INSTITIÚID TEICNEOLAÍOCHTA

BHAILE ÁTHA LUAIN

ATHLONE INSTITUTE OF TECHNOLOGY

QUALITY ASSURANCE MANUAL

August 2016

Recommended by the academic strategy & quality committee, May 2010

Approved and adopted by academic council, 17 June 2010

Revised for approval August 2016

Athlone Institute of Technology

Quality Assurance Manual Page i June 2010 Final

Quality Assurance Manual

Status: Draft

Document title: Quality Assurance Manual

This document was first compiled in May 2010

Originator: The Quality Office & Dr Joseph

Ryan, Vice President Academic & Registrar

Status: Approved (2010) and revised 2016 for reapproval

Approved by ASQ on: May 2010

Approved by Academic Council on: 17 June 2010

Revision completed August 2016

Submitted to the ASQ:

Reapproved by Academic Council:

Date of next revision: 2019

Reviewer:

Revision

Number

Revision Date

Summary of changes

Date approved at ASQ

1 2016 To reflect changes to the higher

education landscape and legislative

change.

Athlone Institute of Technology

Quality Assurance Manual Page i June 2010 Final

CONTENTS

CONTENTS

1.0 INTRODUCTION 1

1.1 QUALITY ASSURANCE POLICY 1

1.2 THE QUALITY ASSURANCE FRAMEWORK 2

2.0 HISTORY, MISSION, STRATEGY, GOVERNANCE, AND ACADEMIC

MANAGEMENT 3

2.1 ATHLONE INSTITUTE OF TECHNOLOGY: An Overview 3

2.2 INSTITUTIONAL MISSION AND PURPOSE 4

2.2.1 Mission Statement 4

2.2.2 Vision 4

2.3 GOVERNANCE, ORGANIZATION, AND ADMINISTRATION 4

2.4 THE GOVERNING BODY 5

2.4.1 Sub-Committees of the Governing Body 5

2.5 ACADEMIC COUNCIL 5

2.5.1 Functions of Academic Council 6

2.5.2 Operation of Institute Boards/Sub-Committees 6

2.6 STRATEGIC PLAN 7

2.7 GOVERNANCE 7

2.7.1 The President 7

2.7.2 The Vice President for Academic Affairs and Registrar 8

2.7.3 Secretary/Financial Controller 8

2.7.4 Head of Research 8

2.7.5 Academic Schools/Departments 8

3.0 INSTITUTIONAL REVIEW 10

3.1 OBJECTIVES OF THE INSTITUTIONAL REVIEW PROCESS 10

3.2 TERMS OF REFERENCE FOR AN INSTITUTIONAL REVIEW 11

3.3 PROCEDURES FOR AN INSTITUTIONAL REVIEW (IR) 11

3.4 SUBJECT MATTER FOR AN INSTITUTIONAL REVIEW 12

3.5 INSTITUTIONAL REVIEW FOLLOW-UP ACTION 12

3.6 FORMAT OF THE REPORT 12

4.0 NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES 13

4.1 LEARNING AND TEACHING 13

4.2 RECOGNITION OF PRIOR LEARNING (RPL)/WORK BASED LEARNING 14

4.3 POSTGRADUATE RESEARCH PROGRAMMES 15

4.4 ACCREDITATION (Liaison with Professional Body) 15

5.0 ASSESSMENT OF LEARNERS 16

5.1 INTRODUCTION/STRATEGY 16

5.2 SEMESTERIZATION 16

5.3 MODULARIZATION 16

5.4 EXAMINATION REGULATIONS 16

5.5 CONTINUOUS ASSESSMENT 17

5.6 EXTERN EXAMINATION PROCESS 18

5.7 EXAMINATION BOARDS 18

5.8 GRADEBOOK (PER AWARD TYPE/LEVEL) 18

5.9 NOTIFICATION OF EXAMINATION RESULTS 19

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5.10 EXAMINATION APPEALS/REVIEW PROCESS 19

5.11 ACADEMIC MISCONDUCT IN EXAMINATIONS 19

5.12 POST GRADUATE RESEARCH DEGREES 19

6.0 ONGOING MONITORING AND EVALUATION OF PROGRAMMES 20

6.1 PROGRAMMATIC REVIEW 21

6.1.1 Aims and Objectives of Programmatic Review 21

6.1.2 Subject Matter: Programmatic Review 21

6.1.3 Process: Programmatic Review 22

6.1.4 Follow-Up Action 22

6.2 DEPARTMENTAL COMMITTEES 22

6.2.1 Aims/Objectives 22

6.2.2 Subject Matter: Departmental Committees 22

6.2.3 Process: Departmental Committees 22

6.2.4 Follow-Up Action 22

6.2.5 Format of Report 22

6.3 PROGRAMME BOARDS 22

6.3.1 Aims/Objectives 23

6.3.2 Subject Matter: Programme Boards 23

6.3.3 Process: Programme Boards 23

6.3.4 Follow-Up Action 23

6.3.5 Format of Report 23

6.4 EXTERN EXAMINERS’ REPORTS 23

6.4.1 Aims/Objectives 23

6.4.2 Subject Matter: Extern Examiners’ Report 24

6.4.3 Process: Extern Examiners’ Reports 24

6.4.4 Follow-Up Action 24

6.4.5 Format of Report 24

6.5 LEARNER ASSESSMENT/EVALUATION/FEEDBACK 24

6.5.1 Aims/Objectives 24

6.5.2 Subject Matter: Student Evaluation/Feedback 25

6.5.3 Process: Student Evaluation/Feedback 25

6.5.4 Follow-Up Action 25

6.5.5 Format of Report 25

6.6 CONSULTATION WITH EMPLOYERS 25

6.6.1 Aims/Objectives 26

6.6.2 Subject Matter: Employer Consultation 26

6.6.3 Process: Employer Consultation 26

6.6.4 Follow-Up Action 26

6.6.5 Format of Report 26

6.7 PROFESSIONAL ACCREDITATION OF COURSES 26

6.8 ACCESS, TRANSFER, AND PROGRESSION POLICIES & REQUIREMENTS 27

7.0 SELECTION, APPOINTMENT, APPRAISAL, AND DEVELOPMENT OF

STAFF 28

7.1 STAFF MANAGEMENT AND APPRAISAL 28

7.1.1 Management of Staff: Personal Development Plan (PDP) 28

7.1.2 A p p r a i s a l of Staff: Performance Management Development System 28

7.2 DEVELOPMENT OF STAFF 28

7.3 STAFF DIGNITY AND SUPPORT POLICIES 29

7.3.1 Employee Well-Being Programme 29

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7.3.2 Equal Opportunities Policy 30

7.3.3 Staff Grievance Procedures 30

7.3.4 Anti-Bullying & Harassment Policy 30

7.3.5 Staff Disciplinary Procedures 30

8.0 LEARNING RESOURCES AND STUDENT SUPPORT 31

8.1 CAMPUS DEVELOPMENT STRATEGY 31

8.2 THE LIBRARY SERVICE 31

8.3 INFORMATION TECHNOLOGY SERVICES 32

8.3.1 Video Conferencing 32

8.4 LEARNER SUPPORT SERVICES 32

8.4.1 Student Induction Programme 33

8.4.2 Access Office 33

8.4.3 Counselling Service 34

8.4.4 Careers Service 34

8.4.5 Disability Support Service 34

8.4.6 The Chaplaincy Service 35

8.4.7 Health Service 35

8.4.8 Health Promotion Office 35

8.4.9 Suicide Intervention/Prevention Programme 35

8.4.10 Young Parents Support Group 36

8.5 PEER ASSISTED STUDENT SUPPORT (PASS) 36

8.6 STUDENTS UNION

8.7 SPORT AND RECREATION FACILITIES 37

8.7.1 Sports Scholarship Schemes 37

8.8 SAFETY STATEMENT 37

8.9 ADMISSION (GARDA) VETTING PROCEDURE 38

8.10 EQUALITY OF OPPORTUNITY/ANTI-HARASSMENT POLICY 38

8.11 ACADEMIC CALENDAR 38

8.12 ACADEMIC TIMETABLES 39

8.13 STUDENT COMPLAINT PROCEDURE 39

9.0 ADMINISTRATIVE SERVICES 41

9.1 FRONT OFFICE/RECEPTION 41

9.2 ADMISSIONS 41

9.3 REGISTRATION 42

9.4 STUDENT FEES & GRANTS 42

9.5 GRADUATION/CONFERRING OF AWARDS 43

9.6 ADMINISTRATIVE SUPPORT – SCHOOLS 43

9.7 INTERNATIONAL OFFICE 43

9.8 FINANCIAL SYSTEMS 44

9.9 STUDENT GRIEVANCE PROCEDURES 44

10.0 RESEARCH AT AIT 46 10.1 RESEARCH ETHICS COMMITTEE 48

10.2 DELEGATED AUTHORITY 48

10.3 EXTERNAL MONITORING OF RESEARCH ACTIVITY 49

10.4 RESEARCH QUALITY ASSURANCE 49

Quality Assurance Manual

11.0 COMMUNICATION, PUBLIC RESPONSIBILITY AND INTEGRITY 50

11.1 INTERNAL COMMUNICATIONS 50

11.1.1 Formal Internal Staff Communications 50

11.1.2 Informal Internal Staff Communications 50

11.1.3 Internal Communications between staff and students 50

11.2 EXTERNAL COMMUNICATIONS 51

11.2.1 Formal External Communications 51

11.2.2 Informal External Communications 51

11.3 ACCURACY OF INFORMATION 51

11.4 FREEDOM OF INFORMATION (FOI) 51

11.5 DATA PROTECTION 52

11.6 INSTITUTE PROMOTIONAL PUBLICATIONS 53

11.7 SCHOOLS’ LIAISON OFFICE 53

11.8 COURSE MANUALS 53

11.9 GRIEVANCE PROCEDURE - BREAKDOWN OF COMMUNICATION

BETWEEN POSTGRADUATE RESEARCH STUDENT AND SUPERVISOR 54

11.10 MOODLE 54

11.11 AIT ALUMNI ASSOCIATION 54

11.12 ANNUAL REPORT TO ACADEMIC COUNCIL 54

11.13 ANNUAL REPORT TO QQI 55

12.0 EVALUATING THE EFFECTIVENESS OF QA PROCEDURES 56

12.1 STATUTORY OBLIGATIONS AND PROVISIONS 56

12.2 EXTERNAL QUALITY ASSURANCE MECHANISMS 57

12.3 INTERNAL QUALITY ASSURANCE MECHANISMS 58

13.0 SPECIAL CONSIDERATION FOR COLLABORATIVE PROGRAMMES,

TRANSNATIONAL PROGRAMMES AND JOINT AWARDS 59

14.0 GLOSSARY and GUIDE TO ACRONYMS 60

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1.0 INTRODUCTION Section 28 of the Qualifications (Education and Training) Act 1999, requires providers to

establish quality assurance procedures and to agree these procedures with Quality and

Qualifications Ireland (QQI). On 6 November 2012 Quality and Qualifications Ireland (QQI) was established as a new

integrated agency (replacing the Further Education and Training Awards Council, the

Higher Education and Training Awards Council, and the National Qualifications

Authority of Ireland and incorporating the functions of the Irish Universities Quality

Board).

The European Standards and Guidelines for Internal Quality Assurance within Higher

Education Institutions (abbreviated as ESG, Part 1, 1.1) states that ‘institutions should

have a policy and associated procedures for the assurance of the quality and standards

of their programmes and awards. They should also commit themselves explicitly to the

development of a culture which recognizes the importance of quality, and quality

assurance, in their work. To achieve this, institutions should develop and implement a

strategy for the continuous enhancement of quality. The strategy, policy, and procedures

should have a formal status and be publicly available. They should also include a role

for students and other stakeholder.’

Athlone Institute of Technology (AIT) has committed itself to embracing an inclusive

quality assurance (QA) culture. The institute’s Vice President for Academic Affairs and

Registrar has overall responsibility for QA matters; however, quality is owned by, and

is the responsibility of, everyone in the institute and core quality issues are dispersed

across a range of areas. The institute has established a QA office which is responsible

for coordinating and providing support to internal and external academic quality

assurance activities.

The institute’s academic, support, and administrative functions contribute to determining

the quality of the overall learner experience. In order to assist in the achievement of its

mission and vision for the future, the institute has established procedures for quality

improvement and quality assurance. This QA manual exemplifies a verifiable

expression of that contribution and the institute's academic QA procedures operate at

various levels.

The QA manual details systematic quality assurance procedures for a range of data

collection and analysis, identifies the appropriate forum for monitoring the data, and

requires both a recording of actions to be taken and a review of the effectiveness of these

actions. The institute has developed rigorous procedures to ensure that the quality of

courses is maintained and enhanced. These processes are continually monitored,

reviewed, and updated in accordance with decisions by AIT’s academic council, and in

accordance with the requirements of appropriate national agencies.

The manual, policies, and procedures for academic quality assurance are stored

electronically on a password-controlled intranet to facilitate staff access, transparency,

and ongoing modifications.

This QA information is also made available to learners, prospective students, and the

public. Quality assurance related information for learners is provided on the AIT

website.

1.1 QUALITY ASSURANCE POLICY The purpose of Athlone Institute of Technology’s quality assurance process is to

maintain the academic standard of courses (a vital element of meeting the needs of

learners within the constraints of resources available), to enhance the quality of the

learning experience, and to maintain academic standards in the context of an increasingly

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diverse learner population and the particular nature of the institute’s academic

portfolio.

1.2 THE QUALITY ASSURANCE FRAMEWORK The quality assurance framework within the institute takes the ESG as its quality assurance standard. This framework is also mindful of /QQI’s Monitoring Policy. It

considers the institute’s quality policies and practices under the seven areas identified

in the ESG as follows:

1. Policy and procedures for quality assurance

2. Approval, monitoring, and periodic review of programmes and awards

3. Assessment of students

4. Learning resources and student support

5. Quality assurance of teaching staff

6. Information systems

7. Public information

For each area, the manual sets out how the particular quality policy is communicated,

implemented, managed, measured, and evaluated. It describes how continual

improvement is supported and establishes key objectives along with performance

indicators.

The QA system, as set out in this quality manual and associated documentation, is

essentially a structured manifestation of good academic practice. It comprises the

core quality assurance and control procedures which promote quality enhancement

and the maintenance of academic standards, and incorporates feedback loops that inform,

modify, and improve the quality and standards of the educational provision of the

institute. All policies and procedures are well-documented and readily accessible to staff,

learners, and other stakeholders.

The institute rigorously and continuously monitors the effectiveness of its quality

assurance procedures and practices, in accordance with the mechanisms laid out in

this document, to assure that they are operating in accordance with good practice, in the

best interests of learners, and the maintenance of academic standards.

The institute works constructively with external agencies, notably the National

Qualifications Authority of Ireland (NQAI) and the awards councils [the Further

Education and Training Awards Council (FETAC) and QQI, and with relevant awarding

and professional bodies.

2.0 HISTORY, MISSION, STRATEGY, GOVERNANCE, AND ACADEMIC

MANAGEMENT

2.1 ATHLONE INSTITUTE OF TECHNOLOGY: An Overview Athlone Institute of Technology is the sole higher education institution in the midlands of

Ireland. Established in 1970 as Athlone Regional Technical College, it has expanded in

size, scope and influence. Situated on a 22 hectare modern campus, €115 million has been

invested in facilities and infrastructure since 2000. New and enhanced facilities include

the Engineering and Informatics Building, the Research Hub, Nursing and Health Science

Building, as well as outdoor sporting facilities and the AIT International Arena.

AIT offers some 200 programmes on a full- and part-time basis ranging from higher

certificate (Level 6) to PhD (Level 10) across the schools of business, engineering and

science, and the department of lifelong learning. Programmes are offered on an ab-initio

basis as well as through the “ladder system”.

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Registration data for 2014/2015 indicate a total learner population of 5,400, one-quarter

of whom are studying on a part-time basis. There are some 350 postgraduates registered

at the institute, three-quarters of whom are on taught programmes, with the remainder

engaged in research.

AIT has taken a pioneering approach to internationalization and over the past decade its

ratio of international students has been growing and currently it represents some 11% of

the institute’s full-time learner cohort, with students drawn from across the EU and from

countries such as China, Malaysia, Saudi Arabia, India and Brazil. Equally, AIT is

committed to incentivizing outward mobility of students on placements, study or training

programmes abroad.

There is a determined focus on applied education and training; AIT equips learners for

their careers. With an emphasis on real-world engagement, the institute’s approach to

learning and teaching provides learners with the knowledge, skills and competencies

identified and sought by employers. This professional orientation is embedded across all

schools, through placements, work-based learning (WBL), project work, and is informed

by an applied research focus.

There is a growing trend towards research-informed teaching at AIT. A strong quality

infrastructure and tradition of focused inquiry has earned the institute considerable

research autonomy with awarding authority to doctoral level in four domains – network

communication/software, polymer engineering, toxicology, and microbiology. AIT has

three strategic research institutes in materials research (MRI), bioscience research (BRI)

and software research (SRI), while further research clusters exist at school level.

Regional Context

While the profile of AIT’s student population is quite diverse, its importance as a tertiary

education provider in the midlands can be gleaned from an analysis of the annual feeder

school data. Some 60% of first year learners registered in AIT in 2014/2015 came from

the five counties in the immediate hinterland of the institute: Westmeath, Offaly, Galway,

Longford and Roscommon. Also noteworthy has been the large intake of mature students

attending AIT, which now stands at 20% of new full-time undergraduate entrants.

The institute is committed to providing opportunities for all, especially those learners from

groups under-represented in higher education, including mature learners, those with

disabilities, migrants and the socio-economically disadvantaged. This approach is

reflected in the institute’s access policy. At present 38% of the total learner population is

grant funded, in comparison to a national average of 30%.

Transition in a variety of contexts such as retention, progression and completion is also a

key priority. This is consistent with the theme adopted by the National Forum for the

Enhancement of Teaching and Learning and includes defining learning pathways and

engaging and encouraging learners in the use of enquiry-based and problem-solving

approaches from the commencement of their programmes in order to develop skills for

employment and for active citizenship.

The institute’s strategic plan sets out a vision to 2018 and establishes a series of

ambitious targets including increasing the total student population by 15% from a

2013/2014 baseline of 5,300 to exceed 6,000 learners. The taught postgraduate

population is envisaged to grow by 40% from a baseline of 320 to in excess of 430 by the

end of 2018.

Research capacity and capability is being continually expanded and AIT currently has

three strategic research institutes, concentrating on bimolecular sciences, materials

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engineering, and software engineering, with further research clusters existing at faculty

level. AIT’s research institutes, which have developed international collaborations with

leading international universities and multinational companies, have attracted significant

funding.

Assisting in the cultural, economic, environmental, and social development of the region

is also a strategic priority for AIT, and the institute plays a major role in

fostering and developing entrepreneurial activity in the Midlands Gateway/region.

The Midlands Innovation and Research Centre (MIRC), located on campus, operates as

a converging hub for innovation, research, and enterprise. The MIRC provides

incubation facilities for innovative and knowledge-based enterprises, an enterprise

programme for entrepreneurs and start-ups, and makes the institute’s resources and

expertise available to support client companies. In addition, AIT is in the top three

HEIs nationally in driving innovation among small Irish firms through their participation

in the Enterprise Ireland-supported innovation voucher scheme.

The excellence of its sporting and social facilities has been widely recognized and

they are employed by a large number of organizations. The institute is currently the

host of the National Finals of the HSE Community Games.

2.2 INSTITUTIONAL MISSION AND PURPOSE Athlone Institute of Technology is committed to the provision of third-level education in the midlands region to the highest level attainable. To fulfil this purpose the institute

has adopted and promulgated a mission statement appropriate to an institution

of higher education and training and consistent with institutional purposes. The

distinctive role of this institute in the provision of higher education and its contribution

to the midland region is identified and expressed within the mission statement in a form

that is understandable and available to the general public. The mission statement is

widely circulated and is provided in quite a high proportion of institute publications,

as relevant.

2.2.1 Mission Statement Athlone Institute of Technology aims to contribute to the technological, scientific, commercial, economic, industrial, social,

and cultural development of the state, with particular reference to the midland region,

through the provision of a balanced education to the highest international standard

founded in accessibility, mobility, collaborative links, and research excellence.

The members of the institute are committed to the accomplishment of this mission.

2.2.2 Vision AIT’s vision for the period 2014 -2018 is laid out in the current strategic plan, as is the

mechanism by which the institute strives to achieve this goal.

2.3 GOVERNANCE, ORGANIZATION, AND ADMINISTRATION Athlone Institute of Technology has developed organizational structures and decision- making processes that operate effectively to facilitate the achievement of its purposes as

an institution of higher education and training. The governance of AIT is laid down

by the Regional Technical Colleges Act, 1992 and subsequent amendments (1994, 1998,

and 2006).

These Acts provides for a management structure comprising a governing body, an

academic council, and a president. The institute have senior management positions of

Vice President for Financial and Corporate Affairs, Vice President for Academic Affairs

and Registrar, Vice President for Strategic Planning and Institutional Performance and

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Head of Research Innovation and Enterprise. These post- holders, together with the

heads of faculty, report to the president.

The governing body and management of the institute are committed to maintaining

the highest standards of corporate governance. The governance of the institute is

under constant review and is informed by the deliberations of its internal bodies and the

findings of the internal audits which are conducted by professional auditors, appointed

through a public tender process, by the Institutes of Technology Ireland (IOTI).

2.4 THE GOVERNING BODY According to section 7 of the 2006 Act, which amended the original provisions of the 1992 Act, the functions of the governing body are ‘to control and administer the land

and other property of the college, to appoint the (President) and such other staff as it

thinks necessary for the purposes of the college, and to perform such other functions as

are conferred on it by this or any other Act’.

The composition of the governing body is dictated by the Regional Technical Colleges

Act, 1992 and the 1994 and 2006 amendments to that Act. It consists of a chairperson

and seventeen ordinary members drawn from staff, students, and representative

organizations as defined by the Acts, and also includes the president of the institute.

Membership of the current governing body is consistent with legislative requirements

and is detailed here .

The 1992 Act stipulates that ‘a Governing Body shall hold such and so many meeting as

may be necessary for the performance of its functions’. In practice, AIT’s governing

body meets eight to nine times per year. Copies o f t h e p r e s i d e n t ’ s r e p o r t

presented to that forum are provided on the intranet.

2.4.1 Sub-Committees of the Governing Body It is the policy of the governing body to establish such sub-committees as are necessary

for the discharge of its objectives under corporate governance codes.

2.5 ACADEMIC COUNCIL Since 1993, the institute has a statutory academic council, appointed by the governing

body, ‘to assist in the planning, coordination, development, and overseeing of the

educational work of the institute and to protect, maintain, and develop the academic

standards of the courses and the activities of the college.’ (Regional Technical Colleges

Act, 1992, section 10)

The academic council commits to meet a minimum of three times each year but in

practice, to facilitate academic and operational activities, actually meets six or seven

times within the academic year.

A report on all decisions is sent to the governing body and the reviewed/approved

academic council minutes are also made available to all institute staff on the AIT intranet.

Membership is comprised of both ex officio and elected members (representing both staff

and students). Members are appointed for a three-year term and are eligible for re-

appointment. Details of academic council membership are available in the Institute

Academic Committee Structure.

2.5.1 Functions of Academic Council The functions of AIT’s academic council are set forth in the 1992 Act and detailed in

the Institute Academic Committee Structure document.

In accordance with the 1992 Act, the academic council, with the approval of the

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governing body, may establish and determine the functions of committees to assist the

academic council in the performance of its functions under the Act. A number of

dedicated sub-committees of academic council have been constituted within AIT. The

current sub-committees in operation at the institute, their composition, functions, and

terms of reference are clearly defined in the Institute Academic Committee Structure

document. To prevent the possibility of ‘meeting overload’ the institute’s QA office

manages the meetings’ schedule and an annual meeting calendar is published at the

beginning of the academic year.

AIT’s academic committee structure and governance model is reviewed annually to

ensure that the organizational structure is responsive, effective, and appropriate to the

fulfilment of the institute’s vision as represented in the strategic plan.

In addition to the committees, which have multi-departmental representation,

departmental committees and programme boards have been established and operate

within each academic domain. The membership of these committees is also defined in

the Institute Academic Committee Structure.

Further information on the roles, responsibilities, and membership of the academic

council and i ts sub-committees, departmental committees (reference sect ion6.2

DEPARTMENTAL COMMITTEES) and programme boards (reference section 6.3

PROGRAMME BOARDS) are provided in the Institute Academic Committee

Structure.

2.5.2 Operation of Institute Boards/Sub-Committees

All boards and committees, whether at institutional, faculty, departmental, or other levels have prescribed membership, meeting schedules, and terms of reference

concerning their responsibilities and remit. AIT is committed to ensure that the

interrelationships between all boards, committees, and institutional personnel are

unambiguous. An annual committee review is conducted to assist toward this end.

Minutes are prepared for all boards and committees meetings within the institute in

accordance with the agreed procedures (defined in the Institute Academic Committee

Structure document) and these minutes, which are retained by the board/committee

secretary, are available for inspection by any member.

Consistent with the institute’s commitment t o o p e n g o v e r n a n c e , r e c o r d s o f

a c a d e m i c c o u n c i l s u b -committee meetings are also made available on the

intranet.

The schedules of meetings of the governing body, the academic council, and its sub-

committees are prepared at the beginning of the academic year and are available through

the institute’s intranet for review/reference throughout the year.

2.6 STRATEGIC PLAN Athlone Institute of Technology published its current Strategic Plan 2014-2018 in September 2014.

The strategic plan sets out a challenging and ambitious, but realizable, vision for the

institute’s development, supported by a set of strategies, priorities, objectives, and actions

to be delivered over the four-year period of the plan. The plan is founded on seven

strategic pillars and priorities.

The primary strategic priorities for Athlone Institute of Technology for the period 2014-

2018 are defined in the current strategic plan.

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2.7 GOVERNANCE

2.7.1 The President The role of the President [the Director’s title was changed to that of President in accordance with section 10 of the Institutes of Technology Act 2006 (No. 25 of

2006)], according to the 1992 Act is to ‘control and direct the activities of the college’

and ‘control and direct the staff of the college in the implementation of such activities

and be responsible to the governing body thereof and for the efficient and proper

management of the college’.

Additional ‘Executive Functions’ are defined in sections 22 and 26 of the 2006 Act.

The president is an ex officio member of the governing body and chairman of academic

council. In order to assist in fulfilling the role, the president has established a non-

statutory executive management committee (EMT), which meets regularly and is

constituted from the institute’s senior management. The functions of the EMT and the

institute executive management organization chart are provided in the Institute

Governance and Management document.

2.7.2 Vice President for Academic Affairs and Registrar

The Vice President for Academic Affairs and Registrar: - undertakes institute-wide responsibility for academic affairs and is responsible for

promoting the quality, relevance, and the development of the institute’s programmes

- acts as secretary to academic council and works in conjunction with the council in

formulating the strategic policy for academic programmes

- works closely with all sub-committees, the faculties, and external agencies in the

planning of courses and the academic development of the institute.

The Vice President for Academic Affairs and Registrars office has responsibility for

administrative management in a number of defined areas as outlined in the organization

chart provided in the Institute Governance and Management document.

2.7.3 Vice President for Financial and Corporate Affairs The Vice President for Financial and Corporate Affairs acts as secretary to the institute’s governing body. The duties of the post include an institute-wide responsibility for resource

management and administrative affairs of the institute and all its enterprises.

Financial planning, budgetary allocation, and control fall within the functions of the

secretary/financial controller, who is also responsible for the institute’s legal affairs. The

office has responsibility for administrative management in a number of defined areas as

outlined in the organization chart provided in the Institute Governance and Management

document.

2.7.4 Vice President for Strategic Planning and Institutional Performance

To be updated

2.7.5 Head of Research

The head of research is responsible for leading the formulation of the institute’s research strategy in a competitive national and international environment, championing

research within and on behalf of the institute, and providing a focus for the academic

community involved in research. The head of research leads the ongoing expansion

and refinement of the research support infrastructure at AIT, represents the institute on

external bodies and acts as the contact point with external research and development

agencies. The research office also coordinates institutional submissions under various

funding schemes. This office has responsibility for administrative management in a

number of defined areas as outlined in the organization chart provided in the Institute

Governance and Management document.

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2.7.6 Academic Faculties/Departments The academic management structure at faculty and department level within AIT was established in 1980 and has evolved, in the interim, as a result of a number of studies of academic management and administrations structures in institutes of technology and changing administration and governance requirements. There are currently three faculties within the institute: business, engineering, and science.

Each faculty is further divided into academic departments which are responsible for a

range of full-time and part-time programmes. Each academic department has a head of

department, reporting to the relevant head of faculty. In addition, the post of faculty

administrator was introduced to each faculty in 2002, to coordinate administrative

work within the faculty and to liaise with institute central administration functions.

Faculty reporting structures are summarised in the Institute Governance and

Management document.

3.0 INSTITUTIONAL REVIEW The QQI has developed the institutional review process and relevant terms of reference

to incorporate prescribed statutory review functions, particularly those provided for in

Section 28(4) (review of the effectiveness of agreed quality assurance procedures) and

Section 30 (review of delegation of authority) of the Qualifications Act.

According to HETAC’s/QQI’s Policy on Institutional Review of Providers of

Higher Education and Training (2007) ‘Providers of higher education have primary

responsibility for their quality assurance. This principle is laid down in Irish law

[reference the Qualifications (Education and Training) Act, 1999] and in the Standards

and Guidelines for Quality Assurance in the European Higher Education Area. A core

element of contemporary quality assurance practice is external review of the institution

as a whole.’ As a delegated provider of QQI awards, AIT is subject to external quality

assurance review by QQI, which are normally held on a seven- year cycle.

Athlone Institute of Technology’s institutional review goals directly reflect the focus and

spirit of an on-going strategic planning process. The institute’s intentional approach is

to engage the campus community and other constituencies in an open process that

objectively assesses AIT’s strengths and opportunities for improvement. The results

provide a basis for decision making about how the institute’s energy and resources can

best be focused for the years ahead. Thus, if the review process is to lead to

institutional improvements, it must be reflective and evaluative. The institute utilises

QQI’s Policy on Institutional Review of Providers of Higher Education and Training

in relation to the process being undertaken.

Because of the time and resources required to conduct a review, the institute gives careful

thought to other purposes that may be served by their inclusion in the process and plans

and schedules appropriately. Further information on the procedures followed and

the information considered is contained in AIT’s Procedures and Guidelines for

Collection of Feedback on Programme Quality (Rationale for Programme/Course

Design, Development, Evaluation and Withdrawal). Reference is made here to the

institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality

(August 2016).

3.1 Objectives of the Institutional Review Process In accordance with QQI’s Policy for Cyclical Review of Higher Education Institutions, the institutional review process is intended to - enhance public confidence in the quality of education and training provided by the

institution and the standards of the awards made

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- assess the effectiveness of the quality assurance arrangements operated by the

institution

- confirm the extent that the institution has implemented the national framework of

qualifications and procedures for access, transfer, and progression

- evaluate the operation and management of delegated authority where it has been

granted

- provide recommendations for the enhancement of the education and

training provided by the institution

- contribute to coherent strategic planning and governance in the institution. Further information is contained in the institute’s Procedures and Guidelines for

Collection of Feedback on Programme Quality (Rationale for Programme/Course

Design, Development, Evaluation and Withdrawal).

3.2 Terms of Reference for an Institutional Review The review is based on the Standards and Guidelines for Quality Assurance in the European Higher Education Area, and incorporates the features required by statute in

respect of review of the effectiveness of quality assurance procedures that QQI has

agreed with providers offering its awards. Other terms may be added to meet specific

needs of the institute or QQI at the time of review planning, these include circumstances

such as significant organizational changes, accommodating joint review with other

statutory or non-statutory bodies from Ireland or overseas, or facilitating progression of

a priority policy area or strategic objective (e.g. research management,

internationalisation). QQI consults with the institute before finalising and publishing

the terms of reference for the institutional review. Further information on the

information considered within the institutional review is contained in the institute’s

Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal).

3.3 Procedures for an Institutional Review (IR) The approach taken by QQI to institutional review, as defined in HETAC’s/QQI’s Policy on Institutional Review of Providers of Higher Education and Training; - acknowledges that institutions have ownership of and responsibility for

their activity

- is conducted in partnership with institutions with a view to improvement and

enhancement, whilst acknowledging statutory requirements for accountability

- is conducted in a manner which adds value to the institution, minimises overheads

and assists in building institutional capacity

- is flexible, adaptable, and scalable in order to meet the needs of diverse institutions

- is conducted in an open and transparent manner

- is evidence-based in accordance with established criteria

- promotes learning and development for all involved

- rewards innovation and experimentation when it seeks to enhance our

understanding of good practice

- promotes collaboration and sharing of good practice between institutions and

across the sector

- takes cognizance of international best practice and contribute to EU/international

developments in this area.

Further information on the procedures followed, and the information considered, within

the institutional review process at AIT is contained in the institute’s Procedures and

Guidelines for Collection of Feedback on Programme Quality (Rationale for

Programme/Course Design, Development, Evaluation and Withdrawal).

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The institutional review consists of six phases

1. QQI sets terms of reference following consultation with institution

2. self-study by the institution

3. visit by expert review panel appointed by QQI and written panel report

4. institutional response including implementation plan

5. review panel report and response published

6. follow-up report submitted by the institution

The timeframe within which these phases are completed for and by the institute is

detailed in Table I-1 of the institute’s Procedures and Guidelines for Collection of

Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal). Reference is also made to the institute’s

Procedures and Guidelines for Collection of Feedback on Programme Quality (August

2016).

3.4 Subject Matter for an Institutional Review The headings, content, and detail to be included in the different sections of the self evaluation report are determined by the terms of reference of the review and as

defined in consultation with QQI’s review panel in advance of the review process. The

headings will reflect the institute’s policies, strategies, structures, organization, and ethos

at that particular stage of development of the institute.

In general, the institute’s self-evaluation report includes a minimum of the following

information:

- mission (and purpose) statement

- objectives

- brief description of programmes, staff and students

- strengths and weaknesses of the institute

- implementation strategies

- self-evaluation/assessment

- changes made as a result of evaluation

- recommendations

Under current statutory requirements, the output of the institutional self-evaluation is

compiled into a self-evaluation report by the institute and submitted to QQI in accordance

with the timelines and milestones defined at the preliminary consultation stage. Relevant

quantitative data presented in the report has regard to internationally recognized

performance indicators, with particular reference to the institute’s mission statement, the

assessment of quality, and the measurement of cost-effectiveness.

Further information on the material included in, and the format/structure of, the self-

evaluation report is contained in the institute’s Procedures and Guidelines for Collection

of Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal).

3.5 Institutional Review Follow Up Action The procedure for the follow-up phases to the institutional review process is contained in the institute’s Procedures and Guidelines for Collection of Feedback on Programme

Quality (Rationale for Programme/Course Design, Development, Evaluation and

Withdrawal). Where/when necessary a summary of the resource implications arising

from the report are included in the institute’s Operating Programme and Budgets (OPB)

in the subsequent year. Current and archive copies of the OPB are held in the

secretary/financial controller’s office.

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3.6 Format of the Report The format of the report is consistent with the criteria and process laid down by QQI as defined in the institute’s Procedures and Guidelines for Collection of Feedback

on Programme Quality (Rationale for Programme/Course Design, Development,

Evaluation and Withdrawal).

4.0 NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES

AIT recognizes that programme development is vital to support growth in student

numbers, regional job creation, and continued employment for institute staff,

consistent with the strategic plan. Programme development within the institute has

two main purposes: the creation of new programmes and the revision of existing

modules/programmes to maintain and/or enhance quality and standards.

In accordance with the ESG (standard 1.2) AIT has ‘formal mechanisms for the approval,

periodic review and monitoring of their programmes and awards’. Taught programmes

provided by AIT are predominantly validated by the institute, under delegated authority

from QQI [in accordance with Section 52 of the Qualifications and Quality Assurance

(Education and Training) Act 2012]. In relevant cases, programmes are subsequently

accredited by the professional bodies relevant to the particular programmes (reference

section 4.4 ACCREDITATION (LIAISON WITH PROFESSIONAL BODY) for more

information).

Ideas for new programmes may come from a number of internal and external sources,

many of which are identified in the institute’s Procedures and Guidelines for Collection

of Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal).

So-called ‘recreation/leisure/hobby’ programmes are excluded from the requirements of

the institute’s programme development policies and procedures. These do not carry

academic credit or any form of institutional, or other, certification, in accordance

with section 15(2)(a) of the 2012 Act.

The institute’s procedures for programme development cover, as a minimum, the

following proposals

- new major award/programme

- new minor, supplemental, or special purpose award/programme

- major change(s) to existing programme

- minor change(s) to existing programme.

The procedures to be followed for programme review and approval vary based on the programme type, and are defined in AIT’s Procedures and Guidelines document for the Development, Evaluation and Withdrawal of Taught Programmes at the Institute

4.1 LEARNING AND TEACHING

Professional Development

The L&T Unit comprises of a cross disciplinary team with a high quality skills set, working

as educational developers and learning technologists with representation from all schools

in the institute. Since its establishment in 2006, the unit is committed to providing

opportunities for staff and external participants to engage in professional development.

Significant progress, as has been made in the professional development of AIT staff in

learning, teaching and assessment particularly through the provision of a flexible pathway

to a postgraduate award. The Learning and Teaching Unit provides formal and informal

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training for staff and assistance with programme design and review in addition to

supporting the flexible delivery of programmes.

AIT has espoused a commitment to excellence in learning and teaching in the current and

preceding strategic plan for the institute, in order to ensure that AIT graduates at

undergraduate and postgraduate level are developing the requisite knowledge, skills and

competences for their discipline and programme of study including digital literacy skills.

The unit is committed to promoting active learning strategies to engage learners in addition

to the use of appropriate authentic assessment strategies which allow students receive

timely feedback, improve the quality of learning and provide appropriate evidence of

achievement. In addition, the unit work collaboratively to foster academic integrity.

Technology Enhanced Learning - developing digital literacies

The current strategic plan of the institute the unit promotes the use of technology to

enhance the learning experience of students. In particular, the use of Web 2.0 technologies

is encouraged including the recently updated virtual learning environment Moodle, which

offers opportunities for eLearning and eAssessment. In addition, the unit has spearheaded

the use of innovative technologies to enhance and monitor the student learning experience

while on placement. The unit is also committed to developing expertise in the use of other

technologies for education, such as web-authoring, screen recording, the online classroom

and collaborative tools.

Educational Research and Scholarship

The Learning and Teaching Unit is committed to recognising the value of educational

research to inform practice and contribute to the teaching of specific disciplines and the

advancement of the scholarship of teaching in the broadest sense. The unit supports and

encourages staff in dissemination locally through the annual Learning and Teaching

showcase in addition to external national and international conferences and symposia.

The L&T Unit team is also committed to supporting institute working groups and

committees of Academic Council related to quality enhancement in learning, teaching and

assessment.

4.2 Recognition of Prior Learning (RPL)/Work Based Learning

Recognition of prior learning (RPL) is an important element of EU policy for widening

access to qualifications and supporting lifelong learning. The Irish government made a

commitment to support RPL through the enactment of the Qualifications (Education

and Training) Act 1999. In 2004, the EU issued the Common European Principles for

Validation of Non Formal and Informal Learning, and in 2005, the National

Qualifications Authority of Ireland (NQAI) issued its Policies, Actions and Procedures

for Access, Transfer and Progression for Learners and its Principles and Operational

Guidelines for the Recognition of Prior Learning in Further and Higher Education and

Training. The NQAI RPL policies inform AIT’s RPL policy and procedures.

Athlone Institute of Technology process for recognising prior learning facilitates

learners’ return to education and recognizes ‘on the job’ learning through previous

training (certified or non- certified), experience or a variety of sources. RPL within

AIT is employed to facilitate learners to gain admission to a programme or to gain

exemptions from some parts of a programme. With work-based learning AIT

provides opportunities for industry to tailor learning to specific workplace needs.

In practical terms within the institute, RPL and work-based learning modes are all

based on matching learning (outside the normal class-contact framework) with the

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requirements as stated in the learning outcomes. A manual to facilitate staff in

evaluating and allocating credits under RPL and work-based learning applications is

provided on the intranet.

4.3 Postgraduate Research Programmes QQI has incorporated postgraduate research programmers’ accreditation and validation

into its quality assurance policy documentation for taught programmes, namely the

Taught and Research Programme Accreditation Policy, Criteria and Processes and

HETAC Supplementary Guidelines for the Accreditation of Taught Programmes and

Research Degree Programmes documents. In this context the institute has agreed an

administrative procedure for the Coordination of Postgraduate Research and the

overarching Procedures and Guidelines for Postgraduate Research at the Institute which

set out the policies and procedures for how the institute evaluates each new postgraduate

research programme as a new programme proposal.

4.4 Accreditation (Liaison with Professional Body) Liaison with professional bodies occurs at numerous phases throughout the programme development, including the proposal document development phase through discussion with industrial advisory boards (IABs), associated professional body membership of the programme evaluation panel (PEP), and in some instances the relevant professional bodies’ procedures for programme validation may be applied by the PEP. Specific professional body liaisons within AIT are outlined in the Procedures and Guidelines document for the Development, Evaluation and Withdrawal of Taught Programmes at the Institute

5.0 ASSESSMENT OF LEARNERS

5.1 Introduction/Strategy The institute’s Standards, Assessment, & Awards document is designed to cover the assessment and assessment management and coordination of learners on all programmes

at the institute in accordance with the requirements of Section 10(3) of the Regional

Technical Colleges Act, 1992 and section 23(b) of the Qualifications (Education and

Training) Act, 1999. Learners can reasonably expect that AIT follows its published

assessment procedures, and that these procedures are fair, consistent, and fit-for-purpose,

and that AIT complies with its legal obligations in the conduct of its assessment

procedures.

The institute’s Standards, Assessment, & Awards document meets the requirements of

(i) the Standards and Guidelines for Quality Assurance in the European Higher

Education Area which states that ‘students should be assessed using published

criteria, regulations and procedures which are applied consistently’ (ESG section

2.3.3), and; (ii) Quality and Qualifications Ireland (QQI) Assessment and

Standards, Revised 2013 document. The institute’s document incorporates the

protocols outlined in the governing sectoral document.

5.2 Semesterization The institute offers the majority of its programmes in a two semester academic calendar,

where programmes are modulazised and organized over two even semesters per year.

The winter semester begins in early September and the spring semester in mid-January.

The institute employs a range of assessment strategies and students are assessed on their

course work throughout the programme and through formal examinations at the end of

each semester in accordance with the programme structure as defined in the specific

module descriptors.

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5.3 Modularization Programmes of study at Athlone Institute of Technology comprise modules with learning outcomes consistent with one or more levels on the National Framework of Qualifications (NFQ). The learning outcomes for programme modules are developed to be in harmony with the relevant level as defined in the NQAI Determinations for the Outline National Framework of Qualifications. Credit may be accumulated across relevant levels in order to constitute an award in accordance with the NQAI’s Principles and Operational Guidelines for the Implementation of a National Approach to Credit in Irish Higher Education and Training. The named award comprises a minimum of credits (normally 60 ECTS) commensurate with the level of the award on the NFQ. Programme composition and module/programme development within AIT is defined in the Procedures and Guidelines document for the Development, Evaluation and Withdrawal of Taught Programmes at the Institute and is consistent with the requirements of NQAI Determinations for the Outline National Framework of Qualifications.

5.4 Examination Regulations Athlone Institute of Technology conforms to the ESG standard (1.3) which states that students should be assessed using published criteria, regulations, and procedures which are

applied consistently. To facilitate its meeting of this standard, AIT’s examinations

regulations are provided for staff and students in the institute’s Standards, Assessment, &

Awards document. The learner assessment/examination procedures applied within AIT

are designed to measure the achievement of the intended learning outcomes and other

programme objectives as defined in the specific programme module

descriptors/submission document, which are developed in accordance with the

Procedures and Guidelines document for the Development, Evaluation and Withdrawal

of Taught Programmes at the Institute

Procedures have been developed for all examination processes with the institute

including, for example, examination hall procedures; examination timetables; personal

extenuating circumstances; production, security and marking of examination material;

the registration of candidates for examination; and the support and reasonable

accommodation for candidates with special needs. These practices, procedures, and

regulations are provided for staff and students in the institute’s Standards, Assessment,

& Awards document. On their registration, and at the beginning of each programme and module, learners

are made aware (and thereafter reminded in a timeframe consistent with an academic

calendar) of the general and any special examination regulations, including the

consequences of failing to comply with the requirements, as per the institute’s Standards,

Assessment, & Awards document.

5.5 Continuous Assessment The institute is committed to formative assessment. The majority of academic programmes offered within AIT feature continuous assessment (CA) as an important

dimension of the overall assessment process, as defined in the programme development

and assessment strategies, consistent with the Procedures and Guidelines document for

the Development, Evaluation and Withdrawal of Taught Programmes at the Institute

Continuous assessment supports learning since it provides an opportunity to feedback to

learners regarding their understanding of module material, during the course of the

particular module/programme.

Procedures have been prepared within AIT governing continuous assessment, from both

a staff and learner perspective, and cover issues such as regulations, schedules/submission

dates, application for extensions (extenuating circumstances), late submission of CA

work, group-work, security of continuous assessment material, and results.

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These regulations and procedures are provided for staff and students in the institute’s

Standards, Assessment, & Awards document. At the beginning of each programme and

module, on their registration, learners are made aware (and thereafter reminded in a

timeframe consistent with the academic calendar) of the general and any special CA

regulations, including the consequences of failing to comply with the requirements, as

per the institute’s Standards, Assessment, & Awards document.

Appropriate CA design and development are defined in AIT’s Procedures and Guidelines

document for the Development, Evaluation and Withdrawal of Taught Programmes at the

Institute and the supplementary guide supporting development of the Module descriptor

document and the P r o g r a m m e D e v e l o p m e n t C h e c k l i s t document.

Assessment methods are reviewed and renewed as necessary to adapt to accommodate

current best practice and evolving requirements.

5.6 Extern Examiner Process Extern examining is a specific learner assessment quality assurance mechanism employed by Athlone Institute of Technology to support public confidence in the academic qualifications and awards made by the institute. The relevant regulations and procedures for the extern examination process, including the appointment and responsibilities of the extern examiners, are provided for staff and students in the institute’s Standards, Assessment, & Awards document.

Further information on how the feedback from the extern examiner process is considered

within the routine institutional quality assurance processes within AIT is contained in the

institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality

(Rationale for Programme/Course Design, Development, Evaluation and Withdrawal).

5.7 Examination Boards Examination Boards at Athlone Institute of Technology are deliberative committees established to consider all assessment findings (including the findings of

repeat/supplemental assessment) and to recommend assessment results for each of the

learners presented based on the recommendations of assessors within the institute. Except

for appeals processes, which fall directly within the remit of academic council, the

examination board have responsibility for the final recommendation concerning

assessment results, and transmit such recommendations to the academic council, through

the Vice President for Academic Affairs and Registrar’s office.

AIT has developed procedures which define the examination board’s accountability,

authority, decision-making policies, membership, procedures, and quorum. The

regulations define the roles and responsibilities of the members of the examination boards

and ensure that the work of the board meets the standards of confidentiality, consistency,

credibility, ethics, fairness, objectivity, and transparency etc. that apply to examination

procedures. These regulations and procedures are provided for staff and students in the

institute’s Standards, Assessment, & Awards document.

5.8 Gradebook (Per Award Type/Level) A registered learner who successfully demonstrates through assessment that s/he has achieved the specified learning outcomes for a module is awarded the number and

level of credits prescribed for that module in accordance with the relevant module

descriptors and programme schedule. A learner is recommended for the award by

AIT in a specified subject if s/he meets the minimum requirements in terms of the number

and levels of credits for the award in question in accordance with NQAI’s Policy and

Criteria for Access, Transfer and Progression in relation to learners for providers of

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further and higher education and training.

Athlone Institute of Technology employs a numeric grading system which is aligned to

the learners’ performance against assessment criteria. Details of the grading system are

provided for staff and students in the institute’s Standards, Assessment, & Awards

document.

5.9 Notification of Examination Results Within AIT, CA and examination results (or, where necessary, provisional results) are

communicated to learners as soon as possible after completion of the

assessment/examination. The notification period regulations and procedures are provided

for staff and students in the institute’s Standards, Assessment, & Awards document.

The process for formal communication/publication of learners’ results is additionally

described in the institute’s Standards, Assessment, & Awards document. Following

the issue of results, the appropriate internal examiner(s) is/are available to meet with

individual learners to review their assessment material. This consultation is distinct

from a formal re-check or review of the result and is defined in the institute’s Standards,

Assessment, & Awards document.

5.10 Examination Appeals/Review Process Learners at Athlone Institute of Technology can reasonably expect that the published

assessment procedures are consistent, fair, and fit-for-purpose and have been followed by

the institute. When a learner alleges that these expectations are not or have not been

met by AIT, s/he may appeal the outcome of the assessment process. The learner

is informed in this decision through access to the relevant members of faculty/staff.

Appeals cover all assessment and AIT informs learners of the examinations review and

appeals processes, including the acceptable grounds for complaint or appeal, through the

institute’s Standards, Assessment, & Awards document. Learners are afforded a written

return in respect of each formal appeal.

5.11 Academic Misconduct in Examinations Learners’ good academic conduct is actively encouraged and supported at AIT. Academic misconduct is discouraged through appropriate instruction, positive example,

and appropriate policies which are publicised and clearly explained and with attendant

deterrents which are identified in the institute’s Standards, Assessment, & Awards

document.

On their registration, learners are made aware (and thereafter reminded in a timeframe

consistent with an academic calendar) of the standard of conduct expected of them,

the processes for detecting academic misconduct, adjudicating on alleged academic

misconduct, and the penalties attaching to any detected and confirmed misconduct during

the examination process.

5.12 Postgraduate Research Degrees The regulations and procedures for postgraduate research degrees are provided for staff and students in the institute’s Standards, Assessment, & Awards, Procedures and

Guidelines for Postgraduate Research at the Institute, and Coordination of Postgraduate

Research documents, as appropriate.

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6.0 ONGOING MONITORING AND EVALUATION OF PROGRAMMES According to QQI’s Policy on Institutional Review of Providers of Higher Education

and Training ‘providers of higher education have primary responsibility for their quality

assurance. This principle is laid down in Irish law [reference the Qualifications

(Education and Training) Act, 1999 and Section 45 (3) (b) in the Qualifications and

Quality Assurance (Education and Training) Act 2012] and in the Standards and

Guidelines for Quality Assurance in the European Higher Education Area. A core

element of contemporary quality assurance practice is external review of the institution

as a whole.’ Therefore, as a delegated provider of Higher Education and Training

Awards Council awards, Athlone Institute of Technology is subject to external quality

assurance review by QQI though the quinquennial institutional review process (reference

section 3.0 INSTITUTIONAL REVIEW) and through the communication of output from

ongoing (routine) monitoring and evaluation of programmes, which is conducted on a

continuous basis.

Athlone Institute of Technology aims to design and deliver programmes that anticipate

the needs of the economy, in line with regional, national, and international requirements,

the institute strategic plan, the national qualifications framework, and stakeholder

requirements. AIT’s academic quality processes require that programmes offered, under

delegated authority, have academic and intellectual currency standards appropriate to the

award level and comparable to similar awards offered anywhere in the world.

ESG (standard 1.6, information systems) requires AIT to ‘collect, analyse, and use

relevant information for the effective management of their programmes of study and other

activities’. AIT has established quality assurance procedures for obtaining feedback from

internal and external sources for the purpose of further improving and maintaining the

quality of education and training which it provides, organizes and/or procures in

accordance with section 28 of the Qualifications (Education and Training) Act, 1999.

These procedures facilitate the institute’s utilisation of self-study to stimulate best

practice and quality improvements to develop and verify the quality of current and

proposed courses of study and to appreciate the need to phase- out/withdraw certain

courses. AIT learners are enabled to participate fully in quality assurance monitoring

activities in accordance with the (QQI-adopted) Irish Higher Education Quality Network

Common Principles for Student Involvement in Quality Assurance/Quality

Enhancement (2009).

These institute quality assurance feedback mechanism and their associated processes and

procedures are defined in the institute’s Procedures and Guidelines for Collection of

Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal). These data feed into a number of formal

mechanisms and processes to support the evaluation and monitoring of academic quality

within AIT, notably:

- departmental committees (reference section 6.2 DEPARTMENTAL COMMITTEES)

- employer consultation (reference section 6.6 CONSULTATION WITH EMPLOYERS)

- extern examiners reports (reference section 6.4 EXTERN EXAMINERS’ REPORTS)

- institutional review (reference section 3.0 INSTITUTIONAL REVIEW)

- learner feedback (reference section 6.5 LEARNER ASSESSMENT/ EVALUATION/

FEEDBACK)

- programme boards (reference section 6.3 PROGRAMME BOARDS)

- programmatic review (reference section 6.1 PROGRAMMATIC REVIEW)

Information obtained and gathered through the monitoring activities may ultimately

result in modifications or improvements to delivery and assessment of programme

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modules during the academic period in accordance with the institute’s Procedures and

Guidelines for the Design, Development, Evaluation and Withdrawal of Taught

Programmes at/by the Institute document.

6.1 Programmatic Review As previously identified, institutional review sets out the strategic framework within which Athlone Institute of Technology delivers on its mission statement.

Programmatic review takes place in the context of this strategic framework and

subsequent programmatic reviews must have regard to programme plans and

recommendations issued as a result of institutional self-study. Programmatic review is

the self-study process whereby a faculty/department conducts a critical evaluation of

its own activities and programmes, and produces a programmatic review report for

subsequent peer review.

A schedule of dates for individual programmatic reviews is determined within the

individual faculties, and in consultation with the institute’s executive management

team, as appropriate. Programme reviews, which are normally grouped by faculty,

take place every seven years, but may be undertaken more frequently if circumstances

require.

6.1.1 Aims and Objectives of Programmatic Review The aims and objectives of the programmatic review process are provided in the Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document.

Proposed new programmes are evaluated separately in accordance with the Procedures

and Guidelines document for the Development, Evaluation and Withdrawal of Taught

Programmes at the Institute, but the programmatic review process has regard to any

proposed developments within the faculty/department.

6.1.2 Subject Matter: Programmatic Review Programmatic Review is evidenced through the preparation of a self-evaluation report (SER) within the appropriate faculty. The programmatic review SER provides data

and information for the previous seven years in respect of the approved programmes

being reviewed, and also details the planned and proposed activities for programme

development over the next seven years.

Suggested topics for inclusion within each section of the SER are detailed in the

institute’s Procedures and Guidelines for Collection of Feedback on Programme

Quality (Rationale for Programme/Course Design, Development, Evaluation and

Withdrawal). The information provided in the main body of the report is supplemented

with supporting statistics and rationale in line with good report preparation practice.

6.1.3 Process: Programmatic Review

The programmatic review SER is prepared in accordance with the procedures outlined in

the Procedures and Guidelines for Collection of Feedback on Programme Quality

(Rationale for Programme/Course Design, Development, Evaluation and Withdrawal).

Subsequently, the programmatic review evaluation panel (PREP) also conducts its

activities in accordance with this procedure.

6.1.4 Follow-Up Action The PERP report is circulated and published in accordance with the Procedures and Guidelines f o r C o l l e c t i o n of Feedback on Programme Quality (Rationale for

Programme/Course Design, Development, Evaluation and Withdrawal).

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6.2 DEPARTMENTAL COMMITTEES The institute has three facul t i es which are further divided into academic departments. Each faculty/department appoints departmental committees as per the requirements of academic council. The terms of reference, composition, etc. of the departmental committees a r e p r o v i d e d i n t h e Institute A c a d e m i c C o m m i t t e e S t r u c t u r e . .

6.2.1 Aims/Objectives The aims, objectives, and terms of reference of the departmental committees are provided in the Institute Academic Committee Structure

6.2.2 Subject Matter: Departmental Committees While departmental committees have evolved in different ways in the individual faculties, in general, the topics for consideration by the departmental committees are

provided in the Institute Academic Committee Structure and Procedures and Guidelines

for Collection of Feedback on Programme Quality (Rationale for Programme/Course

Design, Development, Evaluation and Withdrawal) documents.

6.2.3 Process: Departmental Committees Details of the ex officio, elected, and appointed membership, and meeting frequency, quorum, preparation of the agenda, notice, etc. are provided in the Institute Academic

Committee Structure.

6.2.4 Follow-Up Action The minutes o f a l l mee t in gs o f t he commi t t ee are reco rded . The co mmi t t e e chairperson sends a summary report of the meeting proceedings to ASQ for consideration (which is subsequently reported, via relevant minutes/committee reports, to academic council).

6.2.5 Format of Report The r e p o r t f o r m a t i s d e f i n e d i n t h e Institute A c a d e m i c C o m m i t t e e

S t r u c t u r e document.

6.3 PROGRAMME BOARDS The institute’s faculties/departments are required by academic council to establish programme boards for each programme being operated within the faculties/department. The terms of reference, composition, etc. of programme boards are provided in the

Institute Academic Committee Structure document.

6.3.1 Aims/Objectives The aims, objectives, and terms of reference of the programme boards are provided in

the Institute Academic Committee Structure document.

6.3.2 Subject Matter: Programme Boards While programme boards have evolved in different ways in the individual faculties, in general, the topics which are included on the agenda are indicated in the Institute Academic Committee Structure and Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale for Programme/Course Design, Development, Evaluation and Withdrawal) documents.

6.3.3 Process: Programme Boards

Details of the ex officio, elected, and appointed membership, and meeting frequency, quorum, preparation of the agenda, notice, etc. are provided in the Institute Academic

Committee Structure document.

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6.3.4 Follow-Up Action The minutes of all programme board meetings are recorded. The chairperson sends a summary report of the meeting proceedings to the ASQ for consideration (which

subsequently i s r e p o r t e d , v i a r e l e v a n t minutes/committee r e p o r t s , to

a c a d e m i c council).

6.3.5 Format of Report The report format is defined in the Institute Academic Committee Structure and the Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) documents.

6.4 EXTERN EXAMINERS’ REPORTS

Consistent with the requirements of Section 28 of the Qualifications (Education and Training) Act 1999, and with other relevant QQI requirements, AIT has

developed learner assessment procedures and policies for quality assurance for the

purpose of further improving and maintaining the quality of education and training

which it provides. The ENQA Standards and Guidelines for Quality Assurance in the

European Higher Education Area state that ‘students should be assessed using published

criteria, regulations and procedures which are applied consistently’ (ESG, standard

2.3.3).

Extern Examiner reports are considered an indispensable element of peer judgement in

monitoring programme quality and standards within the institute. Extern examiners are

appointed by the institute in accordance with the procedures/guidelines for extern

examiners set out in the institute’s Standards, Assessment, & Awards document.

6.4.1 Aims/Objectives The aims and objectives of the extern examiner system within the institute are provided

in the institute’s Standards, Assessment, & Awards document.

6.4.2 Subject Matter: Extern Examiners’ Report The extern examiners’ report is the personal opinion of the extern examiner in question regarding the academic standards and achievement of the learning outcomes of the programme and the internal administration of the extern examination system. The report is a record of informed observations on the current programme, the

examination process employed to assess it, and also lists recommendations for

modifications that the extern examiner feels will improve the standard of the graduate

produced, the programme, or the examination process. Further details are provided in

the institute’s Standards, Assessment, & Awards document.

6.4.3 Process: Extern Examiners’ Reports The process for provision, completion, receipt, circulation, review, and follow-up of the observations and recommendations on the extern examiners report is defined in

the institute’s Standards, Assessment, & Awards document.

6.4.4 Follow-Up Action The process for follow-up of the observations and recommendations on the extern examiners report is defined in the institute’s Standards, Assessment, & Awards

document. A report is made of all recommendations for action arising out of the

programme board discussion of the extern examiners report in accordance with the

Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document.

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6.4.5 Format of Report An example of the Extern Examiners’ Report is provided in the institute’s Standards, Assessment, & Awards document. The report is summarized in the Annual Programme

Report which is presented to the programme boards and ASQ in accordance with the

Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document. 6.5 LEARNER ASSESSMENT/EVALUATION/FEEDBACK

The opinions of stakeholders, and in particular the students, are important to Athlone Institute of Technology, consistent with section 28 of the Qualifications (Education

and Training) Act, 1999 (and also Section 28 (4) (a) of the Qualifications and Quality

Assurance (Education and Training) Act 2012), which requires the evaluation by

learners of that programme, and evaluation of services related to that programme.

Feedback gained through the compilation of the opinions of the institute’s students is an

important source when considering institutional review, programmatic review,

programme development and the effectiveness, quality and standard and development of

current programmes and the institute’s student support services.

Details of the activities employed for gathering student feedback are detailed in the

institute’s Procedures and Guidelines for Collection of Feedback on Programme

Quality (Rationale for Programme/Course Design, Development, Evaluation and

Withdrawal) document.

6.5.1 Aims/Objectives

The aims and objectives for obtaining student feedback are provided in the institute’s

Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.5.2 Subject Matter: Student Evaluation/Feedback Feedback f r o m c u r r e n t /graduating/recently g r ad u a t ed s t u d e n t s i s a c q u i r e d b y a number of different functions within the institute, dependent on the purpose of the survey and the proposed use of the output. The content and format of each of the sources of student feedback employed by the institute are provided in the institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale for Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.5.3 Process: Student Evaluation/Feedback

The process utilized for the acquisition of student feedback (including surveys) is dependent on the type of mechanism being employed and the information output

requirement. The processes for gathering student feedback are indicated in the institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale for Programme/Course Design, Development, Evaluation and Withdrawal)

document.

6.5.4 Follow-Up Action The follow-up action required by each evaluation/feedback method will be determined by the groups/personnel to which the initial results and analyses are

copied. These actions are identified in the institute’s Procedures and Guidelines for

Collection of Feedback on Programme Quality (Rationale for Programme/Course

Design, Development, Evaluation and Withdrawal) document.

6.5.5 Format of Report The format of the individual feedback collation reports is defined in the institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document.

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6.6 CONSULTATION WITH EMPLOYERS Athlone Institute of Technology is conscious of its distinctive role in the provision of higher education, and its contribution to the Midlands Gateway/region is identified

and expressed within the mission statement and the institute’s current strategic plan.

Over the years, the institute has focused on where it could supply expertise to help

drive existing industries and stimulate the development of new industrial and

economic activities in the region. The institute has also demonstrated its ability to

respond to the changing requirements of Ireland’s rapidly developing economy. In

many cases, the academic programmes offered in AIT are unique and, as a result, the

institute attracts students from all over the country. Reference in made in this context to

the institute’s Stakeholder Engagement Policy (2016).

The opinions of employers (and prospective employers) of graduates, are important to

AIT consistent with section 28 of the Qualifications (Education and Training) Act,

1999. Consultation with prospective employers forms a vital part of the institute’s

evaluation of the rational for the design, development, evaluation, and withdrawal of

taught programmes within the institute as indicated in the Procedures and Guidelines

document for the Development, Evaluation and Withdrawal of Taught Programmes at the

Institute document.

The institute has established numerous employer consultation mechanisms including

industrial advisory boards and surveys to strengthen the relationships between the

institute, industry, businesses, and the wider community that is being served.

6.6.1 Aims/Objectives The aims and objectives for consultation with employers are provided in the institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale for Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.6.2 Subject Matter: Employer Consultation

The content and format of each of the consultation mechanisms utilized is dependent on the information output requirement, and are provided in the institute’s Procedures

and Guidelines for Collection of Feedback on Programme Quality (Rationale for

Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.6.3 Process: Employer Consultation The processes utilized for employer consultation is dependent on the mechanisms employed and the information output required as indicated in the institute’s Procedures

and Guidelines for Collection of Feedback on Programme Quality (Rationale for

Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.6.4 Follow-Up Action The follow-up action required as a result of each employer consultation is determined by the groups/personnel to which the initial results and analyses are copied, and by

those institute personnel engaged in the consultation process. The actions considered are

identified in the institute’s Procedures and Guidelines for Collection of Feedback on

Programme Quality (Rationale for Programme/Course Design, Development, Evaluation

and Withdrawal) document.

6.6.5 Format of Report The format of the employer consultation feedback reports are defined in the institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale

for Programme/Course Design, Development, Evaluation and Withdrawal) document.

6.7 PROFESSIONAL ACCREDITATION OF COURSES

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A number of professional and other bodies award credit to recipients of QQI awards

at the institute in the form of examination exemptions and/or admission to final years of undergraduate programmes (reference section 4.4 ACCREDITATION -LIAISON WITH

PROFESSIONAL BODY- for more information). In some instances, these bodies

recognize AIT as an approved teaching and examination centre for professional courses. The institute actively pursues further exemption/accreditations as new courses are being developed and also for existing courses in accordance with its access, transfer,

and progression strategies.

6.8 ACCESS, TRANSFER, AND PROGRESSION POLICIES AND

REQUIREMENTS Athlone I n s t i t u t e o f T e c h n o l o g y u n d e r s t a n d s t h e t e r m s : access, t r a n s f e r , a n d progression, to be as defined in the relevant policies of NQAI and QQI. The institute, therefore, defines ‘access’ as not simply gaining a place at the institute, but a process that involves the learner’s whole progression into and through their chosen programmes. Within AIT, the concept of access applies to all learners, but particularly to the participation of under-represented learner cohorts such as those with special needs, those from disadvantaged communities, those already based in the workplace, and adult learners generally.

Each new programme submission document prepared at the institute outlines the access,

transfer, and progression requirements for that particular course. The document also

details credit allocation for each individual subject within the programme to facilitate

the transfer process.

The institute, through the ASQ, monitors and reviews the institute’s access, transfer,

and progression policies and considers new or alternative qualification methods to

facilitate learners to access institute programmes. The form required to process

requests for expansion of access, transfer, and progression opportunities is provided

for staff access on the intranet.

To facilitate access, the institute has established a number of supports including the

access office (reference section 8.3.2 ACCESS OFFICE), t h e d i s a b i l i t y a n d

l e a r n i n g support office (reference section 8.3.5 DISABILITY AND LEARNING

SUPPORT SERVICE), the international office (reference section 9.7 INTERNATIONAL

OFFICE), and the schools’ liaison office (reference section 11.7 SCHOOLS’ LIAISON

OFFICE).

The institute has developed procedures to inform learners of the access, transfer, and

progression routes that are available to them. The institute’s undergraduate, postgraduate,

and Department of Lifelong Learning prospectuses are the primary communication

mechanism for learners regarding possible progression routes. Transfer and

progression routes are streamlined and coordinated to make it easier for learners to take

advantage of the various levels of qualifications offered within the institute.

7.0 SELECTION, A P P O I N T M E N T , A P P R A I S A L , A N D

D E V E L O P M E N T O F STAFF

The greatest resource available to Athlone Institute of Technology is its highly qualified

and dedicated staff and under the ESG (standard 1.4) the institute is required to ensure

‘that staff involved with the teaching of students are qualified and competent to do so’.

The institute is also required to comply with the recruitment and selection procedures laid

down by the Minister for Education and Skills when recruiting for permanent posts.

The institute has human resources policies and procedures which ensure that sufficient,

appropriately qualified academic, management, administrative, professional, technical,

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and support staff are employed to meet the requirements of the institute’s operations.

These procedures make detailed provision for the methods to be adopted when

shortlisting candidates and for the composition of selection boards. All permanent

appointments are subject to the approval of the governing body in accordance with the

institute’s Procedures and Guidelines for the Personnel Department.

7.1 STAFF MANAGEMENT AND APPRAISAL

7.1.1 Management of Staff: Personal Development Plan (PDP) The purpose of the personal development plan within the staff management function of the institute is to:

- review employee’s performance and achievements for the previous year

- identify employee’s strengths and areas for development

- agree functional and institute work priorities for the year ahead

- agree development and training needs and plans

The process, procedures, and notes to provide guidance for staff for the personal

development planning process are provided for staff on the institute intranet.

7.1.2. Appraisal of Staff: Performance Management Development System (PMDS)

PMDS is a combination of two processes - performance management and staff

development. Performance management is about agreeing priorities and objectives

for improved service delivery and reviewing progress against these objectives on a

regular basis. The staff development process is about agreeing development and

training needs, both for improving the employee’s current job performance within the

institute and enhancing his/her career prospects. The procedures and notes to provide

guidance for staff for the PMDS process are provided for staff on the institute intranet.

7.2 DEVELOPMENT OF STAFF The institute recognizes that the staff is a vital and valued asset and policies and procedures are developed to encourage and enable everyone to develop their potential and

to keep abreast of developments in their fields of specialist knowledge. Staff at all

levels and in all categories throughout the organization are encouraged to take

responsibility for their own personal development. The institute undertakes to

allocate reasonable time and resources for this purpose, with the provision for staff

development being made both centrally, through the professional development committee

(reference the Institute Academic Committee Structure document for more information),

and at faculty/department level.

PMDS is the primary means of training needs analysis for all staff members. As part of

this process relevant departmental/functional heads, in consultation with their staff,

identify appropriate courses for submission to this committee, and the professional

development committee, a sub-committee of academic council, advises on and helps

coordinate staff development activities (reference the Institute Academic Committee

Structure document for committee details).

The professional development committee prioritizes and oversees the allocation of

training resources in a manner which ensures that equity and transparency prevail, and

reinforces the institute’s strategic priorities as o u t l i n e d i n t h e strategic p l a n . In

p a r t i c u l a r , t h e i n s t i t u t e g i v e s p o s i t i v e consideration to applications for

support in achieving additional approved qualifications.

Through the staff development committee, the institute will give consideration to

applications for financial assistance in pursuing staff development activity as follows:

- institute training initiatives/group training

- personal interest courses

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- professional development programmes

- seminars and conferences.

The policies, procedures, and criteria applied by the professional development committee

are provided in the Policy Guideline Notes for Use in the Consideration of Staff

Training/Development Applications for Funding on the AIT intranet, and the relevant

application for funding form for completion by staff members is also provided on the

intranet.

The AIT Staff Handbook provides a source of general information and a comprehensive

guide of sources of more detailed information regarding conditions, benefits, and

entitlements relating to your employment, and to the procedures and policies with regard

to recruitment, appointments, grievances etc. Human resource policies are reviewed

regularly to enhance further the institute’s implementation of its purpose and objectives.

7.3 STAFF DIGNITY AND SUPPORT POLICIES Athlone Institute of Technology is committed to the development and maintenance of a positive working environment for all employees; to the encouragement of

communication between unions and management on all issues of concern to the unions;

and to ensuring there is a timely management response to issues raised by an employee

or an employee’s representative union.

7.3.1 Employee Well-Being Programme The institute has developed an Employees Assistance Programme to support the work-

life balance of AIT employees while enhancing productivity and performance1.

The EAP is available to all staff, their spouses/partners and family members, and enables

them to deal with work-related or personal problems in a confidential manner. An

external specialist organization has been engaged by the institute to provide this service

through a freephone information/support helpl ine , confident ial counsel l ing and

coaching service, and online information and support. Details of the types of issues

dealt with and the support services can be accessed through the following link

http://aitintranet.ait.ie/hr/Benefits/EAP%20Booklet.pdf

7.3.2 Equal Opportunities Policy Athlone Institute of Technology is an equal opportunities employer, with reference to the Employment Equality Acts 1998 and 2004. As such it is committed to equality of

opportunity for existing and potential employees, and to promoting a work environment

free from discrimination on grounds of gender, marital status, family status, race,

religious beliefs, sexual orientation, disability, age, or membership of the traveller

community. In relation to discrimination on the basis of nationality, nothing in the

relevant legislation shall render unlawful any action taken in accordance with the

Employment Permits Act, 2003. The institute’s Equality Policy is provided for staff

access on the AIT intranet.

7.3.3 Staff Grievance Procedures A Grievance Procedure for all employees within the institute of technology sector has been developed at national level and agreed following discussions in a partnership manner

between management representatives from the institutes of technology, Dublin Institute

of Technology (DIT), and the relevant trade unions representing employees in the sector.

The procedure takes account of the Labour Relations Commission’s Code of Practice

on Grievance Procedures and was formally agreed in November 2008.

The Institutes of Technology Procedure for the Resolution of Grievance/Disputes

1 VHI Healthcare was appointed to provide this service in 2012

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supersedes all existing local procedures and is provided for staff access on the AIT

intranet. The institute has sponsored training sessions on these matters for staff members.

7.3.4 Anti Bullying & Harassment Policy Athlone Institute of Technology is committed to ensuring the dignity of each of its employees and committed to ensuring that the workplace is free from bullying, sexual

harassment, and harassment. All employees and other persons working in the AIT

have the right to be treated with dignity and respect. The institute has agreed an Anti

Bullying & Harassment Policy to meet its objective in relation to supporting employee

dignity, which is provided for staff access on the AIT intranet. The institute has

sponsored training sessions on these matters for staff members.

7.3.5 Staff Disciplinary Procedures A Disciplinary Procedure for all employees within the institute of technology sector has been developed at national level and agreed following discussions in a partnership

manner between management representatives from each of the institutes of

technology, Dublin Institute of Technology (DIT), and the relevant trade unions

representing employees in the sector. The procedure takes account of the Labour

Relations Commission’s Code of Practice on Grievance Procedures and was formally

agreed in November 2008. This Institutes of Technology Disciplinary Procedure

supersedes all existing local and national procedures and is provided for staff access

on the AIT intranet.

The institute has sponsored training sessions on these matters for staff members.

8.0 LEARNING RESOURCES AND STUDENT SUPPORT The institute provides a range of resources, facilities and services ‘for the support of

student learning. These vary from physical resources such as libraries or computing

facilities to human support in the form of tutors, counsellors, and other advisers’ (ESG,

Standard 1.5) 8.1 CAMPUS DEVELOPMENT STRATEGY

The first Masterplan4

for the institute was developed in 1996 and a review of this

Masterplan5

was completed in 2003, to take into account the acquisition of additional

land. In order to meet the diverse learning, teaching, and recreational needs of the

some 6,000 full-time and part-time students, a mix of accommodation in the form of

classrooms, laboratories, lecture theatres, playing pitches, research rooms, social and

recreational areas (including a gymnasium and multi-purpose hall), studios, and

workshops are provided on the main campus. Each f a c i l i t y i s a p p r o p r i a t e l y

maintained and equipped, and satisfies fitness-for-purpose criteria. Regular reviews

and audits are undertaken in order to determine the effectiveness of such facilities.

The output of these reviews feed back into the strategic campus development process.

8.2 THE LIBRARY SERVICE

The Goldsmith Library at AIT is an integral part of the institute and it plays a central role in academic life. The library in AIT serves a diverse population incorporating full

and part-time teaching staff, along with full and part-time learners. There are various

elements within the student body itself which present challenges for the library service.

The information needs of undergraduates differ from those of postgraduates and research

staff. In addition, the student population contains a wide variety of ages, nationalities, and

levels of ability. Library staff have devised a range of services to provide optimum

assistance to all types of library clients.

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The library mission is to support the educational and research activities of the institute by

providing quality information and learning resources in all available formats. In line with

the current institute strategic plan the library aims to reflect and facilitate developments in

pedagogy and educational provision.

Library Collections

Books and eBooks: The total stock of print books numbers some 32,000 volumes. The

library collection policy aims to provide a reasonable number of core texts while also

maintaining a balance between essential and supplemental reading material. In addition,

the library has access to 80,000 e-books searchable through the library catalogue. These

e-books cover a wide range of subjects and greatly enhance the print collection by

providing a wide range of supplemental reading material.

Journals and e-journals: The library subscribes to 68 print journals and also provides

access to over 71,000 journals in electronic format. Some of these titles are individual

subscriptions but the majority are hosted on the various subject databases and all are

accessible through the library website.

Subject specific databases: subject databases are collections of full-text articles, papers,

book chapters, and other documents drawn from a wide range of journals, conference

proceedings, and books grouped into specific subject areas, examples are ScienceDirect,

Business Source Premier, ProQuest ABI-Inform. The library subscribes to 27 databases

but also hosts a number of free sources. A full listing of all library databases is available

on the library website http://libmain.ait.ie.

Library Environment

Physical facilities –The institute has two libraries: the principal library on the main

campus and a small library in the nursing building on the east campus. The libraries aim

to provide a pleasant, bright atmosphere for both group and individual study. The main

library has 240 study spaces for private study and provides 4 group study rooms for

collaborative group work.

Group work -There is a research room containing some 39 computers. A booking system

is in operation for both the group study rooms and the computers in the research room.

Students may book either at the library desk or through the library website.

Search tools – the library catalogue incorporates a federated search tool to apply a single

search term across a range of databases and electronic journals – allowing the user to

search effectively and efficiently.

Library Website - The website hosts a range of information sheets on topics such as citing

and referencing, copyright, plagiarism, and locating and evaluating information found on

the internet. The website contains an email referencing service where students can submit

queries online. A list of all library opening hours, services and facilities, and details of

how to access these services is provided on the AIT library website.

8.3 INFORMATION TECHNOLOGY SERVICES The institute has invested heavily in updating its computer facilities. The Information Technology Centre is a centralised service available to all students within the institute. Currently there are eight general-purpose laboratories, supplemented by specialist laboratories are available within the faculties of engineering and informatics, science and health, (including specialist computer laboratories for languages, hotel and catering students and for design students).

Students have access to industry-standard hardware and software packages (e.g. accounting, database, design, graphics, hotel administration, programming, engineering, statistics, word-processing) across the various disciplines of study.

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In addition to the suite of computer laboratories, the institute provides an open access area

for students involved in project and research work, while there is an additional open

access area in the library. There is also a wireless network available for student access in

the canteen area of the main institute building and other designated areas. For students

with special needs, an assistive technology laboratory is also available. Further details

of the IT facilities within AIT and how to access them are provided in the institute

Undergraduate, Postgraduate, and Department of Lifelong Learning prospectuses. The

Computer Services Department has developed policies and procedures to ensure

responsible, ethical, and legal use of the technologies and facilities made available to

students and staff of the institute. These documents govern such issues as acceptable

usage, anti-virus, choosing appropriate passwords, network configuration, physical

security, and servers. The manner in which accounts are commissioned and how they are

removed is provided on the institute intranet.

8.3.1 Video Conferencing The institute provides a range of both mobile and fixed video conferencing equipment

that is used within the institute to facilitate meetings, training, and research interests.

A GDS (Global Dialling Scheme) numbering system exists for most of the Irish third-

level institutions using a format similar to telephone numbers. The video conferencing

facilities are available for use (by agreement through the bookings office) by third-parties

for meetings events, subject to availability and provided that the proposed use does not

conflict with the institute’s mission/activity. Details of how to access the video

conferencing facilities within AIT are provided on the AIT website.

8.4 LEARNER SUPPORT SERVICES

The Student Resource Centre at AIT provides a range of services and facilities to support

both the intellectual and personal development of students. The institute is proud of the

student-centered approach which has been cultivated by a staff team committed to

enhancing further the learning experience. It is a strategic priority to maintain this

approach and to continue to provide a range of services and facilities to support the

intellectual and personal development of each student.

The Student Resource Centre is normally the first contact point for students seeking

information and help on any aspect of college life and if a student’s needs cannot be met

within this office a recommendation will be offered to the appropriate person or agency

within the institute. Full details of the range of services provided for students are

available for students on the AIT website.

8.4.1 New Student Induction Programme The new student induction programme is regarded as a vital component of the academic year. Prior to registration, students are issued with registration information and the programme for New Student Induction. The programme includes in t e rac t ive presentations and opportunities to meet academic and support staff, current students and the students’ union. The presentations provide information to the students on all available services, course requirements, registration details and students’ union activities and are supplemented by a campus tour, visits to the schools/departments, institute library, and relevant laboratory areas. During their first days at the institute, students attend briefing sessions at which they are introduced to their relevant academic staff and become familiar with relevant policies and procedures, learning techniques, services, and facilities available. Students are also afforded an opportunity to explore the sport and recreational facilities available to them, both on and off campus. All these activities are supported by leaflets and information-desk sessions. Full details

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of the student induction programme are provided through the new student information section of the website.

Orientation and access support for students with a disability is also provided by the

disability support service coordinator, in consultation with the estates manager. Details

of this service are provided on the AIT website.

8.4.2 Access Office The Access service at AIT supports the learner through the course of their time in

third-level. This includes provision of information to the prospective learner in advance

of matriculation and continuing support throughout the duration of their college career.

The Access Office administers the Student Assistance Fund. The office liaises daily

with voluntary and statutory employment bodies that have education as part of their

responsibility and also makes representation and advocacy for the student body with

these agencies. As well as general access issues, if encountered, the Access Officer is

available to act as a liaison between the student and other individuals and agencies as

appropriate.

The Student Assistance/Access Fund, administered by the Access Officer, is policy

driven and an essential part of assisting students who are or have been disadvantaged by

life events. Each student who makes a case for assistance is assessed and pending this

assessment may qualify for financial help to ensure that s/he is facilitated to participate

in third-level education to fulfil his/her potential.

Full details of the access office services and support programmes are available for

prospective and current students on the AIT website.

The Tutor Service provides support for all students, particularly first and year

students, who may be experiencing difficulties with subjects such as

Computing/Software, Java Programming, Mathematics, Information Technology, and

Business Studies subjects, Chemistry, Bio Chemistry and Academic Writing. Student

tutors can also offer referral to departmental and student resource centre support staff

where necessary. Details of how students may access the tutor service are provided on

the AIT website.

8.4.3 Counselling Service The primary role of the counselling service at AIT is to support and facilitate student development (personally, socially, and academically). It provides the opportunity for

students to explore issues of concern in a safe and confidential environment. The institute

counsellors provide a free, comprehensive professional service to students to help them

cope with issues and problems occurring as a result of difficulties experienced prior to

entering the institute or while on campus. The counsellors promote and encourage a

campus-wide responsibility for the wellbeing and total development of students, and to

this end, contribute to various committees as appropriate, as well as engaging in

preventative and educational work with student groups and the wider student population.

The Counselling Service also provides training for individual/groups on study skills,

exam skills, and stress management. The service provides support by prior appointment,

email, and daily drop-in counselling hours (for first years in the 1st semester). Full details

of the counselling service are available for prospective and current students on the

AIT website.

8.4.4 Careers Service The Careers Service at AIT combines careers advisory work for students and facilities for employers to make direct contact with students for recruitment purposes.

All registered students are entitled to avail of the Careers Service. T h e s e r v i c e

r u n s a n A n n u a l C a r e e r s a n d F u r t h e r S t u d y F a i r a n d a l s o r u n s

34

C a r e e r s B o o t c a m p s t h r o u g h o u t t h e y e a r . Most of the activities of the

service are directed at final year and postgraduate students, although students of earlier

years are encouraged to use the careers library and attend careers talks. Core

activities of the Careers Office include:

- individual and group guidance providing educational, vocational and careers

guidance

- careers information: maintaining an information system/careers library with open

access to all students

- job vacancies are updated daily on the AIT website

- establishing and maintaining contact with potential and existing employers of

graduates and with relevant professional bodies

- professional responsibility for t h e collection, quality, and interpretation of graduate’s

first destination statistics

Full details of the careers service are available for prospective and current students on the

AIT website.

8.4.5 Disability and Learning Support Service Athlone Institute of Technology welcomes and encourages applications from students with disabilities and are part of the DARE (Disability Access Route to Education) scheme

operating within the CAO. It aims to ensure that these applicants are given an

opportunity to enter the institute and, while here, to complete their studies successfully.

The institute provides complete and equitable access to education and all areas of college

life, by avidly pursuing in its inclusive policies, seamless integration, and active

participation for students with disabilities. The disability and learning support service

coordinator is the main contact for students with disabilities within the institute and

support and advice is offered to students with, for example, disabilities including physical

and mobility difficulties, sensory disabilities, mental health, medical and learning

difficulties.

To avail of facilities, learners must be registered with the institute’s disability advisory

and support service. Details of the procedures involved are provided on the AIT website,

and the relevant provisions for learners undertaking examinations are provided in the

institute’s Standards, Assessment, & Awards document.

8.4.6 The Pastoral Care Service The pastoral care service encompasses a large group of students and staff who work to help students in every way possible. It brings people together, breaking down barriers,

and gives students confidence to discover their real worth and dignity, harnessing human

skills and talents, and placing them at the service of the wider community. Above all,

the chaplaincy is about service and care and facilitating students to make the most of their

opportunities at third-level in a safe and supportive learning environment. Information

on the chaplaincy service and the chaplaincy service residence and the mechanisms to

access these services is provided for students on the AIT website.

8.4.7 Health Service A confidential health and medical service is available on campus. The health centre provides a full medical service with an emphasis on health education and preventative

medicine. Doctors attend at the institute each day at times which are published within

the institute. Confidentiality is maintained and all medical records are retained in the

health centre and do not form part of the student’s record. Full details of the health

service available to students and the mechanisms for access are provided on the AIT

website.

8.4.8 Healthy Campus Project The National Health Promotion Strategy identified colleges as important settings for

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health promotion, given that a significant proportion of young people in Ireland attend third-level education. In response to this strategy, a health promotion project (Healthy Campus), designed for the entire AIT community, was established to encourage more positive health behaviours and build awareness around health among students and staff. The project promotes increased health awareness in relation to nutrition, exercise,

positive mental health and well being, sexual health, alcohol consumption and drug use.

The institute’s Alcohol Awareness Policy is provided on the institute intranet.

8.4.9 Suicide Intervention/Prevention Programme The institute is committed to ensuring that appropriate and sufficient resources are available and allocated to provide for staff and learners’ health, safety and wellbeing. To

support this activity AIT has actively engaged with the ASIST (Applied Suicide

Intervention Skills Training) workshop programme to offer suicide intervention training

(including identifying warning signs and implementing appropriate responses and referral

processes). The procedures for management of, access to, and implementation of

the ASIST programme within AIT are provided through the office of the president.

8.4.10 Young Parents Support and Mature Students Group The Young Parents and Mature Students Group offers both emotional and practical

support to those striving to study while rearing a young family. This confidential

group was founded in 1992 to be a recognized, accessible group for all young parents

in the institute and to provide access to the support services they may require i.e. crèche,

housing, legal entitlements, and give practical assistance where appropriate. Should

these parents need financial aid to assist with child-minding costs, assistance is

available through the student services’ department, and the procedures for accessing this

funding are available on the AIT website.

8.5 PEER ASSISTED STUDENT SUPPORT (PASS) The Peer Assisted Student Support (PASS) scheme, introduced by Athlone Institute of

Technology and Galway-Mayo Institute of Technology (a SIF II partner) in January

2009, offers cross-year support between students on the same programme. It encourages

first year students to support each other and learn co-operatively under the guidance of a

trained student from the second year of the programme. A p i l o t t o e x t e n d t h e

p r o g r a m m e i n t o p r o g r e s s i n g y e a r s w i l l b e u n d e r t a k e n i n

2 0 1 5 / 1 6 . PASS assists students to:

quickly adjust to college life

improve their learning and study skills

enhance their understanding of the subject matter of their programmes

better prepare for assignments and exams

PASS has also proven to have benefits for PASS leaders, lecturers, and academic schools

and departments. More information on the PASS system (i.e. how it operates, what the

benefits are, how to get involved), is provided on the institute website.

8.6 STUDENTS’ UNION The AIT students’ union aims to be the representative voice of the students of the institute, and to represent and defend its members, and as such derives its authority from

the student body. It is an integral part of the college life with all registered students being

automatic members. The students’ union is run by students for students and it exists to

help the student within the context of the Equality Act 2004. The union also provides

commercial services, which are designed to support the academic demands of the student

and also provides sporting, social, and recreational opportunities for registered students.

The executive of the students’ union participate as members of the institute’s governing

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body, academic council and a number of its sub-committees, the board of College

Support and Services Ltd as well as a number of ad hoc committees established

throughout the academic year. Students’ representatives are also nominated to the

academic council and several of its sub-committees.

Information on students’ (union) membership of governing body, academic council

and its sub-committees is available in AIT’s Institute Academic Committee Structure

and Academic Council and Sub-Committee Membership documents respectively, and the

specific ex officio and nominated members are provided in the Academic Council

and Sub-Committee Membership document.

8.7 SPORT AND RECREATION FACILITIES The institute is one of the leading third-level institutions in the provision of sport and

recreation programmes and services to students. Different interests and all levels of

ability are catered for to ensure maximum participation. AIT’s recreational programmes

facilitate all students who may wish to participate in activities at all levels whether

as a casual player, a committed competitor, a beginner, or an elite performer.

The institute has a range of indoor and outdoor facilities including playing pitches, a

multipurpose sports centre, a new state-of-the-art fitness gym, outdoor floodlit training

areas, eight-lane synthetic athletics track, full size GAA pitch and an international

standard indoor athletics arena. Students are encouraged to become involved as much

as possible in institute leisure activities. Funding for clubs and societies is available from

the institute capitation fund provided there is an adequate membership. Students have

an opportunity during the Clubs & Societies Day at the beginning of the first term to

join or help to form a society. Details of the institute’s sports and recreation

programmes, clubs and societies, and how to access the sports and recreation facilities

are provided on the institute website.

8.7.1 Sports Scholarship Schemes For students who have reached, or have the potential to meet a very high standard of performance, in their chosen sport, AIT's sports scholarship scheme is a valuable support mechanism in promoting excellence in sport while promoting the institute and financially facilitating access of elite sports persons to programmes at the institute. Scholarships are potentially allocated for four years and beyond if students’ progress to post graduate study. Scholarships are administered by the institute sports department. The procedures for access to, management and control of the sports scholarship scheme are provided through the sports office. Scholarship recipients must adhere to the institute's sports scholarships regulations as provided on the AIT website.

8.8 SAFETY STATEMENT

The health and safety of all staff and students is the primary concern of management and staff at the institute. The building of a strong safety culture is enhanced by all

participants contributing positively to the practical use of safe systems of work in all

areas within the institute. All staff and students are required to familiarise themselves

with the institute’s general health and safety regulations prepared under the Safety,

Health and Welfare at Work Act, 2005, and any regulations made hereunder, this includes

the particular regulations appropriate to each department of the institute.

All employees, temporary, part time or whole time are required by law to take reasonable

care for their own safety, health and welfare and that of others who may be affected by

their acts or omissions at work. Furthermore, employees and students must not

intentionally or recklessly interfere with or misuse any items provided for safety,

health, or welfare of persons or of their work activities. All employees and students

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are required to familiarise themselves with the terms of the institute’s Safety Statement,

which specifies the manner in which safety, health and welfare of employees and students

shall be secured at work. A copy of the Safety Statement is available in all departments,

including the students’ union, and is also available from the health and safety officer.

Details regarding the appointment and duties of employee safety representatives are

accessible through the health and safety officer.

8.9 ADMISSION (GARDA) VETTING PROCEDURE Athlone Institute of Technology offers a number of educational programmes that

require students to undertake placements, with external agencies. This will bring

them into contact with children and vulnerable groups in society, in which they will

assume positions of trust. To ensure the protection of these groups/individuals, AIT

requires all students on relevant programmes (e.g. social care, early year care and

education, and nursing) within the institute to undertake Garda vetting procedures prior

to commencing either their programme or their work placement, as appropriate. AIT

works with the Garda Central Vetting Unit (GCVU) to assess the suitability of these

applicants/students.

Students undertaking programmes in nursing must satisfy the requirements for Garda

vetting before they can fully complete their registration as a student of AIT. Therefore,

offers of places on nursing programmes are conditional and may subsequently be

withdrawn by AIT, if applicants do not meet the Garda vetting requirements. Failure

on behalf of an applicant/student to disclose previous convictions may result in the

student being removed from the programme. Previous convictions, depending on their

nature, may also result in the student’s removal from the programme.

Requirements for applicants/students to meet Garda vetting criteria for particular

programmes are included in the institute Undergraduate, Postgraduate, Department of

Lifelong Learning prospectuses and on the specific programmes’ pages on AIT’s website.

8.10 EQUALITY OF OPPORTUNITY/ANTI-HARASSMENT POLICY

Athlone Institute of Technology has a policy of equality of opportunity, which it is actively implementing. An essential element of this policy is the promotion of a positive

learning environment so that all students are assisted to achieve their full potential. In

all its educational procedures and arrangements, the institute ensures that equal

opportunities are afforded to all. Applications are welcome from students of all

nationalities, socio-economic backgrounds and marginalised groups. Each member of

the student body has a duty to accept personal responsibility for the implementation of

the policy and to support it in whatever way is appropriate to the individual’s area of

activity.

The institute recognizes the problems caused by personal harassment, bullying, sexual

harassment, and racial harassment in the learning environment. The institute is

committed to a working and learning environment that is free from harassment of any

kind. On the AIT website the institute provides a definition of harassment, advises on

action to be taken in the case of an alleged harassment and lists a panel of

contacts/advisors which has been established to support students in relation to suspected

harassment. Incidents of harassment are regarded by the institute as being very serious

and a formal complaint, will lead to initiation of the appropriate disciplinary procedures,

under the institute’s Code of Discipline.

8.11 ACADEMIC CALENDAR The academic calendar provides an overview of academic term dates and significant academic events and activities throughout the academic year e.g. induction, conferring of

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awards, key examination process dates. The calendar is prepared at the end of the

previous academic year (in consultation with concerned parties) and approved through

the EMT and advised to academic council. The calendar is provided for student and

staff access on the AIT website.

Using the academic calendar, the calendar of the dates for the meetings of the governing

body, academic council, and the sub-committees of academic council is prepared in the

relevant committee secretariat offices, and the resulting spreadsheet is provided on the

AIT intranet. 8.12 ACADEMIC TIMETABLES

The institute is committed to ensuring that appropriate and sufficient resources are available and allocated to provide for the effective delivery of educational and

training programmes, as well as for expanding research and development activities.

Academic timetables are prepared at the end of the previous academic year to facilitate

scheduling of resources, the resolution of issues that arise out of timetable

scheduling/constraints, and to ensure that any issues are resolved in a clear and

timely manner. Timetables are drafted by the heads of department based on current

and proposed programmes, and current and projected student numbers. The information

is input to the timetabling system within the academic affairs and student administration

department, and draft timetables are circulated in such a manner that allows ample time

for changes to be reflected in the drafts.

The schedule of learning and teaching space, including teaching space/resources,

laboratory/specialised space and access to specialised equipment, is set out at the

commencement of each semester. Current academic timetables are provided for

students and staff on the AIT website. Students are advised to check their timetables

regularly up to the start of term and daily for the first weeks of semester for any changes

that may occur as the timetables are embedded and class numbers stabilise. 8.13 STUDENT COMPLAINT PROCEDURE

The student complaints procedure applies to, but is not limited to, the areas of

admissions, learning and teaching, research provision, to fees, to scholarships, grants,

and other awards under the institute’s control, to student support, to interface with

facilities, to health and safety, to personal conduct, and to student complaints, and

disciplinary procedures. Complaints will be dealt with under the most appropriate

procedure depending on the nature of the complaint; for example, a complaint

concerning alleged bullying or harassment will be dealt with under the institute’s Dignity

Policy.

The institute recognizes the right to dignity of every member of this learning community

and wishes each to be treated with consideration, courtesy, and respect. All members of

the institute shall refrain from conduct liable to infringe the rights of others.

Most complaints will be addressed initially through informal channels in order to afford

opportunity for reconciliation. Any complaint should in the first instance be addressed

to the home department or function. All parties involved in a complaints procedure,

including the institute and its officers, the complainant(s), and other parties, must

adopt the strictest level of confidentiality compatible with the operation of the procedure.

9.0 ADMINISTRATIVE SERVICES The academic administrative services within Athlone Institute of Technology are student-

centred processes, which are critical in supporting the learner experience and the core

teaching and research activities of staff. The administrative processes and systems

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support quality, growth, internationalisation, quality and standards, and must be

accountable to and efficient for all users and stakeholders. The relevant procedures are

defined in the context of the individual departments and functions.

9.1 FRONT OFFICE/RECEPTION

A student queries’ desk, staffed throughout the academic year by academic administration and student affairs personnel, is based in the main administration area of the institute. Services provided include: - stamping of official forms (e.g. medical card applications, children’s allowance

forms, etc.)

- reissue of student ID cards

- issue of certificates of attendance

- student withdrawal forms

Individual issues/queries in relation to admissions, registration, examinations, fees

and grants are also dealt with.

Procedures for how the institute deals with student queries have been prepared within the

academic administration and student affairs office and are provided for students on the

institute website and in the undergraduate, postgraduate, and Department of Lifelong

Learning prospectuses. A general information desk staffed by student services personnel is also available within

the institute. This desk provides general information on the institute and its activities

to learners and it also affords an opportunity for students to access staff within the

student services department and make appointments as appropriate.

9.2 ADMISSIONS The Institute’s academic council has the responsibility to make recommendations to the governing body for the selection, admission, retention and exclusion of students,

(section 10(3)(d), Regional Technical Colleges Act, 1992) in the context of access,

transfer and progression requirements as defined by the NQAI. Within AIT, the Vice

President Academic & Registrar’s function is responsible for the administration of all

stages of the entry process to the institute’s undergraduate and postgraduate programmes,

and for oversight of admissions to the accredited programmes hosted within the

Department of Lifelong Learning. Staff within the admissions department liaise with

the deans of faculty, heads of department, and the academic strategy and quality

committee with regard to decisions on admissions. In addition, staff also have extensive

dealings with prospective students to our programmes.

Procedures for how the institute processes applications for admission (including RPL,

processes for mature students and progression pathways within AIT) have been prepared

within the admissions office and admission policies are provided for students on the

institute website and in the institute Undergraduate, Postgraduate, and Department of

Lifelong Learning prospectuses.

9.3 REGISTRATION Registration is necessary before students are admitted to lectures and is valid up to a maximum of one year at a time. To be registered, a student must complete the appropriate

forms and must be in good financial standing with the institute. Non-EU students must

have a valid visa to enter Ireland at the time of registration.

The AIT student card, issued to all registered students, may be used as a library card, to

access the institute IT facilities and for accessing photocopying/printing facilities. Credit

may be purchased at designated locations within the institute. Access to photocopying

and printing facilities is also available at appropriate locations around the Institute.

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Procedures for how the institute registers students have been prepared within the

academic administration and student affairs office and policies are provided for students

on the Institute website and in the institute undergraduate, postgraduate, and Department

of Lifelong Learning prospectuses.

9.4 STUDENT FEES & GRANTS

Tuition and Student Contribution Fees Students who qualify for the Free Fees Initiative (Level 08) or MLT/HTBS (Level 06 /07 Programs) are not required to pay Tuition Fees. All students are however, liable for a student contribution fee, which covers examinations, insurance, capitation, and registration costs. This fee is published on the institute website and in the institute’s undergraduate prospectus. Students may apply for a third level maintenance grant to seek either full or part grant

approval that will cover or part-cover the student contribution fee.

There may be additional charges of material fees applied for programme-specific

equipment, project work, field trips etc. and details of these costs are available directly

from the relevant school/department and are flagged with the relevant programme details

in the institute undergraduate prospectus.

Students who are required to pay tuition and student contribution fees include repeat

students, students taking a course at the same level as that for which they have already

received funding, international (non-EU) students, part-time and students undertaking

programmes in ACCS mode, and postgraduate students. This fee is flagged on the

Institute website and in the Institute’s undergraduate and postgraduate prospectuses.

Student Third Level Maintenance grant

The th ird level maintenance grant is the main source of financial assistance for anyone who is thinking of embarking on further study, and students entering grant-approved third- level courses for the first time may be eligible for a maintenance grant if they satisfy the relevant conditions of t h e grant-awarding authority S.U.S.I. (Student Universal Support Ireland). Further information on the financial assistance schemes available to prospective students

is available on the following websites – www.studentfinance.ie and www.susi.ie

9.5 GRADUATION/CONFERRING OF AWARDS Athlone Institute of Technology is mindful of the need to establish and maintain a consistent and coherent approach to the conferring of awards, particularly in the context

of delegation of authority by QQI to make awards. All awards which are part of the

National Framework of Qualifications have an equal standing in law. QQI has developed

policies to support an overall uniformity of granting and conferring of awards, across

institutions, and expects that the academic dress, the ceremonial process, and the

documentary evidence of the award comply with a single generic national template.

AIT’s conferring procedures are consistent with QQI’s requirements as defined in the

Requirements and Guidelines for the Order of Conferring, Academic Dress, and

Testimonial Documentation. 9.6 ADMINISTRATIVE SUPPORT - SCHOOLS

Each of the three faculties within the institute is charged with the responsibility of providing accurate and comprehensive information to the general public, prospective students, employers, industry, public bodies, and parents detailing programmes of education, course content, and contact hours, to mention but a few. Information requested also includes examination results, syllabi, attendance records, and reference

41

details. Each request is dealt with professionally and every effort is made to ensure that the information is disseminated in an accurate and timely manner. Contact details for the faculties are provided in the institute’s undergraduate, postgraduate, and Department of Lifelong Learning prospectuses and on the Institute website. All staff contact details (telephone numbers and email addresses) are also provided on the AIT website.

9.7 INTERNATIONAL OFFICE

The International Office provides information for prospective international students;

information and support to international applicants prior to their arrival, as well as

induction events for international students registered with the institute; assistance is also

offered to international students registered with the institute in the areas of welfare,

academic, and social life; assistance to registered institute students with international

ambitions, in the area of finding placements, long-term employment or exchange

programmes; and support staff exchanges between partner institutes and the

collaboration for the development of networks whereby institutes with a common

interest join together in the development of projects, teaching materials, etc. Details of

the International Office’s services and contact details are provided on the AIT website.

The International Office administers EU Erasmus+ programme for registered students

interested in study and placement opportunities in Europe.

Student exchange programmes facilitate the mobility of students within the EU, and

exchange programmes operate within the faculties of Business, Engineering and Science.

The International Office administers the applications of students from non-EU countries

for entry to undergraduate or postgraduate programmes. The information which is

required to support these applications is detailed on the AIT website.

International students must apply for a valid study visa for the duration of the programme

of study in advance of registration at AIT. Visa application guidelines are provided in

the Irish Naturalisation and Immigration Services website.

In respect of certain postgraduate research international students, it is the practice that

application proposals are first mediated through the institute’s international office. Such

applications are passed in the normal way for processing to the Research Office, the Head

of Department, and the nominated research supervisor. Thus, while the International

Office generally does not have a direct involvement in the application process,

assistance may be sought in the verification and comparison of qualifications and in

establishing the applicant’s English language ability.

Procedures for accessing the institute’s international office processes have been

prepared within the international department and are provided for students on the AIT

website http://www.ait.ie/postgraduate/ and http://www.ait.ie/international/non-

eustudents/.

9.8 FINANCIAL SYSTEMS The resources and assets (property and equipment) of Athlone Institute of Technology are primarily for the purposes of fulfilling the institute's missions of teaching, research,

and public service in relation to the institute’s programmes and related administrative

processes. Therefore, AIT has a responsibility to manage, control, and safeguard such

resources and assets, to ensure maximum benefit is obtained in the provision of

educational instruction to students. To meet this requirement a full complement of

documented, controlled, and auditable financial procedures has been agreed within AIT

to ensure the security, efficient control and management of institute resources. These

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procedures are provided for staff access and use on the intranet.

9.9 STUDENT GRIEVANCE PROCEDURES See Section 8.12 above. A grievance complaint can be made by an individual or by a group of students under a collective grievance. As with the complaint procedure, it is

expected that the majority of such complaints will not result in a formal grievance but

will be dealt with, and satisfactorily resolved, through informal discussion. The informal

stage will include discussion with the line manager and recourse, where necessary, to an

agreed independent person with a view to making recommendations that might, if

adopted, resolve the matter without the learner needing to invoke a formal grievance

procedure. The independent person will determine his or her preferred method of

working, and wherever possible in consultation with the parties concerned. The

preferred course will depend on the nature of the concerns and may include one or more

of the following methodologies:

informal separate discussions with the parties to discover more detail about each of

their concerns and about those aspects of the matter about which each of them feels most

strongly,

where acceptable to the parties, informal discussions with the parties in plenary

session to explore the principal concerns, discuss those points on which each feels most

strongly, and address the potential for a mutually satisfactory solution,

and finally, formal meetings with the parties together to confirm a mutually

acceptable solution arrived at in informal discussions.

Should the informal approach prove unsuccessful or should the grievance be of a nature

that recommended recourse to a formal process, the procedure adopted will follow the

staged approach as outlined in the Procedures for the Resolution of Grievances/Disputes

(August 2003).

See also Section 11.9 below dealing with the grievance procedure covering the

breakdown of communication between a postgraduate research student and supervisor.

10.0 RESEARCH AT AIT From 2007 to 2014 AIT’s research and innovation centres completed over 1,250 projects

for more than 300 companies, including over 270 innovation vouchers. In 2014 alone,

AIT undertook 241 industry projects with 210 companies across various industrial sectors,

including the completion of 43 innovation vouchers.

In this context, AIT’s strategy is to be a partner of choice for enterprise – focusing its

research, innovation, and enterprise support activities on addressing the needs of regional

and national industry by proactively collaborating with start-ups and established

companies via market-informed research across our areas of core research expertise, and

by providing a comprehensive range of knowledge intensive support services, with a focus

on SMEs.

As outlined in the new AIT Strategic Plan to 2018, the research, innovation, and enterprise

development mission and key strategic goal is:

To support sustainable socio-economic development regionally and nationally through

relevant and internationally excellent research, innovation, and knowledge-based

enterprise development.

Focused Research Strategy

AIT’s three research institutes are the Bioscience Research Institute, the Software

Research Institute and the Materials Research Institute. They have developed significant

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national and international collaborations with leading companies and HEIs; having

attracted significant multimillion euro research and innovation funding; and have

published in leading international journals. In order to enable more academic staff to

engage in research activities, AIT have introduced a ‘research time release’ policy aligned

with our focused research areas.

The three research institutes are also strategically aligned with national research priority

areas and with fields in which AIT has targeted and achieved delegation of authority to

award at PhD and masters levels in research, namely: polymer and mechanical

engineering, toxicology, microbiology, and software2.

The Research Hub

All postgraduate research candidates are located in the graduate research school, co-

located with the research institutes in the east campus ‘research hub’ facility, thereby

promoting and enabling opportunities for interdisciplinary research.

‘The Hub’ provides the critical physical and professional management support

infrastructure to enable increasing levels of internationally competitive research and

innovation activities focused on the needs of industry and postgraduate research

candidates. AIT’s Director of Graduate Research Studies is also located in the hub where

there is access to structured professional development training plans and to generic and

transferrable skills training modules developed in collaboration with national and

international HEI partners. Strategic objectives include the continued development of

focused postgraduate research offerings by working in close collaboration with the

regional HEI cluster partners. The plan is to further develop the applied research physical

infrastructure, with initial planning underway to develop an expanded ‘midlands

technology campus’ in support of regional industry, which will be funded from private

sources.

AIT is one of ten higher education institutes in Ireland currently working to implement the

‘Charter and Code’ for researchers and to achieve the ‘HR Excellence in Research’ logo

awarded by the European Commission, thereby promoting AIT as a stimulating and

favourable work place for top national and international research students and postdocs.

The Charter recognizes the value of all forms of mobility as a means for enhancing the

professional development of researchers.

AIT has secured funding to lead two new national ‘Technology Gateway Centres’ funded

by Enterprise Ireland (EI), focused on collaborative research with indigenous SMEs; AIT

are core academic partners in two national technology centres funded by EI and IDA in

the areas of cloud computing and composite materials; and AIT is a partner in a large new

SFI centre, SSPC3. AIT collaborate with many leading companies and HEIs, both

nationally and internationally.

Innovation & Enterprise Development

As part of the national ‘technology transfer strengthening initiative’ (TTSI), AIT is

committed to the commercialization of its research activities in the form of licensing of

technology arising from collaborative research projects with established companies, and

the creation of knowledge intensive ‘spin-out’ companies based on AIT-developed

technologies.

2 Currently delegated authority is limited to Level 9 by research in the software area, with plans in place to achieve Level 10 delegated authority is

this key ICT domain.

3 Synthesis and Solid State Pharmaceutical Centre (SSPC), a Global Hub of Pharmaceutical Process Innovation and Advanced Manufacturing,

funded by Science Foundation Ireland.

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In this context, it is widely acknowledged that the effective and professional management

of intellectual property (IP) is critical for the successful commercialization of research

outputs and in ‘putting public research to work for Ireland’4, as detailed in the new national

intellectual property protocol. AIT is fully committed to the effective creation,

management and commercialization of valuable and ‘clean IP’ to help enable the success

of our collaborating industry partners via strong and protected IP positions as they compete

for exports and related jobs in fiercely competitive international markets.

AIT’s strategy is to continue to invest in the development of its internal ‘technology

transfer office’ and to provide appropriate levels of IP training for all our researchers

Knowledge Intensive Services

AIT’s commitment to supporting industry is highlighted by the fact that it is among the

top two knowledge providers nationally for the completion of EI innovation voucher

projects with industry, including many regional start-ups and SMEs; and are second among

all IoTs nationally in undertaking larger EI innovation partnerships via collaborative

research projects with leading Irish-based companies.

A key driver of the above statistics is the Centre for Industrial Services & Design (CISD).

CISD delivers a broad range of knowledge intensive services for regional and national

industrial clients, delivering results in a time frame that matches industry needs. The

centre’s dedicated staff actively engage with clients to provide services including product

design and rapid prototyping, extensive analytical testing via state-of-the-art equipment,

polymer processing, physical and mechanical testing, and surface and elemental analysis

- all of which cater for the many and varied needs of our industrial clients. AIT also

generates a significant number of links with a broad range of companies across the

pharmaceutical, medical device, electronics, chemical, green-tech, and engineering sectors

through CISD. These engagements can and do lead to larger and more strategic long term

collaborative research projects across the research institutes, some of which are 100%

funded by industry - a strong reflection of the value placed by industry partners on the

knowledge intensive research and innovation services provided.

The strategy is to continue to support and develop CISD in order to deliver key knowledge

intensive services to an increasing number of industry partners, with a particular focus on

supporting regional SMEs and start-ups in driving increased levels of regional innovation,

competitiveness, and growth.

There is a plan to expand the range of services offered by CISD to include more analytical

testing services for the regionally strong life science and indigenous food sectors, by

leveraging internal bioscience research capabilities to support regional SMEs.

An objective is to create even stronger internal linkages between the CISD centre and the

research institutes, particularly to the applied research capabilities of the national

technology gateway centres. The goal here is proactively to identify increased numbers

of client companies with the mindset and capacity to undertake longer term strategic

research and innovation projects in order to drive their future growth ambitions, while also

building on the internal applied research capabilities by collaborating with increased

numbers of industrial clients with a broader range and depth of core research and

technology challenges.

Entrepreneurship, Start-ups & Regional Development

As a regional economy, the Midlands has traditionally underperformed in generating new

high growth knowledge-based export businesses (known as ‘High Potential Start-ups’, or

HPSUs) - underperforming the rest of the State by 39% on a per capita basis since

4 Putting public research to work for Ireland-Policies and procedures to help industry make good use of Ireland’s public research institutions.

Forfas and Dept Jobs, Enterprise & Innovation.

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2005. Hence, AIT has made support of entrepreneurship in the region, and creating an

entrepreneurial culture on campus, part of its core mission in tandem with its traditional

educational and applied research roles. Specifically, a key strategic priority of AIT,

working in close partnership with Enterprise Ireland and regional partners, is to bring the

rate of HPSU generation in the Midlands region up to, or above, the national average over

the coming years. In order to help deliver on this strategic vision, AIT’s Midlands

Innovation and Research Centre (MIRC) is a key enabling resource.

The MIRC provides incubation facilities for innovative knowledge based start-ups; hosts

the ‘New Frontiers’ start-up accelerator program for regional entrepreneurs in

collaboration with Enterprise Ireland, and provides all start-up clients with direct and easy

access to the education, research, innovation and enterprise development resources and

expertise of AIT and our network of national and international partners. Working in

partnership with Enterprise Ireland, the MIRC has incubated and supported 90 start-ups to

date, including 14 HPSUs that have gone on to attract significant levels of risk capital

investment from the private sector. MIRC start-up clients have also undertaken over €2m

in collaborative research and innovation projects with AIT researchers and the CISD

centre successfully to develop their technologies. This ‘spin-in’ start-up model in also

very financially efficient and provides very good value for money by generating a

significant number of HPSUs in the Midlands Region for a relatively modest state

investment.

In order to further the vision of delivering higher HPSU rates for the region, AIT entered

into a strategic collaboration with Maynooth University (MU) in relation to the ‘New

Frontiers’ programme in 2012. This new joint programme is led by AIT in close

collaboration with MU, and serves the broader Midlands-Mid-East region, incorporating

both the Midlands countries of Westmeath, Longford, Offaly, Laois, and the Mid-East

counties of Kildare and Meath - representing up to 14 per cent of the population of the

state. The programme also brings together regional entrepreneurs (typically more market-

driven) with academic entrepreneurs from both MU and AIT (typically more technology-

driven) on the same programme, with resultant benefits and mutual learning’s for both

cohorts - ultimately leading to improved programme outcomes in the form of higher levels

of sustainable start-up companies across the region.

Given the significant under provision of top class incubation facilities and services for

start-ups in the Midlands relative to other regions nationally, AIT also has a strategic

objective to expand the current MIRC facility in order to accommodate more regional

entrepreneurs, and has submitted a proposal to Enterprise Ireland in this regard.

An external MIRC advisory board has also been established to provide strategic advice

and support in relation to the continued development of the MIRC and its services. This

strategic board includes leading regional and international business angel and venture

capital investors, leading entrepreneurs across various sectors relevant to the Midlands,

the CEO of a leading national incubator, and the Enterprise Ireland regional director for

the Midlands.

Finally, AIT launched a new Entrepreneurship Academy, InnovAIT, for student and

graduate entrepreneurs in Sept 2013. This initiative is being led by the AIT business

school in collaboration with the MIRC and regional partners, and is based on learnings

from leading international programmes in Finland, the USA, and elsewhere. This exciting

new programme will develop a cohort of entrepreneurial graduates from AIT, willing and

able to inject entrepreneurial initiative and drive as employees within established

companies, as well as graduate entrepreneurs launching their own knowledge-based start-

ups in the Midlands Region and beyond.

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10.1 RESEARCH ETHICS COMMITTEE Athlone Institute of Technology has established a research ethics committee (REC) to protect and safeguard the rights and interests of human participants, participating in

research, while promoting and facilitating research excellence. The ethics committee

also ensures the comprehensiveness and accuracy of all published material within the

institute, particularly in relation to research findings and publications. The REC is

multidisciplinary and multi-sectoral in composition and the membership and terms of

reference are defined in the AIT research ethics committee document.

Each school is mandated to put in place its own Ethics Committee to cover undergraduate

and local work. The institute committee, as detailed above, will support such

development.

10.2 DELEGATED AUTHORITY

Masters by Research (Level 9)

Subject to compliance with QQI’s policy (QP.04), approved in November 2014, entitled

Policy and Criteria for the Delegation of Authority to the Institutes of Technology to

make Higher Education and Training Awards (including Joint Awards), Athlone

Institute of Technology is afforded complete autonomy to award Masters research

degrees in respect of validated research degree programmes.

In accordance with the terms of Section 29 and 30 of the Qualifications (Education

and Training) Act, 1999, following extensive self-assessment and external review QQI

has accredited Athlone Institute of Technology to maintain Level 10 registers in the

following discipline areas:

Approved Status

Social Studies HETAC Jan‐2005 Accredited Status

Biology HETAC Oct‐2008

Life and Physical Sciences HETAC Oct‐2008 Delegated Authority Status

Microbiology HETAC Sep‐2011

Toxicology HETAC Sep‐2011

Polymer Engineering HETAC Sep‐2011

Network Communications and Software Engineering QQI Jun‐2015

This capacity was further extended to full delegation in all areas up to and including

Level Research programmes by QQI. AIT has also full delegation in respect of doctoral

provision in four defined discipline areas.

Procedures governing the administration and management of specific delegated research

programmes are provided in the Coordination of Postgraduate Research and the

Procedures and Guidelines for Postgraduate Research at the Institute documents.

The quality assurance activities for these programmes are also provided in these

documents a n d i n t h e i n s t i t u t e ’ s Procedures a n d G u i d e l i n e s f o r

C o l l e c t i o n o f Feedback on Programme Quality (Rationale for Programme/Course

Design, Development, Evaluation and Withdrawal) document. 10.3 EXTERNAL MONITORING OF RESEARCH ACTIVITY

As a delegated provider of QQI postgraduate research awards, in specific fields as

identified in Section 10.5 Delegated Authority, overa r ch in g res ea rch activity

leading to postgraduate awards within Athlone Institute of Technology is subject to

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review within the institutional review process. These reviews are normally held on a

five-year cycle. Procedures governing the institutional review of specific delegated

research programmes are provided in the institute’s Procedures and Guidelines for

Collection of Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal) document.

The ESG (standard 1.7) requires AIT to ‘regularly publish up to date, impartial and

objective information, both quantitative and qualitative, about the programmes and

awards (it is) offering’. This requirement applies equally to research awards offered at

the institute and AIT meets its requirements through the research and innovation

metrics. Evidence is published on the institute website.

Where research projects are funded by an external funding authority, the overall funding

payable and the schedule of payment is normally set out in the grant agreement.

Dependent on the terms of the grant agreement, interim and final financial reports are

issued, as required/agreed, to the external funding authority by the Project Accountant.

Interim and final technical reports are submitted directly to the funding authority by the

Principal Investigator (PI), and are copied to the Project Accountant. Full details of the

reporting requirements to external funding authorities and relevant procedures are

provided in the Procedures and Guidelines for Financial Management of Research and

Self-Financing Activities. 10.4 RESEARCH QUALITY ASSURANCE

The research, innovation, and enterprise committee (R, I, &E), within the remit of

academic council (reference the Institute Academic Committee Structure and Academic

Council and Sub-Committee Membership documents for specific information) has

overall responsibility for the development of research, innovation and enterprise

policies to facilitate the institute’s achievement of its strategic goals in relation to

research, innovation, and enterprise, including relevant quality assurance, development

and evaluation processes within AIT.

Quality Assurance of research activities is also undertaken within the framework of

mainstream institute q u a l i t y f e e d b a c k processes as defined in the

i n s t i t u t e ’ s Procedures and Guidelines for Collection of Feedback on Programme

Quality (Rationale for Programme/Course Design, Development, Evaluation and

Withdrawal) document.

The process for the communication of research outputs is documented in the Procedures

and Guidelines for Postgraduate Research at the Institute.

11.0 COMMUNICATION, PUBLIC RESPONSIBILITY AND INTEGRITY The ESG (standard 1.7) requires AIT to ‘regularly publish up to date, impartial and

objective information, both quantitative and qualitative, about the programmes and

awards (it is) offering.’

Athlone Institute of Technology is committed to fulfilling all requirements in relation to

public responsibility and integrity, and has established a Communications and Marketing

Office to facilitate this activity. The institute provides accurate and comprehensive

information to the general public regarding programmes of education and training,

external activities, including liaison with industry and external bodies, and appropriate

information regarding qualifications and experience of teaching staff, whole-time and

part-time. Communication systems, both internal and external, are vital to the success

of this process.

The institute is also committed to responding helpfully to all reasonable requests from

the general public for information about its programmes, resources and facilities, and

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regular reviews ensure the accuracy of all publications and the continued commitment to

transparency and the free pursuit and dissemination of information.

Reference in made in this context to the institute’s Policy & Procedure Governing

Information Management & Public Information (2016).

11.1 INTERNAL COMMUNICATIONS In order to facilitate accurate public knowledge of programmes, resources and facilities,

staff are continually updated on initiatives, developments and plans. To facilitate this,

appropriate communications systems exist on both a formal and informal basis. The

continued development of the institute intranet provides a welcome means of

communication for staff. This facilitates the publication of meeting notes, policies and

procedures, and all relevant documentation for staff.

11.1.1 Formal Internal Staff Communications includes:

all s t a f f offices are equipped with computers, linked via a local area network,

which facilitates the provision of e-mail, intranet, and telephone systems

meetings at various and multi-levels throughout the institute have their minutes

recorded, circulated, and filed

many communications are circulated electronically by internal e-mail and are

uploaded to the intranet including, for example, the President’s reports to governing

body and academic council sub-committees’ reports to academic council

11.1.2 Informal Internal Staff Communications includes: Informal meetings, direct verbal communication between staff, informal memos, telephone conversations, and e-mail communications.

11.1.3 Internal Communications between staff and students:

a c a d e m i c staff are encouraged to have an open door policy when

communicating with students

h e a d s of department and academic staff monitor student attendance and progress

e a c h class elects its own class representative who will bring any issues that the

students feel need to be addressed to the attention of the Head of Department

the students’ union television screens and the student notice boards within the

academic departments are utilised for communication with students, usually for

informal messages.

11.2 EXTERNAL COMMUNICATIONS Communications between the institute and external bodies and individuals are also conducted on both a formal and informal basis.

11.2.1 Formal External Communications

links to other higher education institutions are maintained through different fora.

Individual institute officers may meet counterparts from other institutes of technology

on a regular formal scheduled basis. These meetings are, for the most part, structured

as sub groups of the Institutes of Technology, Ireland (the institutes of technology

representative body).

links are also maintained with groups external to the institute which include

QQI, the Department of Education and Science (DoES), , Solas, Fáilte Ireland and

relevant professional bodies.

the institute has a statutory requirement to publish certain documents including its

strategic plan and annual reports. The current documents are provided for public

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access on the institute website and archive annual reports are available to staff on the

AIT intranet.

the institute prepares prospectuses for the provision of programme information

provision in relation to the undergraduate, postgraduate, and Department of Lifelong

Learning programmes.

the Communications and Marketing Office issues the AIT Life magazine on a regular

basis. This magazine offers an in-depth look at happenings at the institute and

provides information about new courses, research break-through, as well as the

achievements of students, graduates, and staff.

11.2.2 Informal External Communications The institute has various informal methods of communication with outside individuals and organizations through personal contacts, telephone, e-mail, postal service, press

releases and photographs, attending conferences/seminars and the AIT website.

The provision of accurate and comprehensive information regarding facilities, resources,

and programmes of education is of paramount importance to the institute. Various

departments provide such information to many audiences which have been identified

for this purpose.

11.3 ACCURACY OF INFORMATION The institute responds helpfully to all reasonable requests from the general public for information about its programmes, resources and facilities. Such information is provided

through the fora of prospectus, student handbook, CAO handbook, application forms (e.g.

for direct admissions), examination timetables, graduation booklet, and fees and grant

documentation. The accuracy of this information is validated by senior staff members

within the appropriate department and is updated and revised annually.

11.4 FREEDOM OF INFORMATION (FOI) The FOI Act 2014 provides, that from the effective date, every person has the following

legal rights:

the right to access official records held by Government Departments or other

public bodies as defined by the act

the right to have personal information held on them corrected or updated where

such information is incomplete, incorrect or misleading

the right to be given reasons for decisions taken by public bodies that affect them.

11.5 DATA PROTECTION The institute is registered as a Data Controller and Data Processor under the Data Protection Acts 1988 and 2003. The following are the eight fundamental rules of

these Acts regarding personal information:

1. Obtain and process information fairly

2. Keep it only for one or more specified, explicit, and lawful purposes

3. Use and disclose it only in ways compatible with these purposes

4. Keep it safe and secure. All waste papers, etc. should be disposed of appropriately

5. Keep it accurate, complete and up-to-date

6. Ensure that it is adequate, relevant, and not excessive

7. Retain it for no longer than is necessary for the purpose or purposes

8. Give a copy of his/her personal data to that individual, on request.

The institute only uses personal data it holds where properly empowered to do so and in

accordance with relevant legislation.

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The Data Protection Acts provide an exemption for personal information that is held for

‘statistical or research or other scientific purposes’ to be held indefinitely, provided

specific requirements are met:

- for the purposes of safeguarding the fundamental rights and freedoms of data

subjects

- the purpose of the processing was disclosed when it was obtained and the data

subject did not request in writing that the data should not be processed for that

purpose

- the information is not processed to support measures or make decisions relating to

particular individuals, and - the processing does not cause substantial damage or distress to the individual.

Appropriate security measures are taken within AIT against unauthorised access to, or

unauthorised alteration, disclosure or destruction of personal data, in particular where

the processing involves the transmission of data over a network, and against all other

unlawful forms of processing. The retention and archive of records and data within

the institute (including PPS number, learner registration data and learner academic

records) in accordance with data protection legislation requirements, is defined in the

Institute’s Records Management (Retention and Destruction) Policy.

11.6 INSTITUTE PROMOTIONAL PUBLICATIONS Publications such as the student handbook, prospectus undergraduate, postgraduate, and

Department of Lifelong Learning programmes and annual reports are updated and

generated annually to ensure accuracy of content. The continued development of the

institute website and intranet further enhances the media through which such information

is available.

The Research Ethics Committee (as detailed in section 10.1 RESEARCH ETHICS COMMITTEE)

has been established to ensure the comprehensiveness and accuracy of all published

material within the institute, particularly in relation to research findings and publications.

Each programme that is run under the management of the institute has a detailed

course submission document which provides accurate and comprehensive information

regarding the programme, its resources and facilities, aims and objectives, subject contact

hours, and assessment procedures including appropriate information regarding

qualifications and experience of its teaching staff, whole-time and part-time. All course

submissions are subject to review under the programmatic review process.

11.7 SCHOOLS’ LIAISON OFFICE The Schools’ liaison office plays a major role in strengthening links between AIT and

second level schools/colleges. For prospective students considering options at third

level education can be challenging. The Schools’ Liaison Officer, facilitated by

institute staff, provides a welcoming and friendly information service to make

prospective students’ transition from second to third-level education as stress-free as

possible. The institute organizes a comprehensive programme of school visits and

information events, both on and off-campus. Amongst the services provided are:

- information sessions for school principals and guidance counsellors

- participation in careers’ exhibitions/fairs

- school visits, where institute representatives visit schools to talk about AIT and answer

queries in relation to programmes and prospective students’ attendance at AIT.

Presentations on individual programmes/disciplines may also be organized

- student for a day: prospective students are welcome to visit and join classes for a day

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(by prior arrangement)

Information in relation to the schools’ liaison office is provided for prospective students

in the institute’s publications and on the AIT website. 11.8 COURSE MANUALS

When a student initially registers with AIT they are given a printed copy of the relevant course manual. This is an important document that contains many of the

institute's policies and procedures, covering such topics as:

- programme learning outcomes and details

- assessment schedule

- student rights and responsibilities

- institute student support services and contact details

- student (support and regulations) handbook

Copies of the course manual are provided for ongoing student access on the programme

relevant Moodle page. 11.9 GRIEVANCE PROCEDURE BREAKDOWN OF COMMUNICATION

BETWEEN POSTGRADUATE RESEARCH STUDENT AND SUPERVISOR

Athlone Institute of Technology has additionally established grievance procedures to

identify and address any breakdown of communication between postgraduate research

student and the relevant supervisor. The complaint procedures are independent and

unbiased and facilitate conflict resolution at an early stage (initial contact will be

made with parties not more than two weeks after the receipt of the first indication of

existence of conflict ). Defined r ights and responsibi l i t ies of both student

and supervisor help to ensure that expectations are realistic from the outset, and act as

an aid in the prevention of unnecessary conflicts. The institute is committed through

this feedback mechanism to address promptly complaints or comments from

research students about the quality of the institute’s learning and support provision.

The relevant procedures are provided in section 6.5 of the Procedures & Guidelines

for Postgraduate Research.

11.10 MOODLE Moodle is an electronic course management system i.e. a website where AIT staff put course materials such as notes, web-links, details of assignments etc. Within the Moodle

system, learners, and staff can communicate about subjects using forums and chat. It

may be used for class announcements and individual messages from the lecturer or from

other students on the course. Staff can also create surveys, quizzes, questionnaires and

blogs on Moodle. Moodle can also be used to submit assignments. Links to AIT's Moodle

are provided for staff and learners on the institute website and on the library website.

All registered learners are entitled to login to Moodle and are recognised by the system.

11.11 AIT ALUMNI ASSOCIATION The AIT alumni association, an association of institute graduates, has been established by Athlone Institute of Technology to allow a network of graduates to keep up to date

with happenings in the institute and to keep in contact with old classmates. The

association intends to organize social events, publish newsletters or magazines, and raise

funds for the organization.

The association provides a variety of benefits and services to help alumni maintain

connections to former classmates, fellow graduates, lecturers and the institute, and

facilitates the graduates acting as ambassadors for AIT. The alumni association also

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allows graduates to act as mentors for future generations of students and to highlight the

excellent work being done at AIT. Information on its role and the benefits of membership

of the alumni association are provided on the AIT website.

11.12 ANNUAL REPORT TO ACADEMIC COUNCIL The academic council sub-committees’ chairpersons provide annual reports, for their respective committees, to the last academic council meeting of the academic year. These reports provide statistics and an overview of the committees’ activities for the academic year, and the academic council considers the reports in the context of the overall institute strategies and objectives. Issues are identified for subsequent follow- up within the department/school/institute as appropriate, and copies of the reports are provided for staff access on the AIT intranet.

11.13 ANNUAL REPORT TO QQI As a delegated provider of QQI awards, in compliance with HETAC’s/QQI’s AIT

prepares an annual report for QQI providing ‘base line monitoring’ statistics to include

an overview of programme development and academic quality monitoring activities

(including the outcome of any programmatic reviews undertaken and crisis

notification) over the previous academic year and annual completion rates. These

report s are provided by AIT’s Vice President for Academic Affairs and Registrar

to the QQI for review. Any issues arising from the deliberations of QQI’s academic

committee are passed back through the V i c e P r e s i d e n t f o r A c a d e m i c

A f f a i r s a n d R e g i s t r a r for action within the institute through the normal institute

QA feedback mechanisms described in the Procedures and Guidelines for Collection of

Feedback on Programme Quality (Rationale for Programme/Course Design,

Development, Evaluation and Withdrawal) document.

As identified in the Monitoring Policy, QQI may additionally request information

pertaining to its statutory functions, and may also request the publication of specific

information on the AIT website, or otherwise. QQI will monitor the institute’s

compliance with such requests.

12.0 EVALUATING THE EFFECTIVENESS OF QA PROCEDURES The Irish legislative provisions for quality assurance within AIT are provided in

Section 28 of the Qualifications (Education and Training) Act, 1999.

The ESG (section 1.1) states that ‘institutions should have a policy and associated

procedures for the assurance of the quality and standards of their programmes and

awards. They should also commit themselves explicitly to the development of a

culture which recognizes the importance of quality, and quality assurance, in their work.

To achieve this, institutions should develop and implement a strategy for the continuous

enhancement of quality. The strategy, policy, and procedures should have a formal status

and be publicly available. They should also include a role for students and other

stakeholders’.

Athlone Institute of Technology continuously undertakes systematic planning and

evaluation to accomplish its mission and purposes, with particular reference to the quality

of educational and training programmes, and regularly reviews the effectiveness of all

activities which it conducts.

The institute continues to operate effective internal quality assurance procedures in

order to assure quality and standards within the education and training provision

which are consistent with the requirements of Section 28 of the Qualifications

Education and Training Act, 1999. Section 28 Subsection (1) of which states that the

53

institute ‘can establish procedures for quality assurance for the purpose of further

improving and maintaining the quality of education and training which is provided,

organized or procured by that provider as part of the programme concerned and shall

agree those procedures with (HETAC).’

The institute has developed and continues to undertake quality improvement projects to

facilitate the achievement of continuous improvement as identified within this subsection

as a statutory requirement. Documentary evidence is available that the institute has

satisfactorily implemented and continues to develop these procedures.

12.1 STATUTORY OBLIGATIONS AND PROVISIONS

The statutory obligations of the institute are defined by various statutory instruments including the Qualifications and Quality Assurance (Education and Training) Act 2012, the Qualifications (Education and Training) Act, 1999, and the Regional Technical Colleges Act, 1992.

The enactment of the Qualifications (Education and Training) Act, 1999 a n d i t s

s u c c e s s o r , t h e Q u a l i f i c a t i o n s a n d Q u a l i t y A s s u r a n c e

( E d u c a t i o n a n d T r a i n i n g ) A c t 2 0 1 2 , has put an emphasis firmly on the need

for the development of quality systems within educational institutions. Recent Acts

also set out the functions and responsibilities of the different quality assurance

organizational levels – institutional, regional, and national. They articulate a number

of key principles underpinning policy formulation and practice, and is therefore enabling

rather than prescriptive on institutional policy and practice. The legislation also affirms

the educational institutions’ rights to develop and publish their own ethos and

philosophical approach to education. This flexibility in the legislation allows for the

continuous development of policies and practices by the institutions within a clear

framework of rights and responsibilities.

The Regional Technical Colleges Act, 1992, established the position of the Director

(now President) and the institute’s academic council, both with primary statutory with

operational responsibility for quality. The president’s responsibility for quality

assurance is partly exercised through the Vice President Academic and Registrar, whose

job description includes responsibility for institute quality assurance and to whom the

quality assurance function reports. However, quality is the responsibility of all members

of the institute and, in particular, the responsibility of all members of senior management.

The role of the quality assurance function is perceived as one of coordination, promotion,

and facilitation, and not one of operation of quality control. Quality assurance and

management must be internalised for each operation and activity within the institute, and

must be subscribed to by all staff, if it is to be successful. Therefore the institute is

committed to a TQM approach, with substantial devolution of responsibility while

management provides the resources and frameworks within which staff can perform their

quality functions to the highest standard.

The academic council is the primary statutory body with direct responsibility for

academic quality. Conscious of its responsibility, the council takes the necessary

decisions and actions to ensure that the institute strives towards the highest standards.

The role of the Council was described in the Governance section (section 2.5

ACADEMIC COUNCIL) and is detailed in the Institute Academic Committee Structure

document. Each of the sub-committees of the academic council has responsibility for

promoting quality and standards within the remit of their own specific area of interest

(as per their terms of reference provided in the Institute Academic Committee

Structure document). The evolution of academic council sub- committees occurs as a

54

result of the institute’s consideration of the outcomes of the QA procedures to

implement improvements.

12.2 EXTERNAL QUALITY ASSURANCE MECHANISMS

The institute is obliged regularly to determine the effectiveness of its planning and evaluation activities, and the results are used to revise and further enhance the institute’s

work in accordance with its purpose and objectives. The institute engages in all

appropriate quality audit, assessment, and action requirements of all relevant statutory,

regulatory, and external agencies.

Audit, assessment, and approval systems are currently in use at the institute to satisfy the

requirements of all relevant stakeholders. These include audit/assessment by QQI,

relevant professional bodies, government departments/agencies (department of education

and science, office of controller and auditor general, revenue, department of enterprise,

trade, and employment, department of social welfare, etc.) and EU agencies.

The audit, assessment, and approval system practices are described in the institutional

review and programme monitoring sections of this document and are provided in

detail in the institute’s Procedures and Guidelines for Collection of Feedback on

Programme Quality (Rationale for Programme/Course Design, Development, Evaluation

and Withdrawal). AIT’s finance department reporting requirements are provided in the

Procedures and Guidelines for Financial Reporting within the Institute (Compilation of

the Financial Calendar).

The institute fully supports QQI in the exercise of its audit functions - staff engage in

peer reviews committees, programme development boards, conferences, and other

operations of QQI, both within the institute and externally. The emphasis in this report

is on the systems developed within the institute to facilitate the audit/assessment process

for institute activities.

12.3 INTERNAL QUALITY ASSURANCE MECHANISMS

The institute ensures that the teaching and learning systems for each of the programmatic area of study is of the highest standard. It is policy to systematically apply information obtained through its quality assessment and evaluation activities to inform institutional planning, thereby enhancing institutional effectiveness, especially as related to learner achievement. The review of course design/syllabi for all programmes is conducted on a departmental basis. Many of the methods employed for this purpose have been developed over the lifetime of the institute, and support the quality improvement programme. The institute’s Procedures and Guidelines for Collection of Feedback on Programme Quality (Rationale for Programme/Course Design, Development, Evaluation and Withdrawal) document defines the methods used for assuring quality throughout the programme development processes within the institute.

Additionally all procedural documents which describe the institute’s quality practices

contain a section on the audit/reporting section and detail the reporting of discrepancies

or non-conformance of these policies and procedures.

Academic staff are committed to participate in the quality assurance measures adopted

by the institute. These include, inter alia, participation in:

- programme development, organization, operation, and promotion

- membership o f v a r i o u s p r o g r a m m e a n d a c a d e m i c c o u n c i l s u b -

- committees, academic council and governing body

- facilitation and interpretation of stakeholder review and feedback

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- schools’ liaison and programme promotion activities

- periodic peer review of instate programmes

The commitment of institute staff to quality is evidenced through their participation in

the many activities which promote quality within the institute, and this commitment is

underpinned by the terms of the formal contract of employment under which staff work.

13.0 SPECIAL CONSIDERATION FOR COLLABORATIVE PROGRAMMES,

TRANSNATIONAL PROGRAMMES AND JOINT AWARDS According to QQI’s P o l i c y f o r c o l l a b o r a t i v e p r o g r a m m e s , t r a n s n a t i o n a l

p r o g r a m m e s a n d j o i n t a w a r d s – A c c r e d i t a t i o n , Q u a l i t y A s s u r a n c e ,

a n d D e l e g a t i o n o f A u t h o r i t y document ‘collaborative provision, transnational

provision and joint awards play important roles in education and training’. Therefore,

collaborative provision, t ransnat ional provis ion , and join t awards are

considered s t ra tegical ly important in the continued development of Athlone

Institute of Technology. Athlone Institute o f T e c h n o l o g y a c c r e d i t s o r

j o i n t l y a c c r e d i t s (with o t h e r a u t h o r i t i e s ) collaborative programmes.

[Collaborative provision is defined by QQI as ‘two or more providers being involved by

formal agreement in provision of a programme of higher education and training’ and

‘collaboration in the development of the programme, in the academic monitoring of the

programme, in the teaching, in the assessment, etc. or a combination of any of these’.]

Collaborative programmes offered by Athlone Institute of Technology, are subject to the

same quality assurance processes and standards as any other accredited programme

offered by the institute as required by QQI’s Code of Practice for Collaborative

Programmes, Transnational Programmes, and Joint Awards. The processes and standards

applied to these collaborative programmes are comparable to the requirements defined

in the QQI Guidelines and criteria for quality assurance procedures (2002) and in the

supplementary requirements for collaborative programmes (2008). While a number of

cooperative ventures do not formally fall within the remit of a formal collaboration,

Athlone Institute of Technology has entered into an appropriate formal agreement with

partner providers to govern the programmes being provided at AIT and by external

partner providers.

Athlone Institute of Technology has procedures to support the administration and internal

quality assurance of transnational programmes, to ensure that standards and assessment,

and related academic matters, are equivalent to those applying in respect of typical

relevant Irish programmes, and are consistent with NQAI’s requirements.

QQI, in its collaborative provision document, states that, ‘in the context of collaborative

provision the approval processes used by recognized quality assurance agencies

established within the European Higher Education Area or agencies in any country with

which QQI has established a formal legally binding memorandum of understanding (or

equivalent) may, by agreement, be accepted by QQI as fulfilling its own requirements

wholly or partially. Within this context, AIT has promoted the engagement of the QQI

with its collaborative activities to support the concept of joint awards and thereby

facilitate mutual agreement of quality policies, systems and processes, as defined.

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14.0 GLOSSARY and GUIDE TO ACRONYMS

Access The process by which learners may commence a programme of

education and training having received recognition for knowledge,

skill or competence required. (as defined by the NQAI)

ACCS Accumulation of Credit and Certification of Subjects Undertaking a course through ACCS mode allows a student to

follow any subject on any institute course and to be awarded a

subject certificate on successful completion of the subject. AIT Athlone Institute of Technology

ASQ Committee AIT’s Academic Strategy and Quality Committee

CAO The Central Applications Office (CAO) was founded in 1976 to Accept applications for admission to undergraduate courses in

higher education institutions in Ireland. The purpose of the CAO

is to process applications centrally and to deal with them in an

efficient and fair manner.

Delegated

Authority

HETAC has delegated authority to make awards of the Council to AIT [under section 29 and 30 of the Qualifications (Education and

Training) Act, 1999]

Reference section 10.5 for details of delegated

postgraduate awards.

DoES Department of Education and Science

ECTS European Credit Transfer System

EMT AIT’s Executive Management Team

ESG ENQA Standards and Guidelines for Quality Assurance in the European Higher Education Area

European Union

/International

(non-EU)

Applicants

An EU application is one made by a person: (a) who is permanently

resident in one of the member states of the EU and/or (b) who has

received full-time second-level education, for three of the five

years immediately before the date of proposed admission, in a

member state of the EU or in a combination of member states.

All other applications are considered to be International (non-EU)

applicants.

Note: This categorisation is for the purpose of administration

of applications only and does not imply anything about citizenship

or rights of residence.

FETAC The Further Education and Training Awards Council

HEA The Higher Education Authority

HETAC The Higher Education and Training Awards Council

HoD Head of Department

HoS Head of School

HR Human Resources

HSE The Health Service Executive

IAB Industrial Advisory Board

IOTI the Institutes of Technology, Ireland (IOTI): the representative body for 13 of Ireland’s Institutes of Technology

57

IP

Líonra

Intellectual Property

Líonra, the regional higher education network, was founded

in 2000 to develop a collaborative response by the seven third-

level colleges in the Border, Midlands, Western (BMW) region

to the developmental needs of the region. MIRC Midlands Innovation and Research Centre

NQAI National Qualifications Authority of Ireland

NFQ National Framework of Qualifications: In March 2003, NQAI

and HETAC agreed to the placement of the existing and

former awards [previously made by HETAC and/or by the

former NCEA] in the National Framework of Qualifications.

OPB Operational Programme and Budgets

PEP Programme Evaluation Panel

PDT Programme Development Team

Progress

ion

The process by which learners may transfer from one

programme of education and training to another

programme, where each programme is of a higher level than

the preceding programme, (as defined by the NQAI)

QA Quality Assurance

QQI

RPL

On 6 November 2012 Quality and Qualifications Ireland (QQI) was established as a new integrated agency (replacing the Further Education and Training Awards Council, the Higher Education and Training Awards Council, and the National Qualifications Authority of Ireland and incorporating the functions of the Irish Universities Quality Board). QQI is responsible for the external quality assurance of further and higher education and training (including English language provision) and validates programmes and makes awards for certain providers in these sectors. Recognition of Prior Learning The process by which a person who has acquired knowledge,

skills and competence can have that learning assessed against a

subject taught in a higher education institution. The person

builds a portfolio of evidence demonstrating how their

learning matches the required learning outcomes. Recognition

can come in the form of a single subject certificate or if the

person decides they want to complete a course at third level,

they may get credit or exemption for that particular subject.

RPL facilitates access to programmes for those who seek

formal qualifications and can reduce the time to complete a

programme and achieve qualification.

Transfer The process by which learners may transfer from one programme of education and training to another programme having received recognition for knowledge, skill or competence acquired, (as defined by the NQAI)

TTO AIT’s Technology Transfer Office (TTO ) is responsible for administering relevant activities including licensing of IP to external third parties, implementing the decisions of AIT’s IP Committee and facilitating collaborative R&D.

WBL Work-based learning