Academic literature on the topic 'Irish academic institution'
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Journal articles on the topic "Irish academic institution"
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Sheridan, Vera. "A holistic approach to international students, institutional habitus and academic literacies in an Irish third level institution." Higher Education 62, no. 2 (September 30, 2010): 129–40. http://dx.doi.org/10.1007/s10734-010-9370-2.
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Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.
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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.
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Williams, Perrí, and Mary Fenton. "Towards a Good Practice Model for an Entrepreneurial HEI." Industry and Higher Education 27, no. 6 (December 2013): 499–506. http://dx.doi.org/10.5367/ihe.2013.0183.
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This paper reports on an examination of the perspectives of academics, enterprise enablers and graduate entrepreneurs of an entrepreneurial higher education institution (HEI). The research was conducted in Ireland among 30 graduate entrepreneurs and 15 academics and enterprise enablers (enterprise development agency personnel) to provide a triangulated perspective of the HEI. While acknowledging the presence of initiatives to promote entrepreneurship, the graduate entrepreneurs believed that the HEI does not prepare students for self-employment because HEIs are focused on preparing students for employment, because of the academic nature of entrepreneurship education (EE), and because a ‘one size fits all’ approach to EE fails to recognize the heterogeneity of learners' needs. However, they conceded that graduate enterprise programmes provided them with the necessary ‘breathing space’ to develop their businesses. In contrast, some enterprise enablers believed that HEIs could be a ‘hiding place’, protecting student and graduate entrepreneurs from the harsh realities of commercial life. While this paper provides a nuanced understanding of what constitutes good practice, the authors concede that there is no formulaic blueprint for an entrepreneurial HEI. More significantly, they conclude that the notion of an entrepreneurial HEI may yet be a step too far for many institutions, because entrepreneurship has yet to gain legitimacy, particularly in the Irish HE sector.
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Peatling, G. K. "Who fears to speak of politics? John Kells Ingram and hypothetical nationalism." Irish Historical Studies 31, no. 122 (November 1998): 202–21. http://dx.doi.org/10.1017/s0021121400013912.
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John Kells Ingram was born in County Donegal in 1823. His ancestry was Scottish Presbyterian, but his grandparents had converted to Anglicanism. He was educated at Trinity College, Dublin, the most prestigious academic institution in nineteenth-century Ireland. In a brilliant academic career spanning over fifty years he proceeded to occupy a succession of chairs at the college. His published work included an important History of political economy (1888), and he delivered a significant presidential address to the economics and statistics section of the British Association for the Advancement of Science (1878). Ingram influenced, and was respected by, many contemporary social and economic thinkers in the British Isles and elsewhere. In an obituary one of Ingram’s friends exaggerated only slightly in describing him as ‘probably the best educated man in the world’. Yet contemporary perspectives on Ingram’s career were warped by one act of his youth which was to create a curious disjunction in his life. In 1843, when only nineteen years old, Ingram was a sympathiser with the nationalist Young Ireland movement. One night, stirred by the lack of regard shown for the Irish rebels of 1798 by the contemporary O’Connellite nationalist movement, he wrote a poem entitled ‘The memory of the dead’, eulogising these ‘patriots’. Apparently without much thought, Ingram submitted the poem anonymously to the Nation newspaper. It appeared in print on 1 April 1843 and, better known by its first line, ‘Who fears to speak of ’Ninety-Eight?’, became a popular Irish nationalist anthem.
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Bickerdike, Andrea, Joan Dinneen, and Cian O' Neill. "Thriving or surviving: staff health metrics and lifestyle behaviours within an Irish higher education setting." International Journal of Workplace Health Management 15, no. 2 (February 8, 2022): 193–214. http://dx.doi.org/10.1108/ijwhm-02-2021-0033.
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PurposeDue to the international paucity of empirical evidence, this study aimed to investigate the health metrics and lifestyle behaviours of a staff cohort in a higher education institution (HEI) in Ireland.Design/methodology/approachData were collected from 279 (16.4% response rate) HEI staff (academic, management, clerical/support), via a web-based health questionnaire that incorporated validated measures such as the Mental Health Index-5, Energy and Vitality Index, Cohen's Perceived Stress Scale (short form) and the AUDIT-C drinking subscale. A cluster analytical procedure was used to examine the presence of distinct clusters of individuals exhibiting either optimal or sub-optimal health behaviours.FindingsA multitude of concerning patterns were identified including poor anthropometric profiles (64.4% of males overweight/obese), excessive occupational sitting time (67.8% of females sitting for = 4 h per day), hazardous drinking among younger staff (38.2% of 18–34 year olds), sub-optimal sleep duration on weeknights (82.2% less than 8 h), less favourable mean psychometric indices than the general Irish population, and insufficient fruit and vegetable intake (62.1% reporting <5 daily servings). Cluster analysis revealed “Healthy lifestyle” individuals exhibited significantly lower BMI values, lower stress levels and reported fewer days absent from work compared to those with a “Sub-optimal lifestyle”.Originality/valueIn contrast to the abundance of research pertaining to student cohorts, the current study is the first to examine the clustering of health-related variables in a cohort of HEI staff in Ireland. Findings will be used to inform policy at the host institution and will be of broader interest to higher education stakeholders elsewhere. Future longitudinal studies are required to monitor the health challenges experienced by this influential, yet under-researched cohort.
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Sheedy O’Sullivan, Elaine, Karrie-Marie McCarthy, Cian O’Neill, Janette Walton, Lisa Bolger, and Andrea Bickerdike. "The Impact of COVID-19 on the Health-Related Behaviours, Mental Well-Being, and Academic Engagement of a Cohort of Undergraduate Students in an Irish University Setting." International Journal of Environmental Research and Public Health 19, no. 23 (December 1, 2022): 16096. http://dx.doi.org/10.3390/ijerph192316096.
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Given the well-established impact of COVID-19 on university students’ health and lifestyle parameters, the current study sought to investigate these impacts within an Irish university setting. A cross-sectional design was employed, with a 68-item questionnaire instrument disseminated to all Year 2 undergraduate students in the host institution (N = 2752), yielding a 9.7% response rate (n = 266). This questionnaire elicited students’ self-reported changes to health-related behaviours, mental well-being and academic engagement across 4 defined time-points: (T0: prior to COVID-19, T1: initial onset of COVID-19, T2: during COVID-19, and T3: time of data collection). Many items were adapted from previous Irish research and additional validated scales included the Alcohol Use Disorders Identification Test (AUDIT-C) and the World Health Organisation’s Well-being scale (WHO-5). Key findings revealed that at T1, substantially more males reported ‘good/very good’ general health than females (76.3% vs. 70.8%), while physical activity patterns followed a similar trend at both T0 (80% vs. 66.1%) and T1 (66.7% vs. 61%). A total of 78.4% of participants reported a body mass gain from T0 to T3, thus reflecting the reduced physical activity levels and compromised nutritional patterns across this period. Worryingly, AUDIT-C scale data revealed hazardous drinking habits were evident in both males and females, while fruit and vegetable intake, physical activity levels, and mental well-being among this cohort remained notably sub-optimal. Ratings of positive academic engagement also decreased substantially between T0 (90.3%) and T3 (30.4%). These findings substantiate the rationale for tailored health promotion interventions in university settings to support students’ transition back to traditional programme delivery and, of equal importance, to improve general health and well-being post-COVID-19 within this cohort.
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Joseph-Richard, Paul, James Uhomoibhi, and Andrew Jaffrey. "Predictive learning analytics and the creation of emotionally adaptive learning environments in higher education institutions: a study of students' affect responses." International Journal of Information and Learning Technology 38, no. 2 (March 10, 2021): 243–57. http://dx.doi.org/10.1108/ijilt-05-2020-0077.
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PurposeThe aims of this study are to examine affective responses of university students when viewing their own predictive learning analytics (PLA) dashboards, and to analyse how those responses are perceived to affect their self-regulated learning behaviour.Design/methodology/approachA total of 42 Northern Irish students were shown their own predicted status of academic achievement on a dashboard. A list of emotions along with definitions was provided and the respondents were instructed to verbalise them during the experience. Post-hoc walk-through conversations with participants further clarified their responses. Content analysis methods were used to categorise response patterns.FindingsThere is a significant variation in ways students respond to the predictions: they were curious and motivated, comforted and sceptical, confused and fearful and not interested and doubting the accuracy of predictions. The authors show that not all PLA-triggered affective states motivate students to act in desirable and productive ways.Research limitations/implicationsThis small-scale exploratory study was conducted in one higher education institution with a relatively small sample of students in one discipline. In addition to the many different categories of students included in the study, specific efforts were made to include “at-risk” students. However, none responded. A larger sample from a multi-disciplinary background that includes those who are categorised as “at-risk” could further enhance the understanding.Practical implicationsThe authors provide mixed evidence for students' openness to learn from predictive learning analytics scores. The implications of our study are not straightforward, except to proceed with caution, valuing benefits while ensuring that students' emotional well-being is protected through a mindful implementation of PLA systems.Social implicationsUnderstanding students' affect responses contributes to the quality of student support in higher education institutions. In the current era on online learning and increasing adaptation to living and learning online, the findings allow for the development of appropriate strategies for implementing affect-aware predictive learning analytics (PLA) systems.Originality/valueThe current study is unique in its research context, and in its examination of immediate affective states experienced by students who viewed their predicted scores, based on their own dynamic learning data, in their home institution. It brings out the complexities involved in implementing student-facing PLA dashboards in higher education institutions.
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Foy, Tommy, Rocky J. Dwyer, Roy Nafarrete, Mohamad Saleh Saleh Hammoud, and Pat Rockett. "Managing job performance, social support and work-life conflict to reduce workplace stress." International Journal of Productivity and Performance Management 68, no. 6 (July 8, 2019): 1018–41. http://dx.doi.org/10.1108/ijppm-03-2017-0061.
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PurposeWorkplace stress costs £3.7bn per annum in the UK and in excess of $300bn per annum in the USA. The purpose of this paper is to examine the existence, strength and direction of relationships between perceptions of social support, work–life conflict, job performance and workplace stress in an Irish higher education institution.Design/methodology/approachThe selected theoretical framework consisted of a combination of reward imbalance theory, expectancy theory and equity theory. An organizational stress screening survey instrument was used to survey the staff (n= 1,420) of an academic institution. Multiple linear regression analysis was used to evaluate the relationships between the independent variables (social support, work–life conflict, job performance), the covariates (staff category, direct reports, age, gender), and the dependent variable (workplace stress).FindingsThe results showed a negative correlation between social support and workplace stress, a positive correlation between work–life conflict and workplace stress, and a negative correlation between job performance and workplace stress (p< 0.05). The results also revealed significant relationships between the covariates direct reports and gender and the dependent variable workplace stress.Practical implicationsThe findings from this research can trigger an organizational approach where educational leaders can enable workplace change by developing and implementing social support and work–life strategies, and potential pathways to reduce levels of workplace stress and improve quality of life for employees and enhance performance.Originality/valueThe examination and establishment of particular relationships between social support, work–life conflict and job performance with workplace stress is significant for managers.
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Bencivenga, Rita, and Eileen Drew. "Promoting gender equality and structural change in academia through gender equality plans: Harmonising EU and national initiatives." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 13, no. 1-2021 (March 15, 2021): 27–42. http://dx.doi.org/10.3224/gender.v13i1.03.
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Gender equality has been actively promoted in EU academic institutions by the European Commission’s Science with and for Society (SwafS) programme through the implementation of gender equality plans (GEP). GEP formulation and implementation was strongly influenced by involvement in EU projects in Irish as well as Italian higher education institutions. The paper draws upon experience of the EU project SAGE (H2020), in which Irish and Italian universities actively cooperated, the Athena SWAN Charter in Ireland, Positive Action Plans (PAP) in Italy, and semi structured interviews with gender experts in Irish and Italian higher education institutions to explore the degree to which participation in EU and national initiatives can promote similar outcomes by the adoption of positive actions. The paper concludes that a harmonised strategy, focusing on common priorities and respecting cultural, political and social diversity, could promote the internationalization of the higher education sector and accelerate the process towards gender equality in academia.
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Wright, Angela. "The Research Journey: Through the Lens of the Adult Learner." Journal of Studies in Education 6, no. 1 (January 15, 2016): 96. http://dx.doi.org/10.5296/jse.v6i1.8692.
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<p>This research provides an opportunity to reflect, evaluate and to implement better procedures for practice, specifically, the research supervision of post graduate students at the taught Masters Level. In this context, empirical data were gathered from recently graduated ‘taught masters’ students in the business arena in an Irish Third Level Institution. The main objective was to understand their specific research and learning needs better. This current research is novel, as an examination of the academic literature in relation to this area is scant. It is envisaged that this research will provide a ‘voice’ for the students in this field. A quantitative approach was applied and data were gathered from 62 adult graduates.</p><p>The main finding of this study concerns the alignment of the programme as a whole, where it has become apparent and recommended that a taught module on the programme, ‘research methods’(a mandatory module) will need to be delivered just prior to the commencement of the research thesis module that this research paper appraises. Currently, it is delivered over a year before commencement of the research thesis proper to the students. Overall, the findings are positive and are discussed in detail in this research.</p><p>The main aim of this evaluation of current practices is to establish where improvements can be made as a direct result of the recommendations from the recent graduates in this study. These recommendations will be considered, and relevant resultant changes will be made to improve future practice. It is envisaged that the findings of this research will better inform the author, the Department, and the Faculty of Business & Humanities for future programmatic reviews. The objective is that more effective methods will be established for future students to achieve their own learning and research objectives more effectively.</p>
Books on the topic "Irish academic institution"
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Cronin, Nessa. Maude Delap’s Domestic Science. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198795155.003.0009.
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This chapter explores the gendered practice and cultures of fieldwork through a critical examination of the life and work of the Irish Victorian natural scientist, Maude Delap (1866–1953). Drawing on previously unpublished primary sources such as field notebooks and other archival material from Delap’s scientific laboratory, the chapter offers a critical evaluation of the different registers of Delap’s ‘spaces’ in the study of natural history. In particular, it examines the interplay and crossover between private and public, between ‘inner’ spaces and the official spaces of the ‘built’ environment (from the domestic, laboratory, fieldwork, and international intellectual spheres), with regard to Delap’s contribution to Irish and European maritime cultures through her correspondence with various national and academic institutions, including the National Museum of Ireland, the Royal Irish Academy, and the University of London.
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Hogan, John, and Mary P. Murphy, eds. Policy Analysis in Ireland. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447350897.001.0001.
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This volume constitutes the Irish element in the ever-expanding International Library of Policy Analysis series, edited by Michael Howlett and Iris Geva-May and published by Policy Press. It provides unique insights into the state of policy analysis in Ireland. It draws together contributions from some of the leading policy analysis experts, both academics and practitioners, to provide a multidimensional set of perspectives on how policy analysis has developed to its current state, a century after the country gained independence. The chapters examine the range of institutions and actors involved in policy analysis from across the government, the private sector and broader civil society. The intention is not to critique specific policy outcomes or policy developments, rather the chapters focus on the organizational processes, institutions and locations that contribute to the construction and supply of policy ideas as well as methods of policy analysis and evaluation. The chapters examine the policy capabilities of the institutions wherein policy development and evaluation are conducted. Our aim is to ensure that this volume constitutes a window into the research frontier of Irish policy analysis.
Book chapters on the topic "Irish academic institution"
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Farrell, Chris. "The Role of the Mentor." In Advances in Educational Marketing, Administration, and Leadership, 225–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch013.
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This chapter focuses on the role of the mentor the context of a modern language institution. It looks at two strands of mentorship: within the organization and while interacting with the wider ELT world. In the first context the authors look at the various functions a mentor is expected to perform with a particular focus on the scheme as it exists in Centre of English Studies in the UK and Ireland. Here we have a comprehensive mentor program in operation for the summer quarter of the year with weekly sessions and comprehensive support provided. For the other three quarters of the year, the mentor role is more ad-hoc, with a flexible program and timetable dictated by the teachers' needs. In both of these situations, the mentor has to play a number of key roles and be relatively proficient in these. In terms of the role of the mentor in an external context, this chapter looks at the role of mentor in the Irish Research Scheme for Teaching, a national research scheme aimed at promoting academic quality through research in Ireland.
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Stewart, M. A. "Hume’s Reception in Ireland." In Hume's Philosophy in Historical Perspective, 335–58. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780199547319.003.0014.
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Abstract Begins with some of the very earliest responses to Hume, on the part of the Irish anti-deists Philip Skelton, Robert Clayton, and John Leland. Then turns to the Irish reaction to the History of England, and, especially, to Catholic objections to Hume’s account of the 1641 rebellion. Goes on to consider how Hume featured in the proceedings of the Royal Irish Academy (established in 1785) and in courses of lectures given in the early nineteenth century at Trinity College and the Belfast Academical Institution (now Queen’s University). Takes the story of Hume’s reception in Ireland to the end of the nineteenth century, showing how Hume’s views came to be seen as stereotypical in contemporary critiques of religion, and also how Hume was taken more seriously by those sympathetic to Kant and idealism.
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Kennedy, Róisín. "Introduction." In Art and the Nation State, 1–24. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781789622355.003.0001.
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The Introduction traces the formation of a Modern Irish Art by art historians and critics. The impact of the art market and collectors during the Celtic Tiger resulted in increased institutional and academic interest in the subject, while also provoking a critical reaction against the phenomenon. Modern Art was the subject of wide debate and controversy in Ireland from the 1920s and 1970s. It conveyed important and conflicting ideas about national identity to its admirers and provided access to a major manifestation of European culture. The lack of official institutional support by the Irish Free State meant that private individuals and interest groups had a key role in advocating Modern Art. Art was closely associated with colonialism, and the continuing influence of the London, and later New York, art world on Modern Irish Art, exacerbated the perception of it, by some, as provincial and elitist. The introduction finishes with an overview of the chapters and their contents.
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Murray, Peter, and Maria Feeney. "Introduction." In Church, State and Social Science in Ireland. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526100788.003.0001.
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Underlying the institutional politics of the Irish university question was the clash between scientific rationalism a papal-championed revival of the scholastic philosophy of St. Thomas Aquinas. But in social science, as the growth of a Catholic social movement and a succession of Irish-published sociology textbooks illustrate, a natural law perspective long went unchallenged by secular alternatives. It was Catholic clerical academics who first embraced an empirical approach to social science in the Ireland of the 1950s but in the succeeding decade they found themselves marginalised by a new breed of state technocrats who perceived empirical social research as a useful tool for their planning project.
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Hatfield, Mary. "Schooling Young Gentlewomen." In Growing Up in Nineteenth-Century Ireland, 126–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843429.003.0004.
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This chapter considers educational provision for Irish girls and the origins of Catholic female religious teaching orders in Ireland. The purpose and content of female education was based on a construction of the Irish girl as a vain and excitable creature. Her education was intended to curb the supposedly innate character flaws of girlhood. This chapter considers a selection of Loreto, Ursuline, and Dominican boarding schools to examine how institutions implemented the ideal of Catholic girlhood in practice. From academic curricula, disciplinary measures, daily schedules, and uniforms, the boarding school experience contained a variety of mechanisms for forming the behaviour of girls. Debates over female education and the convent boarding school offer an excellent example of how ideas of class, femininity, and religion interacted with evolving views of childhood.
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O'Brien, Terry, and Kieran Cronin. "Research Output of Academic Librarians From Irish Higher Education Institutions 2000–2015: Findings From a Review, Analysis, and Survey." In Librarian as Communicator, 97–118. Routledge, 2019. http://dx.doi.org/10.4324/9781315206875-8.
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