MUNSTER TECHNOLOGICAL UNIVERSITY

Leading, Partnering, Empowering and Transforming

Addendum

30 March 2020

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Data Protection Notice The MTU Consortia of Cork Institute of Technology and Institute of Technology Tralee have an obligation under data protection legislation to protect the personal information it collects. This Addendum document contains personal information. It is provided to the HEA, in confidence, to be shared only with the International Panel for the specific purpose of carrying out their review. It shall not be shared with any other third parties nor published to any website.

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Table of Contents Addendum 1. Working Groups and Members ....................................................................... 4 Addendum 2. Multi-Campus Staff Survey – Executive Summary ......................................... 14 Addendum 3. Themes of Student Voice – Executive Summary ............................................ 16

3.1 Opportunities Students Perceive MTU Will Bring ....................................................... 16 3.2 Challenges Students Perceive MTU Will Bring ............................................................ 18

Addendum 4. Membership of Joint Governing Bodies MTU Steering Group ........................ 21 Addendum 5. MTU Project Leadership Group Membership ................................................ 22 Addendum 6. Summary of Joint Executive Minutes ............................................................ 23 Addendum 7. Risk Register.................................................................................................. 25 Addendum 8. MTU Postgraduate Research Students – 10 Year Plan ................................... 28

8.1 Research Strengths .................................................................................................... 28 8.2 Forecast Model .......................................................................................................... 28 8.3 Costing Model ........................................................................................................... 30 8.4 Physical Environment Strategy to Accommodate Growth In Research Students........ 32

Addedndum 9. Plan To Engage More PhD Qualified Staff In Research Supervision .............. 34 Addendum 10. Build Capacity and Capability in Core Areas of Research Strength .............. 35 Addendum 11. Research Support ........................................................................................ 38

11.1 MTU Support Initiatives .......................................................................................... 38 11.2 MTU Research Office .............................................................................................. 38 11.3 MTU Graduate School ............................................................................................. 38 11.4 Funding ................................................................................................................... 38 11.5 Undergraduate Research ........................................................................................ 39

Addendum 12. Transitional Academic Council..................................................................... 40 12.1 General Principles .................................................................................................. 40 12.2 MTU Transitional Academic Council Operating Modes ............................................ 42

Table 1 Mapping Research Strengths to Fields of Study ...................................................... 28 Table 2 Projected Research Enrolments by Student-Type and Location ............................... 30 Table 3 Projected Research Enrolments by Research Fields of Study ................................... 30 Table 4 Sources of Funding ................................................................................................. 31 Table 5 Current fees and Stipend Values as of 2020 ............................................................ 31 Table 6 Projected Funding Requirements by Funding Source .............................................. 31 Table 7 Recurrent Grant Allocation Model (RGAM) ............................................................. 32 Table 8 Recurrent Grant Allocation Model (RGAM) Discipline Weighting (HEA) .................. 32 Table 9 Nett Cost of Funding Postgraduate Students .......................................................... 32 Table 10 Research Strengths, Research Centres and Projected Numbers ............................ 36 Table 11 Medium Transitional AC (Draft) ............................................................................ 42 Table 12 Domain Representation on Academic Councils ..................................................... 43 Table 13 Reductions Required for Academic Grades to Meet Requirements of Medium AC 44 Table 14 MTU AC I&D Committees and Academic Domains ................................................ 45

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Addendum 1. Working Groups and Members

Corporate Affairs. Sponsors: John Fox (ITT) & Paul Gallagher (CIT) NB. Sub project groups include staff with expertise in the area. Additional members attend as required.

Work Group Facilitated By CIT Membership IT Tralee Membership 1.Corporate Affairs

Teresa Murphy (Project Leader)

Paul Gallagher (VP Finance & Admin.) Deirdre Casey (HR Manager) Niall Cremin (Finance Manager) Ann O’Halloran (Finance Manager) Jonathan McCarthy (IT Manager) Kevin McCarthy (Estates Manager) Aaron Buckley (SU President) Caroline O’Reilly (Head of Department, Management & Enterprise)

Siobhan Garvey (HR Manager) John Fox (Finance Manager) Andrew Quirke (IT Manager) Donal Hunt (Estates Manager) Joseph Kavanagh (SU Deputy President and VP for Education)

2. Finance Teresa Murphy (Project Leader)

Niall Cremin (Finance Manager) Ann O’Halloran (Finance Manager) Denis Cronin (Systems)

John Fox (Finance Manager) Fiona O’Connor (Accountant) Aidan Healy (Accountant)

3.HR Teresa Murphy (Project Leader)

Deirdre Casey (HR Manager) Des Carroll (CoreHR Project Manager)

Siobhan Garvey (HR Manager)

4. IT Teresa Murphy (Project Leader)

Dr Jonathan McCarthy (IT Manager)

Andrew Quirke (IT Manager)

5. Estates Teresa Murphy (Project Leader)

Kevin McCarthy (Estates Manager)

Donal Hunt (Estates Manager)

6. Corporate Teresa Murphy (Project Leader)

Paul Gallagher (VP Finance & Admin) Barry Coughlan (Legal Officer) Geraldine Faherty (Presidents Office) Kyra Dunne (Corporate Office) Carmel Hayes (DP/FOI Officer)

John Fox (Finance Manager) Mary Dennehy (Presidents Office) Ciara Shanahan (Corporate Office) Brenda Clifford (DP/FOI Officer)

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7. Library Louise Nagle (Project Leader)

Jean Ricken (Chair) Michael Costello (Deputy Librarian) Karen McCormack (Deputy Librarian) Maire Mulcahy (Senior Library Assistant) Aisling O'Mahony (SU Education VP)

Pat Doherty (Chair) Catherine Murray (Deputy Librarian) Donal O'Sullivan (Assistant Librarian) Angela O'Connor Desmond (Assistant (Systems) Librarian) Joseph Kavanagh (SU Education VP)

8. Banner Louise Nagle (Project Leader Student Admin) Teresa Murphy (Project Leader Corporate Affairs)

Dr Jonathan McCarthy (Joint Chair) Padraig Sugrue (Administration) Frank Daly (Administration) Claire O’ Shea (IT)

Andrew Quirke (Joint Chair) Lis Heffernan (Administration) Emer Lardner (Administration) Brigid Crowley (Administration)

Research, Innovation & Engagement: Sponsors: Michael Loftus (CIT) & Brid McElligott (ITT)

Work Group Facilitated By CIT Membership IT Tralee Membership 1. Research & Innovation Strategy

Dr Niall Smith (Head of Research, CIT) Dr Siobhan Mc Sweeney (Head of Research, ITT) Breda O’Dwyer (Research & Engagement Project Leader)

Josette O’Mullane (Innovation & Enterprise Manager) Dr Stephen Cassidy (Dean of Academic Quality Enhancement and Acting Head of Graduate Studies) Prof. Ger Kelly (Head of Department of Mechanical, Biomedical & Manufacturing Engineering and CIT Research Integrity Officer) Liam Lewis (CAPPA Technology Gateway Manager) Dr Donna O’Shea (Head of Department of Computer Science, PI in SFI Confirm Research Centre, PI in Advance CRT) Jean Ricken (Librarian) Dr Alan McGibney (Senior Research Fellow, Nimbus Research Centre)

Prof. Joseph Walsh (Head of School of STEM, and Head of IMaR Research Centre) Dr Tim Yeomans (Centre Manager, ShannonABC) Dr Helena Mc Mahon (External Services Manager, ITT) Dr James Gaffey (PI, ShannonABC) Dr Daniel Riordan (Centre Manager IMaR) Dr Michael Hall (Head of Department, Health & Leisure) Catherine Carty (UNESCO Chair Manager) Jessica Murphy (PG Student)

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Dr John Hobbs (SL1 Head of VLinc Research Group) Rose Fitzgerald (PG Student)

2. MTU Research Council

Dr Siobhan Mc Sweeney (Head of Research, ITT) Dr Niall Smith (Head of Research, CIT) Breda O’Dwyer (Research & Engagement Project Leader)

Dr Sean Lacey (Lecturer, Department of Mathematics and Chair of R&I Academic Council Committee) Prof. Ger Kelly (As above) Prof. Roy Sleator (SL1 Department of Biological Sciences and PI, APC SFI Research Centre) Prof. Margaret Linehan (Head of School of Humanities) Dr Joe Harrington (Head of School of the Built Environment) Dr Susan Rea (Senior Research Fellow, Nimbus Research Centre) Rose Fitzgerald (PG Student)

Prof. Joseph Walsh (Head of School of STEM, and Head of IMaR Research Centre) Dr Tim Yeomans (Centre Manager, ShannonABC) Dr Helena Mc Mahon (External Services Manager, ITT) Dr Anne Marie Greaney (Lecturer in Nursing Studies and Chair of Institute Research Ethics Committee, IREC) Prof. Brendan Guilfoyle (Lecturer in Mathematics) Dr Pat Doody (Director of Research and Internet of Things, IMaR) Jessica Murphy (PG Student)

3. MTU Graduate School

Dr Stephen Cassidy (Dean of Academic Quality Enhancement and Acting Head of Graduate Studies, CIT) Dr Siobhan Mc Sweeney (Head of Research, ITT) Breda O’Dwyer (Research & Engagement Project Leader)

Dr Niall Smith (as above) Prof John Barrett (Acting Head of Nimbus Research Centre, and Co-Director, Advance CRT) Prof. Irene Sheridan (Head of CIT Extended Campus) Tim Horgan (Head of School of Science & Informatics) Dr Brendan O’Connell (Head of Department of Biological Sciences) Maria Judge (Head of Academic Studies, CIT Cork School of Music)

Aileen Kennedy (Vice President Academic Affairs and Registrar) Dr Tom Farrelly (Lecturer and Educational Developer, and Vice Chair IREC) Dr Seamus O’Shea (Head of School of Health & Social Sciences) Dr Daniel O’Riordan (As above) Dr Anna-Marie Greaney (As above) Jessica Murphy (PG Student)

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Dr Catherine Freehill (Project Leader Academic Affairs) Rose Fitzgerald (PG Student)

4. Engagement & Regional Skills Needs

Prof. Irene Sheridan (Head of CIT Extended Campus) Dr Helena Mc Mahon (External Services Manager, ITT) Breda O’Dwyer (Research & Engagement Project Leader)

Dr Matt Cotterell (Head of School of Mechanical, Process & Electrical Engineering) Dr Breda Kenny (Head of School of Business) Prof Ger Kelly (as above) Dr Michael J. O’Mahony (Head of Department of Process, Energy & Transport Engineering, and Chair, MTU Committee of Academic Council) Don Crowley (Head of Department of Organisation & Professional Development) Deirdre Goggin (WBL + RPL Research and Development Practitioner, CIT Extended Campus) Dr Pio Fenton (Head of Department of Marketing & International Business) Tim Horgan (as above) Student (TBA) Brian Thomas Fred Creedon Isabel Rossiter Glynis Gardiner (Alumni Officer) Paul Healy, General Manager Rubicon Centre, CIT

Sarah Flaherty (Marketing and Enterprise Officer) Mary Rose Stafford (Head of School of Business, Computing and Humanities) Dr Eilish Broderick (Head of Section, International Medical Commencement Programme) Dr Noel Mulligan (Head of Department of Biological & Pharmaceutical Sciences) Dr Gerardina Harnett (Head of Department of Nursing and Health Care Sciences) Dr Pat Carney (Head of Department of Technology, Engineering & Mathematics) Brigid Crowley (Head of Department of Creative Media & Information Technology) Anne Looney (Project Leader Communications and Change Management) TJ O Connor (Section Head Culinary) Student (TBA)

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Academic Affairs & Student Affairs: Sponsors: Aileen Kennedy (ITT) & Dr. Áine Ní Shé (CIT) Work Group Led By Co Chairs CIT Membership IT Tralee Membership

1. Student Services/ Student Engagement (across Student Lifecycle)

Gillian O’ Sullivan (Chair) (Academic Administration and Student Affairs Manager) Dan Collins (Chair) (Academic Administration and Student Affairs Manager) Louise Nagle (Project Leader)

Student Services: Ms Deirdre Creedon, Access Officer Laura O’Rourke, Disability Officer Ms Roisin O’Grady / Mr William Carey, Student Engagement Officer Ms Fiona Kelly, Student Services Officer Aoife Kelliher, Societies Officer Sarah Morey, Arts Officer Miriam Deasy, Sports Officer Ms Glynis Gardiner/Ms Isabel Rossiter/ Alumni Officer (Workshare) Mr Cian O’Driscoll, SU VP Welfare

Student Services: Mairead Enright (Student Supports Officer) Jennifer Healy (Sports Officer) Eamon Fitzgerald (GAA Games Development Officer) Kevin Ross (Societies Officer) Rosalynd Hayes (Student Engagement and Retention Officer) Marilyn Moynihan (Careers Officer) Fr. Donal O’Connor (Chaplain) Sighle Martin (Health Centre Nurse) Clotilde O’Keefe-Lyons (Counsellor) Access and Disability: Siobhan Mac Garry (Officer for Learning Difference) Valerie Moore (Access Officer) Stephanie Sommers (Path Administrator) Myra Lynch (Student Services Administrator) Jason O' Byrne (Student Union VP for Welfare)

Student Academic Administration: (incl. Examinations, Admissions, Timetabling)

Gillian O’ Sullivan (Chair) (Academic Administration and Student Affairs Manager) Dr.Dan Collins (Chair) (Academic Administration & Student Affairs Manager)

Dr Gearoid O’Suilleabhain, HoD, Dept of Technology Enhanced Learning Dr Donagh O’Mahony, HoD, Dept of Physical Sciences Anna Kirby, Examinations Officer Susan Varian, Acting Admissions Officer Mr Peter Somers, Timetabling Coordinator, Buildings & Estates

Lucy Fitzell (Admissions Officer) Sinead Griffin (Examinations Officer) Joan O’Connor (Admissions Office Administrator) Frances Harney (Examinations Office administrator) Ms Brigid Crowley (Head of Departments of Computing & Creative Media Information Technology

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Louise Nagle (Project Leader)

Aisling O’Mahony (Student Union Vice President Education)

Margaret Cronin (HSS School Administrator) Emer Lardner (Student Data and Reporting) Lis Heffernan ( Student Data and Reporting) Joseph Kavanagh (Student Union Vice President Education)

Academic Domains

Mary Rose Stafford (Chair) (Executive Head of School Business Computing and Humanities-BCH) Mr Gerard O’Donovan (Chair) (Head of Faculty, Business & Humanities)

Dr Matt Cotterell, Head of School, School of Mechanical, Electrical & Process Engineering Dr Cian O’Neill, Head of Department, Dept of Sport, Leisure and Childhood Studies Dr Noel Murray, Head of Department, Dept of Tourism & Hospitality Mr Tim Horgan, Head of School, School of Science and Informatics Dr Breda Kenny, Head of School, School of Business Ms Joan Scannell, Head of Department, Dept of Orchestral Studies Dr Joe Connell, Curriculum Development Facilitator, Registrar’s Office Mr Aaron Buckley, SU President

Dr Seamus O’ Shea, Executive Head of School, Health and Social Sciences Dr Joe Walsh, Executive HOS Science Technology Engineering Mathematics-STEM Dr Gerardina Harnett, Head of Department Nursing and Health Care Sciences Dr Pat Carney, Head of Department Technology Engineering Mathematics Dr Eilish Broderick, Head of Department Science Technology Engineering Mathematics Mr Ray O’Connor Desmond, Head of Departments Business, Hotel Culinary Arts & Tourism Breda O'Dwyer, Project Leader, Research, Innovation & Engagement John Jones, Lecturer School of STEM Ms Petrina Commerford, Student Union President

Teaching Learning Assessment and Engagement Strategy

Ms Marese Birmingham (Chair) Head, Teaching & Learning Unit, Head – AnSEO The Student Engagement Office Ms Aisling Sharkey (Acting Chair) Head of Department

Dr Brendan O’Connell, Head of Department, Dept of Biological Sciences Dr Gearoid O’Suilleabhain, Head of Department, Dept of Technology Enhanced Learning Mr Michael Hourihan, Head, Centre of Craft Studies

Ms Mary Leonard, Lecturer, Social Sciences Department HSS School Ms Una Moynihan, Lecturer-Health and Leisure Department-HSS School Ms Siobhan Creedon, Further Education Coordinator

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Social Sciences-HSS School Dr Tom Farrelly, Lecturer-Social Sciences and Nursing Departments, Educational Development Support Unit

Dr David Goulding, Head of Department, Dept of Mathematics Ms Deirdre Creedon, Access Officer Ms Catherine Fehily, Head of School, Crawford College of Art & Design Ms Catherine Murphy, Lecturer, Department of Business Information Systems Dr Tom O’Mahony, Lecturer, Teaching & Learning Unit/Dept of Electrical & Electronic Engineering Capt. Sinead Reen, Head of Department, Maritime Studies Ms Aisling O’Mahony, SU Vice President Education

Mr John Walsh, Lecturer-Computing Department; Section Head of Departments Computing & Creative Media Information Technology - BCH School Ms Siobhan MacGarry, Officer for Learning Difference Dr Noel Mulligan, Head of Department Biological Pharmaceutical Sciences-STEM School Mr Joseph Kavanagh, Student Union Vice President Education Ms Rosalynd Hayes, Student Engagement and Retention Officer

Quality Assurance Policies and Procedures

Dr Michael Hall (Chair), Head of Department Health and Leisure; Member of Quality Assurance and Enhancement Subcommittee of AC) Dr Joseph Harrington (Chair), Head of School, School of Building & Civil Engineering

Ms Aiveen Kearney, Head of School, Cork School of Music Ms Eva Juhl, Institutional Review Facilitator, Office of the Registrar & VP for Academic Affairs Ms Caroline O’Reilly, Head of Department, Dept of Management & Enterprise, and Chair of Student Disciplinary Committee Mr Des Walsh, Head of Department, Dept of Civil, Structural & Environmental Engineering, and Chair of Assessment Infringements Board Ms Maretta Brennan, Lecturer, Dept of Mathematics / Chair of AC Regulations Committee

Ms Annemarie Flynn, VPAAR Office Administrator Ms Brigid Crowley, Head of Departments Computing & Creative Media Information Technology; Member of Student Affairs Subcommittee of AC Ms Gillian O’Sullivan, Academic Affairs and Student Affairs Manager; Member of Student Affairs Subcommittee of AC Dr Eilish Broderick, Head of Department Science Technology Engineering Mathematics; Member of Quality Assurance and Enhancement Subcommittee of AC Dr Gerard Corkery, Lecturer STEM School; Member of Programmes and Planning Subcommittee of AC

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Ms Moira Jenkins, Lecturer, Dept of Applied Social Studies Dr Pio Fenton, Head of Department, Dept of Marketing & International Business, and Chair of Assessment Appeals Board Mr Pádraig Sugrue, Banner Manager  Ms Aisling O’Mahony, SU VP Education

Mr Joseph Kavanagh (Student Union Vice President Education) Dr Seamus O’ Shea, Executive Head of School, Health and Social Sciences

Academic Council

Co-Chair: Dr .Seamus O’Shea, Executive Head of School, Health and Social Sciences, and member of Programmes and Planning Subcommittee of Academic Council, Tralee Co-Chair: Dr Michael J. O’Mahony, Head, Department of Process, Energy and Transport Engineering, Cork;

Mr Don Crowley, Head, Department of Organisation and Professional Development, MTU Working Party, Admissions Committee Mr Tim Horgan, Head, School of Science & Informatics, MTU Working Party Ms Eva Juhl, Institutional Review Facilitator, Office of the Registrar & Vice President for Academic Affairs; and Chair of Standing Orders Committee of Academic Council, Academic Planning & Review Committee Dr Mary Moloney, Lecturer, Department of Civil, Structural & environmental Engineering and Chair of Academic Planning & Review Committee of Academic Council, MTU Working Party Dr Gearóid Ó Súilleabháin, Head, Department of Technology Enhanced Learning, MTU Working Party, Learning Resources Committee, Standing Orders Committee Dr Angela Wright, Senior Lecturer, Department of Organisation and Professional Development

Dr Eilish Broderick, Head of Department, School of Science Technology Engineering Mathematics and member of Quality Assurance and Enhancement Subcommittee of Academic Council Dr Michael Hall, Head of Health and Leisure Department, School of Health and Social Sciences and member of Quality Assurance and Enhancement Subcommittee of Academic Council Ms Aisling Sharkey, Head of Social Sciences Department, School of Health and Social Sciences, and member of Student Affairs Subcommittee of Academic Council Ms Breda O’Dwyer, Project Leader, Research, Innovation & Engagement, School of Business Computing and Humanities and member of Research and Innovation Subcommittee of Academic Council Dr Jackie Gallagher, Academic Staff member, School of Health and Social Sciences Ms Fiona O’Flynn, Academic Staff member, School of Science Technology

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Mr Aaron Buckley, SU President. Executive Committee, MTU Working Party, Regulations Committee

Engineering Mathematics, and member of Student Affairs Subcommittee of Academic Council Mr Joseph Kavanagh, Student Union Vice President-Education.

Multi Campus: Sponsors: Michael Loftus (CIT) & Prof. Joseph Walsh (ITT)

Work Group Led By Co Chairs CIT Membership IT Tralee Membership Multi Campus Michael Loftus (Chair)

Prof. Joseph Walsh (Chair) Louise Nagle (Project Leader)

Dr. Niall Smith (Head of Research) Dr. Gearoid O’Suilleabhain (Head of Department of Technology Enhanced Learning) Ms. Aiveen Kearney (Head of CIT Cork School of Music) Ms. Catherine Fehily (Head of CIT Crawford College of Art and Design) Ms. Deirdre Ryan (Acting Head of Architecture) Ms. Clair McSweeney (Centre Manager and Chief Operations Officer at CIT Blackrock Castle Observatory) Mr. Cormac Gebruers (Head of National Maritime College of Ireland) (CITSU will be represented at various multi-campus student engagement events by relevant CITSU officers

Dr. Helena McMahon (External Services Manager) Ms. Gillian O’Sullivan (Academic Administration & Student Affairs Manager) Mr. John Jones (Lecturer) Dr. Fiona Boyle (Manager, Agritech Centre of Excellence (ACE)) Dr. Daniel Riordan (Manager IMaR Technology Gateway) Ms. Brid McElligott (Vice President for Research, Development and External Engagement) Dr. Eilish Broderick (Head of Department – STEM) Ms. Petrina Comerford (SU)

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Communications (Advisory Group) Work Group Led By Co Chairs CIT Membership IT Tralee Membership

Communications Anne Looney Mervyn O’Mahony Philip O’Reilly Caroline Kearney

Anne Looney Sarah Flaherty Ben Slimm Carol Fitzgerald

Students Union: Sponsors: Petrina Comerford and Aaron Buckley

Work Group Led By Co Chairs CIT Membership IT Tralee Membership

Students Union

Petrina Comerford Aaron Buckley

Aaron Buckley Cian O’Driscoll Aisling O’Mahony

Petrina Comerford Jason O’Byrne Joseph Kavanagh

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Addendum 2. Multi-Campus Staff Survey – Executive Summary

In this section we set out the conclusions from a review of relevant research publications and consultation with staff across the two institutes as to the opportunities and challenges presented by a multi-campus MTU. This staff consultation was in conducted through a staff survey administered between December 2019 and January 2020, which receive 262 responses. The following are the key findings: It will be important for MTU to achieve a balance between the level of central control necessary for delivery of consistent university-wide outcomes and the provision of sufficient autonomy to allow the local campuses serve the needs of their students and other local stakeholders. MTU will have a single identity under which the respective identities of all individual campus locations will be expressed, taking account of campus-specific history, identity and culture.

• An inclusive organisational culture will be established from the outset • Processes and policies need to be implemented to track and communicate progress

against the achievement of agreed goals and aspirations throughout the integrated institution

• The student experience will be equivalent on every campus of MTU • Investment in state-of-the-art digital infrastructure and IT services for MTU will be a

mandatory requirement to enable the delivery of a consistently high-quality student learning experience across multiple campuses

• The development of inter-campus committees and councils will be an important matter for MTU to address in relation to decision-making, collaboration and communication

• MTU will adopt university-wide vision and mission statements, as well as developing a unitary approach under the following headings:

• Academic portfolio • Governance structure • Management structure • Development of policies and procedures relating to all stakeholders • IT systems and services • Resource allocation

While overarching vision and mission statements, governance and management structures, and policies and procedures will be defined for MTU, sufficient freedom will be afforded to individual campuses to address the needs of their local stakeholders. A strength of MTU will lie in the differences between its campus offerings, identities and cultures, and the cohesive integration of these differences into the character and identity of the new university. The initial priority in the development of MTU will be one of practicality and stability, rather than of homogeneity. In seeking to achieve equivalency of student experience across its multiple campuses, the development of MTU will exploit technology-based opportunities that will enhance

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the student experience but will not rely solely on this measure in this context. While exploitation of technology will be of major strategic importance to MTU, the quality of student experience will also be heavily influenced by the extent to which high levels of quality are achieved. Quality can be considered under headings such as development of facilities, programme design, evolution of teaching and learning strategies, learning pathway development, strong and fair leadership, and extra-curricular development opportunities. Realistically, MTU will not be in a position to deliver all programmes in all campus locations but will do significantly more in this regard than can be done currently. MTU will anchor the development of the South West Region and provide the opportunity for both its urban and rural regions to thrive and develop. Each campus will have a meaningful senior management presence and be in a position to influence MTU strategic development. A significant level of collaborative activity has been completed by CIT and IT Tralee over a period of many years. Areas such as online learning, craft studies, research, finance, access, innovation, international student recruitment and programme development have all featured prominently in this context. It is anticipated that the Alumni would play a significant role in the development of MTU and that the new entity will attract more national and international funding for research, innovation and engagement. However, knowledge of the extent of this work is held largely within individual organisational units and needs to be more widely and consistently communicated to all staff members. As might be expected in relation to such a significant strategic development, the establishment of MTU holds many fears for staff. Concerns about job losses, rationalisation of programmes, dilution of the autonomy and standing of smaller and specialised campuses, the financial viability of the merged entity, increased class sizes, over-reliance on digital learning technologies, loss of career progression opportunities, excessive levels of inter-campus travel, the downgrading of some campuses over time and reduction in quality of the student learning experience all feature prominently in this context. It will be vital that MTU addresses such concerns proactively and on an ongoing basis to ensure that staff are afforded the maximum opportunity to support the development of MTU based on accurate information. A strong communication and engagement plan for all stakeholders will be required for this. In addition to voicing these concerns, staff are aware that great benefits and opportunities will become available as a consequence of the establishment of MTU. Areas such as digital education, research and innovation all feature prominently in this context. The multi-campus structure of MTU will generate a positive impact for its stakeholders in many ways and to an extent that CIT and ITT could not achieve by acting independently. There will be challenges due to the physical distance between the campuses and travel will pose a significant challenge to students and staff of MTU. However, staff have suggested a variety of solutions to mitigate against these challenges.

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Addendum 3. Themes of Student Voice – Executive Summary In January and February 2020, the MTU Engagement and MTU Multi Campus working groups consulted with students seeking their perspectives around the establishment of Munster Technological University (MTU). The current student population of IT Tralee and CIT combined is 13,027 (based on 2018/19 FTEs) and a total of 525 students engaged in focus groups and a student survey giving a response rate of 4%. Responses were collected from all campuses across the CIT an IT Tralee. The main findings of the survey from a multi-campus perspective are considered in this section. The survey questions and all focus groups began by asking students to outline their perceptions on what are the greatest benefits that MTU will deliver for students and what are their greatest fears in relation to the establishment of the University. The results from these questions were themed and these themes are presented within this section.

3.1 Opportunities Students Perceive MTU Will Bring Investment - Improved Campus Feedback from students in all five student focus groups as well as in the survey indicated that they anticipate an improved campus post-merger. Their reflections included the hope that there would be better technologies, opportunities to grow sports teams, more funding and the ability to borrow to fund capital investment e.g. funding for equipment. They identified that MTU could bring a mix of various people to the campuses, contributing to a more open and outward facing University. The accessibility of the existing campuses in Tralee was also identified as a positive attribute which should be extended into MTU, in particular making it autism friendly was identified. Technology was described as a means of allowing greater access to lessons/classes, increasing the possibility of more Springboard courses, connecting with employers and increasing communication between students i.e. organizing social events. Growth Within the student survey, respondents identified that MTU could signal greater opportunities due to a growth in size. They indicated that this growth could provide more course options, greater investment in facilities, opportunities to meet new people, greater engagement and the future attraction of employers. University Status Students reflected that a university degree would have greater currency internationally. This was evident in the focus groups conducted in Tralee and Bishopstown as well as in the student survey. They also identified the recognition a University would bring for International students, attracting more research funding as well as PhDs. In particular students reflected on the status, attention, recognition and opportunities a University qualification would bring as well as how impressive a University Degree would be.

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Engagement Perspectives from students also reflected that MTU may improve work placements and employment opportunities as well as an extended social network. They also identified that there would be opportunities for students to learn from each other, share information and experiences as well as build connections with people in other campuses. They identified that there would be the possibility of attending different campuses for a semester of their learning and the opportunity to share resources with students on other campuses. Students also viewed technology as a way of accessing industry. It was anticipated that students could also gain job positions in other counties and countries through greater networks and that business may prefer a TU degree to an IoT qualification. Internal engagement was also identified as an opportunity through the growth of sports and societies. Of the responses received 86% students indicated that it is important or very important to have access to and close connectivity with external organisations as part of their learning experience. In addition, students identified MTU could work better with companies and external organisations. Students also reflected on the following in relation to Engagement: New Learning Opportunities: In relation to creating new learning opportunities for students across the Cork-Kerry region students indicated they would like to see increased opportunities with external organisations. Employment Prospects: In terms of their perceptions on whether or not MTU would create more employment opportunities for students and graduates in the Cork/Kerry region, the majority felt this would be the case. A substantial number of respondents (79%) felt that increased employment opportunities would exist upon designation. Work Placement: The majority of students (94.5%) indicated that work placement was either important or extremely important to them in terms of the MTU formation. Communications In order to improve communications in the new University the students described a number of possible initiatives including distributing brochures/flyers, putting pamphlets on all tables in canteen/social areas, removing posters that are out of date from around the college and utilising space to promote MTU. They also identified that TV’s around campus could be used to provide more information. It was also mentioned that the FAQ section of MTU website could be updated and that having an e-mail address where students can address their concerns and ask questions (hello@mtu.ie ) would be helpful. A flyer with FAQs around MTU could also be distributed to students on campus. The physical presence of MTU staff at a stand in corridors and foyers was mentioned as a way to communicate more effectively and to answer any questions students may have in relation to the process. The use of student emails was identified as a way to effectively communicate with the cohort. Communication from management was proposed as being beneficial, where it was suggested that more specific presidents’ briefings could be held and student opinions/concerns regarding MTU could be taken from their Head of Department. The use of social media was also mentioned as important, for example the suggestion that information could be posted in bullet points on Facebook, as well as utilizing Instagram and integrating videos from staff regarding MTU.

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Student Experience/Supports/Access/Diversity The MTU will strive to be accessible and support all students during the student life-cycle. This ethos is of importance to students who reflected on the culture they hope will emanate within the new entity. E-learning and Digital Campus Technology was identified as a way of allowing greater access to lessons/classes, increasing the possibility of more Springboard courses, connecting with employers and increasing communication between students i.e. organizing social events. Respondents identified opportunities that online learning can bring to their education. They indicated that there are opportunities to deliver online from across single modules to entire courses. During the focus groups, students also indicated that they had a preference for flexible learning. In particular all 16 students who attended the Bishopstown focus group indicated that would like to see modules offered though flexible learning and have the option of learning online. In Tralee, students explained that online delivery would offer greater flexibility and the possibility of more Springboard courses. During another student focus group, the Head of NMCI explained that there are opportunities for deck officers within the merchant navy to access compulsory CPD online as they are out at sea. He explained that NMCI is working with the TEL Dept to develop online offerings. In the Cork School of Music students expressed enthusiasm for the delivery of some modules online. Many of the students travel with their music careers and online delivery would be an ideal solution to over comes access issues. They also expressed interest in accessing business and enterprise modules online.

3.2 Challenges Students Perceive MTU Will Bring Communication/Lack of information Students explained that they felt that management assumed that they had sufficient knowledge around the establishment of MTU whereas in reality students had not always been informed. They felt that there had not been enough engagement with students and there was a need to walk students through the process. For example they were concerned that they did not know the time-line of designation and seemed confused with the process. Concerns were also raised by international students on whether their transcripts from CIT/ITT would be questioned aboard when CIT & ITT would not exist post-merger. Finances/funding of Satellite Campuses/Fees Students identified that there could be possible financial struggles for them post-merger. For example they asked if third level fees would be higher post-designation, if MTU will be more expensive to attend (fees) and if SUSI would be accessible. During the focus group in the Cork School of Music for example, students identified that they were concerned that the fees for postgraduate study would increase. Other students identified that they would like to maintain the low accommodation costs that they avail of in Tralee. Students also reflected on other

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concerns related to higher student costs, the financial implications of the merger, the IT Tralee debt and concerns around the reallocation of funding. In particular students identified that they were concerned that the more rural campuses may be neglected post-merger. During the focus group in the Cork School of Music for example, students identified that they were concerned that funding would go back to the main campus of Bishopstown. In addition, the concern around prioritising funding and resourcing was also evident in reflections received. Autonomy/Identity Students were concerned about the loss of identity of individual campuses and a lack of control over funding and autonomy. Satellite campuses in particular felt a sense of pride in their local identity and are attached to their individuality. Students also voiced their fears around the merger itself and the around becoming a university. For example in the Tralee focus group, they identified that could be left behind as CIT is a bigger entity. Another perception reflected how CIT is very established with many different campuses and Tralee students were concerned about ‘how will ITT match up’. Concerns were also raised by international students on whether their transcripts from CIT/ITT would be questioned aboard when CIT & ITT would not exist post-merger. Supports and Facilities Although students anticipated an improved campus post-designation, they also raised concerns around current and the future quality of services and amenities. The quality of current facilities on various campuses and the supports available for students were identified as challenges for students in all five student focus groups as well as in the survey. They explained that they were concerned that the infrastructure, labs, student supports and parking for example were already poor and that adding extra student numbers to this will only exacerbate the difficulties. In addition, it was reflected that the number of students will increase which could create a competitiveness in classes which will in turn could put more pressure on students, who many need more supports. Students also asked if the existing lack of facilities would be addressed port-merger. One such issue was the lack of physiotherapy and gym facilities in the Cork School of Music for example. Lower Quality of T&L, Increased Class Sizes and Loss of Personal Contact Concerns were also raised in relation to the learning experience and teaching standards. Many students felt that they were currently receiving a strong education with quality teaching. They feared that this could change with the growth of MTU. In particular, students felt that small class size and personal contact with their lecturers was an important influence on their education. They were concerned that growth in student population would result in larger classes and thus a more impersonal educational setting. They feared that the merger would result in a loss of these characteristics. Disruption in Course Provision/Relocation of Courses Many students who responded were completing their final year of undergraduate study and felt that they needed no interruption to their study or learning. Students indicated that they feared any disruptions that the merger process would bring along with a loss in structure within the learning process. Students also raised concerns in terms of possible changes in course provision and duplication of course offering. Students currently enjoy local access to

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courses and they identified the difficulties that relocation of courses would pose for them. They were concerned that course provision might change in a larger HEI. Failure/Time It Will Take In July 2019 the presidents of CIT and IT Tralee received correspondence from the Minister for Education delaying the merger process subject to clarification and the provision of additional information. Students raised concerns around the implications of the merger process failing completely and the time it has taken to establish the University to date. Logistics/Travel The access of library books to a broader pool of students was identified in the Tralee focus group as a concern. In addition it was reflected that transport between campuses could cause difficulties. The difficulties around transport came up in all focus groups conducted on satellite campuses. Students identified the issues around distance between campuses, the challenges of travelling between campuses and logistics.

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Addendum 4. Membership of Joint Governing Bodies MTU Steering Group

CIT ITT Bernard Allen (Chair) Lionel Alexander (Chair) Dr Barry O’Connor (President) Dr Brendan O’Donnell (President) Declan O’Leary John Jones Mary Cooney Siobhan O’Callaghan Mary Hegarty Terry O’Brien Eoin Deane Jerry Moloney Bob Savage Maria O’Gorman Aaron Buckley (Students’ Union President) Petrina Comerford (Students’ Union

President)

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Addendum 5. MTU Project Leadership Group Membership

Chairpersons Mr Tom Boland and Prof Ellen Hazelkorn, external consultants

CIT ITT Project Directors Prof Hugh McGlynn Mr Tim Daly Sponsors Dr Áine Ní Shé Ms Aileen Kennedy Mr Michael Loftus Ms Bríd McElligott Mr Paul Gallagher Mr John Fox Mr Aaron Buckley Ms Petrina Comerford Prof Joseph Walsh Project Leaders Ms Teresa Murphy Ms Anne Looney Ms Breda O’Dwyer Ms Louise Nagle

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Addendum 6. Summary of Joint Executive Minutes

Date Attendees Select Outcomes Select Actions 5/11/2019, Dr Barry O’Connor,

Dr Áine Ní Shé, Mr. Paul Gallagher, Mr. Michael Loftus, Dr Matt Cotterell, Dr Orla Flynn, Mr. Gerard O’Donovan, Dr Pio Fenton, Prof. Hugh McGlynn, Dr Michael Hall, Ms. Aileen Kennedy, Prof. Joseph Walsh, Mr. John Fox, Mr. Tom Boland, Prof. Ellen Hazelkorn

• Agreement on meeting scheduled and locations to alternate between CIT and ITT • A central storage area for sharing of information is to be created and approved

• Terms of Reference to be drafted • Timeline template re: budget planning to be created • New programme Development Process. Overview to be provided at next meeting

7/01/2020,

Dr Barry O’Connor Dr Brendan O’Donnell Dr Áine Ní Shé Mr. Paul Gallagher Mr. Michael Loftus Dr Matt Cotterell Dr Orla Flynn Mr. Gerard O’Donovan Dr Pio Fenton Ms. Catherine Fehily Ms. Aileen Kennedy Prof. Joseph Walsh Ms. Bríd McElligott Ms. Mary Rose Stafford Prof. Hugh McGlynn Mr. Tom Boland Prof. Ellen Hazelkorn Mr Tim Daly

• CAO data will be shared between each institute • Discussions took place in relation to the document titled MTU Guiding Principles and Proposed High Level Structures.

• Work Plan to be created for the MTU Steering Group and Advisory Panel. • The Working Groups’ Background papers will be submitted to sponsors on 13th January. • An Additional Joint Senior Management meeting to be scheduled for January.

03/03/2020, Dr Barry O’Connor Dr Brendan O’Donnell Dr Áine Ní Shé Mr. Paul Gallagher Dr Matt Cotterell Mr. Gerard O’Donovan Dr Pio Fenton Ms. Catherine Fehily Ms. Aileen Kennedy Prof. Joseph Walsh Ms. Bríd McElligott

• Ms. Marese Bermingham (Head of Teaching & Learning Unit, CIT) and Dr Tom Farrelly (E-learning Development and Strategic Support, ITT) provided a presentation on the Strategic Alignment of

• Project Leadership Group to finalise the Submission and circulate to Joint MTU Steering Group by 13th March • Risks Training to be provided by PwC • Prof. Irene Sheridan and Mr. Tim Horgan to share

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Ms. Mary Rose Stafford Dr Seamus O’Shea Mr. Tom Boland Prof. Hugh McGlynn Mr. Tim Daly

Learning & Teaching (SALT) • Submission document will be circulated to Joint MTU Steering Group and then to Governing Bodies for formal approval before being issued to the Minister by 30 March. • International Advisory Panel visit will be week of May 11th and principles of the visit were outlined • Members of Senior Management were to meet with WRC on 26 March – but cancelled due to health crisis

information on the status of HCI Initiative.

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Addendum 7. Risk Register

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Addendum 8. MTU Postgraduate Research Students – 10 Year Plan This section includes additional information as background to Condition 5 of the Report to the Minister of Education and Skills for Designation as a Technological University.

Detailed project plans with respect to Conditions 5 are contained in Appendix 10.

8.1 Research Strengths

Research in MTU will be prioritised into Centres and Groups which cover different and distinct domain specialisations. Designated fields of study along with the academic disciplines most closely associated with those activities are mapped to the Frascati codes. This association facilitates calculation of the funding provided to institutions by the HEA through the Recurrent Grant Allocation Model (RGAM) which is based on Frascati codes through academic disciplines. It is expected that the majority of the growth in postgraduate numbers will be in research entities linked to these domain specialisations. This approach is in-line with Government policies related to research priorities and the Technological University Research Network report (TURN, 2019). Regular monitoring and horizon scanning are already ongoing and will facilitate appropriate evolution of the domain specialisations into the future. Table 1 Mapping Research Strengths to Fields of Study

Research Field of Study (Frascati)

MTU Research Centres and Groups Academic Disciplines

Natural Sciences CAPPA, BioExplore, Riomh, Sigma, Shannon ABC

Physics, Chemistry, Mathematics, Biology, Computer Science

Engineering and Technology

Nimbus, IMaR, SIRIG Electronic, Civil, Environmental, Mechanical, Biomedical, Engineering,

Medical and Health Sciences

Nutri, HExSpo Health Sciences, Wellbeing, Biotechnology

Social Sciences UNESCO Chair, EdTech, V-Linc, Hincks, E3L CEED

Economics and Business, Educational sciences, Sociology, Media and Communications

Humanities Meitheal Creative and Performing Arts

8.2 Forecast Model

The projected growth in postgraduate research student numbers required under Technological University legislation requires an increase from 358 L9/10 enrolments (2020) to 645 enrolments (2030). Our scenario planning analysis indicates a commitment of circa

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€1.7m in 2021 to €2.8m in 2031 will be required from MTU funds to cover costs directly associated with postgraduate stipends, fees and reasonable consumables, representing between 1.5 - 2.5% of the overall expenditure of the MTU. An additional 3000 m2 of laboratory and desk-space will be required to house the additional circa 230 research postgraduates on-campus, with a further 60 housed externally in industry and community-based research. A forecast model was developed to predict research enrolments over the period 2020-2030. In developing this trajectory, the University has made the following assumptions: a) Current enrolment trends whereby approximately 30% of research students follow a cohort-master supervisory model will continue. These structured master programmes have a combination of taught modules and a research project whereby 60% of the learning and associated credit is achieved through research. b) For traditional research programmes which consists of a substantial research project where the evidence of learning is a single major thesis or equivalent and where students are located on campus, 80% of these enrolments will be at doctoral level with the remainder at masters level. This is in-line with national and international enrolment trends showing that doctoral programmes are increasingly the programme of choice for research students. c) For traditional research programmes where students are industry-based, 75% of these enrolments will be at masters level with the remainder at doctoral level. This assumption is based on our experience to date and relates to twofold difficultly of getting employees/students and employers/workplace supervisors to commit to a six year period necessary to complete a doctoral programme. Furthermore, evidence from the Department of Business, Enterprise and Innovation shows that companies who are more R&I active are more resilient, have higher profit margins and higher average salaries for their employees. This movement is driving increased interest on developing research expertise within companies. Thus, the number of industry-based masters students has been increasing and this is expected to grow over the next ten years. Professional Masters and Doctorates in Engineering/Science within industry will provide opportunities for continuing professional development within an industry context. d) Due to anticipated industry requirements in both the region and beyond, and government and EU funding prioritisation, the majority of research student enrolments is likely to continue to be in the STEM-related disciplines of Natural Sciences and Engineering and Technology. However, over the period, the University expects the percentage of research enrolments to increase in the Frascati defined domain of Social Sciences, particularly in Business. Research enrolments in the Research Field of Study of Humanities, which is linked primarily to the Creative Arts, will also increase but are predicted to be lower than the other areas. e) We recognise that the model will need to be reviewed on a regular basis, every 2-3 years, and appropriate actions taken by the University to take advantage of new opportunities for growth in postgraduate research numbers.

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These assumptions are summarised in Table 2 and Table 3 where they are expressed as a percentage of total research student enrolments. Table 2 Projected Research Enrolments by Student-Type and Location

Student Type Location % Overall Research Enrolments Cohort Masters Campus 30%

Masters Campus Industry

10% 15%

Doctoral Campus Industry

40% 5%

NB. We have assumed an average value. Variations may occur, but unless they are very significant they have no substantial influence on the final conclusions. Table 3 Projected Research Enrolments by Research Fields of Study

Research Field of Study (Frascati) % of Overall Research Enrolments Natural Sciences 45% Engineering and Technology 20% Medical and Health Sciences 5% Social Sciences 20% Humanities 10%

NB.. Note there is an overlap in the case of MTU between “Medical and Health Sciences” and “Natural Sciences”, explaining the low enrolment in the former (at 5%).

8.3 Costing Model

A costing model was developed based on the projected student numbers delivered by the forecast model. Students are assumed to be funded through a number of possible mechanisms: external competitive funding, industry sponsorship and industry-based, fees only or full scholarships or self-funding. For campus based students, excluding cohort masters students, the costing model assumes the ratio by which these students are funded will vary by Research Field of Study. Based on funding patterns to date, the MTU Consortium believes it will be unable to attract self-funding or fees-only scholarship research students in STEM-related fields. Similarly, the MTU Consortium believes that securing external funding in the Humanities (Creative Arts) field is extremely challenging and thus has assigned a lower external funding value to that field. Table 4 gives the resultant funding ratio table by Research Field of Study.

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Table 4 Sources of Funding

Research Field of Study (Frascati) External Competitive

Funded

Scholarship Fees Only

Full Scholarship

Self-funding

Natural Sciences 80% 0% 20% 0% Engineering and Technology 80% 0% 20% 0% Medical and Health Sciences 20% 50% 10% 20% Agricultural Sciences 20% 50% 10% 20% Social Sciences 30% 50% 10% 10% Humanities 10% 60% 10% 20%

NB. Percentage of campus-based research enrolments funded through external competitive funding, scholarship (fees only), full scholarship (fees, stipend, consumables) and self-funding by Research Field of Study In the costing model, it is assumed that externally competitive funding and full scholarship accrue fees plus stipend funding requirement whilst fees and self-funding accrue fees funding requirement only. The current values for fees and stipend are given in Table 5. Table 5 Current fees and Stipend Values as of 2020

Fees €5,500 Doctoral Stipend €20,000 Masters Stipend €13,000

NB. This includes consumables and contributions to travel. Table 6 Projected Funding Requirements by Funding Source

Funding Requirements Year 2021 2025 2030

External Funding Exchequer and non-exchequer, non-industry

€2,892,000 €3,181,200 €4,663,350

Industry €440,000 €484,000 €709,500 MTU Scholarship Fees €203,500 €223,850 €328,144

Full €795,300 €874,830 €1,282,421 Student Self-funding €55,000 €60,500 €88,688

The low value for self-funded students is based on current trends within MTU, but this may change as the reputation of the MTU grows. Student enrolments attract state funding through the Recurrent Grant Allocation Model administered by the Higher Education Authority (HEA). In this model, each student attracts a baseline funding value. This value is then weighted by student type and by discipline area in recognition of the relative costs of providing education at different levels and discipline areas. Thus, multiplying the number of research enrolments per discipline area by relevant RGAM

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weightings and aggregating, the overall RGAM funding for the research student cohort may be determined. Table 7 and Table 8 provide the relevant RGAM baseline weightings. Table 7 Recurrent Grant Allocation Model (RGAM)

RGAM Funding Model RGAM Baseline €3,011 RGAM Research Weighting 1.8

Table 8 Recurrent Grant Allocation Model (RGAM) Discipline Weighting (HEA)

Research Field of Study (Frascati) RGAM Discipline Weighting Natural Sciences 1.3 Engineering and Technology 1.7 Medical and Health Sciences 1.3 Agricultural Sciences 1.3 Social Sciences 1 Humanities 1

NB. These weighting are used by the HEA to account for the relative costs of providing education in different disciplines Table 9 Nett Cost of Funding Postgraduate Students

Nett funding requirement Year 2021 2025 2030

€1,735,168 €1,908,685 €2,797,959 NB. This does not include costs associated with support services (personnel or digital/physical infrastructure, for example. The MTU Consortium expects that this nett funding requirement will be addressed from a number of sources including the HEA Research Framework Allocation Model (RFAM) grant, monies generated through the University’s Foundation and some reallocation of overheads. Based on a total income of circa €130m, the nett funding requirement is 1-2% of core. However, assuming the funding model evolves in line with HEA recommendations (reference to be added), approximately 5% of the total grant allocated by the HEA should be allocated to research (equivalent to 5 x 1.3 = €6.5m in 2020 cost-of-living equivalents) and this is enough to cover recurrent funding associated with both postgraduate students and the necessary support infrastructure (see below).

8.4 Physical Environment Strategy to Accommodate Growth In Research Students

Research Infrastructure to accommodate an additional circa 300 research students will be required and much of this is already outlined within MTU’s capital development plan. The infrastructure will be derived from a combination of extensions to existing research buildings,

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dedicated new research buildings and integration of research space into existing buildings, appropriate to the domain specialisation. In addition to the development projects above, the masterplans for both campuses identify the potential for development of on-campus student accommodation, which is essential to address demand, support international student activity and address mobility issues in the wider campus areas (1000-2000 student beds over the next 10 years). Given the uncertainty in funding available for research infrastructure developments from national funding schemes, and the competitive nature of any such schemes, access to a borrowing framework will likely be required to progress these infrastructural developments.

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Addedndum 9. Plan To Engage More PhD Qualified Staff In Research Supervision

In order to expand the pool of qualified research supervisors, the following actions will be taken:

• Existing PhD qualified academic staff members will be offered a reduced teaching workload (up to 6 hours) to engage in research supervision and academic career progression opportunities will recognise and reward research supervision experience.

• Existing PhD qualified research staff will be incentivised to engage in research supervision by MTU’s Researcher Career Framework in which researcher career progression will be recognise and reward research supervision experience.

• MTU will continue to invest in a Continuous Professional Development (CPD) programme to develop all staff (academic, research, senior executive, professional management and support, and adjunct staff) and improve research skills and capabilities from designation day.

• MTU will support staff financially to travel to attend conferences and disseminate the outputs of their research activities.

• MTU will launch an internal research cluster initiative to drive collaboration between existing MTU research centres, groups and individual staff members across specific thematic areas with a focus on developing multidisciplinary research projects.

• MTU will support staff/student mobility costs for new research programmes that are collaborative across two or more MTU locations.

• Programme/course boards will require to evidence base that research is a key contributor to T&L and Engagement pillars and is embedded across all programmes delivered from levels 6 to 10.

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Addendum 10. Build Capacity and Capability in Core Areas of Research Strength

Research at MTU will be prioritised into Centres and Groups which cover different and distinct domain specialisations. These are shown in Table 10 below along with the academic disciplines most closely associated with their activities. It is expected that the majority of the growth in postgraduate numbers will be in research entities linked to the Research Centres and Groups. This approach is in line with Government policies related to research priorities and the Technological University Research Network report (TURN, 2019). Regular monitoring and horizon scanning are already ongoing and will facilitate appropriate evolution of the domain specialisations into the future. The possibilities of establishing an Institute-scale activity is actively under consideration and could be expected to be achieved within 2-3 years of designation in the ICT domain in the first instance (e.g., “ICT for Sustainability”), with further Institute-scale activities to follow as capacity grows. Table 10 below also indicates the projected growth in research student numbers, staff numbers engaged in research and supervisory activities and the funding income projected needed to be won to support postgraduate activity. The assumptions and projections used to generate these growth numbers are explained in more detail in the Forecast Model Addendum 8.2).

• Column 1: MTU Thematic Research Areas, aligned with National Research Priorities. Further refinement to align with the UN Sustainable Development Goals is ongoing.

• Column 2: Domains in which MTU has research expertise • Column 3: MTU Research Centres and Groups • Column 4: Academic disciplines most closely associated with the Thematic Research

Area • Column 5: Postgraduate Research Student numbers (taken from the Forecast Model) • Column 6: Staff involved in supervision of research postgraduates (taken from the

Forecast Model) • Column 7: Funding from external sources required to support postgraduates.

MTU impact will be measured across a number of metrics including research income, postgraduate graduations and knowledge-exchange (including research agreements with industry, patents, assignments, licenses, spinouts and education-and-public-events). Data published by the HEA (2019) as part of the Research Funding Allocation Model shows that MTU researchers are first for KTI outputs and 2nd for postgraduate research graduations and research income. This performance is based on the model of focusing resources on a number of research centres and groups. We recognise that these research impact metrics are not fully comprehensive and along with other universities we are working on capturing additional research impact metrics.

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Table 10 Research Strengths,

Research Centres and Projected

Numbers Thematic

Research Areas

Research Strengths

Research Centres and Groups Academic Disciplines

PG Student Numbers

(Years)

Supervisory Staff

Numbers (Years)

Funding to support PG

students (Years)

‘20 ‘25 ‘30 ‘20 ‘25 ‘30 ‘20 ‘25 ‘30

ICT

Cyberphysical Systems;

Cybersecurity; Photonics;

Mechatronics;

CAPPA, Riomh, Sigma, Nimbus, IMaR

Physics, Mathematics, Computer Science 95 117 155 61 83 136 767K 959K 1200K

BioSciences Bio-Therapeutics; Biotechnology Shannon ABC, BioExplore

Biology, Chemistry, Mathematics, Biomedical Engineering, Biotechnology

85 91 144 45 66 107 621K 721K 1000K

Energy, Climate Action and Sustainability; Manufacturing and Materials

Sustainable Infrastructure;

Maritime; Agri-Technology;

Circular Bioeconomy

Nimbus, ShannonABC, MeSSO, IMaR, SIRIG

Electronic, Electrical, Civil, Environmental, Mechanical, Chemical, Agricultural Engineering

82 92 113 64 79 106 617K 740K 622K

Health and Wellbeing; Food Food Nutrition ShannonABC, Nutri, Nimbus,

IMaR, UNESCO Chair Health sciences, Health, Nursing, 21 29 49 8 13 25 39K 47K 62K

Services and Business Processes

Healthy Living; Entrepreneurship;

Education

UNESCO Chair, HExSpo, EdTech, V-Linc, Hincks, E3L, CEED

Economics and Business, Educational sciences, Sociology, Media and Communications

86 97 129 47 58 91 231K 278K 373K

Humanities Creative and Performing Arts Meitheail, CEED

Music Art Social Sciences

31 44 55 11 16 29 39K 43K 62K

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Languages & Intercultural

Studies Social Studies

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Addendum 11. Research Support

11.1 MTU Support Initiatives

MTU will monitor its research growth trajectory and link its achievement of growth in staff and research student enrolments as well as key measurable quality research outputs to value for money against its investment into its capacity building plan. MTU will focus on continuing to build on existing strengths in designated research centres and groups, aligning with national priority areas and developments at international (particularly EU) level and by accessing opportunities that arise from changes to the funding landscape (e.g., towards more mission-based, multidisciplinary research). MTU will provide support to established and new and emerging researchers. This will include support for research leaders within Research Centres and Groups with a focus on having the time to support/lead on achieving team deliverables, successful grant applications, etc. Efforts will also be undertaken to target internationally-recognised researchers for recruitment in areas of strategic importance to MTU and to the South-West Region.

11.2 MTU Research Office A unitary MTU Research Office will be established, reporting to the Vice-President for Research, Innovation. Additional personnel and resources will help drive critical initiatives including:

• Leading the MTU R&I Strategy development and implementation • Ensuring the intellectual and financial sustainability of MTU’s research base • Maximising MTU’s regional impact and enhancing MTU’s national and international

profile • Creating and strengthening strategic partnerships with national and international

academic institutions, national and EU research sponsors and government agencies • Coordinating MTU’s contribution to Irish and European research policy • Driving the commercialisation of the university's expertise for the benefit of MTU and

the wider region • Positioning MTU as a leading provider of postgraduate education • Ensuring MTU adherence to good research governance, compliance and practices • Overseeing the central administrative services for MTU research activities • Leading the delivery of MTU’s HR Strategy for Researchers • Providing requisite digital infrastructure to support the research community including

a Research Management System

11.3 MTU Graduate School The MTU Graduate School will play an important role in leading the development and implementation of MTU strategy and policy with respect to postgraduate education, in conjunction with the MTU Research Office. Further information is provided in Appendix 12.

11.4 Funding

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MTU will engage actively with THEA, Department of Education and Skills and the HEA to develop an appropriate funding model to enable capacity building in the technological university sector. Actions will be proposed around:

Introduction of a flexible contract for staff to engage with research through negotiation with all relevant stakeholders

Seed funding for early stage researchers, staff re-engaging in research, new discipline areas, interdisciplinary research and co-located research

11.5 Undergraduate Research As a research-driven Technological University, research will be increasingly linked to teaching and learning activities at all levels, including programmes, modules, special purpose awards, industry courses, etc. There will be a strong effort to promote undergraduate research opportunities, by linking research projects directly to learning, to promote postgraduate research education and researcher careers. Students will be encouraged to work closely with researchers and with industry, on campus and in companies, at home and abroad.

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Addendum 12. Transitional Academic Council A Transitional Academic Council will come into effect on Designation Day.

12.1 General Principles The general principles for the MTU Transitional Academic Council as follows:

• Its membership will be drawn from the membership of the existing Academic Councils of MTU consortium;

• Academic staff will be in a majority of one. • Its committee structure will be comprised of “Academic Legacy Committees” and

“Integration and Development Committees”, as depicted in the diagram below. • The MTU Transitional Academic Council will include student members, drawing from

MTU consortium. A mapping exercise has been undertaken between the Terms of Reference of the current subcommittees of the Academic Councils of the two institutions within the MTU consortium. In turn, this has been to the functions of the Academic Council as set out in the legislation. This mapping process has informed the development of draft terms of reference for the “Integration and Development Committees”1. At the recommendation of the joint meeting of the Academic Councils of MTU consortium the Working Group will progress work on two of the four membership models proposed in the initial report. (See Addendum “4e Proposed Transitional AC Membership Models”). It will also progress work in relation to an Executive Committee of the MTU Transitional Academic Council. At least two more plenary meetings are planned for the period April – June 2020. Consultation will also take place with each of the individual councils and with the wider staff and student bodies. Figure 4 depicts the current proposed MTU Transitional Academic Council:

1 At the time of writing, the titles of the “Integration and Development Committees” are work-in-progress and mostly mirror existing CIT/IT Tralee committee titles for ease of interpretation.

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Figure 1 - Proposed MTU Transitional Academic Council

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12.2 MTU Transitional Academic Council Operating Modes The MTU Transitional Academic Council will operate between two modes in meetings/agendas: 1. In operational/legacy mode, with a focus on maintaining existing programmes, through its “Legacy Subcommittees”. The existing Academic Councils of MTU consortium will continue to exist as academic committees of the MTU Transitional Academic Council (Cork Academic Legacy Committee, Kerry Academic Legacy Committee, respectively), and their respective committees will remain intact where deemed necessary. 2. In integration mode, with a focus on the future of MTU, through its “Integration and Development Committees” which are aligned with the functions of the Academic Council under the Technological Universities Act 2018. MTU Transitional Academic Council Models

This section identifies models under consideration for the MTU Transitional Academic Council. 1. A large fully-inclusive Transitional Academic Council incorporating all members of the existing Cork and Kerry Academic Councils; 2. A “Medium” Transitional Council, of approximately half the size of the existing combined Cork and Kerry Academic Councils (Table 11).

Table 11 Medium Transitional AC (Draft)

CIT ITT MTU President 1 Existing Presidents 1 1 2 Vice Presidents

Vice President for External Affairs Vice President – Research, Development and External Engagement

4 Registrar & Vice President for Academic Affairs Registrar & Vice President for Academic

Affairs Other Ex-Officio

Academic Admin & Student Affairs Manager Academic Administration& Student Affairs Manager

11

The Dean of Academic Quality

The Dean of Graduate Studies External Services Manager The Institutional Review Facilitator

The Librarian The Librarian Head of Research Centre

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Head of Research Head of Research SU Representatives 2 2 4 Elected Students’ Union 1 1 Sl2/Sl3 – HOF/HOS/HOD 15 5 20 Total Ex-Officio + elected students 43 Elected academic staff (research) 4 4 Elected academic staff 29 11 40 Total 87

Table 12 depicts the domain representation on the current combined academic councils which it is planned to use to inform membership of the Transitional Academic Council. The average AC staff/WTE staff domain ratio is 7.23 (i.e. each AC member represents 7.23 academic staff) with the greatest representation in Business at 6.4 and the lowest in Creative & Performing Arts & Media at 10.1.

Table 12 Domain Representation on Academic Councils

Academic Domains Actual AC Membership Combined including legacy

Student Numbers WTE 18/19 Staff Numbers

Num Progs ***

Number of SL2s Number of SL3 AC Domain

Representation (All) Staff/Domain

Ratio Student

Domain Ratio

Creative & Performing Arts & Media 1,327 151 26 6.5 2 15 10.1 88

Health & Social Sciences 2,021 132 87 5 2 17 7.8 119 Business 3,736 153 73 5 3 24 6.4 156

Science & Informatics 2,555 170 78 5.5 1.5 26 6.5 98 Engineering 3,266 226 111 10 3.5 33 6.8 99

Total 12,905 832 375 32 12 115

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Table 13 outlines an option under consideration for reduced membership of for academic grades to meet the requirements for the medium sized AC.

Table 13 Reductions Required for Academic Grades to Meet Requirements of Medium AC Academic Domains

Actual AC Membership and Legacy (*EAS – Elected Academic Staff)

Student Numbers

WTE 18/19

Staff Numbers

Num Progs ***

Actual AC ITT SL2/SL3

Actual AC CIT SL2/3

Reduced Actual AC ITT SL2/SL3

Reduced Actual AC CIT

SL2/SL3

Actual AC ITT EAS*

Actual AC CIT EAS*

Reduced Actual AC ITT EAS*

Reduced Actual AC CIT EAS*

45% 45% 60% 72% Creative & Performing

Arts & Media 1,327 151 26 0 8 0 4 0 5 0 4

Health & Social

Sciences 2,021 132 87 4 3 2 1 7 4 4 3

Business 3,736 153 73 2 6 1 3 5 9 3 6 Science &

Informatics 2,555 170 78 2 6 1 3 4 11 2 8

Engineering 3,266 226 111 3 11 1 5 3 11 2 8 Total 12,905 832 375 11 34 5 15 19 40 11 29

45

Table 14 tabulates one (test) example of MTU AC Integration & Development (I&D) Committees against Academic Domains. This example is built on an assumption that (with the exception of the MTU President, the existing two Presidents and existing two Registrars which are not included) a staff member can only be a member of one MTU AC Integration & Development committee. It illustrates that there would be a minimum of fourteen staff representatives from each academic domain on MTU AC I&D committees with the exception of Creative & Performing Arts (n=6). Higher representation from Engineering and Science & Informatics is indicative of larger WTE staff numbers while Creative & Performing Arts is somewhat under-represented at I&D committee level relative to its WTE staff size. It also highlights the high level of engagement with research as illustrated through the potential membership of the Research Council, drawn from 43 individual staff members who are on existing Research Working Groups or Research & Innovation sub-committees of existing ACs.

Table 14 MTU AC I&D Committees and Academic Domains

Campus (All)

MTU AC Committee Business Co-opted

Creative & Performing

Arts Engineering Ex-Officio Health & Social

Sciences Research Science & Informatics

Student Representation Grand Total

Admissions & Student Affairs

1 6 3 1 3 2 1 17

APRC 5 1 5 1 2 1 15 Learning

Resources & Student Supports

2 2 4 5 1 3 2 19

Regulations & QAE 2 1 2 5 1 4 2 2 19

Research Council 2 3 1 4 4 3 16 9 1 43

Standing Orders 2 1 1 2 3 9

Grand Total 14 10 6 22 12 14 16 21 7 122