ACD programmatic review - QQI · 2017-02-21 · Appendix 10: Template report for BA (Hons) in...
Transcript of ACD programmatic review - QQI · 2017-02-21 · Appendix 10: Template report for BA (Hons) in...
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AMERICAN COLLEGE DUBLIN
PROGRAMMATIC REVIEW REPORT
ON THE
BA (HONS) IN INTERNATIONAL
BUSINESS
AND THE
MB IN INTERNATIONAL BUSINESS
BY THE PEER REVIEW GROUP
June 2016
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Contents
Contents 1
Introduction 2
Recommendations and findings 4
Conclusion 8
Appendix 1: Objectives of the programmatic review 9
Appendix 2: Review of teaching, learning and assessment strategies 21
Appendix 3: Self-Evaluation Report (SER) 28
Appendix 4: Staffing 29
Appendix 5: Information on output 30
Appendix 6: Terms of reference 35
Appendix 7: Documentation considered by the PRG 40
Appendix 8: Programme schedules 41
Appendix 9: Module outlines for proposed new electives 48
Appendix 10: Template report for BA (Hons) in International Business 84
Appendix 11: Template report for MB in International Business 110
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Introduction
On 20 April 2016 a peer review group assembled at American College Dublin (the
College) to conduct a Programmatic Review of the BA (Hons) and MB in International
Business degrees and to consider the institution’s Self-Evaluation Report (SER), prepared
as part of the review of its business programmes conducted in accordance with the quality
assurance procedures agreed with Quality and Qualifications Ireland (QQI). The College
initiated specific research for the SER in the autumn of 2015; a final version was
approved by the institution’s Academic Council on 5 April 2016 and forwarded to the
peer review group on 8 April 2016.
The peer review group consisted of four members:
Mr Dermot Finan (Chair), Former Registrar and Head of School, School of Business and Humanities, Institute of Technology, Sligo
Dr Jenny Berrill, Lecturer in International Business and Finance, School of Business, Trinity College Dublin
Dr John Teeling Chairman, Great Northern Distillery, Clontarf Energy, Connemara Mining, Botswana Diamonds, Petrel Resources
Mr David Webb (Secretary to the Panel), Registrar, American College Dublin
The American College Dublin team was composed of the following:
Dr Rory McEntegart (American College Dublin Chair), Academic Dean
Mr David Horgan, Head of Programme, MB in International Business
Dr Vincent McDonald, Head of Programme, BA (Hons) in International Business
Ms Zahra Al Nasser, PhDCand, Lecturer in Business
Mr Philip Byers, Lecturer in Business
Mr Rowland Crawte, Lecturer in Information Technology
Mr Micheál Ó Raghallaigh, Lecturer in Business
Mr Seán Ó Raghallaigh, Lecturer in Business
Mr Kevin Redmond, Lecturer in Business
Mr Deepak Saxena, PhDCand, Lecturer in Business
Agenda
The panel agreed with the College on the following agenda for the day’s proceedings:
9.00 Meeting of Panel
9.30 Opening comments
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9.45 Presentation by ACD
10.15 Tour of facilities
10.45 Review of quality processes
11.30 Break
11.45 Programmatic reviews
12.30 Lunch
1.30 Panel meeting with learners and alumni
2.15 Programmatic reviews
3.30 Panel’s closed discussion
4.00 Panel presents preliminary findings and recommendations
4.15 Conclusion
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Recommendations and findings
Recommendations
1. The panel recommends to QQI that, subject to and conditional upon the module changes agreed by the panel, the two programmes under review be revalidated for
five years commencing in the academic year 2016/17:
BA (Hons) in International Business
MB in International Business
2. The panel recommends that that the following electives be added to the MB programme:
(MIB570) Fundamentals of energy and the world economy (9 ECTS);
(MIB571) Project management in oil and gas (9 ECTS);
(MIB572) Energy economics and policy (9 ECTS);
(MIB573) The historical economy of oil and gas (9 ECTS);
(MIB580) Internship research project (30 ECTS). This module becomes an optional elective, which can be completed in lieu of the research module,
(MIB509) Dissertation. Thus, (MIB509) Dissertation (30 ECTS), also
becomes an optional elective.
The rationale for these changes is discussed at greater length below in
appendix 1, item 10. The amended programme schedule is provided below
in appendix 8; module outlines for all the proposed new modules are below
in appendix 9. The panel found convincing the institution’s proposal to
provide an elective option for the dissertation, in the form of an internship
research project. Critical evaluation of the module outline and discussion
with the programme team revealed that the proposed elective retained a
robust research, analysis and writing content, while also allowing the
learner to gain workplace experience, which the institution has found is in
high demand both from learners and prospective employers. The additional
proposed elective modules allow learners the opportunity to expand their
knowledge by undertaking areas of study that are central to international
business. The panel examined the module outlines for these proposed new
modules and discussed them with teaching staff and was satisfied that their
intended learning outcomes and assessment processes are in keeping with
the programme structure and minimum intended learning outcomes and
with the QQI validation criteria for level 9 business programmes.
3. The panel recommends that the following mandatory modules be made electives in the MB programme:
(MIB501) International regulatory environment;
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(MIB502) Political economy;
(MIB508) Corporate policy.
The rationale for these changes is discussed at greater length below in
appendix 1, item 10. The amended programme schedule is provided below
in appendix 8. The programme already has a number of elective modules;
the panel was persuaded that adding these modules to the elective list
would provide a wider range of choice to learners without compromising
the broad-based international business focus of the degree.
4. The panel recommends that the following modules retain their mandatory status as in the approved MB programme schedule operative since 2011:
(MIB500) Cross-cultural management;
(MIB503) International corporate finance;
(MIB504) Designing and conducting research.
The rationale for these changes is explained at greater length below in
appendix 1, item 10. The amended programme schedule is provided below
in appendix 8. The panel agreed with the institution’s view that these three
modules form the core of the international business programme and should
be mandatory for all learners taking it.
5. The panel recommends that the institution undertake intensive marketing in Ireland and the US, in particular, and that it capitalise on its unique selling point of
small, interactive classes and student-centred learning. The institution should also
emphasize in its marketing in the US its access to Title IV federal student aid. In
relation to this recommendation, please see also finding number 1, below.
6. The panel recommends that the all teaching staff be required to utilise the digital teaching and learning platform, ‘Moodle’. The panel noted that take-up and use of
Moodle by teachers and learners is good, though in its dialogue with these groups
it detected that it is not deployed consistently across the programmes. The panel
recommends that the institution take steps to ensure that the platform be used as
extensively as possible in order to maximise its potential as a teaching and
learning tool and a source of inventive pedagogy.
7. The panel recommends that all examinations in the BA (Hons) in International Business for the award stage (as all other stages) of the programme be reduced
from three hours’ duration to two hours’ duration regardless of the marks allocated
to the examination component of the assessed module. This would bring the award
stage into line with the preceding stages, which all have two hour examinations. In
the discussion of this matter with the institution staff, it was noted that this would
also bring the programme into line with common practice in semesterised
programmes in institutes of technology. It was mentioned that there is a concern
that with five examinations at the end of each semester, each of them of three
hours’ duration, there could be a danger of over examination. The panel noted that
the institution’s external examiners have also recommended implementation of the
above.
8. The panel recommends, following a critical evaluation and discussion with the institution’s staff of the academic committees, that the number of committees be
streamlined by subsuming the existing Academic Standards Committee, viewed
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by the panel as an unnecessary bureaucratic layer, into the Internal Student
Learning Assessment Board.
9. The panel recommends that there be more graduate / alumni input into the development of programmes given the quality of the feedback from graduates that
was evident in the closed session the panel had had with them.
10. The panel recommends that, while being cognisant of financial constraints, professional development of teaching staff should be enhanced by freeing up
lecturers to attend conferences, and by the provision of workshops on ‘Moodle’
and teaching / learning strategies. It is also recommended that the doctoral
candidates on the institution staff publish their research findings.
11. The panel recommends that the employee handbook should have a section inserted on workplace accidents, dealing with the institution’s reporting mechanisms and
related protocols for these eventualities.
12. The panel recommends that the College’s Academic Council oversee the implementation of the panel’s recommendations and findings.
13. The panel recommends that an independent audit be carried out by 31 December 2016 to ascertain the extent to which the Academic Council has ensured the
implementation of this report’s recommendations and findings.
Findings
1. The panel noted that numbers in both of the programmes had fallen since the last programmatic review. There was an extensive discussion of this between the panel
and institution management. It was explained that student numbers in the BA have
improved in the last two years and that all the classes are considerably bolstered
by the institution’s active study abroad recruitment and robust numbers. Regarding
the MB, the institution explained that it proposed to introduce an internship
research module to address the reduction in numbers over the last two years.
(More detail on these matters is provided below in appendix 1, items 1 and 10.)
Notwithstanding these considerations, the panel believes more should be done to
improve recruitment into the programmes, and in this regard refers the institution
to recommendation number 5, above.
2. The panel commended the institution on its creative, interactive, student-centred pedagogy, which is considerably enhanced by small class sizes.
3. The panel commended the very positive level of student engagement it observed with the institution, teaching staff, administration and programme.
4. The panel commended the accessibility of senior staff, such as the Academic Dean and the Heads of Programme, and cited this as a significant strength of the
institution.
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5. The panel commended the institution in in responding to growing market demand for inclusion in the MB programme of the Internship research project, a
combination of research and practical work experience.
6. The panel noted the overall consistency, uniformity and quality of the syllabi in general. It was clear that a standard template had been adopted and although some
might be more detailed in terms of sub-headings, the high quality of the syllabi
submitted was evident.
7. The panel is satisfied that the programmes under review have been designed in accordance with QQI recommendations contained in the document Awards
Standards: Business in respect of knowledge, skill and competence to be acquired
by learners during their course of study in level 8 and level 9 programmes. The
panel also noted that effective teaching, learning and assessment strategies were
amply reflected both in the module outlines and in the assessment strategies for
the programmes set out in the SER.
8. The panel reviewed the College’s Self-Evaluation Report (SER), a substantial document of 120 pages which was submitted to the Peer Review Group in April
2016 and which included a SWOT analysis for the programmes under review,
analyses of teaching and assessment strategies for the programmes, review of
relevant quality assurance processes and a review of the history and planned
development of the programmes. The panel is satisfied that the SER addressed the
key issues affecting the programmes under review.
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Conclusion
The panel is pleased to recommend revalidation for five years of the programmes under
review: the BA in International Business and the MB in International Business. The panel
wishes to thank the College for the timely submission of the Self-Evaluation Report,
which was detailed, substantial and thorough, and wishes to compliment the College for
its candour and openness during this programmatic review.
The panel found the site visit on the 20 April 2016 to be a very rewarding experience and
was pleased to note this finding echoed by all College staff involved. Engagement
between the panel and institution staff was positive, candid, stimulating and insightful.
The inclusion of the learner and alumni focus group on the agenda was a particularly
welcome and invigorating addition to the day’s activities in which a valuable insight was
gained into teaching and learning at the college from the institution’s prime stake-holders.
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Appendix 1: Objectives of the programmatic review
The specific objectives of the programmatic review were to:
1. Analyse the effectiveness and efficiency of each validated programme, including
detail of learner numbers, retention rates and success rates.
A four-year BA in International Business was among the original suite of
programmes offered to incoming students when the College’s classes commenced
in September 1993. The degree was part of the first tranche of programme
accreditation approvals granted to the College by the NCEA in 1996.
In 2002-3 the BA in International Business underwent its first programmatic
review. The process began with the research, writing and submission of a self-
study in 2002, and culminated in a site visit to the College by an external
evaluation panel in March 2003, followed by the panel’s report later that month
and a letter to HETAC in April 2003 stating that the panel was satisfied with the
College’s responses to its recommendations and that the programme should be
reapproved.
The report noted the College’s intention to replace the four-year programme with a
three-year BA in International Business. In the year following the programmatic
review the College moved towards implementing the proposed change. The
College’s four-year degree had been largely based on the American undergraduate
model, in which one of the four years is given over to general education. In
drafting a three-year version of the programme, the first step was to take away the
general education component. Significant attention was also given to
reformulating the remaining specialist business modules, so that the learning
outcomes could be adequately met within a reduced timeframe. Both the
academic content of the modules and the programme as a whole were
reconsidered, resulting in the removal of some modules, introduction of others,
and in a new course sequencing overall. In early 2005 a submission for a new
three-year Level-8 BA in International Business was made and, following a site
visit, report and response in March and April 2005, the new programme was
approved and received its first intake of students in September 2005. The
programme underwent programmatic review in 2011.
In 2005, following the validation of the three-year BA in International Business
programme, the College decided that the strategic growth of the business
programmes would be served by developing a Level-9 Master of Business
programme, specializing in International Business. It would provide a progression
route for the College’s undergraduate International Business students, and would
draw on the expertise of its existing faculty. In the spring of 2006 a submission for
an MB in International Business was considered by a HETAC accreditation panel.
The submission was approved. The new programme took in its first students in
September 2006. The MB underwent its first programmatic review in 2011.
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The BA (Hons) in International Business has the aim of providing the graduate
with a comprehensive understanding of the international business environment.
The programme focuses on the international aspects of management, finance,
marketing, information technologies, law and economics. The programme also
examines the challenges of global integration and cross-cultural management; and
the importance of an ethical dimension to business practice is emphasized.
Students are taught skills in research methodologies, accountancy, finance and
information technologies, and their appropriate applications in the global
marketplace. The degree seeks also concentrates on developing the individual’s
critical thinking abilities, problem solving and communication skills using group
and project work. The theoretical content of the curriculum is applied in an
interactive work environment in the final stage of the programme. Students are
required to spend an internship period aimed at broadening their work and study
experience. The intention of the programme is to produce graduates who are able
to recognize, evaluate and solve issues that they encounter in an international and
global business context.
The MB in International Business is a one-year programme that seeks to equip
students with the knowledge base, skills, competencies and strategic awareness to
succeed in the international business environment. The programme focuses on
three broad strands, the international environment, international management and
international business functions, examining these strands through a selection of
mandatory and elective modules looking at international business management,
finance, economics, marketing, entrepreneurship, and law. A module on research
methods provides the basis for a capstone dissertation or, as proposed in the
current review, an internship research project.
The panel found from its consideration of the materials in the SER, on site
materials and discussion with institution staff and stakeholders, that in terms of
academic content and delivery, pedagogy, assessment, student and graduate
satisfaction (evaluated in the course of closed interviews with these groups),
provision of and adherence to appropriate quality processes for monitoring and
improving the programmes, the programmes are operating effectively and
efficiently.
Regarding learner numbers, the institution provided material in the SER showing
learner progression and completion and provided further documentation on the day
of the site visit (though the materials in the SER were useful in showing
throughput, the panel requested student numbers, not just percentages, be
indicated in them; these raw numbers are provided along with the percentages
below in appendix 5 of this report). Analysis of the progression, retention and
completion rates revealed that the programmes are successful in these respects,
with generally 90% of any given cohort progressing and completing on schedule,
and with attendance and retention rates largely above 85%. The panel had a
detailed discussion with the institution management and programme heads
regarding numbers, noting that students in both programmes were lower than at
the previous programmatic review. Regarding the BA in International Business,
the institution explained that programme has had a drop in enrolment from 2012 to
2014, enrolment since then has improved. Class sizes in each year (stage) are 10 to
14 students, with 25-33% made up of US study abroad students. Regarding the
MB in International Business, the institution explained that the programme’s
enrolment since its initial accreditation in 2006 has been good, except for the last
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two years, in each of which students (especially American students) enrolled in the
programme transferred to the MBA in order to avail of its research internship
project. It is in order to address this development that as part of the current
programmatic review it is proposed to introduce a research internship project as an
elective option to the programme (see item 10 below for further detail). Class sizes
in the taught portions of the programme have remained good, in a 12 to 15 range
over the last five years.
2. Review the development of the programmes in the context of the requirements of
employers, industry, professional bodies, the Irish economy and international
developments.
The BA in International Business programme receives considerable support from
industry through the internship programme. All final-year students must complete
a 320-hour internship. The interactions of the institution with the internship site,
including feedback on the student and relevance of the student’s study to the
workplace, is considered as part of the ongoing programme review and
development by the Academic Committee.
The MB in International Business programme interacts with these areas largely
through its teaching staff, several of whom are active as business people in their
own right and bring these experiences to the classroom, and through the researches
of its teachers who are engaged in doctoral or post-doctoral research. These
activities are shared with the programme team in the Academic Committee and
inform development of the programme. The Head of Programme, David Horgan,
is a regular contributor to business sections in the Irish media. The proposed
internship research project will allow for links to be developed with potential
employers through interactions with the various internship sites.
3. Evaluate the response of the provider/school/department to market requirements
and educational developments.
The BA in International Business programme has added a number of innovative
modules in the past addressing new and developing market requirements and
educational developments. These include modules on ecommerce, sustainable
business, business ethics, and an internship research project (that was introduced
at the previous programmatic review to provide an elective alternative to the
internship for students who were unable to undertake an internship). Going further
back, the institution addressed market requirements by converting the programme
from a four-year to a three-year programme.
The MB in International Business programme team proposes to add a number of
electives as part of the current review to the programme, addressing demand from
students and from employers for an element of practical experience in the
programme (through the proposed research internship project) and through the
provision of a number of additional electives in international energy studies.
In both programmes, with respect to educational developments the panel was
impressed by the quality, inventiveness and engagement of the pedagogy evident
in the programme’s teaching and learning. The emphasis on small and interactive
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classes provides highly effective teaching and learning processes. The use of the
learning management system Moodle by most teachers was also impressive,
though it was recommended that usage be standardised and enhanced across all
classes through the provision of more regular Moodle workshops.
4. Evaluate the feedback mechanisms for learners and the processes for acting on
this feedback.
The programmes have very impressive provision for learner feedback and
effectively responding to that feedback. This includes formal mechanisms such as
the collecting of student evaluations for each class (reviewed by the head of
programme with the teacher of the class once final grades are submitted and
discussed in the Academic Committee and reviewed in the end of year report to
the Academic Council), student representation on the Academic Committee, and
provision for the Student Union’s Education Committee to make submissions to
the Academic Committee on the programmes. Perhaps most significantly, the
panel noted the high quality of the informal feedback mechanisms evident, in
terms of high levels of student engagement with the institution’s teachers and
programmes, and the ease of student access to teaching and administrative staff
and the sense students gave of being able to speak freely and usefully with these
institutional representatives.
5. Evaluate the physical facilities and resources provided for the provision of the
programme(s).
The following observations were made by the panel in relation to the facilities and
resources:
Staff:
The two programmes have assigned heads of programme. For the BA (Hons) in
International Business it is Dr Vincent McDonald, an experienced academic and
administrator. For the MB in International Business it is Mr David Horgan, an
experienced figure in commercial and business law, with an MBA from Harvard
University’s School of Business. The other teaching staff are a mixture of
experienced lecturers (about 50%, half of whom are doctorally qualified), teachers
who work in industry (about 20%), and younger doctoral candidates. The
programme is supported by an academic office headed by the Registrar and the
Academic Dean. There is also a Student Services Officer and a Dean of Students.
The panel’s evaluation of the staffing resources found that the programmes are
well provided for in terms of these requirements.
Accommodation:
The panel was provided with a full tour of the facilities on the morning of the site
visit.
The programmes are accommodated along with the institution’s other programmes
in three Georgian buildings at 1, 2 and 3 Merrion Square, Dublin 2. There are
eleven classrooms of varying capacities, and the programme is sufficiently
accommodated within them. 1 Merrion Square is the Oscar Wilde House, the
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childhood home of the famous writer who lived there from 1855 to 1878. The
accommodation arrangements are as follows:
No. 1 Merrion Square: The Oscar Wilde House
Ground floor: Reception, board room, student lounge, dining room for students,
café and seating area to accommodate 60 students, ladies and gents toilets;
First floor: Cultural Centre: drawing room, conservatory, dining room, and
study, student lounge;
Second floor: 2 classrooms which accommodate 25 students per classroom, ladies
and gents toilets;
Third floor: Academic Office, Business Office, one tutorial room.
No. 2 Merrion Square
Hall floor: Reception, Admissions Office, Academic Dean Office;
First floor: Rooney Library;
Second floor: 2 classrooms with capacity to accommodate 30 students per
classroom, ladies and gents toilets;
Third floor: Hanley Computer Laboratory and classroom, computer room;
Basement: Student lounge, 1 performing arts classroom, 1 store room, ladies
and gents toilets;
No. 3 Merrion Square
Hall floor: 2 classrooms with capacity to accommodate 30 students per
classroom, 2 offices;
First floor: Rooney Library;
Second floor: 2 classrooms with capacity to accommodate 30 students per
classroom, ladies and gents toilets;
Third floor: 1 office, 2 classrooms;
Basement: ICT office, Student Affairs office 1 store room, ladies and gents
toilets.
Information technology:
The panel found that the programmes have adequate information technology
support for achieving its learning outcomes.
All teaching classrooms are supplied with integrated chairs and desks, a
whiteboard, and PowerPoint and projector units. The computer laboratories are
equipped with good quality, up-to-date hardware and software.
The learning management system used by the institution is Moodle. It is
extensively used, and was found to be used to good effect, though with less
consistency than might be attained. Though the College conducted a Moodle
workshop in 2014, the panel recommended that a new workshop be conducted
before the next academic year in order to be sure that all teaching staff are using
the system to its potential.
The academic management system used by the institution is Prestige, a bespoke
application developed by Scholar Systems. It appears to operate at the required
standard for the purposes of recording student information, academic results,
producing transcripts and the like.
The institution provides high speed broad band throughout its facilities.
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Library:
The institution’s library, The Rooney Library, provides reading and research
material on the specialist subject areas of the programmes, along with materials on
literature, languages, hospitality, history and the environment. It appears to fulfil
all the needs of programme in terms of research and study facilities. There are
networked computers and printers, with Internet access and power points for
portable computers. The library management system, MandarinOasis, provides an
online catalogue accessible via the internet. Students are able to search the
catalogue, extend their loans, and place holds on titles from home. An inter-
library loan service is available for staff and students.
The Rooney Library houses a collection of approximately 10,000 book titles.
Monographs:
Reference: The Reference collection includes encyclopaedias, dictionaries,
handbooks, biographies, bibliographies, directories, compilations of statistics,
maps;
General Lending: The Lending collection generally represents the curriculum
which is currently available to the students. Faculty and the librarian work
together to select appropriate material in support of the learning process. The
collection is wide ranging, being particularly strong in the behavioural sciences,
political sciences and the humanities. Books may be borrowed for two weeks,
after which fines will accrue.
Short Loan: Books which are in high demand may be placed in the Course
Reserves collection. These items may be borrowed for only two hours, and
students are permitted only two titles at the one time.
The Rooney Library’s current holdings are:
Total books: 10000
Periodical subscriptions: 49
The Rooney Library benefits from electronic links with Lynn University, through
which it has access, available remotely to students, to over eleven million books
and journals. The library also has access to the British Library as a registered
customer of the British Library Document Supply Service. In this way books not
available in the campus library, which the lecturer or student requires and is
unable to access through any local arrangement, can be borrowed from the British
Library. Articles not available from the journals subscribed to by the library, or
through any of the full text databases provided by the library, can also be obtained
from the British Library. All patrons using this service are obliged to sign a
separate copyright declaration form for each request, and the library holds these
forms for the requisite time demanded by legislation.
The institution is a subscriber to the British Library Document Supply Centre,
which further enhances the range of materials available. The Rooney Library also
has access to a wide variety of electronic databases.
Final year students may also request a letter of introduction to the library of
Trinity College Dublin, which permits them access to these major resources for a
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day, during certain periods of the academic year. Private arrangements may
similarly be made with other local information services if required by faculty or
student, by applying to the librarian.
Apart from books, the library subscribes to local and international newspapers,
major business newspapers, foreign language newspapers and other literary news
publications. Since the library was established, journal titles were selected for
their lasting academic quality and relevance to the courses offered at the American
College Dublin. Titles cover all the major subject areas normally found in small
academic libraries.
Electronic Information Sources:
The main source of electronic information is through internet. The institution has
full access to the very large electronic learning resources of its founder Lynn
University, with which it retains close links.
Administration:
The institution appears to have an administration that is sufficient for its purposes.
The administration includes a President (available to the panel throughout the site
visit), Academic Dean (chief academic officer, who headed the programmatic
review on the institution’s side), Registrar, Director of Admissions, Director of
Administrative Services, Student Services Officer and a Dean of Students.
Publicity/public information:
The institution regularly publishes, both in printed and electronic format (on its
website: www.iamu.edu), its catalogue, prospectus, and Quality Assurance
Manual, which contain up-to-date information about its mission, accreditation, the
degree programmes it offers, the qualifications awarded, application methods,
student life and internships. These publications are updated at least once a year,
and sometimes more often when interim version are required. These items were
made available to the panel in their hardcopy form.
The institution has an active social media presence, advising its internal and
external community of current and future events and developments in the
institution.
The institution provides information to the public about its activities and
programmes through its marketing (printed and electronic), participation in
educational marketing fairs, and college and school visits.
6. Evaluate the formal links which have been established with industry, business
and the wider community in order to maintain the relevance of its programmes.
The programmes’ links with these areas are largely through their lecturers, field
trips and guest speakers in lectures, alumni, talks, and the BA internship
programme. Collectively, they appear sufficient for maintaining the relevance of
the programme, and would be enhanced once the proposed MB internship research
project module is underway. The links include:
http://www.iamu.edu/
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Lecturers
The programmes have links with industry through their lecturers:
Philip Byers is a marketing consultant.
Lisa Daly is a practicing barrister.
David Horgan is a director of an energy financing company and contributes
regularly material on the energy sector in the Irish press and radio.
Johnnie McCoy is a practicing barrister.
Mícheál Ó Raghallaigh is a practicing accountant.
Lecturers are also in contact with industry through their research and further
studies.
Field trips and Guest Speakers
IB308 Sustainable Business learners visited The Greenhouse in St Andrew Street,
Dublin, to join a session with would-be eco-entrepreneurs who are starting their
own sustainable businesses.
Guest speakers in lectures have included Daniel O’Riordan, Project Manager
(Cloud Computing), Microsoft; Niall Browne, Human Resource Manager,
Manpower; Dervla Collins, Project Office Manager, Houghton Mifflin Harcourt.
Alumni
The College is in contact with alumni who have embarked on a wide variety of
careers. Selected alumni return to the College to give talks to students on their
experiences in industry post-graduation.
Talks
Talks take place on a regular basis in the College. Learners from all disciplines are
invited to attend. Recent talks include:
Dr. Steve Musson, Lecturer in Political & Economic Geography, University of
Reading: ‘London Olympics: A Sustainable London?’
Stephen Chandler: ‘Ireland’s Celtic Tiger: Boom & Bankruptcy’
Prof. Rob Kitchin and Dr. Cian O’Callaghan, National Institute for Spatial and
Regional Analysis (NIRSA): ‘A Haunted Landscape: Housing and Ghost Estates
in Post-Celtic Tiger Ireland’
Miriam Enright, Director of Business Development, Self Help Africa: ‘Building a
Business: The Case of Self Help Africa’
Internships
The BA in International Business programme has links with industry through the
internship. Learners in the BA undertake a 320-hour internship in a company
related to their field of study. The module leader receives feedback from learners
as they complete daily logs and a final report, while the companies assess the
learners at the mid-point and end of the internship.
The MB in International Business proposed internship research project will
provide the programme with direct links with industry through the student’s and
institution’s interactions with the internship site. These links appear to have been
helpful in developing the programme on the basis of industry feedback in the BA
(Hons) in International Business, and would likely be similarly useful in the MB
in International Business.
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7. Evaluate feedback from employers of the programmes’ graduates and from
those graduates.
The main source of employee feedback for the BA programme is from its active
internship module, which has been a fruitful career starting point for graduates.
The MB’s proposed internship research project module is a potential source of
employee feedback for the programme.
The panel met with a selection of graduates and was impressed with their positive
feedback on the programmes. The panel recommends that the institution make
enhanced use of its alumni, who appear to have a high level of engagement with
the programme.
8. Review any research activities in the field of learning under review and their
impact on teaching and learning.
The panel met teaching staff and were given summaries of their research activities.
Several of the faculty have either recently completed their doctoral studies or are
in the process of doing so, or are engaged actively in research work. The panel
recommended that those undertaking doctoral research be encouraged to publish
their research findings. Modules that have been introduced in the past such as
sustainable business and ecommerce have emerged from these activities. Teachers
are encouraged to bring their research work and materials into the classroom when
appropriate. Studies and research currently being undertaken by the faculty
include:
Zahra Al-Nassar is studying for a PhD on the effect of corporate governance on
earnings quality in the Persian Gulf nations at Trinity College Dublin.
Michael Clark recently completed his PhD on statistical modelling at University
College Dublin.
David Horgan, Head of Programme, writes and speaks regularly on international
energy, economics and finance in the Irish media.
Vincent McDonald recently completed his PhD on leadership and management at
University College Dublin.
Desmond O’Mahony just completed his PhD on probability and statistical
modelling at Trinity College Dublin.
Deepak Saxena is studying for a PhD on management at Trinity College Dublin.
Frauke Wolf is reading for a PhD on organisational culture and its impact on
innovation in the Irish ICT sector at Trinity College Dublin.
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9. Evaluate projections for the following five years in the programme(s)/field of
learning under review.
The programme teaching staff and administrators suggested to the panel that
international business is an area of business studies that is likely to grow in the
coming years, as globalisation continues apace. Although the programme has
suffered a drop in numbers entering from Asia and Africa as a result of the
recession, numbers from the USA and Europe have increased and the programme
leaders believe that student numbers from Africa and Asia will rise as the global
economy recovers over the coming five years. Although no programme changes
are proposed as part of the current review, the programme team is considering
research into the possibility of introducing new modules for the next review,
including modules on international business history, and international business
and culture.
The main challenge the MB programme has faced in the last two graduating years,
has been of students transferring out of the programme after completing the taught
classes and taking an internship option offered as part of the institution’s MBA
programme. In order to address this slippage of students from the programme, the
institution proposes to introduce an internship research project module as an
elective option to the research dissertation. The institution also proposes to add
some elective modules in international energy, which students in the MB have
expressed an interest in taking.
10. Make proposals in relation to updating programmes and modules; proposals in
relation to the discontinuation of programmes/ modules and the development of
new programmes.
No changes are proposed for the BA in International Business programme as part
of the current programmatic review.
The MB in International Business proposes to change some mandatory modules to
electives, and to add some elective modules.
The programme team explained that the proposed changes have arisen out of
student and lecturer feedback and, in the case of the internship research project,
employer feedback on the desirability of the degree having some real-world
experience built into it, and the consideration of the institution that the additional
electives would add materially to the extant programme. The panel evaluated the
internship research project module and discussed it with the programme team, and
found that its learning outcomes, particularly with regard to the research design
and writing requirements, were of an equivalent level to the dissertation with
which it is proposed to be an elective pairing. The panel similarly evaluated the
proposed additional classroom-based electives, and found them to be of an
equivalent standard in terms of intended learning outcomes and assessments to
those already offered in the programme and that they contributed appropriately to
the overall programme minimum intended learning outcomes.
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The institution proposes to add the following elective modules to the MB in
International Business:
Fundamentals of energy and the world economy
Energy economics and policy
Historical economy of oil and gas
Project management in oil and gas
Internship research project (30 credits)
The institution has run for some years an MBA under its American accreditation.
In the last three years, students have in increasing numbers transferred to the
programme from the MB in the second semester or in the summer. There are two
main reasons for this: firstly, although the MBA largely has the same modules as
the MB, it offers a number of electives in energy, oil and gas, and these have
proved attractive to students in the MB programme; secondly, the MBA offers an
internship research project, and the prospect of combining work experience with a
research project on the placement company has proved attractive to potential
employers and to students, with many in the most recent two years’ graduating
classes deciding at the beginning of the summer that they would prefer to take the
internship research project rather than the MB’s dissertation and have accordingly
transferred to the MBA.
The proposed addition of the elective modules would make it unnecessary for
students to transfer out of the programme.
Thus, the programme would have the following configuration:
Students take the three following mandatory modules:
Cross-cultural management
International corporate finance
Designing and conducting research
Students choose four from the following:
The political economy
Corporate policy
International entrepreneurship
International business ethics and corporate governance
International regulatory environment
International strategic marketing
Fundamentals of energy and the world economy
Energy economics and policy
Historical economy of oil and gas
Project management in oil and gas
Students choose one from the following:
Dissertation (30 credits)
Internship research project (30 credits)
The panel considered these proposed changes and the proposed new module
outlines in the SER and had an extensive discussion of the rationale for them with
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the programme team. The panel suggested that one of the proposed mandatory
modules be made an elective (International regulatory environment) and one of the
proposed elective modules be made mandatory (International corporate finance),
which the programme team accepted; these changes are included in the
programme configuration above.
Following consideration of the SER and discussion of the rationale behind the
proposed changes, the panel found the changes to be well-considered and
recommends that they be implemented.
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Appendix 2: Review of teaching, assessment and learning strategies
The College has procedures in place regarding its strategies and practice relating to
teaching, assessment, and learning. These procedures are included in the College’s
Quality Assurance Manual, whose relevant prescriptions include the following:
Learning support
The College’s learning support (Section 2 of QA Manual) builds on practical
advancements and experience within the College, within Lynn University as the College’s
founding institutions, on Irish and international developments in higher education over
recent years. The College’s mission is to offer student-centred learning supported through
excellence in teaching that produces graduates who are equipped to lead successful lives
and to contribute effectively to society.
Learning in the College is designed to build a repertoire of effective learning strategies in
a way that assists learners in functioning as self-motivated individuals. The strong focus
is on enabling and empowering students to achieve the learning outcomes of their
programmes and modules while recognising diversity in individual learning styles. The
College promotes active student engagement with material in a meaningful and genuine
way that supports the linking of new knowledge to previous understanding gained in
formal and informal learning experiences.
Learning and teaching methods
According to Section 5.2.1 of the QA Manual teaching is seen in the College as a
multidimensional activity that promotes quality learning through a student-centred
interaction between the teacher, learner and the curriculum. The teaching methods are
designed to help the learner to understand how to use study resources to facilitate their
educational experience and to achieve the learning outcomes of their programmes and
modules. Learning and teaching methods are intended to facilitate students taking
ownership of, and responsibility for, their own learning in partnership with the academic
faculty. The methods adopted provide students with varied learning opportunities and
experiences, and include conventional lecturers, tutoring, mentoring, case studies, e-
learning, workshops, internships, project supervision, research supervision, and student
observation.
In essence, learning and teaching strategy of the College is based on a set of key
principles and sets of specific goals and objectives for learning, teaching and assessment.
Among the main goals of this strategy is academic achievement and progression,
assessment as a learning experience, flexibility of learning and teaching methods, holistic
approach to curriculum design, continuous student support, professional development and
employability.
As students progress from year to year the subject matter of their studies becomes
increasingly complex and challenging. The focus of learning moves from acquisition of
knowledge and understanding to critical analysis and application of conceptual knowledge
to practical situations. In the final year in particular students learn to critically evaluate
and apply knowledge and skills acquired in earlier years of study.
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Ultimately, students are brought to a position where they can demonstrate, through a
variety of assessment processes, that they have achieved the learning outcomes of their
programmes.
The adoption of the E-learning system Moodle has provides lecturers and students with a
virtual learning environment to complement and enrich the more traditional learning
process. This makes it possible for lecturers to create new learning opportunities for
students. Adapting this technology as an integral part of teaching methodology has
enabled lecturers to provide course material in a variety of media formats outside the
classroom, thus fostering effective self-learning techniques.
Learning support mechanisms
The College’s policy is to provide tangible learning support to students throughout their
studies. At the commencement of the academic year each student is issued with
information designed to guide them through their studies, including detailed module
descriptions, continuous assessment schedule, reference to the College plagiarism policy,
past examination papers, and reading lists. Library and computer service staff members
participate in the induction of new students, providing information on the library service
and the use of IT resources. The induction is complemented by library tours given to
groups or to individuals upon request.
The relatively small size of the College is conducive to the development of close and
frequent direct interactions between lecturers and individual students, who often enjoy the
benefits of their lecturers’ attention and guidance outside teaching hours. The academic
support thus obtained involves familiarising students with standard research methods and
conventions, developing students’ ability to critically evaluate research and critical
material, encouraging students to think independently and critically, assisting students in
revising for and answering examination questions effectively.
Assessment methods
According to Section 3 of the QA Manual the broad objective of the learner assessment
process in the College is to establish the extent to which each learner has achieved the
intended learning outcomes of the modules they have undertaken and of their overall
programme.
Assessment can be defined as any process that appraises an individual’s knowledge,
understanding, abilities or skills. The College’s assessment regulations govern written
examinations and continuous assessment in the form of coursework assignments, projects,
reports, oral presentations, reviews, research projects, dissertations, and such other forms
of assessment as may have been approved or prescribed in any programme or course of
study. Assessment procedures are based on clearly expressed intended learning
outcomes.
Assessments are set by the lecturer responsible for delivering the module. They typically
involve continuous assessment (term papers, reports, presentations, practical exercises,
research projects) and final examinations. Draft examination papers are sent to external
examiners for approval.
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Final examinations are conducted in strict observance of regulations, including
publication of examination timetables, registration of students, invigilation of
examinations, and academic discipline during examinations. After examination papers
are marked, sample scripts are sent to external examiners for approval. The final grades
are then calculated, discussed, and approved by the Internal Examination Board. The
results are finally approved at the Summer and Autumn External Examination Boards.
In the American College Dublin students are assessed using published criteria, regulations
and procedures applied fairly and consistently (as stipulated by the guidelines set out in
the QQI publication Assessments and Standards, Revised 2013). In particular, the College
is committed to ensuring that
Learners have the opportunity to demonstrate their learning achievement;
Assessment opportunities support standards based on learning outcomes;
Assessment opportunities promote effective learning and teaching;
Type of assessment (whether diagnostic, formative, or summative) is explicitly stated;
Assessment procedures are fair, valid and reliable;
Assessment methods are monitored and reviewed to fit evolving requirements;
Assessment requirements are explicit and accessible to learners.
The College has endorsed and implemented the following underlying principles for the
assessment practice:
Assessment is an integral part of the course design process, and is constructively aligned with the programme/module intended learning outcomes;
There are clear and consistent assessment criteria prepared by the examiner, which are provided to the learner at the time of assignment;
Assessment is transparent, valid, reliable and free from bias;
The assessment framework facilitates student learning and supports student progression;
Learners are provided with feedback on assessment that is timely, promotes learning and facilitates improvement;
The management of assessment is efficient both with regard to the amount and timing of assessment and to staff and student workload;
Assessment standards are maintained consistently and appropriately to the award;
Assessment standards are comparable across programmes and across other third-level institutions in the country.
Assessments are set by the lecturer responsible for delivering the module, who in most
cases is also the internal examiner of the module. The role of the internal examiner is to
Prepare assessment in line with the approved module description format;
Submit on the appointed time draft examination papers and marking schemes to the Academic Office;
Take account of suggestions and recommendations proposed by the external examiner;
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Mark the assessment, submit the mark sheets and originals of assessments to the Academic Office on the appointed time;
Receive feedback from the external examiner and agree to revise if necessary the grades proposed to be awarded to each student;
Attend meetings of the Examination Boards to verify marks and contribute to the discussion of grades and awards.
The role of the external examiner in turn is defined by the QQI document Effective
Practice Guideline for External Examining, published in February 2015. Accordingly, the
external examiner is an independent expert who is a member of the broader community of
practice within the programme’s field of learning, and whose accomplishments attest to
his/her likelihood of having the authority necessary to fulfil the responsibility of the role.
The main role of the external examiner is to provide independent quality assurance for the
assessment process and to ensure that standards appropriate to the award level are
consistent with national standards and comparable to other institutions. In particular, the
role of the external examiner is to
Review the appropriateness of the minimum intended programme learning outcomes and other programme objectives;
Probe the actual attainment by learners of actual programme learning outcomes using information agreed with and supplied by the College;
Compare and contrast both the minimum intended programme learning outcomes and the actual attainment of learners with the relevant awards standards, with the
National Framework of Qualifications, and with corresponding data from other
programmes in the same discipline in other higher education institutions in Ireland
and abroad;
Determine whether or not the applied procedures for assessment are valid, reliable, fair and consistent;
Review the appropriateness of the programme assessment strategy and the assessment procedures, and consider subsidiary module assessment strategies;
Review key assessment tasks prior to their assignment in light of the programme and module assessment strategies and learners’ prior learning;
Report findings and recommendations regarding the assessment process to the College.
Continuous assessment
All academic programmes offered by the College use some elements of continuous
assessment. This form of assessment provides insight into the students’ knowledge, skills
and competences in areas not normally assessed in final written examinations. Different
forms of continuous assessment and the specific learning outcomes they address include
the following:
Research using primary and secondary sources, which aims at developing the students’ ability to conduct original scholarly work, to critically assess
professional literature, and to present the research results in a professionally
acceptable format;
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Literature review, which assesses the students’ ability to find relevant professional sources, both printed and in electronic format, and to critically evaluate their
contents;
Critical review of a published text, which should display the students’ ability to display understanding of professional literature and its critical evaluation in the
form of a written review;
Term essays and reports, which should display both the students’ familiarity and understanding of a specific field of knowledge relating to course material, and
their ability to conduct independent critical research within the field covered by
the course;
Practical project work, which aims at developing the students’ ability to apply academic knowledge to specific practical problems encountered in social
experience;
Oral presentations, which should display the students’ skill to share their academic knowledge with others in the context of direct social interaction and
public debate;
Class test and quizzes, which assess the degree of the students’ familiarity with and comprehension of specific issues relating to currently discussed course
material;
Group work and team projects, which assess the students’ ability to work collaboratively, to display team spirit, and to share responsibility in a joint
endeavour.
Continuous assessment can provide formative and summative evaluation to support
learning by offering an opportunity to provide feedback to students on their understanding
of the module material prior to the final examination. The weighting of elements of
continuous assessment varies depending on the nature of the module, and is determined at
the time of module design by the lecturer delivering the module. Examiners are required
to ensure that they are fully aware of the weightings attached to the continuous assessment
elements in each module they deliver.
Students repeating a module who have failed the continuous assessment must not only re-
sit the final examination but also submit new versions of the prescribed continuous
assessment at least one week before the repeat final examination. As class attendance is
necessary for the achievement of intended learning outcomes in all College modules, the
option to resubmit the failed continuous assessment as part of the repeat is only available
to learners who have attended at least 75% of the classes. Students with insufficient
attendance will have to repeat the module in its entirety. In modules assessed entirely by
continuous assessment copies of continuous assessment are sent to the external examiners
for evaluation.
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The marking scheme and grade descriptors used in American College Dublin consist of
the following components:
A (80-100%) Excellent
The highest grade shows an excellent understanding of the question and of the complexity
of issues involved, with a very good command of relevant factual material, and an ability
to analyze and interpret facts and to handle theoretical concepts. There should also be
evidence of an original approach and of wide reading, and a presentation of a well-
reasoned argument.
B+ (70-79%) Very Good
This grade shows a very good grasp of the main issues and a sound understanding of the
relevant material and critical debates. There may not be as much originality of
interpretation as in the A grade, but the material is presented clearly and logically, and
provides evidence of thoughtful reading.
B (60-69%) Good
This grade shows strong awareness of the issues involved and of the main lines of
interpretation. The work may, however, contain inaccuracies, irrelevance, or poorly
substantiated claims. It also shows organisation of material that is erratic or inconsistent.
While a strong response, it is weaker in terms of general discussion, knowledge of
sources, and factual information than higher grades.
B- (55-59%) Above Average
This grade shows adequate and sufficient awareness of the issues involved and of the
interpretations and concepts involved. There are, however, obvious factual gaps and
inaccuracies, and the argument is inconsistently and poorly presented. The knowledge of
relevant sources is deficient, the work contains unsubstantiated claims and is
unconvincingly argued.
C+ (50-54%) Fair
This grade shows poor and insufficient understanding of the issues involved, and there are
considerable gaps in factual knowledge and source material. The awareness of theoretical
issues is vague and patchy. The answer is poorly planned, with little sense of direction
and poor development of basic arguments. Significant errors occur, and parts of the
answer may be irrelevant.
C (40-49%) Pass
This grade shows barely adequate and insufficient understanding of the issues involved.
There are obvious and serious factual gaps, relevant parts of the material are omitted,
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there is hardly any awareness of theoretical debates, and the argument and chaotically and
inconsistently argued.
D (35-39%) Poor
The response is barely adequate in terms of the knowledge of factual material or critical
debates. The presentation is confused and erratic, and much of the argument is either
irrelevant or illogical.
F (0-34%) Fail
A fail answer demonstrates no grasp of the issues involved. Factual knowledge may be
missing, insubstantial, or incorrect. The presentation is confused and erratic, and much or
all of the answer is irrelevant or illogical.
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Appendix 3: Self-Evaluation Report
The panel was impressed with the quality and rigour of the institution’s programmatic
self-assessment document, the Self-Evaluation Report. The main content areas which
formed the substance of the SER were as follows:
1. Programme strategic objectives
2. Review and analysis of the quality systems and processes
3. Programme stakeholder views and feedback
4 / 5. Programme strengths and weaknesses
6. Programme achievement statistical analysis
7. Resources required for the delivery of the programmes
8. Review of reports from programme boards and student feedback forms
9. Review of employment/advancement opportunities for learners
10. Review of overall teaching, assessment and learning strategies
11. Review of the assessment strategies for each programme
12. Analysis of current and future research activity
13. Review of programme links with employers, industry, professions,
the business and wider community
14. Proposed programme changes
15. Review of all modules included in the programmatic review
16. Draft programme schedules, incorporating the proposed changes
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Appendix 4: Staffing
Zahra Al Nasser, Lecturer in Management
Philip Byers, Lecturer in Marketing
Stephen Chandler, Lecturer in Finance and Economics
Michael Clark, Lecturer in Statistics
Fiona Cleary, Lecturer in Information Systems
Rowland Crawte, Lecturer in Information Technology
Lisa Daly, Lecturer in Law
Marc Gallagher, Lecturer in Management
David Horgan, Lecturer in Finance and Economics
Johnnie McCoy, Lecturer in Law
Vincent McDonald, Head of Programme, Lecturer in Management
Desmond O’Mahony, Lecturer in Research Methods
Micheál Ó Raghallaigh, Lecturer in Finance and Accounting
Séan Ó Raghallaigh, Lecturer in Economics and Finance
Michael O’Sullivan, Lecturer in Accounting
Kevin Redmond, Lecturer in Management and Marketing
Deepak Saxena, Lecturer in Management and Marketing
Frauke Wolf, Lecturer in Management and Organizational Behaviour
The programme also has direct links with industry through employment, research and
further studies.
Philip Byers is a marketing consultant.
Johnnie McCoy and Lisa Daly are practicing barristers.
David Horgan is a director of an energy company
Micheál Ó Raghallaigh is practicing accountant.
Michael O’Sullivan is a partner of Conlon O’Sullivan, Accountants and Registered Tax
Consultants.
Zahra Al Nasser, Deepak Saxena and Frauke Wolf are doctoral candidates at Trinity
College Dublin.
Desmond O’Mahony has just completed his doctorate in probability and statistical
modelling at TCD.
Changes in staffing since the last revalidation:
Staff teaching numbers are approximately the same since the last review in 2011. The
former BA in International Business head of programme left two years ago and has been
replaced by a new head of programme, Dr Vincent McDonald. The former MB head of
programme left two years ago and has been replaced by a new head of programme, David
Horgan.
Otherwise, staff turnover has been reasonably good; of the eighteen current teaching staff,
eleven were teaching on the programmes at the last revalidation.
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Appendix 5: Information on output
Aggregated achievement data is one of the bases of programme performance monitoring
and quality improvement. This is part of the quality assurance of the programmes under
review in the QA Manual and is part of the annual review procedure carried out by the
Academic Committee. Below, the historical data for the programmes and period under
review was presented in the SER with analysis.
In the data below it should be noted that the failure to complete a stage includes all
learners who did not successfully complete all ten modules of that particular stage in an
academic year.
For ease of access, the data below are reduced to tabular form at the end of this section.
BA (Hons) in International Business
2011/12
Stage 1
Passed (progressed to next stage): 80% = 11 (includes 2 study abroad students)
Failed to complete stage in year: 10% = 01
Withdrew: 10% = 01
Attendance 88%
Stage 2
Passed (progressed to next stage): 85% = 12 (includes 3 study abroad students)
Failed to complete stage in year: 10% = 01
Withdrew: 5% = 01
Attendance 90%
Stage award
Graduated: 92% = 12 (plus an additional two study abroad
students)
Failed to complete stage in year: 08% = 01
Withdrew: 0%
Attendance 92%
Progression and completion rates were strong across the programme. Retention increased
as the degree progressed, from 90% in the first year to 100% in the final year. The first
year class appears strong academically, with 60% of grades in the upper three bands.
Second year grade distribution was approximately normal, with the highest group
appearing in the B band. Final year distribution was also normal. A new item, attendance,
was 88% to 92% across the three years, and correlated with increasing retention.
2012/13
Stage 1
Passed (progressed to next stage): 85% = 15 (includes 4 study abroad students)
Failed to complete stage in year: 10% = 02
Withdrew: 05% = 01
Attendance 92%
Stage 2
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Passed (progressed to next stage): 80% = 12 (plus 3 study abroad students)
Failed to complete stage in year: 10% = 01
Withdrew: 10% = 01
Attendance 90%
Stage award
Graduated: 90% = 17 (plus an additional 2 study abroad
students)
Failed to complete stage in year: 10% = 02
Withdrew: 0%
Attendance 90%
There was strong progression and completion across the three years of the programme.
Retention was also largely satisfactory, with no attrition in the final year. Grade
distribution for the three years was fairly normal. Final year distribution was normal.
Attendance was in the 90 percentile range for the entire programme.
2013/14
Stage 1
Passed (progressed to next stage): 85% = 08 (includes 1 study abroad student)
Failed to complete stage in year: 15% = 02
Withdrew: 10% = 01
Attendance 90%
Stage 2
Passed (progressed to next stage): 90% = 09 (includes 2 study abroad students)
Failed to complete stage in year: 10% = 01
Withdrew: 05% = 01
Attendance 95%
Stage award
Graduated: 90% = 07 (plus an additional 4 study abroad
students)
Failed to complete stage in year: 10% = 02
Withdrew: 0% =
Attendance 94%
Progression and completion were largely satisfactory. Stage 1 results showed a large
grouping in the B range, stage 2 had 50% at B- and C+, and stage award had very strong
results, with 60% in the upper three grade bands. Attendance was strong across all the
year groups.
2014/15
Stage 1
Passed (progressed to next stage): 80% = 10 (includes 2 study abroad students)
Failed to complete stage in year: 10% = 01
Withdrew: 10% = 01
Attendance 86%
Stage 2
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Passed (progressed to next stage): 85% = 12 (includes 2 study abroad students)
Failed to complete stage in year: 05% = 01
Withdrew: 05% = 01
Attendance 90%
Stage award
Graduated: 100% = 05 (plus an additional 3 study abroad students)
Failed to complete stage in year: 0%
Withdrew: 0%
Attendance 94%
Progression and completion rates were very good throughout the programme. Retention
increased as the degree progressed, from 86% in the first year to 100% in the final year.
Attendance increased each year, from 86% at stage 1 to 94% at stage award. The first year
class produced good results, with 65% of grades in the upper three bands. Second year
grade distribution was normal. The final year class was a small and very strong group,
with 80% of grades in the top three bands. There were three deferrals in the final year due
to illness and / or compelling personal reasons, but all indicated an intention to complete
the programme.
MB in International Business
2011/12
Stage award
Graduated: 82% = 28
Failed to complete stage in year: 14% = 04
Withdrew: 04% = 01
Attendance 92%
The improving trend in the master’s in business seen since its introduction in 2007
continued, with its highest completion rate yet. Withdrawal rates were also low and
attendance was strong. There was a higher representation of grades in the upper half of the
range than previously.
2012/13
Stage award
Graduated: 86% = 11
Failed to complete stage in year: 14% = 02
Withdrew: 0%
Attendance 94%
The MB programme included students taking an MBA track, which proved popular in the
first year of running. The taught modules are all the same, with the only difference being
the internship requirement for the MBA. Results were strong in the upper three bands,
failure rates were low and retention was excellent for the programme.
2013/14
Stage award
Graduated: 85% = 03 (taught classes included an additional 12
MBA students)
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Failed to complete stage in year: 15% = 01
Withdrew: 0%
Attendance 90%
The master’s in business retained all students, there was a high completion rate and
attendance was very good, but results were not strong, with over half the class at B- or
below, and no first class honours degrees awarded. The largest proportion of the class
(80%+) had indicated their preference for the Internship research module, an integral part
of the MBA programme, completing the latter module in lieu of the MB dissertation.
2014/15
Stage award
Graduated: 90% = 01 (taught classes included an additional 15
MBA students)
Failed to complete stage in year: 05%
Withdrew: 05%
Attendance 90%
This year’s class included for the first time modules in oil and gas, which proved popular
among students and achieved high results. As in the previous year, the vast majority who
had enrolled in the MB decided to graduate with the MBA by taking the internship option
in the summer. The MBA track students did better than the MB overall. Attendance was
good, and incompletion and attrition rates were relatively low although the marked
preference for the internship is striking in successive years.
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BA (Hons) in International Business
Intake Enrolled 1st year Progressed to year 2 Enrolled 2nd year Progressed to year 3 Enrolled 3rd year Graduations
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study
Abroad
Learners
2011/12 11 2 9 0 14 3 12 0 14 2 12 0
2012/13 14 4 14 1 16 3 14 0 19 (i) 2 17 (ii) 0
2013/14 10 1 8 0 11 2 9 0 9 4 7 0
2014/15 10 2 10 0 12 2 10 2 8 3 5 (iii) 0
(i) Includes transfer students, and previously deferred who had returned. (ii) Includes students who were not enrolled as full-time students, but had registered for repeat exams to complete
the programme. (iii) Deferrals comprised 3 of the 8 enrolled in the award year.
Master of Business in International Business
Intake Enrolled Graduations
Standard
Enrolments
Study
Abroad
Learners
Standard
Enrolments
Study Abroad
Learners
2011/12 33 0 28 0
2012/13 13 0 11 0
2013/14 15 0 3 0
2014/15 16 0 1 0
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Appendix 6: Terms of Reference
Terms of Reference for Programmatic Review 2016
Scope
These terms of reference apply to all programmes offered by American College Dublin
which are due for programmatic review, including one newly validated in the last five
years: BA (Hons) in Liberal Arts.
Programme(s) under review
The programmes under review listed below fall into two categories:
1. Programmes due for programmatic review; 2. Recently validated programmes (new programme validations within the last five
years).
Programme for which programmatic review is required
Level Title Credit number Validation date
8 BA in Liberal Arts 180 2011
8 BA in International Business 180 2005
9 MB in International Business 90 2006
Validation for these programmes is required from 1 September 2016.
Two programmatic reviews will take place: one for the BA and MB in International
Business, the other for the BA in Liberal Arts.
Quality assurance procedures for reviewing programmes
The framework within which programmatic reviews are conducted in American College
Dublin is provided by the procedures described in the institution’s Quality Assurance
Manual (Sections 2.2.3-4). These procedures include obtaining feedback from internal
and external sources for the purpose of further improving and maintaining the quality of
education the College provides. This feedback in turn enables the College to monitor,
review, and develop the quality of current and proposed programmes of study.
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All programmes offered by the College are routinely monitored throughout the academic
year. They are also reviewed at the end of each academic year to ensure that
The programme and its modules are progressing satisfactorily, both administratively and academically;
Module teaching schemes are appropriate to facilitate the achievement of the learning outcomes of the module;
Assessment methods are appropriate to determine the achievement of learning outcomes for the different modules and are distributed appropriately throughout
the academic year;
Academic procedures are being adequately followed;
Current student progression is encouraged and the programme can appeal to prospective students;
The existing programmes are suitable to meet the current and future needs of students.
Responsibility for the implementation of ongoing review of programmes rests primarily
with the heads of programme, the Academic Committee, the Academic Council, and the
Academic Dean and Registrar. Information obtained through the monitoring activities
may ultimately result in modifications and improvements to delivery and assessment of
programme modules. The review process thus enhances the programme’s academic
quality and the student experience within the boundaries of the formal programme
structure.
In addition to continuous yearly evaluations the College’s programmes are subject to a
full internal and external evaluation once every five years or less. For HETAC/QQI-
approved awards the programme evaluation follows the procedures set out in the HETAC
publication, Provider Monitoring and Procedures, 2010 (Reference code: F.1.2. Version:
1.2. Date of issue: 16 July 2010). In accordance with these procedures, the programmatic
review takes place by the following means:
Research by the College on the programmes under review;
Feedback from students involved in the reviewed programme;
Preparation of a Self-Evaluation Report (SER);
Peer review by way of a paper-based consideration of the SER and a comprehensive site evaluation; peer review findings submitted in a written report;
College response to the peer review group’s report and preparation of a response to its findings and an implementation plan; application by the College’s Academic
Council to QQI for revalidation or otherwise of the programmes;
Implementation of QQI recommendations following revalidation.
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Objectives of programmatic review
The objective of a programmatic review is to review the development of programmes
over the previous five years, with particular emphasis on the achievement and
improvement of educational quality. The focus is principally on the evaluation of quality
and the flexibility of the programmes’ responses to changing needs in light of the
validation criteria (Section 3 of HETAC’s Core Validation Policy and Criteria 2010) and
relevant awards standards.
The specific objectives of a programmatic review are to:
Analyse the effectiveness and efficiency of each validated programme,
including detail of learner numbers, retention rates and success rates;
Review the development of the programmes in the context of the
requirements of employers, industry, professional bodies, the Irish
economy and international developments;
Evaluate the response of the provider/school/department to market
requirements and educational developments;
Evaluate the feedback mechanisms for learners and the processes for
acting on this feedback;
Evaluate the physical facilities and resources provided for the provision
of the programme(s);
Evaluate the formal links which have been established with industry,
business and the wider community in order to maintain the relevance of
its programmes;
Evaluate feedback from employers of the programmes’ graduates and
from those graduates;
Review any research activities in the field of learning under review and
their impact on teaching and learning;
Evaluate projections for the following five years in the
programme(s)/field of learning under review;
Make proposals in relation to updating programmes and modules;
proposals in relation to the discontinuation of programmes/ modules and
the development of new programmes.
Special considerations for American College Dublin
No special considerations are proposed for American College Dublin in this
programmatic review.
As an overarching consideration, the present programmatic review will examine
compliance with HETAC Assessment and Standards (2009), including the provision of
module and programme assessment strategies which focus on assessing the attainment of
learning outcomes. Assessment strategies will be reviewed for their fitness in respect of
the attainment of learning outcomes but also in respect of their suitability for the field of
learning in question.
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Peer review group for programmatic review
To conduct the programmatic reviews an independent peer review group (PRG) will be
appointed for each of them, comprising experts from relevant fields of learning and
experience. The composition of the PRGs is still being discussed; it is expected that the
membership will be finalized (in consultation with QQI) by March