Setanta College Quality Assurance Manual Quality Assurance Manual

Transcription

1 Quality Assurance Manual May

2 Contents Mapping of Setanta College Quality Assurance Manual to Guidelines for Quality Assurance in the European Higher Education Area (ESG) (2009)... 7 Setanta College Quality Assurance Manual mapping to the Provision of Education to International Students: Code of Practice and Guidelines for Irish Higher Education Institutes Chapter 1 Overview Introduction College Profile Programmes offered at Setanta College Chapter 2 Quality Management Delivery of Quality in Setanta College Quality Assurance in Education Setanta College Quality Assurance Framework Chapter 3 Setanta College Structure and Design The Vision and Mission of Setanta College Policy and Planning Organisational Structure Governance: Boards and Committees Roles within Setanta College Board of Directors /Shareholders Chief Executive Officer Director of Programmes Head of Administration Administrator (Student Officer) Financial Controller IT Manager/Knowledge Officer Programme Tutors Assistant Tutors Chair of Academic Council: College Advisors, External Experts Boards and Committees of Setanta College Academic Council Sub Committees of Academic Council Academic Affairs Committee Knowledge Committee

3 3.6.5 Programme Boards Board of Examiners Quality in International Markets Chapter 4 Assuring Quality of Staff Assuring Quality of Staff Recruitment and Selection Recruitment Process Person specification Conditions of employment Final draft Application form Advertising the position Drafting the advertisement Selection procedure Conflict of interest The shortlisting process Interviews and selection Interview plan Other forms of assessment The interview process Decision making Record management Making the job offer Post interview feedback Induction of new employees Employee Review Probation Verification of tutor s qualifications Training and Professional Development Performance Review Staff disciplinary practices Setanta College Anti Bribary Policy Setanta College Equal Opportunities Policy Chapter 5 Programme Management

4 5.1 Policy and Procedures for the Approval, Monitoring and Periodic Review of Programmes and Awards Setanta College s Learning Approach Setanta College s Teaching and Learning Strategy How the programme meets its stated objectives regarding intended learning outcomes Setanta Programme Development Model Assuring Quality in a Blended and Online Learning Environment Virtual Learning Environment and Associated Technologies Assuring Quality in VLE and Associated Technologies Quality in Instructional Design Development and Approval of a New Programme New Programme Design for QQI Programmes Setanta College Review Procedures Setanta College Academic Review structure Institutional Review Objectives of institutional review Institutional review process Programmatic Review Academic Council Annual Report Programme Reviews Academic Affairs Committee Review External Examiners Reports Stakeholders/Partners Review Knowledge Committee Reports Annual Staff Questionnaire Staff Reviews Learner Feedback Chapter 6 Learner Support Setanta College Learning Resources and Student Support Student Handbook Student Skills Training The Workshops Student Service Support Center (SSSC) Tutors Student Administrator

5 6.5.3 IT Support Communities of Practice Technology Resources Video Tutorials SCELAS Setanta College Learner Disability Policy Chapter 7 Management and Assessment of Learners Admissions English Language Requirements Accreditation of Prior Learning What is Credit? Limitations on Credit Fees/Cost How and when to make an APCL claim? Protection of Enrolled Learners Assessments Sectoral Conventions for Assessment Assessment Components Assessment Procedures Responsibilities Relating to Assessment Quality Control of Assignment Marking Assignment Feedback Recording Results and Return of Certification Data Examination Procedures Grading Assessments Recheck and Review Procedures Procedures to request a Review Procedures to request an Appeal Membership of an Appeal Committee Modus Operandi of the Appeal Board College Procedure on Plagiarism Setanta College Disciplinary procedure Progression and Transfer Chapter 8 Information Quality Management Quality Assurance for Information Systems and Public Information

6 8.2 Information Technology and Systems Management in Setanta College The Knowledge Committee Chapter 9 Student Requirements Student Conduct, Disciple and Complaints Breaches of Assessment and Examination Regulations Learner Complaints Procedure Chapter 10 Mapping to European Guidelines Mapping to Guidelines for Quality Assurance in the European Higher Education Area (ESG), Responsibilities and Processes (2009) Appendices Appendix 1 Setanta College Teaching and Learning Strategy Appendix 2 Setanta College Review and Reporting responsibilities and dates Appendix 3 Setanta College statement on ethical principles

7 Mapping of Setanta College Quality Assurance Manual to Guidelines for Quality Assurance in the European Higher Education Area (ESG) (2009) Standard 1.1: Policies and Procedures for Quality Assurance 1.2: Approval, monitoring and periodic Key Section of QA Manual where addressed Chapter 2 Chapter 5 review of programmes and awards 1.3: Assessments of students: Chapter 7 1.4: Quality assurance of teaching staff: Chapter 4 1.5: Learning resources and student support: Chapter 6 1.6: Information systems: Chapter 8 1.7: Public Information: Chapter 8 7

8 Setanta College Quality Assurance Manual mapping to the Provision of Education to International Students: Code of Practice and Guidelines for Irish Higher Education Institutes 1. International students in Setanta College context remain resident in their home country and study at a distance with the exception of attendance at international onsites for short periods, (usually during summer workshops) generally not longer than 10 days. Setanta College recognises the value of this code of practice and therefore seeks to comply with it as far as is practicable and relevant. Standard Key Chapter in QA Manual where addressed 1. Marketing and Recruitment Chapter 8 2. Enrolment Process Chapter 7 3. Fees: Clarity, support, payments Chapters 7 and 8 and refunds. 4. Orientation and Induction Chapter 6 1 Provision of education to international students code of practice and guidelines 8

9 Chapter 1 Overview 1.1 Introduction Setanta College is a private establishment founded in 2007 and operates in the Higher Education sector providing nationally and internationally accredited practical sports coaching courses. The college adopts a blended learning 2 delivery model giving students the flexibility to study through a combination of online and block learning resources. Due in large part to the wealth of experience and reputation of its teaching staff the college has grown significantly since its inception in both programme offerings and student numbers. Quality is central to all of the activities of Setanta College. Constant reflection and critique guide the assurance of the student learning experience and ensures that quality is more than a system of compliance but embedded as a practice of continual improvement. This is reflected in Setanta s vision to be the world s best provider of Strength and Conditioning education. Being the best entails a commitment to ensuring the college contributes to and delivers the most up-to-date content, techniques and developments in fitness, strength and conditioning and coaching. This vision towards world class reflects Setanta College s ambition to serve an international market so that the Quality Assurance will adhere to international best practice guidelines, standards and statutory requirements in third level education. The quality assurance of Setanta College is a crucial success factor for delivering effective education. Its principles include; 1. Ensuring the integrity of the educational and learning process that forms a monitoring system similar to accreditation procedures. 2. Providing accountability and responsibility of the educational system to our stakeholders. 3. Promoting the continuous improvement of the learning process that reflects in the quality of our graduates. 2 Blended learning the thoughtful fusion of face- to- face and E- learning experiences. The basic principle is that face- to- face oral communication and written communication are optimally integrated such that the strengths of each are blended into a unique learning experience (Garrison & Vaughan, 2007 p.5) 9

10 4. Forming a solid foundation for creating efficiencies in our organisation. 1.2 College Profile Setanta College Ltd is a private for-profit college which provides a range of programmes in Strength and Conditioning Sports Coaching Education at levels 6 and higher on the National Framework of Qualifications (NFQ) 3. All programmes have a practical emphasis. As a private college it is reliant on programme fees to finance its day-to-day requirements. Currently, Setanta College does not receive any state funding. The College is operating from two locations. The Management/Accounts office is located at Carton House, Maynooth, Co. Kildare. The College opened an Academic Office in Thurles, Co. Tipperary during May The Thurles office was opened to facilitate the launch of the new Bachelor of Science (Honours) in Sports Strength and Conditioning (full-time), a programme run by Limerick Institute of Technology (LIT) in partnership with Setanta College. Prior to its inception in 2007, the programmes now available through Setanta College were not available to sports coaches in Ireland. To date, over 250 students have completed or are in the process of completing their studies with Setanta College. The College has a close working relationship (education partners) with Limerick Institute of Technology, the Irish Rugby Football Union (IRFU), the International Rugby Board (IRB), the Irish Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The College also has a close working relationship with the Gaelic Athletic Association (GAA), through their County Boards. The business model sets to introduce Sports S&C at a basic level and demonstrate the need and potential for further study. The College provides an educational road map specific for all sports interested candidates. Setanta aims to develop this business model further with different sporting bodies through collaboration with Coaching Ireland and also directly with sporting organisations. Having established a reputation as a leading provider of S&C education in Ireland the College also designs sports fitness and S&C related programmes for non-sporting groups as requested. 3 See National Qualifications Framework for National Qualifications Framework 10

11 1.3. Programmes offered at Setanta College Students can choose from an introductory 4 week programme through to a range of programmes up to degree level. The College provides suitable options for aspiring coaches through to veteran coaches. This focus on life-long learning is consistent with the development of strength and conditioning as a recognised discipline area with an increasing body of knowledge which calls for the on-going education of coaches and those involved with athlete performance. QQI Programmes QQI Level 6 4 Minor Award in Resistance Training and Weight Training for Sports- SL703 (30 credits) (3 Modules, each 12 weeks in length) QQI Level 6 Special Purpose Award in Physical Fitness and Conditioning - SL704 (60 credits) (6 Modules, each 12 weeks in length) QQI Level 6 Higher Certificate in Arts in Strength and Conditioning SL020 (120 credits) (12 Modules, each 12 weeks in length) QQI Level 7 Bachelor of Arts in Strength and Conditioning SL20 (180 credits) (18 Modules, each 12 weeks in length) In conjunction with Limerick Institute of Technology QQI Level 7 Bachelor of Science in Sports Strength and Conditioning (180 credits) (18 Modules, each 12 weeks in length) QQI Level 8 Bachelor of Science (Hons) in Sports Strength and Conditioning (240 credits) (18 Modules, each 12 weeks in length) QQI Level 6 Higher Certificate in Sports Strength and Conditioning (Gym Instruction) (120 credits) QQI Level 8 Bachelor of Science (Hons) in Sports Strength and Conditioning (Rugby) (240 credits) QQI Level 8 Bachelor of Science (Hons) in Sports Strength and Conditioning (Gaelic Games) (240 credits) QQI Level 8 Bachelor of Science (Hons) in Sports Strength and Conditioning (Soccer) -(240 credits) Non-QQI Programmes include: Irish Rugby Football Union (IRFU) Certified Conditioning Coaching Programme (26 weeks continuous learning). Following the completion of this programme IRFU affiliated coaches may select from the suite of Level 6 programmes offered by Setanta College (mainly SL703 or SL704). Progression to the Level 6 Higher Certificate and subsequent. Discussions are on-going with Enterprise Ireland on the international roll-out of the current suite of sports strength and conditioning programmes. 4 See National Qualifications Framework for National Qualifications Framework 11

12 Ad-hoc designed training courses for clients. International Rugby Board (IRB) Level 1strength and conditioning (4 weeks). Irish National Teachers Organisation (INTO) PE at the heart of integrated curriculum (20 hours). 12

13 Chapter 2 Quality Management 2.1 Delivery of Quality in Setanta College Quality reflects the broader ideals of Setanta College in achieving its mission and vision and is supported by a quality assurance system that allows for continuous review and on-going improvement. The College is committed to the development of a culture which recognises the importance of quality, and quality assurance in its work. The quality assurance system is embedded and maintained on a cross institutional basis with involvement of staff at all levels of management, administration, teaching staff and learners. The Quality Assurance Systems (QAS) is informed by a range of principles that are underpinned in the ethos of the college and that identifies quality as innovation and improvement rather than compliance and prescription. Setanta College s QAS principles cover; Programme design, development and review Programme delivery and assessment Student guidance and support Reporting and recording of student achievement Student and staff research Employee services and support Resource provision Monitoring and auditing This manual describes the college s self-governed quality assurance system and assigns Quality Assurance responsibilities to committees and positions across the college. Setanta College recognises that it serves a broad range of learner and stakeholder needs that require some flexibility in the implementation of processes to suit the diversity of groups while at the same time providing an auditable and measureable quality framework. Above all, the college recognises that quality assurance is the result of staff commitment to produce quality through the relationships they forge with their students and stakeholder communities. 13

14 2.2 Quality Assurance in Education The Irish Higher Education Quality Network (IHEQN) has identified a set of common underpinning principles of good practice. The goal of quality assurance is quality improvement including the enhancement of the student experience, and quality assurance procedures reflect this The ownership and main responsibility of the quality assurance process resides with the provider this is an essential condition for promoting internal quality cultures within higher education and training institutions All providers are responsible for the establishment of quality assurance procedures that are clear and transparent to all their stakeholders, including staff, students, external stakeholders and the general public, and which provide for the continuing evaluation of all academic and service departments and their activities Quality assurance procedures conform to international best practice and include selfevaluation, followed by review by persons who are competent to make national and international comparisons Students, staff and other stakeholders must be involved in the quality assurance process Quality assurance procedures include appropriate measures to protect the integrity of the overall quality assurance process Quality assurance procedures ensure public accountability and transparency through the publication of the outcomes of the evaluations The quality assurance process facilitates continuous improvement through the implementation of findings of evaluations within the resources of higher education institutions Quality assurance procedures and their effectiveness are reviewed on a cyclical basis by independent experts and the outcomes of such reviews are published of appropriate and meaningful indicators. 2.3 Setanta College Quality Assurance Framework This Quality Assurance manual is guided by: 1. The Awards Qualifications and Quality Assurance (Education and Training) Act 2012 and QQI guidelines and Criteria for Quality Assurance Procedures 14

15 The QQI 5 Guidelines and Criteria for Quality Assurance and Procedures (2012) is predicated upon provider autonomy and the professional competence of its staff. It provides for accountability and involves: Establishing a quality ethos together with quality assurance procedures that embed that ethos in all of the provider s activities; Examining furtherance of mission, value- for- money, fitness- for- purpose, and satisfaction of stakeholders needs; Setting thoughtful performance targets (ranging from those at the institutional mission level through to those concerning specific programmes, products and services); Establishing and continually and systematically monitoring critical indicators and promptly remedying any serious deficiencies identified and evaluating services or products against those indicators; Using quality assessment findings to design actions that will improve services and processes (including the quality assurance processes themselves); Making national and international comparisons benchmarking; Providing credible and meaningful information on institutional and programme quality given to stakeholders. 2. Assessments and Standards QQI The QQI publication Assessment and Standards (revised 2013) sets out the principles, guidelines, conventions, protocols and interpretations in relation to implementing the National Framework of Qualifications and applying the European Standards and Guidelines for Assessment. 3. Guidelines for QA in the European Higher Education Area (ESG) The Guidelines for Quality Assurance in the European Higher Education Area - 3rd Edition (ESG) outlines the following standards: Policies and Procedures for Quality Assurance o Institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards. They should also commit themselves explicitly to the development of a culture which 5 In November 2012 Quality and Qualifications Ireland was established as a new integrated agency replacing (FETAC, HETAC, NQAI and incorporating the functions of IUQB). 15

16 recognises the importance of quality, and quality assurance, in their work. To achieve this, institutions should develop and implement a strategy for the continuous enhancement of quality. o The strategy, policy and procedures should have a formal status and be publicly available. They should also include a role for students and other stakeholders. Approval, monitoring and periodic review of programmes and awards o Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programmes and awards. Assessments of students: o Students should be assessed using published criteria, regulations and procedures which are applied consistently. Quality assurance of teaching staff: o Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so. Learning resources and student support: o Institutions should ensure that the resources available for the support of student learning are adequate and appropriate for each programme offered. Information systems: o Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes of study and other activities. Public Information: o Institutions should regularly publish up to date, impartial and objective information, both quantitative and qualitative, about the programmes and awards they are offering. 4. QAA Collaborative provision and flexible and distributed learning QQI recommend this code of practice written by the UK Quality Assurance Agency as a guideline for providers using flexible and distributed learning. The code covers 2 areas. Part A deals with the responsibilities of an awarding institution in respect of collaborative arrangements that lead to its awards. While Part B considers the precepts for quality assurance aspects specific to flexible and distributed learning. 16

17 Setanta College recognise these documents as containing the requisite quality assurance guidelines, principles, policies and procedures to ensure the activities of the college are of a high and continuously improving quality to satisfy the needs of its stakeholders. 17

18 Chapter 3 Setanta College Structure and Design 3.1 The Vision and Mission of Setanta College Setanta College Vision: The vision for Setanta College is to be the world s best provider of Strength and Conditioning education. Being the best means committing to ensuring that we deliver the most up-to-date content, techniques and developments in fitness, strength and conditioning and coaching. Setanta College Mission: The mission of Setanta college is to provide to the learner a progressive learning experience that leads to a greater specialised knowledge, awareness, understanding and management expertise coupled with strong practical competences in delivering a strength based conditioning programme in their chosen sport or area of interest. This is done while supporting and encouraging learners to progress their strength and conditioning coaching involvement in their chosen sport. Setanta College aims to achieve this mission through implementation of the following strategies: To design, deliver and advance programmes that will provide the learner with the confidence, understanding, in-depth knowledge, awareness, values, skills and resourcefulness in applying a strength and conditioning programme in their chosen sport or area of interest. To provide Setanta College students with innovative user-friendly technology centred on providing learning aids and interactive features based on the latest research and best practice in blended learning. To provide high quality content developed by international leaders in the field of strength and conditioning. The development of quality assurance procedures that comply with best international practice and use internationally accepted performance indicators. To recruit and retain a staff of talented professionals. The creation of an effective academic and administrative structure to ensure efficient delivery of courses and a high level of quality assurance. 18

19 To make available an extensive collection of learning aids which gives students access to a wide range of online resources and training materials. To build linkages with leading educational institutions and sports organisations. 3.2 Policy and Planning Setanta College will ensure the highest standards of governance, management and academic quality through; The implementation of clear management, monitoring and reporting structures for all college operations. Adherence to legislative and accrediting body policy requirements. The appointment and development of highly qualified staff in both academic and administrative roles. Operating under best practice and compliance with all relevant legislation for example Freedom of Information, Data Protection, Safety, Health and Welfare, Employment and Equality legislation. The college has various roles, boards and committees which manage the various aspects of the of governance in the college. 3.3 Organisational Structure The table below illustrates the organisational chart for Setanta College. 19

20 Board of Directors Expert Advisory Group CEO Director of Programmes Academic Council Senior Management Team Board of Examiners Academic Affairs Commitee Steering commitee AdministraDon MarkeDng Finance Student Officers IT Manager Knowledge Commitee Programme Boards Partners Programme Teams 20

21 3.4 Governance: Boards and Committees Body Membership Functions Meeting frequency Board of Directors Senior Management Board Directors Directors CEO Statutory and common law duties Development and implementation of the Strategic Plan. Overseeing the operational management of Setanta College. Compliance with Quality Assurance Procedures Consideration of HRM requirements. Overseeing marketing and PR initiatives. Overseeing programme development and review. Quarterly Steering Committee CEO Director of Programmes Monthly planning for all operations of the College Monthly College Registrar Academic Council Chair of Academic Council Director of Programmes Programme Leaders College Registrar CEO Student representative(s) Knowledge Officer Academic planning and development. Academic monitoring and review. Coherence of academic policies with strategic plan. New Programme review and approval. Management of sub-groups and review of same as appropriate. Twice a year

22 Programme Boards Programme Leader Programme Tutors Chair Academic Council Student representative(s) Partner representatives(s) Content Development & Review Examinations & Assessment Programmatic Review Student Performance & Feedback Twice a year before scheduled Academic Council meeting Knowledge Committee Chair Academic Council Knowledge Officer Director of Programmes Researching and ensuring that Setanta College remains at the forefront of learner focused technology Ongoing Programme Leaders CEO College Registrar Benchmarking Setanta College programmes nationally and internationally Academic Affairs Committee Chair Academic Council College Registrar Programme Leaders Director of Programmes To ensure all academic affairs of Setanta College follow the appropriate policies and procedures. To rule on academic appeals, hear cases on student discipline and deferrals and to monitor admissions, exam administration and programme delivery. As appropriate Board of Examiners Internal examiners External examiners College Registrar Consideration of Assessment Findings Determination of Assessment results Once a year 22

23 CEO Chair Academic Council Progression Eligibility Classifications of awards Review Board Chair Academic Council College Registrar To process reviews as requested by students As required External examiners Director of Programmes Appeals Committee Chair Academic Council To process appeals As required Head of Administration Director of Programmes Student Representative Programme Teams Director of Programmes Programme Leaders Programme Tutors Monitor programme progression. Assessment (Setting, marking, moderation, consistency, delivery, assessment and feedback) Ongoing 3.5 Roles within Setanta College Board of Directors /Shareholders The powers and duties of directors are set out in the various Companies Acts and clarified by case law. Matters specific to the company are set out in our Memorandum and Articles of Association. In addition, the Director of Corporate Enforcement has published a booklet setting out the principal powers and duties of Company Directors under the Companies Acts. Other duties specific to Setanta College include: 23

24 Directing College ethos and culture. The appointment of senior staff. Allocation of finances and resources as agreed with at budget Chief Executive Officer The Chief Executive Officer ( CEO ) is responsible for leading the development and execution of the College s long term strategy with a view to creating shareholder value. The CEO s leadership role also entails being ultimately responsible for all day-to-day management decisions and for implementing the company s long and short term plans. The CEO acts as a direct liaison between the Board of Directors and management of the company and communicates to the board on behalf of management. The CEO role also includes: Communication on behalf of the company to shareholders, employees, Government authorities, partners, other stakeholders and the public. Manages the HR function, budgets, staff and tutors, partnership agreements and the QQI financial bond Director of Programmes The Director of Programmes ensures: Students are enrolled in the approved programme for which there are studying That learning materials and methods are consistent to the programme aims and outcomes That procedures for assessment and moderation are implemented The receipt and audit reports on programme and student evaluation That inputs are made to appropriate committees for programme changes, external reports and research monitors That approved programme evaluation and review processes are carried out In addition his role includes the following: Works with the teaching team in devising and reviewing programme schedules. Prepares a range of reports crucial to quality assurance processes including monitoring reports, annual programme reports and external moderation reports. 24

25 College Registrar The College Registrar manages all programmes, student and staff related issues to ensure the smooth operation of college functions. Other duties of the Head of Administration include: Assists Directors, CEO and Director of Programmes in their duties. Documents all meetings and follows up on the actions required(ar s) from all board and committee meetings. Deals with and directs college and programme enquiries. Manages all student communications from pre-entry throughout their student experience. Maintains records, reports and audit trails The main point of contact with QQI, accrediting bodies and education partners Works closely with the programme tutors on issues such as; workshops, materials and resources, student evaluations and appeals, complaints and disciplinary procedures. Planning for and securing the needs and resources required for the smooth running of flexible and distributed learning resources Administrator (Student Officer) The Administrator (Student Officer) works directly with the student cohort providing guidance, support and assistance. The role includes: Maintaining student accounts and records of student records of learning and history. Monitoring student activity and directing interventions when appropriate. Managing and organising the conferring ceremonies and graduation. Organising student services; orientation, learning resources and support, health, counselling, career guidance, equal opportunity, financial advice, research support 25

26 Credit control management. Maintain a database of course enquiries and assist in marketing programmes to increase same Provides academic results notices and transcripts Liaises with Director of Programmes and Programme tutors Financial Controller The Financial Controller has the following duties: Oversees and manages all financial affairs and legal requirements. Is the point of contact with our auditors and government departments. Prepares the wages. Provides quarterly accounts and budgets. Produces cash flow projections Reports on statements of financial performance to the CEO and Directors Receives capital requests, monitors purchase requirements Prepares the documentation for the QQI bond IT Manager/Knowledge Officer The IT manager/knowledge officer has the following duties: Monitors,updates, upgrades the College online resources. Monitors the performance and security of the IT system Maintains the IT system for the college Manages day to day IT queries and issues. Liaises with programme tutors to ensure learning materials are electronically available. 26

27 Programme Tutors The Tutor has the following duties: Reports to the Director of Programmes on programme delivery, assessment and moderation matters. The first point of contact for the student with an issue relating to the programme of study and its components Plans and implements programme teaching, delivery, resources, learning and assessment strategy relevant to the level of the programme and appropriate to the student cohort. Responds to the learning and research supervision needs of students. Provides constructive feedback to students on assessed work within a specified time. Attends the Programme Board and reviews their module with the academic manager, taking into account self and peer review, student feedback, and external examiner feedback. Contributes to the research profile of college through continued professional development Records and reports on student performance Assistant Tutors The assistant tutor has the following roles: To assist the module tutor in delivery of content during workshops. To assist in assessment correction where the Director of programmes and the module tutor deem it appropriate Plans and implements programme teaching, delivery, resources, learning and assessment strategy relevant to the level of the programme and appropriate to the student cohort. Responds to the learning and research supervision needs of students. Provides constructive feedback to students on assessed work within a specified time. 27

28 Attends the Programme Board and reviews their module with the academic manager, taking into account self and peer review, student feedback, and external examiner feedback. Contributes to the research profile of college through continued professional development Chair of Academic Council: Ensure Quality Assurance across all academic areas in Setanta College, this will be ensured through the following mechanisms: Academic Council twice yearly meetings Chair has responsibility to follow up and resolve any issues discussed at the Academic Council. Produce an annual academic review and action plan document based on internal review documents produced by the sub-committee of the Academic Council Involvement in programme development and review ensuring processes and documentation meet quality assurance standards College Advisors, External Experts College Advisors assist in developing Setanta s international reputation, have input into programme direction, ensure the college is aligned prominently with sporting associations and give expert opinion in areas respective to their sporting and academic fields. Their role includes: To provide a real world context to the College To be available to attend special occasions and workshops To be active in the promotion of Setanta College Act in the capacity of academic external advisior 28

29 Selected College Advisors profiles Padraig Harrington Padraig Harrington is arguably Ireland s best ever golfer. He is a 3-time Major and Grand Slam winner being the second European ever to have won the title. He has a strong association with Setanta College having co-launched the college in Nicky English Nicky English is the former winning Tipperary Senior Team hurling manager and former player. His claiming of a position on the Tipperary Hurling Team of the Century marks him out as one of Tipperary's greatest ever players. Al Vermeil Al has received the lifetime achievement award from the National Strength and Conditioning Association s (USA Governing body) in recognition of his outstanding contribution to Strength and Conditioning over a 50 year career. He is the only strength coach to have World Championship rings from BOTH the NFL and the NBA. He is also the only strength coach who has been in the NFL, NBA and Major League Baseball. Des Ryan Des is the former Fitness education officer with the IRFU and has been involved with Setanta College in programme design and delivery. He is an Assessor for the UK Strength and Conditioning Association and Head of Sports Medicine and Athletic Development (Academy) for Arsenal Football Club. 3.6 Boards and Committees of Setanta College Academic Council This committee plays the central role in all aspects of the college s quality assurance principles. Approves the programme, its regulations and it quality assurance processes Approves the moderation and programme evaluation, review and auditing system for approved programmes Monitors the reporting and recording of student achievement 29

30 Organises academic requirements for conferring degrees and award ceremonies Secures resource allocations for the delivery of approved programmes Maintains current regulations, programme files and links with QQI, accrediting bodies and education partners Liaises with agencies to facilitate external programme validation from accrediting bodies Advises relevant committees and positions within the college on programme design, development and review Responds to programme monitoring and annual programme review reports Endorses recommendations from review panels and monitors Maintains currency of the quality assurance system Endorses the college s research outputs Appoints external examiners Approves partnerships, alliances and educational collaborations Monitors staff performance continuing professional development and reward procedures Reviews student number and education trends against performance goals Responds to issues arising from Board of Examiners such as student deferrals or appeals and also approves the Accredited Prior Certificated Learning (APCL) process Recommends policy for the selection, admission and retention of students Manage the programmatic and institutional review process The Board comprises the Director of Programmes, the College Registrar, the CEO, the Knowledge Officer, Programme board leaders, student representative (s) and Academic Council Chair. 30

31 The Academic Council has established the following sub-committees to ensure this work Sub Committees of Academic Council Academic Affairs Committee This committee maintains compliance of academic regulations; Follows QQI Assessment and Standards policy and procedures Advises on appropriate regulation for proposed programmes Holds stewardship over curriculuum documents and programme regulations in consulation with appropriate staff Presents Academic Council with reports to assure appropriate guidelines are being followed and their requirements are met Approves programme delivery and assessment schemes Communicates academic requirements to Programme tutors Particpates in external academic committees of education partners Ensures the apporved programme schedule, monitoring, evaluation and review processes are carried out Monitors admissions, student retention, attrition, assessment and exam administration and programme delivery including complaints, appeals, disciplinary action, etc Presents the Academic Affairs Report to the Academic Council. The Academic Affairs Committee comprises the director of programmes, the CEO, the Head of Administration and the Chair of the Academic Council and programme leaders Knowledge Committee It has following functions: Responsibility of researching and ensuring that Setanta College remains at the forefront of learner focused technology in online and blended education. Research of strength and conditioning education in Ireland and internationally to benchmark Setanta College programmes and ensure they offer the most up to date content and modes of delivery. Support Programme tutors research and CPD plans 31

32 Prepare an annual research output activity report Form a research ethics committee when needed to approve student and staff research projects with respect to ethical research practice Encourage research dissemination through publication and joint collaborative efforts with education partners and college advisors Secure appropriate resources for research and knowledge based activity Host visiting academics and practitioners and facilitate methods that promote best research practice Encourage programme tutors to continually update learning resources The knowledge committee comprises the Knowledge Officer, the Director of Programmes, the CEO, the College Registrar and the Chair of the Academic Council Programme Boards A Programme Board has the primary responsibility for operating, monitoring and reviewing approved programmes. The functions include; Advise the Director of Programmes on matters relating to operation of an existing programme. Captures data on programme, student and tutor feedback and on learning, delivery, assessment and evaluation. Builds a knowledge base of the programme used for programmatic review purposes Has responsibility for the revision of programme curriculuum and modifications in programme structure and programme documentation as appropriate and incorporating approved minor modifications. Identifies areas for major improvement and plans for making proposals to accrediting agencies for programme modification Be responsible for carrying out the Critical Self-Study of the programme and the preparation of revised documentation and other tasks in relation to Programmatic Reviews. 32

33 Approve a timetable of assessments to ensure a reasonable balance of work to the programme. Update resource and faciltity lists required for the programme Monitor the academic progress of students registered on the programmes Validate examination results by way of participation in examination boards Board of Examiners The board of examiners convenes to calculate final programme results using methodology outlined by the programme regulations; namely, QQI Assessment and Standards. Its functions include; Approve the final programme results for attending students Check these results for accuracy Eligibility to progress from one stage in a programme to the next Confirm eligibility of students who meet the requirements to progress in the programme Recommend to Academic Council that eligible students be awarded a designated qualification The board is comprised by the internal and external examiners and is chaired by the CEO or nominee. The business of the board of examiners shall be conducted to ensure that their work meets the standards of fairness, consistency, objectivity, confidentiality, credibility, transparency and ethics. 3.7 Quality in International Markets It is a strategic objective of Setanta College to develop opportunities in international markets this is implicit in the college s mission statement. Setanta College s mission states: Our mission at Setanta College is to be the world s best provider of strength and conditioning education courses. In accordance with this strategic objective all aspects of quality assurance in Setanta College adhere to international best practice and guidelines for higher education and for 33

34 blended and online education. The college quality assurance policies and procedures are informed and mapped to the Provision of Education to International Students Code of Practice and Guidelines for Irish Higher Education Institutes and the Guidelines for the Approval and Monitoring and Review of Collaborative and Transnational Provision provided by the Irish Higher Education Quality Network (IHEQN). When establishing international collaborations and transnational programmes Setanta College is guided by the principles issued by IHEQN namely: Principle one: institutions are cognisant of the strategic and policy contexts for collaborative and transnational provision. Principle two: institutions have primary responsibility for the management and delivery of programmes of higher education and training for students. Principle three: institutions have primary responsibility for the quality assurance of their provision, wherever or however it is offered, including having in place appropriate policies, procedures and supports for staff engaging in collaborative and transnational activity. Principle four: institutions ensure that students enrolled on collaborative and transnational programmes which lead to awards of an Irish awarding body, receive an equivalent learning experience to that of students studying at their primary campus in Ireland. Principle five: institutions give due consideration to the academic support and pastoral care of students, and to student representation on appropriate institutional bodies/groups. Principle six: institutions are committed to respecting the rights of their staff, students and partners in all their joint ventures, recognising that their decisions to collaborative and transnational higher education programmes may involve ethical considerations. Principle seven: institutions develop institutional approval and quality assurance processes for collaborative and transnational provision which include the conduct of appropriate due diligence checks and ongoing monitoring and review. Principle eight: institutions recognise the need to have formal written agreements for all collaborative and transnational arrangements. 34

35 Several Setanta College programmes are accredited by Quality and Qualifications Ireland (QQI) which is a member European Association for Quality Assurance in Higher Education (ENQA). QQI ensures that providers establish procedures for assessment of learners, which are fair, consistent, and fit for purpose and that they implement the National Framework of Qualification and associated procedures 6. In accordance with this framework Setanta College programmes: Are easily readable and comparable to other degrees throughout Europe, Can utilise the credit transfer system with other European Higher Education Colleges, Promote mobility of its students and graduates throughout Europe, Promote cooperation with other Higher Education Colleges. Instructional design, the approval monitoring and review of programmes as well as the development and management of student resources are guided by these guidelines and best practice and research in education. It is the role of the Academic Council and the sub committees of the Academic Council to ensure the practices of Setanta College continue to adhere to the highest international standards. The college currently has accreditation and/or recognition from the following international organisations. International Therapy Examination Council Setanta College is also accredited by the International Therapy Examination Council (ITEC). ITEC is a UK based internationally recognised awarding body to the fitness industry with recognition in over 30 countries including the USA, the UK and continental Europe. United Kingdom Strength and Conditioning Association In the UK Setanta College works closely with the United Kingdom Strength and Conditioning Association (UKSCA). The association is an independent accrediting body for the Strength and Conditioning profession. The UKSCA was established to set professional standards for Strength and Conditioning coaches in the UK and implements 6 In 2006 Ireland became the first country to verify the compatibility of its national framework with the overarching framework of qualifications for the EHEA. 35

36 the assessment process for accreditation as a Strength and Conditioning coach. Setanta College is currently (Jan 2013) top of the UKSCA pass rate league table of Colleges. National Strength and Conditioning Association National Strength and Conditioning Association is the worldwide authority on strength and conditioning, they support and disseminate research-based knowledge and its practical application to improve athletic performance and fitness. In 2012 Setanta College received recognition from the NSCA Education Recognition Program (ERP). The NSCA ERP recognises regionally accredited academic institutions for their educational programs that have met, and continue to meet, educational guidelines recommended by the NSCA. 36

37 Chapter 4 Assuring Quality of Staff 4.1 Assuring Quality of Staff The Guidelines for Quality Assurance in European Higher Education Area (2009) outline that Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so. Setanta College Policy Statement Setanta College will ensure that its procedures for recruitment and selection of staff lead to the employment of suitably qualified and skilled individuals. The college will also ensure that all staff are reviewed and provided with constructive feedback and encouraged to engage in continuing professional development. Currently the college recruits staff that have qualifications and practical experience within areas related to strength and conditioning and coaching. The college is committed to developing a culture of continuing professional development where part time and full time staff are encouraged to stay current with the latest innovations, research and methods in the field of strength and conditioning and coaching. This process is guided by the Director of Programmes. 4.2 Recruitment and Selection The effective recruitment and selection of staff is critical to Setanta College s ability to achieve its stated strategic aims. With regard to teaching staff specifically, the purpose of Setanta College recruitment and selection procedures is to ensure that the college identifies and appoints staff who have the necessary high level of competency in the field of strength and conditioning and to effectively teach on or provide support to its programmes of study. The need to recruit staff is identified by the Director of Programmes and the CEO and the position is advertised in the appropriate media and a shortlist is drawn up before interviews are conducted. The interview panel normally consists of the Director of Programmes, the CEO and others from the Setanta College nominated by the CEO. 37