The Emergence of Quality Assurance in Irish Higher Education: a Review of European and National Policy and Description of the Dublin Institute of Technology Practice

This is the second in a series of three papers which explore and describe ‘quality’ as a tool in the Irish Higher Education sector. This paper reviews macro, mesco and micro issues relating to quality assurance within the context of European Union Education Ministers’ communiqués and in Irish national policy. A micro perspective is then undertaken pertaining to the Dublin Institute of Technology describing how quality assurance systems and procedures emerged in the Institute. It also includes the Institute’s response to provisions made in the 1999 Qualifications (Education and Training) Act with reference to the necessity of carrying out quality reviews. The European University Association philosophy as the agency chosen to carry out one such review is outlined. The broad purpose of this paper, and of the previous related paper, is to provide a policy map from macro European to micro institutional level which will aid postgraduate students and those interested in quality assurance in higher education to identify important developments and pursue further research. The inquiry approach utilised is interpretive, descriptions are detailed and meaning is constructed: this is a subjective process firmly located in the broad field of qualitative research. The paper offers a general review of policy documentation together with some critical commentary and personal reflections

The Emergence of Quality Assurance in Irish Higher Education: a Review of European and National Policy and description of the Technological University Dubin Practice

This is the second in a series of three papers which explore and describe ‘quality’ as a tool in the Irish Higher Education sector. This paper reviews macro, mesco and micro issues relating to quality assurance within the context of European Union Education Ministers’ communiqués and in Irish national policy. A micro perspective is then undertaken pertaining to the Technological University Dubin describing how quality assurance systems and procedures emerged in the Institute. It also includes the Institute’s response to provisions made in the 1999 Qualifications (Education and Training) Act with reference to the necessity of carrying out quality reviews. The European University Association philosophy as the agency chosen to carry out one such review is outlined. The broad purpose of this paper, and of the previous related paper, is to provide a policy map from macro European to micro institutional level which will aid postgraduate students and those interested in quality assurance in higher education to identify important developments and pursue further research. The inquiry approach utilised is interpretive, descriptions are detailed and meaning is constructed: this is a subjective process firmly located in the broad field of qualitative research. The paper offers a general review of policy documentation together with some critical commentary and personal reflections

Developing a Participatory Consultation Process for Quality Reviews:the Initial Stage of the European University Associations Quality Review of the Technological University Dubin

This paper describes the evolution of a consultation process utilized by the Technological University Dubin (DIT) as part of a quality review process. An emphasis is placed on outlining: the collaborative nature of the enquiry; the guidelines and code of ethics adopted; the social research methodology utilized both quantitative (online surveys, staff n=1831, student’s n=21094) and qualitative (6 staff focus groups n=45 and 4 stakeholder focus groups n=24 and faculty board submissions 6). Instrument construction, theme sheet design and sampling procedures and response rate are detailed. The author, as consultation facilitator, provides an narrative of events and applies theory to actual practice. He claims that the DIT operationalized the consultation process under the principles of inclusion, openness and transparency, and that the process captured both a valid and reliable account of the attitudes and opinions of the DIT community

The Quality Movement Discourse in the Higher Education Sector: a General Review

This paper – the first of a series of three – describes some of the macro milestones in the evolution of the Quality Movement in the industrial environment. The emphasis then shifts to reviewing the discourse relating to quality in the higher education sector in the UK. Attention is given to Quality Assessment, Quality Assurance and Quality Enhancement models. The interface or tension lines between quality as a controlling mechanism or as a tool for development are outlined. Predominant concerns and issues as expressed by academics are clustered into macro questions, the answers to which will require further longitudinal research. Purpose of the study. The broad purpose of the study is to present the notion of quality as a tool in the higher education sector to the undergraduate (see note 1) or postgraduate student, researchers, practitioners or those new to this concept. To facilitate this I include an accessible general review of relevant literature from the field. The questions raised could be of use for further detailed research by postgraduate students and researchers. Ideally these questions could contribute to the social dynamic of face to face discourse between academics, other parties in the staff rooms, classrooms, policy rooms and so forth. Method. This paper offers a general review of research and literature from the fields of business, management, education and the social sciences that relate to quality. An interpretive research approach is utilised, descriptions are provided, and meaning and assumptions are constructed. I perceive this method as a subjective social engagement with the ‘footprints’ (see note 2) evident in printed and electronic media. Originality. The paper endeavours to describe a historical macro economic context of the evolution of quality as a movement and then detail micro academic discourse relating to quality in higher education sector

Apprentices’ experiences of studying online during the Covid-19 emergency in Ireland: A report of research findings

In March 2020 the Irish government introduced emergency measures to stop the spread of the highly contagious Covid-19 virus. The change was immediate, and the protection of public health was paramount. All citizens were requested to cooperate and adhere to the restrictions. Key features included, restricted movement within the country, all non-essential workplaces to close and where possible move to remote working, the closure of all schools, training centres and universities, education was to be provided by online means. This research focused on a specialised section of the Irish education system - the Standard Based Apprenticeship - and how apprentices experienced the move to online provision during the lockdown periods. A mixed-method research approach of online questionnaire and telephone interviews was used to explore the facilities, supports, wellbeing, teaching and learning materials, and communication. The sample group was apprentices in off-the-job training and education phases during the closure periods (N=3,000). The responses received were - survey N=362 and interviews N=11. From the data, respondents acknowledged the need to move provision online however, they were concerned that normal informal peer learning could not occur in the absence of meeting each other and having practical skills demonstrations in centre/college workshops. Respondents identified the types of supports made available by employers and education/training providers. However, they also noted issues relating to the digital divide and lack of access to IT equipment and broadband. Some respondents reported concerns about isolation and personal wellbeing. A key concern that respondents identified was matters to do with the provision of timely information and communication. The research suggests there is a need to develop a comprehensive communications platform to facilitate up-to-date information flow from all stakeholders, a need to host a repository of technical and learning resources relevant to each trade area, and provision of a mechanism for apprentices to actively engage with each other to enhance informal peer learning. In addition, apprentices’ experiences of their studies and work should be regularly gathered and reported

Work-related Stress: Survey of Academic Staff in the Institutes of Higher Education

This article presents findings from a survey of professional workers in the institutes of technology sector in Ireland regarding work-related stress. The research instrument was based on a work-related stress questionnaire developed by the UK Health and Safety Executive, augmented with a specific subset of questions relevant to the Irish higher education sector. The questionnaire format was modified to enable online delivery. It was distributed to a sample population in 2014 with a response rate over 30% (n=1,131). The research provides baseline data on work-related stress levels experienced by workers in this sector. The results associate increased levels of risk of work-related stress in circumstances of poor consultation, lack of engagement with staff, excessive workload, demanding task with unrealistic deadlines and lack of support provided by management. Low risk levels were associated with peer support and relationships. Good social relations between workers seem to assist in the alleviation of the risk. The results support established research into work-related stress which claims that developing supportive working environments and work cultures can greatly assist in the reduction of risk level

Data Protection Awareness Survey of Tertiary Sector Teachers and Lecturers in Ireland

Within the European Union all organisations and companies which process personal data must comply with the terms of the General Data Protection Regulation (GDPR) 2016 which was transposed into law in 2018. GDPR provides fundamental rights to individuals relating to the protection of personal data, the terms for processing personal data and privacy of personal data. The regulation also requires both data controllers and data processors to take an active approach to ensuring compliance and to promoting awareness of data protection. The regulation includes powers of enforcement, investigation, and sanction. The Data Protection Commission in Ireland is the independent national authority in the EU with responsibility to uphold individual rights relating to the protection of personal data. This research paper provides insights into the level of GDPR awareness of a specific population sample of teachers and lecturers who work in the Irish tertiary education sector and are members of the Teachers’ Union of Ireland (TUI). The research approach used was ‘practice-based’ (Eraut 2004) as a professional in the field and informed by ‘workers critical research’ as a worker in the sector (Kincheloe, McLaren 1994). The method included a questionnaire developed to measure levels of awareness about GDPR, it used closed choice questions and open comments boxes, and risk assessment indicators relating to remote working. The questionnaire was designed as an online survey for safe distribution during the Covd-19 restriction period. The survey items focused on GDPR key principles, rights of individuals, need to gain consent, data breach procedure and training. In addition, the survey explored experiences of GDPR issues while engaged in emergency remote working due to Covid-19 restrictions. The online survey was distributed in February 2021 and was open for two weeks. The survey received N=502 responses, of which 39% were from Second Level Schools, 37% Higher Education , and 22% Further Education and Training. The results demonstrate a general good level of awareness about GDPR obligations, such as processing personal data, requirements for consent and confidentiality and procedures for dealing with matters that arise including data breaches. In addition, respondents indicated risk levels for GDPR concerns while remote working during Covid-19 restrictions The survey results suggest that respondents understood the importance of GDPR to protect individual rights and the necessity to have policies and procedures to achieve this obligation. Respondents indicated that training was required to keep up to date on GDPR matters and that training material should include fact sheets, short videos and online modules. It was suggested that engagement between employers and the union could assist in promoting awareness of GDPR in workplaces including emergency remote working

Bayesian VAR Models for Forecasting Irish Inflation

In this paper we focus on the development of multiple time series models for forecasting Irish Inflation. The Bayesian approach to the estimation of vector autoregressive (VAR) models is employed. This allows the estimated models combine the evidence in the data with any prior information which may also be available. A large selection of inflation indicators are assessed as potential candidates for inclusion in a VAR. The results confirm the significant improvement in forecasting performance which can be obtained by the use of Bayesian techniques. In general, however, forecasts of inflation contain a high degree of uncertainty. The results are also consistent with previous research in the Central Bank of Ireland which stresses a strong role for the exchange rate and foreign prices as a determinant of Irish prices.Bayesian; BVAR; inflation forecasts; Ireland

Inflation Analysis: An Overview

The purpose of this article is to describe how inflation analysis and forecasting has been carried out in the Bank, with particular emphasis on recent research and the new challenges facing the Bank following the launch of the euro on 1 January 1999. Broadly speaking the approach adopted by the Bank over a number of years has been an eclectic one which combines judgement and a range of formal approaches. The latter include structural models which are strongly influenced by basic macroeconomic theories of the small open economy (SOE), indicator analysis, including a composite leading indicator, and time series methods such as autoregressive integrated moving average (ARIMA), vector autoregressive (VAR) and Bayesian VAR (BVAR) models. The emphasis on particular methodologies has evolved over time but in all cases judgement has played a central role.

Forecasting Irish inflation using ARIMA models

This paper outlines the practical steps which need to be undertaken to use autoregressive integrated moving average (ARIMA) time series models for forecasting Irish inflation. A framework for ARIMA forecasting is drawn up. It considers two alternative approaches to the issue of identifying ARIMA models - the Box Jenkins approach and the objective penalty function methods. The emphasis is on forecast performance which suggests more focus on minimising out-of-sample forecast errors than on maximising in-sample 'goodness of fit'. Thus, the approach followed is unashamedly one of 'model mining' with the aim of optimising forecast performance. Practical issues in ARIMA time series forecasting are illustrated with reference to the harmonised index of consumer prices (HICP) and some of its major sub-components.