Ireland: Transforming Higher Education – and one Case Study in Progress Mike Murphy ASEE...
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Transcript of Ireland: Transforming Higher Education – and one Case Study in Progress Mike Murphy ASEE...
Ireland: Transforming Higher Education – and one Case Study in Progress
Mike Murphy
ASEE International Forum 14 June, 2014
Case Study - Ireland
• Population – 4m• In Higher Education: 200K (80% full-time)• Participation rate in Higher Ed: 66%• Approx 41K new full-time UGs every year– 75% of whom study on 4-year degree courses
• 8K full-time research students (5% of total)• €2.3b spend annually (approx €11K per
student)
Higher Education in Ireland
University Sector
(7 Universities)
Non-University Sector
(14 IoTs)
90K full-time students17K part-time students8.5K research students
65K full-time students16K part-time students1K research students
Higher Education in Ireland
University Sector
Non-University Sector
DIT
13K full-time students5K part-time students2.5K post-grad students
Irish Government Priorities
• Reform the system– Alignment to national strategic objectives– Support a knowledge-based economy and society
• Avoid mission drift • Reward performance• Collaboration/clustering/consolidation
The start of a journey … or the next step in a journey?The
“Hunt Report”
DIT ITB ITT Total
UndergradFull and Part-time Enrolments
14,720 3,028 5,319 23,067
Postgraduate
2,510
200
189
2,899
Total
25,966
2013-2014: Student Enrolment
EngineeringScience
Business & Law Humanities
& Arts Health & Welfare Services (eg
THC)
0
10
20
30
40
50
60
70
80
90
100
% National
% Dublin
19
43
19
4
2016
97
31
93
33
64
100
% National% Dublin
Programme Provision: Levels 6 and 7
Programme Provision: Levels 8-10
Level 8-10Engineering
ScienceBusiness &
Law Humanities & Arts Health &
Welfare Services (eg THC)
0
5
10
15
20
25
30
35
40
45
15
11 13
10
7 7
43
27
37
19 20
15% National% Dublin
Transformation Agenda
• 3 Presidents don’t want to simply merge• They have set an ambitious transformation
agenda:– An internationally recognised TU with significant
regional, national and global impact – Core attributes:• Student-centred learning• Embedded civic engagement• Practice-led and research informed
Why Create a TU?
• We have the opportunity to reinvent ourselves • Legislation and process creates opportunity for
us and the expectation to seize that opportunity• We can’t stand still in a global changing higher
education landscape• Global recognition of our graduates… in most
comparator countries we would already be a TU• Being a TU opens up opportunities for us;
including to better serve our city and our region
Target Timelines
TU Dublin AllianceMOU Signed
Stage 1 Expression of Interest
31 July 2012
Stage 2 Submit Implementation
Plan to HEA
Stage 3Evaluation of Plan
Stage 4 Application for
Designation as a TU
Stages
HEA Criteria & Work-Streams
HEA Criteria
Work-streams
Alignment of Work Streams to Foundation
Themes
Work-streams Foundation Themes
Re-imagining our
curriculum
The digital campus
Strengthening our research
The Enterprising University
Dublin’s globally-engaged
university
TU4Dublin
Connecting through dialogue
Converging for
designation
Getting our people
ready
Designing our
workplace
Creative Foundations
Orientation CharacteristicsTransforming Our Learning
Vision, Policy & Principles Universal Design
The TU Programme Portfolio
Strategy, Programmes and Learners
Environmental Scan
The TU Quality Framework
Process & Procedure Student Voice
The TU Curriculum Model
Guidelines and Templates Practice-led, research informed
Our First Year Experience
Resources, activities and initiatives Transitions Pedagogy
Curriculum Commission
Standards, Policy & Principles Scholarship of T&L
Graduate Attributes Policy, Templates QA
Foundation Theme: Re-imagining our Curriculum
Key Questions
• We plan to legally merge first as quickly as possible, while planning our transformation
• Is this best approach?
• How best to achieve this transformation?