CONNECTEDNESS & COLLABORATION through CONNECTIVITY · designation, together with senior...

Report of the Technological Universities Research Network to the Department of Education and Skills

October 2019

Technological Universities

CONNECTEDNESS & COLLABORATIONthrough CONNECTIVITY

CONNECTEDNESS & COLLABORATION THROUGH CONNECTIVITY

Report of the Technological Universities Research Network to the Department of Education and Skills

October 2019

Technological Universities

CONNECTEDNESS & COLLABORATIONthrough CONNECTIVITY

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The TU concept is distinctive - a wide scope of levels of technological provision, rooted in regional connectedness, reaching out nationally and internationally

through teaching, learning and research collaborations, and enabled by digital connectivity

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Table of ContentsForeword by the Chair vii

1. Introduction 1

2. TUs:DeliveringonGovernmentPriorities 3 2.1 TUs: Underpinning Ireland’s Skills and Human Capital Development 4 2.2 TUs: Enabling Ireland’s Digital Economy 6 2.3 TUs: Fuelling Balanced Regional Development 8

3. TUs:DistinctivenessandOpportunity 10 3.1 Deeply Learner-centred and Inclusive 14 3.2 ResearchDrivenandEmbracingDisruption 16

4. ThreepillarsforpriorityinvestmentinTUs 18 4.1 Realigning the policy and funding framework for TUs 20 4.1.1 The grant funding model 21 4.1.2 Capacity building 22 4.1.3 Capital investment plans for the TU sector 23 4.1.4 STEM Investment 24 4.1.5 A borrowing framework 24 4.1.6 Appropriate Regulatory Autonomy 25 4.2 Building Research Capacity 27 4.3 InvestinginDigitalInfrastructure 30

5. ConclusionsandRecommendations 33 5.1 Conclusions 33 5.2 Recommendations 34

APPENDIX 1:CurrentpositioninrelationtoTUsandIoTconsortia 38APPENDIX 2: TURN Terms of Reference 39APPENDIX 3: TURN Membership 41

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ForewordbytheChair

The economic and social challenges and choices Ireland faces are set out and addressed in a wide rangeofGovernmentstrategies.Theperformanceoftheeducationsystemasawhole,andhighereducation,inparticular,iscriticaltorespondingsuccessfullytothem.

TheintroductionofTechnologicalUniversitiesintothehighereducationlandscapeinIrelandisaboldandimportantsteptowardsmeetingthechallengesthatweface.Thoughalreadypartoftheeducationlandscapesofothercountries,theIrishTechnologicalUniversityconceptisdistinctiveinitsrootednessinregionalandlocalcommunitiesandeconomies,reachingoutinternationallyfromthoserootsanddrawinginternationaleducationandresearchpracticesdirectlybackintotheregions.

ThedevelopmentinIrelandofthisnewuniversitysectorsubstantiallyenhancesthecapacityofthehighereducationsystemwhilealsorespondingtoGovernmentprioritiesandsocietalchallengesthrough:

• providingamajoropportunityforafundamentalre-evaluationwithintheIrisheducationsystemandIrishsocietyoftheroleandvalueofcorehighervocational,technical,technologicalandprofessionalskillsandqualificationstomeetthedemandsandopportunitiesofthefutureworldof work;

• buildingastrengthenedanddeepenedresearchcapacity,incomparisonwiththeirantecedentbodies,withafocusontheneedsoftheeconomyandsociety,underpinnedbyarobusttheoreticalbase.

Astrategicframeworkforthesenewuniversities,underpinnedbyclearstatementsofambitionandsupport,isessentialtoensuretherealisationofthefullpotentialoftechnologicaluniversities.

Thisreportaimstosetoutthatvisionandambitionandhowitcanbeachieved.Itemphasises,inparticular,thescopeforthesenewuniversitiestomakeadistinctivenationalandinternationalcontributionthroughconnectedness and collaboration,enabledbydigitalconnectivity throughout theregionsinwhichtheyarerooted,enhancingopportunitiesforlearners,employersandsociety,through:

• research,teachingandlearninginformedbysocietalchallengestomeettheemploymentandskillsneedsofIreland’sregions,sourcedthroughwell-establishedandembeddedlinkstoemployersandlocalcommunities,andbenchmarkedinternationally;

• provisionacrossthefullrangeofLevels6-10ontheNationalFrameworkofQualifications(NFQ)enablingthedeliveryofacomprehensivetalentandskillspipelinetoregionalemployerswithanemphasisonSTEMandotherhighervocational,technical,technologicalandprofessional skills programmes;

• highqualityresearchconcentrations,developedwithaparticularfocusonindustrycollaborationandinnovation;

• universitiesofscale,operatingonaninternationallevelandenablingawiderspectrumofprovisionandaccessthrough,forexample,digitalprovision,allowinglearnerstoprogressbeyondpreviousboundariescomplementedbythecontinuationoftheprovisionofthebroadrangeofprogrammesatLevels6-8ontheNFQthatalreadyprovideimportanteducationalpathways for many learners; and

• operationalautonomyandflexibility,asrequiredbyalluniversities,allowingfortheefficientandeffectivedevelopmentofteachingandlearning,researchandtheassociatedfacilitiestomeettheneedsoffuturelearnersandemployersandchangingregionalandnationaleconomies.

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Thisreportseekstoidentifykeyactionsandthenextsteps for the technological university sector tooptimiseitscontributiontonationaleconomicandsocialdevelopmentincluding:-

• realigning and reshaping the policy and regulatory environment to accommodate a new type of universityincluding,forexample,acceleratedreformoffundingmodelsandtheestablishmentof university career frameworks to build capacity and scope for higher research and enhanced academic performance;

• creatingcollaborativenetworksbetweentechnologicaluniversitiesandwithotherHEIstojointlyaddresskeysharedchallengesandopportunities,buildingsectoralcapacityandcohesionand reinforcing their role as drivers of regional investment;

• buildingresearchcapacitytosecurethetransformationofresearchperformancerequiredfortechnologicaluniversitiestofunctionasmajorenginesofinnovationandeconomicgrowth;and

• investinginleadingedgedigitalinfrastructure,sothattechnologicaluniversitiescanconnectwithlearnersandotherorganisationseffectivelyandconsistentlyacrosstheirregions,preparetheirlearnersforthechangingdigitaleconomy,andcollaborateseamlesslyacrossthespectrumwithregional,nationalandinternationalresearchandtrainingpartners.

TheTechnologicalUniversityResearchNetwork(TURN)WorkingGrouphasbroughttogetherthissectortoidentifytheirparticulardistinguishingcharacteristicsaswellasthekeyactionsandprojects required to enable their development and success. Our discussions have convinced me thattheemergenceoftechnologicaluniversitieswillprovideamorediverseandsuccessfulnationalhighereducationsystemforIreland,andaddtoitsinternationalstanding.

Ibelievethisworkprovidesthestrongfoundationsuponwhicheachtechnologicaluniversitycandeliveronitsowndistinct,uniqueandindividualmission,valuesandpurposes.Itrespectsthepotentialdiversityofeachindividualuniversityasaninherentstrengthfortheemergingsectorandencourages each one to use the shared vision set out in this document as a framework for its own developmental journey.

TURN’sworksetsoutamatrixofactions,withinandacrossinstitutions,throughwhichthepotentialoftechnologicaluniversitiescanbefullyrealisedandharnessedforthebenefitofIrelandanditsregions.TherecommendationsattheendofthisreportsetoutthemostcriticalenablingactionstoattainthispotentialidentifiedbytheGroup.

It was a great pleasure and privilege for me to have had the opportunity to chair the work of this Group.Iwishtopaytributetothegreatcommitment,energy,imaginationandsubstantialexpertisedemonstratedbyallmembersofTURN,itsvariousworkinggroupsandwidercontributors,andnotleasttheSecretariat,forthequalityoftheircontributionsculminatinginthecompletionofthisreport.

ProfessorPhilipGummett

Chair

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1 Introduction

TheProgrammeforGovernment(May2016)statedthattheGovernmentwillsupportthecreationoftechnologicaluniversities.

Thiscommitmentunderscorestheanalysispresentedinthe2011NationalStrategyforHigherEducation,whichrecommendedthatanetworkofTechnologicalUniversities(TUs)shouldbeestablishedwithinthehighereducation(HE)landscape.ItrecommendedthattheseshouldevolvefromtheexistingInstitutesofTechnology(IoTs)towardstheformationofuniversitiesofgreatercriticalmass,capacity,capabilityandreach.

Asdetailedinthisreport,theachievementofthiscriticalreformleadingtothecreationofnewuniversitiesisfundamentaltomeetingarangeofstrategicnationalprioritiesandkeysectoralobjectives.

TheTechnologicalUniversitiesAct2018wasenactedbytheGovernmentasalegislativepriorityinMarch 2018 to provide a detailed and comprehensive statutory framework for the establishment of technologicaluniversities(TUs).

Thefirst,TechnologicalUniversityDublin,wasestablishedon1January20191.

InFebruary2019theDepartmentofEducationandSkillsestablishedaHigh-LevelTechnologicalUniversityResearchNetwork(TURN)WorkingGroupwithanindependentChair,ProfessorPhilipGummett.TURNwasestablishedtoexamineandreportonhowTUscouldmosteffectivelyachievetheirsectoralandnationalobjectives2 and the supports that would be required for them to do this.

TheWorkingGroup’smembershipcomprisedthePresidentofTUDublinandthePresidentsofeachinstitutionparticipatinginthethreeTUdevelopmentconsortiacurrentlyworkingtowardsdesignation,togetherwithseniorrepresentativesfromtheTechnologicalHigherEducationAssociation(THEA),theHigherEducationAuthority(HEA)andtheDepartmentofEducationandSkills.3

TheTURNWorkingGroupconcludedonaseriesofspecificrecommendationsforoutcomesthatwillprovideTUswithasolidfoundationfortheirdevelopment.ThesearesetoutattheendofthisreportandcentreuponthethreethematicareasthattheTURNGrouphasidentifiedastheessentialbuildingblocksforsuccessfulTUs,whichare:-

• theprioritisationofcapitalinvestmentinTUsandfundingforintegratedmulti-campusdigitalinfrastructure;

• investmentinresearchcapacitybuildingintheformofdevelopingresearcherhumancapital,facilitatingresearchactivityandopportunitiesforexistingstaffandimplementinganewresearchercareerdevelopmentandemploymentframework,addressinginfrastructuraldeficitsandprioritisingresearchstrategieswithinTUsexploitingfullythemutuallysupportingrolesofteaching and research; and

1 SeeAppendix1.2 SeeAppendix3.3 SeeAppendix2.

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• theexpansionofinstitutionalautonomyandsupportforreformthroughtheimplementationofTU-appositecareerstructureswiththesupportoftheDepartmentofEducationandSkills,thereformofthegrantallocationmodeltoaccommodateTUs,thecreationofpost-designationTUfundingstreamsandthecreationofaborrowingframeworkforTUs.

TURNrecognisesthatthesepriorityactionscanonlybeachievedthroughastructured,system-wide,relevantanddynamicprocessthatwillensurevalueformoney,underpinnedbyarobustandevidence-basedsetofmonitoringandevaluationarrangements.

ThenextsectionofthereportsetsoutthestrategiccontextandGovernmentprioritiesforIreland’sTU sector.

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2 TUs:DeliveringonGovernmentPriorities

ThecreationofTUsrepresentsastatechangeintheHEsysteminIrelandandstrengthenstheambitionsofGovernmentfortechnologicaleducation.

ThecoremissionandpurposeofTUsiscloselyalignedtomeetinganumberofkeyNationalStrategicOutcomes(NSOs)andPublicInvestmentPrioritiescontainedinProjectIreland2040andtheNationalDevelopmentPlan2018–2027.TheNDPspecificallyhighlightstheroleofTUsinmeetingtheNSOfordeepeningthetalentpoolforregionalsectoralclustersanddrivingappliedresearchandinnovation.

ThemissionsofTUs,correspondingtothefunctionsandthecriteriasetoutintheTechnologicalUniversitiesAct2018,spanamulti-spectrumthrough:

TU

Future Jobs Ireland

National Digital

Strategy

Horizon Europe

National Broadband

Plan

Climate Action Plan

Project Ireland 2040

Action Plan for Education

Innovation 2020

National Strategy for

Higher Education

2030

National Skills

Strategy

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• establishinghigh-qualityhighereducationinstitutions(HEIs)ofscalethatbuildaninternationalprofilefortechnologicalhighereducation,intensifythemission,purposeandvaluesofInstitutesofTechnology(IoTs)toachievesufficientscale,qualityandimpacttodriveregionaleconomic,social and cultural development;

• meetingtheHEneedsofawiderrangeoflearnersinallregionsofthecountryonamoreevenbasis,inparticularenablinggreateraccesstothefullspectrumofHEindisadvantagedandremotecommunities,providingamajorimpetustoaddressingregionalandsocio-economicdisadvantage;

• promotinganincreasedalignmentofHEandfurthereducationandtraining(FET)andastrongerprofileforskillstounderpinthecreationofanintegratedTertiaryEducationandSkillssysteminIreland;

• building regional TU knowledge and learning hubs to underpin the development of regional economicclustersandsecuremorebalancedregionaldevelopmentinlinewiththeNationalStrategicOutcomesandthePublicInvestmentPrioritiesdetailedinProjectIreland2040andtheNationalDevelopmentPlan2018–2027;

• substantiallyacceleratingtherole,contributionandimportanceofusingstrategicallyfocussedresearchandinnovationexpertisetoco-createandfindsolutionsforthechallengesofthe21st centuryconsistentwiththeobjectivesofInnovation2020andtheClimateActionPlan2019andachievinginternationalstandardsofresearchexcellenceincludingthoseproposedunderthe EU’s Horizon Europe programme;

• activelyworkingwithemployersandindustrytomeettheirneedsanddrive,inlinewiththeobjectivesandprioritiesofFutureJobsIrelandandtheNationalSkillsStrategy,asustainednationalefforttomeetthehighervocationalandprofessionalskillsneedsofworkforcethroughoutlongerworkinglives,respondingtothemajorchallengesoffutureworkfortheeconomy,technologyandtheenvironment;

• reflectingthenatureandpurposesofHEoutlinedbytheExpertGrouponFutureFundingforHigherEducationtoaddresscomplexwidersocietalchallenges;and

• facilitating,inlinewiththeNationalStrategyforHigherEducationto2030,astudentexperienceofeducationthatisexcellent,relevantandresponsive,collaboratingtoprovideanenhancedprogrammeportfolioandaccesstoabroaderrangeofacademicexpertise.

The TU sector builds on the achievements to date of the technological sector: their provision of the overwhelmingmajorityofLevel6and7programmesinHE;theirprovisionofapprenticeship,part-time,full-time,campus-andworkbasedmodesoflearning;theirroleinkeySTEMdisciplines;theirenrolment of a diverse student base; and their close links with industry and other employers.

ThepotentialoftheTUsectorcanonlybeachievedthroughconsolidatingthesestrengths,particularlythroughensuringthattheexistingdiversityintheprovisionoflearnerandemployerrelevantprogrammesatlevels6and7ismaintained,andusingthemasasolidfoundationforthedevelopment of robust TUs and the achievement of new missions.

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EachTUwillchartitsownmission,valuesandpurposes,aligned,asappropriate,toitsuniqueenvironmentanddiverselearnerandstakeholderconstituenciesandcollaborators,bothwithinandoutsidetheinstitution.PotentialindividualTUmissiondiversityisastrengthforthesectorand,thoughcollaborativeprojectsintheemergingsectorwillensureefficiencyandopportunitiesforsharingandaddingvalue,eachTUmustbeprovidedwiththescopetodeveloptheirowntrajectoryandtimelines,toallowthesetotakepriorityandtoprogressandtaketheinitiativeasindividualautonomousinstitutions.Oneofthepurposesofthisreportistohighlightthecorerequirementsforachievingthesegoals,buildingafullscopeofcapacityforTUs.

Thetalent,skillsandabilitiesofourpeopleandourworkforcearepivotalforsecuringIreland’sinternationalcompetitiveadvantage,increasingthecountry’sattractivenesstoforeigndirectinvestment(FDI)andstrengtheningtheindigenouscommercialsector.TheroleofTUsinenhancinghumancapitalintheeconomyisfundamentaltotheirmissionandisexploredfurtherinthenextsection.

2.1 TUs:UnderpinningIreland’sSkillsandHumanCapitalDevelopmentA Strong Economy, supported by Enterprise, Innovation and SkillsisoneofthetenoverarchingNationalStrategicOutcomes(NSO)andPublicInvestmentPrioritiescontainedinProjectIreland2040andtheNationalDevelopmentPlan2018–2027andthecreationofTUsispresentedasacentrepieceof this NSO.

This achievement is a fundamental determinant of the achievement of all ten NSOs of Project Ireland2040including,forexample,StrengthenedRuralEconomiesandCommunities.

TUsalsohaveapivotalroletoplayinmeetinginaresponsiveandagilewaytheskillsprioritiesfortheIrisheconomy,ashighlightedinFutureJobsIreland. The acute focus of TUs on higher vocational,technical,technologically-basedandprofessionalskillswillbecrucialtothismissionandanessentialsteptowardsrebalancingandrevaluingskillsandtechnologyinHEandinwidersocietytherebyachievingtheobjectivesof:-

• strengtheningtheproductivityperformanceoftheindigenoussectoroftheIrisheconomyhelpingtoclosetheproductivitygapwithforeign-ownedfirms;

• maintainingandincreasingIreland’sattractivenesstoforeigninvestment,whichinturnunderpinsIreland’slong-termgrowthobjectives;

• enhancingtheinnovativecapacityoftheeconomybybuildingmanagementcapacityinSMEs,focussingonthosenotcurrentlyengagedininnovationactivities,providingaccesstoskilledresearch-activeacademicsandengaginginstrategicallyfocussedresearchactivitiesthatdeliverinnovativesolutionsforsocietyandtheeconomy,particularlyemployers;

• creatingvibrant,dynamicandself-sustainingeconomic,socialandculturalregionsfacilitatingmore balanced growth on a regional basis;

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• reducingtheriskofpoorlabourmarketoutcomesandlong-termunemploymentinexposedandvulnerableeconomicsectorsbyimprovingskillsprofiles,stimulatingSMEdevelopmentandattractingFDI;

• raisinglivingstandardsandpromotinggreatersocialmobility;and

• ensuringthatIreland’slabourforceisequippedwiththebroadrangeofskills,abilitiesandexpertisetoaccommodatethechangesnecessitatedbysustainabilityandtheclimateemergency.

Theseoutcomesarecloselylinkedtothepolicyobjectivesforthecreation,effectivenessandsuccess of TUs as enablers for Ireland’s economic and social sustainability. In so doing TUs need to balancetheprovisionofknowledge,skillandcompetencethatcansustainlearnersoveralifetimeofworkandparticipationinsocietywiththeprovisionofskillsthatcanpreparethemforemploymentnow.

Thereisasubstantialopportunityand,moreover,anecessity,forcurrentandfutureTUsinIreland,actingthroughenhancedindividualautonomyandsharedactionstorisetothesechallenges.

TUswillberequiredtoplayasignificantroleinenablingIreland’sdigitaleconomyandfuellingbalancedregionaldevelopmentandthisisdiscussedinthenexttwosectionsofthisreport.

2.2 TUs:EnablingIreland’sDigitalEconomyAsasmallopeneconomyinahighlycompetitiveglobalisedenvironment,Ireland’sfutureeconomicperformance,alignedtoitssocialprogress,dependscruciallyonachievingaleadershippositioninternationallyinrespondingtothechallengesandopportunitiesofthedigitalisedworldofthe21stcentury.

AsuiteofkeyGovernmentstrategiesprovidethenationalpolicyframeworkatawholeofGovernmentleveltoenabletheaccelerateddevelopmentofIreland’sdigitaleconomy.These include:

Project Ireland 2040

NationalDevelopmentPlan

FutureJobsIreland

NationalDigitalStrategy

NationalBroadbandPlan

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bringing a new agility,flexibilityandresponsiveness to anticipatingandmeetingdigital skills needs

future-proofingIreland’sinternationalcompetitivenessasaknowledge-intensive digital economy

moving Ireland closer to the forefront of the internationaldigitaleconomy

These strategies highlight the central role of developing digital literacy and digital skills and expertiseacrosstheentireworkforceasaprerequisiteforadaptationtoandmainstreamingofdigital technologies across all sectors of the Irish economy.

Fosteringhigh-levelsofdigitalliteracyanddigitalskillsisanimperativefortheentireTertiaryEducationandSkillssystemi.e.bothHEandFETsystems.

ThefocusofTUsonthetransferofknowledgeandthedevelopmentofhighervocationalandprofessionalskillsunderscoredbytechnicalandtechnologicalcapabilitywillplayakeyrolein:

TUs will therefore become a cornerstone for Ireland’s success in further developing the higher value-added sectors of its economy and knowledge intensive products and services.

Byexpandingtheircapacitytobuildonandthroughinternationallinks,TUsalsohavethepotentialtodeepenthenationalresponsetonewandemergingtechnicalandtechnologicalsectors.

ThepotentialdepthandbreadthofdigitalskillsprovisioninTUswill,whenco-createdwithindustry,beindispensabletoensuringtheflowofaskillsandatalentpipelinethatcanprovideamajorimpetusto:

regional and wider employment growth

sustainable employment

re-skilling and up-skilling the workforce

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Inachievingthis,TUsmustnotsimplyseektomeetcurrentidentifiedskillsshortfallsbutwillneedto be able to act as far-sighted and strategic partners and collaborators with industry and other employersindeterminingandmeetingtheskillneedsofthefuture,whiledevelopinglearnersandcitizenswhocanoperateactivelyandindependentlyinthesocietyandeconomyofthefuture.

ThenextsectionofthisreportdiscussesthepotentiallytransformativeroleofTUsinrelationtoregional development.

2.3 TUs:FuellingBalancedRegionalDevelopmentProjectIreland2040andtheNationalDevelopmentPlan2018–2027reiteratethepivotalroleofHEinregionaldevelopment,enablingdeepcollaborationbetweenindustryandotheremployersandtheTertiaryEducationandSkillssystemthrough,forexample,sharedobjectivesforappliedresearchandinnovationinstrategicsectorsoftheregionalandnationaleconomy.FutureJobsIreland strongly endorses the role of technological HE to drive the development of regional clusters withaparticularfocusoninnovation,technologyandSMEs.

EachTUwillprovidelearningandresearchactivitieswithaninternationaldimensionintheirregionwhichwillbeshapedinresponsetotheuniquecharacter,environmentandskillsrequirementsofthe region.

Throughthecreationofnewknowledgeinvariousdisciplines,throughsocial,culturalandcivicengagementandthrough,thegenerationofaskillspipelineandlinkstoinnovationeachTUwill,inturn,helptoshapeitsregion.ThesymbioticrelationshipbetweentheTUanditsregionstronglyresonateswithacorepriorityundertheNationalStrategyforHigherEducation(2011)tocreateregionallybasedclustersornetworksoflearningandresearchthroughcollaboratingHEIs.

EachTUwillserveasananchorinstitutioninthedevelopmentandthenationalandinternationaladvancementofitsregion.ThisregionalrootednessisalsoabedrockforthewidernationalandinternationalambitionsofeachTU.

Internationalexperiencedemonstratesthatsuccessfulregionaleconomicclustersaremulti-faceted,andwhileeachisuniqueandatypicalinitsownterms,thereareseveralcommonoressentialcharacteristicsincluding:

• leading-edgeanchorHEIscloselyconnectedtoclustersofinnovative,technologyintensiveenterprisesprioritisingresearchactivities;

• multipleactors–educators,companies,entrepreneurs,developmentagencies,skilledworkers,researchersandinnovators–drawnfromdisparatebusinesssectorsandinstitutions,eachpossessingdifferentknowledgeandexpertisethatcanbecombinedininnovativewaysthroughco-creationandco-production;

• capacitythroughproximity,densityandagglomerationwithintheclustertogenerateknowledgespill-overs;

• accessibleinnovationrequiringextensiveandintensivecollaborationandnetworkingbetweenparticipantstounderpintheseamlesstransferofknowledgeandtheaccelerationofinnovation;and

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• functionalandorganisationalstructuresthatareporousandagile.

Internationalexperiencedemonstratesthatdrawingfrontiertechnologicaldevelopmentstoregionsthroughsuchmechanismsasintensivecollaborationwithindustryandcloseengagementwithinternationalresearchers,canbefundamentaltothecreationofregional‘knowledgehubs’.These‘knowledgehubs’caninturnactasmajorcatalystsforfurtherregional,nationalandinternationalinvestment,research,innovationandemploymentgrowth.

ApronouncedbenefitofaTUinaregionwillbeitsnationalandinternationalengagementsandimpact.TheinherentconnectednessandcollaborationofTUs,manifestedinthemultiplicityoflinkages,relationshipsandinterdependenciesthattheywilldevelopandsustainthroughconnectivity,isintrinsictothesuccessfuldeliveryoftheircoreregionaldevelopmentmission.

Buildingontheirexistingconnectedness,TUsarewellpositionedtoplayanintegralroleasanchorinstitutionsandleadersinthedevelopmentof“sticky”regions,regionsthatencouragelearnerstoremainintheircommunitieswhilepursuingtheirstudiesinHEandthroughouttheircareers.

TUs will createaregionallifelonglearninganchorwherepeoplecanlearnattheirownpace,anywhere,anytimewithoutbarriers,ensuringthatalllearnersaresupportedandhaveopportunitiestodeveloptotheirfullestpotential.TUswillberootedinamultiple-campusphysicalenvironmentcompletewithstate-of-the-artlearningresourcessuchaslibraries,laboratoriesande-learningfacilities,utilisingthissolidcampusbasetosupporttheprovisionofonlineanddistancelearning.

TUswillbeacutelyfocusedonprovidingalearningsystemthatseamlesslyfacilitatestransitionsandpathwaysfromarangeofdifferentstartingpoints,recognitionofpriorlearning(RPL),transferandprogressionwithinandbetweenTUandotherHEIs,andprogressiontoemployment,furtherlearningandparticipationinsociety.ActingasanchorHEIs,withthecreationofknowledge/learninghubs,eachTUwillthereforeleadintheformationof‘sticky’regions.Thisiscriticaltofosteringthedevelopmentoftheskillsbasethatarguablyisthesinglemostimportantfactorin:

attractinginvestmentintotheregionandsafeguardingandsupportingexistinginvestment

creatingthehigh-quality,highlyskilledjobsthatunderlinetheregion’seconomicsubstanceandpotential

encouragingthegrowthofnew,andresilienceofexisting,SMEsintheregion

promotinginnovationandentrepreneurshipandprovidingthedynamismtodrivefurthereconomicdevelopment,socialprogressandvibrantcultures

ThenextsectionofthisreportdiscussesthedistinctiveanddifferentiatedopportunitiesforTUstorealiseregionalandnationaldevelopmentobjectivesandpriorities.

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3. TUs:DistinctivenessandOpportunity

EachTUwillhaveitsownindividualmission,valuesandpurposederivedfromitsuniquescopeandcharacter,reflecting,inpart,theregioninwhichitisbased.TheTUsectorasawholewillalsooccupyadistinctivespaceintheHElandscapeinIreland,buildingontheachievementsoftheirantecedentinstitutions,complementarytotheworkofotheruniversitiesandrootedintheirregionalenvironments,meetingnationalpolicyobjectiveswithaninternationalprofileandreach.WithinthatdistinctivespaceeachTUwillmapitsownstrategyandsetitsowntrajectoryforthedevelopmentofauniqueinstitution.

TUs ARE DISTINGUISHED BY THEIR…

Connectedness:Aregionallyrootedanchorforskills,knowledgeandtalent;acentreforcommunity,socialandculturalactivity;abrokerbetweenregionalneeds,nationalpolicyobjectivesandinternationaltrendsinindustry,enterprise,teaching,learningandresearch;aregionalbaseforresponsestoskills,highervocationalandprofessionalneeds;promotingmulti-disciplinaryandproblemsolvingapproachesineducationprovisionandinthecreationofknowledgeintechnologicalareas;connectinguppathwaysbetweeneducation,lifeandwork;andbuildingnewqualificationpathwaysfornewdisciplinesacrosslevels,expandingtheirreachandimpact.Workingcloselywithlocalcommunitiesand interest groups to embed each TU as a focal point of social and cultural life in its regions;

Collaboration:Informedbyinternationalengagementsandinforminginternationaldevelopment;workingcloselywithotherregionallybasededucatorsuniversities,IoTs,ETBs and other FET providers; linking with other regional groups such as regional assemblies,enterpriseplanninganddevelopmentbodies;leadingandparticipatingininternationalresearchprojectsthroughHorizonEuropeandotheropportunities;developingstrategicpartnershipswithsimilarinternationalinstitutionsforcollaborations,benchmarking and other purposes; partnering with industry and enterprise for knowledge andskillscreationandprovisionandrealworkingworldlinks;partneringwitheducationalinstitutionsforaccess,transferandprogression;collaboratingbetweenstaff,studentsand employers to co-create and provide new and adaptable curricula.

…and enabled by Connectivity: Embracing advanced digital and other advanced means ofconnecting;usingdataandanalyticstoenhanceandensurehighqualityteaching,learningandresearch;leadingasadigital‘example’intheregion.

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TheprinciplesarticulatedintheNationalStrategyforHigherEducation2011,fortheperiodupto2030andencapsulatedintheTechnologicalUniversitiesAct2018,reflectthedistinctiveandstronglycomplementaryroleofTUstothatoftheexistinguniversitiesintheHElandscape.ItisnotnecessaryforTUstoemulateexistinguniversitiesbut,byworkingtogetherandindividually,theywillcarveoutauniqueidentityfortheTUsectorandgenerateequivalentcredibilityandinternationalrecognitionforthisnewuniversitysectoraspartofthewiderTertiaryEducationandSkills system.

Inhis2011paper,whichinformedthedesignationcriteriaforTUs,ProfessorSimonMarginson4 identifiedthat“thekeytoqualityisliftingcapacityandperformancetomeetthechallengesoftheregional,nationalandglobalknowledgeeconomies”(Marginson,2011).ThisdistinctivequalityofTUswillbecomeevenmoreexplicitinlightofthehighlynetworkedeconomicandsocietalcontextsin which TUs will operate in the coming decades of the 21st century.

CreatinglargerscaleinstitutionsintheformofTUsisnecessarybutisnotthesoleconditionforsuccess.CharacterisingtheTUprojectassimply‘mergers’ofexistinginstitutionsfailstocapturethebreadthandambitionofastatechangeintheHElandscapeinIreland.TUswillnotonlyaugmentandintensifytherolesoftheirantecedentinstitutionsbutalsosupplementthemwithsubstantialnewadditionalfunctionsbefittingtheirstatusasfully-fledgeduniversities.Theirstaffprofilewillalsoneedtochangeovertimetoreflectandenablethesenewandenhancedfunctions.

ThestatusofTUsasmulti-spectrum,(bylevel,fieldoflearningandmodeoflearning)autonomous,self-awardingbodiesacrossLevels6–10ontheNFQwillmeanthattheycancreatemeaningfulandusefulcredentialandqualificationpathwaysforlearnersandemployers.Thoughofinteresttoestablisheduniversitiestoo,theprioritisedpursuitbyTUsofconnectednesswiththeircommunitiesandregionsmeansthatthisisastrengthforwhichtheycanbuildarecognisedleadershipposition.

TakingauniquepositionintheHElandscape,TUshavethepotentialtotakeownershipofthefollowingcharacteristics:

continuetoopenHEtothe‘firstinfamily’cohort,buildingonthisstrengthofthetechnologicalsector,tobeanucleusofresponsetosocio-economicandeducationaldisadvantageinthesystemthroughfurtherenhancingaccess,transferandprogressionopportunitiesforlearners

provideextensiveopportunitiesforproblem-,project-andaction-andresearch-basedteachingandlearningpractices,facilitatingmulti-disciplinarylearningandtheacquisitionofessentialtransversalskillsforwork-readygraduates

openupHEtoinnovativemodesandmethodologiesacrossthefullspectrumofapprenticeship,work-based,campus-based,onlineanddistanceteachingandlearning

embedusefulworkplacementopportunitiesinthelearningexperience

4 Marginson,S.(2011)CriteriaforTechnologicalUniversityDesignation.

http://9thlevel.ie/wp-content/uploads/ProfessorMarginsonFullReport.pdf

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createparticularstrengthsinareassuchasentrepreneurship,knowledgetransferandtheproductionofcurious,confidentandemployment-readygraduates

ensureastrategicfocusonadeepened,distinctive,internationallyrecognisedandinherently technological research base

focusonresearchcloselylinkedtoinnovationandhumancapitalandskillsdevelopmentandstronglyalignedtotheneedsoftheeconomy,especiallytheneedsofemployers,andsociety,whilstfacilitatingtherequiredunderpinningbasicortheoreticalresearch

translateandtransformknowledgeintoinnovation

individuallyinregions,andtogethernationally,advocatemodelsoflearningwhichincludecloseralignmenttoappliedandtechnologicallyfocusseddomainsatallNFQLevels,rebalancingthespectrumofknowledge,skillandcompetencenationallymoreevenlybetweentheoreticalandapplied,andknowledgeandskilldomainsinHE

Marginson (2011) set out the core features of TUs as:

aseamlesspresenceacrossallNFQLevels6(AdvancedandHigherCertificate)–10(PhD)

significantstrengtheningincapacityinbothupperlevelvocationaltrainingandappliedresearch

a“thickening”ofnetworkingwithindustryandcommunityorganisationsintrainingandresearchandanexpandedinternationalorientationandportfolioofinternationalactivity

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ensuring that they remain grounded in the successful strategies of the technological sector and continuetosupportthediversity of the HE system throughtheretentionofavariedprofileoflearnerand employer relevant programmes across Levels 6-8,andaccompanyingthiswiththeexpansionofprogrammes at Levels 9-10

deepeningtheirstrategicfocusonresearch,throughthedevelopmentofadistinctiveTUresearchprofile,reflectingamissionthatistechnological,closelylinkedtoinnovationand human capital and skills development and strongly alignedtotheneedsoftheeconomy,especiallytheneedsofemployers,andsociety,whilstfacilitatingtherequiredunderpinningbasicortheoreticalresearch

opening up HE to innovativemodesandmethodologies of learning across the full spectrum ofapprenticeship,work-based,multi-campus,online and distance teaching and learning

ensuring that they simultaneouslyprioritiseflexiblelearner-centredteaching and learning approaches,employmentand industry relevant programmes and stronger research capacity

further embedding their rootedness in their regions while also responding to nationalpolicyobjectivesand building their internationalprofileandlinkages

Inordertoreapthispotential,policyandstrategicallyfocussedfundingmustfosterthecreationofaTUsectorexemplifyingthefullrangeofcharacteristicshighlightedabove.Someofthecharacteristicsandstructuresofthecurrentinstitutionswillneedtochangeandadapttomeetthese challenges.

DirectlyrelatedtothepotentialcharacteristicsofsuccessfulTUs,thekeychallengesfortheTUsector,emergingfromtheexistingIoTs,willbe:

Each of these challenges relates to the capacity for TUs to accommodate diversity across various spectrums;levels;modesandmethodologies;missions;location.ThereisanopportunityforTUsto capitalise on these challenges by transforming their adaptability to diversity into a strength for theirinstitutionsandlinkingittosimilarwiderEuropeanandinternationaltrends.TUsarebeingestablishedatatimewheretheycanlearnfromtheexperiencesofinternationalpeersbyensuringthattheyavoidtheriskofacademicdriftandembracethefullpotentialoftheirfreedomtocreatemeaningfulandusefulcredentialandqualificationpathways,ofvaryingdurationsandlevels,forlearners and employers.

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ThenexttwosectionsexploreingreaterdetailtwoofthedefiningthemesforTUsthatfurtherunderpinthedistinctivenatureofthesectoras:

deeply learner centred and inclusive

research-drivenandrespondingtodisruption

Thelattersectionsofthispaperwillseektoidentifyandexploretheenablersformeetingthesechallenges which are: realigning the policy and funding framework for TUs; research capacity building and digital infrastructural provision.

3.1 DeeplyLearner-centredandInclusiveEducationistheenginepoweringsocialmobility,securingeconomicgrowthandaddressingembeddedsocio-economicdisadvantage.ThelifeopportunitiesofalargecohortoflearnershavebeentransformedthroughthesuccessfulaccesspoliciesandeducationalpracticesofHEIs,inparticularthoseofthetechnologicalsector.

Aspreviouslydiscussed(Section2.3),thedistinctivequalityofalearner-centredandinclusiveTUisthat it provides a regional learning / knowledge hub where people can learn and link with research attheirownpace,anywhere,anytimewithoutbarriers.This,ineffect,istheachievementofaregionallifelonglearningsystemwithseamlesstransitionsandpathwaysfromarangeofdifferentstartingpoints,transferandprogressionwithinandbetweenTUsandotherHEIs,andprogressiontoemployment,furtherlearningandparticipationinsociety.

Inmeetingthecriteriafortheirestablishment,TUswillalreadyhavedemonstratedtheircapacitytomakeprovisionforflexibleandwork-basededucationaswellasprovisionforadultlearners.TUs can use their regional embeddedness to build on the achievements of their antecedents by enhancingandmakingmoreporousflexibleaccesspathwaysintoHEforstudentsinFET,withinanintegratedTertiaryEducationandSkillssystem.Theycanfurtherextendaccesswithintheirregionstoawiderrangeoflearnercohortsincluding,forexample,peopleinemployment,adultlearnerswhohavecaringresponsibilitiesorothercommitmentsandgeographicallyremotelearners.

AsenvisagedbytheTechnologicalUniversitiesAct2018,TUswillprovideadiverseindustryandresearch-informedsuiteofprogrammesrangingfromapprenticeshipstoPhDsinawidevarietyofflexiblemodesandformatswhetherfull-time,part-time,modular,blendedandwhethercampus,onlineordistance-based.OfferingawardsfromLevels6-10,TUswillbecapableofprovidingarangeofprogrammeandawardoptionsofvaryinglevelsandduration,closelyalignedtothevarietyofindustry needs.

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The use of online and digital learning means that TUs can also rethink and redevelop on-campus aswellasoff-campuslearningmethodologiesforanenhancedstudentexperiencemorecloselyalignedtocontemporarylearning,lifeandwork.

TUscanplayamajorroletoaddresstheinter-generationaleducationgapandfacilitatinglongerworkinglivesthroughupskilling,reskillingandlifelonglearningforindividualsofallages,throughtheprovisionofopportunitiestorecogniselearninggainedinothercontexts(RPL)andbyparticipationininitiativessuchasSpringboard+andtheHumanCapitalInitiative(HCI).

TUswillengagewithstudentsforlifelonglearning,providingthemwithopportunitiestoreturnandupskillandformingalumninetworkstostayconnectedwiththeirgraduates.TUs,therefore,canallowlearnerstobalanceworkandeducationneedsthroughacomprehensibleandeasilynavigablesetofHEpathwayswithmultipleentryandexitpointsandemploymentrelevantportableandtransferablequalifications.

Inthisway,TUswillfurthersupportthedevelopmentofthescenarioinwhichthecontinuousacquisitionofnewknowledgeandskillsoverthecourseofaperson’slifeisseenasbothsociallydesirable and commonplace. They can also support engagement with wider society as people age throughage-friendlypoliciesandpractices.

TUswillmatchpedagogicinnovationwithrobustqualityassurance.TheinternalqualitysystemsofTUsmustbeefficient,transparentandintegratedintotheirnormalactivities.TUsmustensurethattherecanbeconfidenceintheirstandards,systemsand,mostimportantly,outcomesandthatthequalificationsoftheirgraduateswillhaveinternationalrecognition.

TUswillneedtoconstructanewqualityculturefortheirnewinstitutionsandtoshareandenhanceitthroughbuildingorganisationalcapacityfortheuseofdata,learningfromstudent,staffandemployerengagementsandthroughbenchmarkingandpeerlearningopportunitiesbetweenthemselvesandwithcomparatorinstitutionsinternationally.

Digitallybasedlearninganalyticswillbeessentialtoensurethattheycankeeptrackoftheprogressand needs of the diverse student body and remain responsive to changing needs.

Throughlinkagesandinter-dependencieswiththeschoolsystem,FETproviders,enterprise,employersandthewidercommunity,TUshavethepotentialtogenerateasymbioticmatrixofeducational,economic,socialandculturalopportunitywithinregionstomeetlearnerneeds.

Thismixofeducation,skillsandlifelonglearningdeliveredviathewidesuiteofmethodsandmodesreferencedabovecanhelpunderlinethecreationofavirtuouscirclein‘sticky’regionsinwhich:-

• learners study and progress to higher levels of study within the TU or other HEIs in their region;

• learnersmoveinandoutoftheTUeducationalhuboverthecourseoftheirlivesandworkingcareers;

• highcalibreresearch-activestaffareattractedtoliveandworkintheregion:

• ahighlyqualifiedregenerativeskillsbaseandpipelinethatattractsinvestmentiscreated;

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• productivitygrowthinSMEsissupported;and

• stable,higher-paid,highproductivityemploymentisprovided.

This is key to securing the successful place-making and sustainable regions intended to be delivered byProjectIreland2040,theNationalPlanningFrameworkandtheNationalDevelopmentPlan2018 - 2027.

Theoverall‘bundle’offlexiblefullscopeprovisionatLevels6-10ontheNFQ,coupledwithregion-wideandinternationalconnectednessanddigitalconnectivity,placesTUsinadistinctivespaceinthe Irish HE landscape.

ThewaysinwhichtheycanachievethispotentialisfurtherdevelopedinSection4.3.

3.2 ResearchDrivenandEmbracingDisruptionSection2.2highlightedthetransformationoftheeconomyandsocietyalreadyunderwaythroughdigitalisationandtechnologicaldevelopment.Whilethistransformationisprofoundlydisruptiveitisalsonecessaryfornationalcompetitiveness.Thechallengeforsocietyistorespond,adaptandseektobenefitfromtheopportunitiesthatthisdisruptivechangebrings.

Responsiveness,adaptability,agilityandcreativityarekeytotakingthehighroadinrealisingtheopportunitiesandmitigatingtherisksfromdigitalandtechnologicaldisruption.ThesearekeypotentialcharacteristicsofTUs,inparticular,inthevitalareaofresearchandinnovation.

AdefiningstrengthforTUswillbetheirdevelopmentofastrategicfocusondeepened,distinctive,internationallyrecognisedandinherentlytechnologicalresearchunderpinnedbyrobustbasicortheoreticalresearch.

TUresearchwillbecloselylinkedtoinnovationandhumancapitalandskillsdevelopment.Itwillbealignedtotheneedsoftheeconomy,flowingfromtheirconnectedness,andcollaborationwithlocal,regional,nationalandinternationalpartners,enterpriseandemployersmoregenerally.SituatingaresearchleadershipwithinTUswillalsoprovideforaricherregionalinterplaybetweenresearch,educationandinnovation.

ReinforcingsynergieswithindustrythroughRegionalSkillsFora,Skillnets,Springboard+andtheforthcomingHCIandwillbecritical.StrengthenedindustrycollaborationinresearchunderEnterpriseIreland,SFI,andHorizonEuropefunding,aswellastheexpansionofapprenticeshipintonewandinnovativeareasandawiderrangeoflevelswillassistthecollaborativeprocess,enhancedlinkagesandthecreationofpositiveinter-dependencies.

Marginson(2011)recommendedthatinitiallytheapproachtoTUresearchshouldbedeepratherthan broad. He argued that seeking to spread research and PhD training across the full range of fieldsintheinitialperiodfollowingtheestablishmentofaTUwouldriskbothcompromisingtheeffectivenessofresearchandPhDstandards.HisanalysisalsoemphasisedtheimportanceofensuringthatresearchactivityandPhDtrainingmoveinlock-stepwithoneanother.

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Startingfromtheircurrentresearchbase,TUswillthereforeneedtoestablishincrementally,fieldbyfield,asustainable,deepenedresearchcapacity.ItsqualitymustbeinternationallyrecognisedtoensurethatTUscanattractinternationalresearchtalentandcollaborativepartnerstofurtherbuildand enhance capacity.

Assetoutinearliersectionsofthisreport,anumberofmajorGovernmentstrategiesfocusonembracinginnovation,technologicalchangeand,indeed,disruption.TheresearchactivitiesandinnovationofTUswillalsobeveryimportantinassessing,predictingandtestingtheemergingandnewareasoflearningandskillsprovisionthatarelikelytoberequiredinfive,tenandtwentyyears’time.

AnotherkeymissionforTUsisthepromotionofinnovationanditsdiffusion,throughsupportforfirm-levelinnovation,developingresearchcentresandgatewaysinestablishedandemergingregionalclustersandensuringthattheresearchsystemintheregionsisinternationallyconnected.

Accordingly,thereisadirectrelationshipbetweenmajorGovernmentstrategiesandthedistinctivemissionandobjectivesforTUswhichshouldensurethatmaximumgainisderivedfromthedisruptiveopportunitiesofdigitalisationandtechnology.

Tosucceedintheseambitionsitiscriticalthat,inbuildingresearchcapacityandcriticalmassfromarelativelylowbase,eachTUmustbeequippedtocompetesuccessfullyforresearchfundingnationallyandinternationallyincludingoftenonamultidisciplinarybasisandindiverseandnewareas.Thestrategyforachievingthisistakenuplaterinsection4.2.

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4. ThreepillarsforpriorityinvestmentinTUs

TheTURNWorkingGrouphasconcludedthatastate-changeisrequiredforTUstomeetthechallengestheyfaceandtoachievewhatGovernmentexpectsofthem.ThissectionofthereportassessestherequirementforprioritisedandtargetedactionandinvestmentacrossthreekeypillarssothattheTUsectorwillhavethecapacity,capabilityandinfrastructuretorealiseitspotentialandsupportGovernmenttodeliveritsstrategicpriorities.

Earliersectionsofthisreporthighlightthescaleofthechallenges–botheconomicandsocietal-encapsulatedinmajorGovernmentstrategiessuchasProjectIreland2040,theNationalDevelopmentPlan,FutureJobsIrelandandInnovation2020.TheyoutlinethepotentialforTUsto drive responses to these challenges in fundamental areas such as: skills and human capital development;balancedregionaldevelopment;digitalisationandtechnologicaldisruption;andinnovationandresearch.

InsettingoutthedistinguishingfeaturesofTUs,Section3alsohighlightedthekeychallengesfortheTUsectorintransformingfromIoTstosuccessfulTUsthatwilloccupyadistinctivespaceintheHElandscape.Thesewere:

ensuring that they remain grounded in the successful strategies of the technological sectorandcontinuetosupportthediversityoftheHEsystemthroughtheretentionofavariedprofileoflearnerandemployerrelevantprogrammesacrossLevels6-8,andaccompanyingthiswiththeexpansionofprogrammesatLevels9-10

openingupHEtoinnovativemodesandmethodologiesoflearningacrossthefullspectrumofapprenticeship,work-based,multi-campus,onlineanddistanceteachingandlearning

ensuringthattheysimultaneouslyprioritiseflexiblelearner-centredteachingandlearningapproaches,employmentandindustryrelevantprogrammesandstrongerresearchcapacity

deepeningtheirstrategicfocusonresearch,throughthedevelopmentofadistinctiveTUresearchprofile,reflectingamissionthatistechnological,closelylinkedtoinnovationand human capital and skills development and strongly aligned to the needs of the economy,especiallytheneedsofemployers,andsociety,whilstfacilitatingtherequiredunderpinningbasicortheoreticalresearch

furtherembeddingtheirrootednessintheirregionswhilealsorespondingtonationalpolicyobjectivesandbuildingtheirinternationalprofileandlinkages

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attainthehighestqualityofteaching and research

retain and recruit the highestcalibrestaffto drive research and teaching agendas

attractincreasednationalandinternationalstudentnumbers

compete successfully toattractnationalandinternationalresearchfunding

ensure a consistently high qualitystudentexperienceintermsoffacilities,resources and the TU environment

build durable collaborationswithindustry,employersandother partners

Furthermore,inordertoenabletheirsustainabilityandself-sufficiency,TUsmusthaveanacutefocusonqualityandexcellenceandbuildingtheircapacitytoenablethemto:

Since2013,Exchequerfundingofsome€20millionhasassistedconsortiatodeveloptheirpotentialtobecomeTUs.Afurther€14millionisbeingprovidedthisyearfortheprogressionofTUs(aswellas for other HE landscape restructuring projects5).

Inresponsetothisinvestment,thereisaconcomitantonusontheleadershipoftheTUstodriveforwardthistransformativeagendaandindividuallyrespondtoGovernmentobjectives,spearheadingthenecessaryreformsandessentialinnovations,drawingonthesefundingresources.EachTUmustdevelopitsownindividualprofile,basedonitsownstrengthsandtheuniqueneedsof its region and stakeholders.

TUs must also work together to respond to Government policy. The process for the establishment ofTechnologicalUniversityDublinpresentsanexemplarofcollaborationandcross-institutionalco-operation,whichcanbemodelledbyotherTUconsortia.Theyneedtoworktogethertobuildthereputationofthisnewuniversitysectorsincetheyshareresponsibilityforthatreputationnationallyandinternationally.TUsthatarebeingformedinmoreorlessthesameperiodhaveanopportunitytoidentifyandcollaborateonachievingmutualprojectstoensurethemostefficientuseofresourcesandthewidestimpactforinvestment,particularlyintheinitialphasesofTUdevelopment.Inadynamic,evolvingsectortherewilloftenbeissuesfacedincommon,experiencesandlearningthatcanbeexchangedandmutualobjectivesthatcanbepursuedjointly.Asthesectorevolvestheremaybeopportunitiesforjointprojectsinareassuchaschangemanagement,systemsintegration,capacitybuildingofleadersandstaffandapproachestobuildingresearchcapacity.Therewillalsobeopportunitiestosharelearningthroughcross-institutionpeergroupreviewandotherchannelsforsharingadvice,experienceandperspectivesonkeychallengesandopportunities.

5 Theseincludeinstitutionalincorporations,cross-borderalliancebuildingandregionalHEIclustering.

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Equally,individualTUmissiondiversityisastrengthforthesectorand,thoughcollaborativeprojectsintheemergingsectorwillensureefficiencyandopportunitiesforsharingandaddingvalue,eachTUmustbeprovidedwiththescopetodeveloptheirowntrajectoryandtimelines,toallowthesetotakepriorityandtoprogressandtaketheinitiativeasindividualautonomousinstitutions.

TomeettheGovernment’sobjectiveofamodern,highlyflexibleandresponsiveTUsectorandensurethatitbecomesareality,TURNhasidentifiedthreekeypillarsforpriorityactionandinvestment,whichwouldenableTUstobegintheprocessofdeliveringatrulytransformativeapproach for the sector. These are:

• realigning the policy framework and funding for TUs;

• building research capacity; and

• investingindigitalinfrastructure.

thesepillarsandthespecificactionsproposedforeachareassessedintheremainingsectionsofthis report.

4.1 RealigningthepolicyandfundingframeworkforTUsDeliveringonbothinstitutionalprioritiesandthepotentialforTUstoachievebroadernationalstrategicprioritiesdependsonasignificantreconsiderationofvisionandtheresponsibilitiesofgoverningbodies.Thisreliesonasharedcommitmentforchangeacrossthesector,complimentedbycapacitybuildingforindividualsandteamsworkingwithinTUs.Itrequirescohesiveorganisation-widemobilisationandinnovativeand,whereuseful,cooperativeapproachestocapacitybuildinginleadershipandstafftoaddressthechallengesofmovingfromIoTstoTUs,outlinedinearliersections.

Inordertopursue,attainandmaintainexcellence,TUleadershipmustbepreparedtoembraceactivelyacultureofhighperformanceillustratedby:

• openness,transparencyandaccountability;

• adoptingadata-informedandself-questioningapproachtomakingdecisionsandassessingperformanceincorporatingbenchmarkingagainstinternationalstandards;

• evaluatingfairlytheachievementofkeygoalsandobjectives;

• criticallyexaminingtheeffectivenessandefficiencyofinternalprocesses;

• objectivelyidentifyingareasforimprovement;and

• determiningandimplementingtheactionsrequiredtoaddressshortfallsinperformance.

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Ashighlightedearlier,keyactionsforTUsincludesystemsintegration,changemanagementandcapacitybuildingatalllevels.Long-standingpracticesandpoliciesinheritedfromantecedentinstitutionsshouldbecarefullyassessedtoascertainwhethertheyalignwiththeTUsmission,values and purposes.

Asautonomous,independent,self-governeduniversitiesthereisaclearonusonTUstoharnesstheconsiderableknowledgeandexpertisewithintheirowninstitutionstoaddressthechallengesthatarise,respondtoopportunitiesastheypresentthemselves,buildexcellenceinindividualfieldsandtocontributemorewidelytothedevelopmentofhighperforminginstitutions.Inthisregard,theestablishmentofappropriateuniversitycareerstructureswill,inparticular,beanessentialstepforTUs to build further capacity and scope for research and academic performance.

Furthermore,astheseinstitutionstransitionfromtheirpriororganisationalincarnationtobecomeuniversities,someimportantelementsofthecurrentpolicyandregulatoryframeworkwillneedtobereviewedtoensurethatitsupportsandenablesthenewuniversitiesinmeetingtheirambitionsandtocomparefavourablywithotheruniversitiesnationallyandinternationally.

Adaptationstothefollowingexternalenablersarerequiredtosupportthischange:-

• the design of the grant funding model;

• TU capacity building;

• delivery on capital investment plans for the TU sector;

• STEM investment;

• a sustainable borrowing framework; and

• appropriate regulatory autonomy.

Eachofthesekeyissuesisdiscussedseparatelyinthesub-sectionsimmediatelyfollowing.

4.1.1 The grant funding modelTheTUsectorisstronglypositionedtorespondtoanddeliveronthefuturevisionforHE.However,anappropriategrant-fundingmodelisrequiredtosupportandenabletheTUsinsodoing.

Anindependentreviewofthemodelforallocatinggrantfundingtouniversities,institutesoftechnology and colleges was completed on behalf of the HEA in December 20176. The review recommendedthatthecurrent“binary”fundingmodelshouldbereplacedwithauniversalapproachfor all HEIs. This would involve the same standard student driven methodology to determine baseallocations,andabroadlyuniversalsetofmetricsforresearchandinnovationsupport,withindividualadjustmentsandtargetedfundsensuringthatsufficientincentivesremaintoprotectandreinforcethediversityofdifferentindividualmissionsaswellasensuringadequatefundingforareasofnationalpriority.

6 ReviewoftheAllocationModelforFundingHigherEducationInstitutions:FinalReportbytheIndependentExpertPanel for the HEA; December 2017. TheChairofTURN,ProfessorPhilipGummett,wasalsomemberofthisreviewteam.

https://hea.ie/assets/uploads/2018/01/HEA-RFAM-Final-Report-for-Publication.pdf

https://hea.ie/assets/uploads/2018/01/HEA-RFAM-Final-Report-for-Publication.pdf

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It was also recommended that this model should be underpinned by a consistent and comparable costingsystemwhichcanensurethatthefundingmodelcandifferentiatebetweenthedistinctcostdriversofdifferentinstitutionsandrespondaccordingly,withoutwhichitwouldnotbepossibletomovetoauniversalfundingsystem.ThoughtheindependentreviewdidnotexplicitlyconsidertheimplicationsforthecurrentgrantfundingallocationmodeloftheestablishmentofTUs,itrecommendedarationaleformovingtoamore“fluidtwopot”systemen route to a universal approachlargelypromptedbytheexpectedarrivalofTUs.

InlightofthemajorreconfigurationofthelandscapeofHEinIrelandresultingfromtheemergenceofaTUsector,examinationisurgentlyrequiredofthethreefollowingoptionsforthefutureoperationofthegrantallocationmodelinadvanceofthedevelopmentoftheuniversalmodel:-

• maintainingTUswithintheIoTfundingmodel(withorwithoutanyrevisions/adjustments);

• transitioningTUstotheuniversityfundingmodel;and

• creatingaseparateTUfundingmodel.

Giventheurgencyofthisissue,animmediatereviewofthethreeoptionsshouldbecarriedoutbytheDepartmentofEducationandSkillsandtheHigherEducationAuthority,inconsultationwithstakeholders. The review should be completed by the end of 2019 to enable the development of TUsbymakingrecommendationsonthepreferredoption.

4.1.2 Capacity building Inordertodevelopsustainablyandwithincreasinglevelsofself-sufficiency,TUsmustbuildtheircapacitytocompeteforresearchfundingandfortherecruitmentandretentionofhighcalibrestaff,todrivehighqualityresearchandteachingagendasandtoattractincreasednationalandinternationalstudentnumbersindirectcompetitionwithotheruniversitiesandHEIs.ThereisanopportunityforTUstoinstallacultureofcontinuousimprovementinthecapabilitiesofalloftheirstafffromtheoutset.TUswillneedtocarefullybalanceaninitialfocusonliftingcapacityinprofilegrowthareaswithbroaderstrategiesforthedevelopmentofallacademic,research,seniorexecutiveandprofessional,management,supportandadjunctstaffwhobringexternalexpertisetotheinstitution.Marginson(2011)proposedthatintheinitialphasespecialattentionshouldbepaidtogrowthareassuchasresearch,Level10provisionandacareerframeworkforstaffwithmanagementresponsibilities.

ThoughnotsolelyreservedforTUcapacitybuilding,so-called‘landscapefunding7,hasbeenanessentialsupportforthetransformationofthetechnologicalsectorintoTUs.Tocontinuetosupportthisessentialcapacitybuilding,landscapefundingwillneedtobereconfiguredtoredirectamoresignificanttranchetotheorganisationandchangemanagementthatneedstotakeplacepost-establishment,andaspirantconsortiawillalsoneedtocontinuetobesupported.Itisessentialthatthisfundingcontinuestobebasedonmeasurablehighqualityoutcomes,outputsandtheachievementofkeynationalstrategies,agendasandpoliciesonavalue-for-moneybasis.TUs,withthesupportandassistance,asappropriate,oftheDepartmentofEducationandSkills,andtheHEAwill need to work together to develop appropriate employment frameworks.

7 AnInnovationandTransformationFundhasbeenestablishedwithsome€8.5mallocatedtothetechnologicalsectorfollowingacompetitivecall.Inaddition,fundingof€5mwasallocatedtothetechnologicalsectorinrelationtoresearchandinnovationbasedonpostgraduatecompletions(20%),competitiveresearchfunding(40%)andknowledgetransfermetrics(40%).

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TUs themselves must demonstrate their ability to transform from their antecedent individual operatinginstitutionstoregional,nationalandinternationalinstitutionsofscale.TUsmustalsoadoptanincreasinglyinternationaloutlook,expandingtheirinternationalorientationandenhancingtheirportfolioofinternationalactivitiesincludinggreaterattentiontointernationalresearchcollaborationandjointresearchprojectsaspart,forexample,ofEUresearchprogrammes.Astheircapacityforresearchandresearch-informedteachingandlearningdevelopstheycan,overtime,earnareturnontheinitialinvestmentbyGovernmentbycontributingtothedeliveryofkeynationalstrategicobjectives.

4.1.3 Capital investment plans for the TU sectorProjectIreland2040isadriverfortheTertiaryEducationandSkillssystemrealisingitspotentialtoenablemorebalancedpopulationandemploymentgrowthacrossIreland’sregions.Improvementstothissystemwillalsohelptoaddresscurrentinfrastructuredeficitsandcaterfortheprojectedincreaseinthestudentpopulationbetweennowand2029.

ProjectIreland2040providesfora€11.9billioninvestmentintheeducationandtrainingsectorover the period 2018 to 2027. This will almost treble the HE sector capital budget compared tothepastdecade(€0.8billionto€2.2billion).Itwillresultinanannualaverageinvestmentofapproximately€300millioninthesecondhalfofProjectIreland2040period,comparedtothe€30millioninvestmentin2018.OverthelifetimeofProjectIreland2040,takinginPPPinvestmentsandsupportforresearch,investmentof€2.8 billion is planned for HE.

AkeyprioritysetoutunderProjectIreland2040istheestablishmentofaclearlyprioritisedExchequer-supportedHEbuildingprogramme,includingbolsteringthecapacityofmulti-campusTUs.TheimportanceofsustainingthisprogrammeofcapitalinvestmentinHEundertheNationalDevelopmentPlan2018–2027toensurethattheon-campusexperienceisofahighqualityintermsofinfrastructure,equipment,facilitiesandtheteachingandlearningenvironmentcannotbeover-stated.Thisinvestmentwillservetosecuremultiple-campusphysicalenvironmentscompletewithstate-of-the-artlearningresourcessuchaslibraries,laboratoriesande-learningfacilities,providing a solid base to support the provision of more widely accessible online and distance learning environments.

Asstated,TUsinparticularwilldrivethetalentpoolfordistinctive‘sticky’regionalclustersanddeepenresearchandinnovationwithafocusonmeetingeconomicandsocietalneeds.Theywillalsosignificantlyfacilitatethegenerationoftheadditionalcapacitynecessaryonasystem-widebasis to support the projected increase in enrolments as well as responding to skills needs at a regionalandnationallevelandtheneedforlifelonglearningprovision.

IfTUsaretodeliverfullyontheirpotentialtoassistGovernmentintheachievementofvitalregionaldevelopmentandsocio-economicpoliciestheirfundingallocationmustbesafeguarded,prioritised,andbroughtforwardtoaformativepoint,particularlyincircumstanceswhereTUsremainexclusivelydependentonExchequerresources.

Assuch,Government’sambitionforenhancingthephysicalinfrastructureandexpandingcapacityforHEprovisioninTUsmustberealisedinpracticeandearlyoninthedevelopmentofthesenewuniversities.ThisisessentialtoensurethatthesubstantialbenefitsofTUsdetailedinthisreportare realised.

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4.1.4 STEM investmentTheachievementofastrongSTEMeducationandresearchpresenceiscentraltoabroadrangeofGovernmentstrategies,tomeetingcurrentandfutureskillsneeds,strengtheningtheindigenoussectoroftheeconomyandattractingandretainingFDI.

The availability of modern industry-relevant graduates remains a cornerstone need of the Irish economy and cannot be delivered without access to modern industry-relevant laboratory and workshopequipment.STEMeducationbyitsnaturedemandsthatsignificantamountsoflearningandassessmenttakeplacethroughlaboratory,workshopandprojectactivities.ThenatureofSTEMeducationissuchthat,unlikeforexample,educationinbusinessrelateddisciplines,scalingexistingSTEMprogrammestocaterforincreasednumbersofstudentsisonlyfeasibleiflaboratoryequipmentandfacilitiesarescaledinasimilarmanner.TounderscorethecredibilityofIreland’scommitmenttoSTEMeducationandtodevelopthenecessaryanalyticalskillsinlaboratories,workshopsandprojectsitisessentialthatlearnersareeducatedandtrainedin,andgivenampleopportunitytoworkwith,thetypeandqualityofequipmentandfacilitiesthattheywillencounterin employment.

TherehavebeenconsistentlylowlevelsofinvestmentinSTEMlaboratoryequipmentandfacilitiessincetheeffectivecessationofdedicatedfundingforSTEMfromtheendofthePRTLIprogrammein2010.TheHEAFinancialReviewoftheInstitutesofTechnology8furtheridentifiedthattherebalancingoffundingtowardsstudentcontributionawayfromthestategranthashadanegativeimpactonfundingforcoursesthatareexpensivetodeliver,suchascoursesintheareaofSTEM.STEMandotheremploymentandindustry-focusedprovisionandresearch,bedrocksfortheTUsector,haveseensystemicreductionsinfundingthroughthedilutionoftheimpactofthepositivelyweightedcorefundingmodelwithaproportionatelygreatercontributionofSTEM-neutralstudentcontributionsandcontractinggrants.Thismayhavealsoservedasanunintendedconsequencetoeffectivelydis-incentivisethekeynationalprioritytopromotegrowthinSTEM.

The erosion of the STEM equipment and facility bases is one of the biggest risks not only to the TU andwidertechnologicalsectorbutalsoforthecontinuedeconomicdevelopmentofthecountry.Amarkedreversalininvestmentpatternsisrequiredtocorrectthisanomaly.In2017,a€200millionPublicPrivatePartnership(PPP)ProgrammefortheHigherEducationsectorwasannounced.Thiscapitalinvestmentininfrastructureacross11InstitutionsofTechnologywillleadtoastepchangeinSTEM-relatedskills,includingICT,engineeringandlifesciencesacrossthecountry.Thesenewfacilitieswillhelpdriveregionaldevelopmentandwillbetransformativefortheindividualinstitutionsandtheregionstheyserve.

4.1.5 TU borrowing frameworkItisessentialthatTUswillhaveorwilldevelopthecapacityinthemediumtolongertermtocompeteonalevelplayingfieldwithotheruniversities.AtpresentTUsareconsideredtobeGeneralGovernmententitiesandborrowingsbyTUscontributetowardsGeneralGovernmentexpenditureandaffecttheGeneralGovernmentbalance,withloanstreatedasGeneralGovernmentDebt.ThisrestrictsTUaccesstonon-ExchequerfundingsourcesandcommitsTUstoaccessingfundingfromthe‘zerosumgame’single-pot source for all HEIs. This is in contrast to the other universities,whoarefreetoborrowfromothersourceswithoutimpactingonGeneralGovernmentDebt.

8 HEAFinancialReviewoftheInstitutesofTechnology,2016.

https://hea.ie/assets/uploads/2016/11/final_iot_financial_review_3_11.pdf

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In2016/17theaggregateamountofmoniesborrowedbytheuniversitieswas€637million.9 Arisingfromtheuniversities’capacitytoborrow,andtheabilityofsomeinstitutionstoutilisereservesorsourcephilanthropicfunding,Exchequercontributionshavebeensupplemented.Capital(mostlybuilding)developmentprojectshavebenefitedconsiderablyfromtheinjectionofEuropeanInvestmentBanklendingtotheuniversities.ThesesourcesarenotavailabletoTUs.

Anillustrationofthecurrentdisparitybetweenuniversitiesandthetechnologicalsectoristheprovisionofadequatestudentaccommodationprovision.Exchequercapitalfundingisfocusedonthedevelopmentofcorecampusinfrastructure.However,universities,withthebenefitofloans,havecontinuedtodeveloppurpose-builtstudentaccommodation(PBSA)on,ornear,theircampuses.

The2017ReviewoftheAllocationModelforFundingHigherEducationInstitutionshighlightedthatthereisanurgentneedtoresolveissueswhichrestrictTUsfromborrowing,asthiswillseverely undermine the system’s ability to accommodate future student demand. The Review also warnedabouttheincentives,intheabsenceofaborrowingframework,forinstitutionstoincreasetheirdependencyincross-subsidisationandcreateunintendedconsequencessuchaspursuingunsustainablenumbersofinternationalstudentsorsettinguncompetitiveorunfairpostgraduatefeelevels.

RecognisingcurrentandplannedExchequercapitalinvestmentinHE,thereisalsoaneedtoensurethatthestatechangeofTUambitionisfullyrealisedthroughtheirabilitytoleveragefundingfromawiderrangeofsources,includingcommercialloanfinance.AnexpandedfundingframeworkforTUswillbevitaltoenhancethequalityofthestudentexperienceandinsodoingincreasetheattractivenessoftheTUs.ItwillprovideinvestmenttosupportthegrowthofinternationalstudentnumberswhichcanmakeanimportantcontributiontoprovidinganadditionalsourceoffundingtoTUs,therebyfurtherreducingtheirdependencyonStatefinances.

The development of a borrowing framework for the TU sector under the relevant provisions of the TechnologicalUniversityAct2018iscrucialtoensuringthattheTUshaveaccesstoloanfinancetofundthedevelopmentoffacilitiesandphysicalinfrastructure.Suchaframeworkshouldbeagreedand put in place as soon as possible.

4.1.6 Appropriate Regulatory AutonomyTUswillberequiredtohavethesamelevelsofcapacityforteaching,learning,andresearchasanyothernationalorinternationaluniversity.TUsneedtobeprovidedwithappropriateflexibilityandautonomycommensuratewiththatalreadyprovidedtootheruniversitiestoreachthehigheststandardsrequiredandexpectedofthemandtoenablethemtogrow,developandcompeteonalevelplayingfield.TUswillneedthesupportandassistanceofGovernmentanditsagenciestoattainthisautonomy,withinapprovedcareerframeworksandqualitystandards,sothattheycanensurethattheirperformancelevelsareequivalenttothebestuniversitiesnationallyandinternationally.

AsTUsdevelopandexpandintherangeandcomplexityoftheiractivities,theywillrequirechanginglevelsofsenioracademic,professional,managementandsupportstaffinorderto:

9 Source: HEA

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• ensurethattherelevantfunctionaloperationsoftheuniversitycanbedelivered;

• ensureastrongcadreofacademicstafftoprovidehighqualityresearchandteachingandlearning to students;

• ensureahighqualitystudentexperienceintermsoffacilitiesandservices;

• deepen their capacity for research; and

• facilitatetheintroductionofanadvanceddigitalinfrastructuretoenableeachofthese.

Ataseniorlevel,anewstructureofseniorexecutivepostswillbenecessarytoleadtherangeofstrategiesrequiredofTUstopursuetheiruniquemissions,valuesandambitions.Thecadreofacademicstaffmayseeleadershipopportunitiesintakingonthechallengeofseniorexecutivework.Academicstaffprofileswillalsoneedtoalignmorecloselytouniversitynorms,includingtheappointmentofprofessorsandassociateprofessors.Ingeneraltherolesandresponsibilitiesofstaffwillneedtoadaptandadjustinstepwiththistransformativechange.

Inbuildingtheirresearchcapacity,TUsmustadopttheresearchercareerdevelopmentandemploymentframeworkdevelopedunderAction3.10oftheGovernment-approvednationalresearchstrategyInnovation2020.TheprovisionofhighqualityresearchandLevel10programmesaredependentonahighlevelofstaffPhDintensityandbuildingsuchintensityisapriorityinitialactionforTUs.

EnsuringahighqualitystudentlearningexperiencethroughtheadaptationofexistingprogrammesandthedevelopmentofprogrammesinemergingfieldswillbeimportantforTUs.Ensuringthatprogrammescanbeofferedinwaysthatuseinnovativepedagogies,promotetheacquisitionoftransversalskillsandprovideusefulworkexperiencerequiresseniorexperiencedacademicandpedagogicleadershiptosethigheducationalstandards,anticipatenewdirectionsandworkacrossthelarge,multi-disciplinary,multi-campusteamsofTUs.

Theachievementofnew,appositecareerstructuresisnecessarytofacilitatetheretentionandrecruitmentofhighcalibrestaff.ThesecareerstructureswillcorrespondwiththedistinctivenessofTUs,balancingenhancedteachingandlearningandresearchprogression,attractivenesstointernationalhighcalibrestaff,newsupportrolesrequiredtodealwithincreaseddigitalisation,theretentionofprofessionalexpertiseandmoreporousadjunctstafffacilitation.OneTUhasalreadybeenestablished,TUDublin,sothedevelopmentofthesecareerstructuresisanurgentmatter.

Itisalsoimportanttoensurethatthenewrolesandresponsibilitiesforacademic,research,seniorexecutiveandprofessional,management,supportandadjunctstaffaremappedandcontinuouslyupdatedtothehighestqualitystandardsofrecruitment,competenceandperformance.TUsrequiretheflexibilitytomovetowardsoutput-relatedapproaches,recognisingprofessional,autonomousandself-responsibleworkingpatternsandincorporatingcomprehensiveyear-roundactivitieslikeresearch and curriculum development. TUs must also be ceded appropriate autonomy within theframeworkofnationalpoliciesfortheregulationandoversightofperformanceandqualitystandards.

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The key regulatory issues to be considered include:-

• theoperationoftheEmploymentControlFrameworks;and

• the ability to work appropriately within public service pay/salary ceilings and grading structures towards the development of new career framework for TUs.

TheDepartmentofEducationandSkillsandtheHigherEducationAuthorityshould,whereappropriate,assistandsupportTUsintheconsiderationandadvancementoftheseissues,havingdueregardtoGovernmentpayandstaffingpolicies.

4.2 BuildingResearchCapacityTUsareexpectedtoassistinpositioningIreland’sHEsystemasaGlobalInnovationLeader.TUswillbethenationalleadersforbuildingstrongculturesofresearchandpostgraduateeducationforthetechnologicalsector.TUswillneedtoraisetheleveloftheirresearchandinnovationcapacitysubstantiallytoachievethesetargets.

TheachievementofthenationalpriorityforbalancedregionaldevelopmentenvisagedbyProjectIreland2040,ofembracinginnovativetechnologicalchangeasenvisagedbyFutureJobsIrelandandthefurthertransformationofregionaleconomies,callsfordeepeningthefocusonresearchtomeeteconomicandsocietalneeds,linkingitmorecloselytoinnovationandhumancapitaland skills development; and deepening their rootedness in their regions whilst also responding to nationalpolicyobjectivesandbuildingtheirinternationalprofileandlinkages.Marginson(2011)acknowledged the constant interplay between basic and applied work so this deepening of focus mustalsobecomplementedbythedevelopmentofinnovativebasicresearch.

EnablingthenewTUstomeettheexpectationsplaceduponthemisamajorchallenge.Theystartfromarelativelylowbaseofhistoricalinvestmentandactivityinresearch.Forinstance,intermsofinternalresearchpipelines,TUDublin,thelargesthighereducationinstitutioninthestate,beginswithasimilarpostgraduateresearchprofiletosomeofthesmallerestablisheduniversities10. TheotherTUconsortiastartwithsignificantlylowerpostgraduateresearchenrolmentsthataremore balanced towards the provision of research masters than PhD programmes. Yet they will nowbeexpectedtoseekresearchfunding,nationallyandinternationally,inahighlycompetitiveenvironmentwherefundersareanxioustoensurethattheyonlyfundfirst-rateresearch.ItisthereforecriticalthateachTUisadequatelysupportedandequippedtocompetesuccessfullyforresearch funding whilst simultaneously ensuring that their research has a direct impact for industry and enterprise in their region.

This disparity in research capacity must be addressed to bring TUs to a level where they can fully engagewithnationalstrategicpoliciesforresearchandinnovationasdetailedinInnovation2020andFutureJobsIreland.

PromotingastrongresearchandinnovationculturewilldictatetheabilityandcapacityofTUstodriveeconomicandsocialdevelopment.Theymustbuildcriticalmassofscientificexcellencein

10 HEAFactsheet-PostgraduateResearch–2018;HEAKeyFactsandFigures2017/18:StaffingStatistics-HEAInstitutions-NumbersinWhole-TimeEquivalents(WTEs).

https://hea.ie/assets/uploads/2019/01/Higher-Education-Authority-Key-Facts-Figures-2017-18.pdf


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researchareasofstrategicnationalimportance,includingthroughincreasedpostgraduateresearchprovision,leadingtoimprovementsinthescale,qualityandimpactsofresearchoutputs.TheavailabilityofacomprehensiveNationalFrameworkforDoctoralEducation11 provides a quality infrastructurewithinwhichthisexpansioncanbesupported.

Supportfortheresearchcommunitiesbasedbothin,andlinkedto,multi-campusandmulti-disciplinaryenvironmentsiscrucialtobuildingthereputationofTUsandimperativetoraisetheinternationalvisibilityofTUresearchtoattractfront-lineinternationalresearchtalent.

Internationalresearchemphasisestheroleofresearch-activeandinnovation-drivenHEIsinsecuringthesuccessofregionalclusters.TUsmust,therefore,ensurethattheiractivitiesandoutcomesaredefinedby:

abedrockofinternationallycompetitivecutting-edgeresearch

theabilitytogrow,attract,developandretainapooloftalentedresearchers

theestablishmentofknowledge-intensivehubsforattractingandbuildingresearch-intensivecompanies,investmentandcatalysinginnovation

Thescaleofthechallengeinvolvedintransformingresearchcapacityshouldnotbeunderestimated.Thestepupinambitionandperformancerequiredis,however,fundamental,totherealisationoftheresearchpotentialoftheTUsector.

ForTUstobidsuccessfullyformajornational,EUandotherinternationalfundingonacompetitivebasis,asignificantaccelerationisessentialinresearchactivityinordertobuildastrongertrackrecordofresearchexcellencesuchashasbeencreatedovermanydecadesintherestoftheuniversity sector.

Todateperformancehasbeenunevenandresearchcapacityhasdependedonarelativelysmallcohortofresearchleadersinindividualinstitutes,creatingpocketsofexcellencebutonasmallscale.Correspondingly,therehasbeenlimitedsuccessincompetitiveaccesstoresearchfundingcomparedtootheruniversities12.In2015/16theIoTsectoraccountedforjust14%ofthetotalresearchincomeofhighereducationinstitutions.

TUsneedtoidentify,developandactonnewresearchopportunities,throughenhancedrelationshipswithindustryandotheremployers,clusteractivityandintegratednationalandinternationalcross-HEIresearchbasedprogrammes.

ThecriteriaestablishedforresearchintheTUdesignationprocesshavealreadyhadanimpactontheresearchcapacityininstitutions13.CapacitybuildingcommencedinpreparationforTU

11 NationalFrameworkforDoctoralEducation12 ResearchIncome2015/16(ExcludesCoreGrant)–Source:HEA13 HEA–KeyFactsandFiguresSeries2013/14to2017/18

https://hea.ie/assets/uploads/2017/04/national_framework_for_doctoral_education_0.pdf

https://hea.ie/statistics/publications/

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designationwithsignificantinvestmentsinstaffresearchqualificationsandactivityandincreasingthenumbersofpostgraduatestudents.Thedisparitybetweentheproportionofresearchandspecialiststaffinestablisheduniversities(37%)andIoTs(11%)forresearchin2017isindicativeofthescaleofdevelopmentthatisstillrequired.14 The landscape investment now needs to be consolidatedbytheTUsandthesuccessesoftheirstafftodaterewardedwithstrongleadershipinresearch and a clear strategy to make use of this success to deepen research in key areas (Marginson 2011).Thenecessityforthedevelopmentofresearchhumancapital,including,recruitment,postgraduatetrainingandsupervision,andschemesforcollaborativeknowledge-transferandmobilityisofcommoninteresttoallTUs.Inbuildingtheirresearchcapacity,TUsmustadopttheresearchercareerdevelopmentandemploymentframeworkdevelopedunderAction3.10oftheGovernment-approvednationalresearchstrategyInnovation2020.Insodoingitisacknowledgedthatthiswillbechallengingtobalancetheircomplementofacademicstaffwithresearchexpertisewithacademicstaffwithrealworldindustryexpertise.

ThecreationofTUsprovidesanopportunitytoincreasethescaleandscopeofresearchofvaluetotheeconomyandtosociety,strengtheningtheinnovativecapacityoftheregionsandmakingIrelandamoreattractivemagnetforinwardinvestmentandforleadinginternationalresearchtalent.Akeybuildingblocktherefore,isthecreationbyeachTUofaresearchdevelopmentstrategytosetobjectivesandtargetsoverspecifiedtimehorizons,linkedasappropriatetoabroaderstrategicdevelopmentplan,identifyingareasfordeepeningresearchaswellasopportunitiesforcollaborativedevelopmentandcoupledwithatimelimitedinvestmentinresearchcapacitybuilding.

Inordertomeettheappropriatequalitystandardsforuniversity-ledprovision,thedeficitsineducationalandresearchinfrastructureinTUsmustbecorrected.ThesewillalsoenableTUstooperateinacontemporaryopenresearchenvironment.ThespecificdeficitsforSTEMresearchhavebeentakenupinSection4.1butthesealsoextendtoothertechnicalequipment,laboratoryfacilities,researchsoftwareandequipmentaswellase-journals,publications/researchdatarepositories and bibliometric tools.

14 HEAKeyFactsandFigures2017/18,StaffingStatistics-HEAInstitutions-NumbersinWhole-TimeEquivalents(WTEs

14% IOT

86% University

2015/2016 - Total Research Income - €500m



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4.3 Investing in Digital InfrastructureAseriesofmajorGovernmentstrategiesfocusonembracinginnovation,technologicalchangeand,indeed,disruption.Investment in state-of-the-art digital infrastructure and ICT provision for TUs will,fromtheoutset,createanopportunityforthesectortomeetandaddressregionalandnationaleconomicneedsfordigitalisation,tocaterfor21st century learning and research and to ensure that thenewTUsareequippedtodeliverreturnsonthenationalpolicyforthecreationofanewtypeofuniversity.ModernTUswithastrongdigitalidentityhavethepotentialtoadvancethestudentlearningexperienceandbecomenationalandinternationalleadersinthisarea.

DigitalinfrastructuralprovisionisthekeytoopeninguptheconnectivitythatwillenabletheconnectednessandcollaborationofTUs.ItwillbeessentialformeetingthechallengesforTUs,especially those of:

• openingupHEtoinnovativemodesandmethodologiesoflearningacrossthefullspectrumofapprenticeship,work-based,multi-campus,onlineanddistanceteachingandlearning;

• ensuringthattheysimultaneouslyprioritiseflexiblelearner-centredteachingandlearningapproaches,employmentandindustryrelevantprogrammesandstrongerresearchcapacity;and

• deepeningtheirstrategicfocusonresearch,throughthedevelopmentofadistinctiveTUresearchprofile,reflectingamissionthatistechnological,closelylinkedtoinnovationandhumancapitalandskillsdevelopmentandstronglyalignedtotheneedsoftheeconomy,especiallytheneedsofemployers,andsociety,whilstalsoaccommodatingtherequiredunderpinningbasicortheoreticalresearch.

Asdiscussedinsections2.1and2.2,TUswillplayacentralroleinmeetingtheeconomy’surgent requirement for digital skills including by producing industry-ready graduates with a deepknowledgeandunderstandingofdigitaltechnologies.Furthermore,inthedigitalageandknowledgeeconomyitiscriticalthatlearnersacquirehighlyrelevanttransferableskillsandtheeducationsystemprepareslearnersfortransformedmodesofworking,radicallydifferentworkplacesandthelabourmarketofthefuture.Theacquisitionofknowledgeandskillsneedstobeunderpinned by an up to date digital infrastructure.

Thedevelopmentofastate-of-the-artdigitalinfrastructureformulti-campussettingswillalsoensuremoreintegratedunitaryorganisations,aswellasoptimisingtheabilityofthenewinstitutionstomeettheneedsofthestakeholdersintheirroleaskeydriversofregionaleconomic,social and cultural development. DigitallyenhancedTUscanbetterfacilitatesystemicengagementanddata-informeddecisionmaking,significantlyenhancingconnectednessandcollaborationwithindustrypartners,institutionalstakeholders,regionalandcommunitygroups.Digitaltechnologycanmodernisebusinesssystemsandreduceinefficiencies,freeinguptimeforhighervaluework.

NewTUsarebydefinitionnon-traditionalHEIs.Theyaredistinctiveincomprisingmulti-campuseswhichareappropriatelyexpectedtodeliveraconsistentandfullmenuofhighqualitylearningexperiencesirrespectiveoflocation,coursetypeorawardlevel.Digitalconnectivitymeansthattherecanbeequalaccessforalllearners,ensuringaconsistentandhighqualityeducationalexperience,regardlessofphysicallocation.

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TUswillcaterfordiversecohortsoflearnersatthesametimeandfullydigitallyenabledTUscanensure that they will all be equally enabled to connect and engage. The various cohorts of learners willexpectanddemandaseamlessdigitalexperienceacrossavarietyoflearningenvironments,whethertheybeon-oroff-campus,part-orfull-time,throughvariousmodesofdeliveryincludingonline,blended,distanceandwork-basedlearning,usingstate-of-the-artlearningtechnology.

DigitalisationhasthepowertoprofoundlychangeandenrichtheHElearningenvironment.NewergenerationsoflearnersinTUswillalsoexpectcontemporarydigitallybasedacademic,administrativeandsupportservicesinordertomeettheir‘digitalnative’expectations,theireasewithtechnologyandtheirneedtoaccesseducationfromarangeoflocationsatapaceinkeepingwith their personal circumstances.

Comprehensiveadaptationtodigitallearningrequiresnewapproachestoprogrammedesign,deliveryandassessment.Academic,supportandprofessionalstaffrequiretheappropriateskillsandsystemstoenableahighqualitylearningexperience.Digitalplatformsandpredictiveanalyticswill also enable TUs to fundamentally transform and deliver programmes designed to meet thepersonalisededucationneedsoftheindividuallearner,inparticularfacilitatingaccessandretentionforat-risklearners.ForTUs,theuseofextensivedigitalisationwillensuremoreeffectiveengagementwithstudentsandefficientaccesstocontemporaryinformationaboutthestudentexperienceandthesuccessofprogrammestrategies,researchqualityandimpactwhich,inturn,willmean that TUs can be more responsive in improving and enhancing quality.

Modernresearchrequiresdigitalservicescombiningsoftwaretools,dataandcomputingacrossdifferentinstitutionsandacrossheterogeneouslearningandresearchenvironments.Digitalinfrastructureisrequiredforeffectiveresearchcollaborations,particularlyinternationally.Researchersneedtocommunicateandshareresourcessecurelyandefficiently.

Datadrivenresearchrequiressolutionsforfinding,accessing,integratingandreusingresearchdata. There is also scope in planning and provision of digital infrastructure for sharing resources andforcollaborationbetweenTUsandotherHEIsinrelation,forexample,todigitalpublications,e-journals,thecreationofshareddigitalrepositoriesandon-lineaccessbylearners,staffandresearchers.Further,TUsandotherHEIscouldbenefitfromthecapacitytojointlynegotiateandadvocateforopenpublicationsandotherareastoreducecosts.

Theextenttowhichalloftheseobjectivescanbeachieveddependscruciallyoninvestmentindigitalinfrastructure.TUsmustbeproactiveandattheforefrontofthesedevelopmentsandthestrategicinvestmentsoughtwillenableaverysignificantstep-upintheTUteachingandlearningenvironment,knowledgecreationandinnovation. Digital technology evolves rapidly and TUs will needtoremainflexibleandagiletoensurethattheirdigitalinfrastructureremainsrelevant.

Digitalinfrastructureisalsoanenablerforpromotinginnovation,itsfacilitationingeographicallydistributedregionalclustersanditsdiffusionintoindustryandemployment.Investment in digital andICTinfrastructureisthefoundationtowardthevisionofenablingTUmulti-campusesfor‘sticky’regions,thatis,regionswithgreateropportunitiesforpeopletoremainintheircommunitieswhilepursuingstudiesinHE,therebyfosteringthefull-scopeskillsbasethatarguablyisthesinglemostimportant factor in:

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• dissolvinggeographicalboundaries,providing students with a consistent high-quality teaching andlearningexperienceacrossgeographicallydispersedcampuses;

• facilitatingnon-standardeducationalprovisionbyextendingthereachbeyondcampusestoprovideflexiblelifelongeducationaldeliverytoanexpandingandmorediverselearnerpopulation;

• sharingexperienceonadispersedbasisthroughonlineandblendedlifelonglearningbringingHEintohomes,workplacesandcommunities.

• facilitatingengagementandcollaboration,therebyenablingthepoolingofexpertise; and

• enablingmoreporousknowledgetransfer,innovationandcollaborationwithenterprise.

DigitalcapabilityisrequiredofallHEIs.Therehasbeeninsufficientinvestmentindigitalcapacitybuildinginrecenttimesinthetechnologicalsector,evidencedintheconsistentgapbetweenrequiredandactualexpenditureonICTwhichin2018,forexample,wasestimatedat-25%15. Dedicated gap funding will be required to redress this imbalance in tandem with enabling the capacityoftheinstitutionstodiversifytheirfundingsourcestocontinuetoadaptandrespondtodigital changes as they evolve.

WhilerecognisingthatasimilarchallengeisfacedbyallHEIsinthisarea,thereisastrongargumenttoprioritisethisinvestmentforTUsimmediatelysotheycan,fromtheoutset,buildthedigitalconnectivityrequiredfortheirtransformation.ThisisessentialinensuringthatTUscanrespondtowhatisexpectedofthembyGovernment,theirlearners,theirindustrypartners,theirregionsandtheircommunitiesfortheachievementofmulti-campus,multi-modalregionalinstitutionsdeliveringalastingandprofoundimpact.

15 DataprovidedbyHEAfrominstitutionalICTequipmentreturns2017/18

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5. ConclusionsandRecommendations5.1 ConclusionsTheintroductionofTUsintotheHElandscapeinIrelandisaboldandimportantsteptowardsmeetingtheeconomicandsocialchallengesandchoicesfacedbyIrelandandaddressedinarangeofGovernmentstrategies.TheIrishTUconceptisdistinctiveinitsrootednessinregionalandlocalcommunitiesandeconomies,reachingoutinternationallyfromthoserootsanddrawinginternationaleducationandresearchpracticesdirectlybackintotheregions.Throughtheformationofasymbioticnetworkofeducationalandknowledgecreationhubswithinregions,theTUsectorhaspotentialtoaddsubstantialvaluetoGovernmenthumancapitalandglobalinnovationpolicies and strategies.

ThedevelopmentofnewuniversitiesintheshapeofTUsrepresentsasubstantialenhancementtotheoverallcapacityandpotentialoftheIrishHEsystem.Itprovidesanopportunityforafundamentalre-evaluationwithintheIrisheducationsystemandIrishsocietyoftheroleandvalueofcorehighervocational,technical,technologicalandprofessionalskillsandqualificationsinparticularintermsofthedemandsandopportunitiesofthefutureworldofwork.

AstrongmandateforTUswaspresentedintheNationalStrategyforHigherEducation2011,andprovidedwithstatutoryrecognitioninthefunctionsandobligationsoftheTechnologicalUniversitiesAct2018.TheestablishmentofTechnologicalUniversityDublinon1January2019wasaseminaldevelopmentinthefurtherdiversificationandstrengtheningoftheIrishHElandscape.Thesenewinstitutionsmustovertimestriveforgreaterself-sufficiencyandautonomylinkedtoaccountabilityanddeliveryoftheircoremissions,valuesandpurposes.

Thedistinctivequalityofalearner-centredandinclusiveTUisthatitprovidesaregionallifelonglearninganchorwherepeoplecanlearnattheirownpace,anywhere,anytimewithoutbarriersensuring that alllearnersaresupportedanddevelopedtotheirfullestpotential.Alearningsystemthatseamlesslyprovidesfortransitionsandpathwaysfromarangeofdifferentstartingpoints,transferandprogressionwithinandbetweenTUsandotherHEIs,andprogressiontoemployment,furtherlearningandparticipationinsociety.

TUsareexpectedtohelpachievetheambitiontopositionIreland’sHEsystemasaGlobalInnovationLeader.TUswillestablishexcellentstrategicallyfocusedaswellasbasicresearchcapacityappropriatelyaimedatmeetingeconomicandsocietalneedsthroughanincrementalfield-by-fieldprocess,underpinnedbytheattractionandretentionofhighcalibrestaffandrobustinfrastructureandfacilities.InternationalrecognitionofthequalityofthisresearchiskeyinensuringthatTUscanattractinternationalresearchtalenttofurtherbuildandenhanceresearchcapacity.

Investmentinstate-of-the-artdigitalinfrastructureandICTprovisionforTUswill,fromtheoutset,enable unparalleledregionalconnectivity.Thisconnectivityisessentialforthedeliveryofaconsistentlyhighqualitystudentlearningexperienceacrossmultiplecampusesandextendingintotheworkplace,thecommunityandthehome.ModernTUswithastrongdigitalidentityhavethepotentialtobecomenationalandinternationalleadersinthisarea.

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The range of funding and accountability mechanisms for TUs must be monitored and reviewed to ensure that they can adapt to provide a sustainable and relevant funding framework for the TU sector,aswellasotherHEIs.ThedevelopmentofavibrantTUsectorcapableofsourcingadditionalfundingstreamsincludingcompetingfornational,EUandinternationalresearchfunding,canalsowidennationalresearchcapacity,deepenitsintensityandsocietalrelevanceandbuildstrongerinternationalresearchprofiles.

The provision of these supports will help to ensure that TUs have the capability to work and progressadaptivelywithinenablingpolicyandfundingframeworks.

TheestablishmentofTUDublinisbeingfollowedcloselybyproposalsforthecreationofTUsin other regions. TUs now have an opportunity to share a common developmental pathway in realtimewithoutinanywayimpactingadverselyonthetrajectoryorconstrainingtheambitionofanyindividualinstitution.Inadditiontoaddressingthespecificneedsofeachinstitution,TUswillalsoidentifyandcollaborateonachievingjointprojectstoensurethewidestimpactforinvestment,particularlyintheinitialphasesofTUdevelopment.TUswillalsoberequiredtobuildthereputationofthesenewuniversitiesandshareresponsibilityforthatreputationnationallyandinternationally.

Thereisclearlyconsiderablegoodwill,commitmentandambitionwithintheemergingTUsectorandinTURN’sview,withtheappropriatesupports,thereisamajoropportunityforIrelandtomaximisethebenefitsofthisnewtypeofuniversitywhichcombinesthetraditionofregionalengagement,connectednessandcutting-edge,practice-basedtechnologicalknowledgewiththebestfacetsofresearch-rich,internationallyprofileduniversities,tocreateuniqueinstitutionsofscale,practice,innovationandquality.

ThespecificrecommendationsbelowrepresentthekeyactionsrequiredtoprovideTUswithasolidfoundationforthedevelopmentofstrong,regionallyembedded,moderninstitutions.

5.2 Recommendations

DIGITAL AND CAPITAL INFRASTRUCTURE INVESTMENT

Recommendation 1Inordertounderpinthecohesionofregionallydispersedmulti-campusTUsandfacilitatenewmodesoflearning,fundingshouldbemadeavailableforintegrateddigitalinfrastructure(i.e.equipment,hardwareandsoftware)withconsideration,wherepossible,oftheachievementofefficienciesthroughcollaborativeprojects.(Ref. Section 4.1, 4.3)

Recommendation 2ThereshouldbeaprioritisationofcapitalinvestmentinTUsintheallocationofcapitalfundingresourcestotheHEsectorundertheNDPincircumstanceswhereTUsremainexclusivelydependentonExchequerresources,complementedbyanexplorationofaborrowingframeworkforTUs(seeRecommendation10).(Ref. Section 4.1, 4.3)

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RESEARCH CAPACITY BUILDING

Recommendation 3ForthekindofsignificantincreaseincapacityrequiredofTUs,researchcapacityshouldbeenhancedthroughincreasedfundingdirectedatdevelopingresearcherhumancapitalinTUs,includingstaffdevelopment,recruitment,postgraduatetrainingandsupervision,networking,andcollaborativeknowledge-transferandmobilityschemes.(Ref. Section 4.2)

Recommendation 4TUs should adopt and implement the researcher career development and employment frameworkdevelopedunderAction3.10oftheGovernment-approvednationalresearchstrategy,Innovation2020.(Ref. Sections 4.2. 4.1)

Recommendation 5Inordertomeetappropriatequalitystandardsforuniversity-scopeprovision,theseriousdeficitsineducationalandresearchinfrastructureinTUsshouldbeaddressedinparticularforSTEM-andresearch-relatedtechnicalequipment,laboratoryfacilities,researchsoftwareandequipmentbutalsoincludingimportantunderpinningtoolssuchase-journals,publications/researchdatarepositories,bibliometrictools.(Ref. Section 4.1, 4.2)

Recommendation 6RespondingtotheirstatutoryresponsibilitiesinrelationtostrategicdevelopmentplanningundertheTechnologicalUniversitiesAct2018,eachTUshouldprepareandpublishitsresearchdevelopmentstrategy,outliningitsprioritisedobjectivesandtargetsoverspecifiedtimehorizons,withafocusonresearchdevelopmentalandgrowthareasandhighlighting,inparticular,opportunitiesfornationalandinternationalcollaborationwithindustryandotheremployers,widersocietyandotherHEIs.(Ref. Section 4.2)

INSTITUTIONAL AUTONOMY AND SUPPORT FOR REFORM

Recommendation 7ThedevelopmentofmoreappositecareerstructurestocorrespondwiththedistinctivenessofTUs,balancingenhancedteachingandlearningandresearchdevelopment,attractivenesstointernationalhighcalibrestaff,newsupportrolesrequiredtodealwithincreaseddigitalisation,theretentionofindustryexpertiseandthefacilitationofadjunctstaff.AsoneTUisalreadyestablishedthedevelopmentofthesecareerstructuresisnowanurgentmatter.

Postsmustbemappedtothehighestqualitystandardsofcompetenceandperformance,withthedevelopmentofroledescriptionsalignedtothefullscopeofTUactivities. (Ref. Sections 4, 4.1)

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Recommendation 8TheDepartmentofEducationandSkillsandtheHigherEducationAuthorityshould,whereappropriate,assistandsupportTUsintheimplementationofRecommendation7,havingdueregardtoGovernmentpayandstaffingpolicies.(Ref. Sections 4, 4.1)

Recommendation 9TheDepartmentofEducationandSkillsandtheHigherEducationAuthorityshouldreconfiguretheexistingHElandscapefundingarrangementssothatadedicatedfundingstreamisputinplacetosupportTUdevelopmentandorganisationalchangemanagement,includinginthephaseafteraTUhasbeenestablished.Amongsttheactionsrequiredare:

• systemintegrationdevelopment;

• change management processes;

• capacitybuildingformembersofgoverningbodies,leadershipandstaff;

• approachestodeepeningtheresearchbasebothintermsofmeetingeconomicandsocietalneedsanddevelopingtheoreticalresearch;

• cross-institutionpeergroupreview;and

• channelsforsharingadvice,experienceandperspectivesonkeychallengesandopportunities.

(Ref. Sections 4, 4.1)

Recommendation 10AsamatterofurgencyaborrowingframeworkshouldbeagreedandputinplaceforTUsasprovidedforinSection21oftheTechnologicalUniversitiesAct2018. (Ref. Sections 4, 4.1)

Recommendation 11Anexaminationofthethethreeoptionsforthefutureoperationofthegrantallocationmodelin advance of the development of the universal model should be carried out by the Department ofEducationandtheHigherEducationAuthorityinconsultationwithTUstakeholders.ThisshouldresultinadeterminationoftheoptimumapproachtofundingforTUs,beit:-

• maintaining TUs within the IoT funding model in RFAM (with or without any revisions/adjustments);

• transitioningTUstotheuniversityfundingmodelinRFAM;or• creatingaspecificTUfundingmodelinRFAM.

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Thisreviewshouldbecompletedbyend-year2019andshouldexamineeachoftheseoptionsandmakerecommendationsonthepreferredoption.(Ref. Sections 4, 4.1)

IMPLEMENTATION

Recommendation 12Furtherworkbyallactorswillberequiredtoensurethatalloftheaboverecommendationsareimplementedinacoherentandeffectiveway.Implementationshouldbestructured,system-wide,relevantanddynamicandshouldensurevalueformoney.Boththeidentificationofactionsandtheirimplementationshouldbeaccompaniedbyrobust,evidence-basedmonitoringandevaluationarrangements

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APPENDIX 1CurrentPositioninrelationtoTechnologicalUniversitiesandInstituteofTechnologyconsortia(attimeofpublication)

On1January2019thefirsttechnologicaluniversity(TU)intheState,TechnologicalUniversityDublin,whichformerlycomprisedDublinInstituteofTechnology,InstituteofTechnologyBlanchardstownandInstituteofTechnologyTallaght,wasestablishedundertheTechnologicalUniversitiesAct2018.ThiscanberegardedasalandmarkdateintheevolutionofIrishHE.Withsome28,000students,TechnologicalUniversityDublinbecamethelargestHEIintheStatewithcampusesinGrangegorman,Tallaght and Blanchardstown.

On12February2019theMunsterTechnologicalUniversityconsortium,comprisingCorkITandITTralee,submittedanapplicationtotheMinisterforEducationandSkillsseekingTUstatusunderthe2018Act.TherelevantlegislativeproceduresundertheActareintraininrelationtothedecision-makingprocessinrelationtothisapplication.

TwootherconsortiaofIoTshavemadesignificantprogresswiththeirTUproposals.Theseare:

• TechnologicalUniversityforSouthEastIrelandconsortium,comprisingWaterfordInstituteofTechnologyandInstituteofTechnologyCarlow,and

• ConnaughtUlsterAlliance,comprisingInstituteofTechnologySligo,Galway-MayoInstituteofTechnologyandLetterkennyInstituteofTechnology.

ItremainsatthediscretionofeachindividualIoTwhetherornotitchoosestojoinanexistingconsortium,ortoformanewconsortium,ofinstitutestoprogresstogethertowardsmakinganapplicationforTUstatusunderthe2018Act.

The remaining IoTs are:

• AthloneInstituteofTechnology,

• DundalkInstituteofTechnology,

• LimerickInstituteofTechnology,and

• DunLaoghaireInstituteofArtDesignandTechnology.

Some of these have commenced preliminary work towards the development of TUs.

GovernmentcontinuestosupportinstitutionsinworkingtowardsTUstatuswithsignificantExchequerfunding.

https://www.it-tallaght.ie/

https://www.itb.ie/

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APPENDIX 2TermsofReferencefortheNationalInclusiveWorkingGrouptoconsiderappropriateareasforcommonalitiesinapproachinmovingtowardcreationofaseriesofTechnologicalUniversities:TechnologicalUniversityResearchNetwork(TURN)

Background:TheenactmentoftheTechnologicalUniversitiesAct2018presentsbothasignificantopportunityandchallengeforinstitutionswithinthetechnologicalsector.Inresponse,theTURNinitiativeseekstoprovideaforumforthesharingofviewsandconcernsandtheconsiderationanddevelopmentofapproachesbasedongoodpracticeinareasofcommoninterest.Thisincludesareassuchasstaffingandgradingnorms,capacitydevelopment,systemsintegration,multi-campusmanagement,costsand funding.

TURNwillbeatime-limitedinclusiveworkinggroupcomprisingmembersfromeachofthecurrentconsortiaandTechnologicalUniversityDublintogetherwithrepresentativesfromtheDepartmentofEducationandSkills(DES),theHigherEducationAuthority(HEA),andtheTechnologicalHigherEducationAssociation(THEA).

The work undertaken will be advisory. Any recommended approaches which may emerge will remainelectiveandliewiththegovernancestructuresofparticipatinginstitutionsandentitieshaving regard to the autonomy and accountability provided for in the 2018 Act.

Purpose:TURNisintendedtoassistparticipantsthroughthesharingofappropriateinformation,experience,viewsandapproacheswiththeaimofidentifyingeffectiveandgoodpractice,bestuseofpublicresourcesandavoidanceofduplicationofeffort.

TURNismindfulthattherearemattersthatarereservedforeachindividualconsortiumorTUandthatsuchmattersarebestmanagedindirectengagementbetweentheconsortiumandDESortheHEA,asappropriate.

TURNismindfulthatthattherearedifferingorvariedsetsofconcernsforeachindividualconsortiumandTUasitevolvesonthetrajectoryofTUstatuspre-designationandofprogressionpost-designation.

Activity and timeline:TURNwillseekadviceongoodpractice,emerginginternationaltrendsandtheidentificationofexemplars,drawinguponinternalorexternalresources,asappropriate.

TURNwilladvanceitsworkplanto30June2019,culminatinginareporttotheDepartmentonitsfindingsandrecommendations.Itsremitmaybeextendedifthepartiestothegroupconsideritappropriate.

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Limitations:TheTechnologicalUniversitiesAct2018providesthelegislativeframeworkforthefunctionsandgovernanceoftechnologicaluniversities.TheActandsetsouttheprovisionsoninstitutionalautonomyandaccountability.TURNmayrecordagreementsandexchangeadvicesbutitremainsanelectiveforum.

ConsciousthatthereareseparateestablishedmechanismstomanageIndustrialRelationsmatters,thesearespecificallyexcludedfromthepurviewofthisworkinggroup.

Membership:TURNwillcomprisemembersofthethreecurrentconsortiaandTechnologicalUniversityDublin.Inaddition,andinrecognitionofthelegislative,policy,andfundingelementsthatneedtoinformitsdeliberations,TURNwillalsobenefitfrominputfromDESandtheHEAalongwithTHEAasthesectoralrepresentativebody.

AllparticipatingentitieswillnominatetwomemberstoTURNandTURNmayco-optadditionalmembers where this is agreed by the group.

TURNwillhaveanindependentchairandadministrativesupportwillbeprovidedbytheDES.TURNmeetingsmaybeheldindifferinglocationsasagreedbythegroup.

Output: TURNwillidentifyareasappropriateforconsiderationandagreeascheduleofwork.Initialpriorityareas are:

• DefiningtheessenceandaddedvalueofaTUintheIrisheducationsystem

• Staffingandgradingnormsandcapacitybuildingincludingresearch

• TU costs and funding model issues in developmental and establishment phases

• Systemsintegration,multi-campusmanagementandthestudentexperience

TURNmayexpandthislistasitseesfitandupontheagreementofallmembers.Itmayalsobenecessarytoliaisewithotheractorsorsectoralstakeholdersinthiscontext.

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APPENDIX 3TURNMembershipProfessorPhilipGummett,Independent Chair

Dr.WillieDonnelly,President Waterford Institute of Technology

ProfessorDavidFitzpatrick,President, Technological University Dublin

Mr.PaulHannigan,President,Letterkenny Institute of Technology

Dr.MichaelHannon, Acting President, Galway-Mayo Institute of Technology

Dr.BrendanMcCormack,President, Institute of Technology Sligo

Dr.MaryMeaney, TU Dublin Programme Lead, Technological University Dublin

Dr.PatriciaMulcahy,President, Institute of Technology Carlow

Dr.OliverMurphy,President, Institute of Technology Tralee

Dr.JimMurray, Director of Academic Affairs and Deputy CEO, Technological Higher Education Association

Dr.BarryO’Connor,President, Cork Institute of Technology

Dr.JosephRyan, Director General, Technological Higher Education Association

Ms.OrlaNugent,Deputy CEO, Higher Education Authority

Mr.WilliamBeausang,Assistant Secretary, Department of Education and Skills

Mr.TimConlon,Head of Policy and Strategic Planning, Higher Education Authority

Mr.PhilipCrosby, Principal Officer, Department of Education and Skills

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