Charter of Limerick Institute of Technology

Charter of Limerick Institute of Technology 2009-2014 Foreword Status of the Charter This Charter is a statement of the distinctive contribution that Limerick Institute of Technology makes to the tertiary education system. It takes a long-term view, balancing the interests of all stakeholders (including Government) and is subject to Ministerial approval. In framing this charter, therefore, we have been mindful of the timelessness of our Institute which may accommodate the changing needs of society and the economy. Further detail addressing specific current or medium-term needs is captured elsewhere, such as laid down in our Strategic Plan and in specific approved policies, procedures and arrangements. Legal basis Section 31 (1) of the Qualifications (Education and Training) Act 1999 requires a recognised institution that has the authority to make awards delegated to it under section 29 of the Act, to have a charter. Section 31 (2) provides that the Minister may, from time to time, make regulations for the purposes of specifying the matters to be included by a recognised institution in a charter. Regulations On the 24 th July 2007 the Minister for Education and Science signed a regulation entitled Qualifications (Education and Training) Act 1999 (Charter) Regulations 2007 which sets out the matters to be included by an institution in a charter referred to in Section 31 of the Act. These regulations amplify the provisions of Section 31 (2) a- g, (3) and (4) a c. Page 1 of 10

Introduction Limerick Institute of Technology was established by virtue of the Institutes of Technology Acts 1992 to 2006. The origins of LIT date back to 1852, when a School of Arts and Crafts was founded by the Athenaeum Society in Limerick. The Governing Body of the Institute, save as otherwise provided by the Institutes of Technology Acts 1992 to 2006, governs the affairs and all of the property of the Institute and performs the functions conferred on the institute by said Acts as the reserved functions of governing body. The Governing Body appoints the Chief Officer of the Institute who controls and directs the activities of the Institute and controls and directs the staff of the Institute in the implementation of such activities and is responsible for the efficient and proper management of the institute. In accordance with Section 21(C)(1) of the Institutes of Technology Act 2006 the Institute has prepared a Strategic Plan that sets out the aims of the Governing Body for the operation and development of the Institute and its strategy for achieving those aims, and for carrying out the functions under the Act. This plan is reviewed on an ongoing basis and substantially revised every five years. The Institute has an Academic Council, appointed by the Governing Body, to assist in the planning, co-ordination, development and overseeing of the educational work of the institute and to protect, maintain and develop the academic standards of the courses and the activities of the Institute. The Institute, in performing its functions, has the right and responsibility to preserve and promote the traditional principles of academic freedom in the conduct of its internal and external affairs. The Institute is a research body and shall accordingly make provision for the discovery, advancement and dissemination of knowledge and learning. The Institute has the power to confer academic awards by virtue of the authority delegated to it in October 2005 from the Higher Education and Training Awards Council under Section 29 of the Qualifications (Education and Training) Act 1999. The Institute pursues its mission within a framework of equality of opportunity and social justice, underpinned by a commitment to the concept of lifelong learning in the furtherance of the social, economic and cultural development of the region and of the State. The Institute, in pursuance of its mission, has in place arrangements with regard to the preservation, promotion and use of the Irish language and to the preservation and development of the culture of Ireland. Page 2 of 10

LIT Mission Statement LIT prepares learners for fulfilling and challenging futures, fostering the professional, intellectual, social, cultural and personal development of the individual. The hallmark of our educational philosophy is active learning through a fusion of theory and practice. We provide third and fourth level education, training and research, playing a pivotal role in the economic and socio-cultural development of our region. Vision and goals LIT has a distinctive educational philosophy, which adds value to the core academic quality of our programmes and lends depth to our mission statement that we aim to foster the individual s professional, intellectual, social and personal development. Practical application, active learning and state-of-the-art knowledge and facilities are the cornerstones of our pedagogical approaches. Our educational philosophy gives our graduates a competitive edge over their peers. We recognise scope for further development and growth whilst remaining true to our mission. Institute programmes, services and delivery are closely aligned to the identified needs of industry, the community and wider stakeholders in the region. LIT offers a wide range of relevant and viable courses to full-time and part-time learners, and we also take initiatives to encourage a wider participation by non-traditional segments. Special Character of Limerick Institute of Technology LIT has a strong learner-centred ethos. This is evidenced by: - Pedagogical approaches which put learner engagement at the centre; - A supportive environment for the learner through well-developed learner services and academic mentoring; - Excellent facilities and structures for learner achievement in a range of competitive team sports; - The philosophy that all learners are entitled to individual attention and a quality experience. LIT is highly committed to supporting the development of the Mid-West Region. In addressing this area of our mission we: - Maintain our leading position with several niche programmes which attract national and international learners to the Institute and therefore to the region; - Contribute to the community, both as an educational provider and as a major employer and stakeholder on the Northside of Limerick City and in the wider Mid-West region; - Take a lead role in collaborating with other third-level providers, thus transforming and optimising the higher education landscape and setting an example to other regions. Page 3 of 10

Contribution to Ireland s Economic, Social and Cultural Development Taught programmes The Institute provides a broad range of academic awards in business, humanities, science, engineering, information technology, construction, art and design. Our portfolio of courses spans the breadth of the economy and society, thus ensuring that the learner and staff population represents a healthy range of backgrounds, talents, expertise and personalities. LIT Awards are made at levels 6 to 10 of the National Qualifications Framework. We have forged strong relationships with the regional economic and social partners by participating actively in platforms and networks, and through the involvement of industry and the professions in programme development and review. It is the policy of the Institute to go through a rigorous process for determining the level of demand for existing and for newly proposed programmes prior to their development. We cater for the needs of workforce development and we maintain links with our graduates. Research ethos The Institute s research ethos reflects a continuing commitment to academic freedom, excellence, relevance, creativity, responsibility and access to knowledge. We develop and nurture research capacity in niche areas, selected for being innovative and relevant. External funding through dedicated agencies and government schemes is sought to enhance and expand research opportunities for staff and learners. We place a high priority on the commercialisation of intellectual property, through appropriate vehicles such as the LIT Enterprise Acceleration Centre and partnerships between the academics of the Institute, its postgraduate learners and industry. All research is conducted in accordance with the Institute's protocols and ethical standards, which are nationally benchmarked. Page 4 of 10

Contribution to the Tertiary Education System Approach to meeting the needs of learners LIT is responsive to the changing demographics of our region, of the country and the increasing diversity of the population. This includes a strong and growing continuing education programme that meets the needs of lifelong learners. The flexible nature of programmes provided by LIT means that learners can select from a wide variety of courses and build to the qualification that best suits their needs. In particular, we place an emphasis on: - Treating learners as individuals entitled to respect, courtesy and fairness; - Striving to remove barriers to access by under-represented and disadvantaged groups; - Providing learners with a high-quality educational experience; - Producing fully rounded individuals by providing opportunities for the acquisition of specialist as well as generic skills, and social and cultural development. Among the support services we provide for learners are: - Induction, mentoring and learner support unit; - Access service and disability support; - Mature learner support; - Careers advisory service; - International learner support; - Counselling service, learner health centre and chaplaincy/pastoral care; - Sports clubs and societies. All of these services are offered in facilities which are fit for purpose. Approach to collaboration with other tertiary education institutions The Institute is committed to developing collaborative relations with other providers of higher education, both within the Institute of Technology sector and the university sector. We strive to achieve an integrated approach to educational provision which benefits all learners in the region and their prospective employers. This approach translates into the forging of strong partnerships with these other institutions, such as: - Joint projects in teaching and learning; - Joint research; - Efficiencies through streamlining behind the scenes. Apart from intensive collaboration within the region, the Institute also contributes towards the development of the sector as a whole through various national fora. Page 5 of 10

Arrangements for Consultation and Co-operation Principles LIT strategy is firmly grounded in the dynamics of both the internal and external environment, so that it is transparent, achievable and endorsed by key stakeholders. We monitor macro and meso developments and assess their relevance to LIT as a whole as well as to individual departments. This involves the correct identification of trends as opportunities or threats on an on-going basis, so that strategy can be adjusted. LIT fosters a culture where individual staff and teams of staff working together take responsibility for making a distinct contribution to the educational mission and philosophy of LIT because they believe in the values of LIT. This means we recruit, deploy, develop and support staff to enable them to perform to their fullest in a performance culture in an open and positive working environment. Processes within the Institute The Institute is committed to consultation and co-operation with staff, learners and their representatives in all matters where it is reasonable to expect this to occur. The aim of the consultation is to enable our Institute, staff and learners to share views on developments, proposed changes or situations that might arise and on the options being considered. Consultation thereby supports informed decision-making. These processes are laid down in policy documents agreed with staff and learners and/or their representatives, which are under constant review, within the boundaries of relevant collective national agreements and legislation such as the EU Directive on Information and Consultation within the Workplace.. Open communication and discussion between parties is encouraged, in a partnership spirit and allowing for adequate timeframes. Processes with industry and the community in the region LIT views engagement with stakeholders as an integral part of our overall strategic planning.this helps us to ensure: - The continuing relevance of our programmes to national and regional needs; - The relevance of our provision for the economic, technological, scientific, commercial, industrial, social and cultural development of the State, with particular reference to the region served by the institute. Consultation with external stakeholders regarding the performance of the Institute s functions may include, inter alia, such agricultural, commercial, technological, scientific, industrial, educational, social and cultural groups in the region served by the Institute, or nationally, as might have views on particular issues or developments in the programmes, research or other activities of the Institute. Page 6 of 10

Criteria for Determining Demand for Particular Programmes of Education & Training Section 5 (1) 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.. In discharging this function LIT is cognisant of and informed by the following criteria: - Forecasted skills needs - Forecasted job opportunities - Demographic changes - Regional and national economic, social and cultural developments - Learner demand - Creating progression opportunities - Employer demand - Changes in technology - Changes in pedagogy - Developing regional or national policy - The distinctive character and needs within the region - Encouragement and support of regional development New programme development may be stimulated by response to any of the criteria listed above. In developing new programmes the Institute consults widely and as appropriate with employers, national and regional agencies, industrial development agencies, sectoral groupings, and community groups. We make use of needs analysis and market research surveys. LIT ensures that each new programme it develops is consonant with its Strategic Plan, is developed at an appropriate level in the National Framework of Qualifications, through meeting the standards determined by HETAC for particular awards, and has a clear progression route that will facilitate lifelong learning. In our programmes development strategy, we are mindful of access for disadvantaged groups, developing alternative pathways to awards, adaptation of programmes to changing circumstances and providing continuing professional development opportunities. Details of the Institute s policy in relation to adult and continuing education The Institute is committed to supporting adult and continuing education through its extensive programme of lifelong learning courses. Courses offered through LIT adult and continuing education service are recognised and accredited on the National Qualifications Framework. The LIT adult and continuing education service offers opportunities to people from a variety of backgrounds who wish to pursue personal and career development goals. Details of the Institute s teaching and research facilities Major investments in campus development continue to be made in LIT to meet the current and future needs of learners and staff. In addition to substantial upgrading and maintenance work, an integrated Campus Master Plan guides the development of quality teaching and research space and facilities. Page 7 of 10

Details of the Institute s full-time, part time, evening & distance learning courses LIT has significant enrolments by non-traditional learners. We are committed to providing access, progression and completion opportunities for new learner groups through fulltime, part-time, evening, distance learning and work-based learning courses. LIT provides craft courses in conjunction with FAS in various trades. A combination of learner-friendly delivery modes and recognition of prior experience and learning are examples of policy measures used to encourage a wider participation in higher education. Details of the Institute s programme for life-long learning In offering a full range of courses across the National Qualifications Framework levels 6-10, the Institute is well placed to support the life-long learning agenda. The ladder system of qualifications, synonymous with the institutes of technology, is the perfect example of the LIT structured approach to life-long learning. Learners can progress up the ladder of opportunity from Higher Certificate to Doctorate Degree. Details of the awards made by the Institute LIT makes over 1000 awards each year. These awards include Level 6 Higher Certificate, Level 7 Ordinary Degree, Level 8 Honours Degree, Level 9 Masters Degree and Level 10 Doctorate. The institute holds delegated authority from the Higher Education and Training Awards Council to make awards, including delegation of authority to make awards in advanced areas of specialist research. Page 8 of 10

Statement on Quality Assurance of Programmes Principles 1. Limerick Institute of Technology, consistent with the principle of institutional autonomy, accepts that it has primary responsibility for the quality of its provision and that this provides the basis for accountability of the academic system within the national quality framework. 2. In framing our quality assurance procedures we are mindful of the Standards and Guidelines for Quality Assurance in the European Higher Education Area, as applied to higher education institutions, and of HETAC s Guidelines and Criteria for Quality Assurance Procedures. 3. We are committed to a culture that recognizes the central importance of quality and quality assurance in our work and to the continuous enhancement of procedures to assure the quality of our provision. Procedures LIT has agreed its Quality Assurance Procedures with the Higher Education and Training Awards Council as required under section 28 of the Qualifications (Education and Training) Act 1999. These procedures include: (a) evaluation on a quinquennial basis, or as otherwise determined from time to time by the Council, of the programme of education and training concerned, including evaluation by persons who are competent to make national and international comparisons in that respect; (b) evaluation by learners of that programme, and; (c) evaluation of services related to that programme. Where a programme of education and training is organised or procured, in whole or in part, by the another provider (the first mentioned provider) and is provided, in whole or in part, by the Institute (the second mentioned provider) a memorandum of understanding is completed agreeing Quality Assurance Procedures and this is submitted by the first mentioned provider to the relevant awarding body established under the Act. Where a programme of higher education and training is organised or procured, in whole or in part, by the Institute and is provided, in whole or in part, by any other provider, the Institution will consult with such other provider before making a request under subsection (1) for delegation of authority to make awards in respect of that programme. In designing our programmes and in making awards we comply with the standards determined by the Higher Education and Training Awards Council. In assessing learners for the purpose of complying with the standards determined by the Higher Education and Training Awards Council, we have established procedures for the assessment of learners, which are fair and consistent and for the purpose of compliance with standards determined by the Council. We continually strive to improve our assessment techniques Page 9 of 10

and will endeavour to provide staff with the widest inventory of assessment strategies from which to select relevant assessment instruments. Statement on Access Transfer and Progression LIT is committed to implementing procedures for access, transfer and progression determined by the National Qualifications Authority of Ireland under section 8(2)(d) of the Act of 1999 as part of the implementation of the National Framework of Qualifications. The Authority has defined procedures under four themes: - Credit accumulation and transfer and the recognition of prior learning; - Transfer and progression routes; - Entry arrangements; - Information provision. LIT has, since its establishment, attempted to provide equality of access to its programmes for all learners. To this end the Institute has implemented agreed national policies to deal with: - Applications from School Leavers following the traditional Leaving Certificate; - Applications from School Leavers following the Leaving Certificate Vocational Programme; - Applications from Learners with FETAC Level 5 awards; - Applications from mature learners; - Applications from learners with a disability; - International applicants (through the common agreed IOTCEF process); - Progression routes from Level 6 to level 7 and Level 7 to Level 8. In addition, mindful of our regional role and our specialist facilities we have devised special entry procedures for particular groups. These include: - Applications from learners from disadvantaged backgrounds; - Applications from learners from particular linked secondary schools; - Applications from learners from linked FE colleges; - Applications from learners from VETOS programmes; - Applications from learners from special education programmes; - Foundation and access programmes; - A range of direct entry initiatives. The Higher Education and Training Awards Council has the role of working with the Institute in ensuring that these procedures are implemented. The Institute implements the procedures on access, transfer and progression for learners and does this within the framework of determinations made by the Authority from time to time. Page 10 of 10