Atlantic Technological University Institutional Self-Evaluation Report July 2024

July 2024

“We are dedicated to enabling sustainable economic, social, and cultural development; connected to our region and with a mindset that reaches far beyond it.”

Dr Orla Flynn President ATU

5.6.1

Foreword Dr Orla Flynn, President

Atlantic Technological University (ATU) was established on the 1 April 2022, following the merger of Galway-Mayo Institute of Technology, Institute of Technology Sligo, and Letterkenny Institute of Technology. ATU stands proudly as a university of service: to our staff and students, to our communities, and to our region. We have initiated a significant transformation process as we continue to progress the integration of our university. We do so in a diverse and rapidly changing post-COVID higher education landscape. The scale of the transformation underway, in conjunction with the development of our first Strategic Plan 2024-2028 (see here) and the first System Performance Framework with the HEA, has cemented this CINNTE Institutional Review of quality assurance and enhancement as being particularly timely and relevant. Self-reflection underscores all three processes and we have sought to ensure a synergy between them.

Our multi-campus university, located across the Northern and Western seaboard of Ireland, is in a unique position to help build a sustainable future and enhance the quality of life for all in this region. Our location means we are well positioned to contribute to local and global understandings of key issues of widening participation in education, migration, and sustainability. This includes regional sustainability through enhanced economic wellbeing. In European terms the status of our region, as a region in transition, makes it an outlier in Ireland, rendering our challenge all the more significant. Our membership of the EU Green European University alliance, a coalition of nine European universities working together to address these and related issues, is therefore of particular importance.

Our Institutional Self Evaluation Report (ISER) has been developed through a broad and inclusive consultation process involving an extensive range of stakeholders and

a review of key documentation. A series of functional, academic unit and programmatic reviews will follow in the next five years.

Building on effective quality assurance processes in the legacy institutions, our CINNTE Institutional Review has allowed us, as a new university, to conduct a review of quality assurance processes, to evaluate our performance, and to reflect on identified areas of enhancement. While the Review is a based on a snapshot in time, it nevertheless represents a key part of our continuous improvement journey.

We welcome the opportunity to engage with the independent Review Team to benefit from your perspectives, experience, and advice in enhancing the delivery of an effective quality assurance framework for our students, staff, and stakeholders.

I wish to express my sincere thanks and appreciation to the CINNTE Steering Group, the ISER chapter teams, and the Coordination team in leading and overseeing the development of the ISER. In addition, I would like to thank all the participating students, staff, and stakeholders for their engagement with the review process.

I confirm my endorsement of this ISER as an honest reflection and examination of the current status of the quality of teaching, learning, research, and services across ATU.

I look forward to welcoming you, the Review Team, to ATU in November 2024.

Dr Orla Flynn President Atlantic Technological University

Introduction and Context

1.1 Introduction

Atlantic Technological University (ATU), a multi campus university, was established on 1 April 2022, with the merger of GalwayMayo Institute of Technology (GMIT), Institute of Technology, Sligo (IT Sligo), and Letterkenny Institute of Technology (LYIT). On 1 November 2023, St Angela’s College joined ATU. ATU is now the third largest university in the Republic of Ireland, with nine campuses across Donegal, Galway, Mayo, and Sligo. Currently, students at ATU make up a population of 26,697 studying 600+ academic programmes from pre-degree to doctoral level. This scale of transformation, combined with the simultaneous development of the inaugural ATU Strategic Plan (2024-2028) and our System Performance Framework agreement with the HEA (currently in draft), reinforces the significance for ATU of this CINNTE Institutional Review of Quality Assurance and Enhancement.

Key milestones in the development of ATU are captured in the following infographic.

Figure 1: ATU Key Milestones

1.2 National Higher Education Policy Landscape

The national higher education landscape has undergone a period of significant transformation in recent years, notably evident in the establishment of five Technological Universities from 2019 onwards. The National Strategy for Higher Education 2030 (2011)1 was an important catalyst in this transformed landscape. It established a comprehensive policy and operational framework for the development of Higher Education in Ireland. Acknowledging both the anticipated (for example, financial constraints, increase in student numbers) and as then, unknown challenges that lay ahead for Irish society, a number of strategic objectives for higher education were put forward. These included widening and expanding participation, becoming more flexible in programme/course provision in both time and place, ensuring a high-quality student experience including the quality of teaching and learning, increased investment in research and innovation, open engagement with local communities and wider society, and internationalisation. To implement these objectives several changes to the operational system of higher education governance and funding were proposed. These included the proposal that ‘the Institute of Technology sector should commence a process of evolution and consolidation; amalgamated institutions reaching the appropriate scale and capacity could potentially be re-designated’.1

The enactment of the Technological Universities Act, 20182 (TU Act) set out the process of consolidation and merger of the Institute of Technology sector as envisaged in the National Strategy 2030 and paved the way for the legacy institutions to apply for ATU designation as a Technological University. The TU Act 2018 provides for an initial transfer of functions, programmes of education and training, quality assurance, and access, transfer and progression procedures from the three legacy institutions to the new Technological University. Under section 44 of the Technological Universities Act 2018, as amended by the Higher Education Authority Act 2022, St Angela’s College was incorporated into ATU on 1 November 2023.

The establishment of the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)

in 2020 led to the development of a new policy in 2022 to work towards a unified tertiary education sector. A National Tertiary Office was established within the Higher Education Authority (HEA) to develop joint further and higher education degree programmes with a commitment to broaden access to education across all sectors of Irish society, an area where the legacy institutions have excelled and where ATU aims to continue to excel.

1.3 Our Region

ATU has nine campuses, spread across a large geographical region 25,277 km², covering 36.2% of the national landmass. This largely overlaps with the Northern and Western Region as defined by Nomenclature of Territorial Units for Statistics (NUTS). The Northern and Western Region has distinctive features which provide a unique context for ATU. The region is sparsely populated and is home to approximately 18% of the national population. It also includes significant urban areas. Our region covers 50% of the now well established Wild Atlantic Way (see HERE), includes 50% of the inhabited islands of Ireland and three of the country’s seven Gaeltachtaí, (an area in Ireland where the Irish language is the main language spoken by the majority of the local population). The region’s landmass covers 90% of the border between the Republic of Ireland and Northern Ireland. Crossborder economic activity plays a large role in driving growth within this region, and it is estimated that approximately 15,000 people cross the border for work or study each day. The region offers a high level of cultural, artistic, and outdoor activities providing an excellent quality of life for its inhabitants. Finally, the contrast of a highly developed medical technology cluster in Galway with the prevalence of SMEs through the region, many of which are linked with more traditional sectors, shows the heterogeneity of the enterprise base of the region. The uniting factor is the Atlantic Ocean, which symbolises both the challenges faced in the region (for example, the impact of climate change) and the opportunities which are emerging and prioritised in the regional enterprise plans (for example, blue economy). It could be argued that this region has the most diverse profile in the State, and while it lags behind other regions, it has potential not yet realised.

Our campuses are deeply embedded in the region and the communities where they are located (Figure 2).

1 www.gov.ie/pdf/?file=https://assets.gov.ie/24558/c90f9fae0a70444cbe20feeff7b55558.pdf#page=null

2 Technological Universities Act 2018 (irishstatutebook.ie)

REG ION

Figure 2: Location of nine ATU campuses, geographically located across Northern and Western NUTS region

The region is now designated as the only “Transition Region” in the State, meaning the GDP per capital is between 75% and 100% of the EU27 average: it has not prospered economically compared to the other regions of Ireland and the EU27.

A study by the Northern and Western Regional Assembly indicates that a policy of ‘positive discrimination’ is required to accelerate growth and stem decline in the North, West and Border communities of Ireland. The report ‘A Region in Transition: The Way Forward’ (see HERE) found startling levels of inequality in terms of investment across a number of key areas such as health, education, infrastructure and transport. Failure to address these critical investment shortfalls means that a ‘two-speed economy’ has developed in Ireland. This highlights ATU’s critical role in serving its regional remit.

With specific reference to higher education, the Assembly has also strongly advocated for the need for significant capital investment in third-level infrastructure, support for improving human capital levels in the region, improving research and development and innovation capabilities in the region. Such requirements set out a blueprint for ATU as it develops its approach to the region.

1.4 ATU Strategic Plan 2024-2028

Following an extensive period of consultation with staff, students, and external stakeholders, the inaugural ATU Strategic Plan 2024-2028 Open Minds, Bright Futures (see HERE) was approved by Governing Body in February 2024 and will be launched by the Minister for Further and Higher Education, Research, Innovation and Science.

AT U Donegal Letterkenny

AT U Galway City We llpark Rd

It is underpinned and informed by relevant national higher education policy. ATU is a Designated Awarding Body and operates according to and in compliance with the provisions set out in the following Acts3:

1 Technological Universities Act 2018

2 Qualifications and Quality Assurance (Education and Training) Act 2012

3 Qualifications and Quality Assurance (Education and Training) Amendment Act 2019.

Evidence of the comprehensive consultation process in the formation of the Strategic Plan includes the series of meetings on all campuses (including St Angela’s College before it became part of ATU) with staff and students, as well as consultation with external stakeholders, especially those with a regional remit. In addition, the President convened a Strategic Planning Council, which was representative of all campuses and roles across the University. The Council met once monthly to give feedback and provide input and opinion on different topics related to the plan (for example, SWOT analysis, sustainability, principles for future structure).

We will become an internationally renowned university that enhances the quality of life in our region and creates a sustainable future for all.

By embodying these values, we create a culture that will enable us to be a successful university.

As envisaged in the Technological Universities Act 2018, ATU operates as an anchor institution in our region, working collaboratively with Government, Industry and Community stakeholders to act as catalysts for social, cultural, and economic development. As such, considerable emphasis in the Strategic Plan is placed on the role of ATU in enhancing the region. This is clearly expressed through its vision and mission (Figure 3). It sets high-level goals and establishes mid-term and long-term key performance indicators and objectives for ATU. The key themes of the plan, the Guiding Lights, are Enabling Education, Engaged Research, Connected Ecosystem, Organisation Transformation, and Sustainable Future. Sustainability permeates the whole plan and has its own specific section. The preparation of the System Performance Framework with the HEA, currently in draft form, is underscored by five key performance indicators. Its development coincided with the development of the Strategic Plan meaning there is strong overlap and synergy between both key documents. Figure 4 shows the main objective headings under each of the Strategic Plan Guiding Lights.

Mission

We enrich our region by delivering academic and research excellence working collaboratively with regional, national and international partners.

Our Guiding Lights

The Strategic Plan is built around five Guiding Lights.

Enabling Education, Engaged Research and a Connected Ecosystem are underpinned by Organisation Transformation and viewed through the lens of Sustainability for the Future

Figure 3: Vision. mission, values and guiding lights (themes) ATU inaugural Strategic Plan

OBJECTIVES 2024 to 2028 HEADINGS

Figure 4: Main headings for strategic objectives across the five guiding lights in the ATU Strategic Plan

1.5 Profile of

1.5.1 Programme and Student Numbers

ATU confers major higher education awards at all levels of the National Framework of Qualifications (NFQ) from Higher Certificate (NFQ Level 6) to Doctoral Degree (NFQ Level 10), as well as minor awards, special purpose awards and apprenticeships. The following represents ATU at a Glance:

ATU at a Glance

2023/24 Academic Year

9 Campuses - 4 Faculties

STUDENTS

26,697 Students

Apprentices

from Alternative Access Routes

Disadvantaged (2022/23)

PROGRAMMES STAFF

690+ Programmes with Registered Student

Postgraduate 5 Craft Apprenticeships 7 Consortium Led Apprenticeship 550 Major Awards 143 Minor Awards

2023 GRADUATES

8,045 Graduates

6,732 Undergraduate 1,313 Postgraduate

of Graduates in employment or further study (2022/23)

Figure 5: ATU at a Glance4

Research Centres

Academic Staff with a PhD (2022/23)

SUSTAINABILITY

Green Campus Flags

EU Green European University Alliance

Draft Climate Action Roadmap

SDG Accord Signatory

Race to Zero Campaign Signatory

The majority of students are registered on ordinary or honours degree programmes. Those who are registered in the category “Certificates”, are either part-time or other (e-learning/remote) learners. The relatively low number of Research Masters and PhD registrations is evident from this profile and our ambitions to grow these numbers is discussed in more detail in Chapter 8.

4 ATU at a Glance presents figures from the year 2022/23 and 2023/24. Data is based on the final HEA SRS Return for 2021/22, 2022/23 and 2023/24 draft. Please note ATU St Angelas data was not included in 2022/23 as they joined ATU on 1 November 2023 (see Appendix 3: St Angela’s College Key Data 2022/23).

ATU has seen an increase in total student numbers over the past three academic years, captured in Figure 6:

ATU was proud to confer awards on the first graduates of our newly established university in 2022 with almost 6000 students graduating from ATU across a wide range of disciplines. In 2023, over 8000 students graduated from ATU.

The following figures illustrate aspects of our graduate profile in 2023.5

Relevant data on ATU’s international students is captured in the following figure:

2023/242022/23 Figure 10: International Students

ATU has seen an increase in international students and we expect this to grow further in the coming years.

A more detailed outline of key data on ATU student numbers (2022/23) can be found here 7 Please see here for our latest Annual Quality Report (AQR) and here for our first Institutional Profile which also provide an overview of student data for 2022/23.

5 Data is based on the final HEA SRS Return for 2021/22, 2022/23 and 2023/24 draft.

6 The ‘non-binary/undeclared is less than 0.5% and has been rounded to 0%.

7 The 2023/24 document will be available during the review.

Figure 7: Graduate Profile by Field of Study

Figure 8: Graduate Profile Undergraduate and Postgraduate Numbers

Figure 9: Graduate Percentage by Gender6

Figure 6: Student Numbers and FTEs

1.5.2 Campus Infrastructure

ATU is a large, multi-campus operation spanning a geographical hinterland of almost 26,000sq km. The challenges facing the University include upgrading the existing estate, developing additional physical infrastructure necessary to accommodate growth in student numbers and increasing research activity and internationalisation in line with our ambitious targets. The Building and Estates teams are working on a unified plan to address deficiencies over time, to create an estate that can compete with credibility in the higher education arena. Working collaboratively, they will produce a coherent capital funding stream requirement and plan, supported by and commensurate with ATU and national strategy and ambition to transform ATU to a university of international standing. To that end, a strategic review of the university estate’s portfolio is planned shortly. This review will involve examining the legacy multi-campus portfolio and legacy estates strategies in the context of the overall

reorganisation and strategic review, supporting the region and ensuring sustainable growth and development over the medium and long term.

As our campuses continue to renew and expand, we commit to promoting energy efficiency and carbon reduction in line with national targets, while ensuring that our campuses and buildings and estates services will support the broad spectrum of educational, research and student life.

An example of recent campus infrastructure development is the official launch of three developments on the ATU Sligo campus by the Minister for Further and Higher Education, Research, Innovation and Science. The substantial extensions and refurbishments, part of the University’s response to growing demand, were funded under Project Ireland 20408 through the HEA. Pictured below at the launch on 28 May 2024 is the Minister with the President of ATU, Dr Orla Flynn and senior members of ATU.

Figure 11: Opening of Building E01 ATU Sligo May 2024

1.6

ATU Integration

At an all-staff meeting in April 2024, the President asked staff to briefly describe the challenges we face for the next four years. The following word cloud captures the responses:

Figure 12: Staff Perceptions of Challenges for next Four Years

Integration continues to present as a key priority for ATU. It has been to the forefront of all our endeavours as we seek to consolidate quality assurance and enhancement (QAE)

processes, build an ATU Academic Quality Assurance and Enhancement (AQAE) Framework, design and implement ATU organisational structure, progress IT systems alignment, amalgamate capital development plans, and bring together four different cultures and organisations. These challenges cannot be underestimated. Building inclusivity and trust in the process is a difficult but not insurmountable task. During the application phase, the then Connacht/Ulster Alliance (CUA) formed many cross-colleges working groups that enabled colleagues to meet and get to know each other, share best practice, and find common ground. With momentum building towards designation as a TU, the Covid Pandemic struck. Notwithstanding the enormous disruption this created, ATU successfully negotiated this challenging period. Preparation of the CINNTE Institutional Review has allowed us to reflect on our progress to date. While ATU is immersed in a massive change management process, we move at a pace of change that we can tolerate. Standing on the shoulders of the legacy institutions, we strive to distinguish ourselves as a university pursuing learning and research for the public good.

The many benefits and challenges of moving towards successful integration remain as ATU enters its third year of existence. These will be referenced throughout in the report that follows.

2.1 Introduction

The CINNTE Institutional Review process is designed to ensure that ATU adheres to a system for continuous quality improvement as well as accountability and compliance with the European Standards for Quality Assurance (ESG 2015) and QQI policies. It evaluates the effectiveness of institution-wide quality assurance procedures for the purposes of establishing, ascertaining, maintaining, and enhancing the quality of the education, training, research, and related services that ATU provides. In June 2023, Academic Council approved the AQAE015 Institutional Review Policy (see HERE) to provide the quality assurance oversight necessary to progress the Institutional Review.

The Institutional Review schedule was agreed between ATU and QQI wherein we submitted our Institutional Profile (IP) on 26 April 2024, the ISER on 5 July 2024 with the Review Visit scheduled to take place on 11-15 November 2024.

2.2 CINNTE Executive Structure

Preparation for the Institutional Review began in Q1 2023. An Institutional Coordinator (IC) and Executive Lead were appointed to manage the process. Following consultation with Academic Council, the University Planning Team (UPT) and the President, an invitation was circulated to all staff across ATU to participate in the Steering Group. A Steering Group of 61 members comprising a cross-section of staff and students at ATU was established (see Appendix 4: Steering Group) and terms of reference agreed. An Executive Structure chaired by the IC was approved by Academic Council (see Appendix 5: CINNTE Institutional Review Internal Structure). The Steering Group provided oversight for the both the Institutional Profile (IP) and the ISER. A Coordination Team comprising the IC, Executive Lead and Assistant Registrars from the four legacy institutions managed the day-to-day progression of the ISER (see Appendix 4: Steering Group).

2.3 Development of the ISER

The following policies and procedures frame the ATU Institutional Review process and were consulted during preparation:

1. Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015).

2. QQI Cyclical Review Handbook for Technological Universities 2023.

3. QQI Core Statutory Quality Assurance Guidelines 2016.

4. QQI Terms of Reference Universities and other Designated Awarding Bodies Addendum for the Review of Technological Universities 2020.

5. QQI Statutory Quality Assurance Guidelines for Providers of Research Degree Programmes 2017.

6. QQI Sector Specific Statutory Quality Assurance Guidelines for Designated Awarding Bodies July 2016.

7. QQI Sector Specific Statutory Quality Assurance Guidelines for Institutes of Technology 2016.

8. QQI Code of Practice for Provision of Programmes of Education and Training to International Learners 2015.

9. QQI Policy Restatement Policy and Criteria for Access, Transfer and Progression in Relation to Learners for Providers of Further and Higher Education and Training 2015.

From the beginning of the CINNTE Institutional Review, our objective was to undertake a review that would be comprehensive and transparent. The Governing Body, UPT, and the wider staff and student population were briefed on an ongoing basis. CINNTE was a standing item on every Academic Council meeting from June 2023 to June 2024. A special meeting of Academic Council took place on 17 May 2024 to discuss the draft ISER (see Appendix 6: Dates of Key Meetings). A public facing webpage (see HERE) and an internal staff hub page were created to provide clear information on its progress. In addition, the Communications committee provided regular updates in staff newsletters and via other media across ATU.

A logo was designed and appended to all presentations.

2.4 Self-Evaluation Process

Two of the legacy institutions, IT Sligo and LYIT had completed Institutional Reviews as part of the CINNTE Review Cycle in 2018. A review of their follow-up Action Plans was initially undertaken to review any outstanding actions. Three actions were identified as requiring further reflection in the current review: a review and impact assessment of collaborations and partnerships; development of an internationalisation strategy; and effective communication.

The QQI Cyclical Review Handbook for Technological Universities (June 2023) does not include a template for the ISER. This allowed ATU the opportunity to carefully consider

how to present its ISER. To that end, the Steering Group, Coordination Team, the Executive Lead, and the IC reflected on the purpose and objectives set out in the QQI Cyclical Review Handbook for Technological Universities (2023) in the context of the development of the inaugural ATU Strategic Plan 2024-2028, the Annual Quality Reports (AQRs), QQI’s Core Statutory Quality Assurance Guidelines (QAG) (2016) and the European Standards and Guidelines (ESG) (2015). Several key thematic areas were identified as necessary to review (Table 1):

Governance and Management of Quality

Academic Quality Assurance and Enhancement Framework

Access Transfer and Progression

Research and Innovation

Student Experience Staff Recruitment and Development

Teaching and Learning Collaboration and Partnerships

Programme Provision

Table 1: Key Thematic Areas

Public Information, Communication and Data Management

These thematic areas were subsequently approved by the Steering Group as constituting the main chapters of the ISER and supplemented by three further chapters in the final report: Introduction and Conclusion, Institutional SelfEvaluation Process and Conclusion and Recommendations. Members of Senior Management with key responsibilities in the thematic areas were invited to act as ISER chapter team leads (see Appendix 7: ISER TEAM Leads). A briefing document was circulated to explain the ISER process, and this team met regularly with the IC. Each chapter lead identified a team from across ATU to include academic staff, PMSS and students to develop the relevant chapter. A repository of central resources was created on an internal SharePoint page for each team. In addition, an administration officer and the Quality Office supported each team to gather and review relevant information.

2.5 Self-Evaluation Methods

A variety of methods were deployed to conduct the Institutional review outlined as follows

• Dedicated meetings of the Steering Group, Coordination Team, Communication Team and ISER teams

• Secondary Data Analysis: desk/thematic review of relevant documentation

• Legacy institutions Institutional Review Action Plans

• Annual Quality Reviews

• Governing Body Effectiveness Review

• Academic Council and Academic Council Committee Minutes

• Data from Strategic Plan and Organisational Design Consultations

• External Examiner reports

• Student Services review reports

• National Student Engagement Survey (studentsurvey. ie)

• Benchmarking programme types and levels and against national Higher Education Institutions (HEI’s)

• Validation reports

• Functional reviews (Student Services, ATU Global)

• Statutory reports to HEA

• Ongoing project review reports to external bodies

• Student feedback reports

• Analysis of key data in Registration Office

• Student numbers, progression rates, programme numbers, retention rates

• Benchmarking against national Higher Education Institutions (HEIs)

• Primary data collection

• Staff Quality Assurance and Enhancement Survey

• All-staff survey conducted in February/March 2024 exploring staff perceptions and experiences of emerging AQAE Framework and related issues

• 293 responses representing 10% of all staff

• Separate report to be presented to Review Team

• Short survey with External Examiners (n=101)

• Short survey with external experts and students who sat on validation panels during the last two years

• Two focus groups with managers and academic staff to consider issues relating to ATU’s programme portfolio and the development and validation of programmes

• Review meetings with chairs of Academic Council Committees

• Survey with Postgraduate Research Degree (PGR) students (n=61)

• Survey and focus group with Online Flexible Professional Development (OFPD) students

• Consultation and information sessions with staff.

2.5.1 Drafting and Approval

The Steering Group, ISER Team leads, a special meeting of Academic Council, the Coordination team, and the Registrars reviewed drafts of the ISER. The following outlines the reporting requirements:

Steering Group Endorsement 14 June 2024

UPT Endorsement 14 June 2024

Academic Council Approval 17 June 2024

Governing Body Presentation 24 June 2024

President Approval 30 June 2024

2.6 Reflective Summary

The ISER represents a snapshot in time as ATU continues to evolve.

Development and preparation of the ISER was shared amongst a wide body of staff and students across ATU, led by the Executive Lead and Institutional Coordinator. As a large multicampus university we decided from the outset that participation and involvement from across ATU was essential as we continue on our journey to full integration. Approximately 150 people were involved in various aspects of the development of the ISER.

Herein we present an honest evaluation of the effectiveness of institution-wide quality assurance procedures to establish, ascertain, maintain and enhance the quality of education, training, research and related services that ATU provides.

3.1 Introduction

The primary legislative basis for governance of ATU is provided through the Technological Universities Act 2018, the Higher Education Authority Act 2022 and the Code of Practice for the Governance of State Bodies. Additionally, ATU is obligated to comply with national legislation and regulation relevant to its operation (for example Freedom of Information, Data Protection, Safety, Health and Welfare, and Equality). This chapter documents the Governance structure developed in ATU post-merger addressing issues related to governance of and management of quality assurance.

3.2 Governing Body

The Governing Body (established on the date of incorporation, 1 April 2022) has ultimate responsibility to ensure compliance with applicable legislation. The first ATU Governing body had a two-year term which commenced on 1 April 2022.9 19 members serve on the Governing Body comprised of industry, staff, student members and external stakeholders.

The Governing Body has guided the university through a period of rapid change, both in establishing its own operation and overseeing the direction of the executive management and academic structures. It moved rapidly to approve standing orders, reserved function for its own operation, regulations for the election and appointment of members, and regulations for the operation of Academic Council. Two committees and three subcommittees of Governing Body have been formed and are operational as follows: External Nominations Committee, Audit and Risk Committee, Finance Subcommittee, Equality, Diversity, and Inclusion (EDI) Committee and Strategic Development Committee. This substantive work has ensured the ongoing stability of the dayto-day university operations and also focused on its strategic and future direction.

The Governing Body is required to fulfil key functions, including:

• Reviewing and guiding strategic direction and major plans of action

• Reviewing risk management policies and procedures, annual budgets, and business plans

• Setting performance objectives and monitoring implementation and performance

• Overseeing major capital expenditure and investment decisions.

Figure 13 illustrates the interim ATU Governance Structure (see Appendix 1: Proposed Organisational Design and Structure and Strategic Responsibilities). The Academic Council supports the Governing Body with the academic functions. The Executive Structure comprising the University Planning Team (UPT) supports the President with administrative and financial functions.

Following elections in November 2023 in compliance with the HEA Act 2022 for internal members and appointment (or re-appointment) of external members, student representatives and ministerial appointees, the second Governing Body commenced its term of 4 years on 1 April 2024.

Figure 13: Interim ATU Governance Structure

An annual effectiveness review is a requirement by the Interim Code of Governance Policy as part of normal Governing Body operations (see HERE). An effectiveness review of the Governing Body was completed in mid-2023, which led to the identification of several potential areas for improvement. One key outcome was the provision of external training for members on their role. This was completed in October and November of 2023.

3.3 Academic Council

As per Section 17 of the Technological Universities Act 2018, an Academic Council is required to control the academic affairs including the curriculum of, and instruction and education provided by, the Technological University. The oversight and approval of policies and procedures relating to Academic Quality Assurance and Enhancement (AQAE) falls under the remit of Academic Council. The AQAE001 Policy for the Development of Academic Quality Assurance and Enhancement Framework states that

‘Academic Quality Assurance and Enhancement (AQAE) policies must be approved by Academic Council. AQAE procedures are reviewed by an appropriate Standing Committee of Academic Council. Standing Committees can request the input of Academic Council in the evaluation of AQAE procedures. A recommendation for

approval of an AQAE procedure is forwarded from the Standing Committee to the Vice President for Academic Affairs and Registrar. Approved procedures will be noted by Academic Council’ (see HERE).

An interim Academic Council (based on a combined legacy council) was formed until the newly elected ATU Academic Council was convened in January 2023. It was agreed the new Council would have a shorter term of two years to January 2025. Academic Council has 69 members, drawn from elected academic staff, student representatives and exofficio members representing the President, Vice Presidents, PMSS functions and management of academic Schools/ Faculties/departments. Seven committees of Academic Council have been formed and are fully operational (Figure 14).

The Committees are an integral part of the governance of quality assurance and enhancement (see Appendix 2: Duties of Academic Council Committees).

The Academic Council is committed to a formal selfevaluation process at the end of each term of office through its approved standing orders. This is scheduled to take place in December 2024 prior to the formation of the next Academic Council.

From the outset, the geographical spread of ATU required special consideration when deciding on Academic Council structure and meetings. One consequence of the Covid pandemic was the move to fully online meetings. ATU staff were thus prepared to engage in online meetings as required. To facilitate attendance, two meetings of Academic Council

take place in an in-person/hybrid format each year and three meetings take place fully via Microsoft Teams. In-person meetings are shared between the campuses. The first meeting of Academic Council took place in person in ATU Mayo in January 2023.

In its first year, Academic Council made changes to adapt to the needs of the University and facilitate greater engagement. For example, standing orders were amended four times from the initial version approved at the first meeting, to add an extra committee (the Student Experience and Access Committee), increase the proposed size of committees, increase student representation on committees, define the remit of a general-purpose committee and change the electoral model for committees of Academic Council.

Figure 14: Academic Council Committees

The terms of reference were agreed for all committees by December 2023.

The workload of Academic Council has been significant with a focus inter alia on the approval of AQAE policies, legacy programme validations, processing of examination results and managing and approving of committee recommendations. Healthy debate is encouraged and the initial bringing together of three legacy institution cultures, workload, and level of consideration of AQAE policies have all presented challenges. One example of this was the lengthy discussion that took place regarding the aims, purpose, and remit of the General Purposes Committee. After much debate, it was agreed that this Committee had authority delegated to it by Council to make decisions in the absence of the convening a full Council meeting. The General Purposes Committee will only meet in exceptional circumstances to deal with urgent matters i.e.: items that are time sensitive and cannot wait until a full Academic Council meeting; and sensitive issues involving personal information that would not be appropriate to share with the full meeting. Proposed membership of the committee is the President, Vice President Academic Affairs and Registrar, Chairpersons or Deputy Chairpersons of Academic Council Committees and five ordinary members. A second example concerning the workload and challenges Council has faced is that if QAE policies are not approved, they must be revised in light of Council feedback and returned at the next Academic Council for approval. This has led to extra time required for consultation and approval.

In mid-February 2024, the chairpersons of the Committees of Academic Council were asked to reflect on their committee experiences. Common themes that evolved though these reflections are outlined below:

• each of the committees meet regularly and have good attendance and engagement of their respective members

• arrangements for administrative support and use of SharePoint for the organisation is working well

• the Chairs felt that committee terms of reference were well defined, and they had a clear remit, some had significant devolved responsibility, in other cases this was not as relevant to their work

• finally, the Chairs felt that the committees were working effectively with an ATU perspective and while legacy context might be shared at meetings there was no sense that members were clinging to legacy arrangements/ perspectives.

Following the approval of St Angelas College as a linked provider in September 2022 and the anticipated

incorporation in November 2023, representation was actively sought from St Angela’s staff across Academic Council, UPT and other fora in both active and observational roles. This served to recognise the contribution that St Angela’s would bring to ATU in advance of their incorporation date and was welcomed.

3.4 Executive Structure

3.4.1 University Planning Team

The President is the Chief Officer of the University and has appointed a University Planning Team (UPT) to assist in the executive function of the University. This interim executive function was established following designation in April 2022. It is expected that it will be replaced by a permanent executive function once the new organisational structure is approved. The team consists of the President and up to 13 other members who are representative of all the core functions across the University. Head of Faculty membership of the UPT rotates between the Heads of Faculty. In addition to strategic and operational activities, all functional areas have a focus on integration and transformation matters. Members of UPT have University-wide briefs and work with the President in leading ATU and in developing unified structures. To support the UPT in its work, four sub-committees have been established as illustrated above in Figure 13. A range of working groups have been formed to tease out and recommend pathways forward. For example, the resource committee approves all new University appointments, while a software committee assesses new software requests. There is no doubt that the current working groups and new ones will be required for some time into the future and have an important role in future enhancement. While these have enabled trust and confidence to build across various functions, they have also led to increased workloads and bureaucratic structures.

ATU has no Headquarters as such with all campuses and colleges being used for various Governance meetings and related ATU events. This has been of benefit to the integration process as it ensures visibility of all. However, it also presents challenges in the great distances between some of the campuses. Hybrid meetings of the Executive function has ameliorated some of the challenges.

3.4.2 Faculty Executive

To continue with the day-to-day academic operation of the University, the executive function is supported by the Faculty and Academic Affairs Executive substructures. While the new organisational structure is being finalised four interim faculties groupings have been operating: Business, Engineering, Creative and Cultural Industries and Science and Health. Each faculty has formed a Faculty Executive (Heads of

Faculty / Heads of School) and a Faculty Academic Planning Committee (Faculty Executive and Heads of Department). They have been working and collaborating on areas such as integration, research, budgeting, external collaboration, CAO, costing, fee setting and so forth. They propose the development of new programmes and oversee the continued operation of Programme Boards and Examination Boards. The formation of interim faculty groupings has had its challenges. It was recognised as important for Faculties to start operating within broad discipline areas across the regional geography of ATU. However, the absence of leadership of a permanent Head of Faculty, difficulties in providing administrative support structures, the span of geography and the uncertainty related to the organisation design have been identified as ongoing issues.

3.4.2.1 Governance and Management of Quality

Assurance at Faculty/School and Department

Levels

An important element of the AQAE Framework governance infrastructure is that the governance and management of quality of programmes rests primarily within the School/

Faculty. This is enshrined in the AQAE001 Policy for the Development of Academic Quality Assurance and Enhancement Framework’ (see HERE) which establishes the principle of devolved quality assurance. In addition, a suite of policies set out the formal quality assurance functions that operate at Faculty/School and Department levels: AQAE003 Developing and Validating New Taught Programmes Policy (see HERE); AQAE004 Programme Design Policy (see HERE); AQAE017 Programme and Module Revision Policy (see HERE); AQAE020 Monitoring Evaluation and Enhancement of Programmes Policy (see HERE

3.4.3 University Academic Affairs Executive

The University Academic Affairs Executive is led by the Vice President for Academic Affairs and Registrar (Figure 15). Five Assistant Registrars hold University wide responsibility under the Quality Office for Standards, Policy, Compliance, Research Quality, Programme Approval, and many other QA activities. Three Academic Affairs Managers hold University wide briefs and manage the core academic activities from admission through to conferring.

Figure 15: ATU Academic Affairs Executive

3.5 An Integrated Structure

There is a clear reporting and communication structure between the three main governance fora underpinned by mechanisms for reporting:

• A formal report from the President as Chair of the UPT and the UPT meeting minutes is provided to each Governing Body meeting

• Formal reporting from the Vice President for Academic Affairs and Registrar as Secretary of the Academic Council is provided to Governing Body through provision of the Minutes of Academic Council Meetings

• A formal report from Vice President for Academic Affairs and Registrar as Secretary of the Academic Council is presented to alternate UPT meetings documenting the decisions and actions of Academic Council.

3.6 Annual Quality Report

Central to the review of our quality assurance and enhancement framework is the production of an Annual Quality Report (AQR). This forms part of our engagement with QQI and it informs the biennial dialogue meeting with QQI. It also provides ATU an annual opportunity to review the internal quality assurance processes and capture internal advances and improvements in quality assurance. Since designation, ATU has submitted two AQRs (see HERE and HERE) wherein we document and review our internal QAE system and implementation timelines. The AQRs cover 1.5 years of ATU. As such, this means that the evidence base is still growing at this stage in our journey. Integration has also presented challenges in preparing the AQR as there are different ways of gathering data and different roles and responsibilities for same within the legacy institutions. Notwithstanding, the AQR is an effective and accessible reporting activity.

The dissemination of the AQR across ATU has taken place and is discussed at the Academic Planning and Strategy Committee and at Academic Council. An analysis of the AQR will form part of the development of the continuous improvement plan in quality assurance and enhancement.

3.7 Reflective Summary

ATU is a new university that from designation implemented a structured approach to governance and quality assurance, with clear communication and reporting mechanisms between key governance bodies. A significant achievement is the integration of the academic affairs function. In addition, the UPT, Academic Council and interim Faculty groupings have all had to embrace a range of operational and cultural issues.

However, typical of a post-merger situation, and as ATU awaits the new organisational structure, there remains flux in the system. The effectiveness review of Academic Council may reveal, potential challenges related to the large number of members, the integration of diverse academic perspectives from legacy institutions and the impact of hybrid and online meetings on accessibility, participation, and communication.

In advance of new Faculty formation, there are challenges in the operating of Faculty structures and committees. These centre on resources, number of new committees, increased documentation requirements and additional processes. The volume of AQAE documents requiring feedback from Faculty has been cited by Heads of Department and Heads of Faculty as onerous in the context of the increasing demands being made of them during this period of integration. Finally, operating new AQAE policies and procedures in advance of faculty formation has been difficult at times. Notwithstanding these issues, a series of collaborative efforts and adaptations were made to address challenges and facilitate the University’s strategic direction and operational effectiveness.

Academic Quality Assurance and Enhancement Framework

4.1 Introduction

A robust Academic Quality Assurance and Enhancement (AQAE) Framework is essential to fulfilling ATU’s mission to enrich our region by delivering academic and research excellence and working collaboratively with regional, national, and international partners. It provides reassurance to all its students and its stakeholders that the University adheres to the highest standards in academic excellence.

Since designation, we have been working on progressing the development of the ATU Academic Quality Assurance and Enhancement (AQAE) Framework. The development of the ATU AQAEF meets the requirements as set out in the:

• Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG, 2015)

• Quality and Qualifications Ireland (QQI) Core Statutory Quality Assurance Guidelines (2016)

• Sector Specific Statutory Quality Assurance Guidelines for Designated Awarding Bodies (DAB) (2016)

• QQI Topic Specific Quality Assurance Guidelines.

This chapter explains and reflects on the development of the first AQAE Framework for ATU.

4.2 Interim Quality Assurance Arrangements

Prior to designation, each of the three legacy Academic Councils approved the same set of examination regulations. These exam regulations were approved by ATU Governing Body on 1 April 2022 for implementation across the University for the 2022/23 academic year. In addition, the Governing Body approved the arrangements relating to quality assurance and access, transfer and progression procedures following the order under Part 2 of the TU Act 2018: that the policies and procedures of the legacy institutions (GMIT see HERE, IT Sligo see HERE, LYIT see HERE) will continue to apply until such time as new ATU policies and procedures are approved by the Academic Council.

On the 20 June 2022, the President of ATU, Dr Orla Flynn; President of St Angela’s College, Dr Amanda McCloat and the Deputy President and Registrar, University of Galway, Prof Pól Ó Dochartaigh signed the Agreement of Transition Principles between NUI Galway, Atlantic Technological University (ATU) and St Angela’s College. The scope of this agreement was to protect the educational contract of existing registered students at St Angela’s College registered prior to the academic year 2022/23 to complete their course of studies under the conditions by which they commenced and

obtain University of Galway awards. All registered students of St Angela’s College in the academic year 2021/22 will receive University of Galway awards. All students who commenced programmes in 2022/23 and onwards will receive ATU awards.

4.3 Developing an Academic Quality Assurance and Enhancement Framework

4.3.1 Quality Assurance and Enhancement Team

Following designation, the University established a Quality Assurance and Enhancement Team (QAET) under the Vice President for Quality Assurance and Registrar with a specific remit to develop an Academic Quality Assurance and Enhancement (AQAE) Framework for the University. The QAET comprises academics from all four legacy institutions who work closely with the Assistant Registrars. The QAET received training on writing policies and procedures and devised templates for all AQAE Framework documents. To enhance the development of the AQAE Framework, particularly in the post-merger context, Dr Julie Reddy was appointed as an external expert advisor on Quality Assurance. Dr Reddy previously served as the Chief Executive Officer of the South African Qualifications Authority (SAQA). Integration and benchmarking against national and international standards are central to the development of the AQAE Framework.

4.3.2 Policy Development and Approval Process

Underpinning the development of the AQAE Framework is the understanding that quality assurance and enhancement is everybody’s business and therefore devolution with clear oversight was agreed at the outset. To achieve that understanding requires openness, transparency, and in depth and lengthy consultation with all stakeholders where feedback informs each iterative draft. Figure 16 presents an outline of the policy development and review process.

Figure 16: Policy Development and Review Process.

New approved policies take effect from the beginning of the next academic year unless there is a regulatory or urgent reason for immediate implementation. Once approved, all documents will be subject to periodic review, coinciding with the lifecycle of the Academic Council.

The QAET completes the initial drafting with detailed input from the Assistant Registrars, Registrars, and the external QA expert. A review of legacy policies, national and international policies inform this stage. Once complete, staff and student representatives are encouraged to contribute to the drafting process during the three-week consultative phase and a consultation draft is posted on the Staff and Student Hubs. Webinars are held with key stakeholders. All feedback informs the final drafting by the QAET which is presented to Academic Council for approval. Academic Council may request further input in which case, additional revision may be required prior to approval at a subsequent meeting of Academic Council. The Academic Council review in December 2024 will invite further analysis.

4.3.3 Procedure Development and Approval Process

Procedure development follows the approval of the relevant policy. A period of consultation with focused stakeholders allows for procedures in support of the policies to be developed in an agile and flexible manner. AQAE procedures are reviewed by an appropriate Standing Committee of Academic Council who can request the input of Academic Council in the evaluation of AQAE procedures.

With an agreed approach to transparency and accountability, the AQAE Framework is underpinned by the input of all staff and students in ATU. In response to feedback, both a university-wide and targeted approach to consultation with key stakeholders has developed between 2022-2024. The current drafting and consultation phase is depicted in Figure 17.

4.4 Academic Quality Assurance and Enhancement Framework

The first policy to be developed and approved by Academic Council was AQAE001 Policy for the Development of Academic Quality Assurance and Enhancement Framework (see HERE). This policy outlines the key principles and process for developing all documents in the AQAE Framework in ATU. The AQAE Framework is underpinned by four key principles: Academic Excellence, Currency and Relevance, Accessibility and Accountability and Devolved Quality Assurance. All new AQAE Framework documents are required to adhere to these principles and process. The policy also serves to ensure a consistent document management of all AQAE activities including the design, development and review of policies, procedures, and other document types across the University. At the time of writing, Academic Council has approved 23 policies (see HERE). All key policies relating to the student lifecycle are now approved.

4.4.1 Communication and Training for the AQAE Framework

To ensure accessibility, a repository for all ATU policies and procedures has been developed on the Staff Hub. To enhance

Figure 17: Elements of the consultation phase for Policy Development

accessibility and the user experience, the repository continues to evolve. New and amended documents are also communicated via all staff emails. The repository includes consultation drafts and approved versions. Relevant AQAE Framework documents are made available to students via the ATU Student Hub and to the public on the ATU website. An example of the training provided to date is that provided for Marks and Standards. The new Marks and Standards Policy approved for the 2022/23 academic year brought challenges for staff across the University as new examination regulations and practices were implemented. Bespoke training, both in-person and video recordings has been rolled out with training tailored to Faculty management, academic staff, and students, as appropriate. The QAET received feedback that highlighted the challenges involved in communication and training.

The emerging AQAE Framework is a complex piece of the integration project that transitions from legacy policies and

procedures to ATU ones. It has not been without challenge and criticism. A communication plan for new policies and procedures will continue to be implemented from September 2024.

4.5 Monitoring and Periodic Reviews

As per the requirements in ESG 1.9 and QAG 3.3, and QAG 11, ATU implements a range of monitoring actions to review and evaluate the quality of its programme delivery and management (see Figure 18). Such reviews serve to generate continuous improvement of the programme. Any action planned or taken as a result is communicated to all those concerned. In preparing the ISER, we conducted a review of student and external examiner feedback. We are developing a mechanism for gathering annual report items from each function to be structured and timed to align with input to the AQR.

4.5.1 Regular Monitoring

A number of policies have been approved to provide a framework for the regular monitoring of programmes: AQAE020 Monitoring, Evaluation and Enhancement of Programmes Policy (see HERE); AQAE004 Programme Design Policy (see HERE); AQAE017 Programme and Module Revision Policy (see HERE); AQAE003 Developing and Validating New Taught Programmes Policy (see HERE). Some procedures to support these policies have been approved and others are currently in development.

A Programme Board is established for each programme. Membership includes all lecturers and academic management on the programme(s) along with student representation. Class representatives are invited to Programme Boards. The Programme Board monitors the design, delivery, academic standards, students’ performance

and academic development of programmes and awards. The Heads of Department/School/Faculty together with the Programme Boards are responsible for managing and ensuring the quality of academic processes for programmes. The Head of Department and the Head of School/Faculty are responsible for strategic planning, implementation, and co-ordination of academic and related processes, staffing and other resource requirements, programme development, and management of change. The Head of Department has responsibility for all programmes/awards in their department including, the day-to-day delivery of programmes, timetabling, and in conjunction with the Programme Board and other stakeholders, ensuring the ongoing quality and continued development of programmes. Under the ATU policy, Programme Boards will prepare an Annual Report (PBAR). A Programme Board is responsible for co-ordinating the drafting of the report using a standard form, which must be submitted

Figure 18: Monitoring Processes

to the Head of Department. The Head of Department has overall responsibility for ensuring that reports are prepared within a specified and agreed timeframe and that all follow-on actions identified are addressed.

4.5.2 Annual Monitoring

Annual monitoring includes a review and analysis of the annual programme board report, external examiner feedback, student feedback, analysis of the retention report, analysis of the graduation report, the AQR, and implementation of review strategies and recommendations. The processes attached to annual monitoring are provided for in the AQAE020 Monitoring, Evaluation and Enhancement of Programmes Policy (see HERE) and are ongoing tasks.

4.5.2.1

Student Feedback

Students are key stakeholders and are represented on all levels of the interim governance structure and participate in dedicated student feedback webinars on the emerging AQAE Framework. In addition, the AQAE020 Monitoring, Evaluation and Enhancement of Programmes Policy (see HERE) enshrines student feedback in programme development on all aspects of programme provision and delivery, and at all programme stages. One of its key principles is the StudentCentred Experience and Values which places the student perspective as central to shaping the monitoring, review, and enhancement of academic programmes at ATU, ensuring the representation of students on Programme Boards in which the monitoring and enhancement of programmes is considered.

Currently, students are provided with the opportunity to evaluate their programme of study through module evaluation forms and an end of stage Programme Survey. Different methodologies have been used historically to collect and monitor student feedback and engagement. These include the paper-based module and progammes feedback system. These forms tend to be cumbersome in terms of analysis. We recognise that consolidation of feedback is required, and consistent feedback mechanisms are being developed.

Up to 2023, students also had the opportunity to participate in StudentSurvey.ie, Ireland’s national student engagement survey.10 The survey is currently paused and ATU is taking part in the national review of the student survey in 2024. Results of the 2023 survey pertaining to ATU have been collated and analysed. These have been discussed at the Learning and Teaching Committee of Academic Council and the Student Experience and Access Committee of Academic Council. Feedback indicates that students feel that ATU performed well across most indicators scores that

assessed engagement, particularly in those indicators that reflected quality of interactions (staff-student interactions); effective teaching practice; and higher-order learning for undergraduate and taught postgraduates. Areas identified for improvement included collaborative learning, feedback, and quantitative reasoning.

More detail on the analysis of the survey is included in Chapter 5.

4.5.2.2 External Examiners

External examiners are appointed to programmes and modules to assist ATU in monitoring the standards of its awards. They act as independent and impartial advisors providing the University with informed comment on the standards set and student achievement in relation to those standards. The AQAE014 Procedure for External Examination was approved in December 2023. Based on the urgency to consolidate the existing terms and conditions, all new external examiners from the start of academic year 2023/24 received a unified ATU contract. The Academic Standards and Policy Committee of Academic Council whose remit includes the approval of all new external examiners agreed new criteria for appointment from September 2023. In addition to the procedure, processes for administration of contracts and fees are aligned and the Quality Office maintains a master list of all active external examiners.

As part of the preparation for the ISER for CINNTE a review of Quality Assurance process for External Examination was undertaken. This included the progress to date on the development of consolidated procedures, alignment of administrative processes and a survey of the active external examiners. A survey of active external examiners was completed in mid-February 2024. A total of 101 responses were received from 323 active external examiners, reflecting a response rate of 31%. Representative responses were received from all campus locations. The majority (86%) agreed or strongly agreed with the statement that ATU values the role of the external examiners. In terms of the accessibility of QA procedures and course documentation, over 87% of the respondents agreed or strongly agreed that such information was provided to them. Some 58% of the respondents agreed or strongly agreed (16% were not applicable due to industry based external examiners) that the arrangements in place in ATU were similar or better than in their own institutions. Of the respondents that had been an external examiner prior to the ATU integration (n=28), only four indicated that there has been disruption to the process on integration. In addition, general comments and

feedback were invited. The respondents suggested a clearer communication of dates for completion of external examiner work and consistency in the way the different departments interact with external examiners and provide material for review were submitted. This has provided some very rich and valuable feedback for future enhancement of the process.

4.5.3 Periodic Monitoring

Periodic monitoring including Academic Unit Review, Programmatic Review and Function Review will be completed as per QQI requirements within five to seven years from designation date.

A review of each School/Faculty (Academic Unit Review) is scheduled prior to a programmatic review of programmes for that School/Faculty. The main elements of the review are a self-evaluation and an external peer review process. The review of School/Faculty focuses on performance since the last review and involves an environmental review and a selfevaluation identifying the strengths and weaknesses of the School/Faculty and plans to deal with the opportunities and challenges facing it. The findings from the review of academic units feed into the programmatic review process.

Programmatic Review involves a self-evaluation review and an external peer review process outlined in AQAE020 Monitoring, Evaluation and Enhancement of Programmes Policy (see HERE). A range of stakeholders are involved in reviewing the programme including students, graduates, employers, and industry/professional bodies. Programmatic Reviews ensure and assure inter alia that required academic standards are being attained; that programmes and awards remain relevant and viable; that student needs including academic and labour-market needs are addressed; that the quality of programmes and awards is enhanced and improved and that there is public confidence in the quality of ATU’s programmes and awards.

Professional Services and Functional Reviews focus on the contribution of each of the services and how they can be refined to enhance the quality of provision to learners, staff, and all stakeholders. The main elements of the review are a self-evaluation and an external peer review process. Please see Appendix 8: List of PSRB Reviews since ATU Designation. Polices on School/Faculty and Professional Services review will be developed in the academic year 2024/25.

4.5.4 External Monitoring

The AQAE015 Institutional Review Policy (see HERE) outlines and describes ATU’s process for Institutional Review in the context of its requirements under the QQI CINNTE Cyclical Quality Review process and ESG 1.10. This systematic review process ensures that ATU adheres

to a system for continuous quality improvement as well as accountability for, and compliance with, relevant QQI policies and the European Standards for Quality Assurance. The CINNTE review cycle evaluates the effectiveness of institution-wide quality assurance procedures for the purposes of establishing, ascertaining, maintaining, and enhancing the quality of the education, training, research, and related services that the HEI provides. The review is coordinated by QQI.

Professional reviews of specific programmes take place under specified schedules, aligned to external Professional Regulatory Bodies.

4.6 Quality Assurance Staff Survey

The QA staff survey (n=293) explored staff perceptions on the development of the AQAE Framework to February2024. All 293 respondents mentioned the central importance of QAE to ATU and our ongoing integration process. For example:

“A strong culture of effective Quality Assurance and Enhancement is of critical importance to the University. Our reputation depends on it. In a widely distributed and highly varied organisation such as ATU, the management and implementation of effective QAE is critically important.”

(Survey Respondent)

“QA is important across all academic processes to ensure there is equity of treatment and so that all staff understand and can follow requirement in a consistent manner. It is also important that staff can understand the need for policies and procedure, know where to find them and that they are readable to new users.”

(Survey Respondent)

Just over half of the respondents (57%) indicated agreement with the statement that stakeholders have been involved in the planning and reviewing of QAE policies and procedures (Figure 19).

Figure 19: Staff Survey ‘Stakeholders are involved in planning and reviewing QAE

The communications approach adopted has proved to be effective and acknowledged as a worthwhile exercise in the policy development process with 60% in agreement that ATU is communicating all developments of QAE policies and procedures (Figure 20).

ATU clearly communicates all developments of QAE policies and procedures

The survey indicated that staff appreciate that devolved quality assurance is occurring, that local quality process and procedures based on university polices are being implemented and that time is being taken to improve all QAE processes.

However, there were also some mixed reactions to the development, consultation process, and implementation of the emerging AQAEF. Although difficult to interpret, indicators of this are evidenced in the high percentage responses ‘neither agree nor disagree’ to many questions. The following illustrate these reactions:

“QAE needs to be University-wide, not just seen as an academic matter. Sometimes important topics that have an impact on teaching, learning, and research are thought to be outside the scope of QAE (like cybersecurity and resourcing). The University needs to trust its staff when it comes to these important topics. We should also resist centralizing QAE and instead work on getting each individual to take responsibility for it.”

(Survey Respondent)

“Draft policies are distributed for review, but in many cases the changes from previous policies are not highlighted making it difficult to review on specifics. In other cases, changes to policy have been made

and approved and policies are issued but there is no indication of what changes have been made. Unless someone has time to compare both it is very difficult to track/be aware of changes.”

(Survey Respondent)

Asked to indicate agreement or not with the statement that ATU is establishing QAE systems to monitor and measure quality outcomes, just 38% agreed with the statement (Figure 21).

ATU is establishing (QAE) systems to monitor and measure quality outcomes

21: Staff Survey: ‘ATU is Establishing Clear Systems’

This is a disappointing statistic that appears to conflict with the findings above on stakeholder involvement and communication of QAE policies and procedures. Further, the 38% that neither agreed nor disagreed, while difficult to interpret also indicate the need for clearer communication on the emerging AQAE Framework. Another interpretation of the results to this question might be that the monitoring mechanisms are at a procedural level and not yet developed sufficiently for staff to have formed an opinion on the establishment of clear systems for communication.

Clear suggestions for improving the development of the AQAE Framework centre on greater training, more stakeholder involvement, better communication, explication of devolution processes, and the anticipated new organisational structure.

Figure 20: Staff Survey: ‘Clear Communication’

Figure

4.7 Reflective Summary

The autonomy now afforded to Technological Universities as Designated Awarding Bodies is a welcome progression in the maturity of how quality assurance is managed. This is particularly evident in ATU in the approach taken in developing its first AQAE Framework. It is also reflected in the professional, collegial, and respectful relationship ATU enjoys with QQI. However, the challenge of integrating four legacy institutions cannot be underestimated. Development of the AQAE Framework was facilitated by integration funding from the HEA, which allowed for the establishment of the QAET, working with the Vice President for Quality Assurance and Registrar. The focus of the QAET in the first two years was on policy development and a number of priority procedures. Additional integration funding secured by the University allows this project to continue for a further two years until June 2026. During this time the focus will shift to developing the remaining policies and the full suite of procedures, forms, and other support documents.

New policy approval was a central focus of the first Academic Council. Reviewing these policies and making sure they remain fit-for-purpose will be an additional focus of the second Academic Council from January 2025. This aligns well with the expanded remit of the QAET for the additional two years remaining on this project.

The approach to the development of the AQAE Framework has changed over the first two years of the project. A more proactive communication process has developed, and consultation processes have evolved with, for example, scheduled meetings with the Industrial Relations fora now part of the consultation on the AQAE Framework. Notwithstanding, criticism of the communication, consultation and feedback processes indicate that some staff may not feel as involved as they would wish to be in the process of policy

development. Specific feedback on procedures via feedback forms and at Academic Council has been taken on board and the consultation process for procedures will now mirror the approach in place for policies.

Evidence of fatigue with the volume of new policies became apparent over time with reducing numbers attending consultation webinars. This may also be related to increased workload on academic managers and the time required of them to input into other integration activities, particularly the development of the Faculty structures.

As new policies are approved there has been a lag in the development of procedures. Staff have requested prioritising of procedure development and approval due to the reliance on legacy procedures.

Initially, some policies were targeted for dual approval by the Academic Council and by Governing Body. This practice is now being discontinued, following the principle of ‘having one approval body’. A determination will be made as to the appropriate approval body and all other entities will have access to the policies on the SharePoint portal.

Engagement with students in QAE activities of the University and input on the emerging AQAE Framework is an ongoing issue. Dedicated webinars continue to be scheduled for this purpose with the executive membership of all (college based) SU’s. We commit to working towards an integrated and unitary student union for the University. A student engagement plan on University-wide activities will be developed.

Acknowledging the ongoing challenges, much progress has been made in developing, approving, and implementing a new unified AQAE Framework for the University. This is an important achievement in the context of the size and depth of the change management process currently being undertaken to progress the integration of ATU.

Student Experience

5.1 Introduction

The student is at the centre of the University. This is reflected throughout the Strategic Plan 2024-2028 and particularly in the guiding light Enabling Education. ATU strives to make the student experience as positive and productive as possible, acknowledging that this experience can take many forms. Evaluating student experience includes a review of the studentsurvey.ie, student feedback on induction, student engagement with the AQAE Framework student webinars and student engagement and participation on a range of fora including programme boards, Academic Council, Governing Body, and reviews of various student services. Organisational culture in ATU supports student engagement and this is demonstrated by their active participation on these fora.

Following designation, all student-facing functions of the legacy institutions have been integrated with the goal to provide a seamless, equitable service to the student body. Each of the core functions is led by a manager or equivalent with a university brief. This chapter outlines and reflects on key aspects of the student experience at ATU.

5.2 What is Student Experience?

‘Student experience’ is a term that hides considerable complexity. It includes all aspects of student life, academic and non-academic, from expressing an initial interest in pursuing a programme, applying for, and enrolling on it, to all that happens until graduation and beyond. While this suggests a common trajectory, the ATU student body is particularly diverse and there are many expressions of the student experience.

5.2.1.1 N-TUTORR

The N-TUTORR programme is designed to transform learning, teaching, and assessment by focusing on both the student experience and on developing the capabilities of staff to address a sustainable pedagogical and learning environment. It is funded by the National Resilience and Recovery Plan/ NextGenerationEU. €40M was allocated nationally to the project with €7M allocated to ATU. The project centres on six key themes (Figure 22).

N-TUTORR supports several student related projects across the University which are referenced in this chapter.

Following Lowe and Wright (2023), we identified four key domains to reflect on student experience in ATU to date: student success, student support, student community and student voice (Figure 23).11

11 Lowe, T. and S. Wright (2023) ‘Mapping the student experience: a framework for assessing student support, success, community and voice’. Student Success Vol. 15. No. 1 pp 92-98 https://doi.org/10.5204/ssj.2866

Figure 22: N-TUTORR Transforming Learning Themes

Figure 23: Key Domains of Student Experience

5.3 Student Success

ATU does not define ‘student success’ in a single phrase. Rather, we follow the HEA (Higher Education Authority) characterisation:

Student success optimises the learning and development opportunities for each student to recognise and fulfil their potential to contribute to, and flourish in, society.

To be achieved, this requires a culture in Irish higher education that values inclusivity, equity and meaningful engagement between students, staff, the institutions, and the wider community.12

5.3.1 Student Success Office

The Head of Student Success position was assigned to the Vice President Student Teaching and Learning and Registrar function in 2022, with a university-wide remit. The position is supported by the Student Success Officer, who also reports to the Head of Student Services. The Office spans operational and strategic activities that include supporting the delivery of student induction; development and maintenance of the Student Portal; administration of the national Student Survey; liaison with faculties and departments in relation to retention and progression issues; development of the University’s Student Success Strategy; and participation in external bodies that include the National Academic Integrity Network (NAIN) and Student Affairs Ireland.

5.3.2 Student Success Strategy

Development of the inaugural ATU Student Success Strategy is ongoing. It followed from the work of a cross-university Retention and Engagement Working Group that reported to the Governing Body, UPT and Academic Council in Q4 2023. The aim of the Strategy is to approach the issue of student success in a holistic way, as expressed in the HEA definition. This will lead to an enhanced student experience, greater efficiency and effectiveness of student support services, greater coherence between the work of academic and professional staff and a stronger student voice. It is intended that this approach will allow the University to respond in a more agile way to challenges and change. The Student Success Strategy will provide a ‘roadmap’ for future actions across the University. An action plan with clear KPI’s to support the Student Success Strategy is currently under development.

24 illustrates the key elements of Student Success at ATU:

5.3.3 Student Journey

Students enter and exit ATU at various stages in their studies.

5.3.3.1

Pre-induction

The university engages with potential students through a variety of means. All Central Applications Office (CAO) applicants are sent a bespoke university welcome by the marketing team, to help to create a sense of the ATU community amongst potential students and their families.13 All students can avail of free online preparation programmes to support their transition to the University.

On-campus students are emailed a digital offer pack that details the acceptance, registration and induction process. It highlights the points of contact in the Access office and admissions teams for any queries (see HERE).

For online programmes, a fully online pre-induction, ‘course offer’ stage, was introduced for the September 2023/24 intake. Designed to help students to engage in preparations at an early stage, it aims to build confidence levels, avoid early overwhelm and familiarise students with the online learning environment.

12 HEA/National Forum (2019) National Understanding of Student Success. Dublin: HEA. https://www.teachingandlearning.ie/our-priorities/student-success/national-understanding-of-student-success/ 13 https://www.cao.ie/ The Central Applications Office processes applications for undergraduate courses in Irish Higher Education Institutions (HEIs). Decisions on admissions to undergraduate courses are made by the HEIs who instruct CAO to make offers to successful candidates.

Figure

Figure 24: Key elements of Student Success at ATU

The options available to potential online learners can be complex. A community of practice was set up in June 2022 to share knowledge, practice and resources amongst Online Student Advisors, Recognition of Prior Learning (RPL) Coordinators and Career and Learning Pathway Advisors. This enables staff involved in advising applicants to share updated programme knowledge, progression pathways and likely success routes for candidates seeking RPL. This is particularly valuable as ATU integrates as it allows ATU to better meet the needs and career aspirations of learners, including those looking to upskill, those returning to formal education and those seeking access to flexible programmes that will deliver on their career aspirations. An ATU Applicant Newspaper is an online and printed resource available to applicants considering ATU (see HERE).

5.3.3.2 Induction

A university Framework for Induction of ATU Students was committed to in advance of the 2023/24 intake. The induction team sought to deliver a high-quality student induction experience through the organisation of welcome Induction events, resources, and information and through the Connect for Success: Your First Five Weeks. Diverse student cohorts present for induction, some of which inevitably overlap, and bespoke elements are delivered as needed, for example for international or transfer students.

For online students, induction is generally a one-week online event, prior to semester commencement. Some programmes have an added on-campus aspect, led by academic departments. Relevant information is provided through the Virtual Learning Environment (VLE) in addition to online introduction meetings involving Programme Chairs, lecturers, and Online Student Advisors (OSAs). Live online lunchtime Q&A sessions are hosted during Induction week, while a variety of student handbooks are available by campus: an example is included (see HERE).

5.3.3.3

Connect for Success: Your First Five Weeks

The Connect for Success: Your First Five Weeks programme is designed to provide students with support and guidance to enhance their college experience in the crucial first five weeks. Figure 25 illustrates the themes and activities for the first five weeks.

The university offers social, informational and support events, targeted at new students but open to the whole student body,

5.3.4 Learning Environments

From a student perspective, the quality of both the physical environment and the Virtual Learning Environments (VLE) are central to student success. The need for appropriate and attractive learning spaces is a consistent theme of student feedback on their learning. The physical learning environment is evolving across ATU campuses to accommodate a growing and increasingly diverse student body and to cater for new pedagogical methods that focus on interactive student learning. A diverse infrastructure exists across ATU. The Building and Estates team are developing a unified plan to address deficiency in the physical spaces where they exist. To that end, a strategic review of the university’s estates portfolio is planned in the context of the proposed new organisational design, a strategic review of the region and consideration of sustainable growth over the medium and long-term.

ATU currently uses two VLEs, Moodle and Blackboard. The VLEs enable lecturers to provide learning material for students to access in their own time; enable communication between lecturers and students; and provide assessment tools. Students, academic and professional staff are supported by experienced instructional designers and a technical support team.

Figure 25: Connect for Success: First Five Weeks Themes

5.3.4.1

Timetabling

ATU has legacy timetabling systems across its campuses. ATU’s timetabling sections are working to align the utilisation of current timetabling software. Once the student registration software merge is completed, a single timetable system will be tendered for and adopted. The 2024 HEA Space Utilisation survey provides a bi-annual audit of available space to provide information to support capital planning across the University and inform the required mix of facilities to optimise the student experience.

5.3.5

Library and Information Services

ATU Library supports student success with comprehensive digital and physical collections to align with and enhance student engagement with their curriculum. Staff provide online classes, resources, and in-class sessions. Library Guides offer curated entry points for subject areas and academic skills (see HERE).

Students can connect with staff via Live Chat, onsite or one-toone sessions. The Library offers versatile spaces for individual and collaborative learning. A recent N-TUTORR funded project, focusing on inclusivity, addressed diverse learners through a staff-student partnership which will have a tangible impact on improving inclusivity in all library spaces (see HERE).

The results of this project are captured in Figure 26.

5.3.6 Data Analytics

Learning analytics has continued to develop across ATU. A data analytics research team under the remit of the Vice President for Students, Teaching and Learning and Registrar, is pioneering the use of learning analytics for timely identification of students at risk of attrition, to establish efficient reporting and intervention systems, and to harness data-driven insights to enhance student engagement and improve retention rates. The TSAF funded project will run until 2026 and builds on the ‘proof of concept’ work of the School of Science and Computing in ATU Galway which received a DELTA Award (see HERE).

5.3.7 Digital Backpack

My Digital Backpack (mydigitalbackpack.ie) supported by N-TUTORR, is an online learning platform that offers short courses such as Academic Integrity, Digital Skills Discovery, Introduction to SDGs (Sustainable Development Goals), Civic Engagement, Gender-Based Violence, Academic Writing and Academic Study Skills to students. As of May 2024, over 2,200 digital badges have been issued to ATU students and staff.

5.3.8 Employability

An Employability Statement for ATU was endorsed by the three legacy institutions prior to integration (see HERE for current edition). It focuses on the employability of ATU graduates as reflective lifelong learners, through equipping them with the requisite knowledge, skills, personal attributes, and confidence to reach their career aspirations, whilst ensuring the University meets the needs of industry partners and employers from across the public and private sector. The Employability Statement is used in the context of curriculum content and delivering on programme learning outcomes, including work placement. Work placement is an important part of most programmes of study at Level 7 and 8 in ATU. It delivers on our aim to support students to acquire an applied learning, to connect theory to applied work environments, to develop problem-solving skills and to develop networks with employers (industry, business, community and voluntary sector, research). An online learning employability module (NFQ Level 7, 5 ECTS) is currently delivered to several student cohorts across ATU.

5.3.8.1 ATU Graduate Outcome Survey 2022

Progression to employment or further study is one measure of student success. Based on the HEA Graduate Outcomes Survey, of the class of 2022, 80% of ATU graduates were in full-time employment, 5% in part-time employment, 1% due to start a job, 9% were going on to further study, 2% were undergoing other activities and 4% were unemployed.

This represents a significant endorsement of the quality of ATU programmes and the employability of our graduates. In addition to the HEA Graduate Outcomes survey, we will track graduate trends in the coming years through our newly formed Alumni network (see Chapter 11).

5.4 Student Support

Student support covers all activities that offer support, advice, and guidance to students during their studies over and above that provided through academic practices (see Figure 27).

The Disability and Learning Support Service supports students with physical and sensory disabilities, students with significant ongoing illness, students with mental health difficulties, students on the autism spectrum and students with specific learning difficulties. It provides a range of supports and services for students attending full-time and part-time courses. 2,165 students were registered with the service in 2023/24. There are dedicated staff on each campus to support students registered with the disability service. The University’s commitment to implementing a whole campus approach to autism accessibility, resulted in AsIAm recognising ATU Sligo as the first Autism friendly campus of a Technological University. ATU is currently working towards this designation for all our campuses.

The Equality Diversity and Inclusion Policy (see HERE) details how ATU ensures that students, staff and others (who engage with the University) with disabilities have as complete and equitable access to all services and student experience as can reasonably be provided. Legacy institution procedures continue regarding the provision of reasonable accommodations for teaching, learning, assessment and examinations. Work is at an advanced stage to approve ATU policy and procedures for the provision of reasonable accommodations.

Annual reports have been produced on a number of student services in 2022/23.

Academic support services at ATU are comprehensive and readily available to students. These encompass academic writing, mathematics, an English language support programme for non-native English speakers, and clinical skills for nursing students (see HERE). The review of all academic supports highlighted the range, different models of delivery, data collected and areas of deficit. These will be addressed in the coming years through a planned approach. A student academic supports tile has been set up on the Student SharePoint which provides detailed information on all the academic supports available across ATU.

“It [Academic Writing Centre] took away a lot of the stress and make the writing process enjoyable! I have recommended this service to other students in my class.” (Student)

A Head of Student Health and Wellbeing has been appointed. This is a new post for the University that has progressed integration of the legacy student health and student counselling services. The aim of the service is to provide fair access to services and to ensure minimum service standards with clinical oversight. This is challenging given the multi-campus nature of the University and the varying legacy infrastructures and focus. Annual reports have been completed on Student Health and Counselling to highlight gaps and enhance future service delivery.

An ATU Mental Health Steering Group is tasked with the implementation of the Student Mental Health and Suicide Prevention Framework.14 HEA funding to enable the implementation of the framework has supported the employment of three Mental Health Project Workers and one Student Wellbeing and Engagement Officer. These coordinate college specific mental health task forces and locally progress the implementation of the ATU Mental Health Action Plan. Activities include Mental Health awareness, promotion, and training and signposting to services and supports.

Figure 27: Student Supports

The ATU Chaplaincy provides services across all campuses. It includes four chaplains, lay and faith-based, supported by other faith-based personnel as needed. The current model of chaplaincy has been reviewed and the University is transitioning to lay pastoral care providers supported by faith providers, to better reflect the diversity of the student population.

“The Chaplaincy are lovely people to deal with... helped me so much... would recommend them to a friend.” (Student)

Students can access up-to-date information on timetables, academic calendar, guides, and student support services, as well as finding out what is happening on campus (see HERE) via the legacy student hubs. Information to students is also distributed via the ATU Students’ Unions, principally through their social media channels. Communication from and with the University is repeatedly identified as problematic by students. Academic staff communication methods include the VLE, email and face-to-face communication, as these are the most secure and traceable methods. The University is developing a unitary Student Hub for ATU, while N-TUTORR projects are piloting a complementary student app and chatbot.

The Careers Services supports students’ induction, transition through university and their ‘outduction’ through preparation for employment or further study. The service collaborates with student services and academic affairs to advise (for example, Drop in Before You Drop Out) on options available to students thinking of leaving their course. The ATU Careers Services collectively hosted 258 companies on-campus and virtually through events such as employer presentations, ‘Be Careers Curious’, careers fairs, and information stands.

Online Student Advisors (OSA) are aligned to suites of programmes and provide a single point of contact for online students on all non-academic matters. The OSA team is involved in recruitment support and retention efforts. In the 2023/24 academic year to date, the OSA service has extended to support over 5,000 students on 215 online programmes.

5.5 Student Community

The ATU ‘student community’ is a highly diverse population. The University aims to facilitate and support the maintenance and development of social interaction, engagement and belonging amongst students, in partnership with students and the Students’ Union to offer enrichment opportunities, discussed below (Figure 28).

The concept of the ‘compassionate campus’ is gaining ground internationally. Drawing on the experience of the University of Leeds, such an institution can be defined as one, ‘that values and rewards multiple versions of success and that respects and acknowledges the diversity of our lived experiences and privilege’. Similarly, ATU is committed to providing a campus culture where everyone feels that they belong, one that explores not only what we teach but how we teach; a culture that respects and acknowledges diversity; and one that rewards and celebrates multiple versions of success. The initiative to formally establish ATU as such an institution is informed by discussions with the University of Leeds. It has been supported by UPT and towards the end of 2024 ATU will host a workshop with leaders in compassionate education and leadership to explore how it might progress a collaborative approach to becoming a compassionate university.

The Clubs and Societies Programme is co-ordinated and delivered by the various ATU Students’ Unions. During Fresher’s Week (semester 1) and RAG Week (semester 2), and at other times of the year, students can set up a new club or society and members can join. The common SU Life web platform (see HERE) is the key repository of information and communication for clubs and societies. Several societies run as staff/student joint groups such as ATU campus choirs. The financing and administration of clubs and societies is currently under review, with a view to the development of streamlined university processes.

Figure 28: Student Community

ATU recognises the relationship between academic performance, health and wellbeing and physical activity. In support of this, the Sport Service promotes participation in sport and physical activities by all students. This includes support of higher standards of performance for elite sports individuals and teams. ATU participates in intervarsity competitions with teams and athletes representing ATU and their respective campuses. An independent review of sports provision is currently ongoing to inform the university of the required infrastructure to deliver on their articulated commitment to sport.

In 2023, ATU introduced the ATU Sport Scholarship programme (legacy institutions had their own schemes) that supports student athletes in achieving excellence in both their academic and sporting lives. The programme aims to increase recruitment of student athletes to the University and to support their retention in the region. In 2023/24, 186 Scholarships were awarded across twenty different sports.

The University employs student ambassadors to help with marketing and recruitment activities. This provides students with the opportunity to become involved with the University at a different level, while also providing a student-centred identity for the University. Student Ambassadors represent ATU at events, for example, greeting visitors, giving campus tours, talking to prospective students about their own experience and in social media content, videos, and photography.

The EDI Activity Support Fund was launched in Q4 2023 and invited applications from staff and students. Some €16,000 was allocated to eight successful projects including themes of the LGBTQ+ student experience; a global identity for a time of global challenge; and accessibility to sports for people with disability.

Promoting a culture of equality, consent, accountability, active bystander engagement and mutual respect is core to ATU’s strategy towards zero-tolerance of sexual violence and sexual harassment. The University is currently implementing a 4-year action plan aligned to the Framework for Consent in Higher Education Institutions: Safe, Respectful, Supportive and Positive – Ending Sexual Violence and Harassment in Irish Higher Education Institutions (2019). Implementation of the framework has led to the development of education and awareness programmes; promotion and administration of the anonymous reporting tool Speak Out; first response specialised training for staff and students; development of trauma-informed response capacity; and development of a specialist response service to support and refer students and staff who have or are continuing to experience any form of sexual violence. ATU is setting up relationships with external agencies including Rape Crisis Centres, Domestic Violence Support Services, Sexual Assault Treatment Units and An Garda Síochána. In 2022 ATU

introduced its first policy on Ending Sexual Violence and Sexual Harassment that is being revised this year to include domestic violence. An ATU steering group advises on programme development and implementation. ATU has recruited a Sexual Violence Prevention and Response (SVPR) Manager and SVPR Officer to develop and implement an extensive prevention and response programme across the University.

ATU has four Incubation Centres ‘iHubs’ where students can identify potential pathways to pursue their entrepreneurial aspirations. There is, however, limited engagement with students in the iHubs and there is scope to improve this through consultation with students about specific requirements. ATU has a strong record of accomplishment in running the Enterprise Ireland Student Entrepreneurship Competition. Supported by academic staff, in 2022 11 ATU finalists made it to the Top 50 stage of the national competition. Participation increased in 2024 with over 70 teams applying (146 students) across ATU. Events like i-Days, an EIT Health funded initiative, see students from cross-campus, crossdisciplinary teams respond to real-life health challenges. In addition, students engage in initiatives that have a strong entrepreneurial and creativity focus, such as course-based hackathons and challenge-based learning events and activities linked to Science and Engineering Weeks. In March 2024 two ATU teams took part for the first time in the West Canada Business Competition hosted by Douglas College, Vancouver, with one ATU team gaining first place in the competition.

5.6 Student Voice

Student Voice cover all activities where the University commits purposeful resources to facilitate student partnership in their education (Figure 29).

Figure 29: Student Voice

This can include student survey activities, student voice activities (such as elected student representation initiatives), student involvement in deliberative and decision-making fora and committees; and students and staff working on pedagogical research projects as partners. Many such activities are channelled through the ATU Students’ Union.

There are four Students’ Unions (SU) in ATU affiliated to the Union of Students in Ireland (USI), with full-time elected sabbatical officers in three of the SUs. The SU work independently to the university and are dedicated to enhancing the student experience and advocating for the needs and interests of all students. The SU also work with the university on initiatives that help students, for example, the establishment and operation of ‘breakfast clubs’. Elected officers of the SU and other student representatives take part in decision-making committees including the Governing Body, Academic Council and Clubs and Societies Registration and Finance Committees. The sabbatical officers and administrators also meet on a regular basis with the Vice President Student Teaching and Learning and Registrar and the Head of Student Services.

Since designation, considerable work has been underway to establish a unified SU under one overarching constitution. This has yet to be agreed and finalised. This presents a key challenge for ATU, and we are actively working with the SU to address this.

Class representatives are elected by their fellow classmates for each programme. They take part in the monitoring of academic programmes and in the implementation of change through their participation in programme boards. They work collectively and suggest changes to enhance the student experience. They take part in and lead diverse SU campaigns throughout the year while connecting with other SUs through the national student movement: USI. ATU participates in the National Student Engagement Programme (NStEP) following its principles of dialogue, building trust, equity and inclusivity, empowerment, and students as co-creators. It has supported class representative training in some of the colleges.

ATU has commenced 28 projects with funding from the N-TUTORR Students as Partners in Innovation and Change Fellowships Programme. This has enabled 200 students and 68 staff to collaborate on small scale enhancement projects that will have a positive impact on student experience within

ATU (see HERE). An impact report on the Fellowships and Partners in Innovation programmes will be delivered in the Autumn of 2024.

The Student Champion Programme at ATU involves 22 students as change agents in improving student experience. These Student Champions are engaged in consulting on and co-creating and leading new projects to ensure that learners are actively involved in reshaping the educational landscape (see HERE). In addition to developing leadership, collaboration and communication skills, Student Champions participate in and provide feedback on various training events and resources, promote relevant events and resources to their peers and support the activities of the ATU N-TUTORR Project Team.

5.6.1 National Student Engagement Survey

ATU captures and analyses student feedback through a variety of fora. The feedback is used to identify areas for improvement.

ATU participates in the national student engagement survey (see HERE). An analysis of the 2022/23 data from ATU undergraduate and postgraduate students was completed in December 2023 and benchmarked against the national data. ATU had a response rate of 28% for the 2022/23 StudentSurvey.ie (undergraduate and taught postgraduates), and 42% response rate for the PGR StudentSurvey.ie (research students). This response rate was higher compared to other Technological Universities, other universities and the overall StudentSurvey.ie data, for both the undergraduate and postgraduate surveys. This is a positive outcome as a larger response rate leads to richer, more meaningful data for ATU.

The University performed well across most indicators scores that assessed engagement, particularly in those indicators that reflected quality of interactions (staff-student interactions); effective teaching practice; and higher-order learning for undergraduate and taught postgraduates. Areas identified for improvement included collaborative learning, feedback and quantitative reasoning.

Students were asked about what ATU does best to engage students in learning and how might it improve. The following word clouds capture the most frequent responses to these questions. The more dominant text indicates the most frequent response:

Figure 30: Most frequent responses to areas ATU best engage students.

The most frequent areas highlighted where ATU best engage students were:

• Student Union

• Engaging lecturers who were approachable and supportive to their students, who use real world examples to help explain difficult points

• Library facilities

• Online lectures, blended learning, and recording lectures were also strengths students highlighted

• Student support centres, including the Academic Writing Centre and Maths Centre

• Work placement.

Figure 31: Most frequent responses to areas ATU can improve student engagement.

The most frequent areas for improvement included:

• Timetabling: having 3-4 hours lectures back-to-back, or having large gaps between lectures (particularly pertinent for students commuting)

• More student support: better support for using VLEs and navigating online information relating to their course

• Greater signposting to existing support services/resources

• Inclusive Learning: greater awareness of the various learning needs and learning types in the classroom

• Feedback: more regular and effective feedback throughout the semester

• More student hubs: students expressed a desire for more areas to meet with fellow students outside of the classroom to discuss course material

5.6.1.1

Induction feedback

A consistent theme from the student feedback on induction in 2023/24 was the desire for more social events that provide opportunities to make friends and meet other students and this will be reflected in the plans for 2024-2025 induction activities. This aligns with feedback via studentsurvey.ie.

A survey that captured ATU Galway-Mayo student feedback for the 2023 on-campus induction showed that 87% of respondents attended their induction day and 32% attended the family day ahead of this. The average satisfaction rating was 3.16 (on scale of 1-5) for the usefulness of the induction. Similar induction surveys will be deployed across the remaining ATU campuses in the academic year 2024-2025 to support future planning and design.

5.6.2

OFPD Feedback

Online students attend webinars covering typical online learner needs, such as how to balance study with life, work and family demands. These are recorded for learners to view in their own time. Analysis of communication in relation to Connect for Success: Your First Five Weeks for online students in 2023/24 shows 9,036 page views (3,770 unique page views) for the programme website. In addition, there are high levels of engagement with individual students on online programmes through the Online Student Advisors (OSAs) who are aligned with programmes and class groups. Student surveys for students on online programmes are carried out following induction in September and January annually. In April and May 2024, a series of focus groups were held online with students on fully online programmes across ATU.

Findings include that the transitioning period can be particularly challenging and potentially overwhelming for some adult learners returning to higher education on online programmes. Some online students are not aware of the full range of student supports available to them as they do not engage fully with online general induction at the outset of their programme. While most students reported positively

around receiving academic feedback, others said that they would like more formative feedback to enable them to improve the quality of their work as they progress. ATU will put greater emphasis on the on-boarding supports that are in place for online students in terms of preparation through pre-induction (at application stage) and spreading out the induction programme across a longer period of time, to avoid information-overload in the first couple of weeks of the semester. Particular supports will be communicated to students, beyond induction, throughout the academic year to increase students’ awareness of the levels of supports available. Focus group outcomes will be shared with academic departments and the Teaching and Learning Centre (TLC) to inform their own best practice guidance around provision of feedback.

5.6.3 General Feedback

Through consultation with the Student’s Union, the EDI function seeks to ensure the voice of the student community is strongly reflected in all aspects of their work, including the development of university policies. The student voice is represented in panel discussions, such as Black History Month, Period Promise, and Inclusivity in Employment and Education. Finally, monthly meetings take place between the Head of Student Service, Vice President Students, Teaching and Learning and Registrar and the ATU SU Sabbatical Officers and staff wherein general student related issues are discussed.

5.7 Reflective Summary

As ATU integration continues apace, we are cognisant of the significant variety and change in demographics of our students

and the differing modalities of learning including full-time on campus, part-time blended learning, apprenticeships, workbased learning, international students, short courses, and research degree programmes. These cohorts exist alongside a significant cohort of students on fully online programmes, based nationally and internationally who engage fully with their learning remotely and who may never come to any of the ATU nine campuses. On-campus presence is complemented by online activities. The technological infrastructure has greatly improved and is used by many to supplement face-to-face activities. Patterns of ‘presence’ on campus are changing how students interact and engage with each other and with staff and this provides new challenges to the university.

We identified four key domains to reflect on student experience in ATU: student success, student support, student community and student voice. Since the COVID-19 pandemic, higher education students in Ireland have experienced a learning context that continues to provide challenges. This is also reflected in the student experience in ATU. The abrupt transition to online learning continues to resonate, with persistent negative impacts on student engagement.

In a university as large as ATU and as early into its journey, it is to be expected that there are gaps and differences in the student experience including in the equal provision of services, campus infrastructure, student participation and engagement. The data from the national survey and reviews of student services indicate that while overall students have a positive experience in ATU, a more in-depth analysis is necessary to capture the nuances of their experiences and to identify areas for improvement. Finally, establishing a unified Students’ Union is a priority for ATU.

5.8 Case Study

ATU Breakfast Club

Overview

The ATU Breakfast club was established on ATU Sligo campus in October 2023. Breakfast club runs every Tuesday morning from 8a.m. to 9.30a.m. providing a free substantive breakfast to students. It is collaborative initiative facilitated by a small team including the chaplain, SU Wellbeing and Engagement Officer, the Mental Project Worker, the Student Health Service and Healthy Campus. It runs with the support of several committed student volunteers.

Task

The Breakfast Club was established to address a number of emerging challenges for students:

1. The accommodation crisis has forced significant numbers of students to commute long distances to campus, often arriving early for a car parking space. Students were observed waiting in their cars well in advance of the first class. Breakfast club provides a space for them to meet comfortably after their journey.

2. The cost-of-living crisis has put extra pressure on students financially. Breakfast club is a small contribution to this challenge.

3. Breakfast club provides another social space students on campus.

4. The club is an opportunity to provide nutritional advice to students.

Outcome

In Semester 1 2023/24, between 70 and 110 students attended the Breakfast Club each Tuesday. In Semester 2, there was a consistent 40-50 students attending. International students are significant attenders of Breakfast Club (30%). Students in ATU Sligo were asked for their primary reasons for attending the Breakfast Club (see Figure 32).

The primary reasons for attending were to avail of the free get breakfast, financial costs and to meet people. provide social opportunities. The success of the Breakfast Club has resulted in ATU Donegal and ATU Galway-Mayo initiating Breakfast clubs on campus, since this initial development.

Teaching and Learning

6.1 Introduction

A commitment to excellence in learning, teaching, and assessment [LTA] is integral to the purpose and mission of ATU and underpins student success. Our strategic direction is influenced by the strong tradition built up in the legacy institutions and the constantly evolving landscape of teaching and learning. We are committed to the provision of an applied and inclusive learning environment to produce employment ready graduates. This is articulated in the guiding light Enabling Education in the ATU Strategic Plan 2024-2028.

The LTA committee of Academic Council supports the QAET in the development of policies and procedures related to teaching, learning and assessment. Additional responsibilities include liaising with the Teaching and Learning Centre (TLC) in the development of an inaugural LTA strategy and policy; supporting and promoting innovation in teaching and assessment; and ensuring that the university processes are agile in their responses to challenges in the Teaching and Learning arena.

Approved AQAE policies in this area include:

• AQAE003 Developing and Validating New Taught Programmes Policy (see HERE)

• AQAE004 Programme Design Policy (see HERE)

• AQAE005 Marks and Standards Policy (see HERE)

• AQAE009 Recognition of Prior Learning (RPL) Policy (see HERE)

• AQAE017 Programme and Module Revision Policy (see HERE)

• AQAE020 Monitoring Evaluation and Enhancement of Programmes Policy (see HERE)

• AQAE021 Micro-credentials Policy (see HERE)

• AQAE022 Academic Integrity Policy (see HERE).

ATU aims to foster a culture of excellence Teaching and Learning. Supporting our core work, several externally funded projects (iNOTE, Higher Ed for All, Higher Education 4.0, N-TUTORR) have enabled the University to develop innovative, sustainable processes and practices which ensures they can provide potential students with a range of learning modalities. The Higher Education 4.0 HCI Project (see HERE) at ATU spearheads a transformative approach to education, including project-based learning, adaptive learning, maker space, micro credentials, remote labs, and work-based experiences to meet evolving learner and employer needs.

It also includes the development of a range of career and learning pathway services (see HERE). N-TUTORR (see HERE) is a technological sector project designed (funded via NextGenerationEU) to transform learning, teaching and assessment by focussing on transforming the student experience and developing the capabilities of all staff to address a sustainable pedagogical and learning environment.

This chapter documents and reflects on developments in Teaching and Learning since designation with a focus on our current and future enhancements.

6.2 Learning, Teaching and Assessment Strategy

An inaugural ATU Learning, Teaching and Assessment (LTA) Strategy that aligns with the ATU Strategic Plan 2024-2028 is being developed. It is expected to be completed in Q4 of 2024 and is based around six key themes (Figure 33).

Its development is underpinned by widespread consultation with staff and students, sourcing of expert opinion and a comprehensive review of the evidence.

The philosophical understanding underpinning our approach to teaching, learning and assessment draws from a long history of innovative and responsive approaches to learning across the legacy institutions. These include problem and challenge-based approaches; research-informed learning; peer mentoring; accessibility and inclusivity, quality assurance; work-based learning; flexible and technology enhanced methodologies; and student led projects.

6.3 Teaching and Learning Centre

ATU established a TLC in September 2022 representing a significant strategic development for the University. Recognising the mutual relationship between effective teaching and successful student learning, the TLC fosters collaboration and innovation amongst educators and those who support learning (e.g. Library). Through the provision of a cohesive platform for professional development, resource sharing, and pedagogical advancements, the TLC facilitates enhancements in the quality of education. Figure 34 captures the bespoke SharePoint site developed to support academic staff.

Figure 34: Teaching and Learning SharePoint Page

The TLC structure is comprised of three pillars of work:

• Pillar 1: Research and Development.

• Pillar 2: Staff and Student capacity building.

• Pillar 3: Innovation for Teaching and Learning and Education for Sustainable Development.

As a national leader in online, OFPD provision, ATU offers a large suite of +350 such courses tailored to respond to student demand and deliver skills required in the workforce and its industries. Working closely with colleagues in Teaching and Learning and IT Services, the ATU OFPD team focus on business development, faculty support, OFPD student experience, educational technology, instructional design, and innovation.

The TLC conducted two staff surveys in 2023 and 2024: in 2023 to input into the LTA Strategy (n= 109) and in 2024 to

gather information on the perceived teaching and learning needs and practices (n = 143). Most respondents had undertaken teaching and learning workshops and digital badges in teaching and learning.

Findings on teaching include:

• The most common teaching methods indicated in the first survey were traditional teaching methods, for example PowerPoint; and in the second, groupwork, problembased learning, tutorials, practicals, and traditional lectures.

• In both surveys, the majority indicated that they collected feedback from their students, and they used it to inform practice and revision of teaching material.

• Overall, most staff were satisfied with the teaching and learning resources and spaces that were available to them.

• In the first survey, three common problematic issues encountered were: unreliable teaching equipment, traditional layout of classroom, and limited space to meet with students individually, outside of class time. In the second survey, the greatest challenges teaching staff faced were lack of suitable space, unreliable/unsuitable equipment, and timetabling issues. Staff indicated that the top three most common places to meet students were: office; free classroom; online (for example, via MS teams).

Findings on assessment included:

• The most common types of assessments deployed were individual projects, written exams, MCQ tests (52%), presentations, practicals, and reports.

Findings on further training from both surveys indicated that:

• The main requests for training include learning analytics; technology; online collaboration into education; supporting students; and staff learning through peers; VLE; assessment; Artificial Intelligence; innovative and interactive teaching methods and UDL.

• Three common problematic issues encountered were unreliable teaching equipment, traditional layout of classroom, and limited space to meet with students.

6.4 Continued Professional Development

The TLC delivers a diverse range of accredited and non-accredited continuing professional development initiatives and programmes for staff development and student engagement. These include workshops, projects, conferences, online courses with digital badges, and post graduate programmes. ATU offers Postgraduate Certificate, Postgraduate Diploma and Master of Arts (MA) programmes in Teaching and Learning. The total numbers of ATU staff pursuing accredited modules / programmes between 20222024 provided by the TLC in conjunction with academic departments across ATU is 167.

All new academics, whether new to teaching or new to ATU, are invited to participate in an Academic Induction Programme. Induction provides comprehensive support for new teaching staff, covering technical and operational aspects of their teaching role. This is supported by a six week live online lunchtime seminar series run each semester, with “Ask Me Anything” sessions available throughout the year for personalised guidance. An Academic Induction Handbook is also updated each year for new staff. The revamped online First steps in Teaching and Learning online programme will be recommended to all new academics with a particular focus on those with minimal teaching experience in the

academic year 2024/25. The introduction of the Advance HE “ENGAGE” Fellowship Scheme in January 2023 supports staff in enhancing their teaching and learning practices in alignment with the HEA Professional Standards Framework (PSF) 2023. To date 42 staff have attained a Fellow or Senior Fellow award with another cohort of applicants (n=28) due to submit on 30 June 2024.

6.5 Universal Design for Learning

ATU is the only HEI in Ireland with a UDL Centre of Excellence, serving as a hub for UDL strategy, research, professional development, assistive technologies, inclusivity advocacy, and collaborations. It offers a Postgraduate Certificate and Masters in UDL, with the inaugural cohort in 2022/23. The centre offers a suite of supports and resources including an ‘inclusive programme review’ whereby academic programme teams are supported by the Centre to review their programme content, identify shortfalls, and undergo bespoke training. Regionally, the centre co-founded a UD Regional Hub Network in May 2023 with several ETBs, fostering a community of practice. Nationally, it developed a workshop series based on sector surveys and collaborates with AHEAD/UCD on the national UDL Digital Badge rollout, as well runs a local roll out of the badge each year. ATU also spearheaded the ALTITUDE National Charter for Universal Design in Tertiary Education, launched in March 2024. For more information see HERE

6.6 ATU Curriculum Framework

The ATU Sustainable Higher Education Futures Curriculum Framework is designed to support programme teams to embed the key principles of UDL, EDI, Academic Integrity, Employability, ESD, and Digital Transformation. The TLC, Quality Office and the ATU N-TUTORR Project team, have developed resources including a toolkit (see HERE) and a 90-minute gameboard workshop including Lego Serious Play® activities to support academics in designing new programmes or enhancing existing programmes.

6.7 Reimagining Assessment

HEA SATLE funding has enabled ATU to support staff in learning enhancement projects (LEPs) based on the National Forum priorities: education for sustainability, digital transformation, and academic integrity. 39 projects were selected for support in 2023 (see Appendix 9).

SATLE funding supported a University wide research project entitled Re-imagining Assessment and Feedback for Student Success which worked alongside six distinct programme board representatives to gather data on student and staff experience with assessment, feedback, and

academic integrity (see HERE). Project outputs included the development of an A-Z of assessment types including rubrics, showcase symposiums, master classes, and research conferences and papers. In 2023/24 a workshop entitled ‘Let’s talk about assessment’ was rolled out to support ATU staff on selecting and designing assessment methods to support academic integrity.

In September 2023, a one-day assessment hackathon took place across three campuses with 100+ colleagues and student leaders. It focused on assessment in the age of artificial intelligence (AI). A learning event resources and a collection of 19 assessment briefs from the event are available (see HERE).

6.8 Building Digital Capacity

Prior to designation, significant resources were invested in rapid-response digital interventions in the legacy institutions. Improving digital capabilities was supported through iNOTE funding between 2019-2022. The funding enabled the development of a digital teaching and learning training programme, the development of an online learning student support services model and the design and development of new online learning programme. iNOTE prepared us for responding to COVID-19, an unintended consequence that had massive benefits for the organisations. Building on the success of the iNOTE project, ATU secured significant external funding that has been a catalyst for further innovations and developments in career and learning pathways, RPL, lifelong learning, systems development, enriching the learning journey, and digital transformation in teaching, learning and assessment. All project details including on outputs are available: N-TUTORR Transforming Learning Project (see HERE); Higher Ed 4.0 Project (see HERE); the Advance Centre (see HERE); and DASBE (Digital Academy for the Sustainable Built Environment) (see HERE).

An Educational Technology Working Group (ETWG) was established and approved by UPT in 2022. Membership is drawn from Teaching and Learning and OFPD teams across ATU. The purpose of the ETWG is to continuously evaluate the ecosystem (for example, software programs, platforms) at ATU in alignment with the University’s strategic objectives. The ETWG is committed to supporting teaching practices and developing new learning opportunities while contributing to the realisation of unified structures. This involves establishing an integrated academic and support structure for ATU that sets a new standard for higher education. Central to its mission is the comprehensive review and implementation of existing educational technology, alongside the introduction

and integration of new digital tools such as the VLE integration project and the video capture tool Panopto.

Instructional designers and learning technologists from across the ATU’s nine campuses have come together as a nascent community of practice. ATU has 20 instructional designers/ learning and teaching technologists, ten permanent and another ten on HCI and N-TUTORR project contracts. Through collaborative problem-solving, this community generates innovative solutions to challenges, fostering new ideas and approaches. It supports continuous learning by enabling ongoing professional growth and skill development, while also providing networking opportunities to build relationships across roles and departments.

6.9 Academic Integrity

ATU is committed to both maintaining and enhancing a culture of academic integrity. Three ATU staff are members of the National Academic Integrity Network (NAIN). An ATU academic integrity working group has been established to promote a culture of academic integrity. We have engaged in several initiatives to support, educate, resource, and create awareness of best practice activities among all staff and students within ATU. These include the following:

• Appointment of a Senior Lecturer in Academic Integrity

• Approval of a suite of policies and procedures to support academic integrity

• Development of online academic integrity hub which provides staff and students access to academic integrity resources

• Online workshops on academic integrity the era of artificial intelligence.

• N-TUTORR supported academic integrity staff and student champions and a series of Academic Integrity Masterclasses (see HERE)

• Membership of a sectoral GenAI academic champion network.

• A student Academic Integrity Hub is under development

• Guidelines for Educators (QQI, NAIN 2023).15

6.10 Library and Information Services

As a core academic function, ATU Library works in partnership with the TLC, the academic community, and students. The centrality of the Library to these activities is evidenced by its

inclusion on Academic Council and two of its committees. Alongside activities supporting student success (see section 6.3.10), the Library partners with academics on reading lists, discipline-specific information literacy sessions and new resources for example, Open Educational Resources (OERs) to provide additional subject resources to enhance curricula (see HERE). The Library is also advancing AI Literacy as an area of expertise relevant to all (see HERE).

Academic staff are kept informed of Library services, supports and expertise via induction, monthly newsletters, Workvivo, department engagement and training sessions. Staff can avail of the Live Chat and one-to-one sessions with Library staff. A new Library-curated space for academics is under development within the TLC online platform.

6.10.1 Library Survey/Focus Group

An all-staff library survey (n=134) and one focus group with academic staff were conducted in Q3 2023 on ATU Library Services. Key findings include:

• Staff visit the library less than students but frequently use electronic resources.

• Staff use study spaces less than students but suggested longer opening hours.

• Physical and digital resources are equally required, with a need for more general and research-related resources like Scopus (now acquired).

• Improved communication from Library is needed to inform staff about available services, supports and expertise.

• The focus group recognised the importance of providing up-to-date reading lists to enhance collaboration.

6.11 Reflective Summary

The establishment of the TLC and the commitment to the development of an LTA Strategy and policy signify significant strategic developments aimed at fostering collaboration, innovation, and continuous improvement in teaching, learning and assessment practices across the University. The TLC serves as a hub for professional development, resource sharing, and pedagogical advancements, emphasising the importance of effective teaching in facilitating successful student learning outcomes. Through ongoing surveys and consultations with staff and students, ATU gathers feedback on the development of teaching and learning practices and tailors its outputs to address staff needs, respond to emerging teaching trends or challenges. ATU has committed to a single VLE and a supporting educational technology ecosystem which has the capacity to enhance user experience and student engagement. The project is currently in the discovery phase and is soliciting staff and student feedback.

The degree of staff engagement with the TLC and OFPD Teams is increasing steadily because of new communication channels and the provision of direct support to programme teams and individuals on LTA issues. The TLC/OFPD will support the University in fulfilling its commitment to the ALTITUDE charter specifically related to the UDL and digital environment pillars.

A review of the outputs from the TLC and OFPD since integration has revealed our commitment to supporting lifelong learning. However, many of the initiatives have been instigated, supported, and developed, as a result of externally funded projects. Consideration needs to be given to how the project activities can be capitalised on and sustained.

6.12 Case Study

Inclusive Programme Review (Pilot)

Overview

Established in 2022, the ATU UDL Centre of Excellence serves as a central hub for UDL research, professional development, assistive technologies, inclusivity advocacy, and collaborations. It provides academic support for inclusive teaching and learning practices. HEA Path 4 funding in relation to UDL coupled with support from the N-TUTORR UDL Academic Champions has afforded the Centre the opportunity to develop the Inclusive Programme Review pilot programme. The central tenant of the programme review is to review entire programmes of learning from an inclusive lens. To provide this close review the Centre deployed the UCD Toolkit for Inclusive Higher Education Institutions (2018) and the CAST organisation guidelines to create a bespoke Inclusive Programme Review appropriate for the context of ATU.

Task

In Q1 2023 a call went out to all programme teams across ATU to express their interest in engaging with the Inclusive Programme Review. A total of 11 programme teams expressed interest to engage in the review and of these, three

programmes were shortlisted to complete the review. The aim of the pilot is to embed UDL through facilitation of inclusive audits and implementation of recommendations. Some 59 academic staff are engaged in the programme and 170 student learning experiences are impacted.

The review aligns with the principles of UDL and the Review Toolkit underwent a significant consultation with ATU Programme teams, Heads of Department, and N-TUTTOR Academic Champions. The goal is to work as objective partners to offer resources and guidance with the shared goal of facilitating students to achieve their potential. The review was conducted through three stages; 1) pre meet, 2) programme review against the review toolkit, 3) post meet to address shortfalls and subsequent workshops for programme teams.

Conclusion

This pilot study is in the final stages, and it is anticipated that the review practice will be replicated for multiple programme teams to access across ATU. The review data will be used to inform recommendations to lead to improved learning outcomes, engagement, and retention.

Programme Provision

7.1 Introduction

ATU has an extensive portfolio of programmes at undergraduate and postgraduate level targeted at school leavers, graduates and those engaging in lifelong learning and upskilling. In 2022/2316 ATU had students registered on over 600 programmes from level 6 to 10 on the National Framework of Qualifications, leading to awards of Certificate, Diploma, Higher Certificate, Bachelor, Bachelor (Hons), Higher Diploma, Postgraduate Certificate, Postgraduate Diploma, Master’s, and Doctoral Degrees. ATU’s programmes are characterised by flexibility with multiple entry and exit points. The University has prioritised the development and approval of a suite of programme related policies:

• AQAE003 Developing and Validating New Taught Programmes Policy (see HERE)

• AQAE004 Programme Design Policy (see HERE)

• AQAE017 Programme and Module Revision Policy (see HERE)

• AQAE020 Monitoring Evaluation and Enhancement of Programmes Policy (see HERE)

• AQAE021 Micro-credentials Policy (see HERE)

This has allowed the approval of new programmes to continue post-merger and revisions to be made to existing ones. Work is ongoing on the completion of the procedures to support these policies. In a departure from legacy practice there is

some decentralisation of quality assurance to faculty groups, and enhanced involvement of students. Other elements such as the involvement of external stakeholders in programme provision remains central.

This chapter outlines and reflects on Programme provision in ATU.

7.2 Programmes

7.2.1 Programme Portfolio

ATU’s programme portfolio is underpinned by the provision of core skills and knowledge, addressing local, regional, and national needs, the delivery of accessible and flexible pathways, employability and professional practices, and applied learning. In 2023/24 students were registered on a wide variety of programmes from Levels 6 to 10 leading to major, minor, and special purpose awards (see figures 35, 36, 37)

550 Major Awards

143

5 Craft Apprenticeships

Figure 35: Breakdown of Type of Award Students Registered on in 2023/24

Figure: 36 Overview of Programme Types with Students Registered in 2023/24

Figure 37: Programmes by Level with Students Registered in 2023/24

New programmes are being developed and redesigned to respond to the emerging green economy sector for example the BEng (Hons) in Energy Engineering, and an MSc in Applied Marine Conservation.

Programmes in ATU are characterised by flexibility with multiple entry and exit points and a ladder system (see Figure 38).

choice. Flexibility is further provided through mode of delivery, with most postgraduate programmes and courses targeted at continuing professional development offering online, blended or block delivery.

7.2.2 Undergraduate and Postgraduate Programmes

The sole entry route for stage 1 full-time undergraduate programmes is through the Central Applications Office (CAO).

Figure 39 benchmarks the number of programmes ATU lists compared to other providers.

of Programmes on CAO by

Level 8 Level 6/7

Figure 39 Comparison: Number of CAO Programmes / cao.ie (15 January 2024)

ATU offers more programmes than other providers. This is driven by the ladder system (see above) and the merger of four independent HEI institutions with nine campuses spanning a vast geographical region.

ATU had students registered on over 600 programmes during 2022/23. However, there are considerably more approved programmes as evidenced by the listings on the Irish Register of Qualifications (See Figure 40).

Number of Programmes on IRQ by Level

Figure 38: Ladder System Undergraduate and Postgraduate Pathways

Typically, degree programmes will have entry points to Level 7 (3 year) degree and Level 8 (4 year) honours degree pathways, with exit awards of Higher Certificates following successful completion of the first two years. ATU offers research Master’s degrees as well as taught and structured Master’s degree programmes. The latter typically embed Postgraduate Diplomas and/or Certificates, offering student

Figure 40: Numbers of Programmes on Irish Register of Qualifications / irq.ie (1st February 2024)

The discrepancy in numbers is explained by programmes approved but not currently running. The progress of the legacy institutions in enhancing the number of postgraduate offerings is striking, with the number on offer comparable with the ‘traditional universities’ and ahead of other Technological Universities.

Upon designation as a university, ATU had 248 programmes listed with the CAO (CAO Handbook 2023). Over the course of the last two academic years, the Vice President for Academic Affairs and Registrar and Academic Affairs Manager (Admissions) worked with the Heads of School/ Faculty and Heads of Department across the University to review the CAO programme portfolio. Data on programme numbers and student number: programme ratios were benchmarked against other Irish HEIs and other Schools/ Faculties across the University. Based on predictive modelling of student numbers, programmes with low predicted numbers were identified, and following consultation by Heads of Department/School with programme boards, a revised CAO programme portfolio was agreed. Since the establishment of ATU, the CAO programme portfolio has been revised to reflect overall demand as well as demand for Level 8 programmes relative to Level 6/7 programmes (see Table 2). Further work on the programme portfolio review will be required once the four new Faculties are formed.

ATU has received funding from HEA/Springboard+ (since 2011) to design and deliver a range of upskilling courses in key growth areas including Biopharmaceutical Science, Computing and Information Technology, Lean Sigma and Quality, Construction, Culinary Skills and most recently in Marine Spatial Planning and Supply Chain Logistics. The full range of ATU Springboard+/HCI offerings are delivered across ATU.17 All courses provide a high degree of flexibility of delivery to suit those in the workplace with many offerings fully online. Table 3 illustrates how ATU generally performs well in securing funding for programmes.

(Level 9)

7.2.3 Online, Flexible and Professional Development Programmes

ATU is a leading provider of online, flexible, and professional development (OFPD) programmes. Offering a diversity of programmes, ATU provides students with fully accredited flexible qualifications matched to industry demand that respond to student requirements and deliver requisite skills for the workplace. Built on our expertise and in collaboration with industry partners, our accredited programmes support students at all stages, regardless of employment, to access and continue lifelong learning, develop new skills, and advance their careers. Graduates are equipped with the skills and confidence to excel in their chosen career, create change and build their future.

4

UoG 4 Others<4 17 Others<4 36

Others<4 25

Table 3: Comparison of Number of Springboard and HCI Funded Programmes in 2023/24

ATU has recently approved AQAE021 Micro-Credentials Policy (see HERE). ATU plans to increase its short cycle learning provision which demonstrates our commitment to advancing social rights, fostering continuous learning opportunities, supporting inclusion and access to higher education for under-represented groups, enhancing employability, and addressing specific skills gaps. Work is ongoing on the procedures and systems required to manage and quality assure micro-credentials. In 2024, ATU established a Micro-Credentials Strategy Task Force to develop and implement a comprehensive strategy. It will ensure that ATU remains competitive by offering relevant and high-quality micro-credentials that cater to the needs of learners and industries. In addition, a research study and TU sector needs analysis was conducted under the remit of the N-TUTORR project to identify regional skill demands and to review the micro-credentials currently offered by the HE and FE sectors. This research study was led by ATU and DKIT for the TU sector and produced a green paper (see HERE

As part of the ATU Higher Ed 4.0 project innovative developments have been made in the realm of digital credentials and associated processes, underscoring the commitment to facilitating lifelong learning opportunities.

Table 2: Programmes Listed in CAO Handbook 2023-2025

A pilot programme is underway with the Insurance Institute of Ireland, focusing on the implementation of Digital Academic Credentials including the development of a digital badge for their Micro-credential programme.

7.2.4 Apprenticeships

ATU has built on the long and distinguished history of the legacy institutions in the delivery of apprenticeship programmes and our programme portfolio contains apprenticeship programmes, both traditional craft apprenticeships (Advanced Certificates) and the newer consortium led type. These allow students the option

to ‘earn and learn’. ATU currently offers five craft/trade apprenticeships with plans to expand into seven trades in 2024/25. ATU delivers five consortium led apprenticeships in conjunction with Freight, Transport Association Ireland (FTAI), Insurance Institute of Ireland, IBEC and other HEIs. The University is represented on the National Apprenticeship Alliance (NAA), which advises the National Apprenticeship Office (NAO), and is playing a leadership role in collaborating with all HEIs and the FET sector in mapping out an Apprentice Quality Assurance Framework in support of the National Action Plan for Apprenticeship. See Table 4 for delivery locations.

The consortium-led apprenticeship model was introduced in Ireland in 2016, with the first such apprenticeship, the insurance practitioner apprenticeship led by ATU Sligo. ATU’s involvement in this model has expanded with a commitment to future development as outlined in Figure 41.

7.2.5 Teacher Education

The Western Institute for Studies in Education (WISE): Insitúid Staidéir Acadúil um Oideachas an Larthair (SAOI) was established in 2019 to bring together initial teacher education providers in the Northern and Western Region in response to the recommendations for Centre of Excellence 6 in the HEA report, “The Structure of Teacher Education in Ireland: Review of Progress in Implementing Reform” (Sahlberg, 2019).18 The aim of WISE is to consolidate, stimulate and strengthen the collective expertise of the three teacher

education providers teacher education, research, and related activities, and to ensure that the region is served with quality initial teacher education provision. Initially, WISE comprised of National University of Ireland Galway, St. Angela’s College, and Galway-Mayo Institute of Technology. Currently WISE is being reconstituted to reflect the new organisational structure of ATU and the rebranding of University of Galway. A new WISE Steering Committee has been incorporated to support future collaboration in this area and a new Memorandum of Understanding (MOU) has been approved.

Table 4: Existing and Planned Delivery of Craft Apprenticeships

Figure 41: ATU Current and Future Planned Involvement in Consortium Led Apprenticeships

7.3 Quality Assurance of Programme

7.3.1

Programme Development

Programme development is guided by our AQAE003 Developing and Validating New Taught Programmes Policy (see HERE) and the AQAE004 Programme Design Policy (see HERE). These address key QA areas including learning outcomes, award stems, alignment to NFQ, student workload and to ensure consistency of practice as well as compliance with QQI and ESG regulations. The University emphasises cross-campus collaboration when preparing proposals for new programmes. Although this is challenging given the stage of the University’s development, there is evidence of progression with the development of cross-campus programmes. For example, ATU has recently approved a Doctor of Business Administration award.

7.3.2 External Input / Professional Bodies

External stakeholder input is core to ATU programmes from conception, through design, validation, delivery, and review. It is a requirement of programme development that research and consultation is undertaken to inform programme development. Validation and major revision of awards includes industry/community representation on the panel. In line with national policy most of the Level 8 degrees incorporate a work placement or industry project.

ATU seeks recognition where appropriate from Professional, Statutory, and Regulatory Bodies (PSRB). As of March 2024, 209 programmes are accredited by 40 PSRBs (see Chapter 11).

7.3.3 Validation of New Programmes

The quality and relevance of new programmes is safeguarded by the validation process, in the Developing and Validating New Taught Programmes Policy AQAE003 (see HERE), the stages of which are outlined in Figure 42.

The requirements for validation are proportionate to the programme type and differ for major and minor/SPA/ supplemental awards. The key elements of the process involve development of a new programme proposal which is reviewed within the faculty, and in the case of major awards is also reviewed by the Academic Programme Provision Committee (APPC). Following development of the programme it is reviewed by a panel consisting entirely or partially of external experts, and in the case of major awards this is preceded by an internal panel. The aim is continuous improvement as programmes proceed through the stages towards final approval of the programme by Academic Council and the inclusion of the programme on the University’s register of programmes and the IRQ.

University-wide interim faculty groups, Faculty Executives and Faculty Academic Planning Committees, have been meeting regularly to review proposals for all new programmes emanating from their interim faculties, considering their strategic fit and areas for potential collaboration. Underpinned

by the principle of devolution, the process is reliant on Faculty structures which have not yet been fully constituted. This has presented considerable challenges for Faculties in the absence of the organisational structure and in the provision of resources to support the process. Feedback from Academic Managers indicates that future support for devolution is essential.

In March 2023, the UPT established the Academic Programme Provision Committee (APPC) chaired by the Vice President for Academic Affairs and Registrar with representatives from Faculties, Quality Office, Registration, Marketing and Finance. The committee has responsibility for reviewing new programme proposals for major awards and considering them from a university wide strategic perspective in addition to an initial examination of costing and feasibility. As of February 2024, the APPC have considered 49 proposals and refused five on the grounds of inadequate evidence of demand or collaboration. Some have subsequently resubmitted or are in the process of doing so.

Figure 42: Stages in New Programme Validation

Students participate on panels for major and minor/SPA/ supplemental awards. As required, postgraduate students across the University are invited to register on a 10 ECTS, Level 7 Certificate in Academic Programme Evaluation and Validation. The aim of the certificate is to provide learners with the key skills, knowledge and competencies required to participate on a range of panels within an Irish higher education setting. Students learn about programme design, quality assurance requirements, student perspective on programmes, the programme development and validation process, and the role and operation of a validation process. Trained students are eligible to sit on a validation panel, and their participation has proved insightful and valuable.

Between April 2022 and June 2024, a total of 97 programme families have been approved by Academic Council (Figure 43). The number appears high but reflects approvals which were well in train by the legacy institutions prior to merger, as well as activity post-merger.

29 programmes underwent differential validation. In addition, ATU approved 37 micro-credentials.

Schools are now approaching the expected timeline for review. Undertaking Programmatic Review at this stage of ATU development is not optimal, as it would be prior to the establishment of new ATU-wide faculties. Therefore, it was agreed by Academic Council to grant a derogation to the School of Engineering and Design and the School of Science in ATU Sligo until ATU-wide faculties are established at which time a schedule of reviews will be published. Furthermore, it was agreed that as it is some time since these Schools have last undertaken Programmatic Review, that the approved differential validation process be used as necessary to deal with any essential changes.

Between programmatic reviews the AQAE017 Programme and Module Revision Policy (see HERE) allows for changes to be made to validated programmes and modules by establishing mechanisms for quality assurance of continuous improvement and enhancement measures. While there is evidence of the process working, with the approval process being determined proportionally according to the scale of change proposed, feedback from Academic Managers indicates that resourcing is a key component that needs addressing. Management monitoring and review of programmes is discussed in detail in Chapter 4.

7.4 Reflective Summary

7.3.4 Management, Monitoring, and Review

As part of the legacy institutions Programmatic Review schedule, ATU Galway-Mayo and ATU Donegal undertook Programmatic Review of all programmes just prior to and in preparation for merger. ATU Sligo historically took a phased approach to reviewing programmes. Two of the

The number of programmes in the ATU programme portfolio suggests that a comprehensive and systematic review is required of both CAO programmes and direct entry programmes. Issues including the geographic spread of the University, our legislative remit and accommodation shortages for our students indicate that there may be a necessary duplication of some programmes. Such issues are likely to inform the review. Alignment of programmes could enhance transparency of standards and facilitate student mobility but may detract from local stakeholder requirements and staff expertise. Issues such as these can only be considered when the University has established Faculties, and the mechanism is likely through Academic Unit and Programmatic Review. While alignment may enhance transparency of standards and facilitate student mobility, it could also detract from local stakeholder requirements and staff expertise. Related issues to consider are the optimal number of programmes on the CAO listing; the expansion of common entry routes and pathways with named awards; and safeguarding against fluctuations in demand for particular disciplines. The programme portfolio review will be multi-faceted and commence with a strategic perspective on the range, type, and characteristics desirable in our programme portfolio. Such a review can only be considered post organisational transformation and the establishment of Faculties.

Figure 43: Summary of Programme Validations April 2022 to June 2024

A strategic direction in relation to micro-credentials is currently being determined. This includes reflection on the operational challenges associated with the management and monitoring of micro-credentials in the context of current systems.

The lack of established and resourced faculty structures makes the process of programme validation and crosscampus consultation more challenging, meaning that the potential agility benefits have not yet been fully realised. New policies and learning new ways of operating in a much larger organisation have generated some difficulty for staff in navigating the system. To support staff the Quality Office have established a presence on the Staff Hub dedicated to developing, validating, and managing programmes. Further work is required on communicating new structures and ensuring consistency of operation across Faculties.

An analysis of validation reports since September 2022 indicates that the most frequent commendations relate to the development of programmes in response to market needs, the quality of documentation, engagement with the panel and with industry and the student-centred approach adopted by the proposers. The most frequent recommendations related to the management or structure of the programme, the programme learning outcomes, syllabi, assessment, and delivery of the programme. In addition, 47 external academic, industry and students who sat on validation panels in 2022/23 were surveyed about their experiences. We received 26 responses which were almost exclusively positive in relation to organisation and operation of the panels. However, there is scope for improved guidelines for panellists, and consideration of the time provided before and during the panel.

7.5 Case Study

Apprenticeship as an Alternative Access

Route: Level 6 and Level 7 Civil Engineering Apprenticeships

Overview

The skills shortage in the Civil Engineering profession has been an area of concern for many years. In the 10 years from 2008-2018 the number of graduates from Civil Engineering Programmes across Ireland fell dramatically from over 2000 to circa 700, thus leaving a significant shortfall. With a minimum of 3000 new civil engineers needed to ensure the successful delivery of Project Ireland 2040, the National Development Plan, the Climate Action Plan 2019, Housing for All and Active Travel investment, the Civil Engineering Consortium was formed to develop formal qualification in this space by way of an apprenticeship and thus increase the uptake of Civil Engineering as a profession. ATU met with industry leaders including the Construction Industry Federation (CIF), the Civil Engineering Contractors Association (CECA) and the Association of Consulting Engineers of Ireland (ACEI) among others, to discuss the feasibility of creating an alternate path to a qualification that may entice more people to opt for the profession. Following these meetings, the Civil Engineering Apprenticeship consortium was formed to develop the civil engineering suite of apprenticeships.

Task

The new civil engineering apprenticeships were launched in June 2023 with the first cohort of apprentices starting in September 2023. An initial cohort size of 44 apprentices across the industry working in both consulting and contracting were enrolled. Companies were restricted to a maximum of two apprentices to ensure a diverse cohort from various companies and disciplines. In the tight timeframe from June to August companies had registered with the National Apprenticeship Office (NAO) and employed apprentices in time to meet the start date, thus cementing the consortiums certainty of the demand in the industry. More importantly for the industry, 44 apprentices saw the attractiveness of the profession and this mode of study.

Apprenticeships do not follow the traditional structure. The programmes commence with a residential week at the start of each year of study. For the rest of the academic term apprentices spend four days on the job working with industry and carrying out industry related tasks and one day engaged in lectures with ATU. The lectures are delivered online to ensure the geographical location of the apprentice is not a barrier to them participating in the programme. In addition to these online study days there is the requirement that once a month the apprentices attend campus to carry out labs/ workshops. This also allows for the apprentices to get to know their classmates and continue to develop their community of learning.

Apprentices on the programme find the workload challenging. They see the huge benefit of applying their learning in real time, putting what they have learned in the lectures to work in industry almost from the beginning of their studies. This gives them a deeper understanding of what they are doing and why. The other benefit to the apprentice is they have an in-work mentor who is also there to help and guide them when needed.

It is very important that there is open and clear dialogue between all parties, employer, apprentice, lecturing staff and authorised officer (SOLAS) and therefore it was critical that an Apprenticeship Manager was employed to engage with all parties and ensure key performance indicators were observed and where missed, communicated to relevant persons.

Conclusion

ATU is currently developing a Level 8 Honours degree and Level 9 Master’s in Civil Engineering by way of apprenticeship for commencement in 2025. This will complete a suite of civil engineering programmes by way of apprenticeship providing progression pathways from Level 6 to Level 9.

Civil Engineering apprenticeships are currently being delivered from ATU Sligo campus for 2023/2024. As a result of the demand being expressed by industry, delivery will be extended so that the apprenticeships will be delivered from ATU Sligo (48 places) and ATU Galway City (48 places) campuses in September 2024. This may be expanded further if demand continues to be as strong as currently observed.

• Civil Engineering Consortium

8.1 Introduction

ATU offers our diverse student body access, transfer, and progression pathways into and along the National Framework of Qualifications from Level 6 to Level 10. Flexible modular options are available and include different entry points, parttime and flexible study options, electives, and embedded awards. ATP is addressed in our Strategic Plan 2024-2028 under the guiding light Enabling Education. The AQAE037 Access, Transfer and Progression policy (see HERE) provides a set of principles and responsibilities under which ATU will meet its obligations under inter alia the QQI Policy Restatement 2015; Qualifications and Quality Assurance (Education and Training) Act, 2012; Section 47(2) of the Higher Education Authority Act, 2022; and the inaugural ATU Strategic Plan 2024-2028.

This chapter outlines and reflects on how ATU provides access, widens participation, and provides flexible pathways to students.

8.2 National Policy

Equity of access to higher education is a fundamental principle of Irish education policy. The National Access Plan: A strategic Action Plan for Equity of Access, Participation, and Success in Higher Education 2022-202819 has identified three main priority groups:

• Students who are socioeconomically disadvantaged

• Students who are members of the Irish Traveller and Roma communities

• Students with disabilities including intellectual disabilities.

ATU continues to address the objectives of the National Access Plan. In addition, ATU proactively promotes broader access to higher education in support of and in compliance with requirements under the QQI Policy and Criteria for Access, Transfer and Progression and in the context of the QQI Review of the Landscape of Practice Supporting Access Transfer and Progression 20 In recognition of the significant financial barriers faced by many disadvantaged students, ATU provide scholarships and bursaries to disadvantaged groups through the Access, Sanctuary and Mature student scholarships. While ATU is determined to sustain these internally funded bursaries, efforts are continuing to identify external sponsors to financially support disadvantaged students.

8.3 Access/Entry Arrangements

8.3.1

Pre-entry Engagement

Widening access begins with engaging the wider community through a series of onsite and virtual events. Table 5 outlines examples of these events across ATU.

Invent for the Planet

MetaBolt team wins the Irish leg of Invent for the Planet 2024 for its affordable energy solution for subSahara Africa communities | ATUAtlantic Technological University

Engineering Fairs Sligo Engineering Fair 2024 - Atlantic Technological University Sligo (itsligo.ie)

ATU Summer Campus (HEA Funded)

ATU’s summer camps inspire future technologists | ATU - Atlantic Technological University

SciFest ATU | SciFest

VEX Robotics school competition

Book Launch: talking about race

Graduate exhibition - ATU School of Design and Creative Arts

Regional winners of VEX Robotics schools competition announced by ATU | ATU - Atlantic Technological University

Book launch: Talking about Race: We can make a change | ATU - Atlantic Technological University

ATU School of Design & Creative Arts hosts Graduate Exhibition from 2 June 2023 | ATU - Atlantic Technological University

The Access and Widening Participation/ATU Connect Team engage with secondary schools, further education colleges and communities to run a variety of activities and supports to raise awareness and to help individuals gain access to, and succeed in, higher education. The University supports students preparing for their leaving cert exams through a series of free revision sessions hosted virtually and on campus (see HERE). Collaborating with Maynooth University (MU), and Munster Technological University (MTU) ATU are participants in the national roll out of the All-Ireland STEM Passport for Inclusion programme which is funded by Microsoft Ireland, Science Foundation Ireland and the Department of Education that addresses inequalities with access to STEM careers among secondary school students in socially disadvantaged communities. 647 students

19 https://hea.ie/assets/uploads/2022/12/National-Access-Plan-2022-2028-FINAL.pdf

20 https://www.qqi.ie/sites/default/files/media/file-uploads/ATP%20Policy%20Restatement%20FINAL%202018.pdf and https://www.qqi.ie/sites/default/ files/2023-11/qqi-insights_from-counting-to-cultivating-successful-participation-a-review-of-the-landscape-of-practice-supporting-access-transfer-andprogression-in-irish-education-and-training-2023.pdf

Table 5: Community Engagement Examples across ATU 2022-2024

from 21 DEIS schools are undertaking the programme in ATU in the academic year 2023/24. The mechanism for recognising participation in this programme is currently under consideration by the University.

Through participation in all five strands of the Programme for Access to Higher Education (PATH), ATU engages and supports individuals who are socio economically disadvantaged and from one or more of the National Access Plan (NAP) target groups that historically are underrepresented in higher education. Paths 1, 3 and 5 involve pre-entry engagement with priority groups.21

PATH 1: Initial Teacher Education (ITE) aims to support the access, retention, and success of student teachers from lower socio-economic groups. Since 2018, the HEA PATH 1-funded APT project in ATU St Angelas has provided a pathway for FE students from under-represented socio-economic groups to use their level 5 QQI-FET award to progress onto an ITE programme. In 2023/24, a cohort of 5 FE students are participating in the APT project, and all have applied for entry to an ITE programme at ATU St Angelas in September 2024 see Case Study below).

PATH 3: Higher Education Access Fund is intended to provide funding to support the development of regional and community partnership strategies for increasing access to higher education by specified groups. The West/Northwest Cluster (WNW) comprise the University of Galway and ATU. In 2021, ATU implemented the PATH 3 project entitled WNW Connect. The project consists of three key Pillars: Mentoring, Traveller Engagement and Pathways to Higher Education.

Pillar 1: Mentoring: the WNW cluster commissioned research in 2023 to review the mentoring models and provide future guidance on how mentoring should be approached in the future (Mentoring-for-Access_web.pdf). Mentoring is viewed by stakeholders as a valuable element of the overall package of measures targeted at access, progression, and retention of under-represented students.

Pillar 3: Pathways to Higher Education: ATU are leading out on two of the three Cluster pathways to college programmes, namely the ADHD project and the Strengths Profiling Programme. The ATU MyCareerPath.ie ‘Strengths PATH’ programme is a blended online digital programme for pre-entry underrepresented young people assisting them in identifying possible careers and courses within ATU. 180 students have successfully completed this programme, 115 through youth organisations and 65 through the ATU Access Office.

Path 5: Traveller and Roma Engagement is to enable HEI’s to establish an infrastructure to increase the participation of Traveller and Roma students. Two Traveller engagement officers have been appointed to actively engage with Traveller organisations, community groups, FE colleges, schools, and individuals from the Travelling Community to explore mechanisms for facilitating access to ATU.

8.3.2 Access Routes

ATU Marketing and Student Recruitment team engage with post-primary schools and further education providers across Ireland to promote and highlight ATU’s undergraduate programme provision and progression pathways. Engagement includes a variety of activities including post-primary school visits; attendance at regional and national undergraduate recruitment fairs; co-ordinating on-campus taster sessions across all programme disciplines and organising twentytwo on-campus Open Days each academic year. A significant amount of this engagement is focused regionally, working directly with education providers from the feeder counties within the Northern and Western region.

ATU has recognised a suite of admission routes to ensure that the University can address the priorities of the National Access Plan (2022-2028).

Access Programme: The Access Programmes at ATU Donegal commenced in 2000 and approximately 2,100 persons have participated in the Access programmes to date. In 2012 a new Level 6 Certificate in Access Studies (30 ECTS credits) was developed to complement the established Certificate in Preparatory Studies for Higher Education (60 ECTS credits). In 2015, the Access Programmes became the first higher education access programme in Ireland to open entry to Leaving Certificate Applied (LCA) students. An additional access programme to support applicants from Northern Ireland was established in 2019. The average success rate for the programme over the last three years is 66%, with 50% of participants progressing to undergraduate studies. ATU plans to expand the provision of the Certificate in Access for Higher Education in ATU Sligo in 2024/25 and ATU Galway-Mayo in 2025/26. ATU has been consistent in maintaining and increasing our access numbers: in 2022/23, 107 students were registered and in 2023/24, 128 students are registered.

Access via the CAO process is the most popular route for full time undergraduate students although the University has witnessed a change in the proportion of students applying for programmes as discerned by NFQ level. There has been a decrease in the applications to Level 7/6 programmes, but

this is a national trend with students opting to commence on a Level 8 programme. Since the formation of ATU, applications through the CAO have been growing with an overall increase in net acceptances of 8.7% in September 2023.

Advanced entry: Students who have completed a further education Level 6 major award may be eligible for advanced entry to Stage 2 of cognate programmes. Advanced entry Level 6 into year 2 historically has not been available in each of the legacy institutions. Work is ongoing to review the pathways that are currently already available to individuals who have attained a QQI L6 major award for advanced entry to be allowed on all campuses.

Northern Ireland: Having campuses in border counties (Donegal and Sligo), ATU actively seeks to attract students from Northern Ireland (NI) with the support of a dedicated NI School Liaison Officer. UK qualifications are accepted, both A Level and BTEC, which opens access to learners from both secondary and further education backgrounds. ATU is aware that those presenting A levels are at a slight disadvantage to those who sit the Irish Leaving Certificate, therefore from 2025 onwards, ATU along with the other HEI’s in Ireland will change the assessment of A levels to make them more comparable to the Irish Leaving Certificate. ATU also have the Northern Ireland access programme which assists students on meeting the minimum entry requirements to gain entry to a programme within ATU. The recently renewed Northwest Tertiary Education Cluster is a partnership between four tertiary education providers (ATU, Ulster University, Donegal ETB, and Northwest Regional College ((NWRC)) in the north-west city region (Letterkenny, Derry, and Strabane). The cluster will create a comprehensive regional tertiary education portfolio with clear study pathways and increased joint initiatives on access, programme provision, research development, innovation supports, and community engagement between Northern Ireland and ATU across the border region.

8.3.3 Widening Access and Participation Schemes

ATU welcomes students from diverse backgrounds. Our responsibility for widening access and participation is reflected in the variety of scholarships, bursaries, and financial supports available to prospective students (see HERE). Figure 44 provides an overview of the numbers of students availing of widening access and participation schemes and funding in 2023/24.

45 illustrates the changes in Access and Participation numbers between 2022/23 and 2023/24.

Student Assistance fund (SAF): The Student Assistance Fund provides financial support to full or part-time students who are experiencing financial difficulties while attending college. There has been a significant increase (44%) in applications over the past two years.

Figure 44: Number of Students Availing of Widening Access and Participation Schemes SRS Returns (1 March 2024)

Figure

Figure 45: ATU Access and Participation 2022/23 - 2023/24

Sanctuary Scholarships: ATU has continued with the practice in legacy institutions of offering Sanctuary Scholarships to encourage and enable international protection applicants, or those already granted international protection to participate and succeed in higher education. There is an agreed ATU Sanctuary Scholarship programme offering up to 10 Sanctuary scholarships per annum. An Educational Development Worker supports students in Direct Provision and seeking international protection.

International: ATU has seen a substantial increase in EU applicants in recent years. Based on current CAO 2024 data, the number of applications from EU states is continuing to increase with an overall 2.2% increase nationally.

Mature: To be considered a mature student in ATU a student must be aged 23 years or more on or before 1 January of the year of entry. The University reserves 5% of places on every undergraduate programme for mature applicants and more, where required by a professional body. In 2022/23, 6.7% of undergraduate new entrants to ATU were classified as mature.

Higher Education Access Route (HEAR): ATU is a member of The Higher Education Access Route (HEAR), a higher education admissions scheme for Leaving Certificate students (under 23) whose economic or social background are underrepresented in higher education. There is a points reduction available subject to meeting certain criteria (see ATP Policy HERE).

Disability Access Route to Education (DARE): ATU is a member of the Disability Access Route to Education (DARE) Scheme, an alternative admissions scheme for school-leavers whose disabilities have had a negative impact on their second level education. There is a points reduction available subject to meeting certain criteria (see ATP Policy HERE). The Disability service supports a significant proportion of students with a disability who do not access the University via the DARE route.

QQI/FET: ATU reserves places on 95% of our full-time programmes for QQI FET applicants. Currently work is being undertaken to widen access to creative teacher education programmes in addition to the initiatives ATU St Angelas has put in place for ITE in Home Economics with the aim of having an agreed FE route for the academic year 2025/26. ATU in its first year aligned the entry requirements for QQI FET applicants for 90% of programmes across all nine campuses with further alignment to be in place for 2025 entry.

National Access Plan (NAP): ATU has developed several bespoke programmes to meet the needs of NAP target groups such as carers, persons with disabilities and Travellers

and in the academic year 2024/25 will be delivering a programme to persons with intellectual disability.

1916 Bursary Fund (PATH 2): Since the academic year 2017/18, the legacy institutions have distributed 1916 bursaries. In 2021/22, the bursary scheme was expanded at a national level to include three tiers of payment and extended to include postgraduate studies. This has resulted in an increase in the numbers of students receiving such bursaries. In addition, to financial support, recipients receive mentoring support from the access office. In 2023/24, a total of 223 students are in receipt of PATH 2 funding: 147 in 2022/23 and 74 in 2023/24.

Certificate in Community Development Practice: Currently, 43 women from the Traveller Community from Mayo and Galway are enrolled in a special purpose award designed specifically to address community expressed needs. This collaborative initiative led by ATU, involves Traveller Projects, Health Service Executive (HSE), local partnership companies, and the Department of Employment Affairs and Social Protection (DEASP). It further demonstrates the University’s commitment to ongoing Traveller education.

8.4 Application Process

CRM Dynamics has been identified as the application system to move towards an integrated application process. Currently ATU Sligo deploy the system for applications with testing of the system taking place in ATU Donegal and ATU St Angelas with the intention of it being operational for September 2024. The system is on schedule to be rolled out across ATU by 2025. In the interim, ATU has aligned application forms so the students applying receive the same experience. ATU admission criteria are sufficiently agile to recognise particular NAP priority groups who may not have the standard academic entry requirements.

8.5 Tertiary Education Programmes

Working with the National Tertiary Office, ATU is part of a pilot initiative to provide a seamless transition from Further to Higher Education, widening pathways and access for learners across the region through the development of codesigned, co delivered degree programmes. The model of education provision enables students to complete year one close to home in a local ETB before choosing to specialise at any ATU campus. Progression is guaranteed upon meeting successful completion criteria in year one.

Collaborating with Donegal ETB, Galway and Roscommon ETB and Mayo, Sligo, and Leitrim ETB four new pathways were offered in 2023/24 (Figure 46).

Figure 46: ATU/ETB Tertiary Education Project

The programmes were approved but they did not attract viable cohorts given limited time to market the concept of tertiary education. The exception is the access route to nursing. Launched in September 2023, the Tertiary Access Route to General Nursing in ATU recruited 54 students across the three ETB centres participating in the pilot of which 25% of this cohort are mature learners.

Efforts are ongoing nationally and within ATU to promote the concept of tertiary education. Additional programmes are planned for 2024/25. In May 2024, Cavan and Monaghan ETB were added to the cluster and ATU tertiary degree programmes will be delivered in partnership with Cavan and Monaghan ETB from September 2025. Future plans include the development of a software programme, a fully integrated tertiary nursing degree, as well as mapping of pathways for FET learners onto ATU programmes.

Issues have emerged in the provision of tertiary degree programmes. These coalesce around the evolving model, funding arrangements and slow market uptake. Notwithstanding, ATU and its ETB partners are committed to tertiary provision and considering how to manage these issues.

8.6 Recognition of Prior Learning

The AQAE009 Recognition of Prior Learning (RPL) Policy was approved in 2023 (see HERE). ATU has established a RPL Implementation Group (RPLIG) to oversee the implementation of our RPL Action Plan. The plan sets out ambitious targets for the establishment of an RPL Unit to coordinate and manage a substantial increase in RPL activities, leading to increased RPL applications for entry, advanced entry, and module exemptions. Key activities during the reporting period include the successful piloting of RPL for industry cohorts. Collaborating with OPTUM, an industry partner of ATU in the delivery of this pilot, in 2023/23, 22 employees registered on a BSc Applied Data Technologies. In 2023/24, 27 employees registered. We are currently accepting applications for 2024/25 and 40 employees have received managerial approval to register. In addition, ATU recently led a project with the National RPL Project of piloting a technical definition to record RPL students within the Banner system.

ATU is a participant on the National RPL in Higher Education project Home | Recognition of Prior Learning (RPL). ATU’s collaboration with HE partners in Ireland (SETU), the USA (SUNY and CAEL) and Canada (Thompson Rivers University) has evolved into an international community of practice that has driven transformation in RPL processes and management (see Figure 47). These partnerships, along with contributions from national organisations like THEA, IUA, and the RPL national funded project, have influenced policy development, fostering a shared RPL framework and accessible pathways into higher education.

Figure 47: International RPL Partnerships

8.7 Transfer, Progression and Retention

8.7.1

Transfer

ATU anticipates that students embark on programmes with a view to fulfilling the requirements of that programme and obtaining the requisite award. However, while many students may know their desired field of study on application, they do not necessarily know the specialisation they want to study. Therefore, ATU provides 19 CAO common entry programmes across all major disciplines: Engineering, Science, Technology and Business. This provides students with an opportunity to sample various aspects of the field of study in year 1 and specialise in year 2.

The AQAE037 Access Transfer Progression Policy (see HERE) sets out the requirements and arrangements regarding transfer mechanisms and details are published on the ATU website and prospectus. To facilitate students who wish to transfer to an alternative programme of study, ATU provides and early internal transfer opportunity to new students, and an opportunity for continuing students to transfer to another ATU programme.

We also consider applications from students from other HEI programmes to transfer to ATU programmes and provide access to career support services to help students evaluate their options.

8.7.2

Progression

We are committed to the provision of higher education progression routes following the successful completion of any ATU programme. All ATU programmes lead to an award on the NFQ, are designed using ECTS and are structured to provide students with a ‘ladder of opportunity’ to progress through Levels 6 to 10 of the NFQ (see HERE AQAE004 Programme Design Policy). Embracing the ethos of lifelong learning, we provide progression routes that facilitate upward progression.

All undergraduate students are advised of the postgraduate opportunities available to them (see HERE). All graduates who register for a Master’s programme with the University will have an automatic 20% fee reduction from 2024/25.

The following figure illustrates first year progression rates compared with all Technological Universities and all HEIs, for those who entered in the year 202122. To note: first year progression is measured as the presence of students on 1 March excluding those who re-entered via CAO, who were registered, full-time, new first time, in year 1 on the 1 March census date in the previous year.

First Year Progression

We have a broadly similar first year progression rate compared to the other Technological Universities. Traditional Universities tend to have higher progression rates then Technological Universities and Institutes of Technology. Underlying reasons include student demographics, entry points and most programmes being at Level 8.

8.7.3 Retention

The Student Reporting SharePoint site provides staff with a single source of data on access and retention. Data includes information on enrolments across faculties, programmes, NFQ levels and modes. Included are the ATU Retention and Pass Rate dashboards that provide both summary and detailed data on retention and pass rates for all full-time undergraduate programmes provided by the university. The dashboards are confined to presenting information on fulltime undergraduate programmes as the agreed definitions (see below) are only relevant to this context. We are currently considering developing reports for postgraduate and parttime programmes and consultation on a format that will provide useful and meaningful data for these modes of delivery is ongoing.

• The retention rate relates to fulltime undergraduates and is defined as the number of students passing all their examinations after the Autumn Boards, plus the number approved to progress carrying failed credits, as a percentage of students registered on the 1 November census date.

• The pass rate relates to full time undergraduates and is defined as the number of students passing all their examinations as a percentage of students registered on the 1 March census date. It does not include students progressing carrying failed credits.

Figure 48: First Year Progression Rate

ATUAll TUsAll HEIs

In 2021/22, based on ATU definitions, we recorded an overall 74% retention rate and a 72% pass rate. These figures must be contextualised within the Covid pandemic and the impact this had on student participation. In 2022/23 the retention and pass rate increased to 79% and 74% respectfully. Figure 49 indicates retention and pass rates by NFQ level across ATU in 2022/23.22

8.9 Reflective Summary

A challenge for ATU is to establish a base line data for underrepresented cohorts of students. As much of the data is collected on a voluntary basis, numbers of students presenting to the services may be higher. ATU is committed to setting targets that are reflective of the numbers of students registering with our services. The Access and Widening Participation team secured funding for a TSAF Project which will explore best practice and aims to develop an operational model for recording and measuring data in relation to the National Access Plan for ATU. The project will establish the various data sources and explore means of bringing these data elements together to provide a profile of students in ATU which meet the requirements of the National Access Plan. Additionally, where there is an absence of data, this project will seek to explore means of capturing this data while ensuring compliance with GDPR.

Retention Rate and total Pass Rate are positively correlated with each other. Level 8 had the highest retention and pass rates with Level 7 having the lowest in both rates. These are similar to national trends and one explanation is that as we have fewer programmes at Level 6, students opt for Level 7 but may find the programme of study difficult to complete.

8.8 Information Provision

ATU provides current information on access, transfer and progression through official websites, brochures, handbooks, and other communication channels (see HERE). The ATU website and/or legacy institution websites indicate the qualification to which a programme leads, the associated amount of credit, and the level of the qualification on the National Framework of Qualifications (NFQ). Information on eligibility, RPL and student supports is also detailed. Furthermore, this information is published in prospectuses (see HERE). In addition, the University publishes a number of guidance documents for certain cohorts (for example, FE Guide, see HERE and Parents Guide, see HERE). ATU have appointed a website project manager to expedite the development of a new University wide website which is expected to go live in November 2024. This will ensure both internal and external stakeholders are provided with current and relevant information.

ATU collects and returns student performance, progression, and completion data via the Student Record System (SRS) to the HEA on an annual basis. All reports are considered by UPT, Academic Council and Governing Body.

A review of service provision to ensure it is meeting students’ needs in an agile, sustainable manner is required. Limitations with the current model of provision is largely due to a lack of data to inform decision making and a reliance on time limiting funding streams. A means of mapping recognised NAP priority groups students’ journey and their engagement with support services would assist in prioritising service provision. The University will consider the deployment of the Access performance portion of the block grant to sustain service delivery and staffing currently dependent on time limited funding.

ATU provides a range of supports to students to facilitate their participation on and completion of their chosen programme of study (see Chapter 6). The Head of Student Success is working with the relevant staff in the Registrar’s area to develop the programme monitoring process to gather data on retention and progression issues within programmes, and the actions taken to address these. This is a work in progress with a view to implementation of new procedures in 2024/25. The Student Success Strategy will provide a ‘roadmap’ for future actions across the University including in areas of progression and retention.

As noted in our Institutional Profile (see HERE) ATU is a leader in both the provision of access programmes and in the number of students from socioeconomically disadvantaged backgrounds. We are committed to continuing to support these cohort of students and to offer the requisite supports.

Figure 49: ATU Retention and Pass Rate by NFQ Level 2022/23

8.10 Case Study

Access to Post-Primary Teaching (APT) Project: Supporting a Seamless Transition from Further Education (FE) to Initial Teacher Education (ITE)

Overview

Since 2018, the HEA PATH 1-funded APT project has provided a pathway for FE students from under-represented socio-economic groups to use their Level 5 QQI-FET award to progress onto an ITE programme in ATU St Angelas. APT participants are drawn from partner FE colleges in the Border, Midland and Western region.

Task

The latest National Access Plan (NAP) continues to highlight the importance of developing coherent pathways for underrepresented groups moving from FE to HE.

The design of the APT project involved providing a range of pre-entry activities (Inreach at ATU St Angelas and Outreach online/ hosted by FE partner colleges) that students avail of. These were undertaken in conjunction with their FE studies. In addition, post-entry financial, social, and academic supports, were provided.

Conclusion

In 2022/23, 10 students from partner FE colleges took part in the APT project and attended 4 Inreach days in ATU St Angelas and 7 Outreach events online/at host FE colleges. Seven students (from 6 FE colleges) applied and progressed to an ITE programme in September 2023, along with 11 students from the ‘open’ QQI-FET route. Hosting FE students for Inreach has raised awareness (among staff and students) and has served to ‘normalise’ the QQI-FET entry-route to ITE at ATU St Angelas. In the current academic year 2023/24, a cohort of five FE students are participating in the APT project, and all have applied for entry to an ITE programme at ATU St Angelas in September 2024. Now in the final year of phase 2 PATH 1, the APT project has had a significant impact on diversifying the ITE student body at ATU St Angelas. From a baseline of 0 prior to the establishment of the APT pathway, in 2018, 2% of entrants onto ITE programmes were FET awardholders, by 2020 this had increased to 5%, and in 2023, 10% of entrants to ITE programmes came from FE.

Our research has found that participation in the APT project has been beneficial even for those who choose not to progress to ITE. ATU St Angelas has maintained partnership agreements with 17 FE providers in the BMW region. Outside of the APT project, these partnerships have raised awareness of other programmes available at ATU St Angelas for FE students.

Informed by feedback, in 2023/24, in providing the APT project, we have:

• Increased the number of on-campus days (Inreach sessions)

• Built in more social activities for participants, thus allowing them to get a broader experience of what University is like

• Involved more ITE APT-route students in the pre-entry project activities, sharing their experiences of the ITE programme first-hand with FE students who are thinking about teaching as a career.

ATU is committed to maintaining the pathway from FE to ITE which was created by the PATH 1 APT project when phase 2 of PATH 1 finishes in August 2024.

Arising from the success of phase 1 of the project, a new open CAO QQI-FET entry route (in addition to the APT restrictedentry route) to the four ITE programmes was established in 2021. The route is open to applicants from any FE institution in the country who are taking an approved QQI-FET award. ATU St Angelas are actively exploring how the current quota of ITE places for FE applicants can be maintained post - PATH 1.

“I have thoroughly enjoyed my year participating in the APT project. I would highly recommend this project to any student like myself who didn’t get the points required for teaching… it’s very informative and beneficial as you get the opportunity to participate in activities in the college…which allows you to make an informed decision about your chosen career.”

APT participant

Research and Innovation

9.1 Introduction

Research is a key strategic focus for ATU. Building on the work to integrate research activities and related elements of quality assurance during the Technological University application phase, ATU has moved to develop and implement quality assurance policies and procedures and to invest in capacitybuilding to deliver on our vision for research. Development of the ATU Strategic Plan 2024-2028 has enabled reflection on how the University can further develop the capacity to deliver research with impact; to significantly enhance regional innovation capacity and capability; and to build on our existing research strengths. As such Engaged Research is one of the guiding lights in the Strategic Plan 2024-2028 that aligns with regional, national, and European policies. We have identified the need for investment in the enhancement of research infrastructure and services and improving the researcher experience at ATU.

This chapter will document and reflect on the quality assurance of research degrees and on research and innovation in ATU.

9.2 Quality Assurance of Research Degree Programmes

Governance and management of the quality assurance of research degrees are the responsibility of Academic Council, its Research and Innovation (R&I) Committee, together with the Vice President for Academic Affairs and Registrar (VPAAR), and the Vice President for Research and Innovation (VPRI).

Interim QA arrangements to provide quality assurance continuity and the protection of students on research degree programmes was approved by Governing Body on 1 April 2022. This required that the legacy procedures continue for the admission, registration, transfer of registration, and examination of research degree students; GMIT (see HERE), IT Sligo (see HERE) LYIT (see HERE). While there are some differences in specific aspects of policy and procedure, all legacy processes are implemented within a framework of best practice for the organisation of quality assurance for research degrees in Ireland to comply with the QQI Ireland’s Framework of Good Practice for Research Degree Programmes and QQI Topic Specific Research Degree Programmes, Statutory Quality Assurance Guidelines for Providers of Research Degree Programmes.23

ATU has approved the AQAE011 Research Degree Policy (see HERE) which establishes the governance and management of QA for research. This is an extensive document. It provides for a unified approach to the admission, registration, transfer of registration, and examination of research degree students. It came into effect on 1 January 2024, and provides for future changes to aspects of QA for research degrees with priority being given to admission, ongoing monitoring, and final assessment. Key personnel in the University will engage in communicating and raising awareness of the new policy with staff and students. Procedures to give effect to the policy are being developed in line with agreed processes, with input from the relevant functions (VPAAR, VPRI), and the R&I Committee and will be brought through consultation by the QAET prior to approval by Academic Council. In the interim, the existing arrangements relation to the academic management of research postgraduate students remain in place.

A further set of research related policies have also been approved:

• AQAE022 Academic Integrity Policy (see HERE)

• AQAE036 Research Ethics Policy 6 (see HERE)

• AQAE025 Use of Animals for Research and Teaching Policy (see HERE).

We are currently developing procedures to support the implementation of these polices and are expected to be approved in Q4 2024. In addition, the AQAE038 Collaborative Provision of Programmes Policy (see HERE) contains elements related to the joint awarding of research degrees. Previous experience with joint doctoral programmes proved very successful and the University will continue to engage in these with regional and international partners, particularly within our European University Alliance (EU GREEN). The R&I Committee has approved a model joint enrolment agreement developed within the framework of our European University Alliance (EU GREEN). Two members of the R&I Committee sit on the PhD council of the EU GREEN Alliance and will work with colleagues from the partner universities to further develop scientific cooperation, encouraging the mobility of PhD students and facilitating the joint awarding of PhDs.

23 https://www.qqi.ie/sites/default/files/media/file-uploads/Ireland%E2%80%99s%20Framework%20of%20Good%20Practice%20Research%20Degree%20 Programmes.pdf

https://www.qqi.ie/sites/default/files/2021-11/qg-6-topic-specific-qa-guidelines-for-research-degree-programmes.pdf

9.3 Academic Council and Research and Innovation Committee

The Research and Innovation (R&I) Committee is the largest committee of Academic Council, having 18 members (including students) with a remit to:

• Advise on the development of an ATU Research and Innovation Strategy, and on the allocation of resources to support quality assurance and enhancement of research

• Review and recommend policies in relation to the academic quality assurance of research degree programmes

• Consult with the Vice President of Research and Innovation on the Research Calendar

• Nominate membership of the Postgraduate Research Advisory Committee (PRAC)

• Review reports from the PRAC on admission, confirmation, and transfer processes for research degree students. Where required, make recommendations on changes to policy to academic council, and changes to procedures to the relevant function.

• Review reports from the University Research Ethics Committee and make recommendations on changes to policy to academic council, and changes to procedures to the relevant function

• Promote the provision of training in academic integrity and research ethics for supervisors and students.

• Promote the provision of training for supervisors, internal examiners, and viva voce chairpersons.

To date, the R&I Committee has prioritised consultation and provision of extensive feedback on the development of policies and procedures relating to the quality assurance of research degrees. This reflects the early stage of the development of a whole of university approach to research quality assurance. As our policies and their associated procedures are implemented, the R&I Committee will work on actions aligned to its wider remit. In addition, it will play a key role in ensuring the student voice is to the fore in evaluating the effectiveness of our quality assurance framework and identifying opportunities for improvement.

9.4 Research Degrees

ATU provides a variety of research degree programmes across the University.24 We are committed to supporting postgraduate research (PGR) students through the provision of expert supervision; academic formation; development of transferable skills; and access to current cutting edge research opportunities. The Level 9 Graduate Education in Research Practice (Generic and Transferable Skills) programme allows a flexible learning approach to provide research degree students with generic and transferable skills required to conduct research. Postgraduate student data for 2023/24 is presented in Figures 50 and 51.25 This includes data on our PhD programmes, our Masters by Research and Structured Research Masters.

Figure 51: Research Degree Discipline (2022/23)

24 While the focus in this Chapter is on Research Degrees, ATU has a strong record in producing Undergraduate Research of a high quality across all disciplines. This generates a pipeline of researchers, involves many staff in supervision and provides opportunities for staff led research. Staff are represented on the Science Undergraduate Research Experience (SURE) Network Sure Network – Sharing Discovery (sure-network.ie) a network interested in enhancing practice in undergraduate research in the Sciences.

25 These figures do not include ATU St Angelas.

Figure 50: Number of Research Students

There is a concentration of enrolments in several disciplines which may indicate a disparity of postgraduate research across the University. We expect this to change under the extension of the PRTP scheme discussed in the next section. At this stage in its development, a key focus for ATU is to maintain the quality of experience for our research degree students with a view to growing overall numbers and expanding the range of discipline numbers as resources allow in the next four years.

9.5 Postgraduate Research Training Programme

In 2022, the Post-Graduate Research Training Programme (PRTP) was initiated in ATU. PRTPs are designed to attract and retain top-tier research talent/leadership and to conduct applied research with direct relevance to enterprise needs. The implementation of PRTPs in ATU is informed by developments nationally and internationally in relation to doctoral training centres, industrial and work-based learning, transferable research skills, and expanding conceptions of the modalities for postgraduate research study. For example, in designing the PRTP’s we considered the cohort-based intake for structured training programmes which is a feature of the Marie Curie Doctoral Training programmes; we examined the European Industrial Doctorates (EIDs) that have a requirement to spend time in industry; and we reflected on the Erasmus Mundus Programmes of study and its model of collaboration and competition for funding.

30 PhD students were recruited to two programmes: Modelling and Computation for Health and Society (MOCHAS) (see HERE), and Operations and Supply Chain Research (OSCAR) (see HERE). The initiative proved successful in encouraging staff across the University to collaborate to develop coherent research programmes with external partners. PRTPs exemplify an outwardly engaged approach that places PhD researchers with enterprise and other collaborating partners, hence leveraging external infrastructures.

Consolidation of the PRTP is taking place under our recently awarded €20M funding as part of the Technological University Research and Innovation Supporting Enterprise (TU RISE) Programme. The TU RISE Programme is cofinanced by the Government of Ireland and the European Union through the ERDF Southern, Eastern and Midland Regional Programme 2021- 27 and the Northern and Western Regional Programme 2021-2027. It involves significant investment to progress Ireland’s Smart Specialisation Strategy for Innovation.26

Building on the the track record of ATU’s pilot PRTP scheme, under TU Rise, we have established a postgraduate student bursary scheme that provides for five new PRTPs which involve a cohort-based intake of 12 PhD students per PRTP (n= 60 students). These studentships are focused on regional strategic research themes allowing students to engage in cutting-edge research while addressing real-world challenges (Figure 52):

They will create a pool of highly skilled researchers and proactively serve as a bridge between academia and enterprise. There are opportunities for graduates from Science, Engineering, Business and Arts. The investment provides expertise, support, and resources to researchers within the University for the operational and strategic aspects of delivering on our vision for research.

In October 2023, ATU launched a unique practice-based professional doctorate, Doctor of Business Administration (DBA) offering the highest level of management education. Offered by the Faculty of Business, this new flexible four-year DBA, leverages a 20-year history in the provision of Executive Education. 20 students have registered on the programme and a further two have deferred.

Figure 52: PRTPS selected under TU RISE

9.6 Research Activity

As the University develops its research mission and vision we have reflected on existing capacity (at the Research Centre level in the first instance) see Figure 53.

ATU Research Centre: Advanced

Centre for Environmental Research Innovation & Sustainability

Centre for Research in Social Professions

Design, Innovation, Creativity & Entrepreneurship R&I Centre

Health & Biomedical Research Centre

Marine & Freshwater Research Centre

Mathematical Modelling & Intelligent Systems for Health & Environment

Medical & Engineering Technologies Research Centre

Precision Engineering, Materials & Manufacturing Centre

Sustainable Energy Applied Research Centre

Wireless Applied Research Centre

While this does not reflect the totality of research activity within the University, it illustrates our alignment to regional priorities, and internal complementarity that will inform developments of coherent entities and align to future Faculties. It is expected that there will be a review of our research centres as part of the development of the Research and Innovation Strategy within the next two years. Notwithstanding, the number of research centres points to the many successes of staff across ATU in achieving funding to support high-level research.

ATU has recently launched a Research Portal that includes inter alia staff profiles, achievements, organisational units, and research outputs (see HERE). The research portal highlights the achievements of our staff involved in high calibre research (see HERE for Research Stories).

In May 2024, ATU launched the Atlantic Sustainable Tourism Observatory, Ireland, becoming a member of the UN Tourism International Network of Sustainable Tourism Observatories (INSTO). This is a global network of tourism observatories dedicated to monitoring the economic, environmental, and social impact of tourism at the destination level. This initiative aligns with the UN Tourism commitment to fostering sustainable and resilient growth in the tourism sector through robust measurement and monitoring practices. As Ireland’s first INSTO observatory, and one of only 44 worldwide, the Atlantic Sustainable Tourism Observatory, Ireland (ASTOI) will collaborate closely with tourism destinations along the Atlantic coast, Ireland’s Islands and Heartlands.

Figure 53: ATU Research Centres and their Alignment

9.7 Strategic Plan: Research Objectives

The following strategic research objectives have been identified in the Strategic Plan 2024-2028 (Figure 54).

The following table provides a benchmark with which to reflect on ATU’s current position regarding research metrics.

Figure 54: ATU Strategic Plan 2024-2028 Research Objectives

Table 6: Research Metrics

While the metrics do not compare ‘like-with-like’, they do indicate that we have much work to do to meet the strategic objectives in research and innovation and to scale up our research activity. We have a variety of excellent Principal Investigators across ATU developing new and innovative ideas and we need to ensure that we continue to improve these trends. Building on the positioning of research in the Strategic Plan 2024-2028, the forthcoming Research and Innovation Strategy, will seek to ensure an improvement in these metrics. An expected review of contracts of employment in the Technological University sector generally may see the development of research-only contracts.27 The recent award of €20M to ATU under the TU RISE Programme will support the coordination of the strategic objectives with the forthcoming Research and Innovation Strategy to improve our research performance in the coming years.

TU RISE is contextualised in the fact that our region is the only NUTS 2 Region in Ireland to be defined as a “Moderate Innovator”, and the only NUTS 2 Region in Ireland not classified as a “Strong Innovator”. ATU identified two objectives as part of delivering research with impact using the investment provided by TU RISE:

• Build research capacity aligned to the region’s needs (see 9.5 PRTP)

• Engage stakeholders in value co-creation.

In relation to the second objective to Engage stakeholders in value co-creation two further elements were devised:

• Research Commercialisation and Knowledge Transfer

• Enterprise Development and Incubation

Building on the track record of fostering collaboration between academic and enterprise, TU RISE will create a dedicated Research Commercialisation and Knowledge Transfer function to harnesses intellectual capital generated at ATU, identifying technologies with commercial potential, and facilitating technology transfer. Utilising our network of enterprise hubs we will continue to foster an entrepreneurial ecosystem, support small and medium-sized enterprises (SMEs), and offer innovative entrepreneurship training, courses, and programmes.

We will contribute to the effective functioning of our regional R&I ecosystem, creating a smarter and more competitive region that addresses the current significant regional imbalance in social and economic development. Impact is defined as contributing to regional prosperity and cohesion, which is consistent with regional, national, and European policies seeking to enhance regional innovation capacity. 28

Taken together, these elements will enable ATU to play a leading role in achieving regional prosperity and cohesion (Figure 55):

55: Regional Research and Innovation Ecosystem

Figure

9.8 Postgraduate Research Survey

As the number of postgraduate research (PGR) students grows, it is important that the quality of their experience continues to be monitored, maintained, and enhanced. This has been a traditional strength of the legacy institutions and could be a differentiating factor for postgraduate study at ATU. PGR students are active members of the R&I Committee of Academic Council.

We used two sources of data to reflect on PGR experiences in ATU: PGR studentsurvey.ie and an internal survey conducted by ATU with research degree students across the University.

The PGR studentsurvey.ie drawn from students undertaking Structured Masters, Masters by Research and PhD was conducted in ATU in March 2023. ATU had a high response rate (42%), considerably higher than the average response rate nationally (38%) (Table 7).

Table 7: Response Rate for PGR StudentSurvey.ie (Masters by Research and PhD Students)

There was a higher proportion of Irish domicile research students compared to international research students and more full-time research students completed the questionnaire, compared to part-time and online research students.

Figure 56 presents data on research students’ overall evaluations of their experiences at ATU.

While 64% of PGR students rated a positive research experience at ATU, this is lower than national data which indicated 73% of PGR students rated a positive research experience at their institutions. However, 60% of PGR students had never considered withdrawing from ATU in 2023, compared to 58% of PGR students at other institutions.

Reflecting on this data, the R&I Committee designed a questionnaire to gather further information from PGR students. Conducted for the ISER, this has provided the University with its first opportunity to gather baseline data in relation to the quality of the research PGR student experience. 61 PGR students completed the survey, representing 22%

of the population under study: PGR students completing Masters by Research and Doctoral programmes (n=280).

Approximately 60% of the respondents are international students, and there is an even distribution of responses from students across years 1-4 of their programme of research.

While approximately 90% of the respondents were happy with the engagement, support, and feedback from supervisors (with <5% dissatisfied across all categories) the University has some work to do regarding several key issues. One area is Induction. Figure 57 illustrates responses to the question around receiving appropriate induction.

Figure 56: Research Students evaluation of research experience at ATU

While the majority of research degree students felt they had received an appropriate induction/orientation to the research degree programme, a significant percentage did not with approximately 30% disagreeing . We will consider this in the light of the findings in the PGR studentsurvey.ie concerning positive research experiences: induction is important. This has had a knock-on impact in relation to lower-than-expected expressed satisfaction levels with knowledge around progress monitoring and arrangements for examination/assessment.

However, these are related to issues of integration as legacy procedures continue until new ones are approved (all currently in development). While the Research Degree Policy has been approved, approving a unified set of procedures and processes is not yet finalised. Draft procedures are currently being reviewed by the research functions across ATU with the intention of approving these in Q4 2024.

While 58% received training in ATU, some 42% of our students stated that they needed to go elsewhere for training that was unavailable in ATU. This contrasts with over 80% who received training to develop research skills in ATU. Over 72% had presented a paper or poster at an academic research conference but only 40% has submitted a paper for publication in a peer reviewed journal or book. This may be due to the level of the award for which they are studying, or other issues related to time and resources.

A challenge for ATU is to address the figure of 30% indicating that they did not know where, other than supervisors, to turn to for assistance with academic issues.

In considering the postgraduate student experience in relation to the research culture within the University, just under 50% felt that they had opportunities to become involved in the wider research community.

Further areas for improvement were identified such as more structured provision of research seminar programmes, and opportunities for multidisciplinary/whole of university events for postgraduate researchers. In relation to acquisition of relevant skills and knowledge, our PGR students have a positive experience in relation training received on research and transferable skills, research integrity, project management and communication. However, they requested that the University continue to raise awareness of and promote opportunities to do so.

When asked to consider the overall quality of their experience as research postgraduate students in ATU most respondents (77%) rated it good or excellent, 23% considered it fair, and none rated it as poor. While the good and excellent categories are welcome, data from other questions indicated dissatisfaction coalesced around lack of space (20%), computing (25%) and facilities/equipment (30%). These issues present challenges for ATU and are linked to resources and funding. Ongoing issues both locally and nationally, the TU Rise funding and capital investment is expected to positively impact in these areas within the next four years.

Figure 57: An appropriate Induction.

Figure 58: Opportunities to become involved in wider research community

9.9 Reflective Summary

Post merger and underpinned by robust and quality assured policies, we continue to admit, register, supervise, examine, and graduate research degree students. ATU moved quickly to ensure the quality assurance of postgraduate provision. This has been further embedded with the approval of a range of policies governing the quality assurance of research degree programmes in ATU. We are undertaking a process of developing our new research culture and its associated policies and procedures which when combined with facilities and infrastructure will enable us to deliver impact for our region and beyond.

Our postgraduate research students expressed an overall satisfaction with their experiences at ATU. There is always room for continuous improvement. One significant area is to clearly communicate the quality assurance of the research degrees in ATU. Structured provision of research seminar programmes and whole university PG events are suggested areas for improvement.

Growing our Research and Innovation activity is a central component of the ATU Strategic Plan 2024-2028. ATU has statutory, strategic, scholarly, and socio-economic imperatives to deliver research with impact. To do so, the university will

need to invest in facilities and expertise that enable us to realise our ambitions. Coming from a largely ‘self-funded’ model, the Strategic Plan 2024-2028 has embedded research as a fundamental part of the university’s mission, with appropriate consideration for resources and investment.

A framework to empower our extant and future research capacity and thematic areas is required. A university of our size requires a policy for research groups, centres, and institutes. Aligned to a Faculty or Faculties, research groups, centres, or institutes will provide the opportunity to leverage existing research strengths and create focal points for both national and international engagement with the university. We envisage such a policy will describe the principles for the establishment, governance, resourcing and management of research groups, centres, and institutes in proportion to their size and impact. It will also provide a framework to enable researchers to identify a pathway to progression between group, centre, and institute as capacity and impact develop.

A challenge remains with the management of our research funding post TU Rise. However, the increase in support capacity funded through TU Rise will enable ATU to attain more funding particularly in larger national and international programmes. This aim is to generate sufficient funding and overheads to sustain the new structures post TU Rise.

9.10 Case Study

Showcasing ATU Research through a new Institutional Repository

Overview

An Institutional Repository is a critical piece of research infrastructure in any University, providing a permanent and accessible platform to host all institutional research outputs that is available to search and download for free to the public, and meets funder mandates for Open Access.

Prior to ATU integration, three of the legacy institutions hosted their Institutional Repositories on a shared repository with other similar education institutions. This enabled some cross searching. This platform is called Research@THEA

The contract for this shared instance is coming to an end and the TU journey has identified ways in which this platform is not providing ATU with the appropriate level of functionality to meet increasing institutional needs to host different types of research outputs such as digital media, art, datasets etc.

A project has been initiated to establish a new Institutional Repository that meets the needs of the new ATU and funder mandates to ensure that the Library can continue to showcase the diversity of ATU research to a global audience.

Task

The key impacts of this new shared Institutional Repository are:

1. ATU only Institutional Repository (currently we are in a shared instance with some other TUs).

2. New bespoke platform to showcase ATU research to a global audience.

3. Ability to host diverse types of research outputs, particularly non-traditional research outputs which are

particularly relevant for Technological Universities as a differentiator from traditional universities.

4. High-quality data on ATU Research outputs and dissemination.

5. Streamlined process for academics, researchers, students, and staff to showcase their research outputs and meet funder mandates.

Conclusion

The new ATU Institutional Repository will significantly expand the type of research outputs that the Library will be able to showcase to the world, reflecting the realities of the diverse types of research outputs our ATU researchers, staff and students are creating – and which are currently not hosted or discoverable through the current system.

To ensure interoperability with other elements of the ATU research infrastructure such as the Research Information Management System (RIMS), the project has forefronted interoperability as a critical function which will ensure seamless data flow between the systems. This will mean less input for academics and researchers and better-quality data for ATU internal and external metrics.

To facilitate better discoverability of ATU research, this new system will have a more user-friendly search interface which meets international standards for FAIR (Findable, Accessible, Interoperable, Reusable) and provides a more intuitive human experience for anyone engaging with ATU collections.

The funding for this new Institutional Repository has been sourced through NTUTORR as a Digital Transformation project. While funding has been secured for year 1 of the Institutional Repository solution, it should be noted that longer term costs need to be considered as part of ongoing base costs for ATU core research infrastructure.

10.1 Introduction

Our staff are the foundation of our success and a key driver of ATU serving our community and region. We are committed to recruiting highly skilled and motivated staff to achieve our priorities and meet the needs of all our students. The major organisational change required to facilitate the ongoing transformation from four legacy institutions into a single Technological University, with nine campuses dispersed across a wide region, is being achieved through the dedication of, and in consultation with, staff across the university. The ATU Strategic Plan 2024-2028 under its guiding light Organisation Transformation has a key focus on our staff.

ATU is cognisant that it is currently in the transformational phase of the change management and integration process. This is extremely complex and has presented many challenges for all our staff. The key focus of Human Resources (HR) continues to inform, engage, assist, and support our internal stakeholders during this period of transformational change.

Building on the legacy institutions’ practices of fair and transparent process for staff recruitment and offering opportunities for promoting professional development, a dedicated HR team is an essential component in ensuring that the University can compete for talent both in Ireland and globally. For those that are thinking of pursuing their career in ATU, it is critical that their first interactions with the University, often through the HR team, demonstrate the excellence we aspire to. This chapter documents and reflect on key issues staff recruitment, support, and career progression.

10.2 Human Resources Transformation

The HR function has undergone change since integration. These changes arose from a Senior Management Review in 2022 following which the University reviewed the HR function to ensure that it had the appropriate structures, systems, and processes to serve and support the new University.

The following Interim HR Structure was approved:

InterimHRStructure

VP Financ e andCorporate Services

Pensions -Sligo

&Development (inclMgmt. Development) -Sligo Employee Experience –Individual Supportfor Managers on PerformanceManagement issues -Grievances, DAWcases,WRC / Labour Courtcasemanagement Pensions -Donegal Learning &Development(incl Mgmt.Development) -Donegal

This interim structure includes the designation of HR leads. With the establishment of key HR pillars, we continue to deepen our engagement with staff to achieve a whole of ATU consolidated people and systems approach. The HR function is moving towards a more distributed model of people management whereby management is empowered and enabled to manage people issues as a first point of contact rather than all staff issues being directed to HR. It is

Employee Landscape/UnionEngagement, Bargaining,TU Processalignment

HR Lead at IR fora –INTUC,PMSSIRForum ,ATU CPF/I&CForum ,Working Groups /LabourCourt

ATUHRPolicies& Procedures –Review & Develop Pensions –GalwayMayo

ProjectSteeringCommi eeATU Project

HR Core System DevelopmentofATU HR Policies and Procedures

the intention that this will allow the HR function to provide the supports to those people managers to ensure consistency, trust, empowerment with confidence, meaningful and timely communications. A key HR function is the management of staff complaints as they arise.

HR provides support for the significant change management processes underway including the provision of support to the ATU Industrial Relations fora. There is ongoing work on

Figure 59: Interim HR Structure

handling complex ER/IR issues arising from the integration with regular meetings and communication with the stakeholder groups. Key achievements include the migration of all staff from St Angelas to CORE system and the approval of a suite of ATU HR policies and procedures.

Subsequent to approval of the new organisational design structure it is envisaged that the HR function will be incorporated into the following structure:

interim Resource Committee has been established to oversee approval of university posts. The Resource Committee agree the criteria for post approval and prioritisation of posts for approval. The UPT has responsibility for approving posts.

From a quality assurance perspective, all standards are being met under the comprehensive framework of regulations, policies and guidelines as provided in the University HR processes. Governing Body have approved several policies and procedures that govern HR areas and has agreed a work plan with HR for completion of the remainder by Q4 2025. These policies are hosted on the internal SharePoint. They include a Policy on Recruitment and Selection Procedures, a Recruitment and Selection Appeals Policy, an EDI Policy, and a Garda Vetting Policy. Relevant procedures and forms to support these polices have also been approved.

In addition, a number of Leave (Annual Leave, Bereavement Leave, Force Majeure Leave, Marriage/Civil Partnership Leave, Parent’s Leave and Paternity Leave) procedures and an Academic Staff Voluntary Transfer Procedure have been approved. While remaining HR policies and procedures are under development, legacy ones continue to apply.

Staff grades are negotiated at a national level. There has been a significant increase in recruitment as ATU responds to a range of needs in an agile manner, mobilising resources to provide dynamic responses to the demands posed by a rapidly evolving education landscape. The national accommodation deficits have emerged as an impediment to recruitment of new staff, particularly from overseas.

10.3 Staff Recruitment

Government policies such as sector-wide restrictions on hiring, promotions, redundancy, and other employment practices, must be considered in the recruitment process. As the University establishes the various support functions an

Challenges around allocation of space for staff exist in a few of the campuses in ATU. Some staff share ‘hot desks’ and staff have indicated that this is not conducive to a positive work environment, including meeting students. Problems with teaching equipment were also identified in the TLC survey as persisting on some campuses. Developments in campus infrastructure in the next number of years is expected to address the space issues in the context of changing working environments, including remote working. A policy on Remote Working is currently under development with a view to approval in Q4 2024.

The staff profile is outlined in Table 8.

Figure 60: Proposed People, Culture, Equality and Change Structure

ATU OTHER POSTS BY CATEGORY

10.4 Career progression

10.4.1 Academic Staff

In ATU each academic staff member falls into one of these categories: assistant lecturer, lecturer, lecturer 1, lecturer 2 and senior lecturer (at levels SL1, SL2, and SL3) and uniquely among comparators, without professorial ranks. Each of the categories has scales that comprise a number of increments. The limited career-opportunity structure in the wider Technological University sector is an issue requiring further examination and proposals for new career grades are being considered by Government. Lecturers may obtain reductions to their instructional contact hour workload though a collectively bargained schedule of recognised activities, and “buy out” of instructional responsibilities.

10.4.2 Professional, Management and Support Staff

Difficulties associated with integration meant that some PMSS staff were doing similar jobs but at different grades

and having different reporting lines. This issue is causing considerable frustration amongst PMSS staff who feel their professional career progression is of secondary importance as manifested by the slow delivery on a career development infrastructure for technical and administrative staff. This will continue to be discussed and negotiated to achieve an equitable solution cognisant that ATU operates within a national IR framework.

10.5 Staff Training and Development

ATU is committed to an ethos that supports staff from all functions to fulfil their professional and academic potential. Staff training and development is an integral part of an ongoing staff development process. The HR function has a remit for broader

development for all staff. The TLC provides

and runs

and

for academic staff (see Chapter 6). All staff are encouraged and supported to engage in further study at ATU or other HEI’s. In addressing the requirement to achieve the stretch metrics under the TU Act 2018

with an

Table 8: Core Staff Profile December 2023

Doctoral degrees, both study leave, and financial support are provided to academic staff undertaking a Doctoral degree.

A training needs analysis (n=265) was conducted in 2023 with all staff to develop a greater understanding of staff professional development. While many staff had availed of formal training in the past year, just over 30% of the respondents (24% of academic staff) had completed a formal qualification at postgraduate level in T&L. There were mixed feelings on the motivating value of certificates and digital badges. Key findings indicated that barriers to pursuing further training were time and funding for training. However, staff want tangible supports such as allocated study/training hours and scheduling/cover and high-quality training that is relevant to their role and tailored to ATU.

The analysis of the survey led to a number of key outputs:

• A Training Fund call for Senior Management, resulting in 23 successful staff development projects covering diverse themes

• The provision of LinkedIn Learning has been expanded across all 9 campuses

• The creation of an integrated “Staff Training Hub” linked to the University Virtual Learning Environment and Core which will further enhance collaboration among staff development functions. ATU launched the Staff Training Hub in May 2024.

10.6 Equality, Diversity, and Inclusion

ATU is committed to the promotion of EDI in all aspects of the University’s activity and promotes an inclusive and supportive environment of equality, dignity, and respect where all students and staff can develop to their full potential. ATU Governing Body established an EDI Committee, which has responsibility for reviewing and advising on the University’s policies and monitoring the implementation of such policies. An EDI Steering Group, comprising senior managers from across the University, oversees and provides guidance and direction towards the achievement of EDI objectives. An Equality, Diversity, and Inclusion Policy was approved by Governing Body and Academic Council in Q1 2024 (see HERE). An important policy, it addresses our obligations under relevant national legislation and affirms our commitment to maintaining an environment of dignity and respect. A dedicated EDI public webpage is available with relevant information on EDI issues (see HERE).

10.6.1 EDI Achievements

Following the establishment of ATU in April 2022, the University received an Athena Swan Legacy Bronze Award,

based on both a recognition of work undertaken by the three legacy institutions as well as the submission of a detailed Gender Action Plan. The EDI Steering Group has responsibility for implementing the Gender Action Plan which covers a three-year period. There are 49 individual actions including those to promote gender equality, remove barriers to equality and further develop a more inclusive workplace. This involves gathering and monitoring outputs from gender disaggregated data for all stages of the recruitment process; deliver an annual programme of EDI training for all staff across the University and begin to integrate an EDI dimension into all aspects of the University QAE Framework. In December 2023 the University established an ATU Athena Swan SelfAssessment Team to lead the development of the University’s next Athena Swan application in 2025.

ATU continues to support participation in the Aurora Leadership Development Programme run by Advance HE. Aurora is a positive action Leadership Development Initiative for women in higher education aimed at addressing the under-representation of women in leadership positions in the sector. ATU is a partner in a HEA funded Gender Equality Enhancement Fund project to develop a Technological Sector Leadership Development Programme. The aim is to develop an accredited Leadership Development programme which incorporates a strong intersectional gendered lens and is fit for purpose for the changing context within the Technological University Sector.

In September 2023 ATU adopted the HEA’s Anti-Racism Principles. ATU acknowledges the existence of racial inequalities and racism and commits to taking proactive measures to address this. Initial actions have included the provision of Race Equality Training for senior managers, making the provision of online Race Equality training available to all staff. A Race Equality Network has been established and this provides an inclusive and open space where the diversity of insight and experience of its membership will inform and shape the University’s commitment to race equality and the development of a Race Equality Action Plan.

An LGBTQ+ Staff Network (AURA) was established within days of the establishment of ATU. AURA’s mission is to champion equality for LGBTQ+ people throughout the University. With ATU-wide representation and regular meetings, the network’s objective is to enable every staff member and student to feel safe, welcomed and empowered to use their voice for the betterment of the University. The University observes LGBTQ+ dates in its calendar. ATU campuses have rainbow pathways, and the libraries have an increased portfolio of inclusion-focused literature. Trainings such as Trans Visibility 101 and the Allyship Programme help educate staff members and contribute to a change towards

a culture of respect within the University. In Q1 2024, ATU approved a Gender Identity and Expression Policy.

10.7 Employee Wellbeing

ATU endeavours to provide a safe place of work for all staff through continuing to review and amend as needed its policies and practices that support positive health and wellbeing of staff. Staff welfare schemes and the employee assistance programme are made available to all staff. The support and development of a work–life balance policy with family friendly initiatives is common across ATU. Wellbeing events include mental health, bereavement, mid-career financial planning, and retirement planning. ATU continues to look at other schemes, such as opportunities for sabbatical leave and the introduction of recognition schemes for outstanding achievement. Development of an employee wellbeing strategy by the HR function will focus on the financial, physical, and psychological wellbeing of our workforce.

10.8 Reflective Summary

People, values, and culture drive an organisation and impact on the way policies are developed. ATU values its people, evident in the areas of fair recruitment, opportunities for career progression, provision of training and development and employee well-being.

HR’s strategic function is changing and many recent developments in employee legislation and industrial relations, has meant an increase in the influence of the HR function within the organisation leadership team. The function of HR has evolved to one where maximising the value of employees has become a priority.

Similar to other functions, HR has faced challenges during the integration process. In addition to the move towards integration of the four HR functions of the legacy institutions and the complexities therein, further pressures have been placed on HR. It is immersed in ongoing consultation and negotiations and managing an increase in recruitment and systems alignment. The integration of the Staff Development Unit is a priority.

The efficiency of the recruitment process requires improvement with specific reference to the length of time to get posts approved, advertised, and interviewed. Currently there are many layers to this processes. A second area for consideration relates to career progression. There are concerns regarding limited career opportunities and discrepancies in job grades. Governed by national legislation and national agreements, the current employment model is under review. This may impact the current academic career structure within ATU.

11.1 Introduction

Building on 50+ years of its legacy institutions, ATU inherits a long and distinguished tradition of positive engagement with an extensive range of external stakeholders at local, regional, national, and international levels. Collaborative work includes programme development and delivery, research collaborations, community engagement and consortia arrangements.

The guiding light Connected Ecosystem in the Strategic Plan 2024-2028 articulates the tenet that ATU will meet the requirements set out in the TU Act 2018 that the functions of a Technological University must have regard to the needs of the regions wherein it is located. This requires a focus on community engagement, enterprise collaboration and global partnerships. With nine campuses spread across the Northern and Western region, ATU is in a unique place to serve this region and contribute to its development as it continues to face significant challenges. The collective expertise of the University is available to all our local communities and the region. In addition, our reach extends nationally, and internationally as we continue to progress our links with European and global partners.

This chapter documents and reflects on the quality assurance of ATU’s collaborations and partnerships.

11.2 Collaborations and Partnerships Committee

A Collaborations and Partnerships Committee of UPT was established in March 2023. Its remit is to review proposed and existing academic collaborations and partnerships in the University in terms of strategic fit and resources. These include:

• Collaborative, joint, and transnational provision

• International collaborations and agreements

• Professional and Regulatory Bodies collaborations

• Higher and Further Education collaborations

• Sports and community agreements.

The committee liaises with relevant head of Function as required and makes final recommendations to the President/ UPT. The President may delegate decision making authority to the committee as appropriate. The committee also advises on policy and templates for University collaborations and partnerships. The initial term of office is two years. Committee membership endeavours to ensure representation across the University, including geographic and gender representation. Additional members can be co-opted onto the committee

as required. The committee is chaired by one of the Heads of College. Work is ongoing to develop an existing and postmerger general database of all agreements and is expected to be well advanced in 2024/25. Since its inception, 31 Memorandums of Understanding (MoU) and Memorandums of Agreement (MoA) have been approved.

11.2.1 Collaborative Programme Provision

Making links and collaborating with a range of partners across industry, the university sector, the further education sector, research centres, and international bodies has enabled ATU to provide collaborative programmes in a number of key areas. Collaborative programme provision is defined by ATU as referring to two or more education providers being involved through formal agreement in the provision of a programme of higher education and training. Collaborative programme provision serves to enhance the quality and diversity of educational offerings, foster internationalisation, and promote academic excellence through partnership.

The quality assurance of our collaborative programme provision is governed by the recently approved AQAE038 Collaborative Provision of Programmes Policy (see HERE). The purpose of this policy is to provide a clear and comprehensive framework for the establishment, management, and review of the collaborative provision of programmes in which ATU serves as a partner. The AQAE039 Procedure for Quality Assurance of Collaborative Programme Provision, providing detailed guidance for adapting our quality assurance processes to the unique requirements of collaborative educational models will be developed in 2024-2025. An approved proposal for a collaborative programme must, as far as is practicable, align with ATU’s framework for programme development, and have regard to the principles outlined in AQAE003 Developing and Validating New Taught Programmes Policy (see HERE), and the AQAE020 Monitoring, Evaluation, and Enhancement of Programmes Policy (see HERE) while also integrating any specific accommodations for collaborative provision.

Section 9.2 in the AQR outline our collaborative programme provision in more detail (see HERE and HERE).

Transnational programmes are educational programmes delivered in a country different from where the awarding institution is based. Providers of transnational programmes are encouraged to follow the relevant parts of the Guidelines for Quality Provision in Cross-border Education (OECD/ UNESCO 2005). These have been adopted by ATU as its guidelines. Where ATU becomes a provider of new transnational programmes, the University will use the codes of practice referenced therein particularly the UNESCO/Council of Europe Revised Code of Good Practice in the Provision

of Transnational Education (2007). Current transnational programmes we are involved in include:

• MSc in Public Service Leadership and Innovation with Ulster University

• BEng in Electronic and Computer Engineering with Tianjin University of Technology and Education

• International MSc in Marine Biological Resources with Ghent University (BE), University of Pierre and Marie Curie (FR), University of Western Brittany, (FR), University of the Algarve (PT), University of Oviedo (ES), University of the Basque Country (ES), Polytechnic University of Marche (IT), University of Bergen (NO)

11.2.2 Professional, Statutory and Regulatory Bodies

ATU engages with a range Professional Statutory and Regulatory Bodies (PSRB) to deliver quality assured accredited education and training (Figure 61).

The PSRB’s recognise and approve ATU programmes in relevant areas. This highlights the significance of professional body recognition and accreditation of ATU programmes and the ensuing benefits for graduates. ATU was the first TU to receive CORU approval for Professional Programmes at undergraduate level in Social Care and postgraduate level in Social Work.

11.3 External Engagement

Our nine-campus University enables ATU to extend its reach along and beyond the Northern and Western seaboard. Figure 62 provides a sample of the external engagement we undertake at regional, cross border and national levels.

Regional Cross Border

National

Historically, external engagement has been exercised in a highly distributed manner, with each academic department and programme managing the external links necessary for their own teaching programmes and research. The highestlevel external linkages have been typically managed through the President’s Office, with support from the Vice President for Research, Innovation and Engagement. A range of special units and programme teams have also managed external links for the purposes of collaboration in teaching, research, and knowledge exchange. However, there are very few staff for whom the management of such relationships is a principal responsibility. ATU is currently engaged with the University Industry Innovation Network (UIIN) to reimagine the totality of our external engagement activities by developing an ATU External Engagement Strategy

11.3.1 Regional Engagement

Our work with our regional partners spans many projects in association with key stakeholders. This engagement includes three regional Education and Training Boards (ETB): (Galway-Roscommon ETB, Mayo-Sligo-Leitrim ETB, and Donegal ETB) who are responsible for Further Education; Regional Authorities in the Northern and Western region including Údarás na Gaeltachta which is responsible for the economic and cultural development of the Gaeltacht areas; the Northern and Western Regional Assembly (NWRA) that engage in development work with key stakeholders at European, national, regional, and local level to accelerate and optimise effective regional expansion; and the Western Development Commission (WDC) which has a statutory obligation to advise Government on issues impacting on the

QQINAIN PSRB DFHERIS THEA

Figure 62: Sample of ATU External Engagement

Western Region and promoting Government Policy directed at improving social and economic standards in the region.

The regional Chambers of Commerce are important partners. We are an active member of two regional skills forums, the Northwest Regional Skills Forum, and the West Regional Skills Forum. The skills forums support businesses to assess and develop skills for their employees and work at regional level to identify, investigate and validate skills needs.

ATU participates on the two Irish Business Employer Confederation’s (IBEC) Regional Executive Committees (RECs). IBEC RECs shape, guide, and lead business policy priorities for their respective regions. ATU has membership on two Regional Enterprise Plan Steering Groups, the West Regional Enterprise Plan, and the Northwest Regional Enterprise Plan. The Regional Enterprise Plans are developed by regional stakeholders and focus on undertaking collaborative initiatives to support enterprise growth in their respective regions.

Across the region, ATU hosts several strategic enterprise engagements providing a physical infrastructure to support entrepreneurship, innovation, and start-ups. This includes five Innovation Centres. We also lead two New Frontiers Programmes funded by Enterprise Ireland to support Ireland’s best next generation entrepreneurs.

ATU operates three Technology Gateways funded by Enterprise Ireland, the MET Gateway in ATU Galway-City, a national centre of excellence specialising in Medical Technologies, the PEM Gateway in ATU Sligo, a national centre of excellence specialising in Precision Engineering, Manufacturing and Materials and the WiSAR Gateway in ATU Donegal, a national centre of excellence specialising in Sensors and Wireless Technologies.

11.3.2 Cross Border Engagement

The Northern and Western Region has a significant land border with Northern Ireland including Counties Derry, Tyrone, and Fermanagh. ATU recently re-signed a novel Memorandum of Understanding (MoU) with Donegal ETB, Ulster University (UU) and Northwest Regional College (NWRC) in Northern Ireland. This cross border Further and Higher Education collaboration of education partners styled Northwest Tertiary Education Cluster (NWTEC) representing 85,000 learners across the four institutions is a strategic initiative to help the Northwest City Region. It is led by Donegal County Council and Derry City and Strabane District Council to become a major growth centre for Ireland and Northern Ireland on the European and World stage.

ATU is currently a key partner in a number of research projects with Ulster University including Atlantic Futures. This involves a major €4m Shared Island funded, HEA research collaboration investigating and addressing structural and societal imbalances in the Northwest Atlantic Innovation Corridor. ATU also leads on two novel Shared Island Unit funded/HEA Research projects, one on Social Enterprises in Ireland and another on University Student Mental Wellbeing.

11.3.3 National Engagement

At a national level, ATU works closely with the Higher Education Authority (HEA), Department of Further, Higher Education, Research, Innovation and Science (DFHERIS), Quality and Qualifications Ireland (QQI), and Solas who fund, coordinate, and monitor the Further Education and Training Sector (FET), and various other Government Department and Agencies. ATU also actively supports several Technological University Sectoral initiatives including being members of the Technological Higher Education Association (THEA), the National Forum for the Enhancement of Teaching and Learning and the N-TUTORR project, designed to enhance inclusion in higher education by further leveraging digital technology. As discussed in chapter 8, ATU collaborates with the National Tertiary Office and is represented on the national Tertiary Partners Group.

11.3.4 Community and Civic Engagement

ATU is committed to supporting and engaging with our local communities. We are represented on the membership of the Local Community and Enterprise Plan (LCEP) Committees of the Local Authorities across the Region. LCEPs are six-year plans developed by Local Authorities to promote and support economic and community development in their respective areas.

ATU has ongoing working collaborations with the various Local Development Companies (LDCs) across the Region. LDCs are multi-sectoral partnerships that deliver community and rural development, labour market activation, social inclusion, climate action and social enterprise services in their respective areas. We work closely with an extensive variety of community and voluntary sector initiatives with staff and student involvement in volunteering initiatives. As discussed in Chapter 9, ATU provide educational opportunities via Pathway programmes to a diverse range of students with an explicit aim of widening participation in higher education. We engage in the provision of outreach programmes with primary schools, post-primary schools, further education providers and community organisations.

11.3.5 Alumni

The ATU Alumni Office was established in February 2023 and an Alumni Officer has been appointed to begin the process of building an Alumni network. This is a key strategic initiative for ATU involving merging and leveraging the alumni networks of the three legacy institutions and contributing significantly to building ATU brand awareness. We have complied a database of alumni living and working across the globe. The ATU Alumni Office helps connect alumni to each other and to the University through lifelong learning and networking opportunities as well as participation in a range of volunteering programmes such as the ATU Alumni Mentorship Programme, and alumni related activity and events under the four ATU alumni pillars. Working closely with ATU Global, the Alumni Office will build international chapters of alumni in key territories over the next two years.

In April 2024, ATU introduced an alumni scholarship for Master’s programmes which offers a 20% reduction in academic fees for a range of taught master’s programmes across the university’s nine campuses for members of the ATU Alumni Network. The initiative follows national reports highlighting the need for upskilling and reskilling within Ireland’s workforce. The National Strategy for Higher Education to 2030 highlights the urgency for lifelong learning, upskilling and the need to broaden participation in higher education.

The announcement of the Alumni Master’s Scholarship is the first of several alumni programmes that the university is introducing. Anticipated in the upcoming year is the launch of an Alumni Mentorship Programme, aimed at assisting current students in transitioning from academia to the professional world under the guidance of ATU alumni mentors. Additionally, plans are underway for the inaugural ATU Alumni Awards, an annual event designed to celebrate the accomplishments and contributions of esteemed ATU alumni.

11.4 An International University

ATU is an outward-facing and forward-looking University that has the expressed intention to be an internationally oriented, globally competitive HEI. We are actively embedding global perspectives across our university to enhance the learning environment and to support graduates to become global citizens. ATU continues to leverage our international reach to be a hub for international collaboration, fostering academic partnerships, cultural exchange, and research initiatives that transcend borders particularly contributing to a more interconnected and mutually beneficial global community, and generating a sense of sustainable global citizenship among

our students and stakeholders. This vision underpins the development of an ATU Internationalisation Strategy.

11.4.1 ATU Global

ATU Global was formally launched by our President at the European Association for International Education (EAIE) Conference in Rotterdam in September 2023. Merging the three International Offices from the legacy institutions, ATU Global agreed and adopted an interim organisation structure (Figure 63).

Interim Organisation Structure

(Academic Affairs and Registrar Pillar)

The ATU Global team are supported in their work by six parttime senior international Student Ambassadors and over 60 voluntary international Student Ambassadors.

ATU Global conducted an analysis of internationalisation in our legacy institutions and identified priorities for enhanced internationalisation across ATU. Three key priorities were identified:

Figure 63: ATU Global Interim Organisational Structure 29

• Internationalisation at home (including internationalisation of the curriculum, intercultural training, and international student ambassadors)

• Internationalisation abroad (including recruitment, exchange, transnational education, and Alumni)

• Internationalisation of research (including innovation and enterprise).

During 2022/23, ATU Global represented ATU in Canada, the United States of America, India, Africa and in the 10 members states that make up ASEAN (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, and Vietnam) as well as several priority promotional visits to European countries. ATU Global also hosted VIP visits including Ambassadors and delegations from Canada, China, India, France, Spain, the United States of America, and South Africa.

ATU has a long-standing relationship with the European Association of Universities of Applied Sciences (EURASHE) and is a member of the European University Association (EUA), UIIN (the University Industry Innovation Network) and the EAIE (the European Association for International Education). We have recently become a member of Universities Ireland and are a founding member of the World Technological University Network (WTUN).

11.5 International Students

The quality assurance of international students is governed by policies and procedures in the emerging AQAE Framework and legacy policies and procedures. Supports for international students are coordinated by ATU Global and wider ATU Student Services. International students apply directly to the University through the ATU Global/International Office. ATU Global has worked to align our admissions processes across ATU for International Students leveraging NARIC Ireland. NARIC Ireland provides advice on the academic recognition of a foreign qualification by comparing it, where possible, to a major award type and level on the NFQ. All Non-EU Applications to ATU are initially reviewed and screened by ATU Global Managers and subsequently formally reviewed and approved for admission by the relevant Head of Department taking cognisance of any programme specific entry requirements. There is a dedicated page on the ATU website for international students which outlines details on programmes of study; ATU requirements; and ATU campus infrastructure (see HERE). ATU Global has also agreed and aligned our English language requirements for entry into ATU programmes as per Irish HEI International norms for English Language for Non-EU International Students (see ATP policy HERE).

ATU Global is currently procuring agents across key international territories who will undertake specific ATU Global training to ensure they have the required knowledge of our programme portfolio and entry requirements to officially represent ATU in their respective countries.

The international student ambassadors together with the Students’ Unions and our International Student Society provide a range of ongoing supports to international students. In addition, they represent vital sources of communication and feedback between ATU Global and the International Student Community to ensure we deliver a high-quality international student experience.

ATU Global celebrates our international student community via a number of high profile and well supported international and cultural events across all ATU Campuses. Among these significant celebratory events are Global Villages held during Intercultural Weeks, the Indian Diwali and Holi festivals and Chinese New Year.

11.5.1 International Education Mark

The International Education Mark (IEM) is a new statutory quality mark, part of a suite of legislative measures to protect international learners. The IEM will be awarded to universities who have demonstrated that they meet national standards to ensure a quality experience for international learners from pre-enrolment through to the completion of their programme of education and training. The formal IEM application has not yet opened but is expected in June 2024. ATU has established a Working Group to support our application for the IEM. We are aiming to be in the first wave of application and initial work has commenced with the intention of achieving the IEM by Q3 2025.

11.6 Erasmus +

My Erasmus experience in ATU Galway City campus can be summed up as one of the best years I have lived so far.

Erasmus+ Student

Staff and student mobility is supported through the Erasmus + programme. The programme offers staff the opportunity to carry out teacher or training visits to partner institutions. Student exchanges continue to increase and are expected to do so in the next number of years. ATU Global achieved the first ATU-wide Erasmus Charter and won the first ATU-wide Erasmus+ KA 131 Grant worth €568,000. In 2022/23 ATU welcomed 73 incoming Erasmus Students from 10 European countries and three non-EU Exchange Students from Brazil and Taiwan. In 2022/23 ATU supported 22 outgoing Erasmus Students on study and traineeship exchanges, one on a

study exchange to Germany and six on study exchanges to Northern Ireland with 15 outgoing students undertaking traineeships in Northern Ireland.

11.7 Fulbright

The Fulbright programme in collaboration with the Irish Fulbright Commission is supported in ATU by the appointment of a Fulbright ambassador to support students, scholars and professionals who wish to apply for a Fulbright scholarship. Across ATU campuses there are several Fulbright scholars associated with ATU and we continue to host a number of USA Fulbright Scholars and students across the nine campuses.

11.8 European University Alliance

ATU is part of the European University Alliances initiative, promoted and funded by the European Union through the Erasmus+ programme and has established transnational alliances of higher education institutions. The deeper institutional cooperation within the European Universities alliance allows students, doctoral candidates, and staff to benefit from seamless mobility opportunities in European inter-university campuses. These European inter-university campuses offer inter alia joint, flexible, and innovative curricula, based on inter-disciplinary and cross-sectoral approaches, integrating student-centred learning and innovative pedagogies. This approach enables exploration of the feasibility of a possible joint European degree at all levels, based on co-created European criteria, delivered at national, regional, or institutional level, in accordance with the National Qualifications Frameworks.

ATU collaborates with eight other universities from Spain, France, Italy, Poland, Romania, Sweden, Germany, and Portugal in the EU GREEN Alliance, led by the University of Extramadura, to form a ‘super campus’ with more than 158,000 students and 18,000 staff.30 EU GREEN represents Responsible Growth, Inclusive Education, and Environment. Its universities are located in peripheral regions of Europe. EU GREEN partners collaborate to engage students, staff, and their regional stakeholders towards a sustainable future through education, research, innovation, and engagement. EU GREEN is one of 60 European University Alliances, creating a broad European educational area.

Launched in January 2023 with funding of over €14M over its first four years, it will strengthen strategic alliances

between the universities in the EU and increase international competitiveness within the European Higher Education Area. Through an inclusive and collaborative partnership, it places the Sustainable Development Goals (SDGs) at the heart of its research and innovation activities and integrates them into its educational model. It aims to scale up and promote sustainability and the SDGs encompassing economic, societal, cultural, and environmental pillars. ATU leads the Engagement work package and co-leads the Innovation work package coordinating SDG challenges, training, best practice, and an engagement hub for EU GREEN stakeholders. The Education Work Package 2 team developed an Education Strategy and a Professional Pedagogical Development Programme (PPDP) in 2023 for rollout from 2024-2026. ATU played a leadership role in researching and co-writing several sections of the strategy and professional development programme documents. ATU is the lead for Work Package 5 which is focused upon Engagement for Sustainable Societies and Economies and co-lead for Work Package 4 which deals with Innovation and Entrepreneurship for Sustainability. In November 2024, ATU will host the EU Green Rectors from our partner institutions for its bi-annual face to face meeting, a significant event in our calendar.

11.8.1 Green Campus and Green Alliance

As an active member of the national Green Campus programme, ATU promotes sustainable citizenship in all aspects of college life. The Green Campus committees are voluntary groups consisting of staff and students who work on sustainability projects, often linked to the academic community in environmental disciplines such as the Centre for Sustainability. The ATU Green Campus groups link together via the EU Green Alliance.

11.9 Reflective Summary

The development of the ISER has illustrated the scale and continued evolution and growth of collaborations and partnerships at ATU prior to and post-merger. Across ATU, staff, Faculties and functions are engaged in a variety of complex and valuable collaborations. ATU continues to support and promote these engagements as we seek to fulfil our remit as a Technological University serving our region.

The Collaborations and Partnerships Committee review and examine proposed and existing academic collaborations and partnerships in the University in terms of strategic fit and resources. It reports to Academic Council and the Executive on decisions made in respect of collaborations and partnerships on programme development. The quality

assurance of our collaborative programme provision is governed by the AQAE038 Collaborative Provision of Programmes Policy that provides a clear and comprehensive framework for the establishment, management, and review of the collaborative provision of programmes in which ATU serves as a partner. Procedures to support the policy are required and are currently in development. The strategic significance of our collaborations and partnerships will be further considered as we develop as a university. A database, currently in development, will facilitate this consideration of strategy and inform the design of mechanisms to ensure positive impact across the region.

Maintaining and increasing regional, cross-border and national engagement is central to ATU’s mission and vision. This presents a challenge. Given our scale, there is a task in capturing all that is done. Taking a strategic approach to external engagement is necessary. Supported by the UIIN, ATU are currently consulting with our staff to investigate their involvement in and experiences of external engagement, to inform the development of an External Engagement Strategy and implementation plan. Underpinned by our legislative commitment to serve our region, it is expected to be finalised in Q4 2024 and will assist ATU in developing

appropriate structures, systems, and processes to deliver on our ambitions.

The quality assurance of International Students is provided for under the AQAE Framework and legacy policies and procedures. In addition, ATU Global provide supports to international students. ATU expects to apply for the IEM in Q4 2024. Dedicated on-campus accommodation would facilitate opportunities for growth in international student numbers.

Challenges remain for ATU in a number of areas. The Erasmus + programme does not have the same traction amongst Irish students that it does for international students. This is a key challenge for the Erasmus + programme in ATU: the apparent reluctance of students here to go abroad. The establishment of an alumni network is welcome, but it will take time to build the network and connect graduates with the new brand.

Following the integration of ATU, the scale of the organisation is now such that there is a need to coordinate and support the range of external linkages in a more cohesive and strategic manner. While consultation on an External Engagement strategy is now underway, the full alignment of the external function has not yet occurred.

11.10 Case Study

Empowering Innovation and Job Creation: Xerotech’s Success through Collaboration with Enterprise Ireland’s New Frontiers Programme ATU

Overview

Xerotech, a pioneering battery technology company headquartered in Galway, Ireland, is an excellent example of the transformative impact of strategic collaboration between ambitious startups and supportive entrepreneurial programmes. Founded in 2015, Xerotech emerged as a leader in the energy storage sector, driven by a clear vision to revolutionise battery technology and promote sustainable energy solutions. Operating from a manufacturing facility in Galway, Xerotech specialises in designing and manufacturing cutting-edge thermally managed lithium-ion battery systems for a diverse range of applications, including automotive, industrial, marine, aerospace, and defence.

Task

In 2017, Xerotech embarked on a transformative journey by participating in the Enterprise Ireland New Frontiers Programme managed by ATU Galway-Mayo. This nationwide initiative provides aspiring entrepreneurs with invaluable mentorship, training, and funding opportunities. Under the guidance of the New Frontiers Programme, Xerotech received crucial support to refine its business model, access funding from various sources, and accelerate its growth trajectory. Following initial funding, Xerotech successfully secured funding from private investors (€25M+) and the European Investment Bank (€30M). This financial backing empowered

Xerotech to scale up its operations, intensify research and development efforts, and recruit a talented workforce. The company’s workforce has grown to 170 employees, with plans to expand to over 200 by 2024.

Conclusion

Xerotech’s remarkable growth translated directly into tangible job opportunities within the region. The company’s expansion has led to the creation of diverse employment roles spanning engineering, research, technical, and administrative domains. Moreover, Xerotech’s growth supports economic activity in the local supply chain, benefiting suppliers, logistics providers, and ancillary service companies. The company’s commitment to skills development further underscores its role in nurturing a vibrant talent pool through internships, apprenticeships, and training initiatives in collaboration with educational institutions such as ATU. Xerotech’s journey exemplifies the mutually beneficial relationship between entrepreneurial vision and strategic support systems. By leveraging the resources and expertise offered by the Enterprise Ireland’s New Frontiers Programme at ATU, Xerotech realised its aspirations of technological innovation and emerged as a catalyst for job creation, economic growth, and sustainable development in the Northern and Western region. This case study underscores the importance of collaborative initiatives in nurturing a vibrant startup ecosystem and driving societal impact through innovation.

12.1 Introduction

The ESG (2015) states: ‘A successfully implemented quality assurance system will provide information to assure the higher education institution and the public of the quality of the higher education institution’s activities.’ The associated Standard states that institutions should publish information about their activities, including programmes, which is clear, accurate, objective, up–to–date and readily accessible, and the guideline emphasises that the information is useful for prospective and current students as well as graduates, alumni, other stakeholders, and the public.

An overarching theme of this chapter is that ATU is in a process of significant change, and this impacts on all aspects of communication and data management. The scale and pace of change being experienced by staff across the University varies and while we are acting as one, the changes occurring across the University do not have the same impact on all staff. In some cases, changes are perceived as relatively minor; in others, they are major. Nonetheless, a degree of change is required for all staff, and communication is a key part of managing that process. The provision of information to a range of stakeholders, internally and externally is a key component of ATU’s quality assurance system. This chapter documents and reflects on how ATU is meeting its requirements and how it is managing and progressing as we move to integrate all functions.

12.2 Overview of Stakeholders and University Functions

While responsibility for communications, public information and data management is shared between all staff who represent the values and vision of ATU, there are specific University functions whose roles are focussed on these key areas. These are represented in Figure 64, along with the key stakeholders who depend on, and are informed by, these functions. All functions have an ATU-wide remit, with staff in each function based on several campuses.

Every member of the UPT has overall responsibility for communications within their function.

12.3 Public Information and External Communications

ATU publishes information about its strategy and achievements, as well as its programmes, news, and events. The Communications and Marketing functions oversee most external communications, a key objective of which is to create and maintain strong awareness of the new University identity. The launch of the ATU brand and associated marketing campaigns has been a significant milestone in achieving this

Figure 64: ATU Data and Communication Functions

objective. Campus re-branding was prioritised to ensure early adoption of the new brand identity, and the development of supporting assets and the rollout of the brand have empowered staff to become brand advocates. To ensure the appropriate use of the brand, and to make the transition from legacy institution branding, clear guidelines were published and disseminated via in-person and online briefing sessions. Work is continuing to align branding and communications across the legacy institutes across multiple platforms. For example, ATU’s main social media channels are managed jointly by the Marketing and Communications functions. The Marketing function manages campus-specific channels to post news and updates relevant to particular locations. Individual staff members, departments, and functions also communicate externally through multiple social media channels. Social media assets, strategy and guidelines are available all staff to encourage effective use of these important communication channels. The brand guidelines can be found here.

The communications team measures the impact of activities such as media coverage and reach. Since 1 April 2023, ATU Communications has increased Advertising Value Equivalence (AVE) by almost 10% on the previous year to 6.58M. The number of articles published is 1,750 with a 20% increase on the previous year in national media coverage. The overall Opportunity to See (OTS) is estimated at 246 million views in 2023/24.

12.4 Programme Information and Student Recruitment

The Marketing and Student Recruitment function across ATU established interim structures to facilitate aligned communication to external audiences. Primary target audiences were identified as prospective students, guidance counsellors and those seeking lifelong learning opportunities. Three functional areas were created across Market Engagement, Strategic Marketing and Campaigns and Creative with ATU-wide leadership ensuring alignment of external communications and brand presentation. All marketing materials are worked on collaboratively across ATU with all prospectuses and guides containing information relevant to all nine campus locations. This has led to a clear and consistent approach to the provision of programme information, as well as information about the ATU student experience. The objective is to ensure that prospective students have sufficient information to make informed decisions about their choice of programme and qualification, including access, transfer, and progression opportunities. Print and online marketing materials are used alongside open days on all campuses, as well as online information sessions. These are organised centrally and by individual Faculties and Departments. The Marketing function measures the

impact of activities such as open days and meetings with key stakeholders and disseminates this information and data to staff in the University. It has been noted that there are some differences in the provision of the same type of qualification across the legacy institutions. Ensuring parity across the programmes and qualifications from the perspective of prospective students, as well as internal and external stakeholders is an important consideration for the future.

12.5 Internal Communications

As Ireland’s third largest HEI spread across nine campuses, good internal communication is both challenging and important. The creation of our widely geographically dispersed University has resulted in a greater need for comprehensive ATU-wide internal communications, through both vertical and horizontal structures. The internal communications strategy and process facilitates information sharing and consultation during a time of significant change. Communication is required from the President, senior managers, functional managers, and project managers. Information is being communicated to staff in a variety of ways. Examples include all-staff meetings, Faculty and Function meetings and email communication. Senior managers have specific responsibilities to manage internal communications within their teams. This includes the dissemination and discussion of key information. This occurs through regular and frequent meetings.

All-staff meetings hosted by the President on MS Teams are well attended numbers-wise, and they are recorded so that they can be made available to staff who cannot attend at the scheduled meeting time. The President also holds regular meetings with staff, for the purposes of consultation, providing updates and sharing information. There is ongoing communication and consultation with staff regarding the new future ATU structure, which is at an advanced stage of development. These meetings have taken place in person on all campuses, online and using a hybrid meeting format. For general communications, social media is used to good effect, as is WorkVivo, an internal staff communications platform and the ATU magazine published six times a year.

In terms of communication as consultation, opportunities were provided for staff and students to contribute to the Strategic Plan throughout its development, using in person meetings, Teams meetings and the opportunity to provide feedback online. Similarly, staff have been consulted on the proposed new ATU policies and procedures via online meetings and the provision of feedback forms. There was good engagement with the strategic planning process and continued good engagement with the consultation process for new policies and procedures.

12.6 ATU Website

An interim ATU website was created to communicate key facts and essential information about the University and is used by both internal and external stakeholders. For some detailed information users are sign-posted to legacy institution websites. The website is the platform for provision of information for external stakeholders, ensuring that ATU meets its obligation to provide relevant and timely public information. For internal stakeholders, it currently houses links to various University documents, resources, and systems. These are provided to staff and students in staff and student hubs, which are accessible via secure login using the appropriate ATU account.

Development of the new ATU website is continuing to provide a streamlined and consistent approach to the presentation of information across all nine campuses. A new website manager is leading on the establishment of a new web platform for ATU, which will also facilitate the retirement of legacy institution websites. A key objective is to implement unified data management, harnessing systems to ensure accuracy and consistency in information published. The expected launch date of the new website is November 2024. An identified area for enhancement is the need to make the website more accessible, with a shift in emphasis to content that is more enduser focused. In the longer term, it is envisaged that there will be a more de-centralised approach to managing the website content, where there will be devolution of responsibility across an agreed ownership structure and hierarchy. In order to strike an appropriate balance between speed and responsiveness to website updates, and quality and consistency of content, new processes will be implemented, with responsibilities shared among super-users and other designated staff.

12.7 Publication of Key Documents

The University publishes all its key documents and outcomes of quality reviews on the Staff hub, including the AQR, programme reports from Programmatic Reviews, Programme Validation documents, and all future academic unit reviews, function reviews and the outcomes of the CINNTE review (Figure 65).

Other published documents available to the wider public include Governing Body minutes (redacted where required), summaries of facts and figures and policies where appropriate. Annual reports and financial statements continue to be available on some legacy institution websites.

12.8 Data Management

ATU is committed to the production and dissemination of high quality, accurate and informative data to enable staff and management to measure our performance and act as an aid to improve teaching, learning and assessment and student services. The academic Management Information Systems (MIS) used in ATU, which help to inform decisions and the strategic direction of the University are listed in the table below.

on data in the Banner system, weekly reports of student numbers and registration status. Trends and comparisons of CAO mentions, preferences and acceptances for all programmes

Figure 65: Key Publications on ATU SharePoint

The scale and complexity of the IT integration tasks are significant. ATU released staff to concentrate solely on various IT projects ensuring that essential projects were completed in a timely manner. This includes the establishment of an ATU wide reporting unit which provides the necessary evidence to make informed decisions about student related matters. In addition, dashboard systems have been developed to support QA.

12.8.1 Banner Integration

All three instances of Banner, ATU’s student records system, have been upgraded to the same version to facilitate alignment of business processes. There is a Banner integration project currently underway, being managed at ATU by a dedicated Project Manager. It is being implemented under the EduCampus Project Governance Framework. Once complete, there will be a single SRMS in operation for ATU with data relating to current students and programmes migrated from the legacy systems. ATU will be the first TU in the Ireland to have a unified SRMS. The Business Process Alignment phase of the Banner SRMS integration project has resulted in alignment of coding structures in the existing systems across ATU, considering differences in business practice, data definitions and so forth in the legacy institutes. This alignment has facilitated a more streamlined reporting process and supports centralised reporting of student data at a university level.

12.8.2 Academic Module Manager (AMM)

AMM, ATU’s module and programme database which has been operating in ATU Sligo and ATU Galway-Mayo has been introduced to ATU Donegal and ATU St Angelas in the last two years. The introduction of AMM across the University has provided one central, accurate and managed source of module and programme information for each college. This will feed into the information that will be provided in prospectuses and external communications. The three instances of AMM will be fully integrated into one AMM system following Banner integration.

12.8.3 GURU

The introduction of GURU, ATU’s examination paper processing system to all parts of the University is ongoing. It is expected to be operational in all of ATU for the commencement of the academic year 2024/25. This is a significant achievement, which will lead to enhanced QA and management of the exam paper processes. Similar to AMM, the three GURU instances will be fully integrated into one following Banner integration.

12.8.4

Student Reporting

In recognition of the importance of university-wide data reporting, progress has been made on the analysis and

reporting of all of ATU student data sets to support decision making. An area on the Staff Hub, dedicated to making reports and dashboards available to staff across the ATU, has been launched and a suite of reports, developed by the Student Reporting and Academic Information Systems Office, has been made available, including:

• Key Facts and Figures

• Student Numbers Dashboard

• ATU Student Retention and Progression Statistics

• ATU Student Pass Rates

• Graduation Statistics Dashboard

• Weekly Updated Student Numbers Dashboard.

12.9 Data Compliance

The Information Compliance Office (ICO), led by the Data Protection Officer (DPO), is responsible for monitoring the University’s arrangements for compliance with legislation in the areas of data protection (GDPR and Data Protection Act 2018), Freedom of Information (FOI Act 2014), and access to information on the environment (AIE Regulations 2007-2018). The ICO also provides guidance on records management, i.e. the management of information in ATU throughout its life cycle, from the time of creation or receipt to its eventual disposal.

The ATU Data Protection Policy (see HERE) affirms the University’s commitment to protecting the personal data of individuals and upholding the privacy rights of individuals in accordance with data protection legislation. It states that ATU is responsible for, and must be able to demonstrate, compliance with the principles of data protection. The challenges include:

• embedding a culture of data protection in the organisation

• negotiating data protection-related terms in contracts with third parties

• ensuring the compliant use of artificial intelligence (AI) across the University

In meeting these challenges, the University will:

• train managers and staff to effectively conduct Data Protection Impact Assessments (DPIAs)

• engage the services of a legal expert where necessary

• engage the necessary resources to develop an AI governance framework for the University.

12.10 Reflective Summary

A significant amount of work has been completed and is ongoing as full integration continues. There are new and legacy institution practices, and this has allowed for learning across our new university and to adopt what is considered best practice where appropriate. We have developed and implemented new approaches to communications and data management.

While much information is being shared, the opportunities for informal communications are somewhat reduced as the University moves to ATU-wide roles that are replacing campus-based roles in some cases. The interim structures have at times made it more challenging for staff to be aware of new cross-functional, ATU-wide committees and teams, and their terms of reference. While organisational charts have been published for some functions on the staff hub, further work is required to ensure that there is a comprehensive organisation chart for every function in the University. Horizontal ‘links’ across the organisation appear to be less clear than the proposed new vertical structures. Senior management group meetings have continued to take place in some legacy institutions; they are considered useful for sharing information but provide fewer opportunities for general discussion and informal discussion in large groups.

As an ambitious new university, it is critical to develop an ATU-wide student data reporting capability to support decision making and achievement of the mission and vision set out in our strategic plan. Challenges in data management and reporting arise from the fact that student data for the four legacy institutions has been held on three separate instances of Banner SRMS (current ATU St Angelas student data has been uploaded to the ATU Sligo Banner).

An area identified for enhancement is the mechanism for communication and decision-making across functions, for example, between academic and PMSS functions. The move to a greater use of central repositories for sharing of information and resources requires a change in the way in which staff search for and use resources, policies, and procedures. In the legacy institutions, and in ATU, there has been an over-reliance on email to provide essential updates, information and to signpost resources available on the Student Hub, Staff Hub and SharePoint. In recognition of the fact that this is not sustainable, newer methods of communication have been introduced to take account of the changing nature and scale of the organisation. An example of the responsiveness of the communications strategy is the introduction into ATU of the communications platform, Workvivo. This platform is replacing some of the email communication and staff have been encouraged to use it to keep up to date with events and news, and share their own news and events and to connect with colleagues.

12.11 Case Study

Developing a Unified Programme Database

Overview

Two of the four legacy institutions, ATU Sligo and ATU GalwayMayo utilised the same database, Academic Module Manager (AMM), to build, store and manage modules and programmes, albeit the set-up and use varied. Early in the integration process ATU acknowledged that it would require one system to manage programmes. To achieve this, the upgrading and alignment of the two existing systems commenced to align their AMM settings and to introduce new features and testing of AMM v4.0 preparing for launch in October 2023. This was followed by a project to enter and verify the modules and programmes from ATU St Angelas and ATU Donegal. The project was staffed through funding from Technological University Transition Fund (TUTF). The system was aligned with the requirements of the Programme Design Policy and the Developing and Validating New Taught Programmes Policy and subsequently with the Micro credentials Policy Agreement was reached on ATU templates. These templates were inputted into AMM. Almost 1,900 approved ATU Donegal modules were inputted during the reporting period.

Conclusion

Task

1. The introduction of AMM to ATU Donegal and ATU St Angelas has provided one central, accurate and managed source of module and programme information for each college.

2. It represents a process improvement as programmes are pushed from AMM to Banner thereby minimising the risk of error in data entry.

3. The digitalisation of module and programmes allows for streamlining of document production as well as the creation of a variety of document types for managers, lecturers, students as well as validation and review panels. In addition, a range of reports can be extracted from the system.

4. While there are currently three instances of AMM, access to all is provided as required allowing interrogation of all modules/programmes across the university to aid collaboration and development of joint programmes.

The alignment of existing versions of AMM is in preparation for their merger into one instance of the database following the integration of Banner. Work is ongoing in relation to agreeing post-system merger module and programme codes. Further development of AMM is required to produce staff Curriculum Vitaes for validation panels.

Building on the 50+ years of best practice in quality assurance and enhancement of the legacy institutions, we are confident in our status as a Designated Awarding Body to effectively deliver, implement and be in compliance with the legislative and regulatory requirements of our universitywide quality assurance procedures for the purposes of establishing, ascertaining, maintaining, and enhancing the quality of the education, training, research, and related services that ATU provides. The CINNTE Institutional Review Handbook for Technological Universities (2023) sets out the purpose and objectives of institutional review to frame the self–evaluation process. The self-evaluation process is outlined in Chapter 3 and discussed in the thematic areas, Chapters 4 to 12 of this report. Commentary on

Objective 1:

the achievement and effectiveness of the objectives is interspersed in each of the chapters. A reflective summary is also included. The final chapter outlines the objectives of the CINNTE Institutional Review, provides comments on their achievement and identifies areas for enhancement that emerged from self–evaluation associated with each objective. These are also mapped to the Standards and Guidelines for Quality Assurance in the European Higher Education Area (2015) (ESG) and QQI Core Statutory Quality Assurance Guidelines (2016) (QAG). Timelines for the implementation of these areas of enhancement will be included in an ATU Quality Assurance Action Plan (QAP) subsequent to the feedback received from the Review Panel. Reporting on the QAP will occur at UPT and Academic Council.

Review the Effectiveness and Implementation of the QA procedures in the new Technological University

ATU complies with the requirements of the ESG (2015), the QQI Quality Assurance Guidelines (QAG) and relevant legislation. ATU Governing Body approved that the policies and procedures of the legacy institutions: GMIT (see HERE), IT Sligo (see HERE) LYIT (see HERE) continue to apply until such time as new ATU policies and procedures are approved by Academic Council (this is provided for under the Technological Universities Act 2018). The development of the AQAE Framework and its significant progress to date demonstrates how ATU is embedding effective QAE throughout the university. This is an ongoing process. ATU is reviewing and implementing changes including the expediting of AQAE procedures to support the approved policies. Enhancing

communication and training on the emerging AQAE Framework has been identified as important. The schedule of periodic reviews to take place in the next five to seven years will also provide further evidence of the quality assurance system and support further enhancements. QAE is embedded in Academic Council and its committees. The preparation of two AQRs has afforded ATU the opportunity to audit and reflect on the effectiveness of the QA Management system.

ATU acknowledges that there is always scope for improvement and across the University, there is a commitment to enhance quality assurance to ensure a consistency of approach and delivery.

1.1 Design a Quality Action Plan encompassing issues identified in the ISER and recommendations by the Review Team as part of the CINNTE Institutional Review

1.2 Develop a communication plan for communication and dissemination of QAE activities including the AQR

1.3 Develop and approve remaining policies and procedures of the AQAE Framework

1.4 Internal Quality Review: Develop and implement an ATU internal quality review schedule and related procedures and guidelines for all periodic reviews

1.5 Building on the survey with external examiners, develop clear protocols on dates for completion of external examiner work and consistency in the way the different departments interact with external examiners

1.6 Ensure Committee of Academic Council review of Programme Board Annual Reports and that actions are undertaken by faculties or other functions as appropriate

1.7 Provide annual training for staff and students on an annual basis on the AQAE Framework

1.8 Ensure all AQAE Framework documents are available to students and ensure that students are advised of location at induction and commencement of subsequent years by their Head of Department

1.9 Develop and approve ATU Learning, Teaching and Assessment Strategy and policy

1.10 R&I Office design the suite of ATU Research Procedures to support the approved Research Degree policy and approve at Academic Council

1.11 Improve staff and student awareness of the requirements of the quality assurance of research degrees including on the management and assessment of research degrees

1.12 Approve relevant QAE procedures to support the Collaborative Programme Provision

1.13 Complete review of all Collaborations and Partnerships to develop a general register of all agreements to document the range of collaborations and partnerships across ATU including transnational programme provision

1.14 Deploy data analytics to provide key data

support student engagement

and Periodic

and

Governance and Management of

Other Parties Involved in Education and Training

Objective 2:

Review the Enhancement of Quality by the Technological University through Governance, Policy, and Procedures

The ATU AQAE Framework, including relevant legacy institution AQAE policies and procedures, cover all aspects of its operation and outlines ATU’s commitment to ensure quality assurance and enhancement. ATU recognises that the promotion of a quality culture is essential and be embedded in our academic, PMSS and Corporate Services. Enshrined in the AQAE Framework is a commitment to review policies and procedures coinciding with the lifecycle of Academic Council or sooner than that if required. A transparent process has been approved to ensure effective review of policies and procedures. AQAE policies and procedures are approved by

for Enhancement

2.1 Continue to gather feedback from staff and students on the development of the AQAE Framework and address issues as they arise

2.2 Utilise the opportunity presented by the approval of the inaugural Strategic Plan 2024-2028, the preparation of the Systems Performance Framework and the CINNTE Institutional Review process occurring simultaneously to coordinate all KPIs to ensure they are SMART. All Action Plans emanating from the three processes will be agreed and implemented across academic and PMSS functions

2.5 Develop a unitary Student Hub that is

to all students and serves as their single point of information

2.6 Support students to harness their

2.7 Conduct a student survey on quality assurance similar to the staff survey to capture student awareness of and understanding of quality assurance and enhancement in ATU

Academic Council and are reviewed by relevant Committees of Academic Council. ATU seeks to provide information on the AQAE Framework and describe all processes in accessible and informative documents. The AQAE Framework aligns with ATU’s inaugural Strategic Plan 2024-2028, the KPI’s identified in the System Performance Framework (currently in draft) and complies with QQI regulations and relevant legislation. While there have been significant quality enhancements initiatives across ATU that support the quality culture, areas of further enhancement have been identified with a view to continuous quality improvement.

2.8 Increase academic staff engagement with LTA CPD activities, increase registration on accredited LTA programmes and increase number of Advance HE fellows in the university

2.9 Embed a culture of academic integrity in the University which includes the deployment of generative AI to support LTA activities

2.10 Conduct a faculty led systematic review of ATU’s programme portfolio identifying gaps, unnecessary duplications and scope for synergies and explore opportunities to enhance programme development and regional provision

2.11 Review strategic direction of Micro-credentials to determine their optimal positioning in ATU’s programme portfolio, develop appropriate processes to manage and monitor them and manage related operational issues. This will include reviewing micro-credentials as a method to upskill whilst also providing stackability towards larger awards

2.12

and

Programmes

and Periodic

2.19 Complete VLE review with a view to

a unified system

2.20 Develop revised policy for ending sexual violence and harassment and associated procedures and a programme of awareness

2.21 Develop a Race

2.22 Develop an Internationalisation Strategy to articulate ATU’s approach to Internationalisation including developing partnerships and managing international students

2.23

2.24

2.25

2.28

2.29

Objective 3: Review the Effectiveness and Implementation Procedures for Access, Transfer and Progression

ATU complies with the QQI Policy Statement for Access, Transfer and Progression. We have approved an ATP policy in accordance with national policy, where access to ATU is fair and transparent incorporating a variety of well manged entry routes. An RPL policy has been approved and we are a

leading out on RPL initiatives nationally. Exploring progression and retention rates is ongoing and the expected approval of the Student Success Strategy and Action plan will support this. ATU welcomes our diverse student body.

3.2 Ensure that university programme provision enables students from recognised priority groups to reach their potential through capitalising on entry routes, delivering programmes in multiple modes and providing the required academic and non-academic supports

3.3 Secure designation as an autism friendly university

3.4 Establish a steering group to plan the University’s adoption of the ALTITUDE charter and build on recognised expertise in UDL to assist the University in its preparation to become a signatory of the ALTITUDE charter

3.5 Capitalise on all opportunities to embed the five elements of the employability framework in the student’s journey

3.6 Explore embedding the curricular framework in the next cycle of programmatic reviews

Policy for Quality Assurance

Learning Resources and Student Support

Governance and Management of Quality

Documented Approach to Quality Assurance 2.6 Assessment of Learners 2.7 Supports for Learners

Supports for Learners

Teaching and Learning In the next iteration of Institutional Review, our organisational structure will be in place, the full suite of AQAE Framework documents will be approved and all systems aligned.

14.1 Appendix 1

Proposed Organisational Design

Within its first year, ATU commenced an organisation design process involving extensive stakeholder consultation. ATU engaged the services of external consultants to advise and support the University on Change Management and Organisation Design. Following the completion of a discovery phase by the external consultants, which focused on a review of current structures within ATU and what challenges and opportunities they present now and for the future, two working groups were established to develop and assess the design options for the academic and professional

management and support services (PMSS) structures. A set of design principles were agreed. Led by the President, this organisational design process has compelled us to reflect in depth on our current structures and the extent of the integration we have achieved to date. An external Design Advisory group has provided perspective with members drawn from national and international higher education institutes. The proposed high level organisational structure was finalised in March 2024 (Figure 66). The implementation and phasing in of the proposed structure will require the support and sanction of the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS).

Figure 66: Proposed ATU Senior Leadership Team Structure

As part of the preparation for the CINNTE Review, ATU reflected on progress to date, the elements that worked well during the organisational design and those that could be strengthened. The process was underpinned by extensive communication and a commitment to share the same information and presentation details at each phase with all stakeholder groups for example, Governing Body, Academic Council, UPT, Staff representative groups and presentations at all-staff meetings. This sharing of the same message to all

stakeholders at each stage has been a key strength of the process to date. The timing of communication to various stakeholder groups and the management of the sequencing of the message remains a challenge. To enhance this, ATU has planned to put in place resources to manage the internal communication for the remainder of the process, this additional resource in the communication team has been approved and in place by Q3 2024.

Figure 67: Structure and Strategic Responsibilities

14.2 Appendix 2

Duties of Academic Council Committees

14.2.1

Academic Programmes Committee

The VP for Academic Affairs and Registrar will review the implications of the new policies approved in conjunction with the QAET to look at areas that may be relevant to the Academic Programmes Committees remit and then meet with the Chair of the committee to discuss [VPAAR and Chair of Academic Programmes Committee].

14.2.2

Academic Planning and Strategy Committee

• To propose items for the agenda of the Academic Council as it considers necessary to address all aspects of the committee’s remit.

• To participate in the preparation of discussion papers / policies / procedures etc relating to academic planning and strategy for the University; Either on its own initiative or at the behest of the Academic Council.

• To advise the Academic Council on the design and implementation of academic aspects of the Universities strategic plan and other University planning documents.

• To consider, or aid with the preparation of, various University internal and external reviews that are relevant to the committee’s remit.

• To consider, or aid with the preparation of, processes, procedures, and policies concerning academic matters associated with: University collaborations, University internationalisation, and Academic Council communications.

• To assist in monitoring the external environment to identify challenges and key competitive advantages for the University.

14.2.3

Academic Standards and Policy Committee

• Monitor and review external regulatory policy, practices and requirements both nationally and internationally that are relevant to academic affairs and advise the Academic Council accordingly making recommendations for amendments as necessary.

• Review of all policies, standards, procedures and associated documents in the Academic Quality Assurance and Enhancement (AQAE) Framework.

• Approve procedures in the AQAE Framework.

• Review and propose changes to Academic Council in relation to revisions of Marks and Standards Policy.

• Approve nominations for appointment of all External Examiners on behalf of the university.

• Review annual student retention data and make recommendations to academic council and other fora within the university as required.

• Review the annual student graduation data report or other data reports and make recommendations to academic council and other fora within the university as required.

• Overview programme monitoring reports.

• Consider and respond on matters referred to it by Academic Council.

• Provide an annual report of activities of the committee to Academic Council.

14.2.4

Teaching and Learning Committee

• To ensure robust academic quality assurance for new and existing programmes including full time, part time, online and flexible programmes.

• To encourage and support a culture of inclusion in Teaching, Learning & Assessment.

• To develop policies and procedures and advise on suitable resources to support Teaching, Learning & Assessment activity.

• To advise on policies and procedures developed by the ATU Academic Quality Assurance and Enhancement Team to support the enhancement of learning, teaching and assessment.

• To review the Learning, Teaching and Assessment (LTA) Strategy in line with the University Strategic Plan and how it aligns with national research advising on the enhancement of LTA and student success (i.e. https:// www.teachingandlearning.ie/vital/nextsteps/).

• Monitor progress and Key Performance Indicators (KPI’s) deriving from the LTA strategy and its implementation.

• Advise on the University’s approach on managing academic integrity and the impact of external factors on assessment design.

• To promote evidence-based, flexible, and inclusive professional development for all in the areas of Teaching, Learning & Assessment.

• To review the first-year experience and retention strategies within the University to ensure our learners are supported to achieve.

• To advise on the agility of the University in response to micro-credential development and the ability to develop bespoke programmes to respond to the needs of industry.

• To complete an annual report for the Academic Council on the workings of the committee

• To consider and report on matters referred to it by Academic Council or by functions within the Institute.

14.2.5

Student Experience and Access Committee

• To ensure robust procedures are in place for fair and equitable access routes to new and existing programmes including full time, part time, online and flexible programmes.

• To encourage and support a culture of inclusion for all target groups referenced in the National Access Plan (NAP).

• To propose how the academic community can support the University in achieving the targets set out in the NAP.

• To contribute to policies and procedures and advise on suitable resources to support the implementation of the National Access Plan (NAP).

• To propose evidenced based indicators for student success.

• To advise on policies and procedures developed by the ATU Academic Quality Assurance and Enhancement Team to support the achievement of student success indicators.

• To ensure the ATU Access Strategy meets the goals of the National Access Plan and how it aligns with PATH programme and student success.

• Monitor and advise on Key Performance Indicators (KPI’s) and performance of priority groups identified in the NAP.

• To ensure that the student voice is considered at all decision-making fora in the university.

• To review progress of the Accessibility Audit actions to ensure Universal Design is taken into account in planning and implementation to ensure access for all groups.

• To promote flexible and inclusive strategy for support services for a diverse student population.

• To review the student journey from pre-admission to conferring to ensure it supports student success.

• To promote the use of student friendly terminology.

• To complete an annual report for the Academic Council on the workings of the committee.

• To consider and report on matters referred to it by Academic Council or by functions within the Institute.

14.2.6

Research and Innovation Committee

Please see Chapter 9

14.2.7

General Purposes Committee

The Council shall establish a General-Purpose Committee, which would meet as required between ordinary meetings of the Academic Council, at the request of the President or the Vice President for Academic Affairs and Registrar to discuss items of such urgency that they require some action before the next scheduled meeting. The committee will only meet in exceptional circumstances to deal with urgent matters: items that are time sensitive and cannot wait until a full Academic Council meeting; sensitive issues involving personal information that would not be appropriate to share with the full meeting.

The Committee may:

a) make decisions on the business at hand.

b) recommend that a special meeting of the Council be called.

c) refer the item(s) to the next ordinary meeting of the Council.

The decisions of the General-Purpose Committee shall be formally noted at the subsequent Academic Council meeting.

14.3 Appendix 3

St Angela’s College Key Data 2022/23

ATU St Angelas offers undergraduate and postgraduate programmes to approximately 1,600 full-time and part-time students. ATU St Angelas comprises three Academic Schools: Education, Home Economics, and Nursing.

Figure 68: Awards 2022/23

Figure 69: Student Enrolments 2022/23

Figure 70: Enrolments by Level 2022/23

Figure 71: Total Enrolments by Gender 2022/23

Figure 72: ATU St Angelas Graduate Profile 2022

Figure 73: ATU St Angela’s Staff Profile 2022/23

14.4 Appendix 4

Steering Group Membership

Name Role

Jacqueline O’Toole Senior Lecturer (Academic Quality) CINNTE Institutional Coordinator ATU Sligo

Michael Hannon VP Quality Assurance and Registrar ATU Galway-Mayo

Agnes Tully Clarke Lecturer in the Department of Organisational Development ATU Galway-Mayo

Valerie Butler Department of Computer Science and Applied Physics ATU Galway-Mayo

Sheila Faherty Lecturer in the School of Science and Computing ATU Galway-Mayo

Brian Ashall Lecturer in the Department of Science and Applied Physics ATU Galway-Mayo

Marie Moran Head of Department of Business ATU Sligo

Michael Barrett Head of Faculty, Business and Social Sciences, ATU Sligo and ATU Integration Project ATU Sligo

John Bartlett Head of Research and Principal Investigator, ATU TU RISE-Researcher Development ATU Sligo

Ruth Lennon Lecturer in the Department of Computing ATU Donegal

Nick Timmons Academic Director WiSAR Lab, Lecturer in Electronic Engineering ATU Donegal

Christina Forbes Senior Lecturer in the Faculty of Health and Science ATU Donegal

Paul Higgins Lecturer in the Department of Life Sciences ATU Donegal

Yuansheng Hu Lecturer in the Department of Civil Engineering ATU Sligo

Colm Davey Lecturer in the Department of Computing and Creative Practices ATU Sligo

Ruth Moran Graduate Education and Research Integrity Officer ATU Sligo

Karin White Lecturer in the Department of Social Sciences ATU Sligo

Eileen Kelly Lecturer in Home Economics / Member of QAET ATU ST Angelas

Graham Heaslip Head of College ATU Galway-Mayo

Christina Larkin Head of Department of Nursing ATU Galway-Mayo

Cait Noone Head of Galway International Hotel School ATU Galway-Mayo

Kim McFadden Head of Department of Life and Physical Sciences ATU Donegal

Joanne Gallagher Head of Faculty of Science and Health ATU Donegal

Jade Lyons Head of Department of Computing ATU Donegal

Colin Tierney Development Coordinator for UDL ATU Galway-Mayo

Bridie Killoran Careers and Recognition of Prior Learning (RPL) Manager ATU Galway-Mayo

Debbie Molloy Student Services Manager ATU Galway-Mayo

Roisin McCormack Student Services Manager ATU Donegal

Veronica Cawley Research Office Staff

ATU Sligo

Alan Kearins Senior Technical Officer ATU Sligo

Aodhmar Cadogan Assistant Registrar ATU Sligo

Eileen Gillen Research and Innovation Integration Project Manager

ATU Galway-Mayo

Name

Role

Jim Foran (recently retired) Librarian ATU Sligo

Tara Doherty Research Support Officer ATU Donegal

Grainne McBrearty Administrative Officer (Registration, Fees and Grants) ATU Donegal

Ann Marie Kelly Registrar’s Office ATU Donegal

Fiona Kelly Market Engagement Marketing Manager ATU Donegal

Helen Maguire Head of School of Home Economics ATU ST Angelas

Caoimhe Ward ATU SU ATU Galway-Mayo

Jaime Byrne ATU SU ATU Galway-Mayo

Colin Kearney ATU SU ATU Galway-Mayo

Anu Akinsola ATU SU ATU Galway-Mayo

Caoimhe Miley ATU SU ATU Galway-Mayo

Sarah Mohan ATUSU ATU Galway-Mayo

Daire Martin ATU SU ATU Sligo

Faye Woods ATU SU ATU Sligo

Julia Bocianowska ATU SU ATU Sligo

Jeremiah Egberongbe ATU SU ATU Sligo

James McGrath ATU SU ATU Sligo

Barry Breslin ATU SU ATU Donegal

Kevin Sweeney ATU SU ATU Donegal

Immanuel Chirwa ATU SU ATU Donegal

Kimberly Austin ATU SU ATU ST Angelas

Eleanor Dervan ATU SU ATU ST Angelas

Mercy Oyeniyi ATU SU ATU ST Angelas

Aine Weizmann ATU SU ATU ST Angelas

Regina Daly ATU Communications ATU Galway-Mayo

Noelle Higgins Head of Teaching and Learning ATU Galway-Mayo

Des Foley VP Research and Innovation ATU Galway-Mayo

Noreen Collum Finance Office ATU Donegal

John Carrigy ATU CINNTE Administrator ATU Galway-Mayo

Coordination Team

Michael Hannon / Michele Glacken Executive Lead Declan Courell Assistant Registrar

Jacqueline O’Toole Institutional Coordinator Aedin O hEocha Assistant Registrar

Carmel Brennan Assistant Registrar Simon Stephens Assistant Registrar

Aodhmar Cadogan Assistant Registrar John Carrigy CINNTE Administrator

14.5 Appendix 5

CINNTE Institutional Review Internal Structure

CINNTE Administrato r CINNTE Executive Lead Institutional Coordinator

Institutional Coordinator Communications Committee

14.6 Appendix 6

Dates of Key Meetings

14.7 Appendix 7

ISER TEAM Leads

Governance and Management of Quality

Academic Quality Assurance and Enhancement Framework

Student Experience

Teaching and Learning

Programme Provision

Access Transfer and Progression

Research and Innovation

Staff Recruitment and Development

Collaboration and Partnerships

Public Information, Communication and Data Management

Dr Aodhmar Cadogan

Jim Fennel

Dr Michael Hannon

Dr Jacqueline O’Toole

Dr Michele Glacken

Dr Perry Share

Dr Michele Glacken

Professor Jacqueline McCormack

Carmel Brennan

Dr Michele Glacken

Dr Ian O’Connor

Professor Graham Heaslip

Ann Higgins

John-Andy Bonar

Dr Marie Moran

14.8 Appendix 8

List of PSRB Reviews since ATU Designation

Bachelor of Science in Health Science and Physiology

Bachelor of Science (Hons) in Health Science and Physical Activity

Bachelor of Science (Hons) in Public Health and Health Promotion

Bachelor of Science (Hons) in Sport and Exercise with Physical Education/ Performance and Wellbeing

Bachelor of Science in Sport and Exercise

Bachelor of Science (Hons) in Quantity Surveying and Construction Economics

of Exercise Professionals (REPS) Ireland 2023 2025

of Exercise Professionals (REPS) Ireland 2023 2025

of Exercise Professionals (REPS) Ireland

(REPS) Ireland

of Exercise Professionals (REPS) Ireland

2026

Institute of Chartered Surveyors (RICS) 2023 2026

Bachelor of Science (Hons) in Quantity Surveying and Construction Economics Society of Chartered Surveyors Ireland (SCSI)

Bachelor of Science (Hons) in Education (Design, Graphics and Construction)

Bachelor of Education (Hons) in Art and Design and Communication Graphics

Master of Science in Strength and Conditioning

Bachelor of Law (Hons)

2026

2028

United Kingdom Strength and Conditioning Association (UKSCA) Recognised Education Partner 2022 N/A

Institute of Professional Legal Studies (Queens University of Belfast) 2023 If Changes

Bachelor of Arts (Hons) in Law with Criminal Justice Institute of Professional Legal Studies (Queens University of Belfast) 2023 If Changes

Bachelor of Science (Hons) in Early Childhood Care, Health and Education

Bachelor of Science (Hons) in Early Childhood Care, Health and Education

Qualifications Advisory Board (QAB) for the Early Learning and Care (ELC) Sector 2022 2025

Qualifications Advisory Board (QAB) for the Early Learning and Care (ELC) Sector 2022 2025

Bachelor of Science (Hons) in Intellectual Disability Nursing Nursing and Midwifery Board of Ireland 2023 2028

Bachelor of Science (Hons) in General Nursing Nursing and Midwifery Board of Ireland 2023 2028

Master of Health Science in Community Mental Health Nursing Nursing and Midwifery Board of Ireland 2023 2028

Postgraduate Diploma in Science in Community Mental Health Nursing Nursing and Midwifery Board of Ireland 2023 2028

Postgraduate Diploma in Science in Applied Health and Wellness Coaching Nursing and Midwifery Board of Ireland 2023 2028

Postgraduate Certificate in Applied Health and Wellness Coaching Nursing and Midwifery Board of Ireland 2023 2028

14.9 Appendix 9

ATU SATLE Funded Projects 2023

Strategic Alignment of Teaching & Learning Enhancement Funding in Higher Education (SATLE)

The Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education (SATLE) is a funding allocation administered by the National Forum in partnership with the Higher Education Authority to drive teaching and learning innovation and enhancement across the higher education sector. The T&L innovation funding allocation is designed to enable the development of a strong foundation for future enhancement of teaching and learning in line with local priorities. The ATU Teaching and Learning Centre (TLC) is coordinating the following T&L projects under the themes Digital Transformation in Teaching and Learning, Education for Sustainability, and Academic Integrity Initiatives:

T&L CENTRE ATU-WIDE ENHANCEMENT PROJECTS

• Academic Integrity Consulting (e.g., CRADLE)

• Learning, Teaching and Assessment (LTA) Strategy

• Re-imagining Assessment and Feedback for Student Success

• Research Project Unlock Role

• TLC Virtual Online Centre Site

• Universal Design for Learning (UDL) Development

EDUCATION FOR SUSTAINABILITY

• ATU eSkills for eHealth, ATU Mayo

• Implementation of UDL Principles to achieve a Sustainable Education System, ATU Donegal Killybegs

• ESG & Sustainable Finance, ATU Sligo

• Expansion of Pilot Systematic Literature Review (SLR) MOOC to all ATU Staff, ATU Sligo

• Fashion Flats & Pattern Cutting, ATU Donegal Letterkenny

• Marketing & Sales Summit, ATU Galway City

• Nao 6 Humanoid Robot Academic Edition with AI, ATU Galway City

• Science & Art in Education for Sustainable Development (SciArtEdu), ATU Galway City

• Students’ Perspective on Embedding Sustainability into the Curriculum, ATU Sligo

• SusDrainable Education, ATU Sligo

• Sustainable Consumption on Our Campus: For students by students, ATU Galway City

• The Radical Sustainability Lab, ATU Galway City

ACADEMIC INTEGRITY INITIATIVES

• Developing Strategies to enable Student Success in Laboratory Report Writing, ATU Sligo

DIGITAL TRANSFORMATION IN TEACHING & LEARNING

• Academic Publications Route for Industry, ATU Galway City

• Building a Digital Assessment Capability Tool, ATU Galway City

• Cloud Technologies for ICT Learning, ATU Galway City

• Collaborative & Open-Source Robot Environment designed for Education, ATU Galway City

• DELTA Award for First Year Chemistry, ATU Galway City

• Developing a Virtual Production Skillset for Performing Arts Students, ATU Sligo

• Development of a Remote Computer Aided Engineering Laboratory, ATU Galway City

• Digital Transformation in Teaching & Learning for Student Success, ATU Sligo

• Digital Transformation of Engineering & Construction Practicals, ATU Donegal Letterkenny

• Embedding Technology in the Sports Classroom, ATU Donegal Killybegs

• French Culture & Applied Language-Integrated Hybrid Content for TU Courses, ATU Galway City

• Gamification of Skills Acquisition in Culinary Arts & Natural Science, ATU Galway City

• IDEAS Hub, ATU Sligo

• Intelligent Vehicles for Hands-on Robotic Programming Experience, ATU Galway City

• Internationalisation at Home through Telecollaboration, ATU Donegal Letterkenny

• iNursEd’: Embedding Informatics in Nursing Education through Technology Enhanced Learning, ATU Mayo

• Student-to-Student Interaction within the Online Learning Environment, ATU Donegal Letterkenny

• NutriPD: Growing Professional Competence in Nutrition, ATU Galway City

• Nutrition Education for Healthcare Professionals in Ireland, ATU Sligo

• Overcoming Speech Issues in Pursuing a Higher Education Programme, ATU Mayo

• Revit Interactive: A digital glossary of Autodesk Revit tools & features, ATU Galway City

• Second Site: Bringing the site into the classroom, ATU Galway City

• The Development of a New World Skill: Digital Infrastructure Design, ATU Galway City

• The Evolving Pedagogic Design Studio, ATU Donegal Letterkenny

• The Role of Practise-Based Virtual Reality Learning (PBVRL) in Nursing Education, ATU Donegal Letterkenny

• Using Innovative Technologies in Student Learning, ATU Sligo

14.10 Appendix 10

List of Abbreviations

ACCA: Association of Chartered Certified Accountants

ACEI: Association of Consulting Engineers of Ireland

ACOVENE: Accreditation Committee for Veterinary Nurse Education

ACSLM: Academy of Clinical Science and Laboratory Medicine

ADHD: Attention Deficit Hyperactivity Disorder

AI: Artificial Intelligence

AIE: Access to Information on the Environment

AIM: Advancing Innovation in Manufacturing

AMM: Academic Module Manager

APPC: Academic Programme Provision Committee

APT: Access to Post-Primary Teaching

AQAE: Academic Quality Assurance and Enhancement

AQAEF: Academic Quality Assurance and Enhancement Framework

AQR: Annual Quality Report

ASEAN: Association of Southeast Asian Nations

AsIAm: Autism Spectrum Information Advice and Meeting

ASTOI: Atlantic Sustainable Tourism Observatory, Ireland

ATS: Attract, Transition, Succeed

ATU: Atlantic Technological University

AURA: Atlantic University Rainbow Alliance

AVE: Advertising Value Equivalence

BE: Belgium

BMW: Border, Midlands, and West

BTEC: Business and Technology Education Council

CAEL: Council for Adult and Experiential Learning

CAO: Central Applications Office

CAST: Center for Applied Special Technology

CC: Coastal Connectivity

CECA: Civil Engineering Contractors Association

CIAT: Chartered Institute of Architectural Technologists

CIF: Construction Industry Federation

CIMA: Chartered Institute of Management Accountants

CIPD: Chartered Institute of Personnel and Development

CORU: (Ireland’s multi-profession health regulator)

CPA: Certified Public Accountants

CPD: Continuous Professional Development

CREW: Creative Enterprise West

CRM: Customer Relationship Management

CSM: Central Services Manager

CUA: Connaught-Ulster Alliance

CV: Curriculum Vitae

DAB: Designated Awarding Body

DARE: Disability Access Route to Education

DASBE: Digital Academy for the Sustainable Built Environment

DBA: Doctorate in Business Administration

DBS: Dublin Business School

DEASP: Department of Employment Affairs and Social Protection

DEIS: Delivering Equality of Opportunity in Schools

DELTA: Disciplinary Excellence in Learning, Teaching and Assessment

DFHERIS: Department of Further and Higher Education, Research, Innovation and Science

DKIT: Dundalk Institute of Technology

DPIA: Data Protection Impact Assessment

DPO: Data Protection Officer

EAIE: European Association for International Education

ECTS: European Credit Transfer and Accumulation System

EDI: Equality, Diversity and Inclusion

EID’s: European Industrial Doctorates

EIT: European Institute of Innovation and Technology

ER - Employee relations

ERDF: European Regional Development Fund

ES: Spain

ESG: European Standards for Quality Assurance

ETB: Education and Training Board

ETWG: Educational Technology Working Group

EU: European Union

FAIR: Findable, Accessible, Interoperable, Reusable

FE: Further Education

FET: Further Education and Training

FOI: Freedom of Information

FR: France

FSD: Fund for Students with Disabilities

FTAI: Freight, Transport Association Ireland

GDP: Gross Domestic Product

GDPR: General Data Protection Regulation

GenAI: Generative Artificial Intelligence

GMIT: Galway-Mayo Institute of Technology

HCI: Human Capital Initiative

HE: Higher Education

HEA: Higher Education Authority

HEAR: Higher Education Access Route

HEI: Higher Education Institution

HR: Human Resources

HSE: Health Service Executive

IAgre: Institute of Agricultural Engineers

IBEC: Irish Business and Employers Confederation

IC: Institutional Coordinator

ICO: Information Compliance Office

ICT: Information and Communications Technology

IDEAS: Innovation, Digitalisation, Enterprise and Society

IDMD: Innovation in Digital Manufacturing and Design

IEM: International Education Mark

INOTE: Innovative Opportunities Transforming Education

INSTO: International Network of Sustainable Tourism

Observatories

IOSH: Institution of Occupational Safety and Health

IP: Institutional Profile

IR: Industrial Relations

IRQ: Irish Register of Qualifications

ISER: Institutional Self-Evaluation Report

IT: Information Technology

IT: Italy

IT Sligo: Institute of Technology, Sligo

ITE: Initial Teacher Training

IUA: Irish Universities Association

KA: Key Action

KPI: Key Performance Indicators

LC: Leaving Certificate

LCA: Leaving Certificate Applied

LCEP: Local Community and Enterprise Plan

LDC: Local Development Company

LEP: Learning Enhancement Projects

LTA: Learning, Teaching and Assessment

LYIT: Letterkenny Institute of Technology

MA: Master of Arts

MATX: MedAgriTech AI eXellence

MCQ: Multiple Choice Questions

MET: Medical and Engineering Technologies

MNC: Multi-National Corporations

MOA: Memorandum of Agreement

MOCHAS: Modelling and Computation for Health and Society

MOU: Memorandum of Understanding

MS: Microsoft

MSLETB: Mayo, Sligo, Leitrim Education and Training Board

MTU: Munster Technological University

NAA: National Apprenticeship Alliance

NAIN: National Academic Integrity Network

NAO: National Apprenticeship Office

NAP: National Access Plan

NARIC: National Academic Recognition Information Centre

NCI: National College of Ireland

NEST: Novice Educator Support and Training

NFQ: National Framework of Qualifications

NI: Northern Ireland

NLN: National Learning Network

NO: Norway

NStEP: National Student Engagement Programme

N-TUTORR: National Technological University Transformation for Recovery and Resilience

NUTS: Northern and Western Region as defined by Nomenclature of Territorial Units for Statistics

NWRA: Northern and Western Regional Assembly

NWRC: Northwest Regional College

NWTEC: Northwest Tertiary Education Cluster

OER: Open Educational Resource

OFPD: Online Flexible Professional Development

OSA: Online Student Advisor

OSCAR - Operations and Supply Chain Research

OTS: Opportunity to See

PATH: Programme for Access to Higher Education

PBAR: Programme Board Annual Report

PEM: Precision Engineering and Manufacturing

PGR: Postgraduate

PGR: Postgraduate Research Degree

PMSS: Professional, Managerial and Support Staff

PPDP: Professional Pedagogical Development Programme

PRAC: Postgraduate Research Advisory Committee

PRSB: Professional, Statutory, and Regulatory Bodies

PRTP: Postgraduate Research Training Programme

PSF: Professional Standards Framework

PT: Portugal

QA: Quality Assurance

QAE: Quality Assurance and Enhancement

QAET: Quality Assurance and Enhancement Team

QAG: Quality Assurance Guidelines

QQI: Quality and Qualifications Ireland

RandI: Research and Innovation

REC: Regional Executive Committee

RIAI: Royal Institute of the Architects of Ireland

RICS: Royal Institution of Chartered Surveyors

RIMS: Research Information Management System

RPL: Recognition of Prior Learning

RPLIG: Recognition of Prior Learning Implementation Group

SAF: Student Assistance Fund

SAOI: Insitúid Staidéir Acadúil um Oideachas an Larthair

SAQA: South African Qualifications Authority

SATLE: Strategic Alignment of Teaching and Learning

Enhancement Funding in Higher Education

SDG: Sustainable Development Goals

SETU: Southeast Technological University

SME: Small and Medium Enterprises

SOLAS: An tSeirbhís Oideachais Leanúnaigh agus

Scileanna (Further Education and Skills Service)

SPA: Special Purpose Awards

SPVR: Sexual Violence Prevention and Response

SRMS: Student Record Management System

SRS: Student Record System

STEM: Science, Technology, Engineering and Mathematics

SU: Students’ Union

SUNY: State University of New York

SURE: Science Undergraduate Research Experience

SWOT: Strengths, Weaknesses, Opportunities, and Threats

TandL: Teaching and Learning

TCD: Trinity College Dublin

THEA: Technological Higher Education Association

THRIVE: Transactional Health Innovation Prevention and Equity

TLC: Teaching and Learning Centre

TSAF: Technological Sector Advancement Fund

TU: Technological University

TU RISE: Technological University Research and Innovation

Supporting Enterprise

TUD: Technological University Dublin

TUS: Technological University of the Shannon

TUTF: Technological University Transition Fund

UCC: University College Cork

UCD: University College Dublin

UD: Universal Design

UDL: Universal Design for Learning

UIIN: University Industry Innovation Network

UL: University of Limerick

UNESCO: United Nations Educational, Scientific and Cultural Organization

UoG: University of Galway

UPT: University Planning Team

USI: Union of Students in Ireland

UU: Ulster University

VLE: Virtual Learning Environment

VPAAR: Vice President for Academic Affairs and Registrar

VPRI: Vice President for Research and Innovation

WDC: Western Development Commission

WiSAR: Wireless Sensor Applied Research

WISE: Western Institute for Studies in Education

WNW: West/Northwest Cluster

14.11 Appendix 11

List of Figures and Tables

List of Figures

Figure 1: ATU Key Milestones

Figure 2: Location of nine ATU campuses, geographically located across Northern and Western NUTS region

Figure 3: Vision. mission, values and guiding lights (themes) ATU inaugural Strategic Plan

Figure 4: Main headings for strategic objectives across the five guiding lights in the ATU Strategic Plan

Figure 5: ATU at a Glance

Figure 6: Student Profile by programme type for ATU (including ATU St Angela’s) for academic year 2022-2023

Figure 7 Graduate Profile by Field of Study

Figure 8: Graduate Profile Undergraduate and Postgraduate Numbers

Figure 9: Graduate Percentage by Gender

Figure 10: International Students

Figure 11: Opening of Building E01 ATU Sligo May 2024

Figure 12: Staff Perceptions of Challenges for next Four Years

Figure 13: Interim ATU Governance Structure

Figure 14: Academic Council Committees

Figure 15: ATU Academic Affairs Executive

Figure 16: Policy Development and Review Process

Figure 17: Elements of the consultation phase for Policy Development

Figure 18: Monitoring Processes

Figure 19: Staff Survey ‘Stakeholders are involved in planning and reviewing QAE’

Figure 20: Staff Survey: ‘Clear Communication’

Figure 21: Staff Survey: ‘ATU is Establishing Clear Systems’

Figure 22: N-TUTORR Transforming Learning Themes

Figure 23: Key Domains of Student Experience

Figure 24: Student Success at ATU

Figure 25: Connect for Success: First Five Weeks Themes

Figure 26: Enhancing Library Services

Figure 27: Student Supports

Figure 28: Student Community

Figure 29: Student Voice

Figure 30: Most frequent responses to areas ATU best engage students

Figure 31: Most frequent responses to areas ATU can improve student engagement

Figure 32: Breakfast Club: Primary Reason for Attendance

Figure 33: Draft LTA Strategy - Six Themes

Figure 34: Teaching and Learning SharePoint Page

Figure 35: Breakdown of Type of Award Students Registered on in 2023/24

Figure 36: Overview of Programme Types with Students Registered in 2023/24

Figure 37: Programmes by Level with Students Registered in 2023/24

Figure 38: Ladder System Undergraduate and Postgraduate Pathways

Figure 39: Comparison: Number of CAO Programmes / cao.ie (15 January 2024)

Figure 40: Numbers of Programmes on Irish Register of Qualifications / irq.ie (1 February 2024)

Figure 41: ATU Current and Future Planned Involvement in Consortium Led Apprenticeships

Figure 42: Stages in New Programme Validation

Figure 43: Summary of Programme Validations April 2022 to June 2024

Figure 44: Number of Students Availing of Widening Access and Participation Schemes SRS Returns (1 March 2024)

Figure 45: Changes in Access and Participation numbers between 2022/23 and 2023/24

Figure 46: ATU/ETB Tertiary Education Project

Figure 47: International RPL Partnerships

Figure 48: First Year Progression Rate

Figure 49: ATU Retention and Pass Rate by NFQ Level 2022-2023

Figure 50: Number of Research Students by Degree and Gender

Figure 51: Research Degree Discipline (2022/23)

Figure 52: PRTPS selected under TU RISE

Figure 53: ATU Research Centres and their Alignment

Figure 54: ATU Strategic Plan 2024-2028 Research Objectives

Figure 55: Regional Research and Innovation Ecosystem

Figure 56: Research Students evaluation of research experience at ATU

Figure 57: An appropriate Induction

Figure 58: Opportunities to become involved in wider research community

Figure 59: Interim HR Structure

Figure 60: Proposed People, Culture, Equality & Change Structure

Figure 61: PSRB Providers

Figure 62: Sample of ATU External Engagement

Figure 63: ATU Global Interim Organisational Structure

Figure 64: ATU Data and Communication Functions

Figure 65: Key Publications on ATU SharePoint

Figure 66: Proposed Senior Leadership Team Structure

Figure 67: Structure and Strategic Responsibilities

Figure 68: (ATU St Angelas) Awards 2022-2023

Figure 69: (ATU St Angelas) Student Enrolments 2022-2023

Figure 70: (ATU St Angelas) Enrolments by Level 2022-2023

Figure 71: (ATU St Angelas) Total Enrolments by Gender 2022-2023

Figure 72: (ATU St Angelas) Graduate Profile 2022

Figure 73: (ATU St Angelas) Staff Profile 2022/2023

List of Tables

Table 1: Key Thematic Areas

Table 2: Programmes Listed in CAO Handbooks 2023-2025

Table 3: Comparison of Number of Springboard and HCI Funded Programmes in 2023-2024

Table 4: Existing and Planned Delivery of Craft Apprenticeships

Table 5: Community Engagement Examples across ATU 2022-2024

Table 6: Research Metrics

Table 7: Response Rate for PGR StudentSurvey.ie (Masters by Research & PhD Students)

Table 8: Core Staff Profile December 2023

Table 9: Key Academic MIS