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.

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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

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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.

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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

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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

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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 learner and (HF) lecturer assessment.

Co-ordinate the teaching of modules where they are provided to multiple groups, for example to both full-time and part-time Module leaders (ML) Course director cohorts, or across different centres, enabling all learners taking the module to sit common examinations.

Year Heads (normally Course director. Facilitate coordination of specific learner senior lecturers) cohorts.

Course Administrator Head of faculty The management of administrative systems, (CA) procedures and controls within a faculty

Table 2: Faculty Roles and Reporting Lines

Practical Considerations: As faculties vary in size with some being newer than others and delivering fewer programmes, individual members of staff often hold more than one responsibility. For example, it is usual for a course director to hold year head responsibilities in respect of one of the learner cohorts on the course.

The development of the head of faculty role to incorporate business management responsibilities is relatively recent as faculties with multiple programmes, at both undergraduate and postgraduate level increasingly benefit from direct management decision making with continued support from the College‟s management board.

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Support Departments The smooth running of the College‟s faculties is facilitated by a number of other College departments, both academic support and non-academic, with academic support departments reporting to the director of academic programmes and non-academic departments reporting to a member of the College‟s management board.

President (Chair)

QA Student Rep (Secretary)

Academic and Professional Council

CA Rep DAP

H Fs / CDs

Fig. 2 Composition of Academic and Professional Council

Director of Academic Programmes (DAP)

Admissions Registration Library Services IT Services

Lecturer Support Unit Quality Assurance Examinations Office

Fig. 3 College Departments and Reporting lines (Academic Support)

President

Marketing Finance Catering Security

Accommodation International Office Maintenance

Fig. 4 College Departments (Non-Academic Support)

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Communication Communication within the College between learners, lecturers and staff is facilitated in a variety of informal and formal modes ranging from one-to-one and group meetings, to electronic communication using group emails, SMS texting and the College‟s virtual learning environment (Moodle). To assist the ongoing review and implementation of College and faculty activities, the following formal meetings are held.

Meeting Type Attendees Frequency Function President (Chair) DAP, QA Monthly Overall Academic Academic and officer (minutes), heads of Management (e.g. policy, Professional faculty, lecturer, QA processes) Council administrative and learner representatives Heads of faculty, heads of Fortnightly Management of business services departments, processes (e.g. budgets, management board marketing, quality of Head of Faculty representatives, President (as service, resources, faculty required) development)

Course directors, lecturer Weekly Management of academic support unit, QA officer, processes, policy discussion director of academic (e.g. student participation, programmes, library head lecturer training, ICT Course Director international office developments, learning representative resources, quality procedures and proposals etc. Course administrators, As required Discuss and assist in the registration officer, throughout the coordination of College Course examinations officer, semester wide administrative issues Administrator QA officer, (e.g. induction, registration, international officer examination) Head of faculty CDs, CA Typically Discuss, review and direct Faculty full-time lecturers fortnightly faculty operations student representation. Course directors, full and Once or twice Review, monitor and reflect Course part-time lecturers, a semester on the progress of each Committee student representatives, course Meetings faculty administrators President of students‟ Per semester Discuss and address all Class union, class representatives or more student issues Representative regularly as welfare, service specific Meetings required issues, educational provision, Board of directors Monthly Strategic direction of the Board of College Directors strategy, resources, President and executive Weekly Determine and direct college Management directors of the College wide issues Board resourcing, budgeting

Table 3: Formal Meetings

All meetings are held subject to there being sufficient agenda items to discuss. Meetings are also occasionally deferred to accommodate special events (e.g. graduation, examinations). Minutes are held either in shared access or group folders. Attendees from other functions are invited to attend as necessary

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Collaborative Culture Throughout its development, the College has benefitted from both its relatively small size and the organisational structures which continue to involve members from different faculties meeting each other on a regular basis. This collaborative interaction is evident in the many activities that are organised on a College-wide basis, such as induction, registration, examinations, graduation, marketing and in the show-casing of student work at end-of- semester and end-of-year exhibitions.

In more recent years, these interdisciplinary links have supported the development of joint programmes such as the M.Sc. in applied digital media technology delivered by the computing and media faculties; and the M.Sc. in accounting and finance management which combines the graduate business school‟s experience with the College‟s traditional base in professional accountancy.

Further, this collaborative spirit permeates all levels of the institution from lecturer support and development to academic support and pastoral care for students. The approachability of staff and the open door policy of faculties is a distinctive characteristic of the College‟s operation and ethos.

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1. Public Confidence (Objective 1)

Background Since its foundation in 1974 and throughout the delivery of its academic programmes Griffith College has consistently enjoyed the confidence of the public. Overwhelming evidence for this exists in its sustained growth, made possible as a direct result of the thousands of learners who have chosen to entrust the College to best advance their careers.

Public confidence in the College‟s programmes is also advanced as a result of the many external review processes undertaken in respect of the College‟s programme provision referred to in the introduction. In recent years as stated above, these include:-

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 Mentors of Griffith Quality Since 1990 the development of the College‟s academic programmes has been hugely assisted by its mentors from the University of Ulster (UU), the National Council for Educational Awards (NCEA) (now superseded by the Higher Education and Training Awards Council (HETAC)) and since 1994 by Nottingham Trent University (NTU). The College is proud of its association with HETAC and NTU and in the collaborative working arrangements that have facilitated the College‟s ongoing development. Of most significance is the openness and trust with which the association is conducted enabling freedom of innovation and operation within shared educational values and procedures

External Institutional Recognition of Griffith’s Quality The College‟s programmes have benefitted greatly in recent years from the external focus given both nationally and internationally by QAA, NTU, NQAI and HETAC to the appropriate placement of awards on qualifications frameworks and to the specification of learning outcomes at both programme and module level. Internally, these developments have been assimilated by course directors, year heads and lecturers alike with support from the College‟s Lecturer Development and Support Unit (LDSU).

The Consistent Success of Griffith’s Learners in Competition with their Counterparts from other HEIs measured by External Criteria Since its foundation as a professional school in 1974, the College has established and sustained a proud reputation for the success of its students. This is reflected in the pass rates obtained by the College‟s learners in the external examinations of the professional accountancy and legal bodies, with many of the College‟s learners securing prize-winning places nationally and internationally. The comparative success of learners on academic programmes is similarly reflected in the list of prizewinning places secured by its learners in national and international competitions and awards.

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Special considerations for Griffith College As a private higher education provider, Griffith College is keenly aware that its learners are its primary public. Without their ongoing confidence in the College‟s activities, and the continuing recommendation of current and former learners to prospective learners, the College would simply cease to exist. As a consequence, the imperative to provide an excellent service to learners directly informs all aspects of the College‟s operations.

The College considers the ongoing review of its processes as key to its success enabling it to sustain and promote effective practice and to identify and address issues of concern. In this regard, the process of self-evaluation and external institutional review is most welcome as it facilitates the College‟s advancement in line with effective practice nationally and internationally.

Self Evaluation Process In particular, the self-evaluation process is recognised as providing a welcome opportunity for the College to reflect more broadly on its activities, challenges, developments and future direction, and to benefit from the critical evaluation of others. To inform the process, the College extended its range of feedback and review processes by conducting additional focus group sessions with learners in all programmes across all modes of learning. It also established a number of specific sub-committees to review specific systems and operating practices across the College. Further case studies were conducted to evidence and evaluate existing functions and processes.

The evaluation process was informed by current research and guidelines for best practice provided by HETAC and the EUA, with its scope determined by the terms of reference for institutional review agreed with HETAC in March 2009. A brief description and timeline of how the process was conducted is given in Appendix 3.

The College recognises the particular role that the external institutional review has in advancing public confidence, and looks forward to the College and its learners benefiting from the successful implementation of recommendations arising from the process.

Constantly under review While institutional reviews represent significant evaluation processes and typically occur every five to six years, they do not occur in isolation, but rather form part of a comprehensive set of review processes which inform and direct the College‟s operation and development on an ongoing basis. In this regard the College is continuously under review as internal and external annual, semester based, weekly and daily processes provide feedback, highlight challenges and identify development opportunities across all aspects of the College‟s activities.

For example, the College‟s review in 2007 of its implementation of all procedures outlined in the QA manual; the review and redesign of its induction processes for learners in 2008, the revision of its appeal procedures in 2009; its development of e-learning provision since 2006; its increasing research activity; and the central and expanding role afforded to teaching and learning development since 2005 reflects the more organic nature by which the College addresses challenges, opportunities and developments.

It is this constant commitment to reviewing its activities on the basis of evidence provided by learners and all internal and external stakeholders that ultimately supports the College‟s ability to sustain public confidence.

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Confidence in the Integrity of Griffith’s Public Information The College provides extensive information on its operation and activities directly to the public. Information is also provided directly to the many external public and professional institutions with which it interacts to facilitate their separate presentation and communication of data relating to the College‟s operation to the public.

The College recognises the role that the provision of clear, accurate and comprehensive data on the College‟s operation performs in advancing public confidence, and that such data must be continually reviewed and updated to ensure its continued currency.

It particularly welcomes the opportunity arising from the self study and wider institutional review process to provide additional comprehensive information and analysis on the College‟s performance directly to the public.

Details of the College‟s provision and quality assurance procedures in respect of public information are set out under 3.7 below.

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2. Strategic Planning and Governance (Objective 2)

Environmental Analysis In considering the future development of the College‟s programmes it is worth reflecting on the general external environment within which post-compulsory higher education is likely to be provided, not only in Ireland, but internationally.

Using standard environmental analysis tools, it is clear that the prevailing political and economic forces in Ireland have been transformed since 2008. With a current budget deficit of €20 billion, representing an overspend of almost 50%, state funding for higher education is likely to be radically curtailed, both in relation to the numbers of learner places funded in the various state institutions, and also in the re-introduction of third level fees.

Socially, despite the current difficulties being experienced by graduates in securing employment, most particularly by lawyers and architects, there is as yet nothing to suggest a reduction in the numbers of learners interested in undertaking higher education. Indeed, the recent sharp rise in postgraduate applications nationally suggests an opposite effect as learners place their confidence in higher education as a means of securing competitive advantage during economically challenging times.

In common with all other higher education institutions internationally, technology currently represents the most significant of the uncontrollable external forces. With Google, Wikipedia and other resources providing almost instant access to information; applications such as You- Tube, Teacher-Tube and Wolfram Alpha providing similar access to know-how; Yale, Princeton and other institutions keen to provide worldwide access to their lectures; and all of the above resources being provided free to learners, on demand; the challenges facing higher education institutions are truly considerable.

Compounding the nature of the external forces is the speed with which recent technological developments have been adopted on a global basis, with developments such as You-tube, Facebook, Bebo, Twitter, Wikipedia and other applications gaining millions, if not hundreds of millions of users in a period of very few years.

As the cost of producing quality educational material for the web continues to plummet; as worldwide collaborative not-for-profit developments increase; and as governments seek to provide cost-effective educational support; it is likely that higher education learners will soon be able to avail of quality education online, without charge. Equally, the development of high impact educational resources could readily be provided on an altruistic basis by philanthropists.

It is in the context of these prevailing and anticipated external forces that Griffith College articulates its strategy for the future development of its academic programmes. This articulation comprises three parts:

The College mission The values which underpin that mission The vision to realise the values and mission

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The College Mission For many years the College‟s mission in respect of its academic programmes has been defined as:

Pursuing excellence in applied education with the choice of the word “pursuing” intentionally reflecting both an existing practice and a continuing search for best practice. The applied nature of the education reflects the College‟s foundation as a professional college and its continuing focus whereby its learners seek to advance their careers through the successful completion of career oriented programmes.

This mission statement continues to be relevant into the future. Given the increasing national and international role played by learning outcomes in programme design, delivery and evaluation and the College‟s commitment to advancing learner attainment through pedagogically informed educational provision, the College‟s mission can be further defined as:

The relentless pursuit of the advancement of individual learner attainment

The Values Underpinning the Mission Delivering on this mission requires a commitment to placing the educational fostering and nurturing of others at the core of the College‟s academic activities. It involves a commitment to defining and advancing programme learning outcomes and to constructing robust teaching, learning and assessment methodologies by which they can best be advanced. Where students encounter specific difficulties, it requires a commitment by College members to reflect on the learning supports previously provided and revising them in order to better advance the student‟s further learning.

Most importantly, it requires the College‟s academic staff to remain ambitious for their learners at all times and to resist all temptations to “dumb down” learner requirements or expectations.

In particular, it requires all those involved in course design, delivery and assessment to deliver a quality service as course directors, year heads, lecturers and administrators and applies to all aspects of the College‟s activities across all its locations.

This value is specifically interpreted by requiring the College to:-

Meet learners‟ needs Ensure currency and relevance of teaching Embed teaching and learning skills and values throughout the College Commit to learning improvements Deliver cost effective quality

Meeting Learners’ Needs The College has decades of experience successfully delivering a quality educational service to learners, often in the face of considerable market challenges. To continue to prosper, the College must continue to recognise that its primary commitment is to benefit the learners, by addressing their learning needs and advancing their competences. Learners alone determine the College‟s future, through their decision to attend or not to attend an academic programme. It is also of critical importance to the College‟s future that the learners who chose to attend, when reporting on their experience continue to be in a position to recommend the College to others.

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Ensure Currency and Relevance of Teaching Currency and relevance of teaching are indispensable concomitants of stakeholder value in particular as regards employability of graduating learners. This has long been a major strength of the College as a result of the direct engagement of associate staff members who remain active in professional practice and of the College‟s monitoring of learners in work related placements.

Embed Teaching and Learning Skills and Values throughout the College The College considers it an essential requirement for all teaching staff to acquire and apply teaching, learning and assessment skills related to the new learning outcomes environment. Staff must be not only experts in their chosen discipline but must also be professionally qualified as teachers, learning facilitators and experts in assessment. (For details of the College‟s endeavours to realise this value see Section 3.3 and 3.4)

Commit to Learning Improvements This commitment is addressed by

inculcating a commitment to teaching innovation in the formation process by which staff become professionally qualified as teachers etc., ( see section 3.4) relentless promotion of innovation as integral to the College‟s quality ethos a policy to exploit IT throughout the institution (see Findings under 3.6 below) promoting the use of IT to assist learning (see Findings under 3.6 below)

Deliver Cost Effective Quality With increasing competition from public and private institutions, both nationally and internationally, and in the light of continuing advances in technology, future learners are likely to have significantly increased bargaining power to that of their former and current counterparts. Accordingly, it is likely that the general quality of educational provision will rise as educational institutions vie for learners, and as the increasingly empowered learners select and reject programme offerings and practices in their own best interests.

As educators, the continued success of the College‟s academic programmes rests on the College‟s ability to deliver a consistently high quality service for its learners. In short, in pursuing excellence in applied education, it must focus on how best to advance the individual knowledge, skills and learning competences of its learners, in their best interests.

The Vision to Realise the Values and Mission The following are key components of the vision by which the mission and values will be realised:-

1) Continuing to draw on and develop its existing strengths 2) The move through blended to online learning 3) Further development of articulation agreements internationally 4) The development of a research function in the long term

1) Continuing to draw on and develop its existing strengths These strengths are detailed under Objective 3 and include:- The commitment of its staff to learner advancement (see Findings under 3.4 below) The educational coherence of its programmes (see Findings under 3.2 below) The supportive culture which exists within and across the College, facilitating open access for learners and collaborative development by lecturers (see Findings under 3.4 and 3.5 below) The commitment to innovation and experimentation, particularly in relation to the use of IT to support communication and learning (see Findings under 3.6 below) The rich international diversity of its learners, and increasingly of its staff (see key component (3) below).

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2) The move through blended to online learning

In broad terms the above components of the vision describe the development that will support the shift from traditional “chalk and talk” through blended to online learning. This is a necessary development to meet the expectations of the student marketplace which increasingly demands more flexibility in access to teaching particularly in the case of part time students. The important strategic implication for Griffith College with its relatively high recruitment from outside Ireland is that such development will strongly support the next phase of education provision for international students allowing for more online delivery supported by local tutorial provision. Griffith College with its several offices abroad and wide network of agents and partner institutions throughout the world will be well placed for this next phase.

3) Further development of articulation agreements internationally The College‟s international office and academic faculties have established and developed strong links with many overseas institutions, facilitating the access of their learners into the College‟s programmes, and where appropriate their progression onto the College‟s programmes with advanced standing. This close association, supported by ongoing detailed knowledge and alignment of their syllabi has resulted in continuing student admission from the institutions involved and successful student progression. There has been a commensurate increase in the cultural diversity and expertise of staff. (See section 3 QA)

4) The development of a research function in the long term Access to research funding is a major challenge to the long term growth of the College as a third level institution. Because it will be driven largely by external drivers which are unlikely to change in the short term, and which are compounded by the current economic climate, the full implementation of this component of the vision has a more long term timeframe

Details of these specific challenges faced by the College along with the College‟s plans to address them are outlined later in section 3 relating to quality assurance and summarised under 6 Recommendations for Enhancement (Objective 6).

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3. Quality Assurance (Objective 3)

Introduction The College operates a wide range of quality assurance procedures to ensure the quality of its educational provision for learners. These procedures are well established and consistently applied with many of them owing their origin to the College‟s management of professional programmes since 1974 and the delivery of higher education academic programmes since 1990.

The quality assurance procedures, encompassing both formal and informal measures have evolved and continue to do so enabling them to remain fit for purpose. The development of procedures is undertaken by College members, and is informed by external agencies, both national and international.

In 2004, all of the College‟s programmes were reviewed by HETAC and successfully placed on the National Framework of Qualifications (NFQ) adopted by the National Qualifications Authority of Ireland (NQAI). In line with national developments arising as a result of the formation of the Higher Education and Training Awards Council (HETAC) superseding the former National Council for Educational Awards (NCEA), the College was required to develop and operate its own quality assurance procedures.

Review and Approval Starting in 2004, the College undertook an extensive eighteen month review of all its quality assurance procedures and practices, benchmarking them against national and international practices, with revisions and enhancements being considered and approved by the College‟s APC. The review resulted in the development of the College‟s Quality Assurance Policies, Procedures, Practices and Guidelines (or QA Manual). These College-wide quality assurance measures were formally approved by HETAC in 2005, with their appropriateness for joint NTU / HETAC programmes also being confirmed by NTU.

Internal review processes include: learner feedback on module provision, completion of module reports by lecturers, analysis of assessment and examination performance in relation to learner performance, progression and award classification, annual course reports (academic considerations), annual departmental reports (including business considerations), course committee meetings and many other quality assurance and enhancement measures.

External review processes include evaluation, input and direction from external examiners, verifiers, employers and other industry representatives, both directly and through their national and international agencies. External review of QA procedures is informed by developments nationally through HETAC, NQAI, HEA and internationally through NTU, QAA and developments arising under the Bologna process. The College actively engages in external reviews though its consideration of consultative documents, attendance and participation at conferences and through the direct representation of its senior staff on national agencies and working groups.

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3.1 Policies and Procedures for Quality Assurance

The College‟s policies, procedures, practices and guidelines are outlined in the College‟s QA manual and are in accordance with HETAC norms.

Findings: In the light of the desk review of the College‟s QA manual (see appendix 4) to benchmark it against the EHEA seven elements of quality assurance outlined in Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA 2005) and in line with HETAC guidelines for institutional review, the following findings have emerged:

The ongoing process of review, enhancement, innovation, experimentation and benchmarking is respect of quality processes is robust

The quality assurance manual and related documents satisfy the criteria set out in the seven elements of quality assurance outlined by the EHEA.

Policies and procedures are developed and revised with input from the operators of quality on the ground

Publication of student evaluation of services and facilities survey results raises the profile of quality as a transparent entity within the College‟s operations. In line with international effective practice, open publication of this feedback is used to inform all stakeholders. This allows students to reflect on the views of their peers and to evaluate how their concerns are addressed.

Newly developed or revised policies or procedures, informed by stakeholders and disseminated college-wide with transparency and clarity are included in a schedule of quality assurance changes to be made in advance of the next academic year.

The College continually seeks to develop its mechanisms for the maintenance and enhancement of quality standards. Several processes have been integrated into the College‟s quality system since the approval of the agreed QA manual. These include the following procedures outlined below.

The development of a disability policy to formalise the highly praised exam disability support provided and to seek to enhance the totality of the provision across the spectrum of the student cycle.

Ongoing reviews resulting in the recalibration of the appeals procedure to increase clarity and facilitate the efficient processing of appeals.

The development of APL/APEL procedures benchmarked against international good practice and designed to facilitate accurate and fair evaluation of student applications

Further Enhancements Additional quality meetings with student representatives were undertaken as part of the self evaluation review process which provided a forum for student feedback independent of faculties. Meetings took place during each semester to review the full range of student issues

19 from academic to service provision. Students were organised on a faculty basis to facilitate the identification, reporting and resolution of faculty specific concerns.

Feedback from those involved in the focus groups, both as learners and reviewers suggest that the process was beneficial. It is recommended that the process be extended beyond the self- evaluation review period and adopted as part of the College‟s ongoing suite of review processes.

3.2 Approval / Periodic Review of Programmes and Awards

In analysing the operation of programme approval and periodic review processes, focus group discussions were held with members of programme teams, selecting programmes which had been either recently approved or recently programmatically reviewed. An analysis of the development and approval process was also conducted along with the consideration of case studies. The findings of the review are as follows:

Findings:

The formal mechanisms for approval, review and monitoring are well established, reflective, in line with effective practice, innovative and are benchmarked against international standards.

The course development process is collaborative, rigorous informed by industry, education and marketing interests

By conducting prior research, the College seeks to confirm the viability and sustainability of proposed courses in advance of their development.

In the identification, appointment and ongoing engagement of external experts the College ensures the continued currency and relevance of the knowledge, skills and competences.

There is clear evidence of widespread engagement in and ownership of the approved programme by all members within the faculty.

The engagement of a Course Development Support Team involving senior academic staff from the library, examinations, lecturer development and support unit and other departments facilitates is well establish resulting in the consistent production of pedagogically sound coherent programmes.

Feedback from external panel members confirms the College is driving good practice in its conduct of course development and validations

The review of programmes is continuous and informed by all stakeholders through formal and informal channels in line with the culture of transparency, approachability and openness fostered in the College

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Annual Monitoring Processes There is clear evidence that the College‟s practice of conducting annual reviews in respect of its academic programmes performs a direct and highly beneficial role in their ongoing development. In particular, an analysis of programme monitoring documentation confirms that:

Recommendations made by external examiners and verifiers are consistently implemented in respect of future cohorts undertaking the programme

Recommendations which are found to have more widespread applicability serve to inform developments in other programmes

Examples of the dissemination of effective practice beyond its application within a particular programme include the completion of module report forms by lecturers at the end of each semester and the identification of a College wide opportunity to further develop the English language support provision for international students.

Further Enhancements The College proposes to extend the practice of lecturers formally reviewing each module they deliver following its completion. In doing so, it plans to develop an agreed template for College-wide adoption.

The College proposes to review and refine the structure of its annual course reporting requirements to further enhance their effectiveness.

In order to consistently identify opportunities and challenges arising within programmes which may have wider application throughout the College, it is proposed that a summary listing of the findings from all programmes would be considered on an annual basis by the College‟s APC.

The specific further development of the College‟s English language support provision is addressed separately under 3.4 (Learning Resources)

3.3 Assessment of Students

In support of well established review criteria in respect of the College‟s assessment policies and procedures, a document analysis was conducted to evaluate their effectiveness. This was further supported by case studies, feedback from focus groups and external examiners. In the light of this the following findings emerged:

Findings: The assessment practices at the College are rigorous and well established.

The range of assessment instruments is diverse and facilitates attainment by students presenting with a variety of learning styles.

Lecturers are supported by the College‟s lecturer development and support unit in their development and use of a range of appropriate formative and summative assessment methods.

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Tutorial support for lecturers in writing examination papers focuses attention on the assessment of taught modules and their learning outcomes.

The College‟s English for academic purposes department (EAP) assists learners whose first language is not English, and where educational cultural differences may mean the process of assessment in an Irish context is unfamiliar.

The College‟s moderation practices in respect of programmes delivered in different locations are well established

The College requirement that learners are required to pass both elements of an assessment for a module demonstrates innovation and experimentation in maintaining the integrity of the standards of awards conferred. Additionally, at postgraduate level, to remain on their programme, candidates are required to pass each of the assessments on either the first or second attempt (save in genuinely exceptional circumstances). Taken together, these learner expectations, all of which are clearly outlined in advance of the learner‟s admission to the programme, have served to advance positive engagement by learners resulting in successful performance and progression statistics.

The ongoing review of the academic misconduct policy to prevent and deter plagiarism through detection, scaffolding and guidance demonstrates the College‟s commitment to preserve the integrity of its assessment instruments and mores of western academic culture in respect of intellectual property.

The provision of performance templates for learners to allow them to see what they need to do to achieve certain standards is in line with effective practice confirmed through consultation with external stakeholders and peers.

Further Enhancements In evaluating the effectiveness of the assessment processes, opportunities to further enhance their integrity and rigour were identified.

The process of internal moderation is seen as good practice and its implementation College wide is to be actioned.

The sophistication of assessment statistics in relation to student performance is to be further enhanced.

Assessment techniques to be used to enhance English language support for learners

3.4 QA of Teaching Staff

The College‟s QA procedures in respect of teaching staff are well established. As a private institution engaging full-time and associate staff, it has a long and proud tradition of using rigorous selection and ongoing review criteria in respect of the appointment, development and retention of its teaching team.

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Findings A review of the College‟s quality assurance of teaching staff confirmed the following: Learner focus groups across all faculties have consistently high regard for the quality of teaching and learning provided by their lecturers

Ongoing engagement of expert practitioners combined with a strong team of full-time academic staff actively engaged in discipline research continues to ensure the relevance and integrity of programme provision.

The processes of lecturer review by learners in each semester were consistently applied across all faculties with lecturers obtaining feedback from course directors in respect of their performance.

Lecturers have ownership of their modules and feel that they can directly inform and advance programme provision through their participation in course committees and their direct reporting line to course directors and faculty heads.

The College‟s Lecturer Development and Support Unit (LDSU) enjoys widespread approval from lecturers and provides an extensive range of supports for lecturers involving peer observation across the faculties, where lecturers attend, observe and provide feedback to colleagues.

The LDSU‟s design and provision of a customised special purpose postgraduate award in teaching and learning comprising modules on design, pedagogy, assessment and reflection has been keenly supported with over 70 GC lecturers undertaking the programme. The programme has also received commendation from external participants from other HE institutions with further requests for its delivery within other institutions

Teaching staff, both academic and professional continue to renew and update their discipline specific knowledge and professional expertise through their membership of professional bodies, attendance at conferences and directly through their engagement in and review of professional practice. Part-time lecturing staff advance their expertise through their ongoing interaction with their professional clients.

An increasing number of the academic staff are research active, and either hold or are pursuing discipline specific doctorates and postgraduate qualifications in educational provision. Support is provided through the LDSU‟s research and writing group which meets to advance, support and collaborate on research projects.

The College‟s private status has to date precluded its academic staff from participation in and access to national research funds such as those operated by the Higher Education Authority under its Programme for Research in Third-Level Institutions (PRTLI) and through Science Foundation, Ireland.

While still relatively small, the College has already secured funding in respect of a number of research projects with other collaborative projects being actively pursued.

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The College actively encourages and supports staff undertaking advanced postgraduate qualifications through funding of tuition fees and by providing reduced teaching commitments.

Lecturers value the support provided to them by the library in relation to their teaching and research activities. They also value the support provided to them in respect of their research

A highlight achievement for the College‟s research and writing group is the development of the annual Irish Conference for Engaging Pedagogy (ICEP). The inaugural conference, organised by Griffith College lecturers with the support of leading national and international experts confirmed the currency of the College‟s teaching and learning development initiatives and its active integration of effective practice.

Further Enhancements The College is keen to make the following enhancements to the quality assurance procedures relating to its teaching staff.

Expand the College‟s special purpose postgraduate award to include an additional module in technology enabled learning and another module on learner inclusion particularly with respect to the accommodation and support of internationally diverse learners.

Require all new academic staff members to hold or complete the postgraduate award in teaching and learning or an equivalent within the first 18 months of their appointment.

Continue to invest in innovative teaching supports and ensure through careful scheduling that lecturers keen to use innovative teaching techniques may do so with minimal disruption to timetables.

Continue to advance the supports for part-time associate lecturers to ensure their integration in College processes. It is expected that Moodle‟s more extensive use as a communication support tool for all lecturers will assist in this regard.

Continue to advance opportunities for engagement in collaborative research projects through the College‟s partnership with European and international HE institutions.

Continue to review ways in which the College‟s current preclusion from competitive participation in nationally funded research projects might be reconsidered and supported, particularly as its existence arises in large part from legislative rather than educational considerations.

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3.5 Learning Resources and Student Support

Throughout its existence the College has maintained close contact with its learners, with students and lecturers known to each other on a first-name basis. Staff members at all levels in the College operate an “open door” policy in relation to contact with learners, complementing more formal structures which allow for direct learner engagement and feedback in College processes, both on an individual basis, and through student representatives.

College staff, both teaching and support staff recognise the different service roles they provide in advancing the learners' education. Lecturers recognise the primary requirement to advance the learners‟ knowledge, skills and competences in order to meet exacting programme and module learning outcomes preparing them for their careers. Librarians, IT services, student officers, administrators, the College counsellor and other staff assist in maintaining a welcoming and supportive educational environment for learners.

Findings (General) Learner feedback from assessment forms and focus groups confirms the approachability of staff at all levels. The availability of senior faculty members to hear and address issues was considered very positive and provided closure.

The College campus in Dublin has been transformed by an investment of almost €50 million in educational and accommodation facilities. The presence of over 650 learners living on campus has also considerably advanced the educational environment for all.

Developments have also been made by the College in the recent year in Cork (GCC) facilitating the relocation of learners to improved accommodation.

Ongoing investment in learning resources continues to be made in all faculties to ensure the continued appropriateness and currency of the education provided in line with industry expectations, for example with respect to developments in hardware, software and related processes.

The students‟ union has considerable human and physical resources and successfully manages a comprehensive range of clubs and societies enjoying general satisfaction from learners.

The College funds and actively promotes the availability of a confidential professional counselling service for students and staff who experience particular personal difficulties. This service has operated successfully for over 15 years.

Findings (Technology Related) The College is a keen innovator in respect of technology-enabled learning. In particular, learners and lecturers have embraced the use of Moodle, the College‟s choice of virtual learning environment, building on the College‟s earlier experiences with learning systems since the mid 1990s. E-learning developments have also been exploited to assist learners in a variety of ways, for example through the: dissemination of lecture material; provision of on-line links to key reference sites; use of on-line quizzes; availability of videos of lectures

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and voice-over slide presentations; and the production of mp3 and mp4 files for downloading / revision purposes for learners, etc.

Where possible IT is exploited to assist communication purposes, for example in the increasing use of Moodle to manage most course related processes, and the use by the College of SMS messaging to communicate schedule changes and the availability of library texts previously on loan to other learners.

In undertaking technological developments, the College is greatly assisted by a strong and experienced IT Services department, and the allied professional computing and media departments which provide expertise in computer system development, video and audio production.

Findings (Special Groups) The International Office provides practical supports to international students in relation to issues such as visas, accommodation, and work placement. With the support of the students‟ union, it also organises many activities to help them integrate into College and Irish life and culture.

The College‟s English for Academic Purposes (EAP) department provides an extensive range of English language support for learners who fail to meet the English language requirement for admission to the programme. These supports include additional tuition in English for either one or two semesters in advance of their admission.

Having reached the English language requirement for admission, learners may also avail of scheduled English language support classes throughout the year tailored to their specific discipline. Learners in the first year may also avail of formative feedback on their assignments in advance of their submission to the faculty.

Students with special needs relating to their studies or assessment confirmed that the College provided a supportive and appropriate response to their needs. These include the provision of scribes, greater time allocation and separate examination rooms where appropriate

Further Enhancements Arising from the self evaluation review and related feedback processes the College is also keen to effect the following specific enhancements: Provide a specific training programme for learner representatives in association with the Students‟ Union to enhance their effectiveness and confidence in undertaking their representational role.

Further extend the College‟s language support provision to enable international learners following their admission to their academic programme, to continue to improve their English language levels.

Continue to exploit developments in IT to assist in the delivery of e-learning and blended provision.

Extend the use of Moodle to provide an on-line video rich communication resource for learners in respect of the College‟s quality assurance policies and procedures.

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Extend the role of the College‟s work placement and career planning service.

Continue to develop resources and review teaching, assessment and examination schedules to facilitate the maximum availability and effectiveness of learner resources throughout the academic year.

3.6 Information Systems

The College‟s IT Services Department has considerable experience in the design, development and maintenance of information systems. It manages the College‟s information systems on behalf of all other departments, both teaching and non-teaching. The department benefits directly from the technical experience of the College‟s computing faculty and also from the College‟s media faculty in respect of developments in digital media technology. Since the mid 1990s, IT Services has operated and further developed the College‟s bespoke information system, called Scholar. In recent years, it has also supported the use of Scholar by a number of other HE institutions. The remit of the IT Services extends to the management of the College‟s communications infrastructure and all College hardware and software resources used in respect of learning and learner administrative processes across all College locations.

Findings A review of the College‟s information systems confirmed the following: The core administrative information system used for learner data in respect of admission, registration, assessment and examination results is reliable, robust and fit for purpose

Staff in the College across all locations are trained in the use of the system

The system has been developed by the College‟s IT Services department to provide additional customised facilities for departments particularly in relation to reporting and analysis,. Links have also been created to allow data held within Scholar to be separately used and evaluated within other systems.

The College uses a number of additional external information systems to assist in management of other aspects of the College, for example timetabling systems for course provision, attendance monitoring, library information systems, financial and HR systems.

The College‟s IT Services team has a strong track record of innovation and development, assisted in large part by the direct engagement and appointment of College students from its undergraduate and postgraduate programmes in Computing and Digital Media.

The College‟s Information System is subject to ongoing review from users, both staff and learners. Developments informed by learners include online registration and online access to examination results and transcripts following approval by examination boards.

The software system while retaining the advantage of quick adaptability to College current needs, lacks a sufficiently numerous user base to support its development other than on an incremental basis. This will not be sufficient to meet the future

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growth related College needs. The system is now close to the limit of its incremental developmental potential.

Increasingly, data is being exported for subsequent use and analysis by other systems (e.g. for administration of Moodle user accounts; and separate analysis and processing of examination performance and progression statistics by means of SPSS.

Further Enhancement The College‟s IT services department has been tasked with proposing an appropriate solution to the challenges of meeting the College‟s existing and future needs in an integrated fashion.

Initial research points towards an open source solution to bring the proven functionality of legacy applications to the ease and universality of online services, and to provide quick adaptability to College needs and the added benefit of greatly reduced costs.

3.7 Public Information

The College provides a wide range of information about its activities and operation to meet the specific needs of different audiences. External audiences include: prospective learners, guidance counsellors and government agencies. Different media are used to disseminate information to the different audiences with increasing use being made of electronic media.

Findings A review of the College‟s provision of information to its publics confirmed: The College provides extensive details on all its programmes by means of hard copy printed prospectuses, brochures and the College‟s website.

The information provided is checked and approved at various stages and by various parties to ensure the accuracy of programme titles, module titles, credit levels and content.

Programme detail is subject to annual review in advance of course commencement to ensure the accurate inclusion of developments arising from annual or programmatic reviews.

A Schools Liaison Officer provides information directly to Guidance Counsellors and to prospective learners.

Open evenings are held in advance of programme commencement to provide information to prospective learners and their parents or guardians, A support enquiry line is also maintained.

The College maintains records of the success of its learners in external examinations and competitions. All publication and promotion of results is done with the prior agreement of the professional body or agency involved.

The College provides information on its educational provision, enrolment statistics to various government agencies such as the HEA and the Department of Education and Science, for example in respect of the maintenance of international registers.

The College regularly participates in national surveys providing data on its activities to support research conducted by public bodies such as ESRI and IBEC.

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The College and its learners actively engaged in the HETAC national study on undergraduate learner attainment on business studies programmes.

Learners are provided with extensive information on all aspects of their programme in advance of course commencement and are required to confirm their acceptance of College procedures and practices.

Prospective lecturers and staff members are provided with access to the College‟s HR Policies and Procedures in advance of their appointment.

The College actively monitors all print media references to the College in national publications.

The College monitors references to its activities by the general public on blogs, bulletin boards and social networking sites.

Further public confidence should be derived from NTU‟s policy of monitoring on an ongoing basis all publicity of its collaborative partners which has shown Griffith to be consistently reliable in provision of information about the partnership.

3.8 Transnational / Outreach-Centres / Collaborative Provision

Transnational: Globe Business College, Munich

In 2008, the College sought and was granted approval by HETAC to deliver one of its business programmes in association with Globe Business College, Munich (GBCM).

Findings A review of the specific operation of the GBCM programme in 2008/9 confirmed the following: The programme was delivered in accordance with the College‟s QA procedures with learners taking identical assessments and examinations at the same time as their counterparts in GC (Dublin) and GCC.

Griffith College managed the direct provision of Moodle and on-line library resources to the satisfaction of GBCM learners, lecturers and management

The awareness of GBCM learners of GC was considerably advanced as a result of their visit to the College in advance of course commencement in Munich.

GBCM lecturers actively engaged with module leaders in GC in the design, delivery and assessment of the modules.

Intercultural interpretative issues did not arise as the programme was delivered in English, in accordance with HETAC norms and managed in GBCM by the College‟s Director, an Irish national holding doctorate qualifications from Ireland.

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Enhancements Griffith College is keen to continue and advance its association with GBCM and as opportunities present to extend its association to facilitate increased learner and lecturer transfers.

Outreach-Centres: (Special Consideration)

Since 2005, the College has provided a number of its programmes from its campus in Cork. Originally established as Skerry‟s Business College in 1884, the Cork based college became a designated institution of the NCEA in the mid 1990s with its programmes offered under the auspices of HETAC prior to its integration in Griffith College and its renaming as Griffith College, Cork or GCC. Approval for the integration of GCC into Griffith College was granted by HETAC in 2005 following site visits, a review of the College‟s Consideration Document and the extension of the College‟s quality assurance procedures in respect of outreach provision. Given the similarity of provision, culture and experience as a HETAC provider, the integration of GCC into Griffith College was successfully undertaken with GCC in effect operating as a department or campus college of Griffith College.

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Findings A review of the specific operation of the GCC as an outreach centre confirmed the following: Learners are subject to identical assessment, with common assessments agreed by module leaders in advance, and lecturers jointly developing examinations which learners in both locations take at a common time.

Assignment and examination results between the centres are moderated to ensure consistency.

Learners have identical access to Moodle and the College‟s on-line library provision. Similarly, learner resources in respect of physical library resources and IT services are under common management to ensure equivalence of appropriate provision.

Common educational provision is advanced by course directors and other lecturers delivering modules in both locations; through the appointment of module leaders; through common membership of course committees; and through the extensive use of Moodle by lecturers in the alignment of their module delivery.

Administrative processes, such as those in respect of admissions, registration, appeals and graduation are identical. Staff have access to common IT systems, shared information resources and are members of group email and other communication links.

The College‟s strategy of advancing lecturer provision through its Lecturer Development and Support Unit has been embraced by GCC with many of its lecturers, both full-time and associate undertaking the College‟s special purpose award in teaching and learning.

Further evidence of the development of the successful and seamless integration of GCC into GC arises from:

The re-design, validation and implementation of common agreed HETAC programmes across both locations replacing and enhancing the separately designed programmes which previously existed.

The decision to move to combined annual reports in respect of common programmes.

The joint development of new programme proposals involving lecturing teams from both centres, for example in the case of the recently proposed LLM in International Law

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Collaborative Provision (Special Consideration)

Since the mid 1990s, the College has provided a number of its programmes under the auspices of Nottingham Trent University. In December 2005 the College‟s NTU validated programmes were also approved by HETAC with graduates from 2006 onwards receiving joint awards. The College‟s QA procedures are applied to joint awards in exactly the same way as they are to HETAC programmes with the self-evaluation findings in other sections applying also to joint awards.

Findings A review of the specific operation of the joint awards, and of the College‟s interaction with NTU confirmed the following: The College benefits considerably from the experience of NTU as a teaching university through the direct engagement of its external examiners, verifiers and the University‟s Centre for Academic Standards and Quality (CASQ)

The interaction is genuinely collaborative reflecting a partnership that is supportive, facilitating ongoing critical reflection and development for both institutions.

External examiners actively engage in the programmes under their care informing developments in teaching, learning and assessments in line with emerging practices. Annual reports confirm that recommendations for enhancements are agreed and subsequently implemented.

The broad ranging remit of University verifiers assists quality provision. In particular, their meetings with learners, teaching staff, senior management and administrative staff and their review of all College processes on an annual basis in respect of each programme provides additional opportunities to inform and engage in good and effective practice.

The parallel process of providing annual College-wide reviews (called Centre Standards and Quality Reports or CSQRs) in respect of each of the College‟s centres, outlining strategic developments in relation to resources, educational provision and direction assists in maintaining a shared understanding and confidence in the partnership.

The process of undertaking annual programme reviews (called Programme Standards and Quality Report or PSQRs) with linked action and review plans from year to year for external review by the University‟s Delegated Centre Provision Sub Committee (DCPSC) is welcomed.

DCPSC reviews of the College‟s PSQR and CSQR reports have been consistently positive serving at all times to underpin a strengthening of the relationship.

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NTU institutional and programmatic reviews of the College and its programmes confirm a confidence in and approval of the College‟s quality provision. Details of the most recent institutional review in June 2009 are available under separate cover.

College members were found to actively engage in NTU collaborative processes, for example joint conferences, and in their participation in and membership of programme and institutional review panels. Similarly NTU‟s engagement with the College is considered to be very close, extending to include training, joint presentation to professional bodies in order to secure recognition of awards, and attendance at College ceremonies.

The interaction between NTU and HETAC is considered to work very well reflecting mutual cooperation and respect. This is confirmed in NTU‟s institutional review of the College in June 2009, commending the close collaboration it experiences with HETAC as being best in practice internationally.

Specific Initiatives A number of specific initiatives and practices informed by NTU have subsequently been applied more widely across the College‟s other programmes. These include:

The inclusion of curriculum maps in course documents linking programme learning outcomes to the module in which their learning and assessment is constructively aligned.

The completion of module reports by lecturers in respect of their experience of delivering each of their modules within a given semester. These reports and other formal feedback has been found to assist in the review of programmes by course committees.

NTU and other UK institutions typically require learners to satisfactorily pass both elements of assessment within particular modules. This requirement serves to enhance the standards attained by learners in both continuous and terminal assessment components.

Further Enhancements The College welcomes the recent policy development by HETAC in respect of external examiners and the opportunity it presents for greater engagement by external academics in monitoring and reviewing all aspects of programme provision.

The College has consistently benefitted from the separate monitoring and support role played by NTU verifiers in respect of its collaborate provision. Feedback from course directors involved in the programmes confirms that they value the opportunity to engage with verifiers as peer-reviewers and critical friends in relation to the wider aspects of programme management and provision beyond those addressed by external examiners. The discipline and rigour of regular reporting in respect of all aspects of programme provision, although demanding, provides welcome reassurance and sustains confidence.

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4. National Framework of Qualifications (Objective 4)

Background The College‟s pre-existing major higher education programmes were reviewed by HETAC in 2004 and placed on the National Framework of Qualifications. More recently, provision has been made for the consideration of minor, special purpose and supplemental awards representing various credits and levels of attainment.

A review of the College‟s implementation of the National Framework of Qualifications in respect of its wide range of major, minor and special purpose awards follows.

Findings The College has comprehensively embraced the National Framework of Qualifications and the attainment of threshold standards of knowledge, skills and competences on which the levels are based.

All course documents within the College have been updated to ensure the constructive alignment of module and programme learning outcomes against national standards. Programmes delivered jointly in association with NTU and HETAC are further informed by related benchmark competences outlined by NTU and QAA.

Course programmes reflect compliance with the discipline specific standards developed by HETAC, with lecturers and module leaders considering the specifications useful.

The attainment of learning outcomes is widely supported by the College‟s Lecturer Development and Support Unit with lecturers applying an appropriately diverse range of teaching, learning and assessment instruments to advance specific learning outcomes.

Learners are informed of the learning outcomes to be attained within each module though module handbooks and the specification and assessment of module assignments.

Comprehensive access, transfer and progression arrangements for learners are in place, with programmatic reviews providing increased opportunities for learners, particularly life-long to stage their attainment.

The College‟s operation of its Accreditation of Prior Learning is well established. Feedback from College staff undertaking certified training in APL confirms that the College‟s practices are in line with best practice.

The Accreditation of Prior Experiential Learning (APEL) applies considerably less frequently than APL. It is managed on a case-by-case basis with advice sought from HETAC in respect of the College‟s recommendations.

The College‟s range of programme delivery modes, involving full-time, evening, weekend, block release and which is supported by the provision of e-learning supports provides considerable access opportunities for non- traditional and life-long learners.

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Each year the College funds a number of scholarships for learners who would otherwise not be in a position to attend higher education.

Special Consideration The College would like to highlight the particular strength and depth of its commitment to the National Framework of Qualifications which extends far beyond its adoption within the College. In particular, the College‟s engagement with the NFQ includes:

The College President‟s past role as a Bologna Promoter involving direct engagement in and communication and dissemination of developments to others nationally in respect of the Framework.

The innovative adoption, development and integration of minor and special purpose awards by the College‟s faculties.

The formalisation of the College‟s lecturer support programme as a Special Purpose award.

The placement of the long standing legacy programmes of the College‟s Leinster School of Music and Drama on the NFQ.

Collaborative engagement with national representative bodies such as the Irish Small and Medium Enterprises (ISME) association and the Irish Institute of Legal Executives (IILEX) in respect of Special Purpose Awards.

The active engagement of senior college members in working groups, conferences and collaborative forums related to the advancement of the Framework.

Recommended Enhancement The College would welcome the specific inclusion of a Postgraduate Certificate involving 30 ECTS credits at level 9 on the Framework as a major award.

Special Interest Group: International Learners The College is fortunate to have learners from over 70 countries engaged in its programmes. As the College‟s experience of international students has grown over more than fifteen years, its processes and practices in respect of their accommodation and integration have evolved. Through their participation, engagement and performance, the College has also come to significantly “re-view” its perception, accommodation and appreciation of their positive contribution.

In particular, international learners inform all aspects of College life, through their studies in faculties as diverse as fashion, music, law, business, hospitality and media; through their engagement in the life of the College in sport, clubs, societies and social events; and through their general assimilation and enrichment of College activities.

As individual academic performance is not nationally determined, but rather varies according to the developing talents and motivations of learners, Irish learners along with their

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Given the increasing globalisation of economic and social activity, the College considers the internationalisation of its learner community to be wholly positive. Similarly, the College is delighted that the profile of its staff is equally being internationally enriched by those with complementary experience from other countries.

The development of articulation agreements with other institutions internationally, and the increasing number of international learners attending component stages or modules of the College‟s programmes as part of their own educational development, is fully expected to further deepen the College‟s international perspective. A list of institutions with which articulation agreements exist is available on request.

Special Interest Group: Disadvantaged Students The operation of existing legislation and procedures has the following implications for the College‟s disadvantaged learners: Learners with disabilities (for example those suffering hearing loss), are precluded from obtaining support for assistive equipment as a direct consequence of the College‟s private status Learners from socially disadvantaged groups who would otherwise be entitled to means tested maintenance grants are precluded from receiving support as a direct result of the College‟s private status.

The College considers that the operation of current procedures serves most unfairly to impede and frustrate access for disadvantaged learners. In particular the College would greatly welcome developments that would entitle learners with special needs attending the College to be appropriately supported by Government.

While the College intends to redouble its efforts to advance the interests of disadvantaged learners, it would be keen that the panel members in their review of the College would be aware of the particular constraints currently in operation.

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5. Griffith College Specific Objective (Objective 5)

Background The College greatly welcomes the opportunity afforded by HETAC and the review panel to present an institution specific objective for consideration as part of the College‟s institutional review.

The specific objective relates to the advancement of learner, lecturer and other stakeholder interests so that consideration can be given to determining how best the College‟s further development might be supported and advanced in line with institutions of equivalent size, complexity and experience.

Classification of Institutions At present, HETAC institutions are separated into two distinct groups, namely those with delegated authority and those without. By legislation, only publicly owned institutions, termed “recognised” institutions may apply for and be granted delegated authority. HETAC does not at present provide a classification structure that might distinguish large established private providers of higher education from the smallest most recent providers engaged in single programme provision.

While accepting that separate governance requirements apply to public and private bodies as they are in receipt of direct government funding, the College contends that any determination in respect of delegation of authority or more generally involving a transfer of responsibility for academic processes from HETAC to the College should be considered in the light of the College‟s preparedness to reliably perform the processes involved.

Findings The College‟s findings and reflection in respect of the present situation are as follows:

There is a strong reputational advantage, both nationally and internationally for institutions who enjoy delegated authority. Griffith College is currently precluded from being afforded this representational status despite being significantly larger, more diversified and longer established than some of the public institutions which have delegated authority. As a private provider, the College welcomes the Platinum Status classification it enjoys from the Association of Certified Accountants (ACCA) as a result of its consistently successful provision of professional accountancy training. This enables it to distinguish the quality of its provision from other providers. The College would welcome an opportunity to similarly distinguish the quality of its provision in respect of its HETAC programmes. The availability of a clear distinctive and attainable status goal would serve as a focus for targeted and sustained development serving to enhance all aspects of the College‟s provision. The absence of such a development opportunity serves to perpetually equate the College‟s public status with that of the most recent provider, however small or inexperienced.

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College Proposal Recognising that HETAC is required to formally validate new programmes and make recommendations for enhancement, the College would welcome the opportunity afforded by the institutional review visit to review and extend the College‟s responsibility in respect of the management and operation of its educational provision.

As the College shares much in common with other established large providers, it considers it appropriate to review the specific administrative and reporting processes that have been devolved to institutions with delegated authority. By reviewing each process in turn with HETAC, the College anticipates that it would be possible to jointly determine the extent to which a similar transfer of responsibility from HETAC might be appropriate in the case of Griffith College, either directly or on a phased basis.

Indicative processes envisaged for consideration include the management of minor modifications to programmes on an annual basis in association with external examiners; the year round registration of learners attending flexible programmes; and the determination of assessment regimes for programmes.

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6. Recommendations for Enhancement (Objective 6)

In reflecting on the findings from the College‟s self-evaluation process, the College considers the following strategic direction and goals to be appropriate.

Continue to focus resources in large measure on sustaining the College‟s existing core strengths valued by learners

Continue to advance educational coherence and exacting assessment standards.

Apply and extend existing operational practices and procedures, to the development of an increased diversity of programmes.

Continue to embrace innovation, particularly as it relates to the application of IT for communication and learner support purposes.

Deepen the College‟s engagement with institutional partners overseas through the collaborative development and operation of articulation agreements.

Advance the issues outlined in the Specific Objective relating to the improved competitive access to research funds and learner supports in the interests of the College‟s learners, lecturers and stakeholders.

Address the enhancement opportunities and requirements identified as part of the Self-Evaluation and related review processes, including those identified by the external panel.

Specific strategic proposals identified by the College for current implementation include:

Development of the College‟s English Language Support provision to assist in the ongoing development of learners‟ language skills following their successful admission to the programme.

The further development of Moodle as a College-wide communication and training tool.

Continue to advance the distinctive roles of faculty head and course director to effect greater delegation of decision making authority to faculties.

Specific strategic proposals identified by the College for long term implementation include:

Long term development plan for a new integrated College IT system

The development of a research function in the long term

Operational Plan The above strategic goals will be realised through successful implementation of operational initiatives, both existing and new. A summary of the specific operational initiatives, previously identified follows:

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Policies and Procedures for Quality Assurance

Quality meetings with student representatives independent of faculties

Approval/ Periodic Review of Programmes and Awards

Develop further the currency and relevance of Annual Course Reports Promote further the practice of writing module reports Consider the combined list of recommendations arising from all external examiner and verifier reports on an annual basis at APC to inform College-wide enhancements

Assessment of Students Extended implementation of internal moderation Assessment statistics in relation to student performance to be further enhanced. Assessment techniques to be used to enhance English language support for learners.

QA of Teaching Staff Expand the College‟s special purpose postgraduate award to include additional modules in technology enabled learning and learner diversity. Require all new academic staff members to hold postgraduate award in teaching and learning within 18 months of appointment. Continue to invest in innovative teaching supports through careful scheduling to facilitate lecturers keen to use them. Continue to advance the supports for part-time associate lecturers to ensure their integration in College processes. Academic staff to tender for European and internationally funded research projects. Press for review of the College‟s exclusion from research funding.

Learning Resources and Student Support Specific training programme for learner representatives. Further extend the College‟s language support provision for international learners. Continue to exploit IT to assist in the delivery of e-learning and blended provision. Extend the use of Moodle to provide an on-line video rich communication resource for learners in respect of the College‟s quality assurance policies and procedures. Extend the role of the College‟s work placement and career planning service. Continue to develop resources and review teaching, assessment and examination schedules

Information Systems Develop an appropriate solution to meet the College‟s existing and future needs in an integrated fashion.

Transnational / Outreach (Special Consideration) Advance association with GBCM to facilitate increased learner and lecturer transfers.

Collaborative Provision (Special Consideration) Extend the appointment and engagement of verifiers to include non-collaboratively provided programmes. The College would welcome to appointment of external verifiers in respect of all its programmes

National Framework of Qualifications: (Objective 4) Development of a postgraduate certificate involving 30 ECTS credits at level 9 on the framework as a major award.

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7. Conclusion

Since its foundation, the College has consistently sought and secured direct feedback from its learners in relation to all aspects of its programmes. By constantly reviewing and acting on the feedback provided, both informal and formal, the College has been able to sustain and improve its programmes. Without its genuine commitment to continuous review, reflection and enhancement, the College would long since have ceased to exist.

In addition to learner feedback, the College has always been most fortunate in having its activities constantly assessed by external bodies. This has afforded it the opportunity to constantly reflect on and enhance its provision. External evidence of successful provision is reflected in the excellent pass rates secured by its learners in external professional examinations; their achievements in winning national and international awards; and their successful career advancement. This discipline and constant presence of external review continues to inform practice allowing the College to consistently benchmark its provision and deliver it in line with emerging best practice.

As a learning organisation itself, the College has greatly benefitted from the countless thousands of individual contributions from learners, staff, external examiners, employers, educational agencies and others which cumulatively have formed the College. Particular recognition in this regard is due to the mentoring role provided by the University of Ulster, NCEA, HETAC and NTU both directly and through their network of external examiners and reviewers.

The College greatly welcomes the institutional review process being undertaken by HETAC in October and that previously undertaken by NTU in June. In conducting the self-evaluation process, College staff across all locations and departments have actively engaged in the process of reflection and review, welcoming the opportunity it provides for continued enhancement. The College wishes to acknowledge their enthusiastic support for the process while continuing to deliver on their existing commitments

The College would like to pay particular thanks to HETAC and the external panel members conducting and observing the institutional review and looks forward to the opportunities for further enhancement that will inevitably arise as a result of their deliberations.

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Appendices

Appendix 1: List of College Academic Programmes Campus Course Level Modes GCD/GCC Certificate in Business and Intercultural Studies 6 FT GCD/GCC Higher Certificate in Business Studies 6 FT/ PT / ACCS GCD Higher Certificate in Science in Computing 6 FT/PT GCD/GCC/GCBM Bachelor of Arts in Marketing (Ord) 7 FT/ PT / ACCS GCD/GCC Bachelor of Arts in Business Studies (Ord) 7 FT/ PT / ACCS GCD Bachelor of Science in Computing (Ord) 7 FT/ PT / ACCS GCD Bachelor of Arts in Fashion Design (Ord) 7 FT/ PT / ACCS GCD Bachelor of Arts in Interior Architecture (Ord) 7 FT/ PT / ACCS GCD Bachelor of Arts in Interior Design (Ord) 7 FT/ PT / ACCS GCD Bachelor of Arts in Photographic Media (Ord) 7 FT/ PT / ACCS GCD Diploma in Photographic Media (Ord) 7 FT/ PT / ACCS GCD/GCC Bachelor of Arts in Journalism (Ord) 7 FT/ PT / ACCS GCD Bachelor of Arts in Legal Studies (Ord) 7 FT/PT Certificate in Small and Medium Enterprise GCD Management GCD/GCC Bachelor of Arts (Hons)in Accounting and Finance 8 FT/ PT / ACCS GCD/GCC Bachelor of Arts (Hons) in Business Studies 8 FT/ PT / ACCS Bachelor of Arts(Hons) in International Hospitality GCD Management 8 FT GCD Higher Diploma in Science in Computing 8 FT/PT GCD Bachelor of Science(Hons) in Computing Science 8 FT/ PT / ACCS GCD Bachelor of Arts (Hons) in Fashion Design 8 FT/ PT / ACCS GCD Bachelor of Arts (Hons) in Interior Architecture 8 FT/ PT / ACCS Bachelor of Arts(Hons) in Journalism and Visual GCD Media 8 FT/ PT / ACCS Higher Diploma in Arts in Journalism and Media GCD/GCC Communications 8 FT/ PT / ACCS Bachelor of Arts (Hons) in Legal Studies with GCD Business 8 FT/PT GCD/GCC Bachelor of Laws (Hons) in Irish Law 8 FT/ PT / ACCS GCD Bachelor of Arts (Hons) in Business and Law 8 FT/ PT / ACCS GCD Higher Diploma in Arts in Music Education 8 FT/PT GCD Master of Science in Digital Media Technology 9 FT/ PT / ACCS GCD Master of Science in Computing 9 FT/PT GCD Postgraduate Diploma in Networking 9 FT/PT GCD Postgraduate Diploma in Computing 9 FT/PT Postgraduate Diploma in Information Systems GCD Management

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GCD Postgraduate Diploma in International Business 9 FT/PT Management Master of Business Administration in International GCD Business 9 FT/PT Master of Science in International Business GCD Management 9 FT/PT Master of Science in Accounting and Finance GCD Management 9 FT/PT Postgraduate Certificate in International Business GCD/GCC Management 9 FT/ PT / ACCS Postgraduate Diploma in Science in Applied Digital GCD Media 9 FT/ PT / ACCS Postgraduate Diploma in Journalism and Media GCD/GCC Communications 9 FT/PT/ACCS Master of Arts in Journalism and Media GCD/GCC Communications 9 FT/PT/ACCS GCD/GCC LLM in International Law 9 FT/PT GCD/GCC LLM in International Human Rights Law 9 FT/PT GCD/GCC LLM in International Commercial Law 9 FT/PT

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Appendix 2: List of Training Sessions organised by the Lecturer Development and Support Unit Schedule of Events for Semester 1 Academic Year 2008/2009

Date Session Title By: Room Time Thursday ICEP 08 Conference College Wide Griffith 9.30 am – 11/9/08 Conference 4.30 pm Centre Pre Semester / Lecturer Induction Tuesday Journalism Journalism 10 – 12 16/9/08 Faculty noon Wednesday Prof Law Cheese and Wine Law Faculty 4 – 5 pm 17/9/08 Teaching Tips Thursday Business Pre-Semester Faculty Business Faculty 5.30 – 18/9/08 Meeting 6.30 pm Monday Lecturer Induction Fiona O‟Riordan 5 – 6 pm 22/9/08 Moodle Monday How do I upload notes and Fiona O‟Riordan JS001 5 – 6 pm 29/9/08 web links? Wednesday How do I do a quiz and Áine McManus JS101 5 - 6 pm 1/10/08 discussion forum? Thursday How can I accept and grade Fiona O‟Riordan JS001 5 – 6 pm 2/10/08 assignments? Any other questions…… Policies and Procedures Monday Lecturers QA Responsibilities Fiona O‟Riordan D211 1 – 2 pm 7/10/08 Wednesday Assessment Policies and Ailish Finucane D211 5 – 6 pm 9/10/08 Procedures Q&A Session Thursday What is the role of HETAC? Fiona O‟Riordan D211 1 – 2 pm 10/10/08 Technology Supports Monday How can I make the most out Gemma Deery AF101 5 – 6 pm 13/10/08 of PowerPoint presentations? Wednesday What software is in the John Molohan E Learning 1 – 2 pm 15/10/08 ELearning studio? Killian Faughnan Lab Thursday Managing Bibliography and Robert McKenna JS001 5 – 6 pm 16/10/08 Information Sources Teaching and Learning Week Monday How can I use Case Studies as Geraldine A011 1 – 2 pm 20/10/08 a Teaching Method? McGing Wednesday What is the Griffith House Justin Keogan AF102 5 – 6 pm 22/10/08 Academic Referencing Style? Friday How to use Observation Fiona O‟Riordan C009 1 – 2 pm 24/10/08 Sessions to Enhance Practice

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Assignment Week

Wednesday Assignment design for John Byrne 1 – 2 pm 29/10/08 plagiarism prevention Thursday Creative assignment briefs Facilitator: 1 – 2 pm 30/10/08 Symposium Fiona O‟Riordan Student and Lecturer Pastoral Care Week Monday Health of Lecturing TBC 1 – 2 pm 3/11/08 Community (Mind, Body and Soul) Wednesday Cultural Diversity – ‘The Fiona O‟Riordan 5 – 6 pm 5/11/08 Same but Different’ Thursday Lecturers and student Carol Wardlaw 1 – 2 pm 22/11/07 counsellor joint approach to student problems / issues Research and Writing Monday PhD – Ideas Workshop TBC 1 – 2 pm 24/11/08 Research Fiona O‟Riordan Monthly D211 8.30 – and Geraldine McGing Breakfast 9.30 Writing Fergus Toolan Meetings Group: Robbie Smyth Thursday . All lecturers interested in 2/10/08 researching and writing are 6/11/08 welcome to join this informal 4/12/08 gathering Level 9 Post Graduate Training and Education Programme Friday Module 1 Current Issues in HE A010 3 – 5 pm 19/9/08 Programme Design Friday Teaching and Learning A010 3 – 5 pm 26/9/08 Concepts Friday A010 3 – 5 pm 3/10/08 Module Design Friday Module 2 Learning Theories A010 3 – 5 pm 10/10/08 Pedagogical Friday Practice Teaching Techniques A010 3 – 5 pm 17/10/08 Friday Learning and Teaching A010 3 – 5 pm 24/10/08 Resources Friday Module 3 Assessment Concepts A010 3 – 5 pm 31/10/08 Assessment Friday Strategies Innovative Assessments A010 3 – 5 pm 7/11/08 Friday Feedback A010 3 – 5 pm 21/11/08 Friday Module 4 Teaching Philosophy A010 3 – 5 pm 28/11/08 Evaluation and Friday Reflection Evaluation and Reflection A010 3 – 5 pm 5/12/08 Friday Teaching Portfolio A010 3 – 5 pm 12/12/08

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Schedule of Events for Semester 2

Lecturer Support & Development Seminar Day – Monday 26th January 2009 AF101 Facilitators AF102 AF104 8 – 9 New Lecturer Induction Fiona Collaboration Quiet space: am College overview O‟Riordan Space: Correcting Who‟s who One to one exams FAQ‟s support Writing exams 9 – 10 Grading Support Ailish Internal and am Assignments and Exam Finucane moderating assignments Scripts Fiona Informal O‟Riordan discussions 10 – 11 QA Policies and Richard Moodle am Procedures McHugh practice/training QA responsibilities Ailish PowerPoint QA manual Finucane practice/training Institutional review Excel 11 – 12 Technology Support Gemma Deery practice/training noon Moodle Aine Database Camptasia McManus practice/training Turning Point Referencing Turnitin software Pod and audio casting 12 – 1 Teaching & Learning Fiona pm Activities (TLA) O‟Riordan Facilitated by: Engaging Students Fiona O‟Riordan Feedback (formative Gemma Deery assessment) Rob McKenna Group Work Angela O‟Keefe Peer Observation Sessions Aine McManus 1 – 2 Assessment Strategy Lloyd Scott Fergus Toolan pm Planning and Writing Ailish Finucane Formative / Summative Deborah 2 – 3 Research & Writing Fergus Toolan Kirkland pm Publishing work Ed Dennehy PhDs Rob McKenna Database research All day – Referencing software Tea/Coffee and 3 – 4 New Lecturer Induction Fiona refreshments pm College overview O‟Riordan Who‟s who FAQs 4 – 5 Grading Support Fiona pm Assignments and Exam O‟Riordan Scripts 5 – 6 QA Policies and Richard pm Procedures McHugh QA responsibilities Ailish Institutional review Finucane

6 – 7 Technology Support Gemma Deery pm Moodle, Camptasia Aine Turning Point, Turnitin McManus Pod and audio casting

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7 – 8 Teaching & Learning Fiona pm Activities (TLA) O‟Riordan

Level 9 Post Graduate Training and Education Programme - Griffith College Dublin Module Direct Contact Independent Assessment 5 ECTS per work (with module remote support) Module 1 1 day 5 days 1 day Programme 9.30 – 4.30 pm Remote submission and Design Date: Monday 23/2/09 feedback Module 2 1 day 5 days 1 day Pedagogical 9.30 – 4.30 pm 9.30 – 4.30 pm Practice Date: Monday 23/3/09 Date: Monday 20/4/09 Module 3 1 day 5 days 1 day Assessment 9.30 – 4.30 pm Remote submission and Strategy Date: Monday 27/4/09 feedback Module 4 1 day 5 days 1 day Reflection and 9.30 – 4.30 pm Remote submission and Evaluation Date: Monday 25/5/09 feedback

Level 9 Post Graduate Training and Education Programme - Griffith College Cork Module Direct Contact Independent Assessment 5 ECTS per work (with module remote support) Module 1 1 day 5 days 1 day Programme 10.30 – 5.00 pm Remote submission and Design Date: Friday 6/3/09 feedback Module 2 1 day 5 days 1 day Pedagogical 10.30 – 5.00 pm 10.30 – 5.00 pm Practice Date: Friday 3/4/09 Date: Friday 24/4/09 Module 3 1 day 5 days 1 day Assessment 10.30 – 5.00 pm Remote submission and Strategy Date: Friday 1/5/09 feedback Module 4 1 day 5 days 1 day Reflection and 10.30 – 5.00 pm Remote submission and Evaluation Date: Friday 29/5/09 feedback

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Appendix 3: Timeline of Self Evaluation Process

January / February Preliminary Meetings At the beginning of 2009 the Institutional Review Coordinating Panel (IRCP) was formed, and weekly meetings were scheduled. The group comprised 4 staff members and was tasked with coordinating the self evaluation process. Soon after convening, College wide preparation meetings were held with members of staff at all levels of the organisation. A preparation document was circulated to all staff and all lecturers in advance of the meetings. The purpose of the meetings was to inform staff of the upcoming institutional review, the process of self evaluation that would be undertaken over the coming months and to seek nominations for the self evaluation group. Preliminary Meetings were held with Faculty and department Heads (including Out centres in Cork and Limerick) to prepare them for the document analysis phase of the review. To facilitate this process, the Griffith College Self Evaluation (GCSE) Site was set up in Moodle as a central information point relating to the Self Evaluation Process.

March - May The Document Analysis Phase In line with HETAC/EUA guidelines a desk-based review of the QA manual was conducted. The purpose of this was to confirm its alignment with the seven elements of QA detailed in the EUA‟s Standards and Guidelines for Quality Assurance in the European Higher Education Area. The four IRCP members were tasked with conducting the review, the findings of which are detailed below.

In line with HETAC guidelines, a process of document analysis was undertaken to assess the completeness of the paper trail in relation to agreed QA procedures. Self Evaluation group members comprising Heads of Faculty and Course Directors were tasked with conducting peer reviews of faculties using documentation checklists compiled by the Quality Assurance Office. Copies of these checklists and self evaluation documents are available on request. In order to facilitate this process, a timetable for completion was agreed and the master checklist was broken into sections with a different section being circulated every week. Once a weekly checklist was completed it was to be returned to the QA office, signed by the peer reviewer and the Head of Faculty of the faculty being reviewed. Once all „peer reviews‟ had been completed IRCP members then cross referenced the completed peer review checklists by meeting faculties and requesting sight of documents. In this way the evaluation of the completeness of the paper trails was confirmed. Findings in relation to this process are detailed below.

April - May Focus Groups In order to obtain feedback from key stakeholders in the College, a series of focus groups were held comprising students and lecturers. Student focus groups were conducted over a period of three weeks. The Students‟ Union was tasked with organising the full-time students while faculties were asked to arrange the evening/part-time students. In total over 50 students attended with representation from national, international, young, and mature student groups. The „focus‟ of the focus groups was on channels of communication and student-centred learning. In relation to all student groups a member of the IRCP acted as interviewer/minute taker. Typed minutes were then sent to all participants to check for accuracy and following an agreed period of 7 days the minutes were taken as approved. Lecturer Focus Groups followed a similar pattern and were also supported by a survey on Moodle Usage.

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May Strategy Presentations In order to gather feedback on the strategic vision of the College, Heads of Faculty were tasked with developing strategic plans for their faculty and presenting these at a strategy day. The information gathered from these presentations in turn informed a series of presentations delivered by the Director of Academic Programmes, held at both the Dublin and Cork Campuses. Their purpose was to invite input from all College participants and facilitate the participation of stakeholders in the strategic development of the College. Groups included staff from support departments, faculty staff members and full time and part time lecturers, from across the College. In all over 150 staff members attended.

College Wide Communication In order to keep all staff members up to date with the review process several Blogs were posted by the IRCP through the Self Evaluation Moodle Site. The blogs were sent via email to all lecturers and staff members, part-time and full time.

Communication with HETAC Throughout the process meetings were held with HETAC. Guidance was provided on writing and agreeing the terms of reference, the self evaluation process and the logistical considerations of the institutional review visit. All guidance was welcome and appreciated and proved beneficial in facilitating the IRCP and all other College participants in successfully engaging in the review process.

June NTU Institutional Review The NTU Institutional Review took place over two days at the end of June, for the report.

July Following the NTU Institutional Review all data relating to the self-evaluation process was analysed with a view to presenting coherent findings and recommendations in the August report.

August Self evaluation report is written and circulated for comment to all Heads of Faculty, Course Directors, Programme Leaders and Lecturers. It is then submitted to HETAC to be reviewed, prior to submission to the external institutional review panel.

All documentation referenced in Appendix 3 above is listed in Appendix 6: List of Supplementary Evidence and is available on request

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Appendix 4: Mapping Quality Assurance Policies, Procedures, Practices and Guidelines to the Seven Elements of Quality Assurance as per European Standards and Guidelines

HETAC guidelines for institutional review Objective 3 (p.9 2008) refers to the „Seven Elements‟ of Quality Assurance, stating the requirement that all seven elements be addressed „explicitly‟ by the review process. The following table presents the seven elements of QA as aligned to policies, procedures, practices and guidelines implemented in Griffith College.

European standards Griffith College commentary on the alignment with standards and guidelines 1.1 Policy and procedures Policy and procedures for quality assurance and continuous for quality assurance. enhancement are located in Griffith College‟s Quality Assurance Manual. Additional Information in relation to Institutions should have a specific Points are located in supplementary documentation policy and associated such as Course Documents, Lecturer and Student procedures for the assurance Handbooks and the Human Resources Manual. of the quality and standards of their programmes and awards. The above documents contain inter alia: The College‟s Academic and Professional structure and They should also commit responsibilities for implementation, monitoring and themselves explicitly to the review of the College‟s quality assurance and development of a culture enhancement policies and procedures. which recognises the The College‟s quality framework and the role within importance of quality, and that of academic staff, external examiners, peers and quality assurance, in their students. work. The role of course directors and course committees in To achieve this, institutions the ongoing monitoring and development of taught should develop and implement programmes. a strategy for the continuous The College‟s procedures for the approval, monitoring enhancement of quality. and review of its programmes of study. Policy and guidance on obtaining and responding to The strategy, policy and formal and informal feedback from students in order to procedures should have a enhance the quality of the College‟s provision. formal status and be publicly The Quality Assurance Office is the College‟s available. department that manages the quality assurance and enhancement systems. They should also include a role for students and other stakeholders. 1.2 Approval, monitoring All of the College‟s programmes are subject to an approval and periodic review of process that involves external peer review, programmes and awards. All of the College‟s approval decisions are taken by a panel or sub-committee that is external to the College and selected Institutions should have in collaboration with HETAC. formal mechanisms for the All of the College‟s course directors/committees must approval, periodic review and continually monitor programme performance and report monitoring of their annually on salient outcomes in Annual Course Reports programmes and awards. The College has clear regulations and associated guidelines on programme design. Student admission, progression and achievement data held by the central administration system and is

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carefully considered during programme monitoring. External examiners report each year on the standards and quality of the College‟s programme for which they are appointed – their action points are addressed in ACRs. All of the College‟s course development teams must take account of NFQ Subject Benchmarks when designing and modifying their programmes (where such Benchmarks exist). The arrangements that course development teams have made for the specific needs of students studying on full- time, part-time, work-based, e-learning and distance learning modes are interrogated during the validation process. The College‟s courses may be academic and/or vocational or professional in orientation – and the award framework and validation processes of the accrediting body and the College‟s own course design regulations takes account of that orientation. All proposals for new programmes (and significant changes to existing programmes) are presented to APC for approval before the proposal proceeds to validation; Approval is primarily concerned with market feasibility and the availability of appropriate learning resources to support the new programme; All of the College‟s programmes are designed to meet explicit learning outcomes and these are published in programme and module specifications. Every 5 years, an Institutional Review is undertaken by the principal accrediting body: HETAC, which critically appraises the College‟s performance in assuring and enhancing its programmes of study; the process includes external peers from Quality bodies and academic institutions both national and international, and the outcomes are posted on the College‟s website. The College‟s QA Manual requires programme teams to consult with employers, labour market representatives and other relevant organisations when developing and reviewing programmes. Students are consulted when important programme changes are being considered, are included on course committees (and staff-student consultative committees), regularly particulate in feedback questionnaires or other evaluation activities; student representatives are also voting members of the Academic and Professional Council. 1.3 Assessment of students The College‟s Assessment regulations are located in „Section E: Assessment‟ of the College‟s QA Manual: Students should be assessed Marking is always conducted by a member of the using published criteria, module team. Assessment must be designed to test regulations and procedures specified learning outcomes. which are applied consistently Formative and diagnostic assessment is a critical component of the principles and policies of the College and is designed to improve the performance of students.

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Assessment criteria are agreed for each module assessment and made available to students. The College‟s policies require staff to inform students about the assessment strategy and policy for the programme on which they are enrolled, and this is normally contained within programme and module handbooks. The Examinations Office ensures that all assessments are conducted securely. All results loaded onto The College‟s student record system (Scholar) are rigorously checked and verified. The College has transparent procedures to allow students to make representations to Boards of Examiners where special situations may have affected their performance. 1.4 Quality assurance of Griffith College operates a competency based recruitment teaching staff policy utilising clear job descriptions, person specifications and role descriptors consistent with equal opportunities Institutions should have ways policy, and thereafter provides comprehensive induction and of satisfying themselves that ongoing staff development: staff involved with the Clear and consistent procedures for advertising, short- teaching of students are listing, interviewing, appointing and promoting qualified and competent to do members of staff are applied. so. All potential new teaching staff are required to give a mock lecture as part of the selection process They should be available to The Lecturer Training and Development Unit invites all those undertaking external new academic staff and other staff who support learning reviews, and commented upon to a series of workshops, seminars and presentations as in reports. an induction to the College. All new lecturing staff who do not already hold an equivalent teaching qualification are required to successfully complete the Postgraduate Certificate in Higher Education run by the LDSU and accredited by HETAC within 18 months of joining the College. The College utilises peer observation of teaching and learning and teaching development activities to enhance practice through the LDSU. Staff are normally assessed at least once every semester and receive feedback on their performance. The LDSU works with staff to encourage innovation in learning and teaching and promoting eLearning to improve students‟ learning experiences. The ICEP conference was initiated and developed through the LDSU and attendant lecturer research group. The LDSU offers advice and guidance to academic staff on teaching issues and developments. The LDSU offers a series of seminars, workshops and other events in support of learning and teaching development Under the College‟s Human Resources Manual, teaching staff may ultimately be dismissed for ineffective teaching skills, but the procedures and processes above are designed to ensure staff are 52

supported and developed. 1.5 Learning resources and Griffith College provides an academic environment with up student support to date learning resources and comprehensive student support services: Institutions should ensure that The College has undertaken significant campus the resources available for the regeneration and has invested heavily in providing high support of student learning are quality student learning and residential accommodation. adequate and The College‟s virtual learning environment – Moodle – appropriate for each provides a range of resources to support student programme offered. learning: o It is a virtual learning environment that enables students to access course resources online. o It offers all students up-to-date module information, access to a news board, resources, a means of communicating between students and tutors, etc. o It includes an area that contains a suite of learning support tools that will enable staff greater flexibility in their course delivery. Student Support Services in the College include: o Library facilities o Counselling Support o Students‟ Union o International Office o English Language Support Department o Course Administrators Many Student Services are Online including Registration and Accommodation The QA department submits a report per semester to APC detailing issues related to service provision. A list of action points is then drawn up and approved by the Management Board, These action points are then communicated to the students. 1.6 Information systems Core administrative information system used for learner data in respect of admission, registration, assessment Institutions should ensure that and examination results they collect, analyse and use The College uses a number of external information relevant information for the systems to assist in management of all aspects of the effective management of their College programmes of study and The College‟s Quality Assurance Manual is available other activities. Online 1.7 Public information All prospectus information, both hard copy and web- based, is checked and approved at various stages and by Institutions should regularly various parties who check that programme titles are publish up to date, impartial correct and that programmes have current validation, and objective information, and that entry requirements are set at the appropriate both quantitative and level. qualitative, about the A range of public information is available on the programmes and awards they Griffith College website are offering.

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Appendix 5: Terms of Reference

HIGHER EDUCATION AND TRAINING AWARDS COUNCIL, IRELAND

Comhairle na nDámhachtainí Ardoideachais agus Oiliúna, Éire

Institutional Review of Providers of Higher Education and Training

TERMS OF REFERENCE Griffith College Status – set www.hetac.ie

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Higher Education and Training Awards Council

TERMS OF REFERENCE FOR INSTITUTIONAL REVIEW OF Griffith College Dublin, October 2009 STATUS - SET

1. Purpose The purpose of this document is to specify the Terms of Reference for the institutional review of Griffith College in October 2009. The HETAC Institutional Review policy applies to all institutions providing HETAC accredited programmes, or programmes accredited under delegated authority. These Terms of Reference are set within the overarching policy for institutional review as approved in December 2007 and should be read in conjunction with same. These Terms of Reference does not replace or supersede the agreed policy for Institutional Review. The Terms of Reference once set may not be amended and any significant revision required to the Terms of Reference will result in a new Terms of Reference to be set by HETAC following consultation with the college. Terms of Reference should be read in conjunction with the supplementary guidelines for institutional review.

The objectives of the institutional review process are 1. To enhance public confidence in the quality of education and training provided by the institution and the standards of the awards made; 2. To contribute to coherent strategic planning and governance in the institution; 3. To assess the effectiveness of the quality assurance arrangements operated by the institution; 4. To confirm the extent that the institution has implemented the National Framework of Qualifications and procedures for access, transfer and progression; 5. To evaluate the operation and management of delegated authority where it has been granted to Institutes of Technology; 6. To provide recommendations for the enhancement of the education and training provided by the institution. It is possible that, within the objectives outlined above, Institutions may have specific sub- objectives to which they will attach particular importance and wish to emphasise in their TOR. To maximise the benefits of the review process, Institutions may also consider including additional objectives relevant to its context. The approach taken by HETAC to institutional review will: Acknowledge that institutions have ownership of and responsibility for their activity; Be conducted in a spirit of partnership with institutions, with a view to improvement and enhancement, whilst acknowledging statutory requirements for accountability; Be conducted in a manner which adds value to the institution, minimises overhead and assists in building institutional capacity; Be flexible, adaptable and scalable in order to meet the needs of diverse institutions; Be conducted in an open, consistent and transparent manner; Be evidence-based in accordance with established criteria; Promote learning and development for all involved; Reward innovation and experimentation when it seeks to enhance our understanding of good practice; Promote collaboration and sharing of good practice between institutions; Take cognisance of international best practice and contribute to European and international developments in this area.

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2. Institution Profile

Griffith College is an independent provider of higher education and professional training. Established in 1974 as Business and Accounting Training, it began its delivery of accountancy training programmes leading to the examinations of the professional bodies, both national and international. The College continues to deliver professional training in accountancy, law and other disciplines from its campus in Dublin, from its constituent colleges in Cork and Limerick, and from other centres throughout the country and overseas in Moscow.

The College began its development and provision of academic programmes in 1990, delivering degree programmes in Computing Science, Business Studies and Accounting and Finance initially under the auspices of the University of Ulster (UU). In 1992 the College became a designated institute of the National Council for Educational Awards NCEA and commenced the process of NCEA programme validation. This led to a migration of its existing UU degree programmes, an expansion in the range of provision from Higher Certificate to Masters programmes, and an extension of the disciplines involved to include Media, Design, Music and Education.

In 1994 the College began delivery of its first Nottingham Trent University validated degree in Business and Law. This collaboration led to further validated programmes in Law, Hospitality Management and International Business at both undergraduate and postgraduate level. Since 2006, the College‟s NTU awards have also been recognised by HETAC with graduates obtaining joint NTU / HETAC awards.

Griffith College is funded directly and exclusively from student fee income. Programme fees paid by students or their guardians in respect of accredited programmes are eligible for tax relief. Exceptionally, EU students attending the first two years of the College‟s B.Sc. in Computing Science on a full-time basis are eligible for public funding under the skills initiative. The College is not eligible for public funding under free fees, SFI, PRTLI or related research initiatives.

Following approval by the College‟s Academic and Professional Council, the College‟s academic quality assurance procedures and practices were approved by HETAC and NTU in 2005. These continue to be subject to ongoing monitoring, review and development, both internally and in agreement with HETAC and NTU. In relation to its NTU validated programmes, the College operates in much the same manner as the University‟s other departments and centres, by implementing agreed quality assurance procedures in association with University appointed external examiners and verifiers. In relation to its HETAC programmes the College is responsible for the appointment of External Examiners and the implementation of policies for programmes validated by HETAC. The College is also responsible for undertaking a periodic programmatic review of all programmes validated by HETAC. ,

Since its foundation, the College has continued to grow and extend its provision of academic and professional programmes to a point where its annual student population exceeds 7,000. This growth is reflected in: the range of programmes provided; the number of College centres and locations; the range of delivery modes which include full-time, part-time, block release and e-learning; and the internationalisation of its student body with learners from more than 66 countries attending the College. Sustaining the growth from year to year arises from the success of the College‟s learners and the increased reputation made possible through their word of mouth recommendations. In this regard, our learners continue to be the College‟s primary public.

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The College delivers the majority of its validated programmes from its main seven acre campus in Dublin. HETAC programmes are also provided from its college locations in Cork and Limerick with one programme being provided in partnership with Globe Business College in Munich, Germany.

The College delivers a wide range of programmes from Level 6 to Level 9. The programme profile includes: Accountancy Law Business Computing Media/Journalism Design Music & Drama

The College has a richly diversified learner profile, in terms of age, previous educational attainment, extent of prior work related experience, gender and ethnicity. This extent of diversity also varies considerably from programme to programme, depending on the study mode and discipline involved, for example, with undergraduate programmes in business and computing attracting international cohorts and programmes in Irish law, because of its jurisdictional nature being largely restricted to Irish learners. In the same way, professional and evening programmes are largely provided to Irish residents in full-time employment.

The College greatly welcomes the considerable challenge and opportunity afforded by the self evaluation and institutional review processes. It is committed to active college-wide engagement, in the full expectation that the collaborative process will serve to review, inform, affirm and enhance the College‟s long standing tradition of learner-centred quality educational provision.

3. Griffith College Team / Contact Details

The Institutional Review involves all members of the College, both teaching and non- teaching, whether full-time or part-time, throughout all of the College‟s locations. It is undertaken by review groups involving representatives from each department, location and functional role.

A coordinating group has been established to facilitate the process. This group includes:

Diarmuid Hegarty College President 01-4150450 Tomás Mac Eochagáin Director of Academic Programmes 01-4150447 Sean Reid Students‟ Union President 01-4150400 John Mc Sweeney Student Development Officer 01-4150400 Ailish Finucane Head of Examinations 01-4150486 Fiona O‟Riordan Head of Lecturer Support 01-4150437 Richard Mc Hugh Quality Assurance Officer 01-4163360

All members of the co-ordinating self-evaluation group can be reached by means of a shared email address [email protected] Richard Mc Hugh has been appointed as Liaison Officer for the group.

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4. HETAC objectives for institutional review

There are six prescribed objectives for institutional review as outlined below. Institutions may wish to highlight any areas of specific importance to the Institution within each of the objectives.

Objective 1 To enhance public confidence in the quality of education and training provided by the institution and the standards of the awards made This objective is to enhance public confidence in the quality of education and training provided by the Institution and the standards of the awards made. This is an overarching objective which covers all areas of the Institution‟s activity. The quality of the institutional review process itself is a critical part of this as is the internal self study, the publication of the Self Evaluation Report and panel report. The information provided by the Institution to the public falls within this objective.

Special considerations for Griffith College:

Griffith College welcomes the opportunity to demonstrate to the institutional review panel that the learner is the primary public and that learner confidence in the quality of education and training provided and the standards of awards made is a high priority for the College.

Objective 2 To contribute to coherent strategic planning and governance in the institution This objective is to contribute to coherent strategic planning and governance in the institution. The review may address the coherence of institutional mission, vision and values and overall institutional strategic planning. For recognised institutions with delegated authority this objective also includes the Operation and Management criterion of the review of delegated authority (governance, management, administration, planning and evaluation) and the Objects of the Qualifications Act criterion relating to national contributions etc.

Special considerations for Griffith College:

As an independent institution, the College‟s specific governance and strategic planning may differ considerably from those applicable to publicly funded institutions.

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Objective 3 To assess the effectiveness of the quality assurance arrangements operated by the institution This objective is to assess the effectiveness of the quality assurance arrangements operated by the institution. This will be based on Part One of the European Standards and Guidelines for Quality Assurance1. By including this in the institutional review process the statutory requirement for review of QA is met. How the Institution manages its QA for the “seven elements” of Part One of the European Standards and Guidelines should be explicitly addressed by the review process including : Policy and procedures for quality assurance; Approval, monitoring and periodic review of programmes and awards; Assessment of students; Quality assurance of teaching staff; Learning resources and support; Information systems; Public information.

Special considerations for Griffith College:

1. Collaborative and Transnational Provision and Out-centres

1.1 The institutional review should consider the quality assurance arrangements in place for out-centre provision in centers other than the main Dublin campus as follows:

Griffith College Cork

2 Campuses Cove Street, Sullivan‟s Quay, Cork and The Arch Drinan Street:

- Higher Certificate in Business - Higher Certificate in Business in Computer Applications - Certificate in Business Studies in Intercultural Studies - Bachelor of Business in Marketing - Bachelor of Arts in Marketing - Bachelor of Arts (Honours) in Accounting & Finance - Bachelor of Arts (Honours) in Business Studies - Bachelor of Arts in Journalism - Higher Diploma in Arts in Journalism and Media Communications - Bachelor of Business

(Omitted section on GC Limerick as we do not expect to deliver HETAC programmes from GCL in September 2009)

1.2 The institutional review should consider the arrangements for collaborative provision provided in partnership with Globe Business College, Munich:

Bachelor of Arts in Business, level 7 Bachelor of Arts in Marketing, level 7

1.3 The institutional review should consider the arrangements in place for the provision of programmes leading to joint awards of HETAC and the Nottingham Trent University:

1 “Standards and Guidelines for Quality Assurance in the European Higher Education Area”. European Association for Quality Assurance in Higher Education, 2007, Helsinki, 2nd edition. 59

Postgraduate Diploma in International Business Management, level 9 Master of Science in International Business Management, level 9 Master of Business Administration in International Business, level 9 Bachelor of Laws (Honours) in Irish Law, level 8 Bachelor of Arts (Honours) in Business and Law, level 8 Bachelor of Arts (Honours) in International Hospitality Management, level 8 Bachelor of Arts (Honours) in Legal Studies with Business, level 8

The policy and criteria in the HETAC document - Policy for collaborative programmes, transnational programmes and joint awards’ December 2008 (see appendix 1 to the terms of reference) are relevant in this regard.

Objective 4 To confirm the extent that the institution has implemented the national framework of qualifications and procedures for access, transfer and progression This objective is to confirm the extent that the institution has implemented the National Framework of Qualifications and procedures for access, transfer and progression. The National Qualifications Authority has produced guidelines in relation to this[1]. For example this includes issues such as credit, transfer and progression routes between levels and award types, entry arrangements and information provision. As part of this objective, HEA-funded Institutions should be mindful of the goals of the HEA‟s National Plan for Equity of Access to Higher Education (2008-2013) and pay particular attention to the objectives relevant to Higher Education Institutions.

Special considerations for Griffith College:

The College would like to highlight to the panel its commitment to the National Framework of Qualifications. The College has endeavoured to ensure that the programmes run by the College, outside the remit of HETAC, have received recognition on the National Framework of Qualifications. An example of such awards include those from the Leinster School of Music and Drama, a constituent college of Griffith College. The College has also developed a range of “Special Purpose” and “Minor” awards.

Objective 5 to evaluate the operation and management of delegated authority where it has been granted – NOT APPLICABLE This objective is to evaluate the operation and management of delegated authority (where applicable) for both taught and research programmes. The institutional review process will satisfy the statutory requirement for the review of delegated authority for recognised institutions, once Objective 4 of the institutional review process is included in the Terms of Reference. The majority of the delegated authority criteria are covered under the objectives of institutional review. Additional criteria which relate specifically to the operation of delegated authority are outlined in the Supplementary Guidelines and should be addressed in the Institution‟s submission.

Objective 6 To provide recommendations for the enhancement of the education and training provided by the institution This objective is to provide recommendations for the enhancement of the education and training provided by the institution. This will include both the recommendations arising from

60 the external peer review process and recommendations arising from the internal self study process.

5. Institution-specific objectives

In addition to the prescribed HETAC objectives and the special considerations noted in relation to them, institutions have the option to include additional objectives to maximise the benefits of the review process. These might include for example:- the management of significant organisational change (such as a merger, campus relocation, organisational re-structuring, etc.); accommodating joint review with other statutory or non-statutory bodies from Ireland/overseas; integrating institutional review and programmatic review where feasible (e.g. in the case of specialised institutions having a single (or few related) programmes); using the process to progress a priority policy area or strategic objective (e.g. research management, internationalisation, etc.).

Additional Institutional Objective

The College welcomes the institutional review approach towards enhancement of provision, in particular, the opportunity to identify what those enhancements will be in the next phase of development. Griffith College is determined to enhance provision to the next level of achievement and gain further recognition as an independent provider. For example, the quality assurance of programmes provided by Griffith College has an internal dimension -the College's own internal quality assurance procedures-and an external dimension-HETAC's external quality procedures notably its procedures for new programme validation and institutional review. Specifically, Griffith College submits all of its new programmes to HETAC for validation and under existing legislation must continue to do so.

The institutional review should explore whether or not the current division of responsibility between the internal and external quality assurance procedures supporting programme validation is optimal, while recognising that HETAC is required to formally validate new programmes, and make recommendations for enhancement.

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7. Schedule for Griffith College

As outlined in the Institutional Review policy, the process consists of six phases 1. HETAC sets terms of reference following consultation with institution; 2. Self-study by the institution; 3. Visit by expert panel appointed by HETAC and written panel report; 4. Institutional response including implementation plan; 5. Panel report and response published; 6. Follow-up report submitted by the institution. The major milestones in the timeframe for the institutional review of Griffith College are outlined below. This should be read in conjunction with the supplementary guidelines for institutional review.

Relative Actual Date Milestone timeframe At least 6 months Institution indicates timeframe for institutional review as before panel visit per overall HETAC schedule of reviews

At least 6 months April 2009 Terms of Reference set following consultation with before panel visit Institution 3 to 6 months Institution undertakes self study process and produces before panel visit self evaluation report

8 weeks before 31August 2009 Submission of Self Evaluation Report and other site visit documentation

4 weeks before 14 September Desk based review of SER and feedback to Institution site visit 2009 3 weeks before Not yet set Advance Meeting between Chair, Secretary and site visit Institution

Panel Visit 12-14 October Site Visit by external peer review panel 2009 (1-3 days approximately as determined by TOR) Preliminary (oral) feedback on findings 10 weeks after 23 December Draft report on findings of panel sent by HETAC to site visit 2009 Institution for factual accuracy 2 days following 7 January 2010* Final report on findings of panel sent by HETAC to this Institution 6 weeks 4 February 2010 Response by Institution to HETAC including plan with following receipt timeframe for implementation of any changes of final report Next available February/March Consideration of report and institutional response by HETAC Council 2010 dates not HETAC Council meeting yet set* Publication of report and response on website once adopted 12 months after February 2011 Follow-up report by Institution to HETAC on Council implementation of recommendations adoption

* Setting of dates takes into account the Christmas break ** Please note a revised schedule will be issued when HETAC Committee dates have been set for 2010

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Appendix 6: List of Supplementary Documentation

Internal College Documentation Centre approval documents for GCD and GCC in respect of the NTU institutional review (June 09)

Consideration documents in respect of GCC, GCD, GCL and GCBM

Course documents (examples)

Critical appraisal document for GC in respect of the NTU institutional review June 09

External examiner reports (examples)

Analysis of assessment results (examples)

Formal feedback from students (examples)

List of institutions with which articulation agreements exist

Memorandum of understanding in respect of GC, HETAC and NTU

Minutes of various meetings; APC, course committee, faculty, course director, (examples)

Prospectus

Quality Assurance Policies, Procedures, Practices and Guidelines (QA Manual)

Recent annual course reports (2006 – 2008)

Recent CSQRs in respect of Dublin and Cork submitted (December 08)

Recent PSQRs in respect of NTU programmes submitted (December 08)

Record of the success of the College‟s learners in external examinations and competitions

Self Evaluation Documentation Case studies in relation to examples of innovation, experimentation, benchmarking, and effective practice stated in the document.

Document analysis report arising from the institutional self evaluation process

Focus group report arising from the institutional self evaluation process

Institutional review preparation document

Self evaluation blogs

Institutional review strategy presentation

Faculty specific strategy presentations

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External Documentation European Association for Quality Assurance in Higher Education, (2007) Standards and Guidelines for Quality Assurance in the European Higher Education Area

European University Association (2008) Implementing and Using Quality Assurance: Strategy and Practice: a selection of papers from the 2nd European quality assurance forum

European University Association (2008) Institutional Evaluation Programme Guidelines for Participating Institutions

European University Association (2006) Quality Culture in European Universities: A Bottom- Up Approach: Report on the Three Rounds of the Quality Culture Project 2002 – 2006

Hénard, F. (2006), The Practice of Self-evaluation by 17 Higher Education Institutions of Ile- de-France

HETAC (2009) Assessment and Standards

HETAC (2008) Guidelines for the Review of Effectiveness of Quality Assurance Procedures

HETAC (2008) Policy for Collaborative Programmes, Transnational Programmes and Joint Awards

HETAC (2008) Supplemental Guidelines for Institutional Review

HETAC (2008) Supplementary Guidelines for the Review of the Effectiveness of Quality Assurance Procedures [Objective 3 of Institutional Review]

HETAC (2007) Policy on Institutional Review for Providers of Higher Education and Training

HETAC (2005) Policy and Criteria for Making Joint Awards, Joint Accreditation and Accreditation of Jointly Provided Programmes and Quality Assurance of Consortium Providers

HETAC (2002) Guidelines and Criteria for Quality Assurance Procedures in Higher Education and Training

Komljenovi, J. (2006) European Standards for Quality: Culture or management? Control or improvement

National Quality Association of Ireland (2003) National Framework of Qualifications: A framework for the development, recognition and award of qualifications in Ireland: Policies, actions and procedures for Access, Transfer and Progression for Learners

Newton, J. (2006) 1st European Forum for Quality Assurance: What is quality?

QAA (2006) Handbook for institutional audit: England and Northern Ireland

QAA (2006) Institutional audit: a guide for student representatives

Short A., (2006), Bureaucracy: The Enemy of a Quality Culture, Embedding a Quality Culture in Higher Education

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Appendix 7: List of Abbreviations APC Academic and Professional Council ASQC Academic Standards and Quality Committee BOD Board of Directors CA Course Administrator CASQ Centre for Academic Standards and Quality (within NTU) CD Course Director CSQR Centre Standards and Quality Report DAP Director of Academic Programmes DCPSC Delegated Collaborative Provision Sub-Committee ( within NTU) ECTS European Credit Transfer System EHEA European Higher Education Authority ESRI Economic and Social Research Institute EUA European Universities Association GBCM Globe Business College Munich GC Griffith College GCC Griffith College Cork GCD Griffith College Dublin GCL Griffith College Limerick HEA Higher Education Authority HETAC Higher Education and Training Awards Council HF Head of Faculty IBEC Irish Business and Employers Confederation ICEP Irish Conference on Engaging Pedagogies IILEX Irish Institute of Legal Executives ISME Irish Small and Medium Enterprises Association IUQB Irish University Quality Board LSMD Leinster School of Music and Drama LDSU Lecturer Development and Support Unit MB Management Board ML Module Leader NFQ National Framework of Qualifications NQAI National Qualifications Authority of Ireland NTU Nottingham Trent University PSQR Programme Standards and Quality Report QA Quality Assurance QAA Quality Assurance Agency SU Students‟ Union YH Year Head

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