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>
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Costelloe, Laura. "Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (June 8, 2021): 1–13. http://dx.doi.org/10.22554/ijtel.v6i1.72.
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It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008).
Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice.
Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.
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Risquez, Angelica, Claire McAvinia, Yvonne Desmond, Catherine Bruen, Deirdre Ryan, and Ann Coughlan. "Towards a Devolved Model of Management of OER? The Case of the Irish Higher Education Sector." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 99–111. http://dx.doi.org/10.19173/irrodl.v20i5.4545.
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This paper reports on the research findings from a national project examining the issues in creating, sharing, using, and reusing open educational resources (OER) in the context of the development of open education in Ireland. One important aspect of the research was to investigate the potential for using existing institutional research repository infrastructure for the purpose of ingesting, managing, and discovering OER produced by academics. This approach would imply a move from previous strategy around a centralised repository at the national level to a devolved model that relies on institutional research repositories. The opportunities and potential barriers to the adoption of this approach were explored through an online survey and focus groups with academics from a range of higher education institutions (HEIs). Also, a focus group of institutional repository managers was convened to discuss the potential of the institutional repositories with those leading their development. Analysis of the data indicates that the devolved approach to institutions would be possible if the right supports and protocols were put in place. It was acknowledged that research repositories could potentially also serve as repositories of teaching materials, fostering parity of esteem between teaching and research. However, a range of important challenges were present, and alternative solutions emerged, which are discussed in the context of the present and future of online OER repositories.
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Hodgins, Margaret, and Patricia Mannix-McNamara. "The Neoliberal University in Ireland: Institutional Bullying by Another Name?" Societies 11, no. 2 (May 31, 2021): 52. http://dx.doi.org/10.3390/soc11020052.
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New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.
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Fitzsimons, Andrew. "The English Language Issue: Irish Studies in Japan." Irish University Review 50, no. 1 (May 2020): 206–14. http://dx.doi.org/10.3366/iur.2020.0447.
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This essay seeks to give an overview of Irish Studies in Japan. I outline the institutional context and climate within which Irish Studies scholars operate in Japan, present a brief account of the history and achievements of, and specific challenges faced by, IASIL Japan, and finally, look very briefly at the problems posed in Japan by the primacy of an English-language, Anglo-American paradigm in academic discourse.
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Pierse, Michael. "Ireland's Working-Class Literature: Neglected Themes, Amphibian Academics, and the Challenges Ahead." Irish University Review 50, no. 1 (May 2020): 67–81. http://dx.doi.org/10.3366/iur.2020.0435.
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Irish working-class history, culture, and literature are attracting increasing academic interest. With the publication of A History of Irish Working-Class Writing (2017), Declan Kiberd could write that its focus on ‘an astonishing range of writing – from work-songs and political rhymes to poetry and government reports, from novels and plays to biographies by or about working people’, would ‘set many of the terms of cultural debate in the decade to come’. This essay asks a number of timely questions in that regard: What is the likely shape of that future debate, in terms of class and culture in Ireland, and what are the lacunae that will guide research and publishing priorities for those who engage with it in academia and the arts? What has been achieved in terms of the recent scholarly inquiry into working-class writing and what are that inquiry's blindspots and limitations? The international contexts, historical breadth, categorical limitations, and institutional and societal challenges are all surveyed in this necessarily short sketch of some of the major issues.
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Cunningham, Bernadette. "Early modern Ireland and Europe." Irish Historical Studies 36, no. 144 (November 2009): 604–9. http://dx.doi.org/10.1017/s0021121400005915.
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Many strands of the complex story of Irish migration to Europe in the early modern period are currently the focus of active research by historians both at home and abroad. The traditional emphasis on researching the Catholic Irish who travelled to Europe to further their education is now less pronounced, as researchers move beyond the archives of religious orders and academic institutions into the secular archives of France, Spain and other regions of western Europe. This changing trend is probably dictated more by economic and social considerations than by ideology.
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Horning, Audrey J. "Focus found. New directions for Irish historical archaeology." Archaeological Dialogues 13, no. 2 (October 11, 2006): 211–19. http://dx.doi.org/10.1017/s1380203806262093.
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In 1999 the Irish Post-Medieval Archaeology Group (IPMAG) was established by a diverse group of Northern Ireland archaeologists and heritage professionals, drawn from the commercial, government, museum and university sectors. The aims of the organization, discussed at length at the group's inaugural conference held in Belfast in February of 2001, include (one) undertaking initiatives to raise the profile of post-medieval archaeology within the whole of Ireland, (two) fostering greater contacts between those individuals engaged in researching the archaeology, history and culture of post-1550 Ireland and (three) lobbying for increased academic attention to be paid to the period within Irish universities. That the organization has made progress in approaching these aims is clear, as acknowledged by Tadhg O'Keeffe: ‘the archaeological study of the “historical” (post-fifteenth-century) past is now a big deal in Ireland’. IPMAG conferences have been held in conjunction with academic institutions (Queen's University, Belfast, 2001; Trinity College, Dublin, 2002; University of Ulster, 2004; University College, Cork, 2006), public institutions (Ulster Museum, 2003), and commercial archaeology companies (Aegis Archaeology, Ltd, Limerick, 2005).
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Dowling-Hetherington, Linda. "The changing demands of academic life in Ireland." International Journal of Educational Management 28, no. 2 (March 4, 2014): 141–51. http://dx.doi.org/10.1108/ijem-02-2013-0021.
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Purpose – The consequences of institutional change for faculty is an under-researched aspect of the higher education (HE) sector in Ireland. The purpose of this paper is to report on the changing demands of academic life in Ireland. Design/methodology/approach – A case study of the School of Business at the largest university in Ireland, University College Dublin, set out to determine the extent to which HE change is impacting on faculty. The research, involving 28 interviews with faculty and manager-academics, covered the five-year period since the appointment of a new President in 2004. Findings – The research provides evidence of an increasing focus on more explicit research output requirements; the growth of routine administration and teaching and learning compliance requirements; and the greater intensification of work and working hours. Research limitations/implications – While the university was at the forefront in implementing large-scale institutional change in Ireland, further research is needed to explore the issues raised in this paper in the context of other schools and the remaining six Irish universities. Originality/value – Few empirical research studies have been conducted in Ireland on how institutional change is impacting on the working lives of faculty. This paper serves to shine a light, for the first time, on the perspectives of faculty regarding the changing demands of academic life in Ireland.
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Fontijn, David, and David Van Reybrouck. "The luxury of abundance." Archaeological Dialogues 6, no. 1 (July 1999): 55–73. http://dx.doi.org/10.1017/s1380203800001380.
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AbstractThe last decade has witnessed a significant increase in the number of comprehensive syntheses on Irish prehistory, both in terms of academic textbooks and popular accounts. The present review essay finds that these syntheses are highly convergent in terms of theme, scope, and theoretical underpinnings. Although large-scale migrations are rejected as explanations for culture change, Ireland is still perceived as the receptacle for foreign ideas and overseas inventions, whereby imports are not just introduced but also perfected in Ireland. We argue that a similar attitude can be noted in the perception of the history of Irish prehistory. This convergence and absence of overt polemics are explained by referring to the small size of the Irish archaeological community. The increase in syntheses is accounted for by a number of empirical preconditions, the theoretical climate of opinion, the institutional expansion of the discipline, the public impact of a rapidly changing natural and political landscape and the notion of an Irish identity.
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Byrne, Marann, Aamir Ali Chughtai, Barbara Flood, and Pauline Willis. "Job satisfaction among accounting and finance academics: empirical evidence from Irish higher education institutions." Journal of Higher Education Policy and Management 34, no. 2 (April 2012): 153–67. http://dx.doi.org/10.1080/1360080x.2012.662740.
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Patten, Eve. "Trinity Professors versus Men of Letters: Ferguson, Dowden and De Vere." Irish University Review 52, no. 1 (May 2022): 133–48. http://dx.doi.org/10.3366/iur.2022.0547.
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This essay considers the relationships between Samuel Ferguson, Edward Dowden, and Aubrey de Vere in the late nineteenth century. In evaluating Ferguson’s career shortly after the poet’s death in 1886, W. B. Yeats considered him as being ill-served by the ‘English notions’ of Irish criticism, a slight which was particularly directed at Edward Dowden, then Professor of English at Trinity College Dublin. Rather than viewing this schism solely as a difference of opinion on Gaelic antiquarianism and Celtic Revivalism, this essay considers the divergence between these men as an effect of their respective positioning inside and outside the institutions of academia. It also interprets their relationship against the backdrop of public debates in the period about the nature of literary criticism as well as the role and function of the critic. Drawing on the correspondence between Ferguson, Dowden, and their mutual friend and frequent intermediary Aubrey de Vere, this essay examines how their friendship was affected by a growing distinction between the ‘man of letters’ and the professional academic in the later Victorian period. In particular, it offers an alternative view of Dowden, whose public commitment to the development of English Literature as an academic subject was sometimes belied by his private warmth towards Ferguson and his project of Celtic Revivalism.
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O’Reilly, Aileen, Tina Hickey, and Dermot Ryan. "The Experiences of American International Students in a Large Irish University." Journal of International Students 5, no. 1 (January 1, 2015): 86–98. http://dx.doi.org/10.32674/jis.v5i1.445.
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Growing numbers of American students are travelling overseas to study abroad and enroll in full degree programs. Despite this trend, relatively little is known about the experiences of United States (U.S.) students abroad. The aim of this research was to examine the experiences of American international students in Ireland. Findings suggest that while U.S. students experience some adaptation problems, overall, they adapt well to studying in Ireland. Subtle differences in long-term and short-term international students’ levels of social support and academic satisfaction were also detected. This research has important practical implications for facilitating the adaption of U.S. students abroad. At a time when many governments and academic institutions are devising strategies to attract international students, this research is timely and necessary.
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Fitzmaurice, Olivia, Anthony Cronin, Eabhnat Ni Fhloinn, Ciaran O'Sullivan, and Richard Walsh. "Preparing Tutors for Mathematics Learning Support." MSOR Connections 14, no. 3 (April 28, 2016): 14. http://dx.doi.org/10.21100/msor.v14i3.307.
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This paper reports on a Mathematics Learning Support (MLS) tutor training programme implemented on a coordinated basis across three universities in Ireland in 2015 by the Irish Mathematics Learning Support Network (IMLSN). The training events were conducted in September near the start of the first semester of the academic year. Focus groups were conducted at the end of the semester in the three institutions with tutors who had participated in the training events to evaluate the workshops and their impact on the tutors’ MLS teaching.
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Carton, Janet, and Steve Jerrams. "Devising and Implementing a Suitable Graduate Education Platform for Dublin's Institute of Technology (DIT)." Industry and Higher Education 22, no. 3 (June 2008): 195–98. http://dx.doi.org/10.5367/000000008784867228.
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Graduate education platforms have received general acclaim as key components in the future structural development of third-level and fourth-level education in Europe. In Ireland the Higher Education Authority (HEA) has endorsed the restructuring of postgraduate education to incorporate the training of research students in key generic and transferable skills. This provides enhanced suitability for employment of research students in industry and the professions, rather than the educational sector. In addition, graduate programmes must provide improved structured support for research supervisors including training, particularly in respect of mentoring skills. This paper examines the challenges associated with the identification and implementation of an appropriate graduate platform model for a large, internationally recognized Institute of Technology, which offers a spectrum of academic programmes. The pros and cons of two models – a structured, institute-wide, non-discipline-specific platform and multiple, discipline-specific platforms – are highlighted. The difficulties attached to establishing comprehensive training programmes for students and staff with an underlying cross-disciplinary, inter-institutional framework are examined. Models currently being adapted by other Irish institutions are also critiqued. Finally, the ability of these educational models to meet the requirements of the industrial and professional sectors is explored. The question of whether graduate-level platforms have been created as higher education's proposed solution to a non-academic employment problem is also discussed.
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O’Connor, Pat, and Gemma Irvine. "Multi-Level State Interventions and Gender Equality in Higher Education Institutions: The Irish Case." Administrative Sciences 10, no. 4 (December 1, 2020): 98. http://dx.doi.org/10.3390/admsci10040098.
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Much of the work on gender equality in higher educational institutions (HEIs) has concentrated on the organizational level. The original contribution of this article lies in its focus on state policy developments and interventions. We focus on Ireland as a specific national context, highlighting multi-level state interventions and looking at their impact on HEIs. Using secondary data analysis (including documentary analysis) and focusing particularly on the period since 2014, state initiatives to tackle the problem of gender inequality from various angles are outlined. They include the introduction of Athena SWAN; the Expert Group Review; the Gender Equality Taskforce; the Senior Academic Leadership Initiative; research funding agency initiatives and those around sexual harassment. In evaluating their impact, we look at the gender pay gap, the gender profile of the professoriate and senior management as well as other indicators of cultural change in HEIs. The article concludes that the best possibility of leveraging change arises when it is driven at the state (macro); the HEI (meso) and the situational (micro) level simultaneously, by gender competent leaders willing to tackle the historically male dominated, masculinist criteria, procedures, processes and micropolitical practices that are “normalized” in HEIs.
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Pyke, Sarah. "‘It’s Too Easy to Say that Institutions are Decolonizing’: An Interview with Senate House Library’s Richard Espley and Leila Kassir." English: Journal of the English Association 70, no. 270 (September 1, 2021): 264–71. http://dx.doi.org/10.1093/english/efab012.
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Abstract In 2020, as public protest against anti-Black police brutality surged globally, institutional public statements in support of the Black Lives Matter movement proliferated. Universities, libraries, museums, and other cultural institutions rushed to deplore racist violence and express their commitment to anti-racist and decolonial practice. Rather than release a statement of their own, staff at Senate House Library – the central library for the University of London and the School of Advanced Study – chose instead to pursue and embed a fledgling piece of reparative archival work, the Collections Inclusion Review, alongside their continuing efforts to improve the inclusivity and accessibility of their collections, particularly of literatures in English. This interview is a transcribed and edited version of a conversation with the two Senate House Library staff members leading this work: Richard Espley, now Head of Collections (and formerly Head of Modern Collections), and Leila Kassir, Academic Librarian for British, Irish, USA, Latin American, Caribbean, and Commonwealth Literature. The discussion ranged across issues of provenance, archive description, library layout, and the future of English as a discipline, urging attention to and amelioration of the exclusionary aspects of library practice. While critiquing institutional approaches to the legacies of colonialism, past and present, both interviewees expressed reservations about widespread claims to have ‘achieved’ decolonization, stressing that such calls are contingent on surrounding structures and processes, and suggesting that such radical dismantling remains a long-term aspiration, rather than a quick-fix solution.
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Paris, Marie-Luce, and Lawrence Donnelly. "Legal Education in Ireland: A Paradigm Shift to the Practical?" German Law Journal 11, no. 9 (September 2010): 1067–92. http://dx.doi.org/10.1017/s2071832200020101.
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AbstractIrish legal education is under increasing pressure to reform and reinvent itself in the face of various challenges, especially those implied by the Bologna process. In line with two of the main priorities of the process, namely employability and student-centred learning, a growing number of Irish law faculties have incorporated, or are planning to incorporate, more practice-related components into the law curriculum and, in some cases, a fully fledged Clinical Legal Education programme. This is an important shift in the paradigm of legal education in Ireland which should be welcomed and encouraged by all stakeholders – students, academics, practitioners, judges and those involved in myriad capacities in the administration of justice.In the first part, a comprehensive presentation is given about the general structure of legal education in Ireland dealing with the main legal education providers, academic and professional requirements for legal training, as well as figures on the legal population and the approximate cost of legal education. The second part goes on to consider three views about the role of practice in Irish legal education, namely the ‘traditional’ view, the ‘holistic’ view and the ‘clinical’ view. These schematically presented views reflect different perspectives on the nature and purpose of legal education. They do not necessarily compete with each other, especially the last two which could arguably complement one another in the general renewal that Irish legal education is facing at the moment. The traditional view is that the status quo, i.e., in which practical elements are not a big feature of legal education at third level, has worked well and should, more or less, be preserved. The holistic view encourages the teaching of some element of practical preparation, but that this can best be provided to students by third level institutions through interdisciplinary courses that put law in context. The view which favours clinical legal education is that more can, and indeed should, be done to enhance the preparation of students for law practice, although it has to be pondered in light of economic realities, competing views about pedagogy and the Bologna context.
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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." New Review of Academic Librarianship 22, no. 2-3 (April 27, 2016): 203–24. http://dx.doi.org/10.1080/13614533.2016.1181666.
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EMON, AYESHAH, and Virpi Timonen. "Graduate attributes: Social constructions and lived experience of university students in Ireland." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 133–47. http://dx.doi.org/10.15503/jecs20192.133.147.
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Aim. This paper examines how dominant understandings of students in third-level education in Ireland are reflected in national policies, filtered through the official and aspirational texts issued by Irish colleges, and negotiated and contested by students. Specifically, we investigate the discrepancies between the perceived needs of students in third-level education as imagined in government policies and promoted by higher education institutions, and the lived realities of students who grapple with multiple challenges brought about by structural failures in housing and higher education funding policy.
Methods. Through documentary analysis and primary qualitative data on student experiences, we examine how the imagined figure of the third-level student/graduate becomes imbued with the aspirations of multiple stakeholders: policymakers, academic institutions, and potential employers - in ways that conflict with the lived realities of students.
Results. We find that students are caught between the ambitions and expectations of an education system that pushes them into higher education without the requisite and adequate supports.
Conclusion. The ideal graduate is expected to embody the nation’s hope for future success as well as to uphold the alma mater’s reputation among employers. Couched in this rhetoric of the graduate as the beacon of hope, however, are deeper failings of a welfare state that is still battling the aftermath of recession. These failures are projected onto students, manifesting in a very real way in their minds and lives as they struggle to balance between institutional, family and personal expectations, the demands of daily life and future plans.
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Green, Dani, and Angel Daniel Matos. "Right to Read: Reframing Critique: Young Adult Fiction and the Politics of Literary Censorship in Ireland." ALAN Review 44, no. 3 (June 21, 2017): 54–60. http://dx.doi.org/10.21061/alan.v44i3.a.6.
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If you briefly peruse the American Library Association’s annual compilation of the “Top Ten Most Frequently Challenged Books,” it would not be farfetched for you to assume that censorship is an act that is nearly exclusive to children’s and young adult (YA) literature. The complex and close relationship between informational suppression and YA fiction should come as no surprise—authority figures and institutions often want to “protect” children and adolescents from ideas and depictions of realities that they consider harmful. At times, these parental and institutional forces outright question teenagers’ competence when it comes to comprehending and thinking through difficult social and literary issues. While YA literature is often susceptible to acts of censorship, is it possible that the very literary traits of this genre might provide us with the critical tools needed to counteract the suppression of information and ideas? To what extent do YA novels articulate ideas and critiques that other genres of literature refuse (or are unable) to discuss? This issue of The ALAN Review is particularly invested in expanding our understanding of YA literature by exploring the stories that can or cannot be told in different contexts, communities, and locations. While an understanding of the acts of censorship that occur in a US context offers us a glimpse into the tensions that arise between ideas, publishers, and target audiences, an examination of censorship in non-US contexts allows us to further understand the historical and cultural foundations that lead to the institutional suppression of knowledge. Additionally, a more global understanding of these issues could push us to understand the ways in which YA fiction thwarts censorship in surprising, unexpected ways. To nuance our understanding of censorship by adopting a more global perspective, I have collaborated with my friend and colleague Dani Green, who offers us an account of contemporary acts of censorship in Ireland and the ways in which Irish YA literature is particularly suited to express ideas that are deemed unspeakable and unprintable. Dani is a scholar of 19th-century British and Irish literature with an interest in issues of modernity, space, and narrative. As an academic who specializes in both historicist and poststructuralist study, Dani is particularly suited to think through the fraught historical and literary situation of contemporary Ireland and the ways in which YA fiction escapes (and perhaps challenges) the pressures of nationalistic censorship and self-censorship. In the following column, she provides us with a brief overview of the past and present state of censorship in Ireland, focusing particularly on how contemporary Irish writers steer away from offering critiques of Ireland’s economic growth during the mid-1990s to the early 2000s. After sharing this historical context, Dani conducts a case study in which she focuses on how Kate Thompson’sYA novel The New Policeman (2005) blends elements from fantasy and Irish mythology to both communicate and critique Ireland’s economic boom. By taking advantage of elements commonly found in YA texts, she argues that Thompson’s The New Policeman enables a cultural critique that is often impossible to achieve in other forms of Irish literature. Dani ultimately highlights the potential of YA fiction to turn censorship on its head through its characteristic implementation of genre-bending, formal experimentation, and disruption of the familiar.
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Horan, William, and Bernadette O’Regan. "Developing a Practical Framework of Sustainability Indicators Relevant to All Higher Education Institutions to Enable Meaningful International Rankings." Sustainability 13, no. 2 (January 11, 2021): 629. http://dx.doi.org/10.3390/su13020629.
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Higher Education Institutions (HEIs) sustainability assessments are receiving significant attention in the academic literature, with ever more complex grading and ranking systems being developed. This paper aims to provide national policy makers with a simple set of indicators to facilitate measuring progress towards sustainability for the HEI sector, within the context of national sustainability data collection efforts. Candidate indicators were identified and assessed from the two most subscribed to HEI sustainability assessments, namely, the UIGreenMetric and STARS, to develop a sector specific indicator set. This resulted in a final set of 12 indicators, covering on-site energy, greenhouse gas emissions, solid waste, water, travel, education, research, and governance. The proposed indicator set was then compared to publicly available data for Irish HEIs, to identify gaps in data collection, which found that direct campus energy use and associated Scope 1 and 2 emission data alone were collected with sufficient rigour. The described indicator set has the potential to be applied to guiding national sustainability transitions globally and offers a template for accelerating sustainability data collection efforts for the HEI sector.
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Horan, William, and Bernadette O’Regan. "Developing a Practical Framework of Sustainability Indicators Relevant to All Higher Education Institutions to Enable Meaningful International Rankings." Sustainability 13, no. 2 (January 11, 2021): 629. http://dx.doi.org/10.3390/su13020629.
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Higher Education Institutions (HEIs) sustainability assessments are receiving significant attention in the academic literature, with ever more complex grading and ranking systems being developed. This paper aims to provide national policy makers with a simple set of indicators to facilitate measuring progress towards sustainability for the HEI sector, within the context of national sustainability data collection efforts. Candidate indicators were identified and assessed from the two most subscribed to HEI sustainability assessments, namely, the UIGreenMetric and STARS, to develop a sector specific indicator set. This resulted in a final set of 12 indicators, covering on-site energy, greenhouse gas emissions, solid waste, water, travel, education, research, and governance. The proposed indicator set was then compared to publicly available data for Irish HEIs, to identify gaps in data collection, which found that direct campus energy use and associated Scope 1 and 2 emission data alone were collected with sufficient rigour. The described indicator set has the potential to be applied to guiding national sustainability transitions globally and offers a template for accelerating sustainability data collection efforts for the HEI sector.
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Johnson, Mary P., and Jennifer A. Smith. "Mary Johnson, DNP, ACNP-BC, Visits Norway as Fulbright Specialist in Simulation Pedagogy." Clinical Scholars Review 5, no. 2 (January 1, 2012): 144–46. http://dx.doi.org/10.1891/1939-2095.5.2.144.
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Assistant Professor of Clinical Nursing at Columbia University School of Nursing (CUSON) Mary Johnson, DNP, ACNP-BC, was selected as a Fulbright Specialist in the host institution of Oslo and Akershus University College of Applied Sciences (HiOA). The main purpose of the project was to strengthen and enhance collaboration between HiOA and CUSON related to simulation pedagogy and acute care practice. Falling within the mission of Columbia’s WHO Collaborating Center for Advanced Practice Nursing, the two universities signed a Memorandum of Understanding in 2009 and have collaborated in several areas: master’s students exchanges; faculty visits; presentations at academic conferences; and development of a multicountry network, IRIS, which focuses on opportunities for postbaccalaureate students and faculty between the United States and Europe. The specific goal for Dr. Johnson was to move beyond the level of “visits” to focus on areas of acute care nursing, simulation pedagogy, and development of common cases that can be used to compare student work and teaching methods in both institutions. This Fulbright program also provided Dr. Johnson with a better understanding of the Norwegian health care system, hospitals, and the role of the acute care practitioner—essential information for future advisement of visiting HiOA students to the United States.
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Niroshan, Lasith, and James D. Carswell. "Machine Learning with <i>Kay</i>." AGILE: GIScience Series 3 (June 10, 2022): 1–11. http://dx.doi.org/10.5194/agile-giss-3-11-2022.
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Abstract. Computational power is very important when training Deep Learning (DL) models with large amounts of data (Wooldridge, 2021). Hence, High-Performance Computing (HPC) can be leveraged to reduce computational cost, and the Irish Centre for High-End Computing (ICHEC) provides significant infrastructure and services for research and development to both academia and industry. A portion of ICHEC's HPC system has been allocated for institutional access, and this paper presents a case study of how to use Kay (Ireland's national supercomputer) in the remote sensing domain. Specifically, this study uses clusters of Kay Graphics Processing Units (GPUs) for training DL models to extract buildings from satellite imagery using a large number of input data samples.
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Fahie, Declan. "The lived experience of toxic leadership in Irish higher education." International Journal of Workplace Health Management 13, no. 3 (October 29, 2019): 341–55. http://dx.doi.org/10.1108/ijwhm-07-2019-0096.
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Purpose The purpose of this paper is to reveal the lived experience of toxic leadership for a cohort of 11 individuals who work, or have worked, in the field of higher education in Ireland. Drawing on national and international literature, as well as the testimonies of a cohort of academic and administrative staff, the study considers the impact of this negative management style on these individuals as well as upon the organisation itself. Design/methodology/approach A total of 11 self-selected individuals (four males and seven females) were interviewed for this pilot study. Data from the semi-structured interviews were organised thematically and analysed with the support of the computer software package MAXQDA®. Findings The results show that the experience of toxic leadership was profound for the interviewees across a number of contexts. They reported adverse physical and psychological impacts as well as detailing the repercussions for their respective career trajectories as they endeavoured to safely navigate their often-hostile work environment. Human resources departments within their respective institutions were the focus of considerable criticism by the interviewees who highlighted, what they saw as, the inherent contradiction/tension between the perceived roles and responsibilities of such departments in addressing or resolving interpersonal work-related disputes. Originality/value The findings expand on the extant scholarly literature on toxic leadership in higher education and, for the first time, offer a revealing insight on this phenomenon within the Irish context.
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Prendergast, Mark, Natasha A. Spassiani, and Joseph Roche. "Developing a Mathematics Module for Students with Intellectual Disability in Higher Education." International Journal of Higher Education 6, no. 3 (June 16, 2017): 169. http://dx.doi.org/10.5430/ijhe.v6n3p169.
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Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.
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Brady Bates, Oisin, Aisling Walsh, and Debbi Stanistreet. "Factors influencing the integration of planetary health topics into undergraduate medical education in Ireland: a qualitative study of medical educator perspectives." BMJ Open 13, no. 1 (January 2023): e067544. http://dx.doi.org/10.1136/bmjopen-2022-067544.
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AimsPlanetary health is a transdisciplinary field that explores the relationship between the escalating climate and environmental crises and human health. In light of the human health cost arising from planetary health issues, there is a need to educate future medical practitioners accordingly. This study investigates the factors influencing the integration of planetary health into undergraduate medical education at an Irish university and makes recommendations for future practice.MethodsA qualitative descriptive study design was employed. Twelve semi-structured interviews were conducted with academic staff actively involved in teaching on the undergraduate medical curriculum at Royal College of Surgeons in Ireland University of Medicine and Health Sciences. Both barriers and facilitators to integrating planetary heath into the curriculum were explored. Braun and Clarke’s thematic analysis was used to analyse the findings.ResultsBarriers to integration include: a lack of curricular space, a perceived lack of awareness among students and educators and a potential lack of knowledge among educators and senior management in relation to these issues. These barriers were tempered by significant facilitators suggesting a shifting paradigm within institutions, innovative approaches to content delivery and an increasing demand from undergraduate medical students.ConclusionThis study found a demand from medical educators for the integration of planetary health topics into the medical curriculum. It is suggested that significant adaptation of existing medical curricula is required both in Ireland and further afield, to meet this need. Recommendations based on the barriers and facilitators that emerged during the analysis include: emphasising the clinical relevance of these topics, as suggested by the current evidence base; promoting senior and departmental leadership; and emphasising the potential for improvements in institutional prestige.
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Harkin, Emma, Alison Doyle, and Conor Mc Guckin. "Screening and Assessment of Specific Learning Disabilities in Higher Education Institutes in the Republic of Ireland." Journal of Psychologists and Counsellors in Schools 25, no. 1 (March 16, 2015): 13–23. http://dx.doi.org/10.1017/jgc.2014.15.
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Students with specific learning difficulties (SpLD) in higher education institutions (HEIs) in the Republic of Ireland are required to have a formal psycho-educational assessment from an educational psychologist to register with Disability Services in HEIs, to be eligible for support through the Fund for Students with Disabilities (FSD). Such assessments are expensive and often beyond the financial means of students and their families. However, there is a sustained demand from students experiencing academic difficulties for diagnostic assessment of SpLD (Association for Higher Education Access and Disability [AHEAD], 2012). This study describes the SpLD screening and assessment practices implemented by HEIs in Ireland (n = 14), finding that (a) there are no defined parameters for assessment of SpLD in higher education (HE), meaning that methods and accuracy of identification of positive indicators may vary across HEIs; and (b) the majority of HEIs screen for dyslexia only, with little or no recognition of the need to assess for comorbidity of learning disabilities. Findings support the requirement for a reliable and valid standardised assessment procedure for Irish HEIs, which would provide equitable access to an initial diagnosis. Finally, a screening model is proposed, which is currently provided by one HEI.
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Nolan, Ann, and John Walsh. "‘In what orbit we shall find ourselves, no one could predict’: institutional reform, the university merger and ecclesiastical influence on Irish higher education in the 1960s." Irish Historical Studies 41, no. 159 (May 2017): 77–96. http://dx.doi.org/10.1017/ihs.2017.7.
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AbstractThis paper explores the persistence of ecclesiastical influence on higher education in Ireland during an era of far-reaching policy change in the 1960s. The extensive interaction between political and official elites and the Catholic bishops offers a fascinating insight into the complex and contested process of policy formulation during an era of transformation in higher education. This study offers a re-interpretation of Whyte’s thesis that the Irish bishops displayed a ‘new flexibility’ in their response to governmental policy initiatives during this period, especially the initiative for university merger launched by Donogh O’Malley in 1967. Catholic prelates, notably John Charles McQuaid, the influential archbishop of Dublin, were pursuing a traditional Catholic religious and socio-political agenda in higher education, which sought not so much to accommodate new official initiatives as to shape such reforms in the ideological direction favoured by the bishops. McQuaid in particular enjoyed exceptional access to policy-makers and was an indispensable partner in launching the initiative for the university merger. The eventual failure of the merger, which was influenced by the successful resistance of academic elites and the declining significance of religious divisions in higher education, underlined the limits of ecclesiastical power in a rapidly changing society.
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Eogan, George. "Archaeology in Ireland during the last 50 years: an outline." Antiquity 76, no. 292 (June 2002): 475–84. http://dx.doi.org/10.1017/s0003598x0009058x.
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IntroductionThroughout the 20th century there were many notable developments in Irish archaeology, both academically and administratively. Already by the middle of the century considerable change had taken place, that was a time when new attitudes and initiatives were underway. It was also a time of economic development and social adjustments in the wake of World War II. The changes that took place in archaeology during the following half-century were extensive and varied and involved most aspects of the subject. The year 1950 is, therefore, a reasonable starting-point for commencing this review but this does not imply that a new and altered archaeology had emerged. On the contrary established personnel and institutions continued to play a major role, while some longstanding research projects continued. What is offered in this paper is a brief historical review largely considered from the academic point of view, it is selective and is not intended to provide detailed information about all aspects of research and other developments that have taken place over the past half-century. However, an attempt will be made to review the causes and influences that brought about such developments, but it is not a potted history, neither is it a review of intellectual developments.
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Maturana, Colleen, Paul Lee, Douglas Fredrick, and Nisha Chadha. "Ophthalmology Residents' Experience with Complex Cataract Surgery at a VA Hospital over 10 Years." Journal of Academic Ophthalmology 12, no. 01 (January 2020): e36-e40. http://dx.doi.org/10.1055/s-0040-1709674.
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Abstract Objective The purpose of this study was to determine the proportion of complex cataract surgery performed by third-year ophthalmology residents at an academic Veterans Administration Medical Center. Methods A chart review was conducted of all resident cataract surgeries performed at the James J. Peters Veterans Administration Medical Center in The Bronx, NY between July 1, 2007, and June 30, 2017. Correct categorization was confirmed by review of operative report and reason for complex categorization was recorded, as well as the use and type of nonstandard device or technique. Results A total of 2,429 routine and 114 complex cataract surgeries were performed by 40 different residents over the 10-year period. In total, 4.5% of all cataract surgeries were categorized as complex. The most common reasons for complex categorization included intraoperative floppy iris syndrome (35.8%), miosis (38.4%), zonular instability (9.6%), mature cataract (7%), posterior synechiae (7.8%), and posterior capsular plaque (1.8%). Nonstandard techniques/devices included iris hooks (65.3%), pupil expansion device (8.5%), extracapsular cataract extraction (6.8%), synechiolysis (7.6%), mechanical iris dilation (0.8%), capsular tension ring (9.3%), and primary posterior continuous curvilinear capsulorhexis (1.7%). Conclusion A review of third-year resident cataract surgery experience at our institution's VA hospital where a significant amount of their surgical volume, approximately 50%, is obtained revealed that complex cataracts constituted a minimal portion of the cases. Education in cataract surgery should be competency based, extend beyond achieving minimums, and focus on variety and complexity of surgical experience. Formal tracking of routine versus complex cases should be considered to optimize training experience and assure patient safety.
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O’Connor, Pat, and Eileen Drew. "The Tenure Track Model: Its Acceptance and Perceived Gendered Character." Trends in Higher Education 2, no. 1 (January 19, 2023): 62–76. http://dx.doi.org/10.3390/higheredu2010005.
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This article is concerned with the tenure track (TT) model, which has become increasingly used to extend the period of early career academics’ probation from one to five years across the EU. This article focuses on the TT in Trinity College Dublin (TCD), the oldest and most prestigious university in Ireland, one where gender equality has been embedded more consistently and where the pace of change has been faster than in other Irish universities. Drawing on interviews with thirteen men and women in three faculties, all but one of whom had successfully achieved tenure, this article explores their acceptance of the TT model and the perceived relevance of gender. Men were more likely to accept the model and less likely to see it as gendered. Even those women who identified a lack of clarity around maternity leave and/or gender differences in negotiating ‘fixed’ starting salaries did not identify a systemic gender issue but blamed themselves. Women who were ‘outsiders’ to TCD and in the arts, humanities and social science faculty were most likely to be critical of the model. The findings suggest the importance of a cautionary appraisal of TT, even in institutions that have actively sought to enhance gender equality.
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Burbach, Ralf, and Tony Royle. "Talent on demand?" Personnel Review 39, no. 4 (June 8, 2010): 414–31. http://dx.doi.org/10.1108/00483481011045399.
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PurposeAs the interest in talent management (TM) gathers momentum, this paper aims to unravel how talent is managed in multinational corporations, what factors mediate the talent management process and what computerised systems may contribute to the management of talent.Design/methodology/approachThe study employs a single case study but multiple units of analysis approach to elucidate the factors pertaining to the transmission and use of talent management practices across the German and Irish subsidiaries of a US multinational corporation. Primary data for this study derive from a series of in‐depth interviews with key decision makers, which include managers at various levels in Germany, Ireland and The Netherlands.FindingsThe findings suggest that the diffusion of, and success of, talent management practices is contingent on a combination of factors, including stakeholder involvement and top level support, micro‐political exchanges, and the integration of talent management with a global human resource information system. Furthermore, the discussion illuminates the utility and limitations of Cappelli's “talent on demand” framework.Research limitations/implicationsThe main limitation of this research is the adoption of a single case study method. As a result, the findings may not be applicable to a wider population of organisations and subsidiaries. Additional research will be required to substantiate the relevance of these findings in the context of other subsidiaries of the same and other corporations.Practical implicationsThis paper accentuates a number of practical implications. Inter alia, it highlights the complex nature of institutional factors affecting the talent management process and the potential efficacy of a human resource information system in managing talent globally.Originality/valueThe paper extends the body of knowledge on the transfer of talent management practices in the subsidiaries of multinational corporations. The discussion presented herein may engender further academic debate on the talent management process in the academic and practitioner communities. The link between talent management and the use of human resource information systems established by this research may be of particular interest to human resource practitioners.
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Gross, Rainer, and Noel W. Solomons. "Multiple Micronutrient Deficiencies: Future Research Needs." Food and Nutrition Bulletin 24, no. 3_suppl_1 (January 2003): S42—S53. http://dx.doi.org/10.1177/15648265030243s108.
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There has been a rising current of calls for a moratorium on international nutritional research in favor of an investment in intervention programs, per se. The topic of multiple-micronutrient supplementation reviewed at the International Workshop on Multi-Micronutrient Deficiency Control in the Life Cycle (May 30–June 1, 2001) has confirmed once again, however, the intimate interaction between program development and a supporting agenda of applied research. The areas of research required to produce successful intervention programs include biologic availability, safety and efficacy, communications and behavior, effectiveness, cost-effectiveness (efficiency), and food and pharmaceutical technology. Attention to safety and surveillance for unintended adverse effects has acquired new relevance as we analyze the multi-center International Research on Infant Supplementation (IRIS) I studies. All professionals involved in research projects in this area must assure both the quality and reliability of investigations and adhere to the highest principles of ethical conduct of research in human studies. The fundamental principles of research design and hypothesis development, quality assurance, reliability of measurements, and sound and unbiased interpretation of findings apply to all experimental science, and must be guaranteed for this mission. Agencies, academic institutions, and industry alike must work to create a system in which researchers can uphold these standards, and realize at the same time that the area of multi-micronutrient supplementation in developing countries can be a fertile area for training future researchers.
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Kavanagh, Yvonne, Dina Brazil, Gina Noonan, David Dowling, Ronan Bree, Edel Healy, Moira Maguire, et al. "Studying Student Experience of Technology Enhanced Assessment Methods (TEAM) in Science and Health in Ireland." MRS Advances 3, no. 12 (2018): 631–36. http://dx.doi.org/10.1557/adv.2017.627.
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ABSTRACTThis is a cross institution project involving four Institutes of Technology in Ireland. The objective of this project is to assess the use of technology to enhance the assessment of laboratory sessions in Science and Health. In science, health and engineering, the laboratory sessions are at the core of the learning process for skill development. These laboratory sessions focus on the skills acquisition. The Irish Institute of Technology sector, in particular, develops these skills and considers them essential for ‘professionally ready’ graduates. In terms of student progression and retention, the assessment structure has been identified as having a significant impact on student engagement.The Technology Enhanced Assessment Methods (TEAM) project led by Dundalk Institute of Technology and partnering with Institute of Technology Sligo, Athlone Institute of Technology and Institute of Technology Carlow is exploring the potential offered by digital technologies to address these concerns. It aims to develop a framework for applying the principles of effective assessment and feedback to practical assessment. The TEAM project also aims to facilitate dialogue among stakeholders about what it is we want student to learn in laboratory sessions and how our assessment can facilitate this. A peer network of discipline-specific academics and students in the Science and Health field has been established across all four Institutes. As the network focuses on authentic skills assessment in all core modules, including physics and chemistry, the best practice from this project will inform future assessment procedures across laboratory sessions and may be considered for application within a Science and Materials Engineering context.Assessing the skills acquired in this environment takes many forms. Using student and stakeholder feedback along with an extensive literature review of the area, the team identified key technologies that cut across science and health disciplines, with the potential to influence and enable the learning process. The emphasis was on developing a powerful learning environment approach to enable students to deepen their learning through engagement with the process. The areas identified are: (i) Pre-practical preparation (videos and quizzes), (ii) Electronic laboratory notebooks and ePortfolios, (iii) Digital Feedback technologies and (iv) Rubrics).This paper describes the student experience and perceptions of the adoption of digital technology in science practical assessments. It also describes the process involved in setting up the pilot structure and it presents the initial results from the student survey.
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IMSEAR, APAME WPRIM. "Manila Declaration on the Availability and Use of Health Research Information in and For Low- And Middle-Income Countries in the Asia Pacific Region." Philippine Journal of Otolaryngology-Head and Neck Surgery 30, no. 2 (December 2, 2015): 6–7. http://dx.doi.org/10.32412/pjohns.v30i2.335.
Full textAbstract:
We, the participants in the Joint Meeting of the Asia Pacific Association of Medical Journal Editors (APAME), the Index Medicus of the South East Asia Region (IMSEAR), and the Western Pacific Region Index Medicus (WPRIM) held in Manila from 24 to 26 August 2015, in conjunction with the COHRED Global Forum on Research and Innovation for Health held in Manila from 24-27 August 2015, drawing on the Pre-Forum Discussions on HIFA from 20 July to 24 August 2015 "Meeting the information needs of researchers and users of health research in low- and middle-income countries" available at http://www.hifa2015.org/meeting-the-information-needs-of-researchers-and-users-of-health-research-2/ and the BMJ Blogs 20 July 2015 "How can we improve the availability and use of health research in developing countries?" available at http://blogs.bmj.com/bmj/2015/07/20/how-can-we-improve-the-availability-and-use-of-health-research-in-developing-countries/ :
CONSIDERING
That the WHO Constitution “enshrines the highest attainable standard of health as a fundamental right of every human being;” and that “The right to health includes access to timely, acceptable, and affordable healthcare of appropriate quality in tandem with “the underlying determinants of health,” including “access to health-related education and information;”
That increasing the availability of quality health research information is fundamental to the successful attainment of global health and progressive realization of the right to health; and that all healthcare stakeholders (individuals, researchers, providers, professionals, leaders and policymakers) need seamless access to peer-reviewed research and information that are relevant to their respective contexts, and presented in a language they can understand;
That despite a growing momentum towards free and open access to research literature, and important initiatives, such as HINARI Access to Research In Health Programme and IRIS Institutional Repository for Information Sharing, that have helped to improve the availability of research in low- and middle-income countries, there continue to be many challenges, limitations and exclusions that prevent health research information from becoming freely and openly available to those who need it;
That the Global Health Library (GHL), Index Medicus of the South East Asia Region (IMSEAR), Western Pacific Region Index Medicus (WPRIM), and Asia Pacific Association of Medical Journal Editors (APAME) are important collaborative initiatives that can promote and uphold the availability and use of health research information especially in and for low- and middle-income countries in the Asia Pacific Region;
CONFIRM
Our commitment to champion and advocate for the increased availability, accessibility and visibility of health research information from and to low- and middle-income developing countries through our Journals, our respective National Associations of Medical Editors, and APAME;
Our commitment to make research information freely and openly available in the right language to producers and users of health research in low- and middle-income countries through IMSEAR, WPRIM, the Asia Pacific Medical Journal Articles Central Archives (APAMED Central) and other platforms;
Our commitment to improve availability, accessibility and interoperability of the different formats of health information suitable to different users in their respective contexts including through both conventional and alternative channels of research dissemination such as new and social media, mobile and disruptive technologies, blogging and microblogging tools and communities, and communities of practice;
CALL ON
Member States of and governments in the South East Asia and Western Pacific Regions, in collaboration with stakeholders from the non-government and private sectors to formulate and implement policies and certification schemes such as the COHRED Fairness Index™ (CFI) that promote free and open availability of health research information for both its producers and users, especially in low- and middle-income countries;
Stakeholders from the public and private sectors, national and international organizations, universities and academic societies, and discussion groups such as Healthcare Information for All (HIFA2015) to support IMSEAR, WPRIM, the GHL, APAMED Central, and develop Integrated Scholarly Information Systems and similar initiatives, in order to ensure the free, open and global accessibility of health research done in the South East Asia and Western Pacific Regions;
The Eastern Mediterranean Association of Medical Editors (EMAME), the Forum for African Medical Editors (FAME), the European Association of Science Editors (EASE), the World Association of Medical Editors (WAME), the International Committee of Medical Journal Editors (ICMJE), the Committee on Publication Ethics (COPE) and other editors’ and publishers’ associations to support APAME in implementing various activities, guidelines and practices that would improve the quality, availability and accessibility of scientific writing and publications in the Asia Pacific Region and the world;
Bibliographic, Citation and Full-Text Databases such as PubMed, Global Health Database (CAB Direct), the Directory of Open Access Journals (DOAJ), EMBASE, SciELO Citation Index, Scopus, and the Web of Science to review their policies and processes for indexing Journals from low- and middle-income countries, as well as making health research information freely and openly available to users in these countries who cannot afford to pay for it;
COMMIT
Ourselves and our Journals to publishing innovative and solution-focused research in all healthcare and related fields such as health promotion, public health, medicine, nursing, dentistry, pharmacy, other health professions, health services and health systems, particularly health research applicable to low- and middle-income countries;
Ourselves and our publishers to disseminating scientific, healthcare and medical knowledge fairly and impartially by developing and using Bibliographic Indices, Citation Databases, Full-Text Databases and Open Data Systems including, but not limited to, such Regional Indexes of the Global Health Library as IMSEAR, WPRIM and APAMED Central;
Our organization, APAME, to building collaborative networks, convening meaningful conferences, and organizing participative events to educate and empower editors, peer reviewers, authors, librarians and publishers to achieve real impact, and not just impact factor, as we advance free and open access to health information and publication that improves global health-related quality of life.
26 August 2015, Manila
Copyright © APAME. www.wpro.who.int/apame
apame@wpro.who.int
This declaration was launched at the 2015 Convention of the Asia Pacific Association of Medical Journal Editors (APAME) held in Manila from 24 to 26 August 2015. It is concurrently published by Journals linked to APAME and listed in the Index Medicus of the South East Asia Region (IMSEAR) and the Western Pacific Region Index Medicus (WPRIM).
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Corcoran, Mary P. "Sociology in Ireland: Some random reflections." Irish Journal of Sociology, July 5, 2021, 079160352110298. http://dx.doi.org/10.1177/07916035211029842.
Full textAbstract:
2021 has been a year for looking back as well as forwards. In this article, I reflect on the state of languishing induced by lockdown, and the intensification of uncertainty in our everyday lives. I offer some biographical details of the early years of my career, which has largely been within a single institution, Maynooth University. The late Professor Liam Ryan was my boss and later my friend from 1990 until his death in 2015. His (typically) acerbic insights on the state of Irish sociology were recorded in 1984 for an issue of the Sociological Association of Ireland Bulletin. Re-visiting his prognosis today, I reflect on North–South relations in the discipline, on the challenge of forging a public role for Irish sociology, and on the growth of a precariat within the academic discipline. I conclude with some comments on the enduring relevance of sociology as we come to terms with post-pandemic life.
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Corcoran, Mary P., Robert Hamm, and Ruairí Weiner. "Blurring the distinction between the researcher and the researched: Doing Collective Memory-Work online in Covid times." Irish Journal of Sociology, February 8, 2022, 079160352210778. http://dx.doi.org/10.1177/07916035221077863.
Full textAbstract:
Collective-Memory Work (CMW) is a method of research and learning that relies on a group working together on a topic of shared interest. It aligns with other qualitative approaches such as participatory and feminist research methods, collaborative auto-ethnography, narrative inquiry, and emancipatory adult learning. In CMW participants write short stories from their own memory on a theme agreed in advance. The stories are subsequently scrutinized by the group via detailed textual analysis and recursive discussion. Due to COVID restrictions in 2020, a planned CMW workshop at an Irish higher education institution had to be delivered online. The purpose of this case study is two-fold: first it provides an overview of the CMW approach and how it is implemented in practice, detailing the concrete activities carried out in the workshop. Second, the case study provides insight into running a workshop of this kind online, and the perceived benefits identified by participants of adopting such an approach. We argue that CMW generates an egalitarian group dynamic, encourages active listening, and enables the co-creation of textual analysis in a spirit of collectivity and mutual respect. We suggest that CMW is a versatile method that can be usefully deployed within and beyond academic settings.
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Finn, Mairéad, Georgiana Mihut, and Merike Darmody. "Academic Satisfaction of International Students at Irish Higher Education Institutions: The Role of Region of Origin and Cultural Distance in the Context of Marketization." Journal of Studies in International Education, July 3, 2021, 102831532110270. http://dx.doi.org/10.1177/10283153211027009.
Full textAbstract:
Internationalization of higher education has increased the diversity of the student body at higher education institutions. There is evidence that the experiences of international students vary according to their region of origin, but trends on a larger scale remain underexamined. Drawing on Eurostudent VI data from the Republic of Ireland, this article investigates how academic satisfaction varies between students from different global regions of origin and from national settings with distinct cultural distance characteristics. Results suggest that international students have higher levels of academic satisfaction than Irish students, but that differences between students from diverse regions of origin persist. In addition, international students originating from a national context with high power distance, irrespective of levels of individualism, have higher levels of academic satisfaction compared with Irish students. Furthermore, self-perception of being a detached customer rather than an equal partner in education has the strongest association with academic satisfaction, suggesting that commercialization trends affect both international and domestic students.
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O’Flynn, Emily, Simon Stephens, Isobel Cunningham, Anne Burke, and Christopher McLaughlin. "Experiential learning and the entrepreneurial university: An Irish case study." Industry and Higher Education, January 19, 2023, 095042222211511. http://dx.doi.org/10.1177/09504222221151146.
Full textAbstract:
This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb’s Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.