Relevant bibliographies by topics / Irish education sector

Academic literature on the topic 'Irish education sector'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish education sector"

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Stephens, Simon, David O'Donnell, and Paul McCusker. "Computing Careers and Irish Higher Education." Industry and Higher Education 21, no. 2 (April 2007): 159–68. http://dx.doi.org/10.5367/000000007780681012.

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This paper explores the impact of developments in the Irish economy and labour market on computing course development in the higher education (HE) sector. Extant computing courses change, or new courses are introduced, in attempts to match labour market demands. The conclusion reached here, however, is that Irish HE is producing insufficient numbers of computing graduates, notwithstanding the anomalous fact that the capacity to produce them is available in the HE sector. Manpower planning is inefficient and IT skill shortages remain, not as a result of poor industry–HE relations but because of a lack of understanding of Irish students' perceptions, preferences and expectations. Pressures for radical institutional change are probably unlikely to emerge as skill gaps are being filled by immigrants with the requisite skills.
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Harron, Anita, Anne McMahon, and Éadaoin Ní Mhianáin. "Irish Medium Schools – Partnership in Practice." Journal of Clinical Speech and Language Studies 15, no. 1 (September 1, 2005): 42–54. http://dx.doi.org/10.3233/acs-2005-15106.

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Since 1999 local Education and Library Boards in Northern Ireland have received funding to employ speech and language therapists to work with mainstream year-one classes. These projects provide training for teachers and classroom assistants which combines in-service training and in-class support, using shadowing and co-teaching methods. Significant gains for teachers and children have been evidenced. In 2003, the projects were extended into the Irish-medium education sector. Advisory speech and language therapists have worked in close collaboration with school staff and the advisory teacher for literacy in Irish-medium schools. Resources to promote phonological awareness skills in Irish were designed, piloted and published. The current study evaluates the effectiveness of this model of collaboration and the success of its extension into the Irish-medium sector. The children’s outcomes on vocabulary, narrative and phonological awareness assessments are compared to those of their peers in English medium schools. The value of such partnerships is discussed and recommendations for advances in the Irish-medium sector are made.
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Mercille, Julien, and Enda Murphy. "The Neoliberalization of Irish Higher Education under Austerity." Critical Sociology 43, no. 3 (October 8, 2015): 371–87. http://dx.doi.org/10.1177/0896920515607074.

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This paper discusses the transformations that have taken place in Irish higher education under neoliberalism and, in particular, during the period of austerity since 2008. We adopt a critical political economic framework conceptualizing Ireland as a prototypical neoliberal state and maintain that the period of economic crisis since 2008 has witnessed a deepening of neoliberalism. We argue that restructuring in the education sector has been shaped by forces originating from the European Union, global institutions, as well as from the interests of Irish political and economic elites. We examine several aspects of the neoliberalization of the education sector, including privatization, commercialization, labor casualization and the erosion of work conditions. Empirically, the paper synthesizes and conceptualizes available data on neoliberalism and higher education in Ireland. Theoretically, it presents a useful framework to investigate similar cases in other countries.
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Brophy, Richard. "Financial services education." Journal of Financial Regulation and Compliance 22, no. 2 (May 6, 2014): 78–95. http://dx.doi.org/10.1108/jfrc-10-2013-0037.

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Purpose – The purpose of this paper is to chart the development of financial services education from its origins in the insurance industry to the current offering for people who wish to work in the life and non-life insurance industry. Financial services education within Ireland has evolved over time. Originally perceived to be an outpost of the British Insurance Institute, it is the responsibility of a variety of institutes that operate in the financial sectors, covering a range which includes insurance, banking and credit unions. Where tertiary education was optional, it is now a requirement of the regulator that people working in this sector have achieved at least this standard. Additionally, specialist qualifications for those working in the industry are being developed with academic involvement, as the institutes work to provide professional qualifications. Design/methodology/approach – To compare and contrast the Irish regulatory requirements, an analysis of other European Union (EU) national requirements was conducted, illustrating differences in education and current certification requirements. Findings – Educational requirements in Ireland go a long way in terms of ensuring that workers in financial services are adequately skilled in terms of academic, professional, ethical and continuous professional development (CPD). The Irish system covers a lot of aspects of financial services minimum competency code that is implemented in other EU jurisdictions, and in some cases, it has a unique approach in CPD. Practical implications – Serves as a comparable study of minimum competency requirements of EU for financial services employees and highlights differences in requirements across borders. Originality/value – This is a unique study of minimum competency code that has been implemented by financial regulators across EU member states and its impact in the industry in terms of raising the requirements of people involved in the sector.
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Kearney, Arthur, Denis Harrington, and Felicity Kelliher. "Executive capability for innovation: the Irish seaports sector." European Journal of Training and Development 42, no. 5/6 (July 2, 2018): 342–61. http://dx.doi.org/10.1108/ejtd-10-2017-0081.

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Purpose This paper aims to develop a framework of executive capability for innovation in the Irish seaport context. Design/methodology/approach The paper uses an approach based on a critical review of literature. The paper takes the form of a critical review of academic literature, focussed by dynamic managerial capabilities theory. Specifically, the work of Lawson and Samson (2001) is drawn on to frame executive capability for innovation. Findings The framework proposes that the executive capability for innovation in the Irish seaport sector emerges as a dynamic managerial capability. The framework is dynamic in nature with environmental feedback loops inhibiting and enabling executive capability development. Supply chain innovation emerges from the framework based on an interpretation of executive capability emerging from Lawson and Samson (2001). Research limitations/implications The paper is entirely conceptual in nature. Future empirical research taking a qualitative approach is necessary. Further, an alternative theoretical perspective to that of dynamic managerial capabilities would offer new conceptual insight. Practical implications The paper contributes to executive practice through providing a framework of executive capability for innovation facilitating dialogue between executive practitioners and academic theory. Policymakers are challenged to contemplate the framework as a means of transforming competitiveness in an industry identified as foundational to Irish economic development. Originality/value The paper contributes to an emerging area of interest in the academic literature in the area of executive capability for innovation. Specifically, the paper argues the unique contextual nature of executive capability for innovation in the context of the seaport industry.
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Hodgins, Margaret, and Patricia Mannix McNamara. "An Enlightened Environment? Workplace Bullying and Incivility in Irish Higher Education." SAGE Open 9, no. 4 (July 2019): 215824401989427. http://dx.doi.org/10.1177/2158244019894278.

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This study explores the experiences of workplace ill-treatment of academic staff in the Irish Higher Education sector, with a focus on organizational response to experienced or witnessed workplace bullying and/or incivility. Workplace bullying is a significant problem, affecting approximately 15% of the workforce, with considerable variation by sector. Educational workplaces typically display prevalence rates that exceed average workplace bullying rates. The negative impacts on health and well-being are well documented and evidence is also emerging to show that organizational responses are less than optimal. The data collected comprise 11 qualitative in-depth interviews with academic staff in three of Ireland’s seven Universities. Applying a phenomenological analysis approach, data revealed that participants’ experiences were overwhelmingly negative in respect of organizational response, despite the fact that each University had an anti-bullying policy. This is explored and discussed in the context of failure to address the complex power relations, which are particularly relevant in professional organizations, intensified by current changes in the higher educational sector. Study limitations include the small number of Universities and small sample size, thus limiting generalizability.
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Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.

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In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.

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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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Turner, Tom, Christine Cross, and Caroline Murphy. "Occupations, age and gender: Men and women’s earnings in the Irish labour market." Economic and Industrial Democracy 41, no. 2 (May 17, 2017): 276–95. http://dx.doi.org/10.1177/0143831x17704910.

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While many studies investigate gender wage disparities, few have examined the impact of gender, education, part-time working and sector on earnings for men and women across different occupational groups and for different age groups. The purpose of this article is to undertake a more nuanced approach to further our understanding of the gender pay difference between men and women in different occupations in order to tackle and close this gap. The study’s findings suggest that the labour market is segmented into primary and secondary jobs. Additionally, the earnings returns for education are generally lower for women compared to men and women appear to fare better in the public sector in terms of a lower earnings gap for full-time and part-time employees and higher returns for education compared to women working in the private sector. The article concludes with a discussion of the policy implications.
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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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Dissertations / Theses on the topic "Irish education sector"

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Stephens, Simon. "2020 vision : Possible futures for the institute of technology sector of Irish higher education." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531727.

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Kenneally, Allison. "Facilitatory and inhibitory factors in higher education mergers : case studies from the Irish Institute of Technology sector." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720668.

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The Irish Institute of Technology (hereinafter referred to as IoT) sector is poised to undergo a period of transformation, consolidation and system reconfiguration, to be brought about through a series of institutional mergers, collaborations and alliances. This research focuses on the Irish higher education (hereinafter referred to as HE) landscape, and in particular, on the journey of three groups of IoTs (hereinafter referred to as Alliances) as they plan to merge and subsequently apply to be re-designated as technological universities (hereinafter referred to as TUs). This research provides a contemporaneous account of how the Irish IoTs are organising themselves for merger and examines the substantial challenges which lie therein. By examining and comparing three Alliances which are undergoing a similar process but with varying degrees of success, this research explores the key factors which facilitate on one hand, and/or inhibit on the other, merger negotiations and the merger process in HE, both at a system and institutional level. This knowledge will be useful to policy makers and other higher education institutions (hereinafter referred to as HEIs), particularly in Ireland’s IoT sector, which is likely to experience a wave of mergers over the coming decade. It also contributes to the relatively scant body of literature on the nature of and the factors impacting upon the merger process in higher education, and of mergers in the Irish HE context. A qualitative study, employing a multiple case study approach, was adopted. Based upon a thematic analysis of data gathered from the three cases, this research identifies and categorises the key factors that are perceived to facilitate on the one hand, or inhibit on the other, the merger process in HE, both at a system and institutional level. A framework consisting of political, strategic, operational, emotive, historic and cultural factors is proposed, examined and discussed, and recommendations for both institutional and system level actors are provided. In addition, this research proposes a micro-political model which details the various phases through which HE mergers proceed, and argues that it is the macro and micro-political and emotive factors, rather than strategic or operational factors, which have the most powerful influence on the merger process.
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Books on the topic "Irish education sector"

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Gibbons, Dolores. Male ethos and male management culture in some public sector schools: An analysis of issuesin the Irish context. Dublin: University College Dublin, 1996.

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Ronayne, Tom. Participation in youth service provision during the transition from school to the labour market: Gaps in provision and the policy issues arising : report to the Irish Youth Foundation and the Youth Affairs Section, Department of Education. Dublin: WRC Social and Economic Consultants, 1992.

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Ecclesiastical History Society. Summer Meeting. The churches, Ireland, and the Irish: Papers read at the 1987 Summer Meeting and the 1988 Winter Meeting of the Ecclesiastical History Society. Oxford, UK: Published for the Society by B. Blackwell, 1989.

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Ecclesiastical History Society. Summer Meeting. Unity and diversity in the church: Papers read at the 1994 Summer Meeting, and the 1995 Winter Meeting of the Ecclesiastical History Society. Cambridge, Mass: Published for the Ecclesiastical History Society by Blackwell, 1996.

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Meeting, Ecclesiastical History Society Summer. The church and childhood: Papers read at the 1993 Summer Meeting and the 1994 Winter Meeting of the Ecclesiastical History Society. Oxford, OX, UK: Published for the Ecclesiastical History Society by Blackwell Publishers, 1994.

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Ecclesiastical History Society. Summer Meeting. The church and wealth: Papers read at the 1986 Summer Meeting and the 1987 Winter Meeting of the Ecclesiastical History Society. Oxford, UK: Published for the Ecclesiastical History Society by B. Blackwell, 1987.

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Meeting, Ecclesiastical History Society Summer. Continuity and change in Christian worship: Papers read at the 1997 Summer Meeting and the 1998 Winter Meeting of the Ecclesiastical History Society. Woodbridge, Suffolk, UK: Published for the Ecclesiastical History Society by the Boydell Press, 1999.

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Ecclesiastical History Society. Summer Meeting. The church and Mary: Papers read at the 2001 Summer Meeting and the 2002 Winter Meeting of the Ecclesiastical History Society. Woodbridge, Suffolk, UK: Published for the Ecclesiastical History Society by the Boydell Press, 2004.

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Ecclesiastical History Society. Summer Meeting. Gender and Christian religion: Papers read at the 1996 Summer Meeting and the 1997 Winter Meeting of the Ecclesiastical History Society. Woodbridge, Suffolk, UK: Published for the Ecclesiastical History Society by the Boydell Press, 1998.

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Ecclesiastical History Society. Summer Meeting. Signs, wonders, miracles: Representations of divine power in the life of the church : papers read at the 2003 Summer Meeting and the 2004 Winter Meeting of the Ecclesiastical History Society. Woodbridge: Published for the Ecclesiastical History Society by the Boydell Press, 2005.

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Book chapters on the topic "Irish education sector"

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Clancy, Patrick. "The Non-University Sector in Irish Higher Education." In Higher Education Dynamics, 123–45. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8335-8_6.

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McInerney, Clare, Mike Hinchey, and Eamonn McQuade. "Investment in Information and Communication Technologies in the Irish Education Sector." In Education and Technology for a Better World, 83–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_9.

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Walsh, John. "Creating a Modern Educational System? International Influence, Domestic Elites and the Transformation of the Irish Educational Sector, 1950–1975." In Essays in the History of Irish Education, 235–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_9.

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Courtois, Aline. "The Global Ambitions of Irish Universities: Internationalizing Practices and Emerging Stratification in the Irish Higher Education Sector." In Universities and the Production of Elites, 127–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53970-6_6.

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Chonaill, Bríd Ní. "6. The Linguistic Challenges of Immigration: The Irish Higher Education Sector’s Response." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 97–108. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-008.

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Kelly, Mark, Mark Costello, Gerard Nicholson, and Jim O'Connor. "The Evolving Integration of BIM Into Built Environment Programmes in a Higher Education Institute." In Handbook of Research on Driving Transformational Change in the Digital Built Environment, 294–326. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6600-8.ch012.

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The recent publication of the Roadmap to Digital Transition for Ireland's Construction Industry 2018-2021 clearly identified training and education as key priorities in the development of core BIM competences to stimulate the transition towards a more collaborative digital working environment. It identified an urgent need for a consistent and coherent digital experience for students in Irish education and industry to help grow capacity and maturity in the use of BIM and other innovative techniques. The higher education sector has a vital role to play. Key to this will be ensuring appropriate graduate knowledge, skills and competences, ongoing professional development and upskilling of higher education staff, and significant collaboration with industry. This chapter will present a best practice example of academic-industry collaboration, which resulted in the delivery of a flexible Level 8 programme for industry, the implementation of a BIM strategy within an academic context, and the establishment of a focused research group, which is currently engaged in ongoing applied research.
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O’Donoghue, Tom, and Judith Harford. "Looking Backwards, Looking Forwards." In Piety and Privilege, 189–204. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0010.

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A pluralist, outward-looking approach to Catholic education in Ireland now characterizes some of the latest changes at the level of governance and curriculum. Regarding piety, the first of the two main themes addressed throughout this book, change is also evident. In particular, the manner in which it is promoted and practised in the Catholic secondary schools now is more benignant, personal, ecumenical, and inclusive of those of other faiths than it was in the past. Regarding the second theme considered throughout, namely, the role of the Church historically in favouring at secondary school level those privileged in Irish society socially and economically, the situation is that while expansion of education provision has raised national standards of education, it has not led to the kind of reduction in relative social class inequalities that many believed it could or would. Thus, while so much has changed in relation to second-level schooling in the country from the end of the period 1922–1967 and the move away from the theocratic State, the Church in Ireland still continues to be enmeshed in social reproduction through the position it continues to hold within the nation’s secondary school sector.
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Quin, Jack. "An Art School Education." In W. B. Yeats and the Language of Sculpture, 17–52. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192843159.003.0002.

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Abstract The first chapter constructs an unfamiliar portrait of Yeats—the famous autodidact—as a fledgling poet who was educated at art school in Dublin. The opening section documents Yeats’s art school years at the Dublin Metropolitan School of Art and later the Royal Hibernian Academy. It outlines how Yeats’s art school training in the mid-1880s put him in contact with John Hughes and Oliver Sheppard who would become the foremost Irish sculptors of the early twentieth century. By tracing his time at art school, the chapter recovers Yeats’s earliest exposure to the visual arts; sketching from casts of classical statues, and comparing antique and modern artworks. Subsequent sections compare Yeats’s earliest poems, The Island of Statues, ekphrastic verses, and verse fragments, with his later recollections of the Metropolitan School of Art and Royal Hibernian Academy in Reveries over Childhood and Youth, a 1906 committee deposition, and his draft Memoirs, arguing that a poetics of sculpture offered Yeats a creative escape from the dry, academic neoclassicism of his art schooling. The art writing of Yeats and George Russell (Æ)—another art school student—in the Daily Express promoted the sculpture of Sheppard and Hughes in the 1890s to early 1900s. The later sections propose a reciprocal relationship between Irish sculpture and poetry of the Revival, tracing Yeats and Russell’s reinterpretation of Matthew Arnold and his critique of the Celtic plastic arts, and closing with an examination of Sheppard’s unpublished essay on public sculpture in Ireland.
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Choistealbha, Julie Uí, and Miriam Colum. "You Can't Be What You Can't See." In Advances in Educational Marketing, Administration, and Leadership, 113–34. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch006.

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This chapter presents the policy, practice, and societal contexts of initial teacher education in Ireland as a backdrop to the TOBAR programme. Primary teaching in Ireland is a high status and high demand profession, yet the teaching body is predominately white, female, and Catholic. In recent years, in response to changes in Irish society, and in initial teacher education and higher education policy, new initiatives have been introduced to diversify the teaching body. In the second section of this chapter, the authors present an overview of one such initiative: the TOBAR programme. The TOBAR programme supports Irish travellers to participate in initial teacher education programmes. Drawing on a series on interviews with students on the TOBAR programme, the authors report that the programme is having a positive impact on the students but that many challenges and barriers still exist.
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O’Donoghue, Tom, and Judith Harford. "The Church Ascendant, 1831–1967." In Piety and Privilege, 16–40. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0002.

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In the latter half of the eighteenth and early decades of the nineteenth century the priests’ leadership role in Ireland increased, aided by the relaxation of the Penal Laws and the eventual granting of Catholic Emancipation throughout the United Kingdom in 1829. Concurrently, a new generation of reforming bishops shook off the approach of caution of their predecessors towards government and became increasingly assertive about Catholic interests, including in education. That assertiveness is central in the considerations of this chapter. Developments in relation to the role of the Catholic Church (the Church) in Irish society from the decades prior to the Great Famine of 1845–48 are outlined. Relations between the Church and the State on education from the establishment of the Irish National School System in 1831 to the advent of national independence in 1922 are then examined. In the third section the activity of ‘the triumphalist Church in Ireland’ for the period from 1922 to the introduction of ‘free second-level education’ in 1967 is detailed.
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Conference papers on the topic "Irish education sector"

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Devereux, Aisling, and Markus Hofmann. "Factors that Influence Student Retention." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

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With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
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Casanoves-Boix, Javier, Ana Cruz-García, and Maurice Murphy. "CREATING LOVEMARKS THROUGH STUDENTS OF PUBLIC UNIVERSITIES IN IRELAND." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end125.

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This research was carried out to examine the role of educational brand capital applied to public universities in Ireland. To this end, the main contributions in the literature related to the study of brand capital and its application in the Irish educational sector were analyzed, identifying which variables determine brand capital in this sector. Once a suitable model was established, an empirical study was realized using a sample of 423 valid responses from students at the two main public universities in Cork (Ireland). The results obtained will show the repercussion of each variable of the brand capital relative to the determining variables (brand awareness, brand image, perceived quality, and brand loyalty), while laying the foundation for university managers to develop marketing strategies adapted to maximize the building of educational brand capital.
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Roche, Joseph. "Strategies for Scientists in Higher Education." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2642.

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Scientists have had a role in higher education since the very first institutes of higher education. While this role has evolved considerably in the last century, the period that has seen the most significant changes has been the last four decades. The rapid expansion of the higher education sector and the massification of education through the commitment of the state to free education has seen the role of scientists in higher education in Ireland swell to incorporate new responsibilities and expectations. In this paper a brief history of the role of scientists in higher education and the recent changes to that role are presented. Although these changes are focused on the role of Irish scientists, similar changes can be identified across Europe. A new strategy for supporting scientists in higher education is proposed — a research-informed masters programme in science education that provides the necessary skills and experience for early career scientists in higher education to cope with the demands of their positions.
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Harding, Nuala. "EXPLORING THE PEDAGOGIC PRACTICES OF TEACHING STAFF IN THE IRISH TECHNOLOGICAL HIGHER EDUCATION SECTOR USING TEACHING AND LEARNING REGIME THEORY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0212.

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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.

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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.
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