 pm) Location: Room CG35, Henry Grattan Building, DCU Glasnevin Campus In Attendance: Prof. Eugene McNulty [Associate Dean for Research] (EMcN – Chair), Carol Diamond [Recording Secretary] (CD), Michelle Brennan [Secretary] (MB), Dr. Jane Carrigan [Research Development Officer] (JC), Dr. Alex Baturo [Law and Government] (AB), Dr. Patricia Flynn [Theology, Philosophy, and Music] (PF), Dr. William Murphy [History and Geography] (WM), Dr. Tanya Lokot [Communications] (TL), Dr. Pádraig Ó Liatháin [Fiontar agus Scoil na Gaeilge] (POL), Ms. Orla Shannon [HSS Postgraduate Research Student Representative] (OS), Dr. Ryoko Sasamoto [SALIS] (RS), Victoria Smyth [Humanities & Social Sciences Librarian] (VS) Apologies: Dr. Jim Shanahan [School of English] (JS) # Agenda 1. Approval of minutes of previous meeting [19 June 2019] 2. Matters arising from minutes of previous meeting 3. Applications for change to supervisory arrangements 4. Postgraduate research matters 5. 5.1 University 5.1.1 Research Committee 5.1.2 Graduate Research Studies Board 5.2 Faculty 5.2.1 Quality Review – Research Section 5.2.3 PhD Focus Group 5.2.4 Terms of Reference, Membership / Roles of FRC members 5.2.5 Attendance at Postgraduate Awards Boards 5.2.6 Proposal for Anti-Corruption Research Centre (ARC) 5.2.7 Scheme Schedule 5.2.8 School Reports 6. Research and Innovation Support Services 7. Library 8. Any Other Business 9. Date of next Faculty Research Committee Meeting: 13 November 2019 # Main Discussion Points / Key Recommendations 1. PGR registration issues: SALIS reported issue with 5 new Phds students where only one received a username and password to complete their registration.
    [Show full text]
  • Download Application Forms and Detailed Information from Our Website International.Nuim.Ie
    1 3 Ireland has a long-standing tradition of educational exchange with the United States. Because the U.S. and Ireland are united by a common language, this country has become a favorite destination for students and educators looking to broaden their horizons and explore different cultures. Many Americans feel a great connection to Ireland due to the influence that Irish immigration has had in the shaping of American culture. The strong political and cultural relationship between Ireland and America also extends to education. 1 Trinity College Dublin There are over 8,000 American students currently studying in Ireland and there are over 2 University College Dublin one thousand full-time Irish university students placed WELCOME 3 Dublin City University at colleges and universities throughout the United States. 4 4 NUI Maynooth As well as exchange and 1 5 3 2 scholarship programs Irish 5 NUI Galway Universities offer educational excellence at all levels. So if you’re University of Limerick thinking of choosing a college in 6 another State why not broaden 6 your horizons even further and 7 University College Cork consider Ireland as a viable, exciting and rewarding choice for your undergraduate degree. 7 5 UNDERGRADUATE DEGREE PROGRAMMES IN IRELAND Ireland has seven universities. Each one offers multi-disciplinary options for students who are still internationally recognised bachelor degrees, undecided on their major subject of study. masters degrees and doctorates. The universities The duration of your degree will depend on the authorise their own awards and external examiners subject area, however most degree programs last monitor awards to certify their consistency and high three or four years, with the exception of some standards.
    [Show full text]
  • Carmen Ortiz Thesis.Pdf
    International student adjustment in Irish universities: Language-related challenges and the role of EAP Carmen María Ortiz Granero A thesis submitted in fulfilment of the requirements for the degree of Doctor in Philosophy, Centre for Language and Communication Studies Trinity College Dublin The University of Dublin 2021 Declaration I declare that this thesis has not been submitted as an exercise for a degree at this or any other university and it is entirely my own work. I agree to deposit this thesis in the University’s open access institutional repository or allow the Library to do so on my behalf, subject to Irish Copyright Legislation and Trinity College Library conditions of use and acknowledgement. I consent to the examiner retaining a copy of the thesis beyond the examining period, should they so wish (EU GDPR May 2018). _________________________ Carmen María Ortiz Granero Acknowledgements First of all, I would like to express my deepest gratitude to my supervisors, Dr Sarah Sheridan and Dr Bronagh Ćatibušić for their invaluable support, guidance, and infinite patience. This thesis would have not been possible without your constant encouragement and guidance. I cannot thank you enough for all your time and dedication. It has been an honour and privilege to learn from you throughout this academic and personal journey. I am truly grateful to Universities Ireland for awarding me with the North/South Scholarship, which gave me the opportunity to undertake this research and experience life in the Republic of Ireland. Special thanks go to the students that took part in the research. I truly hope that your valuable insights can, throughout the findings of my study, lead to some new understanding of issues relevant to all international students in higher education.
    [Show full text]
  • The Irish-African Partnership for Research Capacity
    THE IRISH‐AFRICAN PARTNERSHIP FOR RESEARCH CAPACITY BUILDING MAPUTO, MOZAMBIQUE Opened by Professor Filipé José Couto, Rector, Universidad Eduardo Mondlane, Mozambique Mr Frank Sheridan, Irish Ambassador to Mozambique Mr Andrew Soper, British High Commissioner to Mozambique Dr Michael Murphy, President, University College Cork, Ireland Dr Aires Bonifácio Ali, HE the Minister for Education and Culture, Mozambique The Third Workshop ‐ Hotel Cardoso, Maputo, Mozambique Programme 11‐14th May 2009 PROGRAMME Day 1: Monday 11th May Salao Bayette Chair: Professor Orlando Quilambo, Vice‐Rector for Academic Affairs, Universidade Eduardo Mondlane (UEM) 8.30‐9.15 Registration 9.15 – 10.00 Welcome and opening Professor Filipe José Couto, Rector, Universidade Eduardo Mondlane Mr Frank Sheridan, Irish Ambassador in Mozambique Mr Andrew Soper, High Commissioner, British High Commission to Mozambique Dr Michael Murphy, President, University College Cork Dr Aires Bonifácio Ali, HE the Minister for Education and Culture, Mozambique 10.00‐11.00 Introductions by participating universities 11.00‐11.30 Refreshments 11.30‐12.00 Project overview and progress; overview of workshop programme Dr Niamh Gaynor, Director, Irish‐African Partnership for Research Capacity Building (IAP) 12.00‐12.45 Questions and discussion 12.45‐2.00 Lunch 2.00‐2.20 Concepts of development for poverty reduction Professor Edward Webster, University of Witwatersrand, Johannesburg 2.20‐2.40 Lessons from development research: Case studies from Mozambique Professor Baltazar Chilundo, Faculty
    [Show full text]
  • Membership Directory
    MEMBERSHIP DIRECTORY Australia Denmark University of Cologne UAF-SAR Netherlands & Belgium Curtin University Aalborg University University of Duisburg-Essen Section La Trobe University University of Copenhagen University of Düsseldorf Delft University of Technology National Tertiary Education Union* University of Southern Denmark University of Freiburg Eindhoven University of Technology Southern Cross University University of Göttingen Erasmus University Rotterdam University of New South Wales Ethiopia University of Hamburg European Association for University of Newcastle Organization for Social Science University of Hildesheim Foundation International Education (EAIE)* University of the Sunshine Coast Research in Eastern and Southern University of Hohenheim The Hague University of Applied Africa Austria University of Kassel Sciences Alpen-Adria-Universität Klagenfurt Finland University of Konstanz Hanze University of Applied University of Graz SAR Finland Section University of Münster Sciences, Groningen Aalto University University of Potsdam Hogeschool van Amsterdam Belgium Åbo Akademi University University of Siegen Leiden University UAF-SAR Netherlands & Belgium Hanken School of Economics University of Tübingen Maastricht University Section Lappeenranta University of Network of Concerned Historians* Academy for Research and Higher Ghana Technology University of Ghana The Netherlands Institute for Education (ARES) University of the Arts Helsinki Advanced Study* European University Association University of Eastern Finland Greece NHTV
    [Show full text]
  • Cross-Border Student Mobility in Third Level Education: an Update Milena Komarova
    Cross-border Student Mobility in Third Level Education: An Update Milena Komarova The movement of higher education students, staff, and research funding between the two jurisdictions on the island of Ireland has been a focus of increasing political and academic interest throughout the period following the signing of the Good Friday Agreement (GFA) in 1998. Cross-border student mobility in particular, is widely recognized as offering mutual economic, social and cultural benefits to those jurisdictions that enable it. Indeed, the Centre for Cross Border Studies (CCBS) has previously published a number of reports and briefing papers on cross-border mobility in third level education, as have other higher education institutions and authorities on the island1. However, as with all areas of public policy, it is vital to assess the causes, and consequences of, any changes or developments2. We feel, therefore, that the present dynamic and uncertain context of the United Kingdom’s (UK) exit from the European Union (EU) compels further examination of this issue. There is a need to understand the immediate and longer-term impact of Brexit on student mobility, particularly in order to boost the capacity of institutions north and south to accommodate any shifts, and to deliver services in higher education effectively. 1 See for instance: Haverty, T. and Soares, A. (2014) “Cross-border Mobility in Third Level Education, CCBS briefing paper; Haverty, T. (2014) “Improving Cross-border Access to Third-Level Education. Alternative Qualifications as Barriers
    [Show full text]
  • History Studies University of Limerick Volume 21 2020
    History Studies University of Limerick Volume 21 2020 History Studies is a refereed publication of the University of Limerick and is published annually. It is registered with the Irish International Standard Serial Number (ISSN) Centre at the National Library of Ireland. ISSN 1393-7782. Copyright © by the contributors listed herein and History Studies 2019, including all bibliographical references. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, mechanical, photocopying, recording or otherwise, without prior permission of the editors of History Studies. Cover design by Jennifer McCaffrey and Nora McGillicuddy, Limerick School of Art and Design, Limerick Institute of Technology. The cover incorporates the concepts of past, present and future, which is depicted, firstly by the use if the Buddhist symbol Aum. The idea is secondly represented by the illustrative heads looking in different directions. They symbolise the search for history by past, present and future historians. Printed by JustPrint.ie Contents Foreword i Editorial iii Newspaper reporting during the 1918 Influenza epidemic in Ireland Luke Watson 1 Spanish Influenza: ‘the devil of a fit’ Winnie Davern 14 Irish women were in the war too! Emer McCarthy 30 Death and the supernatural in the Bureau of Military History’s witness statements Benjamin Ragan 47 The Catholic Church’s balancing act: The Catholic hierarchy and parochial clergy’s approaches to internment and alleged ill-treatment of internees in Northern Ireland, 1971-5 Peter Stapleton 62 Contributors 81 Foreword History Studies was founded to publish the work of young scholars and to provide an opportunity to understand how the historian communicates original work.
    [Show full text]
  • State Formation, Political Violence, and Civil Disobedience Ireland North and South, 1919-22
    State formation, political violence, and civil disobedience Ireland North and South, 1919-22 SatOurday N7 th NoLvemINber 2E020 #historians2020 State formation, political violence, and civil diSobedience ireland north and South, 1919-22 Webinar, 7 November 2020 RUNNING ORDER 10.00 Welcome dr anthony Soares , Secretary to Universities Ireland 10.05 civil reSiStance Chair: dr John borgonovo , University College Cork Soviets in Ireland dr emmet o’connor , Ulster University The Gendered Experience of Trauma Siobhra aiken , National University of Ireland, Galway Local Government dr matthew potter , Curator of Limerick Museum 11.35 virtUal coffee breaK 11.45 political violence Chair: dr marnie Hay , Dublin City University British reprisals in 1920 dr andy bielenberg , University College Cork 3rd (Northern) Division IRA / The Belfast Pogroms Jim mcdermott Grassroots Unionist Sentiment, 1920 dr connal parr , Northumbria University 13.15 virtUal lUncH 14.00 KeYnote Historical contexts and the Government of Ireland Act, 1920 dr conor mulvagh , University College Dublin Respondent: dr margaret o’callaghan , Queen’s University Belfast Chair: dr mary mcauliffe , University College Dublin 15.00 repreSentinG violence Thomas MacGreevy and Political Violence: ‘the little world was spinning on’ dr lucy collins , University College Dublin ‘Assault and Battery of the Wind’: W. B. Yeats, Violence and the Law dr adam Hanna , University College Cork Chair: dr conor mulvagh , University College Dublin 16.00 cloSe CONFERENCE SPEAKERS dr anthony Soares is Director of Síobhra aiken recently the Centre for Cross Border completed her PhD at the Studies. His role includes leading National University of Ireland, in the development and advocacy Galway. A former Fulbright of policies at regional, national Scholar, her publications include and European levels that support The Men Will Talk to Me: Ernie sustainable cross-border and O’Malley’s Interviews with the transnational cooperation.
    [Show full text]
  • Chemistry in Action Autumn 2020 Issue
    Issue No. 116 Autumn 2020 Acknowledgements ISSN 0332-2637 The Editor would like to thank the President of the University of Limerick for encouraging the publication of Chemistry in Action! and for the use of university facilities in its production, printing and distribution. A special thanks to Marie Walsh for her invaluable assistance over many years in producing Chemistry in Action!, and to the other assistant editors. The financial help of the companies and bodies, whose logos are given below, is gratefully acknowledged, as they make it possible since 1980 to produce and distribute Chemistry in Action! free-of-charge to Irish chemistry teachers. Chemistry in Action! No. Issue 116, Autumn 2020 Contents 1. Contents 2. Editorial #116 3. Education News and Views 8. The History of Chemistry Education at the Kevin Street Site Declan McCormack & Claire McDonnell 14. Chem-Ed Ireland 2019 at TU Dublin, Kevin St Claire McDonnell 15. Reflective: MORSE 2019 Ellen Kampinga 18. Science curriculum development in the USA and Ireland Aishling Flaherty 40th birthday articles 24. University Chemistry in Ireland 1980-2020 Peter E. Childs 39. How science outreach has changed in Ireland over the years Martin McHugh and Sarah Hayes 43. Ireland and the International Chemistry Olympiad Odilla E. Finlayson 48. Diary 2021 and 2022 49. Escape Room – Teachers Approved! Marina Stojanovska, Vesna Milanović, Dragica Trivić 54. Chemists you should know: No.7 Jacques Alexandre César Charles, 1746-1823 Adrian J. Ryder 59. Elementary Chemistry: What colour is hydrogen? 62. Chemlingo: heavy metal poisoning Peter E. Childs 63: Chemicals in the News: Hydrogen peroxide 66.
    [Show full text]
  • NUI Galway's Postgraduate Research Prospectus
    Research Postgraduate Prospectus 2018 QS World University Rankings 2017 NUI Galway Campus Áras de Brún (School of Mathematics, Statistics and Applied Mathematics) Áras Uí Chathail/Student Information Desk (SID) Áras na Gaeilge The Quadrangle Áras na Mac Léinn and Bailey Allen Hall University Hospital Galway Lambe Institute for Translational Research and HRB Clinical Research Facility Centre for Adult Learning and Professional Development Huston School of Film and Digital Media Martin Ryan Building (Environmental, Marine and Energy Research) O’Donoghue Centre for Drama, Theatre and Performance Human Biology Building Biomedical Sciences Hardiman Library and Hardiman Research Building Lifecourse Building Arts Millennium Building Corrib Village (Student Residences) School of Psychology Engineering Building J.E. Cairnes School of Business and Economics Áras Moyola (School of Nursing and Midwifery; School of Health Sciences) Research and Innovation Centre Sports Centre Postgraduate Research Prospectus 2018 Research Prospectus Postgraduate IT Building Arts/Science Building NUI Galway NUI Galway Orbsen Building (NCBES and REMEDI) 01 Why Choose NUI Galway? of UNIVERSITIES WORLDWIDE according to the QS World University of POSTGRADUATES are in Rankings 2017 employment or additional education or research within six months of graduating OVER 170 YEARS of Home to Insight innovative teaching and National Centre research excellence for Data Analytics SPIN-OUT COMPANIES in 10 years in RESEARCH funding in 2016 OF ALL STENTS outside North America are made in Ireland with Galway being a global medtech industry hub Ireland’s only Home to Ireland’s STEM CELL FIRST UNESCO CHAIR LICENCES MANUFACTURING in Children, Youth and to Industry FACILITY Civil Engagement SPORT and a GREAT SOCIAL LIFE Our generous HARDIMAN RESEARCH are at the heart of SCHOLARSHIPS provide a stipend of what makes life at NUI Galway 2018 Research Prospectus Postgraduate €16,000 per annum plus fees for four years.
    [Show full text]