Quality Assurance Manual Institute of Technology Sligo. Chapters February 2013

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1 Quality Assurance Manual Institute of Technology Sligo Chapters 1 12 February 2013 Approved by Academic Council 20 th February 2013.

2 Control Page This document has been developed to present the quality assurance procedures at the Institute of Technology Sligo that are in operation in 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. Issue Date Description of Change 000 Feb 2003 Original 001 Mar 2003 Chart error Page 50 and type editing 002 Aug 2003 Editing 003 May 2004 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. 004 October 2008 DRAFT Update of entire document 005 February 2009 Update of entire document 006 June 2010 Editing 007 September 2011 Editing 008 May 2012 Update of categories to Composition of Selection Boards. 009 October 2012 Chapter 3 updated appendices currently in use. 010 February 2013 Chapter 2 and 4 Complete Revision December 2013 Appendix 2.4 EAP request Module descriptor; Insert Q 9 Will the programme learning outcomes change as a result of the proposed module or programme modifications. If yes, please outline the changes, as this may require a panel visit. (P&C) 012 March 2014 Amendment to Section to include Senior Lecturers as ex officio members of School Policy Committee Approved by Academic Council 20 th February 2013.

3 Contents INTRODUCTION CHAPTER 1 CHAPTER 2 LEARNING CHAPTER 3 CHAPTER 4 CHAPTER 5 CHAPTER 6 STAFF CHAPTER 7 CHAPTER 8 CHAPTER 9 GOVERNANCE AND ACADEMIC MANAGEMENT NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES OF ASSESSMENT OF LEARNERS ONGOING MANAGEMENT AND MONITORING OF PROGRAMMES SCHOOL PLANNING AND PROGRAMME REVALIDATION PROCESS SELECTION, APPOINTMENT, APPRAISAL AND DEVELOPMENT OF EVALUATING SERVICES RELATED TO PROGRAMMES EVALUATING RESEARCH PROGRAMMES EVALUATION OF PREMISES, FACILITIES AND EQUIPMENT CHAPTER 10 EVALUATING ADMINISTRATIVE SERVICES RELATED TO PROGRAMMES CHAPTER 11 COMMUNICATION CHAPTER 12 EVALUATING THE EFFECTIVENESS OF QUALITY ASSURANCE PROCEDURES Approved by Academic Council 20 th February 2013.

4 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 It comes at a seminal point in the growth and development of higher education in Approved by Academic Council 20 th February 2013.

5 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 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 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. Approved by Academic Council 20 th February 2013.

6 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 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 Approved by Academic Council 20 th February 2013.

7 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 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 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 Approved by Academic Council 20 th February 2013.

8 Other specific requirements of the Governing Body included in the Act are to: (i) (ii) (iii) Prepare a plan (referred to as a strategic development plan ); 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, 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 28 th 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 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, 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 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 Approved by Academic Council 20 th February 2013.

9 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 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. Approved by Academic Council 20 th February 2013.

10 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 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) 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. Approved by Academic Council 20 th February 2013.

11 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 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 Area 1, 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: Approved by Academic Council 20 th February 2013.

12 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 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 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 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. Approved by Academic Council 20 th February 2013.

13 (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 which built on the Mission Statement was adopted by the Governing Body of the Institute in The second Strategic Plan was adopted by the Governing Body in 2007, and is referred to as Strategic Plan : 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. Approved by Academic Council 20 th February 2013.

14 The current plan entitled A Strategy for Change, Building for the Future covers 2009 to This plan has five strategic priorities and is formally reviewed approximately every 12 months. Number Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 Priority 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. To increase the quality and scope of on-line learning through innovation and flexible delivery. To target applied research, technology and knowledge transfer to support wealth creation and a better quality of life. To support regional development through engagement and collaboration with business, industry and the wider community. 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 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 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 Approved by Academic Council 20 th February 2013.

15 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 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 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 Approved by Academic Council 20 th February 2013.

16 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 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 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. Approved by Academic Council 20 th February 2013.

17 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 Minutes of the Executive Committee are posted on the Institute website. An organisational chart of the management structure is shown in Figure 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 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. Approved by Academic Council 20 th February 2013.

18 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 Standing Academic Council Planning and Coordination Selection Admissions & Examination Standards Research & Innovation Learning Teaching & Assessment Further Education and Training Registrar Secretary/Financial Controller Head of Development and Business Operations Head of School of Engineering Head of School of Business & Humanities Head of School of Science Academic Admin and Student Affairs Manager Librarian Research Manager Education Developm ent and Quality Manager HR Manager Finance Manager Estates Manager Technology Transfer & Innovation Manager ICT Manager Head of Dept. Civil Engineering and Construction Head of Dept. Mechanical and Electronic Engineering Head of Dept. Business Studies Head of Dept. Information Systems Head of Dept. Marketing, Tourism and Leisure Head of Dept. Humanities Head of Dept. Environmental Science Head of Dept. Applied Science Academic Staff Academic Staff Academic Staff Technical Staff Administrative Staff Administrative Staff Technical Staff Administrative Staff Technical Staff Administrative Staff Technical Staff Administrative Staff Technical Staff Administrative Staff Approved by Academic Council 20 th February 2013.

19 APPENDIX 1.1 Functions of an Institute of Technology Extract from Institutes of Technology Acts 1992 to 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.

20 (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.

21 APPENDIX 1.2 Functions of the Governing Body Extract from Institutes of Technology Acts 1992 to 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 (e) have regard to the statutory responsibilities of other education providers.

22 APPENDIX 1.3 Functions of the Academic Council Extract from Institutes of Technology Acts 1992 to 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

23 (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.

24 APPENDIX 1.4 Functions of the Academic Council Committees As approved by IT Sligo Academic Council, 19 th 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. The Planning and Co-ordination Committee

25 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 9 To consider nominations from Schools and Departments for the appointment of extern examiners and recommend those duly qualified and suitable

26 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.

27 APPENDIX 1.5 Functions of the President Extract from Institutes of Technology Acts 1992 to 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. 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.

28 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.

29 Chapter 2 New Programmes and Modifications to Programmes of Learning TABLE OF CONTENTS 2.1 INTRODUCTION 2.2 SCOPE 2.3 MODULES AND PROGRAMMES OF LEARNING Definitions and Context Guidelines for the Design of Programmes 2.4 Validation and Approval of Learning 2.5 Academic Validation of new Modules and Programmes 2.6 Validation Time Scales 2.7 The Validation route for a new Module of Learning 2.8 The Validation route for a new Programme of Learning Outline Approval for a new Programme of Learning Validation of a new Programme of Learning Audit of Conditions and Recommendations of the Validation Report Final Validation Process 2.9 Modifications to a Programme of Learning Context Distinction between Modification to, and a new Programme The route to Validation of Modifications Appendix 2.1: Proposal seeking approval to proceed to develop a new programme of learning (EAP 1) Appendix 2.2: Proposal for Validation of a new programme of Learning (EAP 2) Appendix 2.3: Guidelines for the Panel of Assessors to Validate a new Programme of Learning (EAP 3) Appendix 2.4: Proposal for Validation and Approval of Modifications to an existing Programme of Learning (EAP4) Appendix 2.5: Sample Programme Outline Appendix 2.6: Curriculum Vitae of Lecturer/Tutor

30 2.1 Introduction The national and international standing of any education 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 Higher Education academic programmes 2 and the approval process for delivery of these programmes together with the ongoing maintenance of their quality. The following are included (See Appendices for copies of these procedures, referred to as Evaluation and Approval Procedure, EAP, templates): Proposal seeking approval to proceed to develop a new programme of learning EAP 1, Appendix 2.1 Proposal for Validation of a new programme of Learning EAP 2, Appendix 2.2 Guidelines for the Panel of Assessors to Validate a new Programme of Learning EAP 3, Appendix 2.3 Proposal for Validation and Approval of Modifications to an existing Programme of Learning EAP 4, Appendix 2.4 The process of preparing, submitting, academically validating and attaining approval for the delivery of a new programme is outlined in Figure Modules and Programmes of Learning 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 assessing the learning attained for each learning outcome. The volume of educational activity is stated in hours of learner 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.

31 effort which is linked directly to the credit value of the module and expressed in ECTS credits. Typically, a module is designed to be combined with other modules into one or more larger programme/s. 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 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 programme award. Currently, 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 annually. 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 submajor 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 the learning is fully recognised and accredited. In 2008, a web-based modular management system (the Academic Module Manager, AMM) was developed by ITSligo. Using this facility, the description of a new module is brought through the stages of the validation process outlined

32 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 net-yet validated modules. In either case, the validation of the programme follows the same set of stages as outlined below 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 selfcontained 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 pre-requisite 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/embedded awards. 8. All programmes should meet the requirements of statutory educational bodies and, in as far as possible, professional 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, at that Level on the NFQ.

33 Approval of a programme refers to the process by which the Governing Body of the Institute, with a recommendation from the Executive Committee formally agrees to provide the 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 Programme Schedule (APS) 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 APS. The policy of IT Sligo 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 IT Sligo. 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 for the programme. Validation of a programme means that the detailed documentation (containing, among other things the programme objectives, the programme 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 programme schedule is validated by the Academic Council. The validated programme is that

34 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 Standards & Guidelines for Quality Assurance in the European Higher Education Area 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 programme should be validated and approved for delivery prior to any promotion of the programme. This avoids 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 to the Central Applications Office (CAO). It is necessary to inform the CAO by 31 st 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.

35 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 is 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 30 th 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 March 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 IT Sligo is that by 31 st 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 Programme Schedules) must be with the Registrar. 2.7 The Validation route for a new Module of Learning As described in Section 2.4, 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 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 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. Before embarking on a new programme proposal, the

36 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 first step in the process is for the programme development team to present a proposed new academic programme to the School Policy Committee. This is submitted using the template Proposal seeking approval to proceed to develop a new programme of learning (EAP 1, Appendix 2.1)The School Policy Committee will evaluate the proposal in reference to the achievement of the School plan, collaboration opportunities with the CU Alliance partners and available resources. The second step is for the Head of School to submit a revised EAP 1 to the Executive Committee, who will review the proposed resource requirements and the increased effective use of existing resources arising from the proposal. In evaluating such a proposal, the Executive Committee will be informed by the following criteria: is the programme aligned across the suite of programmes provided by the Institute and the CU Alliance does the proposal cover the resource requirements for all years of delivery i.e. beyond the first year? what internal resources will be released to support the new programme and what existing programmes will cease delivery in order to facilitate delivery within existing resources or effect a saving in resources? 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 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 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? what is the fee structure and the cost recovery model including any state grant aid (e.g. Springboard, International fee income)? The Head of School reports back to the programme development team on the decision of the Executive Committee. The third step is for the Head of Department, together with the Development team to submit the EAP 1 to the Planning & Coordination Committee of the Academic Council. This submission should be made on the EAP1 form, with changes made following the two stages identified above,. In evaluating the proposal the Planning & Coordination Committee is informed by the following guidelines, that: the proposal is aligned with the Institute s Mission and Strategic Plan.

37 the proposal is contributing to the delivery of the School Plan and has it been approved by the appropriate Department, the School Policy Committee and the Executive Committee. the proposal in harmony with national and regional policy, in particular the proposed new programme is aligned with, or replaces existing programmes in the Institute and the CU Alliance and any programmes that will be merged into this one or will no longer be delivered are identified, and in compliance with the National strategy for Higher Education. a programme development team is in place to develop the programme? any external conditions will 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 the indicated student demand is sufficient to justify the work involved in validating the programme and the resource allocation. The Registrar sends the minutes from the Planning and Coordination Committee meeting to the Head of Department who will report back to the programme development team Validation of a new Programme of Learning Following the granting of approval to proceed by the Policy, Executive and Planning & Coordination Committees, the programme development team prepares the full submission document using the template Proposal for Validation of a new programme of Learning (EAP 2, Appendix 2.2). 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. Five copies of the final academic programme document is submitted to the Registrar who establishes a Panel of experts to consider the validation of the programme. The Validation Panel comprises: 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 (typically one member from an Institute of Technology and another member from a University); and a representative from the world of work, preferably with state-of-the-art experience in the discipline area under consideration. The Education Development and Quality Manager or nominee as raporteur.

38 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 3, Appendix 2.3). The Education Development and Quality Manager or a nominee acts as rapporteur and compiles the draft Panel report following this meeting. Typically it takes three 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 (i.e. Minor and Special Purpose Awards) will include: 1. Chair of the Planning and Coordination Committee (as Panel Chair) 2. The Innovation Manager 3. An external specialist 4. 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 conditions and recommendations regarding validation (or not) of the Programme. Typically, there is a list of conditions and recommendations attached to any validation. The Registrar brings the findings of the Validation Panel to the Academic Council who, if they adopt the findings, will make a recommendation to the Governing Body. Following approval of the programme, the Programme development team are required to document their response to the conditions and recommendations of the Panel, within three months of receiving the report from the Registrar Audit of Conditions and Recommendations of the Validation Report The Panel of Assessors typically specify conditions of approval or make recommendations concerning a programme that they validate. It is the responsibility of the Education Development & Quality Manager to ensure that the School have responded adequately to any such conditions or recommendations. For this purpose, within 3 months othe Education Development and Quality Manager conducts an audit. This allows adequate time for the necessary changes to be discussed by the Programme Board and for their implementation in the final Approved Programme Schedule. The audit is based on a document submitted by the Head of Department that sets out how the conditions and recommendations have been met. The Head of Department and programme leader typically attend the audit hearing and present the actions taken on the conditions and recommendations to date. This process is intended to ensure that the changes are made (and, if necessary, to identify blockages to the changes), rather than a fault-finding exercise. The Policy of IT Sligo is that a programme will not be validated, or may not progress to delivery until the recommendations and

39 conditions have been met or actions are (at least) underway to address the recommendations 3 A report arising from the audit will be prepared by the Education Development & Quality Manager and filed in the Registrar s Office Final Validation Process Following confirmation that the conditions and recommendations have been fully addressed, the Registrar issues the Programme Validation Certificate and advises HETAC that a new programme has been validated for inclusion on the HETAC Order in Council. The Approved Programme Schedule (APS) is then entered on Banner and all necessary programme details and promotional materials are prepared by the Head of Department. The Student Affairs Manager notifies the CAO of the new programme and updates the website and prospectus, based on information provided by the Department. 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 the Student Affairs Manager that the programme has been approved for delivery. 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 when the Programme Validate Certificate is issued, and approval of HEA granted, where appropriate. 3 In some case, recommendations may not be implementable until the programme has commenced delivery

40 Figure 2.1: FLOWCHART FOR THE APPROVAL OF NEW PROGRAMMES RESPONSIBLE PERSONS ACTION DOCUMENTS/RESULT Programme Development Team START Programme Development Team Not endorsed New Programme Proposal Documents (EAP1) School Policy Committee Not approved Evaluated by School Policy Committee Endorsed with/without recommendations EAP1 submitted to Policy Committee Minute of Policy Committee Head of School Evaluated by Executive EAP1 submitted to Executive Committee Not approved Approved with/without recommendations Minute of Executive Committee Head of Department & Programme Dev. Team Evaluated by Planning & Coordination Committee Approved with/without recommendations EAP1 submitted to P&C Committee Verbal feedback at Planning and Coordination meeting Minute sent to Head of Department 5 copies of EA2 sent to Registrar Programme Dev. Team Prepare Programme Submission (EAP2) Date for visit and agenda Registrar Establish Panel of Assessors Verbal feedback Head of School (feed back of outcome) Education Development & Quality Manager Validation Panel Visit Validation Panel Report Panel report with conditions and recommendations To next page

41 RESPONSIBLE PERSONS ACTION DOCUMENTS/RESULT Registrar Head of Department notified Not adopted From previous page Report reviewed by Academic Council Panel Report Not Adopted Adopted Minute to Head of Department Registrar Head of Department Education Development & Quality Manager Not Approved Academic Council recommendation to Governing Approved Audit of Conditions and Recommendations Include in President s Report to GB Documented responses from Programme Board to the Conditions & Recommendations Audit Report confirming that Conditions and Recommendations have been fully addressed Formal Validation of new programme Issue Programme Validation Certificate. Notify HETAC Student Affairs Manager & Head of Department New programme entered on Banner Approved Programme Schedules Student Affairs Manager & Head of Department Generate entry in CAO Handbook Programme details/ CAO number Student Affairs Manager & Head of Department Generate documentation for Prospectus, website & other promotional materials Programme details and promotional digital and/or hard-copy literature Head of Department Newly validated Programme Delivered

42 2.9 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 4 Appendix 2.4). Such updating of programmes should be encouraged as it is in accordance with the good practice of continuous improvement of programmes and ensuring (i) that they continue to meet the needs of employers and students and (ii) 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 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 a total of twenty-four 10 credit modules, a minor adjustment rather than a 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, or a minor adjustment: a. Do the proposed modifications alter the validated programme to such an extent that the programme title no longer reflects the programme learning outcomes? b. 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 is substantially altered (e.g. changing from a semesterised structure to a year-long structure). c. 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. d. 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. e. Are any of the core modules substantially modified and if so, has this altered the discipline focus of the programme. Minor adjustments may be approved by the Registrar. In the context of the above, examples of modifications to a validated Programme that requires approval by the Planning & Coordination Committee would typically comprise:

43 a. 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). b. 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. c. A change in the distribution of the marks awarded for the assessments in the majority of modules on a stage of a programme. d. A change in the credits allocated for a module or modules (will require a change in the module descriptor). e. 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 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 minor adjustments, the proposed changes may be brought directly to the Registrar to be approved and entered onto the official programme record system and a corrected Approved Programme Schedule issued. Proposals that are at the level of modification as indicated in Section 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 evaluation 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 Programme Schedule are circulated to the Head of Department. It is the responsibility of the Head of Department, in consultation with the Registration Secretary, using Academic Module / Programme Manager, to ensure

44 that such changes are implemented by the Progamme Board, as approved. All changes shall be recorded annually in the Programme Monitoring Report (Appendix 5.1 PMR).

45 APPENDIX 2.1 EAP 1 Proposal seeking approval to proceed to develop a new programme of learning A Programme Academic Structure 1. Proposed Programme Award Type: 4 Award Title: 5 Programme Title: 6 NFQ Level Duration Delivery Mode Semesters Year long Part time and/or Full time 2. Department proposing the programme: 3. Other collaborating Department (if any): 4. Other Collaborating Partners: 4 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 Awards. 5 Examples of Major Award titles: Bachelor of Arts in Fine Art, Bachelor of Business in Marketing, Bachelor of Engineering in Civil Engineering, Bachelor of Science in Environmental 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. 6 Includes the descriptor e.g. Bachelor of Arts in Fine Art

46 5. Programme Development Team (Names): i) ii) iii) 6. School and Institute Strategic Plan objective met by the programme i) ii) iii) 7 Rationale for Programme: (including consultations & research undertaken to date): Explain how this programme aligns with other existing programmes (across the CU Alliance) and what, if any, programmes will this replace 8 Brief Statement of Aims and Objectives: 9 Programme Structure, modules and credits: (Please insert draft from Academic Module manager which is preferable) Stage Modules Credits

47 10. Minimum entry requirements to the programme: 11. Proposed date for commencement of delivery: 12 Projected Student Numbers Stage 1: Stage 2: Stage 3: Stage 4: 13 Potential Market for the Graduates:

48 B Resources 14 Breakdown of Programme Resource Requirements (insert budget or numbers required) Category Existing (indicate from where) New/additional External co-provider Cost to the Institute Stage/year Yr 1 Yr 2 Yr3 Yr4 Yr 1 Yr 2 Yr3 Yr4 Yr 1 Yr 2 Yr3 Yr4 Yr 1 Yr 2 Yr3 Yr4 Personnel Developmental work Delivery Technical Support Administration Management Physical Lecture space Laboratories Workshop Studio Other Learning Supports Equipment

49 15 Income ( ) Income Source Year 0 Year 1 Year 2 Year 3 Year 4 Development stage Student Contribution HEA fees Other (e.g. payment from partner provider) 16 Contract/MOU Append an outline of any proposed contract with external organisation/s, if appropriate. In the case of collaborative provision, please append the Memorandum of Understanding and the Collaborative Agreement with the partner provider.

50 17 Decision of Approvers (i) Policy Committee: Approved Conditions, if any: Not Approved Reasons: SIGNED Chair Policy Committee Date (ii) Executive Committee: Approved Conditions, if any: Not Approved Reasons: SIGNED Chair Executive Committee Date (iii) Planning & Coordination Committee: Approved Conditions, if any: Not Approved Reasons: SIGNED Chair Planning & Registrar Date Coordination Committee

51 APPENDIX 2.2 EAP 2 Proposal for Validation of a new Programme of Learning 1 Introduction The Academic Module and programme manager facilities online production of a Module descriptor document and of a Programme descriptor document using a standard online template. These documents can be incorporated directly into the new programme submission report, 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/corequisites) Date of first intake Course Schedule including NFQ Level Programme Learning outcomes Link between Programme and Module learning outcomes Assessment matrix, showing annual assessment submission dates across all modules 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) Graduate profile and employment opportunities for graduates Rationale for the programme within the School/Institute Programme Aims and Objectives Expected intellectual development and Programme learning outcomes

52 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 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, noncontact 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

53 Demonstrate that all of the programme learning outcomes are appropriately and adequately assessed within the set of module assessments. 2.8 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 2.9 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 Details above that are contained in the Programme manager template 2.11 Full programme title 2.12 Department 2.13 Coordinator 2.14 Delivery mode (semesterised or stage-based) 2.15 Programme pathway (i.e. list of modules and pre-requisites/corequisites) 2.16 Date of first intake 2.17 Course Schedule including NFQ Level 2.18 Programme Learning outcomes 2.19 Link between Programme and Module learning outcomes 2.20 Assessment matrix 2.21 Room requirements 2.22 Resource requirement 2.23 Reading list

54 APPENDIX 2.3 EAP 3 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 validation of a new programme of learning EAP 2. 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 Graduate profile and mployment 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)

55 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. 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.

56 APPENDIX 2.4 EAP 4 Proposal for Validation and Approval of Modifications to an existing Programme of Learning 1. Proposed Programme Award Type: 7 Award Title: 8 Programme Title: 9 NFQ Level Duration Delivery Mode Semesters Year long Part time and/or Full time 2. Department proposing the programme: 2. Department delivering the programme: 3. Programme Development Team (Names): i) ii) iii) 4 Date on which this programme was last validated by the Academic Council and the academic year in which the programme was first delivered: 7 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 Awards. 8 Examples of Major Award titles: Bachelor of Arts in Fine Art, Bachelor of Business in Marketing, Bachelor of Engineering in Civil Engineering, Bachelor of Science in Environmental 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. 9 Includes the descriptor e.g. Bachelor of Arts in Fine Art

57 5 Date when the modified programme is to commence: 6 Rationale for the proposed modification(s): 7 Append i) existing Approved Programme Schedule for all years of the programme and ii) Module descriptor 8 Append proposed Programme schedule for all years of the programme from the Academic Module Manager 9 Will the programme learning outcomes change as a result of the proposed module or programme modifications. No Yes If yes, please outline the changes, as this may require a panel visit. SIGNED Programme Chair Head of Department Date Date 10 Decision of the Planning and Coordination Committee Approved Conditions, if any: Not Approved Reasons: SIGNED Chair Planning & Coordination Committee Registrar Date

58

59 ICT Appendix 2.5: Sample Programme Outline Stream Stage 1 Credits Stage 2 Credits Stage 3 Credits Stage 4 Credits Economics Management Marketing Business Computer Applications 1 (M) Financial Accounting (M) Economics 1 (M) Organisation Behaviour (M) Mathematics & Statistics (M) 10 Communications (M) 10 Computer Applications 2 (M) Management Accounting (M) Economics 2 (M) Management (M) Principles of Marketing (M) 10 Business Law (M) 10 Logistics Management (M) Financial Management (M) European Economic Environment (M) Human Resource Management (M) Market Research/Applied Marketing (M) Enterprise (M) ebusiness (M) Corporate Financial Mgt (E) Insurance & Risk Mgt (E) Investment Management (E) Strategic Management (E) 10 Employee Relations (E) Employee Resourcing & Development (E) Strategic HRM (E) 10 Strategic Marketing Management (M) 10 International Marketing (E) Internet Marketing (E) Services Marketing (E) This outline shows sequencing of the modules throughout the programme, the discipline streams for the modules and the mandatory (M) and elective modules (E). 10

60 Appendix 2.6 Curriculum Vitae of Lecturer/Tutor 1. NAME: 2. TITLE: 3. CURRENT POSITIION: Full-time Part-time Contract Other If other, please specify 4. QUALIFICATIONS: (a) Academic Qualifications Title Awarding Year Body Conferred Undergraduate Postgraduate Membership(s) of Professional Bodies Name By Examination Membership By Paid Subscription Other 5. LECTURING/TEACHING EXPERIENCE College/University/School Period Levels Taught 6. RELEVANT WORK EXPERIENCE Employer Position Held Period

61 7. AREA(S) OF EXPERTISE: 8. RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS: Subject Grant/Aid Postgraduate Industrial Commencement Duration 9. PUBLICATIONS (append list) 10. RESEARCH FUNDING 9. PROFESSIONAL ACTIVITY UNDERTAKEN IN LAST 5 YEARS: 10. STAFF DEVELOPMENT/TRAINING UNDERGONE IN LAST 5 YEARS: Programme/Event Year Organising Body

62 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 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 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 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 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) 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.

63 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. ECTS 10 ), 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 10 European credit transfer and accumulation system.

64 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

65 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. 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 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 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 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.

66 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 1 st 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 1 st 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 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,

67 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 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.

68 3.5 Written semester/annual examinations 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 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 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.

69 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 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 Continuous Assessment 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.

70 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 requirements 11 d) how students who miss assessments/assignment deadlines, etc. will be dealt with. e) appeal procedures 12 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 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 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. 11 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. 12 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.

71 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 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 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.

72 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 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 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 20 th 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 30 th June to provide advice and guidance in relation to repeat examination requirements.

73 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/ 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 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.

74 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 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 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.

75 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: 30 th Sept, (must complete year e.g.30/09/2014) Academic/Professional qualifications: Areas of specialisation: Place of work: Correspondence address: (must complete)... Telephone: Fax: . Summary of relevant experience: Programmes/Courses: Exact title of each course must be given

76 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 Date:

77 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.

78 APPENDIX 3.3 Appointment as External Examiner 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: COURSES:

79 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.

80 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 of external examiners includes: 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. vii. formal agreement between the provider and the external examiner; and 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 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. 3.2 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. 3.3 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. 3.4 External Examiners are expected to communicate with Internal Examiners within ten (10) working days following receipt of examination documentation e.g. draft examination papers. 3.5 Correspondence between Internal and External Examiners including finalisation of examination papers should normally be by registered post.

81 3.6 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. 3.7 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. 3.8 The External Examiner should certify the agreed marks for each candidate on the appropriate documentation e.g. White Sheets and Broadsheets. 3.9 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 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.

82 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: i. describe the mission of the Institute and place it in context with the Irish higher education

83 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 1 st 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. vii. viii. the fairness and consistency of assessment procedures; the reliability of the provider s benchmarking of its assessment procedures appropriate national and international comparisons

84 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.

85 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) 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

86 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 Date

87 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 achievement of the learning objectives of the placement and / or an oral presentation on return to college.

88 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.

89 Chapter 4 Ongoing Management and Monitoring of Programmes Table of Contents 4.1 Introduction 4.2 Scope 4.3 Academic Quality Structures 4.4 Programmes 4.5 Programme Committee Purpose and Functions of Programme Committees Membership of Programme Committee Programme Committee Chairperson Frequency and Focus of Programme Committee Meetings 4.6 School Policy Committee Purpose and Functions of the School Policy Committee Membership of the School Policy Committee School Policy Committee Chairperson Frequency and focus of School Policy Committee Meetings 4.7 Documentation Flow and Reporting Structures APPENDIX 4.1: Programme Monitoring Report APPENDIX 4.2: Programme Evaluation - Survey Forms

90 4.1 Introduction Once a programme has been validated and approved for delivery, the process of monitoring the on-going delivery needs to be enacted. This provides a formal mechanism for quality assurance and facilitates two way communications between staff and students, maintaining a high level of engagement with programme operational issues. The programme monitoring process also includes a formal channel for feedback to be provided by students and staff into programme design, development and delivery. 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 valid (i.e. that the curriculum and its assessments as currently delivered 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. The Chapter describes the role of the Programme Committee and School Policy Committee in programme monitoring and review. 4.3 Academic Quality Structures Academic quality structures have been streamlined across the Institute and consist of: Programme Committees School Policy Committee. The establishment and operation of these are mandatory. 4.4 Programmes 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. The following possible programmes are identified: Possible Programme Level Higher Certificate 6 Bachelor Degree (Ordinary) 7 Bachelor Degree (Honours) 8 HC with add-on Ordinary and addon 6, 7, 8 Honours Bachelor Degree Ordinary Bachelor Degree with 7, 8 add-on Honours Bachelor Degree Higher Diploma 8 HC with add-on Ordinary and addon 6, 7, 8 Honours Bachelor Degree and Higher Diploma Graduate Diploma 9 Taught Masters Degree 9

91 G Dipl and Masters thesis 13 9 Research programmes 9/ Programme Committee Purpose and Functions of Programme Committees The Programme Committee is intended to provide a structure for: a) routine monitoring of a programme to ensure that it is being delivered according to the approved programme schedule and to identify any impediments to student learning b) feedback from staff and students regarding the programme design, development and delivery. The remit of an Programme Committee is to: (i) monitor programme delivery and monitor student performance (ii) Review feedback from students and staff on the delivery of the current programme (iii) carry out 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) Monitor programme delivery and monitor student performance Identifying on-going issues related to delivery and student progress on current programmes Planning, organising and reviewing student induction Analysing examination results Responding to External Examiner Reports Identifying resource requirements Monitoring student progress Documenting actions and decisions. A primary function of a Programme Committee is student performance analysis. This is key to the identification of necessary programme modifications, programme terminations and new programme development. A Programme Monitoring Report (EAP7), see Appendix 4.1, is prepared for each year of each programme and submitted to the Head of Department annually on or before 31 st October. The inclusion of key performance indicators (KPI) to allow five year trend analysis is an important part of the monitoring process. The EAP 7 report includes: i. CAO Applicants ii. CAO Average Points iii. Registrations (at 20 th September) iv. Census (at 31 st October and 31 st March) v. Pre-Exam Attrition vi. Pass and Retention Rates vii. Student Feedback viii. Feedback from External Examiner reports The Programme Committee is required to analyse the data and recommend actions to be taken (with persons responsible identified). The Head of School, together with the Heads of Department review Programme Monitoring Reports and prepare a summary of actions for the School. This is presented to Academic Council for approval. 13 This is to cover the situation where the PGDipl is taught together with the Masters programme.

92 (ii) Review Feedback: Soliciting student feedback via surveys (Appendix 4.2) 14, from student representatives on the Programme Board, and from, ad hoc focus groups Identifying attrition/retention initiatives Documenting actions and decisions. In respect of student feedback, the School Administrative Manager is responsible for ensuring that the Programme Chairpersons are issued with the three survey forms for completion by students (QA1 and QA2) and by staff (QA 3). The Programme Chair is responsible for ensuring that these forms are completed and returned to the appropriate persons for analysis. When this is completed, the relevant findings are reported by the Programme Chairperson to the Head of Department. Fron 2012/13, the three survey forms will be available for completion online. The Admissions Office requests each student who formally withdraws from a programme to complete a student exit questionnaire. In practice it is very difficult to collect this information since many students do not formally withdraw. However, it provides the Institute with valuable information on the reasons why students withdraw 15. (iii) Programme Planning and Development: Programme development is by definition an on-going activity. It is included as an agenda item for the operational meetings, but occasionally single item agenda meetings dealing solely with programme modifications may be held. At certain times, for example when developing a new programme, several Programme Committee meetings may be required over a relatively short timescale. Typically, the following need to be considered: Changing, updating and revalidating programmes Reviewing/updating existing modules and developing/introducing new modules Evaluating quality of facility/resource provision Developing new programmes Documenting actions and decisions Membership of the Programme Committee All lecturers who deliver programme modules.. All class representatives for each year of the programme. Head of Department and Head of School as ex officio members. It is acknowledged that year/stage tutors/coordinators are assigned in some programmes. Typically, this role provides a front line of communication between students and staff. As members of the Programme Committee, the year tutors/coordinators may provide updates on issues arising for that year/stage Programme Committee Chairperson The chairperson is a member of the lecturing staff teaching on the programme. The Programme Chair and year co-ordinators are agreed by the members of the Programme 14 There are two surveys completed by students: (i) Module Evaluation (QA1) and (ii) Programme/Stage Evaluation (QA2). There is also a Programme Evaluation (QA3) survey completed by staff. 15 There is now in place on selected programmes a student mentoring programme intended to assist students at risk, to find out why students leave and to take the necessary steps to retain these students in college, where appropriate.

93 Board at its first meeting, which is typically undertaken for a period of one to three academic years. The Chairperson will arrange meetings and set the agenda in consultation with the Head of Department Frequency and Focus of Programme Committee Meetings Four meetings of each Programme Committee must be held each academic year. Minutes must be recorded and forwarded to the School Policy Committee. Students members of the committee are required to leave the meeting when matters pertaining to individual students are under discussion. In general, the focus of meetings will be as follows: 1 st Meeting (generally in October): review of student induction process, resource requirements, analysis of examination results for the previous year, review of reports from external examiners, review of staff and student feedback, review of student progress, completion of EAP 7 2 nd Meeting (generally in November): Review of on-going delivery and issues pertaining to completion of coursework by the end of the Semester. 3 rd Meeting (generally in late January): analysis of retention/attrition initiatives, outstanding issues related to current student group 4 th Meeting (generally in late April): Review of on-going delivery and issues pertaining to completion of coursework by the end of the Semester, planning of student induction for next year. It is recognised that many lecturers are involved in more than one Programme Committee. Where a number of lecturers are teaching on a range of related programmes joint Programme Committee meetings may be held. 4.6 School Policy Committee Purpose and Functions of the School Policy Committee The School Policy Committee is concerned with overseeing and implementing the School Plan. Because it is not concerned with operational issues it confines its business to actions required to ensure implementation of strategic initiatives. The tasks include, but are not confined to: Interpretation of the Institute Strategic Plan in respect of School activities Appraising academic developments Advising the School on physical resource implications Advising the School on likely staff recruitment and development of specialist discipline areas Membership of the School Policy Committee Head of School Heads of Department Chairperson of each Programme Committee in the School Senior Lecturers of the School Two undergraduate student representatives, who have been nominated by the body of class representatives for the School. One post-graduate representative, nominated by the body of postgraduates from the School. One member of the Technical Support Staff School Administrative Manager School Policy Committee Chairperson

94 The Head of School is Chairperson of the School Policy Committee. The Chairperson will arrange meetings and set the agenda in consultation with the Heads of Department Frequency and focus of School Policy Committee Meetings There should be four meetings each academic year, which will occur following the meetings of the Academic Programme Committees. When a Programmatic or Institutional Review occurs additional meetings may take place. Among other topics, the School Policy Committee will have as agenda items: Minutes of Academic Programme Committees Review of progress of School Strategic Plan Proposed new, and changes to existing programmes Research activities and development School resource requirements. 4.7 Documentation Flow and Reporting Structures Proposals that are made by the Programme Committees usually cluster around (i) resource requirements for current programme to ensure alignment with student needs; ii) induction and retention initiatives; (iii) changes to programmes or new programme proposals and development. Proposals made by the Policy Committee will typically be related to School strategic direction, new programme proposals and resource requirements. All proposals made by these committees are channelled through the Head of School who will decide on the appropriate action and the route required for approval of the proposal, i.e. for action by one more of the following: School Policy Committee Head of Department Head of School Executive Committee Committees of the Academic Council Academic Council Governing Body. A diagrammatic representation of the communication process 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 function feeds back a response to a proposal to the appropriate committee or function head. This may be done in the form of a: (i) formal written response (ii) minuted response or (iii) verbal response. Where appropriate, the HOS will consult with the Education Development & Quality Manager on matters arising from the Programme or Policy Committee meetings. While the Heads of Department and Heads of School are responsible for ensuring compliance with these procedures, the Education Development &Quality Manager may attend Programme Committee meetings and Policy Committee meeting in each School during the Academic Year in order to evaluate the effectiveness of the committees.

95 Minutes/ Proposals Proposals Programme Committee Proposals Head of Department Proposals School Policy Committee Head of School Executive Committee Proposals/summary of minutes of committees Committees of Academic Council Recommendations Academic Council Recommendations Governing Body Figure 4.1 Reporting Structure for Programme Committee and School Policy Committee.

96 APPENDIX 4.1 EAP7 Programme Monitoring Report to be submitted to relevant Head of Department by 31 st October following the last Academic Year Academic Year School: Department: Programme Title RETENTION and PASS RATES Situation a/ Registration at Census Date (31 st Oct) Numbers % 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

97 Actual Registrations Average Points CAO Applicants Choices 1, 2 and 3 KEY PERFORMANCE INDICATORS (Right click and Edit Data) (A) CAO Applicants / / / / / (B) CAO Average Points 2004/ / / / / (C) Registrations 20th Sept 2004/ / / / /2009

98 Pre -Exam Drop Out % Student Numbers at Census Student Numbers at Census (D) Census Oct 31st (from HEA returns) 2004/ / / / / (E) Census March31st (from HEA returns) 2004/ / / / / % 12% 10% 8% 6% 4% 2% 0% (F) Pre-exam Attrition [D-E] 2004/ / / / /2009

99 Pass Rate % (G) Pass Rates [following from Autumn resits] 2004/ / / / /2009

100 PROGRAMME COMMITTEE MEETINGS Number of Meetings held Summary of Main Issues Recommended actions And responsible persons Actions Implemented STUDENT SURVEYS 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 Head of Department

101 APPENDIX 4.2 Programme Evaluation - Survey Forms 1. Student Survey Module Evaluation Form 2. Student Survey Programme/Stage Evaluation Form 3. Staff Survey Programme Evaluation Form

102 INSTITUTE OF TECHNOLOGY, SLIGO Student Survey Module Evaluation Form Please complete one Survey Form for each individual Lecturer teaching a component of the Subject Subject & Component: Programme: Lecturer: PLEASE RETURN TO THE MODULE 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 syllabus content: Was the time allocated to the subject: Was the balance between theory and practical components: Was the subject content: 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: Was the suitability of the time-table for the subject: Poor About right Excellent Poor Excellent Poor Excellent Too easy Too difficult Poor Excellent Poor Excellent Poor Excellent

103 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: Poor Excellent Poor Excellent Poor Excellent Were Tutorials used? No Were the Tutorials: Yes Subject Delivery, Presentation and Communication Poor Excellent Was the amount of material covered/workload: Was the use of visual aids: Was the ability of the lecturer to explain/communicate: Was the readiness of the lecturer to engage in discussion/questions: Was the feedback from lecturer on student progress: Were the lectures: Were the Practicals: How would you rate the overall Effectiveness of the lecturer: Was your ability to hear the lecturer: Was your ability to see/read the visual aids: Too light About right Too heavy Poor Excellent Poor Excellent Not adequate Excellent Poor Excellent Not interesting Excellent Not interesting Excellent Not effective Excellent Poor Excellent Poor Excellent

104 Project (where applicable) Was the project explained to you: Was the background reading material available: Was the supervision of the project: Was the method of assessing the project explained to you: At the viva voce did you feel you were treated: What was your overall feeling about your project: Poorly Clearly Poor Excellent Inadequate Excellent Poorly Clearly Unfairly Very fairly Poor Excellent 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?

105 INSTITUTE OF TECHNOLOGY, SLIGO Student Survey Programme/Stage Evaluation Form Student Name Optional): Estimate your Attendance in Class (%): Course: Course Code: Stage/Year: PLEASE RETURN TO THE YEAR TUTOR/COORDINATOR 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 Scale Response Course Content, Organisation and Assessment 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 About right Excellent Poor About right Excellent Was the overall workload required: Too light Too heavy Was the explanation of the Examination/ Assessment Procedures of the Course elements: Poor Excellent Course Resources 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: Were the Computing support/facilities for the Course: Poor Excellent Poor Excellent Poor Excellent Poor Excellent Question Scale Response

106 Programme Administration Was the accuracy of the time-table: Was the spread of the weekly workload: Poor About right Excellent Poor Excellent Were problems of a teaching/learning nature: Ignored Addressed Were problems of a personal nature: Was the availability/accessibility of the lecturing staff: Was the availability/accessibility of the School/Dept. management: Was the overall Institute Administration of the Programme (e.g. Registration, Grants, Exams, etc): Ignored Addressed Poor Excellent Poor Excellent Poor Excellent General Programme Evaluation Were your expectations from the Programme: How would you rate the Programme overall: Not met Surpassed Poor Excellent 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?

107 INSTITUTE OF TECHNOLOGY, SLIGO Staff Survey Programme Evaluation Form Name (Optional): Estimate your Attendance in Class (%): Course: Course Code: Stage/Year: PLEASE RETURN TO THE PROGRAMME CHAIRPERSON Thank you for taking the time to complete this form. Your cooperation is essential to bring about improvements in the Course. If any question is not relevant to a particular Course, then leave response blank Question Scale Response Course Content and Organisation Are the aims and objectives of the Course? Poor Satisfactory Excellent Is the justification for the inclusion of each subject/element of the Course? Is the balance of the time/credit allocation of the subjects/elements? Is the continuing relevance of the syllabi of the Course elements: Is the student workload for the Course? Are the fairness and realism of the assessment methods? Is the level of preparedness/ability of the students for this Course? Course Resources Are the quality/facilities of the lecture theatres/classrooms: Specify theatres/classrooms which you consider inadequate Are the quality/facilities of the laboratories/workshops: Specify laboratories/workshops which you consider inadequate Are the Library facilities/support for the Course: Are the Computing facilities/support for the Course: Is the provision of Class Materials for the Course? Poor Excellent Poor Excellent Poor Excellent Too light About right Too heavy Poor Excellent Poor Excellent Poor Satisfactory Excellent Poor Excellent Poor Excellent Poor Excellent Poor Excellent

108 Question Scale Response Programme Administration Is the performance/functioning of the Year Committees (YearCom)? Poor Satisfactory Excellent Is the performance/functioning of the Programme Committee (ProCom)? Poor Excellent Is the performance/functioning of the Student Committee (StudCom)? Are the communications between lecturers and School/Dept. management? Is the academic leadership and planning provided by the School/Dept. management Poor Excellent Poor Excellent Poor Excellent Are the provisions made for staff development? Is the overall Institute Administration of the Programme (e.g. registration lists, Exam organisation, etc): Poor Excellent Poor Excellent 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:

109 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 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 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 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 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 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, Self-Evaluation

110 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 School Planning 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 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) (c) specify how the School will respond to the Institutes Strategic plan 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 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 The process is controlled by the Academic Council and managed by the Head of School in collaboration with the Registrar 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

111 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 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 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 The final draft is considered by the School Policy Committee and any recommendations for revision are taken into consideration by the School 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 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 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 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

112 recommendations which it cannot adopt and provide reasons for this. A copy of the Panel report will be sent to HETAC by the Registrar 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 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 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 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 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 The process is controlled by the Academic Council and managed by the Head of School in collaboration with the Registrar.

113 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 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 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 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 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 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 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 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 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

114 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.

115 Figure 5.1 Summary School Planning Process Persons Responsible Process Documents School Start School Management Stakeholder s surveys Student survey Graduate survey Industry survey Policy Committee School Management School Management Evaluate feedback & KPIs Write document EAP7s Map performance to strategic metrics; QA compliance; External links; Research; Teaching & Learning; Review of changes since previous version; Staff development plans Policy Committee Submit to Policy Committee Registrar/Head of School No PC Accept? Yes Head of School Review by Panel of assessors Panel report Registrar HoS Recommendations reviewed by Academic Council Academic Council No Adopted? Minute of AC meeting Yes Head of School School addresses Recommendations Action report Copy Panel report to HETAC End

116 Figure 5.2 Summary of Process for the Revalidation of Programmes Persons Responsible Process Documents School/Department Start Programme Board Evaluation of KPIs EAP7/s (if more than one programme being revalidated) Programme Board Evaluate stakeholder feedback Student survey Graduate survey Industry survey Programme Board Revised the Programme Schedule Existing and proposed programme Schedules and reasons for changes Policy Committee No PC Accept? Programme Board Yes Write Modules New Modules/Programmes written in Module and Programme Manager format Head of Department Submit to Planning & Coordination Committee Planning and Coordination Committee Decide level of external review required Minutes of P&C Committee meeting Head of Department Reviewed by external Panel of assessors Panel report Registrar/HoS Recommendations reviewed by Academic Council Academic Council 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

117 Appendix 5.1 Sources of data required for a self-evaluation 1. Documented Consultation with the Stake-holders: Stake-holder Suggested modes of Consultation to be documented Students (past Surveys (e.g. relevance of topics, mode of learning, facilities) and present) 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) Staff 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) Employers 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) 2. Programme Performance: Metric Analysis (per programme each year) Intake statistics Number of CAO applicants, by preference Number of acceptances, registrations and losses Exam Performance Breakdown of fail/pass/merit/distinction levels Graduate Destination of graduates statistics Future studies of graduates Pay levels of graduates 3. Student Intake Student Cohort Relevant details CAO Number applying for each programme Numbers offered places Number accepting places Number registered Geographic origins of students Those with Previous institution of education qualifications Qualification attained from other Final qualification at IT Sligo Institutions International Formal agreements for educational exchanges with Institutes abroad Where do incoming students come from What programmes do they take

118 Where do IT Sligo students go to What programmes do they take Mature 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) 4. Strategic Planning Strategic Goal Target Achievement to date

119 School Planning Document APPENDIX 5.2 Sample Table of Contents 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 Statistics on each programme since the previous re-validation, entry points, pass and retention

120 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.

121 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.

122 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 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 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 Procedure for the Appraisal and Development of Staff 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 Procedures for development of staff

123 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 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.

124 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 GIV 2.6 GV-VII 2.7 Administrative Management 2.8 Support Staff Aguisín 3 Aguisín 4 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 Contents of Interview File forwarded to Selection Board

125 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.

126 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: CLOSE: Allowing the interview to develop as the interviewer intends. 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 POOR Why? Do you have? What was? Presumably? Did you how? Don t you agree?

127 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? Leading I presume you have to manage people in your job None Learn nothing, signal own biases? Multiple Reflecting back Probing 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 Prepare to probe more deeply into answers Obtain deeper meaningful information Confuse, provide choice of question to answer Takes up time and you may lose thread of previous discussion If not done in appropriate style, e.g., too aggressive they can be overly threatening to the interviewee Comments I see Reinforce, encourage Can interrupt interviewees thinking. Can be leading. Should not be used just to fill silence. Should not show disapproval Transitional We have covered the people management aspect of your work can you tell me what else is involved in your job Move smoothly to new area Can be abrupt appear not interested. Signal rejection?????

128 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. Direct Discrimination 2. 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 INDIRECT There are two different definitions of indirect discrimination contained in the Employment Equality Act 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)

129 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.

130 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. Selection Board 4.1 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

131 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.

132 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.

133 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.

134 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.

135 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

136 Interview Assessment Form Assistant Lecturer/Lecturer Post: Candidate Name: Date: Signature: (Chair) Area to be Assessed Weighting Score (1-10) 1. Relevant Educational 1.5 Qualifications (above the minimum) Candidate Score (weighting x score) Supporting Comments 2.Relevant Research/Publications 3. Relevant Work Experience (a) Teaching (b) Industry/business/public sector 4.Professional Expertise/Knowledge.5 (a) 1 (b) Communication & Interpersonal Skills (a) Interview (b) Presentation (a) 1.5 (b) 1 6. Presentation Content & Structure.5 Innovation/Ideas/Attitude to Change and Development 8. Motivation for/interest in Job Knowledge of I.T. Sector/I.T. Sligo/function/school Total Score 100.5

137 Scoring Guide - Assistant Lecturer/Lecturer Educational Qualifications Meets the minimum Quals. of a slightly higher standard than min. Well qualified, has quals. Very well qualified with relevant Exceptionally well qualified in terms of level, requirement requirement additional to the min. required post grad qualifications breadth and relevance of qualification Other Criteria meeting criteria criteria No evidence of Some but minimal evidence of meeting criteria Adequate evidence of meeting Good evidence of meeting criteria Excellent evidence of meeting criteria Poor Approaching average requires significant Average requires some development and training training and development Good Excellent 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. 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. 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. 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.

138 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.

139 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

140 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

141 (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 The interviewer will have approx ten minutes in which to this by means of (a) Reviewing the candidates work experience

142 (b) (c) Identifying any "gaps" and reasons for same in a candidates experience 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.

143 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

144 Chapter 7 Evaluating Services related to Programmes Checkouts Monthly Average The Library Service 7.1 Introduction The current Institute s Library was opened in The main elements of the service are as follows: Book stock of 50,000 volumes: 21% of stock has been published since 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: Library Book Loans The average monthly loans have shown an overall increase in recent years /2002/2003/2004/2005/2006/2007/ Year

145 Jan-04 Mar-04 May-04 Jul-04 Sep-04 Nov-04 Jan-05 Mar-05 May-05 Jul-05 Sep-05 Nov-05 Jan-06 Mar-06 May-06 Jul-06 Sep-06 Nov-06 Jan-07 Mar-07 May-07 Jul-07 Sep-07 Nov-07 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. All Desk Transactions 2004/ Month 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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