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Dun Laoghaire Institute of Art, Design and Technology (IADT)
Strategic Dialogue Cycle 2
Progress Report to the HEA
June 2015
1
Contents 1. Introduction ............................................................................................................................... 2
2. Excellent Teaching and Learning and Quality of the Student Experience ..................................... 3
3. Participation, Equal access and Lifelong Learning ....................................................................... 9
4. High Quality, Internationally Competitive Research and Innovation ......................................... 12
5. Enhanced Engagement with Enterprise and the Community and Embedded Knowledge Exchange ................................................................................................................................. 14
6. Enhanced Internationalisation ................................................................................................. 17
7. Institutional Consolidation ....................................................................................................... 19
8. Regional Clusters ..................................................................................................................... 22
9. Supporting Information: ........................................................................................................... 25
9.1 Introduction ..................................................................................................................... 25
9.2 Regional Clusters .............................................................................................................. 25
9.3 Amendments to Numerical Targets as a Result of External Factors and Strategic Realignment ..................................................................................................................... 26
9.4 Benchmarking................................................................................................................... 26
10. Institutional Profile 2016/2017................................................................................................. 29
2
1. Introduction IADT entered into the Compact arrangement with the HEA in June 2014; the process resulted in the setting of a number of goals and targets up to 2016. At the time of signing the Compact, IADT was in the process of developing our Strategic Plan 2014-2018. The Strategic Plan was based on the following Vision and Mission:
Our Vision: As an autonomous Institute of Art, Design and Technology with a specialist mission is to support learning, teaching, research and innovation, and to play a leading role in the development of industries focussing on the creative, cultural and digital technologies sectors.
Our Mission: Is to continue to specialise in creativity and innovation as expressed in the arts, technology and entrepreneurship and to work with learners and stakeholders as partners to develop graduates who are innovative, creative, entrepreneurial and adaptable, and who are ready to meet the challenges of the digital age.
The Compact identified targets for development and growth in a number of key areas. Specific KPIs were developed to work towards the 2016 targets. Overall IADT has made very good progress against all KPIs. In most cases we have already achieved, or are well on the way to achieving, our 2016 goals. Where we have not yet made significant progress we have identified the reasons why and have action plans in place to address the issues. Where external considerations are impacting on IADT’s ability to meet 2016 targets, this has been identified e.g. the current hiatus in relation to GradCAM. IADT would also like to discuss amendments to Compact targets which may be necessary as a result of internal strategic changes, for example a strategic move from Level 7 to Level 8 as a result of market demand and the development of formal links with Further Education. Progress to date on IADT’s Compact targets is delineated in the following report. Colour coding progress indicators (PI) identify the progress made in each area against the 2016 indicators: Key Indicator already achieved or exceeded
Substantial progress made, targets likely to be met
Target not met or likely to be met for identified reasons Signed: _____________________ Date: __________________ Dr. Annie Doona President
3
2.
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
Qu
ali
ty o
f th
e S
tud
en
t E
xp
eri
en
ce
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
En
ha
nce
men
t o
f a
n i
nsti
tuti
on
al
po
licy f
ram
ew
ork
fo
r T
ea
ch
ing
an
d
Le
arn
ing
IAD
T’s
Learn
ing,
Teach
ing a
nd
Ass
ess
ment
Str
ate
gy a
nd t
he
IAD
T P
lagia
rism
Polic
y r
evie
wed
and im
ple
mente
d
Both
key p
olic
ies
em
bedded in
princi
ple
s and
pra
ctic
e a
cross
the I
nst
itute
Revie
w a
nd
appro
val by
Aca
dem
ic C
ounci
l of re
vis
ed
Learn
ing,
Teach
ing a
nd
Ass
ess
ment
Str
ate
gy. Revi
ew
and d
evelo
pm
ent
of IA
DT
Pla
gia
rism
Polic
y
The t
hird ite
ration o
f th
e I
AD
T T
each
ing
and L
earn
ing S
trate
gy (
T&
L)
2014-1
9,
adopte
d b
y G
overn
ing B
ody in 2
014,
support
s and e
nhance
s le
arn
ing, te
ach
ing
and a
ssess
ment
acr
oss
the I
nst
itute
.
The 2
nd ite
ration o
f IA
DT’s
Pla
gia
rism
Polic
y w
as
adopte
d b
y G
overn
ing B
ody in
2014.
Q
ualit
y A
ssura
nce
pro
cedure
s su
pport
the
T&
L s
trate
gy, and h
ave r
ece
ntly b
een
update
d.
Ta
rge
t A
ch
ieve
d
Dis
sem
ination o
f IA
DT L
earn
ing,
Teach
ing a
nd
Ass
ess
ment
Str
ate
gy
for
act
ion b
y s
taff
and s
tudents
Appro
val by
Aca
dem
ic C
ounci
l and im
ple
menta
tion
of re
vis
ed p
lagia
rism
polic
y Revie
w o
f oth
er
polic
ies
as
required
Both
key p
olic
ies
em
bedded in
princi
ple
s and
pra
ctic
e a
cross
the
Inst
itute
Cu
rric
ulu
m
de
ve
lop
men
t, t
o
em
be
d t
he
use
of
Te
ch
no
log
y
Em
plo
yab
ilit
y
an
d
En
tre
pre
ne
urs
hip
a
s k
ey t
he
mes
for
the
ne
xt
five
ye
ars
Pro
gra
mm
es
have t
he k
ey
them
es
fully
em
bedded
Them
es
em
bedded in
pro
gra
mm
es
acr
oss
the
Inst
itute
as
an
outp
ut
of
Pro
gra
mm
atic
Revie
w.
Pro
gra
mm
es
in
the F
acu
lty o
f Film
, Art
and
Cre
ative
Tech
nolo
gie
s and
the F
acu
lty o
f Ente
rprise
and
Hum
anitie
s audited for
em
beddin
g o
f te
chnolo
gy,
entr
epre
neurs
hip
and e
mplo
yabili
ty
skill
s co
nte
nt
as
The t
hem
e o
f th
e 2
015 P
rogra
mm
atic
Revie
w in b
oth
Facu
ltie
s is
“Entr
epre
neurs
hip
, Em
plo
yabili
ty a
nd
Engagem
ent”
.
Em
beddin
g t
ech
nolo
gy is
a k
ey p
art
of
the p
rogra
mm
e d
eliv
ery
, in
cludin
g t
he
use
of Bla
ckboard
as
a learn
ing s
upport
.
These
them
es
info
rmed t
he r
evie
w o
f pro
gra
mm
es
carr
ied o
ut
by t
he F
acu
ltie
s during P
rogra
mm
atic
Revi
ew
. Pro
gra
mm
atic
Revi
ew
Panel Vis
its
took
pla
ce in A
pril and M
ay 2
015.
Str
ate
gy for
the
em
beddin
g o
f te
chnolo
gy
em
plo
yabili
ty a
nd
entr
epre
neurs
hip
develo
ped, e.g
. th
rough join
t m
odule
s, join
t pro
ject
s re
vie
w.
Them
es
em
bedded
in p
rogra
mm
es
acr
oss
the I
nst
itute
as
an o
utp
ut
of
pro
gra
mm
atic
4
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
part
of
Pro
gra
mm
atic
Revie
w
Ta
rge
t A
ch
ieve
d
De
ve
lop
me
nt
of
a r
an
ge
of
be
nch
ma
rkin
g
cri
teri
a a
nd
fr
am
ew
ork
fo
r IA
DT
in
re
lati
on
to
Te
ach
ing
an
d
Le
arn
ing
Bench
mark
ing
stra
tegie
s in
pla
ce a
nd r
esu
lts
of bench
mark
ing
publis
hed
Main
stre
am
ing o
f bench
mark
ing
pra
ctic
es
acr
oss
in
stitute
, re
sults
publis
hed
Impro
vem
ents
in
priority
are
as
ach
ieved
Inst
itute
Bench
mark
ing
stra
tegy
develo
ped a
nd
key e
lem
ents
id
entified a
s part
of Pro
gra
mm
atic
Revie
w
Key b
ench
mark
ing m
etr
ics
were
identified
for
Pro
gra
mm
atic
Revie
w for
both
Facu
ltie
s.
The c
urr
ent
Pro
gra
mm
atic
Revi
ew
has
adopte
d t
hese
bench
mark
s as
part
of th
e
Pro
gra
mm
atic
Revi
ew
.
PR P
anel Vis
its
took p
lace
in A
pril and
May 2
015.
Ta
rge
t A
ch
ieve
d
Develo
pm
ent
of an
agre
ed I
nst
itute
-wid
e
set
of bench
mark
ing
criteria in p
lace
with
priority
are
as
for
impro
vem
ent
identified a
nd
impro
vem
ents
quantified
Main
stre
am
ing o
f bench
mark
ing
pra
ctic
es
acr
oss
in
stitute
, re
sults
publis
hed
Impro
vem
ents
in
priority
are
as
ach
ieved
Pro
vis
ion
of
pro
fessio
na
l d
eve
lop
men
t fo
r sta
ff i
n t
ea
ch
ing
a
nd
le
arn
ing
Num
ber
of st
aff
availi
ng o
f su
pport
s id
entified b
y
Facu
lty a
nd
pro
gra
mm
e
analy
sed b
y
Facu
lty a
nd
pro
gra
mm
e
Num
ber
of st
aff
takin
g L
IN A
PD
pro
gra
mm
es
at
IAD
T a
nd o
ther
acc
redited
pro
gra
mm
es
in
T&
L (
incl
udin
g
staff b
ein
g
72 g
raduate
s of
LIN
APD
acc
redited
pro
gra
mm
es
in
teach
ing a
nd
learn
ing a
nd
oth
er
acc
redited
pro
gra
mm
es
in
T&
L 4 g
raduate
s AIT
LIN
post
gra
duate
dip
lom
a
Main
tain
levels
of
part
icip
ation in
loca
l se
min
ars
and w
ork
shops
Main
tain
level of
22 L
IN
Cert
ific
ate
s at
IAD
T a
nd o
ther
acc
redited
pro
gra
mm
es
in
T&
L
1 A
IT L
IN
Post
gra
duate
D
iplo
ma
Main
tain
levels
of
part
icip
ation in
loca
l se
min
ars
and w
ork
shops
Main
tain
level of
engagem
ent
in
rele
vant
confe
rence
s
Str
ong focu
s on t
each
ing a
nd learn
ing in
staff d
evelo
pm
ent. 5
8 L
IN C
ert
ific
ate
s ach
ieved. 1 A
IT D
iplo
ma.
Str
ong p
art
icip
ation a
t lo
cal, n
ational and
inte
rnational le
vel in
sem
inars
and
confe
rence
s.
Str
ong e
ngagem
ent
in t
he N
ational
Foru
m for
the E
nhance
ment
of Teach
ing
and L
earn
ing.
Ta
rge
t A
ch
ieve
d
22 L
IN c
ert
ific
ate
s at
IAD
T a
nd o
ther
acc
redited
pro
gra
mm
es
in T
&L
2 A
IT L
IN
post
gra
duate
dip
lom
a
Main
tain
levels
of
part
icip
ation in loca
l se
min
ars
and
work
shops
Main
tain
level of
engagem
ent
in
rele
vant
confe
rence
s
72 g
raduate
s of LI
N
APD
acc
redited
pro
gra
mm
es
in
teach
ing a
nd
learn
ing a
nd o
ther
acc
redited
pro
gra
mm
es
in T
&L
4 g
raduate
s AIT
LIN
post
gra
duate
dip
lom
a
Main
tain
levels
of
part
icip
ation in loca
l se
min
ars
and
work
shops
5
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
aw
ard
ed L
IN A
IT
Post
gra
duate
D
iplo
ma in
Teach
ing a
nd
Learn
ing)
Num
ber
of st
aff
att
endin
g loca
l w
ork
shops
and
sem
inars
analy
sed b
y
Facu
lty a
nd
pro
gra
mm
e.
Sta
ff p
rese
nting
at
rele
vant
confe
rence
s w
ith
a t
each
ing,
learn
ing a
nd
dis
ciplin
e focu
s
engagem
ent
in
rele
vant
confe
rence
s
M
ain
tain
level of
engagem
ent
in
rele
vant
confe
rence
s
Imp
rove
me
nts
in
re
ten
tio
n a
nd
su
ccess r
ate
s f
or
Le
ve
l 7
p
rog
ram
me
s
acro
ss t
he
In
sti
tute
Impro
vem
ents
in
rete
ntion a
nd
succ
ess
rate
s su
stain
ed
8%
incr
ease
in
rete
ntion a
nd
succ
ess
rate
s at
Level 7
Str
ate
gie
s fo
r st
udent
recr
uitm
ent
and
criteria for
entr
y
at
Level 7
revie
wed
Str
ate
gie
s fo
r im
pro
ving
rete
ntion r
ate
s docu
mente
d
Stu
dent
rete
ntion c
ontinues
to b
e a
priority
.
The F
acu
ltie
s use
, w
here
poss
ible
, 1:1
in
terv
entions
and o
ngoin
g m
onitoring.
Facu
lty o
f Film
, Art
and C
reative
Tech
nolo
gie
s (F
ACT)
has
transi
tioned t
wo
exis
ting L
evel 7 p
rogra
mm
es
to L
evel 8
as
part
of Pro
gra
mm
atic
Revi
ew
.
The F
acu
lty o
f FACT h
as
als
o launch
ed a
new
Level 7 in C
reative
Musi
c Pro
duct
ion
whic
h t
hus
far
has
a r
ete
ntion r
ate
of
90%
5%
incr
ease
in
rete
ntion a
nd
succ
ess
rate
s at
Level 7
8%
incr
ease
in
rete
ntion a
nd
succ
ess
rate
s at
Level 7
6
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
The F
irst
Year
Matt
ers
pro
ject
has
targ
ete
d r
ete
ntion fro
m 1
st to 2
nd y
ear.
Level 7 r
ete
ntion r
ate
s in
crease
d b
y 1
0%
to
betw
een 6
8 t
o 7
0%
dependin
g o
n t
he
pro
gra
mm
e
IAD
T h
as
als
o e
stablis
hed a
Rete
ntion
Task
forc
e t
o form
ula
te s
trate
gie
s to
rem
edia
te a
ny d
ow
nw
ard
tre
nds
in
Rete
ntion.
Ta
rge
t A
ch
ieve
d
Re
vie
w a
nd
d
eve
lop
men
t o
f p
rog
ram
me
a
ssessm
en
t str
ate
gie
s
Pro
gra
mm
e
ass
ess
ment
stra
tegie
s th
at
are
cle
ar
to
students
. Ass
ess
ment
stra
tegie
s th
at
are
fair,
consi
stent
and fit
for
purp
ose
acr
oss
all
pro
gra
mm
es
Ass
ess
ment
stra
tegie
s th
at
are
fair,
consi
stent
and fit
for
purp
ose
acr
oss
all
pro
gra
mm
es
Annual re
vie
w o
f pro
gra
mm
e
ass
ess
ment
stra
tegie
s by
students
, st
aff
and e
xte
rnal
exam
iners
Audit o
f ass
ess
ment
at
pro
gra
mm
e a
nd
stage leve
l in
te
rms
of variety
of ta
sks,
expect
ations
and
student
work
load
and p
erf
orm
ance
as
part
of
Pro
gra
mm
atic
Revie
w
Revie
ws
take p
lace
at
Pro
gra
mm
e B
oard
le
vel, E
xte
rnal Exam
iner
report
s are
ta
ble
d a
nd feedback
fro
m k
ey
stakehold
ers
consi
dere
d.
Pro
gra
mm
atic
Revi
ew
consi
ders
exte
rnal
exam
iner
feedback
, ass
ess
ment
stra
tegy;
student
work
load, re
view
of exam
resu
lts,
st
udent
feedback
and e
mplo
yer
feedback
.
Pro
gra
mm
e a
ssess
ment st
rate
gie
s w
ere
co
mpre
hensi
vely
revi
ew
ed a
cross
all
pro
gra
mm
es
in 2
014 a
s part
of
the
revalid
ation o
f all
pro
gra
mm
es
prior
to P
R
Pro
gra
mm
es
have b
een r
evalid
ate
d for
anoth
er
five y
ear
period. Pro
gra
mm
atic
Revie
w P
anel Vis
its
took p
lace
in
April/M
ay –
the P
anel in
cluded indust
ry
Annual re
vie
w o
f pro
gra
mm
e
ass
ess
ment
stra
tegie
s by
students
, st
aff a
nd
exte
rnal exa
min
ers
Audit o
f ass
ess
ment
at
pro
gra
mm
e a
nd
stage leve
l in
term
s of variety
of ta
sks,
expect
ations
and
student
work
load
and p
erf
orm
ance
as
part
of pro
gra
mm
atic
revie
w
Ass
ess
ment
stra
tegie
s th
at
are
fa
ir, co
nsi
stent
and
fit
for
purp
ose
acr
oss
all
pro
gra
mm
es
7
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
and a
cadem
ic e
xpert
s.
Ta
rge
t A
ch
ieve
d
A r
an
ge
of
Cu
rric
ula
p
roje
cts
an
d
acti
vit
ies t
o
su
pp
ort
stu
de
nt
co
mm
un
ity a
nd
civ
ic e
ng
ag
em
en
t in
pla
ce
Incr
ease
in
pro
ject
s th
at
support
exte
rnal
com
munity a
nd
civic
engagem
ent
Com
munity/c
ivic
engagem
ent
em
bedded a
s co
here
nt
ele
ments
of IA
DT
pro
gra
mm
es
as
appro
priate
to
the
dis
ciplin
e/p
ract
ice
Develo
pm
ent
of
IAD
T s
trate
gy o
n
com
munity/c
ivic
engagem
ent
(see
page 2
9)
Most
pro
gra
mm
es
to
have a
t le
ast
one
pro
ject
that
dem
onst
rate
s co
mm
unity/c
ivic
engagem
ent
as
appro
priate
to t
he
dis
ciplin
e/p
ract
ice
IA
DT h
as
deve
loped a
Civ
ic E
ngagem
ent
stra
tegy.
The Q
QI
fram
ew
ork
refe
rs t
o
“Com
pete
nce
Insi
ght”
acq
uirin
g a
co
mpre
hensi
ve inte
rnalis
ed w
orld v
iew
.
The p
rogra
mm
e a
nd m
odule
learn
ing a
nd
the C
A s
trate
gy a
ims
to a
dopt
and r
eflect
th
is c
om
pete
nce
insi
ght.
A n
um
ber
of pro
gra
mm
es
have c
ivic
engagem
ent
module
s or
pla
cem
ents
with
a v
ariety
of part
ners
incl
udin
g h
osp
itals
, co
mm
unity g
roups,
com
pute
r cl
ubs,
ch
arities
and c
ultura
l in
stitutions.
FÍS
and
SIA
B p
roje
cts
in p
lace
.
Ta
rge
t A
ch
ieve
d
All
pro
gra
mm
es
to
have a
t le
ast
one
pro
ject
that
dem
onst
rate
s co
mm
unity/c
ivic
engagem
ent
as
appro
priate
to t
he
dis
ciplin
e/p
ract
ice
Com
munity/c
ivic
engagem
ent
em
bedded a
s co
here
nt
ele
ments
of IA
DT
pro
gra
mm
es
as
appro
priate
to t
he
dis
ciplin
e/p
ract
ice
Re
vie
w a
nd
e
nh
an
ce
th
e
cu
rre
nt
syste
ms
for
ide
nti
fyin
g
an
d m
an
ag
ing
th
e s
tud
en
ts a
t ri
sk
Develo
pm
ent
of
an e
vid
ence
-base
d I
nst
itute
-w
ide a
ppro
ach
fo
r w
ork
ing w
ith
students
at
risk
. Stu
dents
are
aw
are
of w
here
to
seek s
upport
An inte
gra
ted
Inst
itute
-wid
e
appro
ach
to
identify
ing a
nd
managin
g
students
at
risk
Identifica
tion o
f is
sues
by
pro
gra
mm
e, e.g
. non-a
ttendance
ra
tes,
rete
ntion
rate
s, d
ropout
rate
s.
Identifica
tion o
f cu
rrent
pra
ctic
e t
o
Pro
gra
mm
e T
eam
s tr
ack
iss
ues
arisi
ng in
the p
rogra
mm
es
incl
udin
g n
on-
att
endance
, re
tention, defe
rral, d
rop o
ut,
as
well
as
learn
ing d
ifficu
ltie
s and o
ther
student
rela
ted d
isabili
ties
Dis
abili
ty S
upport
Offic
er
in p
lace
in 2
014.
First
Year
Matt
ers
initia
tive r
olle
d o
ut
for
Develo
pin
g a
n
overv
iew
of cu
rrent
pra
ctic
e a
cross
the
staff involv
ed a
nd
work
ing t
o h
ave
an
inte
gra
ted I
nst
itute
-w
ide a
ppro
ach
An inte
gra
ted
Inst
itute
-wid
e
appro
ach
to
identify
ing a
nd
managin
g s
tudents
at
risk
8
Ex
ce
lle
nt
Te
ach
ing
an
d L
ea
rnin
g a
nd
th
e Q
ua
lity
of
the S
tud
en
t E
xp
eri
en
ce
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
and h
ow
they
will
be a
dvis
ed
and s
upport
ed
when t
hey h
ave
difficu
ltie
s
addre
ss t
his
iss
ue
at
pro
gra
mm
e,
depart
ment
and
Facu
lty level as
well
as
by S
tudent
Serv
ices
2nd y
ear
with p
osi
tive im
pact
on 1
st y
ear
rete
ntion r
eport
ed.
IA
DT h
as
set
up a
work
ing g
roup t
o d
raft
a F
itness
to S
tudy P
olic
y. T
his
will
enable
IA
DT t
o s
upport
stu
dents
who a
re h
avin
g
difficu
ltie
s w
ith h
er
studie
s due t
o
medic
al or
oth
er
reaso
ns
and w
hic
h w
ill
put
in p
lace
a s
yste
m t
o s
upport
their
retu
rn t
o c
olle
ge if th
ey t
ake a
leave o
f abse
nce
. T
arg
et
Ach
ieve
d
9
3.
Pa
rtic
ipa
tio
n,
Eq
ua
l a
cce
ss a
nd
Lif
elo
ng
Le
arn
ing
Pa
rtic
ipa
tio
n,
Eq
ua
l A
cce
ss a
nd
Lif
elo
ng
Le
arn
ing
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Pro
mo
te a
nd
fa
cil
ita
te e
ntr
y t
o
an
d p
art
icip
ati
on
in
ou
r
pro
gra
mm
es a
nd
stu
de
nt
life
by
ma
ture
stu
de
nts
Incr
ease
d
num
ber
of
matu
re s
tudents
as
new
entr
ants
acr
oss
all
pro
gra
mm
es
20%
18%
11%
matu
re s
tudents
in 2
014
M
atu
re S
tudent
Offic
er
in t
he S
tudent
Unio
n in p
lace
M
atu
re S
tudent
Soci
ety
thrivin
g
19%
See S
ect
ion 9
. Support
ing
Info
rmation
20%
See S
ect
ion 9
. Support
ing
Info
rmation 1
Pro
mo
te a
nd
fa
cil
ita
te e
ntr
y t
o
an
d p
art
icip
ati
on
in
to o
ur
pro
gra
mm
es a
nd
stu
de
nt
life
by
stu
de
nts
wit
h
dis
ab
ilit
ies
Incr
ease
s num
bers
of
students
with
dis
abili
ties
as
new
entr
ants
acr
oss
all
pro
gra
mm
es
13%
12%
9.6
% -
56 s
tudents
out of 581 n
ew
entr
ants
(in
cludin
g s
tudents
with
dis
abili
ties)
.
There
are
dis
crepanci
es
in t
he w
ay t
he
HEA a
nd I
AD
T c
ount
students
with
dis
abili
ties.
The H
EA r
ely
on v
olu
nta
ry
dis
closu
res.
13%
See S
ect
ion 9
. Support
ing
Info
rmation
13%
See S
ect
ion 9
. Support
ing
Info
rmation
IAD
T in
vo
lve
d i
n
DR
HE
A w
iden
ing
p
art
icip
ati
on
p
rop
osa
l
perc
enta
ge o
f st
udents
pro
gre
ssin
g into
year
2 in level 8
pro
gra
mm
es
perc
enta
ge o
f st
udents
pro
gre
ssin
g into
year
2 in level 7
pro
gra
mm
es
level 8
pro
gra
mm
es
- 90%
level 7
pro
gra
mm
es
–
69%
level 8
pro
gra
mm
es
- 88%
level 7
pro
gra
mm
es
-67%
Level 8 -
87%
Level 7 -
74%
T
arg
et
Ach
ieve
d
Level 8 p
rogra
mm
es
– 8
9%
Level 7 p
rogra
mm
es
– 6
8%
Level 8
pro
gra
mm
es
– 9
0%
Level 7
pro
gra
mm
es
– 6
9%
Fo
rma
lisa
tio
n o
f a
cce
ss a
nd
p
rog
ressio
n lin
ks
be
twe
en
Fu
rth
er
incr
ease
in
num
ber
of FE
colle
ges
where
fo
rmal lin
ks
for
Form
al lin
ks w
ith
6 F
E c
olle
ges
where
there
are
direct
lin
ks t
o
Form
al lin
ks w
ith
4 F
E c
olle
ges
where
there
are
direct
lin
ks t
o
A n
um
ber
of fo
rmal lin
ks a
re in p
lace
in
cludin
g:
Bla
ckro
ck F
urt
her
Educa
tion I
nst
itute
–
Form
al lin
ks w
ith 5
FE c
olle
ges
where
th
ere
are
direct
lin
ks
to I
AD
T p
rogra
mm
es
Form
al lin
ks w
ith 6
FE c
olle
ges
where
th
ere
are
direct
lin
ks
to I
AD
T
10
Pa
rtic
ipa
tio
n,
Eq
ua
l A
cce
ss a
nd
Lif
elo
ng
Le
arn
ing
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Ed
uca
tio
n
co
lle
ges a
nd
sp
ecif
ic I
AD
T
pro
gra
mm
es
direct
entr
y into
IA
DT
pro
gra
mm
es
are
in
pla
ce
IAD
T p
rogra
mm
es
IAD
T p
rogra
mm
es
(form
erly S
enio
r Colle
ge D
un L
aoghaire)
Art
s w
ith B
usi
ness
Managem
ent
- FETAC
level 6 –
lin
ked t
o Y
ear
2 o
f D
L822 B
A
(Hons)
in B
usi
ness
Stu
die
s &
Art
s M
anagem
ent
Busi
ness
Stu
die
s -
FETAC leve
l 6 –
lin
ked
to y
ear
2 o
f D
L701 B
ach
elo
r of Busi
ness
in
Entr
epre
neurs
hip
/ D
L823 B
ach
elo
r of
Busi
ness
(H
ons)
in E
ntr
epre
neurs
hip
&
Managem
ent
(dependin
g o
n r
esu
lts)
Reta
il M
anagem
ent
& M
ark
eting –
FETAC
Level 6 –
lin
ked t
o y
ear
2 o
f D
L701
Bach
elo
r of Busi
ness
in E
ntr
epre
neurs
hip
/
DL823 B
ach
elo
r of Busi
ness
(H
ons)
in
Entr
epre
neurs
hip
& M
anagem
ent
(dependin
g o
n r
esu
lts)
Cre
ative M
ultim
edia
- F
ETAC level 6 –
lin
ked t
o y
ear
2 o
f D
L836 B
Sc
(Hons)
in
Cre
ative C
om
puting (
dependin
g o
n
resu
lts)
Busi
ness
Stu
die
s -
Hig
her
National
Dip
lom
a –
lin
ked to y
ear
3 o
f D
L701
Bach
elo
r of Busi
ness
in E
ntr
epre
neurs
hip
Rath
min
es
Colle
ge O
f Furt
her
Educa
tion -
Advance
d C
ert
ific
ate
in B
usi
ness
- F
ETAC
level 6 –
lin
ked t
o y
ear
2 o
f D
L701
Bach
elo
r of Busi
ness
in E
ntr
epre
neurs
hip
/
DL823 B
ach
elo
r of Busi
ness
(H
ons)
in
Entr
epre
neurs
hip
& M
anagem
ent
(dependin
g o
n r
esu
lts)
Gore
y S
chool of Art
- A
dvance
d P
ort
folio
Pre
para
tion -
FETAC level 6 –
lin
ked to
year
2 o
f D
L827 B
A (
Hons)
in A
rt
pro
gra
mm
es
11
Pa
rtic
ipa
tio
n,
Eq
ua
l A
cce
ss a
nd
Lif
elo
ng
Le
arn
ing
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
D
un L
aoghaire F
urt
her
Educa
tion
Inst
itute
– (
form
erly D
un L
aoghaire
Colle
ge o
f FE)
Busi
ness
Ente
rprise
& M
anagem
ent
- FETAC level 6 –
lin
ked to y
ear
2 o
f D
L701
Bach
elo
r of Busi
ness
in E
ntr
epre
neurs
hip
/
DL823 B
ach
elo
r of Busi
ness
(H
ons)
in
Entr
epre
neurs
hip
& M
anagem
ent
(dependin
g o
n r
esu
lts)
In a
dditio
n t
o t
he a
bove
aw
ard
s, in
genera
l IA
DT w
ill a
ccept
a F
ETAC L
evel 6
aw
ard
as
meeting t
he e
ntr
y r
equirem
ents
fo
r advance
d e
ntr
y t
o y
ear
2 o
f a c
ognate
pro
gra
mm
e, and w
ill a
ccept
HN
D for
advance
d e
ntr
y t
o y
ear
3.
IA
DT h
as
been a
ppro
ach
ed b
y t
hre
e
furt
her
educa
tion c
olle
ges
to p
ut
in p
lace
a form
al M
OU
.
IAD
T a
lso m
et
form
ally
with t
he F
urt
her
Educa
tion C
olle
ge P
rinci
pals
in t
he r
egio
n
(April 17
th 2
015)
for
a b
rain
storm
ing
sess
ion o
n e
nhanci
ng r
ela
tionsh
ips
with
the F
urt
her
Educa
tion s
ect
or
Ta
rge
t A
ch
ieve
d
12
4.
Hig
h Q
ua
lity
, In
tern
ati
on
all
y C
om
pe
titi
ve
Re
se
arc
h a
nd
In
no
va
tio
n
Hig
h Q
ua
lity
, In
tern
ati
on
all
y C
om
pe
titi
ve
Rese
arc
h a
nd
In
no
va
tio
n
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rman
ce
in
dic
ato
r
20
16
ta
rge
t In
teri
m t
arg
et
20
14
P
rog
ressio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
en
d 2
01
5
Fin
al
targ
et,
en
d 2
01
6
PI
De
ve
lop
th
e
aca
de
mic
sta
ff
en
ga
ge
me
nt
wit
h
rese
arc
h,
de
ve
lop
men
t,
inn
ova
tio
n a
nd
e
nte
rpri
se
Incr
ease
the
overa
ll le
vel of
fundin
g for
RD
I and e
nte
rprise
act
ivity p
er
aca
dem
ic s
taff.
€9,0
90 -
RD
I Fundin
g p
er
aca
dem
ic s
taff.
€7,0
87 -
RD
I Fundin
g p
er
aca
dem
ic s
taff.
€8,8
00 –
RD
I Fundin
g p
er
full-
tim
e
aca
dem
ic s
taff a
chie
ved
Ta
rge
t A
ch
ieve
d
€7,7
50-
RD
I Fundin
g
per
aca
dem
ic s
taff.
€9,0
90 -
RD
I Fundin
g p
er
aca
dem
ic s
taff.
De
ve
lop
th
e l
evel
of
RD
I a
ca
de
mic
e
xp
ert
ise
.
Incr
ease
the
num
ber
of st
aff
engaged d
irect
ly
in r
ese
arc
h,
develo
pm
ent,
and innovation
act
ivitie
s.
60 a
cadem
ic,
rese
arc
hers
, and
support
sta
ff.
50 a
cadem
ic,
rese
arc
hers
, and
support
sta
ff.
50+
act
ive a
cadem
ic, re
searc
hers
and
support
sta
ff.
Ta
rge
t A
ch
ieve
d
55 a
cadem
ic,
rese
arc
hers
, and
support
sta
ff.
60 a
cadem
ic,
rese
arc
hers
, and
support
sta
ff.
De
ve
lop
th
e l
evel
of
po
stg
rad
ua
te
rese
arc
h a
cti
vit
y
in c
oll
ab
ora
tio
n
wit
h G
rad
CA
M.
Incr
ease
the
num
ber
of
post
gra
duate
rese
arc
h
students
.
17
15
15 M
A/M
Sc
by R
ese
arc
h s
tudents
re
gis
tere
d, in
cludin
g 2
Bra
zilia
n s
tudents
th
rough t
he ‘Sci
ence
without
Bord
ers
’ in
itia
tive.
Ta
rge
t A
ch
ieve
d
16
17
En
ha
nce
th
e
Insti
tute
’s l
eve
l o
f R
DI
co
llab
ora
tio
n
wit
h i
nd
ustr
y
pa
rtn
ers
.
Incr
ease
the
num
ber
of
indust
ry
part
ners
hip
s in
volv
ing
rese
arc
h o
r in
novation.
25
15
16 s
tart
-up c
om
panie
s in
the M
edia
Cube.
Cube c
om
panie
s ra
ised €
14.3
9m
in e
quity
invest
ment.
30 E
I N
ew
Fro
ntiers
Phase
2 p
art
icip
ants
(join
tly w
ith D
IT).
20
25
13
23 indust
ry p
art
ners
hip
s in
cludin
g 1
5
Innovation V
ouch
ers
. T
arg
et
Ach
ieve
d
14
5.
En
ha
nce
d E
ng
ag
em
en
t w
ith
En
terp
rise
an
d t
he
Co
mm
un
ity a
nd
Em
be
dd
ed
Kn
ow
led
ge
Ex
ch
an
ge
En
ha
nce
d E
ng
ag
em
en
t w
ith
En
terp
rise
an
d t
he
Co
mm
un
ity a
nd
Em
be
dd
ed
Kn
ow
led
ge
Ex
ch
an
ge
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
To
ha
ve
a f
ull
y
en
ga
ge
d c
am
pu
s
wit
h a
ra
ng
e o
f e
ng
ag
em
en
ts
wit
h e
nte
rpri
se
a
nd
th
e
co
mm
un
ity i
n
pla
ce
Imple
menta
tion
of key loca
l re
gio
nal national
and
inte
rnational
ente
rprise
and
educa
tion p
olic
y
To b
e a
fully
engaged info
rmed
and c
onnect
ed
cam
pus
Exte
ndin
g
ente
rprise
and
com
munity
engagem
ent
and
know
ledge
exch
ange t
o n
ew
m
ark
ets
and
com
munitie
s
Act
ive m
em
bers
hip
and p
art
icip
ation in
IUA/I
oTI
Cam
pus
Engage initia
tive.
Act
ive e
ngagem
ent
with loca
l in
dust
ry,
soci
al ente
rprise
, co
mm
unity a
nd t
he D
LR
Cham
ber
of Com
merc
e;
Exam
ple
s of Stu
dent
Com
munity P
roje
cts
incl
ude:
Soci
al Ente
rprise
Pro
ject
with N
ational
Rehabili
tation H
osp
ital (E
nte
rprise
st
udents
); a
n A
ltru
ism
Pro
ject
(Applie
d
Psy
cholo
gy s
tudents
); a
nd F
IS2:
T
arg
et
Ach
ieve
d
Pro
gra
mm
atic
revi
ew
valid
ation info
rmed
with input
from
key
exte
rnal co
mm
unity
and e
nte
rprise
st
akehold
ers
.
To b
e a
fully
engaged, in
form
ed
and c
onnect
ed
cam
pus.
To
en
su
re
str
ate
gic
ali
gn
me
nt
wit
h,
an
d c
on
trib
uti
on
to
, th
e
ach
ievem
en
t o
f n
ati
on
al
eco
no
mic
an
d
so
cia
l ta
rge
ts
inclu
din
g
Inn
ova
tio
n
Vo
uch
er
pa
rtic
ipa
tio
n.
Incr
ease
in t
he
num
ber
of
Innovation
Vouch
ers
co
mple
ted
25
15
15 I
nnovation V
ouch
ers
com
ple
ted.
Ta
rge
t A
ch
ieve
d
20
25
15
En
ha
nce
d E
ng
ag
em
en
t w
ith
En
terp
rise
an
d t
he
Co
mm
un
ity a
nd
Em
be
dd
ed
Kn
ow
led
ge
Ex
ch
an
ge
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
To
en
su
re
str
ate
gic
a
lig
nm
en
t w
ith
, a
nd
co
ntr
ibu
tio
n
to,
the
a
ch
ievem
en
t o
f n
ati
on
al
eco
no
mic
an
d
so
cia
l ta
rge
ts
inclu
din
g
Sp
rin
gb
oa
rd
La
bo
ur
Ma
rke
t A
cti
va
tio
n
Init
iati
ve
Part
icip
ation in
Springboard
Labour
Mark
et
Act
ivation
initia
tive.
Com
ple
tion o
f Springboard
in
itia
tive
1 S
pringboard
Labour
Mark
et
Act
ivation
initia
tive (
if
initia
tive is
offere
d b
y H
EA)
Regis
tration =
50
Com
ple
tion =
95%
1 S
pringboard
Labour
Mark
et
Act
ivation
Initia
tive
Regis
tration =
42
Com
ple
tion =
90%
4 S
pringboard
Labour
Mark
et
Act
ivation
Initia
tives
com
ple
ted to-d
ate
.
2014/1
5 c
urr
ently o
ffering 2
Springboard
in
itia
tives
for
LM
A.
Regis
tration –
45 s
tudents
.
Com
ple
tion r
ate
= 9
0%
T
arg
et
Ach
ieve
d
1 S
pringboard
Labour
Mark
et
Act
ivation
Initia
tive (
if initia
tive
is o
ffere
d b
y H
EA)
Regis
tration =
50
Com
ple
tion =
90%
1 S
pringboard
Labour
Mark
et
Act
ivation initia
tive
(if in
itia
tive
is
offere
d b
y H
EA)
Regis
tration =
70
Com
ple
tion =
90%
To
de
ve
lop
m
utu
all
y
be
ne
ficia
l p
art
ne
rsh
ips a
nd
co
llab
ora
tio
ns
wit
hin
th
e
ed
uca
tio
nal
se
cto
r, n
ati
on
all
y
an
d
inte
rna
tio
na
lly,
as w
ell
as w
ith
co
mm
un
ity
gro
up
s
Annual gro
wth
in
stu
dent
inte
rnsh
ip/p
lace
ment
agre
em
ents
with
em
plo
yers
–
Irela
nd, Euro
pe
and U
SA 1
0%
per
year.
Annual in
crease
in
Era
smus
agre
em
ents
by
10%
.
Incr
ease
in
MO
Us
with
exte
rnal
Stu
dent
pla
cem
ent/
inte
rns
hip
agre
em
ents
=
80
Stu
dent
pla
cem
ent
/inte
rnsh
ip
agre
em
ents
- 6
0
Stu
dent
pla
cem
ents
– F
acu
lty o
f
Ente
rprise
and H
um
anitie
s offer
pla
cem
ents
in t
he m
ajo
rity
of
pro
gra
mm
es
– a
ppro
xim
ate
ly 8
0 a
ctiv
e
pla
cem
ents
.
Facu
lty o
f Film
Art
and C
reative
Tech
nolo
gie
s h
as
indust
ry p
lace
ments
and p
lace
ments
in c
ultura
l in
stitution e
g
IMM
A
25 E
rasm
us
Inst
itutional agre
em
ents
MoU
s in
pla
ce w
ith U
CD
, Sound T
rain
ing
Colle
ge, and G
eorg
e B
row
n C
olle
ge,
Onta
rio.
M
OU
with L
ora
s Colle
ge, Io
wa, U
SA.
Stu
dent
pla
cem
ent/
inte
rnsh
ip
agre
em
ents
=70
Stu
dent
pla
cem
ent/
inte
rnsh
ip a
gre
em
ents
= 8
0
16
En
ha
nce
d E
ng
ag
em
en
t w
ith
En
terp
rise
an
d t
he
Co
mm
un
ity a
nd
Em
be
dd
ed
Kn
ow
led
ge
Ex
ch
an
ge
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
stakehold
ers
– 3
per
year
Wexfo
rd O
pera
, (a
ppro
xim
ate
ly 1
2
students
); D
raft
MO
Us
are
in p
rogre
ss
with:
National Rehabili
tation H
osp
ital,
IMM
A, D
un L
aoghaire-R
ath
dow
n C
ounty
Counci
l Sta
lls p
roje
ct.
Ta
rge
t A
ch
ieve
d
17
6.
En
ha
nce
d I
nte
rna
tio
na
lisa
tio
n
En
ha
nce
d I
nte
rna
tio
na
lisati
on
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Incre
ase
o
ve
rse
as a
nd
EU
stu
de
nt
recru
itm
en
t
Num
ber
of non-
EU
and E
U
students
re
cruited
63 s
tudents
(28
non-E
U, and 3
5
EU
stu
dents
)
30 s
tudents
(7
non-E
U, and 2
3
EU
stu
dents
)
65 s
tudents
(15 n
on-E
U, and 5
0 E
U
students
)
Incr
ease
d focu
s on inte
rnational st
udent
recr
uitm
ent
since
the e
stablis
hm
ent
of
the D
irect
ora
te o
f Cre
ativity,
Innova
tion
and R
ese
arc
h in 2
013.
Focu
sed p
roje
ct lin
ks incl
udin
g ‘Sci
ence
without
Bord
ers
’, a
nd C
olle
ges
Onta
rio
A n
um
ber
of in
tern
ational st
rate
gie
s are
in
pla
ce.
Ta
rge
t A
ch
ieve
d
39 s
tudents
(11 n
on-
EU
, and 2
8 E
U
students
)
63 s
tudents
(28
non-E
U, and 3
5 E
U
students
)
De
ve
lop
me
nt
of
a n
etw
ork
of
inte
rna
tio
na
l in
sti
tuti
on
s,
e.g
. E
rasm
us,
CIL
EC
T
an
d E
LIA
.
Num
ber
of
form
al
inte
rnational
links
opera
tional
20 form
al lin
ks
with H
EIs
10 form
al lin
ks
with H
EIs
27 form
al lin
ks w
ith 2
non-E
U H
EIs
and
25 E
U H
EIs
(Era
smus)
.
M
em
ber
of CIL
ECT, Engage a
nd E
LIA
.
Part
ner
in t
he d
evelo
pm
ent of an
inte
rnational M
ast
ers
in C
inem
ato
gra
phy
with E
ast
ern
Euro
pean P
art
ners
.
Ta
rge
t A
ch
ieve
d
15 form
al lin
ks w
ith
HEIs
20 form
al lin
ks w
ith
HEIs
De
ve
lop
me
nt
of
Fa
cu
lty e
xch
an
ge
p
rog
ram
me
Era
sm
us, M
ari
e
Num
ber
of st
aff
and s
tudents
on
the p
rogra
mm
e
30 s
tudents
and 4
fa
culty s
taff
10 s
tudents
and 2
fa
culty s
taff
Era
smus
Exch
ange -
15 s
tudents
and 3
st
aff.
Develo
pm
ent
of st
aff e
xch
ange w
ith
20 s
tudents
and 3
fa
culty s
taff
30 s
tudents
and 4
fa
culty s
taff
18
En
ha
nce
d I
nte
rna
tio
na
lisati
on
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Cu
rie
, a
nd
IO
TI
init
iati
ve
s
Georg
e B
row
n C
olle
ge T
oro
nto
, in
the
are
a o
f desi
gn.
Sum
mer
Sch
ool w
ith G
eorg
e B
row
n
Colle
ge in d
evelo
pm
ent.
Ta
rge
t A
ch
ieve
d
19
7.
Insti
tuti
on
al
Co
nso
lid
ati
on
Insti
tuti
on
al
Co
nso
lid
ati
on
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Ag
ree
aca
de
mic
a
nd
re
se
arc
h
pla
n
Agre
ed
fram
ew
ork
for
teach
ing a
nd
rese
arc
h
Share
d A
cadem
ic
and R
ese
arc
h
pro
vis
ion
em
bedded a
cross
both
HEIs
Mem
ora
ndum
of
Agre
em
ent
(MO
A)
regard
ing
teach
ing a
nd
rese
arc
h s
igned
Govern
ance
arr
angem
ents
agre
ed for
teach
ing a
nd
rese
arc
h
Part
icip
ation in
join
t te
ach
ing a
nd
rese
arc
h p
roje
cts
An M
OU
is
in p
lace
with U
CD
sin
ce 2
013.
The p
art
ners
hip
is
evo
lvin
g th
rough o
ngoin
g
dis
cuss
ions
and h
as
deliv
ere
d o
n a
range o
f
pro
ject
s, w
ith o
thers
in t
he p
ipelin
e f
or
exam
ple
:
Colla
bora
tion b
etw
een I
AD
T, U
CD
and
the I
nsi
ght
Centr
e for
Data
Analy
tics
in
the a
rea o
f m
akin
g d
ata
analy
tics
acc
ess
ible
to u
sers
.
Join
t IA
DT/U
CD
confe
rence
on C
ultura
l Polic
y
Colla
bora
tion o
n r
ese
arc
h p
roje
cts
and
pote
ntial develo
pm
ent
betw
een U
CD
M
edic
al Sch
ool and I
AD
T o
n t
he
develo
pm
ent
of health litera
cy c
onte
nt
for
Sch
ool in
a B
ox.
IA
DT a
nd U
CD
are
als
o d
evelo
pin
g
pro
posa
ls for
a J
oin
t M
ast
ers
in F
ilm
Pro
duct
ion a
nd F
inance
with U
CD
’s
Sm
urf
it S
chool of Busi
ness
.
Develo
pm
ent
of “T
he incl
usi
ve D
esi
gn
Rese
arc
h C
entr
e o
f Ir
ela
nd a
t U
CD
”
pro
ject
in
cludin
g d
evelo
pm
ent
of a
join
tly a
ward
ed t
aught
Mast
ers
in
Aca
dem
ic a
nd
Rese
arc
h P
lan
develo
ped a
nd
publis
hed
Share
d a
cadem
ic
and r
ese
arc
h
pro
vis
ion
em
bedded a
cross
both
HEIs
20
Insti
tuti
on
al
Co
nso
lid
ati
on
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
Cre
ative T
ech
nolo
gy I
nnovation
Educa
tional and r
ese
arc
h c
olla
bora
tion
betw
een I
AD
T, N
CAD
and U
CD
aro
und
Vis
ualis
ing e
nvironm
ents
– d
igital desi
gn
and s
imula
tion
Collo
quiu
m o
n e
xplo
ring t
he r
ela
tionsh
ip
betw
een E
ntr
epre
neurs
hip
, G
ender,
Id
entity
and t
he S
tate
– I
AD
T
Depart
ment
of H
um
anitie
s and U
CD
D
epart
ment
of H
isto
ry (
Febru
ary
2015)
M
odel-m
aki
ng a
t IA
DT w
ork
ing w
ith U
CD
Vete
rinary
Sch
ool on d
esi
gnin
g k
its
for
vete
rinary
skill
s tr
ain
ing
M
odule
sharing o
f D
ata
Vis
ualis
ation
conte
nt
for
Autu
mn 2
014 t
erm
Iris
h J
ourn
al of Art
s M
anagem
ent
and
Cultura
l Polic
y, jo
int
IAD
T/U
CD
editors
hip
. T
arg
et
ach
ieve
d
Inte
gra
tio
n o
f so
me
aca
dem
ic
pro
vis
ion
Level of
aca
dem
ic
inte
gra
tion
Share
d m
odule
s bein
g d
eliv
ere
d
on a
num
ber
of
pro
gra
mm
es
Fra
mew
ork
agre
em
ent
regard
ing m
odule
sh
aring
Join
t su
perv
isio
n
of PhD
’s e
xte
nded
Share
d t
each
ing
Jo
int
superv
isio
n o
f PhD
s is
in t
rain
.
Share
d t
each
ing is
bein
g p
ilote
d in
2014/2
015.
Sta
ff h
ave join
tly r
un c
onfe
rence
s and c
o-
pro
duce
d a
journ
al.
Join
t M
ast
er’s
pro
gra
mm
e
develo
ped a
nd
appro
ved
Share
d m
odule
s bein
g d
eliv
ere
d o
n
a n
um
ber
of
pro
gra
mm
es
21
Insti
tuti
on
al
Co
nso
lid
ati
on
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nc
e i
nd
ica
tor
2
01
6 t
arg
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
pilo
ted
Join
t st
aff
public
ations
Som
e join
t public
ations
are
in p
lace
.
Ta
rge
t A
ch
ieve
d
Ex
plo
re s
tra
teg
ic
rela
tio
nsh
ip,
up
to a
nd
in
clu
din
g
Re
co
gn
ise
d
Co
lle
ge
Att
ain
ment
of
Reco
gnis
ed
Colle
ge S
tatu
s or
oth
er
agre
ed
form
al
rela
tionsh
ip
Any c
hanges
to
govern
ance
pro
cedure
s of
IAD
T a
nd U
CD
im
ple
mente
d
Com
ple
tion o
f a
pla
n o
f act
ion for
the s
trate
gic
re
lationsh
ip
betw
een U
CD
and
IAD
T, up t
o a
nd
incl
udin
g
Reco
gnis
ed
Colle
ge S
tatu
s
There
are
ongoin
g d
iscu
ssio
ns
betw
een
the t
wo p
art
ners
with p
lans
for
gre
ate
r co
nso
lidation b
etw
een t
he t
wo
inst
itutions.
IAD
T a
nd U
CD
are
still
work
ing tow
ard
s gre
ate
r develo
pm
ent
of jo
int
aw
ard
s and
pla
nnin
g s
o a
s to
faci
litate
dis
cuss
ions
at
Govern
ment
level aro
und t
he a
im o
f th
e
ach
ievem
ent
of Reco
gnis
ed C
olle
ge
statu
s.
Ta
rge
t A
ch
ieve
d
Any n
ew
str
ate
gic
re
lationsh
ip d
efined
and a
ppro
ved b
y
Depart
ment
of
Educa
tion a
nd S
kill
s and H
EA
Any r
equired
changes
to
govern
ance
pro
cedure
s of IA
DT
and U
CD
im
ple
mente
d
22
8.
Reg
ion
al
Clu
ste
rs
Re
gio
na
l C
luste
rs
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
De
ve
lop
me
nt
of
Du
bli
n/Le
inste
r P
illa
r 1
Clu
ste
r
Clu
ster
and
govern
ance
arr
angem
ents
in
pla
ce a
nd
funct
ionin
g
effect
ively
Fully
funct
ionin
g
credit t
ransf
er
syst
em
in p
lace
acr
oss
the c
lust
er
Clu
ster
in p
lace
w
ith g
overn
ance
arr
angem
ents
agre
ed
Pro
ject
s id
entified
to focu
s in
itia
lly
on a
cadem
ic
mappin
g a
nd
pro
gre
ssio
n
path
ways
Path
ways
map
pro
duce
d
Pro
ject
identified
in r
ese
arc
h,
confe
rence
s etc
.
Clu
ster
in p
lace
with g
overn
ance
arr
angem
ents
agre
ed a
nd in t
rain
. Clu
ster
has
met
4 t
imes
in 2
014/2
015.
A n
um
ber
of pro
ject
s have b
een identified
in p
rogra
mm
e c
olla
bora
tion, re
searc
h a
nd
develo
pm
ent, a
cadem
ic a
nd c
urr
icula
pla
nnin
g. Fundin
g b
ids
curr
ently in
pro
gre
ss.
Path
way m
appin
g e
xerc
ise h
as
been
com
ple
ted a
nd r
eport
pro
duce
d.
Ta
rge
t A
ch
ieve
d
Develo
pm
ent
of jo
int
module
s and
pro
gra
mm
es
with
credit t
ransf
er
syst
em
acr
oss
the
clust
er
Jo
int
superv
isio
n o
f M
ast
ers
and P
hD
s in
pla
ce
Dis
cuss
ions
re
com
bin
ing P
illar
1
and 2
on join
t in
itia
tives
Fully
funct
ionin
g
credit t
ransf
er
syst
em
in p
lace
acr
oss
the c
lust
er
De
ve
lop
me
nt
of
a t
he
ma
tic
clu
ste
r in
vo
lvin
g
hig
he
r a
nd
fu
rth
er
ed
uca
tio
n,
an
d
the
cre
ati
ve
in
du
str
ies
se
cto
r
Develo
pm
ent
of a
them
atic
clust
er
involv
ing h
igher
and furt
her
educa
tion, and t
he
creative indust
ries
sect
or
Develo
pm
ent
of
Cre
ative D
ublin
Alli
ance
betw
een
HE/F
E s
ect
or
and
creative a
nd
cultura
l in
dust
ries
to p
rom
ote
the
initia
tive
nationally
and
inte
rnationally
Initia
l M
appin
g
Exerc
ise o
f H
E/F
E
curr
icula
, re
searc
h
and k
now
ledge
transf
er
offerings
and lin
ks
to
creative a
nd
cultura
l in
dust
ries
com
ple
ted.
Consu
ltation o
n
pote
ntial benefits
and o
pport
unitie
s of H
E/F
E C
lust
er
In
itia
l m
appin
g e
xerc
ise c
om
ple
ted.
First
report
pro
duce
d.
W
ork
ongoin
g r
egard
ing lia
ison w
ith
indust
ry a
round t
he s
takehold
er
gro
upin
gs.
Develo
pm
ent
of fo
rmal pro
gre
ssio
n
path
ways
in t
rain
aro
und C
reative A
rts
and M
edia
T
arg
et
Ach
ieve
d
Develo
pm
ent
of
data
base
of H
E/F
E
pro
gra
mm
es,
skill
develo
pm
ent
opport
unitie
s,
rese
arc
h,
develo
pm
ent, a
nd
innovation e
xpert
ise
com
ple
ted
Fundin
g s
ourc
es
identified to s
upport
co
-ord
ination o
f new
pro
gra
mm
es,
Develo
pm
ent
of
Cre
ative D
ublin
Alli
ance
betw
een
HE/F
E s
ect
or
and
creative a
nd
cultura
l in
dust
ries
to p
rom
ote
the
initia
tive n
ationally
and inte
rnationally
23
Re
gio
na
l C
luste
rs
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
with k
ey
busi
ness
es,
org
anis
ations
and
stakehold
er
gro
upin
gs
within
th
e c
reative
indust
ries
sect
or
com
ple
ted
Pro
vis
ional Act
ion
Pla
n d
raft
ed a
nd
dis
sem
inate
d t
o
HE/F
E C
lust
er
mem
bers
and
creative indust
ries
sect
or
gra
duate
offerings,
sk
ill d
evelo
pm
ent
initia
tives,
rese
arc
h
develo
pm
ent
and
innovation
opport
unitie
s to
the
creative indust
ries
sect
or
IAD
T in
vo
lve
d
in D
RH
EA
w
ide
nin
g
pa
rtic
ipa
tio
n
pro
po
sa
l
IAD
T invo
lved in
DRH
EA w
idenin
g
part
icip
ation
pro
posa
l
25%
of new
entr
ants
fro
m
div
ers
e g
roups
Path
way t
o
pro
gre
ssio
n m
ap
develo
ped a
nd
dis
sem
inate
d
Incr
ease
in
pro
gre
ssio
n o
f st
udents
fro
m
targ
et
gro
ups
to
22%
D
evelo
ped a
s per
Them
atic
Are
a a
bove,
now
bro
adened t
o a
ll dis
ciplin
e a
reas
as
part
of Regio
nal Clu
ster
pla
nned w
ork
.
IAD
T c
urr
ent
num
bers
of entr
ants
acr
oss
all
pro
gra
mm
es
for
div
ers
e g
roups
is
curr
ently a
round 2
3%
T
arg
et
Ach
ieve
d
Com
pact
s w
ith t
hre
e
schools
est
ablis
hed
Art
icula
tion
arr
angem
ents
with
thre
e furt
her
educa
tion c
olle
ges
est
ablis
hed
25%
of new
entr
ants
fro
m
div
ers
e g
roups
24
Re
gio
na
l C
luste
rs
Str
ate
gic
o
bje
cti
ve
Pe
rfo
rma
nce
in
dic
ato
r
20
16
targ
et
Inte
rim
ta
rge
t 2
01
4
Pro
gre
ssio
n t
ow
ard
s 2
01
4 t
arg
et
In
teri
m t
arg
et,
e
nd
20
15
Fin
al
targ
et,
e
nd
20
16
P
I
IAD
T’s
in
vo
lve
me
nt
in
Gra
dC
AM
e
xte
nd
ed
an
d
de
ve
lop
ed
IAD
T’s
in
volv
em
ent
in
Gra
dCAM
exte
nded a
nd
develo
ped
10 s
tudents
acc
ess
ing M
ast
ers
pro
gra
mm
e a
nd
pro
gre
ssin
g t
o
PhD
pro
vis
ion
6 s
tudents
enro
lled o
n
Mast
er’s
pro
gra
mm
es
at
Gra
dCAM
5 s
taff s
igned u
p
as
Gra
dCAM
pre
sente
rs a
nd
co-s
uperv
isors
Desi
gn-b
ase
d
sem
inars
at IA
DT
as
part
of
Gra
dCAM
IA
DT h
as
been involv
ed in G
radCAM
as
founder
and B
oard
mem
ber
since
its
in
ception.
Curr
ently s
tudents
fro
m M
ast
ers
pro
gra
mm
es
at IA
DT a
re o
ffere
d t
he
opport
unity to p
art
icip
ate
in G
radCAM
se
min
ar
series.
IA
DT h
as
an identified
Fello
w.
Sta
ff h
ave d
eliv
ere
d o
n t
he G
radCAM
PhD
st
ruct
ure
d p
rogra
mm
e.
Pro
posa
ls a
re u
nderw
ay for
Desi
gn-b
ase
d
sem
inars
at IA
DT;
how
ever,
there
is
a
more
deta
iled p
roposa
l re
the futu
re o
f G
radCAM
under
consi
dera
tion b
y t
he
Dublin
/Lein
ster
Pill
ar
I Clu
ster
to involv
e
both
Dublin
/Lein
ster
Pill
ar
Clu
sters
.
A n
um
ber
of st
rate
gic
pla
nnin
g m
eetings
are
underw
ay in G
radCAM
to b
roaden
scope t
o b
e a
national body a
nd t
o
reposi
tion its
elf a
round d
esi
gn a
nd m
edia
art
s.
Eig
ht
students
enro
lled o
n G
radCAM
Thre
e s
tudents
pro
gre
ssin
g o
n t
o
PhD
s w
ith G
radCAM
part
ners
D
esi
gn e
lem
ents
fully
in
tegra
ted into
G
radCAM
pro
gra
mm
e
Se
e p
rop
ose
d
am
en
dm
en
t in
S
ecti
on
9.
Su
pp
ort
ing
In
form
ati
on
Ten s
tudents
acc
ess
ing M
ast
ers
pro
gra
mm
e a
nd
pro
gre
ssin
g t
o P
hD
pro
vis
ion
Se
e p
rop
ose
d
am
en
dm
en
t in
S
ecti
on
9.
Su
pp
ort
ing
In
form
ati
on
25
9. Supporting Information:
9.1 Introduction Overall IADT has made excellent progress towards meeting our HEA Compact targets for 2014. Much of our feedback in the template indicates that we have met or exceeded targets set; we are also making significant progress towards our 2015 and 2016 targets and in some cases, have already exceeded those targets. There are a small number of areas where we have indicated that the target has not been met or is not likely to be met for identified reasons. In most case this lack of progress towards target is due to factors that may be outside of IADT's direct control or that arise out of changes in the Institute’s direction post-Strategic Plan publication. IADT was mid-Strategic Plan development at the time of the signing of the Compact agreement, our new Strategic Plan was informed by the Compact discussions, but conversely has also been informing the Compact developments and resulting in some proposed changes. We have not commented on the areas that are indicted as green, the evidence for those and any commentary is outlined within the template. We have focused here on the small number of areas where we have indicated little progress towards target or target unlikely to be met. These fall into two categories, strategic amendments and numerical amendments.
9.2 Regional Clusters The development of the Dublin/Leinster Pillar I Cluster was initially slow. Following more recent meetings there have been developments in train that led to KPIs identified by IADT being met; these include academic pathway modelling, programme mapping, and a series of collaborations around research and innovation.
IADT has a KPI related to GradCAM and its development, and a number of our Masters students are taking GradCAM structured modules as part of their own Masters by Research. We currently do not offer Level 10 provision; our strategy is to facilitate progression onto Level 10 from our
Level 9 programmes into our partner organisations. GradCAM is currently without external funding and has been revising our strategic goals and mission and vison. One of the intentions is that GradCAM could form a cross-Dublin Leinster 1 and 2 cluster. The focus of GradCAM could change with less emphasis on the cross-institute structured programme, and more on the promotion of Level 9 and 10 research and development within the domains of creative arts and media. The shift in focus of GradCAM away from a primary focus in the structured programme has largely come about as individual institutions, including IADT, have developed accredited structured elements into their own postgraduate research programmes. Students and staff from IADT still participate in GradCAM seminars and events but with less of a focus on participation in the programme.
In light of these developments IADT would wish to revise the elements of our KPI that relate to numbers formally associated with the structured PhD at GradCAM.
Proposed Amendment Current KPI 2015 Current KPI 2016 Proposed Revised KPI
2016
Eight students enrolled on GradCAM
Three students progressing on to PhDs with GradCAM partners Design elements fully integrated into GradCAM programme
Ten students accessing Masters programme and progressing to PhD provision
Strategic direction of GradCAM finalised with proposal for IADT future
involvement agreed
26
9.3 Amendments to Numerical Targets as a Result of External Factors and Strategic Realignment
9.3.1 Participation, Equal Access and Lifelong Learning – Mature Students The current target for 2016 for the percentage of mature students as new entrants to IADT programmes as defined in the Compact, is 20%. Our actual figure for mature student participation in 2014 is 11%. There has been a decrease in the number of full-time mature students applying, both to IADT, and to other Institutes of Technology due to a decrease in funding available to students to support their study, and also more recently due to an upturn in the employment market. The increasing numbers of mature students accessing education through part-time Springboard programmes may also be a contributing factor. IADT predicts that we will maintain only a small percentage growth over the years to 2016.
Proposed Amendment
Current KPI 2016 Proposed Revised KPI 2016 20% 13%
9.3.2 Participation, Equal Access and Lifelong Learning- Student’s with Disabilities IADT currently has the highest percentage of students with learning disabilities in the IoT sector; we provide an impressive range and breadth of supports to help those students to achieve their goals. Our current stated Compact target for 2014 for participation by students with disabilities as new entrants across all programmes is 9.6%; our target for 2016 currently stands at 13%. We do not anticipate that we will meet that target. There is ongoing discussion between the HEA and IADT about how the figures for students with disabilities are calculated.
Proposed Amendment
Current KPI 2016 Proposed Revised KPI 2016 13% 11%
9.4 Benchmarking IADT as a specialist institution looks to a variety of organisations and processes to benchmark our programmes, services and supports. We are aware that benchmarking against national and international practice requires careful consideration of a range of complex issues. International benchmarking between higher education system that have higher funding and preferential staff-student ratios is problematic. Notwithstanding, IADT has set ourselves a series of benchmarks that we utilise to measure our performance.
9.4.1 Programme Benchmarking All undergraduate programmes are required to be revalidated every five years, in line with QQI national Quality Assurance Frameworks and Delegated Authority rules. The programme documents carefully map the specific programme and module learning outcomes in line with national validation requirements.
Programme and module learning outcomes are reviewed on a continuous basis by Programme Teams; the regular contribution of External Examiners from Ireland and abroad and key stakeholders (community and industry), play an important role in the benchmarking process. IADT’s strategic aim is to have 10% of its staff operating as External Examiners and/or expert panel members within other Higher Education Institutions. IADT achieved this metric with a significant number of staff participating in external roles including External Examiners in other Institutes of Technologies or Universities, both here and abroad for example in the UK and Slovenia. The external engagement of staff with other higher educational institutions and specialist bodies helps IADT keep current and informed about key issues impacting on teaching, learning and assessment in higher education, as well as the labour market trends and technical and transferable skills.
27
Retention We map our retention rates from Level 7 and 8 progression against other IOT’s. We compare favourably with retention rates at Level 7 and at Level 8. In some of our programmes where there is strong competition for places, we have retention rates of up to 90%.
Student surveys provide useful feedback, in addition to feedback gained from our own focus groups run internally and as part of Programmatic Review. Feedback on the student experience at IADT is generally very positive with our interdisciplinary approach, strong, industry relevant progress, quality of our lecturers and a comprehensive range of services provided for students with learning disabilities mentioned as strengths. Two programmes at IADT also have professional accreditation through the Psychological Society of Ireland and Engineers Ireland, the application for such professional recognition enable us to benchmark our provision against industry and professional standards.
Our annual Graduate Destinations Surveys demonstrate strong employability for example IBM in Ireland recently set up their first design centre in Ireland, with ten out of the twelve graduates they were engaged came from design and technology programmes at IADT.
Staff Profile The level of Staff qualifications at IADT is high with a higher than sectorial average number of staff with PhD and Masters qualifications. Staff are active in publishing in peer-reviewed journals, and publish conference papers, articles and books (both as authors in their own right, and as contributing authors of chapters for books). IADT also has the highest percentage of female leaders and managers in the higher education sector in Ireland.
Staff Achievement Staff achievement at IADT is high with many staff winning awards, commissions, prizes, competitions etc. Staff also work as curators, industry consultants, advisors, experts, designers, all testament in benchmarking terms to the high calibre of our staff.
Student Achievement Students and graduates of IADT also enter for and win many national and intentional awards; recent examples include the CIMA Global Business Challenge, The Irish Film and Television Awards, The Design History Prize and Sports Photographer of the Year, Hennessy New Irish Writing Competition and Royal Television Society.
External Panel Participation IADT staff fully engage and participate in external panel reviews, interview boards, evaluation boards, etc. Staff also participate as expert panel members in Programmatic Review, External Validation panels, again both here and abroad for example in Lithuania, Estonia and the UK. These activities serve as benchmarks for external staff engagement and facilitate staff to keep current in their discipline and to develop relevant and valuable links with external bodies. Examples of external panel participation include: QQI Programme Validation Panels (members and Chairing) Programmatic Reviews Institutional Reviews Quality Assurance reviews Recruitment Panels Research Seed Fund Panels
Mentoring panels Evaluation Committees PhD examiners Master’s Degree examiners External Examiners
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Membership of Relevant Bodies IADT also has membership or significant professional association with a number of relevant organisations, including:
Arts Marketing Association CILECT European Foundation for the Improvement of Living and Working Conditions – network GEECT GLAD (The Group for Learning in Art and Design) Psychological Society of Ireland
In a number of these international organisations IADT is the only Irish member in the higher education sector. Our participation in these organisations informs the continuous review process, programme development, labour market trends, and provides a forum for engagement and exchange as well as an opportunity for staff to benchmark their contribution to their discipline nationally and internationally.
IADT has a number of benchmarking metrics already in place and is continuing our progress in this area.
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10. Institutional Profile 2016/2017
Institutional Profile: IADT
Profile 2016/17
STUDENT NUMBERS
Entrants Graduates
No. No. %
New Entrants (First Year Full-time Undergraduate) 590 Undergraduate Graduates 490 83%
Postgraduate Graduates 98 17%
Enrolments
Full-time
Part-time Remote Total
Full-time
Part-time Remote Total
Other Enrolments (IoTs only) No. 0 0 0 0 Other Enrolments (IoTs only) % 0% 0% 0% 0%
Foundation No. 0 Foundation % 0% 0% 0% 0%
FETAC Cert No. 0 FETAC Cert % 0% 0% 0% 0%
FETAC Advanced Cert No. 0
FETAC Advanced Cert % 0% 0% 0% 0%
of which are apprenticeships No. 0
of which are apprenticeships % 0% 0% 0% 0%
Undergraduate No. 2,290 140 0 2,430 Undergraduate % 94% 6% 0% 91%
Diploma No. 0 Diploma % 0% 0% 0% 0%
Certificate No. 0 Certificate % 0% 0% 0% 0%
Higher Certificate No. 0
Higher Certificate % 0% 0% 0% 0%
Ordinary Degree (L7) No. 235 235
Ordinary Degree (L7) % 100% 0% 0% 10%
Honours Degree (L8) No. 2,035 70 2,105
Honours Degree (L8) % 97% 3% 0% 87%
Occasional No. 20 70 90 Occasional % 22% 78% 0% 4%
Postgraduate No. 96 135 0 231 Postgraduate % 42% 58% 0% 9%
Postgrad Diploma No. 15 20 35
Postgrad Diploma % 43% 57% 0% 15%
Postgrad Higher Diploma No. 0 0
Postgrad Higher Diploma % 0% 0% 0% 0%
Postgrad Certificate No. 0 0
Postgrad Certificate % 0% 0% 0% 0%
Masters Taught (L9) No. 65 85 150
Masters Taught (L9) % 43% 57% 0% 65%
Masters Research (L9) No. 16 16
Masters Research (L9) % 100% 0% 0% 7%
Doctorate (L10) No. 0
Doctorate (L10) % 0% 0% 0% 0%
Occasional No. 30 30 Occasional % 0% 100% 0% 13%
Total UG and PG Enrolments No. 2,386 275 0 2,661 Total UG and PG Enrolments % 90% 10% 0% 100%
Research & Taught (L9/10) FTE 124
Research & Taught (L9/10)
% FTE Honours Bach Degree L8 and All PG 5.5%
Research (L9/10) FTE 16
Research (L9/10)
% FTE Honours Bach Degree L8 and All PG 0.7%
Research (L10) FTE 0 Research (L10) % FTE Honours Bach Degree L8 and All PG 0.0%
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DISCIPLINARY MIX
First Year Full-time Undergraduate New Entrants Doctorate (All modes)
No. % No. %
General Programmes General Programmes
Education Science Education Science
Humanities & Arts 281 Humanities & Arts
Social Science, Business & Law 267 Social Science, Business & Law
Science 42 Science
Engineering, Manufacturing & Construction Engineering, Manufacturing & Construction
Agriculture & Veterinary Agriculture & Veterinary
Health & Welfare Health & Welfare
Services Services
Combined Combined
Total 590 0% Total 0 0%
PARTICIPATION
(% of Total Enrolments incl. Flexible Learning) No. % (% of New Entrants) No. %
Flexible Learners (PT, Distance, E-Learning, In-Service) 275 10%
Mature Entrants (Full-time Undergraduate)
74 13%
No.
Estimate: Entrants with Disability (EAS)
65 11% Participants in Labour Market Activation (Springboard/LMA)
70
Regional Intake (% of Full-time Enrolments) No. %
from the institution's county
0%
Estimate: Entrants from Non-Manual, Semi- and Unskilled Socio-economic Backgrounds (EAS)
0%
from the institution's county and bordering counties
0%
INTERNATIONALISATION
International Students (Full-time)* (% of Full-time Enrolments)
No. % No.
85 4%
Erasmus Students Outgoing (excl. work placements)
31
EU
38 2%
Erasmus Students Incoming (excl. work placements)
Non-EU 47 2% Other Exchange Students
International Students (Part-time)* (% of Part-time Enrolments)
No. %
0 0%
* Note: international enrolments exclude exchange students
EU 0%
Non-EU 0%
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TEACHING AND LEARNING
Non-Progression Rate from 1st to 2nd Year
Level
6 Level 7 Level
8
Level
6 Level 7 Level
8
% % % % % %
Education
Engineering (excl. Civil)
Healthcare
Construction & related
Combined & Other Disciplines 34% 13% Services
Soc. Sci., Business, Law, Arts, Humanities 34% 13% Computer Science
Science & Agriculture & Veterinary Total 34% 13%
RESEARCH AND KNOWLEDGE TRANSFER
No.
No. of Doctorate Graduates per 10 Academic Staff No.
Licence agreements (institution - private industry)
No. Spin-out companies created
Priority Patent Applications
Total Patents Granted
Invention Disclosures
STAFF FINANCIAL DATA
No. % € 000 %
Core Staff 191 100% Total Income 21,968 100%
Academic Staff 117 61% State Grants 7,550 34%
Support staff 74 39% Fees 9,418 43%
Contract Research & Specialist Staff 25 100% Exchequer 2,170 10%
Academic Staff 15 60% Non-
Exchequer 7,248 33%
Support staff 10 40% Research Grants & Contracts 1,200 5%
Total Staff 216 100% Other Income 3,800 17%
Total Academic 132 61% Total Expenditure 20,385 100%
Total Support 84 39% Core - Pay 12,900 63%
Core - Non-Pay 6,300 31%
Research Grants & Contracts - Pay 675 3%
Research Grants & Contracts - Non-Pay 510 3%