School Review of the School of Electronic and Communications Engineering Executive Summary

Transcription

1 School of Electronic and Communications Engineering Draft School Review Report School Review of the School of Electronic and Communications Engineering Executive Summary Introduction The main purpose of the School Review in the School of Electronic and Communications Engineering was to take a strategic overview of the School itself, its current position and its ability to respond to changing needs. A key element of the School Review process includes making recommendations in relation to the continuing approval by Academic Council of the awards of existing programmes. This is the first School Review which the School of Electronic and Communications Engineering has undertaken and is therefore an important undertaking for the School. Summary of Main Recommendations The Review Panel is thankful to the School for the positive interaction of its staff with the Review Panel. It commends the presentation of the documentation for the review, with the self-study circulated to panel members in hard copy along with a CD containing all supporting documentation. The Panel is most impressed with the high level of research activity within the School. It notes ongoing issues in relation to student recruitment and student retention but commends the School s various approaches to addressing these issues. The key recommendations of the Review Panel are: i) The Panel notes the School s key recommendations arising out of the completion of the selfstudy. It commends the School on the goals that have been identified and it encourages the School to develop a detailed timescale for the implementation of these recommendations together with an allocation of responsibilities for their achievement. ii) The Panel, while impressed with the significant research activity within the School, notes the relatively low percentage of staff who are actively involved and recommends that increased efforts are made to involve more staff in research. iii) The Panel notes the lack of space at Kevin Street and considers that this will hamper the further development of research and research groups. It recommends that the Institute explore ways to address this situation. iv) The Panel recommends that the Institute review the opening hours of Institute buildings to allow students, in particular research students, access at appropriate times. The issue of opening hours of buildings and associated facilities is also an issue for part-time students. v) In relation to the BEngTech in Electronic and Communications Engineering final year

2 vi) vii) viii) ix) project, the Panel notes the difficulties in relation to timetabling project supervision, but it recommends that this project should run over both semesters of the final year. The Panel strongly believes that students should complete their projects in sufficient time, e.g. at least one week before they commence their final examinations. The Panel recommends that all modules, particularly on the MSc in Electronic and Communications Engineering be reviewed to ensure that the student workload equates more closely with the ECTS allocated. The Panel recommends that Programme Committees should take care to ensure that stated prerequisites are met by students when they take a module, especially those shared across programmes, and they should ensure that modules are delivered at an appropriate stage of each programme. The Panel commends the significant efforts made by the School in relation to marketing and promotion of its programmes. It recommends that the School undertake some research to investigate which activities have been most effective, in order to allow the School to concentrate its efforts. While the Panel understands that there are many competing areas vying for space on BE (Hons) in Electrical and Electronic Engineering programme, it recommends that the Review Panel for the School of Electrical Systems Engineering, consider the level of electronic engineering in this programme and whether this is appropriate given the title of the programme. The Panel also recommends to Academic Council continuing approval of the following taught programmes within the School: DT080/DT079 BEngTech in Electronic and Computer Systems DT008 BEngTech in Electronics and Communications Engineering DT081/DT074 BE (Hons) in Computer and Communications Engineering DT086/DT085 MSc in Electronic and Communications Engineering DT089 Higher Certificate in Networking Technologies to replace the Higher Certificate in Electronic and Computer Systems (see Q3 Appendix to this School Review Report) DT021 BE (Hons) in Electrical and Electronic Engineering programme shall be reviewed as part of the School Review of the School of Electrical Engineering Systems. 2

3 Report of the School Review Panel in relation to the School of Electronic and Communications Engineering 1 Introduction The main purpose of the School Review in the School of Electronic and Communications Engineering was to take a strategic overview of the School itself, its current position and its ability to respond to changing needs. A key element of the School Review process includes making recommendations in relation to the continuing approval by Academic Council of the awards of existing programmes. This is the first School Review which the School of Electronic and Communications Engineering has undertaken, therefore, it is an important undertaking for the School. 2 The Review Process The focus of the School Review is in respect of the School as a whole. This includes its general position and performance; its range of activities and how these are conducted, reviewed and developed; the range and quality of taught programmes including apprenticeship education; research and staff development activities; the management procedures and quality improvement systems and the links with external bodies. The external environment, including the effects of demographic changes and competition from other educational institutions in relation to the programmes offered, was also considered within the review process. Central to the review process is the self-study, prepared by the School and considered by the Review Panel prior to visiting the School. This self-study is a critical evaluation of the School's activities and highlights strengths and achievements as well as areas of difficulty. The process of review carried out by the School followed the DIT current practice for the review of existing programmes; that is the documentation prepared by the School was sent to the Faculty Board for endorsement. The documentation was then forwarded, with external assessor nominations, to the Academic Quality Assurance Committee which appointed a Review Panel. The review visit took place over a two-day period on 12 and 13 May The Panel, through a series of meetings with Faculty and School management, teaching, administrative and support staff, students and graduates of the School and a visit to the facilities available to the School, considered issues raised in the self-study and in the other documentation presented. 2.1 The Purpose of the School Based Review The broad objectives of the School Review are to evaluate: 3

4 the School's approach to programme design and development, having due regard to the influence of bodies representing students, employers and the sector; the learning environment of the School; staffing including academic, administrative and technical; staff development and research activities within the School; the School s quality assurance systems, including the effectiveness of taught programmes in meeting their stated objectives; and, the School's development plans for the future. 2.2 Membership of the Review Panel The Review Panel appointed by Academic Council to carry out the School Based Review was comprised as follows: External Members Professor Cyril Burkley Mr Denis Moran Mr Jeff Maguire Professor of Telecommunications Engineering, University of Limerick Head of School of Engineering, Waterford Institute of Technology NGN Access Programme Manager, Eircom Internal Members Professor John Cassidy (Chair) Mr Mark McGrath Assistant Head of School, Chemical & Pharmaceutical Sciences, DIT Kevin St. School of Manufacturing & Design Engineering, DIT Bolton St. Mr Martin Hanratty School of Real Estate and Construction Economics, DIT Bolton St. Representative from the Office of the Academic Registrar Ms Jan Cairns Quality Assurance Officer, Office of the Academic Registrar 2.3 Programme of Visit to School The Review took place in accordance with the following schedule. Day 1 Tuesday 12 May 2009 Venue: DIT Kevin Street, Room 403 (4 th floor) 9.00 am Formal beginning of process: Chair of Panel introduces members of panel to the Faculty Director who introduces the Head of School and Heads of Department. 4

5 9.30 am Short formal presentation by Head of School and Heads of Department describing main activities of the School and introducing the key points from the self-study report am Private meeting of Panel to discuss agenda for day am Panel meets with School Management Team to discuss the broad contents of the self-study report and the implications for the School in terms of individual programmes and resources, more specifically the School s arrangements for quality assurance, programme development, links with business, research activity and staff development pm Lunch 2.00 pm Panel meets with School Management Team, School Administrator, and two Senior Technical Officers to review the administrative and technical supports which underpin the effective running and development of the School pm Private meeting of Panel to review progress and decide on matters for further discussion or evaluation pm Panel meets with Heads of Department and Programme Chairs, Head of Learning Development to discuss the suite of programmes offered by the School and the trends and direction of these including discussion regarding programme management issues and quality assurance arrangements and to address specific issues relating to changes proposed. Venue: Boardroom (1 st floor) 5.15 pm Panel views the physical facilities and resources of the School pm Panel meets with representative current and former students pm Private meeting of Panel to review progress thus far pm Dinner (to include Faculty Director, School Management Team and other appropriate staff and Panel). Day 2 Wednesday 13 May 2009 Venue: DIT Kevin Street, Room 403 (4 th floor) 9.30 am Private meeting of Panel to review progress thus far am Meeting of the Panel with staff teaching on programmes and Head of Learning Development to discuss syllabuses, teaching methods and assessment issues specific to the programmes. Venue: Room am Panel meets with research supervisors within the School pm 1.15pm Panel meets with School Management Team and Faculty Administrator to discuss issues of resources, staff development and any issues requiring clarification arising from self study. Lunch (Boardroom) pm Private meeting of the Panel to consider the draft report. 5

6 4.00 pm Meeting of the Panel with Head of School and School Management Team to outline orally the Panel s findings. The self-study for the School as well as programme documentation relating to the Higher Certificate in Networking Technologies was circulated to the Review Panel prior to the event as well as a CD including Student Handbooks, Module Descriptors, examination papers, reports from the annual monitoring process, external examiner reports relating to individual programmes, staff CVs and other documentation relating to the School, the Faculty of Engineering and the Institute. 3 Background to the Faculty and School 3.1 The Faculty of Engineering The School of Electronic and Communications Engineering is part of the Faculty of Engineering. The Faculty currently operates on two campuses in DIT Bolton Street and DIT Kevin Street. It comprises five Schools as listed below and is headed by the Director and Dean of Engineering, Dr Mike Murphy. School Civil and Building Services Electrical Engineering Systems Electronic & Communications Engineering Manufacturing & Design Engineering Mechanical & Transport Engineering Location Bolton Street Kevin Street Kevin Street Bolton Street Bolton Street 3.2 Schools in the Engineering Faculty Technical education has been provided at the Kevin Street campus for over 110 years and at Bolton Street for over 90 years. The Faculty is one of the largest and most diverse faculties of engineering in Ireland with a current total enrolment in engineering courses of circa 5,000 students, with some 2,500 full-time students. There has been a strong culture of interaction and co-operation between the Schools within the Faculty, with a number of shared programmes, such as the Cross Faculty Masters Degree in Advanced Engineering. Formally the Faculty Board and Faculty Executive are the key decision making fora within the Faculty. The Faculty Board for Engineering is a sub-committee of DIT Academic Council within the Faculty and has responsibility for developing and monitoring the implementation of academic policy matters and in particular academic quality assurance procedures, in respect of programmes within the Faculty. The Faculty Executive serves as the management team of the Faculty, with particular responsibility for the Faculty budget and for the management of the staff and resources assigned to 6

7 the Faculty. The Executive consists of the Faculty Director, the Heads of School and the Faculty Administrator. The Faculty Head of Learning Development and Head of Research Strategy also attend Faculty Executive meetings on occasions to address appropriate issues. 4 The School of Electronic and Communications Engineering The School of Electronic and Communications Engineering is located on the DIT Kevin Street Campus. The School has three engineering departments: Electronic Engineering Communications Engineering Computer Engineering The School currently has a total academic staff complement of 35, inclusive of the Head of School and the Heads of Department. There are a further 9 technician support staff and two administrative staff. The School offers a variety of engineering programmes at higher certificate and degree and postgraduate level. A number of part-time programmes are also available. The School is active in research in areas such as Antennas and High Frequencies, Wireless Communications and Photonics. 4.1 A brief history of the School The School of Electronic and Communications Engineering has operated courses in electronics and communications engineering for almost 100 years. Courses in radio communications were first established in 1911 and were directed primarily at the requirements of Marine and Aircraft Radio Officers. In the late 1930s professional and more broadly based courses in electronics and radio engineering were established. The professional courses prepared students for external examinations conducted by the Institution of British Radio Engineers, which was re-named the Institution of Electronic and Radio Engineers (IERE) and merged with the Institution of Electrical Engineers (IEE) in The Technician Courses were directed towards qualifications of the City and Guilds of London Institute. In the 1960s it was recognised that the City and Guilds examinations were inappropriate in terms of both level and subject matter for the purposes of technician graduates required by Irish and foreign industry. The absence of suitable external awards resulted in a decision by the School to develop its own three-year ab-initio programmes and award CDVEC College of Technology - Kevin Street (Now DIT) Diplomas - first awarded in These programmes evolved over the years and in 2003 were replaced by a single three-year ab-initio DIT BEng (Tech), ordinary degree programme in Electronic and Communications Engineering (DT008). In 1993 a two-year programme, titled Technician Certificate in Electronics, was developed. This was as a response to the demands from industry for technicians to work in areas at a level that did not require the analytical approach of the three-year ab-initio technician programmes offered by the School at that 7

8 time. This programme has evolved other the years and is now called a Higher Certificate in Electronic and Computer Systems (DT089). In 1996 an additional one-year programme, titled Diploma in Electronic Systems, was added to the suite of programmes operated by the School. This programme was intended for graduates of programme DT089, or equivalent, and continued the system approach in a number of specialised areas such as Computer Systems and Satellite Communications. This programme has evolved over the years and in 2004 was converted to a BEng (Tech) ordinary degree in Electronic and Computer Systems (DT080). A part-time version of the programme that operates over two years (DT079) began operation in September The School s four-year Bachelor of Engineering (BE) Degree programme in Computer and Communications Engineering (DT081) was inaugurated in Engineers Ireland (EI) accredited this programme in February 2009 as meeting the educational requirements for Chartered Engineer (CEng). The programme involves a six month Placement in the second semester of the third year. Most recently in September 2005, a new pilot Internship programme was launched. Students availing of internship spend two days per week working in industry and three days a week in college over the last two years of the programme. A three-year part time version of the last two years of The Honours Degree in Computer and Communications Engineering was inaugurated in 2005 (DT074). The content of this programme is identical to the third and fourth year of programme DT081 and all examinations are common. Entrants to this programme will have successfully completed the first two years of programme DT081 or will have achieved a Distinction grade in a relevant Diploma or Ordinary Degree programme. The School is jointly responsible with the School of Control Systems and Electrical Engineering for the Degree Programme (BE) in Electrical & Electronic Engineering (DT021). This programme has been operating for over 35 years. Engineers Ireland (EI) has approved this programme as meeting the educational requirements for Chartered Engineer (CEng). In February 2007 the School launched its first taught masters programme in Electronic and Communications Engineering (DT086: fulltime and DT085: part-time). 4.2 Summary of Programmes operated by the School Qualification DIT/CAO Programme reference Duration Whole-Time or Part-time NQAI Level Higher Certificate in Electronic and Computer Systems DT089 2 years Whole time Level 6 8

9 BEngTech in Electronic and Computer Systems DT080 DT079 1 year 2 years Whole time Part-time Level 7 Level 7 BEngTech in Electronics and Communications Engineering BE (Hons) in Computer and Communications Engineering BE (Hons) in Electrical and Electronic Engineering DT008 3 years Whole time Level 7 DT081 4 years Whole time DT074 3 years Part-time Level 8 Level 8 DT years Whole time Level 8 MSc in Electronic and Communications Engineering DT086 DT years Whole-time Part-time Level 9 5 Key issues arising from the self-study The Panel had discussions with the staff and students that it met on the key issues emerging from its consideration of the self-study and the School s own recommendations arising from the selfstudy. These key issues are captured under the main purposes of School Review: 5.1 The School s approach to programme design and development, having due regard to the influence of bodies representing students, employers and the sector Programme design and development It was noted that most of the School s programmes had recently been validated/reviewed by the Institute. The BE in Electrical/Electronic Engineering, a joint programme with the School of Electrical Engineering Systems, shall be reviewed in autumn 2009 as part of the review of that School. Some changes had been recommended by recent Engineers Ireland accreditation panels and as a result modifications have recently been made to the School s programmes through the Faculty s quality assurance procedures. A main finding of the self-study undertaken by the School in relation to its taught programmes relates to the current Higher Certificate in Electronic and Computer Systems and the need to refocus the programme to secure its future. The programme has struggled to recruit healthy 1 Jointly run with the School of Electrical Engineering Systems 9

10 student numbers and in general the students that have entered the programme have come in with low CAO points together with low motivation and interest. The School has taken a decision to review the programme and to refocus it on networking, where most of the graduates of the current programme have found jobs. The new programme, to be retitled Higher Certificate in Networking Technologies, has at its core four Cisco Networking Academy Exploration modules 1 to 4 (CCNA 1 to 4) as well as other modules in the areas of computing, communications and electronics in order to broaden the education of the participants and to meet the needs of industry. Students would also receive Cisco certification upon the successful completion of the relevant modules. The amount of mathematically-based analytical methods is reduced and therefore the graduates will not be able to progress to the School s EI accredited level 7 and level 8 programmes. Therefore, the School intends to develop a ladder of progression including level 7 and 8 awards that are not accredited by EI, replacing the current BEngTech in Electronic and Computer Systems (1 year add-on). The School intends that, upon the development of a level 7 programme in networking, the Higher Certificate would become an exit award. It also intends that a new level 8 programme would offer a ladder of progression for those students from the DT008 BEngTEch in Electronic and Communications Engineering who do not achieve the grade to progress on to Bachelor of Engineering programmes. The School Review has been requested to consider with a view to recommending approval of this revised Higher Certificate. While it notes that the programme as presented is significantly different from the existing programme and that this is not strictly within the remit of the review process, the Panel is happy to consider the programme as it has arisen out of the School s deliberations during the self-study process and has implications for the development of other programmes within the School. The Panel commends the School for its decision to be proactive in this way and for providing a programme that would be of more interest to potential students and would meet industry needs. It recommends approval of the Higher Certificate and makes particular recommendations relating to individual modules. It does note, however, that both the students that it met who are on the existing programme, are intending to progress through to the EI accredited Honours degrees and it advises the School to take great care when promoting the proposed programme to emphasise that it will no longer allow progression to EI accredited programmes. A review report (Q3) relating to the Higher Certificate in Networking Technologies is appended to this report. In relation to the MSc in Electronic and Communications Engineering, students reported that there was an imbalance in the workload between modules with an equal ECTS rating. The Panel recommends that all modules, particularly on the MSc programme be reviewed to ensure that the student workload equates more closely with the ECTS allocated Industry links and student placements/internships With the exception of the MSc in Electronic and Communications Engineering which was in its 10

11 third year of operation, all the School s programmes had recently been successfully accredited by Engineers Ireland (EI). The Panel noted the changes underfoot in relation to Engineers Ireland accreditation of programmes and the requirement to have a Master of Engineering award for full membership and Chartered Engineer status. The School is awaiting further clarification on the new structures before it reorganises its programmes accordingly. It points out that Ireland is out of step with most European countries which follow the Bologna structure while the model remains the norm in Ireland. To follow the model would currently cause difficulties in relation to fees. There is a work placement for students on the BE (Hons) in Computer and Communications Engineering in the second semester in the third year. The purpose of the placement is to provide students with the opportunity to put their academic theory into practice and to reinforce the value of their academic subjects. Each student is allocated an academic supervisor and a work supervisor from the company where they are placed. As an alternative to the placement, in September 2005 a new pilot Internship was launched, funded by the HEA. Students who participate in this programme spend two days per week working in industry and three days a week in the Institute over the last two years of the programme. This internship option has proved popular, with about half of students opting for internship, and it enhances students academic performance as well as their personal maturity. In 2004 the School appointed a School Development Officer who as part of their role liaises with industry and acts as a placement officer and as a result the School has a strong industry contact platform. While all students for 2009 have been found either internships or placements, the School is concerned how the current economic downturn will impact on placements/internships in the years to come and is working to maintain its industry links. It does have an alternative to the placement in hand, whereby students join existing research groups and complete projects, although it has not been required to use this alternative to date. The Panel congratulates the School on its participation in the internship programme, and in particular on the use of the Development Officer to support this activity Modularisation and semesterisation The School has, as a way of rationalising its provision in the context of falling student numbers, adopted the modular structure of Institute programmes to share modules where possible across its programmes. The BE (Hons) in Computer and Communications Engineering shares a common first year with the BE (Hons) Electrical and Electronic Engineering, and the programmes share a number of modules in the second year. In 2007/2008 some modules in the final year of the DT008 BEngTech in Electronic and Communications Engineering were shared with the BEngTEch Electronic and Computer Systems (add-on programme); however, this was not repeated when it was found that there was too great a disparity in the students mathematical and analytical ability. The Panel notes the attempts to share modules, and it recommends that Programme Committees should take care to ensure that stated prerequisites are met by students when they take a module, 11

12 especially those shared by students on other programmes and should ensure that modules are delivered at an appropriate stage of each programme. The Panel suggests that it might be appropriate in some cases to deliver common lectures but with separate learning outcomes, laboratories and assessments. The rationalisation of the module catalogue across the Faculty has allowed the School to identify modules on programmes across the Faculty which fall into its areas of expertise and service teaching on such modules now accounts for a significant proportion of the School s teaching. The School has attempted to embrace modularity in the ways described above. However, it considers that the systems of the Institute do not support this modularity. The Panel would concur that the regulations and structures of the Institute are at odds with the systems and infrastructure that support these, although the Panel notes the ongoing improvements being made to address some of these issues. The staff of the School reported that the impact of semesterisation, in particular the reduction of teaching hours available, has been negative, with possible links to student withdrawal. Another impact is the increase in the examination load with a shorter preparation time for the examinations process although the introduction recently of exam hall-ready papers where papers can be prepared in-house has saved much time Student recruitment In 2001 the School made it a strategic priority to raise the profile of the School in printed media and through the web, in order to stimulate student recruitment. Following the appointment of a School Development Officer to market the School s provision as well as to support internships and placements, a number of initiatives ensured such as the design of the School s logo and the development of a portfolio of promotional material to raise awareness of the School s activities. The redesign of the School website has raised the Schools profile. Other recruitment activities have included a CAO Change of Mind Information Morning where those who had applied to the School s programmes were invited to meet with School staff, students and graduates. Feedback has been positive but the School cannot yet measure the impact of this on recruitment figures, although recruitment to the BEngTech in Electronic and Communications Engineering improved significantly in The Panel commends the significant efforts made by the School in relation to marketing and promotion of its programmes. The School is involved in other promotional activities, including the annual National Electronic Engineering Quiz, the ENGZONE website a Faculty website aimed at secondary school students, teachers and parents which the School developed, hosts and maintains, the WAVES (Women a Voice in Engineering Society) initiative, the Infinity Project operated through the DIT Access 12

13 programme and a shadowing scheme for transition students, as well as participation in the Institute s annual Open Day, schools visits and education fairs. The Panel, while noting that the fall in student recruitment is an ongoing concern, commends the School for placing student recruitment as a priority, and it is impressed with the number of creative and innovative ways in which the School is active in this regard. It does recommend that the School undertake some research to find which activities have been most effective, in order to allow it to concentrate its efforts Student retention A number of the specific self-studies in relation to programmes have referred to difficulties with student retention and success rates. This has been attributed mainly to the shift in students attitudes towards their study where many are working long hours outside of their programme and their attendance at class is low, as well as to the weak mathematical and analytical skills of some students coming onto the programmes. One response, for example on the BEngTech in Electronic and Communications Engineering has been to monitor attendance very closely and to write to those students who, after 3-4 weeks, are showing patterns of non-attendance. The allocation of a mentor during a student s first year in the School who can act as a direct contact for a student in difficulties has also helped to some extent. In relation to mathematical skills, there is a Mathematics Learning Centre where students can obtain support, although to date this support is used by well-motivated students and does not catch the students who need it most. The introduction of a mathematics test early in the first year, the outcome of which will lead to a referral to the Mathematics Learning Centre, will hopefully address this issue. The development of the Higher Certificate in Networking Technologies which is more applied in nature and subsequent programmes at level 7 and 8 will offer a stream for those who do not have the skills to cope with the mathematical and analytical core of the Engineers Ireland accredited programmes. The Panel notes that there has been a decrease in recent years in the attrition rates for the School and it encourages the School to continue its efforts in this regard BE in Electrical/Electronic Engineering While the BE (Hons) in Electrical and Electronic Engineering shall be reviewed within the School Review for the School of Electrical Engineering Systems, the Panel notes concerns that the electronic component of the programme had been reduced to the extent that there is now little electronics within the third or fourth year. While the Panel understands that there are many competing areas vying for space on this programme, it recommends that the Review Panel for the School of Electrical Engineering Systems, consider the level of electronic engineering in this programme and whether this is appropriate given the title of the programme. 13

14 5.2 The School s research strategy The School is committed to engaging in high quality research and scholarship in a range of strategically important areas for Ireland in order to best serve the needs of industry and society. The School s values are: to practice excellence in research the dissemination of research results and outcomes in a manner that maximises their impact to be responsive to the needs of society, industry and the environment in its research activity to encourage innovation and promote the commercialisation of research outcomes to enhance and deepen national and international linkages to support the Institute s teaching role, in particular for fourth level activity to maximise access to opportunity for all staff and students offered by involvement in research. The School undertakes research in a variety of areas, with three substantial signature research areas: Wireless Communications Systems, Antennas and High Frequencies, and Photonics, all of which are focused on the ICT area identified as a strategically important research strength for the Institute. Each of these areas is underpinned by a group led by one or more Principal Investigators (PIs) with the support of other School staff, several post-doctoral staff, doctoral students and dedicated accommodation, access to funding and proven substantial outcomes in publication and/or patent metrics. There are currently 25 postgraduate researchers in the School, most at doctoral level including two academic staff undertaking PhDs. The Panel notes and commends the number of post-doctoral positions in the School, noting that of this number, only one was Irish. The School has a large number of researchers from abroad particularly from India and China and they are very committed to the work they are undertaking for the School. However, because these researchers do not get visas to allow them to stay in Ireland when their research contracts are over, many of them return home or go elsewhere, thereby the value for Ireland of the expertise of these researchers is lost. There are significant challenges in relation to research such as the lack of physical space to develop more research centres and funding, as there is currently no space available at Kevin Street. The withdrawal of Strand 1 funding will have an impact although the School will use other methods where possible, for example through the SFI Stokes appointments, to increase its research staff. The Panel notes the lack of space at Kevin Street and considers that this will hamper the further development of research and research groups. It recommends that the Institute explore ways to address this situation. Another inhibitor for research is the restricted opening hours of Institute buildings as research students expect 24 hour access. The Panel recommends that the Institute review the opening hours 14

15 of Institute buildings to allow students access at appropriate times. The issue of opening hours of buildings and associated facilities is also an issue for part-time students. 5.3 The learning environment Learning, teaching and assessment strategies The School refers to its plans for developing a learning and teaching strategy based on that currently being developed for the Faculty, while indicating that many innovative methods are used to engage students in their programmes, such as the Cisco applied modules which will form the core of the Higher Certificate in Networking Technologies. The Higher Certificate programme also includes Information Literacy Project modules which run in both semesters of the first year, where students engage in a local community agency and undertake a project for them. This was seen as a prototype for this kind of community learning which fits in very well with the Faculty s stated support for community-based learning. The Panel, while making recommendations in relation to the implementation of these modules, commends this innovative development. The Panel was informed by students on the BEngTech in Electronic and Communications Engineering that the final year project submission deadline is very close to the start of the examinations, a situation which places a significant amount of pressure on students at this time. The Panel notes the difficulties in relation to timetabling project supervision, but it recommends that this project should run over both semesters of the final year. The Panel strongly believes that students should complete their projects in sufficient time, e.g. at least one week they commence their final examinations Laboratories and physical facilities As part of their visit to facilities, the Panel visited a number of laboratories. The School has 18 laboratories which in addition to appropriate test and measurement equipment are stocked with PCs for use by students as part of the practical work carried out in the laboratories. The Panel is of the opinion that these are of a good standard. Issues in relation to space for research are highlighted in section 5.2. There are an additional four laboratories dedicated to research Library and IT facilities The Panel notes that the School is generally happy with the library provision in particular in relation to online access to journals, although it has indicated that the number of copies of core texts has been reduced. It also notes how the School has been working to ensure adequate WiFi access. The lack of a WiFi student café area has been pointed out, by staff and students, wile students indicated that there was a shortage of power points in the library for use of laptops. The Panel acknowledges that the School is working to improve these areas. The reduction in capital budgets is also noted and the Panel has heard and compliments the inventive ways of upgrading 15

16 laboratories which has been achieved with minimal spending, for example the use of the thin client system. 5.4 Staffing including academic, administrative and technical Academic The School currently has a Head of School and in addition two Senior Lecturer II posts and a Structured Lecturer who undertake the role of Head of Department. There are three Heads of Department, two of which are acting positions. There are two Senior Lecturer 1 posts, 22 Lecturers, 1 Assistant Lecturer, as well as some temporary whole-time lecturing staff and a Stokes Lecturer funded by an SFI Stokes award. The School has over recent years strictly limited parttime lecturing and where needed this is funded externally. A number of senior staff are due to retire in the coming years which may place a significant burden on the School if they are not replaced Administrative and Technical staff The School currently had two full-time administrative staff, which provide administrative support through the School office, with one taking a particular role in relation to examinations support. The Panel notes that, in relation to the examinations and other administrative processes, the School is serviced by the administrative support for the Faculty of Science. The Panel also notes the appointment of the School Development Officer who has a role in relation to marketing and School promotion as well as in the coordination of placements and internships. This role is funded by HEA ICT Skills Shortage Initiative, and the Panel has already commended this appointment and the support it has provided both in relation to placements and to the marketing of the School s provision. There are currently 6 Technical Officers, two Senior Technical Officers and one Class Aid in the School. The Panel met the Senior Technical Officers who explained the role of the technical officers in relation to the upkeep of the laboratories and provision of support for students. The Panel views the administrative and technical staff to be a great asset to the School. 5.5 Staff development and research activities within the School The School has a supportive strategy towards staff development including the pursuit of higher degrees, in line with DIT policy. The Panel is most impressed by the research output of the School and by the commitment of the Head of School, Heads of Department and other key individuals within the School to research. It does note that this growth does not signify an increase in research engagement from greater numbers of staff. In fact the Head of School reported that increasing the number of staff engaged in research has been a challenge, although he points out that staff contribute in many ways through teaching, student support and programme management 16

17 responsibilities. The School would like to see an engagement in research from staff who have recently completed PhDs and it is practice to allocate such staff research students, to involve them in research activities as soon as possible. The recent withdrawal by the Institute of time allowances and funding for teaching staff who are undertaking higher qualifications will not help encourage more staff to upgrade their qualifications and therefore become research active; however, the School will continue to provide support however possible in this regard. The Panel, while impressed with the significant research activity within the School, notes the relatively low percentage of staff who are actively involved and recommends that increased efforts are made to involve more staff in research. 5.6 The School s quality assurance systems, including the effectiveness of taught programmes in meeting their stated objectives The School implements the quality assurance and enhancement procedures of the Institute, i.e. through the Programme Committee system including student participation, the annual monitoring process including the collection of student feedback through the Q6 forms, and through the external examiner system. The Panel notes ongoing issues in relation to the student feedback questionnaire (Q6a) and that staff find student representation on Programme Committees to be more useful than the Q6 process. The students also reported that the Programme Committee system worked well, but many did prefer the anonymity of the Q6 process. The usefulness of the annual monitoring process was called into question by the School as issues highlighted had not been addressed and few responses received. It was pointed out that once the process was implemented in full by the Faculty, the feedback loop should be closed. While programme documents have not been circulated to the Panel in advance of the review, all programme documents are available by restricted access on the School website and hard copies are in the library. In relation to quality assurance in relation to research, the School has introduced an annual evaluation day whereby the annual monitoring process for all research students is undertaken on one day and all students must attend, in order to expedite the process. Staff are critical, however, of the number of DIT forms to be completed for research students and they consider that this system hinders rather than supports research within Schools. 5.7 School s Development Plan The School s plans for programme development have been discussed, particularly in relation to the revision of the existing level 6 programme and the ongoing development of a non-accredited pathway to level 8. The Panel recognises the motivation behind this development in terms of falling demand and student weakness in mathematics, and it commends the School for being proactive in response to the situation. 17

18 The Panel notes the School s key recommendations arising out of the completion of the self-study. It commends the School on the goals that have been identified and it encourages the School to plan how it will implement these recommendations in the near future. 6. Conclusions The Review Panel commended the School for its positive interaction with the Panel and with its commitment to its programmes, its student body and to research. It was very impressed by the students met and the positive view they had of the School, its programmes and its staff. In conclusion, the Panel should like to thank the School and Faculty of Engineering for its hospitality and for facilitating the School Review and the work of the Panel. 18