Education Commons^™

The University Education Model Collection 2024: “A University Way Of Being”, Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

The University Education Model (UEM) revolutionises our approach to education; this approach is grounded in transformative learning opportunities and experiences for all. The UEM is central to the TU Dublin Strategic Intent, which itself is informed by the UN Sustainable Development Goals (SDGs), and in the case of the UEM, SDG 4 Quality Education. Embedding the UEM into our practice, processes and culture will empower TU Dublin to cater for the largest number of diverse learners, producing the most sought after, digitally literate, graduates.

The central focus of UEM are our learners, grounded in the three components that comprise the …

University Interactions: Forms, Peculiarities And Tensions, Nkechinyem Omeife, Conor Horan

Conference papers

Interactions between university and industry or society mainly occur in the form of transfer and/or collaborations. However, both forms have mostly been discussed as transfer thus, the underpinnings of both forms are not often discussed. As a result, the tensions (contradictions, dialectics and paradoxes) embedded in the interactions are also overlooked (not explored). This paper proposes to explore the underpinnings of the both forms of interaction and the tensions therein. Transfer is often linked with incubation and acceleration with concerns around absorption and diffusion of knowledge and through channels such as publications, conferences, teaching and pedagogy, joint research and knowledge …

Enhancing Connections Between Internship And Education, Frank Cullen

Articles

This model provides a structure to develop an enhanced the learner experience. The concept of internship is complex. It hinges on the relationships and connections between the Schools, student, industry and institutions. It relates to the quality of the engagement with academic, administrative and support staff as well as their interaction with and for students and potential employers. At the institutes core should be the quality, breadth and appropriateness of internship that the student and industry experience.

Dit Programme Re-Design Initiatives In Case Studies Of Programme Of/For/As Learning Assessment Approaches., Roisin Donnelly, Jen Harvey, K.C. O'Rourke, Claire Mcavinia, Claire M. Mcdonnell, Orla Hanratty, Frances Boylan, Pauline Rooney

Other resources

The Programme Re-Design Initiative process differs from other team based methods in that it adopts an holistic approach to programme design. Initiatives aim to develop the practice of curriculum design and development in expanded, multi-disciplinary teams. This process is based on the Oxford Brookes University CDI Model and links to the Deakin University Live the Future: Course Intensives.

Grangegorman Newsletter No. 25, Summer 2015, Dublin Institute Of Technology

Publications

Ministers visit Grangegorman Primary Care Centre site.

School Of Culinary Arts And Food Technology Round Up 2015, Frank Cullen

Other resources

A busy year in the School calendar continues to place us as a first choice destination for food and beverage educational. This year the School has achieved outstanding results both nationally and internationally and celebrated at our special awards night organised by James Murphy; Ann-Marie Dunne; John Clancy, Mike O Connor and Anna Cruickshank.

An Action Plan For Implementing Responsible Management Education In Business Schools In The Uk And Ireland, Maeve O'Connell, Lorraine Sweeney

Other resources

Recent corporate scandals have resulted in criticism of business schools for graduating students who put too much emphasis on shareholder value and profit maximisation but neglect the broader social and environmental context in which businesses operate. The Principles for Responsible Management (PRME) are a set of voluntary standards developed in 2007 under the coordination of the UN Global Compact, to address weaknesses in ethical education. This paper reviews the context of the PRME principles and UK and Irish school signatories’ approaches to implementation through a review of their reports to PRME to outline the range of options available to a …

Rankings In Institutional Strategies And Processes: Impact Or Illusion, Ellen Hazelkorn, Tia Loukkola, Thérèse Zhang

Reports

Higher education is undergoing rapid change in response to developments occurring at national and international level. Today, universities’ performance worldwide is increasingly being measured using rankings which have been developed by governmental and/or commercial agencies, at both national and international level. The Rankings in Institutional Strategies and Processes (RISP) project is the first pan-European study of the impact and influence of rankings on European higher education institutions. The project has sought to build understanding of how rankings impact and influence the development of institutional strategies and processes and its results are presented in the publication.

Gaihe Survey Report Results, Andrew Gibson, Ellen Hazelkorn

Other resources

This conference presentation details the results of the survey from the Governance and Adaptation to Innovative Modes of Higher Education Provision (GAIHE) Project (funded by the Education, Audiovisual and Culture Executive Agency (EACEA) through the Lifelong Learning Programme), and discusses their implications.

Report On The Survey Of Governance And Adaptation To Innovative Modes Of Higher Education Provision (Gaihe), Andrew Gibson, Ellen Hazelkorn, Barry Colfer

Reports

Higher education around the world is undergoing significant change. Globalisation and competition from new modes of provision have sparked a strong debate about how to maintain the efficiency and effectiveness of higher education. These developments challenge the “traditional” model of university education and its future. How does the management of European universities adapt to these innovations? What are the new modes of education provision across Europe? What is the role of university governance and government policy in establishing and regulating innovative modes of education provision? What are the motivations, barriers and drivers for innovative education provision?

The definition of innovation …

Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness

Articles

This paper considers the potential merits of emotional competency coaching for undergraduate students. We outline the findings from our previous work which showed, for example, that a sample of First Year undergraduate students failed to engage with coaching primarily because it was not a mandatory aspect of the curricula. An analysis of the National Framework of Qualifications (NFQ) - which details the specific learning outcomes that must be achieved by all Irish academic syllabi found that this framework makes scant reference to the development of social and emotional skills. Therefore, a revised working model of the NFQ is proposed, which …

An Investigation In The Development Of Europe's Erasmus Internship Policy, Frank Cullen

Articles

The involvement of the School of Culinary Arts and Food Technology in international mobility for work placement has experienced exponential growth over the past five years with the assistance of European Leonardo da Vinci and Erasmus funding for European internships. The main purpose behind the European Commission funding ventures for internship (experiential learning) is to enhance the students’ cultural awareness, cultivate their language skills and develop their professionalism in their field of study. This paper provide an overview of the development of Erasmus internship and relationship between the the European Commission, the HEA, and DIT.

Dialogue And Roles In A Strategy Workshop: Discovering Patterns Through Discourse Analysis, Martin Duffy

Masters

Strategy workshops are frequently used by Executive management teams to discuss and formulate strategy but are under-researched and under-reported in the academic literature. This study uses Discourse Analysis to discover participant roles and dialogic patterns in an Executive management team’s strategy workshop, together with their effect on the workshop’s operation and outcome. The study shows how the workshop participants adopt different roles through their language and content. It then identifies a dialogic pattern in the workshop discourse, with the emphasis on achieving shared understanding rather than winning the debate. The workshop facilitator’s role is shown to bring discussion as a …

A Tale Of Two Strategies For Higher Education And Economic Recovery: Ireland And Australia, Ellen Hazelkorn, Vin Massaro

Conference Papers

As Dirk van Damme suggested (van Damme, 2009), the effects of the global financial crisis (GFC) have been manifold and complex and affected countries differently. Australia and Ireland have fared very differently in the GFC so choices will inevitably have been influenced by their relative capacity to spend on higher education. Since 1988 Australia has had a unitary, government-regulated but independent higher education system with block funding from a combination of government allocations and student contributions. In contrast, Ireland retains a government-regulated binary system dependent upon public investment and direct government control of staffing budgets. In recent years, both countries …

Handle With Care, Ellen Hazelkorn

Articles

This article discusses the impact of rankings on higher education.

Where Next? A Study Of Work And Life Experiences Of Mature Students (Incl. Disadvantaged) In Three Higher Education Institutions, Aidan Kenny, Ted Fleming, Andrew Loxley, Fergal Finnegan

Other Resources

This study explores how graduates who entered college as mature students, and ‘disadvantaged’ mature students, view and value Higher Education after graduating with a primary degree. The study highlighted the limited usefulness of the concept of disadvantaged mature student and the findings of the research were not significantly different whether one was a mature student or a disadvantaged mature student. The rationale given by the state for supporting mature students in Higher Education (HE) is that it will yield economic and social benefits for both the students and society. As a consequence a wide range of access policies has been …

Engaging With Higher Education – Employer Perspectives, Roadmap For Employment Academic Partnerships., Niamh Corcoran, Michelle Bradley

Reports

No abstract provided.

Benefits Of Continuing Professional Development In The Visual Communications Sector In Ireland, Con Kennedy

Other resources

This research is concerned with identifying the benefits of Continuous Professional Development for the Visual Communications sector in Ireland, with the aim of establishing what benefits exist for both the employee and employer. Research is undertaken to identify CPD programmes that currently exist in other industries in Ireland for the purpose of establishing commonalities and how this may apply to the Visual Communications sector. This is achieved through a combination of literature review, desk research, surveys of employees and employers in the Visual Communications sector and a number of semi-formal interviews with representatives from various industry sectors with established CPD …

Rewarding Community Engaged Scholarship, Elaine Ward

Articles

No abstract provided.

Do University Rankings Measure What Counts, Ellen Hazelkorn

Articles

The article discusses the impact of rankings on higher education.

University Research Management - Developing Research In New Institutions, Ellen Hazelkorn

Other resources

No abstract provided.

Reconciling Organisational Realities With The Research Mission Of The Irish Institutes Of Technology, Deirdre Lillis

Conference papers

A key principle in systems theory is that a system, such as a Higher Education Institute (HEI), will self-correct and stabilise to align itself with its overarching ‘system goals’, irrespective of interventions. System goals may be explicit and obvious, such as published performance indicators, however change initiatives can often fail because the initiative is acting against some underlying, implicit and/or hidden system goal. In addition, if one accepts the premise that people will work toward what is recognised and rewarded then the measures of performance used within a HEI are likely to be important forces for change in their own …

Engaging The Academic Heartland:A Key Factor In The Effectiveness Of Strategic Planning And Self Study Programs., Deirdre Lillis

Conference papers

Conventional wisdom in the literature attests to the importance of involving academic staff in strategic planning and self study programs but there is a lack of empirical evidence to substantiate this argument. This paper reports on the findings of an empirical investigation of the effectiveness of three strategic planning and three self study programs, undertaken in one Higher Education Institute (HEI), between 1997 and 2006. It was found that the level of engagement of academic staff was a key factor in the effectiveness of the programs – the more engagement the more effective the programs were. The research methodology was …

Steering By Engagement:Towards An Integrated Planning And Evaluation Framework In Higher Education Institutes, Deirdre Lillis

Conference papers

Higher Education Institutes (HEIs) worldwide are investing significant resources in strategic planning and self study programs to improve institutional performance. Both are expensive undertakings in terms of the time invested by participants and it is not unusual to see both programs underway in a HEI at the same time. The underlying knowledge produced about the challenges facing the Institution and the necessary responses can be broadly similar although their methodologies and presentation may differ. This paper reports on the comparative effectiveness of three strategic planning and three self study programs undertaken in one HEI over an 8 year timeframe under …

Bar Raising Or Navel-Gazing?:The Effectiveness Of Self-Study Programmes In Eading To Improvements In Institutional Performance, Deirdre Lillis

Conference papers

Higher Education Institutes worldwide are investing significant resources in self study programmes to improve institutional performance, to enhance quality and to meet external stakeholder demands. The institutional impacts of both internally and externally mandated self study programmes is an area where little empirical research exists. A key question is whether self study programmes are effective (or otherwise) in leading to improvements in institutional performance and the reasons why. Covering an eight year period, from 1997–2006, this paper reports on the use of systematic evaluation methodology (Rossi et al., 2003) to evaluate the effectiveness of three self study programmes in leading …

The Systematic Evaluation Of A Strategic Management Program In An Irish Institute Of Technology, Deirdre Lillis

Conference papers

Higher Education Institutes (HEIs) worldwide are investing significant resources in strategic planning and self-evaluation programs to improve institutional performance and to meet external stakeholder demands. Little empirical evidence exists however which demonstrates that these programs are effective in leading to improvements in institutional performance, let alone shed light on the reasons why. This paper reports on the systematic evaluation of the effectiveness of a Strategic Management program in an Irish HEI over a five year period in leading to improvements in institutional performance.

Growth Strategies And Intellectual Capital Formation In New And Emerging Heis, Ellen Hazelkorn

Books/Book chapters

Higher educational institutions are being asked to contribute more effectively and efficiently to economic growth, innovation and intellectual capital. As they do so, the academy has also come under pressure. The content of academic work, the role of faculty, and the balance between teaching, research and service, have, arguably, been restructured, reconfigured and redefined. For academics within traditional universities, pressures for accountability and social relevance have challenged what many valued as ‘their autonomy’. But, for staff within new and emerging HEIs, those formed or reconstituted circa. 1970, there have been different pressures. Many were hired originally as teachers and now …

Challenges Of Growing Research At New And Emerging Heis, Ellen Hazelkorn

Books/Book chapters

Newer institutions are accused of adopting the accoutrements of traditional universities, actively copying their research profile and teaching programmes, and engaging in ‘academic’ or ‘mission’ drift. For others, however, these changes are part of the natural or inevitable process of institutional development and historical change, or a further step in the democratisation of the ‘Humboltian ethic’ (Neave, 2000, p265). If massification and expansion in 1960s differentiated the second stage in higher educational development from its elite origins, then the late 1990s marked the beginning of the third stage. By then, it was clear that a broadly educated population could no …