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Institutional Review of Newpark Music Centre - November 2011 Report of the Expert Panel

Final Report

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HIGHER EDUCATION AND TRAINING AWARDS COUNCIL, IRELAND

Comhairle na nDámhachtainí Ardoideachais agus Oiliúna, Éire

Institutional Review of Providers of Higher Education and Training

Institutional Review of Newpark Music Centre

14-16 November 2011

Report of Expert Panel

Version Date of Approval

Final 14 May 2012

www.hetac.ie


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Contents

Introduction ..........................................................................................................................................................3 Executive Summary — Report of the Expert Panel ......................................................................................5 Background to Newpark Music Centre ............................................................................................................6 Institutional Review Methodology ..................................................................................................................10 Findings in relation to objectives of Institutional Review ...........................................................................15 Appendices Appendix A Terms of Reference..............................................................................................................59 Appendix B Panel membership................................................................................................................68 Appendix C Supporting documentation received before the site visit...............................................69 Appendix D Documentation requested by the panel ............................................................................70 Appendix E Index of documentation provided to the panel at the site visit ....................................72 Appendix F Agenda for site visit .............................................................................................................73 Appendix G List of people met by the panel..........................................................................................75


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HETAC Institutional Review

Introduction

This is the Report of the Expert Panel, appointed by the Higher Education and Training Awards

Council (HETAC), which carried out the Institutional Review of Newpark Music Centre in

November 2011.

HETAC is the qualifications awarding body for third-level educational and training institutions

outside the university sector in Ireland. All providers offering HETAC awards are subject to external

quality assurance review of their institutions. HETAC carries out such reviews as part of its

Institutional Review process.

HETAC appointed a panel to carry out the Institutional Review on its behalf. Under the

chairmanship of Mr Lars Lynge Nielsen, membership of the panel reflected a wide range of expertise

and experience, in accordance with the Terms of Reference for the review. HETAC wishes to

record its thanks to the members of the panel for accepting this task and for their generous and

professional commitment to the review.

Newpark Music Centre will submit a follow-up report to HETAC not more than 12 months after the

publication of this report. Its follow-up report will outline how it has implemented the

recommendations, as set out in its response to the Institutional Review, and evaluate the initial

impact of such implementation. The follow-up report, including a commentary by the HETAC

Executive, will be considered by the Academic Committee of HETAC. The Academic Committee

may adopt the College’s follow-up report and may consider further conditions. Following adoption

by the Academic Committee of HETAC, the follow-up report will be published on the Council’s

website.


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Note

HETAC’s Institutional Review process is designed to address only those objectives described in the Terms of Reference

included in Appendix A.

The expert panel points out that it cannot make any findings regarding:

1. The financial standing and commercial viability of the institution reviewed

2. The institution’s compliance with its general statutory obligations

or

3. The general fitness of the institution’s systems and arrangements for the governance and management of financial

matters.

The Report of the Expert Panel contains no assurances, warranties or representations, express or implied, regarding the

aforesaid issues, or any other issues outside the Terms of Reference.

While HETAC has endeavoured to ensure that the information contained in the Report is correct, complete and up-to-

date, any reliance placed on such information is strictly at the reader’s own risk, and in no event will HETAC be

liable for any loss or damage (including without limitation, indirect or consequential loss or damage) arising from or in

connection with the use of the information contained in the Report of the Expert Panel.


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Executive Summary — Report of the Expert Panel

This is the Report of the Expert Panel appointed by HETAC to undertake the Institutional Review

of Newpark Music Centre on 14-16 November 2011. The review process was carried out in

accordance with the HETAC Policy on Institutional Review of Providers of Higher Education and Training,

2007.

Findings

The following is an Executive Summary of the Expert Panel’s key findings:

• The effectiveness of the Quality Assurance arrangements operated by Newpark Music

Centre has been assessed and the arrangements have been found to be generally effective in

accordance with the seven elements of Part One of the European Standards and Guidelines for

Quality Assurance 2009, Helsinki, 3rd edition, and the HETAC Guidelines and Criteria for Quality

Assurance Procedures 2011 (this document updates and replaces the former HETAC Guidelines

and Criteria for Quality Assurance Procedures in Higher Education, 2002).

• Newpark Music Centre has implemented the National Framework of Qualifications (NFQ)

and procedures for Access, Transfer and Progression, as determined by the National

Qualifications Authority of Ireland (NQAI).

Commendations and Recommendations The panel made a total of 2 commendations and 17 recommendations, identified in the body of the

report, in relation to the Objectives for Institutional Review to which each corresponds.

The panel is grateful to Newpark Music Centre for the cooperation and assistance provided to the

review team and wishes it well in its future work.


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Background to Newpark Music Centre

Newpark Music Centre is an independent provider of both part-time and full-time music tuition. It is

located in a building on the campus of Newpark Comprehensive School (together with the Newpark

Sports Centre and Newpark Adult Education), on Newtownpark Avenue, Blackrock, Co. Dublin -

approximately 10km from Dublin city centre. The College was established in 1979 to provide music

education facilities to the local community, which originally consisted of classical instrumental and

instrumental support lessons for school-going children and mature learners. In 1986 Newpark Music

Centre became the first institution in Ireland to offer jazz tuition on a formalised basis with the

establishment of the Jazz and Contemporary Music Department. Individual instrumental lessons for

school children and mature learners and the Jazz Improvisation programme were the staples of the

College, and have continued to be an integral part of the College’s activities to the present day.

Newpark Music Centre is a not-for-profit organisation, established as a limited company with

charitable status. The College is overseen by a Board of Directors consisting of six members. The

Chairman of the Board is also the current Principal of Newpark Comprehensive School. Newpark

Music Centre is entirely funded by fee income and does not receive any third-party funding.

However, according to the College the occupancy terms of the premises are extremely favourable in

terms of the rent paid for the use of the Newtown Park premises in Blackrock.

Recognising the absence of non-classical music education at post-Leaving Certificate level, the

College sought to address this with the introduction of the Professional Musician Training Course

(PMTC) in 1994. This was a one-year, non-accredited programme providing tuition in a variety of

genres and styles. Over 200 learners completed the Professional Musician Training Course over its

ten-year operation. The programme was discontinued in 2005, with the inception of the HETAC

validated Bachelor of Arts (Honours) degree in Jazz Performance (BAJP), a Level 8 Honours

Bachelor degree programme on the National Framework of Qualifications.

The first accredited programme offered by Newpark Music Centre was the Licentiate of the

Guildhall School of Music (LGSM). A two-year diploma preparation programme, this was the first

and only full-time programme in jazz performance in Ireland and was awarded by the London

Guildhall School of Music and Drama. The LGSM ran from 1997 to 2005, when it was discontinued

upon the inception of the BAJP. Up to the end of 2010, 56 learners had graduated from the BAJP.


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The College established the Berklee Track in 2010 as the result of Newpark Music Centre’s long

association with Berklee College of Music, Boston, Massachusetts in the United States. The Berklee

Track is a two-year full-time music education programme run by Newpark Music Centre with 14

learners enrolled in year 1. The graduates of the programme have the option of a credit transfer (26

credits) to Berklee College of Music in Boston. Newpark Music Centre has recently sought

accreditation for this two-year programme from Trinity College, London as an additional option for

graduates not in a position to transfer to Berklee. A site visit was carried out by Trinity College,

London in June 2011 and graduates of the Berklee Track will also gain access to the ATCL Diploma

(Associate of Trinity College London) which is aligned with Level 6 of the National Framework of

Qualifications.

Newpark Music Centre continues to provide a significant number of part-time classical instrumental

and instrumental support lessons for school-going children and mature learners. These include

individual instrumental tuition; school curriculum music; theory and musicianship classes; group

singing and jazz improvisation (jazz hobby programmes for mature learners).

The College has advised that performance is central to the vocational orientation of the programmes

they provide. The emphasis is on the technical skills of the professional musician and that learners

are geared towards performance in a group or as an individual. A further distinctive feature is the

development and delivery of programmes based on international best practice.

The Newpark Music Centre campus consists of two locations, the main location in Blackrock and a

second premises situated in Glasthule. The Blackrock premises situated in the grounds of Newpark

Comprehensive School consists of 17 teaching rooms and one office. Teaching rooms are a

combination of small instrumental teaching spaces and medium to large ensemble and performance

rooms. Currently, all part-time tuition programmes and the learners on the HETAC-validated

programme are facilitated in the Blackrock building.

Since summer 2010, the College has rented additional space in the Harold School on Eden Road

Lower, Glasthule, Co Dublin. This location is approximately five kilometres away from the

Blackrock premises. Currently, the majority of the Berklee Track classes are held in the Glasthule

premises. The facility is also used for workshops and concerts and consists of one large teaching

/performance room and two offices. At the time of the compilation of the SER, the College was

expanding into new premises in the Harold School, and it is anticipated that by 2013 this space will


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accommodate the full higher education element of the Music Centre, providing adequate resources

for teaching, administrative support, social space and library facilities, as well as much needed

rehearsal space.

Newpark Music Centre is one of the founder members of the International Association of Schools of

Jazz (IASJ) and has attended every meeting since the establishment of the association. According to

the College, these annual meetings also provide opportunities for the management of the College to

explore new techniques for teaching and learning through a variety of workshops provided for

musical tutors/teachers and learners.

Newpark Music Centre is also a member of the Berklee International Network (BIN). This is a

network of international partner schools affiliated to Berklee College of Music in Boston. According

to the College, Newpark Music Centre is the only partner school in the English-speaking world

outside of the USA. Following up on recommendations from the BAJP programmatic review in

2010, an Artist in Residence programme has also been established.

In Autumn 2011, there were 1,161 learners enrolled at the College on all programmes including part-

time classes for school children and full-time accredited programmes. 1,066 of these are part-time

learners typically enrolled in instrumental and instrumental support (musicianship etc.) classes. The

majority of learners attend one or two classes per week. Classes are provided for learners from the

age of four to adult, and due to the inclusive enrolment policy of the Music Centre, no part-time

classes require audition.

In Autumn 2011, there were 18 full-time learners enrolled on the Berklee Track, 10 in Year 1 and 8

in Year 2.

In 2011, there were 77 full-time learners enrolled on the Bachelor of Arts Honours in Jazz Performance. Numbers per year are as follows:

- Year 1 – 19 learners - Year 2 – 25 learners - Year 3 – 18 learners - Year 4 – 15 learners


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Staff numbers consist of 73 part-time teaching staff and 9 administrative and support staff, of which

4 are full-time. Of the teaching staff, 26 are involved in teaching and supporting the lecturing on the

BAJP programme.

Newpark Music Centre’s quality assurance procedures were agreed with HETAC in 2004, and,

according to the College, they are regularly reviewed and updated when required. The College

organised a programmatic review in 2010 for the BAJP programme. The programmatic review

involved both internal and external evaluation and consisted of the following phases:

• Self-Evaluation and Production of Self Evaluation Report (SER);

• Site Visit by the Peer Review Group (PRG);

• Response and Implementation Plan;

• Submission to HETAC;

• Progress Monitoring.

The outcome of the programmatic review was positive and Newpark Music Centre will consider the

effectiveness of this review as part of the Institutional Review process, as the College’s Quality

Assurance procedures provided the framework for the recent programmatic review of the BAJP

programme.

The College has an Academic Council which is currently being expanded to broaden the

membership. There is also some overlap in membership between the Academic Council and the

Management Committee with two representatives from the Board of Directors also members of the

Management Committee. The Director of the College is a member of both the Academic Council

and the Management Committee and he reports to the Board of Directors. The major development

in the lead up to the site visit was the appointment of a new Music Centre Director in August 2011.

This is the first time that Newpark Music Centre has been subject to Institutional Review by

HETAC. Additional background on the profile of the College is set out in the Terms of Reference,

Appendix A.


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Institutional Review Methodology

The Institutional Review process was carried out in accordance with HETAC’s Policy on Institutional

Review of Providers of Higher Education and Training, 2007. The process consisted of the following six

phases, with the Report of the Expert Panel coming at the end of phase three.

1. HETAC sets the Terms of Reference following consultation with the College.

2. Self-evaluation carried out by the College, followed by the production of a written Self-

Evaluation Report (SER).

3. Visit of the expert panel appointed by HETAC, followed by the written Report of the

Expert Panel.

4. Institutional response to the panel’s report, including its implementation plan.

5. Publication of the Report of the Expert Panel and the College’s subsequent response.

6. Follow-up report submitted by the College.

The Terms of Reference for Newpark Music Centre were discussed with HETAC over the period

from October 2010 to June 2011. The objectives of the Institutional Review of Newpark Music

Centre were set by HETAC as follows:

1. To enhance public confidence in the quality of education and training provided by the College

and the standards of the awards made.

2. To contribute to coherent strategic planning and governance in the College, with the following

special consideration for Newpark Music Centre:

The College has advised HETAC that there will be a change of management at Newpark Music Centre.

The current Director of the College has been in place for the past decade and he will be standing down from

his position to pursue other areas of development with effect from July 2011. The Board of Directors are in

the process of appointing a new Director for the College and as part of this process they are also engaged in a

broader review of the overall committee and reporting structures in place since the inception of the College.

3. To assess the effectiveness of the Quality Assurance arrangements operated by the College.


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4. To confirm the extent to which the College has implemented the National Framework of

Qualifications (NFQ) and its procedures for access, transfer and progression, with the

following special consideration requested by Newpark Music Centre:

The College would like to inform the panel that the Berklee Track Programme is of note here in that it is

the only programme of its kind in Ireland.

Berklee College of Music (www.berklee.edu) is the world’s most prestigious non-classical music college.

Newpark Music Centre has been a full member of the Berklee International Network (BIN) since 2004,

having hosted site visits, educational activities and auditions with Berklee since 1999.

The BIN is a network of partner schools across the globe in which Newpark Music Centre is the only

English speaking member outside of the USA. (www.berklee.edu/international/berkleeintlnetwork.html)

As a result of Newpark Music Centre’s long standing relationship with Berklee College of Music, Boston,

an articulation agreement was signed between the two colleges in 2010. This provides for the transfer of

credits from Newpark Music Centre’s Berklee Track Programme into the degree and diploma programmes

at Berklee. Typically this means that a learner may attend Newpark Music Centre for two years, and

complete their degree at Berklee in a further two years.

The development of the Berklee Track programme not only opens the way for learners to transfer from

Newpark Music Centre to Berklee, but also to transfer between other member schools of the Berklee

International Network. The similarity of these programmes worldwide (most colleges adhere closely to the

Berklee syllabus) aids the alignment of the programmes and facilitates transfer.

As a result of Newpark Music Centre’s relationship with Berklee, the College now has transfer agreements

with colleges in Freiburg, Germany; Sao Paulo, Brazil; and Kobe, Japan.

6. To provide recommendations for the enhancement of the education and training provided by

the College.

(Objective 5 ‘To evaluate the operation and management of delegated authority where it has been granted’, does not

apply to Newpark Music Centre and is therefore not included in this review.)

For the complete Terms of Reference for Newpark Music Centre, see Appendix A.

HETAC appointed a panel of experts to carry out the Institutional Review on its behalf. Under the

chairmanship of Mr Lars Lynge Nielsen, membership of the panel reflected a wide range of expertise


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and experience, in accordance with the Terms of Reference for the review. Panel members were

asked to declare any potential conflicts of interest prior to their appointment and none were declared.

Panel members received induction training on the conduct of Institutional Reviews in advance of the

site visit. The panel membership is outlined in full in Appendix B.

Prior to the panel’s visit, Newpark Music Centre engaged in a self-study exercise. Since the College

was established, a range of quality assurance (QA) procedures has been developed, implemented and

reviewed by the College. In all areas of activity, development, implementation and review of

procedures are ongoing. Accordingly, the approach taken to self-study focused on the effectiveness

of QA processes in terms of the objectives for Institutional Review. The management of the self-

study process was coordinated by a Self Evaluation Committee (SEC). The model used for the

successful programmatic review of the BA in Jazz Performance programme was adopted for the self-

study, given that many institutional factors were addressed by that process. Consultation with

stakeholders (learners, teaching and administrative staff, graduates, governing bodies and external

stakeholders) formed a major element of the process (SER, page 17).

In advance of the site visit, Newpark Music Centre submitted a Self-Evaluation Report (SER) and

additional supporting documentation. A desk-based review of the SER was undertaken by HETAC

prior to forwarding the report to the review panel. The panel assessed the SER in advance of the site

visit, and panel members forwarded their initial thoughts to HETAC and the Review Chairperson

and Secretary.

The SER is structured around the Terms of Reference for the Institutional Review. An introduction

to set the scene is followed by sections addressing the first four objectives in the Terms of Reference.

The SER culminates in conclusions and recommendations arising from the self-study process. A

number of other documents were submitted in support of the self-evaluation report including the

Quality Control Documents Manual. A list of documents submitted in support of the SER is

contained in Appendix C.

An advance meeting was held between the Review Chairperson, Secretary, HETAC Head of

Institutional Review and representatives of the College on 18 October 2011.

At that meeting the following issues were addressed:

1. The panel composition was confirmed and it was noted that there was no conflict of interest

with any panel member.


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2. The Chairperson of the Board of Directors of Newpark Music Centre provided the meeting

with a brief overview of the growth and evolution of the College and the involvement of the

Board of Directors: The Board of Directors has six members, two of which are also on the

Management Committee. They meet as a board at the Annual General Meeting and were

also involved in the interview process for the new Director. The meeting was informed that

the Board is currently considering the need to expand the composition of the Board’s

membership (within the appropriate boundaries of the Articles and Memorandum of

Association) as additional expertise is required for the next stage of development. The Board

is also looking at the level and extent of engagement with the College as traditionally

strategic planning has been left to the Management Committee. Clarification of the roles of

the various boards and committees was requested by the panel.

3. The agenda and logistics for the site visit were discussed and agreed.

4. The submission of the SER and supporting documentation was discussed and areas

requiring additional clarification for the panel were identified. The panel requested additional

information on the self evaluation process as an integral part of the Institutional Review

process.

5. Additional information and documentation to be made available to panel members prior to

and during the site visit was specified - these lists are available in Appendix D of this report.

6. It was agreed that the College would set up a documentation room for the panel at the site

visit. The College representatives undertook to provide, in advance, a clear index/glossary of

the documentation requested to ensure ease of access by panel members - this is available in

Appendix E.

7. The meeting involved a discussion of the distinctive aspects of the College:

(a) Performance degree: Newpark Music Centre advised that the programme is

centred on the technical skills of the professional musician and that learners are

geared towards performance in a group or as an individual performer.

Performance is central to the vocational orientation of the programme.

(b) Newpark Music Centre is based in two locations, Blackrock and Glasthule: The

Glasthule space has been recently expanded, the ultimate goal of the college is to

move the full-time learners into one location.

(c) The necessity of programmes to be aware of international best practice:

connections exist with the International Association of Schools of Jazz (IASJ) and

the Conservatory in Aarhus, for example. Training musicians in the context of the


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modern world and international best practice, learners are aware that they will need

to travel for professional work.

The site visit to the College took place on 15-16 November 2011 at the College’s premises in

Glasthule. The full panel met with management and staff of Newpark Music Centre, learners and

other stakeholders according to an agenda drawn up by the panel in consultation with the College.

The agenda for the site visit is set out in Appendix F. Lists of persons with whom the panel met

during the site visit are provided in Appendix G.

The members of the panel were satisfied that they received full cooperation from Newpark Music

Centre and that they had the necessary documentation and discussions to reach their conclusions and

produce their report.


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Findings in relation to objectives of Institutional Review

Objective 1 — Public Confidence

To enhance public confidence in the quality of education and training provided by the

College and the standards of the awards made

This overarching objective covers all areas of the College’s activity. The quality of the Institutional

Review process itself is a critical part of this, as is the publication of the Self-Evaluation Report, the

Report of the Expert Panel, and the College’s own response and action plan. The information

provided by the College to the public is part of this objective.

Summary of Objective 1 — Public Confidence

1.1 The SER provides commentary under the following headings in relation to the enhancement

of public confidence identified during the self-study process:

• The key core activities of Newpark Music Centre, both in part-time and full-time

music education provision;

• The staff employed by the College and the selection processes;

• Award recognition by HETAC;

• The international affiliations of the College;

• The major review processes undergone by the College (programmatic and

Institutional Review);

• Provision of information to the public (SER, page 9).

1.2 Central to the issue of public confidence is the status of Newpark Music Centre as the

pioneering institution of non-classical (specifically jazz) full-time music education in Ireland.

The Professional Musician Training Course (PMTC) was originally established in 1994 in

response to the dearth of post-Leaving Certificate non-classical music education. Newpark

Music Centre became the first institution in Ireland to offer a full-time jazz education

programme leading to a recognised award with the development of the LGSM (Licentiate of

the Guildhall School of Music) Diploma in Jazz Performance in 1997.


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1.3 Following the successful submission to HETAC for the accreditation of a Level 8 Honours

degree programme, the Bachelor of Arts in Jazz Performance (BAJP) was launched in 2005.

The establishment of the programme further consolidated Newpark Music Centre as the

primary centre for jazz education in Ireland. A key indicator of the strength of the

programme can be seen in the growth experienced since its inception. The initial target set

by the Music Centre was for 60 learners across the four stages of the programme; this has

consistently been exceeded (see table on page 8 of this report).

1.4 Newpark Music Centre is very proud of its international reputation as a provider of quality

higher music education. This reputation is reflected by both the growth and level of

international enrolment in the BAJP. When compared to the size of the organisation, the

College’s international profile is significant both in terms of general public confidence, and

long-term sustainability. The BAJP programme is, and will continue to be, the flagship

programme of the College. It remains the only programme of its kind in Ireland and fulfils

the remit to provide an alternative to the conventional music degree (SER, pages 10-11).

1.5 The Berklee Track is Newpark Music Centre’s second full-time programme, resulting from

the College’s long-standing relationship with Berklee College of Music, Boston, and its

membership of the Berklee International Network. Unique in Ireland, the Berklee Track

provides for the transfer of credits to Berklee College of Music’s degree and diploma

programmes. The College intends to seek accreditation at Level 6 for the Berklee Track to

commence September 2012 (see below). The Berklee Track currently provides the ATCL

(Associate of Trinity College London) Diploma to the Berklee Track graduates (SER, pages

11-12).

1.6 Newpark Music Centre has been an integral part of the community of south county Dublin

for over 30 years. The provision of part-time music instrumental and instrumental support

activities has been a core activity over this period. Learners attending part-time programmes

are almost exclusively from the local catchment area of the school, in south county Dublin.

A cooperative programme with Newpark School called ‘School Links’ is also provided (SER,

page 12).

1.7 Fundamental to both the general operational success and public confidence is the College’s

team of highly qualified, skilled and dedicated teachers. Both on the BAJP programme and


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on the part-time programmes, a strong value is placed both on the collegiate atmosphere of

the Music Centre, and the accessibility of staff to the learners. Newpark Music Centre has

always believed it to be of the greatest importance that teachers, particularly on the BAJP

programme, are active and expert performers in their own right. Only by using staff drawn

from the professional music world can the goal of training professional performers be

achieved. The value of this strategy has been borne out, both in feedback received from

learners, and in the performance interactions between staff and learners.

1.8 In the recruitment of teaching faculty for the BAJP programme it is acknowledged that the

previous absence of any formal and accredited jazz education in Ireland mitigates against the

qualifications standards that would be typical in the classical music and international

environment. Accordingly, professional experience and lifelong learning play a critical role in

the selection procedures for teaching staff. Newpark Music Centre is committed to a child-

centred approach in its work with children and young people. The College adheres to the

1999 Policy from Irish Department of Health and Children: Children First – National Guidelines

for the Protection and Welfare of Children, and operates its own Child Protection Policy. Since

2009, all new employees have been required to complete a declaration form stating that there

is no reason why they should not be involved in work with children, and are required to

consent to the seeking of Garda clearance (SER, pages 13-14).

1.9 Newpark Music Centre considers that its international affiliations are a significant factor in

terms of public confidence. Berklee College of Music, Boston, is the world's largest music

school, one of its most famous, and one that has always been at the cutting edge of

contemporary music education. The College’s association with Berklee dates back to 1996,

when Berklee began regular annual visits to hold auditions and educational events,

culminating in the formal incorporation of the Music Centre into the Berklee International

Network (BIN) at the networks summit meeting in Kobe, Japan in 2004. Newpark Music

Centre’s membership of the BIN immediately increased the international profile of the

institution. Not only was the College affiliated to the largest music school in the world, but

also to all of its 13 worldwide network members.

1.10 Newpark Music Centre is a founder member of the International Association of Schools of

Jazz (IASJ). The IASJ annual conferences have been invaluable to the College, having

allowed teaching staff to stay abreast of the latest developments in jazz education, and have


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provided the opportunity for learners to measure themselves against international colleagues

and have also given them an opportunity to perform abroad. Membership has also provided

access to visiting teachers and lecturers of the highest international calibre, contributing

greatly to the reputation of the institution as one of international significance (SER, pages

15-16).

1.11 The College is also a founder member of the International Rhythmic Studies Association

(IRSA). IRSA is an organisation dedicated to the sharing and dissemination of information

and knowledge regarding the study of rhythm, particularly in regard to jazz, improvised, and

other creative music. Newpark Music Centre is recognised as a world leader in its teaching of

rhythm and its involvement in the IRSA is crucial to the maintenance of its position in the

world of jazz education as an innovator in this area. In 2010, the IRSA annual conference

was held at the College.

1.12 In 2010 Newpark Music Centre was invited to join the European Modern Music Education

Network (EMMEN), a European network bringing together private institutions, schools and

federations dedicated to education and training in the field of popular music. Since April

2010, EMMEN, through the EPMQ (European Professional Music Qualification), provides

musicians with a unique new means of validating their individual paths and measuring their

adaptation to the current socio-professional environment. This Diploma will eventually

become available to both learners and graduates of the College. The College has exchange

programmes with several schools around the world, including Fridhems Folkhogskola in

Sweden. Credit transfer arrangements exist with fellow Berklee International Network

schools in Brazil, Germany and Japan (SER, page 16).

1.13 According to the SER, the major review processes undertaken by the College are of key

significance to the objective of enhancing public confidence (SER, page 17). In 2010, the

BAJP programme underwent a full programmatic review. The outcome of the programmatic

review was successful, with re-accreditation secured for the programme until 2015. Given

that the BAJP is the only HETAC-accredited programme currently offered, a successful

outcome was essential in terms of public confidence in the institution.

1.14 The significance of the Institutional Review currently underway is acknowledged. A

commentary on the self-study process, the SER and the approach to Institutional Review is


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provided in the Methodology section of this report. Newpark Music Centre is committed to

fully engaging with the Institutional Review process with the aim of constantly improving the

level of service offered (SER, page 17).

1.15 The SER affirms a commitment to constantly improving the level of information provided

to the public. The College recognises that the key portal to the institution is its website, and

this is increasingly being used as the principal method of dissemination of information to the

public. Print copies of prospectuses for both part-time and full-time programmes are

available to the public on request.

1.16 The following documentation is published on the Newpark Music Centre website

(www.newparkmusic.com):

• Quality Control Documents Manual (QCD);

• Self Evaluation Report from programmatic review of the BAJP programme;

• Child Protection Policy.

1.17 In addition, detailed information on all programmes, both full-time and part-time is available

on the website. Also included on the website is the College’s calendar of events, latest news,

enrolment offers and other points of interest (SER, page 18).

Key Findings of Objective 1 — Public Confidence

1.18 The panel concludes that evidence has been provided to support the finding that Newpark

Music Centre has the confidence of its peers and users. The panel also endorses the findings

of the BAJP Programmatic Review in relation to public confidence. It is further

acknowledged that the successful outcomes of the accreditation and programmatic review

process for the BAJP programme are major indicators of public confidence. The panel

commends Newpark Music Centre on its strong record of international affiliations in the

field of international jazz education and excellent reputation with its national peers (as

outlined in the preceding section of this report). The work in progress to redesign the

College website is noted.


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1.19 The panel met with stakeholders from professional arts and jazz promotion organisations,

and a parent whose children are taking part-time instrumental lessons at Newpark Music

Centre (a list of people with whom the panel met and the organisations represented is

provided in Appendix G). The panel was impressed with the positive feedback from

representatives of these groups. The discussions that ensued confirmed a high level of

confidence in the College and the quality of the programmes provided.

1.20 The panel further concludes that there is a lack of awareness on the part of the College of

public perception and the need to strengthen its profile in the public arena. This finding is

supported by feedback from stakeholders confirming that opportunities exist for promoting

the College brand including the coordination and dissemination of the outputs of

programmes, audience development and strengthening local, regional and international

collaborations. The panel notes the College’s acknowledgement that there is no procedure in

place to evaluate the effectiveness of the public information provided by the College.

Accordingly, the panel recommends that Newpark Music Centre undertakes an exercise to

evaluate the effectiveness of the information it provides to the public.

1.21 The panel considers that the stakeholder group it met with had limited representation. For

example, there was no representation from second level schools and there was scope for

further input from employers. It is therefore recommended that Newpark Music Centre

expands the range of external stakeholders and builds more formal relationships with them.

1.22 The panel notes the feedback from senior management that Newpark Music Centre

programmes are driven by demand and that the College’s contribution to Irish higher

education is the creation of an environment where learners can access a liberal arts music

education with an international perspective. The panel considers that there is scope to

develop the College’s links with the Irish higher education sector. Accordingly, it is

recommended that Newpark Music Centre engages more strongly and increases its visibility

with the higher education sector nationally.

1.23 The HETAC Guidelines for Institutional Review state that the quality of the Institutional

Review process itself and the SER are critical aspects of the objective “to enhance public

confidence in the quality of education and training provided by the institution and the


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standards of the awards made.” The panel wishes to make the following observations and

findings in this regard.

Observations

1.24 In general, the SER provided a comprehensive, coherent and well articulated overview of the

quality assurance systems operating in the College. The organisation of the content in line

with the Institutional Review objectives enhanced the readability of that document. The

supporting evidence was relevant but not quite sufficient in all areas. The conclusions and

recommendations presented in the SER were generally consistent with the evidence and

analysis presented in the preceding part of the document, and provided a coherent analysis in

terms of strengths, areas for improvement and recommendations for quality enhancement.

1.25 However, despite the overall clarity of the presentation of the SER, the actual process by

which the self-evaluation was conducted remains quite ‘opaque’ throughout. There is little

transparency as to how and by whom the conclusions presented were arrived at, and how

well they reflect the full spectrum of views within the College. Also, the criteria used for

evaluation of the quality assurance processes, while appropriate and in line with the quality

system, are not fleshed out sufficiently to allow an observer to gain an informed view of the

appropriateness of the methodology and the validity of the results. The SER recognises and

acknowledges a number of challenges in an objective manner, along with proposals to

address these to varying degrees. It is not clear however how much priority is (or will be)

given to addressing certain challenges which seem key to the ongoing success and growth of

the organisation.

1.26 The panel found that the self-evaluation process had been centrally organised by the former

Music Centre Director. However, the panel supports the views of the College that this was

an appropriate strategy given the recent appointment of the new Director and that the

process had been organised to provide representative feedback in relation to the objectives

for Institutional Review. The need to manage the constraints of a part-time teaching staff

and a small complement of administrative staff is acknowledged.


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Commendations — Public Confidence

The panel wishes to commend Newpark Music Centre on the following:

1. The strong record of international affiliations in the field of jazz education and excellent

reputation with its international peers.

Recommendations — Public Confidence

In relation to Objective 1 (Public Confidence), the panel recommends that Newpark Music Centre:

1. Expands the range of external stakeholders and builds more formal relationships with them.

2. Engages more strongly with higher education institutions in Ireland and increase its visibility

in the higher education sector nationally.

3. Evaluates the effectiveness of all electronic and hard copy information provided to the

public, including its website.


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Objective 2 — Strategic Planning and Governance

To contribute to coherent strategic planning and governance in the College (with the special

consideration as indicated below)

The review may address the coherence of institutional mission, vision and values and overall

institutional strategic planning.

The panel considered the special consideration requested by Newpark Music Centre under this

objective:

The College has advised HETAC that there will be a change of management at Newpark Music Centre.

The current Director of the College has been in place for the past decade and he will be standing down from

his position to pursue other areas of development with effect from July 2011. The Board of Directors are in

the process of appointing a new Director for the College and as part of this process they are also engaged in a

broader review of the overall committee and reporting structures in place since the inception of the College.

Note: this consideration has been reflected in panel discussions during the site visit and the key

findings relating to this objective.

Summary of Objective 2 — Strategic Planning and Governance

2.1 The SER outlines the strategic planning activities of the College, supported by a SWOT1

analysis. The governance and management structure is described, including roles and

responsibilities in relation to strategic planning (SER, page 19). The strategic planning

process has been developed over three phases (1994 – 2018) from the evolution of Level 8

provision, culminating in the implementation of the BAJP and Berklee Track programmes,

and looking forward to the expansion of provision. It is planned to offer a Master of Arts in

Rhythm Studies, a hybrid performance degree and a Film Score and Commercial Writing

Programme (SER, pages 20-22).

1 A SWOT analysis is a strategic planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture.


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2.2 A SWOT analysis in the context of the current environment is shown in the table below:

Strengths

• Programme quality • Committed, enthusiastic and

accessible teaching and administrative staff

• Only provider of jazz education countrywide

• International connections • Pioneering approach to jazz

education

• Established school with 30 years of experience

Weaknesses

• Physical infrastructure and resources

• Reliance on part-time teaching staff

• Over reliance on a small number of core personnel

• Overstretched administrative system

• Entirely fee-generated income limits growth

Opportunities

• Growth potential of Berklee Track as Level 6 programme

• Development of MA in Rhythm studies

• Expansion into new facility – further development of programmes

• Development of international relationships providing greater opportunities for access, transfer and progression

• Collaboration with other Irish institutions (Hybrid Performance Degree)

Threats • Prevailing economic situation • Increased competition

Source: SER, page 23

2.3 The College considers that the single largest challenge to further development is the

availability of physical infrastructure and resources. It is acknowledged that a reliance on

part-time teaching staff can lead to fragmentation of the teaching timetable. It is also noted

that administrative structures have not kept pace with increasing levels of activity. The

prevailing economic situation is viewed as the greatest threat. The probable impact of the

recent entry into the Irish market of a large UK-based music education provider is also of

concern (SER, pages 23-24).


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2.4 The diagram below illustrates the current governance and management structures currently in place at the College:

BOARD OF DIRECTORS

MANAGEMENT COMMITTEE

ACADEMIC COUNCIL

COURSE BOARD

OFFICE MANAGER

FULLTIME COURSE OPERATIONS MANAGER

ADMIN / SUPPORT STAFF

MUSIC CENTRE DIRECTOR

JAZZ DEPARTMENT DIRECTOR

Source: SER, page 25


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2.5 A Board of Directors, comprising of six members, oversees the College as a whole and

meets annually for the AGM2. Additional meetings are held as required. In the Articles and

Memorandum of Association, the Board of Directors is allowed to meet three times a year.

The duties of the Board of Directors, as listed in the SER, include general oversight of the

strategic plan, major policy decisions, and approval of major expenditure and the annual

accounts (SER, page 29).

2.6 The Management Committee is delegated by the Board of Directors to oversee the day-to-

day activities of the College and takes responsibility at a level more legally defined than the

Board of Directors. In addition to the two Directors, membership includes two

representatives each from the Board of Directors and College staff, and the Head of the

Newpark Comprehensive School of Music. The duties of the Management Committee

include:

• Strategic planning and policy development;

• Approval of teachers’ rates of pay;

• Approval of expenditure;

• Employee issues;

• Customer issues; and

• Ongoing monitoring of activities (SER, page 26).

At each stage of the development of the full-time programmes, the essential feasibility of

proposals is discussed between the Jazz Department Director and the Music Centre

Director. The Music Centre Director then prepares draft budgets based on projected

enrolments; general logistics and resources are examined; and the incorporation of the

proposed developments into the overall plan for the College is assessed (SER, pages 28-29).

2.7 The Academic Council is appointed by the Management Committee to oversee the general

academic development and direction of the College including programme development,

monitoring and revision, approving updates to QA procedures, staff and learner

development initiatives. Membership consists of the two Directors, a senior staff

representative and an external representative.

2 AGM: Annual General Meeting


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2.8 The Course Board is responsible for the operation of Newpark Music Centre’s full-time

programmes, including the implementation, monitoring and evaluation of QA procedures.

The Course Board consists of the two Directors, the Coordinators of the Instrumental,

Ensemble, Jazz Skills and Berklee Track programmes, and three non-executive members

drawn from the teaching staff (SER, page 27). In relation to strategic planning, the SER

states that the Academic Board and Course Board tend to be involved in the implementation

of approved plans, rather than the planning stages themselves (SER, page 29).

2.9 The following administrative personnel are currently employed by the College:

1. Director (full-time);

2. Jazz and Contemporary Music Department Director (part-time);

3. Office Manager (full-time);

4. BAJP / Berklee Track Operations Manager (full-time);

5. Receptionist / Administrator (full-time);

6. Evening / Weekend Admin / Caretaking (part-time) x 2.

From August 2011, a further part-time position has been established in response to the

recent change of Director, as noted in the terms of reference for this Institutional Review

(SER, page 28).

Special Consideration – Change of Director

2.10 As discussed above, following the resignation of the Music Centre Director, it has been

resolved to retain the outgoing Director on a one-year part-time contract from September

2011. The purpose of this position is to facilitate the transition of the new Director and the

provision of ongoing support, particularly in relation to progressing the strategic plan and

addressing issues brought about by the rapid growth of the College (see commentary on the

SWOT analysis, pages 23-24 of this report).

2.11 During the site-visit, a presentation was made to the panel by the former Director of the

Music Centre to provide clarity on the strategic planning process. The session began with a

historical context outlining progress from the establishment of the College in 1979 and the

track record of programme development as outlined in the SER and in the background


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section to this report. It was confirmed that Newpark Music Centre is currently in phase two

of its development plan, progressing towards a three programme structure by 2013 (Berklee

Track, Level 6; BAJP, Level 8; and a Master of Arts in Rhythm Studies, Level 9). 2009 to

2013 is viewed as a period of consolidation for part-time programmes. However, potential

exists for further expansion of part-time programmes, both in the Glasthule premises and in

Blackrock with extra space freed up in Blackrock.

2.12 Phase three (beyond 2013) will focus on strengthening collaboration towards the

development of a hybrid performance degree and an undergraduate programme in film

scoring and commercial writing. It was noted that the self-evaluation process had been very

valuable in highlighting the absence of provision of a strategic planning procedure in the

Quality Control Documents Manual (leading to a recommendation in the SER to include a

system for the ongoing monitoring of strategic planning and its effectiveness) and the

requirement for verification of strategic planning throughout the College.

2.13 In terms of governance and management, it was confirmed by the College Executive that the

change of Director and self-evaluation process had provided the opportunity to re-examine

the governing structures of the College. Discussions between the Board of Directors and the

outgoing Director during Spring of 2011 had led to the following outcomes:

• To retain the outgoing director on a part-time, project basis for 2011-2012;

• To expand the membership of the Management Committee to include further

representatives with specific areas of expertise, and to increase the frequency of

meetings to four per annum;

• To expand the membership of the Academic Council to include external

representation, to establish clarity of role in the reporting structure between the

Course Board and Management Committee, and to increase the frequency of

meetings to four per annum;

• To continue with regular monthly meetings of the Course Board, with clarity of

reporting structures of academic matters to Academic Council and other matters to

Management Committee;

• To incorporate a broader role for the Management Committee in matters relating to

financial monitoring;

• To expand the membership of the Board of Directors within the limits of the

Articles and Memorandum of Association.


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Key Findings of Objective 2 — Strategic Planning and Governance

2.14 The panel concludes that the vision and values of the College are coherent and strong. It was

apparent through discussions with the panel that the vision and values are instilled into

learners and graduates. The panel further concluded that the vision and planning has been

driven by the former Director of the Music Centre and the Jazz Department Director. This

finding is evidenced by an acknowledgement from senior management of the necessity to

increase the level of staff awareness of strategic planning and opportunities to contribute.

2.15 The panel notes and endorses the commitment of Newpark Music Centre to move from

informal to formal approaches in relation to strategic planning. Initiatives underpinning this

objective include the development of a formal strategic plan, strengthening quality

assurances processes and re-examining the governance and management structures. The

panel welcomes the intention to add a monitoring and review process to the Quality Control

Documents Manual (QCD) as a mechanism for increasing the effectiveness of strategic

planning.

2.16 The panel acknowledges the expressed will of the College to review governance and

management structures with a view to clarifying roles and enhancing the flow of information

through the committee structures (within the prescribed legal boundaries of the Articles and

Memorandum of Association). The Chair of the Board of Directors confirmed that the

review will consider the level and extent of the Board’s engagement with the College, as

traditionally strategic planning has been undertaken by the Management Committee. A

further consideration is providing the additional expertise required for the next stage of

development. The panel notes that this issue has been addressed to some extent by adding

external members to the Academic Council and the intention to expand the membership of

the Management Committee to include representatives with specific skill sets. It is further

noted that there is currently no learner representation on the Academic Council, in contrast

to the custom and practice prevailing in third-level institutions, and as recommended by the

Bologna process3.

3 The Bologna Process refers to cooperation in the European Higher Education Area to make academic degree standards and quality assurance standards more comparable and compatible throughout Europe. Further information is available at http://www.nqai.ie/interdev_bologna.html


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2.17 The panel considers that the composition, function and structure of each committee are

crucial aspects of the review process. It is the view of the panel that the outcome of the

review should be a management structure where each committee has a clearly defined role

and functions of detailed Terms of Reference to include membership, meeting schedules,

election processes and clear lines of reporting. In relation to functions, the panel endorses

the intent of the Board of Directors to examine the level and extent of its engagement with

strategic planning (as discussed at the advance meeting), given that the Board has a legal

responsibility for overseeing strategic planning. It is therefore recommended that the Board

of Directors take a more active role in the oversight of strategic planning, in line with its

documented roles and responsibilities. In the context of the review of committee structures,

the panel recommends that Newpark Music Centre articulates clearer Terms of Reference

for the governing body with a view to enhancing correspondence between legal and

executive responsibilities. It is further recommended that as a matter of urgency, the College

drives forward the review of the management structures to include learner representation.

The panel notes that all of the minutes provided as samples were unsigned. It is therefore

recommended that minutes are signed-off following approval at the following meeting.

2.18 The panel considers that the College’s benchmarking system limits stylistic and aesthetic

diversity with respect to programmes offered. The opportunity to link in with other higher

education institutions to look at different approaches has not been capitalised on. This

finding is supported by feedback from external stakeholders in relation to the limited level of

stylistic diversity of Newpark Music Centre’s programmes. It was suggested that this issue

could be addressed through more learner exchanges and greater access to and input from

visiting artists and educators. The panel acknowledges the intention of Newpark Music

Centre to strengthen collaboration with other higher education institutions in a strategic

planning context.

Special Consideration – Change of Director

2.19 The panel notes the appointment of the former Director of the Music Centre in a

transitional role to provide support for the new Director. As discussed in the commentary to

objective one, the panel acknowledges the need to make such a provision in preparation for

Institutional Review. The panel is satisfied that this appointment is supporting knowledge-


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transfer through regular interaction in the form of weekly meetings and ongoing discussion

of issues as they arise. It was evident from the panel’s discussions with the new Director that

he is becoming familiar with the operation of the College and gaining the confidence to

support his leadership role.

Recommendations — Strategic Planning and Governance

The panel recommends that:

4. The Board of Directors takes a more active role in the oversight of strategic planning, in line

with its documented roles and responsibilities.

5. Newpark Music Centre articulates clearer Terms of Reference for the governing body with a

view to enhancing correspondence between legal and executive responsibilities.

6. As a matter of urgency, the College drives forward the review of the management structures to

include learner representation.

7. Minutes are signed off following confirmation and approval at the next meeting of each

individual committee.


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Objective 3 — Quality Assurance

To assess the effectiveness of the Quality Assurance arrangements operated by the College

This is based on Part One of the European Standards and Guidelines for Quality Assurance (QA).4 By

including this in the Institutional Review process, the statutory requirement for the review of QA is

met. How the Institution reviews the effectiveness of its QA for the seven elements of the European

Standards and Guidelines should be explicitly addressed by the review process.

Summary of Objective 3 — Quality Assurance

3.1 Section 3 of the SER describes the quality assurance (QA) arrangements operated by

Newpark Music Centre. The QA procedures were initially agreed with HETAC in 2004, and

are detailed in the Quality Control Documents Manual (QCD).

3.2 The QCD was developed following consultation with HETAC and other external advisors,

and benchmarked against examples of best practice in institutions of similar size. The manual

reflects the College’s commitment to excellence in the field of quality assurance, and is as

such, considered a draft document, in that it may be updated where required, and as dictated

by developments in the industry or as a result of internal and/or external review.

3.3 A Teachers’ Handbook has also been developed which, though predominantly aimed

towards work practices in the part-time, non-accredited programmes, also overlaps with

procedures and practices outlined in the QCD. Additionally, the College has developed a

Child Protection Policy, in line with industry best practice and the guidelines detailed in the

document Children First – National Guidelines for the Protection and Welfare of Children (SER, page

32).

Summary of Policies and Procedures for Quality Assurance

3.4 The SER states that the QCD, which is published on the College’s website, was developed as

a result of a collaborative process between the Music Centre Director, Jazz Department

4 “Standards and Guidelines for Quality Assurance in the European Higher Education Area”. European Association for Quality Assurance in Higher Education, 2009, Helsinki, 3rd edition.


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Director, Course Board, HETAC and other external advisors. The content of the QCD can

broadly be broken down into five principal areas:

1. Monitoring and management of QA procedures;

2. Programme development, monitoring and review;

3. Learner related procedures (including assessment);

4. Staff related procedures;

5. Administrative procedure.

3.5 The QCD sets out in detail the following procedures for quality assurance:

QCD 1 Review and Monitoring of Quality Assurance Systems

QCD 2 Alterations to Quality Assurance Systems

QCD 3 Design and Approval of New Programmes

QCD 4 Academic Overseeing and Development of Courses

QCD 5 Ongoing Monitoring of Programmes

QCD 6 Regular Programme Evaluation

QCD 7 Evaluation and Maintenance of Equipment and Facilities

QCD 8 Control of Quality Assurance Records

QCD 9 Control of Quality Assurance Documentation

QCD 10 Staff Recruitment

QCD 11 Staff Development

QCD 12 Performance Appraisal

QCD 13 Access, Transfer and Progression

QCD 14 Learner Enrolment

QCD 15 Learner Orientation

QCD 16 Learner Representatives

QCD 17 Progression from Stage to Stage

QCD 18 Assessment

QCD 19 External Examiners

QCD 20 Control of Learner Records

QCD 21 Provision for Inadequate Progress

QCD 22 Attendance Monitoring

QCD 23 Teacher Identification

QCD 24 Teachers’ Code of Practice

QCD 25 Subject Codes


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QCD 26 Timetabling

QCD 27 Schemes of Work

QCD 28 Examination Notification

QCD 29 Examination Procedure

QCD 30 Handling Complaints

QCD 31 Special Needs Learners

QCD 32 Refunds Policy

QCD 33 Office/Administrative Systems Review

QCD 34 Grievance Procedure

QCD 35 Disciplinary Procedure

QCD 36 Harassment/Bullying

QCD 37 Stress Management

3.6 As discussed in the preceding section of this report, the Course Board has a fundamental

role in the monitoring of the effectiveness of the QA procedures operated by the College.

The Course Board is the body with the closest contact with the programme as a whole and is

uniquely positioned to interface with learners (given that all but one member of the Course

Board are teachers on the full-time programmes), other staff members and the administrative

support team (SER, page 33).

3.7 QA monitoring is formally addressed on an ongoing basis at the regular meetings of the

Course Board. These meetings provide the best platform for quality, programme and general

systems review. Input from learners, teaching staff and administrative personnel provides

critical information at these meetings. A high level of informal contact is maintained between

the teaching staff and the learners, which allows the College to respond quickly to issues

arising on a day-to-day basis. The Course Board conducts the annual audit of the Newpark

Music Centre’s QA procedures, utilising information arising out of the regular Course Board

meetings, input from teaching and administrative staff, learners (both informal, through the

use of focus groups, and through the learner course evaluation reports), external examiners

and other relevant stakeholders (SER, pages 33-34).

3.8 Newpark Music Centre’s QA procedures are overseen by the Academic Council. Where the

Course Board identifies and recommends updates to the QCD, these are presented to the

Academic Council for approval. A decision is then taken as to whether a particular


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amendment merits consultation with HETAC, or whether it may be implemented directly

(SER, page 34).

Summary of Approval, monitoring and periodic review of programmes

3.9 The procedure for the design and approval of new programmes is detailed in QCD3. This

procedure was followed throughout the development of the BAJP programme. A similar

process was followed with regard to the development of the Berklee Track, though principal

consultation was with Berklee College (SER, page 35).

3.10 Where a minor change is identified to an existing programme, the Course Board may initiate

the change directly. Where a modification of a programme itself is identified and considered

to be of an urgent nature, the Course Board may recommend that the issue is dealt with

without waiting for the next programmatic review. For example, in 2007 consultation took

place with HETAC and a rationale for modifications to the BAJP programme proposed by

the Course Board were submitted, having been considered sufficiently urgent to be

implemented immediately. The details of these changes are set out in the document ‘Proposed

Amendments to Bachelor of Arts in Jazz Performance Programme Schedule (2007)’. The proposed

modifications to the programme were subsequently approved by HETAC. The outcome

was a significant improvement in the programme in terms of structure and continuity as a

direct result of these modifications (SER, page 36).

3.11 The format for the periodic review of programmes is detailed in QCD. This procedure, in

consultation with HETAC, formed the framework for the programmatic review of the BAJP

programme in 2010. The programmatic review involved both internal and external

evaluation and consisted of the following phases:

• Self-Evaluation and Production of Self Evaluation Report (SER);

• Site Visit by the Peer Review Group (PRG);

• Response and Implementation Plan;

• Submission to HETAC;

• Progress Monitoring.

3.12 Section 5 of the SER outlines the conclusions and recommendations arising from the

programmatic review (SER, page 37).


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Summary of Assessment of learners

3.13 The assessment of learners on a music performance programme presents certain challenges.

Newpark Music Centre has always been very clear that the organisation’s focus in terms of

higher education is to produce professional, competent and employable music performers.

The assessment methods utilised at the College are designed and implemented with this

commitment to performance in mind. Three principal modes of assessment are employed:

1. Practical/Performance Exams;

2. Written Exams/Essays;

3. Continuous Assessment.

3.14 Newpark Music Centre’s QA procedures provide the framework for the implementation,

regulation and conduct of assessment and examinations. The College has adopted the

guidelines and procedures detailed in the document Assessment and Standards (HETAC –

2009). The programme content, assessment methodology, learning objectives and outcomes

of the BAJP programme are published in the document Programme Content and

Methodology of Assessment. This document is included in the information provided to all

learners at the commencement of each stage of the programme. It is also published on the

College website and available in hard copy (SER, page 38).

3.15 The development of the assessment methods used in the full-time programmes formed an

integral part of the original programme design. Consultation took place with the Programme

Development Advisory Group and international best practice was examined to ensure that

the assessment methods equalled or surpassed those used internationally. The monitoring of

assessment methods and procedures is ongoing and incorporates input from staff, learners

and external examiners. The Course Board monitors the assessment methods and

procedures “on the ground”. These are also reviewed as part of the annual programme

review process. External examiners provide an important role in the monitoring of

standards, and in the benchmarking of assessment both domestically and internationally.

3.16 Internal examiners are drawn from the teaching staff at the College and are experts in the

fields in which they are assessing. All assessments involving performance are recorded in

audio format and archived on to a hard-drive, which is also backed-up externally. All

ensemble-based exams involve at least two examiners. The College has been fortunate in


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procuring external examiners of the highest calibre. Valuable feedback has been provided on

both the assessment methods used and on the programme as a whole. For example, in 2009,

feedback led directly to the implementation of two new initiatives for the following academic

year: the preparatory Ensemble performances and “mock” examinations for Instrumental

Skills and Approved Styles. Both initiatives have subsequently received positive feedback

from learners, teachers and the external examiner. The SER states that external examiners

have consistently given positive feedback on assessment methods (SER, pages 39-40).

3.17 Examination Board meetings are held in accordance with HETAC’s guidelines. The Course

Board also holds informal meetings in advance of Examination Board meetings as and when

required. The aim of these informal meetings is to allow the Examination Board to focus on

the overall grades of the learners rather than to address individual assessment issues.

Administrative procedures are in place for the secure storage of all material relating to

assessment, the successful conduct of examinations, and the processing of results. The input

of results into the exam broadsheets is verified and cross-checked by two members of the

administrative team prior to the generation of results sheets and subsequent submission to

HETAC (SER, page 40).

3.18 Newpark Music Centre has a procedure for the appeal, recheck and review of assessment

results. This process includes provision for an informal post-mortem of an examination or

assessment. Most queries are addressed at this stage, and the development of a query into a

full review of an examination is rare (SER, page 40).

Summary of Quality assurance of teaching staff

3.19 The SER states that the College is committed to the recruitment and employment of

teaching staff of the highest calibre across the full range of programmes. It is recognised that

teachers are the most important resource for learners. Of major importance to music

education is the role of the individual instrumental teacher (SER, page 41).

3.20 The procedures for the recruitment of teaching staff are detailed in the QA procedures of

the College (QCD 10). Selection is made on the basis of qualifications, experience and

general suitability. The College prides itself on the recruitment of active musicians on to the

teaching staff, particularly on to the full-time programmes. Feedback from learners regularly


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refers to the ongoing performance activities of the teaching staff as a highly positive element

to the learner/teacher dynamic. Inputs used for appraisal of teaching staff include:

• Learner and graduate feedback, either informal or through Course Evaluation

Reports;

• Prompt following up on complaints;

• Examination results;

• Feedback from internal and external examiners;

• Output from Programmatic Review (SER, page 41).

3.21 Where there is a problem with the performance of a particular teacher, this is acted on

quickly and discreetly. It was decided by the College, as a result of the QA audit carried out

in 2011, that external consultation should take place in relation to industry best practice in

respect of teacher performance appraisal, and an amended system of performance appraisal

of teaching staff be developed (SER, page 41).

3.22 Newpark Music Centre also has the following procedures for staff related matters:

1. Disciplinary Procedure;

2. Grievance Procedure;

3. Harassment and Bullying Policy;

4. Stress Management Policy.

Through a policy of dealing with issues informally, quickly and with sensitivity, the College

has avoided the formal implementation of any of the above procedures (SER, pages 41-42).

3.23 Recognising the importance of ongoing professional development for teaching staff, all staff

are encouraged to attend the many workshops and clinics that take place over the course of

the academic year. From 2011, it is proposed to provide a minimum of two workshops per

year to address a range of pedagogical and educational issues. These workshops will be

scheduled in a manner to maximise the availability of staff to attend. Where a teacher

identifies a specific professional development area, they may apply to have this provided.

3.24 As a Berklee International Network (BIN) school, Newpark Music Centre is in a position to

participate in the BIN faculty development programme. This programme takes place every

second year in Berklee and provides the opportunity for staff to network with other music


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teachers from around the world and avail of the expertise of the Berklee educational system

(SER, page 42).

Summary of Learning resources and learner support

3.25 According to the SER, Newpark Music Centre is currently expanding into new premises in

the Harold School, and it is anticipated that by 2013 this space will accommodate the full

higher education element of the College, providing adequate resources for teaching,

administrative support, social space and library facilities, as well as much needed rehearsal

space.

3.26 In the interim, a semi-permanent “pre-fab” room has been purchased and installed to the

rear of the College. This has proved not only a valuable teaching resource, but also has

provided additional rehearsal and practice facilities. To maximise existing space, the College

now opens on Sundays for rehearsal and practice.

3.27 A comprehensive library of recordings encompassing the many areas of jazz and jazz-related

music is available. Learners may access these recordings on a sign-out basis for study either

at home or in the College. Many standard pedagogical texts and other learner aids are also

available. Newpark Music Centre has an agreement with the Royal Irish Academy of Music

(RIAM) to access their library facilities. However, feedback from learners on this

arrangement has been mixed, and it is mainly used for the academic modules of the award

stage of the BAJP programme. The programmatic review identified the library resources as

requiring improvement and to this end an annual budget of €2,000 has been allocated for the

purchase of relevant texts. The first phase of these purchases has been completed and will

be incorporated into the new space in the Harold School.

3.28 Newpark Music Centre says it is committed to providing the best possible support to its

learners. The level of personal contact between staff and learners, and general

approachability of teaching and administrative staff, is frequently cited by learners as one of

the major benefits of studying at the College (SER, page 43). An example of a successful

initiative is the Newpark Student Club. This was established in 2010 with the aim of

increasing the opportunities for learners to mix socially and perform together in an informal

environment.


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3.29 A further initiative has been the introduction of an ensemble concert series in 2009 for

fourth-year learners in response to feedback from learners and external examiners. These

concerts provide award stage learners with the opportunity to present material from their

final performance as a work-in-progress, and receive instant feedback from an attending

faculty member. Feedback from learners has been favourable and the concerts have

contributed to a more professional display in the final ensemble performances.

3.30 Mock examinations have also been introduced for the Instrumental Skills and Approved

Styles module to assist learners in their preparations for the final examination in the award

stage. The provision of instant feedback to the learner has eliminated many problems that

have previously arisen during the final examination.

3.31 The extensive international connections of the College make it possible to attract

international clinicians and educators of the highest calibre. Every year, a range of

workshops are conducted by leading world figures in jazz and contemporary music.

3.32 The SER confirms that the system of learner representation is to be revised from September

2011. The election of a learner committee will provide a more functional and consistent

means of learner representation (SER, page 44).

Summary of Information systems

3.33 The SER confirms that the primary information system employed by the College is the

learner database. This is a Filemaker Pro system that integrates learner details with timetabling

and teaching resources. The database is mainly concerned with learner records, and does not

in itself provide any analytical function, other than the provision of basic learner data.

3.34 The College uses the Mind Your Own Business (MYOB) financial management and

accounting software. The MYOB system integrates with the learner database to manage all

aspects of the College’s invoicing, payments, sales, purchases and other financial elements. A

server is increasingly used to store all of the information for the College. This includes

software programmes, and also all soft copies of other documentation (SER, page 45).

3.35 Data relating to the various activities of the College is gathered in a number of ways. These

include:


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• Focus groups;

• Surveys and questionnaires;

• Feedback forms;

• Examination results;

• Financial budgets.

3.36 Data and information is analysed in the manner most effective in representing the result.

Reports and records from the various activities of the College are kept in either hard or soft

copy and are used in the ongoing monitoring of the programmes and the formal review

processed (SER, 45-46).

Summary of Public information

3.37 According to the SER, Newpark Music Centre is committed to the provision of information

on the programmes offered. Increasingly it is the College’s website that is the portal for this

information, though information will still be available in hard copy.

3.38 The Newpark Music Centre website provides a wide range of information on the various

activities of the organisation. Much of the information on the website is for publicity and

promotional purposes, but the College also recognises the importance of the website as a

means of providing impartial information on the “behind the scenes” activities and

procedures in place.

3.39 The website provides a full and detailed explanation of the programmes provided, and is

regularly updated. As previously mentioned the website provides a full explanation of the

BAJP programme structure, including information on the qualification awarded, the learning

outcomes and the assessment procedures used.

3.40 The website also hosts the QCD manual, the Child Protection Policy and other relevant

procedural documents. The SER for the programmatic review of the BAJP programme can

be viewed on the website, and it is also the intention of the College to add the

documentation relating to the Institutional Review (SER, page 47).


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Key Findings of Objective 3 — Quality Assurance

3.41 The panel considered the effectiveness of the Quality Assurance arrangements operated by

Newpark Music Centre and the arrangements have been found to be generally effective in

accordance with the seven elements of Part One of the European Standards and Guidelines for

Quality Assurance 2009, Helsinki, 3rd edition, and the HETAC Guidelines and Criteria for Quality

Assurance Procedures, 20115.

3.42 The panel notes the level of awareness and engagement by staff with the Newpark Music

Centre QA procedures in the context of their roles. The panel acknowledges the challenges

involved in engaging part-time teaching staff in QA activities and the commitment of the

College to work towards addressing these challenges. It is noted that the self-evaluation

processes for the programmatic review of the BAJP programme and Institutional Review

have raised levels of awareness among staff in relation to quality assurance. With a view to

further strengthening staff engagement in QA activities, the panel recommends that

Newpark Music Centre establishes a range of tools to monitor staff engagement, in particular

for part-time staff involved in a range of other professional activities as ‘enabling’

mechanisms, for example records of attendance at meetings.

3.43 Learners and graduates who met with the panel were generally positive about their

experiences, making particular mention of ‘the really positive learning environment’ at

Newpark Music Centre. The panel concludes that there are appropriate formal and informal

learner feedback mechanisms in place. The panel notes that the learner representation system

has recently been revised to include representation on the Course Board and Management

Committee (refer to commentary in this report under ‘Key Findings of Objective 2’ relating

to the recommendation to include learner representation on the Academic Council).

3.44 In relation to each of the seven elements of the European Standards and Guidelines, the panel

has made the following findings:

5 This document updates and replaces the former HETAC Guidelines and Criteria for Quality Assurance Procedures in Higher Education, 2002


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Element 1 — Policy and procedures for quality assurance findings

3.45 The panel found that Newpark Music Centre is operating in accordance with the approved

policies and procedures for quality assurance as outlined in the QCD. The panel concluded

that the QCD is presented in a format that is consistent and easily accessible.

3.46 However, the individual quality processes are not always sufficiently distinct and fully

articulated in terms of scope, purpose, sequence of actions, decision points and follow-up

procedures. In relation to the review and monitoring processes carried out by the College, it

is difficult to ascertain how many reviews are conducted during an academic year, what their

separate functions are and who decides which recommendations are implemented?

Furthermore, the procedures relating to QCD 1, 2, and 5 [QCD 1 (Review and Monitoring

of QA Systems); QCD 2 (Alteration to QA Documents); and QCD 5 (Ongoing Programme

Monitoring)] do not clearly distinguish between a review of the academic programme and a

review of the quality assurance procedures.

3.47 The panel notes that there are considerable procedural overlaps particularly across the first

five sections of the QCD, for example, QCD 1; QCD 2; and QCD 5. It is further noted that

QCD 4 (Academic Overseeing and Development of Courses); and QCD 5 contain some

elements which would be more appropriate to policy documents or Terms of Reference (for

example, including the commentary on specific sources of stakeholder feedback in a policy

for ongoing programme monitoring).

3.48 The panel considers that a clearer statement about the final responsibility for decisions and

implementation of changes would also be required in some instances, for example QCD 1

Section 4.4 (Evaluation of the QA system) and QCD 4 Section 5.3 (Academic Council’s role

in recommending changes to academic procedures and suggestions for improvements). It is

noted that some of the more recent administrative positions are not reflected in the QCD.

For example, the QCD does not include reference to the recently appointed Operations

Manager. The panel therefore recommends that Newpark Music Centre revise the quality

control system and update the QCD accordingly, taking into account updated management

structures.

3.49 The panel notes that the College has recently enlarged the Academic Council as

recommended by the BAJP programmatic review. In terms of the responsibilities outlined in


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the QCD, the panel considers that the role of the Academic Council with regard to the

initiation and oversight of academic quality processes appears more limited than would be

expected given the important role of this committee. It is noted that Academic Council has

no role in the initiation and oversight of programmatic review or the review of the academic

quality system itself. It is further noted in QCD 4 that “Academic Council can recommend

changes to academic procedures and suggest improvements” (QCD Manual, page 27). The

QCD does not make explicit whether the Academic Council has authority to take final

decisions in cases where staff feedback has been submitted for consideration. Accordingly,

the panel recommends that Newpark Music Centre strengthens the role of and clarifies the

decision-making capacity of the Academic Council, with particular emphasis on initiating and

overseeing academic quality review processes.

Element 2 — Approval, monitoring and periodic review of programmes and awards findings

3.50 The panel concludes that Newpark Music Centre has formal mechanisms and procedures in

place for approval and monitoring, as outlined in the QCD. Learners and graduates who met

with the panel represented a cross-section of all programmes and stages (see Appendix G).

This group characterised their experiences as positive in terms of the opportunity to give

feedback and the College’s commitment to follow up on the issues identified. For example,

provision of the option to request feedback on examination performance.

3.51 External stakeholder input to programme development and review is facilitated through the

Programme Advisory Committee for the BAJP programme. In the case of the Berklee Track,

consultation is through Berklee College and collaborations with other Berklee International

Network schools. The College consulted with jazz promotion agencies and other

stakeholders in the lead up to the programmatic review of the BAJP programme. External

stakeholders were also consulted in relation to programme changes for the BAJP

programme. The panel also endorses the College’s acknowledgement of the need for external

input into the development of a new proposed Master of Arts in Rhythm Studies.

3.52 The panel considers that the modular structure of the BAJP programme limits the

opportunities for formal and informal cross-modular artistic and collaborative

communication, and that as a consequence there is a need for greater formal and informal

cross-modular artistic and collaborative communication within the BAJP programme. This

finding is based on the rationale that music schools need an active community involving all


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learners in order to enhance and balance the formal educational process with a communal,

artistic and creative environment. Learners who met with the panel gave feedback that they

were not particularly aware of each other’s academic and artistic development outside the

confines of their own class. Learners also stated that there was a lack of interaction and

collaboration among learners outside the specific structured programme requirements.

Element 3 — Assessment of learners findings

3.53 The panel found that Newpark Music Centre is assessing learners using published criteria,

regulations and procedures. The College’s QA procedures provide the framework for

assessment practices. The panel notes that performance is the major factor informing the

design and development of assessment methods.

3.54 Discussions with staff confirmed that the HETAC guidelines document Assessment and

Standards, 2009 is the reference point for the assessment of the BAJP programme. The panel

was also advised that guidelines or procedures have been developed through the Course

Board to support consistent assessment practices. Marking schemes for the BAJP are clearly

articulated and teachers collaborate to examine modules together. Meetings are held at the

end of each module to discuss and review assessment practices.

3.55 External Examiners for the BAJP programme are appointed by the Music Centre Director

and the Jazz Department Director. The panel acknowledges the positive feedback given by

both External Examiners in relation to assessment methods for the BAJP.

3.56 During the site visit the panel was informed of the lack of formal assessment for part-time

extramural or ‘hobby’ programmes, an opinion expressed to the panel was that some form of

assessment would be of assistance to learners as an indicator of progress.

Element 4 — Quality assurance of teaching staff findings

3.57 The panel concludes that Newpark Music Centre has appropriate policies and procedures in

place to ensure that staff involved in the teaching of learners are qualified and competent to

do so. The panel acknowledges the professionalism and commitment of the teaching staff,

evidenced by feedback from the learners with whom the panel met. Particular mention was

made of the ease of access to teaching staff.


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3.58 The panel notes the importance placed by the College on the recruitment of teachers who

are active professional musicians. The practice of recruiting Newpark Music Centre

graduates is also noted, supported by the perspective that graduates have experienced both

the teaching and learning environments (pedagogy is a Year 4 module for the BAJP).

However, the panel considers that recent graduates in the role of teachers perpetuate what

they have been taught and this may limit the experiences they can pass on in the classroom.

3.59 Panel meetings with senior management and staff confirmed that financial support for

professional development is provided on a ‘case-by-case’ basis. Examples of activities

supported include attendance at Berklee International Network meetings and faculty

concerts. Workshops with visiting artists and master classes have been facilitated to assist

with pedagogical issues. The panel concludes that there is scope to further enhance the

professional development process and to link it more effectively to strategic planning. It is

therefore recommended that Newpark Music Centre incorporates professional development

as an integrated part of strategic planning, including the development of criteria to inform

decision making for professional development and recruitment.

3.60 The panel endorses the commitment of Newpark Music Centre to revise the performance

appraisal system. It is noted that this initiative acknowledges that the current system is not

working effectively, particularly in relation to the provision of feedback to staff. The panel

considers that the revised system should clearly determine the function of the appraisal

system and any potential ramifications of unsatisfactory appraisal for continued employment.

It is therefore recommended that Newpark Music Centre progresses the revision of

performance appraisal and ensures that there is clarity on the function and outcomes of the

appraisal system.

Element 5 — Learning resources and support findings

3.61 The panel considers that adequate learning resources and support are provided for learners.

Graduates and learners with whom the panel met gave generally positive feedback about the

quality of learning resources and support. Particular mention was made of the support

services provided for international learners (in relation to arranging accommodation and

health insurance) and access to guest lecturers who are also performers. The panel notes that

learners will be able to access teaching notes online from the beginning of 2012. Graduates

commented that they had progressed to freelance work in the areas of performance and


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teaching, assisted by Newpark Music Centre contacts. Positive feedback was also given by

graduates in relation to email communication from the College with regular news updates

including for example, details of concerts relating to the College or new teaching staff.

3.62 The panel acknowledges the commitment made by the College to expand into new premises

at the Harold School. The plan to operate full-time programmes from that location and to

establish Blackrock as the part-time school is noted. Learners confirmed that they welcomed

the expansion of premises as the current state of facilities is a constraint for learners. For

example, rehearsal and performance space at the Blackrock campus is limited.

3.63 The panel was briefed on the support services available at Newpark Music Centre. In terms

of accessing support services, learners tend to contact the College Office in the first instance

and are then directed to appropriate supports. This includes, for example, access to

counselling and physiotherapy services.

3.64 Feedback from learners in relation to suggestions for improvements included a request for

more performance opportunities, for example monthly public concerts and weekly gigs

through the Student Club. The panel considers that there are insufficient opportunities made

available for learners to gain an international perspective. This finding is supported by

feedback from learners in relation to a desire for more access to exchange opportunities

through the Erasmus programme. The panel recommends that Newpark Music Centre

further enhance existing performance opportunities and learner exchange opportunities,

particularly with respect to the Erasmus programme.

Element 6 — Information systems findings

3.65 The panel considers that there are appropriate information systems in place to support the

management of programmes and operations. It is noted that the revised website is close to

completion.

3.66 Discussions with staff confirmed that digital media is not generally used in the classroom.

However, teaching staff direct learners to appropriate sites and materials. Examples include

the Ear Master programme to facilitate practice at home and access to free software for the

first year composition programme. The panel further notes the proposed upgrade to the

Mamut business software programme to replace the MYOB system.


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3.67 The panel was advised by senior management that information is gathered to track and

compare results in order to feed into monitoring processes and subsequent modifications to

support enhancements to programmes. Graduate destinations are tracked as part of the

process. It was acknowledged that the focus of this activity is at a programme level rather

than strategic and operational level. The panel therefore recommends that Newpark Music

Centre investigates appropriate management information systems to support a more

effective system of data gathering and dissemination to support strategic and operational

planning.

3.68 Discussions with staff confirmed that the College does not have an Information Technology

(IT) Technician on the staff. The panel considers that access to additional support would

contribute to enhancements in the areas of website management, data security, disaster

recovery and backup. Accordingly, it is recommended that Newpark Music Centre

investigate the possibility of dedicated information technology support.

Element 7 — Public information findings

3.69 Newpark Music Centre publishes current, impartial and objective information about the

programmes and awards it offers. It is noted that the College website is the major source of

information. The panel further notes that the process to revise the website has provided the

College with an opportunity to review and update programme information.

3.70 Staff with whom the panel met advised that Facebook is being utilised to advertise concerts

set up for the BAJP programme and that the College is looking into the use of Facebook as

an information channel for part-time programmes. In relation to the BAJP programme, the

panel notes the inclusion of the SER for the programmatic review on the website, and

considers that the Programmatic Review report should also be added.

Recommendations — Quality Assurance

The panel recommends that Newpark Music Centre:

8. Establishes a range of ‘enabling tools’ to monitor staff engagement, in particular for part-

time staff, for example records of attendance at meetings.


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9. Revises the quality control system and updates the Quality Control Documents Manual

accordingly, taking into account updated management structures.

10. Strengthens the role of the Academic Council and clarifies the decision-making capacity of

the Academic Council, with particular emphasis on initiating and overseeing academic quality

review processes.

11. Progresses the revision of performance appraisal and ensures that there is clarity on the

function and outcomes of the appraisal system.

12. Incorporates professional development as an integrated part of strategic planning, including

the development of criteria to inform decision making for professional development and

recruitment.

13. Further enhances existing performance opportunities and learner exchange opportunities,

particularly with respect to the Erasmus programme.

14. Investigates appropriate management information systems to support a more effective

system of data gathering and dissemination to support strategic and operational planning.

15. Investigates the possibility of dedicated information technology support.


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Objective 4 — Qualifications Framework, Access, Transfer and

Progression

To confirm the extent to which the College has implemented the National Framework of

Qualifications (NFQ) and its procedures for access, transfer and progression (with the

special consideration as indicated below)

This objective has two main strands:

1. Review of the College’s activity in implementing the National Framework of Qualifications

2. Procedures for access, transfer and progression

The National Qualifications Authority of Ireland (NQAI) has produced guidelines in relation to this.6

These include issues such as credit, transfer and progression rules between levels and award types,

entry arrangements, information provision, and policies and procedures for the Recognition of Prior

Learning (RPL).

A special consideration for Newpark Music Centre under this objective was requested by the College:

The College would like to inform the panel that the Berklee Track Programme is of note here in that it is the

only programme of its kind in Ireland.

Berklee College of Music (www.berklee.edu) is the world’s most prestigious non-classical music college.

Newpark Music Centre has been a full member of the Berklee International Network (BIN) since 2004,

having hosted site visits, educational activities and auditions with Berklee since 1999.

The BIN is a network of partner schools across the globe in which Newpark Music Centre is the only

English speaking member outside of the USA. (www.berklee.edu/international/berkleeintlnetwork.html)

As a result of Newpark Music Centre’s long standing relationship with Berklee College of Music, Boston,

an articulation agreement was signed between the two colleges in 2010. This provides for the transfer of

credits from Newpark Music Centre’s Berklee Track Programme into the degree and diploma programmes at

Berklee. Typically this means that a learner may attend Newpark Music Centre for two years, and complete

their degree at Berklee in a further two years.

6 “Policies, Actions and Procedures for Access, Transfer and Progression”. National Qualifications Authority of Ireland. 2003. www.nqai.ie.


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The development of the Berklee Track programme not only opens the way for learners to transfer from

Newpark Music Centre to Berklee, but also to transfer between other member schools of the Berklee

International Network. The similarity of these programmes worldwide (most colleges adhere closely to the

Berklee syllabus) aids the alignment of the programmes and facilitates transfer.

As a result of Newpark Music Centre’s relationship with Berklee, the College now has transfer agreements

with colleges in Freiburg, Germany; Sao Paulo, Brazil; and Kobe, Japan.

Summary — Objective 4 — Qualifications Framework, Access, Transfer and Progression

4.1 Section 4 of the SER describes the processes operating to ensure that Newpark Music

Centre programmes (where appropriate) comply with the requirements of the National

Framework of Qualifications. Background is provided on the processes for access, transfer

and progression (SER, pages 48-52).

4.2 The BAJP programme is operated under the National Framework of Qualifications (NFQ)

and the HETAC awards standards appropriate to the programme. Applicants are made

aware of the programme entry requirements, level, awarding body and the progression routes

available to them after completion. Newpark Music Centre has adopted a similar approach in

the development of the Berklee Track. This has been undertaken both to increase

programmatic cohesion, and to facilitate the accreditation process for that programme when

undertaken in 2011-2012. According to the SER, the College is committed to a fair, equitable

and transparent system of access to all of its programmes. Access to the BAJP programme

and Berklee Track is based on an audition- all learners must audition to gain access to the

full-time programmes, regardless of the point of access, the transfer agreement under which

the learner is entering, previous certified or uncertified learning (SER, page 48).

4.3 While the Newpark Music Centre does not directly target under-represented groups, efforts

have been made in the last number of years to improve access from the wider community,

thus increasing awareness of the College’s activities throughout Ireland. These initiatives

incorporate direct contact with Careers Guidance Counsellors; outreach workshops; and

open days. The College offers a variety of supports to learners with special requirements.


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Services may relate to disability or learning issues, or external factors such as financial or

personal difficulties (SER, page 49).

4.4 The Recognition of Prior Learning (RPL) is an area of great interest and importance to the

College. RPL is informed by two main factors: the legacy of the informal nature of non-

classical music education in Ireland (this has led to the presentation of applicants to the full-

time programmes with varying degrees and types of prior learning); and an increase in

interest from International learners. Given that music education at primary and secondary

levels in many other countries, particularly in Europe, forms a more integral part of the

curriculum; international learners may present with skills well ahead of their Irish

counterparts. Newpark Music Centre has responded to this trend by developing processes

for RPL to cater for the wide variety of applicants to the full-time programmes (SER, 49-50).

4.5 The primary factor in relation to RPL for the BAJP programme is the audition. All

applicants regardless of previous musical experience or learning must do a performance

audition to enter the programme. In addition, the applicant must demonstrate the

appropriate knowledge of the theoretical aspects of the programme. Credit may be gained

through certified or uncertified prior learning. Certified prior learning takes the form of

applicants with a formal music education presenting evidence to demonstrate the required

level of learning, usually through appropriate assessment results. Uncertified prior learning is

granted through the successful completion of an appropriate assessment, similar to the end-

of-stage assessment required for entry to the stage for which the applicant has applied.

4.6 Where an applicant’s prior learning is of an appropriate level to access the programme, but a

specific knowledge deficit is identified, a programme of bridging studies may be utilised to

address this and facilitate the granting of credit to the later stage (SER, page 50).

4.7 The signing of the Articulation Agreement with Berklee College of Music has facilitated the

development of credit transfer agreements with other Berklee network schools. Agreements

are now in place with Conservatorio Souza Lima, Sao Paulo, Brazil; International Music

College, Freiburg, Germany; and Koyo Conservatory, Kobe, Japan. The development of the

agreements was aided by the College’s successful application for grant funding from

Enterprise Ireland under the Going Global initiative. This provides for Irish organisations


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to perform feasibility studies with regard to expansion into international markets (SER, page

51).

4.8 In the field of jazz education, domestic progression opportunities into directly related fields

are limited. There is one Masters programme in Jazz Performance offered by the Dublin

Institute of Technology. The Masters in Music Technology in Trinity College Dublin has

also proved a popular progression route for BAJP graduates. The international picture is

considerably better, with many high quality masters programmes available. Newpark Music

Centre has identified particular programmes as apposite programmes for BAJP graduates

(SER, pages 51-52).

Special Consideration – The Berklee Track

4.9 The Berklee Track is of note as a special consideration under this objective, due to its unique

nature in Irish education. The programme provides for the transfer of credits from Newpark

Music Centre’s Berklee Track programme to the Diploma and Degree programmes in

Berklee College of Music, Boston. The College intends to seek accreditation from HETAC

for the Berklee Track during 2011-2012 to commence in September 2012. A successful

outcome to the accreditation application will facilitate the following areas of growth:

1. As a stand-alone programme in the Irish higher education system;

2. As a transfer mechanism for Irish learners accessing Berklee;

3. As an access point for international (including US) learners to Berklee, via Newpark

Music Centre;

4. As a transfer mechanism for learners (both national and international) to the

Bachelor of Arts in Jazz Performance;

5. As a transfer mechanism for learners in Newpark Music Centre to other BIN

schools worldwide (SER, page 52).

4.10 Newpark Music Centre is in a strong position, being the only English-speaking school

providing the Berklee Track in the world outside of the USA. It is anticipated that US

learners may take the opportunity to study at the College prior to returning to Boston (there

are currently two US learners enrolled on the Berklee Track). Attending the programme in

Newpark Music Centre also represents a considerable cost saving for the learner in


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comparison to the tuition and living costs incurred to study at the Berklee College of Music

(SER, page 52).

Key Findings — Objective 4 — Qualifications Framework, Access, Transfer and Progression

4.11 The panel considers that Newpark Music Centre has implemented the National Framework

of Qualifications and procedures for access, transfer and progression. The findings of the

programmatic review of the BAJP programme in relation to access, transfer and progression

are also endorsed. It is further concluded that Newpark Music Centre is meeting the

statutory requirement specified in Section 46 of the Qualifications (Education and Training) Act

1999 to provide information about programmes.

4.12 It was evident from discussions with the panel that teaching and administrative staff have an

understanding of the NFQ. It was further noted that BAJP learners have an appreciation of

the level of their framework award. However, the panel recommends that the College

develops a set of high level programme outcomes for the BAJP at Level 8, aligned to the

levels of knowledge, skills and competence of the NFQ. This recommendation is made to

enhance the holistic understanding of the programme and to more clearly define the

graduate profile.

4.13 The panel endorses Newpark Music Centre’s commitment to a fair, equitable and

transparent system of access to all of its programmes, and considers that entry requirements

and mechanisms are appropriate. The panel notes that audition is the primary vehicle for

access. The College’s intention to further enhance access by the use of off-site venues for

open days and additional outreach workshops to target regional secondary schools is

acknowledged. The panel commends Newpark Music Centre on its outreach initiatives

which have brought the benefit of jazz into the wider education system.

4.14 The process for RPL applications was outlined to the panel based on the two elements of

performance and academic ability. It is noted that there is some flexibility in exceptional

circumstances, for example to attract good musicians. The panel concludes that the RPL

arrangements are appropriate and consistent with the processes documented in the QCD.


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4.15 The College advised that learners with learning or physical impairments are catered for on a

‘case-by-case’ basis. Examples have included partially-sighted learners and those with

dyslexia. The panel notes that general information on support services for learners with

special needs is not currently provided. It is therefore recommended that Newpark Music

Centre develops and regularly updates a database of support services as a mechanism to

publicise specific supports available for learners with special needs. Although the College

does not cater specifically for disadvantaged learners, applicants are directed towards

potential funding sources, and facilities are made available for the incremental payment of

fees. The panel notes and supports the College’s intention to investigate the provision of

scholarships.

4.16 The panel concludes that transfer arrangements are functioning, particularly for the BAJP

and Berklee Track programmes. A highlight is the ongoing development of transfer

agreements with the other BIN schools. The facility for a Berklee Track learner to transfer

directly into Year 3 of the BAJP programme is noted (subject to a successful outcome in

relation to the Berklee Track accreditation application). BAJP graduates have progressed to

Master of Arts programmes within Ireland, for example the Masters in Music Technology at

Trinity College Dublin. The panel further notes that Newpark Music Centre has also

identified a number of overseas Masters programmes as apposite programmes for BAJP

graduates (SER, pages 51-52). Learners and graduates met by the panel also expressed an

interest in the proposed Master of Arts in Rhythm Studies.

Special Consideration – The Berklee Track

4.17 The panel acknowledges the unique nature of this programme in the Irish education system

and the ability to transfer credits from the Newpark Music Centre Berklee Track programme

to the Diploma and Degree programmes in Berklee College of Music, Boston. The initiative

to seek national accreditation for the programme is noted. The panel was advised, during the

site visit, that the College is on track to meet a deadline of 30 November 2011 to submit the

application to HETAC.

Commendations — Qualifications Framework, Access, Transfer and Progression

2. The panel commends Newpark Music Centre on its outreach initiatives which have brought

the benefit of jazz into the wider education system.


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Recommendations — Qualifications Framework, Access, Transfer and Progression

The panel recommends that Newpark Music Centre:

16. Develops and regularly updates a database of support services as a mechanism to publicise

specific supports available for learners with special needs.

17. Develops a set of high level programme outcomes for the BAJP at Level 8, aligned to the

levels of knowledge, skills and competence of the NFQ.


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Objective 6 — Recommendations for Enhancement

To provide recommendations for the enhancement of the education and training provided by

the College

This includes both the recommendations arising from the external peer review process and the

recommendations arising from the internal self-evaluation process.

Summary — Objective 6 — Recommendations for Enhancement

6.1 Section 5 of the SER outlines the conclusions and recommendations for future enhancement

resulting from the self-evaluation process. The conclusions and recommendations are

organised in the same structure as the sections of the SER and address each of the objectives

for Institutional Review.

6.2 According to the College, one of the challenges has been the organisation’s development

from one of a relatively informal system of music education to that of a higher education

provider in the context of the National Framework of Qualifications and the policies and

procedures implemented by HETAC. Newpark Music Centre has experienced rapid growth

and development since the accreditation of the Bachelor of Arts in Jazz Performance in

2005. This growth has brought with it significant challenges, but has impacted favourably on

Irish music education.

6.3 The College considers that much has been learned from the Programmatic Review process

for the BAJP and the self-evaluation stage of Institutional Review both in terms of how to

self-evaluate and how to implement change as a result of these processes. Newpark Music

Centre is committed to the enhancement of its education provision. It is hoped that those

recommendations, together with the panel recommendations following the site visit, will

further develop the quality of the programmes provided and of the organisation as a whole

(SER, page 53).

Key Findings — Objective 6 — Recommendations for Enhancement

6.4 The panel notes the conclusions and recommendations resulting from the self-evaluation

process as outlined in section 5 of the SER. The panel also had the opportunity to view an


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update on the status of the implementation plan for the recommendations arising out of the

programmatic review for the BAJP programme. The acknowledgement by the College that

both processes have been valuable in terms of how to self-evaluate and how to implement

changes as a result of these processes is noted.

6.5 The panel endorses the commitment of Newpark Music Centre to develop an

implementation plan that integrates the recommendations from both the programmatic

review and Institutional Review process. The panel further notes and endorses the

importance placed by the College on incorporating realistic timelines into the action plans to

address the recommendations.


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Appendix A Terms of Reference

Higher Education and Training Awards Council

TERMS OF REFERENCE FOR INSTITUTIONAL REVIEW OF Newpark Music Centre in November 2011

STATUS: SET

Section 1. Purpose The purpose of this document is to specify the Terms of Reference (TOR) for the Institutional Review of Newpark Music Centre in November 2011. The HETAC Institutional Review policy applies to all Colleges providing HETAC accredited programmes, or programmes accredited under Delegated Authority. These Terms of Reference are set within the overarching policy for Institutional Review as approved in December 2007 and should be read in conjunction with same. These Terms of Reference do not replace or supersede the agreed policy for Institutional Review. The Terms of Reference once set may not be amended and any significant revision required to the Terms of Reference will result in a new Terms of Reference to be set by HETAC following consultation with the College. These Terms of Reference should be read in conjunction with the supplementary guidelines for Institutional Review. The objectives of the Institutional Review process are

1. To enhance public confidence in the quality of education and training provided by the College and the standards of the awards made;

2. To contribute to coherent strategic planning and governance in the College; 3. To assess the effectiveness of the Quality Assurance arrangements operated by the College; 4. To confirm the extent that the College has implemented the National Framework of

Qualifications and procedures for Access, Transfer and Progression; 5. To evaluate the operation and management of Delegated Authority where it has been

granted; 6. To provide recommendations for the enhancement of the education and training provided

by the College. It is possible that, within the objectives outlined above, Colleges may have specific sub-objectives to which they will attach particular importance and wish to emphasise in their TOR. To maximise the benefits of the review process, Colleges may also consider including additional objectives relevant to its context. The approach taken by HETAC to Institutional Review will:

• Acknowledge that Colleges have ownership of and responsibility for their activity; • Be conducted in a spirit of partnership with Colleges, with a view to improvement and

enhancement, whilst acknowledging statutory requirements for accountability; • Be conducted in a manner which adds value to the College, minimises overhead and assists

in building Institutional capacity; • Be flexible, adaptable and scalable in order to meet the needs of diverse Colleges; • Be conducted in an open, consistent and transparent manner; • Be evidence-based in accordance with established criteria; • Promote learning and development for all involved; • Reward innovation and experimentation when it seeks to enhance our understanding of

good practice; • Promote collaboration and sharing of good practice between Colleges; • Take cognisance of international best practice and contribute to European and international

developments in this area.


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Section 2. College Profile Introduction Newpark Music Centre is an independent provider of both part-time and full-time music tuition. It is located in a building on the campus of Newpark Comprehensive school (together with the Newpark Sports Centre and Newpark Adult Education), on Newtownpark Avenue, Blackrock, Co. Dublin - approximately 10km from Dublin city centre. The Music Centre was established in 1979 to provide music education facilities to the local community, which originally consisted of classical instrumental and instrumental support lessons for school-going children and mature learners. In 1986 Newpark Music Centre became the first institution in Ireland to offer jazz tuition on a formalised basis with the establishment of the Jazz and Contemporary Music Department. Individual instrumental lessons to school children and mature learners and the Jazz Improvisation programme were the staples of the Jazz Department, and have continued to be an integral part of the Music Centre’s activities to the present day. Newpark Music Centre is a not-for-profit organisation, established as a limited company with charitable status (CHY11925). The College is overseen by a Board of Directors with six members. The Chairman of the Board is also the current Principal of Newpark Comprehensive School. The Music Centre is entirely funded by fee income and does not receive any third party funding. However, according to the College the occupancy terms of the premises are extremely favourable in terms of the rent paid for the Newtown Park premises in Blackrock. Programme profile and background Recognising the absence of non-classical music education at post-Leaving Certificate level, Newpark Music Centre sought to address this with the introduction of the Professional Musician Training course in 1994. This was a one-year, non-accredited programme providing tuition in a variety of genres and styles. Over 200 learners completed the Professional Musician Training Course over its ten-year operation. The programme was discontinued in 2005, with the inception of the HETAC validated Bachelor of Arts (Hons) in Jazz Performance. The first accredited programme offered by Newpark Music Centre was the Licentiate of the Guildhall School of Music (LGSM). A two-year diploma preparation programme, this was the first and only full-time programme in jazz performance in Ireland and was awarded by the London Guildhall School of Music and Drama. The LGSM ran from 1997 to 2005, when it was discontinued upon the inception of the HETAC validated programme referred to by the College as the BAJP - The Bachelor of Arts (Hons) in Jazz Performance - a Level 8 programme on the National Framework of Qualifications (NFQ). Current Programmes The Bachelor of Arts (Hons) in Jazz Performance was accredited by HETAC in 2005, and up to and including 2010, 56 learners have graduated from the programme. As of September 2010, there were 71 full-time learners enrolled on this four year programme. The programme is run on a full-time basis only. The College established the Berklee Track in 2010 as the result of Newpark Music Centre’s long association with Berklee College of Music, Boston, Massachusetts in the US. The Berklee Track is a two year full-time music education programme with 14 learners enrolled in year 1. The graduates of the programme have the option of a credit transfer (26 credits) to Berklee College of Music in


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Boston. Newpark Music Centre has recently sought accreditation for this two year programme from Trinity College, London as an additional option for graduates not in a position to transfer to Berklee. A site visit was carried out by Trinity College in June 2011 and graduates of the Berklee Track will also gain the ATCL Diploma (Associate of Trinity College London) which, according to the College, is equivalent to a Level 6 major award on the National Framework of Qualifications. Newpark Music Centre continues to provide a significant number of part-time classical instrumental and instrumental support lessons for school-going children and mature learners. These include Individual instrumental tuition; School curriculum music; Theory and musicianship classes; Group singing and Jazz improvisation (jazz hobby programmes for mature learners). The figure 1 below shows the percentage contribution for each area to gross profit. Figure 1. Percentage Contribution to Gross Profit Per Programme

Newpark Campus The Newpark Music Centre Campus consists of two locations – the main location in Blackrock and a second premises situated in Glasthule. The Blackrock premises (situated in the grounds of Newpark Comprehensive School) consists of 17 teaching rooms and one office. Teaching rooms are a combination of small instrumental teaching spaces and medium to large ensemble and performance rooms. Currently, all part-time tuition programmes and the learners on the HETAC validated programme are facilitated in the Blackrock building. Since summer 2010, the College has rented additional space in the Harold School on Eden Road Lower, Glasthule, Co Dublin. This location is approximately five kilometres away from the Blackrock premises. Currently, the majority of the Berklee Track classes are held in the Glasthule premises. The facility is also used for workshops and concerts and consists of one large teaching


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/performance room and two offices. It is anticipated that more space will become available to the Music Centre in this location from summer 2011. Learner Profile As of December 2010, there were 1050 learners enrolled at Newpark Music Centre on all programmes including part-time classes for school children and full-time accredited programmes. 965 of these were part-time learners typically enrolled in instrumental and instrumental support (musicianship etc.) classes. The majority of learners attend one or two classes per week. Classes are provided for learners from the age of four to adult, and due to the inclusive enrolment policy of the Music Centre, no part-time classes require audition.

There are 14 learners enrolled on the Berklee Track of which 50% are International. As this is the initial year of the Berklee programme, all of these are in first year. Figure 2. Breakdown of Learners (PT and FT) by programme type

Strategic Alliances Newpark Music Centre is a member of the International Association of Schools of Jazz (IASJ). Information on the Association indicates that it was “established in 1989, is the only existing world-wide network of schools of jazz. Learners, teachers and representatives are connected through the IASJ. During the Annual IASJ Jazz Meeting which takes place in a different country every year, they perform, teach and network and build up life-long professional relations and friendships.”

There are currently 71 full-time learners enrolled on the Bachelor of Arts (Hons) in Jazz Performance. Numbers per year are as follows:

- Year 1 – 18 learners - Year 2 – 25 learners - Year 3 – 12 learners - Year 4 – 16 learners


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The IASJ website is: www.iasj.com Newpark Music Centre is one of the founder members of the IASJ and has attended every meeting since the establishment of the association. According to the College, these annual meetings also provide opportunities for the management of Newpark Music Centre to explore new techniques for teaching and learning through a variety of workshops provided for musical tutors/teachers and learners. Each year one learner from Newpark Music Centre is supported to attend the annual meeting. The Newpark Music Centre is also a member of the Berklee International Network (BIN). This is a network of international partner schools affiliated to Berklee College of Music in Boston. According to the College, Newpark Music Centre is the only partner school in the English speaking world outside of the USA. Refer to Objective 4, below. Berklee College hosts an International summit every two years for senior management involved in providing music education and alternate this summit with a conference for teaching staff. Staff from Newpark Music Centre attend both the staff conference and management summit. The College has also established an Artist in Residence programme following up on recommendations from the programmatic review in 2010. This takes the form of a major domestic or International music figure providing a series of workshops, masterclasses and individual lessons throughout the year. During the inaugural year of the programme, the artist in residence was Irish saxophonist Michael Buckley. Evolution of QA Newpark Music Centre’s quality assurance (QA) procedures were agreed with HETAC in 2004, and, according the College, they are regularly reviewed and updated where required. The College organised a programmatic review in 2010 for the Bachelor of Arts in Jazz Performance (BAJP). The outcome of the programmatic review was positive and Newpark Music Centre will consider the effectiveness of this review as part of the Institutional Review process - as the College’s QA procedures provided the framework for the recent programmatic review of the BAJP. The College has an Academic Council which is currently being expanded to broaden the membership. There is also some overlap in membership between the Academic Council and the Management Committee with two representatives from the Board of Directors also present on the Management Committee. The Director of the College is a member of both the Academic Council and the Management Committee and he reports to the Board of Directors. Staff Breakdown Part-time teaching staff: 72 Full-time admin and support: 4 Part-time admin and support: 3 Of the teaching staff, 27 are involved with teaching on the HETAC validated programme BAJP. All teaching staff are part-time.


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Significant Landmarks presented by Newpark Music Centre 1986 Establishment of Jazz Department. Newpark Music Centre becomes the only provider in

Ireland offering formal jazz tuition. 1994 The Professional Musician Training Course (PMTC) becomes Ireland’s first full-time programme

offering jazz training. 1996 Newpark Music Centre launches the LGSM (Licentiate of the Guildhall School of Music), the first

accredited jazz programme in Ireland. 1998 Berklee College of Music hold a workshop and audition event at Newpark Music Centre.

Berklee will continue to make annual visits until 2011 and beyond. 2004 Newpark Music Centre is invited to join the Berklee International Network, becoming the

only member in the English speaking world outside of the USA. 2005 Newpark Music Centre secures accreditation from HETAC for the Bachelor of Arts in Jazz

Performance, the only undergraduate jazz programme in Ireland. 2009 Newpark Music Centre secures an articulation agreement with Berklee College of Music.

This paves the way for the Berklee Track, a two year programme with credit transfer to Berklee College of Music.

2010 Newpark Music Centre secures re-accreditation of the BAJP from HETAC following the Programmatic Review process.

2010 The Berklee Track is launched, with an initial intake of 14 learners.

Section 3. College’s Team Nigel Flegg, Director. Ph: 01-2883740 Email: [email protected] Ronan Guilfoyle, Jazz Department Director. Ph: 01-2883740 Email: [email protected]

Section 4. HETAC objectives for Institutional Review There are six prescribed objectives for Institutional Review as outlined below. Colleges or HETAC may wish to highlight any areas of specific importance to the Institution within each of the objectives. Objective 1: To enhance public confidence in the quality of education and training provided by the College and the standards of the awards made This objective is to enhance public confidence in the quality of education and training provided by the College and the standards of the awards made. This is an overarching objective which covers all areas of the College’s activity. The quality of the Institutional Review process itself is a critical part of this as is the internal self study, the publication of the Self Evaluation Report and Panel Report. The information provided by the College to the public falls within this objective. Special considerations for Newpark Music Centre

• None


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Objective 2: To contribute to coherent strategic planning and governance in the College This objective is to contribute to coherent strategic planning and governance in the College. The review may address the coherence of institutional mission, vision and values and overall institutional strategic planning. For recognised Institutions with Delegated Authority this objective also includes the Operation and Management criterion of the review of Delegated Authority (governance, management, administration, planning and evaluation) and the Objects of the Qualifications Act criterion relating to national contributions etc. Special considerations for Newpark Music Centre requested by the College The College has advised HETAC that there will be a change of management at Newpark Music Centre. The current Director of the College has been in place for the past decade and he will be standing down from his position to pursue other areas of development with effect from July 2011. The Board of Directors are in the process of appointing a new Director for the College and as part of this process they are also engaged in a broader review of the overall committee and reporting structures in place since the inception of the College. Objective 3: To assess the effectiveness of the Quality Assurance arrangements operated by the College This objective is to assess the effectiveness of the Quality Assurance arrangements operated by the College. This will be based on Part One of the European Standards and Guidelines for Quality Assurance. By including this in the Institutional Review process the statutory requirement for review of QA is met. How the College manages its QA for the “seven elements” of Part One of the European Standards and Guidelines should be explicitly addressed by the review process including: Policy and Procedures for Quality Assurance; Approval, Monitoring and Periodic Review of Programmes and Awards; Assessment of Learners; Quality Assurance of Teaching Staff; Learning Resources and Support; Information Systems; Public Information. Special considerations for Newpark Music Centre

• None Objective 4: To confirm the extent that the College has implemented the National Framework of Qualifications and procedures for Access, Transfer and Progression This objective is to confirm the extent that the College has implemented the National Framework of Qualifications and procedures for Access, Transfer and Progression. The National Qualifications Authority of Ireland has produced guidelines in relation to this. For example, this includes issues such as credit, transfer and progression routes between levels and award types, entry arrangements and information provision. As part of this objective, HEA-funded institutions should be mindful of the goals of the HEA’s National Plan for Equity of Access to Higher Education (2008-2013) and pay particular attention to the objectives relevant to Higher Education institutions. Special considerations for Newpark Music Centre requested by the College The College would like to inform the panel that the Berklee Track Programme is of note here in that it is the only programme of its kind in Ireland. Berklee College of Music (www.berklee.edu) is the world’s most prestigious non-classical music college. Newpark Music Centre has been a full member of the Berklee International Network (BIN) since 2004, having hosted site visits, educational activities and auditions with Berklee since 1999.


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The BIN is a network of partner schools across the globe in which Newpark Music Centre is the only English speaking member outside of the USA. (www.berklee.edu/international/berkleeintlnetwork.html) As a result of Newpark Music Centre’s long standing relationship with Berklee College of Music, Boston, an articulation agreement was signed between the two colleges in 2010. This provides for the transfer of credits from Newpark Music Centre’s Berklee Track Programme into the degree and diploma programmes at Berklee. Typically this means that a learner may attend Newpark Music Centre for two years, and complete their degree at Berklee in a further two years. The development of the Berklee Track programme not only opens the way for learners to transfer from Newpark Music Centre to Berklee, but also to transfer between other member schools of the Berklee International Network. The similarity of these programmes worldwide (most colleges adhere closely to the Berklee syllabus) aids the alignment of the programmes and facilitates transfer. As a result of Newpark Music Centre’s relationship with Berklee, the College now has transfer agreements with colleges in Freiburg, Germany; Sao Paulo, Brazil; and Kobe, Japan. Objective 5: To evaluate the operation and management of delegated authority where it has been granted [Not Applicable to Newpark Music Centre] Objective 6: To provide recommendations for the enhancement of the education and training provided by the College This objective is to provide recommendations for the enhancement of the education and training provided by the College. This will include both the recommendations arising from the external peer review process and recommendations arising from the internal self study process. Special considerations for Newpark Music Centre

• None

Section 5. College-specific objectives In addition to the prescribed HETAC objectives and the special considerations noted in relation to them, there is an option to include additional objectives to maximise the benefits of the review process. There are no special objectives for Newpark Music Centre.


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Section 6. Schedule for Newpark Music Centre As outlined in the Institutional Review policy, the process consists of six phases

1. HETAC sets the Terms of Reference following consultation with College; 2. Self-study by the College; 3. Visit by panel appointed by HETAC and written panel report; 4. College response including implementation plan; 5. Panel report and response published; 6. Follow-up report submitted by the College.

The major milestones in the timeframe for the Institutional Review of Newpark Music Centre are outlined below. This should be read in conjunction with the supplementary guidelines for Institutional Review. Relative timeframe

Actual Date Milestone

At least 6 months before panel visit

October 2010 College indicates timeframe for Institutional Review as per overall HETAC schedule of reviews

Approx. 6 months before panel visit

June 2011 Terms of Reference set following consultation with College and post on HETAC website

3 to 6 months before panel visit

May-August 2011

College undertakes self study process and produces self evaluation report

Approx. 8 weeks before site visit

12 September 2011

Submission of Self Evaluation Report (SER) and other supporting documentation

1 week following receipt of SER

19 September 2011

HETAC Desk based review of SER and feedback to College

Approx. 3 weeks before site visit

18 October 2011

Advance Meeting between Chair, Secretary and College

Panel visit 15-16 November 2011

Site visit by external peer review panel (2 days approximately as determined by TOR) Preliminary (oral) feedback on findings

Approx. 12 weeks after site visit

28 February 2012*

Draft report on findings of panel sent by HETAC to College for factual accuracy

Approx. 1 week following this

5 March 2012 Final report on findings of panel sent by HETAC to College

6 weeks following receipt of final report

25 April 2012* Response by College to HETAC including plan with timeframe for implementation of any changes

Next available HETAC Academic Committee meeting

14 May 2012 Consideration of report and College response by HETAC Academic Committee Publication of report, response and SER on website once adopted

12 months after adoption

May 2013 Follow up report by College to HETAC on implementation of recommendations

* Extra time allowed for Christmas & Easter breaks


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Appendix B Panel Membership

Chairperson Mr. Lars Lynge Nielsen Head of Internationalisation and Head of Department of Social Education at the University College Lillebaelt, Denmark Secretary Ms. Donna Bell Academic Strategy Manager, Massey University, New Zealand Ms. Eva Juhl Institutional Review Facilitator and has worked in a senior quality assurance capacity in the Office of the Registrar & Vice-President for Academic Affairs at Cork Institute of Technology (CIT) Mr. Dimos Dimitriadis Associate Professor of Saxophone and Head of Jazz Studies at Ionian University in Corfu Ms. Stella Konik Founder and Managing Director of Artery (Arts Management) Ms. Isobel O’Connor Former Equality Officer for the Union of Students in Ireland (USI)


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Appendix C Supporting documentation received before the site visit

Documentation received as part of the submission with the SER

- Newpark SER 2011 - QCD 2011 - Programme Content, Methodology etc. - Teacher's Handbook QA - Policy / Staff - Child Protection Policy - Staff Focus Group Report (F/T) - Staff Focus Group Report (P/T) - Learner Focus Group Report - Sample Graduate Surveys - Sample External Stakeholder Reports - QA Audit Report 2011 - Programme Monitoring 2011 - Newpark Self Evaluation Report for Programmatic Review - Peer Review Group Report for Programmatic Review - Response and Implementation Plan for Programmatic Review - Learner Feedback - Grades and Results Analysis 07-11 - Sample Extern Reports - Proposed Programme Changes 2007 - Enterprise Ireland Feasibility Study Progress Report

Further documentation received from the College prior to the advance meeting

1. Updated enrolments for autumn 2011 2. Information on strategic planning 3. Updated committee structures 4. Background to self-evaluation process 5. Teaching staff list 6. Audited accounts for year ended 31/7/10 7. Breakdown of fees/tuition costs of full-time programmes 8. Progress report from programmatic review


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Appendix D Documentation requested by the panel

Additional Documentation requested prior to the site visit 1. Updated learner and staff numbers 2. Strategic Plan (if available complete or in draft form) or any other equivalent documents

demonstrating how Newpark goes about strategic planning 3. Up-to-date overview of committee structures and membership lists (names and

positions/ functions) 4. Further background on the self-evaluation process

(Who was consulted? More detail on the process, any external engagement?) 5. Staff profile (table format) e.g. list of teaching staff (how long employed full-time/part-

time, qualifications and programmes taught). Provide a breakdown as to the whole time equivalents of the 27 staff who work part/full time on the BAJP programme, and how these are divided between lecturers/tutors and administrative staff.

6. Status of recommendations from Programmatic Review 7. Financial information including, for example, the balance between tuition fees for the

BAJP and the costs of the programme. Additional documentation to be provided on-site for the panel 1. Prospectuses (full-time and part-time programmes) 2. Minutes of meetings – Board of Directors, Management Committee, Academic Council and

Course Board - for the last three years 3. Details of membership of the Governing Body and minutes of Governing Body 4. Organisation structure, roles and responsibilities – (learner engagement with formal committee

structures) 5. Articles of Association and Memorandum of Association Staff 6. Brief profiles of senior management team and roles and responsibilities, e.g. Director, outgoing

Director and Faculty Head etc. 7. Evidence of staff participation in professional development activities 8. Harold School, rough guideline as to how the additional space will be used? i.e. how many rooms

for teaching, how many for office use, will there be further facilities provided such as social areas or rehearsal space?

Learners 9. In addition to the statistics on enrolments it would be useful to know the number of

applications for each year 10. Sample of learner evaluations (full-time and part-time programmes) 11. Class representative system, details of how this is structured. i.e. How are reps elected; Do they

sit on any boards; What are their duties; Do they have an independent forum of any kind etc? 12. Outline of the basic methodology of the surveys (to include, in particular, the method of their

distribution and number of respondents)?


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13. Details of any feedback from learners or other stakeholders about the proposed changes to the BAJP programme?

Programmes 14. An overarching set of Programme Objectives and Outcomes and a delivery schedule to clearly

indicate how subjects are distributed between the individual semesters. 15. Profiles for the external examiners


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Appendix E Index of documentation provided to the panel at the site visit

1 Newpark SER 2011 2 QCD 2011(QA Manual) 3 Programme content and methodology of assessment 4 Teachers’ handbook 5 Child protection policy 6 Staff focus group report (full-time programmes) 7 Staff focus group report (part-time programmes) 8 Learner focus group report 9 Graduate surveys 10 External stakeholder reports (international) 11 QA Audit report 2011 12 Programme monitoring report 2011 13 SER of BAJP 2010 (programmatic review of BAJP) 14 Peer review group report (programmatic review of BAJP) 15 Response and implementation plan (programmatic review of BAJP) 16 Learner feedback 2008-2011 17 BAJP grades and results analysis 2007-2011 18 External examiner reports 19 Proposed programme changes 2007 20 Enterprise Ireland feasibility study 21 Updated enrolments for autumn 2011 22 Note on strategic planning 23 Committee structures 24 Institutional review self-evaluation process 25 Staff profile 26 Financial accounts 09-10 27 Courses income / expenditure 28 Programmatic review progress 29 Prospectus (full-time and part-time) 30 Minutes - Board of Directors 31 Minutes - Management Committee 32 Minutes - Academic Council 33 Minutes - Course Board 34 Organisational structure and roles 35 Articles and memorandum of association 36 Senior management profiles 37 Harold school guide 38 Application numbers 39 Learner evaluation reports 40 Class representation system 41 Outline of survey methodology 42 Programme objectives and outcomes 43 Programme schedule 44 External examiner profiles 45 Sample teaching staff contract 46 Confirmation of charitable status 47 Budget 2010-2011 48 Copy of presentation – strategic management and governance


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Appendix F Agenda for site visit

Agenda Institutional Review of Newpark Music Centre 14-16 November 2011

The format of each session is a discussion in question and answer format unless otherwise indicated. Mr Lars Lynge Nielsen, Review Chairperson will chair all sessions unless otherwise indicated.

Evening

14

November

4.00pm- 8.00pm - Panel Induction and planning (evening before) in the Royal Marine

Hotel, Marine Road, Dun Laoghaire, Dublin.

HETAC presentation/induction on Institutional Review criteria and background to

Higher Education in Ireland.

Review Secretary – Team approach to review

Review Chairperson- Update from advance meeting with College

Day One

15

November

2011

Private meeting of panel and briefing session at College at Glasthule

9.00am-10.30am - Panel planning

10.30am – 12.00pm - Documentation Review

12.00pm-1.00pm Lunch at College– Panel private lunch and opportunity for panel

members to continue review of supplementary evidence – documentation.

1.00pm–2.00pm - Session One with College Representatives - Objective 2: Strategic

Planning and Governance. Brief presentation (10 mins max) Setting the scene - an

overview of the College context, mission, and vision. Clarification on structure and roles

and overall activities the College is engaged in. Environmental factors including

competitive position. Strategic planning and governance. Links between internal

reflection and strategic planning decision making. Brief presentation by Director or

nominee (10 minutes). The session will also include the special consideration.

2.00pm-2.30pm Break for coffee / brief panel discussion

2.30pm–3.10pm – Session Two- Objective 1: Public confidence –Overarching objective.

Demonstrating evidence of public confidence in the quality of education and training

and standards of awards made. Information provided by the Institution; Stakeholder

interaction. Overall approach taken to self study for Institutional Review (outline of self

study process etc).

3.10pm- 3.30pm Break for coffee / brief panel discussion

3.30pm – 4.30pm – Session Three- Objective 3: Quality Assurance - Overview of

Quality Assurance system/framework in place in the College (Brief presentation 10

minutes maximum). The “seven elements” covered by the European Standards and

Guidelines and the stage of development of the College’s QA system in each area;

evidence of performance of QA system in each area; evaluation of effectiveness of QA

system in each area; improvements identified; integration between processes and

strategic planning etc.


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4.30pm- 5.00pm Break for coffee / brief panel discussion

5.00pm- 5.45pm – Session Four – meeting with Learners and Graduates

5.45pm- 7.30pm Break for coffee and Private meeting of panel in College

Day Two

16

November

2011

9.00am – 10.00am Session Five- Meeting with External Stakeholders

10.00am- 10.15am Break for coffee / brief panel discussion

10.15am – 11.30am Session Six- Objective 3: Quality Assurance continued (Seven

Elements Review): Meeting with non committee lecturing staff and Staff of Learner

Support Services and some administrative staff. This session will deal with the “seven

elements” covered by the European Standards and Guidelines and the stage of

development of the Institution’s QA system in each area; evidence of performance of

QA system in each area; evaluation of effectiveness of QA system in each area;

improvements identified; integration between processes, governance, management

and planning etc).

11.30am - 11.45am Coffee and brief meeting of panel

11.45am – 12.30pm Session Seven- Objective 4: Access, Transfer and Progression:

Review of Implementation of the national framework of qualifications and procedures

for access, transfer and progression. Learning outcomes, learner assessment etc. This

session will also consider the special objectives. The session will also include the special

consideration.

12.30pm - 1.15pm Panel private lunch and opportunity for panel members to review

supplementary evidence – documentation

1.15pm - 1.30pm – Clarification meeting with College staff

1.30pm – 4.10pm Private meeting of panel to consider its findings and

recommendations

4.10pm – 4.30pm Meeting with College Director, and College’s Senior Management

team to provide preliminary feedback on findings and recommendations.


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Appendix G List of people met by the panel

Tuesday 15 November 2011 1.00- 2.00pm- Session 1: Strategic Planning and Governance Name Position Committee Membership Full-time/

part-time Campus

Niall O’Brien Director Management Committee/ Academic Council/Course Board

Full-time Both

Derek Lowry Company Chairperson

Board of Directors / Management Committee

N/A N/A

Ronan Guilfoyle Jazz Department Director

Academic Council / Course Board

Part-time Both

Nigel Flegg Outgoing Director

Management Committee Part-time N/A

2.30- 3.10pm- Session 2: Public confidence Name Position Committee Membership Full-time/

part-time Campus

Niall O’Brien Director Management Committee / Academic Council / Course Board

Full-time Both



Part-time Both

Nigel Flegg Outgoing Director Management Committee Part-time N/A

Patrice Brun Teacher /Berklee Track Coordinator

Course Board Part-time Both

Phil Ware Teacher / Jazz Skills Coordinator

Course Board Part-time Newpark

Cormac O’Brien Teacher / Instrumental Coordinator



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3.30- 4.30pm- Session 3: Quality Assurance- Overview Name Position Committee Membership Full-time /

part-time Campus

Niall O’Brien Director Management Committee / Academic Council / Course Board

Full-time Both



Part-time Both

Nigel Flegg Outgoing Director

Management Committee Part-time N/A

Patrice Brun Teacher / Berklee Track Coordinator

Course Board Part-time Both

Phil Ware Teacher / Jazz Skills Coordinator


Cormac O’Brien Teacher / Instrumental Coordinator


5.00-5.45pm- Session 4: Learners and Graduates Name Programme Stage Campus Representing

Gavan Murray BAJP 1 Newpark BAJP Yr1

Shane Clear BAJP 2 Both BAJP Yr2

Sinan Altiparmak BAJP 4 Both BAJP Yr4 / International

Padraig Burke Berklee Track 1 Both BT Yr1

Bernardo Agarao Berklee Track 2 Both BT Yr2 / International

Ailbhe NicOireachtai BAJP 3 Both BAJP

Mathias Baumann BAJP 3 Both BAJP / International

Sandra Melo BAJP 4 Both BAJP / International

Tommy Moore BAJP Graduate

Peter Dobai BAJP Graduate

Barry Donohue BAJP Graduate

Tony McGuire Jazz improvisation Newpark PT programme


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Wednesday 16 November 2011 9.00- 10.00am- Session 5: External Stakeholders Name Position / Title Company /

Organisation Collaboration / link to college

Gerry Godley CEO Improvised Music Company

Jazz Promotion Organisation

Nora Hickey Artistic Director Mermaid Arts Centre

Concerts / Bray Jazz Festival

Ciaran Wilde Band Leader Dublin City Jazz Orchestra

Knowledge of graduates through DCJO membership.

Sharon Rollston Acting CEO Music Network Recording and Touring Programmes / Young Music Wide

Sarah Meehan Parent N/A Parent of children attending part-time programmes

10.15-11.30am- Session 6: QA: Learner Support Name Position Part-time

/full-time Campus

Dylan Rynhart Teacher – BAJP Part-time Newpark Greg Felton Teacher – BAJP / Part-time

programmes Part-time Newpark

Shane Latimer Teacher – BAJP / Part-time programmes

Part-time Newpark/Glasthule

Tom Harte Teacher – BAJP / Part-time programmes

Part-time Newpark

Linda Adams Teacher – BAJP Part-time Newpark Anna Connolly Teacher – Part-time programmes Part-time Newpark Cormuin O’Raghallaigh Teacher – Part-time programmes Part-time Newpark Theresa Slingerland Teacher – Part-time programmes Part-time Newpark Maeve Guilfoyle Office manager Full-time Newpark 11.45-12.30am- Session 7: Access, Transfer and Progression Name Position Part-time/full-time Niall O’Brien Music Centre Director Full-time Ronan Guilfoyle Jazz Department Director Part-time Laura Guilfoyle Full-time programmes coordinator Full-time Nigel Flegg Outgoing Director Part-time


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1.15- 1.30pm - Clarification meeting Name Position Part-time/full-time Niall O’Brien Music Centre Director Full-time Ronan Guilfoyle Jazz Department Director Part-time Nigel Flegg Outgoing Director Part-time