Miscellaneous Submissions, ATU Galway City
https://research.thea.ie/handle/20.500.12065/107
2024-03-29T08:21:33ZUsing ePortfolios to support CPD & advocate our profession
https://research.thea.ie/handle/20.500.12065/3835
Using ePortfolios to support CPD & advocate our profession
Briggs, Kathryn
This poster highlights how an eportfolio is a useful tool to facilitate librarians' participation in continuing professional development (CPD), including recording evidence of, reflecting on and raising awareness of CPD activities. Illustrating how an eportfolio can act as an accessible, active, and ongoing résumé to showcase librarians’ abilities and achievements, promoting themselves and the value their role brings to their workplace, community and beyond.
2021-11-02T00:00:00ZDelivering Library Services in a time of crisis; Technological Higher Education Association Libraries responding to COVID-19 from March – August 2020
https://research.thea.ie/handle/20.500.12065/3450
Delivering Library Services in a time of crisis; Technological Higher Education Association Libraries responding to COVID-19 from March – August 2020
Delaney, Mary; Archbold, Johanna; Cleary, Ann; Dodd, Lorna; Doherty, Patrick; O'Brien, Terry; Ricken, Jean; Waldron, Margaret
This paper presents the experience of eight Irish academic libraries from the Technological Higher Education Association (THEA) from March – August 2020 while delivering library services during the COVID-19 pandemic. It presents a snapshot of their experience at this time outlining the challenges faced by libraries in closing their doors and pivoting to delivering library services only. For much of this time library buildings were closed to students thereby making, study desks, group spaces, PCs, access to collections and to library staff at information desks unavailable. Instead library staff worked remotely directing students to the vast array of resources available online from our library websites. Information Desks were replaced with online chat, emails, phone calls and extensive help in the form of guides made available from library websites. Libraries have been offering blended approaches i.e. mix of online and traditional resources for years but this pivot to
online only, posed challenges. This article outlines how the THEA sector responded to these challenges and discusses the value of collaboration across the sector and the benefits of this collaborative approach in a time of crisis.
2020-01-01T00:00:00ZExamining shifts in institutional positioning in the evolving Irish higher education system
https://research.thea.ie/handle/20.500.12065/2199
Examining shifts in institutional positioning in the evolving Irish higher education system
Hannon, Michael
The thesis investigates a highly interesting, perennial issue in the contemporary development of higher education in times of massification and public sector reform: forces for organisational homogeneity and differentiation in the field, related shifts in
organisational positioning of universities and of restructuration in the field. In particular, the thesis investigates higher education in Ireland between 2011 and 2016 and the impact of a national strategy for higher education launched in 2011. A specific focus of the research is on the intention to introduce a new institutional type, Technological Universities, to the field, and the early effects of this innovation upon organisational isomorphism. The emphasis upon the Institutes of Technology (IoTs) and their response to the reform imparts an element of originality to the thesis, and helps it to become a contribution to knowledge.
From an organisational theory perspective, DiMaggio and Powell (1983) define organisational isomorphic change as a process of homogenisation, in which organisations operating within the same environment and under similar conditions, come to resemble one another.
The study is informed by international examples of restructuring and institutional positioning. The thesis reviews a considerable amount of literature to discuss recent trends in higher education, and to analyse the literature on organisational isomorphism in general and the related literature on diversity and differentiation in higher education in particular. Further, substantial and creative efforts are made to design the empirical investigation including primary data analyses of interviews, the use of quantitative secondary data, and documentary analyses. This study is expected to be of particular interest to government, policy makers, scholars, and institutional leaders in the higher education area.
2017-09-01T00:00:00ZSupporting the first year experience in higher education in Ireland: impact on student engagement, teaching practice and institutional policy
https://research.thea.ie/handle/20.500.12065/2191
Supporting the first year experience in higher education in Ireland: impact on student engagement, teaching practice and institutional policy
Ginty, Carina; Boland, Josephine
Many students are not prepared for the demands of third level education and first year experience programmes are designed to support this transition and supplement the necessary academic and life skills. In 2009, a first year experience package was introduced in two higher education institutions following strategic innovation funding, which was awarded by the Higher Education Authority in Ireland. This package consisted of: a Learning With Peers (LWP) programme led by trained senior student leaders; and a Skills Development Module (SDM) which is led by lecturers and is worth 5 ECTS.
The main aim of this research study was to explore the first year experience over two higher education institution sites. It investigated how two initiatives (i.e. the LWP and the SDM) impact student engagement, teaching practice and institutional policy. The major themes discussed in the literature review included: the first year experience; student engagement; teaching, learning and assessment strategies; and change management.
The paradigm chosen for this study was mixed methods. The research strategy is a case study, exploring and explaining the first year experience initiatives across two higher education sites including an Institute of Technology and a University in Ireland. The data collection tools included a first year student survey and semi structured interviews with lecturers and senior managers. Challenges encountered during the research process included survey design, data collection approach, doing insider research and conducting interviews.
A number of major themes emerged from the data analysis including: creating connections; making friends; understanding expectations; creating learning communities; teaching challenges; and resourcing and supporting the first year experience. Furthermore, this study found that first year students want to make connections with their learning experiences. Institutions need to establish ‘student learning communities’ from day one, which will enable first year students to connect and belong while lecturers enjoy collaborating and sharing resources that support students’ development. Finally, there seems to be a lack of understanding among senior managers’ in what is the ‘ideal operational resource team’ that would support first years effectively and ultimately meet an institution’s financial and strategic objectives.
2016-01-01T00:00:00Z