Institutional Review Report - 2018 Letterkenny Institute of Technology - QQI
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Institutional Review Report 2018 Letterkenny Institute of Technology
Contents Contents
Foreword......................................................................................................................3
The Review Team.....................................................................................................................4
Section A: Introduction...........................................................................................................7
1. Introduction and Context [8]
Section B: Institutional Self-Evaluation Report (ISER)....................................................11
2. Methodology used to prepare the ISER [12]
Section C: Quality Assurance/Accountability...................................................................15
3. Objective 1 – Current Quality Assurance Procedures [16]
4. Objective 2 – Procedures for Awarding [27]
5. Objective 3 – Quality Enhancement [29]
6. Objective 4 – Procedures for Access, Transfer and Progression [31]
7. Objective 5 – Provision of Programmes to International Learners [32]
Section D: Conclusions.........................................................................................................33
8. Overall Findings [34]
Commendations [34]
Recommendations [34]
Top 5 Commendations and Recommendations [36]
Overarching Statements about QA [37]
Appendices.............................................................................................................................39
Appendix A: Terms of Reference [40]
Appendix B: Main Review Visit Schedule [49]
Appendix C: Institutional Response [52]
Institutional Review Report 2018
Foreword
Quality and Qualifications Ireland (QQI) is responsible equivalent, and adherence to other relevant QQI
for the external quality assurance of further and policies and procedures. CINNTE reviews also explore
higher education and training in Ireland. One of QQI’s how institutions have enhanced their teaching,
most important statutory functions is to ensure that learning and research and their quality assurance
the quality assurance procedures that institutions systems, and how well institutions have aligned their
have in place have been implemented and are approach to their own mission, quality indicators and
effective. To this end, QQI carries out external reviews benchmarks.
of Institutes of Technology on a cyclical basis. This
The CINNTE review process is in keeping with Parts
current QQI cycle of reviews is called the CINNTE
2 and 3 of the Standards and Guidelines for Quality
cycle. CINNTE reviews are an element of the broader
Assurance in the European Higher Education Area
quality framework for Institutes of Technology
(ESG 2015) and based on the internationally accepted
composed of: Quality Assurance Guidelines; Quality
and recognised approach to reviews, including:
Assurance Approval; Annual Institutional Quality
Reports; Dialogue Meetings; The National Framework −− the publication of Terms of Reference;
of Qualifications; Delegation of Authority; and, most −− a process of self-evaluation and Institutional
crucially, the Quality Assurance (QA) systems that Self-Evaluation Report (ISER);
each institution establishes. The CINNTE review cycle
runs from 2017-2023. During this period, QQI will −− an external assessment and Site Visit by a team
organise and oversee independent reviews of each of of reviewers;
the Universities, the Institutes of Technology and the −− the publication of a Review Report including
Royal College of Surgeons in Ireland (RCSI). findings and recommendations; and
Each CINNTE review evaluates the effectiveness of −− a follow-up procedure to review actions taken.
the quality assurance procedures of each institution.
This institutional review of Letterkenny Institute of
Cyclical review measures each institution’s
Technology was conducted by an independent Review
compliance with European standards for quality
Team in line with the Terms of Reference in Appendix
assurance (Standards and Guidelines for Quality
A. This is the report of the findings of the Review
Assurance in the European Higher Education
Team.
Area, 2015), in regard to the expectations set out
in the QQI quality assurance guidelines or their
3
Institutional Review Report 2018
The Review Team
Each CINNTE review is carried out by an international team of independent experts and peers. The 2018
institutional review of Letterkenny Institute of Technology (LYIT) was conducted by a team of six reviewers
selected by QQI. The Review Team was trained by QQI on 26 February 2018 and the planning visit to LYIT took
place on 27 February 2018. The Main Review Visit was conducted by the full team between 23 April 2018 and
27 April 2018. Due to personal circumstances, two of the Review Team members, including the coordinating
reviewer, withdrew from the process prior to the Main Review Visit. They were replaced by Dr Trish O’Brien
and Jan Cairns. QQI arranged an additional training event for the new members which was also attended by
the Chair.
CHAIR COORDINATING REVIEWER
Professor Crichton Lang MRCVS is Deputy Principal Dr Trish O’Brien has been Director of O’BRIEN /
and also Head of the School of Health, Social Care Governance Design since 2016. Trish worked in
and Life Sciences at the University of the Highlands the private sector for 10 years prior to joining the
and Islands. He originally trained and practised as National Qualifications Authority of Ireland (NQAI)
a veterinary surgeon in Tayside, Scotland before in 2005 as Head of Framework Implementation and
completing a PhD in neuropharmacology and Qualifications Recognition. Following the formation
pursuing a university career. Crichton worked first of Quality and Qualifications Ireland (QQI) she held
in the University of Bristol and subsequently for roles as Head of Provider Relations and subsequently
12 years at the University of St Andrews where in Head of Strategic Planning and Communications. As
addition to undertaking research, lecturing and Director of O’BRIEN / Governance Design she provides
developing curriculum in his own areas of interest governance consultancy services to the private,
(applied physiology, human and comparative biology), public and not-for-profit sectors, including to further
he held the posts of Director of Teaching for the and higher education and training agencies and
School of Biology and Pro-Dean for the Faculty of institutions. Trish originally studied English language
Science. Building on his broad experience within the and literature and holds a Doctorate in Governance
sector, Crichton co-ordinated much of the strategic from Queen’s University Belfast.
development of the University of the Highlands
and Islands through its journey to degree awarding INDUSTRY REPRESENTATIVE
powers and full university title. In addition to a broad Ann McGregor MBE was appointed as Chief Executive
portfolio of responsibilities within the university of the Northern Ireland Chamber of Commerce
as Deputy Principal, Crichton maintains specific and Industry in June 2008. She was formerly Chief
oversight of the key activities relating to the quality Executive of Enterprise NI and a Director with
assurance and enhancement of academic courses, Business in the Community. Ann commenced her
student achievement and satisfaction and the career in the private sector working in production/
strategic development of the university’s portfolio materials management with Roche Manufacturing,
of awards and other areas of academic growth. Schering Plough and Bird’s General Foods before
Crichton has a particular interest in institutional audit moving into local economic development. Ann is a BA
and review of universities and has experience as an Honours Graduate of Queen’s University and holds a
institutional reviewer both in Scotland and abroad. MA Marketing from Ulster University. Ann is currently
a Trustee of the Grand Opera House and a member
of the Senate at Queen’s University. Her commitment
to developing the Northern Ireland economy was
acknowledged in 2012 when she was awarded an
MBE.
4
Institutional Review Report 2018
LEARNER REPRESENTATIVE INTERNATIONAL REPRESENTATIVE
Erica Cunningham is in third year of the Bachelor of Professor Jürg Christener has been Director of the
Arts (Honours) in Media and Public Relations at IT School of Engineering at the University of Applied
Carlow. She has participated in the PAKs scheme at IT Sciences Northwestern Switzerland (FHNW),
Carlow, assisting first year students in their transition Windisch since 2006. He worked as an engineer
to college. Erica is particularly interested in student before moving to the University of Applied Sciences in
engagement and is part of an internal working group Northwest Switzerland in 1995, where he worked as a
as a faculty representative, involving participation lecturer, Vice President and finally Director in the area
in meetings with Heads of the College to discuss of Engineering. He is President of the association,
issues relating to quality and projects. She has also NaTech-Education, and President of the Foundation
acted as class representative and aims to run for Board of the Summermatter Foundation.
election to the Student’s Union. Erica is participating
in the National Student Engagement Programme
(NStEP), a collaborative initiative under development
by the Union of Students in Ireland (USI), the Higher
Education Authority (HEA) and QQI. NStEP seeks
to develop student capabilities and institutional
capacity to enhance engagement at all levels across
the higher education system.
QUALITY ASSURANCE REPRESENTATIVE
Jan Cairns has been Quality Assurance Officer in the
Dublin Institute of Technology since 1999. Prior to
returning to Ireland, Jan worked in similar roles in
the UK. She has experience of institutional review
in the UK both from the institutional point of view
and from acting as secretary to a Higher Education
Quality Council (predecessor to the Quality Assurance
Agency) audit panel. Jan was also a member of the
Steering Group for DIT’s most recent institutional
review in 2011. She has been involved in the design,
monitoring and implementation of DIT’s quality
assurance policies and procedures and has a
particular responsibility for drafting DIT’s Annual
Institutional Quality Report (AIQR) to QQI.
5
Institutional Review Report 2018 6
A
Institutional Review Report 2018
Section
Introduction
Introduction and Context
7
Institutional Review Report 2018
Introduction
1. Introduction and Context
Brief profile of Letterkenny Institute of taught programmes face-to-face and on its
Technology (LYIT) campuses. The Institute’s programmes are labour
market focused and 60% of its graduates are
1.1 Letterkenny Institute of Technology (LYIT) is reported as working within Donegal.
one of 14 Institutes of Technology regionally
1.6 The Institute has recorded an increase in
dispersed across the Republic of Ireland. Its
full-time students from 2,684 in 2011/2012 to
statutory basis is set out by the Institutes of
3,152 in 2017/2018; the most recent figures
Technology Acts 1992 to 2006. The Institute is
were derived from its October census returns
located in the north-west of Ireland in a two-
as March HEA returns had not been made at
campus setting: Letterkenny and Killybegs.
the time of submission of the ISER. Part-time
1.2 LYIT is funded through the Higher Education student figures for the same period rose from
Authority (HEA); the Irish funding and strategy 336 to 883. Part-time students now make up
body for higher education. A funding breakdown 22% of the student population of LYIT. Overall
for 2017 published by the HEA indicates that growth in numbers is 34% since 2011/2012,
the Institute’s overall funding for 2017 was which compares with 24% average growth across
in excess of €17.5 million. Much of this figure the higher education system. 42% of school
(75%) consisted of core funding from the HEA. leavers in Donegal that pursue higher education
The remainder included undergraduate and are reported as attending LYIT. In 2017/18
nursing fees and other State funding received to LYIT had 70 Erasmus students and 72 non-EU
support the provision of labour-market focused students. The number of countries from which its
programmes free of cost to eligible individuals, non-EU students are derived has increased from
and to support the successful participation in 1 in 2013/14, to 15 in 2017/18.
higher education of students with disabilities.
1.7 LYIT currently has a joint awarding agreement
1.3 The Institute has four academic schools: with Ulster University and six other collaborative
Business, Engineering, Science and Tourism. The agreements, in which the Institute is the
Tourism school is based in Killybegs and became awarding body, with Retail Ireland, Skillnet,
part of LYIT in 2007. In 2017, it was confirmed to Northwest Regional College Derry, Dorset College,
the Institute that €3 million would be provided by and the National Alcohol Forum.
the State, over a four-year period, to support the
1.8 In terms of research, LYIT received delegated
ongoing costs of the Killybegs campus.
authority from QQI in 2017 to award research
1.4 The Review Team was provided with staff data degrees at Level 9. In addition, it has a number
published by the HEA in 2017. Based on a total of Strategic Research Centres that specialise
number of full-time core-funded academic staff in areas such as marine biotechnology, wireless
of 168, 90.5% were permanent and 9.5% on sensors, and electronics, production and
temporary contracts. innovation technology. In terms of knowledge
1.5 LYIT has delegated authority from QQI to make transfer, HEA data references four invention
undergraduate and postgraduate awards disclosures by LYIT in 2013 and one in 2014 and
up to Level 9 on the National Framework of 2015. A license agreement was referenced in
Qualifications (NFQ) i.e., master’s level. In its 2014.
presentation to the Review Team, LYIT confirmed 1.9 At a higher education policy level, LYIT is
that it has 51 entry level programmes and 11 operating within a Performance Framework for
masters programmes. LYIT largely delivers its
8Institutional Review Report 2018
2018-2020. It reports against six objectives and other education and training agencies to form
associated high-level targets on an annual basis QQI. As part of its statutory remit, QQI has issued
to the HEA. The Performance Framework in turn core, sector-specific and topic-specific quality
is influenced by a range of national policies and assurance guidelines that higher education
strategies that have been revised or introduced; institutions, including LYIT, must have regard to
including areas such as skills, innovation, access, in documenting their quality assurance policies
international engagement, entrepreneurship and procedures.
and language. The Technological Universities Act 1.13 LYIT has a quality assurance policy and a detailed
was introduced in 2018 and now Institutes of QA handbook that sets out how it implements
Technology can apply for Technological University that policy through its procedures. Staff of
status if they have met the associated criteria. At the Institution articulated their use of these
least two Institutes of Technology must partner procedures in the planning and management
to apply for this status. Letterkenny is a member of academic programmes. The Institute has
of the Connaught-Ulster Alliance (CUA), which a management and governance system that
includes Galway-Mayo Institute of Technology, is tasked with assuring its Academic Council
and Institute of Technology Sligo. Consideration and its Governing Body that these procedures
of TU status is a current priority for LYIT. are being implemented as intended. Student
1.10 At a wider national level, the National Planning representatives form part of quality oversight
Framework is also a significant reference through their membership of organs of
point for LYIT and its strategic development. governance at institute and school levels. LYIT
The National Planning Framework is aiming to has responded to the introduction of QQI’s
correct the over-concentration of population, statutory quality assurance guidelines. The
homes and jobs in the Dublin area by creating Institute is currently refreshing its quality
a more even spread of development across the assurance procedures and finalising a review
country by 2040. It also acknowledges Ireland’s and redrafting of its Quality Assurance
close relationship with Northern Ireland, and in Handbook.
this context, the “key links between Letterkenny 1.14 In its review of the Institute’s Annual Institutional
and Derry” as part of the North-West Growth Quality Assurance Report (AIQR) submitted
Partnership. by LYIT to QQI in 2016 and 2017, the Review
1.11 LYIT is in the process of developing a strategic Team could see examples of how the Institute
plan for the period 2018-2022. It has cited the is seeking to initiate quality enhancement
outcomes of this present CINNTE Institutional activities. During its visit, the Review Team
review as one of the inputs to that process. The was assured by its discussions with staff and
President of LYIT was reappointed for a further students that the Institute is responsive to the
5-year term in January 2018 and will oversee needs of, and any issues encountered by both
the implementation of the new strategy. LYIT cohorts. The Institute has also undertaken a
communicated to the Review Team that its significant number of Periodic Programme
mission remains constant and will influence its Evaluations (PPEs) and Central Services Reviews
new strategy. In summary, its mission is to be (CSR). However, the Review Team did not receive
nationally significant, regionally engaged, and documented evidence of quality enhancement
student-centred. by the Institute, arising from the outcomes of
these review processes. As discussed later
Quality assurance, review and in this report (paragraphs 3.49 and 5.1), the
enhancement introduction of a Quality Implementation Plan
(QIP), would increase the efficiency of the quality
1.12 The most recent institutional review of LYIT was
enhancement initiatives that the Institute wishes
carried out by the Higher Education and Training
to instigate.
Awards Council (HETAC) in 2009. HETAC was
subsequently amalgamated with a number of
9Institutional Review Report 2018 10
B
Institutional Review Report 2018
Section
Institutional Self-Evaluation
Report (ISER)
Methodology used to prepare the ISER
11Institutional Review Report 2018
Institutional Self-
Evaluation Report (ISER)
2. Methodology used to prepare the ISER
2.1 The Institutional Self-Evaluation Report (ISER) Partners in Quality Scotland (sparqs). The
was developed by an ISER Group. Its membership session examined key statements from the
consisted of the Registrar, the Head of draft LYIT Institutional Self Evaluation Report.
Development, the Head of Teaching & Learning, A summary of student responses to these
the Senior Lecturer (Strategic Planning), the statements was then passed back to LYIT. Given
Senior Lecturer (Quality Assurance), and the the close link between the ISER preparation and
President of the Students’ Union. LYIT’s development of its new Strategic Plan the
2.2 As illustrated diagrammatically in the ISER itself, Review Team also notes positively that, within the
the creation of the ISER drew on the outputs context of its chairing of NStEP’s national project
from a 24-month cycle of review activities 4 (see paragraph 5.8), LYIT and its Students’
including school and programme-level reviews Union held creative focus groups with students
(PPEs) from January 2016 to September 2017, – in the form of facilitated graffiti walls – to
and central service reviews (CSRs) from January assist students in articulating their preferred
2016 to March 2018; the latter were thus destination for the Institute by the end of the
partially completed prior to the submission forthcoming strategic period.
of the ISER. Through their participation in 2.4 The final draft of the ISER was developed by a
these reviews, most staff had some input into sub-group and agreed by the ISER Group, before
the evaluation processes that subsequently being approved by both the Executive Board
informed the content of the ISER. The PPE and and the Academic Council. The final submission
CSR reviews, the preparation of the ISER and the document and the LYIT Profile Document
cyclical review process are also viewed by LYIT as for Cyclical Review were made available
being closely linked to the ongoing development electronically to all staff and students.
of its new Strategic Plan 2018-2022. The ISER 2.5 Whilst the Review Team is satisfied that
states that “Oversight of both the development of consultation on the content of the ISER took
the new strategy and the self-evaluation for the place, and that it was informed by the outcomes
Cyclical Review involved the Academic Council, of extensive review processes completed and
Executive Board, Executive Council and the being undertaken by LYIT, it is of the opinion that,
student body with every effort made to ensure on balance, the ISER is more descriptive than
that the ongoing work for the new strategic plan evaluative. It bases this conclusion on several
could contribute to the Cyclical Review and vice factors:
versa”.
−− LYIT is in the process of developing a strategic
2.3 In terms of other measures reported to inform plan for 2018-2022. As a result, it was difficult
the ISER, a Consultation and Engagement for the Review Team to understand the
Document was prepared specifically to inform preferred strategy of the organisation and,
debate at the Academic Council, Executive in turn, how this has influenced its quality
Council and with the student body. Fifteen assurance procedures and enhancement
LYIT students and LYIT sabbatical officers also initiatives.
participated in a focus group led by Student
12Institutional Review Report 2018
−− Much of the ISER is written in the future tense: driven, the Review Team felt that even here
as noted above it refers to a future strategy, there was opportunity for more reflective/
but it also refers to developments underway to evaluative narrative, especially of the reasons
refresh its quality assurance procedures and for specific QA developments being prioritised.
proposed quality enhancement activities. As A further unpacking of the reasoning for
the Review Team is tasked with considering specific approaches taken and reflection on
what is currently in place, this concentration the impact and effectiveness of the changes
on the future was interesting and contextually would be very useful for the reader. The
important, but not evaluatively helpful. section of the AIQR relating to enhancement
−− Acknowledging LYIT’s own observation that activities is particularly relevant in this
it needs to improve the capture and use of respect.
academic management information (see 2.6 Because of the number of questions that
paragraphs 3.34-3.35), the Review Team is remained unanswered for the Review Team
of the view that future ISERs would benefit following its review of the ISER and AIQR
from more comprehensive utilisation of data documents, LYIT was requested to provide quite a
both in terms of evidence and evaluation. For significant volume of supplementary information
instance, while the ISER includes some useful to aid the Review Team in carrying out its
data regarding trends in student numbers and review. This was time-consuming for LYIT and
a significantly increased profile of part-time perhaps commenced the review process with an
students, it does not present any evaluation of impression for LYIT of a quality audit rather than
what is behind these trends and the impact on of an improvement and enhancement exercise.
the Institution of this changing profile. 2.7 By contrast, the Review Team wishes to positively
−− To provide a more positive example of where note the high-level of reflection and evaluation
evaluation was in evidence, it is worth noting in evidence in its formal meetings with LYIT
a thread in the ISER relating to the theme staff and students. Due to this capacity in the
of ‘Building Digital Capacity’, including individuals the Review Team engaged with, and
potential future investment to accommodate also the supplementary information provided
a learning resource centre, IT and innovation by LYIT, the Review Team was confident in its
laboratories, online learning delivery rooms ability to triangulate views on certain key areas
and classrooms, inclusion of digital literacy of strategic importance to the Institute, and
in staff and student support and training, to make recommendations that the Review
and an awareness of the need to improve Team believes will be seen as constructive and
data systems to inform QA and QE. Although useful to LYIT in its next period of very important
not data-informed, this thread is one very development.
appropriate example within the ISER of a more 2.8 The Review Team recommends that LYIT
evaluative approach linking to future planning embraces the opportunity to be more evaluative
and strategy, that might extend to a much when developing its next ISER. In doing so, the
wider range of areas in future ISERs. Review Team suggests that LYIT reviews its next
−− The AIQRs for 2016 and 2017 were also ISER from an enquiring external perspective i.e.,
made available to the Review Team. These one that seeks to understand why things have
were viewed as satisfactory documents in happened, what their impact on the Institution
describing the Quality Assurance processes has been, and how this will inform future
within LYIT and the improvements being made activities and strategies.
to these processes. Although the AIQRs are
intended to be qualitative and not metric
13Institutional Review Report 2018 14
C
Institutional Review Report 2018
Section
Quality Assurance/Accountability
Objective 1 – Current Quality Assurance
Procedures
Objective 2 – Procedures for Awarding
Objective 3 – Quality Enhancement
Objective 4 – Procedures for Access,
Transfer and Progression
Objective 5 – Provision of Programmes
to International Learners
15Institutional Review Report 2018
Quality Assurance/
Accountability
3. Objective 1 – Current Quality Assurance Procedures
OVERALL ASSESSMENT OF QUALITY 3.5 LYIT is currently in the process of developing
ASSURANCE PROCEDURES its Strategic Plan for the period 2018-2022.
This would appear to the Review Team to be a
3.1 In conducting its review of LYIT, the Review Team particularly important period in the Institute’s
examined the ISER provided by the Institute, development as it determines its direction
its AIQRs for 2016 and 2017, its QA Handbook regarding the status of Technological University
and a significant amount of supplementary and plans accordingly towards meeting the
information that illustrated how the Institute requisite criteria. The Institute is also actively
is implementing its current quality assurance pursuing growth and increased capacity through
policies and procedures. Based on this analysis, its buildings, programmes, student recruitment,
the Review Team is satisfied that LYIT has in and collaborations.
place, and is implementing, an effective set of
3.6 The Review Team commends the success of
quality assurance procedures. These procedures
LYIT in growing its student numbers and its
are compliant with the European Standards and
programme offerings, and for the possibilities of
Guidelines (ESG) and have regard to the Core
diversifying its income streams this growth has
Statutory Quality Assurance Guidelines (2016)
presented during a time of financial challenge.
of QQI and to its Sector-Specific Guidelines
The Institute has been a key player in regional
developed for the Institutes of Technology (2016).
economic developments and opportunities
3.2 There are two significant areas of the relevant and has been extremely responsive to the
QA Guidelines that are addressed by the Review requirements of enterprise (discussed under
Team in other sections of this report: the first Objective 3). It has responded to changes in
is Governance and Management of Quality student patterns; notably, the increase in
(addressed under Objective 2), and the second demand for part-time places. It has also been
is Access, Transfer and Progression (addressed strategic in its collaborations (discussed
under Objective 4). in paragraphs 3.40-3.46). The Review Team
3.3 In the following section, the Review Team makes considers that a renewed organisational strategy
commendations regarding the implementation provides an opportunity for LYIT to build on
of the QA procedures of LYIT and recommends these positive developments, through the clear
some quality improvement opportunities based identification of priority areas for growth.
on its review, and against the relevant sections 3.7 The Review Team was informed that some
of the QA guidelines. consultation with staff on the strategy of LYIT
has taken place. The Review Team considers
GOVERNANCE AND MANAGEMENT it extremely important that a collaborative
3.4 As noted above, the governance and management approach to the development of strategy is
arrangements of LYIT are discussed under taken by the Institute as it enters this significant
Objective 2. The QA Guidelines identify the link time in its institutional development. The
between governance and decision-making and Institute informed the Review Team that draft
the strategy of the organisation. The strategy of documentation has been made available to staff
16 LYIT is addressed here. on elements of the proposed new strategy; itInstitutional Review Report 2018
was not provided with evidence, however, that measures against which they can chart their
staff have had the opportunity to engage in progress and identify changes in the internal and
the formulation of the strategy that they will external environment that may have impacted
collectively be responsible for implementing. upon or changed those original objectives. The
The Review Team therefore recommends to the absence of these operational plans was evident
Institute that it provides opportunities for all to the Review Team in its discussions with staff
staff to engage in informing the strategy it is regarding Central Services Review (CSR), as
currently developing for 2018-2022, as well as was the potential benefit of their introduction.
for reviewing draft versions of the document. The Review Team therefore recommends,
3.8 Due to the importance of the alignment of that LYIT develop a series of sub-strategies
mission, strategy and quality assurance and and operational plans, each involving input
enhancement initiatives, the Review Team and collaboration across education and
considers that a procedure for the systematic training, research, and central support areas
involvement of staff in the development of future as necessary, in order to develop Institute-
strategic plans should also be assured. The wide systems to support and manage the
Review Team recommends that the Institute implementation of its strategy for 2018-2022.
includes in its QA Handbook a documented
procedure for the development of Strategic PROGRAMMES OF EDUCATION AND
Plans, which articulates how staff and other TRAINING
stakeholders are included in one or more
3.11 In terms of quality assurance arrangements
stages of internal and external consultation on
for programmes of education and training,
strategic priorities.
the Review Team considered the policies and
3.9 In several meetings with staff, the wish for a procedures of LYIT for programme development
closer strategic link between the Institute’s and approval and for programme monitoring
education and training, research, and central and review. The lifecycle of a programme from
support activities was highlighted for the Review its proposal to its introduction and review
Team. Essentially, staff expressed a wish to was provided to the Review Team which was a
see a strategic map that would connect the helpful means of corresponding the intention
purpose and outcomes of their activities to the of quality assurance procedures with their
overall direction of the organisation. The Review implementation. The Review Team saw examples
Team notes that the Institute sought to pursue of Outline Programme Proposals that require the
the establishment of Functional Area Plans to proposer to illustrate demand for the proposed
support its Strategic Plan 2014-2017. However, programme from industry and learners, and to
it was conveyed to the Review Team that this identify similar programmes in other institutions.
model was found to be overly complex in its Outline programme aims, learning outcomes,
implementation and will be reviewed for the next and a programme schedule are required for
Strategic Plan. consideration by the Programmes Committee,
3.10 The fulfilment of an organisational strategy which in turn reports to the Academic Council.
requires the development of linked cross- The PPE documentation that the Review Team
organisational sub-strategies and detailed reviewed illustrated a thorough process that
operational plans. Sub-strategies connect availed of internal and external information and
the areas of the organisation that need to expertise to inform its findings. The reporting
align, in order to deliver on the organisational arrangements detailed in programme-related
strategy. Operational plans translate those quality assurance procedures were evidenced
sub-strategies further for individuals and through the minutes of the Programmes
functional areas and detail indicators of effective Committee and the Academic Council. In
performance. In the context of quality review, these regards, the Review Team considers
it is particularly important that functional LYIT’s programme-related quality assurance
areas have operational plans and performance procedures to be robust.
17Institutional Review Report 2018
3.12 LYIT introduced 14 new programmes in 3.14 An increase in the number and types of
2015/2016 (11 Major Awards and 3 Special programmes offered by any institution has a
Purpose Awards) and 19 new programmes in corresponding impact on its human resources.
2016/2017 (15 Major Awards and 4 Special The absence of a role in LYIT most consistently
Purpose Awards). New programmes being defined as ‘course coordinator’ was raised on
offered by LYIT have been influenced, in part, several occasions in meetings with staff. The
by labour market demand and employment Review Team notes that the potential advantages
opportunities. In its ISER the Institute notes of introducing this role were identified in the
that its forthcoming strategy will also commit 2009 institutional review of LYIT. LYIT reported
to developing new programmes that are inter- to the Review Team that due to the financial
disciplinary in nature and will require greater challenges experienced by the Institute, this
interaction between departments and schools role has not been created. It would appear
and also strengthened processes to support from discussions with staff that the absence
this type of collaboration. The potential benefits of a course coordination role below Head of
of a more inter-disciplinary approach at Department level is significantly stretching
undergraduate level were articulated by some department-level management, who in effect
students; how this could provide strategic appear to be the first port of call for all students
building blocks and progression pathways within the Department and for all academic
for a similarly cross-disciplinary approach at and related queries. Apart from the increase
postgraduate level was also highlighted by in programmes, the Review Team also notes
staff. For these reasons, and to increase cross- the increase in the number and diversity of
organisational collaboration towards meeting LYIT students, and the demands that this can
the strategy of LYIT, the Review Team very much place at Head of Department level. The Review
encourages the Institute to pursue this intended Team recommends that given the growth and
inter-disciplinary approach. diversification in LYIT’s portfolio since 2009,
3.13 The Programmes Committee, which focuses and its continued plans for expansion, LYIT
on the oversight of the quality of programme introduces course coordinators.
development and review on behalf of the
Academic Council, was reported as having met STAFF RECRUITMENT, MANAGEMENT, AND
45 times in the last year. This is an important DEVELOPMENT
indicator of the amount of programme activity
3.15 The Review Team was provided with staff data
that is taking place in LYIT. In discussing the
published by the Higher Education Authority
Programmes Committee with its members
(HEA) in 20171. Based on a total number of
and reviewing associated documentation, the
full-time core-funded academic staff of 168,
Review Team considers that the oversight being
90.5% were permanent and 9.5% on temporary
provided by this committee is robust. However,
contracts. The gender data categories show
the efficiency of this model is worthy of further
that the Executive Board (essentially the senior
consideration and its sustainability in its current
management team) is made up of seven males
format is being evaluated by LYIT. The Review
and one female; the Executive Council (the full
Team understands that the further devolution of
management team) is made up of 15 males
some of the responsibilities of the Programmes
and nine females; there is an even balance of
Committee to a school level is being considered
females and males amongst academic core
and supports the Institute in its evaluation of this
staff; there are approximately 17% fewer males
possibility (see paragraph 4.11). At the same time,
in non-academic core staff; and approximately
the Review Team emphasises the importance of
39% fewer females in what is categorised as
the Institute maintaining governance oversight in
research/specialist non-academic roles. The
a more devolved model of governance.
Review Team notes LYIT’s Equal Opportunities
1 Higher Education Institutional Staff Profiled by Gender (HEA, 2017)
18Institutional Review Report 2018
Policy, and its response to the HEA’s National to pursue masters and doctoral programmes.
Review of Gender Equality in Irish Higher The Institute runs a Master of Arts in Learning
Education Institutions (2016) and considers that and Teaching (MALT) which it describes as
the Institute should continue to seek and avail of being central to supporting staff in advancing
opportunities to improve gender balance in those their skills in, and knowledge of, learning and
areas outside of academic core staff. teaching. The first cohort to complete the
3.16 LYIT provided the Review Team with the programme in 2017 included eight LYIT staff
policies and procedures that inform its staff members and an additional 8 are anticipated
recruitment, management, and development to successfully conclude the programme in
and their implementation was discussed 2018. Staff are also enrolled on Level 9 and
during the Review Team’s meetings with 10 programmes in the university sector with
the Institute. The Review Team noted the some completing professional doctorates in
assessment of qualifications and delivery education. By October 2017, 28.1% of staff had
skills that is undertaken when the Institute is achieved a Level 10 qualification. The acquisition
recruiting academic staff. The Institute also of these qualifications by staff will contribute
assesses attitudinal commitment in terms of to the Institute’s ability to meet the criteria for
institutional values when recruiting new staff. Technological University status. The opportunity
The Review Team was informed of the formal to avail themselves of these qualifications
recruitment parameters nationally within was also reported by staff as enhancing their
which LYIT is obliged to operate. It was clear to personal and professional development and
the Review Team from the depth of discussion informing their professional practice. The
with the Institute’s HR staff, that they are Review Team commends both the professional
very aware of the constraints that nationally development support provided by LYIT and
agreed employment contracts place on them the impact that it is having on individual staff
strategically. However, it was also evident that in terms of their professional practice and
LYIT is taking measured approaches to internal aspirations.
staff development and recruitment, as it seeks 3.19 The Review Team also heard from staff about
to grow capacity to meet the HR demands their willingness, and indeed wish, to share their
of its education and training, research and research, and the enhanced skills and knowledge
other activities. The Review Team believes the gained, with their department and school, and
Institute’s processes and procedures around with the Institution as a whole. The Review Team
staff recruitment are robust and that they noted a research day that was taking place
incorporate the consideration of an appropriate during its visit and which provided an opportunity
range of selection factors. for staff to brief others on their research activity.
3.17 The Review Team was informed that LYIT will This is of course positive. However, the Review
source external expertise and specialisms when Team recommends that the Institute develops
required, but that it focusses where possible a strategy to systematically maximise the
on the development of existing staff. Apart from benefits to LYIT, and to its learners, of staff
culturally wishing to support staff development, undertaking postgraduate study, including
the Institute is also pragmatic in the limitations those on the MALT programme.
its distance from more highly populated regions 3.20 In speaking with the staff of LYIT, the Review
can present. The Review Team was of the view Team noted their professionalism; their
that LYIT was maintaining an appropriately commitment to their students; and their focus
balanced staff recruitment and development on the assurance and enhancement of quality.
strategy. This view was supported in the meetings of the
3.18 Supporting lecturing staff in their continuous Review Team with a substantial cohort of the
professional development (CPD) was prioritised students of LYIT and with external stakeholders
as part of its Strategic Plan 2014-2017 and who are interacting with the Institute. While it
LYIT has provided substantial funding for staff was clear to the Review Team that the Institute
19Institutional Review Report 2018
has access to a significant breadth of skills internal student questionnaire response rates
and experience through its staff, it was not have improved since moving from a paper-based
always evident how individuals in linked areas system to an online system. In the next year the
of work, e.g. within central service departments, online programme questionnaire (titled QA3) will
were enabled by the Institute to formally share be combined with the ISSE. In terms of informal
that skill and experience. It was also not clear feedback provided on programmes, students
to the Review Team how cross-institutional consistently reported to the Review Team that
dialogue is formally facilitated, e.g. between staff were responsive to issues they raised. This
central services departments and academic was stated as being particularly important to
schools and departments, and between the part-time students who identified themselves as
staff of the Institution and the Executive Board. being less engaged with the class representative
The Executive Council was identified during system.
meetings with the Review Team as one means 3.22 LYIT has introduced the content management
through which this communication had been system Blackboard to support teaching and
taking place, but meetings were reported to learning. It appears to be primarily used to post
have become less frequent. The Review Team lecture notes, but some lecturers also make
commends the clear commitment of staff to use of its learning tools, including quizzes. The
LYIT and to its learners and the strong learning Institute reports that the PPEs carried out in
community that this commitment creates. In 2016/2017 led to the identification of a need to
keeping with its previous recommendation, to examine LYIT’s approach to online and blended
develop cross-institutional sub-strategies to learning and to the recognition that capacity
support the overall strategy of the Institution building in this area is required. Increasing
(paragraph 3.10), the Review Team recommends online and blended learning opportunities
that the Institute identifies how it can enhance was referenced to the Review Team on several
opportunities for institution-wide and cross- occasions as being an area of interest to the
functional dialogue on issues of common Institute. If LYIT is to pursue this mode of
interest or shared responsibility. This could teaching and learning, it will impact on its
incorporate a review of the function and meeting quality assurance policies and procedures.
frequency of the Executive Council and/or other The Institute is currently in the process of
enhancements/alternatives. reviewing the QA Guidelines for Blended Learning
Programmes (QQI, 2018) to identify any gaps
TEACHING AND LEARNING arising in this regard. The advancement of
3.21 LYIT has in place procedures for the monitoring online and blended provision, is a further area
of the delivery of its programmes. In speaking of institutional development that would benefit
to students, the Review Team was satisfied from a cross-institutional approach and, if a
that these procedures are being implemented strategic priority, could be captured in one of
systematically and provide learners with the the sub-strategies recommended in paragraph
opportunity to express their views, both formally 3.10. As noted in paragraph 3.19, and as part
and informally. The class representative system of the recommendation therein, the Review
is maintained and supported by the Students’ Team would also encourage LYIT to support
Union and it provides a key formal contribution to this development by capitalising further on the
the monitoring of programmes. It was reported to teaching and learning research that many of its
the Review Team that participation by students in staff are undertaking, to assist it in ensuring
the Irish Survey of Student Engagement (ISSE) is that its pedagogic style incorporates national
encouraged by LYIT, but it has led to a reduction and international effective practice (Core QA
in rates of student responses to internal Guidelines, p.13) across all modes of its delivery.
questionnaires on programmes. The Institute 3.23 In terms of other teaching and learning settings,
has formed a Student Survey Working Group the Institute intends drafting institute guidelines
that has been proactive in addressing this and to address work placement. In addition to the
20Institutional Review Report 2018
professional placements that are currently part and by reviewing and formally reporting on
of some of its programmes, these guidelines examination performance by semester and year.
will also be relevant to the development of Current assessment procedures and processes
New Apprenticeships, if the Institute pursues being implemented by the Institute appear to be
its intention to explore opportunities in this robust. The increasing diversity of programmes
regard with Donegal ETB. In this context, the and students has led to the Institute keeping
Institute will also need to review its quality its assessment processes under continuous
assurance procedures against the Statutory review; it reports that the percentage success in
Quality Assurance Guidelines developed by examinations each year is trending towards 75%
QQI for Providers of Statutory Apprenticeship of students passing all examinations.
Programmes (2016). 3.26 From a regulatory perspective, reports on
3.24 The Teaching and Learning section of the Core any breaches of assessment regulations are
QA Guidelines also addresses complaints and submitted annually to the Academic Council.
appeals. The QA Handbook of LYIT includes a Samples of external examiner reports, and how
Student Charter and comprehensive information they are responded to, were also provided to the
on student entitlements. The Review Team was Review Team. In addition, academic staff told the
provided with the procedures for complaints Review Team that the Institute supports their
and appeals and it was reported to the Review acting as External Examiners elsewhere, and that
Team by staff and students that these are made they consider this to be a very useful opportunity
available to students in the handbook they to see other quality assurance systems in
receive at the point of induction. The Students’ operation.
Union described the role it plays in encouraging
students to seek informal resolution of issues SUPPORTS FOR LEARNERS
arising if possible, but also in supporting
3.27 As a general statement, the Review Team is
students in pursuing formal complaints and
satisfied from its meetings with all students
appeals if necessary. Mature and part-time
that LYIT provides a supportive environment.
students were not aware of how they could
The responsiveness of staff to students was
complain or seek an appeal, but they were
reported as being high and was also emphasised
confident that they would be able to acquire this
by part-time and international students. 90% of
information without any difficulty if needed. This,
LYIT students that responded to the 2016 ISSE2
however, was another example of the Head of
rated their overall experience of LYIT as good or
Department being frequently cited as the first
excellent. In the 2017 ISSE, LYIT scored half a
point of contact for these students, when these
percentage point below the national average for
circumstances arise. The Review Team considers
‘Supportive Environment’ and over two points
that this reinforces the recommendation it
higher than the national average for ‘Quality of
has made to the Institute in paragraph 3.14 to
Interactions’.
introduce the role of course coordinator.
3.28 The Institute has placed an increased emphasis
ASSESSMENT OF LEARNERS on the induction of new students to LYIT and
intends gathering institutional approaches to the
3.25 The 2009 review of LYIT recommended that the first-year experience in an institute guideline.
Institute review examination patterns to ensure This is part of its strategy to identify the aspects
appropriate levels of assessment, and that it of the student experience that need to be
optimise the timing of examination periods. The addressed and to establish how best to monitor
Institute reports having made advances on this the achievement of the intended results.
recommendation by reviewing and revising its
3.29 Another aim of the Institute is to encourage
modularisation and semesterisation framework,
students to be innovative and entrepreneurial by
2 32.5% of LYIT students participated in the 2016 ISSE survey: this percentage figure represents the proportion of target
student cohorts that responded to at least some survey questions (ISSE Results of 2016, p.95).
21Institutional Review Report 2018
offering them opportunities to achieve advanced 3.31 The Students’ Union (SU) described for the
levels of digital literacy and by supporting them Review Team the support it provides for students
in their transition to employment. As part of the on a range of fronts, including in its engagement
decision to introduce new programmes, and in its with the student representative system and
review of existing programmes, an identification with governance forums. It reported to the
of required resources is requested. Students Review Team that it has been assisted in this
reported satisfaction with the library resources work through the active participation of LYIT in
available to them and noted that requests the National Student Engagement Programme
for reading material or for support in locating (NStEP); an initiative that is revisited under
relevant research documentation were readily Objective 3 – Quality Enhancement. The SU
accommodated by staff in the LYIT and Killybegs and staff also appear to be collaborating well
campuses. The Review Team equally heard no on certain initiatives. The Estates Manager has
issues being raised regarding IT facilities or other engaged with the SU regarding facilities and
programme-specific resources. The Review Team was invited to meet with class representatives.
was informed by LYIT that it has secured a share Students and staff also reported working jointly
of capital funding from the HEA with which it on a three-year plan of alcohol-free initiatives for
intends to realise a learning resource centre, which it hopes to achieve national accreditation,
IT and innovation laboratories, online learning and on an anti-bullying policy.
delivery rooms, and classrooms. 3.32 The area of student supports is one in which
3.30 LYIT’s Learning Support Unit (The Curve) is a contrast between the two campuses of LYIT
evidently well-known and utilised by students. is inevitably apparent; this is largely due to
It currently includes a Mathematics Learning the distance between the two campuses and
Centre, a Communications Learning Centre and a the practical difficulty of students in Killybegs
Revision Support Initiative. The Curve also delivers, accessing resources physically situated in
in partnership with the Department of Law and Letterkenny. The Review Team is aware that the
Humanities, two access programmes: a Certificate staff and Students’ Union of LYIT have sought
in Preparatory Studies for Higher Education, and to bridge this gap for students, as far as that
a Certificate in Access Studies. Several of the is possible, and intend to continue to expand
students met by the Review Team spoke of having these efforts. Although the Review Team was
availed of the services of The Curve. Examples at no point made aware of, nor was there any
included a mature student returning to education, suggestion of, any fundamental failure in any
an international student, and a student requiring aspect of student support at the Killybegs
assistance in one of the disciplines supported. campus, or that students were less satisfied
The Review Team commends the availability with the quality of their academic experience
through the Curve of support for students in there, some students in Killybegs did express
core academic skills throughout their studies in to the Review Team a sense of missing out in a
the Institute. During the review visit, the Review general way on a more comprehensive student
Team also met with staff delivering pastoral and experience. The Review Team recommends that
health care student support functions. Support the provision of student supports, including
staff clearly articulated not only how their own opportunities for social, sport or curricular
specific areas of support were delivered, but also interactions within the wider student body and
how more holistic support plans could be agreed across sites, forms an integrated sub-strategy
for individual students through meetings involving of the Institute (as per its recommendation in
a number of staff. Based on these discussions, paragraph 3.10) to ensure that there is sufficient
supported by the accounts of students, the capacity in these areas to meet continued
Review Team is of the view that LYIT has robust growth and diversification of the student
and effective student supports in place in these population.
areas.
22Institutional Review Report 2018
3.33 Finally, the international office of LYIT is unit) as a matter of priority and aligns it with
becoming increasingly important to the its strategy, planning, monitoring and quality
Institute’s prioritisation of growth. As noted in review activities.
paragraph 1.6, LYIT has 72 non-EU students
from 15 different countries and an additional 70 PUBLIC INFORMATION AND
Erasmus students. The Review Team noted that a COMMUNICATION
sensible and discerning view was being taken by
3.36 LYIT has a comprehensive website for public
the International Office on how best sustainable
reference. It clearly indicates for prospective
growth in this area can be achieved. It also noted
learners the qualification to which a programme
the care, attention and responsibility that is
leads, the associated amount of credit, and
taken for settling international students into LYIT.
the level of the qualification on the National
This includes the introduction of an ambassador
Framework of Qualifications (NFQ).
system where established students support
new students in orientating them to their new 3.37 The Institute’s quality assurance policy and
environment. As the international activity in LYIT procedures are clearly set out on its website in
grows, there would appear to be emerging areas an easily accessible format. The current Student
of best practice in this area. Handbook is also available in digital format.
3.38 LYIT has a policy of publishing the outcomes
INFORMATION AND DATA MANAGEMENT of reviews on its website. It considers that the
information derived from its PPE process is
3.34 In terms of the utilisation of data by LYIT to
useful to staff, current and prospective students,
support its quality assurance, review and
and other stakeholders. The PPE reports are thus
enhancement, the primary information system
published, as are Programme Validation Reports.
of LYIT was reported by the Institute as not
having all the reporting capability it required. 3.39 In terms of its corporate governance, the Institute
For instance, difficulties were experienced in has also published Annual Reports and Financial
consistently extracting data to inform quality Reports.
assurance self-evaluation reports. Having easy
access to data and being able to cross-refer that OTHER PARTIES INVOLVED IN EDUCATION
data to assist in evaluation and planning are AND TRAINING
recognised by LYIT as being important areas of
3.40 The location of LYIT has a significant influence
system development for the Institute, and these
on the extent to which the Institute collaborates.
will feature in its next strategic plan.
Its location also determines the student
3.35 Aside from difficulties experienced in the population that is available to LYIT and has
presentation of data from an information system encouraged the Institute to create models of
perspective, the Institute is in possession of partnership within and outside the region. The
significant amounts of data, as is evidenced Institute has included Procedures and Guidelines
through the data tables presented in its ISER. It Governing Collaborative Programmes in its QA
is also in receipt of data derived from national Handbook in the last two years. It anticipates
sources, including from the HEA, and from that collaboration in programme development
the outcomes of the Irish Survey of Student and research will be a focus of its Strategic
Engagement (ISSE). The Institute informed the Plan 2018-2022. LYIT is not currently engaged in
Review Team that it intends to maximise its transnational education or awarding.
capacity to interpret this data by introducing
3.41 LYIT has established documented agreements
an Institutional Research Office; essentially a
with Donegal Education and Training Board
central data unit. As the Institute enters its next
(DETB) and with the North-West Regional
stage of development, with its ambitions for
College (NWRC) in neighbouring Derry, to develop
further growth and diversity, the Review Team
progression pathways for learners wishing to
recommends that the Institute introduces the
pursue higher education; LYIT’s engagement of a
Institutional Research Office (central data
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