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Self Evaluation Report Griffith College 31 August 2009

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Self Evaluation Report Griffith College 31 August 2009 Self Evaluation Report Submitted on behalf of Griffith College 31st August 2009 Introduction This document presents a report of the self evaluation of Griffith College conducted in 2008/9 in respect of the College‟s activities. It forms part of the five year institutional review process to be conducted by the Higher Education and Training Awards Council in October 2009. The document takes an evaluative look back over the previous period of approval; presents a critical analysis of the College‟s strengths and challenges; and outlines the College‟s future proposals for development. It also presents a detailed review of the operation of the College‟s quality assurance (QA) procedures with specific reference to the European criteria for quality assurance in higher education. In conducting the self-evaluation of its activities in support of the process, the College has drawn on its many pre-existing reporting mechanisms for learners, lecturers, staff, external examiners, graduates and employers while also adopting a range of engagement methods specific to the self-evaluation process itself. This institutional review is not an isolated event but rather forms part of a cumulative review process comprising a series of external reviews undergone by the College over the last five years including:- The approval of the College‟s programmes and their placement on the national framework of qualifications in 2004 The approval of the College‟s Quality Assurance: Policies, Procedures, Practices and Guidelines in 2005 The approved integration of Griffith College Cork (GCC, formerly called Skerry‟s Business College) in 2005 The approval of the College's joint awards with Nottingham Trent University in 2006 The approval of the College‟s outreach arrangement with Globe Business College, Munich (GBCM) in 2008 The institutional review of the College by Nottingham Trent University in June 2009 The document arises from a consultative process involving all those responsible for directing and supporting the College‟s academic programmes. It is directly informed by course directors, lecturers, associate lecturers and support staff in all College centres as a result of the series of presentations and discussions held in small focus groups throughout all centres on the analysis and proposals involved. In various parts of this document text is included in a box highlighted as shown here. These highlighted areas identify existing College procedures which the College would celebrate as initiatives which it considers to reflect particularly effective practice. The College‟s institutional review by HETAC in October 2009 and the recent institutional review in June 2009 by NTU provide a most welcome opportunity for the College to share its critical reflection on its activities and future development with key stakeholders. The College wishes to thank HETAC, stakeholders and the external panel members for their involvement and looks forward to the opportunities for further enhancement that may arise as a result of the panel's deliberations. 2 Table of Contents Background and Context 4 1) Public Confidence (Objective 1) 11 2) Strategic Planning and Governance (Objective 2) 14 3) Quality Assurance (Objective 3) 18 3.1 Policies and Procedures 19 3.2 Approval/ Periodic Review 20 3.3 Assessment of Students 21 3.4 QA of Teaching Staff 22 3.5 Learning Resources and Support 25 3.6 Information Systems 27 3.7 Public Information 28 3.8 Transnational / Outreach-Centres / Collaborative Provision 29 4) National Framework of Qualifications Access, Transfer and Progression (Objective 4) 34 5) Griffith College Specific Objective (Objective 5) 37 6) Recommendations for Enhancement (Objective 6) 39 7) Conclusion 40 Appendices 1. List of College Programmes 42 2. List of Training provided by the Lecturer Development and Support Unit 44 3. Timeline of Self Evaluation Process 48 4. Mapping Quality Assurance Policies, Procedures, Practices and Guidelines to the Seven Elements of Quality Assurance as per European Standards and Guidelines 50 5. HETAC Terms of Reference for Institutional Review 54 6. List of Supplementary Documentation 63 7. Abbreviations 65 3 Background and Context Griffith College is Ireland‟s largest independent higher education provider. Established in 1974 as a professional accountancy school, the College has grown and diversified its range of programmes, both professional and academic to an annual learner population in excess of 8,000, larger than many of Ireland‟s regional public higher educational institutes and institutes of technology. The College‟s academic disciplines include: business, law, accounting, hospitality management, computing, journalism, interior design, fashion, music, education, photography, digital media and other related specialisations. The College‟s main campus is in Dublin city, in the historic seven acre site formerly used as a prison and then an army barracks. This main campus is typically referred to as Griffith College, Dublin or GCD. Since 2005, a number of the College‟s academic programmes have also been delivered from its constituent college in Cork (known as Griffith College, Cork or GCC). More recently, in 2007 the College has provided programmes from its constituent college in Limerick (known as Griffith College, Limerick or GCL). Since 2008, one of the College‟s academic programmes has been delivered in association with Globe Business College Munich (GBCM), a partner institution. The College‟s professional programmes in accountancy and law are also delivered from additional locations in Dublin‟s city centre, Drogheda, Naas and overseas in Moscow. Degree level programmes include those at level 7 (ordinary) and level 8 (honours) in the National Framework of Qualifications. Postgraduate provision includes professional certificate, postgraduate certificate, postgraduate diploma and M.Sc., MA, and MBA programmes in addition to a range of minor and special purpose awards. The College‟s programmes are offered in a range of modes including: full-time, part-time evening, block- release, in-company and distance or blended e-learning. A listing of the College‟s academic programmes is given in Appendix 1. 4 College Organisational Structures The College‟s overall direction and management is undertaken by its directors, management board, heads of faculty and the College‟s Academic and Professional Council (APC). The College‟s organisational structures, roles and responsibilities continue to evolve in line with the College‟s development. As they may differ somewhat from other institutions, for ease of reference they have been summarised below in the following tables and diagrams. Organ Composition Responsibility Overall responsibility for the strategic direction The Board of Directors Executive and non- of the College and the development of all inter- (BOD) executive directors institutional arrangements with educational institutions and validating bodies Operational organ of the College‟s board of Executive directors directors Management Board and the College‟s Consults with and reports to non-executive (MB) chief financial directors in respect of strategic decisions and controller direction Management board , director of academic Academic and programmes, Professional Council Overall academic management of the College heads of faculty/ (APC) departments and others see Fig.2 Heads of faculty, Management of academic programmes course directors, External examiners and verifiers assist in Faculties year heads, directing the management of externally module leaders, validated programmes. course administrators President of the Provides a forum for coordinating student Students‟ Union activities through its societies and clubs. Sports Officer Provides formal representation and Welfare Officer advancement of student interests through its Students’ Union Entertainment officers and network of elected representatives Officer at College and course level. (elected yearly) The President is a voting member of the Student Union Academic and Professional Council. Manager Table 1: Overall Academic Administration 5 Board of Directors President Management Board (MB) Academic and Professional Council (APC) Specific Member of the Director of Academic Management Board (MB) Programmes (DAP) (Operational Issues) (Academic Issues) Head of Faculty (HF) Course Director (CD) Course Director (CD) Year Head Year Head Course Administrator Module Leader / Module Leader / (CA) Lecturers Lecturers Students and Student Representatives Legend Denotes a line of communication with a reporting function to senior management Denotes a line of communication with a reporting function Denotes a line of communication without a reporting function Fig. 1: Overall Academic Management 6 Faculty Structures Within each of the College‟s faculties, programme delivery is managed by a head of faculty in association with course directors, year heads, module leaders, lecturers, tutors, course administrators, librarians, learner representatives and the College counsellor. Faculty roles, reporting lines and governance structures are shown below. Role Reporting to Responsibilities Director of academic Academic responsibilities. programmes (DAP). Heads of Faculty (HF) A specific member Business, finance, marketing and other non- of the management academic matters. board. Director of College wide issues such as policy academic formulation, QA processes etc. programmes. Course Directors (CD) Academic management and day-to-day running of their programmes involving Head of faculty scheduling, delivery and
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