Institutional Review of Providers of Higher Education and Training Carried out by HETAC (Now Quality and Qualifications Ireland [QQI])

Institutional Review of Providers of Higher Education and Training carried out by HETAC (now Quality and Qualifications Ireland [QQI])

Institutional Review of Setanta College 12-14 November 2012 Report of Expert Panel Version Date of Approval Final 11 April 2013 www.hetac.ie www.qqi.ie

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Contents Introduction ...... 3 Executive Summary — Report of the Expert Panel ...... 4 Background to Setanta College ...... 6 Institutional Review Methodology...... 10 Findings in relation to objectives of Institutional Review ...... 16 Appendix A Terms of Reference ...... 44 Appendix B Panel Membership ...... 53 Appendix C Supporting documentation received before the site visit ...... 54 Appendix D Documentation requested by the Panel ...... 55 Appendix E Index to documentation provided to the Panel at the site visit ...... 57 Appendix F Agenda for site visit ...... 59 Appendix G List of people met by the Panel ...... 62

Institutional Review

Introduction

This is the Report of the Expert Panel, which carried out the Institutional Review of Setanta College in November 2012, appointed by the Higher Education and Training Awards Council (HETAC), and adopted by Quality and Qualifications Ireland1 (QQI) under the transition and savings provisions set out in Section 84 of the Qualifications and Quality Assurance (Education and Training) Act, 2012.

All providers offering HETAC (now QQI) awards are subject to external quality assurance review of their institutions. These reviews are carried out as part of the Institutional Review process.

An Expert Panel was appointed to carry out the Institutional Review on behalf of HETAC (now QQI). Under the chairmanship of Ms Anne Breakell, membership of the Panel reflected a wide range of expertise and experience, in accordance with the Terms of Reference for the review. QQI (formerly HETAC) wishes to record its thanks to the members of the Panel for accepting this task and for their generous and professional commitment to the review.

Setanta College will submit a follow-up report to QQI (formerly HETAC) no longer than 12 months after the publication of this report. The follow-up report will outline how it has implemented the recommendations, as set out in its response to the Institutional Review, and evaluate the initial impact of such implementation. The follow-up report [including a commentary by the QQI Executive] will be considered by the QQI Board. The Board may adopt the Institution‘s follow-up report and may consider further conditions. Following adoption of the report by QQI, the follow-up report will be published on the QQI website.

1 On 6 November 2012, Quality and Qualifications Ireland (QQI) www.qqi.ie was established as a new integrated agency replacing FETAC, HETAC, NQAI and incorporating the functions of IUQB. HETAC, FETAC and NQAI are now dissolved. Awards and qualifications formerly made by HETAC continue to be recognised, because they are on the National Framework of Qualifications and for programmes leading to a HETAC award, the award will now be made by QQI, under HETAC processes.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Note The QQI (formerly HETAC) Institutional Review process is designed to address only those objectives described in the Terms of Reference included in Appendix A.

The Expert Panel points out that it cannot make any findings regarding: 1. The financial standing and commercial viability of the institution reviewed 2. The institution’s compliance with its general statutory obligations or 3. The general fitness of the institution’s systems and arrangements for the governance and management of financial matters.

The Report of the Expert Panel contains no assurances, warranties or representations, express or implied, regarding the aforesaid issues, or any other issues outside the Terms of Reference.

While QQI has endeavoured to ensure that the information contained in the Report is correct, complete and up-to- date, any reliance placed on such information is strictly at the reader’s own risk, and in no event will QQI be liable for any loss or damage (including without limitation, indirect or consequential loss or damage) arising from, or in connection with, the use of the information contained in the Report of the Expert Panel.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Executive Summary — Report of the Expert Panel

This is the Report of the Expert Panel appointed by HETAC (now QQI) to undertake the Institutional Review of Setanta College in November 2012. The review process was carried out in accordance with the HETAC (now QQI) Policy on Institutional Review of Providers of Higher Education and Training, 2007.

Findings Overall recommendation to Awards Body, including details of any conditions attached The following is an Executive Summary of the Panel's key findings:  The effectiveness of the quality assurance arrangements operated by Setanta College has been assessed and the arrangements have been found to be substantially effective in accordance with the seven elements of Part One of the European Standards and Guidelines for Quality Assurance 2009, Helsinki, 3rd edition, and the HETAC Guidelines and Criteria for Quality Assurance Procedures, 2011.  Setanta College has implemented the National Framework of Qualifications (NFQ) and procedures for Access, Transfer and Progression, as determined by the National Qualifications Authority of Ireland2 (NQAI).

Conditions

Condition 1: The College should review its governance and academic oversight structures to ensure that the typical and distinct functions of a governing authority, an Academic Council and an executive management team are carried out in the College. The scale and precise character of the resulting arrangements should reflect the unique focus and niche role of Setanta College, but should include external independent involvement in the governing authority and Academic Council arrangements.

Condition 2: The College should carry out a major review of its quality assurance procedures to reflect the provisions of the European Standards and Guidelines for Internal quality assurance. This all-embracing examination of the quality assurance procedures should be commissioned and reviewed through the new Academic Council function and should include input from all the College community interests including staff, learners and internal and external stakeholders, where appropriate, in order to ensure widespread ownership. The resulting Quality Handbook should be seen as the

2 On 6 November 2012, Quality and Qualifications Ireland (QQI) www.qqi.ie was established as a new integrated agency replacing FETAC, HETAC, NQAI and incorporating the functions of IUQB. HETAC, FETAC and NQAI are now dissolved.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

standard reference document for all quality procedures in the College. Learner representation on Academic Council, programme boards and appropriate appeals committees must be set out in the Quality Handbook.

Commendations and Recommendations

The Panel has imposed two conditions, and has made a total of ten commendations and twelve recommendations, identified in the body of the Report, in relation to the Objectives for Institutional Review to which each corresponds.

The Panel is grateful to Setanta College for the cooperation and assistance provided to the review team and wishes it well in its future work.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Background to Setanta College

Setanta College Ltd is a private ‗for-profit‘ college which provides a range of programmes in Strength and Conditioning3 Sports Coaching Education at Levels 6 and 7 on the National Framework of Qualifications (NFQ). All programmes have a practical emphasis. As a private college, it is reliant on programme fees to finance its day-to-day requirements. Currently, Setanta College does not receive any State funding.

According to the College, in 2012 it was the only provider of sports strength and conditioning educational programmes to degree level in Ireland. Prior to its inception in 2007, the programmes now available through Setanta College were not available to sports coaches in Ireland. The College has a close working relationship (education partners) with the Irish Rugby Football Union (IRFU), the International Rugby Board (IRB), the Irish Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The College also has a close working relationship with the Gaelic Athletic Association (GAA), through their County Boards.

The College operates from two locations. The Management/Accounts Office is located at Ballycahan, Kilcock, Co. Kildare. The College opened an Academic Office in Thurles, Co. Tipperary, during May 2011.

The Thurles office was opened to facilitate the launch of the new Bachelor of Science (Honours) in Sports Strength and Conditioning (full-time), a programme run by Limerick Institute of Technology (LIT), in partnership with Setanta College, at the LIT Tipperary Campus in Thurles. This is an LIT degree validated under delegated authority by LIT. Setanta College personnel, employed as lecturers by LIT, deliver the Setanta-owned content. This content accounts for approximately 60% of the total programme learning outcomes. LIT delivers the Business and Information Technology section (40% of the total programme learning outcomes). Setanta College is paid a licence fee for the use of its material by LIT. This is a full-time programme and learners access the programme through the CAO4 system.

LIT Tipperary has plans for the development of a major gymnasium complex on its Thurles campus. The College hopes to enter into an arrangement with LIT to use this facility for its own programmes.

3 Setanta College describes strength and conditioning (S&C) as conditioning the individual, athlete or player to be in a position to participate regularly and efficiently at the level required by the demands of his or her sport or activity. 4 The higher education institutions in the Republic of Ireland delegated to the Central Applications Office (CAO) the task of centrally processing applications to their first year undergraduate programmes. Students complete an application form detailing their choice of programmes.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Setanta College Programmes Learners can choose from an introductory on-line 4-week programme through a range of programmes up to degree level. The College caters for coaches who may be out of the coaching education system or are new to it. Setanta also caters for the on-going education of coaches up to and including degree level in strength and conditioning.

The Setanta College learner cohort comes from sport club level right up to professional and elite sport level in a variety of sports codes and can also include:  Athletes and players who have a keen interest in coaching, strength and conditioning.  Mature learners with sports coaching certification.  Adults who have practical experience in sports coaching but who do not have valid university recognition and who have a sports association certification.  Adults who have progressed through sport association programmes and who wish to advance their qualifications in strength and conditioning.

The College offers the following HETAC (now QQI) programmes:  HETAC Level 6 Certificate in Resistance Training - SL703 [Minor Award] (30 credits) (3 Modules, each 12 weeks in length)  HETAC Level 6 Special Purpose Award in Physical Fitness and Conditioning - SL704 (60 credits) (6 Modules, each 12 weeks in length)  HETAC Level 6 Higher Certificate in Arts in Strength and Conditioning – SL020 (120 credits) (12 Modules, each 12 weeks in length)  HETAC Level 7 Bachelor of Arts in Strength and Conditioning – SL20 (180 credits) (18 Modules, each 12 weeks in length)

Non-HETAC/QQI programmes include:  Irish Rugby Football Union (IRFU) Certified Conditioning Coaching Programme (26 weeks continuous learning). Following the completion of this programme, IRFU affiliated coaches may select from the suite of Level 6 programmes offered by Setanta College (mainly SL703 or SL704). Progression to the Level 6 Higher Certificate and subsequent Level 7 Bachelor of Arts programme is also available.  International Rugby Board (IRB) Level 1 Strength and Conditioning (4 weeks).  Irish National Teachers‘ Organisation (INTO) Teaching Games in the Primary School, Setanta Certificate (20 hours).

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

 IRB/IRFU Strength and Conditioning Level 1 (4 weeks study). This is an IRB/Setanta Certificate. This programme is available in over 100 countries, is currently available in two languages (English and Spanish) and over the coming years will be available in nine languages. The programme is aimed at the affiliated rugby union coach who wishes to include strength and conditioning in his or her coaching portfolio. The College is currently in negotiations with the IRB to provide further sports strength and conditioning programmes.

The College is also an education partner to the IRFU in delivering a Level 2 IRFU Certified Conditioning Coaching Programme. This programme will be reviewed with the IRFU in 2012. The study programme currently takes 26 weeks to complete and is aimed at the affiliated rugby union coach in Ireland. The programme has been delivered by Setanta College, for the IRFU, since 2007.

Accredited programmes provided directly by the College are currently delivered at Level 6 and Level 7 on the NFQ. It is the College‘s intention to expand this to Level 8 and Level 9.

The HETAC (now QQI) accredited programmes run by the College are modular-based and use the blended learning method of delivery. Learners study lectures on-line every week and attend two workshops per 12 week module. These workshops are delivered in the LIT Thurles Campus and also in Maynooth, Co. Kildare. The workshops address key practical elements of the programmes. Each workshop lasts eight hours. There is an assignment after six weeks study and a final project at the end of the module, in addition to weekly multiple choice assessments. All of the above contribute to the overall results for each module.

In February 2012, the total number of learners on QQI validated programmes was 161, the breakdown is provided below: Programme Number of Male Female learners Bachelor of Arts in Strength and Conditioning 79 76 3 Higher Certificate in Arts in Strength and Conditioning 11 11 0 Special Purpose Award in Physical Fitness and Conditioning 63 61 2 Certificate in Resistance Training (Minor Award) 8 6 2 Total 161 154 7

Additional background on the profile of the College is set out in the Terms of Reference, Appendix A.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Institutional Review Methodology

The Institutional Review process was carried out in accordance with the HETAC (now QQI) Policy on Institutional Review of Providers of Higher Education and Training, 2007. The process consists of the following six phases, with the Report of the Expert Panel coming at the end of phase three. 1. HETAC (now QQI) sets the Terms of Reference following consultation with the College. 2. Self-evaluation carried out by the College, followed by the production of a written Self- Evaluation Report (SER). 3. Visit of the Panel, appointed by HETAC (now QQI), followed by the written Report of the Expert Panel. 4. Institutional response to the Panel's Report, including its implementation plan. 5. Publication of the Report of the Expert Panel and the College's subsequent response. 6. Follow-up report submitted by the College.

The Terms of Reference for Setanta College were discussed with HETAC (now QQI) over the period from June 2011 to July 2012. The objectives of the Institutional Review of Setanta College were set by HETAC (now QQI) as follows: 1. To enhance public confidence in the quality of education and training provided by the College and the standards of the awards made. 2. To contribute to coherent strategic planning and governance in the College. 3. To assess the effectiveness of the quality assurance arrangements operated by the College. with the following special considerations for Setanta College: o The Institutional Review should consider the quality assurance arrangements in place for all of the locations used for programme delivery. o The Institutional Review should examine the system of blended learning in place in the College. 4. To confirm the extent to which the College has implemented the National Framework of Qualifications and procedures for Access, Transfer and Progression. 6. To provide recommendations for the enhancement of the education and training provided by the College.

(Objective 5 ‗To evaluate the operation and management of delegated authority where it has been granted‘, does not apply to Setanta College and is therefore not included in this review.)

There were no special objectives set for Setanta College. For the complete Terms of Reference for Setanta College, see Appendix A.

HETAC (now QQI) appointed a Panel of Experts to carry out the Institutional Review on its behalf. Under the chairmanship of Ms. Anne Breakell, membership of the Panel reflected a wide

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report range of expertise and experience, in accordance with the Terms of Reference for the review. Panel members were asked to declare any potential conflicts of interest prior to their appointment and no conflicts of interest were noted. Panel members received induction training on the conduct of Institutional Reviews in advance of the site visit. The Panel membership is outlined in full in Appendix B.

Following agreement on the Terms of Reference for the review and in advance of the site visit, Setanta College engaged in a self-evaluation exercise. This included a self-study that drew on consultations with a broad selection of internal and external stakeholders. The process was directed by a Steering Group Sub-Committee established for the purpose of preparing the Institutional Review submission. Membership of the Sub-Committee included the Chief Executive Officer, Director of Programmes and Head of Administration. Qualitative and quantitative data was gathered specifically for the purposes of the Institutional Review, including stakeholder surveys. The outcomes of these reviews informed the process and content of the Self-Evaluation Report (SER) submitted to HETAC (now QQI) for the Institutional Review.

The SER presented a detailed account and supporting evidence in seven key areas:  The approach taken to Institutional Review  Context and Development of the College  Standards and Public Confidence  Strategic Planning and Governance  Quality Assurance  National Framework of Qualifications  Reflection on Development and Recommendations for Enhancement

A number of other documents were submitted in support of the Self-Evaluation Report including:  Quality Assurance Document  Risk Management Plan  Risk Registrar

The SER also included a number of appendices:  Graduate Survey  Annual Learner Survey  Annual Staff Survey  Stakeholder Survey  Workshop Evaluation Survey

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

 Secondary School Learner Survey  Learner College Handbook  Setanta College Education Roadmap  Blog and Website Traffic

A list of documents submitted in support of the SER is contained in Appendix C.

The SER and accompanying documents were circulated to the Panel on 31 August 2012. Each member of the Panel submitted their initial views on the content having regard to the agreed Terms of Reference. This feedback was collated and formed the basis of the discussion with representatives of the College at the advance meeting.

Advance Meeting An advance meeting was held between the Chairperson and Secretary of the Panel; HETAC (now QQI) representatives; and College representatives on 18 October 2012. Setanta College was represented by the Director of Programmes, Chief Executive Officer (CEO) and Head of Administration.

The Chair of the Panel provided feedback from the Panel on the Self-Evaluation Report submitted by Setanta College. The Panel found the SER to be a clear and useful document and noted that Setanta College had engaged openly with the process. However, the Panel‘s initial impressions were that some of the outcomes were quite aspirational and there was a lack of designated responsibility and timelines for delivery. The Panel sought additional qualitative and quantitative evidence, to support many of the statements in the SER, in the form of additional documentation.

The following themes which emerged from the initial feedback from the Panel were discussed:  Governance and commercial objectives versus education and training objectives: o Setanta College advised that originally there were two Directors with different roles between the academic and business/organisation. In 2009, one Director resigned and the current CEO took over the business side. The Director of Programmes is currently Chair of the Board of Studies in addition to his role as Chair of the Board of Directors of the company. o The Chair of the Institutional Review Panel advised that Setanta College should have an independent forum for academic discussion to ensure the integrity of the academic decision-making processes. The importance of putting in place a structure to separate commercial and academic decisions and influences was also highlighted.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

o Succession planning for Setanta College and planning for long term sustainability was discussed, including financial sustainability (in the context of the provision of learner protection arrangements). o The committee structures, roles and responsibilities of Setanta College were discussed and a revised organisation chart was requested to reflect the discussion on governance and academic management.  Strategic visions/planning: o The Director of Programmes and the CEO advised that they meet weekly and have a role in developing short and medium-term strategy. They also meet every six weeks to discuss longer-term issues. They had identified that there was an over reliance on one programme and set up partnerships with the Irish Rugby Board (IRB) and the Irish National Teachers Organisation (INTO), as well as other bodies, in order to share the risk. Setanta College has had a number of discussions with international bodies and plans to licence its programme content. The Irish market is viewed as a capped market. Setanta College also hopes to gain UK Strength and Conditioning Association (UKSCA) accreditation which will facilitate its entering the UK market.  Link with Limerick Institute of Technology (LIT) and the identity of the Setanta College brand: o The Chair raised the point that some Panel members felt there was a risk that the College‘s identity might be compromised in the link with LIT, as it is a LIT programme and is presented in the CAO Handbook as part of LIT‘s list of offerings. The College advised that the initial working relationship was with Tipperary Institute which was subsequently merged with Limerick Institute of Technology (LIT). Prior to this, Setanta used facilities in the University of Limerick and was already sourcing alternative, more suitable, facilities when it engaged with Tipperary Institute in Thurles. The relationship with Tipperary Institute continued after the Tipperary Institute merger with LIT. Setanta College has leased its current premises on the Thurles campus. o LIT Tipperary has plans to construct a state-of-the-art gymnasium on the Thurles Campus, which should be completed within the next two years. Setanta College has had input into the design of the gymnasium and hopes to make an arrangement with LIT to use it during the academic year, as well as during the summer months. o The College‘s name is visible on all LIT programme material and will be visible in the new gym as well.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

 Quality Assurance Handbook: o The Setanta College representatives indicated that they are currently reviewing the Quality Assurance Handbook as it has not been updated recently.  Confirmation of Panel composition and declaration of any conflicts of interest. o It was agreed that there was no conflict of interest with the membership of the Panel.

Setanta College advised that due to work commitments and location of learners, it might be difficult to have sufficient learner numbers available to meet with the Panel. The Chair and Secretary advised that it is important to have adequate numbers including graduates from different stages of the programmes available.

The Secretary and Chair identified additional documentation requested by the Panel. The list attached in Appendix D details documentation requested by the Panel for provision before the site visit and documentation to be available during the site visit. An index of the Setanta College documentation provided to the Panel during the site visit is provided in Appendix E.

The meeting discussed the draft site visit agenda and on-site arrangements for the site visit. The Chair asked that Setanta College check if it would be possible for two Panel members to log onto the Setanta College Virtual Learning Environment (VLE) as learners. Setanta College agreed and also stated it was willing to have a Panel member sit-in on a training workshop if they wished.

The Chair suggested that the ten minute presentation by the Director of Programmes to the Panel, during the first session of the site visit, should include reference to the vision for Setanta College. It should also address other important issues including governance arrangements and quality assurance.

The Site Visit The site visit took place on 13-14 November 2012 at the Setanta College premises which are located in the Thurles Chamber Enterprise Centre on the LIT Tipperary Campus in Thurles.

The full Panel met with staff of the College, learners and other stakeholders according to an agenda drawn up by the Panel, in consultation with Setanta College. The agenda for the site visit is set out in Appendix F. With minor changes, that agenda was followed during the visit. Lists of persons with whom the Panel met are provided in Appendix G.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

The members of the Panel were satisfied that they received full cooperation from Setanta College and that they had the necessary documentation and discussions to reach their conclusions and produce their report. The staff at the College made every effort to participate effectively in the process and it was clear to the Panel that Setanta College welcomes external review and takes time to ensure that the preparations for the review are of the highest order. The Panel was impressed with the open and frank discussions and the way in which College staff provided information rapidly in ways that supported the deliberations of the review team. The Panel recognised the considerable effort made by staff, learners and stakeholders who had travelled significant distances and taken time out of work activity to participate in the review.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Findings in relation to objectives of Institutional Review

Objective 1— Public Confidence To enhance public confidence in the quality of education and training provided by the College and the standards of the awards made

This overarching objective 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 publication of the Self- Evaluation Report, the Report of the Expert Panel, and the institution‘s own response and action plan. The information provided by the institution to the public is part of this objective.

Summary of Objective 1 — Public Confidence

The Self-Evaluation report 1.1 The Self-Evaluation Report (SER) was the starting point for the Panel's enquiries and was used to establish initial impressions and lines of enquiry by the Panel. The SER gave an overview of the profile and development of Setanta College since its foundation in 2007. The College was formed in response to requests from sports coaches in Ireland for specialised programmes of education and training in strength and conditioning and general movement education.

1.2 The SER detailed the approach to Institutional Review adopted by the College and the management of the internal self-study. This was done through a Review Team, comprising the Chief Executive Officer, the Director of Programmes and the College Administrator. The work commenced with a review of the current mission statement of the College, followed by a consideration of the objectives contained in the Terms of Reference. The College paid particular attention to the views of the College‘s stakeholders, including the learners and graduates, staff and sporting organisations and professional bodies. Communication was effected through surveys, meetings at workshops and meetings with external stakeholders.

1.3 The College sees itself as a leader, nationally and internationally, in the provision of strength and conditioning programmes and has learners from the UK, India, South Korea and Sweden taking its specialised on-line modules. The SER goes on to discuss the potential for very significant growth abroad in the area and points to its growing collaborations and partnerships with a range of stakeholders. The College has a close working relationship with sporting organisations including the Irish Rugby Football Union (IRFU), the International

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Rugby Board (IRB), the Irish Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The College also has a close working relationship with the Gaelic Athletic Association (GAA), through its County Boards.

1.4 The Irish National Teaching Organisation (INTO) is a strategic partner of the College. The College delivers a summer programme to teachers using the blended learning model. The current programme consists of 20 hours of home study. This programme exclusively targets physical education (PE) and, in particular, movement skill competency of the child within the primary school.

1.5 The SER gives a measure of the confidence that the College has in its ability to expand internationally by detailing its relationship with the IRB. The College designed, and now hosts, an IRB Strength and Conditioning beginner programme of study. The four week blended study programme is targeted at beginners in the field of strength and conditioning for rugby. The programme was launched in November 2010. Since then over 7,000 coaches around the rugby-playing world have registered for the programme through the IRB. Furthermore, the programme has recently been translated into French and Spanish allowing for a greater exposure worldwide.

1.6 The College recognises that close working relationships with leading sport and professional bodies is critical for the development and growth of the College and the opportunities that may arise for its graduates. In this regard, the SER points to the College‘s objective of Continuing Professional Development (CPD) for its staff, with the aim that each will be qualified to Master‘s level at least and have membership of the UK Strength and Conditioning Association (UKSCA), which the College regards as the gold standard of professional recognition in these islands. It is also pursuing a similar relationship with the US equivalent, the National Strength and Conditioning Association (NSCA). It regards this latter development as vital for its planned expansion in the US. This proposed expansion would use a model of licensing its Intellectual Property (IP) to providers who in turn would incorporate this into programmes that would be accredited through their normal channels. This is essentially the model that is used in its arrangement with LIT for its Honours Degree in Sports Strength and Conditioning, which is detailed in the next paragraph.

1.7 One of the most significant developments in the College‘s lifetime has been its alliance with LIT and, in particular, the joint development of an Honours Degree Programme in Sports Strength and Conditioning that runs in the Thurles Campus of LIT. This programme had its first intake in September 2011. The Programme has 60% of the input delivered by Setanta

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

College staff, on contract to LIT, with LIT providing the balance of the material in Business and Information Technology. The Programme is an LIT programme running under LIT‘s quality assurance procedures and leads to an LIT award under Delegated Authority. Setanta College uses LIT‘s newly constructed gymnasium for the practical elements of the programme. These facilities are also used by the College at weekends for the workshops associated with its own programmes.

1.8 The structure of the SER followed HETAC (now QQI) guidelines and included a number of themes that Setanta College considered to be of significance in its history and development. The SER is comprehensive in that it appears to be a genuine attempt to identify and address the stated objectives of Institutional Review. However, the SER did not, in the Panel‘s view, adequately evaluate the College‘s culture and systems from an academic perspective. This omission is particularly significant in the light of the College‘s ambition to grow its level of activity significantly in Ireland and internationally. The Panel identified two major deficiencies in the SER: 1. The SER did not identify the need for the College to fundamentally change its governance and academic structures to provide systems that are fit-for-purpose in a modern higher education institution. 2. While the SER did identify the need to review the current Quality Handbook and produce a revised version, there is little evidence that a wider perspective on higher education developments would inform the review.

These deficiencies are addressed in detail later in this report under the appropriate objectives of the Institutional Review and particular shortcomings in the College‘s analysis are discussed where appropriate.

1.9 During the site visit the Director of Programmes and the CEO, in their presentation, confirmed their strategic view of the development of the College that was outlined in the SER.

1.10 In respect of Public Confidence, the College points to a number of supporting facts that emerged from learner feedback:  Results of learner surveys indicate 70% of referrals are by word-of-mouth.  56% of the learners on the HETAC (now QQI) Level 6 Special Purpose Award in Physical Fitness and Conditioning for Sport (PFCS) programme progressed to the degree programme.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

 Feedback from the INTO short programme indicates that 96% of the 1,896 teachers who have taken the programme over two years would recommend it.

1.11 The Panel explored the record of community engagement by the College as a foundation for public confidence. The College pointed to its involvement with the various partners as evidence of fulfilling this criterion. In particular, it referenced the programme it runs for the INTO which concentrates on training teachers to develop correct movement skills in primary school pupils. The College uses this relationship and others to publicise its role on its website.

1.12 The College sees its involvement internationally as evidence of public confidence and points to its pilot project with Western Province Academy of the South African Rugby Union as an exemplar in this regard. This development is aimed at up-skilling players and grew from the College‘s involvement with the IRB.

1.13 The College sees itself as a world leader in the area of strength and conditioning. It has developed a unique expertise in children‘s strength and conditioning training. Following consideration of the SER and the discussions during the site visit, the Panel has come to the conclusion that the College has become the reference standard for delivery of education and training in strength and conditioning in Ireland and it should be commended on this.

1.14 The College is aware that its IP can be, and has been, appropriated by competitors. Its response to this is to continue to develop and remain at the cutting edge through research, recruitment of highly skilled staff and investment in their continuing professional development. The Panel considers this approach to be commendable. This is discussed further in Objective 3 under Element 4: Quality Assurance of Teaching Staff.

1.15 The College provides information to the public directly through its website, prospectus and other published reports. Information provided to the public is verified by the Senior Administration at the College. This includes approval of programme information and other publicity materials. The College also provides information indirectly through the development of networks and links. The Panel took time to examine the information made available, including programme information and website content.

1.16 The Panel noted the engagement of stakeholders in the development of the SER. However, it believes there is a need to systematise these arrangements to ensure there is regular and documented input into its public information provision from key partners.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

1.17 The Panel found the statements of the College to have been endorsed in its discussions with learners, lecturing staff and stakeholders. In particular, some learners stated that their actual experience in the College exceeded their expectations.

Key Findings of Objective 1 — Public Confidence

Commendations — Public Confidence In considering its findings the Panel commends Setanta College on the following: 1. Its reputation as the reference standard and market leader in Ireland in providing education and training in strength and conditioning and its strategies to maintain this position. 2. Its policy of recruitment of recognised expert lecturing staff and the investment in their continuing professional development.

Recommendations — Public Confidence In relation to Objective 1, Public Confidence, the Panel recommends the following: 1. Setanta College should systematically analyse the views of key stakeholders to better inform its public information provision.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Objective 2 — Strategic Planning and Governance To contribute to coherent strategic planning and governance in the College

The review may address the coherence of institutional mission, vision and values and overall institutional strategic planning.

Summary of Objective 2 — Strategic Planning and Governance

Strategic Planning 2.1 Setanta College is a small provider with a small number of full-time staff. In such circumstances, it is to be expected that persons may have to adopt different roles in the organisation. The SER includes a graphic5 that purports to describe the Setanta College structure. This graphic does not include post names nor does it show reporting lines. At the advance meeting, and following feedback from members of the Panel, the Chair asked that the College might review this before the site visit.

2.2 During the site visit, the College explained that the Board of Directors is responsible for long term strategy, while the Steering Group, that comprises the CEO, the Director of Programmes and the Head of Administration, is responsible for medium and short term strategy. In the past external experts were co-opted on to the Steering Group to deal with specific issues; for example, a library expert was added at one stage to deal with library development.

2.3 The Panel queried how external stakeholder input was sought for the SER. The College explained that leading experts in the field were known to them and their input was sought. This was in addition to the feedback from their strategic partners. The College stated that in all cases, the outcomes in the SER were discussed with these stakeholders, albeit not formally in all cases.

2.4 The SER outlines key long-term objectives for the College as follows:

1. To nurture an environment in partnership with key stakeholders including teachers, coaches and parents that promotes the development of movement skills in children. 2. To improve and enhance the education that it offers to its learners. 3. To produce competent and innovative specialists who can meet the needs of their clients, athletes and teams and who possess the skills to lead change and be adaptable in an ever changing environment.

5 Page 18, Self-Evaluation Report

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

4. To provide a range of programmes to support the work of various sporting organisations in both promoting participation and elite athlete development. 5. To advance the position and credibility of the specialist field of strength and conditioning in Ireland and abroad. 6. To maintain and foster public confidence in the quality of the education and training provided by the College. 7. To expand the business model whereby the College partners like-minded education partners in the promotion and delivery of strength and conditioning education and the promotion of physical activity (SER, page 19).

2.5 The College proposes to employ the following key strategies to achieve stated objectives: a) Continue to collaborate with teaching bodies and sporting associations to promote programmes for teachers and coaches that aim to promote greater movement skill competency in children. b) Seek to develop, at local community level, a series of activities and camps where children can be exposed to fun movement challenges. c) Continue the collaboration with our key partners in enhancing the range and quality of the programmes provided to meet their specific needs. d) Strengthen College management system to ensure that quality assurance is a priority in the delivery of all courses and programmes of study. e) Invite innovators within the areas of technology, exercise, fitness and sport to highlight the possibilities for future work, employment and entrepreneurial opportunities in exercise, movement and sport. f) Liaise with local sports partnership to create local opportunities for learners and graduates to deliver their specialist skills. g) Seek out partners in the sport and fitness industries that are active in the promotion of strength and conditioning and physical activity. h) Strengthen the links with the Institute of Sport in Ireland and other sporting bodies such that elite performers can be facilitated to pursue a professional qualification, while involved in full-time sport. i) Further develop on-line library resources and Virtual Learning Environment. j) Develop modes of programme delivery that are flexible and suitable for an international market. (SER, page 20)

2.6 The Panel is particularly impressed with the College‘s pursuit of strategic partnerships in Ireland and abroad. It considers that the alliance with LIT has very considerable potential. Current plans for the development of a state-of-the-art gymnasium on the LIT Tipperary campus, of a scale not currently seen in Ireland, has enormous scope to facilitate the

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

international development and reputation of the College. The College should be commended on its foresight in developing these relationships.

2.7 However, the Panel believes that the nurturing and development of further partnerships, particularly abroad, requires a major review of the current structures for governance and academic decision making. It does not believe that the current arrangements are capable of delivering on the strategic objectives listed in a satisfactory manner. This is discussed in the section under Governance.

2.8 At the advance meeting, the College was asked to provide a strategic plan or similar document to the Panel in advance of the site visit. In response, the College submitted a timeline chart of planned activities for the next three years. This was expanded upon by the senior staff in their presentation and outlined an ambitious agenda for expansion abroad based on maintaining its excellent reputation for programme provision in strength and conditioning. The Panel commends the leadership of the College on developing such an ambitious agenda for expansion.

2.9 In order to facilitate these developments, the Panel points to the need for the College to develop strategies to protect its identity as it develops, particularly in the international market. The Panel recognises that formal strategy development is in progress and believes the College should add an appropriate narrative to its outline strategy before disseminating it to the wider College community, its stakeholders and the public.

2.10 The main driving force behind the development of the College has been Dr Liam Hennessy, Director of Programmes, whose experience and international reputation has plotted the development of Setanta College to date. In the light of the major expansion plans outlined for the College, the CEO stated that one of his priorities was succession planning. He was in the process of putting structures in place that would facilitate the expansion while freeing Dr Hennessy from day-to-day administration and leaving him free to pursue further academic developments for the College.

2.11 The College indicated that as a result of the self-evaluation exercise, it had decided to review its mission statement. It also found that its logo was no longer fit-for-purpose and it plans to develop this element of its corporate identity without delay.

2.12 The Panel queried the senior staff on their views on how strategic planning impinges on quality assurance. The response from the senior staff indicated that they understood the

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

interdependency of both elements. However, it was not immediately evident from the SER that the various elements of the European Standards and Guidelines were being treated in an integrated manner. The College has concluded from the SER process that it needs to review its quality assurance systems. This development is necessary to ensure that the planned expansion of the College is based on stable and scalable rigorous systems, rather than developing additional processes to cater for each new development. Consequently, it has established a root-and-branch review of its quality systems as an immediate priority. The Panel agrees that while current practices are somewhat informal, they can be regarded as substantially effective at the existing levels of activity; however, they must be fundamentally revisited to cater for any expansion.

2.13 The Panel noted that the College conducted a SWOT analysis as part of the SER and included a Risk Register and Risk Management Plan as appendices to the SER. The Panel is impressed that the College places an emphasis on risk analysis, but feels that risk identification and management should be an on-going priority as part of the strategic planning process. For example, the Panel is of the view that the risk of identity impairment that some of the College‘s alliances may pose, should receive more attention.

Governance 2.14 The SER describes the current arrangements for governance and management in the College. The company has two directors, Dr Liam Hennessy and Ms Mary Hogan. The Board of Directors of the company has responsibility for long term planning for the College. There is a Steering Group, comprising the CEO, Director of Programmes and Head of Administration. In addition, there is a Board of Studies that includes lecturing staff which is chaired by the Director of Programmes.

2.15 The College is evolving and it may appear that the governance/management structure in place has worked to date at the current level of activity. However, the Panel believes that it is no longer fit-for-purpose especially having regard to the expansion plans of the College and this is accepted by the College.

2.16 It was evident from the initial feedback that the Panel had serious misgivings about these governance arrangements. There was no clear separation of functions between the commercial and academic sides of the operation. There did not appear to be an obvious independent academic decision making forum which is a pre-requisite for sound governance in higher education. While Setanta College is a small organisation and its small number of staff are required to adopt multiple roles, the principle of separation of functions must not be

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

compromised. This separation of functions can be facilitated through the engagement of appropriately qualified and experienced independent external persons in key roles. This point was made to the College personnel at the advance meeting and during the site visit, they indicated that they were proposing to co-opt a senior academic manager from LIT Tipperary as Chair of their Board of Studies.

2.17 During the discussion at the site visit, the Panel formed the opinion that senior staff understand the importance of adhering to principles of good governance. The Panel believes the College is open to a more fundamental review of its governance structures. This is required before a more general review of quality assurance would be undertaken.

2.18 Mention was made of advisors that had been involved in developments in the College at various stages. The Panel feels that there may be an opportunity to bring such advisors into the formal decision-making structures in the College, perhaps through their involvement in a governing authority. This would free the Board of Directors from a direct decision-making role in the academic governance of the College and enable them to concentrate on the commercial development aspects of the enterprise.

2.19 Based on the role and functions outlined for the Steering Group, the Panel view this as the Executive Management Team. It also regards the Board of Studies as a General Programme Board. In this context, the decision to appoint a senior academic manager from LIT as Chair of this, may be appropriate. These entities, while essential in a modern higher education institution‘s structure, are not sufficient on their own to guarantee the delivery of the quality assurance requirements under the European Standards and Guidelines.

2.20 Therefore, the College must review its governance and academic oversight structures to ensure that the typical and distinct functions of a Governing Authority, an Academic Council and an Executive Management Team are carried out in the College. The Panel believes this will enhance and build on the founding vision of the College‘s founders. The articulation of this structure should be accompanied by a new organisation chart with designated titles, roles and reporting lines.

2.21 The move to a governing authority function would signal an important development in terms of systematic strategic planning, developing a broader vision for the longer term development of the College, increasing the intellectual capital of Setanta College and developing a deeper understanding of risk. This could form an important element of CEO‘s stated priority of succession planning.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

2.22 The College must establish an academic decision making forum that will take its policy lead from the governing authority arrangements and will have responsibility for quality assurance and academic matters in the College. This should have a constitution that reflects the scale and ethos of the College. Given the scale of the College, it should also have a Chair who is an experienced academic and independent of the College and its partners. It might also have another appropriately qualified external person as a member.

2.23 The Panel was impressed with the quality of the learning experience as described by the senior staff. This was borne out in the Panel‘s discussions with the learners and staff it met. The Panel believes there is an opportunity for the College to develop this into a formal teaching and learning strategy to sit alongside the Institutional Strategy. This should be included in the Quality Handbook.

Key Findings of Objective 2 — Strategic Planning and Governance

Commendations — Strategic Planning and Governance In considering its findings, the Panel commends Setanta College on the following: 3. Its development of partnerships and strategic alliances in Ireland, and internationally, aimed at delivering on its mission statement. 4. The strategic vision and commitment of the senior staff to being leaders in the field of strength and conditioning is to be commended, as is the ambition to develop an international reputation to be at the cutting edge of programme provision in strength and conditioning.

Condition — Strategic Planning and Governance In relation to Objective 2, Strategic Planning and Governance, the Panel recommends that the following be applied as a condition:  The College must review its governance and academic oversight structures to ensure that the typical and distinct functions of a Governing Authority, an Academic Council and an Executive Management Team are carried out in the College. The scale and precise character of the resulting arrangements should reflect the unique focus and niche role of Setanta College, but must include external independent involvement in the Governing Authority and Academic Council arrangements.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Recommendations — Strategic Planning and Governance In relation to Objective 2, Strategic Planning and Governance, the Panel recommends the following: 2. The College should formulate a teaching and learning strategy, based on the current practice, to be included in the Quality Handbook. 3. The College should strengthen the mechanisms by which key feedback is fed into the strategic planning process in ways that are systematic and robust. 4. The College should pay particular attention to risk analysis as part of the strategy development process.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Objective 3 — Quality Assurance To assess the effectiveness of the Quality Assurance arrangements operated by the College

This is based on Part One of the European Standards and Guidelines for Quality Assurance (QA)6. By including this in the Institutional Review process, the statutory requirement for the review of QA is met.

The seven areas covered by the European Standards and Guidelines for Quality Assurance are: 1. Policy and procedures for quality assurance 2. Approval, monitoring and periodic review of programmes and awards 3. Assessment of learners 4. Quality assurance of teaching staff 5. Learning resources and support 6. Information systems 7. Public information

Summary of Objective 3 — Quality Assurance

Introduction

3.1 The Head of Administration gave a presentation to the Panel on the development of quality assurance procedures in Setanta College. The following are the main points of that presentation:  Setanta College had its quality assurance procedures approved by HETAC (now QQI) in 2007. This coincided with validation of its first HETAC programme.  The College recognised the importance of an updated QA document to reflect the new BA which was validated in 2010.  The College Administrator and Programme Director are responsible for overall QA procedures.  The College Steering Committee/Board of Studies are responsible for monitoring QA practices.  The Board of Studies also discusses and participates in on-going QA developments.

6 Standards and Guidelines for Quality Assurance in the European Higher Education Area, European Association for Quality Assurance in Higher Education, 2009, Helsinki, 3rd edition.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

 Setanta College programmes are evaluated by learners and teaching staff as part of QA processes.  QA processes also include the continuous assessment of College programmes by external examiners.  The main details concerning the College Steering Committee include: o The CEO, Programme Director and College Administrator sit on the College Steering Committee. o Actions arising from the Board of Studies meetings are adopted by this Committee. o On-going learner and teaching staff evaluations are considered by this committee. o The Committee makes improvements to quality assurance processes. o The Committee has responsibility for hiring of new teaching staff.  The main facts presented regarding the Board of Studies are as follows: o Comprises academic administration and teaching staff. o Attended by a learner representative. o Quality assurance processes are used to generate improvements to course structure and programme content. o An independent chairman will be appointed following the Institutional Review process.  Key quality assurance processes of Setanta College were listed as the following: o Annual learner evaluation o Workshop evaluation survey o Annual teaching staff survey o Formal College Steering Committee meetings o Board of Studies meetings o External examiners continuous feedback o Examination Board annual meeting o Quality assurance monitoring reports

In relation to the seven objectives, the Panel made the following findings:

Element 1— Policy and procedures for quality assurance 3.2 The College‘s quality assurance procedures were agreed with HETAC (now QQI) in 2007. The systems described in the original Quality Handbook (QH) have developed since then; however, these changes have not been included in a revised QH. The effect of this is that recent HETAC (now QQI) publications, including Effective Practice Guidelines for External

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Examining, March 2010 and Assessment and Standards, December 2009 are not formally referenced in the College‘s QA procedures.

3.3 The small scale of the College has led in the past to a somewhat informal view of quality assurance being the norm. There is evidence that providing a quality experience to learners is a priority among the staff, but this may be due to their expertise and professionalism rather than a systematised process driven by a formal quality assurance system.

3.4 While the original QH has not been formally revised, there is evidence that quality assurance processes on the ground have actually evolved in certain areas. For example, the Panel noted that some of the additional documentation that was made available did in fact indicate that new or additional processes are in place, but not formally included in the QH. The Panel has therefore formed the view that while much of the quality assurance infrastructure at Setanta College can be regarded as a work-in-progress, the existing processes are substantially effective having regard to the current scale of the College.

3.5 The new relationship with LIT, and particularly with the degree programme, offers an opportunity in nurturing a QA approach among all staff. College tutors sit on LIT‘s programme board and in this way are exposed to quality processes in a larger and better resourced organisation. This could provide a mechanism for a more systematised focus on quality assurance to be promulgated throughout the College.

3.6 The Panel notes the decision of the College to carry out a root-and-branch review of their QA procedures without delay. However, there is a need as discussed earlier, to review the governance and academic decision-making processes and structures before this work is undertaken. The College must take the opportunity to engage all its stakeholders in this exercise, to ensure widespread ownership. The Panel notes that the College is committed to involving learners in the key decision-making structures, but this has not been fully developed to date. This must be addressed in the arrangements that will be detailed in the new Quality Handbook.

3.7 Notwithstanding the shortcomings in its quality assurance procedures and the requirement to fundamentally review these, the Panel has come to the conclusion, based on its discussions with staff and learners, that the overall learner experience in the College is of a very high standard and the College should be commended on this.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Element 2 – Approval, monitoring and periodic review of programmes and awards 3.8 The College has not carried out a Programmatic Review of its programmes and so there was no evidence available to the Panel on how it dealt with this process. However, the Panel was informed that the College does review its programmes on a regular basis. This review is informed by learner feedback as well as staff feedback which are collected both formally and informally. The outcomes of these reviews generally result in amendments to the assessment regime rather than a change to the programme or module learning outcomes. However, the Panel found that the current approach is more focussed on module review and needs to be brought together in an overall programme monitoring approach. Such monitoring reports would be considered by the Academic Council at an appropriate time in the year. Again, a more formal approach to documenting such processes is required as part of the new Quality Handbook.

Element 3 — Assessment of learners 3.9 The College operates a blended learning approach to programme delivery. The model comprises on-line module content, assessed through multiple choice questions and assignments, with two-day practical workshops held on a three-monthly basis.

3.10 The Panel raised the issue of ensuring fairness and consistency in assessment in the delivery model used. It pointed out that this could be an issue particularly in the workshops. This could be exacerbated where workshops are conducted in two separate locations. In response, the College stated that, in order to mitigate the risk in this area, it has developed a system where the same tutors conduct the workshops in both locations. Also, experienced tutors act as mentors to less experienced staff and the Director of Programmes operates an overall moderating role. The College also invites expert external coaches and athletes, from Ireland and abroad, to speak at workshops. In this way, the learner experience is enhanced and there is an opportunity to up-skill the tutors.

3.11 The College has a system in place for written assessment, where model answers are prepared by the tutor and moderated by the Director of Programmes. The original assessment briefs are sent to the external examiners for approval. There is double marking of assignments by tutors before samples are sent to the external examiners for review. The external examiners‘ input is considered at Examination Board meetings. The Panel views the internal process as good assessment practice, but the external examiners should be present at Examination Board meetings.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

3.12 The College is aware that practically-based assessments, on their own, can lead to challenges in meeting academic standards in programmes. It is conscious that its graduates must be technically proficient in communicating their knowledge orally as well as practically. To this end it has introduced a system where, as part of the assessment process, learners give presentations to their tutors and peers with experts in attendance. The Panel notes the College‘s intention to engage its external examiners in these presentations in the future.

3.13 The Panel has formed the view that the College‘s assessment practices are operating effectively and the arrangements for learners to receive timely feedback are appropriate.

3.14 The Panel discussed the conduct of Examination Board meetings with the College. The meetings are attended by the three members of the Steering Group and the Learner Services Officer. The responses from the external examiners are discussed and minutes of the proceedings are taken. The Panel advised that such minutes should be restricted to lists of attendees, decisions made and actions resulting.

3.15 The Panel was concerned that tutors are not required to be present at Examination Board meetings. This must be addressed and a system put in place to ensure they are present at these meetings. It also believes the external examiners should be present as advised in the HETAC (now QQI) guidelines on Assessment and Standards, December 2009.

3.16 The College has a formal examination appeals system but this has not been required to be used to date. The Panel noted that details of the appeals system are not included in the Learner Handbook.

Element 4 — Quality assurance of teaching staff 3.17 The College has a policy of identifying experienced subject experts that it wishes to recruit. These are academically qualified persons with considerable coaching experience in a particular area. They are normally recruited on a part-time basis and have ‗contracts for services‘ with the College. The College feels it is important that they retain their other external coaching responsibilities in addition to their tutoring responsibilities. There is a risk that the College‘s reliance on significant numbers of part-time staff could lead to difficulties in promulgating a culture of quality. In order to mitigate this risk, the College has evolved a robust system for tutor support. This includes a detailed tutor induction process and a tutor mentoring system where an experienced tutor is paired with a novice for a number of workshops. All this is carried out under the purview of the Director of Programmes. The Panel is satisfied that this system appears to be working effectively, and commends the

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

College on putting systems in place to ensure its tutors are actively engaged with real world practice thus enhancing the quality of the teaching provision.

3.18 The College also operates a staff performance appraisal system. The feedback from other tutors and learners can identify issues with a particular tutor that need to be addressed. These are dealt with initially through discussions with the Director of Programmes and a resolution is sought. In the case where such a resolution does not prove possible, the College will cancel the tutor‘s contract.

3.19 The College operates a Continuing Professional Development (CPD) system for its staff. The College has an aim that all its tutors will be qualified to Master‘s level at least. In addition, it is hoped they will achieve UKSCA and NSCA accreditation. There is sometimes a difficulty in identifying potential tutors in a particular area who are qualified to Master‘s level. In such cases, the College will support that tutor to achieve a Master‘s degree. The College also has identified three members of staff that they hope to support to pursue PhD qualifications. In addition, there is a system in place that supports tutors to attend international professional conferences and seminars as part of the College‘s CPD support.

3.20 The Panel believes that the College‘s approach to staff development is consistent with the organisation‘s mission and goals. The Panel believes that the system for staff recruitment and continuing professional development is commendable and should be described in detail in the new Quality Handbook.

Element 5 — Learning resources and support 3.21 The Panel was informed that a system operates whereby learners are asked to attend an induction event where details of the programme and assessment requirements are elaborated on. These are included in a Learner Handbook that is given to every learner. In addition learners are given training in the College‘s VLE, Moodle. Approximately 60% of learners attend the induction event and the information is communicated through e-mail to the remainder. The College seeks feedback from learners on their experience of the induction process through an Induction Survey.

3.22 The College is conscious that some mature learners require additional support in IT and this is offered as appropriate.

3.23 The Panel sought the views of tutors on the level of discussion on the Moodle forum. In response, the Panel was informed that while some modules may appear to have less

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

discussion activity than others, the activity level increases as the modules progress. The Panel was also informed that the College monitors posts on the discussion fora.

3.24 The College has recently launched an on-line journal resource that gives learners access to 6,000 relevant journals. This will enable learners to keep abreast of the latest developments in strength and conditioning. The College should be commended on this initiative which will enhance the quality of the learner experience, particularly in a blended learning scenario.

3.25 The Panel sought details on the system that operates if a learner seeks an extension to a deadline for an assessment submission. Such a request may come to the Head of Administration or the tutor. In either case, there is consultation between them and a decision is made and communicated to the learner. The learners and tutors confirmed separately that they were aware of how the system operates. While the system appears to work effectively, it is not formally included in the current Quality Handbook, but should be part of new version.

3.26 The College offers a facility to learners whereby they can opt out of a module and re-join at the next opportunity if circumstances dictate. Learners are aware of this facility which is managed by the Head of Administration and the Student Officer. The Panel was informed of a related facility where learners may take a summer break from programmes. These arrangements were welcomed by the Panel.

Element 6 — Information systems 3.27 The College has an administrative presence in two locations, with the Student Officer based in the office in Kilcock and the Head of Administration managing the office in Thurles. They maintain regular contact through telephone and email. The Student Officer is responsible for inputting applicant data and maintaining learner records, including assessment details, throughout their programme. The College uses Microsoft Excel spreadsheets to store and manage learner data. Quantitative data for the SER from the College‘s systems was provided by the Student Officer. However, there is little evidence that the College‘s information systems are developed to the point where systematic reports are generated for consideration by the College‘s decision-making bodies.

3.28 The systems are backed up daily and the College is confident that their systems are secure. However, the Panel notes that there is no audit trail on the system, whereby any amendments to a learner‘s record can be tracked.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

3.29 The Moodle system is hosted externally and the College is confident that this ensures a consistent high level of service to its learners. The administration function also manages learner feedback through Surveymonkey.

Element 7 — Public information 3.30 The Panel acknowledges that the College has a high reputation among the sports strength and conditioning community. The College maintains its relationship with this group through its partnerships and alliances. The College is conscious that it needs to reach out to the wider public and it does this through a combination of web presence and social media. The Steering Group is responsible for generating web content and the Head of Administration acts as webmaster. The Panel was informed that the Director of Programmes operates a blog which in turn populates the various social media streams.

3.31 The Panel believes that the systems are in place to monitor the quality of public information published by the College. However, it feels that there is scope to enhance the quality of this information by including more educationally related information such as progression rates, graduation rates etc. Such data should be readily available from an enhanced management information system.

HETAC (now QQI) Special Considerations 3.32 As indicated in the opening sections of this report, HETAC (now QQI) identified two special considerations for the Panel in the Review of Setanta College: o The Institutional Review should consider the quality assurance arrangements in place for all of the locations used for programme delivery. o The Institutional Review should examine the system of blended learning in place in the College.

3.33 Quality assurance arrangements in place for all locations used for programme delivery: This issue was considered by the College in its preparation of the SER. It states: ‘The College is satisfied that there is no difference in the QA that exists within the use of dual locations for workshops. It is important to state that in order to ensure acceptable facilities, the use of a mobile gym is prudent. This has been the modus operandi over the summer months for the workshop concerned and this initiative has dealt with any potential discrepancy in quality of programme provision’

3.34 The Panel sought information on the infrastructure available for the workshops in both locations, Maynooth and Thurles. It was satisfied that the general facilities are similar in both locations. The College stated that it has developed a system where the same tutors conduct

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

the workshops in both locations. Also, experienced tutors act as mentors to less experienced staff and the Director of Programmes operates an overall moderating role. The College also invites expert external coaches and athletes, from Ireland and abroad, to speak at workshops. In this way, the learner experience is enhanced and there is an opportunity to up-skill the tutors. It also ensures that the delivery and assessment systems are consistent across both locations.

3.35 The Panel is satisfied that the systems operated by the College, across its locations, are consistent and appropriate. This consistency will be further assured with the implementation of the conditions and recommendations relating to Quality Assurance under Objective 3.

3.36 The system of blended learning in place in the College The following extract from the SER relates to the system of blended learning: ‘The system of blended learning in place uses two key elements. They include the use of Moodle as the lecture platform with the learner forum as a class medium for communication. Also, Moodle facilitates the use of Multiple Choice Questionnaires, assignments and final projects. These are key elements in the blended learning system and to date the College is satisfied with the operation and effectiveness of such systems. Looking ahead, the College needs to assess the potential in webcam presentation delivery’ The blended learning model uses Moodle as the virtual learning environment (VLE). It comprises on-line module content which is assessed through multiple choice questions and assignments, with two-day practical workshops held on a three-month basis.

3.37 Learners receive training in Moodle as part of the induction process. The Panel is satisfied from its discussions with staff and learners that a system is in place that ensures learners receive timely feedback on their assessments. This is followed up by direct face-to-face feedback during workshops, if required. The College has a system in place for written assessment, where model answers are prepared by the tutor and moderated by the Director of Programmes. The original assessment briefs are sent to the external examiners for approval. There is double marking of assignments by tutors before samples are sent to the external examiners for review. The Panel views this internal process as good assessment practice.

3.38 The College is conscious that its graduates must be technically proficient in communicating their knowledge orally as well as practically, particularly where practically-based assessments predominate. To this end, it has introduced a system where, as part of the assessment process, learners give presentations to their tutors and peers with experts in attendance. The

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Panel notes the College‘s intention to engage its external examiners in these presentations in the future.

3.39 The Panel has formed the view that the College should be commended for developing a system for blended learning that is effective in delivering a high quality learning experience. It is conscious in saying this, that the commitment of all staff is required to deliver this service.

Key Findings of Objective 3 — Quality Assurance

Overall finding on Quality Assurance The Panel has assessed the effectiveness of the Quality Assurance arrangements operated by the College and found it to be substantially effective in relation to the seven elements of the European Standards and Guidelines for Internal Quality Assurance.

Summary of Commendations — Quality Assurance 5. The College should be commended on the quality of the learner experience that it provides. 6. The Panel has come to the conclusion, from information provided and through its discussions during the site visit that the links it has forged with real world practice through its actively engaged staff and strategic alliances enhances the teaching provision at the College. 7. The systems and supports in place for appraisal and continuing professional development of the College‘s teaching staff are to be commended. 8. The Panel found that the operation of the blended learning model is effective in delivering a high quality cutting-edge learning experience to its learners. The commitment of all staff in this regard is to be commended. 9. The College is to be commended for investment in developing the on-line journal resource for its learners.

Condition — Quality Assurance

Element 1: Condition arising from policies and procedures for QA In light of the findings above, the Panel recommends that the following be imposed as a condition:  The College should carry out a major review of its quality assurance procedures to reflect the provisions of the European Standards and Guidelines for Internal Quality Assurance. This all-embracing examination of the quality assurance procedures should be

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

commissioned and reviewed through the new Academic Council function and should include input from all the College community interests including staff, learners and internal and external stakeholders, where appropriate, in order to ensure widespread ownership. The resulting Quality Handbook should be seen as the standard reference document for all quality procedures in the College. Learner representation on Academic Council, programme boards and appropriate appeals committees must be set out in the Quality Handbook.

Summary of Recommendations — Quality Assurance

Element 2: Recommendation arising from findings relating to the approval, monitoring and review of programmes 5. The current system of module review must be developed into a system where programmes are reviewed on a regular basis, at least annually. The procedures in this regard must be included in the new Quality Handbook.

Element 3: Recommendation arising from the findings on the Assessment of learners 6. The College should make arrangements to ensure that tutors and external examiners attend examination board meetings. It should also review its minute style for recording proceedings of examination board meetings.

Element 4: Recommendations arising from the findings on the quality of teaching staff. 7. The Panel found that the College operates commendable procedures for the selection and induction of new staff. It also operates a robust practice of staff appraisal as part of its continuing professional development procedures. These practices and procedures should be documented and included in the new Quality Handbook.

Element 5: Recommendation arising from the findings on Learning Resources 8. The Panel was impressed with the positive views expressed by the learners of their College experience. The arrangements for learners seeking time extensions for assessment submissions should be formalised and included in the Quality Handbook.

Element 6: Recommendation arising from the findings on information systems 9. The Panel is conscious that Setanta College is currently a small provider with modest learner numbers on its HETAC accredited (now QQI) programmes. The scale of the operation would not justify a fully functioning commercial learner record system; however there are potential security gaps, particularly in relation to an audit trail for amendments made to records. The College should review its systems to ensure such gaps are closed.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

10. The College should develop its information systems to systematically analyse data and generate reports that will be required by the new governance/academic management structures in the College.

Element 7: Recommendations arising from the findings on Public Information. 11. The Panel formed the view that the quality of information available to the public is good and appropriate and the controls in place are adequate to maintain this standard. However, the information would be enhanced if more educationally related information was published, for example, graduate progression.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Objective 4 — Qualifications Framework, Access, Transfer and Progression To confirm the extent to which the College has implemented the National Framework of Qualifications (NFQ) and its procedures for access, transfer and progression

This objective has two main strands: 1. Review of the Institution's activity in implementing the National Framework of Qualifications. 2. Procedures for access, transfer and progression

The National Qualifications Authority of Ireland7 (NQAI) has produced guidelines in relation to these two strands. These include issues such as credit, transfer and progression rules between levels and award types, entry arrangements, the types of information provision on programmes, and policies and procedures for the Recognition of Prior Learning (RPL).

Summary — Objective 4 — Qualifications Framework, Access, Transfer and Progression

4.1 During a discussion on the College‘s approach to implementation of the NFQ, the Director of Programmes outlined the process of programme and module writing that pertains in the College. Programme and module learning outcomes were written reflecting the NFQ and HETAC (now QQI) standards in respect of knowledge, skill and competence. The learning outcomes show a progression through the stages of the programme. The assessment protocols used are appropriate for the assessment of the learning outcomes. The external examiners have commented favourably on the consistency of assessment. The Panel was impressed with the College‘s understanding of learning development that is incorporated in its teaching and learning practice.

4.2 The processes, as described by the College, appear to be compliant with the requirements underpinning the NFQ and its implementation.

4.3 Setanta College has a commitment to widening access to its programmes from under- represented groups. Traditionally, the strength and conditioning area has been almost exclusively a male preserve. The College is open to increasing female participation levels in its programmes. It is working to change the image of the activity to make it more inclusive.

7 On 6 November 2012, QQI was established as a new integrated agency replacing FETAC, HETAC, NQAI and incorporating the functions of IUQB. HETAC, FETAC and NQAI are now dissolved.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

4.4 The College is also conscious of its role in opening access from under-represented socio- economic groups. As an example in this area, the Panel was informed of an initiative where one of its partners, the Gaelic Players Association (GPA), launched an inner city player development scheme and is seeking a formal arrangement with the College to provide an input to the programme. The Panel commended the College for instituting a Scholarship Scheme to support access for learners from less-advantaged backgrounds.

4.5 The College has a Policy for Recognition of Prior Learning (RPL); however, it has limited experience of operating the process. It has only dealt with prior certificated learning to date, but is considering examining models from the UK and US for recognition of experiential learning. The Panel noted that a statement in the Policy which would appear to have the Director of Programmes adjudicating on an appeal by an RPL applicant, having already adjudicated on the RPL application, was actually a misnomer. In fact, appeals are not permitted and the reference is to a re-consideration of the application in the light of additional information being supplied by the applicant.

4.6 The Panel was not supplied with information that the College issues the Europass Diploma Supplement to its graduates. The Europass Diploma Supplement is issued to graduates of higher education institutions along with their parchment and transcripts of results. It provides additional information regarding the award which is not available on the official certificate such as the skills and competences acquired, the level of the qualification and the results gained, and entry requirements and access opportunities to the next level of education etc.

Key Findings — Objective 4 — Qualifications Framework, Access, Transfer and Progression

The Panel was satisfied that other than the recognised need to develop processes for recognition of prior experiential learning, the College is operating within the requirements of the National Framework of Qualifications.

Commendation – National Qualifications Framework 10. The College is to be commended on its understanding of learning development incorporated in its teaching and learning practice.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Recommendation — National Qualifications Framework, Access, Transfer and Progression 12. Setanta College should put a system in place to ensure that Europass Diploma Supplements are issued to all graduates.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Objective 6 — Recommendations for Enhancement To provide recommendations for the enhancement of the education and training provided by the College

This includes both the recommendations arising from the external peer review process and the recommendations arising from the internal self-evaluation process.

Summary — Objective 6 — Recommendations for Enhancement

6.1 The Panel commented earlier that the College has engaged proactively with the Institutional Review process. It notes the College‘s commitment to enhancement and quality. It found the SER to be well written but some of the outcomes are aspirational and lack designated lines of responsibility and timelines for action. The Panel feels this may be due in part to a lack of formal structures around quality assurance.

6.2 The College‘s response to this report will require a detailed plan with designated lines of responsibility and timelines for action.

6.3 The most significant areas for enhancement in the College are governance/academic management and quality assurance. Details of the conditions and recommendations in these areas are included in the appropriate sections of the report.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix A Terms of Reference

Higher Education and Training Awards Council8 (now QQI) TERMS OF REFERENCE FOR INSTITUTIONAL REVIEW OF Setanta College in November 2012 STATUS: SET by HETAC (now QQI) Section 1. Purpose The purpose of this document is to specify the Terms of Reference for the Institutional Review of Setanta College in November 2012. The HETAC (now QQI) Institutional Review policy applies to all Colleges 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 do 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. These 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 College and the standards of the awards made; 2. To contribute to coherent strategic planning and governance in the College; 3. To assess the effectiveness of the quality assurance arrangements operated by the College; 4. To confirm the extent that the College 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; 6. To provide recommendations for the enhancement of the education and training provided by the College.

It is possible that, within the objectives outlined above, Colleges 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, Colleges may also consider including additional objectives relevant to its context. The approach taken by HETAC to Institutional Review will:  Acknowledge that Colleges have ownership of and responsibility for their activity;  Be conducted in a spirit of partnership with Colleges, with a view to improvement and enhancement, whilst acknowledging statutory requirements for accountability;  Be conducted in a manner which adds value to the College, minimises overhead and assists in building Institutional capacity;  Be flexible, adaptable and scalable in order to meet the needs of diverse Colleges;  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 Colleges;  Take cognisance of international best practice and contribute to European and international developments in this area.

8 On 6 November 2012, Quality and Qualifications Ireland (QQI was established as a new integrated agency replacing FETAC, HETAC, NQAI and incorporating the functions of IUQB. HETAC, FETAC and NQAI are now dissolved.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Section 2. College Profile

Setanta College Ltd is a private ‗for-profit‘ college which provides a range of programmes in Strength and Conditioning Sports Coaching Education at Levels 6 to 7 on the National Framework of Qualifications (NFQ). All programmes have a practical emphasis. As a private college it is reliant on programme fees to finance its day-to-day requirements. Currently, Setanta College does not receive any state funding.

The College is operating from two locations. The Management/Accounts office is located at Ballycahan, Kilcock, Co. Kildare. The College opened an Academic Office in Thurles, Co. Tipperary during May 2011. The Thurles office was opened to facilitate the launch of the new Bachelor of Science (Honours) in Sports Strength and Conditioning (full-time), a programme run by Limerick Institute of Technology (LIT) in partnership with Setanta College. This new BSc was launched by LIT with 30 learners in September 2011 at the LIT Thurles Campus. This is an LIT degree awarded by LIT; Setanta College provides lecturers to deliver the Setanta-owned content at the LIT Thurles Campus.

According to the College, it is the only current provider of sports strength and conditioning educational programmes to degree level in Ireland as the programme was the only sports strength and conditioning programme available on the 2011 CAO application form9. Prior to its inception in 2007, the programmes now available through Setanta College were not available to sports coaches in Ireland. To date, over 250 learners have completed or are in the process of completing their studies with Setanta College. The College has a close working relationship (education partners) with the Irish Rugby Football Union (IRFU), the International Rugby Board (IRB), the Irish Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The College also has a close working relationship with the Gaelic Athletic Association (GAA), through their County Boards.

Programmes offered at Setanta College

Students can choose from an introductory on-line four week programme through a range of programmes up to degree level. The College caters for coaches who may be out of the coaching education system or are new to it. The College also caters for the on-going education of coaches up to and including degree level in strength and conditioning.

HETAC (now QQI) programmes  HETAC Level 6 Certificate in Resistance Training - SL703 [Minor Award] (30 credits) (3 Modules, each 12 weeks in length)  HETAC Level 6 Special Purpose Award in Physical Fitness and Conditioning - SL704 (60 credits) (6 Modules, each 12 weeks in length)  HETAC Level 6 Higher Certificate in Arts in Strength and Conditioning – SL020 (120 credits) (12 Modules, each 12 weeks in length)  HETAC Level 7 Bachelor of Arts in Strength and Conditioning – SL20 (180 credits) (18 Modules, each 12 weeks in length)

9 The higher education institutions in the Republic of Ireland delegated to the Central Applications Office (CAO) the task of processing centrally applications to their first year undergraduate programmes. Students complete an application form detailing their choices of programmes.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Non-HETAC/QQI Programmes include:  Irish Rugby Football Union (IRFU) Certified Conditioning Coaching Programme (26 weeks continuous learning). Following the completion of this programme IRFU affiliated coaches may select from the suite of Level 6 programmes offered by Setanta College (mainly SL703 or SL704). Progression to the Level 6 Higher Certificate and subsequent Level 7 Bachelor of Arts programme is also available.  Discussions are on-going with Enterprise Ireland10 on the international roll-out of the current suite of sports strength and conditioning programmes.  International Rugby Board (IRB) Level 1 Strength and Conditioning (4 weeks).  Irish National Teachers‘ Organisation (INTO) Teaching Games in the Primary School, Setanta Certificate (20 hours).

Setanta College describes strength and conditioning (S&C) as conditioning the individual, athlete or player to be in a position to participate regularly and efficiently at the level required by the demands of his or her sport or activity. According to the College, there is no recognised qualification for training teams and athletes in any given sport in the increasingly popular area of fitness, strength and conditioning. Setanta College recognises this deficiency. While the College provides a suite of Level 6 and Level 7 programmes to fill this deficiency, introductory programmes, not yet validated by HETAC (now QQI), are being developed for coaches from a variety of sports as a first entry point to continued professional development within Sports S&C. The business model behind this programme is to introduce Sports S&C at a basic level and demonstrate the need and potential for further study. The College can then provide an educational road map specific to the practising coach or would-be coach (see Appendix 1 for the progression routes/road map). Setanta College aims to develop this business model further with different sporting bodies through collaboration with Coaching Ireland11. Coaching Ireland has a national role in the development of technical coaching competencies on an all-island basis, highlighting the importance of coaching the sports skills of any given sport.

Preliminary meetings regarding the provision of Sports S&C programmes have taken place (January 2012) with Coaching Ireland and also directly with sporting organisations.

According to the College, it has established a reputation as a leading provider of S&C education in Ireland in the last four years. Strength and conditioning coaching is Setanta College‘s main business, however the College also designs programmes for non-sporting groups as requested. These programmes may vary slightly from the Sports S&C theme, for example, the programme in ‗Teaching games in the Primary School‘ for the INTO (Irish National Teachers' Organisation) in 2011. Setanta College successfully delivered two on-line programmes for the INTO, as part of its summer programme in 2011:

 INTO Teaching Games in the Primary School, 20 hours, Setanta Certificate.  INTO Physical Activity and Movement Skill Development for the Primary School Pupil, 20 hours, Setanta Certificate.

It is the College‘s intention to further develop this area in 2012. These INTO programmes consist of 20 hours study. This programme exclusively targets physical education (PE) and physical activity of the child within the primary school.

10 Enterprise Ireland is the government organisation responsible for the development and growth of Irish enterprises in world markets. 11 Coaching Ireland does not offer Sports S&C programmes to coaches. It focuses mainly on providing technical coaching support to sporting associations. The main objectives are to: raise the standard, status and profile of coaching in Ireland to provide performers and participants with the best quality coaching through their involvement in sport; lead the development of coaching in Ireland through the implementation of a quality coach and tutor education and support programme; and work in partnership with national governing bodies (NGBs) and the wider sporting sector on an all- island basis.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Setanta College provide short programmes specific to its customers needs and has provided the International Rugby Board (IRB) with their Level 1 S&C  IRB/IRFU Strength and Conditioning Level 1 (4 weeks study) [currently not validated by HETAC/QQI]. This is an IRB/Setanta Certificate.

This programme is available in over 100 countries, is currently available in 2 languages (English and Spanish) and over the coming years will be available in 9 languages. The programme is aimed at the affiliated rugby union coach who wishes to include S&C in their coaching portfolio. The College is currently in negotiations with the IRB to provide further Sports S&C programmes.

None of the above programmes have been formally accredited. It is the College‘s intention to seek formal recognition for these and future programmes through QQI (formerly HETAC) in the near future.

Accredited programmes provided by Setanta College directly are currently delivered at Level 6 and 7 on the National Framework of Qualifications; it is the College‘s intention to expand this to Level 8 and Level 9.

Collaborative arrangements

As previously mentioned, Setanta College, in partnership with Limerick Institute of Technology (LIT), deliver the Bachelor of Science (Honours) in Sports Strength and Conditioning at the LIT campus in Thurles. This is an LIT-accredited programme, however, Setanta College provides the lecturers to deliver the relevant Setanta College modular content. The Sports S&C element of the programme is delivered by Setanta College and accounts for approximately 60% of the total programme learning outcomes. LIT deliver the Business and Information Technology section (40% of the total programme learning outcomes). Setanta College is paid a licence fee for the use of this material by LIT. This is a full-time programme and learners access the programme through the CAO process.

Programme delivery

The College‘s short non-HETAC/QQI programmes are delivered mainly on-line. Assessment is through multiple choice questionnaires (MCQs) based on the lectures completed. Some further programmes include direct practical workshop delivery.

The HETAC (now QQI) accredited programmes run by the College are modular based and use the blended learning method of delivery. Students read lectures on-line every week and attend two workshops per 12 week module. These workshops are delivered in the LIT Thurles Campus and also in Maynooth, Co. Kildare. The workshops address key practical elements of the programmes. Each workshop lasts eight hours. There is an assignment after six weeks study and a final project at the end of the module, in addition to bi-weekly multiple choice assessments. All of the above contribute to the overall results for each module.

Through these learning methods, the College says it delivers modern and relevant content, techniques and developments in relation to fitness, strength and conditioning, coaching and management of teams and individuals in the area of sport. Setanta College tutors include many expert coaches who have been involved with athletes, players and teams across a wide range of

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report sports. Setanta College is proud to have such expert coaches from both Ireland and abroad serving as tutors.

Student profile

The HETAC (now QQI) accredited programmes are completed by learners from many different sporting backgrounds. The September 2011 learner group included participants from the following sporting backgrounds: professional rugby players, coaches from the IRFU, GPA members, race walkers, Gaelic team managers, personal trainers and gym instructors.

In February 2012, the total number of learners on HETAC (now QQI) validated programmes was 161, the breakdown is provided below:

Programme Number of Male Female learners Bachelor of Arts in Strength and Conditioning 79 76 3 Higher Certificate in Arts in Strength and Conditioning 11 11 0 Special Purpose Award in Physical Fitness and Conditioning 63 61 2 Certificate in Resistance Training (Minor Award) 8 6 2 Total 161 154 7

The Setanta College learner cohort comes from sport club level right up to professional and elite sport level in a variety of sports codes and can also include:

 Athletes and players who have a keen interest in coaching, strength and conditioning.  Mature learners with sports coaching certification.  Adults who have practical experience in sports coaching but who do not have valid university recognition and who have a sports association certification.  Adults who have progressed through sport association programmes and who wish to advance their qualifications in strength and conditioning.

REF 1: Table on progression route for learners attached (Road Map- TOR Appendix 1)

Staff Profile

Currently Setanta College has two directors; Dr. Liam Hennessy and Ms. Mary Hogan. Mr. Jim Kilty resigned from his position as a Director of Setanta College in July 2010 and no longer has any involvement with the College. Setanta College also employs 12 part-time content-expert tutors to deliver programmes and modules on behalf of the College.

 Dr. Liam Hennessy is also Director of Programmes with the College.  Mr. Joe Gorey is Chief Executive Officer (CEO).  Mr. Keith Hennessy is a full-time Tutor delivering the LIT degree in Thurles.  Mr. Thomas Callanan is Head of Administration.  Ms. Mary Sweeney is Student Officer and also manages the learner fees/payments.  Mr. Jim Ryan is the College‘s management accountant and works on a part-time basis.  Mr Mark O Leary manages the College‘s Information Technology needs.

Setanta College aims to hire two additional full-time lecturers in July 2012 and one full-time office administrator in August 2012. In 2013/2014 the College will require at least two more full-time lecturers per year (four in total) and it is expected that by 2014 the part-time lecturer numbers will reach 18.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Quality Assurance

Setanta College‘s quality assurance document was submitted to HETAC (now QQI) in late 2006. This was prior to the inception of its Physical Fitness and Conditioning for Sport (PFCS) and Resistance Training and Weight Training for Sport (RTWTS) programmes which commenced in May 2007.

Currently, the College is revising its quality assurance document to include the newly accredited Bachelor of Arts in Strength and Conditioning, Higher Certificate in Arts in Strength and Conditioning and Special Purpose Award in Physical Fitness and Conditioning.

Section 3. College’s Team

 Dr. Liam Hennessy (Thurles), Director of Programmes, [email protected] (0504) 26723  Mr. Joe Gorey (Kilcock), CEO, [email protected] (01) 6757007  Mr. Thomas Callanan (Thurles), Administrator/Registrar, [email protected] (0504) 26723  Mrs. Mary Sweeney (Kilcock), Student Officer, [email protected] (01) 6757007  Mr. Keith Hennessy ( Thurles), Tutor (LIT), [email protected]  Mr. Jim Ryan (Kilcock), Accounts Manager, [email protected] (01) 6757007

Section 4. HETAC (now QQI) objectives for Institutional Review

There are six prescribed objectives for Institutional Review as outlined below. Colleges 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 College and the standards of the awards made This objective is to enhance public confidence in the quality of education and training provided by the College and the standards of the awards made. This is an overarching objective which covers all areas of the College‘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 College to the public falls within this objective.

Special considerations for Setanta College None

Objective 2: To contribute to coherent strategic planning and governance in the College This objective is to contribute to coherent strategic planning and governance in the College. 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 Setanta College None

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Objective 3: To assess the effectiveness of the quality assurance arrangements operated by the College This objective is to assess the effectiveness of the quality assurance arrangements operated by the College. This will be based on Part One of the European Standards and Guidelines for Quality Assurance. By including this in the Institutional Review process the statutory requirement for review of QA is met. How the College 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 Setanta College The Institutional Review should consider the quality assurance arrangements in place for all of the locations used for programme delivery. The Institutional Review should examine the system of blended learning in place in the College.

Objective 4: To confirm the extent that the College has implemented the National Framework of Qualifications and procedures for Access, Transfer and Progression This objective is to confirm the extent that the College 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. 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 Setanta College None

Objective 5: To evaluate the operation and management of Delegated Authority where it has been granted [Not Applicable]

Objective 6: To provide recommendations for the enhancement of the education and training provided by the College This objective is to provide recommendations for the enhancement of the education and training provided by the College. This will include both the recommendations arising from the external peer review process and recommendations arising from the internal self study process.

Special considerations for Setanta College None

Section 5. College-specific objectives

In addition to the prescribed HETAC (now QQI) objectives and the special considerations noted in relation to them, there is an option to include additional objectives to maximise the benefits of the review process.

There are no special objectives for Setanta College

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Section 6. Schedule for Setanta College

As outlined in the Institutional Review policy, the process consists of six phases 1. HETAC (now QQI) sets the Terms of Reference following consultation with College; 2. Self-study by the College; 3. Visit by Expert Panel appointed by HETAC (now QQI) and written Panel Report; 4. College response including implementation plan; 5. Panel Report and response published; 6. Follow-up report submitted by the College. The major milestones in the timeframe for the Institutional Review of Setanta College are outlined below. This should be read in conjunction with the supplementary guidelines for Institutional Review.

Relative Actual Milestone timeframe Date At least 6 months June 2011 College indicates timeframe for Institutional Review as per before Panel visit overall HETAC (now QQI) schedule of reviews

Approx. 6 months June 2012 Terms of Reference set following consultation with College before Panel visit and post on HETAC website 3 to 6 months before May- College undertakes self-study process and produces Self- Panel visit August Evaluation Report 2012 Approx. 10 weeks 27 August Submission of Self-Evaluation Report (SER) and other before site visit 2012 supporting documentation

1 week following 3 HETAC (now QQI) Desk based review of SER and receipt of SER September feedback to College 2012 Approx. 3-5 weeks 18 October Advance Meeting between Chair, Secretary and College before site visit 2012 Panel Visit 12-14 Site visit by external peer review panel November (2-3 days approximately as determined by TOR) 2012 Preliminary (oral) feedback on findings

Approx. 12 weeks 18 February Draft report on findings of Panel sent by QQI (formerly after site visit 2013 HETAC) to College for factual accuracy Approx. 4 days 26 February Final report on findings of Panel sent by QQI to College following this 2013 6 weeks following 26 March Response by College to QQI including plan with timeframe receipt of final report 2013 for implementation of any changes

Next available QQI 11 April Consideration of report and College response by QQI Interim Advisory 2013 Interim Advisory Group Group meeting Publication of report, response and SER on website once adopted 12 months after April 2014 Follow up report by College to QQI on implementation of adoption recommendations

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix to Terms of Reference

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix B Panel Membership

Chairperson Ms. Anne Breakell Former Vice President, Academic and Administration, at the National College of Ireland (NCI)

Review Secretary Mr. Danny Brennan Former Registrar of Letterkenny Institute of Technology

Mr. Hugh Sullivan Former Education Officer in the Trinity College Dublin Students‘ Union and the Union of Students in Ireland (USI). Recently awarded a Master of Arts in International Higher Education from the University of Nottingham

Ms. Tina O’Dwyer Quality Assurance and Training Consultant, currently contracted by the Irish College of Humanities and Applied Sciences (ICHAS) where she was formerly employed as Head of Quality & Standards. Previously held the position of Registrar at HSI Limerick Business School.

Dr. Brendan Finucane Former Executive Director of Enterprise Ireland, Member of the Royal Dublin Society Science and Technology Committee , Director Birr Scientific and Heritage Centre and Hon Sec Dublin Scientific Club

Mr. Nigel Flegg Former Director of Newpark Music Centre, currently conducting further research into educational leadership and working for the College on a consultancy basis with responsibility for review processes and quality management

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix C Supporting documentation received before the site visit

Setanta College Self-Evaluation Report

Appendices to the SER

 Appendix 1: Graduate Survey  Appendix 2: Annual Learner Survey  Appendix 3: Annual Staff Survey  Appendix 4: Stakeholder Survey  Appendix 5: Workshop Evaluation Survey  Appendix 6: Secondary School Student Survey  Appendix 7: Student College Handbook  Appendix 8: Setanta College Education Roadmap  Appendix 9: Blog and Website Traffic

Supporting Documents

 Document 1: Quality Assurance Document  Document 2: Risk Management Plan  Document 3: Risk Registrar

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix D Documentation requested by the Panel

Documentation requested before the site visit 1. Short document on how the separation of commercial and academic decisions take place in Setanta College, including an education and training forum for discussion and academic reflection. 2. Staff profiles/role descriptions of senior staff and profiles to include qualifications and an organisation chart. 3. Strategic plan – Their understanding of the strategic vision as it stands and the planning process 4. Business plan including projected learner numbers (income/expenditure) 5. Minutes for all committee/examination board/ programme monitoring/Board of Studies and any other committees for the last two years. 6. Student profile for the past five years – to include learner numbers and completion/progression numbers by programme. 7. Financial information for end of second year of planning

Documentation requested to be provided during the site visit 1. A measurable and timed action plan arising from objectives identified in the Self- Evaluation report. 2. Copies of the role descriptions for managers and administrative staff. 3. Records of meetings of the Institutional Review Team 4. Internal QA monitoring reports 5. Internal programme evaluation reports from Board of Studies 6. Learner / tutor / graduate evaluations from previous years 7. Completed external examiner reports 8. Curriculum document including module learning outcomes etc. 9. Programme schedules 10. Samples of completed workshop evaluation forms. 11. Detail on governance structures / roles 12. Updated enrolments for 2012 13. Senior management profiles 14. A description of the role of the two Directors within the organisation. A breakdown of the % shareholding of each of the two Directors. Is there anyone else with an academic management function? Who owns it? Who runs it? 15. People chart to match the College Structure chart on P.18 – names of who fulfils each role and a job description to match. 16. Terms of Reference for the College Steering Group and more specific details of membership; any details of when it was formed and how often it has met. 17. An account of the evolution and review of the quality assurance system since procedures were first agreed in 2007, particularly how the system was adapted and updated to accommodate the tripling of learner numbers over a 2-3 year period. In addition, an account of any work that has been undertaken since completion of the SER.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

18. Greater detail on the arrangements with LIT relating to the BA programme. In particular, what are the arrangements for quality assurance e.g. in relation to programme review or assessment. 19. Reference is made to the implications of having to hold a bond for HETAC (now QQI) for the protection of learners. Details on this bond together with some insight into the general financial health of the organisation would be helpful. 20. Greater detail on the arrangements with LIT relating to the BA programme. In particular, what are the arrangements for quality assurance e.g. in relation to programme review or assessment.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix E Index to documentation provided to the Panel at the site visit

1. A measurable and timed action plan arising from objectives identified in the Self- Evaluation report. 2. Copies of the role descriptions for managers and administrative staff. 3. Detail on governance structures/ roles 4. Senior management profiles 5. Records of meetings of the Institutional Review Team 6. Internal QA monitoring reports/ Internal programme evaluation reports from Board of Studies 7. Learner / tutor / graduate evaluations from previous years 8. Completed external examiner reports 9. Curriculum document including module learning outcomes etc. 10. Programme schedules 11. Samples of completed workshop evaluation forms / surveys 12. Updated enrolments for 2012 13. A description of the role of the two Directors within the organisation. A breakdown of the % shareholding of each of the two Directors. 14. People chart to match the College Structure chart on P.18 of the SER 15. Terms of Reference for the College Steering Group and more specific details of membership 16. An account of the evolution and review of the quality assurance system since procedures were first agreed in 2007 17. Greater detail on the arrangements with LIT relating to the BA programme. In particular, what are the arrangements for quality assurance e.g. in relation to programme review or assessment. 18. Details on the bond for the protection of learners together with some insight into the general financial health of the organisation. 19. Accreditation for Prior Certificated Learning (APCL) Sample of a Full Student Application 20. Part-time tutor qualifications 21. All College Procedures 22. College prospectus/Flyer/Radio Advert 23. Letters of Support from External Stakeholders 24. Email communication with external examiners 25. Feedback from the INTO regarding the Summer programmes 26. College policy in relation to learner scholarships 27. College forms 28. Programme Submission Document 29. Annual Broadsheet results submission to HETAC (now QQI) 30. Sample Records of Workshop Sign in Sheets 31. Minutes of the Board of Studies Committee 32. Minutes of the College Steering Committee 33. Minutes of the Examination Board Committee

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

34. Annual Staff Questionnaire 35. Annual Learner Survey 36. Annual Graduate Survey 37. Setanta College Stakeholder Survey 38. Induction Survey for new learners

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix F Agenda for site visit

Institutional Review of Setanta College 12 - 14 November 2012

The format of each session is a discussion in question and answer format, unless otherwise indicated. Ms. Anne Breakell, Review Chairperson chaired all sessions unless otherwise indicated.

Monday Private meeting of Panel in the hotel 12 November 4.00pm – 5.00pm – Formal induction process (TOR and process) QQI (formerly HETAC) presentation/induction on Institutional Review criteria and background to Higher Education in Ireland. Review Secretary – Team approach to review -FOI and other formalities Review Chairperson- Update from advance meeting with College

5.00pm – 7.30pm – Agenda discussion for each session with the College

Review of questions/issues for each session with College – proposed questions and

assignment of role – highlight areas that need further clarification

Tuesday ______13 November Meetings take place at Setanta College

9.00am-11.00am – Private meeting of Panel – Panel planning - documentation follow-up/review – finalising session agenda Review of questions/issues for each session with College – proposed questions and assignment of role – highlight areas that need further clarification. Assign Panel members to documentation review. Panel members review supplementary documentation provided and highlight any areas were further clarification is required

11.00am – 1.00pm Session One with College Representatives - Objective 2: Strategic Planning and Governance. Brief presentation (10 minutes max) Setting the scene - an overview of the College context, mission, and vision. Clarification on structure and roles and overall activities the College is engaged in. Environmental factors including competitive position. Strategic planning and governance. Links between internal reflection and strategic planning decision making.

Brief presentation (10 minutes).

Objective 1: Public Confidence –Overarching objective. Demonstrating evidence

of public confidence in the quality of education and training and standards of awards made. Information provided by the College; Stakeholder interaction. Overall approach taken to self-study for Institutional Review (outline of self-study process etc.).

1.00pm – 2.15pm – Lunch at institution– Panel private lunch and opportunity for Panel members to continue review of supplementary evidence – documentation.

2.15pm – 3.30pm Session Two - Objective 3 : Quality Assurance - Overview of

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

quality assurance system/framework in place in the College Brief presentation (10 minutes max) and management of change to QA system. The ―seven elements‖ covered by the European Standards and Guidelines and the stage of development of the Colleges QA system in each area ; evidence of performance of QA system in each area; evaluation of effectiveness of QA system in each area; improvements identified; integration between processes and strategic planning etc. The session will also consider the special consideration.

3.30pm – 4.00pm Break for Panel discussion

4.00pm – 4.40pm - Session Three - Objective 3 : Quality Assurance continued - Meeting with Staff of Learner Support Services. Library/Welfare/IT and others. This session will deal with the ―seven elements‖ covered by the European Standards and Guidelines and the stage of development of the College‘s QA system in each area ; evidence of performance of QA system in each area; evaluation of effectiveness of QA system in each area; improvements identified; integration between processes, governance, management and planning etc.)

4.40pm – 4.50pm Break for Panel discussion

4.50pm – 5.30pm - Session Four – meeting with learners and Graduates Two parallel sessions with representative learners and graduates

5.30pm – 6.00pm - Session Five- Meeting with External Stakeholders

6.00pm - 6.30pm Private meeting of Panel in College

Wednesday Meetings take place at Setanta College 14 November 8.30am – 9.15am Private meeting of Panel

9.15am – 10.20am Session Six- Objective 3: Quality Assurance continued (Seven Elements Review): Meeting with non committee/non management lecturing staff. This session will deal with the ―seven elements‖ covered by the European Standards and Guidelines and the stage of development of the Institutions QA system in each area; evidence of performance of QA system in each area; evaluation of effectiveness of QA system in each area; improvements identified; integration between processes, governance, management and planning etc.)

10.20am- 10.45am Break for Panel discussion

10.45am – 11.20am Session Seven - Objective 4: Access, Transfer and Progression: Review of Implementation of the national framework of qualifications and procedures for access, transfer and progression. Learning outcomes, learner assessment etc.

11.20am - 11.45am Break for Panel discussion

11.45am – 12.30pm - Documentation trail - Format: Opportunity for Panel members to review supplementary evidence in private.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

12.30pm - 1.00pm - Panel private lunch and opportunity for Panel members to review supplementary evidence – documentation

1.00pm – 3.00pm - Private meeting of Panel to consider its findings and recommendations

3.00pm – 3.45pm Meeting with College’s Senior Management team to provide preliminary feedback on findings and recommendations.

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Appendix G List of people met by the Panel

Tuesday 13 November 2012

11.00am – 12.45pm Session One - Objective 2: Strategic Planning and Governance, Objective 1: Public Confidence Name Department Full-time/Part-time Campus Dr Liam Hennessy Director of Full-time Thurles Programmes Mr Joe Gorey Chief Executive Full-time Thurles/Kildare Officer Mr Thomas Callanan Head of Full-time Thurles Administration

2.15pm – 3.30pm Session Two - Objective 3: Quality Assurance (Overview) Name Department Full-time/Part-time Campus Dr Liam Hennessy Director of Full-time Thurles Programmes Mr Joe Gorey Chief Executive Full-time Thurles/Kildare Officer Mr Thomas Callanan Head of Full-time Thurles Administration

4.00pm – 4.40pm - Session Three - Objective 3: Quality Assurance - Learner Support Services Name Department Full-time/Part-time Campus Mr Thomas Callanan Head of Full-time Thurles Administration Ms Mary Sweeney Student Officer Full-time Kildare

Mr Mark O‘Leary I.T Consultant Part-time

4.50pm – 5.30pm - Session Four –Learners and Graduates Name Programme Stage Campus Tommy Dunne Bachelor of Arts Year 4 also a On-line Part-time graduate Kevin Murray Bachelor of Arts Year 3 also a On-line Part-time graduate Noelle Morrissey Certificate in Year 1 On-line Part-time Physical Fitness & Conditioning Valerie Twomey Certificate in Year 2 On-line Part-time Physical Fitness & Conditioning Ken Hurley Bachelor of Arts Year 3 On-line Part-time

Institutional Review of Setanta College –November 2012 Report of the Expert Panel Final Report

Edward Burns Bachelor of Arts Year 3 On-line Part-time

Garry Mernagh Certificate in Year 1 On-line Part-time Physical Fitness & Conditioning

5.30pm – 6.00pm - Session Five- External Stakeholders Name Position/Title Company/Organisation Collaboration/link to College Mr Des Ryan Fitness Irish, Rugby Football Union Education Partner Education Manager Ms Fidelma Morris Professional Irish National Teachers Education Partner Development Organisation Officer Dr Philip Hennessy Course Leader Limerick Institute of Education Partner Technology Tipperary

Wednesday 14 November 2012

9.15am – 10.20am - Session Six- Objective 3: Quality Assurance - non committee/non management lecturing staff. Name Department Full-time/Part- Campus time Mr Keith Hennessy Module Tutor Full-time Thurles/Maynooth

Mr David Moriarty Module Tutor Part-time Thurles/Maynooth

Mr Damien Young Module Tutor Part-time Thurles/Maynooth

Mr Eoin Everard Module Tutor Part-time Thurles/Maynooth

Dr Tom Comyns Module Tutor Part-time Thurles/Maynooth

10.45am – 11.20am Session Seven - Objective 4: Access, Transfer and Progression

Name Department Full-time/Part-time Campus Dr Liam Hennessy Director of Full-time Thurles Programmes Mr Joe Gorey Chief Executive Full-time Thurles/Kildare Officer Mr Thomas Callanan Head of Full-time Thurles Administration