SETANTA COLLEGE Institutional Review of Providers of Higher Education and Training Self Evaluation Report (SER) Submission to HETAC 27TH August 2012 Setanta College Self Evaluation Report 1 Table of Contents Page 1. Executive Summary 6 2. Objective 1 – Public Confidence 8 2.1 Introduction 8 2.2 The Internal Self Study process 8 2.3 Growth of student enrolment 9 2.4 Collaboration and partnership 11 2.5 Recruitment and support for staff and tutors 12 2.6 Conclusions and Recommendations for Objective 1 13 3. Objective 2 – Strategic Planning and Governance 15 3.1 Mission Statement 15 3.2 College Structure-Governance 16 3.3 Strategic Plans 19 3.4 Engaging with Partners 20 3.5 Feedback 21 3.6 Market Analysis 21 3.7 Collaborative Initiatives 22 3.7.1 International Markets 22 3.8 SWOT Analysis 23 3.8.1 Strengths 24 Setanta College Self Evaluation Report 2 3.8.2 Weaknesses 24 3.8.3 Opportunities 25 3.8.4 Threats 25 3.8.5 Competition 26 3.9 Conclusions and Recommendations for Objective 2 27 4. Objective 3 – Quality Assurance 28 4.1 Policy and Procedures for Quality Assurance 28 4.2 Approval, Monitoring & Periodic Review 31 4.2.1 Approval of awards 31 4.2.2 Monitoring and Periodic Review of Programmes and 31 Awards 4.2.3 Programmatic Reviews 33 4.3 Assessment of Learners 33 4.3.1 Procedures for Examination Boards 34 4.3.2 Procedures for External Examiners 34 4.3.3 Procedures for Learner Appeals 35 4.3.4 Procedures for Information about Assessment 36 4.4 Quality Assurance of Teaching Staff 36 4.5 Learning resources and support 38 4.5.1 Blended Learning Resources 38 4.5.2 Locations used in Workshop delivery 40 4.6 Information Systems 41 4.6.1 Management Information Systems 41 Setanta College Self Evaluation Report 3 4.6.2 Research/Feedback 42 4.6.3 Learning Centre 42 4.6.4 Video/Journal library 43 4.7 Public Information 43 4.8 Conclusions and Recommendations for Objective 3 44 5. Objective Four - Qualifications Framework, Access, 47 Transfer & Progression 5.1 Credit 47 5.2 Transfer and progression routes 48 5.3 Entry requirements 49 5.4 Potential learner profile 49 5.5 Accreditation for prior certificated learning 50 5.6 Information provision 51 5.7 Conclusions and Recommendations for Objective 4 51 6. Objective 5 - Operation and Management of Delegated 52 Authority - Not applicable 7. Objective 6 – Recommendations for Enhancement 53 7.1 Key lessons from the Institutional Review Process 53 7.2 Recommendations for Objective 1 on Public 54 Confidence 7.3 Recommendations for Objective 2 on Strategic 55 Setanta College Self Evaluation Report 4 Planning and Governance 7.4 Recommendations for Objective 3 on Quality 56 Assurance arrangements operated by the college 7.5 Special Considerations 57 7.6 Recommendations for Objective 4 on Qualifications 57 Framework, Access, Transfer & Progression Setanta College Self Evaluation Report 5 1. Executive Summary The college found the process of self-evaluation to be a rigorous yet most useful self study. Members of the review team engaged at a deep level of internal self study and while reflecting on the issues at hand noted that the review process led to a review of the principles and mission statement of the college. Regarding this, it was clear that many learners and graduates share a common interest recognising that general movement skill competence are a concern and a central issue within participants in their relevant sport. Extending this to a broader context, a key partner of the college, the International Rugby Board, has also drawn attention to this need to address basic movement competency in children on an international basis. Further, the provision of summer courses (2011 and 2012) to members of the Irish National Teachers Organisation has resulted in a greater teacher awareness of the needs of children vis a vis movement competence. Thus we found ourselves reflecting on this particular national and evidently international issue of the need for greater movement competence in children and the implications for the work of the college. This reflection impacts on the ‘mission’ statement of the college. A second macro outcome relates to the challenges that are ahead for the college. As learner numbers grow it is important that our QA policies and procedures remain robust in dealing with an increased workload in terms of learner numbers and in terms of staff and other stakeholders. The opportunity to expand our programmes of study to an international market exists but not until the college is equipped to deal with such expansion. Under the objectives provided in this review the main recommendations that the college considers important include but are not limited to: Objective 1: Reflecting on this objective we can conclude that while a number of initiatives have been successful in fostering collaboration and partnership with sporting organisations and professional bodies, a greater emphasis and structure should be placed on developing links already established. Creating new links with groups that have similar mission statements and interests to the college is an important strategy. Setanta College Self Evaluation Report 6 Objective 2: Re stating our goals and strategies is important to guide the college as it meets not only the findings of this review but also the challenges that lie ahead. Objective 3: Reflection on the seven elements of the European standards allowed the review team to identify a number of issues that need to be addressed by the college in effecting a better QA standard. Objective 4: Reflection on this objective noted that while the college has been effective in implementing the principles contained within the objective it is necessary to review and revise at regular intervals the elements contained within the objective. Particular note was made of the APL process. Objective 6: This objective facilitated a summary of the recommendations drawn from the substantive objectives 1-4. In conclusion the Institutional Review Team acknowledge the importance of the self evaluation process in facilitating a clear updating and articulation of goals, strategies, Quality Assurance policies and procedures, comment on the qualifications framework for access, transfer and progression and finally recommendations for enhancement of the education and training provided by the college. Setanta College Self Evaluation Report 7 2. Objective One – Public Confidence The aim of objective one is to “enhance public confidence in the quality of education and training provided by the institution and the standards of the awards made”. An analysis of public confidence incorporated feedback from internal and external stakeholders. 2.1 Introduction Setanta College was founded to provide strength and conditioning coach education programmes to coaches and participants of sport. Its foundation was a direct response to the needs identified by Irish sport coaches attending numerous coaching workshops and conferences in particular between 2000 and 2006. These coaches frequently discussed the possibility for a specialised programme of education leading to a recognised qualification in this area. Specifically, coaches’ requests were considered by the founders of the college in light of the absence of any formal coach education programme within strength and conditioning and general movement education. Since its foundation in 2007, the college has sought to enhance public confidence through a number of mechanisms namely: a) recruitment of learners from the body of coaches involved in sport in Ireland in particular b) collaboration and partnership with key stakeholders such as sporting organisations and professional bodies c) recruitment and support of appropriately qualified staff and tutors Evidence to support the enhancement of public confidence is reflected in the structures, policies and practices outlined in the subsequent objectives. 2.2 The Internal Self Study process Following a meeting of the Steering Group Committee, a sub committee (Review team) consisting of the CEO, Administrator and Director of Programmes was formed to conduct and manage the internal self study. The Review team met weekly from May 2012. The work commenced with a review of the current mission statement of the college, the Setanta College Self Evaluation Report 8 interaction and quality of service taking place with our stakeholders, strategic planning and governance, quality assurance, qualifications framework, access, transfer and progression. A key element of the process was gaining the views of the college’s stakeholders. Stakeholders included: the learners and graduates, staff and sporting organisations and professional bodies. Communication was effected through survey, meetings at workshops and with external stakeholders. 2.3 Growth of learner enrolment Using information from the Central Applications Office (CAO 2011), the college is the only provider of a Sports Strength and Conditioning programme to degree level in Ireland. This in addition to the fact that the part-time suite of courses (available on-line only) are not available elsewhere in Europe at this level on the National Framework of Qualifications (NFQ), places the college in a unique position in the education of strength and conditioning courses. There has been a steady rise in student number enrolling in our Level 6 online courses since 2007 (Table 1). The total number attending courses dropped slightly in 2011 due to the advent in 2010 of the Bachelor of Arts degree programme in Strength and Conditioning. Graduates from the Certificate in Physical Fitness and Conditioning (Level 6) in 2009 and 2010 elected to enrol into the new BA programme. It is expected that learner enrolment numbers will be highest in 2012 as there are two further enrolments in September and December of the current year. The college has developed an international profile with learners attending from a number of countries including the UK, South Korea, India and Sweden. This international development is a key platform in the college’s strategic plan over the next five years.