Knowledge with Impact | 1 Knowledge with Impact Faculty of Education and Health Sciences Strategy 2022 - 2025 ‘Eagna Chun Gnímh’ Wisdom for Action Culture ExcellenceSustainability
“Tolerance and compassion are qualities of fearless people”
Paulo Coelho nominated by Ann Marie Kennedy, EHS Faculty Office
Knowledge with Impact | 3 Sections of the UL@50 Implementation plan are referred to throughout as [UL n.n.n], e.g. [UL 5.2.2.2] Contents Foreword .................................................................................................................................. 4 Mission ....................................................................................................................................... 6 Our History 8 Through Time 10 Values 12 Context 14 Research Focus and Structures 16 Education and Health Sciences Facilities 18 Education and Health Sciences at a glance 2021-22 20 Knowledge with Impact 21 Excellence and Innovation 22 Excellence and Innovation Metrics and Targets 24 Example Initiatives for Excellence and Innovation 26 Culture 28 Culture Metrics and Targets 30 Example Initiatives for Culture 32 Sustainability 34 Sustainability Metrics and Targets 36 Example Initiatives for Sustainability 38 Strategy at a Glance 40 From Vision to Reality 42
4 | Knowledge with Impact Knowledge with Impact | 4 Foreword
Ms Nicola Kelly
The key tenets of the faculty strategy, the vision, mission, values, and pillars were developed by the members of the faculty management committee, with extensive consultation and input from all schools, departments and the faculty office. We received numerous helpful comments and suggestions, many of which we have integrated into the strategy, and the final draft was endorsed at an exceptional meeting for all staff of the faculty in May 2022.
Professor Rachel Msetfi Executive Dean
Head of Education
On behalf of all of the staff of the Faculty of Education and Health Sciences:
Head of Physical Education and Sports Sciences
Prof Patricia Mannix-McNamara
We have many strengths as a Faculty, delivering exciting and innovative programmes with prize winning curricula, through which our students thrive. Our capacity and strengths in research continue to grow, such that we compare well with education, health, psychology and sports institutions globally, and make a significant contribution to the University research profile.
Project Manager
Head of Medicine
Executive Dean
Prof Rachel Msetfi
Prof Pauline Meskell
Dr Siobhan Howard Assistant Dean Academic
Head of Nursing and Midwifery
Assistant Dean International
Faculty of Education and Health sciences
Our strategy describes the vision, pillars and objectives for the Faculty of Education and Health Sciences for the next three years. Importantly, we have based all of this on our shared professional values, which underpin what we aspire to, our objectives, the way we work and the values we aim to instil in our students.
Prof Eric Igou
The University Strategy, UL@50, was launched in 2019 and refreshed in 2022, with our Sustainability Framework published shortly thereafter. Our new Faculty strategy is well aligned with the goals and ethos of the institutional strategy and frameworks.
The strategy document includes quotes made by or nominated by members of staff of the faculty and demonstrate all our commitment to our values and our faculty. We are very proud of the strategy we have developed and look forward to working together to deliver on this ambitious plan.
Faculty Manager
Dr Anca Minescu
Prof Deirdre McGrath
HR Business Partner
Head of Psychology
Mr Brian Hartigan Finance Business Partner
Prof Ann MacPhail Assistant Dean Research
Prof Alan Donnelly Director of the Health Research Institute
Mr Declan O’Brien
Dr Aileen Wright
Prof Paul Burke Chief Academic Officer Vice Dean Health Sciences
Head of Allied Health
Ms Karen Fanneran
Knowledge with Impact | 5
Prof Giles Warrington
Our aim is to advance the wellbeing of people by graduating excellent scientists, education and healthcare professionals; through excellent teaching, research, and scholarship create and disseminate knowledge that impacts the social, educational and healthcare needs of people locally, nationally and globally.
Mission
6 | Knowledge with Impact
Cloths of Heaven” W.
Knowledge with Impact | 7
- 1865-1939 Nominated by Dr Clare E Conway (Medicine)
From Wishes the B. Yeats
the poem “Aedh
“I have spread my dreams under your feet; Tread softly because you tread on my dreams”
for
The Faculty of Education and Health Sciences (EHS) is one of four UL Faculties. EHS was established in 2008, based on a solid platform of physical education & sports science and education broadly, with a view towards UL’s vision of expanding education and research activities across a broad spectrum of health-related Sincedisciplines.itsestablishment,
Our History
EHS has grown to become the university’s second-largest faculty. It comprises of three Departments - Nursing & Midwifery, Physical Education & Sport Sciences and Psychology - and three Schools - Allied Health, Medicine, and Education. Within those academic units, there has been consistent development of new academic programmes, undergraduate and taught postgraduate, with associated research endeavours, leading to significant increases in student and staff numbers.
Implementation of the University’s strategies within EHS has been impressive. As evidenced by the expansion of undergraduate education programmes within diverse Departments and Schools, the faculty’s staff have invested considerable energy in designing new curricula while maintaining teaching standards across existing offerings and achieving ambitious research targets.
EHS has a core mission of advancing the well-being of people by graduating effective and critically reflective scientists, education and healthcare professionals and creating and disseminating knowledge through teaching, research and scholarship that impacts the social, educational, and healthcare needs of people locally, nationally, and
Therefore,globally.
despite the scope of our disciplines, EHS is collectively cohesive due to shared values and interest in the education of the next generations of scholars, teachers, and healthcare professionals, while performing impactful research relevant to those same sectors.
10 | Knowledge with Impact Launched Graduate entry medical school and psychology department Established New Faculty of Education and Health Sciences including academic units: • Graduate Entry Medical School • Speech & Language Therapy • Occupational Therapy, Physiotherapy • Education & Professional Studies • Nursing & Midwifery • Physical Education & Sport Sciences • Psychology Appointed Founding Dean Professor Mary O’Sullivan and Founding Faculty Manager Declan O’Brien Numbers Undergraduate students 2,071 Postgraduate students 450 PhDs 71 Staff 133 Launched EHS research strategy statement 2008 to 2013 Converted All programmes to ECT system Welcomed Over 10,000 students from 184 Schools to both October OpenDays Launched UL’s first Structuredever Doctorate in Education Introduced GradingElectronicSystem Combined Physiotherapy,OccupationalTherapyandSpeech&LanguageTherapytoformthe DepartmentofClinicalTherapies Appointed Professor Alison Perry as DeanSecondofEHS Opened New purpose built schoolmedicalbuilding Commenced The Faculty wide EHS Structured PhD programme Opened Newly restructured buildingPESS Launched StrategyEHS “Future 2015-2020 2007 2008 2009 2010 2011 2012 2013 2014 2015 Through Time
Knowledge with Impact | 11 Returned To campus, and hybrid work and study for staff and students Renamed Schroedinger Building renamed the Science and Education Building Numbers Undergraduate students 3,105 Postgraduate students 1,592 PhDs 259 Staff 336 Launched EHS StrategyResearch “Future Ready” 2015-2020 Relaunched Department of Education EducationthestudiesProfessionalandasSchoolof Awarded First ever AS bronze for PESSDepartmentEHSfor Appointed Prof Rachel Msetfi as Third EHS Dean Opened New Clinical Education and Research building on the University Hospital Limerick site Developed Succeed and Lead post-doctoral fellowship programme Awarded AS Bronze for School of Education Relaunched TherapiesofDepartmentClinicalas the School of Allied Health ODelivered nline teaching, research and remote working in line with Covid public health restrictions Supported Covid effort via EHS students and staff volunteering work in health and school settings Relaunched Graduate Entry Medical School as the School of Medicine Succeeded 291 EHS Students won 29% of the President’s Volunteer Awards Obtained AS Bronze award for Dept of Nursing & Midwifery with all 6 academic units accredited Awarded AS Bronze for School of Allied Health, School of Medicine & Dept of Psychology2016 2017 2018 2019 2021 2020 2022
➤ professional and working standards which have a foundation of compassion, dignity, kindness and respect [UL@50; Supportive and Transformation]
➤ organisational transparency, accountability and [UL@50;responsibilityEthicalandSustainable]
12 | Knowledge with Impact Values
➤ a welcoming, supportive and inclusive environment in which to live, work and study [UL@50; Inclusive and Diverse]
➤ an organisational culture which promotes collaboration and empowerment [UL@50; Supportive and Transformation]
➤ sustainability in the ways that we work, support our community, and protect our environment [UL@50; Ethical and Sustainable]
UL@50 core values have been the inspiration for the development of our EHS strategic plan, with our shared values being:
➤ the highest standards of ethical practice and integrity [UL@50; Ethical and Sustainable]
➤ excellence in all that we do and visionary approach to realising this [UL@50; Ambitious and Driven, Creative and Innovative]
Dr Jenny Roth (Psychology)
“Research that aims to have lasting impact needs to be transparent and of integrity.”
2022 sees us – as individuals, a community, and society in the process of recovery from the Covid-19 pandemic, with global political unrest and economic challenges a constant feature in our news feeds, and military action taking place on Europe’s doorstep. Worry and uncertainty have been a feature of our everyday lives for some time. However, we also see, with tremendous optimism, the positive impact that universities can have during these troubling times.
14 | Knowledge with Impact
Similarly, Impact 2030 is Ireland’s research and innovation strategy, and explicitly recognises that universities must be at the heart of addressing ‘societal, economic and environmental challenges’. This strategy contains a strong commitment from government, including building capacity and supporting talent, emphasising inclusion, international perspective, and governance. The National Development Plan (NDP, 2021-2030) also acknowledges the importance of Universities, in addressing the challenges and opportunities of significant population increases, changes in how we work, travel, learn and live, the need for connectivity and partnership, and critically, that we must prioritise action related to the emergency of climate change.
The students and staff of the Faculty of Education and Health Sciences have exemplified this and pulled together, ensuring the continued running of academic programmes, conducting research to support the national public health effort, and contributing in highly practical ways. For example, setting up and running a virtual contact tracing hub, a field hospital, providing training in infection prevention and control, and supporting education and health sciences students in placements that contributed to the continued running of our schools, hospitals and health settings. These contributions, amongst many others, have been widely acknowledged as important evidence of universities’ positive impact on society.
The University of Limerick, with the UL@50 strategy (2019-2024), and the UL Sustainability Framework 2030, is entirely consistent with this approach. UL has embraced the UN sustainable development goals to guide our thinking. Specifically, we aspire to become a ‘truly sustainable university’ and the UL sustainability framework will act as ‘a bedrock’ to guide our decisions and actions, being cognisant of the need to be regenerative in our approach and act in partnership with our communities. This framework has united the UL community and will stand us in good stead regarding the challenges we face.
Context
This strategy has been developed in the context of a time of significant transition and change for higher education.
is prominent in all areas of government strategy, physical education, sport, mental health, social interaction, and community cohesion are also as prominent. Plans for community development are ’…based on a set of core values covering social inclusion, equality and respect for diversity…’ with references to harnessing the potential of communities, bringing people together, including individuals, groups, agencies, voluntary and statutory bodies to make a positive difference. The Sustainable, Inclusive and Empowered Communities strategy (2019-2024) says that, ‘The task [of community development] is social change to achieve equality, social justice and human rights, and the process is the application of principles of participation, empowerment and collective decision-making in a structured and coordinated way.’ There is no one way to achieve these goals, but we each have a small part to play. The Education and Health Sciences Strategy, ‘Knowledge with Impact’, wholeheartedly endorses these values and goals.
In formulating our strategy, EHS is very aware of the regional, national, and global context and our role and responsibilities in it. The NDP targets the population of Limerick to grow by 50% to 60% by 2040, to a minimum of a 140,000 population (from 94,000 in 2016). We are therefore at the heart of the imperative to educate and retain talented teachers and health care professionals. This points to the importance of, not just pre-registration education, but also continuing professional development, upskilling, and lifelong learning. The Sláintecare Report (2017) also emphasises the need for healthcare reform, and developing ‘…the research capacity of clinicians, healthcare professionals and managers…’ in partnership with academic organisations.
Along similar lines, detailed data on population growth, school pupil numbers, university student numbers, and teaching council registrations have been analysed to predict the numbers of teachers needed in Ireland to 2038 (Teacher Supply Report. Department of Education, 2021) and this will inform the development of a teacher workforce planning model. Notwithstanding the continuing undersupply of teachers in STEM disciplines, the data indicates the likelihood of an oversupply of postprimary teachers within this decade. As an HEI providing post-primary teacher education, we must be cognisant of this prediction in our own planning. A further consideration is the need to embed
Knowledge with Impact | 15
Whilstrequired.digitalisation
digitalisation in schools and provide ‘professional learning supports at each stage of the teacher education continuum to enable teachers to embed digital technologies into their practice.’ Given the continuous evolution of technology, ongoing opportunities for upskilling and CPD for teachers will be
Health
The
our academic disciplines: ResearchThemes Social Inclusion ProfessionalPracticeandEducation Physical Activity and Human Performance OptimisingHealth The research centres, units and groups affiliated with the faculty of Education and Health Sciences are well positioned to contribute to mission based foci and are research leaders in their fields. Whilst research centres may affiliate more strongly with one school or department, they are inter-disciplinary in nature. ResearchClassWorld Health Research Institute Sport and Human Performance Research Centre Centre for Social Issues Research National Centre for STEM Education Limerick Digital Cancer Research Centre PEPAYS Ireland Public and Patient Involvement 4i Centre
in
16 | Knowledge with Impact
Our
areas, including education, health and wellbeing, social
Research Focus and Structures Faculty of Education and Sciences boasts a vibrant research community. researchers are active in researching and publishing a range of inclusion and human The Faculty has previously articulated thematic areas of work, which are underpinned by the strength of
performance.
Knowledge with Impact | 17 Our research interests align well with the UN Sustainable Development Goals (SDGs) and the UL sustainability framework, which embraces mission-based foci. = #SDG 3 Good Health and Well Being #SDG 5 Gender Equality #SDG 4 Quality Education #SDG 10 Reduced Inequalities #SDG 17 Partnerships for the Goals
18 | Knowledge with Impact
The original main building of the University of Limerick homes the School of Education, the Department of Psychology and the Faculty Office. The brain child of our founding President, Prof Ed Walsh, the main building is built around a quadrangle, with each side of the square connected to all the others, to make sure that disciplines could connect and communicate with each other. Although the University has outgrown the original building, the opportunities for inter-disciplinary teaching and research are still incredibly important.
Education and Health Sciences Facilities
The Dept of Psychology has facilities to conduct human observational and group studies, with labs containing stateof-the-art AV and CCTV equipment. Biological and health psychology, and cognition labs provide for the collection of physiological samples and individual psychological measurements for analysis. Adjacent, the School of Education’s Education Technology Centre provides all education students with access to a wealth of IT and AV equipment, IT and AV technical support and in-house expertise in the area of ICT integration and use in education. The Centre captures all student teaching for the Micro-Teaching Program using two methods: directly onto DVD and simultaneously streamed and captured using an innovative IPTV system. The Centre has also integrated virtual and augmented reality into the program, which gives our students a truly unique teaching experience.
The Science and Education building nearby provides additional facilities, workshops and laboratories for science and technology teacher education (6827m2). Also nearby, the Physical Education and Sports Sciences Department is one of our oldest academic departments and resides in one of the universities’ original ‘new’ buildings constructed in 1972 (6350m2). The Department has extensive facilities supporting research and teaching in physiology, biochemistry, biomechanics, anatomy and motor skills, with purpose-built sports halls and a gym. Physical education and sports sciences students and researchers also have access to the excellent facilities of the UL Sports Arena.
Education and Health Sciences Facilities
The Faculty of Education and Health Sciences is mainly based on the Castletroy campus of the University of Limerick for administrative purposes. However, our work is widely distributed across clinical, school and placement sites across Ireland.
Knowledge with Impact | 19
Accessed via the Living Bridge, the Health Sciences building on the north side of the campus is home to the Dept of Nursing and Midwifery and the School of Allied Health. Beautifully situated next to the River Shannon, the structure of this unique building (4300m2, 2005) mimics the undulating shape of the river and surrounding countryside. Facilities include purpose built clinical facilities, clinical skills labs, kitchen, therapy resource room, activities daily living suite and a clinic, with patient simulators used to represent real-world patient scenarios.
The School of Medicine is located in one of our newest buildings (constructed in 2012, 4295m2). A sparkling modern fourfloor building, the School building was custom designed for modern medical education and is equipped with latest digitally equipped lecture theatres and small group teaching and study space. The second floor is dedicated to clinical and anatomical skills teaching. There are eight clinical skills labs, which can be reconfigured depending on teaching requirements, and two anatomical skills labs. The labs are equipped with a state-ofthe-art AV system, which allows students to record themselves performing procedural or physical exam skills. The top floor of the building has custom designed biomedical laboratories situated at the top of the building.
The two health and medicine buildings on the north campus are augmented by the Clinical Education and Research Centre Building situated on the Dooradoyle site of University Hospital Limerick, the main site of the University of Limerick Hospital Group. This unique space constitutes a joint initiative by the University and the Hospital group, recognising that education and research in health and medicine is a shared opportunity and responsibility. This 3400m2 building opened in 2019 is state of the art both in terms of facilities and concept and is also home to our shared University of Limerick Hospital Group, Health Sciences Academy.
20 | Knowledge with Impact Education and Health Sciences at a glance 2021-22 StaffStudents GLOBAL RESEARCHRANKINGSMETRICS 2021 6 Athena SWAN bronze awards OUR PEOPLE 4,994 Students 192 Academic Staff FTE 126-150 rankingEducationTimesEducationHigh(THE)2022 251-300 rankingEducationTimesPsychologyHigh(THE)2022 358 Publications 60% Publications with co-authorsinternational 3,389 studentsUndergraduate 1,602 L9 & studentsL10 89 Administrative & Technical Staff Staff FTE 47 StaffacademicClinicalFTE 151-170 2022QSNursingrankings 14.8% Top papersdecile 259 registrationsDoctoral 8 Research Staff FTE 351-400 2022QSMedicinerankings €8.34m fundingResearch 51-100 Sports 2022QSsubjectsrelatedrankings 38% EU funding
Knowledge with Impact | 21 Knowledge with ImpactTransforming Education / Research Excellence Operating Model/ Green Internationalisation UL@50 City & Region Going from Good to Great Creating Environments to work together Positive contribution to the society and the Environment ➤ Education ➤ Research ➤ Digital Transformation ➤ Working Collaboratively in Partnership ➤ Sustainable Practice Culture Excellence & Innovation Sustainability ➤ Equality, Diversity and Inclusion ➤ Empowering People ➤ Operational Transparency and Accountability
2. Student learning experiences benefit from flexible and Innovative pedagogies
5. Digital literacy is a key attribute for all EHS graduates and staff
6. Digital transformation will support sustainable practices
2. Transform teaching and learning in EHS, targeting individual growth of the learner, societal impact and our EHS values
3. Improve support and development opportunities for all EHS researchers
5. Facilitate sustainable funding streams to support EHS research
Education. Our excellent EHS learning and teaching experiences develop graduates with the skills to respond to challenges and shape the advancement of their respective professions for the future.
6. Ensure that all programmes are informed by the patient, user, public and/or stakeholder involvement
4. Use digital transformation as a means to improve the effectiveness and efficiency of all our practices
4. Strengthen the internationalisation of our research
1. Maintain and enhance the excellence of our academic programmes (including maintaining accreditation, Staff Student Ratio (SSR), and research led teaching)
Excellence and Innovation
6. Promote EHS @ UL as an excellent research location
2. Foster capacity for world-class research
5. Promote EHS@UL as an excellent academic destination
7. Students will receive an excellent learning experience which benefits from cuttingedge technologies, innovative and flexible pedagogies and a highly skilled and experienced academic staff
1. Prioritise knowledge dissemination for Impact
Research. Extend on an inclusive research culture that maximises the dissemination of quality and impactful research that integrates teaching and research to solve grand challenges.
1.practices.Promote
8. Ensure that education/teaching/learning is inclusive and caters for a diverse student population by building staff knowledge and competence around diversity and inclusivity (diversity in terms of ethnicity, dis/ability and neurodiversity and social class)
inter-disciplinary research and education on grand challenges that avail of technological advancements (including AI, E-health, educational technologies and wearables) [see also UL 2.1.2]
3. Use our expertise in digital health to enhance the student learning experience; Establish simulation as an area of key need for investment and programme development in EHS
22 | Knowledge with Impact
3. Increase the number of students graduating from innovative & impactful doctoral programmes in EHS
We aspire to lead, and to provide a model for just, equitable and inclusive teaching, research and scholarship. We embrace available opportunities and emergent technologies so we can conduct excellent education and research programmes with local, national, and international impact.
4. Innovate our academic portfolio to encourage lifelong learning increase availability of stackable micro-credentials
Digital Transformation. Promote digital transformation across EHS to enhance our
24 | Knowledge with Impact EXCELLENCE IN RESEARCH Metrics and Targets Citations per paper 398 Publications 7.9 citations 411 Publications 10 citations 15% 25% Papers with international co-authors 60% 75% THE rankings (research score) Sabbaticals 12.5 - 27.4 14.3 - 31.5 15% increase EHS Current Target External funding Doctoral registrations % of total registrations 38% EU 27 €8.3m €9.4m 2025 40% EU 4117.5% increase 12.5% increase 52% increase International Sabbatical Hosting plan in place
Knowledge with Impact | 25 EXCELLENCE IN TEACHING EXCELLENCE IN INNOVATION Student staff ratio EHS average student staff ratio is 19:1 Support accreditation requirements EHS programmes with digital literacy embedded Digitalisation and Grand Challenges THE rankings (teaching score) Flexible learning Intake targets 2021 Partime Intake industryinderdisciplinaryPrioritiseTargetfunding Departmental plans for simulation and Virtual Reality established Registrations on innovative doctoral programmes Sabbaticals and SRLs focused on digital pedagogies 53 Registrations 132 Registrations increase150% 15.3 - 31.6 9.8% 17.6 - 36.4 17.9% 15% increase 80% increase 202580%
✓ Develop and implement an EHS framework for accelerated professional doctoral programmes within the faculty (under which pathways are chosen); Explore the development the PhD by Prior Publication for Medicine and Health Professions; [UL 1.2.4 recognition of prior learning]
✓ Audit equipment inventory and work towards having access to the most effective and leading edge technical solutions and training to use same (Examples include simulation suites, virtual reality and updated AV equipment) [UL 2.4.3; UL 5.3.3]
✓ Unified workload allocation model adopted by EHS will include time allocation for CPD for all staff [UL 5.1.1]
Example Initiatives for Excellence and Innovation
✓ Audit our academic portfolio to identify existing learning modes [UL 1.1.2]
✓ Offer Continued Professional Development (CPD)and micro credentials in the digital space, how does the new knowledge and research findings from the digital world affect people in their practice [UL 1.2.4]
✓ Develop and implement a citation maximisation programme (including Faculty Induction, PDRS, research impact plans, Performance and Development Review System (PDRS) inclusion); Incentivise and promote open-access publishing. Ensure that discipline norms for citation are clarified; [UL 2.3.2]
26 | Knowledge with Impact
✓ Enhance the education of researchers via developing and implementing a plan for the continued development of innovative doctoral programmes. [UL 2.3.3, UL 2.4.2]
✓ Maintain or reduce EHS Student Staff Ratio (SSR), and ensure that growth in student numbers does not compromise our excellent programmes [UL 5.3.1]
✓ Make a faculty wide agreement related to support for new early career academics, accelerating their start with reduced teaching in the first year and start-up funding consistent with discipline and level. [UL 2.4.2]
✓ Develop an EHS Sabbatical hosting plan and programme to include benefits to visiting scholars, publicising EHS as a sabbatical destination and sabbatical invitations [UL 1.3.2; UL 2.2.2; UL 3.1.1; UL 3.2.3]
Knowledge with Impact | 27 “ “
“Knowledge with Impact encourages colleagues to support each other in exploring, sharing and promoting knowledge that will result in meaningful, long-lasting change.”
Prof Ann MacPhail (PESS, Assistant Dean Research)
4. Embed the HEA code of governance and demonstrable compliance in our practices
5. Diversify the EHS community through internationalisation, widening access and increased flexibility (staff and student)
3. Ensure Equality, Diversity and Inclusion (EDI) work is valued, visible and central to EHS (inward and outward facing)
Equity, Inclusivity and Care
We are committed to progressing an equitable organisational culture in which staff and students are empowered, can be creative and innovative, and seek out opportunities to positively contribute to the societies and environments in which they study, live and work.
6. Ensure productive synergies between ‘Internationalisation’ and ‘EDI’ remits, ensuring these are embedded as part of core business throughout research, education and community engagements
1. Improve clarity and efficiency in cross-faculty processes and pathways
5. Ensure that workload allocation is sustainable, transparent and equitable
4. Foster an environment and community that is inclusive and is reflective of everyone, in terms of ‘race’, ethnicity, disability, gender, sexuality, age & health status
1. Ensure that a diversity of voices are heard in informing EHS decisionmaking, including both staff and students
3. Ensure that our shared EHS values permeate our day-to-day work
28 | Knowledge with Impact
1. EHS will provide an inclusive and welcoming environment for all staff and students that promote well-being and work-life balance for all
2. Build opportunities for staff to develop and leverage their individual strength
2. Ensure equity of access to resources which enhance career development.
Empowerment. Developing a Flexible, Supported, Person-Centred environment that promotes empowerment
Culture
2. Ensure consistency, transparency and accountability across EHS in decision-making principles and discretionary resource allocation
3. Develop a plan for effective communication for the faculty
Efficiency, Transparency and Accountability
Knowledge with Impact | 29
30 | Knowledge with Impact Metrics and Targets ATHENASURVEYSSWAN AWARDS ANNUAL LEAVE Student survey EHS DaysAwardsofAnnual Leave taken 4 items on workload 6 Bronze awards 2019 universitiesIrish2021 2021EHSTarget Target Mostly agree Student exit survey TargetTarget Workload impact 4 Bronze, 2 Silver Respondents affirmative (i.e. some, quite a bit, very much) 100% 50% 0% 100% 50% 0% 39 - 58% 53.2% 38 - 50% 52.6% 40 - 60% 60% 69% 90%
Knowledge with Impact | 31 DIVERSECOMMITTEESPERSPECTIVES ON ASSIGNMENTS NON EU STUDENTS % of Non EU Students Target 90% Target Student, Researcher, Stakeholder, Service user Representation Include diverse perpectives on assignments IrishEHSUniversities94.5%Responses75.8%EHSTarget90% 7% 14%
Example Initiatives for Culture
✓ Explore good practices and innovations across EHS around internationalisation and equality, diversity and inclusion (EDI) to share practices and enhance the student and staff experience. [UL 1.1.4; UL 3.1.2; UL 3.2.1; UL 5.2.1]
32 | Knowledge with Impact
✓ The unified workload allocation model adopted by EHS will ensure that time allocations and workload expectations are communicated and implemented carefully [UL 5.1.1]; The unified workload allocation model adopted by EHS will include time allocation for CPD for all staff [UL 5.1.1]
✓ For EHS specific administrative processes, develop and publish process and pathway information (i.e. research recruitment; approvals; etc) to ensure clarity for all staff [UL 5.1.2]
✓ Ensure that all staff are reminded to take and log their annual leave via the CORE portal [UL 5.1.1]
✓ Initiate and implement a project to ensure student contact time, assessment timing, and workload are consistent with a healthy work-life balance.
✓ Identify and consider how best to acknowledge staff and student contributions towards ensuring equality, diversity and inclusion across EHS [UL 5.2.5]
✓ Provide flexibility and accessibility in programme delivery, including introducing PT fees and stackability [UL 4.1.2; UL 4.2.1]
✓ Review best practice on student representation on groups and committees, and put in place an action plan to ensure that student’s voice is heard in EHS [UL 5.2.5]
Nominated by Dr Aoife Neary (Co-Chair EHS Equality and Diversity Committee, School of Education)
(2014)
Knowledge with Impact | 33
“Solidarity does not assume that our struggles are the same struggles, or that our pain is the same pain, or that our hope is for the same future. Solidarity involves commitment, and work, as well as the recognition that even if we do not have the same feelings, or the same lives, or the same bodies, we do live on common ground.”
Ahmed
1. Nurture and develop our strategic partnerships to support innovation and internationalisation in our academic and research programmes
4. Encourage a sustainable business and functional model within EHS
Working Collaboratively and in Partnership. Building purposeful and committed relationships with colleagues in UL and beyond that result in a positive social impact.
We commit to advancing the creation and exchange of knowledge and, in so doing, affect positive change in a sustainable and innovative way.
1.practice.Prioritise
a sustainable workload for all staff
3. Promote health and wellbeing in the Limerick Region; including the clinical academic research ecosystem
Sustainability
We respect and value our partnerships and collaborations with all our stakeholders at a local, regional, national and global level. We commit to nurturing and growing these relationships to create a better future for all.
2. Prioritise giving back to the community via the provision of CPD, life-long learning, sharing expertise and collaborating models which are mutually beneficial [UL 1.1.2]
3. Become a leader within the university and externally in developing more sustainable practice
Sustainable Practice. Foster the abilities, qualities and skills that are central to achieving meaningful and sustainable
2. Work collaboratively across the university so that our work benefits from inter-disciplinary and inter-functional expertise
34 | Knowledge with Impact
Knowledge with Impact | 35
36 | Knowledge with Impact Metrics and Targets APPOINTMENTSPROGRAMMESPARTNERSHIPS Strategic partnerships developed per year Student numbers baseline 2021 2021+2 +2 +2 +2 +2 2022 2023 2024 2025 Registration on strategic partnership programmes Joint appointments with Strategic Partners Target50%increase 15%Targetincrease
Knowledge with Impact | 37 PRESIDENTS AWARD GREEN STUDENTSBUDGETTARGETS 90% reach growth35% Number of EHS students receiving President’s Volunteer Award % of staff committed to individual green targets 2020 2021 2022 Non-pay to pay ratio increased EHS student registrations UL 4.6] EHS 2021 = 219, 29% of PVAs; 219-189. 16 % increase from previous year – maintain growth and increase to 20% EHS average 10% Target4,99110%PVA PVA PVA 5,88212% EHS189 EHS219 TargetEHS 16 % increase 2 % increase 20 % increase
✓ Encourage our students to participate in volunteering and the Presidents Volunteer Award scheme [UL 4.1.1; UL 4.2.1]
✓ Increase numbers of students taking health programmes, including medicine, nursing & midwifery, allied health, and clinical psychology; and international students. Increase numbers of teacher education students in key need areas, such as maths and upskilling programmes [UL 1.1.3]
✓ Commit to green targets related to work practices for the faculty and ask each staff member to set individual level targets for these (examples include: Reduction of Journeys, reduction of printing, increase use of digital media for marketing and programme materials, the proportion of hybrid); [UL 3.2.4]
✓ Support remote and hybrid working for EHS staff where business needs are met, including an individual and team ‘keep connected’ plan [UL 5.3.2]
✓ Build innovative, resourced, and sustainable, new models of partnership, which support placement based activities, including in the private sector and international placements; Define non-traditional placement settings; [UL1.2.6; UL 3.2.3]
38 | Knowledge with Impact
Example Initiatives for Sustainability
✓ Support academic and research programmes, and associated appointments, which benefit the Limerick health ecosystem. These might include inter-cultural competence, leadership and inter-professional working. The Health Science Academy will inform developments in the Health space [UL 4.1.1; UL 4.2.2]
✓ Provide opportunities to share skillsets of support staff, thus enhancing career development opportunities and functional effectiveness; Review current and potential opportunities for professional and support staff, at local and faculty level, for involvement in activities that will enhance their career progression, e.g. project work, special interest committees and consult with them on what supports are needed to enhance career progression [UL 5.2.2]
✓ Align our programme development with the needs of the Professional community (ie health, education etc); [UL 4.1.1]
✓ Encourage students and staff to participate in green internationalisation, via virtual exchange and collaboration [UL 3.1.2; UL 3.2.4]
✓ Support the development of cross-university - hospital - community governance structure for clinical and community research [UL 5.2.2]
“We are fortunate to work and study on a thriving campus full of diversity, greenery and liveability.”
✓ an organisational culture which promotes collaboration and empowerment ✓ sustainability in the ways that we work, support our community and protect our environment
✓ a welcoming, supportive and inclusive environment in which to live, work and study
What we believe in
Our Values
✓ the highest standards of ethical practice and integrity ✓ organisational transparency, accountability and responsibility ✓ excellence in all that we do and a visionary approach to realising this ✓ professional and working standards, which have a foundation of compassion, dignity, kindness and respect
40 | Knowledge with Impact
Strategy at a Glance
Knowledge with Impact | 41 What we stand for To advance the well-being of people by graduating excellent scientists, education and healthcare professionals; through excellent teaching, research, and scholarship, create and disseminate knowledge that impacts on the social, educational and healthcare needs of people locally, nationally and globally. What we need to focus on Excellence and Innovation Going from Good to Great in ✓ Education ✓ Research ✓ Digital Transformation Creating environments to work together ✓ Equality, Diversity and Inclusion ✓ Empowering People ✓ Operational Transparency and Accountability Positive contribution to the Society and Environment ✓ Working Collaboratively in Partnership ✓ Sustainable Practice Our Mission Our Priorities
Our strategy is underpinned by a multi-year action plan, composed of a series of projects and initiatives. The plan includes targets and KPIs to evaluate progress. Every year, in conjunction with our faculty budget process, we will select initiatives to help us achieve the objectives. Initiatives will be coordinated by the relevant faculty committees and working groups, with the faculty management committee and faculty board receiving regular updates.
From Vision to Reality
42 | Knowledge with Impact
Strategies of plans for each of the Schools and Departments will be developed within the framework of University UL@50 strategy, the Sustainability Framework and the Faculty’s strategy.
Knowledge with Impact | 43
44 | Knowledge with Impact “
“
“Strategies are typically about the ‘destination’, and not ‘the journey’. This strategy is different, because it is also about how we want to work in EHS: how all staff should be supported to belong and to contribute in making the world a better place. The journey itself is important! The relationships with each other and with the university infrastructure, the feeling of being supported to become the best we can be, they all matter in our faculty!”
Dr Anca Minescu, Assistant Dean International
