1. education

Quality Assurance Manual
Institute of Technology Sligo
Chapters 1 – 12
October 2012
Control Page
This document has been developed to present the quality assurance procedures at the Institute of
Technology Sligo that are in operation in 2008. Accompanying documents including inter alia the
Institute’s Procedures Manual, Marks and Standards, Staff Handbook and the Institute’s Interview
Guidelines shall be considered as an integral part of the Institute’s quality assurance procedures.
The Institute is committed to compliance with NQAI and HETAC quality assurance regulations and
to timely revision of this document in keeping with changing National and International
requirements and in harmony with improved work practices within the Institute.
“There is nothing wrong in change if it is in the right direction. To improve is to
change, so to be perfect is to have changed often”.
Winston Churchill
Revision History
Rev. No.
000
001
002
003
004
005
006
007
008
009
Issue Date
Feb 2003
Mar 2003
Aug 2003
May 2004
October 2008
May 2012
October 2012
Description of Change
Original
Chart error Page 50 and type editing
Editing
AC Committee Terms of Reference (Appendix 1.4)
Audit of Conditions of Validation (2.7)
Minor modifications to programmes (2.8.2)
Continuous Assessment (3.5)
Rewording recommended by self-study groups
Chapter layout including underlined links.
DRAFT Update of entire document
February 2009 Update of entire document
June 2010
Editing
September 2011 Editing
Update of categories to “Composition of Selection Boards”.
Chapter 3 updated appendices currently in use.
Quality Assurance Manual IT Sligo 2012
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Contents
INTRODUCTION
4
CHAPTER 1
GOVERNANCE AND ACADEMIC MANAGEMENT
7
CHAPTER 2
LEARNING
NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES OF
CHAPTER 3
ASSESSMENT OF LEARNERS
59
CHAPTER 4
ONGOING MANAGEMENT AND MONITORING OF PROGRAMMES
86
CHAPTER 5
SCHOOL PLANNING AND PROGRAMME REVALIDATION PROCESS
103
CHAPTER 6
STAFF
SELECTION, APPOINTMENT, APPRAISAL AND DEVELOPMENT OF
CHAPTER 7
EVALUATING SERVICES RELATED TO PROGRAMMES
138
CHAPTER 8
EVALUATING RESEARCH PROGRAMMES
168
CHAPTER 9
EVALUATION OF PREMISES, FACILITIES AND EQUIPMENT
173
30
116
CHAPTER 10 EVALUATING ADMINISTRATIVE SERVICES RELATED TO
PROGRAMMES
176
CHAPTER 11 COMMUNICATION
182
CHAPTER 12 EVALUATING THE EFFECTIVENESS OF QUALITY ASSURANCE
PROCEDURES
185
Quality Assurance Manual IT Sligo 2012
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INTRODUCTION
The achievement of academic excellence is a complex process involving all staff members and
students of the Institute. The active co-operation of members acting in concert is necessary to
ensure excellence and the support and encouragement of the Institute’s stakeholders helps to
achieve the goal of quality. The physical environment, buildings, grounds, facilities, library,
information technology, equipment and student support services also contribute significantly
towards achieving academic excellence. The Institute recognises that ownership of quality
mechanisms and working practices must be shared among those directly involved. An
indispensable characteristic of quality is the desire to continually review work practices and
procedures and so ensure that the aims and objectives of academic programmes are optimised
with respect to the mission and strategy of the Institute. In the final analysis however, quality
assurance is dependent on students and individual staff members working in unison to the highest
possible standard under the guidance of the Academic Council and with the support and
encouragement of the external environment such as the DOES, NQAI, HETAC, FETAC, HEA,
business and professional bodies.
Brief History of the Institute
Since its inception in 1970 the Institute of Technology Sligo (ITS) has been actively pursuing the
role set down by the Steering Committee on Technician Education (1967) to “educate for trade
and industry over a broad spectrum of occupations ranging from craft to professional level, notably
in engineering and science, but also in linguistic and other specialities”. A comprehensive range of
full-time programmes at certificate, diploma, degree and post-graduate level have been developed
during the past three decades while a number of part-time programmes spanning the different
levels of awards are also provided by the Institute. The Institute also co-operates with the
Department of Education and Science and FÁS in providing block-release programmes up to and
including Phase 6 for apprentices in Tool-making, Carpentry and Joinery and Electrical Trades.
From the early 1970s the Institute placed emphasis on providing a high standard of education and
training to students and while numbers at that time were small relative to 2008 nonetheless there
was an ongoing commitment to continuous improvement in the services provided to those
students. The pedagogical approach of the Institute was based on the tenets of action research,
the essence of which is continuous evaluation and improvement. With the establishment of the
National Council for Educational Awards (NCEA), the Institute initially relied on the Council to
establish standards and in turn adopted those standards which the Council promulgated. During
the three decades from 1970 to 2000, the Institute and its programmes were subjected to external
review on a consistent and regular basis, e.g. all new programmes were validated by external
experts, all examinations were externally moderated and the NCEA with external experts was
directly involved in evaluating programmes at regular intervals. Many of the academic working
practices in the Institute have evolved from those developed under the NCEA, now the Higher
Education and Training Awards Council (HETAC), while others have grown out of experience and
proven practice. Quality assurance in the higher education sector has also been significantly
influenced by ongoing international developments and the emergence of internationally accepted
best practice and procedures. The issue of quality, objectively assessed and reported upon has
become a central concern not only in Institutes in Ireland but throughout Europe.
The impetus to formalise written policies and procedures was heightened considerably by the
Institute’s decision in 1998 to apply to the Interim Review Group for delegated authority to award
Diplomas and Degrees. Since then, the Institute has received recognition of its Quality Assurance
procedures from HETAC and has been delegated the authority to make awards up to Level 10 on
the Framework of Qualifications.
The Strategic Plan
The Institute of Technology, Sligo’s second Strategic Plan ‘Mapping the Future’ covers the period
2007-2012. It comes at a seminal point in the growth and development of higher education in
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Ireland as the Institutes of Technology and the Universities are jointly within the remit of the Higher
Education Authority (HEA). The Institute’s first strategic plan, which covered 2002 to 2007,
provided the framework within which the Institute successfully started to address the significant
issues of changing demographics, staff engagement and regional relationships. The current 20092012 plan also provides a framework within which the Institute can continue to address these
challenges whilst at the same time allowing it to contribute to the increasingly significant
development of Ireland as a knowledge economy and create its own unique identity in the
increasingly complex and competitive higher education landscape nationally and internationally.
The mission of the Institute derives from widespread consultation within and outside the Institute
especially among its principal stakeholders i.e. students, staff and employers. The mission
mandates the Institute to serve the economic, industrial, social and cultural needs of the
community and region. Lifelong learning embraces all learning activity undertaken throughout life,
with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or
employment related perspective. It is Institute policy that this objective be clearly expressed in the
organization, design, delivery and assessment of individual programmes, subjects and or modules.
Mission, Values and Vision of the Institute
The Strategic Plan 2007-20012 ‘Mapping the Future’ of the Institute of Technology Sligo sets out
the Vision and Mission of the Institute as follows:
Mission Statement
To create an open, supportive and flexible environment in which all learners can reach their
highest potential as active citizens of a global society.
Values
In achieving the mission, the Institute will be an innovative, self-reliant learning organisation. In
living the mission, the Institute will be inspired by the values of:
• RESPECT
•
Honesty
•
Integrity
• INCLUSION
•
Diversity
•
Equality
•
Openness
•
Partnership
• EXCELLENCE
•
Progressiveness
•
Independence
•
Courage
Vision Statement
In achieving the mission, the Institute will be recognised as the most flexible publicly funded higher
education institution in terms of modes of academic delivery that meet the needs of all learners and
contribute to the socio-economic needs of the region.
Quality documentation in the Institute
This document describes the academic procedures and work practices used in the Institute at
present. These procedures are not written in stone; rather they are dynamic and are subject to
improvement and modification in the light of experience and practice. Through the various
committees of the Academic Council, the procedures are routinely updated based on approved
proposals for more effective or efficient business practices.
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A loose leaf Institute Procedures Manual divided in sections for ease of reference, acts as a source
for Standard Operating Procedures (SOP). It is a systematic, audited, document-controlled
manual. It has been designed to enable procedures, covering all aspects of the Institute’s
operations to be written on a standard template. It has widespread distribution throughout the
Institute and all Institute procedures are put on the intranet following the approval by the Academic
Council or by the Executive Committee. All such procedures either new or modified are then
channelled through the document controller who at present is the Administrative Assistant to the
Registrar. The document controller is responsible for ensuring that the procedures are posted on
the Institute Website as soon as they are approved. Institute staff have read-only access to these
procedures.
Any staff member may write a procedure and have it issued as an Institute Procedure subject to
agreement by individuals or bodies affected by it e.g. Head of Department, Head of School,
Secretary /Financial Controller, Registrar, individual staff members, Academic Council and
Governing Body. In a situation where procedures have become redundant then such procedures
will be revoked
This current revision of the QA procedures is intended to bring the operation within the Institute in
line with current practices and with the current status of delegated authority, reflecting the many
changes that have occurred since the first edition of the QA procedures in 2004.
Glossary of Acronyms
AC
ACCS
AGCAS
AGSCI
AUP
BIM
CAO
CFM
DOES
EC
ECTS
FAS
FDS
FETAC
HEA
HETAC
ITS
NCEA
NFQ
NQAI
PCC
PRTLI
RMS
SFC
SOP
Academic Council
Accumulation of Credits and Certification of Subjects Scheme
Association of Graduate Career Advisory Service
Association of Graduate Career Services in Ireland
Acceptable Use Policy
Bord Iascaigh Mhara
Central Applications Office
Chapman Flood Mazars
Department of Education and Science
Executive Committee
European Credit Transfer System
Foras Áiseanna Saithair
First Destination Survey
Further Education and Training Awards Council
Higher Education Authority
Higher Educational and Training Awards Council
Institute of Technology Sligo
National Council for Educational Awards
National Framework of Qualifications
National Qualifications Authority in Ireland
Planning and Coordinating Committee
Programme for Research in Third Level Institutions
Research Management Strategy
Student Finance Committee
Standard Operating Procedure
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Chapter 1
Governance and Academic Management
Introduction
From the establishment of the Regional Technical Colleges in 1970, technological education was
for the first time made available to centres outside our two principal cities of Dublin and Cork. The
legal vehicle and model chosen to manage the Colleges was Section 21 (1) of the Vocational
Education Act 1930. This framework remained in place until the Regional Technical Colleges Act
1992 (and subsequent amendments in 1994) when the Regional Technical Colleges were given
more autonomy and control over their destiny. This loosening of control by the Department of
Education, with attendant responsibilities thrust on Institutes continues apace with the
Qualifications Act (1999), leading to the delegation of the power to confer awards at the levels 6 to
10 on the National Framework of Qualifications. This was first granted to Institute of Technology,
Sligo in 2001.
1.2
Scope
Chapter 1 outlines the legal framework that governs the establishment and operation of Institutes
of Technologies (Regional Technical Colleges until 1998). It describes the role and responsibilities
of the Governing Body of the Institute of Technology Sligo, the Institute’s Academic Council and its
Committees. One of the primary responsibilities of the Academic Council is “promoting and
maintaining good academic standards and procedures in all its activities” and throughout this
Chapter, line responsibility is assigned to particular managers and Institute committees for
ensuring academic quality in the Institute.
This chapter also incorporates the President’s responsibilities as specified in the Third Schedule of
the Regional Technical Colleges Act 1992, while the key responsibilities of the Registrar,
Secretary/Financial Controller, Heads of Schools, Heads of Department and the Executive
Committee are also set out.
1.3
The Institute of Technology
Section 5 of the Regional Technical Colleges’ Act 1992 states that “ The principal function of a
college shall, subject to the provisions of this Act, be to provide vocational and technical education
and training for the economic, technological, scientific, commercial, industrial, social and cultural
development of the state with particular reference to the region served by the college………”
Appendix 1.1 sets out in detail the functions of the Institute as described in the Institutes of
Technology Acts, 1992 to 2006 (Regional Technical Colleges Act 1992 and the Institutes of
Technology Act 2006).
1.4
The Governing Body
Section 7 (1) of the Regional Technical Colleges Act 1992 states that the Governing Body, “shall
manage and control the affairs of the college and all property of the college and shall perform the
functions conferred on the college by this Act, and shall have all such powers as are necessary or
expedient for the purpose of those functions subject to such policies as may be determined by the
Minister from time to time and to the programmes and budget approved annually by the vocational
education committee and the Minister under Section 13 of this Act”. The functions were further
defined, under the Institutes of Technology Act, 2006 as to:
(a) control and administer the land and other property of the college,
(b) appoint the President and such other staff as it thinks necessary for the purposes of the
college, and
(c) perform such other functions as are conferred
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Other specific requirements of the Governing Body included in the Act are to:
(i)
Prepare a plan (referred to as a ‘strategic development plan’);
(ii)
Prepare a statement of the policies of the college in respect of—
(a) access to education in the college by economically or socially disadvantaged persons,
by persons who have a disability and by persons from sectionsof society significantly underrepresented in the student body, and
(b) equality, including gender equality, in all activities of the college,
(iii)
establish procedures for the resolution of disputes that arise in the college.
Appendix 1.2 sets out the functions of the Governing Body as outlined in the Institutes of
Technology Act, 1992 to 2006
The Governing Body comprises 19 members who typically meet 8 times each year, during the
academic period. The President is a member and the Secretary/Financial Controller acts as
secretary. The remaining members of the Executive Committee, the Heads of School, Registrar
and Head of the Learning Environment and the Chairperson of the Senior Management team
attend all meetings in an advisory capacity. The Executive Committee makes reports on issues
such as academic planning, infrastructural developments and significant changes in resources.
The Governing Body also routinely considers the recommendations made by the Academic
Council.
1.5
Legal Changes
The Regional Technical College, Sligo was legally designated as an Institute of Technology on 28th
January 1998 when the Minister for Education and Science changed its name from the Regional
Technical College, Sligo to the Institute of Technology Sligo (IT, Sligo).
Under Section 29 of the Qualifications (Education and Training) Act 1999, with effect from 2001/02
the Institute of Technology Sligo, was granted delegated authority to confer its own awards at
National Certificate and National Diploma Level. Following subsequent formal evaluations by the
Higher Education and Training Awards Council (HETAC), delegated authority was conferred for all
taught programmes at all Levels from Level 6 to Level 9 on the National Framework of
Qualifications (see Section 1.6). In research, delegated authority has been granted in the areas of
Environmental Science and Mechanical and Manufacturing Engineering up to Level 10. HETAC
make all other awards for Level 9 and 10 qualifications by research.
New regulations in relation to Corporate Governance were introduced in 2001 and the Code of
Practice has been applied in the Institute since 2003.
The Institutes of Technology Act 2006 has lead to greater autonomy and responsibility, more
managerial discretion in relation to governance, human resources and finance, and the
enshrinement of the understanding of academic freedom. This also led to the move of the State
funding of the Institute of Technology Sector to the Higher Education Authority.
1.6
The National Higher Education Awards Structure
The National Qualifications Authority of Ireland (NQAI) is an agency of the Department of
Education and Science and the Department of Enterprise, Trade and Employment and was
established through the Qualifications (Education and Training) Act, 1999. It has responsibility for
developing and maintaining the National Framework of Qualifications (NFQ). It is also responsible
for promoting and facilitating greater access to education and training and progression from one
qualification to another, through the NFQ.
The NFQ was launched in 2003. It is a system of ten levels that incorporates awards made for all
kinds of learning, wherever it is gained. School, further education (FETAC awards) and higher
education (DIT, university and HETAC awards) are all included. The NFQ has introduced new
qualifications to the Irish education and training system. Through its ten Levels, the NFQ provides
Quality Assurance Manual IT Sligo 2012
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a means of comparing and contrasting national and international education and training
qualifications. It helps learners to plan their education and training and employers to identify the
qualifications they require.
The standards define the outcomes to be achieved by learners seeking to gain an award at a Level
within the Framework. A learner is assessed against these standards in order to gain an award. As
the NFQ is designed to recognise both large and smaller packages of learning, it is necessary to
ensure that more than one type of award is designed. The NFQ has four award-types, they are:

Major Awards

Minor Awards : for partial completion of the outcomes for a Major Award

Supplemental Awards : for learning that is additional to a Major Award

Special Purpose Awards: for relatively narrow or purpose-specific achievement
The NFQ has significantly enhanced the recognition of further education through the development
of Levels 1-6 qualifications. The apprenticeship qualifications of Advanced Certificate are at Level
6 on the Framework. There are seven major Higher Education award-types offered by Institutes of
Technology:
–
Higher Certificate
Level 6
–
Ordinary Bachelor Degree
Level 7
–
Honours Bachelor Degree
Level 8
–
Higher Diploma
Level 8
–
Graduate Diploma
Level 9
–
Masters
Level 9
–
Doctoral Degree
Level 10
Minor, Supplemental and Special Purpose awards are classified as Certificate and Diploma,
depending on the award level and number of credits awarded.
A key element of the NFQ is to improve access (entry) to education and training, transfer within
and between education and training and progression within and between education and training.
This includes national policies and operational guidelines on the recognition of prior learning (RPL)
and credit. The Awards Councils, FETAC and HETAC, oversee the quality assurance in relation to
programmes on the framework.
The introduction of the NFQ has provided a tool by which qualifications gained outside the State
can be recognised. The NFQ, is also linked to similar initiatives that are taking place in other
countries and at an overall European level.
IT Sligo is required, under delegated authority from HETAC, to determine the standards of
knowledge, skills and competencies for all of its named awards at Levels 6 to 10 and to ensure that
it has established and maintains fair and consistent policies and processes compliant with national
standards.
1.7
The European Higher Education Structure
1.7.1
Context
In 2003 the Ministers of Education in the EU agreed to establish national frameworks of
qualifications and for an overarching framework for qualifications to be developed. This
overarching framework - the Bologna Framework – was adopted by ministers in Bergen in 2005
and is based on the first, second and third cycles identified in the Bologna Process.
The rationale for the Bologna Framework is to provide a mechanism to relate national frameworks
of qualifications to each other and to enable international transparency, international recognition of
qualifications and international mobility of learners and graduates.
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Parallel to these developments and a further extension of the rapid movement towards
transparency, cooperation, transferability and mobility in European higher education is the
proposed European Qualifications Framework (EQF). The proposed structure for the EQF will
contain 8 levels and will relate to all education and training awards in Europe. It will be fully
compatible with the Bologna Framework. The NQAI is currently developing an alignment matrix
between the Irish national framework of qualifications and the EQF.
1.7.2
The European Credit Transfer and Accumulation System
The European Credit Transfer and Accumulation System (ECTS) is the credit system for higher
education applied on the European Higher Education Area. ECTS is a learner-centred system of
credit accumulation and transfer based on the transparency of the learning outcomes and learning
processes. ECTS credits are based on the workload students need in order to achieve expected
learning outcomes. Learning outcomes describe what a learner is expected to know, understand
and be able to do after successful completion of a process of learning. They relate to level
descriptors in national and European qualifications frameworks. Workload indicates the time
students typically need to complete all learning activities (such as lectures, seminars, projects,
practical work, self-study and examinations) required to achieve the expected learning outcomes.
60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year)
and the associated learning outcomes. In most cases, student workload ranges from 1,500 to
1,800 hours for an academic year, whereby one credit corresponds to 25 to 30 hours of work.
The ECTS is implemented in IT Sligo to facilitate credit transfer and accumulation and to ensure
that the time demands on students are reasonable, using available time and resources to the best
effect. This is particularly relevant as the Institute moves to a modular structure where every
programme is expected to have student elective choices. In this context, the ECTS ensures
compatibility and consistency of learning outcomes, Levels and credits for modules taken across a
wide range of disciplines.
A final component of the Bologna process is the requirement for a HEI to provide Diploma
Supplements (DS) to its graduates. The DS is a document attached to a higher education award
parchment aiming at improving international ‘transparency’ and at facilitating the academic and
professional recognition of qualifications. It is designed to provide a description of the nature, level,
context, content and status of the studies that were successfully completed by the individual
named on the original qualification to which this supplement is appended. It is provided
automatically and free of charge to every graduate of the Institute.
1.8
Quality Assurance at IT Sligo
Quality Assurance in Higher Education is concerned with maintaining standards of education. For
the provider, this means that all of the services and supports are made available to ensure that the
learner receive the education that they have embarked upon. In addition to the specific content of
the academic programme, the achievement of the learning outcomes and the appropriateness of
the assessment methods, there are other aspects of the learning environment that contribute to the
learning process, including IT and library facilities, student welfare supports. The experience of the
learner beyond the class room and life style (e.g. time for reflection and self study) also have a
bearing on the quality of learning. A quality education should also meet the needs of employers
and the State and should deliver on any statutory or regulatory requirements (such as those set
from time to time by NQAI, HETAC, EU).
1.8.1
Quality Assurance Policy
It is the policy of IT Sligo to have procedures in place to ensure that the quality of its programmes
and awards meet the internal specifications and those of other bodies legitimately empowered to
make specifications.
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Specifically, it is the policy of IT Sligo that all learners:
-
be treated fairly and with courtesy and respect
-
be offered the chance to provide feedback about their academic experience
-
have opportunities to participate on relevant committees
-
have access to student support services
-
be provided with useful information in relation to courses
-
receive at the beginning of the course an outline of its content, assessment procedures,
expectations and penalties
-
be exposed to a variety of teaching methodologies
-
have reasonable access to lecturing staff for individual consultation
-
receive a course timetable
-
receive specific and adequate feedback on assessments within a reasonable timeframe
-
have access to all relevant policies and procedures and that procedures will be in place to
cater for all
substantiated mitigating circumstances in deciding a student’s progression
1.8.2
Quality Objectives for Academic Programmes
The Institute recognises that the primary responsibility for quality assurance lies within the Institute.
It is further recognised that external quality reviews undertaken by QA agencies provide beneficial
feedback to the Institution and information to the stakeholders. Taken together, internal QA and
external quality reviews aim to implement the ‘Standards and Guidelines for QA in the European
Higher Education Area1, as follows:
1. Policy and procedures for quality assurance: The Institute will have a policy and
associated procedures for the assurance of the quality and standards of its programmes and
awards. It is also committed to the development of a culture which recognises the importance of
quality, and quality assurance, in its work. To achieve this, the Institute has developed and
implements a strategy for the continuous enhancement of quality. The strategy, policy and
procedures have a formal status and are publicly available. They include a role for students and
other stakeholders.
2. Approval, monitoring and periodic review of programmes and awards: The Institute has
formal mechanisms for the approval, periodic review and monitoring of their programmes and
awards.
3. Assessment of students: Students are assessed using published criteria, regulations and
procedures which are applied in a fair, consistent and track able manner.
4. Quality assurance of teaching staff: The Institute has ways of satisfying itself that staff
involved with the teaching of students are qualified and competent to do so. They should be
available to those undertaking external reviews, and commented upon in reports.
5. Learning resources and student support: The Institute ensures that the resources available
for the support of student learning are adequate and appropriate for each programme offered.
6. Information systems: The Institute ensures that it collects, analyses and uses relevant
information for the effective management of their programmes of study and other activities.
7. Public information: The Institute regularly publishes up to date, impartial and objective
information, both quantitative and qualitative, about the programmes and awards they are offering.
While the current list of procedures for IT Sligo is in excess of 100 it should be understood that the
process is dynamic and evolutionary and subject to continuous improvement. The Institute is
committed to this process as integral to achieving high quality.
1
European Association for Quality Assurance in Higher Education (2005) Standards and Guidelines for Quality
Assurance in the European Higher Education Area:
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1.8.3
Evaluation of Quality Assurance performance
The following is a list of some of the metrics used to evaluate the quality of education provided by
IT Sligo:
1. Student feedback surveys
2. External examiners reports
3. New programme evaluation Panel reports
4. Annual internal reviews of programme performance
5. Institutional reviews
6. Surveys of graduates
7. Surveys of employers
1.8.4
Academic Council
The Academic Council is a statutory body appointed by the Governing Body to assist the Institute,
with the planning, co-ordination, development and implementation of its educational work, as well
as promoting and maintaining good academic standards and procedures in all its activities. The
Academic Council is appointed under Section 10 (1) of the Institutes of Technology Acts 19922006. Membership of the Academic Council is afforded to staff through elected representation.
The President, Registrar, Heads of School, and the Heads of Academic Department, Education
Development and Quality Manager, head of Research and Librarian are ex officio members of the
Academic Council, while administrative staff, support staff and students are also represented.
There are approximately 20 ex-officio and 20 elected members on the Academic Council. The
President is Chairperson and the Registrar is Secretary to the Council. In line with the Institute’s
Strategic Plan minutes of the Academic Council and minutes of its Committees are posted on the
Institute website. All recommendations and decisions made by the Academic Council are routinely
brought to the attention of the Governing Body.
Appendix 1.3 sets out the functions of the Academic Council as described in the Institutes of
Technology Acts 1992-2006.
1.8.5
Academic Council Committees
Five committees carry out the work of the Council. They normally meet four times annually and the
draft minutes are circulated to the meetings of the Academic Council. External expert sits on a
number of these committees. The functions of these committees are described in Appendix 1.4.
(1)
Planning and Co-ordination Committee
The Institute has delegated authority to confer its own awards from Level 6 to 10. It also is an
approved provider, recognised by FETAC, for programmes up to level 6. The Planning and Coordination committee is responsible for approving all awards offered by the Institute. Likewise the
committee is responsible for approving all new programme submissions including sub-degree,
degree and post graduate programmes and agreeing material modifications to existing
programmes. The Planning and Co-ordination committee must approve sub-degree, degree and
postgraduate programmes before such programmes are submitted to an external panel for
validation. This committee is also responsible for ongoing programme auditing and periodic
reviews. The committee recommends the appointment of external assessors to assist it, in carrying
out these important functions.
Detailed quality procedures, which set out the form and content of programme evaluation, are
outlined in Chapter 2 of this document.
Quality Assurance Manual IT Sligo 2012
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(2)
Selection Admissions & Exam Standards Committee
The Institute has a duty of care to ensure that all learners are treated with fairness and consistency
and that the rights of full time and part-time learners are acknowledged and enshrined in its
procedures and policies .
This Committee is responsible for establishing procedures and policies in relation to student
admissions to the Institute including non-standard and mature students, students attending part
time programmes and the recognition of prior learning. It is responsible for maintaining
documentation on admission policies and procedures.
This Committee is also responsible for policies and procedures in respect of the academic
standards of all programmes and examinations. It is also responsible for recommending the
appointment of external examiners to the Academic Council and for agreeing Marks and Standards
and for issuing regulations for the proper running of examinations.
(3)
Research & Innovation Committee
The Institute has a policy to foster and grow its research activities. This requires support for
research active staff and students and policies to attract new funding and new researchers. This
Committee develops policies and procedures in harmony with the Institutes Research Policies and
promotes research and innovation as an important activity in the Institute.
(4)
Learning Teaching & Assessment Committee
The core business of the Institute is to deliver a high quality education, relevant to learners.
Aspects of programme delivery that need constant updating include, the incorporation of computerassisted teaching methods and the implementation of flexible delivery techniques to meet the
diverse needs of both full time and part time learners while maintaining academic standards. To
achieve this, the Institute must insure that it has the policies, procedure and processes in place to
deliver the highest standard of education. An integral component of this requirement is ensuring
that the high calibre staff in the Institute are provided with, and trained in the appropriate tools and
techniques to meet the changing needs of learners and of employers.
The role of the Learning, Teaching and Assessment Committee includes, making
recommendations and advising the Academic Council on various issues relating to the structure
and delivery of all programmes, and the policies related to the further education and training of
academic staff.
(5)
Standing Committee of Council
One of the main functions of the Standing Committee of Council is to order the business of the
Academic Council, including the channelling of all business items to and from the Academic
Council and its Committees. The Standing Committee shall have the right to comment and make
recommendations on, but not alter, amend or delay any such item. The Standing Committee shall
not be empowered to make decisions on behalf of the Academic Council. In the event of business
arising that is of extreme urgency, a special meeting of the Academic council shall be convened;
1.9
Strategic Plan
The first Strategic Plan 2002 – 2007 which built on the Mission Statement was adopted by the
Governing Body of the Institute in 2002. The second Strategic Plan was adopted by the Governing
Body in 2007, and is referred to as Strategic Plan 2007-2012: MAPPING THE FUTURE. This was
developed using foresight planning techniques and consultation took place through five internal
committees (Student, Internal Environment, External Environment, Scholarship and an overarching
Steering Committee) and through widespread consultation among its principal stakeholders i.e.
staff, students, trade unions, industry and the community.
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The current plan entitled “A Strategy for Change, Building for the Future” covers 2009 to 2012. This
plan has five strategic priorities and is formally reviewed approximately every 12 months.
Number
Priority
Priority 1
To provide student-centred learning and high quality education
through delivery of relevant programmes in thematic areas in
order to equip students with the knowledge, skills and
competencies for prosperity in the knowledge based society.
Priority 2
To increase the quality and scope of on-line learning through
innovation and flexible delivery.
Priority 3
To target applied research, technology and knowledge transfer to
support wealth creation and a better quality of life.
Priority 4
To support regional development through engagement and
collaboration with business, industry and the wider community.
Priority 5
To deliver a flexible, adaptive and dynamic learning environment.
The review process has five strategic priorities identified together with a number of key objectives
each with associated metrics and delivery responsibility.
1.10
The President
The President is the chief executive of the Institute, with executive responsibility for all staff and
overall responsibility for the development and implementation of policies. This is achieved through
being an ex-officio member of the Governing Body, of the Academic Council and of the Executive
Committee. In 2008, in accordance with the entitlement under the IoT Act (2006), the Governing
Body approved the change of the title of the post from Director to President. The President
coordinates and manages the activities of the Institute through the Executive Committee. The
President normally chairs both the Academic Council and the Executive Committee. The President
also directly manages the public relations activities, the Freedom of Information office and special
projects, such as Strategic Innovative Fund initiatives. The functions of the President are set out in
the Third Schedule of the Regional Technical Colleges Act 1992, and in the IoT Act (2006), see
Appendix 1.5.
1.11
The Registrar
The Registrar, who reports to the President is a member of the Executive Committee and has
Institute-wide responsibility for academic affairs and for overseeing the academic integrity of all
programmes. The Registrar works with the Heads of Schools/Departments and other academic
and administrative staff in promoting and ensuring the quality, relevance and development of
programmes. In 2006, a review of the functions of the Registrars post and of the then Head of
Development was conducted (when the post of Head of Development was being readvertised).
The Governing Body approved a restructuring of these two posts such that, in general, the
Registrar is now responsible for activities directly related to learner recruitment and education while
the newly created post of Head of Development and Business Operations is responsible for all
supports provided to learners. The four senior managers, Academic Administration and Student
Affairs, Research, Education Development and Quality, the Librarian and Head of Research report
to the Registrar.
The key responsibilities of the Registrar include:
 Co-ordination of the work of the Academic Council
 Student admissions/registration/examinations/awards
 Marketing and Promotion of the Institute’s programmes
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 Liaison with HETAC, FETAC and other relevant educational agencies
 Quality assurance procedures
 Consultancy and information services to industry and community groups
 EU and international development programmes
 Research support
 Institute’s Operational Plan – Coordination of Academic Programmes
 Access support, Career Services and International student support
 Budgets.
1.12
The Secretary/Financial Controller
The Secretary/Financial Controller reports to the President and is a member of the Executive
Committee. The main areas of responsibility include an Institute wide responsibility for resource
management and administrative affairs. Two senior managers, one responsible for Human
Resources and one for Finance report to the Secretary/Financial Controller. The broad categories
falling under the remit include:
 Financial Planning and Control
 Budgets
 Human Resources
 Provision of secretarial services to the Governing Body
 General Institute administration
 Legal affairs.
1.13 The Head of the Development and Business Operations
The Head of Development and Business Operations is responsible for the management of the
ongoing developments of the IT Sligo campus, with a focus on business development, enterprise
and innovation and for bringing a strategy for commercialisation and business engagement to the
Institute.
Estates, IT Services, Knocknarea Arena and Technology Transfer and Innovation are the managed
services within the office of Development & Business Operations.
In 2006, a review of the functions of the Registrars post and of the then Head of Development was
conducted (when the post of Head of Development was being readvertised). The Governing Body
approved a restructuring of these two posts such that, in general, the Registrar is now responsible
for activities directly related to learner recruitment and education while the newly created post of
Head of the Learning Environment is responsible for all supports provided to learners.
The Head of the Development and Business Operations reports to the President and is a member
of the Executive Committee. Three senior managers, responsible for Estates Manager, Buildings
Manager, Head of Technology and Transfer Innovation and Information Technology Manager
report to the Head of the Learning Environment. The main areas of responsibility are as follows:
 External relations and communication in the context of the Institute’s development programme
 Facilities Management
 Campus development plan/building works. Procurement of new buildings
 Commercial aspects of campus activities
 Information Technology
 Innovation Centre activities
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 The Institute Web site
1.14
Responsibilities of the Schools and Departments
An academic unit is a functional part of the Institute with devolved responsibility for providing one
or more programmes. The responsibility for ensuring the academic quality of programmes in
concurrence with Institute policy lies with Schools, academic Departments and
Programme/Programme Boards. A School must have appropriate systems in place to ensure that
the delivery of programmes is in accordance with the Approved Course Schedules. It must also
ensure that the academic and technical support staff and facilities are sufficient to deliver the
approved programmes. Individual staff members are required to cooperate with Heads of
School/Department and Programme Leaders in order to ensure that Institute quality procedures
and processes are adhered to.
1.14.1 Heads of School
The Heads of School report to the President, are members of the Executive Committee and are
responsible for the efficient and effective management and control of their respective Schools. The
key responsibilities of a Head of School include:
 assisting the President as required in the management of the Institute
 lead and monitor the quality assurance within the School
 lead the academic direction of programmes in the School including teaching, research,
academic assessments and academic administration
 manage senior staff and be responsible for the effectiveness of the administration of the School
 working with the School Management team in formulating and agreeing School and Department
policy
 convening and chairing the School Executive
 liaising and co-operating with the Registrar, Secretary/Financial Controller and Head of the
Learning Environment as appropriate
 Budgets
 Developing strategic plans for the schools.
1.14.2 Heads of Department
Heads of Department report to the Head of School and are an integral part of the Senior
Management Team with the Administrative Managers and the Executive Committee. Key
responsibilities of Heads of Department include:
 academic leadership
 academic quality
 direction and management of staff
 planning and development in co-operation with programme leader, Heads of School, President,
programme co-ordinator
 efficient use of all material and physical resources
 academic counselling and student guidance
 managing the administrative affairs of the department
 participating as a member of the School management team.
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1.15
The Executive Committee
The Executive Committee comprises the President, Registrar, Secretary Financial Controller, Head
of Development and Business Operations and the Heads of School of Business and Humanities,
Engineering and Science. The Executive Committee meets weekly to discuss Institute policy and
its implementation. It allocates the Institute’s resources to the different functions, consistent with
the goals of the Strategic Plan and the approval of the Governing Body. The Executive Committee
works on a collegiate basis within the ambit of the President’s authority under the Regional
Technical Colleges Act 1992 and the IoT Act 2006. Minutes of the Executive Committee are
posted on the Institute website.
An organisational chart of the management structure is shown in Figure 1.1
1.16
Senior Management Team
The Senior Management Team (SMT) comprises the Heads of Academic Departments and the
managers of all non-academic functional areas. This group meets as necessary during the
academic year with the purpose of exchanging information on activities and processes in each
function and the development of a unified approach to the operational management of the Institute.
The Chair of the SMT rotates every 6 months between academic and non-academic Heads of
Department. Proposals made by the SMT may be brought directly to the attention of the Executive
Committee through representation to the President.
1.17
Management Teams for the Functions of the Institute
The Management Team for each function comprises the Functional Heads (i.e. Secretary Financial
Controller, Registrar, Head of the Learning Environment and Heads of Schools), Heads of
Department and administrative managers. These teams typically meet weekly, during the
academic year, to consider, among other things, functional policy together with administrative and
academic matters relating to the Function and its operation. It provides the Head of Function with
an opportunity to brief the Heads of Department on the outcome of the Executive Committee
meetings. It is also a forum which enables the Functional Management to exchange information
on issues relevant to the operation of the Function and is a channel of communication between the
Executive Committee and staff members.
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Figure 1.1
Management Structure and Organisation Chart
GOVERNING BODY
(including President &
Executive Committee
Academic Council
(President is Chairperson
of Academic Council)
Executive Committee
President, Registrar, Secretary/Financial Controller,
Head of Development and Business Operations, 3
Heads of School.
(Meet once a week)
PRESIDENT
Academic Council Committees






Secretary/Financial
Controller
Registrar
Academic
Admin and
Student
Affairs
Manager
Librarian
Research
Manager
Education
Developm
ent and
Quality
Manager
HR
Manager
Finance
Manager
Head of Development
and Business
Operations
Estates
Manager
Technology
Transfer &
Innovation
Manager
ICT
Manager
Head of School of
Engineering
Head of School of
Business &
Humanities
Administrative
Staff
Technical Staff
Administrative
Staff
Head of School
of
Science
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Head of
Dept.
Civil
Engineering
and
Construction
Mechanical
and
Electronic
Engineering
Business
Studies
Information
Systems
Marketing,
Tourism and
Leisure
Humanities
Environmental
Science
Applied
Science
Academic Staff
Technical Staff
Administrative
Staff
Standing Academic Council
Planning and Coordination
Selection Admissions & Examination
Standards
Research & Innovation
Learning Teaching & Assessment
Further Education and Training
Technical Staff
Administrative Staff
Quality Assurance Manual IT Sligo 2012
Academic Staff
Academic Staff
Technical Staff
Administrative Staff
Technical Staff
Administrative Staff
Page 18
APPENDIX 1.1
Functions of an Institute of Technology
Extract from Institutes of Technology Acts 1992 to 2006.
The principal function of a college shall, subject to the provisions of this Act, be to
provide vocational and technical education and training for the economic, technological,
scientific, commercial, industrial, social and cultural development of the State with
particular reference to the region served by the college, and, without prejudice to the
generality of the foregoing, a college shall have the following functions:
1. (a) to provide such programmes of study as the governing body of the college
considers appropriate;
(b)
to enter into arrangements with the National Council for Educational Awards,
with any university in the State or with any other authority approved by the Minister from
time to time for the purpose of having degrees, diplomas, certificates or other
educational awards conferred, granted or given and to make such other arrangements
as may be approved by the Minister from time to time for this purpose;
(c)
subject to such conditions as the Minister may determine to engage in research,
consultancy and development work and to provide such services in relation to these
matters as the governing body of the college considers appropriate;
(d) to enter into arrangements with other institutions in or outside the State for the
purpose of offering joint programmes of study and of engaging jointly in programmes of
research, consultancy and development work in relation to such matters as the
governing body of the college considers appropriate;
2. subject to such conditions as the Minister may determine, to enter into arrangements,
including participation in limited liability companies, to exploit any research, consultancy
or development work undertaken by a college either separately or jointly;
(e)
to institute and, if thought fit, to award scholarships, prizes and other awards;
(f)
to maintain, manage, administer and invest all the money and assets of the
college;
(g)
to accept gifts of money, land or other property upon such trusts and conditions,
if any, as may be specified by the donors: provided that nothing in any such trust or
condition is contrary to the provisions of this Act;
(h)
subject to the approval of the Minister, to acquire land;
(i)
to do all such acts and things as may be necessary to further the objects and
development of the college.
3.
(a)
A college shall have such other functions as may be assigned to it from
time to time by the Minister by order made with the concurrence of the Minister for
Finance.
(b)
The minister may, with the concurrence of the Minister for Finance, by order
revoke or amend an order under this subsection.
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(c)
Whenever an order is proposed to be made under this subsection, a draft of the
proposed order shall be laid before each House of the Oireachtas and the order shall
not be made until a resolution approving of the draft has been passed by each such
House.
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APPENDIX 1.2
Functions of the Governing Body
Extract from Institutes of Technology Acts 1992 to 2006.
The provisions of the Section 7 of the RTC Act 1992 were amended by substituting
Section 8 to the IoT Act 2006 in respect of the functions of the governing body.
7.—(1) The functions of the governing body of a college shall be, in pursuance of the
functions of the college under section 5 but within the constraints of the college’s budget
under section 13—
(a) to control and administer the land and other property of the college,
(b) to appoint the Director and such other staff as it thinks necessary for the purposes of
the college, and
(c) to perform such other functions as are conferred on it by this or any other Act
(2) For the purpose of the appointment of the Director under subsection (1)(b), the
governing body shall develop such interview and other procedures as in its opinion will
best ensure participation in the selection process by candidates of a high calibre from
both within and outside of the college and shall publish such procedures in such manner
as it considers appropriate
(3) A governing body has, subject to this or any other Act, such powers as are
necessary for the purposes of performing its functions.
(4) A governing body may, from time to time, appoint such and as many committees,
consisting either wholly or partly of members of the governing body, as it thinks
necessary to assist it in the performance of its functions and may assign to those
committees such of its functions as it thinks fit.
(5) A committee appointed under subsection (4) shall operate in such manner as the
governing body may direct and its acts shall be subject to confirmation by the governing
body, unless the governing body otherwise directs.
(6) In performing its functions a governing body, or, where appropriate, a committee
shall—
(a) comply with such policy directions as may be issued by the Minister from time to
time, including directions relating to the levels and range of programmes offered by the
college,
(b) have regard to the promotion and use of the Irish language as a language of general
communication and promote the cultivation of the Irish language and its associated
literary and cultural traditions,
(c) have regard to the attainment of gender balance and equality of opportunity among
the students and staff of the college and shall, in particular, promote access to
education in the college by economically or socially disadvantaged persons, by persons
who have a disability and by persons from sections of society significantly
underrepresented in the student body,
(d) ensure as far as it can that the college contributes to the promotion of the economic,
cultural and social development of the State and to respect for the diversity of values,
beliefs and traditions in Irish society, and
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(e) have regard to the statutory responsibilities of other education providers.
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APPENDIX 1.3
Functions of the Academic Council
Extract from Institutes of Technology Acts 1992 to 2006.
1.
Each college shall have an academic council appointed by the governing body to
assist it in the planning, co-ordination, development and overseeing of the educational
work of the college and to protect, maintain and develop the academic standards of the
programmes and the activities of the college
2.
(a)
Each governing body may by regulations made under this section provide
for the membership and terms of office of the academic council
(b)
The majority of members shall be holders of academic appointments within the
college and at least one shall be a registered student of the college
(c)
The members appointed to the academic council shall hold office for a period of
three years and shall be eligible for reappointment.
3.
Without prejudice to the generality of subsection (1) the academic council shall
have the following particular functions
(a)
to design, develop and assist in implementing programmes of study consistent
with the functions of the college;
(b)
to make recommendations to the governing body for the establishment of
appropriate structures to implement the programmes of study referred to at paragraph
(a) of this subsection;
(c)
to make recommendations to the governing body on programmes for research
and development work;
(d)
to make recommendations to the governing body for the selection, admission,
retention and exclusion of students;
(e)
be responsible, subject to the approval of the governing body, for making the
academic regulations of the college;
(f)
to propose to the governing body, subject to the requirements of the National
Council for Educational Awards or any university or other authority to which section 5 (1)
(b) applies, the form of regulations to be made by the governing body for the conduct of
examinations and for the evaluation of academic progress;
(g)
to make recommendations to the governing body for the award of scholarships,
prizes or other awards;
(h)
to make general arrangements for tutorial or other academic counseling;
(i)
to exercise any other functions, consistent with this Act, which may be delegated
to it by the governing body;
(j)
to assist in implementing any regulations which may be made by the governing
body concerning any of the matters aforesaid
4.
The academic council, with the approval of the governing body may
(a)
establish such and so many committees, consisting either wholly or partly of
persons who are not members of the college, as it thinks proper to assist the academic
council in the performance of its functions under this Act, and
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(b)
determine, subject to the provisions of this Act, the functions of any committee
established under paragraph (a) of this subsection.
5.
The acts of a committee established under subsection (4) (a) shall be subject to
confirmation by the governing body unless the governing body dispenses with the
necessity for such confirmation.
6.
Subject to the provisions of this Act and to the directions of the governing body,
the academic council may regulate its own procedure.
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APPENDIX 1.4
Functions of the Academic Council Committees
As approved by IT Sligo Academic Council, 19th May, 2010
Academic Council Committees
The Academic Council as a statutory body responsible for academic matters within the
Institute has the major task of formulating and implementing the Institute's academic
policies. The Academic Council is responsible for the quality of all academic activities
within the Institute. The terms of reference set out in the Regional Technical Colleges
Act 1992 (section 10) gives a broad preview to the work of the Academic Council. The
activities of the Academic Council will directly impinge on the Institute's future as an
effective academic community. The Academic Council must, therefore: have a strong, high profile within the Institute so that the staff see it as a major
instrument of academic direction and policy and a desirable body of which to be a
member
 have a clear leadership role and an influence on all academic policy of the institute
 debate, make comment on and respond to appropriate academic policies and reports
in the sector, regionally and nationally
 be accessible to all staff through course boards, committees, elected representatives
and senior staff.
The Academic Council is the body through which the Institute's academic reputation will
be established. The ultimate authority for the Academic Council is the Governing Body,
as conferred by the Act. The Governing Body's role with respect to the Academic
Council is supportive rather than regulatory in nature. The Academic Council has
devolved to it by the Governing Body responsibility for all academic matters.
The membership should reflect a balance between ex officio and elected membership
and that the majority of members shall be holders of academic appointments within the
Institute (section 10(2)(b)).
Standing Academic Council Committee
1. To order the business of the Academic Council, including the channelling of all
business items to and
from the Academic Council and its Committees. The
Standing Committee shall have the right to comment and make recommendations on,
but not alter, amend or delay any such item. The Standing
Committee shall not
be empowered to make decisions on behalf of the Academic Council. In the event
of business arising that is of extreme urgency, a special meeting of the Academic
council shall be convened;
2. To refer relevant matters to Committees of the Academic Council;
3. To co-ordinate the work of the Committees of the Academic Council;
4. To assist in the implementation of Academic Council decisions.
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The Planning and Co-ordination Committee
1
To ensure robust academic quality assurance for new programmes and
modifications to HETAC and FETAC programmes
2
To develop policies and procedures for this purpose
3
To agree template and presentation standards for programme documentation
4
To agree guidelines for panels of assessors evaluating new academic programmes
5
To consider all course proposals for outline planning in accordance with procedure
EAP 1
6
To establish procedures for the review of all new programme proposals and
material modification and changes to programmes
7
To establish a system to ensure that recommendations of Panels of Assessors are
implemented
8
To make proposals in relation to the approval of new programmes within a
modularised framework
9
To set out procedures for School Peer Reviews and Institutional Reviews
10 To consider Reports of Peer Review Groups and ensure that their
recommendations are implemented
11 To consider and report on matters referred to it by the Academic Council
The Selection Admissions & Exam Standards Committee
1
To establish policies and procedures for the admission of students to all full time
and part time programmes of study by the Institute, including but not limited to:
first year entry, transfers, add-on degree, post graduate entry, minor and special
purpose programmes, and craft programmes
2
To establish policies and procedures for admission in respect of the non-traditional
applicant category, including but not limited to: mature, special needs,
disadvantaged, FETAC, non-European Union and non-standard qualifications
and experiential learning
3
To consider applications for module exemptions duly recommended by Heads of
Department
4
To establish policies and procedures for admission to courses in the restricted entry
category
5
To maintain current and relevant policies and procedures related to admissions,
maintenance of academic standards, assessment and examination of learners
6
To determine Examination Marks and Standards for the Institute and review them
periodically
7
To consider and report annually to the Academic Council on attrition and
examination performance
8
To review annually by exception Programme Monitoring Reports in accordance with
procedure EAP 7
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9
To consider nominations from Schools and Departments for the appointment of
extern examiners and recommend those duly qualified and suitable
10 To consider and report on matters referred to it by Academic Council.
The Research & Innovation Committee
1
To devise strategies, policies and procedures that foster the development of an
active research and innovation culture within the Institute
2
To propose operational processes to deliver the research and innovation strategies
and to monitor the achievement of these deliverables
3
To advise on the development of physical, human and information/knowledge
infrastructure for research and innovation
4
To develop policies to enhance and promote closer and relevant engagement with
local employers
5
To enhance teaching and learning within the Institute in relation to research and
innovation
6
To support the development and administration of research-based postgraduate
programmes of study
7
To monitor the Institute’s research and innovation performance
8
To liaise with the Research and Innovation support functions of the Institute
9
To consider policies and procedures in relation to the protection of intellectual
property
10 To consider and report on matters referred to it by Academic Council or by functions
within the Institute
Learning Teaching & Assessment
1. To develop policies and procedures in relation to the on-going training & education
of academic staff
2. To advise on suitable resources for the effective conduct of academic staff training
& education programmes
3. To ensure adequate academic quality assurance for existing and new programmes
including full-time, part time, bespoke and craft programmes
4.
To routinely review the functions and operation of the programme committees.
5. To agree policies and procedures in respect of the costing of programmes and the
disbursement of fees from the programmes.
6.
To advise on suitable resources for the effective conduct of such programmes
7. To consider and report on matters referred to it by Academic Council or by functions
within the Institute.
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APPENDIX 1.5
Functions of the President
Extract from Institutes of Technology Acts 1992 to 2006.
The provisions of the Section 9 of the RTC Act 1992 were amended by substituting
Section 10 to the IoT Act 2006 in respect of the functions of the Director/President.
(1) A governing body shall from time to time appoint in a whole-time capacity a person
to be the chief officer of the college, and that person shall be known as the Director, or
by such other title as the governing body, subject to the consent of the Minister, may
determine.”,
(2) The selection of the President shall be a function of the governing body in
accordance with the procedures, which shall include the composition of a selection
board, determined by the An tUdaras from time to time.
(3) The provisions of the Third Schedule to this Act shall apply to the President.
(4) Where an office of Director becomes vacant, the governing body, after consultation
with An tUdaras, may appoint a person to perform the functions of the Director until such
time as a permanent appointment to that office is made and such interim appointment
may be terminated by the governing body at any time.
Third Schedule
1. The Director of a college shall, subject to this Act, manage and direct the carrying on
by the college of its academic, administrative, financial, personnel and other activities
and for those purposes has such powers as are necessary or expedient.
2. In performing his or her functions the Director shall be subject to such policies as
may be determined from time to time by the governing body and shall be answerable to
the governing body for the efficient and effective management of the college and for the
due performance of his or her functions.
3. (1) A Director may delegate any of his or her functions to another member of the staff
of the college, unless they are delegated to the Director subject to the condition that
they shall not be delegated further; that other member shall be answerable to the
Director for the performance of those functions.
(2) Notwithstanding any such delegation, the Director shall at all times remain
answerable to the governing body in respect of the functions so delegated.
4. A Director shall not hold any other office or position without the consent of the
governing body.
5. A Director shall be entitled to be a member of, and preside over, any and every
committee appointed by the governing body, except where the governing body with the
concurrence of An tUdaras decides otherwise.
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6 A Director shall be entitled to be a member of the academic council and, if present,
shall preside at all meetings of that council; he or she shall be entitled to be a member
of every committee established by hat council.
7. Unless he or she resigns, retires or is removed from office, a Director shall hold office
for a period of 10 years.
8. A Director shall, whenever required to do so by the Committee of Dail Eireann
established under the Standing Orders of Dail Eireann to examine and report to Dail
Eireann on the appropriation accounts
and reports of the Comptroller and Auditor
General, give evidence to that Committee on—
(a) the regularity and propriety of the transactions recorded or required to be
recorded in any book or other record of account subject to audit by the Comptroller and
Auditor General that the college is required by this Act to prepare,
(b) the economy and efficiency of the college in the use of its resources,
(c) the systems, procedures and practices employed by the college for the purpose of
evaluating the effectiveness of its operations, and
(d) any matter affecting the college referred to in a special report of the Comptroller
and Auditor General under section 11(2) of the Comptroller and Auditor General
(Amendment) Act 1993, or in any other report of the Comptroller and Auditor General (in
so far as it relates to a matter specified in subparagraph (a), (b) or (c)) that is laid before
Dail Eireann.
9. A Director, if required under paragraph 8 to give evidence, shall not question or
express an opinion on the merits of any policy of the Government or a Minister of the
Government or on the merits of the objectives of such a policy.
10. From time to time and whenever so requested, a Director shall account for the
performance of a college’s functions to a Committee of one or both Houses of the
Oireachtas and shall have regard to any recommendations of such Committee relevant
to these functions.
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Chapter 2
New Programmes and Modifications to
Programmes of Learning
2.1
Introduction
The national and international standing of any educating provider is ultimately judged by
the quality and performance of its graduates. From a management and teaching
perspective, academic policies, procedures and processes are at the heart of ensuring
that a good standing is maintained. This starts with the processes for developing new
programmes and in ensuring that the learner is provided with the most relevant
education in their field. Validated programmes should also ensure that graduates who
enter the workforce are capable, competent individuals contributing in a valuable way to
the development of society and of the economy.
2.2
Scope
Chapter 2 outlines the academic procedures, work practices and guidelines used in the
Institute for the validation of all academic programmes2 and the approval process for
delivery of these programmes together with the ongoing maintenance of their quality.
The following are included (See Appendices 2.1 – 2.6 for copies of these procedures,
referred to as Validation and Approval Proposal, EAP, templates):
 Proposal seeking approval to proceed to develop a new programme of learning –
EAP 1, Appendix 2.1
 Proposal seeking approval by the Executive Committee for resources to deliver a
new programme of learning –EAP 2, Appendix 2.2
 Proposal for Validation of a new programme of Learning – EAP 3, Appendix 2.3
 Guidelines for the Panel of Assessors to Validate a new Programme of Learning –
EAP 4, Appendix 2.4
 Proposal for Validation and Approval of Modifications to an existing Programme of
Learning – EAP 5, Appendix 2.5
The process of preparing, submitting, academically validating and attaining approval for
the delivery of a new programme is outlined in Figure 2.1.
2.3
Modules and Programmes of Learning
2.3.1 Definitions and Context
A module is a coherent and self-contained unit of learning, teaching and assessment,
which comprises a defined volume of learning activity, expressed in terms of
competency based learning outcomes, which are in turn linked to assessment tasks that
are capable of separate assessment. The volume of educational activity is expressed in
2
The Institute is also recognised by FETAC as a provider and may submit modules or programmes for
validation. This process is different for that described in the chapter and consists of a submission by the
Institute to FETAC which is then evaluated by a national Panel. If approved, the validated modules or
programmes are entered on the FETAC register and may be delivered by any approved provider.
Quality Assurance Manual IT Sligo 2012
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hours of learner effort which is linked directly to the credit value of the module and
expressed in ECTS credits.
Typically, a module is designed to be integrable with other modules into larger
programmes. A module can be shared by different programmes. It is sufficient, for the
purpose of describing the educational formation provided by an independent module, to
specify (i) the learning outcome and (ii) the assumed (i.e. minimum) prior learning.
Sometimes assumed prior learning is specified by listing prerequisite modules.
A programme is a planned and coherent learning opportunity leading to the award of a
qualification registered on the National Framework of Qualifications (NFQ). It consists of
a combination of core, cognate and elective modules designed to achieve specific
learning outcomes. The modules may have prerequisite and co-requisite requirements
and may be fully prescribed (e.g., engineering) or be more learner based (e.g., arts or
business). The volume of educational activity is expressed in hours of student effort
which is linked directly to the credit value of the programme and expressed in ECTS
credits.
The process of modularisation is based on redefining how programmes are structured
by building on combinations of relevant modules designed to achieve specific
programme learning outcomes. So, while each module will have its own set of learning
outcomes and associated assessments, a programme also has a set of programme
learning outcomes. In writing a new programme, it is important, therefore, to ensure that
the learning outcomes for the set of modules selected do indeed deliver the learning
outcomes for the programme.
In a true modularised system, each module is fully validated and recognised and a
student who successfully completes the module is formally awarded a certificate for that
module and the associated credits at a specified Level on the NFQ. When a student has
accumulated a sufficient number of these module credits and where the set of modules
that they have taken meet the learning outcomes of a programme, the student is issued
with a full award. In Ireland it is not possible to provide such an entirely module-based
system as State funding of student fees is confined to students on full time programmes
who are taking 60 credits of study. This has led to learning being validated mostly in the
form of a major programme, rather than in modular form. The award titles associated
with such programmes are, Higher Certificate (Level 6, with a minimum of 120 credits),
Bachelor (Level 7, with a minimum of 180 credits) or Honour Bachelor (Level 8, with a
minimum of 180 credits).
Notwithstanding this restriction, Institutes have the authority to validate sub-major
programmes, such as Minor, Special Purpose and Supplemental programmes. The
awards associated with these programmes are typically classified as Certificates or
Diplomas, depending on the Level and the number of credits awarded. In some cases,
such awards may in fact comprise a single module (say, 10 credits at Level 6) or may
offer up to 120 credits.
The processes of validation and approval of single modules or whole programmes must
be consistent and ensure that all learning is fully recognised and accredited.
In 2008, a web-based modular management system (the Academic Module Manager,
AMM) was developed by the Institute. Using this facility, the description of a new module
may be brought through the stages of the validation process outlined below, on-line. A
further development was the Academic Programme Manager (APM). A programme may
be created, made up of a set of already validated modules, or comprising a set of
combined validated and non validated modules. In either case, the validation of the
programme follows the same set of stages as outlined below.
Quality Assurance Manual IT Sligo 2012
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2.3.2 Guidelines for the Design of Programmes
In 2007 and 2008, the Academic Council followed a process of introducing a change in
the culture of programme design, from considering an entire programme as a single unit
to designing programmes based on modules as self-contained blocks of learning. One
of the outcomes of this process was a set of recommendations for the design of new
programmes:
1.
In the design of undergraduate programmes, programme boards should develop
learning content that addresses the problems of transition into third level within the
programme. The programme will also cater for issues in careers, further studies and
professional development.
2.
Programmes should include a minimum of 10 credits choice per year from a
fixed list of elective modules where possible within the requirements of external
accreditation.
3.
Building programmes of study that are interdisciplinary in nature is to be
encouraged.
4.
Where possible opportunities for students to transfer out of and in to a
programme should be identified at the design stage and identified by means of prerequisite requirements or equivalents.
5.
In designing a programme from a set of modules, care should be taken to ensure
that there is not
an unmanageable assessment workload for students or academic
staff, the use of alternative assessment strategies to replace formal written end of
term examinations is to be encouraged where appropriate.
6.
All programmes should meet ECTS requirements.
7.
All programmes should have appropriate exit awards.
8.
All programmes should meet the requirements of statutory educational bodies.
2.4
Validation and Approval of Learning
Validation refers to the process by which the Academic Council of the Institute formally
recognises a module or a programme as constituting a body of learning leading to a
specified award title in a designated discipline area. In validating a module or
programme, the institute should satisfy itself that a learner may attain knowledge, skill or
competence for the purpose of an award made by the Institute.
Approval of a programme refers to the process by which the Executive Committee of
the Institute formally agrees to provide adequate resources to deliver a programme of
learning. A programme that has been academically validated might not be approved for
delivery. This situation can arise because, for example, the Institute determines that it
does not have the resources at that time, or the Higher Education Authority does not
consider it appropriate for the Institute to deliver such a programme.
The decision making process in both categories above is based on the information
provided in the submission documentation. Key information in such documentation is
the Approved Course Schedule (ACS) which provides details, of the award title, duration
of the programme, module titles and the breakdown of credits, contact hours and
assessment marks for each module and each stage of the programme. A School is
responsible for ensuring that a programme is subsequently delivered in accordance with
the ACS.
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The policy of the Institute is that no programme may commence delivery without
having been (i) academically validated (and placed on the Order of Council with
HETAC) and (ii) approved for delivery by the Institute.
2.5
Academic Validation of new Modules and Programmes
The academic validation of a module is the process by which a proposed module is
formally recognised by the Institute as comprising a body of learning in a designated
discipline, with defined credits and at a specified Level on the National Framework of
Qualifications (NFQ). From time to time the Institute will validate these modules,
however they will be considered as ‘single subjects’ only.
The academic validation of a programme is the process by which a proposed
programme is formally recognised by the Institute as comprising a body of learning in a
designated discipline, with defined credits and at a specified Level on the National
Framework of Qualifications (NFQ).
To validate a programme it is necessary to consider all of its modules together.
Piecemeal validation (in isolation) of constituent modules of a larger programme, cannot
accomplish the validation of the larger programme because the validation process is
blind to the joint effect of the modules and to the ‘integration learning and teaching’ that
may be required.
Validation of a programme means that the detailed documentation (containing, among
other things the programme objectives, the course schedule, the learning outcomes,
assessment strategies and the module descriptors for each module) has been assessed
by a Panel of experts external to the Institute. Following the recommendations of the
Panel the title, Level and course schedule is validated by the Academic Council. The
validated programme is that version described in the final programme documentation
(where the recommendations of the validation Panel have been carried out) and which
has been entered on the order of Council of HETAC. While the Institute has delegated
authority to validate and make its own awards, HETAC retain the authority to place such
a programme on the national framework.
2.6
Validation Time Scales
The Institute validates new modules and programmes throughout the academic year.
There is no specific time period or time scale for the development of, and validation of
new programmes. However, as noted above, it is Institute policy that a programme may
not commence delivery without having first been academically validated and approved
for delivery. This ensures that the programme is compliant with the conditions of the
National Framework of Qualifications (NFQ) and with the EU Bologna agreement and
with institute policies. Otherwise, such a programme is not an Institute award, is not an
official national award and is not on the NFQ.
The policy of the Academic Council is that any new full time programme should
be validated and approved for delivery prior to any promotion of the programme.
This is to avoid any embarrassment arising when, say, a programme is advertised and
subsequently not validated and not delivered as promised.
In the case of new full time programmes intended for direct entry post Leaving
Certificate, validation and approval is normally required before the programme is notified
Quality Assurance Manual IT Sligo 2012
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to the Central Applications Office (CAO). It is necessary to inform the CAO by 31st
March in the year proceeding the calendar year of commencement of the programme.
So, for example, a new full time programme commencing in September of a given year
should be validated by March of the preceding year to ensure that the programme is
properly included in the CAO Handbook for the intended year of commencement.
Offering a programme in the CAO Handbook prior to it being academically validated and
approved for delivery by the Institute (or the HEA) exposes the Institute to the risk of
having to withdraw such a programme. The consequences are particularly severe if the
programme is withdrawn. Such practices damage the reputation of the Institute with
potential students and with the authorities in the CAO organisation. On the other hand,
given the time scales involved, where a programme is validated and approved prior to
offering it in the CAO Handbook, the Institute is exposed to the risk of losing a marketing
advantage and of limiting its academic leadership of the sector in a new programme
area. Developers of any such new programmes are therefore advised to prepare any
submission documentation well in advance of the proposed date of delivery
commencement to allow sufficient time to notify the potential students and other
stakeholder of any changes in its validation and approval status.
The Institute also regularly develops new programmes in response to specific
community or business demands – referred to as bespoke programmes. Such
programmes may have a shorter or longer development time depending on the
complexity or specialisation of the learning required and the composition of, and rate of
progress of the programme development team. In some instances, in order to respond
to the needs of industry the Institute has developed, validated and commenced delivery
of a new programme within three months. However, this possible only when there are
no externally imposed time frames (such as mentioned above for the CAO) and where
the process is tightly managed.
Following approval and validation by the Institute, programme documentation must be
submitted to HETAC for entry onto the order of Council. In order to meet HETAC
deadlines, all such documentation needs to be with HETAC at the latest by April 30th in
any given year.
In practice, the approval process typically takes place from the early part of the
academic year and is completed within nine months. Non-CAO programmes are
typically validated by April in any given year and commence delivery in September of
the same year. This has been found to suit most bespoke programmes and allows
sufficient time to promote and advertise the programme to ensure that there are enough
candidates for the programme to be economically viable. For the reasons mentioned
above, CAO programmes have a longer lead-in time.
In summary:
The policy of the Institute is that by 31st of March each year, all programmes must
be approved and validated, and any supporting documentation required for the
submission to HETAC (such as the final Approved Course Schedules) must be
with the Registrar.
2.7
The Validation route for a new Module of Learning
As described in Section 2.3, a descriptor for a single module may be submitted to the
Academic Council for validation. The current practice is to validate a module as a ‘single
subject’ – i.e. an IT Sligo award. Alternatively, a single module, or a set of modules may
be presented as an award recognised on the NFQ– i.e. as a Minor, a Special Purpose
Quality Assurance Manual IT Sligo 2012
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or a Supplemental Award. In the case of the latter, the route to validation and approval
is identical to that explained in the following section.
2.8
The Validation route for a new Programme of Learning
2.8.1
Outline Approval for a new Programme of Learning
A new programme may be proposed by an individual staff member, a group of staff
members, Head of Department/School, or a pan-Departmental interdisciplinary group.
The first step in the process is for the programme development team to present a new
academic programme to the Planning and Coordination Committee of the Academic
Council for outline approval. This is submitted using the template Proposal seeking
approval to proceed to develop a new programme of learning (EAP 1, Appendix 2.1).
The team should take into account the time it takes to achieve full validation of a new
programme, as explained in section 2.6 above. The submission should indicate (a) the
names of the programme development team, (b) the academic department responsible
for the programme, (c) the internal vetting process carried out (e.g. at the level of
Department, School and Policy Committee), (d) the market research carried out
justifying the programme, (e) the proposed programme structure and (f) the resources
required to deliver the programme. As described in Section 2.3 above, the proposed
Programme may comprise validated and non validated modules. The validation status
for each module should be clarified.
In evaluating a proposal for Outline Approval the Committee is informed by the following
guidelines:
 Is the proposal in accordance with the Institute’s Mission and Strategic Plan?
 Is the proposal consistent with the strategy of the School and has it been approved
by the appropriate Department and School Policy Committee.
 Is the proposal in harmony with national and regional policy?
 Is a programme development team in place to develop the programme?
 Does the proposal complement existing programmes in the Institute?
 Are there any external conditions to be met by the programme, such as additional
requirements of
professional bodies, of the HEA or the need to establish formal
links with employers for student
projects or placement?
 Is the proposed programme duplicating existing programmes in the Institute and if so,
what programmes will be merged into this one or will no longer be delivered?
 Is the indicated student demand sufficient to justify the work involved in validating the
programme?
 Are there indications that sufficient resources are either planned or in place to
successfully deliver the new programme?
The Registrar and or the Chair of the Planning and Coordination Committee reports
back to the programme development team on the decision of the committee.
2.8.2 Approval of Resources for delivering a new Programme of Learning
Following approval by the Planning and Coordination Committee of the Academic
Council to proceed, and prior or the development of a detailed submission of a new
programme, the development team together with the Head of Department is required to
determine the detailed resource requirements of the programme. These requirements
are submitted to the Executive Committee using the template Proposal seeking approval
by the Executive Committee for resources to deliver a new programme of learning (EAP
Quality Assurance Manual IT Sligo 2012
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2, Appendix 2.2). In evaluating such a proposal, the Executive Committee will be
informed by the following criteria:
 (in the case of self-funded programmes – i.e. non-full time, non-state funded
programmes) are the resource cost/fee analysis based on the entire specification of the
required resources. Any such costing must take into consideration the costs of staffing
(allowing for employment grades and overtime allowances), programme preparation and
delivery costs, travel, administration, examination process, technical supports and
consumables for the projected student numbers?
 does the proposal cover the resource provision for all years of delivery – i.e. beyond
the first year?
 what is the request, if any, for the Institute to provide some or all of additional staff
and/or physical resources needed by the programme?
 what internal resources will be released to support the new programme and, where
identified, what existing programmes will cease delivery in order to facilitate this?
 what additional resources will be forth coming from the Institutes own resources, from
the HEA, from other external agency and/or from any partners in deliver?
 what is the fee structure and the cost recovery model including any state grant aid
(e.g. Fás support?)
 what processes are in place to ensure the selection and suitability of any lecturers
external to the Institute who may be teaching on the programme?
 What staff training, if any, is required to deliver the programme?
The Head of School reports back to the programme development team on the decision
of the Executive Committee.
2.8.3
Validation of a new Programme of Learning
Following the granting of sanction to proceed by the Executive Committee, the
programme development team compiles the full submission document using the
template Proposal for Validation of a new programme of Learning (EAP 3, Appendix
2.3). This may take some months to compile into a final submission document as the
process may require the coordination of a wide staff grouping and external stakeholders,
the collation of national statistical data and the agreement on the details, for example, of
the learning programme.
When the new academic programme document is submitted, the Registrar establishes a
Panel of experts to consider the validation of the programme. The Panel to comprise a
Chairperson (normally a senior academic from another Institute of Technology or
University or a suitably qualified person from the world of work); two senior academics
with relevant qualifications and experience in the area under evaluation; one member
from an Institute of Technology and another member from a University; and an
industrialist preferably with state of the art experience in the specialism under
consideration. All of the Panel members are external to the Institute and there should be
a balance of gender on the Panel. The submission documents are circulated to the
Panel no less than three weeks before they visit the Institute to conduct an oral
validation meeting with the programme development team and staff (See Guidelines for
the Panel of Assessors to Validate a new Programme of Learning: EAP 4, Appendix
2.4). The Education Development and Quality Manager or a nominee acts as raporteur
and compiles the draft Panel report following this meeting. Typically it takes six weeks
for a report to issue from the time the programme documentation is submitted to the
Registrar’s Office.
The composition of the non-major Programme Validation Panel will include:
Quality Assurance Manual IT Sligo 2012
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1.
2.
3.
4.
5.
Chair of the Planning and Coordination Committee (as Panel Chair)
The Head of the relevant School/Department (from which the proposal arises)
The Industrial Liaison Manager
An external specialist
The Education Development and Quality Manager or nominee as raporteur.
The report of the Validation Panel consists of a summary of the discussion that took
place during the visit, the overall findings of the Panel and the overall recommendations
regarding validation (or not) of the Programme. Typically, there is a list of conditions and
recommendations attached to any validation.
The Programme development team are required to implement the recommendations of
the Panel within one month of receiving the report from the Registrar. The Registrar also
advises the Planning and Co-ordination Committee of the recommendations of the
Panel and conveys the outcome to the Academic Council.
The Registrar advises HETAC and submits appropriate documentation (i.e. a certificate
of validation, a summary report of the findings of the Panel, the Approved Course
Schedule and a chart of the programme details) for issue on the Order in Council.
Where necessary, The President/Secretary/Financial Controller will seek sanction from
HEA to run the new programme. Following written sanction from the HEA, the Registrar
will advise Academic Administration and Student Affairs that the programme has been
approved for delivery. Academic Administration and Student Affairs will ensure that an
appropriate insert is included in the CAO Handbook for the following academic year,
where required, and will work with the School to prepare appropriate programme
promotional documentation for inclusion in the Prospectus and on the web site.
The practice of including a new programme in the Institute Prospectus which has not
been sanctioned by the HEA will continue (because of the lead-time required in
producing a new prospectus). However, in any case a programme will only be delivered
provided written approval has been granted by the Institute and by the HEA, where
required
2.9
Review of any Conditions and Recommendations attached to Validation
The Panel of Assessors typically specify conditions of approval or make
recommendations concerning a programme that they validate. It is the responsibility of
the Registrar to ensure that the School have responded adequately to any such
conditions or recommendations. For this purpose, within 3 months of commencement of
delivery of the Programme, the Education Development and Quality Manager conducts
a review. This allows adequate time for the necessary changes to be discussed by the
Programme Board and for their implementation in the final Approved Course Schedule.
The Head of Department and programme leader typically attend the review and in
addition to an audit of the actions taken on the recommendations, feedback on the
experience of the academic team in the success or otherwise of implementing the
recommendations is sought.
This process should be viewed as a means of ensuring that the changes are made (and,
if necessary, to identify blockages to the changes), rather than a ‘fault-finding’ exercise.
A report arising from the review will be prepared and filed in the Registrar’s Office.
Quality Assurance Manual IT Sligo 2012
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Figure 2.1: FLOWCHART FOR THE APPROVAL OF NEW PROGRAMMES
RESPONSIBLE PERSONS
ACTION
START
Programme Development
Team
Prepare Outline
Planning Documents
(EAP1)
Programme Development
Team & Registrar
Programme Development
Team
Education Development
& Quality Manager
EAP1 (submitted to Registrar)
Planning and Coordination
Committee meets with the
Programme Development Team
N
o
Approval to
proceed
Y
Prepare Programme
proposal (EAP2)
Programme Development
Team
Head of School to feed
back outcome
DOCUMENTS
Minute of P&CC
meeting
EAP2 - submitted to
Executive
))Committee)
N
o
Approved to
proceed?
Minute of EC
meeting
Ye
Programme Development
Team
Registrar
s
Prepare Programme
Submission (EAP3)
EAP3 - submitted to
Registrar
Establish Panel of
Assessors
Education Development
& Quality Manager
Panel Visit
Education Development
& Quality Manager
Agree Report and
recommendations
Panel Report
(submitted to
Registrar)
To next
page
Quality Assurance Manual IT Sligo 2012
Page 38
RESPONSIBLE PERSONS
ACTION
DOCUMENTS
From previous
page
Report outcome
reviewed by Academic
Council
Registrar
Registrar
N
o
Approved by
AC?
Y
Yes
Submit to HEA
(if necessary)
Registrar and President
N
o
Approved by
HEA (where
required)
Programme
Validation
Certificate
Notify HETAC
Submission
document
Response letter from
HEA
Y
Advise Academic
Admin & Student
Affairs Manager
Education Development
& Quality Manager
Ensure Entry in CAO
Handbook if needed
Academic Admin &
Students Affairs Manager
Generate
Documentation for
Prospectus
Head of School; Schools
Liaison Officer and ILM
Review Panel
Recommendations
Education Development
& Quality Manager
N
o
Recommendations
Implemented?
Response letter from
HEA
Review report
Y
END
Quality Assurance Manual IT Sligo 2012
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2.10
2.10.1
Modifications to a Programme of Learning
Context
Material modifications to validated programmes are normally evaluated at the time of a
Programmatic Review, which takes place every five years and Chapter 4 addresses this
modus operandi in detail. However, from time to time a Programme Board may request
the Planning and Coordination Committee of the Academic Council to consider material
modifications to an existing programme (see Proposal for Validation and Approval of
Modifications to an existing Programme of Learning: EAP 5 Appendix 2.5).
Such updating of programmes should be encouraged as it is in accordance with the
good practice of continuous improvement of programmes and ensuring that they
continue to meet the needs of employers and that they optimise the learning. However,
it is important that the Schools understand the additional administrative workload
associated with requesting and implementing modifications to programmes and allow
sufficient time to process the changes.
2.10.2
Distinction between Modification to, and a new Programme
There is a question of scale regarding what constitutes a modification, rather than a new
programme. For example, is a proposal to modify the titles and content of two modules
on a programme, comprising twenty-four 10 credit modules, a minor modification? What
if the proposal is to make small changes to all twenty-four modules? The following
guidelines are provided to determine if such a proposal is properly a modification to an
existing validated programme:
 Do the proposed modifications alter the validated programme to such an extent that
the programme title no longer reflects the content.
 Is the attainment of the learning outcomes of the validated programme impacted by
the proposed modifications. This may be the case if, for example, a new delivery mode
is proposed (e.g.
changing from in-class to on-line learning) or the sequencing of
learning substantially altered (e.g. changing from a semesterised structure to a yearlong structure).
 Will the modifications change the target market for graduates, as stated in the
validated
programme documentation – i.e. will the programme no longer provide
graduates for the intended market.
 Will the modifications require substantially more or less hours of student learning.
Do the learning hours still match the allocation of credits in accordance with the ECT
system.
 Are any of the core modules substantially modified and if so, has this altered the
discipline focus of the programme.
In the context of the above, examples of modifications to a validated Programme would
typically comprise:
 The introduction of new topic(s) into a syllabus in one or more modules, and the
removal of outdated material or less important topic(s).
 Change in assessment techniques in one or more modules e.g. the introduction of
an essay or assignment instead of a time-controlled class test of written examination.
 A change in the distribution of the marks awarded for the assessments in one or
more modules.
 A change in the credits allocated for a module or modules (will require a change in
the module descriptor).
Quality Assurance Manual IT Sligo 2012
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 A change in the balance of student learning hours between lectures, tutorials and
practicals.
Where the Planning and Coordination Committee deems a proposed modification of
such significance that it would be tantamount to a new programme proposal then it
requests the Programme Board to use the procedure for approving new programmes,
as detailed in Sections 2.7 and 2.8 above.
Advice should be sought from the Registrar where a Head of School, Department or
staff member is uncertain concerning the extent of a modification to a programme.
2.10.3
The route to Validation of Modifications
A Programme Board will make proposals for the modification of a validated programme.
Where these are at the level of administrative editorial corrections, the proposed
changes may be brought directly to the Registration Secretary for entry onto the official
programme record system and a corrected Approved Course Schedule issued to all
staff.
Proposals that are at the level of modification as indicated in Section 2.10.2 above are
submitted to the Planning and Coordination Committee. For the majority of
modifications, the Committee will validate the modified programme based on their own
assessment of the documentation. Depending on the extent of the proposed
modifications, the Committee may seek an external opinion from a module specialist or
specialists on syllabus content and academic standard of the proposed
modules/subjects as well as on the assessment system.
In any case, all modifications should be validated not later than 31st March in the
academic year preceding the introduction of the changes.
All such approved modifications will not be considered to be valid until the
changes have been (i) updated in the programme record system and (ii) copies of
the revised Approved Course Schedule are circulated to all staff and appended to
the Programme documentation held in School and in central files. It is the
responsibility of the Head of Department, in consultation with the Registration
Secretary, using Academic Module / Programme Manager, to ensure that such
requirements are completed.
All changes shall be recorded annually in the Programme Monitoring Report (Appendix
5.1 PMR).
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APPENDIX 2.1
EAP 1
Proposal seeking approval to proceed to develop a new programme of learning
1.
Proposed Programme
Award Type:3
Award Title:4
Programme Title:5
NFQ Level
2.
Department proposing the programme:
4.
Other collaborating Department (if any):
2.
Programme Development Team (Names):
i)
ii)
iii)
5.
School and Institute Strategic Plan objective met by the programme
i)
ii)
iv)
6.
Minimum entry requirements to the programme:
3
The only Major Award Types permitted by the Academic Council are: Higher Certificate, Ordinary Bachelor Degree,
Higher Diploma, Honours Bachelor Degree, Postgraduate Diploma, Masters Degree and Doctoral Degree. The only
non-major Award Types permitted are: Special Purpose, Minor and Supplemental.
4
Examples of Major Award titles: Level 7 Bachelor of Arts, Bachelor of Business, Bachelor of Engineering, Bachelor of
Science.
Examples of Non-Major Award titles: Certificate in Energy Audits, Special Purpose Award, 10 credits, Level 6; Diploma
in Ceramics, Minor Award, 40 credits, Level 7.
5
Includes the descriptor e.g. Bachelor of Arts in Fine Art
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7.
Size of first intake cohort:
8.
Proposed date for commencement of delivery:
9.
Rationale for Programme: (including consultations & research undertaken):
10.
Brief Statement of Aims and Objectives:
11.
Potential Market for the Graduates:
12
Summary of Resources Required:
Category
From existing
Additional
Human
Physical
Computing
Library
Equipment
Other
13.
Delivery Mode:
Semesters □
Part time
14.
□
Year long □
and/or
Full time □
Programme Structure, modules and credits:
Stage 1:
Stage 2:
Stage 3:
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Stage 4:
15.
Decision of the Planning and Coordination Committee
Approved
□
Conditions, if any:
Not Approved □
Reasons:
SIGNED
_______________________
Chair Planning &
Coordination Committee
Quality Assurance Manual IT Sligo 2012
Registrar
_________
Date
Page 44
APPENDIX 2.2
EAP 2
Proposal seeking approval by the Executive Committee for resources to deliver a
programme of learning
1.
Is this proposal for resources in relation to a
new programme 
an existing programme that is being used for a new cohort of learners 
2.
Programme Title:
Award Type:6
Award Title:7
Programme Title:8
NFQ Level
Duration
Delivery Mode
Semesters □
Year long
Part time
□
and/or
□
Full time
□
If this is an existing programme, outline the proposed changes in the delivery
mode:
3.
Department proposing the programme:
4.
Other collaborating Schools/Departments:
5.
School and Institute Strategic Plan objective met by the programme
i)
6
The only Major Award Types permitted by the Academic Council are: Higher Certificate, Ordinary Bachelor Degree,
Higher Diploma, Honours Bachelor Degree, Postgraduate Diploma, Masters Degree and Doctoral Degree. The only
non-major Award Types permitted are: Special Purpose, Minor and Supplemental.
7
Examples of Major Award titles: Level 7 Bachelor of Arts, Bachelor of Business, Bachelor of Engineering, Bachelor of
Science
Examples of Non-Major Award titles: Certificate in Energy Audits, Special Purpose Award, 10 credits, Level 6; Diploma
in Ceramics, Minor Award, 40 credits, Level 7.
8
Includes the descriptor e.g. Bachelor of Arts in Fine Art
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ii)
iii)
6.
Explain how this programme will fit with other existing programmes and
what, if any, programmes will this replace
7.
Projected Student Numbers:
Stage 1:
Stage 2:
Stage 3:
Stage 4:
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8. Resources
Category
Stage/year
Existing (indicate from
where)
1
2
3
4
New/additional
1
2
3
4
External co-provider
Cost to the Institute
1
1
2
3
4
2
3
4
Personnel
Developmental
work
Delivery
Technical
Support
Administration
Management
Physical
Lecture space
Laboratories
Workshop
Studio
Other
Computing/
Software
Library
Equipment
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Income (€)
9.
Income Source
Year 0
Year 1
Year 2
Year 3
Year 4
Development stage
Fees
State Grants
Other (e.g. payment
from employer)
10.
Contract:
Please supply on outline or copy of the proposed contract with external organisation/s, if
appropriate.
11.
Decision of the Executive Committee
Approved
□
Conditions, if any:
Not Approved □
Reasons:
SIGNED
__________________________________
Chair, Executive Committee
Quality Assurance Manual IT Sligo 2012
_________
Date
Page 48
APPENDIX 2.3
EAP 3
Proposal for Validation of a new Programme of Learning
1
Introduction
In 2008, software for the writing of modules and programmes that linked into the Banner student
record system was developed by IT Sligo. This software facilitates the production of a Module
descriptor document and of a Programme descriptor document using a standard template. These
documents can be incorporated directly into the submission for a new programme, as described
below. The benefits of this process is that there is consistency of format for all modules and
programme descriptors, the factual details (such as module title, contact hours and credits) are
consistent and the information may be incorporated into the student record system (Banner™)
automatically.
2
Required information in the Programme Submission documentation
2.1
Programme description













Full programme title
Department
Coordinator
Delivery mode (semesterised or stage-based)
Programme pathway (i.e. list of modules and pre-requisites/co-requisites)
Date of first intake
Course Schedule including NFQ Level
Programme Learning outcomes
Link between Programme and Module learning outcomes
Assessment matrix
Room requirements
Resource requirement
Reading list
2.2
Rationale for the programme
 Philosophy underpinning the programme e.g. market for programme in the region and its
relevance to the region (with supporting evidence of consultation with the external
stakeholders – e.g. employers, professional bodies, past graduates)
 Employment opportunities for graduates
 Rationale for the programme within the School/Institute
 Programme Aims and Objectives
 Expected intellectual development and Programme learning outcomes
 Proposed mode of delivery (i.e. in-class, on-line, blended)
 Related existing programmes.
2.3
Programme structure
 Delivery type (semesterised or stage-based)
 Proposed mode of delivery (i.e. in-class, on-line, blended)
 Is the programme intended for full time and/or part time delivery.
 Planned intake numbers (over the full duration of the programme)
 Overall structure and sequencing of modules (see example, Appendix 2-8)
 Role of placement
2.4
Resources (over the full duration of the programme)
 Facilities and human and material resources available to mount the programme
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




Clarification of any staffing requirements
Location of the delivery
Specific s requirements: lecture rooms, laboratories, library, Information technology and
other student supports
Confirmation regarding any new facilities and staffing requirements
Special requirements (e.g. remote access for distance learners)
2.5
Access, Transfer and Progression Criteria
 Student admission requirements
 Progression criteria from one stage to the next and to higher levels on the NFQ
 Non-standard entry (e.g. mature candidates and candidates with experiential learning)
 Transfer policy into the programme and onto other programmes
2.6
Curriculum
 A matrix exhibiting the academic pathway and the relationship between modules (see
Appendix 2-6)
 Demonstrate the consistency between the programme content, teaching methods and the
programme learning outcomes
 Demonstrate the balance between the depth and breadth of the programme in relation to the
objectives of the programme
 Describe the student workload as achieved through contact, non-contact and self-study
hours and the relationship with credits
 Explain the role and management of placement or work-based projects.
2.7
Assessment
 The modes of assessment to be used should be fully explained and justified
 The balance between the marks awarded for different assessment modes (e.g. continuous
assessment, projects, reports, sit-down examination) to be clearly explained and justified
 Demonstrate that all of the programme learning outcomes are appropriately and adequately
assessed within the set of module assessments.
Staffing
 Quality and specialities of staff available to support the programme (including CVs, using the
template in Appendix 2-7)
 Technical and administrative support
 Staff development
 Research and publications
2.8
2.9
Programme Administration and Quality Assurance
 Procedure for managing programme
 Student support student counselling and tutorial arrangements
 Aspects of programme which highlight and foster study skills, independent learning and the
inculcation of individual responsibility in students
 Professional, EU and international aspects if appropriate
 Feedback mechanisms e.g. use of surveys, focus groups and follow-up actions.
2.10
Details above that are contained in the Programme manager template
2.11 Full programme title
2.12Department
2.13Coordinator
2.14Delivery mode (semesterised or stage-based)
2.15Programme pathway (i.e. list of modules and pre-requisites/co-requisites)
2.16Date of first intake
2.17Course Schedule including NFQ Level
2.18Programme Learning outcomes
2.19Link between Programme and Module learning outcomes
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2.20Assessment matrix
2.21Room requirements
2.22Resource requirement
2.23Reading list
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APPENDIX 2.4
EAP 4
Guidelines for the Panel of Assessors to Validate
a new Programme of Learning
1
Introduction
A Panel of Assessors is required to make an independent judgement on the aims and objectives,
content and academic standard of the proposed academic programme. The benchmark normally
used in such judgements is the programme’s comparability with similar programmes in Ireland
and or internationally.
In preparing submissions, the programme development team is expected to follow the format set
out in the template document entitled: Proposal for a new programme of learning – EAP 3.
In evaluating a programme the following issues should be considered by the Panel of Assessors:
2
Guideline topics for the Panel of Assessors
2.1
Rationale for the programme
 Philosophy underpinning the programme e.g. market for programme in the region and its
relevance to the region
 Employment opportunities for graduates
 Rationale for the programme e.g. School’s/Institute’s strengths/opportunities
 Programme Aims and Objectives
 Expected intellectual development and Programme learning outcomes
 Related existing programmes.
2.2
Programme structure
 Delivery type (semesterised or stage-based)
 Proposed mode of delivery (i.e. in-class, on-line, blended, full time and/or part time)
 Planned intake numbers (over the full duration of the programme)
 Role of placement
2.3
Resources (over the full duration of the programme)
 Facilities and human and material resources available to mount the programme
 Clarification of any staffing requirements
 Location of the delivery
 Specific s requirements: lecture rooms, laboratories, library, Information technology and
other student supports
 Confirmation regarding any new facilities and staffing requirements
 Special requirements (e.g. remote access for distance learners)
2.4
Access, Transfer and Progression Criteria
 Student admission requirements
 Progression criteria from one stage to the next and to higher levels on the NFQ
 Non-standard entry (e.g. mature candidates and candidates with experiential learning)
 Transfer policy into the programme and onto other programmes
2.5
Curriculum
 A matrix exhibiting the academic pathway and the relationship between modules
 The consistency between the programme content, teaching methods and the programme
learning outcomes
 Balance between the depth and breadth of the programme
 Rigour of the academic standard in the final stage of the programme
 Student workload
 Practice: the role and management of placement or work-based projects.
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2.6
Assessment
 The appropriateness of the modes of assessment to be used
 The balance between the marks awarded for different assessment modes (e.g. continuous
assessment, projects, reports, sit-down examination)
 Confirmation that all of the programme learning outcomes are appropriately and adequately
assessed within the set of module assessments.
2.7
Staffing
 Quality and specialities of staff available to support the programme
 Technical and administrative support
 Staff development
 Industrial/commercial profile of staff
 Research and publications
2.8
Programme Administration and Quality Assurance
 Procedure for managing programme
 Student support student counselling and tutorial arrangements
 Aspects of programme which highlight and foster study skills, independent learning and the
inculcation of individual responsibility in students
 EU and international aspects if appropriate
 Feedback mechanisms e.g. use of surveys, focus groups and follow-up actions.
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APPENDIX 2.5
EAP 5
Proposal for Validation and Approval of Modifications to an existing Programme of Learning
1.
Programme Title:
2.
Department delivering the programme:
3.
Programme Development Team (Names):
i)
ii)
iii)
4.
5.
Date on which this programme was last validated by the Academic Council and the
academic year in which the programme was first delivered:
6.
Date when the modified programme is to commence:
7.
Rationale for the proposed modification(s):
8.
List of Modifications (if any under the headings below):
i)
Admission Criteria
ii)
Progression Criteria
iii) Transfer Criteria
iv) Mode of Delivery
v)
Resources required for delivery
9.
Existing Approved Course schedule for all years of the programme
10.
Proposed Course schedule for all years of the programme
11.
Decision of the Planning and Coordination Committee
Approved
□
Conditions, if any:
Not Approved □
Reasons:
Quality Assurance Manual IT Sligo 2012
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SIGNED
__________________________________
Chair Planning & Coordination Committee
Quality Assurance Manual IT Sligo 2012
Registrar
_________
Date
Page 55
Appendix 2.6
Sample Programme Outline
Stream
ICT
Stage 1
Stage 2
Computer Applications 1 Computer Applications 2
(M)
(M)
Stage 3
Logistics Management
(M)
Stage 4
eBusiness (M)
Financial Accounting
(M)
Management Accounting
(M)
Financial Management
(M)
Corporate Financial Mgt (E)
Insurance & Risk Mgt (E)
Investment Management (E)
Economics
Economics 1 (M)
Economics 2 (M)
European Economic
Environment (M)
Strategic Management (E)
Management
Organisation Behaviour
(M)
Management (M)
Human Resource
Management (M)
Employee Relations (E)
Employee Resourcing &
Development (E)
Strategic HRM (E)
Marketing
Mathematics & Statistics Principles of Marketing
(M)
(M)
Market Research/Applied
Marketing (M)
Strategic Marketing
Management (M)
Business
Communications (M)
Enterprise (M)
International Marketing (E)
Internet Marketing (E)
Services Marketing (E)
Business Law (M)
This outline shows sequencing of the modules throughout the programme, the discipline streams for the modules and the mandatory (M) and
elective modules (E).
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Appendix 2.7
Curriculum Vitae of Lecturer/Tutor
1.
NAME: ____________________________________________________
2.
TITLE: ____________________________________________________
3.
CURRENT POSITIION:
Full-time _____ Part-time _____ Contract ____
Other ____
If other, please specify ___________________________________
4.
(a)
QUALIFICATIONS:
Academic Qualifications
Title
Awarding
Body
Year
Conferred
Undergraduate
Postgraduate
Membership(s) of Professional Bodies
Name
By Examination
5.
6.
Membership
By Paid Subscription
LECTURING/TEACHING EXPERIENCE
College/University/School
Period
Other
Levels Taught
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
RELEVANT WORK EXPERIENCE
Employer
Position Held
Period
________________________________________________________
________________________________________________________
________________________________________________________
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________________________________________________________
7.
AREA(S) OF EXPERTISE:
8.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Subject Grant/Aid Postgraduate Industrial Commencement Duration
Student Area
Y/N
________________________________________________________
________________________________________________________
________________________________________________________
9.
PROFESSIONAL ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
10.
STAFF DEVELOPMENT/TRAINING UNDERGONE IN LAST 5 YEARS:
Programme/Event
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Year
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Organising Body
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Chapter 3
Assessment of Learners
3.1
Introduction
Section 23 (e) of the Qualifications (Education and Training Act) 1999 requires that the Higher
Education and Training Awards Council ensures that Institute establishes procedures for the
assessment of learners, that are fair and consistent and for the purpose of compliance with
structures determined, from time to time, by the Institute and by HETAC. The Institute should
also have, as part of its quality assurance procedures, systematic arrangements for evaluation
and for auditing the effectiveness of learner assessment procedures to ensure that they are in
practice fair, consistent and in compliance with Institute and HETAC standards, in the context of
the national framework of qualifications.
3.2
Scope
This Chapter describes the processes and procedures utilized by the Institute related to the
assessment of learners. All procedures referred to in this chapter are contained in the Institute
Marks & Standards as well as in the Institute’s procedures manual.
3.3
Learning and Assessment
3.3.1 Learning refers to the processes by which a sustainable change in a learner’s
knowledge, skill or competence occurs as a result of experience (of phenomena). Experience
includes everything that affects the learner. Learning actively involves the learner.
3.3.2 Learning activities are diverse: examples include study, writing, practice, discussion,
enquiry, experience, working in a group, problem solving, performing, game playing, designing,
composing, etc. Both learners and teachers can set learning activities.
Effective learning activities are purposefully directed towards attainment of the programme’s
educational goals (intended programme learning outcomes) and build on (connect with) prior
learning.
The engagement by the learner with any assessment process, including the reception of
feedback, is a learning activity.
3.3.3 “Learning outcomes” generally describe the change in knowledge, skill and/or
competence in an individual (differential form) but they may also mean the cumulative result of
all learning including prior learning at the time of entry to the programme (integral form). Award
standards and award-type descriptors generally describe cumulative learning outcomes.
3.3.4 Intended programme learning outcomes describe the minimum achievement (in terms of
knowledge, skill and competence) that the learner is certified to have attained if he/she
successfully completes a particular programme (i.e. passes all the required assessments).
3.3.5 The intended learning outcomes are the minimum learning outcomes that the teacher
intends that learners will attain as a result of teaching and learning activities.
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3.3.6 Principles of assessment
Learner assessment means inference (e.g. judgement or estimation or evaluation) of a learner’s
knowledge, skill or competence by comparison with a standard based on appropriate evidence.
Self assessment is included in this.
There are six core principles related to the assessment of learners:
1 Learners are responsible for demonstrating their attainment
A learner who is enrolled on a programme should submit himself or herself to assessment for
the purpose of demonstrating attainment of the programme’s intended learning outcomes.
Each learner should undertake assessment tasks honestly and truthfully and not engage in
plagiarism and other forms of academic dishonesty.
The provider should ensure that there are appropriate learning opportunities for the
programme’s intended learning outcomes except those which are satisfied by prior learning.
2 Assessment supports standards based on learning outcomes
Awards (including those made under delegated authority) are made and classified exclusively
on the basis of criterion referenced assessment of learning outcomes (knowledge, skill and
competence.)
The learning outcomes required to qualify for HETAC awards, or those made by a recognised
institution of the Council, are specified by the awards standards issued by HETAC.
The awards standards are threshold standards which means that they describe the minimum
learning outcomes to be attained before an award may be made (i.e. the learning required to
pass).
The intended programme learning outcomes define the minimum learning outcomes for a
particular programme. A learner who completes a validated programme is eligible for the
relevant award if he or she has demonstrated, through assessment (including by recognition of
prior learning), attainment of the relevant intended programme learning outcomes.
Credit (e.g. ECTS9), while not a proxy for attained learning outcomes, should normally be linked
to them.
3 Assessment promotes and supports effective learning and teaching
Teaching and learning and assessment are linked activities— they affect one another.
Effective assessment is (i) consistent with, (ii) supportive of, and (iii) derived from the intended
programme and module learning outcomes.
Module assessment strategies and programme assessment strategies are necessary for
effective assessment.
The effort required of a learner to complete an assessment task should be proportional to the
associated educational benefit to him or her.
Formative assessment supports learning and should involve formative feedback.
Teachers and learners share in the responsibilities for effective learning. Involvement of
learners in the construction of assessment tasks and criteria can enhance learning.
Authentic assessment supports effective learning.
4 Assessment procedures are credible
9
European credit transfer and accumulation system.
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Credible assessment is fair and consistent and more specifically it is valid and reliable.
Fair assessment is inclusive, recognising that different people can have different learning
needs, styles and approaches.
Any person who would have a conflict of interest (actual or potential, real or apparent) if he/she
were to act as an assessor in a particular situation should neither act nor be required to act as
an assessor in that situation.
The processes for assessment complaints and appeals should meet the same standards of
fairness, consistency and fitness for purpose as assessment in general. In particular they should
be straightforward, efficient, timely, and transparent.
5 Assessment methods are reviewed and renewed as necessary to adapt to evolving
requirements
Developing and testing new assessment methods, tactics and strategies is necessary for
continual enhancement and to cope with emerging challenges.
6 Learners are well informed about how and why they are assessed
Learners need to be familiar with the relevant programme and module assessment strategies
and regularly reminded of these and the
7 Assessment promotes and supports effective learning and teaching
Teaching and learning and assessment are linked activities— they affect one another.
Effective assessment is (i) consistent with, (ii) supportive of, and (iii) derived from the intended
programme and module learning outcomes.
Module assessment strategies and programme assessment strategies are necessary for
effective assessment.
The effort required of a learner to complete an assessment task should be proportional to the
associated educational benefit to him or her.
Formative assessment supports learning and should involve formative feedback.
Teachers and learners share in the responsibilities for effective learning. Involvement of
learners in the construction of assessment tasks and criteria can enhance learning.
Authentic assessment supports effective learning.
8 Assessment procedures are credible
Credible assessment is fair and consistent and more specifically it is valid and reliable.
Fair assessment is inclusive, recognising that different people can have different learning
needs, styles and approaches.
Any person who would have a conflict of interest (actual or potential, real or apparent) if he/she
were to act as an assessor in a particular situation should neither act nor be required to act as
an assessor in that situation.
The processes for assessment complaints and appeals should meet the same standards of
fairness, consistency and fitness for purpose as assessment in general. In particular they should
be straightforward, efficient, timely, and transparent.
9 Assessment methods are reviewed and renewed as necessary to adapt to evolving
requirements
Developing and testing new assessment methods, tactics and strategies is necessary for
continual enhancement and to cope with emerging challenges.
10 Learners are well informed about how and why they are assessed
Learners need to be familiar with the relevant programme and module assessment strategies
and regularly reminded of these and the assessment regulations—providers should inform
learners (e.g. in a programme handbook and programme web page) appropriately.
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assessment regulations—providers should inform learners (e.g. in a programme handbook and
programme web page) appropriately.
3.4 Pre-Examination Procedures
The quality of the pre-examination process at the Institute is managed by of a range of
procedures which have been developed and adopted by the Academic Council of the Institute
and supplemented with Institute generated procedures. These are outlined below.
3.4.1 Responsibility for Examinations
The Institute’s Marks and Standards Section A3, specifies that the President or nominee has
overall responsibility for the conduct of examinations at the Institute and lists the responsibility of
the President for the proper conduct of the examinations, including invigilation, accommodation,
preparation of examination papers and marking of scripts.
3.4.2 Intern Examiners
Section A4 of the Institute’s Marks and Standards details the duties and responsibilities of the
intern examiners. The annual examination paper submission dates are covered by Institute
procedure Exam 001. Storage and incineration of examination scripts is covered by Institute
procedure Exam 004/048.
The practice of the Institute is to request that all academic staff be present in the examination
centre for the first 15 minutes of the exam, or that they are contactable by phone where
examinations are held during the academic year.
3.4.3 Extern Examiners
For every Programme the Institute appoints at least one External Examiner. External Examiners
for all taught courses are approved by the Academic Council. The overall role of the external
examiners is to ensure adequacy of standards at Higher Certificate, undergraduate degree and
post graduate examinations.
External examiners are expected to act in an ethical manner, and demonstrate a fair and
consistent approach through objectivity, confidentiality, declaration of interests, and the
avoidance of conflicts of interest, etc.
The processes related to External Examiners are specified in the following sections.
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3.4.4 Nomination and Appointment of External Examiners
i. The Institute shall ensure that sufficient External Examiners are appointed so that it can
satisfy that:
 the standard of its courses and student performances can be adequately moderated and
 the assessment, examination and determination of award processes are being fairly
conducted.
ii. External Examiners may be appointed on the basis of Department, course/programme, or
module/subject as determined by the needs of the Institute.
iii. An External Examiner may moderate one or more Programmes.
iv. External Examiners may be appointed who have expertise in particular subject areas, as
determined by the Institute, and may be involved with particular modules for a range of
programmes across all Schools.
v. The Registrar shall seek nominations from each school (signed off by the Head of School,
see Appendix 3.1) who may consult externally for persons to act as External Examiners. The
Head of School/Department may seek recommendations for nominations through a Programme
Committee. The criteria for nomination are specified in Appendix 3.2.
vi. In the nomination of External Examiners the need for continuity in the process from one
year to the next should be considered.
vii. In exceptional circumstances, where it is proposed to nominate a person who does not
satisfy the criteria for appointment, this shall be clearly noted in the External examiner
nomination form and reasons given for the nomination.
viii. The Head of Department/School may consult the person proposed for nomination to seek
his/her consent to be nominated and to determine his/her availability to act as an External
Examiner. This is a consultation process only and should not imply any commitment on behalf
of the Institute to make an appointment.
ix. Consultation may take place with other Institutions with a view to arriving at suitable
arrangements in relation to the appointment of External Examiners to more than one Institute,
taking into account the requirement for independence of External Examiners and such other
requirements as noted in the criteria for appointment in the Appendices.
x. Approval as External Examiners by the Academic Council shall take place by 1st April
each year for the following academic year. The Academic Council shall satisfy itself that
persons nominated for appointment satisfy the criteria for appointment as detailed in the
Appendices.
xi. Following approval of an External Examiner by the Academic Council, the Registrar shall
issue a letter of appointment (see Appendix 3.3) together with a contract (Appendix 3.4) for
signing by the appointee and the Registrar. The duties and responsibilities are listed in the
Guidelines for the effective practice of External Examining (Appendix 3.5).
xii. The term of office shall normally be for a period of three years, or as determined by the
Institute (i.e. subject to annual re-appointment). In exceptional circumstances, the appointment
may be extended by one further term. The circumstances shall be advised to the Academic
Council prior to the proposed extension taking place.
xiii. The External Examiner is appointed from the date of signing of the contract. Normally, the
term of office shall commence on the 1st October each year.
xiv. If there is any breach by the External Examiner of any of the terms and conditions or if at
any time in the opinion of the Institute the Extern shall fail to provide a satisfactory service, the
Institute may terminate the agreement by giving the External Examiner one months notice in
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writing to that effect. Should it be necessary to terminate the contract, the Head of
Department/School shall recommend termination of the contract to the Academic Council,
detailing the reasons for the proposed termination. The Registrar shall notify in writing an
External Examiner whose contract has been terminated.
xv. Following appointment, the Schools/ Institute shall ensure that the External Examiner
receives adequate additional documentation and training to enable him/her to understand the
examination processes operated by the Institute. The External Examiner may be invited to visit
the Institute to become familiar with its operations and to discuss his/her responsibilities as an
External Examiner. Such visits should occur before the External Examiner commences
examining activities.
xvi. Where External Examiners are required to act as a team, the institute shall ensure that
such External Examiners have an opportunity to meet prior to a final Board of Examiners
meeting.
xvii. External Examiners are required to submit a written report to the Registrar following the
Summer/ Autumn Examinations (see Appendix 3.6). The details in respect of the external
examiners visit to the Institute are specified in Section A5 of the Institute’s Marks and
Standards.
3.4.5 Student Registration and Notification of Examination Regulations and Timetable
With the exception of repeat students the procedure for registering for examinations is part of
the normal registration process at the beginning of the year and is the responsibility of the
Registrar. The Head of Department signs off on the class lists in early February, highlighting any
discrepancies on the official register. It is the responsibility of repeat students to register for
examinations and they are informed of this by notice with their transcript of results.
All registered students are issued with a copy of the Student Support Services Handbook which
includes the examination regulations and requirements. Information on the complete range of
examination procedures is posted on the examination notice boards and is dealt with in a
comprehensive manner in the student induction programme and on the Institute’s website
The Examination time table is made available on-line to both academic staff and students in
advance of the commencement of the formal end of semester or end of year examinations.
Students who have Special Learning Needs or Disability may apply for special arrangements for
sitting assessments/examinations in accordance with Institute Procedure Exam 009/078.
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3.5
Written semester/annual examinations
3.5.1 Examination Papers
Examination papers are prepared by intern examiners and are submitted to external examiners
in accordance with deadlines listed in the Institute Calendar for semester, annual and Autumn
repeat examinations Procedure Exam 001. Examination papers, approved by the external
examiners are submitted to the Examination Secretary in accordance with this Procedure.
Procedure Exam 004 deals with safe storage of exam scripts.
3.5.2 Examination Invigilation
Examination invigilators are selected and trained by the Examinations Secretary in accordance
with the Institute’s Human Resource Policies and Procedures. The Examination Secretary also
sets out their duties and responsibilities. These include procedures for dealing with late arrivals,
examination irregularities, illness during examinations and collection of scripts.
3.5.3 Alleged infringements of examination regulations
Copying or cheating at any examination or test, bringing notes or other unauthorised materials
into an examination hall, removing scripts or other stationery from an examination hall, any
other breach of the examination regulations or any offence involving the integrity of an
examination is considered to be an infringement of examination regulations.
Plagiarism, which is the copying of another person's writings or works or ideas in any thesis,
essay, project, laboratory report or other exercise, that forms part of the requirements for an
academic programme where such copying is either unauthorised by the copyright owner or
unacknowledged in the thesis, essay, project, laboratory report or other exercise is also
considered to be an infringement of examination regulations.
A Disciplinary Committee, composed of nine members drawn from the Academic Council and
/or are senior lecturers, oversee the enactment of the disciplinary procedures.
In the event of an alleged infringement of regulations, either during the actual examination or in
the event of an irregularity coming to light after the examination the Examinations Secretary
makes a preliminary assessment of the case. Where appropriate, a three-person Hearing
Committee is established to consider a specific allegation. The Hearing Committee will comprise
at least two members from Schools not related to the area of study of the alleged offending
student.
The Examination Secretary acts as recording secretary. In the case where an alleged
infringement takes place during the course of an exam, the Hearing committee will interview the
Exam Invigilator who made the initial report. The student is then interviewed and may be
accompanied by a colleague/student representative/family member. The recommendation of
the Hearing committee is referred to the Registrar for decision. Provision is made for an appeal
to the President as provided for in the Institute’s Code of Conduct, and in its disciplinary
procedure related to examination infringements.
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3.5.4 Student feedback on the examination process
The Examination Secretary carries out an annual survey of students on the quality of
examination services. This is reviewed and analysed by the Education Development and
Quality Manager. The Examinations Office endeavours to respond to any queries or issues
regarding examinations.
3.5.5 Assessment of Scripts
The role and responsibility of intern examiners in providing marking schemes and in marking
scripts in a transparent, fair and consistent manner, is included in the Institute’s Marks and
Standards documentation Section A 4.
The responsibility of the intern examiners to consult with external examiners and to agree
grades/marks for each candidate is also covered in the Institute Marks and Standards Section A
4.
3.6 Continuous Assessment
3.6.1 Guidelines
A wide range of continuous assessment modes are utilized in the Institute. These may entail
Theory tests, Assignments, Practical work, Site or Industrial visits, Art & Design work, Industrial
placement, Projects and Oral presentations. It is critical in relation to continuous assessment of
learners, that:
 the aims and objectives of the assessment are compatible with the stated learning outcome
for the programme/module
 procedures at Institute level and within each School/Programme are fair, consistent and
transparent.
 In the delivery of a programme, the scheduling of assessment tasks should be coordinated
to ensure an appropriate workload balance for learners.
Guidelines for internal examiners for continuous assessment modes are provided in Appendix
3.7.
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3.6.2 Essential requirements
The lecturers should
 have a defined marking scheme.
 specify the details of the assignment in writing and provide these to the student.
 provide details of
a) how the marks are allocated
b) feedback processes on performance on assignments - i.e. lecturers are encouraged to give
timely feedback, especially to first year students
c) attendance requirements10
d) how students who miss assessments/assignment deadlines, etc. will be dealt with.
e) appeal procedures11
 ensure that plagiarism does not occur.
 ensure that practical assessment procedures are equitable.
 ensure that individual student assignments/mini-projects/essays, etc., are equitable, i.e.,
comparable in complexity and levels of competence required.
 programme Handbooks or other written requirements provided to students are to be held by
the lecturer until expiry of the period for any possible appeal.
 programme assessment strategies should take cognisance of the practicalities of offering
repeat
continuous assessment opportunities. For example, it may not be feasible for some
conceivable continuous assessment tasks to be repeated in the same timeframe as written
examinations.
3.7
Progression and Award Board Meeting
3.7.1 Compiling of Marks
The process for the submission and compilation of examination marks/grades is included in
Section A7 of the Institute’s Marks and Standards.
The Institute is a partner in the consortium of Institutes implementing a new Management
Information System to be known as An Chéim. Henceforth this system will process all
examination results and statistics. The Process and Procedures for this system are currently
being drafted.
3.7.2 Pre-Meetings
It is normal practice in the Institute for each Programme Board and or Department to hold a Pre
Board Meeting at which all results from “subject marks sheets” are compiled electronically on a
Broadsheet which is an integral part of the student record system, Banner. External examiners
are not present at Pre Board Meetings. The School Secretary takes minutes of the proceedings
of these meetings and these minutes are available at the Institute’s Board of Examiners
Meetings.
10
The requirement for attendance by students at formal timetabled learning periods is to be determined
by each lecturer, as they consider appropriate to the achievement by the student of the learning
outcomes of the particular module. Where a lecturer can demonstrate that non-attendance has resulted in
a failure of the student to attain the learning outcomes of a module (and where there is documented
evidence of non-attendance), this may be brought to the attention of the Progression and Awards Board
when the overall performance of the student is being considered. Undocumented evidence will not be
considered.
11
A lecturer should clarify to students how they intend to address an appeal made by a student directly to
a lecturer. If the matter is not resolved, there are formal Institute appeals processes relating to
examinations which includes an appeal in respect of continuous assessment.
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3.7.3 Meeting of Board of Examiners
Procedures for the conduct and operation of the meeting of Board of Examiners are included in
Section A7 of the Institute’s Marks and Standards. Examination Boards are chaired by a Head
of School (excluding the School relevant to the Board Meeting), the President and the Registrar.
At the examination board meeting, the School Secretary or his/her nominee minutes:
 all modifications to submitted results, with reasons for modification;
 all borderline case discussions,
 certified illnesses,
 extenuating circumstances etc.
3.7.4 Special Considerations Board
Upon completion of examinations, and prior to the meeting of the Progression and Award
Board, candidates may make a formal submission to the examiners requesting that they take
certain facts into consideration when deliberating upon the candidates results. In the interests of
fairness and consistency, such requests are reviewed by an Institute-wide Special
Considerations Board (SCB).
The functions of the SCB are to:
i. consider all requests for special consideration from candidates prior to the meeting of the
Progression and Awards Board
ii. decide on criteria for responding to categories of requests (e.g. for illnesses, bereavements
or accidents) and special cases.
iii. make a recommendation in response to each request
iv. return the recommendations to the Progression and Awards Board.
3.8
Notification of Examination Results
3.8.1 Presentation of Results
Procedures in relation to the notification of provisional Examination results are provided in
Section A7.11 of the Institute Marks and Standards. Provisional results of Semester and Annual
examinations for full-time programmes are posted on notice boards in each School within 48
hours of the Board meeting. Students are only identified by their examination number. In the
case of examinations where subjects are marked on a percentage the final result is posted on
the notice board. Similarly, final results are posted on all courses utilizing the alphabetical
grading system.
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3.8.2 Written Notification
Each student is notified in writing by the Registrar/Head of Department, of his or her provisional
Spring Semester result. Where appropriate, the letter from the Head of Department informs the
student of repeat examination requirements, continuous assessment requirements and other
recommendations with respect to fulfilling all conditions required to pass the examinations.
Following the Summer series of examinations, each student is notified in writing by the
Registrar/Head of Department of his or her official examination result. The notification will
inform the student as follows:
 in the case of a terminal award students will be advised of the classification of the award e.g.
Pass, Merit 2.
 in the case of the completion of a stage e.g. a first year the student will be advised that he or
she passed the examination and is therefore eligible to proceed to the next stage.
 In the case of non-satisfactory completion of a stage the student will be so advised and will
also receive instructions on the conditions he or she must fulfil in order to pass the examination.
Results are also posted on the web and are accessible to each student using a unique pin-code.
3.8.3 Ratification by Academic Council
A summary of the Broadsheet results for all examinations are presented by the Registrar to the
Academic Council at the earliest possible occasion after the completion of the examination
period. The Academic Council is asked to ratify the examination results. Any concerns regarding
the examination process may be raised at this time. The decision of the Academic Council is
referred to the Governing Body for final ratification.
3.9
Post Examination Procedures
3.9.1 Pastoral Meeting: Consultation/Results discussion days
All academic staff members will be available to students on a nominated day, between the date
of notification of examination results and the 20th June to provide advice and support on
examination performance. This date is published on the Academic Calendar at the
commencement of each year. Academic Heads of Departments are available to students up to
30th June to provide advice and guidance in relation to repeat examination requirements.
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3.9.2 Request for Review of Examination Results
The Institute Exam Procedure Exam 007/068 deals with a request from a student for
consideration of circumstances that may have affected examination performance. Such
requests are brought to the attention of the relevant Examination Board Meeting by the
Examination Secretary or nominee.
Students have a right to have access to their scripts. In order to facilitate a request to view a
script by a student, the Institute has an Exam Procedure, 010/088 dealing with the matter. It is
the practice of this Institute to initially recommend this route to students who may be
contemplating lodging a request for a formal review of their examination results.
Students who wish to request a formal review of their examination results may do so in
accordance with procedure Exam 006/067.
3.9.3 Cluster Boards
In 2008, the Academic Council decided to form a number of Cluster Boards. A Cluster Board
comprises all internal examiners who are involved in the assessment of modules in a similar
discipline area. While such a board does not have a specific role at examination time, it may
wish to review the examination performance of modules in a discipline area. The Cluster Board
may also make recommendations, from time to time and in consultation with Programme
Boards, to the Academic Council regarding the module content and modes assessments.
3.9.4 Programme Board Audits
Examination Board results are considered at the first year programme committee held each
academic year. This process is governed by procedures CORG 003/012 and CORG 006/015,
“Guidelines to Year Committee Chairpersons for Year Committee Meetings”. At these
meetings, the committee reviews the External Examiners’ Reports, student course evaluation
reports and staff evaluation of subjects by students, as reported by individual lecturers. This
review is summarised in the Programme Monitoring Report, which is described in more detail in
Chapter 4.
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3.9.5 Academic Council Audit of Examination Results and Process
Following the Autumn Examination Board meetings the Registrar prepares an overall analysis of
the performance of students, on all Higher Education programmes in the Institute. Annually in
October this analysis (which addresses the outcome of each programme), is presented to the
Standards and Examinations Committee of the Academic Council for its consideration. The
Registrar then issues the analysis to Departments and seeks responses from Programme
Boards where pass rates are unacceptably low and attrition rates are unacceptably high.
As Extern Examiners Reports become available the Examination Secretary issues them to the
President, the Registrar, Heads of Schools and for consideration by Programme Boards. The
October meeting of the Standards and Examinations Committee of the Academic Council
reviews and considers them using the technique “managing by exception”. The Committee will
also have a dossier prepared by the School Secretary, outlining in summary form examination
issues which particular Extern Examiners require the Institute to address. Following
consideration by the Committee the Registrar will communicate with the Relevant Head of
Department and request action or explanation where necessary.
3.9.6 Report on the Administration of Examinations
An annual report is prepared by the Examinations Secretary on the organisation conduct and
functioning of the Summer and Autumn Examination. The Examinations Secretary requests
reports from the Chairperson of the Summer and Autumn Examination Board Meetings and
exceptional matters to the examination process are reported upon. This report is considered by
the Executive Committee and the Standards and Examinations Committee of the Academic
Council.
3.10 Post Graduate Research Degrees
The general provisions relating to Higher Degrees by Research and Thesis are as set out in the
“Code of Practice for Postgraduate Research at IT Sligo”. This covers awards made under
delegated authority and those awarded by HETAC.
The Degrees of Masters of a Doctor of Philosophy are awarded without classification. In the
case of successful candidates, the Broadsheet of Results is annotated "Recommended" and
signed by the Internal Supervisor(s) and External Examiner(s) concerned.
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APPENDIX 3.1
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
Nomination Form for External Examiner
(To be forwarded by Head of School to the Registrar)
Name of nominee: …………………………………………………………………………..
Duration of Contract
Extension for 1 year
New Contract (3 years)
Other arrangement please specify: …………………………………………………………
*End date of contract: 30th Sept, _________ (must complete year e.g.30/09/2014)
Academic/Professional qualifications:
Areas of specialisation:
Place of work:
Correspondence address: (must complete)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
Telephone:
Email: ………………………….
Fax:
Summary of relevant experience:
Programmes/Courses: Exact title of each course must be given
1.
6.
2.
7
3.
8
4.
9
5.
10.
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Specific Subjects / Modules for External Examiner:
Other Information:
Has the nominee agreed to act as proposed?
Yes____ No____
Has the nomination been recommended by the Programme/Programme Board with the
approval of Head of Department and Head of School?
Yes____ No____
Are you satisfied that:
(a) that the nominee is not and has not been a staff member of the institute during the past 10
years or has any other conflict of interest
Yes____ No____
(b) there is no reciprocation (i.e. no ITS staff act as externs on
programmes for which the nominee has any responsibility
Yes____ No____
(c) the nominee’s qualifications and experience meet ITS criteria for External Examiners
Yes____ No____
Signed:____________________________
Head of School
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Date:____________________
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APPENDIX 3.2
Criteria for the Nomination and Appointment of External Examiners
1. The primary criterion is that an external examiner nominated for appointed should be a
person of academic or professional distinction, whose association with a particular
programme(s) is considered to enhance the academic integrity of the programme(s).
2. Two External Examiners may be appointed per programme, with one External Examiner
drawn from academic life and a second, where appropriate, from business, industry and
professional practice. External examiners drawn from business, industry or professional
practice should be of senior standing in their fields.
3. External examiners should be suitably qualified with a minimum of an honours degree or
equivalent. They should have both current and relevant experience in the areas of industry,
education or research. External examiner nominations/appointments should be such as to
ensure maximum objectivity in relation to the institutions.
4. Academics may be nominated from Irish higher education institutions and from universities
and other higher education institutions at home and abroad. Institute of Technology, Sligo
should seek to draw nominations from a variety of institutions, and within a single discipline
should avoid multiple nominations from the same institution.
5. Normally, an external examiner drawn from academic life should hold an academic
qualification, in the appropriate discipline, to a higher level than that of the programme(s) to
which he/she has been nominated. In general only persons associated with degree and
postgraduate programme in their own institutions should be nominated for degree programme in
other institutions.
6. Institute of Technology, Sligo should take due cognisance for the desirability of gender
balance when nominating teams of external examiners.
7. It is wholly inappropriate for individuals to canvass colleges/institutions on their own behalf
for the purpose of seeking a nomination as an external examiner.
8. External examiners should not normally exceed more than one appointment period (3 years)
on a programme and not more than two appointment periods within the Institute. External
examiners who have served for two appointment periods or more should not be considered for
re-nomination until a minimum of three years has elapsed.
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Appointment as External Examiner –
APPENDIX 3.3
Acceptance Form
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
I accept
/ am unable to accept
the offer of appointment in accordance with the
contract for the provision of an External Examiner service for the Institute of Technology
Sligo and the associated duties and the letter of offer to you dated: _____
I understand that the duration of this appointment will be for _____ academic years and
will terminate on 30 September 20__. I know of no reason where a conflict of interest
would arise as a result of me accepting this appointment.
Signature:
____________________________
Date:
____________________________
NAME:
PPS NO:
ACADEMIC / PROFESSIONAL
QUALIFICATIONS:
JOB TITLE:
ADDRESS FOR
CORRESPONDENCE:
E-MAIL:
COURSES:
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APPENDIX 3.4
Contract for the provision of an External Examiner service to the
Institute of Technology Sligo
The Institute of Technology, Sligo wishes to enter into an agreement for use of your services as
an External Examiner for the Institute’s Academic Programmes.
 This is not a contract of employment – rather it is a contract for services. You will be paid
a schedule of fees as set out below and in addition will be eligible to claim for any
legitimate expenses incurred while providing the service using civil service rates.
Payment will be in the form of a cheque.
 Expense forms should be submitted before the end of September of each Academic
Year to ensure payment.
 The schedule of payments is as follows:
(€224) Institute fee
(€152) per programme
Expenses as per civil service rates.
Please note that the final decision as to what constitutes a legitimate expense rests with
the Secretary/Financial Controller of the Institute.
 It should be noted that it is the responsibility of the External Examiner to ensure that all
returns are made to the Revenue at the appropriate time. As from 1 January 2012
Please note due to Revenue returns all External Examiners MUST complete their
PPS no./Tax Reference No. on their contract and claim form.
2
Scope of the agreement
 The duties, responsibilities and workload of the external examiner are described in
‘Guidelines for the effective practice of External Examining’, see Appendix 3.5 of the Institute’s
QA procedures.
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APPENDIX 3.5
Guidelines for the effective practice of External Examining.
1. Preamble
This Section outlines the expectations of and from external examiners in relation to the
examination quality assurance procedures of IT Sligo.
These guidelines encompass the external examining of all full programmes and modules.
2. Responsibilities of Institute of Technology Sligo
2.1
The Institute is responsible for the assessment of learners and the maintenance of
programme standards that accord with the relevant award standards.
2.2
The Institute’s external examining policy in regard to selection, and conditions
external examiners includes:
of
i. a statement of the competencies to be demonstrated prior to nomination of the extern
examiner recognising that the required competencies can be met by a team of external
examiners where appropriate (for example, in relation to examining theory and practice);
ii. nomination of external examiners having regard to the need for independence, gender
balance, and the avoidance of conflicts of interest;
iii. ratification of the external examiner nomination by academic council or equivalent and
appointment;
iv.
the role and responsibilities of the external examiner;
v.
the extent of the external examiner’s authority;
vi.
formal agreement between the provider and the external examiner; and
vii.
the process and criteria for the replacement of an external examiner.
The process of reporting and timeframes, as well as, notification of appointment and other
contractual issues are also addressed.
2.3
The Institute will communicate to stakeholders the name and primary occupation of the
external examiner(s) for each of its higher education and training programmes.
3 Duties of the External Examiners As Agreed by Academic Council
3.1
3.2
3.3
3.4
External Examiners are normally appointed with responsibility for a programme or a
module/subject or range of modules/subjects over a number of programmes. External
Examiners deal primarily although not exclusively with the award year(s) of programmes.
External Examiners should approach their responsibility with a view to ensuring that
each candidate’s performance is properly assessed subject to the regulations and
standards applicable generally for the award.
It shall be the duty of the External Examiner to examine the relevant syllabi and the
drafts of all examination papers, marking schemes and worked solutions before the
examination papers are printed and copied. External Examiners have the right to make
such suggestions regarding deletions, additions and amendments as appropriate to draft
examination papers.
External Examiners are expected to communicate with Internal Examiners within ten (10)
working days following receipt of examination documentation e.g. draft examination
papers.
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3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
Correspondence between Internal and External Examiners including finalisation of
examination papers should normally be by registered post.
External Examiners should review a representative sample of scripts and other material
presented for assessment especially work which contributes to a student’s final award
and classification. e.g. projects, practical work and continuous assessment.
The sample should include sufficient material to enable the External Examiner to form a
judgement on the reliability and consistency of marking and on the levels of classification
including borderline cases and proposed fails.
The External Examiner should certify the agreed marks for each candidate on the
appropriate documentation e.g. White Sheets and Broadsheets.
External Examiners may be consulted about relevant matters concerning Examination
Appeals requested by candidates.
External Examiners are expected to visit the Institute once in each academic year. This
visit will normally take place at the time of determination of final results at the Summer
Examination Board Meeting.
External Examiners shall ensure that the confidentiality of Examination Board Meetings
is maintained at all times.
External Examiners are required to submit a report on the prescribed form for each
programme(s) module(s)/subject(s) for which they have responsibility. The payment of
expenses and fees will be conditional on the submission of this report and claim form.
Please note you must submit claim form with PPS number even if you are not claiming
travel but getting paid honorarium & course fees.
If there is any breach by the External Examiner of any of the terms and conditions or if at
any time in the opinion of the Institute the External Examiner shall fail to provide a
satisfactory service, the Institute may terminate the agreement by giving the External
Examiner one month’s notice in writing to that effect.
Once notice has been given the Institute may decide to pass over the duties to another
External Examiner.
In other circumstances the agreement may be terminated with a minimum of three (3)
months notice by either party. Such notice shall be given in writing.
Please be advised that the Institute deems that all documentation in the examination
process is accessible under the Freedom of Information Act which came into force on 1
October 2001. Accordingly we recommend that following the completion of the Summer
Examinations the External Examiner should hand over to the Institute all
correspondence and documentation associated with the examination in his/her
possession.
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4 The external examining process
4.1
External examining is a quality assurance mechanism employed by providers that
supports public confidence in academic qualifications.
4.2
The external examining process offers valued objective interface; a principal outcome of
external examining is the introduction of an independent element into learner assessment
procedures.
4.3
An external examiner is an independent expert who is a member of the broader
community of practice within the programme’s field of learning and whose accomplishments
attest to his/her likelihood of having the influence necessary to fulfil the responsibilities of the
role.
4.4
External examiners will be selected from a variety of backgrounds – including industry,
academic, module and programme. Typically, two external examiners are engaged for a full
programme; one from academic and one from the world of work – although additional external
examiners may be deemed necessary from time to time depending on the complexity of the
programme.
4.5
The main functions of the external examiner are
-
to comment on the programme standard (educational goal);
-
to probe the actual attainment of learners using information agreed with and supplied by the
provider;
-
to comment where appropriate on the qualification-related assessment strategy and procedures
and proceeding from there to probe the overall assessment strategy;
-
to review written examinations prior to their assignment;
-
to review continuous assessment work, either during the academic year or at the time of the final
examination period;
-
to review any recommendations for exemptions arising from the evaluation of prior learning, at
the time of the final examination period;
-
to report findings and recommendations to the Institute.
4.6
An extern examiner is expected to comment on the design, structure, and content of a
programme and its constituent components, and on the standard of the programme and its
assessment in a national and international context.
4.7
The term of appointment of an external examiner is sufficiently long to allow the extern to
assess trends and sufficiently short to provide diversity and maintain the required level of
independence. A typical term of office would be of 3 years duration.
5 Determining scope and fulfilling the role of the external examiner
5.1
The Institute will agree with the external examiner:
i. the information required to enable the external examiner to carry out his/her functions
effectively (for example, module and programme descriptors, draft examination papers and
model answers); and
ii. a schedule of outputs and meetings including meetings with learners where appropriate.
5.2
It is a normal requirement that external examiners visit the institute at least once in the
academic year. The purpose of this visit is to, in addition to tasks under Section 4.5 above,
ensure that the full range of assessments is covered, including continuous assessment.
5.3
The Institute requires each external examiner to take part in an induction process (this
might be delivered as an information pack) shortly after his/her appointment. Following this
he/she will be able to:
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i. describe the mission of the Institute and place it in context with the Irish higher education
system;
ii. (where the programme is a professional one) outline the relevant professional
infrastructure (regulation, associations, etc.) in Ireland, the professional educational
requirements, and how the programme prepares learners for entry into the profession;
iii. compare and contrast the programme standard with similar programmes with which they
are already familiar;
iv. outline the overall structure of the programme and be familiar with the module and
programme descriptors and the Approved Programme Schedules;
v.
discuss and critique the programme assessment strategy; marking schemes etc.
vi. explain how the programme standard relates to the award standard and how the award
standard relates to the National Framework of Qualifications, and if the examiner is from
outside Ireland how the NFQ relates to the other HE Qualifications Frameworks with which the
extern may be familiar;
vii. outline the programme assessment procedures and explain the grading system and how
awards are classified; and
viii. (for external examiners who are not academics) discuss the principles of learning
outcome criterion referenced assessment.
ix.
effectively carry out the functions of an external examiner.
x. be familiar with the layout of the campus, and how to locate the appropriate meeting
rooms.
5.4
From time to time, the Institute may require external examiners to attend refresher
meetings to update on, for example, new procedures, marks and standards and developments
in the Higher Education sector.
6 The report of the external examiner
External Examiners are required to submit to the Registrar, not later than 1st October in each
year, a full report on the examinations with which they are involved. One report covering the
academic year will normally be sufficient. The report should be submitted in accordance with the
standard Report Form supplied by the Institute (see Appendix 3. 6).
a. An external examiner will be facilitated in providing both verbal and written, informal and
formal, feedback. Formal feedback in the format of a written report will constitute the official
record.
b. The external examiner issues a written report each time an individual or a cohort of learners
is assessed. The report addresses the following:
i. the evidence considered including meetings and interviews with learners and academic
staff and others;
ii. the appropriateness of the provider’s programme standard (i.e. intended learning
outcomes) in light of the external examiner’s experience and having regard to the award
standard and the National Framework of Qualifications;
iii.
the external examiner’s perception of the attainment of learners;
iv. the external examiner’s opinion of the quality of the programme (as distinct from the
programme standard) citing strengths and areas for improvement;
v. the quality of the assessment instruments (examination papers, dissertation guidelines,
etc.) and scoring rubrics/schemes etc.
vi.
the fairness and consistency of assessment procedures;
vii.
the reliability of the provider’s benchmarking of its assessment procedures
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viii.
appropriate national and international comparisons
ix. any substantial concerns (even if they have already been communicated verbally) so that
these may be addressed
x.
changes from previous years if not reporting for the first time
xi. the design, structure, and content of a programme and its constituent components, and on
the standard of the programme and its assessment in a national and international context.
c. It is important that the report is well balanced in terms of highlighting positive aspects and
areas for concern.
d. External examiner reports are securely retained in accordance with the adopted records
retention policy by the Institute and will contribute to the quality assurance procedures and
institutional research review activities.
e. The Institute considers external examiner reports at all appropriate organisational levels.
Actions arising from the report are recorded, communicated to learners, and other staff as
appropriate.
f. The external examiner is provided with a timely, considered response to his/her comments
and recommendations, including information on any actions taken by the Institute.
g. The Registrar shall provide a copy of the External Examiner’s report to the Head of School
and School Secretary. The formal response of the School and the Department to the report is
incorporated in the annual Programme Monitoring Report (see Appendix 4.1 of the Institute’s
QA procedures), which are reviewed by the Academic Council.
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APPENDIX 3.6
External Examiner’s Report
INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
External Examiner’s Report
This report should be based on the programme examined during the year and sent to Registrar,
Institute of Technology, Sligo before the 30th September on the year of the examination.
External Examiner:
……………………………………………………………………….
PPS No.
………………………………………………………………………..
(must complete in order to be paid)
…………………………………………………………………………..
Address:
………………………………………………………………………….
Phone Number:
…..……………………………………………………………………..
Programmes: (as per letter of offer)
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
………………………………………………………………………………………………….
Subjects / Modules Examined:
Date of Visit: ………………………………………………………………………………….
1.
Programme Documentation
1.1
Did you receive appropriate programme documentation such as approved programme
schedules/syllabuses?
Yes
No
2.
Examination Papers and Assessments
2.1
Did you receive draft examination papers, marking schemes and worked solutions, where
appropriate, in reasonable time prior to the examinations?
Yes
No
2.2
Did you approve the examination papers which were presented to the candidates?
Yes
No
2.3
To what extent did the examination papers/assessment material cover the programme(s)
as approved?
2.4
Did you receive a representative sample of examination scripts and other material
presented for assessment?
Yes
No
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INSTITUTE OF TECHNOLOGY, SLIGO
INSTITIÚID TEICNEOLAÍOCHTA, SLIGEACH
3.
Comments
3.1
General comments on performance of candidates in the examinations:
3.2
How did the standards achieved by candidates compare with other institutions
with which you have experience?
3.3
General comments on the programme:
3.4
General comments on the examinations:
3.5
Aspects worthy of commendation?
3.6
Any other suggestions you would like to make:
____________________________
Signature of External Examiner
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Date
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APPENDIX 3.7
Guidelines for Continuous Assessment Modes (Not Mandatory)
The examples below are not intended as a comprehensive list.
1
Continuous Assessment of Theory.
1.1
Mid-term written assessment tests
1.2
Assignments/mini-projects/essays, etc.
A marking scheme for oral presentations associated with such assignments/miniprojects/essays, etc., may be helpful to ensure that they are equitably assessed.
2
Continuous Assessment of Practical Work.
2.1
Laboratory/workshop practical courses, Site/Industrial Visits, Field Trips, etc.
Marking schemes for these may be based on performance, results, notebooks, reports,
attendance, etc.
2.2
Course Specific Subjects assessed exclusively (or almost exclusively) by
Continuous Assessment
Many programmes list Project as a separate subject in the Approved Course Schedule. Very
often this subject is weighted by a factor of 2 or 3, and therefore makes a very important
contribution to the overall Level of Award.
This category of continuous assessment also includes practical courses in disciplines such as
Fine Art, Interior Architecture, Industrial Design, Tourism & Recreation, Performing Arts, etc.,
which contain subjects which are assessed entirely, or almost entirely, by practical continuous
assessment. These are subjects largely carried out through Studio Work, such as Painting,
Sculpture, Design, Printing, etc. They also include activities such as Swimming, and other
formal Sports Activities formally associated with a course. Also included in this category are
certain Information Technology/Computing courses involving software development and webbased design.
Special arrangements may be necessary to ensure that such courses are equitably assessed.
These may include a detailed marking scheme, clearly defined criteria for allocation of marks
within each category of the marking scheme, and/or assessment by a panel of two or more
examiners. It may also include the External Examiner being involved in oral presentations or
other parts of the assessment.
2.3
Continuous Assessment of Industrial Placement/Work Experience
As for project work, the written instructions for industrial placement/ work experience could list
the learning objectives.
These instructions may be supplied to the industrial partner and the student and may be the
basis of their unwritten contract with the Institute covering the placement. It may include a clear
statement that it is the student’s responsibility to find a placement that allows them to meet the
defined learning objectives, and that the Institute’s role is simply one of facilitation.
It remains the responsibility of the Institute to assess the student and decide the mark allocated.
Placement tutors are expected to look critically at any feedback being provided by industrial
supervisors before using it to assign a mark for the placement. Other means should be used for
the majority of the marks. This might be a report written by the student to demonstrate the
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achievement of the learning objectives of the placement and / or an oral presentation on return
to college.
Where practical, the placement mark should not be a part (at least not a significant part) of the
marks used to decide the award level (pass / honours etc.). If the placement occurs during a
year that contributes to the average mark used for award classification, this may be achieved by
making it a PASS / FAIL subject with no mark assigned.
Students who fail this subject should have some means open to them to repeat, though it is not
necessarily the Institute’s responsibility to facilitate this.
2.4
Continuous Assessment of Oral/Viva Voce Presentations
In many final year Degree Courses oral/viva voce presentations may contribute significantly to
the Level of Award. In such cases, there should be mechanisms/ regulations/procedures
appropriate to relevant course disciplines.
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Chapter 4
Ongoing Management and Monitoring of
Programmes
4.1
Introduction
Programmes are monitored on an annual basis but do not usually undergo substantial change
until the next programmatic review. This may or may not be appropriate. In the case of very
technical courses, for example computing, the five year review period is undoubtedly too long.
New programmes introduced just after a review may be validated for a period less than 5 years.
The changes herein attempt to address these anomalies.
4.2
Scope
This chapter deals with the quality assurance systems that are in place to continuously monitor
programmes in the Institute. It details the operational aspects that ensure:
i.
Programmes remain current and academically solid (i.e. that the curriculum and its
assessments are appropriate to both the learner and to the programme/programme objectives)
ii.
Programmes that are no longer relevant are removed
iii.
New programmes are identified and developed.
These criteria are based on underlying principles that justify any change and include:

consideration of new knowledge and changes in the external environment

the identified needs of industry

feedback from students, graduates and external examiners
4.3
Current Structures
Notwithstanding, some differences at operational level between the Schools, quality structures
have been streamlined across the Institute. These structures fall into two broad categories. The
first are mandatory and consist of:

Programme Committee including student representation

Policy Committee or equivalent.
The second category is considered as additional and comprises:

Year Committees or Year Tutor structures

Subject Discipline Committees

Student committees
4.4
Programmes
4.4.1 A programme may comprise the totality of the modules delivered in stages (or years)
that lead to a single award, or all of the modules culminating in a degree level award. By this
definition the following possible programmes are identified:
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Programme
Higher Certificate
Bachelor Degree (Ordinary)
Bachelor Degree (Honours)
Add-on Bachelor Degree
Add-on Bachelor Degree
Graduate Diploma
Taught Masters Degree
Research programmes
NQF Level
6
7
8
7
8
8
9
9/10
Duration
2 stages/years
3 stages/years
4 stages/years
1 stages/year
1 to 2 stages/years
1 to 2 stages/years
1 to 2 stages/years
2 to 4 stages/years
4.5
Academic Year Committee and Programme Committee
4.5.1
Year Committee
The Year Committee comprises all lecturing staff actively engaged in the delivery of a year or
stage of a programme of learning. Depending on the size of the programme, this committee
may chose to meeting together with the other Year committees making up the full Programme.
4.5.2
Programme Committee
The Programme Committee comprises all lecturing staff actively engaged in the delivery of a
programme of learning.
4.5.3
Functions of Year and/or Programme Committees
The broad remit of a Year and/or Programme Committee is seen as threefold:

Operational control and performance monitoring

Feedback

Programme planning and development including modifications of existing programmes
and the introduction of new programmes.
While these activities are not necessarily mutually exclusive, for the purpose of clarity and
describing the functionality of Quality Assurance it is useful to outline them separately.
(i)
Operational Issues:

On-going issues related to delivery and student progress on current programmes

Planning, organising and reviewing student induction

Examination result analysis

Respond to External Examiner Reports

Resource identification

Student progress monitoring

Documenting actions and decisions.
A Programme Monitoring Report (PMR), see Appendix 4.1, is prepared for each year of each
programme and submitted to the Head of Department annually on or before 31st October. This
report seeks information on
a)
pass rates and retention
b)
student feed back
c)
external examiners reports and
d)
suggested actions where appropriate.
The Programme Monitoring Report contains a series of Key Performance Indicators (KPI) that
show five year trends.
The programme review process also considers any feedback from external examiners that
might lead to a change in the programme. The Programme Board s required to analyse the data
listed above and to recommend actions to be taken (with persons responsible identified) to
address any deficiencies or proposed changes. The Head of School, together with the Heads of
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Department will review the individual Programme Monitoring Reports (PMRs) and develop a
summary of actions for the School. This is presented to Academic Council for approval.
(ii)
Feedback:

Soliciting student feedback via surveys/student representatives (Appendix 4.2), student
committees and focus groups

Attrition/retention initiatives

Documenting actions and decisions.
In respect of student feedback, the Programme Committee is responsible for issuing formal
programme questionnaires to students prior to the end of the programme, and ensuring that the
Head of Department is aware of the results of such questionnaires. School administration
assists staff in this process. These questionnaires have been significantly modified and are
included in Appendix 4.2.
The Admissions office requests each student who formally withdraws from a programme to
complete a student exit questionnaire. Although in practice it is very difficult to collect this
information it provides the Institute with valuable information on possible reasons why students
are leaving prematurely. There is now in place on selected programmes a student mentoring
system that should help identify students at risk and at worst find out why students leave and at
best keep the student in college. Students taking on-line programmes also provide feedback
through on-line surveys.
(iii)







Planning and Development:
Programme changes, updates and revalidation
Submitting changes to School Policy Committee
Module reviews, updates and introducing new modules
Evaluation of the quality of facility/resource provision
New programme development
Monitoring student feedback
Documenting actions and decisions.
Programme development is by definition an ongoing activity. It is included as an agenda item
for the operational meetings, but occasionally “single item agenda” meetings dealing solely with
programme modifications are held. At certain times, for example when developing a new
programme, several programme development meetings would be required over a relatively
short timescale.
4.5.4
Student Performance Analysis
A primary function for a Programme Committee is that of Student Performance Analysis. This is
key to the identification of programme modifications, terminating programmes and developing
new programmes. The inclusion of Key Performance Indicators to allow a five year trend
analysis is an important addition to the monitoring process. Six KPIs will be introduced from
2009 with the data from 2005 onwards being available. The EAP 7 report includes:
i.
CAO applications: the total final number of 1st, 2nd, and 3rd CAO student choices
ii.
Average CAO points
iii.
Student registrations (at 20th September)
iv.
Student registrations at the census returns (31st October and 31st March)
v.
Pass rates
vi.
Pre-exam attrition
Targets are set out in the Strategic Plan 2007 to 2012 “Mapping the Future”.
4.5.5
Membership of Programme Committee
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The membership generally comprises all of the lecturers who deliver the programme modules,
as well as two elected students with limited attendance rights. The Head of Department is an ex
officio member.
4.5.6
Chairperson
The chairperson would be a full-time lecturer teaching on the programme. In practice individuals
are identified by Heads of Department and invited to undertake the role that normally extends
from one to three academic years. The Chairperson is expected to arrange meetings (a
minimum of one per term or two per semester) and to set the agenda in discussion with the
Head of Department.
4.5.7
Frequency and topics of Meetings
There are usually three/four meetings held annually to deal with operational issues as well as an
examination pre-board meeting. Students are required to leave the meeting when matters
pertaining to individual students are under discussion.
 September meeting: Primarily concerned with the planning and organising of student
induction
 October meeting: The analysis of examination results for the previous year, resource
requirements, review of the student induction process, review of Reports from Extern
Examiners, review of student progress
 January meeting: Review of student progress
 April meeting: Analysis of student feedback, attrition initiatives for next academic year,
outstanding issues for completion of the current student group
 June meeting: Pre-examination board.
It is recognised that many lecturers are involved in more than one Programme Committee.
Where a number of lecturers are teaching on a set of homogenous programmes the practice is
that joint Programme Committee meetings are held.
4.5.8
Documentation Flow and Reporting Structures
Decisions and recommendations of Programme Committees usually cluster around strategy
(developing new programmes relevant to the strategic plan) and resources (equipment and
class materials) or academic issues (pass rates, attrition rates) and these are forwarded for
action to one or more of the following:
 Head of Department
 Head of School
 School Policy Committee
 Executive Committee
 Committees of the Academic Council
 Academic Council
 Governing Body.
The diagrammatic representation is shown in Figure 4.1
It should be noted that feedback is an essential requirement for the success of any quality
assurance process. Inherent in the reporting structures outlined in Figure 4.1 is a requirement
that each level feeds back its response to the appropriate source. This may be done in the form
of a:
(i)
formal written response
(ii) as a minuted decision or
(iii) as a verbal discussion.
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Figure 4.1 – REPORTING STRUCTURES
Programme
Committee
Decision
New (EAP1) and
changes to
Programmes (EAP5)
Minutes, Operational
issues
School Policy
Committee
Head of
Department
Review
Proposals
Decision
Decision
Head of
School
Decision
New and modified
Programmes (EAP2)
EAP1, EAP5,
Summary of
PMR’s
Executive
Committee
Decision
Committees
of Academic
Council
Recommendations
Academic
Council
Recommendations
Governing
Body
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4.6
School Policy Committee
4.6.1
Membership: School of Business
Elected membership
 Two members from the area of Business, including Management, HRM, Law, Accountancy
 One member from Computing and Information Systems
 Two members from Humanities
 One member from Marketing, Languages, Tourism and Leisure
 Two students elected from the School.
Ex Officio members:
 Four Heads of Department
 Head of School
 School Administrator.
A member of the administrative support team also attends the meetings as recording secretary.
The term of office is two years for academic staff and one year for the student representatives.
The filling of the staff membership is through an election process. This allows for nominations
from the groupings listed. In the event of several nominees a paper ballot takes place with the
Head of School acting as returning officer. The student members are elected from the pool of
class representatives. The Head of School or nominee chairs the Policy Committee.
4.6.2
Membership: School of Engineering
 Head of School
 Heads of Department
 Each Programme leader. Typically the leader is the Programme Chairperson of the highest
year represented
 Elected student representatives
 Technical Support Staff
 School Administrator.
4.6.3






Membership: School of Science
Head of School
Heads of Department
Chairperson of each Programme Committee
Two representatives from the support staff
Three students
School Administrator.
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4.7
Policy Committee
4.7.1
Introduction
In broad terms the Policy Committee is concerned with overseeing and implementing the
Strategic Plan. Because it is not concerned with operational issues it confines its business to
the actions required to ensure strategic direction and quality assurance.
4.7.2
Functions of the Policy Committee
The tasks include, but are not confined to:
 Interpretation of the Strategic Plan in respect of School activities
 Appraising academic developments
 Advising the School on physical resource implications
 Advising the School on likely staff recruitment
The work of the Policy Committee is supported by School administrative structures.
4.7.3
Frequency of Meetings
There is no prescribed minimum but it is likely to be of the order of three, each academic year.
When a Programmatic or an Institutional Review occurs additional meetings take place.
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APPENDIX 4.1
PMR
Programme Monitoring Report to be submitted
to relevant Head of Department
by 31st October following the last Academic Year
Academic
Year
School:
Department:
Programme Title
RETENTION and PASS RATES
Situation
Numbers
%
a/ Registration at Census Date (31st Oct)
b/ Number of Exam Entries
c/ Summer Sittings (Exclude absentees)
d/ Summer Passes
e/ Autumn Sittings (Exclude absentees)
f/ Autumn Passes
g/ Total passing (d+f)
h/ Retention
h = g x 100 %
a
I/ Pass Rate
i = Total Passes ( Summer + Autumn ) = (d + f ) x 100%
Summer Sitters
c
For award year only Calculate
% Achieving Pass
% Achieving Merit 2 / H2.2
% Achieving Merit 1 / H2.2
% Achieving Distinction / H1
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KEY PERFORMANCE INDICATORS (Right click and Edit Data)
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PROGRAMME MONITORING MEETINGS
Number of Meetings held:
Summary of Main Issues:
Recommended actions
And responsible persons
Actions Implemented
STUDENT FEEDBACK
Summary of Student
Feedback:
Please attach analysis of programme student questionnaire
EXTERN EXAMINERS REPORTS
Summary of comments
On Extern reports
SUGGESTED ACTIONS
GENERAL COMMENTS
Signed: Programme Chairperson
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APPENDIX 4.2
INSTITUTE OF TECHNOLOGY, SLIGO
Student Survey
Subject Evaluation Form
Subject &
Component:
Programme:
Please complete one Survey Form
for each individual Lecturer
teaching a component of the
Subject
Lecturer:
PLEASE RETURN TO THE SUBJECT LECTURER
Thank you for taking the time to complete this form. Your co-operation
is essential to bring about improvements in the subject.
If any question is not relevant to a particular subject, then leave response blank
Question
Scale
Response
Subject Content, Organisation and Assessment
Was the introductory explanation of the Poor
syllabus content:
1
Poor
Was the time allocated to the subject:
1
2
3
4
Excellent
5
Excellent
5
Excellent
5
2
About right
3
4
Was the balance between theory and
practical components:
Poor
1
2
3
4
Was the subject content:
Too easy
1
2
3
4
Was the explanation of the
breakdown of marks/grades
between subject elements:
Was the explanation of the method
used for awarding marks/grades
for the continuous assessment:
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Was the suitability of the time-table for
the subject:
Poor
1
2
3
4
Excellent
5
2
3
4
2
3
4
Excellent
5
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Too difficult
5
Subject Materials and Tutorials
Was purchase of a textbook
recommended? Yes
No
The recommended text was:
Was the Library support for this
subject:
Were Handouts & Manuals used?
Yes
No
Were the Handouts and Manuals:
Were Tutorials used?
No
Were the Tutorials:
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Yes
Poor
1
Poor
1
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Subject Delivery, Presentation and Communication
Was the amount of material
covered/workload:
Was the use of visual aids:
Was the ability of the lecturer to
explain/communicate:
Too light
1
2
Poor
1
2
Poor
1
2
Was the readiness of the lecturer to
engage in discussion/questions:
Not adequate
1
2
Was the feedback from lecturer on
student progress:
Poor
1
2
3
Not interesting
1
2
3
Were the lectures:
Were the Practicals:
3
4
3
4
Too heavy
5
Excellent
5
Excellent
5
3
4
Excellent
5
Not interesting
1
2
3
How would you rate the overall
Effectiveness of the lecturer:
Not effective
1
2
Poor
Was your ability to hear the lecturer: 1
2
Was your ability to see/read the
visual aids:
About right
3
4
Poor
1
2
4
Excellent
5
Excellent
5
4
Excellent
5
4
3
4
3
4
Excellent
5
Excellent
5
3
4
Excellent
5
3
4
3
4
3
4
3
4
Excellent
5
Clearly
5
3
4
Very fairly
5
3
4
Excellent
5
Project (where applicable)
Was the project explained to you:
Was the background reading
material available:
Was the supervision of the project:
Poorly
1
2
Poor
1
2
Was the method of assessing the
project explained to you:
Inadequate
1
2
Poorly
1
2
At the viva voce did you feel you
were treated:
Unfairly
1
2
What was your overall feeling about Poor
your project:
1
2
Clearly
5
Excellent
5
General Comments and Suggestions about the Subject
General comments and suggestions for improvement:
What aspect/features of the subject did you like?
What aspects/features of the subject did you not like?
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INSTITUTE OF TECHNOLOGY, SLIGO
Student Survey
Course/Stage Evaluation
Form
Student Name Optional): ___________________
Estimate your Attendance in Class (%): _______
Course:
Course Code:
Stage/Year:
PLEASE RETURN TO THE YEARCOM
CHAIRPERSON
Thank you for taking the time to complete this form. Your co-operation
is essential to bring about improvements in the Course.
If any question is not relevant to a particular Course, then leave response
blank
Question
Course Content, Organisation and Assessment
Scale
Response
Was the explanation of the Course
content (including the reason for
incorporating each subject):
Was the balance of the time/credit
allocation of the subjects:
Poor
1
2
About right
3
4
Excellent
5
Poor
1
2
About right
3
4
Excellent
5
Was the overall workload required:
Too light
1
2
3
4
Too heavy
5
Poor
1
2
3
4
Excellent
5
Were the quality/facilities of the
lecture theatres/classrooms:
Specify theatres/classrooms which
you consider inadequate
Were the quality/facilities of the
laboratories/workshops:
Specify laboratories/workshops
which you consider inadequate
Were the Library support/facilities
for the Course:
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Poor
1
2
3
4
Excellent
5
Were the Computing
support/facilities for the Course:
Poor
1
2
3
4
Excellent
5
Was the explanation of the
Examination/ Assessment
Procedures of the Course
elements:
Course Resources
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Question
Scale
Response
Programme Administration
Was the accuracy of the time-table:
2
3
4
Excellent
5
Excellent
5
Ignored
1
2
3
4
Addressed
5
Ignored
1
2
3
4
Addressed
5
2
3
4
Excellent
5
2
3
4
2
3
4
Excellent
5
Excellent
5
Were your expectations from the
Programme:
Not met
1
2
3
4
Surpassed
5
How would you rate the Programme
overall:
Poor
1
3
4
Excellent
5
Was the spread of the weekly
workload:
Were problems of a teaching/learning
nature:
Were problems of a personal nature:
Poor
1
Poor
1
Was the availability/accessibility of the Poor
lecturing staff:
1
Was the availability/accessibility of the Poor
School/Dept. management:
1
Was the overall Institute
Poor
Administration of the Programme (e.g. 1
Registration, Grants, Exams, etc):
2
About right
3
4
General Programme Evaluation
2
General comments and suggestions for improvement:
What aspect/features of the Programme did you like most?
What aspects/features of the Programme did you like least?
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Question
Scale
Response
Programme Administration
Is the performance/functioning of the
Year Committees (YearCom)?
Poor
1
2
Is the performance/functioning of the
Programme Committee (ProCom)?
Poor
1
2
3
4
Excellent
5
Is the performance/functioning of the
Student Committee (StudCom)?
Poor
1
2
3
4
Excellent
5
Are the communications between
lecturers and School/Dept.
management?
poor
1
2
3
4
Excellent
5
2
3
4
Excellent
5
Poor
Is the academic leadership and
planning provided by the School/Dept. 1
management?
Satisfactory
3
4
Excellent
5
Are the provisions made for staff
development?
Poor
1
2
3
4
Excellent
5
Is the overall Institute Administration
of the Programme (e.g. registration
lists, Exam organisation, etc):
Poor
1
2
3
4
Excellent
5
General Evaluation and Suggestions
Please list what you regard as the strengths of this Programme:
Please list what you regard as the weaknesses of this Programme:
General comments and suggestions for improvement:
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Chapter 5 School Planning and Programme
Revalidation Process
5.1 Introduction
Traditionally, Programmatic Review is a process through which a School assesses its progress
comprehensively over recent years and sets down proposals and plans for future developments.
It is a very significant part of the quality assurance process as it enshrines the concept of
continual improvement and development. A Programmatic Review is a self-monitoring qualityassurance activity carried out by the Academic Council of the Institute.
The review process includes production of documentation by the School and formal evaluations
by internal and external review panels. The overall process is controlled by the Academic
Council. The Head of School manages the process within the School and the Registrar has
overall responsibility for managing the process on behalf of the Academic Council.
In 2008, following a series of Programmatic Reviews in each of the three Schools, the Academic
Council concluded that the process (i) was excessively demanding on staff, (ii) significantly
impacted on the core teaching functions, and (iii) did not give the best value for the effort
involved. The Programmatic Review process was evaluated by the three Heads of School and it
was agreed that the process would be enhanced by separating the process of Programme
Revalidation from the process of School Planning. Furthermore, these two processes do not
need to occur at the same time.
5.2 Scope
5.2.1 This chapter describes two processes: (i) the planning of a School for its future
development and (ii) the revision of programmes for the purposes of revalidation.
5.2.2 Typically, the School Planning process precedes the revalidation process and
encompasses the entire activities of the School, within the wider sphere of education, business
and the community. The whole School will carry out a Planning process every 5 years.
5.2.3 The revision of programmes may comprise the review of a single programme or of a
suite of programmes. In any case, the entire process must normally be carried out at least once
every 5 years.
5.2.4 The procedures and practices outlined in this section are in accordance with the
established practice of the Institute, with best practice of the IT sector and with international best
practice. This is achieved by ensuring that membership of the internal and external evaluation
panels comprise personnel from the Institute, from other higher education institutions in Ireland
and from overseas, members of the business community and of professional bodies.
5.2.5 Other ITs and HETAC documents which relate to the programmatic review process
include:
 Guidelines and Criteria for Quality Assurance Procedures in Higher Education and Training,
HETAC, Section 3.4, 2002
 School of Business and Humanities Programmatic Review, 2005
 School of Engineering Programmatic Review, 2007
 School of Science Programmatic Review, 2008
5.3 Self-Evaluation
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Elements of self-evaluation are included in both School planning and programme revalidation
and data from both should be used in both processes. The self-evaluation stage of the process
is essentially concerned with an in-depth assessment of how the business of the School has
been conducted since the previous planning or revalidation process was carried out. The views
of the stake-holders in the education process are sought and analysed, to establish areas of
improvement. The range of typical data required in any self-evaluation is listed in Appendix 5.1.
5.4 School Planning
5.4.1
Introduction
Through various means a School will evaluate its performance and achievements over recent
past years, will analyse its future possible directions and will propose plans for the future
changes and development of the School. This will include, for example, strategies in respect of
resources, research, teaching and learning, staff training as well as strategies for addressing
issues that arise during the self-review stage. Plans for any changes of focus in the range of
programmes offered to attract different or more learners should also be presented. The process
is shown in Figure 5.1.
5.4.2
Objectives of School planning
The objectives of conducting a School Planning process are to:
(a)
optimise the resources of the School for the purposes of delivering the highest standard
and quality of education and to meet the School strategic objectives
(b)
specify how the School will respond to the Institutes Strategic plan
(c)
make proposals for changes in direction and focus of the School
(d)
identify key performance indicators for the School and specify how these will be
measured
(e)
map the proposed actions to the strategic objectives
(f)
update the procedures for monitoring quality, management, and operations within the
School.
5.5
Process of School planning
5.5.1 At least once every 5 years, or as directed by the academic Council from time to time, a
School will formally present its plans for the future development of the School.
5.5.2 The process is controlled by the Academic Council and managed by the Head of School
in collaboration with the Registrar.
5.5.3 The starting point for the Planning process is a self-evaluation of the covering the period
since the previous Planning process. This is likely to include the following:
a) a summary of changes made since the previous Planning process.
b) an analysis and evaluation of how the school has responding to the Institute’s strategic plan
and a mapping of how the school is contributing to the strategic targets.
c) an evaluation of the effectiveness of the channels of communication and engagement with
the business sector and employers
d) a statement of QA compliance. For the period since the previous Planning process, this
should include reviews and summaries of:
 actions taken in respect of recommendations of the annual Programme Monitoring Reports
(PMR).
 achievements against the School’s KPIs
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 recommendation made by reports of any Panels of assessors
 conditions and recommendations from programme (re)validation boards.
 minutes of meetings of School, School Management and Programme Boards.
e) a review of past performance of the School in relation to its strategies and an analysis of the
current external environment to identify future potential directions
f) an analysis of the main findings from surveys of current students and of graduates
g) a summary of changes made to programmes since the last Planning process was carried
out.
h) an evaluation of performance in strategic areas, e.g:
 research
 learning and teaching
 collaborations with employers and other providers
i) an evaluation of staff contribution to the achievements of the School strategic plan, together
with staff training and development needs
j) Staff CV’s, updated to include research and publications.
See Appendix 5.2 for a suggested list of chapter headings.
5.5.4 Following on from the self-evaluation, the School will document its proposals for the
future. These proposals will be supported with data from the evaluation of the reviews listed in
Section 5.4.3 above. The School will also link these proposals to the Institutes Strategic Plan.
Changes and the direction and focus of the School will be highlighted and justified. There
should be clear indications of how these activities/facilities will be developed in future years.
5.5.5 The final draft is considered by the School Policy Committee and any recommendations
for revision are taken into consideration by the School.
5.5.6 The Registrar in consultation with the Head of School, selects a Panel of experts (see
Appendix 5.3 for the composition of this group) to conduct a thorough evaluation of the
documentation on behalf of the School. This Panel will be competent in assessing the academic
standing of the Institute and have experience of strategic planning for higher education. The
Panel will include stakeholders and persons competent to assess the proposals at national and
international levels. The Panel will receive the documentation at least three weeks prior to
visiting the Institute. This group will visit the Institute over 2 days and will conduct a review of the
School’s activities and discuss the future plans with the staff, students and stakeholders.
Typically, the group meets with the staff and the students, views the facilities and issues a
report. The ‘visitation’ is normally a two day process, with, if necessary, parallel discussion
sessions with staff involved in each programme.
5.5.7 An External Evaluation Report will be issued, setting out the findings of the external
evaluation review group. In particular, the Panel may comment on the appropriateness of the
proposed changes to the School direction and focus, in the context of national and international
requirements and trends.
5.5.8 The School will have an opportunity to comment on the final draft of the External
Evaluation Report, before the report is formally submitted for consideration and action by the
Academic Council.
5.4.9 Recommendations of Academic Council
The Academic Council will, at a formal meeting, adopt or otherwise to the recommendations
made to the School by the Panel of assessors. The Academic Council will identify those
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recommendations which it cannot adopt and provide reasons for this. A copy of the Panel report
will be sent to HETAC by the Registrar.
5.5.10 On-going review by Academic Council
Within six months of approval of the School Plans, the Academic Council will initiate a review
process that will be managed by the Registrar or a nominee. The purpose of this review is to
monitor the implementation of the changes identified in the School planning process. This is a
means of ensuring that the changes have been made (and, if necessary, to identify blockages to
the changes), rather than being a simple auditing exercise. The review will be carried out in
consultation with the School. The auditing panel will normally comprise The Chair of the
Planning and Coordination Committee of the Academic Council or his / her nominee, two
members of the External Peer Review Panel one of whom should be an academic from another
university or Institute and the Registrar. A report arising from the review will be prepared within
one month following the review and presented to the following meeting of the Academic Council.
5.6
Programme Revalidation
5.6.1 A detailed evaluation and analysis of the content of modules and programmes must be
carried out at the expiry date of validation or sooner if deemed necessary by a Programme
Board. This is to ensure that the School/Department updates its programmes so that they
remain relevant to students and employers and that it has the opportunity to make the
necessary changes to the programme structures and content to keep them current.
5.6.2
Objectives of Programme Revalidation
The objectives of a programme revalidation process are to:
(a) propose improvements to programmes based on a formal feedback and evaluation process
(b) incorporate feedback from staff, student and employers into the revised programmes
(c) ensure that programmes remain relevant to learners needs, including academic and labour
market needs
(d) ensure that learning modes are compatible with academic standards, coupled with the life
style of learners
(e) achieve enhanced integration between all aspects of learning, teaching and research
incorporating any new pedagogical thinking, where appropriate
(f) to achieve revalidation of all programmes, incorporating the agreed changes (for up to a
maximum of 5 years)
5.7
Process of Programme Revalidation
5.7.1 Each programme in the School/Department, both full time and part time should be
evaluated at least once every 5 years. A submission for revalidation of programmes may be
presented, by discipline area, by Department or for all programmes across the School. The
revalidation process is shown in Figure 5.2.
5.7.2 In the process of preparing an existing programme for revalidation an evaluation is
undertaken by all academic staff involved in the programme together with learner
representatives, graduates of the programme and others with close involvement in the
programme including those involved in the provision of support services, such as library and
information services and counselling services. Consultations with outside stakeholders and any
necessary market research and review of recent research findings in the discipline concerned
should form part of the evaluation. Self-evaluation must also include an assessment of the
learning and teaching processes and the contribution of active research to learning.
5.7.3 The process is controlled by the Academic Council and managed by the Head of School
in collaboration with the Registrar.
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5.7.4 The starting point for the programme revalidation process is an evaluation of the
programme to date. This is likely to include the following:
a)
a summary of changes made since the previous validation.
b) a summary of the key performance indicators for the programme from the annual
programme monitoring reports.
c) a statement of QA compliance. For the period since the previous revalidation process, this
should include reviews and summaries of:
 actions taken in respect of recommendations of the annual Programme Monitoring Reports
(PMR).

conditions and recommendations from programme (re)validation Panels.

minutes of meetings of School, School Management and Programme Boards.
d) an analysis and evaluation of the main findings from surveys of current students, of
graduates, and of employers of graduates of the programme.
See Appendix 5.2 for a suggested list of chapter headings.
5.7.5 Following on from the programme evaluation, the programme board will document its
proposals for the future. These proposals will be supported with data from the evaluation of the
reviews listed in Section 5.6.4 above. Specifically, the existing and proposed Programme
Schedules will be presented with the reasons for the changes explained. Any other changes
(such as the mode of teaching or delivery) will be identified, including any changes in the
resource requirements for the programme.
5.7.6 The final draft of the programme revalidation document is considered by the School
Policy Committee and any recommendations for revision are taken into consideration by the
Programme Boards.
5.7.7 The Registrar in consultation with the Head of School, selects a Panel of experts (see
Appendix 5.2 for the composition of this group) to conduct a thorough evaluation of the
documentation on behalf of the School. This Panel will be competent in assessing programmes
of higher education and will include discipline experts from other Institutes of Technology, from
the university sector and from the world of work. The Panel will receive the documentation at
least three weeks prior to the visit to the Institute. Typically, over a one day visit to the Institute,
the group meets with the staff, views the facilities and issues a report.
5.7.8 An External Evaluation Report will be issued, setting out the findings of the external
evaluation review group. In particular, the Panel may comment on the appropriateness of the
proposed changes to the programme and will make a recommendation regarding the direction
of programme revalidation.
5.7.9 The School will have an opportunity to comment on the final draft of the External
Evaluation Report, before the report is formally submitted for consideration and action by the
Academic Council.
5.7.10 Recommendations of Academic Council
The Academic Council will, at a formal meeting, adopt or otherwise to the recommendations
made by the Panel of assessors. The Academic Council will identify those recommendations
which it cannot adopt and provide reasons for this. A copy of the Panel report will be sent to
HETAC by the Registrar.
5.7.11 On-going review by Academic Council
Within six months of approval of the School Plans, the Academic Council will initiate a review
process that will be managed by the Registrar or a nominee. The purpose of this review is to
monitor the implementation of the changes identified in the revalidation process. This is a
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means of ensuring that the changes have been made (and, if necessary, to identify blockages to
the changes), rather than being a simple auditing exercise. The review will be carried out in
consultation with the School. The auditing panel will normally comprise Education Development
and Quality Manager and the Head of Department for the programme. A report arising from the
review will be prepared within one month following the review and presented to the following
meeting of the Academic Council.
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Figure 5.1 – Summary School Planning Process
Persons Responsible
Process
Start
School
School
Management
Stakeholder’s
surveys
Policy
Committee
Student survey
Graduate survey
Industry survey
Evaluate
feedback & KPIs
EAP7s
Write document
Map performance to strategic metrics;
QA compliance; External links;
Research; Teaching & Learning;
Review of changes since previous
version; Staff development plans
School
Management
School
Management
Submit to Policy
Committee
Policy
Committee
Registrar/Head
of School
Documents
No
PC Accept?
Yes
Head of
School
Review by Panel
of assessors
Registrar
HoS
Recommendations
reviewed by
Academic Council
Academic Council
No
Adopted?
Panel report
Minute of AC meeting
Yes
Head of
School
School addresses
Recommendations
Action report
Copy Panel report to HETAC
End
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Figure 5.2 – Summary of Process for the Revalidation of Programmes
Persons Responsible
Process
Start
School/Department
Programme
Board
Programme
Board
Programme
Board
Policy
Committee
Documents
No
Evaluation of
KPIs
EAP7/s (if more than
one programme being
revalidated)
Evaluate
stakeholder
feedback
Student survey
Graduate survey
Industry survey
Revised the
Programme
Schedule
Existing and proposed programme
Schedules and reasons for changes
PC Accept?
Yes
Programme
Board
Write Modules
Head of
Department
Submit to Planning &
Coordination Committee
Planning and
Coordination
Committee
Decide level of external
review required
Head of
Department
Reviewed by external
Panel of assessors
Minutes of P&C Committee
meeting
Panel report
Recommendations
reviewed by
Academic Council
Registrar/HoS
Academic Council
New Modules/Programmes
written in Module and
Programme Manager format
No
Adopted?
Minute of AC meeting
e-versions signed off
Yes
Head of
Department
Department addresses
Recommendations
Action report
Copy Panel report to HETAC
End
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Appendix 5.1
Sources of data required for a self-evaluation
1.
Documented Consultation with the Stake-holders:
Stake-holder
Students (past
and present)
Staff
Employers
2.
Suggested modes of Consultation to be documented

Surveys (e.g. relevance of topics, mode of learning, facilities)

Focus Groups (e.g. computing facilities)

Policy and Programme Committee (student representatives
contribute to the review)

Student committees (ensuring that the student body is aware
of upcoming changes)

Questionnaires (e.g. relevance of topics, mode of learning,
facilities)

Focus Groups (e.g. Maths, Computing)

Programme committee meetings (dealing with learning
outcomes, programme schedules and syllabi)

Surveys of appropriate industrial sectors (learning outcomes;
relevance of topics; appropriate depth of knowledge)

Focus Groups (e.g. specific interested, e.g. accounting;
design, healthcare)

Industrial Advisory Panels (to explore possible future
directions of the School; strategic issues; organisational and
management issues)
Programme Performance:
Metric
Analysis (per programme each year)
Intake statistics
Exam
Performance
Graduate
statistics
3.



Number of CAO applicants, by preference
Number of acceptances, registrations and losses
Breakdown of fail/pass/merit/distinction levels



Destination of graduates
Future studies of graduates
Pay levels of graduates
Student Intake
Student Cohort
CAO
Those with
qualifications
from other
Institutions
International
Institute of Technology








Relevant details
Number applying for each programme
Numbers offered places
Number accepting places
Number registered
Geographic origins of students
Previous institution of education
Qualification attained
Final qualification at IT Sligo

Formal agreements for educational exchanges with
Institutes abroad

Where do incoming students come from

What programmes do they take
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





Where do IT Sligo students go to
What programmes do they take
Numbers applying for programmes
Entry qualifications and any exemptions granted
Special preparatory programmes/bridging offered
Any initiatives (e.g. timetabling to suit students; tutorials;
study groups)
Mature
4.
Strategic Planning
Strategic Goal
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Target
Achievement to date
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APPENDIX 5.2
Sample Table of Contents
School Planning Document
1. Introduction
Brief overview of the School function and structure in the context of the Institute and historical
developments and interaction with industry. The external context in which this Plan takes place.
2. Executive Summary
Key findings and proposals.
3. Performance of the School since the previous Plan
This section to include achievement of previously set targets, covering topics such as
programme developments/changes, external links, research, teaching and learning, levels of
attainment and graduates. Related policies, procedures and infrastructure.
Review of staff qualifications and distribution of employment grades. Any changes in staffing.
Staff recruitment and training policies. Training which has taken place and its relevance to the
strategic objectives of the School. Staff CVs. Level of staff involvement in the development of
the School including publications, conferences attended and organised.
4. Evaluation of the external environment and feedback from stakeholders
Analysis of responses to surveys of students, staff and external stakeholders, indicating the key
findings that will inform the new proposed strategic plan for the School. A study of relevant
external developments, summarising how they will influence the direction of the School.
5. Vision, Mission and Strategic Plan
Following from Chapters 3 and 4, this should be a brief statement of how the School intends to
position itself in higher education over the next five years.
6. Programme Development
Plans for development or cessation of existing programmes. New growth areas and how these
developments will be supported. A list of new programmes identified for development over the
next five years.
7. Operational Plans
How the strategic Plan will be delivered, key targets and how the achievement of these will be
measured. Staff and facilities development plans.
Programme Revalidation Document
1. Introduction
Brief overview of the School function and structure in the context of the Institute and historical
developments and interaction with industry. External influences in the context of how they guide
and drive changes in programmes.
2. Executive Summary
A brief statement of the proposed changes to programmes, perhaps grouped into major and
minor level changes. Some top level indication of the resource implication of these changes
should be provided.
3. Performance of Programmes since the previous revalidation
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Statistics on each programme since the previous re-validation, entry points, pass and retention
analysis, graduate numbers, employment of graduates. A summary of any changes made since
the previous revalidation. An analysis of these statistics to identify reasons for changes to be
made to programmes.
A review of the Programme Monitoring Reports and/or programme validation Panel reports with
an explanation of how the identified actions and recommendations were achieved.
4. Evaluation of the external environment and feedback from stakeholders
Analysis of responses to surveys of students, staff and external stakeholders, indicating the key
findings that will inform the proposed changes to programmes and new programmes. A study of
relevant external developments, summarising how they justify and drive the changes.
5. Proposed Changes to Programmes
For each programme, state the proposed changes and the proposed new programme content
and Programme schedule. Indicate how the proposed changes will ensure that the programme
remains relevant to learner and employers needs. Indicate any changes in modes of teaching
and learning, including new assessment methods.
Plans for cessation of existing programmes and why. New growth areas and how these
developments will be supported. A list of new programmes identified for development over the
next five years.
Identify links such as how research feeds into the undergraduate programmes, the
enhancement of links with employers and how programmes are delivering on any national
priorities and objectives.
6. Operational Plans
How the proposed changes will be implemented including any challenges with ‘phasing in’ the
changes.
Identify any staff or resource implications.
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APPENDIX 5.3
Composition of the External Peer Review Panel
(Selected By the Academic Council)
1
Chairperson (e.g. Registrar from another Institute of Technology or Senior academic)
2
Minimum Members:
i. Head of School from another Institute of Technology
ii. Head of Department from another Institute of Technology (where the range of programmes is
wide spread within a School, it may be appropriate to have more than one Head of Department).
iii. Senior Academic from university sector and/or overseas.
iv. Representative from HETAC (invited but not essential under DA)
v. Representative from the professional bodies (where appropriate).
vi. Employer/industrial representatives (typically more than one will be required to cover the
range of the programmes).
vii. Recording Secretary (Registrar nominee from IT Sligo)
Note 1: Every effort should be made to ensure gender equity where possible in the composition
of the group.
Note 2: In selection of 2(iii) it is desirable to include an academic from an overseas
organisation.
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Chapter 6
Selection, Appointment, Appraisal and
Development of Staff
6.1
Introduction
The Human Resource office has responsibility in conjunction with line management for the
development, administration, coordination and review of the procedures involved in the selection
and development of staff. Many of these procedures are governed by Department of Education and
Science Circular Letters, National Agreements and legislation.
6.2
Scope
This section outlines in brief the Institute’s approach to selection, appointment, appraisal and
development of staff. It does not address the full spectrum of HR policies developed and adopted by
the Institute.
6.3
Selection, appointment, appraisal and development of staff
6.3.1
Human Resource (HR) Policies and Procedures
All human resource policies and procedures are detailed in the Institute’s Staff Handbook. This
Handbook is revised annually and revisions are issued to staff accordingly. A copy of the Staff
Handbook is attached. Revisions to HR procedures and HR policies occur continuously and issue
throughout the year through the Institute’s internal process for procedures. All such developments
and revisions are then included in the annual Staff Handbook review.
6.3.2 Procedures for Selection and Appointment
The Institute’s selection procedures are governed by procedures issued by the Department of
Education and Science and relevant legislation. The Human Resource Office has developed the
selection and appointment procedures more fully internally by means of definition of the various
stages of the selection and appointment process, the role and responsibilities of those involved and
the selection criteria and rating scales relevant to different posts. All of this information is provided
to those involved in the selection process by means of a handbook, ‘Institute of Technology, Sligo,
Interview Guidelines’ (Appendix 6.1). This handbook is regularly revised and updated. This
handbook was examined by Arthur Cox & Co who used it as part of a presentation made to the
Institute’s Governing Body on 26 September 2002 on the role of the Governing Body in the selection
and appointment of staff.
6.3.3 Procedure for the Appraisal and Development of Staff
6.3.3.1 Procedure for appraisal of staff
The performance of all newly appointed staff is reviewed after 6 months and 12 months by the
relevant manager through a probationary review process. Beyond probation performance is reviewed
through the Performance Management and Development System. This system reviews previous
performance against objectives, identifies objectives for the coming period and ensures that
development needs are identified and a plan drawn up to meet those needs.
6.3.3.2 Procedures for development of staff
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The Institute has invested considerably in staff training and development, in terms of management,
staff time and financial resources. A comprehensive training needs analysis was undertaken in the
academic year 2007/08. This detailed analysis involved consultation with all staff across all grades
and disciplines through the use of focus groups, discussions and questionnaires. The analysis was
undertaken by a Training and Development Consultant.
The training needs analysis identified the key development and training needs specific to each group
of staff within each discipline across all functions of the Institute.
All staff of the Institute are afforded an opportunity to engage in a personal development and
training planning process with their line manager, to ensure that the training needs identified are
planned for and addressed. The purpose of this process is to ensure that each staff member has an
opportunity to put in place an agreed personal development plan in consultation with his/her
manager.
Training needs identified through the Training Needs Analysis process and through the Performance
Management and Development System inform the content of the extensive in-house training
programme delivered by the Human Resource Office and the EDU annually
In summary, the approach of the Institute to training and development is both strategic and
operational in focus, carried out in an open, constructive and planned manner, in line with the
strategic objectives of the Institute. The Institute’s commitment to training and development should
be clearly evident, from the nature of the process adopted and the resources allocated.
6. 4
Staff Satisfaction Survey
The Institute undertakes staff satisfaction surveys to measure staff satisfaction under a range of
headings and to facilitate ongoing measurement of staff satisfaction with a view to improvements.
The most recent survey took place in 2007 with a further survey planned for the academic year
2009/10.
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APPENDIX 6.1
Interview Guidelines
1.
Pre-Interview
2.
Aims of the Interview
3.
Framework of Interviewing
4.
Interviewing Skills
5.
Equal Opportunities
AGUISÍNÍ
Aguisín 1
Department of Education Selection Procedures
Aguisín 2
Interview Assessment Forms & Criteria Definitions
2.1
Assistant Lecturer/Lecturer
2.2
Academic Management
2.3
Technician
2.4
GIII
2.5
2.6
2.7
2.8
GIV
GV-VII
Administrative Management
Support Staff
Aguisín 3
Role of Selection Board Members
3.1
Role of Chairperson
3.2
Role of Director/Nominee
3.3
Role of Head of School/Function and/or
Head of Department
3.4
Role of External Academic drawn from a
University/another I.T./D.I.T.
3.5
Role of External Person Drawn from
Industrial/Business
Aguisín 4
Contents of Interview File forwarded to
Selection Board
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1.
PRE INTERVIEW
1. (i) The Selection Procedures determined by the Minister for Education and Science
are attached at Aguisín 1 and detail the legal requirements in relation to short listing/gender
balance/selection board composition and other matters as appropriate. All Board members are
required to familiarise themselves with these procedures and the legal requirements specified
therein.
1. (ii)
Screening and Shortlisting of Applicants
The screening and short listing procedures are detailed in Aguisín 1 under paragraphs 2 and 3
and Annex – Note 5.
The short-listing criteria will be agreed with members of the Selection Board by the Head of
School/Function prior to finalisation of the shortlist. The Head of School/Function will formally
advise the H. R. Manager on the criteria and the agreement of same by all members of the
Selection Board.
The short-listing form along with details of the short-listing criteria will be forwarded to the
Selection Board Members as part of the Interview File for Selection Board Members. (Contents
of same are shown at Appendix 4).
Any disagreement with the short-listing criteria or proposed shortlist for the interview should be
immediately discussed with the Head of School/Function and notified to the H. R. Manager.
In the event where a Selection Board Member does not notify the Head of School/Function or
the H. R. Manager of any disagreement by return, it will be assumed that the Selection Board
Member is in full agreement with the criteria and the application of the criteria in the short-listing
process.
2.
AIMS OF THE INTERVIEW
The interviewer’s prime objective is to be able at the end of the interview to make a valid
assessment of the candidate by obtaining relevant information in order to assess a candidate’s
ability, experience, skills, potential and overall suitability for a specified post.
In doing this the interviewers should leave each participant with a good impression of the
interview procedure (regardless of the outcome).
3.
FRAMEWORK FOR INTERVIEWING
3. (i) All interviews should be carried out within a framework. The Interview Assessment
Forms, which are attached at Appendix 2 provide a broad framework for each grade of post.
The aim of the interview is that the interview board measure (objectively) the criteria outlined on
this assessment form at the end of each interview, based on the relevant information elicited
during the interview. The criteria and rating scale are defined on the reverse side of each
assessment form (see Appendix 2). The roles of each board member are outlined in Appendix
3. Each board member should familiarise themselves with the requirements of the role they will
play prior to the Selection Board Meeting.
3. (ii)
There are four basic elements to any interview (the fours C’s): -
CONTACT: Establishing a rapport, a relationship with the interviewee. Ensuring by means of
the interview arrangements, etc., that this is maintained throughout. This should include
coverage of the following areas.
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



Introduction
Objective/aim of the interview
Agenda
Time available
CONTENT:
based, i.e.,
Obtaining all the relevant information on which rating/marking decisions are to be
 Probing each assessment heading through structured questioning.
 Being systematic
 Work related issues
 Leisure time, etc.
 Getting negative as well as positive responses
 Summarising.
CONTROL:
Allowing the interview to develop as the interviewer intends.
CLOSE:
When closing the interview:
 Summarise
 Give the candidates the opportunity to ask questions
 Outline future action.
4. INTERVIEWING SKILLS
It is possible to increase success at interview by:  Adopting a systematic approach
 Practising a few basic techniques.
4.1
QUESTIONING SKILLS
An open ended non-directive questioning approach should be used – questioning approach
should invite a reply, rather than be capable of being answered “yes” or “no”. Closed type
questions should generally be avoided except where you require clarification on a particular
point.
GOOD
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POOR
Why ?
What was ?
Did you – how ?
Do you have ?
Presumably ?
Don’t you agree ?
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4.2
TYPES OF QUESTIONS
Questions
Examples
Advantages
Disadvantages
?
Statements
The interview will focus
on ….
Give structure
Can disrupt the
talking/listening balance
?
Open
What does your work
involve
Open area for discussion
without bias
Invitation to the over
talkative
?
Closed
Does your work involve
managing people
Check facts
Can introduce bias. Don’t
allow the interviewee to
expand on their ideas
I presume you have to
manage people in your
job
None
In your job do you
manage people or do
you not and if you
don’t do you fell you
should and if not why
not
You have said that a
major part of your
work involves people
management
What was the most
difficult situation
you’ve met in
managing your staff
None
Confuse, provide choice of
question to answer
?
Prepare to probe more
deeply into answers
Takes up time and you
may lose thread of
previous discussion
?
Obtain deeper meaningful
information
?
I see
Reinforce, encourage
If not done in appropriate
style, e.g., too aggressive
they can be overly
threatening to the
interviewee
Can interrupt interviewees
thinking. Can be leading.
Should not be used just to
fill silence. Should not
show disapproval
Can be abrupt – appear
not interested. Signal
rejection
Leading
Multiple
Reflecting
back
Probing
Comments
Transitional
We have covered the
people management
aspect of your work
can you tell me what
else is involved in your
job
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Move smoothly to new area
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Learn nothing, signal own
biases
Page 121
?
?
?
?
4.3
ACTIVE LISTENING
Active listening requires the ability to maintain a high level of concentration and awareness.
You should allow the interviewee to reveal their views and their thinking as the interview
unfolds. At times this can mean living with silences to see what develops. It is important also
that the interviewers try to be aware of what is not being said and to use probing questions to try
to get information on this.
4.4
NOTETAKING
An internal member of the Board will be delegated (in advance of the Selection Board Meeting)
to take notes, for the purpose of record keeping, of each interview.
This person will record the interview process with as much detail as is reasonably practicable, in
particular:
(a)
during the interview
?
?
the questions posed to the applicants.
the candidates responses.
(b)
after the interview
?
the agreed rating of the Selection Board under each category, and supporting comments
for each rating.
?
the recommendation of the Selection Board.
These records will be held on file by the H. R. Office for a period of time following the selection
decision.
5.
EQUAL OPPORTUNITIES IN INTERVIEWING
The Institute as an employer is committed to providing equal opportunities regardless of gender,
marital status, family status, sexual orientation, age, disability, race, religion or membership of
the traveller community. Discrimination can take two forms:
1.
2.
Direct Discrimination
Indirect
DIRECT No individual can be treated less favourably because of membership of any of the nine
groups detailed above and covered by the Employment Equality Act 1998.
INDIRECT There are two different definitions of indirect discrimination contained in the
Employment Equality Act 1998. One relates to gender discrimination and the other definition of
indirect discrimination relates to the other eight categories covered by the Act.
Indirect Discrimination (Gender)
This occurs where an employer sets down a provision which is unnecessary and the number of
persons of one gender disadvantaged by the provision is substantially higher and this provision
cannot be justified by objective factors.
Indirect Discrimination (Non-Gender)
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This occurs where an employer sets down a provision and where significantly more of one of
the eight groups is adversely affected and is disadvantaged by the provision and this provision
cannot be justified as being reasonable in all the circumstances of the case.
It is possible to discriminate against an individual without intending to do so. Good intentions
are not an acceptable defence where discrimination occurs.
6.
SUMMARY
The value of any interview process is only a result of the quality and skills of the interviewer and
the key to a successful interview is:
1.
To know exactly what to look for;
2.
To observe and record only what is seen or heard;
4.
To base one’s judgement solely on the evidence and against clear and coherent criteria.
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Aguisín 1
Selection Procedures Determined By The Minister For Education
Regional Technical Colleges shall select staff (other than the Director, Heads of Schools and
Heads of Departments) in accordance with the following selection procedures.
1.
Advertisements
All vacancies shall be advertised in at least one national morning daily newspaper. The
advertisement, job description and requirements for each post shall be determined by the
Director in consultation with the relevant Head of Function.
2.
Screening
The Director, in consultation with the appropriate Head of Function, shall be responsible for the
screening of all applications to ensure that only candidates who appear to meet the
requirements for the post are considered by the Selection Board. The screening procedure
shall provide detailed information to the Selection Board on the basis for acceptance or rejection
of each application.
3.
Short listing
The Selection Board shall where it is deemed practical, shortlist for interview some only of the
candidates who have been accepted in the screening process. (See Annex).
4.
4.1
Selection Board
The Selection Board shall be constituted in accordance with Annex
4.2 Members of the Selection Board (other than nominees of the Chairperson) shall be
nominated by the Director in consultation with the relevant Head of Function.
4.3 Staff and student members of the Governing Body shall not be eligible for membership of
a Selection Board unless such person is a holder of an office mentioned in the Annex.
4.4 Members of Selection Boards shall not, pending the filling of the vacancy, disclose the fact
of their membership to any person.
4.5 The Director shall cause appropriate arrangements to be made for the operation of the
Selection Board.
4.6
Selection Boards shall operate on the basis of unanimity. Only persons deemed fully
qualified and suitable shall be recommended for appointment. The Selection Board may
establish a panel in order of merit. This panel shall not exceed three persons in the case of
senior management and academic staff. The names of the three most meritorious candidates
shall be transmitted, in order of merit, to the Director. The Selection Board shall recommend for
appointment the most meritorious candidate.
4.7 The Selection Board shall disqualify any candidate who canvasses or seeks to canvass
(by himself/herself or through any third party) any member of the Selection Board in support of
his/her candidature.
4.8 The deliberations of the Selection Board shall be confidential and membership of the
Selection Board shall not, without the prior approval of the Governing Body, save as provided
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for in these procedures, disclose to any person or otherwise make available any information or
document relating to any candidate for appointment or the deliberations of the Selection Board.
5.
The Director shall cause the documentary evidence of qualifications, references and
other necessary criteria of the recommended candidate to be verified. The recommended
candidate shall, if approved by the Director, be proposed by the Director for appointment by the
Governing Body.
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Department of Education Selection Procedures EDUCATION
Composition of Selection Boards
The composition of Selection Boards shall be dependent upon the type of post concerned and
shall be as follows.
CATEGORY A – FIRST FILLING OF POST OF REGISTRAR (FIVE PERSON SELECTION
BOARD)
-
The Chairperson or a member of Governing Body nominated by the Chairperson.
The Director or a nominee of the Director.
Two appropriate Function Heads drawn from Universities, other Institutes of Technologies or
the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY B – FIRST FILLING OF POST OF SECRETARY, FINANCIAL CONTROLLER
AND HEAD OF DEVELOPMENT (FIVE PERSON SELECTION BOARD)
-
The Chairperson or a member of the Governing Body nominated by the Chairperson.
The Director or a nominee of the Director.
Two appropriate Function Heads drawn from Universities, other Institutes of Technologies or
the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY C – POST AT LECTURER AND COLLEGE TEACHER LEVEL
-
A member of the Governing Body nominated by the Chairperson in consultation with the
Director.
The Director or a nominee of the Director.
The Head of School in respect of which the vacancy exists and/or the Head of Department
in respect of which the vacancy exists.
One appropriately qualified academic drawn from a University, another Institute of
Technology or the Dublin Institute of Technology.
One appropriate person drawn from business/industry other than a member of the Institute.
CATEGORY D – NON-ACADEMIC STAFF (FOUR PERSON SELECTION BOARD)
-
A member of the Governing Body nominated by the Chairperson in consultation with the
Director.
The Director or a nominee of the Director.
The appropriate Head of Department/Head of Function.
An appropriate external specialist.
CATEGORY E – POST AT SENIOR LECTURER III LEVEL
-
A Member of the Governing Body nominated by the Governing Body (excluding staff and
student members of the College).
Director or a Nominee of the Director.
Registrar
One appropriate Function Head drawn from Universities, other RTCs or DIT.
One appropriate person drawn from business/industry other than a Member of the College.
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CATEGORY F – POST AT SENIOR LECTURER II LEVEL
-
A Member of the Governing Body nominated by the Governing Body (excluding staff and
student members of the College).
Director or Nominee of the Director.
The appropriate Head of School.
One appropriate Head of Function drawn from Universities, other RTCs or DIT.
One appropriate person drawn from business/industry other than a Member of the College.
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NOTES
1.
Technical Advisers
Non-voting technical advisers may attend all interviews and the deliberations of the Selection
Board if considered necessary by the Director, in consultation with the relevant Head of
Function.
2.
Secretarial Services
A representative of the Institute personnel function shall provide secretarial services to the
Selection Board. Pending the establishment of the personnel function, such services will be
provided by the Director.
3.
Gender Balance
Both sexes shall be represented on the Selection Board. If both sexes are not represented the
Director shall nominate a suitable additional person.
4.
Academic Structures
Where an Institute operates a Department rather than a School structure, the Head of
Department replaces the Head of School in the above and the Assistant Head of Department
replaces the Head of Department.
5.
Short listing Process
It is not considered practical, to have each member of the Selection Board involved in this
detailed process. It is therefore recommended that:
(a) the short listing criteria are agreed by the Selection Board in advance of the short-listing
taking place;
(b) the Head of School/Function should carry out the detailed examination in consultation with
the personnel office;
(c) a short-listing form completed by the Head of School/Function should be forwarded to the
personnel office;
(d) the short-listing form should be circulated to all members of the Selection Board and any
disagreement with the shortlist for interview should be discussed with the Head of
School/Function;
(e) all application forms received should be fully available to all members of the Selection
Board, if requested.
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Aguisín 2
Interview Assessment Forms & Criteria Definitions For:






Assistant Lecturer/Lecturer
Academic Management
Technician
GIII – GIV Administration
GV – GVII Administration
Administrative Management
Support Staff
See sample form for Assistant Lecturer on next page
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Interview Assessment Form – Assistant Lecturer/Lecturer
Post: ____________________ Candidate Name: _________________ Date: _________ Signature:_______________ (Chair)
Area to be Assessed
Weighting
1. Relevant Educational
Qualifications (above the minimum)
Candidate Score
(weighting x score)
Supporting Comments
1.5
.5
2.Relevant Research/Publications
3. Relevant Work Experience
Score
(1-10)
(a)
(b)
1
1
(a) Teaching
(b) Industry/business/public sector
1
4.Professional Expertise/Knowledge
5. Communication & Interpersonal
Skills (a) Interview
(b) Presentation
6. Presentation Content & Structure
Innovation/Ideas/Attitude to Change
(a) 1.5
(b) 1
.5
.5
and Development
8. Motivation for/Interest in Job
9. Knowledge of I.T. Sector/I.T.
1
.5
Sligo/function/school
Total Score
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100
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Scoring Guide - Assistant Lecturer/Lecturer
Educational Qualifications
1  2
Meets the minimum
requirement
3  4
Quals. of a slightly higher standard than min.
requirement
5  6
Well qualified, has quals.
additional to the min. required
7  8
Very well qualified with relevant
post grad qualifications
9  10
Exceptionally well qualified in terms of level,
breadth and relevance of qualification
Other Criteria
1  2
3  4
5  6
7  8
9  10
No evidence of
meeting criteria
Poor
Some but minimal evidence of meeting criteria
Adequate evidence of meeting
criteria
Average requires some
training and development
Good evidence of meeting criteria
Excellent evidence of meeting criteria
Good
Excellent
Approaching average requires significant
development and training
Criteria
Relevant
Research
Publications
Has engaged
actively in
research which is
relevant and
topical. Has
publicised in
recognized
journals.
Relevant Work Experience
(a) Teaching Relevant teaching
experience in higher
education across all levels
cert/diploma/degree/
postgrade.
(b) Industry/Business/
Public Sector -
Relevant professional
experience in
industry/business/
public sector.
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Professional
Expertise &
Knowledge
Highly competent
in all areas listed
on the job
description. Has
developed
expertise through
the application of
knowledge in a
range of
situations.
Professionally
competent.
Communication &
interpersonal Skills
(a) Excellent communication
skills, builds a rapport with the
selection board. Listens well
and clearly explains points.
Committed to team approach.
Demonstrates a good
understanding of the
importance of team working.
(b) Builds a rapport during the
presentation. Clear, concise in
explaining /presenting points.
Good voice projection. Good
consistent eye contact.
Composed, strong delivery.
Demonstrates capacity to
deliver lectures competently
and professionally.
Presentation,
Content &
Structure
Content of
presentation
addresses the
topic in a
structured
way. Content
highly relevant
and addresses
all key issues.
Innovation/Ideas/
Attitude to change &
Development
In addition to clearly
understanding the need
for change and the need
to welcome change
positively. Innovative
and forward thinking.
Demonstrates the
capacity to generate
ideas which are creative
yet practical/
implementable. Personal
development evident.
Quality Assurance Manual 2012
Motivation
for interest in
job
High level of
motivation
for this job,
clear
understandin
g of the role.
Demonstrate
s high levels
of
enthusiasm
for the job.
Has a clear
and
convincing
rationale for
seeking the
position.
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Knowledge of IT
Sector/IT
Sligo/function/School
Has fully researched the
Institute
Sector/Function/ School.
Has a comprehensive
overview of the issues
facing the sector. Has a
comprehensive
knowledge of the
structures operating
within the
Institute/School/Functio
n. Comprehensive
knowledge of Institute
and key
issues/objectives.
Aguisín 3
Role of Selection Board Members
Chairperson
Director
Head of School/Function and/or Head of Department
External Academic Drawn from a University/Another I.T./D.I.T.
External Person Drawn from Industrial/Business
ROLE OF CHAIRPERSON OR MEMBER OF THE GOVERNING BODY NOMINATED BY
THE CHAIRPERSON
The primary function of the Chairperson is to manage the Selection Board Meeting. In doing
this effectively the Chairperson will
Before Interview Commences

welcome other Board members

ask the Head of Function to detail the requirements of the post and the qualities, etc,
required in
the successful candidate (in terms of education/training, work
experience/interpersonal
skills/interest and motivation).

formally confirm the approval of the Selection Criteria

agree the structure for the interview amongst Board members

stress the need for confidentiality

stress any legal requirements in relation to interviews e.g. Dept of Education
procedures/Equality
issues etc.

briefly outlining the marking structure.

Confirm which internal board member is acting as notetaker.
During Interview

welcome candidate (apologise for delays where appropriate)

introduce the interview board by name and job title

outline briefly the structure of the interview to the candidate hand over to various board
members as appropriate.
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At the end of the Interview

ask the candidate if they are happy that they had an opportunity to discuss all matters
which are relevant to their application.

give the candidate an opportunity to add anything further

give the candidate an opportunity to ask questions of the Board

thank the candidate for attending the interview

advise them of when they will hear from the Institute.
After each interview

chair a brief discussion (max 5 minutes) on the candidate, specifically under the
criteria headings on the assessment sheet

confirm the agreed rating and summary comments of the group

advise the Board that these ratings are to facilitate discussion at the end of meeting
and can be reviewed at that point
At the end of all interviews

chair the post interview discussions

seek summary information from the H. R. Manager or person delegated to take notes
to facilitate this

chair Board discussions to a consensus decision on whether to appoint/who to
appoint/why/panels etc.

reaffirm that the proceedings are absolutely confidential

ask all Board members to return their complete files to H. R. Manager for shredding

thank all Board members for their time/efforts etc

advise all Board members to give completed expenses forms to H. R. Manager for
processing
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
The primary role of the Director or Nominee of the Director will be to
Before Interview Commences

Detail the Institute’s requirements for the appointment and to outline the specification
as appropriate.
During the Interview


Review candidates under the criteria, Knowledge of I.T.
Sector/I.T. Sligo/Function/School and Motivation for/interest in post.

Outline facts in relation to appointment process and procedures to Candidates.

Advise the board of the selection procedures/legal matters
The Director/nominee will have approx 5 -10 minutes in which to do same
ROLE OF HEAD OF SCHOOL/FUNCTION AND/OR HEAD OF DEPARTMENT
(A)
ROLE OF HEAD OF SCHOOL/FUNCTION
The primary function of the Head of School/Function will be to review each candidate under
the criteria:



Teaching experience
Communication and Interpersonal Skills
Innovation/Ideas/Attitude to change/ Development.
He/she will also act as a "sweeper" on issues which other
interview board members have not had an opportunity to raise.
The Head of School/Function will have approx 5-10 minutes in which to review a candidate
by means of establishing




The candidates attitude to and understanding of the need for change
Evidence of innovation/development/management of change as appropriate.
How the candidate establishes rapport during the interview and/or presentation process
Evidence of team working/supervision/management as appropriate
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(B)
ROLE OF HEAD OF DEPARTMENT/SECTION
The primary function of the role of the Head of Department will be to review the presentation
content/structure. As this person often is the Director’s nominee in such cases they will also
adopt the role outlined in Appendix 3.2 in addition.
Note 1 Where both Head of Department/Section and School are represented the roles at
interview will be structured as above. Where one or other is represented the Head of
School/Department will assume responsibilities under both A & B above.
Note 2 Where one or other of the above have been delegated to take notes it is
recommended that questioning in areas relevant under (a) and (b) should be covered by the
member who is not taking notes.
Role of External Academic Drawn from a University or another IT/DIT
- This applies to teaching posts only The primary function of the role of the external academic is to review candidates under the
criteria:


Relevant Educational Qualifications
Relevant Research and Publications
The interviewer will have approx ten minutes in which to do this by means of
 Establishing grades, duration of programmes, specialisms, etc where this is not clear
from the
application
 Discussing any research undertaken by the candidate and in particular establishing
clearly the role of
the candidate in same

Identifying any planned future research plans of the candidate
 Establishing, in the case of foreign applicants, sufficient detail to benchmark
qualifications against Irish standards.

Identifying the duration and level of any teaching experience

Explaining responsibilities other than teaching e.g. course design, examinations etc.
Role of External Person Drawn from Industry/Business
The primary function of the role of the external board member drawn from
industry/commerce will be to review each candidate under the criteria:


Industrial/business/public sector experience
Professional Expertise/Knowledge
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The interviewer will have approx ten minutes in which to this by means of
(a)
Reviewing the candidates work experience
(b)
Identifying any "gaps" and reasons for same in a candidates experience
(c)
Establishing the nature of the roles undertaken by the candidate in various posts e.g.

the level of the post within the organisation structure

responsibilities and level of accountability

the level of autonomy within various roles

details on actual experience gained in various roles

work method/approach taken


The level of professional competence of the candidate in the
areas listed on the job specification.
Note Where candidates have little/no experience in industry/business
their knowledge of industry/business should be examined and a number of situations put to
them to establish their general understanding of industry/business requirements.
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Aguisín 4
Contents of Interview File
Selection Board Meeting
Title of Post
Interview Date
Institute of Technology, Sligo Interview guidelines (including selection procedures
determined by the Minister for Education & Science).
1. Job Advertisement, Job Description/Conditions of Appointment.
2. Interview Assessment Forms & Criteria & Rating Scale Definitions.
3. Schedule of Candidates for interview.
4. List of all applicants.
5. Recruitment screening form.
6. Application forms for proposed short listed candidates.
7. Expenses form.
8. Map
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Chapter 7 Evaluating Services related to
Programmes
The Library Service
7.1
Introduction
The current Institute’s Library was opened in 1999. The main elements of the service are as
follows:
•
Book stock of 50,000 volumes: 21% of stock has been published since 2000. All items
are catalogued and searchable via an online catalogue.
•
Online resources: There are currently subscriptions to fourteen online resources
available to staff and students via the library website providing access to full text eBooks,
journal articles, indexing and abstracting of journals, standards, reports, theses and news.
Off campus access is available to staff and students of the Institute.
•
Journals: Subscriptions are maintained to 128 individual journal titles in print. An A-Z
list provides a single point of access to these and journal titles in three of the subscribed
databases.
•
Document supply: In 2007, the library successfully filled 724 requests.
•
Reports and Grey literature: A wide-ranging collection includes reports from
government departments and other agencies.
•
Institute Research: All Masters and PhD Theses submitted to the Institute are
collected by the
library. A selection of undergraduate projects is also available.
•
Off Campus Students: A postal loan service is provided to distance learning students
and they
also have access to the online resources mentioned above including eBooks.
•
Information Literacy: Introductory talks are given to all first year students and there is
a
programme of more advanced talks on information searching for certificate, degree
and post
graduate students.
•
Service Point: An Information Desk is provided for 55 hours each week during term
time. This
deals with queries as well as loans, and ID cards.
•
Opening Hours: The library opens for 64 hours each week. A self service loans
system is in place
when the Information Desk is not covered.
7.2
Library Management System
The library is managed using the Innovative Millennium system installed as
part of the Institutes of Technology An Chéim project. This system manages circulations,
inter library loans, serials, acquisitions, cataloguing and web access.
7.3
Library Statistics
Both the Millennium system and online resource vendors provide statistics on the use of
services. Some examples are given in the following charts:
7.3.1
Library Book Loans
The average monthly loans have shown an overall increase in recent years.
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Peak times for loans during the academic year are November and March/April. Although
loans decrease during the summer months, there is still a certain level of activity.
7.3.2
Science Direct Usage
Although it is an expensive resource, Science Direct is used to provide access to a wide
range of full text journal literature.
An annual report available on the library website provides more detailed statistics on library
use and activity.
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7.4
Library Resource Management Policy
The acquisition and allocation of library resources is governed by the Resource
Management Policy Document. (See Appendix) This covers issues such as allocation of
funds, supplier services, selection criteria, review and withdrawals. When the annual book
budget is received from the Institute Finance Office each year, it is divided across the range
of programmes according to a formula based on the average price of books in each subject
area and the number of students on the programme.
The Deputy Librarian works with teaching staff on drawing up lists of items for ordering to
help ensure a good distribution of resources across the various programme areas.
7.5
Library Procedures
The following is a list of Library procedures covering issues which have a campus wide
application. Full text versions of these can be found in the Institute’s Procedures Manual on
the Institute Staff Portal:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lib001
Lib003
Lib005
Lib006
Lib007
Lib008
Lib009
Lib010
Lib011
Lib012
Lib013
Lib014
Lib015
Lib016
Lib017
Lib018
Lib019
Lib020
Lib021
Lib022
Lib023
Lib024
Lib025
Lib026
Library desk reserve material
Library financial reporting on programme budgets
Library book purchases : budget allocation and item selection
Accessing information on library book requisitions
Library purchase ordering
Library basic regulations
Sample monitoring of supplier book prices
Gate alarms
Noise control and user discipline
Updating the library website
Masters Theses in Partial Fulfillment : deposition in the Library
Undergraduate Assignment Projects
Trial of Library On-line Databases
Masters by Research Theses : deposition in the library
PhD Theses : deposition in the Library
Replacement ID Cards
Posting of ID cards to students
Booking of Library Seminar Room
Lost Property Handed in to Library – Money
Library Subscriptions – Setting up Supplier/Vendor Information and Access
Lending of Microsoft Office Disks to Institute Staff
Urgent ID card requests at exam time
Library Related Payments through Booknest
Library Access while Preparing Research Proposals
The library also maintains an internal staff manual containing procedures for a wide range of
day-to-day tasks. Since these are mainly of relevance to library staff only they are not
included in the Institute procedures manual.
7.6
Library Learning Spaces Re-design
During 2006/2007, a project was undertaken to review the layout of the library in view of the
ongoing changes in student learning styles and teaching methods. Two surveys were
carried out in April/May 2006 and in November 2006. The objective of these was to find out
what type of learning activity students carry out in the library and what their preferences are
for different types of learning environment.
The April/May survey was manual. Survey forms were left on student desks over a period of
several weeks. A total of 112 forms were returned filled and an analysis carried out of the
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responses. This survey showed that respondents carried out a variety of activities in the
library, both individually and in groups and that they required a number of different types of
space.
A more detailed online survey was carried out in November 2006. 241 students responded.
This provided information on students’ preferences for their learning environment.
80% of respondents used the library at least once a week. Reasons for coming to the library
included reading or borrowing books, using computers, study or working on an assignment
with classmates:
Despite an expressed need to work in groups in the library, many respondents felt the level
of noise discouraged them from using the facility:
At the time of the survey 52% of respondents owned a laptop while 36% intended to
purchase one soon and 48% of respondents felt it was very important or vital to provide
facilities for using laptops with wireless internet connections.
Results from the surveys as well as information from recent literature on library building
design were gathered in a document which also included a short brief for a proposed redesign of the interior of the library. This was given as a course assignment to a group of
students on the Bachelor of Science (Hons) in Interior Architecture. This group of students
travelled with two lecturers and the librarian to the Saltire Centre, a new learning resource
centre at Glasgow Caledonian University where they observed innovations including a
learning café and a range of different learning spaces. The Librarian also travelled to the
library of University of Northumbria, Newcastle.
The Interior Architecture students then produced a series of designs for the library of IT,
Sligo. These included the use of the undercroft of the library and the provision of a learning
café as well as changes to the current layout. The designs formed part of an exhibition of
student work in June 2007 with prizes sponsored by the Library. A report on this project is
available.
Following the student design project, a Design Brief document was prepared. The Institute
Executive agreed to proceed with a refurbishment of the Library in 2008 and work on this is
at an advanced stage. Construction is to begin in march 2010 with a projected completion
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date of September 2010. The new facility will incorporate three levels comprising a Qiet
Zone, Business Zone and Social Zone. While quiet spaces for traditional study will be
maintained along with print collections, there will be an increasing emphasis on collaborative
work, especially in the Social Zone which will be on the Lower ground Floor. There will be 13
student seminar rooms, power to all study places, network to formal study spaces and WiFi
coverage throughout. Informal furniture in the Social Zone will create an atmosphere which
facilitates students working together on assignments and will support academic
developments such as problem based and enquiry based learning.
7.7
Information Literacy
The Institute of Technology Librarians developed a joint Strategic Statement 2006/2010.
One of the goals of this strategy is “to embed Information Literacy in all IoT Programmes”. A
working group of librarians adopted the framework of Australian and New Zealand Institute
for Information Literacy (ANZIL). The Library at IT, Sligo provides an introduction to the
library for first year students and more detailed subject based information sessions on
resources for specific class groups by arrangement with lecturers. Current staffing levels
would constrain the delivery of more extended programmes of information literacy education.
However, it is envisaged that some material on information skills developed by the library
might be incorporated into general academic courses or into special programmes designed
to help students adjust to learning at third level. To date some experimental online learning
objects have been developed and placed in an outline information literacy space on the
Institute’s Moodle VLE.
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7.8
Appendix 7.1
Resource Management Policy Statement
Purpose of this Policy Statement and the audience to whom it is directed.
This statement will guide library staff in the management of purchases, subscriptions,
document supply and other means of information resource acquisition irrespective of format,
so that the library supports the Institute mission to the greatest extent possible.
It will provide a framework for discussions on resource development between library staff
and library users, in particular Institute teaching, research and administrative staff and
Institute students. It will provide specific guidance for liaison between senior library staff and
course or programme boards on budget allocation and resource provision.
It will provide Institute senior management with a long-term perspective on library resource
development.
It will guide library staff in promoting library resources as instruments of regional
development.
While not intended as a cost cutting tool, the document will promote the efficient and
effective spending of scarce Institute and library financial resources.
Community
Effective resource management implies a knowledge by library staff of the community the
library serves.
The library’s primary community is the Institute student body and Institute teaching staff.
The student body consists of people accessing courses through a variety of learning modes.
Students may be attending courses full time on campus, or engaged in some form of lifelong
learning which might include evening or part time courses, distance learning, online learning
or a combination of these. Students may also be engaged in learning in employment where
the Institute has contracted with a company or organisation to provide training or
qualifications to its staff.
Students may be undergraduate (pursuing certificate, bachelor or bachelor honours degree
courses) or postgraduate (pursuing research leading to masters and doctoral degrees or
engaged in a taught masters programme)
Currently a significant portion of the Institute student body consists of non Irish nationals.
Academic staff may teach in direct contact with students, either on campus or at an off
campus centre or they may teach in distance learning mode, through packs or online. Apart
from teaching, academic staff are engaged in course development, Institute research and
personal research.
The library also serves technical staff including laboratory technicians and computer
technicians.
Institute Registrars, Finance and other administrative staff are provided with an information
service to support effective Institute administration.
The library has an extended community made up of educational, business, industrial and
cultural companies and organisations in its region.
Selection Policy
The library will acquire resources for its primary community based on Institute programme
needs. The library will not acquire substantial resources directly for its secondary regional
community. However, since regional and national industry and cultural organisations are
consulted closely in development of Institute programmes, it is likely that resources in the
library will match closely regional industrial and cultural activity. Licensing restrictions may
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limit access to certain online resources by external and other users of the library who are
neither staff nor registered students. Small-scale resource acquisition will take place
specifically to promote local cultural interests and to promote the Irish language.
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Allocation of Funds
Allocations to various methods of acquisition
The range of library resources is constantly changing and developing both in relation to
subject matter and to format. However, library resources can still be reduced to three broad
divisions based on method of acquisition: purchases, subscriptions and a third category
(other), which takes in Inter Library Loans, materials binding, etc. Each year the budget for
subscriptions, Inter Library loans and other ongoing costs need to be determined first.
In consultation with academic staff, the library will attempt to develop a core list of journals
for each programme area. (As part of this process, consideration will be given to the use of
such tools as Ulrichs Periodicals Directory.) These lists will form the basis for evaluating
subscriptions acquired by the library. Subscriptions will be started or ceased in the context
of the contribution they make towards providing core information resources for Institute
programmes as well as their value in providing broader access to the results of scholarly
activity for researchers. In practice, library subscriptions will consist of a range of individual
serial titles in print and/or online as well as a number of aggregated databases, containing
journals, reports or other types of information. The provision of IReL funding to Institutes of
Technology, if it occurs, will have a significant effect on the subscriptions available in the
library.
Ideally, subscriptions should be acquired for each programme from within their individual
allocations. However it is not practicable to divide subscriptions programme by programme.
The library will treat the combined programme subscription allocations as a unit. Requests
for new subscriptions and suggestions for cancellations will be gathered as well as feedback
from product trials and an annual review will take place in May/June of each year. In
general, decisions on subscriptions for the following year will be made at this time.
Consideration will be given to having subscriptions run from September each year. This
would allow cancellations and new subscriptions to come into operation during the summer
period and would mean that new resources would be in place for the start of each academic
year. However, the starting point for subscriptions is often dependent on the vendors or
publishers Other (ILL, Document Supply, Binding, Online Searching).
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In order to prevent excessive and inappropriate use of the Inter Library Loans service,
quotas have been put in place for different types of user.
Allocations of Inter Library Loan requests to different categories of user will be reviewed on
an annual basis. Until further notice, these will be as follows:
•
Research Students:
30 request per year
•
Teaching Staff:
20 requests per year
•
Honours Degree Students:
10 requests per year
•
Certificate, Bachelor Degree Students:
2 requests per year
The principal sources of Inter Library Loans and document supply are:
•
The British Library
•
Subito
•
IT Partner Libraries
•
Other Irish and UK Libraries
External users are allocated two ILL requests each year.
The importance of checking IT, Sligo Library stock before requesting an ILL will be stressed
in user education.
A binding and conservation programme will be maintained for important journals, student
research which has lasting value and rare and valuable book items.
Purchases
Once the budget required for subscriptions, inter library loans, binding and other areas has
been determined, the remainder will be allocated to purchase. Because books remain an
important resource, especially for undergraduate students who form the majority of the
student body, the library will ensure that at least 30% of resource expenditure is used for
purchases each year, and will endeavour to raise this to over 50% whenever possible, the
bulk to be spent on printed books. Because of the increasing range of online and distance
learning delivered by the Institute, the library will review on an ongoing basis material
available in an e-book format. If an appropriate resource becomes available, the library will
consider using a proportion of its book purchase fund for e-book acquisition. Issues which
will need to be considered include the transfer of book acquisitions budget from an
ownership to a subscription model with the implications this has for future access to the
material.
A proportion of the purchasing budget will be set aside for non programme specific
resources including provision for general reference material and cultural provision. The
remainder will be allocated across academic programmes.
The library will continue to develop a small collection of films on DVD to complement an
older collection on video.
The Library will develop a small collection of language learning material in the form of packs
consisting of books with accompanying CDs.
The library may not be in a position to provide access to online or other electronic material
accompanying print books as this is often restricted to single user access.
Formula
To allow for a fair distribution of allocations to academic programmes, a formula is used
taking into account the following factors:

Cost of items in each programme area

Student numbers each programme area

Teaching staff numbers in each programme area

Level of work in each programme area
This will produce a set of figures dividing the annual budget allocation across the Institute
programmes.
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Suppliers
The library will ensure that a range of suppliers for books and other purchased resource
material is used and that they are evaluated as to value for money and quality of service on
a continual basis. Processing services and EDI facilities may be availed of with some
suppliers.
Responsibility for Selection
The responsibility for selection of library resources is shared between the professional library
staff and academic teaching staff. Library staff bring an overall sense of balance to the
provision of resources while academic staff will have expertise in the subjects within
programmes and courses which they teach.
Library staff will liaise with chairpersons and members of course/programme boards. In
particular, the deputy librarian will develop contact lists of staff on each of the academic
programmes and maintain a correspondence with them on resource development needs on
an ongoing basis. Budget allocations will be communicated based on formula programme
allocations and every attempt made to acquire a prioritised set of programme resources
each year. The Library Staff will provide boards and their representative with aides to
selection in the form of publication lists and bibliographical support and may also arrange for
approval collections. These will be discussed and evaluated resulting in agreed lists of items
to acquire.
While the bulk of library resource acquisition will take place in co-operation with teaching
staff, the library will retain major responsibility for ensuring continuity and balance in
subscriptions and a fair allocation of ILL facilities. Library staff will also retain major
responsibility for ensuring that library reference collections in print, electronic and other
formats are balanced and comprehensive. On occasion library staff may also undertake the
purchasing of a foundation set of resources in a particular subject or programme area
particularly if a new course is being developed and current library resources are inadequate.
One of the methods used for developing lists of material will be an examination of the stock
of other academic libraries.
The library will accept requests for library resources from individual staff members (teaching
and non teaching), students and users from the extended regional community. These may
be considered in discussions with members of course/programme boards or for library
reference resources. Consideration will also be given to the library’s responsibility to support
individual research by teaching staff which will enrich their teaching activity. Decision to
purchase items requested by individuals outside the formal liaison process with members of
the course/programme boards will rest solely with professional library staff.
Resource Provision Levels
The various levels defined in this section will be applied as appropriate to each course.
Information Level Minimal
A small range of introductory books. A good collection of general encyclopaedias will
provide introductory coverage to a wide range of subjects. This level also provides for a
basic collection of fiction for leisure and general interest reading. While the number of books
will be small, a wide range of authors will be covered. The library will engage in a continuing
exploration of free online resources and through the use of tools such as RSS Feeds, Blogs,
gateways etc. will attempt to direct its users towards relevant material.
Information Level Special Interest (specific areas to be defined)
Usually a subject of local or Irish interest but which the Institute does not teach eg. Irish
history, Irish folklore, biography. Newspapers reviews will be scanned and significant new
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publications will be purchased. National series such as the Irish Texts Society, Liostaí
Logainmneacha etc. will be considered for purchase.
Basic Undergraduate Level
Best and latest editions of a range of text books at a level appropriate to that at which the
subject is taught. A small representative collection of basic reference books or reference
resources in other formats.
Advanced Undergraduate Level
Subscription to a small selection of core journals either individually or as part of aggregated
full text databases. Subjects will be included in the broad coverage of one or two of the
library’s main database subscriptions. A similar range of textbooks and basic reference
resources to that at Basic Undergraduate Level.
Research Level
Since the Institute budget is relatively small, and Institute research increasingly diverse, any
attempt to provide substantial research resources locally will not succeed. However, the
possible extension of the IReL project funding to the Institute of Technology sector would
greatly increase online research resources. Pending IReL the library will concentrate on
providing a range of ILL and document supply services for postgraduate students and staff
doing research. Areas where the Institute has a research interest will be considered when
purchasing major databases of full text journals and other material. The library will also
attempt to put certain specialised individual resources in place as an aid to research without
aspiring to a comprehensive range of resources eg. British Standards Online.
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Language
The bulk of material will be in English. Where the Institute teaches a language, substantial
language learning resources will be put in place in addition to a representative selection of
the language’s literature.
The Institute will pay special attention to the development of the Irish language. All Irish
language development projects in the Institute will be fully supported by the library. The
library sees as its responsibility the provision of a representative collection of all material
published in Irish. The Librarian is currently responsible for coordinating the implementation
of the Official Languages Act in the Institute.
Multiple Copies
The Library will attempt to balance the demand for large numbers of copies of particular text
books against the need to utilise limited financial resources to get as wide a variety of books
as possible. When considering the number of copies to purchase, the library will use the
following set of criteria.
1
2
3
4
5
6
Is this a basic text that all students in a class are required to purchase? The library
resource fund is not there to eliminate the need for students to purchase personal copies of
books. Teaching staff requesting items for purchase must verify that they are not a
required purchase for students.
Is this an item which contains material of relevance to the course but which lecturing staff
feel it unreasonable for a student to purchase him/herself because of cost and/or because it
is not a basic text.
Will a teaching copy be on loan for long periods to the lecturer thus denying access by the
students? It should be noted that in general the library resource fund is not to be used to
provide personal copies of books or other items for lecturers.
Is it an item which requires to be seen by a large group of students over a short period of
time
Would the purchase of a variety of different texts provide a better overall insight into a
subject area for students than leaving them depending on one text. Teaching staff should
confirm whether students must see the book or whether it is part of a general choice of
additional reading.
How many other multiple copy items have been purchased for this course. Do teaching
staff on the course seem to be requesting multiple copies across the board without
considering the merits of individual items.
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Selection criteria
Since responsibility for resource provision is shared between library staff and Institute
teaching staff, each will have a contribution to make in determining whether individual
resource items should be acquired. To qualify for acquisition an item should meet the
following criteria or groups of criteria in order.
1
2a or
2b or
2c
4
5
6
7a or
7b or
7c
8
Criteria
Funds are available
The subject matter is one which fits in with planned
programme/course resource acquisition
The subject is likely to benefit research of individual
staff member and ILL is not an option.
The subject bears a coherent relation to the existing
resources and/or fits in with policy for selection of non
course items.
Format is suitable (See format criteria below)
Presentation is suitable
Level of treatment is suitable
Author’s Reputation is good
Reputation of originating society, organisation or
publisher is good.
Authoritativeness is reflected in recommendations by
respected authorities or book reviewers
Cost is acceptable
Responsibility
Library Staff
Shared
Shared
Library
Shared
Shared
Shared
Teaching Staff
Shared
Shared
Shared
Formats
In selecting resources, consideration should be given to the format in addition to the subject
matter. Criteria include:
1.
2.
Criteria
Method of Authentication. In general all electronic
resources should be capable of being made available
via Innovative's Web Access Management module or
a similar IP based authentication method.
Provides Ease of access. Is the search interface easy
to use?
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Systems Librarian
Shared
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Supplier Services
Library suppliers for purchases and subscriptions provide a wide range of value added
services. The library will only use one or more of these services if an evaluation suggests
they will aid the library in fulfilling its mission. Examples of services are as follows. This list
may be added to at a later date.
Information to Support Item Selection
Service
Supplier Databases
Evaluation selection criteria

These may include an ordering facility and order
tracking information. Since a Millennium order must be
generated for every item supplier databases are mainly
useful as a bibliographic tool and for tracking orders.
Extended search for hard to 
This may be useful, but only if the cost of the
locate items.
item is not excessive.
Current awareness services 
May have potential value as a means of
informing teaching staff of new services. However, it
requires considerable administration setting up profiles
for multiple teaching staff.
Approval collections

Must be relevant to library resource development
policy as set out in this document

Efficient arrangements for delivery and return of
unwanted items - it must be as easy to return an
unwanted item as to order it.

Good promotion among teaching staff so wide
range see the material
Donations
The Library will accept donations of resources in any format provided it is free to dispose of
them as it sees fit. To be added to library resources, a donation must fulfil selection criteria
in the same way as other acquisitions. Having been certified as processed by acquisitions
staff, donations are acknowledged by the Librarian in writing.
All donations are final. By the act of donation, the donor permanently relinquishes all rights
to ownership and dispensation.
Mission, Values and Vision of IT, Sligo
In developing its resources and services, the library will adhere to the mission, values and
vision of its parent institution as outlined in: A Strategy for Change, Building for the Future
2009-2012
Library Co-operation
IT Sligo Library participates fully in cooperative arrangements among IT libraries. These
include consortium pricing arrangements for database subscriptions. The library was among
the first to install the Millennium library system in the IT sector as part of the An Chéim
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project. A number of formal cooperative structures have been set up as a result of the
increased cross sector cooperation generated by the An Chéim project.

Partners: IT Sligo library participates in a partner’s project with the other Institutes of
Technology to increase the level of inter library loans between these institutes. The partners
module of the Millennium system allows for easy searching and transmission of loan
requests to partner institutions

Bibliographic Standards Workgroup: Staff of IT Sligo library are actively involved in the
generation of bibliographic standards for the IT sector. This allows for greater accuracy in
cross searching of catalogues and increases access to resources from other institutions.
Because of its isolation, the library will make all possible use of existing channels of cooperation between itself and other libraries to help fulfill the needs of its community. In
practice this entails a substantial budget allocation to British Library Inter Library Loans and
an active policy of investigating a range of document supply options. The Library will not
rule out any reasonable source of information for an individual user on a case by case basis
and free use is made of informal calls or emails to colleagues in other libraries.
Resource Maintenance
Definition
Ensuring resources are not only appropriate but suitably up to date, in good physical
condition if relevant, easily accessible and in a format that ensures maximum exploitation by
users.
Locations
Resources will be placed as appropriate in a range of locations both physical and electronic.
These include main collection, reference, restricted loan, standalone, networked, intranet,
internet, storage etc. Resources will also be discarded if necessary. The Library web site
will continue to be developed as a gateway to information resources and library services and
will be used especially to make services available to distance students.
Review and Weeding
This involves examining resources to see if they should remain at their location. If the
current location is no longer considered appropriate, resource items may be moved to
another location (including storage) or discarded.
A complete review/weeding of resources should take place every three years. In the
intervening years, selective weeding should take place of resources for subject areas in
which there is a rapid rate of change or where resources date quickly.
The subject areas are:
•
Computing
•
Electronic Engineering
•
(others to be defined)
When removing items from the current collections, a decision will be made as to whether
they should be discarded completely from stock or placed for a period in the Withdrawn
Collection along with other items which may be out of date an inappropriate for general
current use, but which have an ongoing historic value.
Weeding Criteria and Actions to be followed in order
Criteria
1
Actions
I
or
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Physical condition beyond repair
Replace with latest edition if available in strongest
format, if it still meets selection criteria and if funds
are available.
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ii or
iii
2
i
3
I
or
ii or
iii.
4
I. or
ii
5
i
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Send for binding if still meets selection criteria and
if funds are available
If funds are not available place in storage or
discard depending on whether it meets selection
criteria.
Excess number of duplicate copies
Offer it to teaching staff, to book collection charities
or discard
Superseded editions
Acquire new edition if still meets selection criteria
and if funds are available.
If space allows, maintain one copy of previous
edition.
If previous edition is of higher quality, maintain all
copies
Outdated Material
If suspected outdated, check with teaching staff or
in standard bibliographies. If confirmed outdated,
either put in storage or discard. Subject area will
be considered for replacement titles.
Certain subject areas will never be regarded as
outdated:
Art
(others to be decided on)
Insufficient use
Not in itself a reason for weeding unless other
criteria are involved such as lack of space or
outdated material. Teaching staff should be
consulted
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7.9 Student Support Services
7.9.2
Introduction
The aim of Student Support Services at the Institute of Technology, Sligo, is to provide a
comprehensive and caring service, to help our students achieve their full academic and
personal potential. The services have been developing and expanding especially during the
past decade when resources were more plentiful than in the 1970’s and 1980’s. Student
Support Services offer specialised and general services to students. Each specialised
service evaluates its effectiveness by means of surveys, reports and workshops. A review of
each service is carried out through the Student Support Services Committee and this
Committee communicates to students through a range of publications and information
leaflets. The process is enhanced through the Student Support Services Handbook which
each student receives on registration. A Student Charter is in preparation at the present
time which will set out the rights and responsibilities of the Institute vís a vis students and the
rights and responsibilities of students vís a vis the Institute. It is planned to table a draft
Charter to the June 2003 meeting of the Academic Council.
7.9.3 Scope
This Chapter examines and explains the evaluation system used where appropriate for the
following Student Support Services:
Chaplaincy
Counselling Service
General Student Services
Health Services
Sports and Recreational Facilities
Student Orientation
Student Clubs and Societies.
7.9.4
Chaplaincy
The Chaplaincy is staffed by a Catholic Priest, a Church of Ireland Minister and supported by
an assistant Chaplain who is a student on secondment. The Chaplaincy fosters a sense of
community and good relations between students, between students and staff, and between
various groups within the Institute. Students socialise at least once daily in the canteen, in
college cafes and student bars. The Chaplain visits student houses on average once a
week. A fortnightly student’s newsletter, “I.T.S. Happening”, is published by the Chaplaincy
which details every current activity in the Institute. The Chaplaincy produces an introductory
leaflet on the Chaplaincy for first year students.
7.9.5 Counselling
A full-time Student Counselling Service at IT Sligo has been in operation since September
2002. The service is staffed by a Counselling Psychologist who offers the following services:
 individual and group psychotherapy to students
 an educational, training and advisory service to staff and concerned family members and
colleagues
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 workshops, seminars and consultancy for Problem Prevention and Health Promotion
 liaison, consultation and referral with internal and external professionals and voluntary
support bodies.
Evaluation of the service is undertaken by quantitative and qualitative methods, using a
purpose designed database and Evaluation and Feedback forms. However, it is still too
early to evaluate the effectiveness of the service and to determine the effectiveness of its
evaluation procedures.
7.9.6 Student Health Services
 The Health Service is staffed by a full time nurse and two medical doctors one male and
one female. It organises various Health Promotion events during the academic year.
 The major event of the year is the Drug and Alcohol Awareness Programme which is
aimed at first year students. The Programme is carried out on an individual class basis.
 Other events organised include a Health Fair, Aids Awareness Day, Feel Good Day,
Daffodil Day and Healthy Heart Day. The services run specialised Asthma and Skin Clinics.
 A Bereavement Group is organised, depending on demand, facilitated by the Nurse and
the Chaplain.
 The Institute has participated in the current College Lifestyle and Attitudinal National
Survey being carried out by the Department of Health and Children.
7.9.7 Student Orientation
Orientation is part of a process by which students adapt and adjust to the new
circumstances of life at the Institute. A key factor in helping students is the efficient
communication of relevant information before and just after they arrive at the Institute. This
takes on a number of forms:
 Student Induction – September – This an Institute wide service over a number of days
involving the Academic Staff of every programme and all the support services available to
students listed from 7.2.3 to 7.2.7.
 A Student Support Services Handbook is published annually.
 An electronic messaging system is installed in the Institute and should be operational by
the end of March. The purpose of the system is to improve communication with students.
 A survey of first year students is carried out to obtain feedback on the orientation process.
A special Orientation Programme for students who missed the Induction Programme in
September is held in November. First time students who were not first years were also
targeted.
7.9.8
Student Accommodation
The student accommodation around IT Sligo boasts some of the most stunning scenery of
any student housing facilities in the country.
There are in excess of 2000 beds in purpose built accommodation close to the campus. The
following is a list of student accommodation in the area:
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Ard Nua Village
www.ardnua.com
The Village Clarion Road
www.thevillagesligo.ie
The Grove
www.thegrovesligo.ie
Yeats Village
www.yeatsvillage.ie
Gateway Apartments
www.gatewayapartments.ie
Milligan Place
www.milliganplace.com
Lake Isle
www.propertyteam.ie
An accommodation list of other vacancies is available from the Institute Reception or by
contacting Leroy Lenehan on 071 915 5463. This list comprises all the landlords who have
applied to be included in the Accommodation list of Digs and Self Catering accommodation
available to students.
All accommodation is privately owned and the Institute is not responsible for any
agreements reached between tenants and landlords.
7.9.9
Sports and Recreational Facilities
The Institute has a wide variety of Clubs and Societies, catering for sports and other student
interests.
The Institute has the following resources:




Floodlit championship standard playing pitches for gaelic games, soccer and rugby
An all weather running track with facilities for track and field athletics
Hi spec training pitches
Knocknarea Arena
The following facilities are available to all students and staff in the Knocknarea Arena:
 Sports hall for indoor sports, large enough to accommodate two full five-a-side pitches or
two basketball courts.
 Multi-purpose area for a variety of uses.
 A state-of-the-art gym with over thirty exercise machines and a number of further stations
for personal fitness.
 Snack bar with a viewing balcony over the Athletics arena and playing pitches.
In the evening the indoor arena is used for concerts and other performances and also when
required we use it for exams and Institute events such as conferrings. The Institute may also
avail of sports facilities in the region on a hire basis for example swimming pools are hired.
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The Institute also supports sporting activities by the recruitment of coaches. These coaches
are approved by the National Governing Body (NGB) of the sport involved.
The institute offers a number of annual sports scholarships for sports men or women
competing at an elite level. Holders will be expected to represent IT Sligo at third level
competitions while satisfying academic requirements.
The overall aim of the scheme is to recruit, manage and develop players/athletes with
exceptional ability so as to position IT Sligo as a premier centre of sporting performance.
The Facilities Manager (Sport and Recreation), assists in the running of Institute Clubs and
Societies by recruiting coaches and overseeing their work. The Clubs and Societies
Coaching Programme is funded by the Student Clubs and Societies Finance Committee and
is reviewed by that Committee on an annual basis.
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7.10
Information Technology
7.10.1 Introduction
The Information Technology Manager is responsible for delivering and supporting the
Information Technology and Telecommunications Services of the Institute. IT Services
comprise a team of up to 10 centralised support personnel providing cover to the whole
campus within the following areas:




Servers, Network & Telephones
Desktop Services
MIS
Audio Visual
Access to IT support services for Staff and Students is provided via email and web based
helpdesk systems backed up by a comprehensive online knowledgebase of frequently asked
questions (FAQ’s). Service Level Agreements have been put in place to guarantee
minimum service levels in the event of equipment failure and an example of one such
agreement is in Appendix 7.2.
All staff and students are required to abide by the Campus Acceptable Use Policy (AUP)
vide Appendix 7.3 also annexed to this document.
Computing facilities at IT Sligo are modern and constantly upgraded so as to ensure
students and staff are well equipped with the necessary IT skills for today’s work
environment. Facilities are spread across the three Schools and comprise no fewer than 20
dedicated and non-dedicated computer laboratories running applications from Microsoft
Office(r) to AutoCad(r). Laboratories are equipped with Pentium class Personal Computers,
Laser printers are fully networked within a Windows NT/2000 environment.
Access to the internet is provided in all supervised laboratories and in the library.
The college network is switched/shared ethernet to the desktop with a gigabit ethernet, fiber
based backbone amongst all college buildings. The network was built utilising the Cisco
3548, 6509 and 7200 series family of gigabit products. A secure multi-VLAN network
topology is provided by the gigbit attached Cisco 7200. Servers are gigabit or Fast Ethernet
attached to the backbone.
IT services currently support some 30 servers and 1100 desktops spread throughout the 3
main Schools plus network access to the Business Innovation Centre and Student
Accommodation.
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APPENDIX 7.2
Service Level Agreement Example
Network, Computing & Software SA
Who Is Supported Under This Agreement
This agreement is intended to cover all campus administrative and academic areas,
including the following:
Presidents Office
Registrars Office and all sub functions
Finance and all sub functions
Development Office and all sub functions
School of Business & Humanities
School of Science
Aula Maxima
The following are covered by their own agreements :
School of Engineering
Student Residences
Business Innovation Centre
Note: Unless specified support offered is First Level - ie Desktop Support will be
directly provided for problem resolution. Where specific agreements are in place
Second Level consulting support is provided for problem resolution.
Methods of Contact
The Online Help Desk acts as a central point of contact for all technical support,
including hardware and software questions, installations, network connection requests
and troubleshooting. Staff are requested to submit requests online here and only in an
emergency contact the
IT Manager at ext 365.
Out of 9-5 hours the technician on duty resides in room D2009 telephone ext 376.
Hours of Operation
Assistance will normally be available from 9:00 AM to 5:30 PM, and at a severely
reduced level from 6:00 PM to 10:00 PM Monday through Thursday, and again from
9:00 AM to 4:30 PM on Friday except when the College is closed due to holidays,
Public and Church, or administrative closings. During Academic term support is
available on Saturdays from 10:00 AM to 1:00 PM and 2:00PM to 4:00 PM.
Responsibilities of Those Making a Request
Callers to Desktop Support will be expected to be able to provide the following
information when making a request.

Complete contact information (first and last name, department, and phone
number)

The Location of the affected computer / equipment
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
A clear and specific description of the problem or request
Supported Equipment
All staff Offices and Computer Laboratories, computers, printers, scanners and
network equipment
Supported Software
Fully Support
Desktop Support will install (once covered by license agreement or a site license) and
troubleshoot, these applications. It is not the responsibility of Desktop Support to train
individuals in the use of these applications.















Windows NT/2000
Microsoft Office 97/2000/XP
Microsoft Development Suite, VB, VC, VJ++ etc.
Eudora
Internet Explorer (browser only, no e-mail)
NAI Antivirus
QWS3270 (telnet client for Library system or Finance)
Photoshop
Quark Express
Minitab
SPSS
TASBOOKS
Autocad 2002, Other Engineering Software
Help Desk Software
Banner 2000 when available
Not Supported
Desktop Support will not assist you in installing, using, or troubleshooting products of
this nature. The list below is not inclusive. Please contact the IT Manager at ext. 365
for a determination on applications not listed.







WordPerfect
Microsoft Works
Lotus 1-2-3
Non-instructional games of any sort
Screensavers
Non-instructional audio
Non-instructional internet appliance software, such as active x controls etc.
Response Prioritisation
The IT Manager will use the table below in assessing and prioritizing requests.
Actual resolutions may be shorter or longer depending on the volume of requests at
any one time.
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Level
Criteria
Target Response
Emergency
Affects more than three individuals, no
workaround available. Example: Class
can't be taught because network is
down.
Will call technicians for
asap response.
High
Affects one to three individuals, no
workaround available. Example:
Computer with critical data on it won't
boot.
Initial Assessment and
prioritisation within two
working days.
Normal
Affects fewer than three people,
workarounds available. Example: Can't
check e-mail from one computer, but
could use another.
Initial response within
five working days
Low
No affect on productivity, or
unsupported software. Example:
Monitor showing b/w instead of color.
Best effort as time
allows. No guarantee
of response.
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APPENDIX 7.3
Campus Acceptable Use Policy
1.
Network, Computing & Software Usage Regulations
1.1
General Computing Facilities
Computing facilities provided by the Institute are to be used by students of the college solely
for work associated with research and courses of the Institute. Computers, printers and
college owned software and Internet access must not be used for any other purpose.
1.2
Software Licensing
No software shall be installed by any student.
1.3
Access to Computers
(a) Students should not leave computers logged in and unattended. Students will be held
personally liable for use of computers for non-course related activity, and for documents and
images stored or downloaded from the Internet or other sources, while the computer was left
logged in and unattended.
(b) Students should be aware that all files saved to college computers and network servers
are date, time and User ID stamped, as are all visits to websites outside the college.
Email must not be used for propagation of chain email or for the transmission of offensive
images/cartoons or material which is unrelated to course work. Use of Email is governed by
the Email AUP provided in section 3.
The use of Internet Chat software such as ICQ or MIRC is forbidden at all times, and
downloading copyright infringing MP3 or other music format files, is forbidden at all times.
Students shall be personally liable for damages to the intellectual property owner.
1.4 Audit
College management reserve the right to periodically and randomly audit student computers,
and email/network storage areas for breaches of this policy, without warning.
1.5 Penalties
Penalties for Breaches of this code of practice and or the Internet/Email Acceptable Use
Policy will result in disciplinary action, up to and including suspension and/or expulsion.
It is understood that by using college provided computers, network and Internet you agree to
be bound by the following Internet Acceptable Use Policies (AUP).
2.
Internet Acceptable Use Policy
The Institute of Technology, Sligo (ITS) Acceptable Use Policy has been formulated with the
following goals in mind:
1. Ensure security, reliability and integrity of the colleges’ network, and the network of
others.
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2. Avoid situations that may cause the Institute to incur civil liability
3. Maintain the image and reputation of the Institute
4. Preserve the value of Internet resources as a conduit for free expression
5. Encourage the responsible use of network resources, discouraging practices, which
degrade the usability of network resources and thus the value of Internet services
6. Preserve the privacy and security of individual users
The Acceptable Use Policy below defines the actions which ITS considers to be abusive,
and thus, strictly prohibited. The examples named in this list are non-exclusive, and are
provided solely for guidance to ITS users. If you are unsure whether any contemplated use
or action is permitted, please contact the Computing Services Manager in writing.
General Conduct
Users are prohibited from uploading/downloading on or through any of ITS computers or
network, any material that is, in IT Sligo's sole discretion, unlawful, threatening, abusive,
libellous, pornographic, racial, hateful, or encourages conduct that would constitute a
criminal offence, give rise to civil liability, or otherwise violate any national, EU or
international law.
ITS computer and network services may only be used for lawful purposes. Transmission,
distribution, or storage of any information, data or material in violation of European Union or
Irish National regulation or law, or by the common law, is prohibited. This includes, but is not
limited to, material protected by copyright, trademark, trade secret, or any other statute.
The provision of remote access to users is not permitted except through prior agreement
with the Computing Services Department. The resale of ITS computer and network services
is not permitted.
System and Network Security
Users may not attempt to circumvent user authentication or security of any host, network, or
account ("cracking"). This includes, but is not limited to, accessing data not intended for the
User, logging into a server or account the User is not expressly authorized to access, or
probing the security of other networks.
Users may not attempt to interfere with service to any user, host, or network ("denial of
service attacks"). This includes, but is not limited to, "flooding" of networks, deliberate
attempts to overload a service, and attempts to "crash" a host.
Users who violate systems or network security may incur criminal or civil liability. ITS will cooperate fully with investigations of violations of systems or network security at other sites,
including co-operating with law enforcement authorities in the investigation of suspected
criminal violations.
Email
As set out in the specific Email AUP.
USENET
Postings to USENET newsgroups must comply with the written charters or FAQs for those
newsgroups. Users are prohibited from posting the same or similar message to large
numbers of newsgroups (excessive cross-posting or multiple-posting, also known as
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"USENET spam"). A User may not solicit mail for any other address other than that of the
user's ITS account, with the intent to harass or collect replies after ITS network service has
been terminated.
IRC (Internet Relay Chat)
ITS is not liable for the content of any communications made on IRC. ITS reserves the right
to ban from IRC usage any user whose conduct is, in ITS's sole judgement, inappropriate or
disruptive. IRC robots ("bots" or "clones") may not be run from ITS accounts, or on any ITS
server.
Users are prohibited from using IRC scripts or programs that interfere with or deny service to
other users on any server or host. Users are also
prohibited from engaging in activities, which harass other users. This includes, but is not
limited to, "flooding" (rapidly entering text with the intent to fill the screens of others),
"flashing" (disrupting terminal emulation), "take-overs" (forcibly seizing operator privileges),
attempting to send private messages to those who do not wish to see them (via "ignore"),
attempting to return to a channel after being banned from it, and other disruptive behaviour
Other Internet based Services
The User is made aware that this AUP governs the use of other Internet based and/or future
services not listed here.
3.
Email Acceptable Use Policy
Electronic mail enables Institute students to communicate promptly and efficiently with
colleagues internally within the organisation and enables a prompt and efficient service from
the Institute to its clients/customers/suppliers. E-mail can also be used to communicate with
other individuals and organisations with whom Institute students interact with. While E-mail
brings many benefits to the Institute in terms of its communications internally with members
and externally it also brings risks to the organisations. For that reason it is necessary to have
a code of practice which regulates its use and which sets down its specific rules for the use
of e-mail and Internet. Every student has a responsibility to maintain the Institute's image, to
use these electronic resources in a productive manner and to avoid placing the Institute at
risk for legal liability based on their use.
Use of E-mail
E-mail is a personal computerised and efficient communication system which enables the
sending and receiving of messages between students and between the Institute and its
clients/customers/suppliers. Documents and materials can be attached to E-mails. E-mail
can effectively by-pass typewritten documents, faxes and the need to post documents.
There, are, however risks attached to the sending of E-mails and they are :
1. Your message may go to persons other than the intended recipient and if confidential or
commercially sensitive this could be damaging to the Institute.
2. E-mail messages can carry computer viruses which are particularly dangerous to the
Institute's computer operations generally.
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3. Letters, files and other documents attached to E-mails may belong to others and there
may be copyright implications in sending or receiving them without permission.
4. E-mail is speedy and, as, such messages written in haste or written carelessly are sent
simultaneously and without the opportunity to check or rephrase. This could give rise to legal
liability on the Institute's part such as claims for defamation, etc.
5. An E-mail message may legally bind the Institute contractually in certain instances
without the proper authority being obtained internally.
6. It should be remembered that all personal data contained in E-mails may be accessible
under Data Protection legislation and, furthermore, a substantial portion of E-mails to
Government and other public bodies may be accessible under Freedom of Information
legislation.
7. E-mails should be regarded as potentially public information which carry a heightened risk
of legal liability for the sender, the recipient and the organisations for whom they work.
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Rules for E-mail use
In order to avoid or reduce the risks inherent in the use of E-mail within the Institute the
following rules are necessary :
1. Sent by a student member. This reflects on the Institute's image The Institute's name is
included in the heading carried with every message and reputation. Therefore, E-mail
messages must be appropriate and professional.
2. E-mail is not for private purposes nor should E-mail be used for any purpose, other than
Institute business. All E-mails issued from the Institute will carry a disclaimer saying the Email is intended only for IT Sligo use and if used for any other purpose a named person
should be contacted immediately within the Institute.
3. Particular care should be taken when sending confidential or commercially sensitive
information. If in doubt please consult your Lecturer, Head of Department/School or Function
Head.
4. Great care should also be taken when attaching documents as the ease with which one
can download files from the Internet or 'cut and paste' materials from electronic sources
increases the risks of infringement of the rights of others particularly the intellectual property
and other proprietary rights. Also attaching documents may give rise to the release of
information not intended hence the importance of vetting attachments. Again if in doubt
please consult your Lecturer, Head of Department/School or Function Head.
5. Extra caution needs to be taken with E-mail messages in respect of any disparaging
remarks that may be contained therein. An E-mail should be regarded as a written formal
letter the recipients of which may be much wider than the sender intended hence any
defamatory or careless remarks can have very serious consequences as can any indirect
innuendo. Avoid the use of indecent, obscene, sexist, racist or other inappropriate remarks
whether in written form, in cartoon form or otherwise.
6. If you receive any offensive, unpleasant, harassing or intimidating messages via the Email you are requested to inform your Lecturer, Head of Department/School or Function
Head, or the IT Department immediately. It is important that we trace such E-mails as
quickly as possible.
7. Any important or potentially contentious communication which you have received through
E-mail should be printed and a hard copy kept (e.g. confirmation of order etc.) Where
important to do so you should obtain confirmation that the recipient has received your Email.
8. The Institute reserves the right to review, audit, intercept, access and disclose all
messages created, received or sent over the electronic mail system for any purpose.
Notwithstanding the Institute's right to retrieve and read any electronic mail messages, such
messages should be treated as confidential by other students and accessed only by the
intended recipient. Students are not authorised to retrieve or read any e-mail messages that
are not sent to them. Any exception to this policy must receive prior approval from college
management. However, the confidentiality of any message should not be assumed. Even
when a message is erased it is still possible to retrieve and read that message.
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Formal Acceptance of the Code of Practice
I, the undersigned, hereby declare that I have read the college Computing Code of Practice
and Internet Acceptable Use Policies and agree to be bound by them, in the full knowledge
that any breach of the above policies and code may lead to suspension and or expulsion.
Print Name
Course Name and Year
User Logon ID
Signature
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Chapter 8 Evaluating Research
Programmes
8.1
Introduction
The Institute has been actively involved in research and development activity since the
1980s. Initially such activity was concentrated in the areas of science and technology, but
more recently research activity has started to take place in the fields of business and
humanities. Research activity in the Institute is shaped by the Research Management
Strategy (RMS), ratified by the Academic Council on 19 February 1999.
A key element of the RMS is to ensure the quality of research activity within the Institute.
The Strategy is put into practice by the Research and Development Subcommittee of the
Academic Council and by the Office of the Head of Research. These two bodies have
worked together to develop a set of policies and procedures for the maintenance of quality
standards.
8.2
Scope
This Chapter describes the organisation and implementation of quality assurance systems
for research at the Institute. An initial set of research Quality Assurance procedures was
submitted for approval to the Research and Development Sub-committee of the Academic
Council in February 2003; these are included in the Institute Procedures Manual.
The overall research quality assurance environment can be described as having a number of
elements and involving a number of stakeholders, as described in Fig. 8.1.
Figure 8.1: The Research Environment at IT, Sligo.
External
Internal
(Researchers)
Internal
(Institution)
HETAC
HEA
DOES
Industry
Partners
Other
Partners
Supervisors
Postgraduate Students
Undergraduate Students
Academic Management
Academic Committees
Finance
Human
Resources
Development
Office
Registrar’s Office
The requirements of each of these stakeholders and groupings are considered and
appropriate regulations complied with during the design and delivery of any research project
or programme.
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8.3
Research Procedures
Research procedures are derived from generic HETAC procedures and specific Institute
procedures.
8.3.1
HETAC procedures
HETAC has established a range of quality assurance procedures for research, contained in
the document Postgraduate research degrees: Policy and procedures. This document
includes procedures that relate to:
1.
Postgraduate research degrees (entry requirements, Degree of Master (Research),
Degree of Doctor of Philosophy, transfer between registers).
2.
Application and admission (annual notification to Council, variations to candidature,
withdrawal of candidates, Higher Degree awarded for published work).
3.
Role and responsibility of sponsoring designated institution (research environment,
research conducted off-campus, supervision, supervising role and responsibility of the
institution, training for supervisor[s], responsibility of the postgraduate candidate, progress
reports).
4.
Postgraduate research submissions (presentation of thesis, abstract of thesis,
presentation of performed/exhibited elements & of composition, date of submission).
5.
Assessment (examiners, criteria for the appointment of external examiners, criteria for
the appointment of internal examiners, appointment procedures, examination procedures,
examination of written element[s]/thesis, examination of performed/exhibited elements & of
composition, oral exam, conduct of oral exam, reports of external examiners, exam board
meeting).
6.
Copyright and intellectual property rights (access to postgraduate research).
HETAC has published a consultation document that proposes the accreditation of Institutes
by HETAC to hold postgraduate registers, following a period of self-assessment and the
assurance of a comprehensive framework of personnel, facilities and systems, including:
research facilities; supervisor training; assessment of the progress of research; documented
quality assurance systems; proper design of research programmes and other issues. The
Institute has responded to this discussion document, indicating broad agreement (with some,
relatively minor, noted exceptions) and the intention of the Institute to seek accreditation, at
the appropriate time.
8.3.2
Institute Procedures
All research procedures are submitted for consideration to the Research and Development
Committee of the Academic Council. Decisions of the committee are ratified by the
Academic Council as a whole.
The following procedures were presented to the Research and Development Committee for
consideration on 27 February 2003 and are included as draft procedures in the Institute
Procedures Manual:
1
2
3
Preparation of research funding applications
Selection of postgraduate students
Supervision of postgraduates working externally
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4
5
6
7
8
8.4
Assessment of postgraduate progress
Grievance reporting by postgraduates
Change in project personnel
Purchase requisition authority limits for postgraduate research
Access to the Biosolids research sampling vehicle.
Integrating Research Quality Assurance
There are many stages in the development and delivery of a research project or programme.
Figure 8.2, on the next page illustrates these stages and the origins/location of procedures
for quality assurance associated with each stage.
It can be seen that, while there are a number of stakeholders with interests and
responsibilities in the area, an integrated system of effective quality assurance is in place.
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HETAC procedures.
Stage
Institute (Research Specific)
procedures.
Institute (Non
Research
Specific)
procedures.
Definition of the
Nature of research
and particular
research awards.
Definition of the research
idea/ question.
This may originate from a
supervisor, a prospective
student, or a funding agency.
N/A.
Requirements for
research environment,
including physical and
human resources.
Requirements for
supervision.
Application for funding for
research.
This may originate from a
supervisor, the Institution, or
from a prospective student.
Guidelines for entry
requirements.
Requirements for
registration with
HETAC.
Regulations for
changing the student,
or the level of the
award.
Selection of students/
research assistants.
Where the contract is for a
studentship, selection is
carried out by supervisors, in
consultation with the Head of
Research. Where the
contract is for employment
of a research assistant,
selection is by the supervisor
in in consultation with the
Human Resources section.
Operation of the project.
The day-to-day operation is
the responsibility of the
supervisor, supported by the
office of the Head of
Research.
Procedure for clearance of
research application by the
Institute includes a requirement for
identification of background to the
project and the position of the
research within the current field.
Procedure for clearance of
research application by the
Institute includes a requirement for
identification of required and
available physical and human
resources. Proposed projects and
programmes must be properly
costed, must have adequate
overhead provision, must have
adequate staff provision and must
show appropriate project
management planning.
Full procedure for the selection of
students and research assistants.
Procedure for registration of
students with the Institute and
HETAC.
Procedures for the assessment of
progress and supervision of
students working externally.
Procedure for grievance reporting.
Procedures for variations to the
research direction, or to project
personnel.
Procedures for the management of
specific equipment, or other
resources.
Procedures for appointment of
examiners. Procedures for
submission of theses.
Procedures for
financial
management.
Procedure for
grievance
reporting.
Requirements
for reporting of
progress
and problems.
Guidance on thesis
writing and IPR.
Regulations for
assessment.
Regulations for the
appointment of
examiners.
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Completion of the project.
This includes the writing of a
thesis and reporting to the
Institute and funding
agencies. It involves
appointment of examiners.
Quality Assurance Manual 2012
Human resource
management
procedures,
acquisition
procedures,
financial
management
procedures.
Procedures for
allocation of
physical
resources.
Human resource
management
procedures.
Procedures for
appointment of
examiners.
Operation of
examination
boards.
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8.5
External Monitoring of Research Activity
Research activity in the Institute can be divided into a number of categories. In each
category there is involvement of external parties that helps to ensure the quality and
strategic direction of research.
Institute Seed Fund for Research
The Institute Seed Fund for Research aims to provide small sums in order to encourage
research by academic staff and by postgraduate students. Grants are provided on annual
basis in two categories:
1 Studentships that support a postgraduate student for a period of two years;
2 Small staff grants that provide funding for research consumables or attendance at
international conferences. The grants are administered through an application form and are
determined according to specific published guidelines by a 4-person panel that contains two
external members: one a researcher from an industrial setting, the second a representative
from an IT or University with a research background.
Strand 1 and Strand 3 Funding,( PRTLI) Programme for Research in Third Level
Institutions
These research funding schemes are administered by the Council of Directors and the HEA
respectively. Each involves competitive application determined fully by external panels. The
IT has been successful in attracting significant research funding within this competitive
environment.
Postgraduate Study Marks and Standards
The IT has adopted the HETAC Marks and Standards for postgraduate awards. This
requires that all postgraduate research leading to an award is monitored and evaluated by
an appropriately qualified external examiner.
Postdoctoral and Research Management Appointments
The Institute has created a number of positions in relation to the management and mentoring
of research. In all cases the selection panels for such positions have incorporated suitably
qualified external members
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Chapter 9 Evaluation of Premises,
Facilities and Equipment
9.1
Introduction
The campus which is IT Sligo at the present time has grown from the initial building of 1970
through various stages of improvement and expansion, to the campus which covers an area
of 32,132 square metres to-day.
The Institute is now in the strong position that all accommodation for students is located on
this campus.
9.2
Scope
This chapter details the policies, procedures and practice for the provision of physical
resources on campus. This includes the “
Provision of buildings
Building services
Building maintenance
Ground maintenance and development
9.3
Procurement and Refurbishment of Buildings
The procurement and refurbishment of buildings lies with the Facilities Manager.
In this the following steps are taken:

Identification of a need by a user department

Development of a brief for the design team by the user department and the Facilities
Manager

Selection of a design team by the Facilities Manager

Initiation of the design and cost control process by the Facilities Manager, including
liaison with the user department and with the DOES Planning & Building Unit

Procurement of planning permission and fire certificate

Tendering for the project, assessment of tender, appointment of
contractor

Initiation of construction and ongoing control procedures

Hand over of building

Completion of snags and agreement of final account.
9.3.1
Maintenance of Facilities

Estimates are made each year at the start of the calendar year of the expected costs
to be incurred in energy use, cleaning, maintenance of the building fabric, maintenance of
building services, security and the upkeep of the grounds.

Where appropriate contracts for these activities have to be tendered for and
appointments made.
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
Requests for unplanned maintenance are received by the Facilities Manager and
prioritised to ensure that teaching accommodation is operational for the timetabled periods.
9.4
Resources in the Schools
The Institutes Space Management policies are underpinned primarily by the Teaching and
Learning Strategy but also by The Research and Innovation Strategy. Teaching spaces are
always in high demand throughout the Institute. As part of any Programmatic or Institutional
Review process, the usage of space is considered. Part of this process includes each
function prioritising its space needs and redistributions are made accordingly by the Head of
Development. In situations of disagreement the Executive Committee or ultimately the
President will arbitrate.
Technical support is provided to laboratories and workshops by qualified Technicians and by
attendants. The allocation of support staff is carried out by the Schools, based on
prioritisation of the demand by each course. In some cases, for example, apprenticeship
training there are specified ratios of staff to students which determines the level of technical
support provided.
9.5
Central Timetabling
Currently, timetabling is undertaken independently by the three academic schools using
spaces assigned to them by the Head of Learning Environment. Discussions take place
where spaces have to be shared or when anomalies need to be sorted. The Head of
Learning Environment reviews the usage of the space as presented in the timetables and
carries out occasional spot checks to verify actual usage in practice.
Normally, in the month of May preceding the commencement of a new academic year the
Heads of Schools assess the demand and make proposals for space requirements to the
Head of Environment (who has overall responsibility for space allocation). These proposals
take into account the particular needs of a course (i.e. for dedicated studio space or
speciality laboratories or workshops) and a requirement to divide up a class into smaller
groups for optimised teaching purposes. When the actual student intake is known, in early
September, a follow-up review is undertaken.
The institute is embarking on a project to centralise the timetable function. This is been
piloted for the Academic Year 2010/2011 in the School of Engineering with a target of all
timetables to be centralised for the Academic Year 2011/2012. This project will enhance our
space utilisation planning in the institute and will ensure timetables are compliant with the
approved course schedules.
9.6
Equipment
One of the functions of the Programme and Policy committees within Schools, is to identify
the requirements for updating equipment. There is usually a budget allocation made
annually for capital equipment to each School and tenders are sought by advertising in
national and international press. Within the Schools, equipment requirements are prioritised
and based on course needs and available budget. Typical criteria used in the prioritisation
process include:

Provide laboratory facilities fully equipped to a standard comparable with modern
practices
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
View in the context of the long-term needs of education in the North West, rather than
the immediate requirements of a particular course

Support the continuing development and expansion of industry in the BMW region, by
ensuring that graduates are trained in the most up-to-date equipment

Recognise that rapid changes have, and are, occurring in the technology currently
utilised by industry. Therefore, some of the existing equipment/instrumentation that
heretofore was deemed to be adequate for teaching purposes may now be outdated.

Develop a strategy for phasing-in of the new equipment and ensure that technical
support staff and academic staff are fully trained on the new equipment.
Staff at all levels within Schools, are normally consulted in the preparation of equipment
requirement and the documentation is processed through the programme committee
structure. Following this, specifications are drawn up for the equipment and submitted
tenders are evaluated by the technical support staff, following a formal written procedure.
The evaluation criteria state that the tendered item meets the specification and that it is the
lowest cost quotation.
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Chapter 10 Evaluating Administrative
Services related to Programmes
10.1
Introduction
As part of the Quality 2000 project self-studies were carried out by the different units and
functions within the Institute. This involved establishing a number of focus groups and reviewing
the academic, administrative and support activities undertaken within the Institute. One of the
objectives of the Quality 2000 project was to empower staff to a greater degree in their work as
well as giving them ownership of Institute processes and academic programmes. The possibility
of enhancing the effectiveness of the quality system in the Institute thereby leading to change
and improvement was strengthened by the bottom-up approach to self-assessment adopted
under the Quality 2000 project.
During 1999, a major external review was carried out by independent consultants, Chapman,
Flood, Mazars on the administrative and library support in the IT sector. This report was
presented to the Council of Directors of Institutes of Technology in November 1999. Substantial
and protracted negotiations took place between the parties involved which resulted in internal
regarding and additional administrative staff being granted to Institutes.
The Institute of Technology Sligo, has implemented the consultants’ recommendations.
Additional support has been allocated to the Schools to provide the academic functions with
administrative assistance. Central services within the Institute such as Registry, Finance, Human
Resources and Development have also benefited from the injection of additional resources. The
enhanced resources have impact beneficially on the quality of the service which these functions
provide for students and staff alike. These additional resources, have assisted in the efficient
and effective running of the Institute in the years since. Concomitantly, these personnel changes
provide the Institute with an opportunity to look afresh at work practices and adopt more modern
and flexible approaches to the delivery of efficient services to staff, students and the public. New
job descriptions have been designed to reflect the changed environment following the
implementation of the consultants’ recommendations.
A new Management Information System has also been introduced into the Institute. The first
phase has been implemented in Registry comprising Admissions, Registration, Grants, Academic
History and Examinations. Human Resources and Payroll system and an entirely new Finance
System have also been introduced. A substantial number of the various operating procedures
and policies, are included in the Institute’s Procedures Manual and Staff Handbook and are also
available within the individual functions.
10.2
Scope
The main administrative services at the Institute which impact upon students are:







Reception
Admissions
Registration
Assessment of students - Examinations – already dealt with in Chapter 3
Grants
Front Office Registry
Administrative support – Schools
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


10.3
The International Office
Access Office
Careers Office
Reception
The Institute may be contacted by students or members of the public either by direct line or by
telephoning reception. The staff at reception act as the first contact between the student,
members of the public and the Institute. Staff are aware that the more efficient practice is to
refer telephone calls to the appropriate source quickly, in order to avoid undue delay in
answering calls. In order to enhance this important service, further resources have been
allocated to it. Further up-grading to the physical environment is planned. More recently
coverage hours at reception have been extended and include coverage during lunchtime.
10.4
Admissions
The Central Admissions Office (CAO) in Galway administers all first year admissions centrally.
Within this system, the Institute determines all standards, rules and regulations concerning the
selection and admissions process. All admission procedures and practices are contained in the
Institute prospectus and are on the Institute web site.
The Institute has conducted formal surveys of student satisfaction with the Admissions
Department and, where appropriate, has reacted by introducing modifications in line with
suggestions made by students.
10.5
Registration
Registration of students is an on-going process which starts in September for new entrants.
Students are registered in the Banner Student Management Information System. Continuing
students who have passed examinations are “rolled forward” and automatically registered. The
main body of new students are registered during the second week in September. This
registration takes place centrally and new students are required to present themselves in person
to complete the process.
For new entrants, much of the data required by the Institute will have been recorded in the
“General Student” record, which is created when an applicant has accepted the offer of a place.
The data will have been collected by the CAO during the application phase and downloaded
electronically via the CAO interface.
For direct applicants, such as those applying for admission to add-on programmes, the
Admissions Office will already have entered the data from the application forms. A General
Student record will also have been created for those add-on applicants who have accepted offers
of places. Certain additional information will be entered at registration and will have been
collected by means of the registration form, which is sent to students for completion in advance
when the registration details are issued to them. An example of this data, is the student’s socioeconomic background. In general, the additional information is required to complete the various
statistical and other returns required by the Department of Education and Science and other
State Agencies.
All other registration takes place in the Registrar’s Office and this includes late full-time students,
apprentices and open and distance learning students.
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The introduction of the Student MIS has resulted in significant improvements in the processing of
student data and the extraction of information. Recently, a new data processing feature has
been developed and it is expected that this will result in the Institute having access to a wide
range of reports which will assist in managing and developing student support and contribute to
the planning and strategic management functions. As the functionality of the An Chéim System
is further developed, it is expected that the registration process will become more automated,
thereby reducing or, perhaps, eliminating the need for the student to be physically present.
However, there is a view within the Institute that there is a benefit for the student in being
physically present for registration.
The registration process is regarded as extremely important. Apart from the administrative task
of completing the student record, this is usually the first physical contact for new entrants and it
is important that it is a positive experience for them. It is regarded as an opportunity to make a
positive impression on new students and on their parents if and when the latter present
themselves.
The Institute reviews its performance annually in respect of the registration process. It
incorporates revisions to eliminate weaknesses where identified and change practice where
improvements are possible.
10.6 Grants
10.6.1 Third Level Training Grants (formerly European Social Fund):
The Institute processes payments of third level training grants to full-time registered students
who have been assessed and approved by their Local Vocational Education Committee. The
processing of grant payments is handled within the An Chéim System. The policy of the Institute
is that grant payments are only made upon receipt of an awarding letter from the appropriate
Vocational Education Committee. Prior to each monthly payment, a sign-off sheet is distributed
to all classes. Payment is only made to those students who have signed this sheet, thus
indicating that they are still in attendance.
10.6.2 Higher Education Grants/Vocational Education Committee Scholarships:
Payment of Higher Education Grants and Vocational Education Committee Scholarships is made
by means of a cheque issued by the relevant Local Authority/Vocational Education Committee.
The role which the Institute plays in this process is to report that students are registered and take
custody of and distribute the cheques to the students.
10.6.3 Third Level Training Grant Audit Trail
Prior to the processing of each grant cycle, the Finance Office conducts a thorough audit of
payments due. Grant payments are not processed until the audit has been carried out to the
satisfaction of the Finance Manager. The An Chéim System provides an extensive audit trail
which includes the amount paid to each student in each cycle, the cumulative amount paid to
each student and the total amount of all grant payments made.
10.6.4 Grant Appeals
Students who have not signed-off on the relevant grant sheet may come directly to the
Registrar’s Department and sign an appeal sheet for a period of up to two days prior to the grant
processing date. After the grant has been processed, students may sign an appeal sheet for the
outstanding previous month and accordingly receive a double payment in the next cycle. It is
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Institute practice to recommend such students for an overdraft facility with the bank where their
account is held. This is to ensure that students do not suffer undue financial hardship as a result
of not signing the class registers.
10.7
Fees
Fees for full-time students are collected in accordance with Department of Education and
Science circulars on fees and are dealt with under the Institute Fees Procedure 001/004. Fees
for lifelong learning / distance learning are established on a commercial basis. The registration
process highlights the students for whom a fee is payable and this process will not be completed
until the appropriate fees have been paid in full.
By its nature the Grants/Fees Department has a vast amount of interaction with both students
and parents. Any problems in this area are normally highlighted immediately and dealt with
accordingly. As part of its survey of new students on the admissions process, the Institute
surveys students on the administration of grants and has introduced some new practices to
improve the system.
10.7.1 Fee Appeals
Students may appeal a decision on fees payable by them. The Board may, in certain
circumstances, allow payment of the fee in two moieties.
10.7.2 Fee Audit Trail
The An Chéim system provides an audit trail for fees paid by each student. It is Institute practice
to keep a file with supporting documentation for reference if and when required.
10.8
Front Office Registry
There is a reception and waiting area in the Registrar’s Office. This is a key point of contact in
the Registrar’s Office for students, parents and the general public and is the principal distribution
point for documentation such as the prospectus and other such publications, application forms,
grant information and information on examinations.
The office is open from 11.30 a.m. to 1.00 p.m. and from 2.00 p.m. to 3.00 p.m. This position is
being reviewed in the light of improved staffing levels in the office emerging from the
implementation of the Chapman, Flood Mazars Review recommendations. The medium-term
objective is to provide access during normal office hours, i.e., 9.00 a.m. to 5.00 p.m. and thereby
to enhance the service to the student body and the general public. It is the view of the Institute
that these extended opening hours, including lunch hour, are necessary to enable the Institute to
service its full range of customers. The general public, parents, apprentices and life-long learning
students would expect to be able to gain access during normal office hours. During examination
times, open access for students is vitally important for a variety of reasons. Our increasing
mature student population will also have a need for greater access because, by their nature, they
tend to have a wider range of problems than the standard student.
As a general rule, students and others who come to this area are in need of assistance. They are
people who come for information or with a problem to be resolved. The Institute is keenly aware
that those staff members who service this area require special qualities of good communications
skills, a sympathetic disposition, resourcefulness and initiative.
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10.9
Administrative support – Schools
10.9.1 Schools’ Administration
Prior to the implementation of the Chapman, Flood, Mazars recommendations, administrative
staffing levels in the Schools consisted of a grade III and a grade IV. The grade IV provided
administrative back-up to the Head of School and the Grade III provided administrative services
to the Heads of Department. The degree of interaction of the Schools’ administrative staff with
the student body varied considerably from School to School. However, the Schools’
administrative offices were often the first point of contact for students after registration. They
were used to varying degrees as distribution points for messages and general information for
students and as points where students could deposit items such as projects for collection by
lecturing staff. At times, students with problems would call here first.
The quality of the service delivered to students would depend on the individual members of staff,
but for the most part, there would be an awareness among staff of the need to ensure that the
students’ needs were met. Indeed, where assistance is required, the actions of staff might often
exceed what might be reasonably expected.
With increased numbers of administrative staff now in the Schools offices, the quality and scale
of the service to students, staff and the public should improve. However, in view of the fact that
many of the administrative staff are in new positions, it would be worthwhile eliciting their views
on whether or not their expectations are being realised.
10.10 International Office
The International Office, run by the International Officer, (under the management of the Head of
Development) provides a service for students, both national and international, under the
SOCRATES Programme. The International Office co-ordinates the ERASMUS Student Reports.
The service provided to Foreign Students coming to the Institute, includes language training,
orientation and help with finding accommodation. A survey of incoming international students
was carried out last year.
10.11 Access Office
The Access Office provides encouragement and support to categories of full-time students who
were not traditionally participants in third level education. Specifically these are students with
disabilities, mature students and those from disadvantaged backgrounds. As much of the work
undertaken by the Access Office is on a unique individual basis, evaluation of such supports are
informal between the client and Access Officer. Regular reports are provided to the Welfare
Committee, the Academic and Student Affairs Manager, the Registrar and the Department of
Education and Science.
All initiatives and supports offered on a group basis are evaluated with the group immediately
utilising the standard Institute of Technology Evaluation forms as well as verbal feedback from
students. A review of the “Exploring Options” module on the Foundation Certificate, the Mature
Student Summer School and other supports offered to first year mature students, is undertaken
in the January following entry, in order to provide more appropriate supports for the remainder of
that year and improve supports for the following academic year.
10.12 Careers and Graduate Service
The aims of the Service are:
 to develop and maintain a careers service of the highest quality
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 to encourage students to recognise and develop their abilities and skills and to formulate and
realise their early career plans
 to encourage employers to recruit from the Institute
 to encourage all clients to make the best use of the resources of the service.
The careers service strives to create a supportive, encouraging and well-resourced environment,
not just for the primary client group of approximately 4,000 full time students and recent
graduates, but also for circa 350 academic and administrative staff members of the Institute.
The careers and graduate service derives feedback as follows:
 Induction Survey - carried out in September by the Careers Service on behalf of the Student
Services Officer to examine the Student Support Services Induction Programme.
 Careers Fair - Questionnaire issues to all employers attending the Fair. Results are published
in the Annual Careers Fair Report.
 First destination Survey ( FDS) - this survey is carried out by the Careers Service each
November on all graduates of the college. This survey highlights how the Careers Service
assisted our graduates in securing employment and also progression to post graduate courses.
 Annual Report - student satisfaction survey carried out - only done on a small sample of the
student population. There are plans to increase student participation here.
 Workshops Review Forms - all workshops/seminars organised by the Careers Service are
reviewed. A review form has been produced for each workshop and time is allocated at the end
of the session to allow students to complete them.
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Chapter 11Communication
11.1
Introduction
As with all modern organisations, communication and particularly internal communication is
of critical importance between the various levels of the Institute from Governing Body, to
Executive committee, to all staff, and most importantly to Students. A series of External
Reviews eg Institutional Review (IR) and programmatic reviews have identified the need for
an increased emphasis on communication within the Institute.
11.2
Scope
This Chapter will outline a number of channels which are used in the Institute to improve
communication.
11.3
Annual Report
An annual report is produced each year. The report provides comprehensive information on
developments in the Institute for the period covered. It highlights significant matters of an
academic nature that have taken place in the Institute during the year. The Institute
proposes restructuring of this report to ensure it is more effective in acting as a source of
information for students, their parents and the general public.
11.4
Annual Conference
A conference of Institute Staff is held every semester in order to inform the staff concerning
policy issues which may impact on the Institute in the years ahead. The conference is
addressed by the President, some members of the Executive Committee and staff members
who may wish to share their expertise with the general body of staff. In order to enhance the
effectiveness and generate greater interest, it is proposed that, in addition to Institute staff,
external speakers will be asked to address the conference on matters of a regional, national
and international nature and their impact on the Institute. A recent conferences entitled “A
strategy for change- building for the future”, was held and this conference was addressed by
all members of the Executive Committee and each priority of the revised strategic plan was
addressed.
11.5
Governing Body and the Academic Council
Minutes of the Governing Body and the Academic Council are posted on the intranet,
providing staff with up to date information. Members of the Executive Committee attend the
Governing Body meeting with observer status, contributing to the meetings when invited to
do so by the chairperson.
11.6
Public Relations
Overall responsibility for Public Relations lies within the President’s Office. In addition
each member of the Executive has responsibility for overseeing Public Relations relating to
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their area. The Institute also uses an external consultant to liaise with local and national
media.
 Links with industry, business and the community are overseen by the Head of
Technology Transfer and Innovation. The post is supported by senior managers across all
functions and the Careers and Graduate Service Officer and by Academic staff.
 Links with Schools are coordinated by the Registrar’s Office with Academic staff and
students playing a key role in maintaining mutually beneficial relationships.
11.7
Institute Website
The Institute website at www.itsligo.ie is used at present as a mechanism for
communicating information widely both within the Institute and to the wider public.
Documents such as the Institute Prospectus, the Strategic Plan 2009-2012, the Institute
Marks and Standards, the Quality Assurance Procedures, the Institute Procedures, the
Minutes of Governing Body and the Academic Council are available on the web site for staff
access.
A new website has just been launched. The website is a comprehensive and
impressive showcase for IT Sligo, students, staff and the north west region. This is a major
project completed as part of the development of a new visual Identity.
A new easy to use Content Management System has also been implemented. Recently web
contributors were trained in each School and Function area to provide updates and edit the
site. It is important to ensure existing pages are kept under review and that content is
refreshed as appropriate.
A web user group will be established to guide the next phases of development.
Staff have access to document folders providing information on the following;
Academic Council
Conference papers
Customer service charter
Executive committee
Governing body
Health & Safety
Institute publications
Institute procedures manual
Relevant acts
Information on Library, Finance and Information Technology
National Reports
Newsletter
PMDS
Press releases
Quality Assurance
Strategic Plan 2009-2012
Training needs analysis
11.8
Communication Improvement
Communication within the Institute is also enhanced by many other activities described
within this Quality Assurance procedures manual. Examples of this are meetings of the onInstitute of Technology
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going monitoring of programmes, meetings of monitoring of programmes at regular intervals,
surveying of Students, great place to work surveys, on-line surveys, student focus groups,
focus groups for stakeholders eg Students, staff, employers, and other Higher Education
Institutes.
11.9
Communication Strategy- The Future
Recently the President set up a committee to examine communication strategy within the
Institute. A report is expected before the end of this academic year.
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Chapter 12
Evaluating the Effectiveness of Quality
Assurance Procedures
12.1 Introduction
Priority one of the current Strategic Plan, A Strategy for Change 2009-2012, Building for The
Future, is “To provide student-centered learning and high quality education through delivery
of relevant programmes in thematic areas in order to equip students with the knowledge,
skills and competencies for prosperity in the knowledge based society”.
The Institute has operated an internal review process since 2006. Additionally, an internal
review group was set up (June 2008) to widen the participation of academic and
administrative staff in the process of self-review.
12.2 Scope
This procedure applies to the internal reviews carried out on the Quality Assurance
Procedures and the Quality Management System across all functions.
12.3 Responsibility
The primary responsibility for managing the Internal Review Program rests with the
President or delegate, with assistance from other departments as needed.
12.4 Reference Documents
Strategic Plan: A Strategy for Change: Building for the Future 2009 – 2012.
HETAC Terms of Reference document (TOR)- December 2008
Quality Assurance Procedures at IT Sligo- 2009
Standards and Guidelines for Quality Assurance in the European Higher Education Area
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12.5 Internal Mechanisms
12.5.1 Structure of Internal Review
•
There is an IR Steering Group. This group is the Executive Committee and it is briefed
by the Education Development & Quality Manager.
•
There is an IR Operational Group. This group has members from all areas of the
Institute.
12.5.2 Purpose of Internal Review
•
To verify the adequacy of the processes and documentation.
•
To verify the extent to which personnel conform to the documented process methods
and procedures.
•
To collect objective evidence that would permit an informed judgment about the status
of the Quality Management System.
•
To provide feedback regarding the process and foster improvements within IT Sligo.
12.5.3 Training Requirements for Internal Review
Each member of the Internal Review Group attended a two day training course. The content
of the training is outlined below:
•
Introduction to Quality Systems in the Educational context and the purpose of
Reviews.
•
Overview of Reviews
•
HETAC requirements
•
Internal Review planning
•
Internal Review preparation
•
Internal Review Checklists
•
Logistics
•
Opening Meeting
•
Conducting the review
•
Reviewer performance
•
Closing Meeting
•
Reporting
•
Corrective Action Presentation
•
Mock Reviews
•
Role Play
•
Dealing with difficult situations
•
Continuous Improvement
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12.5.4 The Internal Review Schedule
An annual Internal Review Schedule is prepared by the Education Development & Quality
Manager and approved by the Executive Committee.
12.5.5 Reporting
The reviewers will provide a summary of the review with emphasis on the key findings, areas
of improvement and non-conformances identified (if applicable). The checklist will be
attached to the report providing the details of the objective evidence from the review.
A report will be provided summarizing the Internal Review results for the Executive
Committee meetings.
12.6 External Mechanisms
In the past groups who have conducted reviews at IT Sligo include Deloitte, Mazars,
HETAC, Engineers Ireland, Royal Institute of British Architects (RIBA), Society of Chartered
surveyors, European Health & Fitness Academy (EHFA).
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