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2006 - 2011

DUNDALK INSTITUTE OF TECHNOLOGY

STRATEGIC PLAN

2006 -2011

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Strategic Plan 2006 - 2011

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2006 - 2011Five Year Strategic Plan

Dundalk Institute of Technology, Dundalk, Co. Louth, IrelandTel: 00 353 42 937 0200 Fax: 00 353 42 933 3505

www.dkit.ie


SECTION 5: RESEARCH AND POSTGRADUATE STUDIES 33

- Institute Context- The National & International Context- Knowledge & Technology Transfer- Graduate Studies- Strategic Objective 3 36

SECTION 6: THE COMMUNITY AND REGIONAL DEVELOPMENT 37

- Context- How the Institute Communicates with the Business and Social Community- Strategic Objective 4 40

SECTION 7: PHYSICAL DEVELOPMENT AND HEALTH & SAFETY 41

- Physical Development- Health & Safety- Strategic Objective 5 43

SECTION 8: HUMAN AND FINANCIAL RESOURCES 45

- Human Resource Strategy- Financial Resource Strategy- Strategic Objective 6 49

Select Bibliography 50


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Contents

Introduction 4

SECTION 1: WORK OF THE STRATEGIC PLANNING GROUP 5

- Planning Process for Strategic Plan (2006 - 2011) - Review of the First Strategic Plan- Vision and Values (2006 - 2011)

SECTION 2: CONTEXT AND ENVIRONMENT 9

- Demographic Factors and Competitive Environment - Changes in Demand - Up-Skilling the Workforce- Research- The Policy Context- Access and Participation- Equality- Student Number Targets

SECTION 3: THE STUDENT EXPERIENCE 19

- Introduction- Teaching and Learning- Student Supports: Academic & Pastoral- Student Facilities- Strategic Objective 1 25

SECTION 4: INSTITUTE CULTURE AND STRUCTURES 27

- Context- Academic Support Systems- ICT Strategy, Services & Support- Strategic Objective 2 32

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Introduction

Dundalk Institute of Technology is a major provider of higher education in the North East region of Ireland.Established in 1970 as the Regional Technical College offering primarily technician and apprenticeship courses, ithas evolved since then as a major player in Irish higher education, and currently provides a suite of programmes atcraft, undergraduate and postgraduate levels to more than 3,500 full-time and 1,500 part-time students.

The Institute envisages that its Mission Statement will continue to underpin the vision and implementation of thisPlan, viz.:

“To provide the community with quality third-level education and services, relevant to the economic, social and cultural development of the region in the national and international context. It aims to promote personal responsibility among all its students and enhance the professionalism of all its members in a supportive, inclusive and productive environment.”[Source: DkIT, Mission Statement]

The coming five years will pose a host of new challenges as well as new opportunities for higher education inIreland. While participation rates in higher education are increasing on an annual basis, so too are the number ofcourse choices and providers. Public funding in the sector in recent years has just kept pace with the growth indemand and there has been an increasing emphasis on diversifying the funding base. Into the future it is likely thatGovernment funding will become even more focused on direct State-determined deliverables. It is also apparentthat the demands of public accountability are being extended from primarily financial considerations to widerissues to do with participation in higher education, retention and quality in higher education, labour marketrelevance and contribution to innovation and technology transfer. These demands place new pressures on thesector to respond imaginatively and effectively to raise the value of its teaching, research and scholarship.

Over the past decade there has been an inexorable drift from the notion of education for citizenship to educationfor performativity (Ainley 2000). Third-level education has been abruptly moved from its earlier, relatively inviolablestatus to a position where it has to face the full rigours of the marketplace. Skilbeck (2001) recognises the hugecultural shift for teaching staff who espouse the objective of the highest standard of care and teaching for thestudent. While this imperative has tremendous ethical appeal, it may prove inadequate as a policy guide in an eraof enrolment-driven funding. Skilbeck illustrates the problems for third-level education in an increasinglyconstrained resource environment. The ethical imperative of teaching staff and the accounting imperative ofmanagement may necessarily bring their perspectives and aims into conflict with each other.

Defining strategic management as "the set of managerial decisions & actions that determines the long-runperformance of an organisation," the plan recognises that strategic planning in organisation practice may operatedifferently at different levels, whether at the level of the overall organisation, that of its discrete units or sections, orat the operational level where the vast majority of its members experience and contribute to its operation. Giventhat the perspective of those involved is particularly affected by their individual position or level within theorganisation, the Institute has endeavoured to ensure that the process of developing and shaping the plan hasreflected the range and diversity of their views. In the final analysis, however, since strategic management isessentially one of the main tasks of executive management personnel, other organisation members may perceivethat their concerns are not reflected in the final outcome. The Plan is based on a wide-ranging consultation withthe Institute community of staff and students as well as with external stakeholders. It attempts to position theInstitute over the coming five years with reference to this changing context and identifies a series of objectives andactions to which the Institute commits strategically for the coming five years. From this Strategy, a detailedImplementation Plan, with defined outcomes, will be prepared to operationalise the objectives and actionsidentified.

Denis Cummins, Director February, 2007.


STRATEGIC PLAN

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WORK OF THE

STRATEGIC PLANNING

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WORK OF THE

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Denis Cummins

The Plan identified seven strategic goal areas as follows:

1. Student Retention;2. Physical and Social Environment;3. Constructive Partnership;4. Academic Programmes;5. Student Recruitment;6. Increased Research and Industrial Activity;7. Achieving the Conditions for Academic Autonomy.

In adopting the above goals, the Plan was designed to address a number of core weaknesses identified in theplanning process. These included: a high proportion of the intake of qualified applicants on low points levels; poorphysical facilities; low involvement in extracurricular activities by students; a difficult industrial relationsatmosphere; unfocused marketing; low levels of support staff to academic staff and poorly developed staff trainingprovision. The Plan was initiated in March 2001 to cover the period to the end of August 2006, and it wasreviewed in detail as part of the Institute's Self Study Process in 2003. At that stage it was deemed to be generallyon target and in some areas significantly ahead of target.

The ultimate goal of the Plan was "to have achieved the conditions for academic autonomy by the year 2005." In acertain sense, the other seven strategic goals were subordinate to this one. Delegated Authority was awarded bythe Higher Education and Training Awards Council (HETAC) in March 2004. In view of this, it became necessaryto action a process of preparing the second strategic plan ahead of schedule.

VISION AND VALUES (2006 - 2011)

In order to continue to attract students and be relevant to third-level education in the next five years, the Institutewill need to evolve and develop rapidly into an Institute that is a third-level "Institute of choice" for students.Not only will it need to be an Institute of choice for students from the North East region, but also one whichattracts high-calibre candidates nationally for those niche programmes it is uniquely positioned to promote.

The student-centred approach, which has been an aspirational objective in the past, will need to be integrated withgreater urgency so that it becomes the core value of the Institute and is readily recognised by all its stakeholders.

As part of this process, the Institute is developing a Teaching and Learning Strategy which will focus on thepromotion of student learning. This strategy, when implemented, will build upon the organisational strengths inTeaching and Learning and will be aligned with existing Mission Statements, policies, quality assurance systemsand change mechanisms. Implementing a comprehensive Teaching and Learning strategy will require co-ordinatedaction across a range of functions, policies and existing committees and will result in improved means ofcollaboration across the Institute. In particular, the Teaching and Learning Strategy will be fully integrated with theResearch Strategy. These strategies will be firmly embedded within the Institute processes of quality enhancementand assurance.

Critical to the successful implementation of the Institute's Strategic Plan will be an Information Strategy which willprovide for the design of an efficient system for gathering, storing and evaluating information which can then beused to inform future plans and actions and bring about continuous improvement.

The Institute's policy on learner access has attracted national attention due to the high numbers of students drawnfrom the lower socio-economic groups in society, who have traditionally been underrepresented in third leveleducation. This Strategic Plan reaffirms and strengthens the Institute's commitment to promoting equality ofaccess to all its programmes.

There is a need to move from what remains a primarily "teaching" orientation to one which empowers studentspersonally and socially; which enhances their self-esteem and which enables them to take responsibility for theirown learning. This is clearly reflected in the first strategic objective of this plan, outlined below.

Such an approach places the relationship between staff and student at the very centre of the focus of this Plan. Astudent-centred, empowering relationship is one in which the power differential between staff and student isremoved and replaced by one based on mutuality in which the teacher is an enabler and co-learner with thestudent in a collective process of discovery.


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Section 1: Work of the Strategic Planning Group

PLANNING PROCESS FOR STRATEGIC PLAN (2006 - 2011)

In 2001 the Institute established its first Strategic Planning Group to oversee the implementation of its firstStrategic Plan and to undertake the Self Study process preliminary to its application for Delegation of Authority toconfer Awards.

This group concluded its work in 2004 and a second Strategic Planning Group replaced it in May 2004. This groupis drawn from all sections of the Institute, and comprises elected representatives of staff and students who areresponsible for producing the Plan and for overseeing and monitoring its implementation.

External stakeholders were also involved in producing the Plan. These included the IDA, Enterprise Ireland, theNorth East Branch of the Institute of Guidance Counsellors, Chamber of Commerce, Louth County Council andlocal industry. Within the Institute, the two statutory bodies - Governing Body and Academic Council - have alsobeen involved in preparing and approving the Plan.

External facilitators were engaged to support and oversee the process in order to promote maximum participationby the Institute community and external stakeholders in developing and refining the Plan.

REVIEW OF THE FIRST STRATEGIC PLAN

The Institute's first Strategic Plan - [Mission Statement and Five Year Strategic Plan (2000/01 - 2005/06)] was adoptedby the Governing Body of the Institute in September 2000.

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Through the Research Strategy the Institute has focussed on a range of key strategic and thematic areas where itcan continue to grow a critical mass of high quality research and developmental activities. The four thematic areasselected (see Section 5 below) are those in which the Institute has been building capacity and capability and wherecompetitive advantage can be sustained through an inter-disciplinary and collaborative approach. The continuedfocus on the transfer of knowledge to industry, the community and society will continue to be a further strategicfocus of this plan and of the Research Strategy.

VISIONPersonal values of "respect," "learning," "excellence," "integrity," "equality of opportunity", "accountability" and "innovation" will continue to be emphasised as core expectations in the Institute.

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CONTEXT AND

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Section 2: Context and Environment

This Plan aims to re-focus a vision for Dundalk Institute of Technology and to chart a course over the next fiveyears to realise this vision.

In developing and articulating its vision, the Institute must take account of the evolving wider environment inwhich it must operate over the coming period.

DEMOGRAPHIC FACTORS AND COMPETITIVE ENVIRONMENT

It is now a truism to note that higher education institutions operate in an increasingly competitive environment.There are a number of contributing elements to this.

The most obvious of these is the declining pool of second-level school leavers nationally. According to the OECD,this could lead to a decline in the annual cohort of school leavers from Irish second-level schools from above70,000 in 1990 to a figure of about 47,000 in 2011 and again rising to about 53,000 in 2015.

Goodbody Economic Consultants (2005) predict that the number of students who will graduate with third-levelqualifications will increase by 42% between 2001 and 2020. Clearly, this increase can only be achieved bywidening the participation rate of a cohort which for a significant period of that time span is in decline. Evenallowing for an ongoing increase in the percentage of the cohort applying for third-level courses, it is stillreasonably certain that the numbers going to third-level each year over the duration of the Plan will decline on ayear-on-year basis.

While the Institute has successfully addressed this challenge in recent years, it cannot be complacent. Some of thelonger established courses in the Institute are encountering serious viability issues. While courses in some of theEngineering disciplines are the most seriously exposed, there are also challenges to be faced in regard to AppliedSciences and Computing courses. There is also a cause for concern that recent declines in the numbers ofBusiness Studies applicants be halted and reversed. Even a small percentage fall-off here in first-year studentnumbers would have a very serious impact over time on overall student numbers.

While national demographic patterns present a particular kind of challenge, the situation at regional level is morepositive. Here an analysis of the main feeder schools in the Institute shows that the numbers leaving over the nextfive years will not decline at the same rate as the national figures.

As shown above, Dundalk and County Louth generally have higher proportions of persons aged 0-14 than is thecase for the State as a whole. With regard to the population aged 15-24 this is also the case for Dundalk, butCounty Louth's proportion is slightly less than that for the State as a whole.

While some comfort may be gleaned from these more favourable demographic circumstances in Dundalk and itshinterland, overall it is unlikely that the Institute can expect to dramatically increase its annual average intake ofabout 1,200 first year students over the next five years. It is more likely to grow its numbers by a more successfulretention programme, particularly from first to second year (being mindful at all times of the necessity to maintainstandards), and increasing its provision at year four (honours degree) and postgraduate level.

Even if it does not significantly increase its current intake overall, the Institute will need to consider how it mayrecruit a more evenly distributed cohort of students across its various departments. Failure to do this will result indepartments with major viability issues on the one hand, with other departments left greatly over-stretched.

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Castleblaney

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Belfast

BallybayNewry

Table 1: Comparative Demographic Profile of Dundalk - Age Profile of Population in 2002: % of Population by Age Group and Age Dependency Rate.

Area/Region Population Population Population Population Population Population AgeAged Aged Aged Aged Aged Aged Dependency0-14 15-24 25-44 45-64 65-74 75 plus Rate(%)2002(%) 2002(%) 2002(%) 2002(%) 2002(%) 2002(%)

Dundalk 23.3% 16.9% 29.2% 20.0% 6.0% 4.7% 34.0%Louth 22.7% 16.1% 30.3% 20.5% 5.7% 4.6% 33.0%State 21.1% 16.4% 30.1% 21.2% 6.3% 4.9% 32.3%

Source: Census of Population, 2002

CHANGES IN DEMAND

Macro-economic factors have a major bearing on course choice at third-level. The most recent evidence of thisrelationship may be seen in the instantaneous collapse of student numbers in computing arising from thedot.com collapse in 2001.

Over the next five years, most economic projections suggest:

● Ongoing growth in service-type employment, at all levels of the spectrum;

● A dynamic construction sector, even if it does not grow at the same pace as recent years;

● A difficult environment for manufacturing, with Ireland finding it increasingly problematic to compete with low cost economies for manufacturing jobs;

● An increasing need to raise the skills level of the workforce and to increase the output of graduate degrees at Master and Doctorate levels;

● Unrelenting pressure on energy prices;

● The development of the "knowledge economy" whereby knowledge becomes the main economic resource and the driver of innovation;

● Continuing pressure to move up the value chain in manufacturing and service activities.

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More specifically, the National Skills Bulletin (2005) envisages continuing skill shortages within the following areas:

Table 3: Identified Areas of Skills Shortage

Construction These include Architects, Civil Engineers, Planners, Project Managers, Site Managers and the Construction Trades.

Financial These include Accountants, Tax Experts, Actuaries and Financial Analysts.

Engineering These include graduates in Design and Production, and Electronic and Electrical. Notwithstanding the decline in the traditional manufacturing sector, they nonetheless also envisage shortages at technician level in the area of Manufacturing and Maintenance.

Information Technology These include Computer Analysts, Programmers and Software Engineers

Pharmaceuticals There is a shortage of Chemical Engineers and a particular problem in the area of postgraduate students studying Science.

Health Care These include Medical Practitioners, Dentists, a range of Therapists and Radiographers. They note the "dramatic increase in demand for the services of these occupations has not been matched by an increase of graduates from the education system." They also refer to shortages of Social Workers, noting that "a large number of Social Workers are non-nationals."

Catering "The highest number of work permits in the first half of 2005 was issued to chefs, pointing at shortages in this area."

(Source: National Skills Bulletin, 2005)

These trends will offer opportunities and threats to the Institute over the coming years. Much of thereconfiguration in the Institute's provision over recent years has been predicated on positioning it to operate in a"service economy". Courses in areas such as Management, Marketing, Financial Studies, Building Design &Procurement, Hospitality, Nursing, Health Care, Social Care, Digital Media and Music, Computer Games andSport are all located at various points on the spectrum of personal services.

The booming construction sector supports the highly successful suite of courses in Civil Engineering, ConstructionStudies and Building Surveying and also underpins much of the expansion in trade courses. In the area of AppliedSciences, new courses which have come on stream in recent years reflect the success of enterprises in the Bio-Sciences and Pharmaceutical sectors in the wider economy. The most challenging areas are in some Engineeringand Informatics areas. These have traditionally been among the strongest components of the Institute's provision.In respect of the former, the Institute sector emerged in the 1970s to address skill deficiencies in what were thenrapidly expanding areas.

Over the past five years, however, in a period of unprecedented economic growth in Ireland, the numbersemployed in manufacturing have dropped from 322,000 to 310,000. There is a wide sub-sectoral divergence withinthis area of the economy in respect of employment growth and decline. Manufacturing operations associated withtraditional industries have declined significantly. Employment in Textiles, for instance, declined by 9,700 in thisperiod. In contrast, employment in the Chemical sector grew by 6,700.

There are now new opportunities based on Ireland's unique value proposition embracing world-class innovationand development, superior performance and efficiency with cutting-edge business integration and support. Whereinvestors are seeking a combination of the right people and skills, the right infrastructure and the right attitude,education skills and research can help renew existing businesses and win new investments, thus enabling Ireland'smost sustainable unique competitive advantage.

Table 2: Full-Time Student Number Growth: 1993 - 2005

(Source: DkIT, Self-Study, (2003) & Admissions)

Over the past ten years the Institute has grown its full-time student numbers from 2,000 to a current figure inexcess of 3,500 i.e. a growth of 75%. As the graph on the next page shows, the growth took place in particularfrom 2000/2001 to the present. During this five-year period, student numbers increased by almost one third, (32%from 2,600 in 2000/01 to 3,500 at present). The overall figures, however, include significant internal variations.Overall growth is accounted for mainly by the Humanities, Social Sciences and Nursing disciplines. However, theincreased numbers in these areas have been largely offset by the decline in Computing and Mathematics.Enrolment in these new discipline areas in the Institute accounts for about 1,400 students of the current studentpopulation.

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UP-SKILLING THE WORKFORCE

Notwithstanding the publication of the Government White Paper on Lifelong Learning, Learning for Life (2001),there have been few policy initiatives to support and provide the necessary institutional and Government supportfor lifelong learning or the continuing professional development of the workforce. In the absence of a nationalstrategy on this matter, particularly in funding and other supports, the Institute will find it difficult to deal withthis area as part of its core business.

Modularisation, together with the implementation of successful initiatives with distance delivery, (especially in e-Learning) and the achievements of the Lifelong Learning Centre in recent years, all provide a good foundation forthe strong development of this area in the future. Much of the experience of the Institute in recent years, with therise in part-time working by the student body, is that our full-time students are in many ways dealing with the samekinds of issues that part-time students have always had to contend with viz., the combining of work and study. Ifthe working student becomes the norm, as indeed appears to be the current trend, the Institute will need afundamental review of its assumptions concerning delivery modes and times. A move towards registering studentson a modular/credit basis would blur the distinction between the full-time and part-time student. While thiswould require a new funding model for higher education, it would greatly extend the possibilities for bridging the“earning/learning divide.”

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Declining student numbers in some departments, coupled with traditionally high staffing levels, have contributedto a certain imbalance in the staff and other resource allocations in the Institute as a whole. It is imperative thatthis issue is addressed in the early months of the period of this second Plan. The Institute members who are mostimmediately involved have undertaken to bring forward an urgent review, including action plans to address thesedifficulties. They do so with an awareness that failing to address these concerns will have an impact on asignificant area of the Institute's traditional activity and expertise and result in a serious under-use of a highlyexpert staff group on the one hand, with an inability to support areas of growth in the Institute on the other.

Student intake to the Institute this year (2005-06) also illustrates these trends and dramatises the challengesconfronting the Institute’s recruitment policies and practices in the next few years. As Table 5 below shows, mostareas of the Institute recorded a significant growth in intake this year over last. However, the Department ofMechanical Engineering recorded significant declines at levels 7 and 8.

The decline in Computing and Mathematics, from a higher base level, was also very significant. The decline instudent intake in each of these areas together with a decline in Business Studies applications (relatively small, butsignificant in absolute terms) almost wiped out the overall growth in most of the other areas of the Institute.

Table 4: Overall Student Numbers by School/Department, 2004 - 2005

School/Department 2004 2005 % Change

Business Studies 1079 1010 -6%Humanities 307 368 +20%Hospitality 69 124 +21% FETAC Students (Failte Ireland) WTE 98 77Computing and Mathematics 333 272 -18%Music and Creative Media 147 212 +44%Infrastructural and Environmental Studies 464 477 +3%FETAC Students ( C&J) WTE 58 64Electronic Engineering 82 54 -35%FETAC Students (Electrical) WTE 147 152Mechanical Engineering 187 138 -27%FETAC Students (Plumbing) WTE 57 62FETAC Students (Motor) WTE 26 31Applied Sciences 111 138 +24%Nursing and Health Studies 306 442 +44%

TOTAL 3471 3667 +5.6%

(Source: Registrar's Office)

Table 5: DkIT First Year Intake 2004 - 2005

School/Department 2004 2005 % Change

Business Studies 395 366 -8%Humanities 137 152 +10%Hospitality 111 112 0%Computing and Mathematics 109 113 +3%Music and Creative Media 64 82 +27%Infrastructural and Environmental Studies 195 181 -8%Electronic Engineering 15 16 +7%Mechanical Engineering 53 35 -33%Applied Sciences 51 64 +25%Nursing and Health Studies 121 148 +22%Apprenticeships (WTE) 288 306 +6%TOTAL 1539 1575 +2%

RESEARCH

The development of the knowledge economy and the pressure to cut costs in production through the betterapplication of knowledge will drive not only an increase in work-based learning but also in research.

There is growing recognition of research as a priority in Ireland. The report by the Interdepartmental Committeeon Science, Technology and Innovation (2004) articulates a goal that by 2010:

“Ireland will be internationally renowned for the excellence of its research and be at the forefront in generating and using newknowledge for economic and social progress, within an innovation-driven culture” (p2).

It envisages that expenditure in higher education and public sector institutions will rise from E422m in 2001 toE1.1bn in 2010. At the same time, it expects business investment to rise from E917m in 2001 to E2.5bn in 2010.The Government has set a target of increasing the expenditure on research from a current level of 1.2% of GDP to3% of GDP by 2010.

There is widespread consensus that advances in Science and Technology have fuelled Ireland's economic growth,driving higher productivity per worker and providing high quality employment. This consensus will underpin afavourable research investment environment in the next five years. It is essential that the Institute be wellpositioned to benefit from such expenditure. Failure to do so will widen the competitive divide between thoseInstitutions who are successful in winning research funds and those who are not. Traditionally, the Institute ofTechnology sector has fared poorly by comparison with the University sector in Ireland in winning research funds.Within the sector, however, Dundalk Institute appears to be amongst the most successful in this regard.Sustained effort will nonetheless be required to achieve the requisite performance levels in an increasinglycompetitive national and international research environment. This Strategy recognises that an Institute of DkIT'ssize can only support research in a limited number of areas. The developmental approach adopted throughoutthe period of the first Strategic Plan has now enabled the Institute to focus on four thematic research anddevelopmental areas where its efforts over the next five years and beyond can be focussed. These areas haveemerged as of strategic relevance not only to the Institutes development but also to the growth and developmentof the region which the Institute serves and where critical mass and sustainable levels of high quality activity canbe developed and sustained.

THE POLICY CONTEXT

The OECD report - Review of Higher Education in Ireland (2004) - makes a total of 52 recommendationsconcerning the future of higher education in Ireland. It is likely that this report will provide the backdrop tonational policy on higher education for the foreseeable future.

The report draws attention, inter alia, to the extent to which the Institutes see themselves as different from theUniversities. This is because of their role in promoting local/regional economic development, in promoting andencouraging wider participation in their local catchments, and for their support of craft and apprenticeshiptraining and their provision of ladders of opportunity through different educational levels.

The report goes on to call for a differentiated, but internally complementary, higher education sector workingtowards the emergence of a unified system. It further proposes that the system would be overseen and funded bya single body - the Tertiary Education Authority.

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Table 6: Socio-Economic Comparisons: DkIT vs. National, 2004

(Source: HEA, Who Went to College in 2004)

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The report outlines the merits of this proposal as:

● The removal of a range of managerial constraints;

● Introducing a block grant funding mechanism;

● The removal of the requirement for Department of Education & Science approval for filling of vacancies or establishment of new posts;

● The removal of the requirement for Ministerial approval for the declaration of redundancies;

● The conferring of borrowing powers on the Institutes;

● The removal of the requirement for Departmental approval for new academic programmes.

Legislation to allow for the transfer of the Institutes to the HEA in line with the OECD recommendations is nowbeing developed and is expected to be enacted during 2006.

ACCESS AND PARTICIPATION

The OECD report notes that the Institutes are on the front line of the widening participation agenda and will bekey players in this in future years.

It goes on to note that they have

“higher proportions of local students and attract far more students from less advantaged socio-economic groups than the Universities. They also provide ladders of opportunity through apprenticeship and other training present in higher education through sub-degree professional qualifications to degrees.” (p32)

Dundalk Institute has an outstanding record with regard to access. A number of HEA Reports - e.g. Clancy &Wall; Social Background of Higher Education Entrants (2000); show that the Institute has among the highestparticipation rate of students from manual, semi-skilled and unskilled backgrounds in the country.

Almost inevitably, success in extending access may create retention difficulties. It is important going forward thatthe funding regime for higher education recognises the additional resource requirements of Institutes such as this.In these circumstances this funding must adequately address the challenges that students from such constrainedeconomic backgrounds, and sometimes with low entry points, encounter in higher education.

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EQUALITY

Since the establishment of the Access Office in 1998, and, more recently, the Cross Border Centre for CommunityDevelopment, the Institute has extended its programme into disadvantaged areas and has developed acomprehensive policy and provision for people with disabilities. It has also expanded its consciousness andprovision for a multi-ethnic population both through its International Office and also through more locally-basedprogrammes. It is important that this work continues for the coming five years.

Accordingly, the Institute reiterates its commitment to the furtherance of an Equality agenda, whether on issues ofrace, gender, age or disability.

A generalised consciousness of equality issues is the first step in addressing this agenda. Therefore, in the course ofthis planning period, the Institute will actively promote such an awareness among both staff and students. In thisregard the Institute is particularly cognisant of its responsibilities within the multi-cultural, multi-racial context ofmodern Ireland.

In the course of the last plan, the Institute took some steps to ensure a higher level of female representation on theExecutive Management Board of the Institute. It is important that it continues to endeavour to achieve genderbalance on this and on all other decision-making structures in the Institute.

STUDENT NUMBER TARGETS

Over the past five years, the average increase in student numbers has been almost 6% per annum. It is unlikely thatthis growth rate can be maintained for the coming five years. Bearing in mind the increasingly competitiveenvironment and the constraints of staffing and other resources, it is more prudent to aim for an average annualgrowth in student numbers of about 5%. This would yield a full-time student population of 4,5001 by the end ofthis planning period. It would allow for measured and planned growth, and also for more evenly distributedgrowth throughout the Institute. Of these it is envisaged that 250 will be research and postgraduate students.

With regard to part-time students, it is likely that funding and other measures more favourable to the developmentof part-time provision will be put in place nationally over the coming five years. Considering that the Institute hasnow modularised its provision, and has begun a range of exciting initiatives in distance provision and e-Learning,clearly this is an area where there is greater potential for growth. An average annual growth rate of 10% isattainable within this context. This would result in an overall growth in part-time students from 1,500 currently toabout 2,300 by the end of the planning period.

To the extent that the proposed designation of the Institutes within the HEA provides greater autonomy to thesector, and to the individual Institutes, it is to be welcomed. The designation will provide greater freedom to theInstitute to plan its own programmes within an overall resource envelope (the block grant) and with reference tolocal, regional and national needs.

While the Institute, in recent years has pioneered several examples of innovative Teaching and Learning initiatives,most notably problem-based learning; the "Meitheal Project"; a series of initiatives in the Library; PeerMentoring2 and e-Learning, it is now necessary to mainstream these innovations so that they become the normrather than the exception.

It is recognised that bringing about this change will necessitate a major investment in staff development and alsorequire some changes in course schedules, content and assessment procedures. It will also have implications forclass sizes and classroom design.

These changes will be guided by an overriding vision for learning in the Institute as a guided process of discoveryin a dynamic, mutually respectful and peer-based dialogue between the student, his/her peers and the staffmember.

Many of the foundations for such a radical departure in the teaching and learning culture of the Institute arealready in place. The high staff/student ratio in the Institute (1:14) allows for smaller group teaching.Furthermore, the fact that the Institute's programme has now been modularised allows for new subjectcombinations - e.g. Major/Minor options - and provides opportunities for students to draw on accreditedmodules from outside their own core discipline area. It also allows students to access modules from outside the"full time" course, where such modules are offered elsewhere within the Institute or within other Institutions.


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Section 3: The Student Experience

INTRODUCTION

The consultation process within the Institute in the preparation of the Plan placed the student experience as thekey priority for the coming five years.

In shaping a vision and action programme aimed at enhancing the student experience, a number of different areasneed to be identified. These are:

1. Teaching and Learning: the academic life of the student

2. Student Supports: the well-being and pastoral care of the student

3. Student Facilities: the recreational and cultural life of the student

The vision for the student experience as outlinedearlier is underpinned by an Institute-widecommitment to learning as an empoweringexperience. This places the student at the centre ofthe learning process. This requires a relationship withthe teacher, which is based on partnership andmutuality and should not be seen as being client-based or customer-based. A commitment toempowerment is one that aims for an understandingof the world: an enhanced capability to interact withthe world and a realisation of the moral basis ofone's relationship with the world.

TEACHING AND LEARNING

Mass third-level education has brought many new challenges. In Higher Education Institutions, it has exposed theshortcomings of the traditional didactic "talk & chalk" lecture mode of teaching as one that is of limited value instudent learning or engagement.

Student focus groups consulted in preparing this Plan drew attention constantly to the high levels of class-contacthours the students are expected to take. Staff, on the other hand, point to the requirements of course schedulesand to the lower entry requirements on some courses as factors underpinning such high class-contactrequirements.

If a commitment to lifelong learning can be seen as the animating principle governing all educational planning,then the relatively passive participation in lectures and the reliance on extensive class-contact teaching hours bothneed to be addressed. Lifelong learning places a premium on independent learning; on bridging the"earning/learning" divide through off-campus provision; on learning to learn through team projects, actionlearning and peer interaction.

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2 This is a student support initiative co-ordinated by the Student Counsellor Office.

Despite significant improvements in the Institute's retention patterns in recent years, (see Self Study 2003) therecontinues to be a significant problem with Level 6 (Higher Certificate) programmes and among first-yearstudents in particular. Over the next five years the Institute must determine how it wishes to position itself withregard to Level 6 programmes. It may, for instance, look to develop a relationship with each of the FurtherEducation Colleges in its hinterland - Dundalk, Drogheda, Monaghan, Cavan - and so formalise a Level 6provision with the Further Education sector and determine clearly-mapped and agreed progression routes to Level7 within the Institute. While this would mean a reduction in student numbers at Level 6 in the Institute, it wouldallow for expansion in a number of other areas such as Apprenticeship, progression routes from Apprenticeshipand in provision at Levels 7, 8 and 9.

Quality Assurance systems agreed with HETAC require the establishment of a Student Grievance Procedure. It isproposed that such a procedure will be agreed between the relevant bodies before the start of the next academicyear. The Institute will also appoint a Quality Auditor who will ensure that quality systems are in place andadhered to throughout the Institute, both on the academic and academic support front.

PASTORAL SUPPORTS

The second aspect of student support requirements encompasses a range of services of a pastoral nature. Acomprehensive student support system is already in place in the Institute. This covers areas such as StudentHealth, Counselling; Career Guidance; Chaplaincy; Clubs & Societies and Sport.

In addition to these, the Institute proposes to appoint a Student Ombudsman. This person will act as therepresentative/advocate of the student in the event of any dispute between the student and an officer of theInstitute.

Finally, the Institute proposes to develop a Staff and Student Charter to be agreed by all members of theInstitute. The charter will address the following:

● Rights and Entitlements of Staff and Students;

● Responsibilities to fellow Staff and Students;

● Responsibilities to the Wider Community.


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Innovative teaching should be mirrored in innovative assessment processes. The fact that all assessment in theInstitute is now outcomes-based allows for - and perhaps even requires - innovative, outcomes-appropriateassessment systems.

There is a concern among staff and students in the Institute about the demands of continuous and end-of-semesterexamination requirements on students. While it is important that the Institute is always seen as demanding andrigorous in its standards, it is arguable that it can achieve this with a better mix of assessment processes, a reducedreliance on unseen, end-of-semester examinations and a greater reliance on project, portfolio and independentresearch. It is also critical that the quality of programmes provided can be demonstrably shown to be of aconsistently high standard, and that there is a strong ethos of professionalism across all schools and departments.The Institute must be at all times open to quality assurance and verification controls both internally and externally.The ongoing development of appropriate academic quality assurance mechanisms and their rigorous applicationmust remain a key priority for the Institute over the coming five years. The academic support systems in theInstitute must equally be subject to the same requirements. The entry criteria onto the Institute's programmes are afurther element in quality assurance, bearing in mind that entry level is such an important factor in the studentachieving the requisite standards.

There is also a recognition that learning is a social process that extends beyond the lecture hall to include cultural,social and community based activities. The development of more opportunities for students, including servicelearning to explore and develop a wide range of skills, needs to be incorporated into the DkIT Learningexperience.

STUDENT SUPPORTS

Student supports at the Institute can be identified as being academic, pastoral and post-study in nature.

ACADEMIC SUPPORTS

On the academic side, there is a particular requirement to address the needs of the first year students. Many ofthese students find the transition from second-level to third-level difficult, if not overwhelming. Sometimes theyhave made poor programme choices or may be on a programme which is not their first preference. Additionally,they are faced with the challenge of getting to know a new group of classmates, teaching staff and a new campus.

While mentoring programmes have been experimented with throughout the Institute in recent years as a responseto these issues, the experience has been mixed. Nonetheless, it is clearly a priority that first-year students inparticular forge an immediate link with an academic staff member of the Institute upon registration. It is onlythrough such a link that a student experiencing difficulties can articulate these problems and can ensure that theInstitute responds appropriately to his/her needs.

The First Year Experience is recognised as critical tostudent retention and success. The Institute needs to focuson this critical transition period and develop newapproaches to this time. This may potentially include thedevelopment of common modules, a common semesterand holistic approaches to student support.

In recent years a number of departments in the Institutehave developed Study Skills Modules. It is proposed thatwithin the modularised system now in place at theInstitute that all students will be obliged to take anaccredited module in Study Skills in the first semester offirst year. This module, therefore, will be offered on anInstitute-wide basis. It will carry five credits of the thirtyavailable to the student in the first semester. Additionalretention initiatives will also be encouraged atdepartmental level with financial and other resources atdepartmental and school level.


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STUDENT FACILITIES

Despite major investment in student facilities on the campus in recent years - most particularly the refurbishmentof the Student Services Building and the development of sport pitches and ancillary facilities, it is recognised thatadditional facilities are required.

The most pressing requirement is for a new student restaurant. Construction of this facility is now under way andit will become available in 2006. This will provide accommodation for in excess of 600 students, and in associationwith other food outlets on the campus will more than adequately address this requirement. As part of theInstitute's commitment to student health and well-being there will be an active promotion of affordable, healthyfood options in the restaurant.

A student Common Room will also be provided. This will provide recreational and other facilities for studentswithin the existing Student Services Building.

Recognising the Institute's existing portfolio of courses in the areas of Sport and Health, the Institute will alsodevelop a new Student Sport Centre. This will be in addition to the facilities currently available in the StudentMulti-Purpose Centre (MPC).

Notwithstanding current investment of staff and other resources in student activities and facilities, the Plan aims toincrease the level of extra-curricular activity in the Institute among students. This is important not only becausesuch activity enhances the wider social and political learning of the student body but it also enriches the culturallife of the campus. To this end, in the course of this Plan the Institute will strenuously invest in supporting theStudent Union and other Student Fora in the Institute by, amongst other things, strengthening the role of theClubs and Societies Officer. The representation of the student body at all levels of decision-making of the Instituteup to Governing Body will be strengthened, and a concerted effort will be made to enhance both the processes ofstudent involvement as well as the structures for such involvement.

On the post-study side, a successful alumni association with the objective of building a social, professional,sporting, and cultural network of past graduates of RTC Dundalk and Dundalk IT would be of great benefit to theInstitute. The latent goodwill of past graduates could be put to use to enhance the Institute. Possible benefits maybe expected in the areas of arranging job placements for existing students, and providing a pool of resources inindustry whose view could be elicited during programme development activities to name but a few. In addition, analumni association could raise the profile of DkIT and assist in promoting the Institute in the broader community.

Over the past number of years an embryonic Alumni Association has made inroads into promoting the Instituteand re-kindling links between past graduates and the Institute with a number of reunions having already takenplace. Different initiatives over the last few years have succeeded in almost 1,000 past graduates joining theAlumni Association. To build on this success the Alumni Association needs the commitment and support of theInstitute.

In the light of what has been stated above, it is now possible to identify the overarching objective of theInstitute's Second Strategic plan as follows:

STRATEGIC OBJECTIVE 1:

To transform the teaching and learning process of the Institute so as to create a learner-centred and empowering process in which students take responsibility for their own learningand in which the staff-student relationship is based on equality and mutuality.

OBJECTIVE GOAL:

To move from a predominantly Teaching environment to one based primarily on Learning.

Strategic Action Areas:

● Develop a comprehensive Institute wide strategy on Teaching and Learning which clarifies goals, outcomes andanticipated deliverables;

● Identify ways of linking the practice of Research, Teaching and Learning;

● Develop approaches to learning and pedagogy which support the development of key skills and competencies in the Institute's graduates;

● Fully utilise the Programmatic Review process to ensure constant alignment of strategy and operations within the Institute. Due to the rapid pace of change and development, it is apparent that a more regular review process is now required. This process will support the introduction of student centred approaches to learning;

● Identify and develop partnerships with other organisations, with whom we can work to develop the practice ofTeaching and Learning;

● Increase the number of staff with qualifications in Teaching and Learning;

● Establish a Learning & Teaching Unit within the Institute to support innovation and excellence in Teaching andLearning, and employ pedagogic and organisation practices that promote engagement and provide accessible and helpful support services to students, e.g. tutor/mentor systems;

● Develop initiatives that support both the recruitment, retention and graduation of non-traditional students, including the development of targets in relation to increased access for these students;

● Implement student centred pedagogies and assessment methods in all programmes within the lifetime of this plan;

● Instigate a robust Complaints Procedure available to all Institute members;

● Further develop Institute-wide staff development programmes;

● Promote independent learning models, including reading, and reduce class contact hours;

● Continue development of social infrastructure, the creation of "social space" for students and the sharing of facilities for all;

● Offer mandatory modules to all students on broader life skills - information, literacy, career, self awareness, self-management & personal (including spiritual) development;

● Build an infrastructure of knowledge, e-Learning and associated IT support, to encourage exchange of best practice and learning between students and staff;

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● Establish a student services forum to target initiatives on student welfare and experience, and to identify gaps and remedies;

● Develop systems and processes to promote the achievement of excellence, focusing on the quality of the Institute experience and value for money;

● Enhance and strengthen the quality assurance process to ensure consistency of course provision and resources;

● Develop transparent benchmarks with other providers of educational experiences including cost and efficiency;

● Review and modify entry criteria to increase retention in first year;

● Review and re-design courses to facilitate wider learner access in the light of the requirements of their lives outside college;

● Create a culture of continuous improvement by all parties to the learning process;

● Recognise the importance of maintaining links with graduates through support of the Alumni Association and in other ways.


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INSTITUTE CULTURE

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Section 4: Institute Culture and Structures

CONTEXT

This Plan commits itself to the ongoing development of a collegiate culture throughout the Institute. Such aculture pre-supposes the highest levels of academic autonomy consistent with the requirements of accountabilityin shaping the teaching, research and public role of the Institute into the future.

The Institute recognises the significant developments in public policy with regard to advances in workplaceparticipation and consultation. In particular, it is conscious of the EU Directive on workplace participation andthe ongoing developments in supporting partnership processes and structures in higher education generally. TheInstitute welcomes these developments.

In line with its commitment to participation and academic autonomy, the Institute believes that the primaryeffective academic unit is the small, highly-focused academic department. It is considered that the existingdepartments in the Institute - some with up to 50 academic staff members - are far too large. Entities of this sizefind it difficult to act cohesively and spontaneously. They also place large administrative burdens on the Heads ofDepartment. These are likely to find their role of academic leadership being continuously submerged in the day-to-day administrative demands of staff and students and in the reporting and other requirements of centraladministration.

Accordingly, the Institute will create a number of new departments over the next five years with the objective ofreducing the average size of a department from its current figure of about 25 academic staff members to one of16 academic staff members. This means increasing the number of academic departments from 10 to 16. Studentnumbers should average in the region of 300 per department. Each department will be allocated the necessaryadministrative and technical support at local level through a centrally managed resource allocation system.

In recent years the Institute has restructured its Schools and Departments. Notwithstanding this, the School ofBusiness and Humanities continues to account for nearly half of the students in the Institute. It is proposed,therefore, to create an additional School here; a School of Business and a School of Humanities and SocialSciences.

In the School of Engineering, the Department of Infrastructural & Environmental Studies currently accounts forjust over 70% of the students at Levels 7 & 8, (474 out of 665). The Institute will create two new departmentshere: the Department of Infrastructural and Environmental Studies (encompassing Civil Engineering and relatedEnvironmental Engineering) and the Department of Building & Surveying, (encompassing Building, Surveying andother surveying disciplines).

The first draft of this Strategic plan proposed a merger of the Departments of Electronic & Electrical Engineeringwith the Department of Manufacturing and Mechanical Engineering. Staff members from these departments arecurrently undertaking a review of activities and programmes to bring forward firm proposals as part of theimplementation programme for this Strategic Plan.

The first draft also proposed to create a stand-alone Department of Apprenticeship. In response to the discussionprocess in developing the strategic plan, the Institute now accepts the overwhelming majority view of the staffmembers most immediately affected and it will not now continue with this proposal. Accordingly, it will supportthe present structural arrangements for apprentice education. This proposal may be reconsidered at anothertime.

The Institute will create additional departments within the School of Nursing, Health Studies, Midwifery andApplied Sciences: a Department of Health Studies and a Department of Midwifery. These will complement theexisting Department of Nursing and the Department of Applied Sciences.


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In the School of Informatics, Music and Creative Media, the Institute proposes to create a stand-alone Departmentof Music and a Department of Creative Media in addition to the existing Department of Computing andMathematics.

In the School of Business Studies, the Institute will create a new department of Hospitality and Catering, inaddition to the existing departments of Business Studies and of Financial Management. The Lifelong Learning unithas reported to the Head of Business & Humanities since 2004. For this reason it is now shown as a section in theSchool of Business. Other proposals for this School that emerged during consultation about the draft strategicplan were to establish a Department of Entrepreneurship and a Graduate Studies Department. As the review of theResearch Strategy currently being conducted by INDECON Consultants is likely to make recommendations in thisregard, a decision will be deferred pending publication of that report.

In summary - subject to detailed consultation with the affected areas, the proposed School and Departmentalstructure will be as shown in Table 7 below. This structure will not only engender a more focused, creative energyat department level, but it will also greatly simplify and standardise the role and functions of course boards andcourse co-ordinators.

While each academic department will operate within the overall strategic and administrative structure of theSchool, the overall academic direction of the Institute as a whole will continue to be set by Academic Council,subject to Governing Body approval. The Academic Council is the primary vehicle through which the academiccommunity articulates its vision for the academic development of the Institute, while continuously overseeing andguaranteeing the quality processes of the Institute as a whole.

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Table 7: Proposed School and Department Structure

ACADEMIC SUPPORT SYSTEMS

A range of critical academic support systems underpins the academic work of the Institute. These include theLibrary, IT Services and Student Services (which cover Recruitment, Admissions and Examinations).

In the course of the last five-year plan, a new Library, Information and Resource Centre was provided. Thisbuilding was designed to facilitate different types of learning and working. It aimed to incorporate the ongoingand future developments in ICT and to accommodate different learning practices such as collaborative learningand group work. The Library contains over 200 electronic desktops and seating for in excess of 400 users.

In the course of this Plan it will be necessary to extend the Library to provide more accommodation andadditional learning resources. The need for this arises not only from the increasing numbers of students in theInstitute but also from the heavier emphasis which will be placed on independent learning and from the growthin the numbers of postgraduate students in particular.

ICT STRATEGY, SERVICES AND SUPPORT

ICT STRATEGY

An IT Strategy was developed during the period of the last strategic plan. The strategy identified a number ofactions and priorities. Some, but not all of these actions have been implemented. As ICT systems and services areat the core of all modern organisations and impact directly on our working lives, it is essential that the workalready commenced in the IT Strategy and its implementation be brought forward into the new planning period.A review of the effectiveness of the previous IT Strategy and its implementation will be undertaken. Following thisa second generation ICT strategy will be developed.

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School ofBusiness

School ofHumanities

& SocialSciences

School ofEngineering

School ofInformatics, Music,& Creative Media

School of Nursing,Midwifery, Health

Studies and AppliedSciences

BusinessStudies

Humanities I.E.S. Computing &Mathematics

Nursing

Hospitality& Catering

SocialSciences

Building andSurveying

Music Health Studies

Management& Financial

Studies

Mechanical Creative Media Midwifery

LifelongLearning

Electronic& Electrical

Applied Sciences

ApprenticeSections

ICT SERVICES

The provision of ICT services in the Institute has developed at a rapid pace over the past decade in line withdevelopments in ICT in general and driven by the constant demand for more capacity and services. Thedevelopment of services for the period 2006-2011 is likely to see the role of ICT in learning and teaching increasingwith more technology-enhanced learning and increased demand for Infrastructural and organisationaldevelopment, as well as tools to assist learners in an online environment.

In the lifetime of the previous strategic plan the Institute, in partnership with other Institutes of Technology,implemented a complete management information system, An Cheim. This system encompasses the managementof student (BANNER), library (MILLENIUM), finance (AGRESSO), payroll and personnel (CORE) information.Currently the Institute is implementing a timetabling system, Syllabus+, that integrates with elements from thestudent and personnel systems.

The following ICT services have been developed during the period 2000-2005:

● Student and staff e-mail service;

● Student printing service;

● Remote logins for students and staff;

● 120 computers on Open Access in the Library;

● Internet kiosks in key Institute locations;

● Wireless access points in key Institute locations;

● Upgrades to the Institute's network infrastructure;

● Limited development of online learning environments (Borderlands and MOODLE);

● Institute's website, initially hosted and maintained externally, now being managed in-house by the Computer Services Department.

The following services will be developed or extended in the period 2006-2011:

● Mobile communications and computer devices will become more pervasive. These will enable integrated multimedia services to users including data, voice and video;

● Complete wireless networks will be required so that users can access information "anytime, anywhere";

● Online learning software and content to support both distant and local learners will be more extensively deployed;

● Online self service facilities will be more extensively deployed in all IT systems within the Institute (e.g. registration, examination results, etc.);

● The Institute and external network infrastructure will need to be further expanded to cope with increased traffic and applications requiring greater bandwidth;

● The Institute's Intranet will be fully developed as a resource for learners and staff and will cover all aspects of the organisation including academic departments and services.

ICT SUPPORT

ICT technical support is currently partly centralised and partly distributed. Institute-wide services such as studentand staff e-mail, Internet services, network infrastructure, and administrative systems such as a student system,library system, financial system, payroll and personnel systems are centralised with support provided through theComputer Services Department. Academic departments also have dedicated ICT technical support. Currently thereis only one staff grade for technical support staff and all technicians report either to the IT Manager (ComputerServices) or the appropriate Head of Department.

This current method of deployment has a number of weaknesses:

● Loss of flexible deployment taking account of changing student numbers in academic departments;

● Loss of flexible deployment taking account of seasonal needs of academic departments and computer services;

● Support of key services may be subject to failure during periods of leave or absence of individual technicians.

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At present there is only one career grade for ICT technicians in the Institute of Technology sector (this is also thecase for other technicians). This means that there are no promotion opportunities for technicians. It also oftenmeans that their line manager, who may have a large number of other staff reporting to him/her, may not be ableto devote adequate time to management and deployment of ICT support.

The introduction of new grades for technicians is now imminent. There will be an entry-level grade, a career gradeand a supervisory grade. The supervisory grade will take over responsibility for the management of other techniciangrades and will work closely with the Heads of Department/Function. In this changed scenario all technicians willreport through a Senior Technological Officer to the IT Manager. The IT Manager will have responsibility fordeployment of technical support to academic departments and functional areas. There will be flexibility to re-deploy technical support as necessary taking account of changing workload as outlined above.


To develop an Institute-wide culture of collegiality based on academic autonomy, self-directionand personal responsibility.


● To significantly increase the number of departments in the Institute from 10 to 16, aiming for a norm in which no department would have more than 15 academic staff or 300 students;

● All areas in DkIT should implement standards to ensure quality such as ISO 9000 or Excellence Through People;

● Build better processes for dialogue, communication and the development of mutual respect between staff and students;

● Review and enhance Institute academic support systems to establish that their structures and staffing are adequate to support the implementation of this Plan;

● Develop the Library and ICT support to meet the needs of a growing Institution increasingly reliant on independent learning modes and an environment where research activities of high quality are developing;

● Develop a second generation ICT Strategy.


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Staff numbers either with, or pursuing, Ph.D.s now number 53, while a further 120 have a Masters Degree atleast. In addition, there are now 20 postgraduate research students studying at the Institute. It is important thatthe Institute continues to grow its staff numbers at Ph.D. level, both through ongoing supports to existing staffand through selective recruitment.

While research activity has obviously grown throughout the Institute it would be incorrect to assume that all staffwill become research active. New challenges in their teaching function are equally important in ensuring that thelearning experience of the student is also maximised through interventions and innovation in the forms alreadydescribed in the earlier sections of this plan. The challenge for the future of this strategy is to ensure that theInstitute recognises and caters for staff aspirations in pushing the boundaries of knowledge through research andintegrating it to a greater extent into new teaching and learning methodologies.

THE NATIONAL AND INTERNATIONAL CONTEXT

The national and international research environment has also changed considerably over the last five years.National investment in research, through programmes such as those administered by Science Foundation Ireland(SFI) and the HEA's Programme for Research in Third-Level Institutions (PRTLI) has resulted in large scale, well-funded Centres of Research and Excellence being established in all the Universities and in a small number of theInstitutes.

Funding from national programmes such as Strand I and Strand III of the Technological Sector Research Grantprogramme, Enterprise Ireland's Applied Research Enhancement (ARE) programme and programmes co-ordinated by the Irish Council for the Humanities and Social Sciences, (IrCHSS), Health Research Board (HRB)and others, have greatly increased National Research capacity and revenue. This means that as the Institute'sactivities have developed in isolation, other Institutions have also similarly progressed. The challenge in the futurewill be to achieve penetration in national and international programmes in specific areas of research expertiseeither singularly or, increasingly, through collaboration with other Institutes, Universities and Research Centres inIreland and abroad. The Institute must also conceptualise the scale of what is achievable. The level of fundingcurrently being invested in research in Ireland, and planned for the coming five years as we grow investment fromjust over 1% to 3% of GDP, will dramatically alter the research landscape. In an Institute of Dundalk's size it isrealistic to sustain only a small number of Research Centres, targeted in strategic areas of relevance to theirDepartments and Schools and consistent with Regional, National and International priorities.

KNOWLEDGE AND TECHNOLOGY TRANSFER

The application and dissemination of research knowledge, always a traditional area of activity and strength forthis Institute, will continue to play an active part in ensuring that research activity is exploited for the benefit ofsociety in its widest possible context. The development of the Regional Development Centre over the last twodecades is again a clear indication of the Institute's direct investment in supporting Regional and Nationaleconomic development.


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Section 5: Research and Postgraduate Studies

INSTITUTE CONTEXT

The Institute's first Research Strategy and policy was prepared in 1998 and revised and updated in 2001. Thisstrategy was developed in the context of the relatively low priority which had been accorded to Research andscholarly activity within the Institute sector and also within DKIT up to 1998. This was followed in 2003 by acomprehensive review of research and scholarly activity across all Schools and Departments undertaken by theResearch Sub-Committee of Academic Council and involving an externalreview by expert advisors. It has been further updated in 2005 in linewith the Strategy review process and in preparation for a detailedResearch Review which was undertaken during the 2005/06 academicyear. The main recommendations of this Review were:

The targeting of research activities - including research centre designationand development of collaborative linkages to enable DkIT to buildreputation and visibility, and to successfully bid for competitive externalresearch funding

Requirements regarding organisational, management, planning andsupport infrastructure for research at Institute level, including measuresrequired to enable the Institute to compete successfully for funding frommajor research funding programmes

Research support measures and infrastructure - to facilitate ongoing seeding of emerging researchers and researchinitiatives at the Institute

Measures required to maximise the benefits of research activities for the teaching and learning environment - to fit inwith the overall strategic direction of the Institute (i.e. teaching, learning and assessment as well as research).

In the light of these recommendations the Institute has agreed to focus on four Research and Development themesas follows:

1. Ageing and Health (with Centres in Smooth Muscle Research and Assistive Living/Technologies (Netwell))

2. Entrepreneurship and Innovation (with Centres in Entrepreneurship Research and the Regional Development Centre which co-ordinates the Institutes Knowledge and Technology Transfer programmes).

3. Informatics and Creative Media (with Centres in Software Technology, and emerging activities in Creative Media, Music/Music Technology and Humanities.

4. Sustainable Energy and Environment (with Centres in Renewable Energy and Freshwater Research)

The external review of research conducted by INDECON International Consultants in 2006 recommended (basedon criteria including research publications, track record of external research funding and the analysis of researchactivities underway) that the immediate strategic focus for the Institute, in terms of the new round of the HEA’sProgramme for Research in Third Level Institutions (PRTLI), should be on the Smooth Muscle Research Centre.This is consistent with the strategy of DkIT to position itself as one of the key educators of Health and Life Sciencestudents in the Institute of Technology sector in Ireland. The Institute recognizes that the achievement of thisambitious goal requires the development of a sustainable life science research centre which can, throughperforming world class research, underpin and inform the teaching of undergraduates, enhance the training andresearch capabilities of postgraduates and embed a culture of research among the current academic staff in theHealth and Life Sciences departments. In pursuit of this strategy the Institute invested E1,200,000 in researchfacilities and appointed four academics in April 2005 from the Queens University in Belfast to form the SmoothMuscle Research Centre (SMRC). The Principal Investigators in the SMRC devote their time to research andpostgraduate training in Cell Biology and Physiology/Pharmacology. Research staff and students are located incustom-built laboratory and office space in the Institutes Regional Development Centre.

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GRADUATE STUDIES

The development of the "fourth level" is part of the emerging agenda in Irish higher education. It is also recognised asthe engine of future economic growth, driving an innovation-led, knowledge-based economy.

It is axiomatic that greater specialisation in higher education will underpin an ever more competitive environment.The Institute will find it necessary to confine its programmes at graduate level to a small number of areas in which itcommands a competitive advantage and reputation within the higher education sector.

This will require highly targeted and selective resourcing and positioning of the Institute in both taught and researchprogrammes.

In developing a structure for such programmes the Institute must decide between an approach which clusters suchactivity within one designated School of Graduate Studies or to distribute this activity throughout the existing Schools.

As the scale of this activity is likely to be relatively small, and in view of the desirability of better integration betweenundergraduate and graduate students and the closer integration of research into teaching and learning programmes,the preference is for the second of these options, i.e. that each separate School develops a graduate programmewithin its own area. This programme should include taught and research programmes, and include Level 9 and Level10 provision in all cases. The Institute should aim to have 250 graduate students (taught and research) on theprogramme by the end of the strategic planning period.


To develop a research and scholarship culture which can foster a vibrant postgraduate programmeand underpin the undergraduate programme in the Institute; To ensure Delegation of Authority at Levels 9 and 10 and to secure a national and internationalreputation for excellence in a select number of strategic research areas.


● To build a profile in four thematic research and development areas with a particular emphasis in building an international reputation in the area of Smooth Muscle Research;

● To achieve Level 9/10 delegation;

● To build graduate student numbers to 250 by the end of the planning period, especially by ensuring that every Honours degree programme provides a postgraduate option for its students;

● To develop links between Institute-based research and industry, commerce and the community, particularly by using the resource of the Regional Development Centre.

● Implement the recommendations of the INDECON report.

● Promote a culture where research and consultancy are encouraged by supporting staff who carry out these activities, e.g. through reward, recognition and time allowances;

● Form strategic alliances and partnerships with major organisations, universities and institutes of higher education to collaborate on research in areas of mutual interest;

● Grow the number of staff with, or pursuing, Ph.D. qualifications from 53 to 110 by the end of the Plan;

● Support Research Centres in the four thematic priorities and assist and support these in securing competitive research grants from sources such as HEA (PRTLI), SFI and HRB;

● Through the above and otherwise to secure research grant income averaging E5m. for each year of the Plan;

● Develop dedicated research facilities on campus;

● Continue to support staff research pursuits through programmes such as the Research Seed Fund; ResearchSecondment, staff sabbaticals and such other initiatives as may be developed through the implementation of the Research Strategy;

● Continue to develop effective support strategies to indigenous and other firms in the hinterland, either at start-up stage or later.

● Ensure that the outcomes of research and developmental activities are transferred so as to enhance the Institutes teaching and learning programmes and for the benefit of the regional economy and society as a whole.

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37

The Centre for Lifelong Learning is a further element of the Institute's outreach commitment. This wasestablished in 2001 to provide access opportunities for mature students to accredited and non-accreditedprogrammes on a part-time basis. Currently about 1,500 students participate in programmes offered by theCentre each year.

There has also been a growth of outreach activities within the mainstream academic provision of the Institute.Courses in areas such as Community Studies, Health Studies, Music, Sport and Creative Media have allestablished such linkages.

The Institute's location on the border of Northern Ireland, so often an impediment to development, is nowcelebrated and proactively exploited. The Institute has established strong relationships with Universities, FurtherEducation Colleges, agencies, business and communities in Northern Ireland and with statutory cross-borderagencies and other groups. Cross Border economic development has been addressed through innovativeprogrammes and initiatives such as Midas and the Creative Media Enterprise Support Programme lead by theRegional Development Centre. Social inclusion and diversity issues have also been addressed through highlysuccessful programmes such as the B.A. in Borderland Studies and through programmes in the areas of Sportand Community Development and the Masters and National Certificate Programmes in Digital Diversity.

This approach to external engagement and to ensuring that the Institute provides meaningful support to theregion and society will continue to be a fundamental part of the new Strategic Plan. An expanded range ofinitiatives through the Institute's Schools and Departments and through the Regional Development Centre (in thearea of economic development) and the Cross Border Centre for Community Development (in the communitydevelopment and cultural area) will be a major priority in the period from 2006 to 2011 and beyond. It isenvisaged that the Cross Border Centre for Community Development will become a much more integral elementof the Institute's structures, complementing the work of the Centre for Lifelong Learning and the Access Office inwidening participation and in tackling exclusion.

The enterprise and entrepreneurial activities of the Regional Development Centre and the activities of the LifelongLearning and Cross Border Centre for Community Development need to be more effectively integrated within theInstitute's mainstream activity. This would enable those students who complete them successfully to receive anaward and be subject to the same quality assurance principles and procedures that prevail throughout theInstitute. This degree of integration would also enhance on-campus provision in replicating the student-centredlearning processes which are commonplace in working with adult learners. In addition, the RegionalDevelopment Centre will continue to encourage the participation of academic staff in industrial research anddevelopment within the North East and Cross Border area.

HOW THE INSTITUTE COMMUNICATES WITH THE BUSINESS ANDSOCIAL COMMUNITY

Like all public service organisations, the Institute communicates in many forms and through many media with itsinternal and external communities. The Institute is committed to conducting its business in an open andtransparent manner.

The continuing development of the Institute's international operations demonstrates the extent that its externalcommunity now reaches through the north east of Ireland and beyond to international areas.

It is now appropriate and imperative that a review of the effectiveness of current internal and externalcommunications is conducted and a total communications strategy, including corporate branding and publicrelations, be developed.


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Section 6: The Community and Regional Development

CONTEXT

The functions of the Institute, laid down in legislation, clearly include its important role with regard to the cultural,social and economic development of the State with particular reference to regional development.

The Institute has played a leading role since its foundation in interacting with the economic life of the region. Theprovision of a graduate output with a mix of skills has been acknowledged time and time again as a major factor insupporting the industrial development of the region. The flexibility in course provision, an ability to react toimmediate new skill needs and the ability to anticipate and provide for future skills through full-time, part-timeand lifelong learning provision is a particular strength.

The establishment of the Regional Development Centre in 1989 was the first example of the Institute's efforts toreach beyond its core on-campus constituency. The Regional Development Centre acts as the Institute's InnovationSupport, Enterprise Development and Knowledge & Technology Transfer organisation. Its role within the Instituteis key to the provision of high quality incubator space and services to support the early developmental needs ofinnovative companies. It also has a wider developmental role in providing a catalyst for the encouragement anddevelopment of entrepreneurial activity within the technology and knowledge-based sectors of the region. Throughits incubation and innovation programme (Novation), it also attracts entrepreneurs from elsewhere to locatewithin the region. The Centre also provides, in co-operation with external agencies, a range of services to ensurethat intellectual property emerging from research and developmental activity is protected, exploited andcommercialised (where appropriate) for the benefit of the Institute, its R&D community, the region and society asa whole. This particular role will grow and expand significantly over the period of this plan.

More recently the Cross Border Centre for Community Development, established in 2001, has undertaken a widerange of outreach activities to include community, cultural and social development in disadvantaged communitiesalong the border. This activity complements the specific economic agenda of the Regional Development Centre.

Through other initiatives in the area of overseas development, the Chaplaincy Office and staff and students atDkIT have been working on overseas aid projects in Tzaneen in South Africa since 2002. These projects have had astrong community focus and have been undertaken in partnership with the aid agencies working in this region.These initiatives have most recently led to a new partnership in Nursing and Midwifery education between theSchool of Nursing, Midwifery, Health Studies and Applied Sciences and their partners in Uganda and Tanzania.The Institute is committed to the continuation of this support and in Development Aid initiatives generally in linewith its mission to support communities and society, particularly in disadvantaged areas.

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To develop the Institute as the Educational, Cultural, Economic and Social hub of the NorthEast region so as to underpin ongoing economic and social development. The Institute is alsocommitted to supporting education and developmental initiatives of benefit to other regions.


● Consolidate the concept of Lifelong Learning and make it a key element of the Institute's mainstream provision;

● Build on the work of the Cross Border Centre as a key arm of the Institute's programme for inclusion, diversity and peace building;

● Expand the remit of the Regional Development Centre in promoting economic clusters in Creative and Digital Media and other sectors;

● Integrate the Institute into the social and cultural life of Dundalk and its cross border hinterland;

● Continue to develop the suite of accredited programmes offered on a full-time/part-time mode both on campusand off campus;

● Introduce new funding mechanisms for students based on modular attendance and credit accumulation;

● Expand the full-time and part-time provision of the Institute in all areas with particular emphasis in the Humanities, Music and in Digital Technologies so as to enhance the creative resource of students and of the region as a whole;

● Develop an industry forum consisting of local employers and entrepreneurs and State support agencies;

● Extend the Institute's expertise and agenda in areas concerning diversity and peace-building;

● Continue to promote the Institute as a centre of excellence particularly in the four thematic research and development areas defined in the Research Strategy and to ensure that knowledge and technology transfer occurs, where appropriate, from the output of this research;

● Integrate the concept of Lifelong Learning and the work of the Cross Border Centre for Community Development into the academic/academic support structures of the Institute;

● Continue to develop support projects overseas where the Institute's skills can be utilised for the benefit of those regions and their communities;

● Respond to the future training and educational needs of the region;

● Allow community access to the facilities and resources at DkIT such as the new Campus Theatre and the sport and recreational facilities;

● Develop a comprehensive communication strategy for the Institute.


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Section 7: Physical Development and Health & Safety

PHYSICAL DEVELOPMENT

A vision for the campus development should be underpinned by the following:1. That campus facilities are adequate and appropriate to the teaching,

learning and research & development needs of the campus community;2. That the campus environment provides an aesthetic context which enhances the

experience of staff and students as a place which is both beautiful and enriching;3. That in its design, functions and form, the Institute gives expression to its commitment

to the principles of sustainability, energy conservation and community access.

A significant and ambitious campus investment programme providing additional new campus infrastructure,including additional property and site acquisition, new buildings and a refurbishment of older buildings, has beenongoing at the Institute since 1996. In the time period 1996 to 2005, capital investment approaching E100 millionhas been made in the Institute as part of an approved physical campus development programme. This investmenthas resulted in the development of major new facilities such as the T.K. Whitaker Library and Information ResourceCentre, The Padraig Faulkner Student Services Building, Hospitality Training Building, Nursing and Health StudiesBuilding, Wind Turbine, Regional Development Centre and Outdoor Sports facilities.

The acquisition of the Carroll's facility and lands has also equipped the Institute with adequate infrastructure tocater for the Institute's growth requirements for the foreseeable future. Of course, future significant investment isrequired to make these facilities operational.

In June 2003, as part of the HEA review (Kelly Review) of capital requirements in the entire third-level sector, theInstitute made a detailed submission with a prioritised list of projects. Following an analysis, the report of the KellyReview group recommended that the Institute be awarded a further capital grant of E20 million to include a firstphase development of Carroll's to cater for the space needs of the School of Informatics, Music and CreativeMedia. Provision for the creation of additional space to cater for deficiencies in research facilities was alsospecifically recommended. A Government decision on this report is still pending.

It is becoming increasingly clear that future third-level capital provision will need to look outside of purelyexchequer-based sources. Recognising this, the Institute has entered a land exchange process with the privatesector through which it has secured a new student/staff Restaurant and Theatre. For its part, the private sectordevelopment will provide a range of facilities including: student accommodation, a student services building,student sport centre and other developments which will create a synergy with the Institute's educational anddevelopmental mission. With each of these measures, a strong sustainability and renewable energy agenda willcontinue to prevail.

In order to provide adequately for the Institute's projected growth into 2011 and beyond, a review of the CampusMaster Plan initiated in 2005 will soon be completed with a provision to accommodate 4,500 full-time students,2,000 part-time students and approximately 500 staff by 2011. This physical development plan will be developedin line with the HEA Review of Capital Projects (2004).

HEALTH & SAFETY

In 2003 the Senior Management Team of the Instituteembarked upon a strategic review of the Institute's SafetyManagement Programme and Safety Statement. Arising fromthis review, a new devolved Health and Safety ManagementProgramme was developed in 2004 with co-ordinationthrough the Estates Office.

This programme adopted a new overall Parent SafetyManagement Programme. This embodied a comprehensiverange of health and safety policies and emergency evacuationprocedures for each of the Institute's seven functional areas.The programme is overseen by a Safety Monitoring Committeewith associated Safety Committees in each of the sevenfunctional areas in the Institute. 42

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In all, over 60 staff are involved in the work of these various committees, creating widespread participation andownership of the Safety Management Programme. An extensive health and safety training programme andbudgetary allocation processes have also been established. Regular risk assessment is now a significant andongoing element in ensuring that the Health and Safety Programme is under constant review in all areas of theInstitute.

The new Health and Safety Act (Safety, Health and Welfare at Work Act, 2005) places an onus of responsibilityfor health and safety on all members of the Institute. It will require an ongoing review of procedures, Health andSafety documentation and risk assessment and measures.


To continue the development of the campus to ensure that it is capable of meeting theeducational and research needs of its staff and students, meets their extra-curricularrequirements and is aesthetically attractive, environmentally friendly and safe.

OBJECTIVE GOAL:

To complete the current Campus Masterplan by 2011.


● The refurbishment and redevelopment of the Carroll's facility to provide for increasing student and staffnumbers and to remove the need to rent space off campus. This facility will house the School of Informatics, Music and Creative Media and will also help to relieve congestion in other areas of the campus;

● The continued upgrading and refurbishment of the original building stock;

● The development of either a new purpose-built building for Science and Engineering, or a re-development of the existing North Block. A feasibility study to be undertaken to consider these options;

● A commitment to the upgrading and refurbishment of equipment in laboratories and workshops to support new and existing programmes;

● The provision of expanded recreation and support service areas (indoor and outdoor) for students, including a Student Common Room;

● The completion of a Library extension;

● The provision of Research and Development facilities;

● The completion of the campus landscaping programme;

● Allocation of the space vacated as a result of the re-development of the Carroll's building to the current School of Business and Humanities;

● The refurbishment of four lecture theatres in the current School of Business and Humanities;

● The development of Student Services to reflect the multi-cultural and multi-faith profile of the Institute.

● The continued implementation of the Health and Safety Management Programme.

CAMPUS MASTERPLAN

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Key: 1. Regional Development Centre2. Proposed Research Building3. North Block (Engineering/Science)4. The T.K.Whitaker Building

(Central Admin. & Learning Resource Centre)5. South Block (Business School)6. Maintenance Workshops/Stores7. Future Estates Office Facilities8. Hospitality Training Building9. The Padraig Faulkner Building (Student Services)10. Future Expansion to Student Services Facilities11. Covered Link From Student Services Building To Restaurants & Theatre12. Nursing & Health Studies Building13. Future Building14. Future Expansion to Nursing Facilities15. Main Restaurant & Theatre Building16. Future Health Facilities

17. Future Renewable Energy Centre18. Wind Turbine19. Floodlit Training Pitch20. Rugby Pitch21. Future Sports Complex

(Including Changing Rooms & Stand & Extended Parking Area)22. 5 Acre Site Reserved for State Use23. GAA Pitch24. Proposed Community Creche25. Future Extension to Creche26. Extended Car & Bus/Coach Parking Area27. Future Building Area28. Future Expansion to School of Informatics, Music & Creative Media29. Future Building Area30. Future Building Area31. Future Sports Teaching Facility32. Carrolls Building

(School of Informatics, Music, Creative Media & Apprentice Unit)33. Proposed Sports Building34. Proposed Students Services/Medical Centre35. Student Accomodation36. Proposed Student Accomodation37. Proposed Advanced Technology Building A 38. Proposed Advanced Technology Building B39. Proposed Advanced Technology Building C40. Hotel41. Conference Centre42. Future Building Area

As the table shows, the Institute envisages a growth in student numbers of 855 over the coming 5 years from3,668 to about 4,523. Of these, it is anticipated that 250 will be taught postgraduate and research students.The Institute cannot ignore this potential growth area over the coming five years. The growth in undergraduatestock numbers will therefore be in the region of 600 or approximately 120 per annum for each of the next fiveyears. This growth will have to be met by new course development, but primarily by a more successful retentionpattern through a four-year degree programme.

The Institute is aware that the realization of the goals of the present Plan will require a substantial dedication ofstaff resources. The Institute is committed to the attainment of these goals and the deployment of theseresources with staff-student ratios which are the norm for the sector. The ratio of administration and supportstaff to students in the Institute is below the norms for the University sector. Over the time period covered by thisPlan, the Institute will seek to move this ratio towards the norms for the University sector.

REDEPLOYMENT

The Institute has had limited, but very successful, experience with redeployment in recent years. Two areas inparticular have benefited greatly from staff redeployment - the recruitment and tuition of foreign students, andthe Music Department. Academic staff formerly based elsewhere in the Institute have been central to the verysuccessful growth of these two areas in recent years.


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Section 8: Human and Financial Resources

HUMAN RESOURCE STRATEGY

It is no exaggeration to say that the Institute's staff - academic and support - is its greatest asset. It was onlythrough the co-operation and flexibility shown by the entire staff that the strategic goals and tactical plans of theprevious strategic plan were realised.

In determining a Human Resource Strategy, the first essential is that the strategy should align with the Institute'sactual situation in the overall national, regional and local development plan context.

Between now and 2010/11 a total of 14 academic staff currently working in the Institute will reach the retirementage of 65. A further 43 academic staff will reach the age of 60, when they will be eligible for retirement. Of thetotal of 57 eligible for retirement over the coming five years, 19 are in the Department of Electronics, a further 13are in the Department of Mechanical and Manufacturing Engineering, 8 in the Department of Infrastructural andEnvironmental Studies and a further 8 in the Department of Applied Sciences.

Considering the likely continuation of the current restrictions on public sector recruitment, it is fair to assume thatretirements will be the main, if not the only, source of new appointments within the Institute in the coming fiveyears.

It is imperative, therefore, that such posts are filled expeditiously and strategically. In particular, they must be filledwith close reference to student number targets within each School and to the current staff-student ratios indifferent parts of the Institute.

There must also be a continuous review of academic support systems and staffing levels. There is a particularconcern that the ratio of academic to academic support staff in the Institute (c. 2:1) needs to be adjusted to moreclosely resemble the norm in other Higher Education Institutions where a ratio of 1:1 is not uncommon.

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Table 8: Academic Staff-Student Distribution by School and Department: Current and Projected

Total Students Current Projected Student30/10/05 Staff Levels Numbers 2010/11

School of BusinessBusiness Studies 544 22 452Hospitality and Catering Studies 202 14 185Management and Financial Studies 467 24 433Sub Total 1213 60 1070

School of Humanities and Social ScienceHumanities 269 10 213Social Science 99 3 185Sub Total 368 13 398

School of EngineeringInfrastructure & Environmental Studies 170 9 185Building and Surveying 307 8 308Mechanical, Manufacturing and Electronic Engineering * 192* 45 321Craft Studies (WTE) 354 27 384Sub Total 1023 89 1198

School of Informatics/Music/Creative MediaComputing and Mathematics 272 41 369Music 75 11 185Creative Media 137 5 246Sub Total 484 57 800

School of Nursing, Midwifery, Health Studies and Applied SciencesNursing 422 25 510Health Studies 20 4 185Midwifery 85Applied Sciences 138 16 277Sub Total 580 45 1057

TOTAL 3668 264** 4523

*This figure includes 65 Quality Management students and 11 pro-rata staff. **This figure includes full-time and pro-rata staff, circa 250 whole time staff equivalents

To bridge this gap, and also to enable development and expansion, the Institute must develop a strategy togenerate substantial funding from other non-exchequer sources. This will require a professional approach toestablish areas where funding may be available and to put in place a mechanism to secure these funds. Somework has already taken place in this area and the Institute will develop a strategy to take this forward.


Build the organisation capability of the Institute to respond and adapt to change.

OBJECTIVE GOAL:

● To achieve a more even growth pattern in the Institute by achieving a balanced staff-student ratio throughout the Institute's departments;

● To ensure open lines of communication and dialogue both vertically and horiziontally throughout the Institute;

● To maintain and operate transparent enabling systems, e.g., Performance Management and Development System (PMDS), to allow for monitoring, evaluation and review.

● To secure increased funding (from exchequer and non-exchequer sources) to resource all aspects of this Strategic Plan.

Strategic Action Areas:● Build leadership skills of academic staff, students and all other Institute members;

● Improve processes for communication and dialogue between all staff levels and with all the Institute's stakeholders;

● Implement a transparent and clear Performance Management and Development System;

● Ensure progress is monitored and reviewed;

● Ensure strategic direction is clear and understood by all through a proactive information and communication strategy.

● Develop a Foundation or equivalent mechanism to facilitate private fundraising.


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Redeployment opportunities, however, other than through a long-term strategy in the filling of vacancies, will belimited. While the Institute is committed to providing such opportunities, they are more likely to arise infrequentlyand will be dealt with on a case-by-case basis.

STAFF TRAINING AND DEVELOPMENT

A comprehensive staff training and development programme was developed and implemented in the course of thefirst Plan. Throughout the next five years the Institute will further build on this programme, recognising that theexpertise, motivation and goodwill of the staff are essential resources for the ongoing development and well-beingof the Institute as a whole.

The staff development programme will reflect the overall strategic direction of this Plan in a number of ways:

1. In transforming the pedagogical processes and the teaching and learning culture of the Institute;2. In building a collegial and peer-driven culture of excellence in the research, teaching and scholarship

endeavours of the staff;3. In enhancing the expertise and qualification base of the staff;4. In empowering staff to engage in decision-making processes and structures on an inclusive and egalitarian

basis;5. In building a learning organisation that continuously adapts and responds to external changes and

contexts.

FINANCIAL RESOURCE STRATEGY

The Department of Education and Science funds the Institute's programmes in Business Studies, Humanities,Computing, Applied Sciences and Engineering by way of an incremental block grant and tuition fees. TheDepartment of Health and Children funds the Institutes Nursing programme based on a capitation grant andtuition fees.

HEA UNIT COSTING

In 2006, responsibility for the Institutes of Technology, including responsibility for funding, will transfer from theDepartment of Education and Science to the Higher Education Authority (HEA). The Authority is proposing a newfunding model for 2006, which will be tested in that year and then introduced over a three-year period as themode by which the Institutes will receive their funding.

The Unit Costing Model will combine financial and academic course information to calculate the cost of eachcourse and the cost per student (or Unit Cost) by course year. The recurrent budget must, therefore, be allocatedto particular courses in line with the Model. This information will be accumulated for all Institutes of Technology,and norms set across the sector will form the basis of budget allocation. Those Institutes that perform in line withthe norms will be rewarded, and those exceeding them will be required to take corrective action.

The funding model will, therefore, make each Institute efficient in delivering its programmes and also benchmarkits performance against similar Institutions.

MULTI-ANNUAL FINANCIAL PLANNING

At present, the Institute's budget is issued for a calendar year. With the development of the Institute and itsprogrammes, and in particular to provide for new courses, there is a need for multi-annual financial planning. Thisis almost impossible under the current legislation (1992 Act) and the Institute is particularly anxious that, underthe HEA, new legislation will come forward to enhance autonomy and flexibility in this respect.

OTHER FUNDING

Payroll and basic running costs are the basis of the Institute's present funding. The current budget, however, isinsufficient even for this, and if the Institute is to grow and expand, it can no longer presume that the extraresources to do so will come from the Exchequer.48

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NOTESSELECT BIBLIOGRAPHY

Ainley, P (2000) Teaching in A Learning Society: The Acquisition of Professional Skills, TRLP Conference Paper, Nov. http://www.tlrp.org/acadpub/Ainley2000.pdf.

Clancy,P., & Wall,J. (2000) Social Background of Higher Education Entrants, Dublin, Higher Education Authority.

Skilbeck, M (2001) The University Challenged: A Review of International Trends and Issues with Particular Reference to Ireland. Dublin, Ireland, Higher Education Authority.

O Connell, P. et al (2006) Who Went to College in 2004Dublin, Ireland, Higher Education Authority.

Kelly (2004) Review and Prioritisation of Capital Projects in the Higher Education SectorDublin, Ireland, Higher Education Authority.

Department of Enterprise, Trade Strategy for Science, Technology and Innovation (2006-2013)and Employment (2006)

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NOTES

2006 - 2011

INSTITIÚID TEICNEOLAÍOCHTA DHÚN DEALGAN

PLEAN STRAITÉISEACH

2006 -2011

INSTITIÚIDTEICNEOLAÍOCHTADHÚNDEALGAN

PLEANSTRAITÉISEACH

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LEAN

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ITÉISEACH2006 -2011


Plean Straitéiseach Cúig Bliana2006 - 2011

Plean Straitéiseach 2006 - 2011

1

Institiúid Teicneolaíochta Dhún Dealgan, Dún Dealgan, Contae Lú, Éire

Teil: 00 353 42 937 0200 Facs: 00 353 42 933 3505www.dkit.ie

CUID 5: TAIGHDE AGUS STAIDÉAR IARCHÉIME 33

- Comhthéacs na hInstitiúide- An Comhthéacs Náisiúnta & Idirnáisiúnta- Aistriú Eolais & Teicneolaíochta- Staidéar Iarchéime- Cuspóir Straitéiseach 3 36

CUID 6: AN POBAL AGUS FORBAIRT RÉIGIÚNACH 37- Comhthéacs- Conas a dhéanann an Institiúid cumarsáid leis an bPobal Gnó agas Sóisialta- Cuspóir Straitéiseach 4 40

CUID 7: FORBAIRT FHISICIÚIL AGUS SLÁINTE & SÁBHÁILTEACHT 41

- Forbairt Fhisiciúil- Sláinte & Sábháilteacht- Cuspóir Straitéiseach 5 43

CUID 8: ACMHAINNÍ DAONNA AGUS AIRGEADAIS 45

- Straitéis Acmhainní Daonna- Straitéis Acmhainní Airgeadais- Cuspóir Straitéiseach 6 49

Sain-Leabharliosta 50


3

Clár Ábhar

Réamhrá 4

CUID 1: OBAIR AN GHRÚPA UM PLEANÁIL STRAITÉISEACH 5

- Próiseas Pleanála don Phlean Straitéiseach (2006-2011)- Athbhreithniú ar an gCéad Phlean Straitéiseach- Fís agus Luachanna (2006-2011)

CUID 2: COMHTHÉACS AGUS TIMPEALLACHT 9

- Fachtóirí Déimeagrafacha agus Timpeallacht Iomaíoch- Athruithe ar Éileamh- Uasghrádú Scileanna an Luchta Oibre- Taighde- Comhthéacs an Bheartais- Rochtain agus Rannpháirtíocht- Comhionannas- Spriocanna Maidir le Líon na Mac Léinn

CUID 3: TAITHÍ NA MAC LÉINN 19

- Réamhrá- Teagasc agus Foghlaim- Tacaí do Mhic Léinn: Acadúil & Tréadchúram- Áiseanna do Mhic Léinn- Cuspóir Straitéiseach 1 25

CUID 4: CULTÚR AGUS STRUCHTÚR NA hINSTITIÚIDE 27

- Comhthéacs- Córais Tacaíochta Acadúla- Straitéis, Seirbhísí agus Tacaíocht TFC- Cuspóir Straitéiseach 2 32

2

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RéamhráIs soláthraí mór den ardoideachas i réigiún Oirthuaidh na hÉireann í Institiúid Teicneolaíochta Dhún Dealgan. I1970, bunaíodh é mar an Coláiste Teicniúil Réigiúnach a chuir cúrsaí teicneora agus printíseachta ar fáil denchuid is mó, ach d’fhorbair sí ó shin agus anois is imreoir tábhachtach í in ardoideachas na hÉireann; faoi láthairsoláthraíonn sí raon clár ar leibhéil cheirde, fochéime agus iarchéime do níos mó ná 3,500 mac léinnlánaimseartha agus 1,500 mac léinn pháirtaimseartha.

Síleann an Institiúid go leanfaidh a Ráiteas Misin ar aghaidh ag tacú le fís agus cur i bhfeidhm an Phlean seo, viz.:

‘To provide the community with quality third-level education and services,relevant to the economic, social and cultural development of the region in the national and international context. It aims to promote personal responsibility among all its students and enhance the professionalism of all its members in a supportive, inclusive and productive environment.’[Foinse: Ráiteas Misin, Institiúid Teicneolaíochta Dhún Dealgan (DkiT)

Sna cúig bliana amach romhainn, beidh raon dúshlán nua chomh maith le deiseanna nua i gceist donardoideachas in Éirinn. Cé go bhfuil méadú ag teacht ar rátaí rannpháirtíochta san ardoideachas gach aon bhliain,tá méadú ag teacht freisin ar líon na gcúrsaí agus na solathraithe atá ann. Is ar éigean a d’fhreastail maoiniú poiblísan earnáil le blianta beaga anuas ar an mborradh ar an éileamh, agus tá béim mhéadaitheach á cur ar leathnú anbhunúis mhaoiniúcháin. Sa todhchaí, is dóchúil go mbeidh maoiniú ón Rialtas níos dírithe fós ar na nithe díreachaa bheidh inseachadta de réir an Stáit. Is léir freisin go bhfuil éilimh maidir le cuntasacht phoiblí á leathnú ófhachtóirí a bhaineann go príomhúil le cúrsaí airgeadais chuig saincheisteanna níos leithne a bhaineann lerannpháirtíocht san ardoideachas, coinneáil agus cáilíocht san ardoideachas, ábharthacht donmhargadh saothair agus rannpháirtíocht sa nuálaíocht agus in aistriú na teicneolaíochta. Cuireann na héilimh sinbrú nua ar an earnáil freagra samhlaíoch agus éifeachtach a thabhairt chun luach a teagaisc, a taighde agus ascoláireachta a ardú.

Le deich mbliana anuas, tá athrú dosheachanta tagtha ar choincheap an oideachais, ón oideachas don saoránachtchuig oideachas don fheidhmíocht (Ainley 2000). De theip, bogadh an t-oideachas tríú leibhéal óna stádas níosluaithe, sách dosháraithe chuig stádas nua ina gcaitheann sé aghaidh a thabhairt ar dheacrachtaí uile anmhargaidh. Aithníonn Skilbeck (2001) an t-athrú ollmhór cultúrtha don fhoireann teagaisc a bhfuil mar chuspóiracu an caighdeán is airde cúraim agus teagaisc a chur ar fáil don mhac léinn. Cé go bhfuil an cuspóir sin an-tarraingteach go heiticiúil, féadfaidh sé a bheith neamhleor mar threoir beartais le linn ré de mhaoiniú bunaithe arlíon na gcláruithe. Léiríonn Skilbeck na fadhbanna a bhíonn ag oideachas tríú leibhéal i dtimpeallacht d’acmhainnía bhíonn ag éirí níos gainne. Mar thoradh ar ordaitheach eiticiúil na foirne teagaisc agus ordaitheachcuntasóireachta na bainistíochta, féadfaidh sé a bheith dosheachanta go dtagann a ndearcaí agus a gcuspóirí igcoinbhleacht le chéile.

Agus an bhainistíocht straitéiseach á sainmhíniú mar “the set of managerial decisions & actions that determinesthe long-run performance of an organisation,” aithníonn an plean gur féidir le pleanáil straitéiseach i gcleachtaseagraíochta feidhmiú ar bhealaí éagsúla ar leibhéil éagsúla; ag leibhéal na heagraíochta tríd is tríd, a haonaid nó arannóga ar leithligh, nó ag an leibhéal oibríochtúil ag a mbraitheann formhór mór a mball é agusag a gcuireann siad leis an bhfeidhmiú sin. Ós rud é go mbíonn tionchar áirithe ag stádas nó leibhéal ar leith saneagraíocht na ndaoine rannpháirteacha ar a ndearcaí, rinne an Institiúid iarracht a chinntiú gur léirigh an próiseasa úsáideadh chun an plean a fhorbairt agus a chumadh raon agus éagsúlacht na ndearcaí sin. San anailísdheireanach, áfach, toisc go bhfuil an bhainistíocht straitéiseach ar cheann de phríomhthascanna phearsanra nabainistíochta feidhmiúcháin, féadfaidh baill eile na heagraíochta a shamhlú nach léirítear a gcúiseanna imní satoradh deiridh. Tá an Plean bunaithe ar chomhchomhairle leathan le pobal foirne agus mac léinn na hInstitiúide,chomh maith le lucht leasmhar seachtrach. Déanann sé iarracht an Institiúid a chomhshuí don chúig bliana amachromhainn ag féachaint don chomhthéacs seo atá ag athrú, agus aithníonn sé sraith cuspóirí agus gníomhartha athabharfaidh an Institiúid tiomantas straitéiseach dóibh sna cúig bliana amach romhainn. Ullmhófar Plean umChur i bhFeidhm sonraithe, le torthaí sainmhínithe, bunaithe ar an Straitéis seo, chun na cuspóirí agusgníomhartha aitheanta a chur i bhfeidhm.

Denis Cummins, StiúrthóirFeabhra, 2007.



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OBAIR AN GHRUPA UM

PLEANÁIL STRAITÉISEACH

5Denis Cummins

OBAIR AN GHRUPA UM

PLEANÁIL STRAITÉISEACH

D’aithin an Plean seacht réimse ar bhain cuspóirí straitéiseacha leo, mar seo a leanas:

1. Coinneáil Mac Léinn;2. Timpeallacht Fhisiciúil agus Shóisialta;3. Comhpháirtíocht Thógálach;4. Cláir Acadúla;5. Earcú Mac Léinn;6. Tuilleadh Taighde agus Gníomhaíochta Tionsclaíche;7. Na Coinníollacha don Fhéinriail Acadúil a Bhaint Amach.

Agus é ag glacadh leis na cuspóirí thuasluaite, dearadh an Plean chun aghaidh a thabhairt ar roinnt laigítábhachtacha a aithníodh le linn an phróisis phleanála. Áiríodh orthu sin: comhréir ard de na hiarrthóirí cáilithe arglacadh leo ar leibhéil ísle phointí; áiseanna dona fisiciúla; rannpháirtíocht íseal na mac léinn i ngníomhaíochtaíseach-churaclaim; atmaisféar deacair maidir le caidreamh tionsclaíoch; margaíocht neamhdhírithe; leibhéil ísle dobhaill foirne tacaíochta le haghaidh na foirne acadúla agus soláthar drochfhorbartha d’oiliúint don fhoireann.Cuireadh tús leis an bPlean i Márta 2001 chun an tréimhse go dtí deireadh Lúnasa 2006 a chlúdach, agusrinneadh mion-athbhreithniú air mar chuid de Phróiseas Féininiúchta na hInstitiúide in 2003. Ag an tráth sin,measadh go raibh na spriocanna á mbaint amach aige go ginearálta, agus go raibh a spriocanna sáraithe go maithag roinnt réimsí.

Ba é sprioc deiridh an Phlean “to have achieved the conditions for academic autonomy by the year 2005.” Ar bhealachamháin, ba chúspóirí straitéiseacha tánaisteacha iad na seacht gcuspóir straitéiseacha eile i gcomparáid leis angcuspóir sin. Dhámh Comhairle na nDámhachtainí Ardoideachais agus Oiliúna (HETAC) Údarás Tarmligthe iMárta 2004. I bhfianaise sin, bhí sé riachtanach tús a chur le próiseas chun an dara plean straitéiseach a ullmhúroimh an tráth sceidealta.

FÍS AGUS LUACHANNA (2006 – 2011)

Chun leanúint ar aghaidh ag mealladh mac léinn agus a bheith ábhartha don oideachas tríú leibhéal sna cúigbliana amach romhainn, ní mór don Institiúid éabhlóid agus forbairt thapa a dhéanamh chun a bheith marInstitiúid triú leibhéal ar “Rogha na Mac Léinn” í.

Ní hamháin go gcaithfidh sí a bheith mar Institiúid ar rogha na mac léinn ón réigiún Oirthuaidh í; caithfidh síiarrthóirí ar chaighdeán ard a mhealladh go náisiúnta chun páirt a ghlacadh sna cláir shainiúla sin a bhfuil deisuathúil aici iad a chur chun cinn.

Ní mór an cur chuige le mic léinn sa lár, cuspóir ar theastaigh uainn é a bhaint amach roimhe seo, a chomhtháthúgo práinneach chun go mbeidh sé mar luach lárnach na hInstitiúide a bheidh aitheanta ag an lucht leasmhar uile.

Mar chuid den phróiseas seo, tá an Institiúid ag forbairt Straitéis Teagaisc agus Foghlama a bheidh dírithe ar churchun cinn fhoghlaim na mac léinn. Nuair a chuirfear an straitéis sin i bhfeidhm, cuirfidh sé leis na láidreachtaíeagraíochtúla sa Teagasc agus san Fhoghlaim, agus beidh sé ailínithe leis na Ráitis Mhisin, beartais, córaisdhearbhaithe cháilíochta agus meicníochtaí um athrú atá ann cheana féin. Chun straitéis Teagaisc agus Foghlamachuimsitheach a chur i bhfeidhm, ní mór gníomh comhordaithe a dhéanamh thar raon feidhmeanna, beartas aguscoistí reatha, agus beidh dóigh fheabhsaithe chomhoibriúcháin ar fáil trasna na hInstitiúide mar thoradh air. Goháirithe, beidh an Straitéis Teagaisc agus Foghlama comhtháite go hiomlán leis an Straitéis Taighde. Beidh nastraitéisí seo leabaithe go diongbháilte le próisis um fheabhsú agus um dhearbhú cáilíochtana hInstitiúide.

Chun Plean Straitéiseach na hInstitiúide a chur i bhfeidhm go rathúil, beidh sé ríthábhachtach Straitéis Faisnéise achur ar fáil, a dhéanfaidh foráil do dhearadh córais éifeachtaigh chun faisnéis a bhailiú, a stóráil agus a mheasa fhéadfar í a úsáid ansin chun cabhrú le dearadh pleananna agus gníomhartha sa todhchaí agus chun feabhasleanúnach a dhéanamh.

Tharraing beartas na hInstitiúide maidir le rochtain d’fhoghlaimeoirí aird náisiúnta mar thoradh ar líon ard na macléinn a thagann ó na grúpaí socheacnamaíocha níos ísle sa tsochaí, nach ndearnadh go leor ionadaíochtaorthu san oideachas tríú leibhéal go traidisiúnta. Athdhearbhaíonn agus treisíonn an Plean Straitéiseach seotiomantas na hInstitiúide do chomhionannas rochtana a chur chun cinn dá cláir uile.

Tá gá ann bogadh ó dhearcadh a bhaineann go formhór leis an “teagasc” chuig dearcadh a thugann anchumhacht do mhic léinn go pearsanta agus go sóisialta; a ardaíonn a bhféinmhuinín agus chuireann ar a gcumasglacadh le freagracht as a bhfoghlaim féin. Léirítear é sin go soiléir sa chéad chuspóir straitéiseach den phlean seo,mar a mhínítear thíos.


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Cuid 1: Obair an Ghrúpa um Pleanáil Straitéiseach

PRÓISEAS PLEANÁLA DON PHLEAN STRAITÉISEACH (2006-2011)

In 2001 bhunaigh an Institiúid a céad Ghrúpa um Pleanáil Straitéiseach chun maoirseacht a dhéanamh ar chur ibhfeidhm a chéad Phlean Straitéisigh agus chun an próiseas Féininiúchta a dhéanamh sula ndearna sé iarratas arTharmligean Údaráis chun Dámhachtainí a bhronnadh.

Thug an grúpa sin a obair chun críche in 2004 agus cuireadh an dara Grúpa um Pleanáil Straitéiseach ina áit imBealtaine 2004. Tagann an grúpa sin ó gach cuid den Institiúid agus cuimsíonn sé ionadaithe tofa na foirne agusna mac léinn atá freagrach as an bPlean a tháirgeadh agus maoirseacht agus monatóireacht a dhéanamh ar a churi bhfeidhm.

Bhí baint ag lucht leasmhar seachtrach le táirgeadh an Phlean freisin. Áiríodh orthu sin an IDA, FiontraíochtÉireann, Brainse Oirthuaidh Institiúid na gComhairleoirí Gairmthreorach; Cumann Tráchtála, Comhairle ContaeLú agus tionscal áitiúil. Laistigh den Institiúid, bhí baint ag an dá comhlacht reachtúla – an Comhlacht Rialaitheagus an Chomhairle Acadúil – le hullmhú agus faomhadh an Phlean freisin.

Fostaíodh éascaitheoirí seachtracha chun tacú leis an bpróiseas agus chun maoirseacht a dhéanamh air chun anrannpháirtíocht is mó is féidir a chothú i measc phobal na hInstitiúide agus an luchta leasmhair sheachtraighmaidir le forbairt agus mionchóiriú an Phlean.

ATHBHREITHNIÚ AR AN gCÉAD PHLEAN STRAITÉISEACH

Ghlac Comhlacht Rialaithe na hInstitiúide le céad Phlean Straitéiseach na hInstitiúide – [Mission Statement and FiveYear Strategic Plan (2000/01 – 2005/06)] i Meán Fómhair 2000.

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Cuireann an cur chuige sin an caidreamh idir an fhoireann agus an mac léinn ag croílár fhócas an Phlean seo. Iséard atá i gceist le caidreamh a chuireann an mac léinn sa lár agus a thugann an chumhacht dó nó di, caidreamhina bhfaightear réidh leis an difreálach cumhachta idir an fhoireann agus an mac léinn, agus ina n-athchuirtearcaidreamh ina áit bunaithe ar chomh-idirspleáchas ina bhfuil an múinteoir mar éascaitheoir agus comh-fhoghlaimeoir leis an mac léinn i gcomh-phróiseas fionnachtana.

Trí mheán na Straitéise Taighde, dhírigh an Institiúid ar raon de phríomhréimsí straitéiseacha agus téamacha inarféidir léi mais chriticiúil de thaighde ar ardchaighdeán agus gníomhaíochtaí forásacha a fhorbairt. Is iad na ceithreréimse théamacha a roghnaíodh (féach Cuid 5 thíos) na réimsí ina bhfuil acmhainn agus inniúlacht á dtógáil ag anInstitiúid agus inar féidir léi buntáiste iomaíoch a chothabháil trí chur chuige idirdhisciplíneach aguscomhoibritheach a úsáid. Beidh an fócas leanúnach ar eolas a aistriú chuig an tionscal, an pobal agus an sochaífós mar fhócas straitéiseach an phlean seo agus na Straitéise Taighde.

FÍSLeanfar ar aghaidh ag leagan béime ar na luachanna pearsanta “meas”, “foghlaim”, “feabhas”, “ionracas”, “comhionannas deiseanna”, “cuntasacht” agus “nuálaíocht” mar ionchais lárnacha na hInstitiúide.

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Cuid 2: Comhthéacs agus Timpeallacht

Déanann an Plean seo iarracht an fhís d’Institiúid Teicneolaíochta Dhún Dealgan a athdhíriú agus bealach aleagan síos don chúig bliana amach romhainn chun an fhís sin a bhaint amach.

Agus a fís á forbairt agus á tógáil aici, ní mór don Institiúid aird a thabhairt ar an timpeallacht mhalartach níosleithne ina gcaithfidh sí feidhmiú le linn na tréimhse amach romhainn.

FACHTÓIRÍ DÉIMEAGRAFACHA AGUS TIMPEALLACHT IOMAÍOCH

Is fíor anois a lua go bhfeidhmíonn institiúidí ardoideachais i dtimpeallacht atá ag éirí níos iomaíche. Tá roinntfachtóirí a chuireann leis sin.

An fachtóir is sofheicthe ná an laghdú atá ag teacht ar líon na ndaoine ag fágáil scoileanna dara leibhéal gonáisiúnta. De réir an OECD, féadfaidh sé sin a bheith mar chúis le laghdú ar líon na ndaoine ag fágáil scoileannadara leibhéal in Éirinn ó níos mó ná 70,000 i 1990 go dtí thart ar 47,000 in 2011, agus ag méadú arís ansin godtí thart ar 53,000 in 2015.

Réamhinsíonn Goodbody Economic Consultants (2005) go dtiocfaidh méadú 42% ar líon na mac léinn abhainfidh cáilíochtaí tríú leibhéal amach idir 2001 agus 2020. Is soiléir nach féidir an méadú sin a bhaint amachach trí mhéadú ar ráta rannpháirtíochta an ghrúpa fágála scoile mar tá sé ag dul i laghad ar feadh cuid mhaithden tráth sin. Fiú amháin má chuirtear méadú leanúnach ar chéatadán an ghrúpa sin a dhéanann iarratais archúrsaí tríú leibhéal san áireamh, tá sé cinnte go leor go dtiocfaidh laghdú bliain ar bhliain ar líon na ndaoine agfreastal ar oideachas tríú leibhéal le linn thréimhse an Phlean.

Cé gur éirigh leis an Institiúid aghaidh a thabhairt ar an dúshlán sin le blianta beaga anuas, ní féidir léi a bheithbogásach. Tá fadhbanna dáiríre inmharthanachta á bhfulaingt ag roinnt de na cúrsaí atá á gcur ar fáil sanInstitiúid le fada an lá. Cé go mbaineann na deacrachtaí is mó le cúrsaí i roinnt de na disciplíní Innealtóireachta,tá dúshláin ann freisin i ndáil le cúrsaí Eolaíochtaí Feidhmeacha agus Ríomhaireachta. Is tábhachtach freisinna laghduithe atá tagtha ar líon na n-iarrthóirí ar Staidéar Gnó ar na mallaibh a stopadh agus a chúlú. Bheadhtionchar dáiríre ag laghdú ar líon na mac léinn céad bliana anseo, fiú amháin laghdú de chéatadán beag, ar líoniomlán na mac léinn thar thréimhse ama.

Cé go bhfuil dúshlán ar leith ann mar thoradh ar na patrúin dhéimeagrafacha náisiúnta, tá an scéal níos dearfaíar leibhéal réigiúnach. Léiríonn anailís ar phríomhscoileanna friothálacha na hInstitiúide anseo nach bhfuillíon na ndaoine a bheidh ag fágáil na scoileanna sin sna cúig bliana amach romhainn ag laghdú ag an rátacéanna agus a laghdóidh na figiúirí náisiúnta.

Mar a léirítear thuas, tá comhréir ghinearálta níos mó de dhaoine ó aois 0-14 i nDún Dealgan agus i gContae Lúná mar atá sa Stát tríd is tríd. Maidir leis an daonra ó 15-24 tá sé sin fíor do Dhún Dealgan, ach tá anchomhréir i gContae Lú beagán níos lú ná an chomhréir sa Stát tríd is tríd.

Cé gur cúis ionchais iad na cúinsí déimeagrafacha níos fabharaí i nDún Dealgan agus a chúltír, tríd is tríd, nídóchúil go mbeidh an Institiúid in ann méadú suntasach a dhéanamh ar an meánlíon de thart ar 1,200 mac léinncéad bhliana a nglacann sí léi go bliantúil sna cúig bliana amach romhainn. Tá sé níos dóchúla go méadóidh sí arlíon a mac léinn trí mheán clár coinneála níos rathúla, go háirithe idir an chéad bhliain agus an dara bliain (agusaird á tabhairt i gcónaí ar an ngá le caighdeáin a chothabháil), agus trí mhéadú ar a soláthar don cheathrú bliain(céim onórach) agus ag leibhéal iarchéime.

Fiú amháin mura méadaíonn sí ar a hionchur reatha tríd is tríd, ní mór don Institiúid a mheas conas is féidir léigrúpa mac léinn a earcú a bheidh scaipthe ar bhealach níos fearr thar a ranna éagsúla. Má theipeann uirthi ésin a dhéanamh, beidh ranna ann le fadhbanna inmharthanachta dáiríre ar thaobh amháin, agus ranna eile ró-shínte ar an taobh eile.

Tábla 1: Próifíl Dhéimeagrafach Chomparáideach Dhún Dealgan – Próifíl Aoise an Daonra in 2002: % an Daonra de réir Aoisghrúpa agus Ráta Cleithiúnais Aoise.

Limistéar/ Daonra Daonra Daonra Daonra Daonra Daonra RátaRéigiún Aois Aois Aois Aois Aois Aois Cleithiúnais

0-14 15-24 25-44 45-64 65-74 75 nó níos mó Aoise(%)2002(%) 2002(%) 2002(%) 2002(%) 2002(%) 2002(%)

Dún Dealgan 23.3% 16.9% 29.2% 20.0% 6.0% 4.7% 34.0%Lú 22.7% 16.1% 30.3% 20.5% 5.7% 4.6% 33.0%An Stát 21.1% 16.4% 30.1% 21.2% 6.3% 4.9% 32.3%

Foinse: Daonáireamh, 2002

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ATHRUITHE AR ÉILEAMH

Bíonn tionchar mór ag fachtóirí macra-eacnamaíocha ar na cúrsaí a roghnaítear ag an tríú leibhéal. Is í anfhianaise is déanaí den chaidreamh sin ná cliseadh láithreach líon na mac léinn sa ríomhaireacht mar thoradh aran gcliseadh dot.com in 2001.

Sna cúig bliana amach romhainn, de réir fhormhór na réamhaisnéisí eacnamaíocha beidh:

● Fás leanúnach ar fhostaíocht den chineál seirbhíse, ar gach leibhéal an specitrim;

● Earnáil tógála dhinimiciúil, fiú amháin mura fhásann sí ag an ráta céanna agus a d’fhás sí le blianta beaga anuas;

● Timpeallacht dheacair don déantóireacht le níos mó fadhbanna ag Éirinn poist déantóireachta a mhealladh agus í in iomaíocht le geilleagair ar chostas íseal;

● Riachtanas méadaithe leibhéal scileanna an luchta oibre a uasghrádú agus méadú ar líon na gcéimeanna iarchéime ar leibhéal Máistreachta agus Dochtúireachta;

● Brú gan stopadh ar phraghsanna fuinnimh;

● Forbairt an “gheilleagair eolais” ina mbeidh an t-eolas mar an phríomh-acmhainn eacnamaíoch agus mar thiománaí na nuálaíochta;

● Brú leanúnach gluaiseacht suas an slabhra luacha i ngníomhaíochtaí déantóireachta agus seirbhísí.

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Go sonrach, síleann an National Skills Bulletin (2005) go mbeidh easnaimh leanúnacha scileanna sna réimsí seo aleanas:

Tábla 3: Réimsí Aitheanta ina mBeidh Easnamh Scileanna

Tógáil Áirítear orthu sin Ailtirí, Innealtóirí Sibhialta, Pleanóirí, Bainisteoirí Tionscadail, Bainisteoirí Suímh agus na Ceirdeanna Tógála.

Airgeadas Áiritear orthu sin Cuntasóirí, Saineolaithe Cánach, Achtúirí agus Anailísithe Airgeadais.

Innealtóireacht Áirítear orthu sin céimithe sa Dearadh agus sa Táirgeadh, agus Leictreonach agus Leictreach. In ainneoin an meath ar an earnáil déantóireachta thraidisiúnta, síleann siad go mbeidh easnaimh ann freisin ag leibhéal na dteicneoirí sa réimse a bhaineannle Déantóireacht agus Cothabháil.

Teicneolaíocht Faisnéise Áirítear orthu sin Anailísithe Ríomhairí, Ríomhchláraitheoirí agus Innealtóirí Bogearraí.

Cógaisíocht Tá easnamh Innealtóirí Ceimiceacha ann agus baineann fadhb ar leith le réimse na mac léinn iarchéime ag déanamh staidéir ar an Eolaíocht.

Cúram Sláinte Áirítear orthu sin Cleachtóirí Míochaine, Fiaclóirí, raon Teiripeoirí agus Radagrafaithe. Dar leo “[the] dramatic increase in demand for the services of these occupations has not been matched by an increase of graduates from the education system.” Déanann siad tagairt freisin don easpa Oibrithe Sóisialta ag lua gur “a largenumber of Social Workers are non-nationals.”

Lónadóireacht “The highest number of work permits in the first half of 2005 was issued to chefs, pointing at shortages in this area.”

(Foinse: National Skills Bulletin, 2005)

Beidh na treochtaí sin mar fhoinse deiseanna agus bagairtí don Institiúid sna blianta amach romhainn. Rinneadhcuid mhaith d'athchóiriú sholáthar na hInstitiúide le blianta beaga anuas mar iarracht í a ullmhú le feidhmiú i“geilleagar seirbhíse”. Baineann na cúrsaí uile i réimsí cosúil le Bainistíocht, Margaíocht, Staidéar Airgeadais,Dearadh Foirgneamh & Soláthar, Fáilteachas, Altranas, Cúram Sláinte, Cúram Sóisialta, Meáin Dhigiteacha agusCeol, Cluichí Ríomhaire agus Spórt le pointí éagsúla ar speictream na seirbhísí pearsanta.

Tacaíonn earnáil tógála atá faoi bhorradh leis an raon an-rathúil de chúrsaí in Innealtóireacht Shibhialta, StaidéarTógála agus Suirbhéireacht Foirgneamh, agus tacaíonn sí freisin le cuid mhaith den leathnú ar chúrsaí ceirde. Iréimse na nEolaíochtaí Feidhmeacha, léiríonn cúrsaí nua a thosaigh le blianta beaga anuas an rath a tháinig arfhiontair sna hearnálacha Eolaíochta Bithí agus Cógaisíochta sa gheilleagar níos leithne. Is iad na réimsí abhaineann na dúshláin is mó leo ná roinnt réimsí Innealtóireachta agus Faisnéisíochta. Go traidisiúnta, ba iad sinroinnt de na comhábhair is treise a sholáthair an Institiúid. I ndáil leis an Innealtóireacht, tháinig earnáil nanInstitiúidí chun cinn le linn na 1970í chun aghaidh a thabhairt ar easpa scileanna i réimsí a raibh borradh mór agteacht orthu ag an am.

Le cúig bliana anuas, áfach, le linn tréimhse de bhorradh eacnamaíochta nár tharla a leithéid in Éirinn riamhroimhe seo, thit líon na ndaoine fostaithe sa déantóireacht ó 322,000 go 310,000. Tá éagsúlacht mhór fo-earnálalaistigh den réimse sin den gheilleagar i ndáil le borradh agus meath na fostaíochta. Tá meath suntasach tagtha aroibríochtaí déantóireachta a bhaineann le tionscail thraidisiúnta. Mar shampla, tháinig laghdú 9,700 ar líon nabhfostaithe sna Teicstílí le linn na tréimhse sin. I gcodarsnacht leis sin, tháinig méadú 6,700 ar líon na bhfostaithesan earnáil Cheimiceach.

Tá deiseanna nua ann anois bunaithe ar an togra luachmar uathúil a thairgeann Éire a ghlacann le nuálaíocht agusforbairt ar ardchaighdeán domhanda, feidhmíocht fheabhsaithe agus éifeachtacht le comhtháthú agus tacaíochtgnó den scoth. Nuair a bhíonn infheisteoirí ag lorg meascán de na daoine agus na scileanna cearta, an t-infrastruchtúr ceart agus an meon ceart, féadann scileanna oideachais agus taighde cabhrú le hathnuachangnóthaí reatha agus le hinfheistíochtaí nua a mhealladh, rud a chumasaíonn an buntáiste iomaíoch uathúil isinmharthana atá ag Éireann.

Tábla 2: Fás ar Líon na Mac Léinn Lánaimseartha: 1993 – 2005

(Foinse: DkIT, Self-Study, (2003) & Iontrálacha)

Le deich mbliana anuas, tá méadú tagtha ar líon mac léinn lánaimseartha na hInstitiúide ó 2,000 go dtí figiúrreatha de níos mó ná 3,500, is é sin méadú 75%. Mar a léiríonn an graf ar an leathanach seo, tharla anborradh sin go háirithe ó 2000/2001 agus go dtí an lá atá inniu ann. Le linn na tréimhse cúig bliana, sin, tá méadúbeagnach aon trian (32% ó 2,600 in 2000/01 chuig 3,500 faoi láthair) tagtha ar líon na mac léinn. Áirítearéagsúlachtaí inmheánacha suntasacha ar na figiúirí tríd is tríd sin, áfach. Baineann formhór an fháis tríd is tríd ledisciplíní an tSruithléinn, na nEolaíochtaí Sóisialta agus an Altranais. Mar sin féin, in ainneoin an líonméadaithe sna réimsí sin, ní raibh an méadú iomlán an-suntasach mar thoradh ar laghdú comhfhreagrach saRíomhaireacht agus sa Mhatamaitic. Tá clárú mac léinn sna réimsí disciplíne nua sin cúis le thart ar 1,400 macléinn i ndaonra reatha na mac léinn.

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'05/06''04/05'

'03/04''02/03'

'01/02''00/01'

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'97/98''96/97'

'95/96''94/95'

'93/94'

Iarchéim,etc.

Printíseacht

Gnó/Sruithléann

Eol./Ríomh./Altranas

Innealtóireacht

Iomlán

UASGHRÁDÚ SCILEANNA AN LUCHTA OIBRE

In ainneoin fhoilsiú Pháipéar Bán an Rialtais ar Fhoghlaim ar Feadh an tSaoil, Learning for Life (2001), is beag nationscnaimh bheartais a rinneadh chun an tacaíocht riachtanach institiúide agus Rialtais don fhoghlaim ar feadhan tsaoil nó d’fhorbairt ghairmiúil leanúnach an luchta oibre a sholáthar nó chun tacú leis. Gan aon straitéisnáisiúnta faoin ábhar seo, go háirithe maidir le maoiniú agus tacaí eile, beidh sé deacair ar an Institiúid déileáil leisan réimse seo mar chuid dá gnó lárnach.

Cuireann modúlú, le cois cur i bhfeidhm tionscnamh rathúil a bhain le cianseachadadh (go háirithe san FhoghlaimLeictreonach) agus saothair an Ionaid um Fhoghlaim ar Feadh an tSaoil le blianta beaga anuas, bunús maith arfáil d’fhorbairt mhór an réimse sin sa todhchaí. Is é taithí na hInstitiúide le blianta beaga anuas, leis an méadú arlíon na mac léinn a bhíonn ag obair go páirtaimseartha, go mbíonn ár mic léinn lánaimseartha ag déileáil, ar goleor bealaí, leis na saincheisteanna céanna a raibh ar mhic léinn pháirtaimseartha déileáil leo i gcónaí, maidir lehobair agus staidéar a mheascadh. Más é an mac léinn atá ag obair an gnáthrud, mar atá an chumaar an treocht faoi láthair, beidh ar an Institiúid athbhreithniú bunúsach a dhéanamh ar a buntuiscintí maidir lemodhanna agus amanna seachadta. Laghdódh gluaiseacht i dtreo mic léinn a chlárú ar bhunúsmodúl/creidmheasa an difríocht idir mic léinn lánaimseartha agus páirtaimseartha. Cé go mbeadh gá le samhailnua maoiniúcháin don ardoideachas mar thoradh air sin, leathnódh sé an fhéidearthacht fáil réidh leis an mbearna saothraithe/foghlama.

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Mar thoradh ar laghduithe ar líon na mac léinn i roinnt rann agus leibhéil foirne arda traidisiúnta, táéagobhsaíocht ar leith san fhoireann agus i leithrannta acmhainní eile san Institiúid tríd is tríd. Beidh séríthábhachtach aghaidh a thabhairt ar an tsaincheist sin i míonna luatha thréimhse an dara Plean seo. Shocraighbaill na hInstitiúide a bhfuil an bhaint is dírí acu leis sin athbhreithniú práinneach a dhéanamh, lena n-áireofarpleananna gnímh a dhéanamh chun aghaidh a thabhairt ar na deacrachtaí sin. Tuigeann siad mura thugtaraghaidh ar na cúiseanna imní sin beidh tionchar acu ar réimse suntasach de ghníomhaíochtaí agus saineolastraidisiúnta na hInstitiúide agus mar thoradh orthu bheadh úsáid neamhiomlán á baint as grúpa foirne arshaineolaithe iad ar thaobh amháin agus easpa inniúlachta tacú le réimsí fáis na hInstitiúide ar an taobh eile.

Léiríonn ionchur na mac léinn san Institiúid i mbliana (2005-06) na treochtaí sin freisin agus drámaíonn sé nadushláin atá os comhair bheartais agus chleachtais earcaíochta na hInstitiúide amach sna blianta amachromhainn. Mar a léiríonn Tábla 5 thíos, tharla borradh mór ar líon na mac léinn ar glacadh leo i mbliana thar anlíon ar glacadh leo anuraidh i bhformhór réimsí na hInstitiúide. Mar sin féin, tháinig laghduithe suntasacha ar líonna mac léinn i Roinn na hInnealtóireachta Meicniúla ag leibhéil 7 agus 8.

Ba laghdú suntasach freisin é an laghdú ar Ríomhaireacht agus Matamaitic ó bhunleibhéal níos airde. Ba bheagnach bhfuair an laghdú ar ionchur na mac léinn sna réimsí sin, in éineacht le laghdú ar fheidhmeanna StaidéarGnó (beag i gcomhréir, ach suntasach i dtéarmaí absalóideacha) réidh leis an mborradh tríd is tríd i réimsí eile nahInstitiúide.

Tábla 4: Líon Iomlán na Mac Léinn de réir Scoile/Roinne, 2004 - 2005

Scoil/Roinn 2004 2005 % Athrú

Staidéar Gnó 1079 1010 -6%An Sruithléann 307 368 +20%Fáilteachas 69 124 +21% Mic Léinn FETAC (Fáilte Ireland) 98 77Ríomhaireacht agus an Mhatamaitic 333 272 -18%Ceol agus Meáin Chruthaitheacha 147 212 +44%Staidéar Infrastruchtúir agus Comhshaoil 464 477 +3%Mic Léinn FETAC ( C&J) WTE 58 64Innealtóireacht Leictreonach 82 54 -35%Mic Léinn FETAC (Leictreach) WTE 147 152Innealtóireacht Mheicniúil 187 138 -27%Mic Léinn FETAC (Pluiméireacht) WTE 57 62Mic Léinn FETAC (Mótar) WTE 26 31Eolaíochtaí Feidhmeacha 111 138 +24%Staidéar Altranais agus Sláinte 306 442 +44%

IOMLÁN 3471 3667 +5.6%

(Foinse: Oifig an Chláraitheora)

Tábla 5: Líon Mhuintir na Chéad Bliana ar Ghlac DkIT Leo 2004 – 2005

Scoil/Roinn 2004 2005 % Athrú

Staidéar Gnó 395 366 -8%An Sruithléann 137 152 +10%Fáilteachas 111 112 0%Ríomhaireacht agus an Mhatamaitic 109 113 +3%Ceol agus Meáin Chruthaitheacha 64 82 +27%Staidéar Infrastruchtúir agus Comhshaoil 195 181 -8%Innealtóireacht Leictreonach 15 16 +7%Innealtóireacht Mheicniúil 53 35 -33%Eolaíochtaí Feidhmeacha 51 64 +25%Staidéar Altranais agus Sláinte 121 148 +22%Printíseachtaí (WTE) 288 306 +6%IOMLÁN 1539 1575 +2%

TAIGHDE

Ní hamháin go mbeidh forbairt an gheilleagair eolais agus an brú um chostais táirgíochta a laghdú trí leas níosfearr a bhaint as an eolas mar chúis le méadú ar fhoghlaim obair-bhunaithe, ach beidh sé mar chúis le méadú arthaighde freisin.

Aithnítear go forleathan anois go bhfuil an taighde mar thosaíocht in Éirinn. Luann tuairisc ón gCoiste Idir-Ranna ar Eolaíocht, Teicneolaíocht agus Nuálaíocht (2004) an cuspóir seo a leanas faoi 2010:

“Ireland will be internationally renowned for the excellence of its research and be at the forefront in generating and using newknowledge for economic and social progress, within an innovation-driven culture” (p2).

Síleann sé go mbeidh méadú ó E422m in 2001 go E1.1bn in 2010 ar an gcaiteachas in institiúidí ardoideachaisagus earnála poiblí. Ag an tráth céanna, síleann sé go mbeidh méadú ó E917m in 2001 go E2.5bn in 2010 arinfheistíocht gnó. Is é sprioc an Rialtais an caiteachas ar thaighde a mhéadú ó leibhéal reatha 1.2% naholltáirgeachta intíre (GDP) go 3% na GDP faoi 2010.

Aontaítear go forleathan gur chúisigh forbairtí san Eolaíocht agus sa Teicneolaíocht fás eacnamaíoch nahÉireann, ag méadú leibhéal na táirgíochta in aghaidh an oibrithe agus ag cur fostaíocht ar ardchaighdeán arfáil. Tacóidh an comhaontú sin le timpeallacht infheistíochta fhabharach don taighde sna cúig bliana amachromhainn. Tá sé riachtanach go mbeidh ar chumas na hInstitiúide leas a bhaint as an gcaiteachas sin. Dádteipfeadh uirthi é sin a dhéanamh, leathnódh sé an deighilt iomaíoch idir na hinstitiúidí a éiríonn leo cistítaighde a bhuachan agus na hinstitiúidí nach n-éiríonn leo. Go traidisiúnta, níor éirigh go maith le hearnáil nanInstitiúidí Teicneolaíochta in Éirinn maidir le cistí taighde a bhuachan i gcomparáid le hearnáil nanOllscoileanna. Laistigh den earnáil, áfach, tá an chuma air go bhfuil Institiúid Dhún Dealgan ar cheann de nahinstitiúidí is rathúla ina leith sin. Mar sin féin, beidh gá le hiarracht leanúnach a dhéanamh chun na leibhéilfheidhmíochta a bhaint amach a bhfuil gá leo i dtimpeallacht taighde náisiúnta agus idirnáisiúnta atá ag éirí níosiomaíche i gcónaí. Aithníonn an Straitéis seo nach féidir le hInstitiúid ar mhéid DkIT tacú le taighde ach i líonteoranta réimsí. Chuir an cur chuige forbarthach ar glacadh leis le linn tréimhse na chéad PleanStraitéisigh ar chumas na hInstitiúide díriú ar cheithre réimse taighde agus fhorbarthacha théamacha ar féidir léia hiarrachtaí a dhíriú orthu sna cúig bliana amach romhainn agus níos faide sa todhchaí. Is réimsí iad abhaineann ábharthacht straitéiseach leo, ní hamháin d’fhorbairt na hInstitiúide, ach d’fhás agus forbairt anréigiúin a bhfreastalaíonn an Institiúid air freisin, agus inar féidir mais chriticiúil agus leibhéil inmharthana deghníomhaíocht ar ardchaighdeán a fhorbairt agus a choinneáil.

COMHTHÉACS AN BHEARTAIS

Déanann an tuarsacáil OECD – Review of Higher Education in Ireland (2004) – 52 moladh maidir le todhchaí anardoideachais in Éirinn. Is dóchúil go mbeidh an tuarascáil sin mar chúlra an bheartais náisiúnta ar ardoideachasgo ceann i bhfad.

Tarraingíonn an tuarascáil aird, inter alia, ar a mhéid a shíleann Institiúidí go mbíonn siad éagsúil ó nahOllscoileanna. Tá sé sin mar thoradh ar a ról maidir le forbairt eacnamaíoch áitiúil/réigiúnach a chur chun cinn,agus rannpháirtíocht níos leithne óna gceantair máguaird a chothú agus a spreagadh, agus mar thoradh ar antacaíocht a thugann siad d'oiliúint ceirde agus printíseachta agus na dréimirí deiseanna a sholáthraíonn siadtrí leibhéil oideachais éagsúla a chur ar fáil.

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Tábla 6: Comparáidí Socheacnamaíocha: DkIT vs. Náisiúnta, 2004

(Foinse: HEA, Who Went to College in 2004)

Iarrann an tuarascáil ar earnáil ardoideachais éagsúlaithe, ach comhlántach go hinmheánach, ag obair chun córasaontaithe a chothú. Molann sé freisin go ndéanfadh comhlacht amháin maoirseacht ar an gcóras agus godtabharfadh sé maoiniú dó – is é sin Údarás an Oideachais Threasaigh.

De réir na tuarascála, bhainfeadh na buntáistí seo a leanas leis an moladh sin:

● Chuirfí deireadh le raon bacainní bainistíochta;

● Chuirfí tús le meicníocht chun deontais a dhámhachtain i mbloc;

● Chuirfí deireadh leis an riachtanas cead a fháil ón Roinn Oideachais & Eolaíochta chun folúntais a líonadh agus chun tús a chur le poist nua;

● Chuirfí deireadh leis an riachtanas faomhadh an Aire a fháil sular bhfógrófaí dífhostaithe;

● Bheadh sé de chumhacht ag na hInstitiúidí airgead a fháil ar iasacht;

● Chuirfí deireadh leis an riachtanas faomhadh na Roinne a fháil le haghaidh cláir acadúil nua.

Tá reachtaíocht á forbairt faoi láthair chun na hInstitiúidí a aistriú chuig an HEA de réir mholtaí an OECD, agustáthar ag tnúth le hachtú na reachtaíochta sin le linn 2006.

ROCHTAIN AGUS RANNPHÁIRTÍOCHT

Luann an tuarascáil OECD go bhfuil na hInstitiúidí chun tosaigh maidir leis an gclár oibre chun rannpháirtíocht aleathnú agus beidh siad mar phríomhimreoirí i ndáil leis sin sna blianta amach romhainn.

Luann sé freisin go bhfuil

“higher proportions of local students and attract far more students from less advantaged socio-economic groups than the Universities. They also provide ladders of opportunity through apprenticeship and other training present in higher education through sub-degree professional qualifications to degrees.” (p32)

Tá cuntas teiste den chéad scoth ag Institiúid Dhún Dealgan i leith na rochtana. Léiríonn roinnt TuarascálachaHEA – e.g. Clancy & Wall; Social Background of Higher Education Entrants (2000); go bhfuil an rátarannpháirtíochta de mhic léinn ó chúlraí lubhra, leathoilte agus neamhoilte san Institúid ar cheann de na rátaírannpháirtíochta is airde sa tír.

Is beag nach bhfuil sé dosheachanta go gcúisíonn leathnú na rochtana deacrachtaí maidir le mic léinn achoinneáil. Beidh sé tábhachtach sa todhchaí go n-aithneoidh réim maoinithe an ardoideachais na riachtanaisacmhainne bhreise a bhíonn ag Institiúidí cosúil leis an gceann seo. Sna cúinsí seo, ní mór don mhaoiniú aghaidh athabhairt ar na dúshláin a thugann an t-ardoideachas do mhic léinn ó na cúlraí eacnamaíocha sin, a mbíonnpointí iontrála ísle acu uaireanta.

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& Bainist.

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CUID3

TAITHÍ NA MAC LÉINNTAITHÍ NA MAC LÉINN

19

COMHIONANNAS

Ó bunaíodh an Oifig Rochtana i 1998, agus, níos déanaí, an tIonad Trasteorann um Fhorbairt Pobail, leathnaighan Institiúid a clár isteach i limistéir faoi mhíbhuntáiste agus d’fhorbair sí beartas agus soláthar cuimsitheach dodhaoine faoi mhíchumas. Leathnaigh sí a meon agus a foráil do dhaonra il-eitneach freisin trí mheán a hOifigeIdirnáisiúnta agus trí mheán clár bunaithe go háitiúil freisin. Tá sé tábhachtach go leanfar ar aghaidh leis an obairsin sna cúig bliana amach romhainn.

Dá réir sin, athluann an Institiúid a tiomantas do chothú cláir oibre um Chomhionannas, bunaithe archomhionannas cine, inscne, aoise agus míchumais.

Is é an chéad chéim chun aghaidh a thabhairt ar an gclár oibre sin ná feasacht ghinearálta a chothú faoishaincheisteanna comhionannais. Mar sin, le linn na tréimhse pleanála seo, beidh an Institiúid ag cur na feasachtasin chun cinn i measc na foirne agus na mac léinn araon. I ndáil leis sin, tugann an Institiúid aird ar leith dáfreagrachtaí laistigh de chomhthéacs ilchultúra, ilchiníoch na hÉireann nua-aimseartha.

Le linn an phlean dheireanaigh, rinne an Institiúid roinnt nithe chun a chinntiú go mbeadh coibhneas níos airdeban ar Bhord Bainistíochta Feidhmiúcháin na hInstitiúide. Tá sé tábhachtach di leanúint ar aghaidh ag iarraidhcobhsaíocht inscne a bhaint amach sa struchtúr sin agus i struchtúir déanta cinntí uile na hInstitiúide.

SPRIOCANNA MAIDIR LE LÍON NA MAC LÉINN

Le cúig bliana anuas, tháinig méanmhéadú beagnach 6% in aghaidh na bliana ar líon na mac léinn. Ní dóchúil gombeifí in ann an ráta fáis sin a chothabháil sna cúig bliana amach romhainn. Agus timpeallacht atá ag éirí níosiomaíche i gcónaí agus teorannacha maidir le hacmhainní foirne agus eile á gcur san áireamh, is sprioc níosciallmhaire í meánfhás bliantúil thart ar 5% ar líon na mac léinn a leagan amach. Mar thoradh air sin, bheadhdaonra mac léinn iomlán de 4,5001 i gceist faoi dheireadh na tréimhse pleanála seo. Thabharfadh sé deis dúinn fástomhasta agus pleanáilte a dhéanamh, agus freisin an fás a dhathadh ar fud na hInstitiúide ar bhealach i bhfadníos cobhsaí. Síltear go mbeidh 250 de na mic léinn sin mar mhic léinn iarchéime agus taighde.

Maidir le mic léinn pháirtaimseartha, is dóchúil go gcuirfear maoiniú agus bearta eile níos fabharaí d’fhorbairt antsoláthair pháirtaimseartha i bhfeidhm go náisiúnta sna cúig bliana amach romhainn. Toisc go bhfuil modúlúdéanta ag an Institiúid ar a soláthar anois, agus toisc gur chuir sí tús le raon tionscnamh corraitheach sachianseachadadh agus san fhoghlaim leictreonach, is soiléir gur réimse é sin ina bhfuil potéinseal mór fáis. Is féidirmeánráta fáis de 10% a bhaint amach laistigh den chomhthéacs seo. An toradh a bheadh air sin ná fás tríd is trídar líon na mac léinn páirtaimseartha ó 1,500 faoi láthair go dtí thart ar 2,300 faoi dheireadh na tréimhse pleanála.

Ba chóir fáilte a chur roimh ainmniú molta na nInstitiúidí laistigh den HEA sa mhéid agus a chuireann sé féinriailníos mó ar fáil don earnáil agus do na hInstitiúidí aonair. Tabharfaidh an t-ainmniú sin saoirse níos mó donInstitiúid a cláir féin a phleanáil laistigh de chlúdach acmhainní iomlán (an deontas i mbloc) agus le tagairt doriachtanais áitiúla, réigiúnacha agus náisiúnta.

1 Printísigh san áireamh (WTE)

Cé go raibh an Institiúid mar cheannródaí i roinnt eiseamláirí de thionscnaimh Theagaisc agus Foghlama leblianta beaga anuas, go háirithe foghlaim bunaithe ar fhadhbanna; “Tionscadal Mheitheal”; sraith tionscnamhsa Leabharlann; Meantóireacht Piaraí2 agus Foghlaim Leictreonach, tá sé riachtanach anois na nuálacha sin achur sa phríomhshruth chun go mbeidís mar an gnáthrud agus ní mar an eisceacht.

Aithnítear go mbeidh gá le hinfheistíocht mhór san fhorbairt foirne agus go mbeidh sé riachtanach roinntathruithe a dhéanamh ar sceidil agus ábhar cúrsaí, agus nósanna imeachta measúnachta, chun an t-athrú sin achur i gcrích. Beidh impleachtaí aige freisin do mhéideanna na ranganna agus dearadh na seomraí ranga.

Beidh na hathruithe sin treoraithe ag fís dhosháraithe d’fhoghlaim san Institiúid mar phróiseas fionnachtanatreoraithe in agallamh dinimiciúil, cómheasúil agus piarabhunaithe idir an mac léinn, a p(h)iaraí agus baill nafoirne.

Tá go leor de na bunchlocha don athrú suntasach sin ar chultúr teagaisc agus foghlama na hInstitiúide ibhfeidhm cheana féin. Mar thoradh ar an gcóimheas ard foirne/mac léinn (1:14) is féidir teagasc a dhéanamh ingrúpaí níos lú. I dteannta sin, toisc go bhfuil clár na hInstitiúide modúlaithe anois is féidir meascán nua ábhaira dhéanamh – e.g. Mór-roghanna agus Mion-roghanna – agus tugann sé sin deis do mhic léinn leas a bhaint asmodúil chreidiúnaithe lasmuigh dá lár-réimse disciplíne. Cuireann sé ar chumas na mac léinn freisin rochtain afháil ar mhodúil lasmuigh den chúrsa “lánaimseartha” nuair a bhíonn na modúil sin á gcur ar fáil áit eilelaistigh den Institiúid nó in Institiúidí eile.


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Cuid 3: Taithí na Mac Léinn

RÉAMHRÁ

De réir an phróisis chomhchomhairle a rinneadh laistigh den Institiúid le linn ullmhú an Phlean is é taithí na macléinn an phríomhthosaíocht do na chéad chúig bliana eile.

Agus fís agus clár gnímh á gcruthú le haidhm feabhas a chur ar thaithí na mac léinn, ní mór roinnt réimsí éagsúla aaithint. Is iad sin:

1. Teagasc agus Foghlaim: saol acadúil an mhic léinn

2. Tacaí do Mhic Léinn: dea-bhraistint agus tréadchúram an mhic léinn

3. Áiseanna do Mhic Léinn: saol áineasa agus cultúrtha an mhic léinn

Tugann tiomantas na hInstitiúide iomláine donfhoghlaim mar eispéireas a thugann cumhacht donduine tacaíocht don fhís do thaithí an mhic léinn aleagtar amach thuas. Cuireann sé sin an mac léinn aglár an phróisis fhoghlama. Tá caidreamh leis anmúinteoir ag teastáil atá bunaithe archomhpháirtíocht agus comh-idirspleáchas agus níorchóir féachaint air mar chaidreamh bunaithe archliaint ná ar chustaiméirí. Is tiomantas dochumhacht a thabhairt don duine tiomantas adhéanann iarracht tuiscint a fháil ar an domhan:inniúlacht fheabhsaithe idirghníomhú leis an domhanagus tuiscint ar bhunús morálta chaidreamh an duineleis an domhan.

TEAGASC AGUS FOGHLAIM

Tá go leor dúshlán nua ag baint le holloideachas tríú leibhéal. In Institiúidí Ardoideachais, léirigh sé na heaspaí samhodh teagaisc traidisiúnta teagascach de léachtaí “labhairt & cailc”, ag taispeáint gur modh é a mbaineannluach teoranta leis i bhfoghlaim nó rannpháirtíocht na mac léinn.

Tharraing fócasghrúpaí mac léinn a rinneadh comhchomhairle leo agus an Plean seo á ullmhú aird go leanúnachar leibhéil arda na n-uaireanta ranga teagmhála a n-iarrtar ar mhic léinn freastal orthu. Ar an taobh eile de,luann an fhoireann na riachtanais a bhaineann le sceidil chúrsaí agus na riachtanais iontrála níos lú ar roinntcúrsaí mar fhachtóirí a chúisíonn riachtanas teagmhála ranga chomh hard sin.

Más féidir féachaint ar thiomantas don fhoghlaim ar feadh an tsaoil mar an prionsabal a rialaíonn an phleanáiloideachasúil uile, ní mór aghaidh a thabhairt ar an rannpháirtíocht sách fulangach i léachtaí agus an spleáchasar a lán uaireanta teagaisc teagmhála ranga araon. Leagann foghlaim ar feadh an tsaoil béim ar fhoghlaimneamhspleách; ar an deighilt "saothraithe/foghlama” a laghdú trí sholáthar a dhéanamh amach ón gcampas;ar fhoghlaim conas foghlaim a dhéanamh trí thionscadail ghrúpa, foghlaim gnímh agus idirghníomhaíocht lepiaraí.

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2 Is tionscnamh tacaíochta mac léinn é sin a chomhordaíonn Oifig Chomhairleoir na Mac Léinn.

In ainneoin feabhais shuntasacha ar phatrúin choinneála na hInstitiúide le blianta beaga anuas (féach Self Study2003) baineann fadhb shuntasach fós le cláir Leibhéal 6 (Ard-Teastas), go háirithe i measc mhic léinn na chéadbliana. Sna cúig bliana amach romhainn, ní mór don Institiúid cinneadh a dhéanamh faoi conas a dhéileálfaidhsí le cláir Leibhéal 6. D’fhéadfadh sí, mar shampla, caidreamh a fhorbairt le gach ceann de na ColáistíBreis-Oideachais ina chúltír – Dún Dealgan, Droichead Átha, Muineachán agus Cabhán – agus mar sin solátharfoirmiúil Leibhéal 6 a shocrú leis an Earnáil um Breis-Oideachas agus bealaí soiléire agus comhaontaithe a leaganamach chun dul ar aghaidh go Leibhéal 7 laistigh den Institiúid. Cé go mbeadh laghdú ar líon na mac léinn arLeibhéal 6 san Institiúid mar thoradh air sin, chuirfeadh sé ar a cumas leathnú ar roinnt réimsí eile cosúil lePrintíseacht, bealaí chun cinn ón bPrintíseacht agus soláthar ag Leibhéil 7, 8 agus 9.

Éilíonn córais Dearbhaithe Cáilíochta a aontaíodh le HETAC bunú Chóras Gearán na Mac Léinn. Moltarcomhaontú na gcomhlachtaí ábhartha faoi nós imeachta dá leithéid a fháil roimh thús na chéad bliana acadúlaeile. Ceapfaidh an Institiúid Iniúchóir Cáilíochta freisin a dhéanfaidh cinnte go bhfuil córais ar ardchaighdeán ibhfeidhm agus go gcloítear leo ar fud na hInstitiúide, ar an taobh acadúil agus ar an taobh tacaíochta acadúlaaraon.

TACAÍ TRÉADCHÚRAIM

Cuimsíonn an dara gné de riachtanais tacaíochta mac léinn raon seirbhísí den chineál tréadchúraim. Tá córascuimsitheach tacaíochta mac léinn ann san Institiúid cheana féin. Cuimsíonn sé réimsí cosúil le Sláinte MacLéinn, Comhairleoireacht; Treoir Gairme; Séiplíneacht; Clubanna & Cumainn agus Spórt.

Ina dteannta sin, tá sé de rún ag an Institiúid Ombudsman na Mac Léinn a cheapadh. Feidhmeoidh an duine sinmar ionadaí/aighne an mhic léinn más rud é go dtarlóidh aon díospóid idir an mac léinn agus oifigeach nahInstitiúide.

Ar deireadh, molann an Institiúid Cairt Foirne agus Mac Léinn a fhorbairt a bheidh le comhaontú ag baill uile nahInstitiúide. Tabharfaidh an Chairt aghaidh ar na nithe seo a leanas:

● Cearta agus Teidlíochtaí na Foirne agus na Mac Léinn;

● Freagrachtaí do Chomh-bhaill Foirne agus do Chomh-Mhic Léinn;

● Freagrachtaí don Phobal Níos Leithne.


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Ba chóir freagairt don teagasc nuálach le nósanna imeachta measúnachta nuálacha. Toisc go bhfuil anmheasúnacht uile san Institiúid anois bunaithe ar fhorthorthaí, is féidir anois – agus b’fhéidir, tá sé riachtanach –córais nuálacha measúnachta atá cuí d’fhorthorthaí a chur i bhfeidhm.

Is cúis imní d’fhoireann agus do mhic léinn na hInstitiúide é na héilimh a dhéanann riachtanais scrúdaitheleanúnaigh agus ag deireadh an tseimeastair ar mhic léinn. Cé go bhfuil sé tábhachtach go bhfeictear i gcónaí gobhfuil an Institiúid éilitheach agus dian ó thaobh a caighdéain de, féadtar a áitiú gur féidir é sin a bhaint amach trímheascán níos fearr de nósanna imeachta measúnachta, brath laghdaithe ar scrúduithe neamhfheicthe agdeireadh an tseimeastair agus brath níos mó ar obair thionscadail agus phunainn agus ar thaighde neamhspleách.Is criticiúil freisin go bhfuiltear in ann a thaispeáint go bhfuil cáilíocht na gclár a chuirtear ar fáil ar chaighdeánard comhleanúnach, agus go bhfuil éiteas láidir gairmiúlachta trasna na scoileanna agus na rann uile. Ní mór donInstitiúid a bheith oscailte i gcónaí do dhearbhú cáilíochta agus rialuithe fíorúcháin go hinmheánach agusgo seachtrach. Ní mór d’fhorbairt leanúnach meicníochtaí cuí um cháilíocht acadúil a dhearbhú agus forfheidhmiúna meicníochtaí sin a bheith ar phríomh-thosaíocht de chuid na hInstitiúide sna cúig bliana amach romhainn.Ní mór do na córais tacaíochta acadúla san Institiúid a bheith faoi réir na riachtanas céanna. Is gné eile dendearbhú cáilíochta í na critéir iontrála ar chláir na hInstitiúide, le tuiscint go bhfuil an leibhéal iontrála marfhachtóir chomh tábhachtach sin d’inniúlacht an mhic léinn na caighdeáin riachtanacha a bhaint amach.

Aithnítear freisin gur próiseas sóisialta í an fhoghlaim a shíneann lasmuigh de halla na léachtaí chungníomhaíochtaí cultúrtha, sóisialta agus pobalbhunaithe a chuimsiú. Ní mór forbairt deiseanna breise, foghlaimseirbhíse san áireamh, chun cur ar chumas mac léinn raon leathan de riachtanais scileanna a fhionnachtain agus afhorbairt, a chuimsiú i dtaithí foghlama DkIT.

TACAÍ DO MHIC LÉINN

Féadtar tacaí do mhic léinn ag an Institiúid a aithint mar thacaí acadúla, tréadchúraim agus iar-staidéir.

TACAÍ ACADÚLA

Ar an taobh acadúil, tá gá ar leith aghaidh a thabhairt ar riachtanais mhuintir na chéad bliana. Bíonn deacrachtaíag a lán de na mic léinn sin leis an athrú ó oideachas dara leibhéal go tríú leibhéal, nó braitheann siad báite fiú.Uaireanta roghnaigh siad clár neamhoiriúnach nó tá siad ar chlár nach a gcéad rogha é. Ina theannta sin, bíonnorthu aithne a chur ar ghrúpa ranga, baill foirne, agus campas nua.

Cé gur eagraíodh cláir mheantóireachta mar thurgnaimh ar fud na hInstitiúide le blianta beaga anuas chunfreagairt do na saincheisteanna sin, bhain torthaí éagsúla leo. Mar sin féin, is tosaíocht shoiléir é go gcruthódh micléinn na chéad bliana go háirithe nasc láithreach le ball foirne acadúil na hInstitiúide ar chlárú dóibh. Is trí mheánnaisc mar sin amháin a fhéadann mac léinn le deacrachtaí na fadhbanna sin a chur in iúl agus a chinntiú gobhfreastalaíonn an Institiúid ar a riachtanais ar bhealach cuí.

Aithnítear go bhfuil Taithí na Chéad Blianaríthábhachtach do choinneáil mac léinn agus dá rath. Nímór don Institiúid díriú isteach ar an tréimhse aistrithechriticiúil sin agus cuir chuige nua a fhorbairt don tráthsin. D’fhéadfadh forbairt modúl comónta, seimeastarcomónta agus cur chuige iomlánaíoch maidir le tacaíochta thabhairt do mhic léinn a bheith mar chuid de sin.

Le blianta beaga anuas, d’fhorbair roinnt rann nahInstitiúide Modúil um Scileanna Staidéir. Moltar anoisceangal ar gach mac léinn modúl creidiúnaithe i ScileannaStaidéir a dhéanamh sa chéad seimeastar den chéadbhliain laistigh den chóras modúlaithe atá i bhfeidhm sanInstitiúid anois. Mar sin, tairgfear an modúl sin ar fud nahInstitiúide. Bainfidh cúig chreidmheas as an tríochacreidmheas atá ar fáil don mhac léinn sa chéad seimeastarleis. Molfar tionscnaimh choinneála bhreise ar leibhéal naroinne freisin le hacmhainní airgeadais agus eile agleibhéal roinne agus scoile.


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ÁISEANNA DO MHIC LÉINN

In ainneoin infheistíocht mhór in áiseanna do mhic léinn ar an gcampas le blianta beaga anuas – go háiritheathchóiriú Fhoirgneamh Sheirbhísí na Mac Léinn agus forbairt páirceanna spóirt agus áiseanna gaolmhara,aithnítear go bhfuil gá le háiseanna breise a chur ar fáil.

Is é an riachtanas is práinní bialann nua a chur ar fáil do mhic léinn. Tá an áis sin á tógáil faoi láthair agus beidhsé ar fáil in 2006. Beidh sé in ann freastal ar níos mó ná 600 mac léinn, agus i gcomhar leis na hionaid bhia eile aran gcampas, freastalóidh sé ar an riachtanas sin. Mar chuid de thiomantas na hInstitiúide do shláinte agus dea-bhraistint na mac léinn, cuirfear roghanna bia sláintiúla, inacmhainne chun tosaigh sa bhialann.

Cuirfear Seomra Comónta do mhic léinn ar fáil freisin. Cuirfidh sé sin áiseanna áineasa agus eile ar fáil do mhicléinn laistigh d’Fhoirgneamh reatha Sheirbhísí na Mac Léinn.

Agus aitheantas á thabhairt do chlár reatha cúrsaí na hInstitiúide sna réimsí Spórt agus Sláinte, forbróidh anInstitiúid Ionad Spóirt nua do Mhic Léinn. Beidh sé sin i dteannta na n-áiseanna atá ar fáil faoi láthair inIonad Ilfheidhmeach na Mac Léinn (MPC).

In ainneoin infheistíocht reatha na foirne agus acmhainní eile i ngníomhaíochtaí agus áiseanna na mac léinn, is écuspóir an Phlean leibhéal na gníomhaíochta seach-churaclaim san Institiúid a mhéadú i measc na mac léinn.Baineann tábhacht leis sin, mar ní hamháin go bhfeabhsaíonn an ghníomhaíocht sin foghlaim shóisialta aguspholaitiúil níos leithne na mac léinn, ach saibhríonn sé freisin saol cultúrtha an champais. Chun na críchesin, le linn an Phlean seo, déanfaidh an Institiúid infheistíocht shuntasach chun tacú le hAontas na Mac Léinn agusFóraim Mhac Léinn eile san Institiúid trí ról Oifigeach na gClubanna agus na gCumann a threisiú, i measc nitheeile. Treiseofar ionadaíocht na mac léinn ar gach leibhéal déanta cinntí den Institiúid, suas chuig an gComhlachtRialuithe, agus déanfar comhiarracht feabhas a chur ar phróisis na rannpháirtíochta mac léinn agus na struchtúira bhaineann leis an rannpháirtíocht sin.

Ar thaobh an iar-staidéir, bhainfeadh an Institiúid tairbhe mhór as cumann alumni rathúil le cuspóir gréasánsóisialta, gairmiúil, spóirt agus cultúrtha de chéimithe RTC Dhún Dealgan agus IT Dhun Dealgan a thógáil. D’fhéadfaí dea-thoil neamhfhollas na gcéimithe a úsáid chun feabhas a chur ar an Institiúid. Mar eiseamláir,d’fhéadfaí buntáistí féideartha a fheiceáil i réimsí cosúil le hullmhú socrúchán poist do mhic léinn reatha, agusacmhainní tionscail a sholáthar a d’fhéadfaí a dtuairimí a lorg le linn gníomhaíochtaí um fhorbairt clár. I dteanntasin, d’fhéadfadh cumann alumni próifíl DkIT a ardú agus cabhrú le cothú na hInstitiúide sa phobal níos leithne.

Le roinnt blianta anuas, tá dul chun cinn déanta ag Cumann Alumni nua-thosaithe maidir leis an Institiúid a churchun cinn agus naisc a athnuachan idir céimithe agus an Institiúid, le roinnt cruinnithe athchaidrimh thartcheana féin. Mar thoradh ar thionscnaimh éagsúla le blianta beaga anuas, tá beagnach 1,000 céimí mar bhaillan Chumainn Alumni anois. Chun cur leis an rath sin, teastaíonn tiomantas agus tacaíocht na hInstitiúide óngCumann Alumni.

I bhfianaise a luaitear thuas, is féidir anois cuspóir uileghabhálach Dhara Plean Straitéiseach na hInstitiúide aaithint mar seo a leanas:

CUSPÓIR STRAITÉISEACH 1:

Próiseas teagaisc agus foghlama na hInstitiúide a thiontú chuig próiseas foghlaimeoir-lárnacha thugann cumhacht don duine, ina nglacann mic léinn le freagracht as a bhfoghlaim féinagus ina bhfuil an caidreamh foirne/mac léinn bunaithe ar chomhionannas agus comh-idirspleáchas.

SPRIOC AN CHÚSPÓRA:

Gluaiseacht ó thimpeallacht a bhaineann leis an Teagasc den chuid is mó chuig timpeallacht a bhaineann le Foghlaim den chuid is mó.

Réimsí Gnímh Straitéiseacha:

● Straitéis chuimsitheach faoin Teagasc agus Foghlaim a fhorbairt ar fud na hInstitiúide a leagfaidh amach na cuspóirí, torthaí agus nithe inseachadta a mbeifear ag tnúth leo ar bhealach soiléir;

● Bealaí a aithint chun naisc a chruthú idir cleachtas Taighde, Teagaisc agus Foghlama;● Cuir chuige a fhorbairt i leith na foghlama agus na hoideolaíochta a thacaíonn le forbairt príomhscileanna

agus príomhinniúlachtaí i gcéimithe na hInstitiúide;● Úsáid iomlán a bhaint as an bpróiseas Athbhreithnithe Chlárúil chun a chinntiú go n-ailínítear an straitéis

agus na hoibríochtaí laistigh den Institiúid i gcónaí. Mar gheall ar luas tapa an athraithe agus na forbartha, is léir go bhfuil gá anois le próiseas athbhreithnithe níos rialta. Tabharfaidh an próiseas seo tacaíocht do thabhairt isteach cur chuige foghlama ina bhfuil an mac léinn lárnach;

● Comhpháirtíochtaí a aithint agus a fhorbairt le heagraíochtaí eile, lenar féidir linn oibriú chun an cleachtas Teagaisc agus Foghlama a fhorbairt;

● Méadu ar líon na mball foirne le cáilíochtaí i dTeagasc agus Foghlaim;● Aonad Teagaisc & Foghlama a bhunú laistigh den Institiúid chun tacú le nuálaíocht agus Teagasc agus

Foghlaim ar fheabhas, agus leas a bhaint as cleachtais oideolaíochta agus eagraíochtúla a chothaíonn rannpháirtíocht agus a chuireann seirbhísí tacaíochta inrochtana agus cabhracha ar fáil do mhic léinn, e.g. córais teagascóra/mheantóra;

● Tionscnaimh a fhorbairt a thacaíonn le hearcú, coinneáil agus céimniú mac léinn neamhthraidisiúnta, lena n-áirítear forbairt spriocanna i ndáil le rochtain mhéadaithe do na mic léinn sin;

● Oideolaíochtaí agus modhanna measúnachta ina bhfuil mic léinn lárnach a chur i bhfeidhm sna cláir uile laistigh de shaolré an phlean seo;

● Tús a chur le Nós Imeachta Gearán urrúnta a bheidh ar fáil do bhaill uile na hInstitiúide;● Tuilleadh forbartha a dhéanamh ar chláir forbartha foirne ar fud na hInstitiúide;● Samhlacha foghlama neamhspleácha a chur chun cinn, an léamh san áireamh, agus laghdú ar uaireanta

teagmhála ranga;● Leanúint ar aghaidh le forbairt infrastruchtúir shóisialta, cruthú “spás sóisialta” do mhic léinn, agus roinnt na

n-áiseanna le gach aon duine;● Modúil éigeantacha a thairgeadh do na mic léinn uile faoi scileanna saoil níos leithne – faisnéis, litearthacht,

gairm, féin-fheasacht, féinbhainistíocht & forbairt phearsanta (forbairt spioradálta san áireamh);● Infrastruchtúr eolais, Foghlama Leictreonaigh agus tacaíochta TF lena mbaineann a thógáil chun malartú an

tsárchleachtais agus na foghlama a spreagadh idir na mic léinn agus an fhoireann;

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● Fóram seirbhísí mac léinn a bhunú chun díriú ar thionscnaimh a bhaineann le leas agus taithí mac léinn agus chun bearnaí agus réitigh a aithint;

● Córais agus próisis a fhorbairt chun an feabhas a chur chun cinn, ag díriú ar chaighdeán an taithí ar an institiúid agus luach ar airgead;

● An próiseas dearbhaithe cáilíochta a fheabhsú agus a threisiú chun comhleanúnachas i soláthar agus acmhainnícúrsaí a chinntiú;

● Tagarmharcanna trédhearcacha a fhorbairt le soláthraithe eile d’eispéiris oideachasúla lena n-áirítear costas agus éifeachtacht;

● Critéir iontrála a athbhreithniú agus a athrú chun méadú ar an gcoinneáil sa chéad bhliain;

● Cúrsaí a athbhreithniú agus a athdhearadh chun rochtain níos leithne foghlaimeoirí a éascú i bhfianaise riachtanas a saolta lasmuigh den choláiste;

● Cultúr den fheabhsú leanúnach a chruthú i measc pháirtithe uile an phróisis fhoghlama;

● Aitheantas a thabhairt don tábhacht a bhaineann le naisc le céimithe a chothabháil trí thacaíocht a thabhairt don Chumann Alumni agus ar bhealaí eile.


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CULTÚR AGUS STRUCHTÚR NA hINSTITIÚIDE

CULTÚR AGUS STRUCHTÚR NAhINSTITIÚIDE

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Cuid 4: Cultúr agus Struchtúir na hInstitiúide

COMHTHÉACS

Tá an Plean seo tiomanta d’fhorbairt leanúnach cultúir choláisteachta ar fud na hInstitiúide. Glacann cultúr dáleithéid leis go bhfuil na leibhéil is airde d’fhéinriail acadúil ann, a théann leis na riachtanais chuntasachta agus achumann ról teagaisc, taighde agus poiblí na hInstitiúide don todhchaí.

Aithníonn an Institiúid na forbairtí suntasacha i mbeartas poiblí maidir le dul chun cinn i rannpháirtíocht aguscomhchomhairle sa láthair oibre. Go háirithe, tá sé ar an eolas faoin Treoir AE ar rannpháirtíocht sa láthairoibre, agus na forbairtí leanúnacha atá á ndéanamh chun tacú le próisis agus struchtúir rannpháirtíochta sanardoideachas i gcoitinne. Cuireann an Institiúid fáilte roimh na forbairtí sin.

Ag dul lena tiomantas do rannpháirtíocht agus féinriail acadúil, creideann an Institiúid gurb é an roinn bheagacadúil spriocdhírithe an t-aonad acadúil príomhúil éifeachtach. Meastar go bhfuil ranna reatha na hInstitiúide –roinnt acu le suas le 50 ball foirne acadúla – i bhfad ró-mhór. Bíonn sé deacair ar aonáin den mhéid sin feidhmiúle chéile agus ar an toirt. Leagann siad ualaigh mhóra riaracháin ar Chinn na Rann freisin. Is dóchúil gobhfaighidh siad go bhfuil a ról de cheannasaíocht acadúil á chailliúint i gcónaí i measc éileamh riaracháin laethúilna foirne agus na mac léinn agus sna riachtanais tuairiscithe agus eile a bhaineann le riarachán lárnach.

Dá réir sin, cruthóidh an Institiúid roinnt rann nua sna cúig bliana amach romhainn le cuspóir laghdú armheánmhéid roinne ón méid reatha de thart ar 25 ball foirne acadúla go 16 ball foirne acadúla. Chun é sin adhéanamh, ní mór líon na rann acadúil a mhéadú ó 10 go 16. Ba chóir do mheánlíon na mac léinn a bheith thartar 300 in aghaidh na roinne. Dathfar an tacaíocht riaracháin agus teicniúil a bhfuil gá léi do gach roinn arleibhéal áitiúil trí chóras data acmhainní a bheidh bainistithe go lárnach.

Le blianta beaga anuas rinne an Institiúid a Scoileanna agus a Ranna a athstruchturú. In ainneoin sin, is mic léinnna Scoile Gnó agus Scoil na Sruithléinn iad beagnach leath mhic léinn na hInstitiúide fós. Moltar, mar sin, Scoilbhreise a chruthú anseo; Scoil Gnó agus Scoil an tSruithléinn agus na nEolaíochtaí Sóisialta.

Sa Scoil Innealtóireachta, baineann beagán níos mó ná 70% na mac léinn ag Leibhéil 7 & 8 (474 as 665) leis anRoinn um Staidéar Infrastruchtúir & Comhshaoil. Cruthóidh an Institiúid dhá roinn nua anseo: an Roinn umStaidéar Infrastuchtúir agus Comhshaoil (ag cuimsiú Innealtóireacht Shibhialta agus InnealtóireachtChomhshaoil bainteach) agus an Roinn um Thógáil & Suirbhéireacht, (ag cuimsiú Tógáil, Suirbhéireacht agusdisciplíní suirbhéireachta eile).

Mhol an chéad dréacht den phlean Straitéiseach seo cumasc a dhéanamh idir na Ranna um InnealtóireachtLeictreonach & Leictreach agus an Roinn um Dhéantóireacht agus Innealtóireacht Mheicniúil. Tá athbhreithniú arghníomhaíochtaí agus cláir á dhéanamh ag na baill foirne ó na ranna sin faoi láthair chun moltaí daingne adhéanamh mar chuid den chlár um chur i bhfeidhm an phlean straitéisigh seo.

Mhol an chéad dréacht freisin Roinn Printíseachta ar leithligh a chruthú. Mar thoradh ar an bpróiseas tráchta atharla le linn fhorbairt an phlean straitéisigh, glacann an Institiúid anois le dearcadh mhóramh mór na mballfoirne a mbeadh an tionchar is mó ag an bplean sin orthu agus ní leanfaidh sí ar aghaidh leis an moladh sinanois. Dá réir sin, tacóidh sé leis na socruithe reatha struchtúracha d’oideachas na bprintíseach. D’fhéadfaí anmoladh sin a athmheasúnú ag tráth eile.

Cruthóidh an Institiúid ranna breise laistigh den Scoil Altranais, Staidéar Sláinte, Cnáimhseachas agusEolaíochtaí Feidhmeacha: Roinn um Staidéar Sláinte agus Roinn Cnáimhseachais. Cuirfidh siad sin leis an Roinnreatha Altranais agus Roinn na nEolaíochtaí Feidhmeacha.


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Sa Scoil um Fhaisnéisíocht, Ceol agus Méain Chruthaitheacha, molann an Institiúid Roinn Ceoil agus Roinn umMeáin Chruthaitheacha ar leithligh a chruthú i dteannta na Roinne reatha de Ríomhaireacht agus Matamaitic.

Sa Scoil um Staidéar Gnó, cruthóidh an Institiúid roinn nua Fáilteachais agus Lónadóireachta, i dteannta na rannreatha de Staidéar Gnó agus Bainistíocht Airgeadais. Tá tuairisc tugtha ag an aonad um Fhoghlaim arFeadh an tSaoil don Cheann Gnó & Sruithléinn ó 2004. Sin an chúis go dtaispeántar anois mar chuid den ScoilGnó é. Moltaí eile don Scoil seo a tháinig chun cinn le linn an tráchta faoin dréachtphlean straitéiseach ná RoinnFiontraíochta agus Roinn um Staidéar Iarchéime a bhunú. Toisc gur dóchúil go ndéanfaidh an Straitéis Taighdeatá á déanamh ag Comhairligh INDECON faoi láthair moltaí i ndáil leis sin, cuirfear cinneadh ar athló go dtí gobhfoilseofar an tuarascáil sin.

Mar achoimre – faoi réir comhchomhairle shonrach a dhéanamh leis na réimsí lena mbaineann, beidh an struchtúrScoile agus Roinne mar a léirítear i dTábla 7 thíos é. Ní hamháin go spreagfaidh an struchtúr seo fuinneamhdírithe cruthaitheach níos mó ar leibhéal na rann, ach déanfaidh sé ról agus feidhmeanna na mbord cúrsa agus nagcomhordaitheoirí cúrsa a éascú agus a chaighdeánú.

Cé go bhfeidhmeoidh gach roinn acadúil laistigh de struchtúr straitéiseach agus riaracháin iomlán na Scoile,leanfaidh an Chomhairle Acadúil ar aghaidh ag leagan amach treo acadúil tríd is tríd na hInstitiúide, faoi réirfhaomhadh an Chomhlachta Rialaithe. Is í an Chomhairle Acadúil an uirlis is tábhachtaí a úsáideann an pobalacadúil chun a fhís d’fhorbairt acadúil na hInstitiúde a chur in iúl, agus í ag déanamh maoirseachta leanúnaí agusag dearbhú nósanna imeachta cáilíochta na hInstitiúide iomláine ag an tráth céanna.

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Tábla 7: Struchtúr Molta Scoile agus Roinne

CÓRAIS TACAÍOCHTA ACADÚLA

Tacaíonn raon de chórais tacaíochta acadúla le hobair acadúil na hInstitiúide. Áirítear orthu sin an Leabharlann,Seirbhísí TF agus Seirbhísí na Mac Léinn (a chuimsíonn Earcú, Iontrálacha agus Scrúduithe).

Le linn an phlean cúig bliana dheireanaigh, cuireadh Leabharlann agus Ionad Faisnéise agus Acmhainní nua arfáil. Dearadh an foirgneamh chun cineálacha éagsúla foghlama agus oibre a éascú. Bhí sé mar aidhm aige naforbairtí leanúnacha agus sa todhchaí sa TFC (teicneolaíocht faisnéise agus cumarsáide) a chuimsiú agus freastalar chleachtais foghlama éagsúla cosúil le foghlaim chomhoibritheach agus obair ghrúpa. Tá níos mó ná 200ríomhaire agus suíocháin do níos mó ná 400 úsáideoir sa Leabharlann.

Le linn an Phlean seo, beidh sé riachtanach an Leabharlann a leathnú chun cóiríocht bhreise agus tuilleadhacmhainní foghlama a sholáthar. Beidh gá leis sin ní hamháin mar thoradh ar líon méadaithe na mac léinn sanInstitiúid ach freisin mar thoradh ar an mbéim níos mó a leagfar ar fhoghlaim neamhspleách agus go háirithemar thoradh an méadú ar líon na mac léinn iarchéime.

STRAITÉIS, SEIRBHÍSÍ AGUS TACAÍOCHT TFC

STRAITÉIS TFC

Forbraíodh Straitéis TF le linn thréimhse an phlean straitéisigh dheireanaigh. D’aithin an straitéis roinntgníomhartha agus tosaíochtaí. Cuireadh roinnt de na gníomhartha sin i ngnímh, ach níor cuireadh iad uile ingnímh. Toisc go bhfuil córais agus seirbhísí TFC ag croílár na n-eagraíochtaí nua-aimseartha uile agus gombíonn tionchar díreach acu ar ár saolta oibre, tá sé riachtanach dúinn leanúint ar aghaidh sa tréimhse pleanálanua leis an obair ar cuireadh tús léi i leith na Straitéise TF agus a cur i bhfeidhm. Déanfar athbhreithniú aréifeachtúlacht na Straitéise TF roimhe seo agus ar a cur i bhfeidhm. I ndiaidh sin, forbrófar straitéis TFCdara glúin.

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ScoilGnó

Scoil antSruthléinn &Eolaíochtaí

Soisialta

ScoilInnealtóire-

achta

Scoil umFhaisneisíocht, Ceol

& MeáinChruthaitheacha

StaidéarGnó

Sruithléann I.E.S. Ríomhaireacht & anMhatamaitic

Altranas

Fáilteachas &

LónadóireachtEolaíochtaí

SóisialtaTógáil agus

SuirbhéireachtCeol Staidéar Sláinte

StaidéarBainistíochta

agus Airgeadais

Meicniúil MeáinChruthaitheacha

Cnáimhseachas

Foghlaim arFeadh an

tSaoil

Leictreonach& Leictreach

EolaíochtaíFeidhmeacha

RannógaPrintíseachta

SEIRBHÍSÍ TFC

Forbraíodh soláthar sheirbhísí TFC san Institiúid ar luas tapa le deich mbliana anuas ag dul le forbairtí sa TFC igcoitinne agus tiomáinte ag an éileamh leanúnach ar acmhainn agus seirbhísí breise. Agus seirbhísí don tréimhse2006-2011 á bhforbairt, is dóchúil go mbeidh méadú ar ról TFC san fhoghlaim agus sa teagasc, le níos mófoghlama feabhsaithe ag an teicneolaíocht agus éileamh méadaithe ar fhorbairt infrastruchtúir agus eagraíochtúilchomh maith le huirlisí chun cabhrú le foghlaimeoirí ar líne.

Le linn shaolré an phlean straitéisigh roimhe seo, chuir an Institiúid, i gcomhpháirtíocht le hInstitiúidíTeicneolaíochta eile, córas iomlán bainistíochta faisnéise i bhfeidhm ar a dtugtar An Cheim. Cuimsíonn an córassin bainistíocht na faisnéise a bhaineann le mic léinn (BANNER), an leabharlann (MILLENIUM), airgeadas(AGRESSO), párolla agus pearsanra (CORE). Faoi láthair tá córas um chruthú cláir ama á chur i bhfeidhm ag anInstitiúid, Syllabus+, a chomhtháthaíonn le gnéithe de chórais na mac léinn agus an phearsanra.

Forbraíodh na seirbhísí TFC seo a leanas le linn na tréimhse 2000-2005:

● Seirbhís ríomhphoist mac léinn agus foirne;

● Seirbhís clódóireachta do mhic léinn;

● Cian-logáil isteach do mhic léinn agus baill foirne;

● 120 ríomhaire ar Rochtain Oscailte sa Leabharlann;

● Ionaid idirlín i bpríomhláithreacha na hInstitiúide;

● Pointí rochtana gan sreanga i bpríomhláithreacha na hInstitiúide;

● Uasghráduithe ar infrastruchtúr greásáin na hInstitiúide;

● Forbairt theoranta ar thimpeallachtaí foghlama ar líne (Borderlands agus MOODLE);

● Tá bainistíocht in-tí á déanamh ag Roinn na Seirbhísí Ríomhaireachta ar láithreán gréasáin na hInstitiúide, a bhíodh óstáilte agus cothabháilte go seachtrach.

Forbrófar nó leathnófar na seirbhísí seo a leanas sa tréimhse 2006-2011:

● Cuirfear níos mó feisteas soghluaiste cumarsáide agus ríomhaire ar fáil. Mar gheall orthu sin, beifear in annseirbhísí ilmheán comhtháite a sholáthar d'úsáideoirí lena n-áirítear sonraí, glór, agus físeáin;

● Beidh gréasáin iomlána gan sreanga ag teastáil chun cur ar chumas úsáideoirí rochtain a fháil ar fhaisnéis “aon uair, aon áit”;

● Bainfear leas níos leithne as bogearraí agus ábhar foghlama ar líne chun tacú le cianfhoghlaimeoirí agus foghlaimeoirí áitiúla araon;

● Bainfear leas níos mó as áiseanna féinseirbhíse ar líne sna córais TF uile laistigh den Institiúid (e.g. clárú, torthaí scrúduithe, etc);

● Leathnófar infrastruchtúr gréasáin laistigh den Institiúid agus lasmuigh chun a bheith in ann déileáil le tuilleadh úsáideoirí agus feidhmchláir a éilíonn banda níos leithne;

● Forbrófar Inlíon na hInstitiúide go hiomlán mar acmhainn d’fhoghlaimeoirí agus don fhoireann agus clúdóidh sé gnéithe uile na heagraíochta, ranna agus seirbhísí acadúla san áireamh.

TACAÍOCHT TFC

Faoi láthair tá cuid den tacaíocht theicniúil TFC lárnaithe agus tá cuid de scaipthe. Tá seirbhísí a bhaineann leis anInstitiúid uile, cosúil le ríomhphost na mac léinn agus na foirne, seirbhísí Idirlín, infrastruchtúr gréasáin, aguscórais riaracháin cosúil le córas na mac léinn, córas na leabharlainne, an córas airgeadais, agus an córas párollaagus pearsanra lárnaithe le tacaíocht curtha ar fáil trí mheán Roinn na Seirbhísí Ríomhaireachta. Tá foireanntacaíochta teicniúla TFC tiomanta ag ranna acadúla chomh maith. Faoi láthair, níl ach grád amháin foirne ann dobhaill foirne tacaíochta teicniúla agus tugann na teicneoirí uile tuairisc don Bhainisteoir TF (SeirbhísíRíomhaireachta) nó do Cheann na Ranna ábhartha.

Tá roinnt laigí ag an modh imlonnaithe reatha:

● Cailltear an t-imlonnú solúbtha a bheadh in ann aird a thabhairt ar athruithe ar líon na mac léinn sna ranna acadúla;

● Cailltear an t-imlonnú solúbtha a bheadh in ann aird a thabhairt ar riachtanais shéasúracha rann acadúil agus seirbhísí ríomhaireachta;

● Féadann tacaíocht do na príomhsheirbhísí a bheith i ndainséar an chlisidh le linn tréimhsí saoire nó neamhláithreacht teicneoirí indibhidiúla.

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Faoi láthair níl ach grád gairme amháin ann do theicneoirí TFC in earnáil na nInstitiúidí Teicneolaíochta (is fíor sindo theicneoirí eile freisin). Ciallaíonn sé sin nach mbíonn aon deiseanna ardaithe gairme ag teicneoirí. Go minic,ciallaíonn sé freisin nach mbíonn a mbainisteoir líne, le líon mór de bhaill foirne eile ag tabhairt tuairisce dó/di, inann a dhóthain ama a chaitheamh ar bhainistíocht agus imlonnú na tacaíochta TFC.

Anois táthar i mbun grád nua a thabhairt isteach do theicneoirí. Beidh grád iontrála, grád gairme agus grádmaoirseachta. Glacfaidh an grád maoirseachta le freagracht as bainistiú na ngrád teicneoirí eile, agus oibreoidhsiad go dlúth le Cinn na Rann/na bhFeidhmeanna. San imthosca athraithe sin, tabharfaidh na teicneoirí uiletuairisc trí Oifigeach Teicneolaíochta Sinsearach chuig an mBainisteoir TF. Beidh an Bainisteoir TF freagrach asimlonnú na tacaíochta teicniúla do ranna acadúla agus réimsí feidhmeacha. Beidh solúbthacht ann an tacaíochttheicniúil a ath-imlonnú de réir mar bhfuil gá leis i bhfianaise ualach oibre a athraíonn de réir mar a léirítear thuas.

CUSPÓIR STRAITÉISEACH 2

Cultúr coláisteachta a fhorbairt ar fud na hInstitiúide bunaithe ar fhéinriail acadúil, féintreorúagus freagracht phearsanta.


● Méadú suntasach ar líon na rann san Institiúid ó 10 go 16, chun nach mbeidh níos mó nó 15 ball foirne acadúla nó 300 mac léinn ag aon roinn de ghnáth;

● Ní mór do réimsí uile DkIT caighdeáin a chur i bhfeidhm chun cáilíocht a dhearbhú cosúil le ISO 9000 nó Excellence Through People;

● Próisis níos fearr a chruthú don agallamh, don chumarsáid agus chun meas frithpháirteach a fhorbairt idir an fhoireann agus na mic léinn;

● Córais tacaíochta acadúla na hInstitiúide a athbhreithniú agus a fheabhsú chun a chinntiú gur leor a struchtúir agus a bhfoireann chun tacú le cur i bhfeidhm an Phlean seo;

● An Leabharlann agus tacaíocht TFC a fhorbairt chun freastal ar riachtanais Institiúide atá ag dul i méid agus a bheidh ag brath níos mó agus níos mó ar mhodhanna foghlama neamhspleácha agus chun freastal ar thimpeallacht ina mbeidh gníomhaíochtaí taighde ar ardchaighdeán á bhforbairt.

● Straitéis TFC dara glúin a fhorbairt.



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Banríona i mBéal Feirste chun an tIonad um Thaighde ar Mhatán Mín (SMRC) a bhunú. Caitheann na Príomh-Imscrúdaitheoirí san SMRC a gcuid ama ar thaighde agus oiliúint iarchéime sa Bhitheolaíocht Ceall agusFiseolaíocht/Cógaseolaíocht. Tá na baill foirne taighde agus na mic léinn lonnaithe i saotharlann agus spás oifigesain-tógtha in Ionad um Fhorbairt Réigiúnach na hInstitiúide. Tá 53 ball foirne anois le cáilíocht Ph.D nó agdéanamh Ph.D agus tá Céim Máistreachta ar a laghad ag 120 ball foirne eile. I dteannta sin, tá 20 iarchéimítaighde ag staidéar ag an Institiúid anois. Is tábhachtach go leanfaidh an Institiúid ar aghaidh ag cur le líon aball foirne ag leibhéal Ph.D. trí thacaí leanúnacha a thabhairt do bhaill foirne reatha agus trí earcaíocht roghnacharaon.

Cé gur soiléir go bhfuil borradh tagtha ar ghníomhaíocht taighde ar fud na hInstitiúide, níor chóir a shíleadh gombeidh na baill foirne uile gníomhach sa taighde. Tá na dúshláin nua ina bhfeidhm teagaisc chomh tábhachtachleis ó thaobh a chinntiú go mbíonn an taithí foghlama is fearr is féidir ag an mac léinn mar thoradh ar nahidirghabhálacha agus na nuálacha a sonraíodh i gcodanna níos túisce an phlean seo. Is é an dúshlán a bheidhos comhair na straitéise seo sa todhchaí ná a chinntiú go n-aithníonn agus go bhfreastalaíonn an Institiúid aruaillmhianta a foirne cur le heolas trí thaighde a dhéanamh, agus ansin go gcomhtháthaítear níos mó é lemodheolaíochtaí teagaisc agus foghlama nua.

AN COMHTHÉACS NÁISIÚNTA AND IDIRNÁISIÚNTA

Tá athrú suntasach tagtha ar an timpeallacht taighde náisiúnta agus idirnáisiúnta le cúig bliana anuas. Marthoradh ar infheistíocht náisiúnta sa taighde, trí chláir cosúil leo sin a riarann Fondúireacht Eolaíochta nahÉireann (SFI) agus Clár an HEA um Thaighde in Institiúidí Tríú Leibhéal (PRTLI), bunaíodh Ionaid Taighde agusFeabhais mhóra, dhea-mhaoinithe sna hOllscoileanna uile agus i líon beag Institiúidí.

Mhéadaigh maoiniú ó chláir náisiúnta cosúil le Snáithe I agus Snáithe III de chlár um Dheontas Taighde nahEarnála Teicneolaíochta, clár un Fheabhas ar Thaighde Feidhmeach (ARE) Fhiontraíocht Éireann agus cláircomhordaithe ag Comhairle na hÉireann um Shruithléann agus Eolaíochtaí Sóisialta (IrCHSS), an Bord TaighdeSláinte (HRB) agus eile, acmhainn agus ioncam an Taighde Náisiúnta. Ciallaíonn sé sin, de réir mar a d’fhorbairgníomhaíochtaí na hInstitiúide leis féin, tá forbairt chomhchosúil déanta ag Institiúidí eile. An dúshlán a bheidhann sa todhchaí ná a bheith mar imreoir láidir i gcláir náisiúnta agus idirnáisiúnta i réimsí sonracha de shaineolastaighde, go haonarach, nó, ag éirí níos minice, trí chomhoibriú le hInstitiúidí, Ollscoileanna agus Ionaid Taighdein Éirinn agus thar lear. Ní mór don Institiúid freisin tuiscint a fháil ar scála na nithe indéanta. Beidh athrú mórar an tírdhreach do thaighde mar thoradh ar an leibhéal maoiniúcháin atá á infheistiú i dtaighde in Éirinn faoiláthair agus atá pleanáilte do na cúig bliana amach romhainn agus infheistíocht chun fás ó bheagán níos mó ná1% go 3% GDP In Institiúid ar mhéid Institiúid Dhún Dealgan, is réalaíoch gan ach líon beag d’Ionaid Taighde achruthú, dírithe ar réimsí straitéiseacha a bhaineann lena Ranna agus Scoileanna agus a théann le tosaíochtaíRéigiúnacha, Náisiúnta agus Idirnáisiúnta.

AISTRIÚ EOLAIS AGUS TEICNEOLAÍOCHTA

Bhí cur i bhfeidhm agus scaipeadh an eolais ón taighde i gcónaí mar réimse gníomhaíochta traidisiúnta nahInstitiúide seo, agus beidh ról gníomhach aige fós maidir le cinntiú go mbaintear úsáid as gníomhaíocht taighdechun leasa na sochaí sa chomhthéacs is leithne is féidir. Is táscaire soiléir d’infheistíocht dhíreach na hInstitiúide idtacaíocht na forbartha eacnamaíche Réigiúnaí agus Náisiúnta é forbairt an Ionaid um Fhobairt Réigiúnach lefiche bliain anuas.


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Cuid 5: Taighde agus Staidéar Iarchéime

COMHTHÉACS NA HINSTITIÚIDE

Ullmhaíodh an chéad Straitéis agus beartas Taighde de chuid na hInstitiúide i 1998 agus rinneadh é athbhreithniúagus a nuashonrú in 2001. Forbraíodh an straitéis seo i gcomhthéacs na tosaíochta sách íseal a tugadh doghníomhaíocht Taighde agus scoláireachta laistigh den earnáil Institiúide agus laistigh de DkIT freisin go dtí 1998.Ina dhiaidh sin in 2003, rinne Fo-Choiste na Comhairle Acadúla athbhreithniú cuimsitheach ar ghníomhaíochttaighde agus scoláireachta trasna na Scoileanna agus na Rann, a raibhbaint ag athbhreithniú seachtrach déanta ag sainchomhairligh leis.Rinneadh é a nuashonrú arís in 2005 ag dul le próiseas athbhreithnithena Straitéise agus mar ullmhúchán d’Athbhreithniú Taighde mionchruinna rinneadh le linn bliain acadúil 2005/06. Ba iad seo a leanas príomh-mholtaí an Athbhreithnithe:

Spriocdhíriú gníomhaíochtaí taighde - lena n-áirítear ainmniú ionaidtaighde agus forbairt nasc comhoibritheach chun cur ar chumas DkITcáil agus infheictheacht a thógáil agus imthairiscintí rathúla a dhéanamhar mhaoiniú taighde seachtrach iomaíoch.

Riachtanais maidir le hinfrastruchtúr eagraíochtúil, bainistíochta, pleanálaagus tacaíochta don taighde ag leibhéal na hInstitiúide, lena n-áirítearbearta chun cur ar chumas na hInstitiúide iomaíocht rathúil a dhéanamhle haghaidh maoinithe ó chláir mhóra maoiniúcháin taighde.

Bearta agus infrastruchtúr um thacú leis an taighde - chun cabhrú le lonnú leanúnach taighdeoirí atá ag teacht chuncinn san institiúid agus tionscnaimh thaighde laistigh den Institiúid

Bearta riachtanacha chun an tairbhe is mó is féidir a bhaint as gníomhaíochtaí taighde don timpeallacht teagaisc agusfoghlama - ag dul le treo straitéiseach tríd is tríd na hInstitiúide (i.e. teagasc, foghlaim agus measúnacht le cois antaighde).

I bhfianaise na moltaí sin, d‚aontaigh an Institiúid díriú ar cheithre théama Taighde agus Forbartha mar seo aleanas:

1. Dul in Aois agus Sláinte (le hIonaid um Thaighde ar Mhatán Mín agus Cúnamh don Mhaireachtáil/Teicneolaíochtaí (Netwell))

2. Fiontraíocht agus Nuálaíocht (le hIonaid um Thaighde Fiontraíochta agus an tIonad um Fhorbairt Réigiúnach a chomhordaíonn cláir Aistrithe Eolais agus Teicneolaíochta na hInstitiúide).

3. Faisnéisíocht agus Meáin Chruthaitheacha (le hIonaid i dTeicneolaíocht Bhogearraí agus gníomhaíochtaí ag teacht chun cinn sna Meáin Chruthaitheacha, Ceol/Teicneolaíocht Ceoil agus Sruithléann)

4. Fuinneamh agus Timpeallacht Inmharthana (le hIonaid um Thaighde ar Fhuinneamh Athnuachana agus ar Fhionnuisce)

Mhol an t-athbhreithniú seachtrach ar an taighde a rinne Comhairligh Idirnáisiúnta INDECON in 2006 (bunaithear chritéir lenar áiríodh foilseacháin taighde, cuntas teiste de mhaoiniú taighde seachtrach agus anailís arghníomhaíochtaí taighde a bhí ar siúl) gur chóir d’fhócas straitéiseach láithreach na hInstitiúide, i dtéarmaíbhabhta nua Chlár an HEA um Thaighde in Institiúidí Tríú Leibhéal (PRTLI), a bheith ar Ionad um Thaighde arMhatán Mín. Téann sé sin le straitéis DkIT bheith ar cheann de phríomhoideachasóirí mhac léinn EolaíochtaSláinte agus Saoil in earnáil na nInstitiúidí Teicneolaíochta in Éirinn. Chun an cuspóir uaillmhianach sin a bhaintamach, aithníonn an Institiúid go bhfuil gá le hionad inmharthana a fhorbairt le taighde a dhéanamh ar eolaíochtsaoil, a bheidh in ann tacú agus cabhrú le teagasc na gcéimithe, feabhas a chur ar inniúlachtaí oiliúna agustaighde na n-iarchéimithe agus cultúr taighde a leabú i measc foirne acadúla na rann um Eolaíochtaí Sláinte agusSaoil trí mheán taighde den chéad scoth a dhéanamh. Chun an straitéis sin a chur i gcrích, d’infheistigh anInstitiúid e1,200,000 in áiseanna taighde agus cheap sí ceathrar baill foirne acadúla in Aibreán 2005 ó Ollscoil na

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STAIDÉAR IARCHÉIMETá forbairt an “ceathrú leibhéal” mar chuid den chlár oibre atá ag teacht chun tosaigh in ardoideachas na hÉireann.Aithnítear freisin go dtiomáinfidh sé fás eacnamaíochta na todhchaí, ag spreagadh geilleagair treoraithe ag nuálachaagus bunaithe ar eolas.

Is soiléirsí go gcuirfidh speisaltóireacht níos mó san ardoideachas le timpeallacht a éireoidh níos iomaíche i gcónaí.Beidh ar an Institiúid a cláir iarchéime a theorannú chuig líon beag réimsí ina mbeidh buntáiste iomaíoch agus cáilaici laistigh d’earnáil an ardoideachais.

Chun é sin a dhéanamh, beidh ar an Institiúid acmhainniú agus eagrú spriocdhírithe agus roghnach a dhéanamh snacláir theagasctha agus taighde araon.

Agus struchtúr do na cláir sin á fhorbairt, ní mór don Institiúid a roghnú ar chóir gníomhaíocht dá leithéid a ghrúpáillaistigh de Scoil nua amháin um Staidéar Iarchéime nó ar chóir an ghníomhaíocht sin a scaipeadh ar fud naScoileanna reatha.

Toisc gur dóchúil go mbeidh scála na gníomhaíochta sin sách beag, agus i bhfianaise inmhianaitheacht comhtháthúníos fearr idir mic léinn fochéime agus iarchéime agus comhtháthú níos dlúithe an taighde sna cláir teagaisc agusfoghlama, is é an dara rogha an rogha is fearr i.e. go bhforbródh gach Scoil ar leith clár iarchéime laistigh dá réimseféin. Ba chóir don chlár sin cláir theagasctha agus taighde, agus soláthar Leibhéal 9 agus Leibhéal 10 a chuimsiú ingach cás. Ba chóir don Institiúid sprioc a leagan amach di féin de 250 mac léinn iarchéime (teagasctha agus taighde)ar an gclár faoi dheireadh na tréimhse um pleanáil straitéiseach .

CUSPÓIR STRAITÉISEACH 3:

Cultúr taighde agus scoláireachta a fhorbairt a fhéadann clár iarchéime bríomhar a chothú agus afhéadann tacú le clár fochéime na hInstitiúide; Tarmligean Údaráis ag Leibhéil 9 agus 10 a chinntiú agus cáil náisiúnta agus idirnáisiúnta denfheabhas a ghnóthú i líon beag réimsí taighde straitéiseacha.


● Próifíl a chruthú i gceithre réimse taighde agus forbartha théamacha, le béim ar leith ar cháil idirnáisiúnta a ghnóthú i réimse an Taighde ar Mhatán Mín;

● Tarmligean Leibhéal 9/10 a bhaint amach;

● 250 mac léinn iarchéime a bheith ann faoi dheireadh na tréimhse pleanála, go háirithe trí chinntiú go gcuireann gach clár céime Onórach rogha iarchéime ar fáil dá mic léinn;

● Naisc a fhorbairt idir taighde bunaithe san Institiúid agus tionscal, tráchtáil agus an pobal, go háirithe trí acmhainnan Ionaid um Fhorbairt Réigiúnach a úsáid.

● Moltaí thuarascáil INDECON a chur i gcrích.

● Cultur a chothú ina molann foireann tacaíochta a dhéanann na gníomhaíochtaí sin taighde agus sainchomhairle, e.g. trí ghradam, aitheantas agus liúntais ama;

● Comhghuaillíochtaí agus comhpháirtíochtaí straitéiseacha a chothú le heagraíochtaí tábhachtacha, ollscoileanna agus institiúidí ardoideachais chun comhoibriú ar thaighde a bhfuil spéis acu araon ann;

● Líon na foirne le, nó ag déanamh cáilíochtaí Ph.D., a mhéadú ó 53 go110 faoi dheireadh an Phlean;

● Tacú le hIonaid Taighde sna ceithre thosaíocht théamacha agus cabhair agus tacaíocht a thabhairt dóibh chun deontais taighde iomaíocha a fháil ó fhoinsí cosúil leis an HEA (PRTLI), SFI agus HRB;

● Ioncam deontas cosúil le 5m in aghaidh na bliana ar an meán do gach bliain an Phlean a fháil ó na foinsí thuasluaite agus ar bhealaí eile;

● Áiseanna taighde tiomanta a fhorbairt ar an gcampas;

● Leanúint ar aghaidh ag tacú le hobair taighde na foirne trí chláir cosúil leis an Síolchiste Taighde; baill foirne a fháilar Iasacht le haghaidh Taighde, sabóidí foirne agus cibé tionscnaimh eile a fhéadtar a fhorbairt trí chur i bhfeidhm na Straitéise Taighde;

● Leanúint ar aghaidh ag forbairt straitéisí tacaíochta éifeachtúla le haghaidh gnólachtaí áitiúla agus eile sa chúltír, nuair a thosaíonn siad ag feidhmiú nó níos déanaí;

● Cinntiú go n-aistrítear na torthaí ar ghníomhaíochtaí Taighde agus Forbarthacha chun feabhas a chur ar chláirteagaisc agus foghlama na hInstitiúide agus chun leasa an gheilleagair réigiúnaigh agus na sochaí iomláine.36

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Is gné eile de thiomantas for-rochtana na hInstitiúide é an tIonad um Fhoghlaim ar Feadh an tSaoil. Bunaíodh éin 2001 chun deiseanna a thabhairt do mhic léinn aibí rochtain a fháil ar chláir chreidiúnaithe agusneamhchreidiúnaithe ar bhonn páirtaimseartha. Faoi láthair, glacann thart ar 1,500 mac léinn in aghaidh nabliana páirt sna cláir a chuireann an tIonad ar fáil.

Tharla borradh ar ghníomhaíochtaí for-rochtana laistigh de sholáthar príomhshrutha acadúil na hInstitiúidefreisin. Tá naisc forbartha ag cúrsaí i réimsí cosúil le Staidéar Pobail, Staidéar Sláinte, Ceol, Spórt agus naMeáin Chruthaitheacha.

Anois ceiliúrtar agus baintear úsáid fhorghníomhach as suíomh na hInstitiúide ar theorainn Thuaisceart Éireanna bhí mar chosc ar fhorbairt go minic roimhe seo. Tá caidrimh láidre forbartha ag an Institiúid le hOllscoileanna,Coláistí Breis-Oideachais, gníomhaíochtaí, gnóthaí agus pobail i dTuaisceart Éireann agus le gníomhaíochtaíreachtúla trasteorann agus grúpaí eile. Tugadh aghaidh ar fhorbairt eacnamaíoch thrasteorann trí mheán cláragus tionscnamh nuálach cosúil le Midas agus an Clár um Thacú le Fiontraíocht sna Meáin Chruthaitheacha,treoraithe ag an Ionad um Fhorbairt Réigiúnach. Tugadh aghaidh ar shaincheisteanna a bhaineann lecuimsitheacht shóisialta agus éagsúlacht freisin trí mheán clár rathúil cosúil leis an B.A. i Staidéar na Teorannagus trí chláir i réimsí cosúil le Spórt agus Forbairt Pobail agus an Mháistreacht agus Cláir Teastais Náisiúnta inÉagsúlacht Dhigiteach.

Beidh an cur chuige seo maidir le hidirghníomhaíocht sheachtrach agus a chinntiú go dtacaíonn an Institiúid leisan réigiún agus leis an tsochaí ar bhealach úsáideach fós mar chuid bhunúsach den Phlean Straitéiseach nua.Beidh sé mar phríomhthosaíocht sa tréimhse ó 2006 go 2011 agus níos faide sa todhchaí raon leathnaithe dethionscnaimh a chur ar fáil trí Scoileanna agus Ranna na hInstitiúide, tríd an Ionad um Fhorbairt Réigiúnach (iréimse na forbartha eacnamaíche) agus tríd an Ionad Trasteorann um Fhorbairt Pobail (i réimse na forbarthapobail agus an chultúir). Síltear go mbeidh an tIonad Trasteorann um Fhorbairt Pobail mar ghné níoscomhtháite de struchtúir na hInstitiúide ag cur le saothar an Ionaid um Fhoghlaim ar Feadh an tSaoil agus nahOifige Rochtana chun rannpháirtíocht a leathnú agus chun cur i gcoinne na heisiatachta.

Ní mór gníomhaíochtaí fiontair agus fiontraíochta an Ionaid um Fhorbairt Réigiúnach agus gníomhaíochtaí anIonaid um Fhoghlaim ar Feadh an tSaoil agus an Ionaid Trasteorann um Fhorbairt Pobail a chomhtháthú níosfearr le gníomhaíocht phríomhshrutha na hInstitiúide. Chuirfeadh sé sin ar chumas na mac léinn a chríochnaíonnna gníomhaíochtaí sin gradam a fháil agus a bheith faoi réir na bprionsabal agus na nósanna imeachtadearbhaithe cáilíochtaí céanna a úsáidtear ar fud na hInstitiúide. D’fheabhsódh an comhtháthú sin an solátharar an gcampas freisin, mar bheadh sé mar mhacasamhail de na nósanna imeachta foghlama leis na mic léinn salár atá mar an gnách nuair atáthar ag obair le foghlaimeoirí fásta. Ina theannta sin, leanfaidh an tIonad umFhorbairt Réigiúnach ar aghaidh ag spreagadh rannpháirtíocht na foirne acadúla i dtaighde agus forbairtthionsclaíoch laistigh den limistéar Oirthuaidh agus Trasteorann.

CONAS A DHÉANANN AN INSTITIÚID CUMARSÁID LEIS AN bPOBALGNÓ AGUS SÓISIALTA

Cosúil leis na heagraíochtaí uile a sholáthraíonn seirbhísí don phobal, déanann an Institiúid cumarsáid lenapobal inmheánach agus seachtrach ar go leor bealaí agus trí go leor meán. Tá an Institiúid tiomanta dá gnó adhéanamh ar bhealach oscailte trédhearcach.

Léiríonn forbairt leanúnach oibríochtaí idirnáisiúnta na hInstitiúide a mhéid a bhfuil pobal seachtrach aici anoisar fud oirthuaisceart na hÉireann agus níos faide i gcéin i limistéir idirnáisiúnta.

Anois is cuí agus is riachtanach athbhreithniú a dhéanamh ar éifeachtúlacht na cumarsáide reatha inmheánaíagus seachtraí agus straitéis cumarsáide iomlán a fhorbairt, lena n-áirítear an branda corporáideach aguscaidrimh phoiblí.


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Cuid 6: An Pobal agus Forbairt Réigiúnach

COMHTHÉACS

Is soiléir i bhfeidhmeanna na hInstitiúide, a leagtar síos sa reachtaíocht, go gcuimsíonn siad a ról tábhachtachmaidir le forbairt chultúrtha, shóisialta agus eacnamaíoch an Stáit, i ndáil leis an bhforbairt réigiúnach go háirithe.

Tá ról tábhachtach ag an Institiúid maidir le hidirghníomhú le saol eacnamaíoch an réigiúin ó bunaíodh é.Aithníodh arís agus arís eile soláthar céimithe le meascán scileanna mar fhachtóir tábhachtach i dtacú leforbairt thionsclaíoch an réigiúin. Is láidreacht ar leith é an tsolúbthacht maidir le soláthar cúrsaí, an inniúlachtfreagairt ar an bpointe do riachtanais le haghaidh scileanna nua, agus an inniúlacht an gá le scileanna sa todhchaía thuiscint agus foráil a dhéanamh dóibh trí sholáthar foghlama lánaimseartha, páirtaimseartha agus ar feadh antsaoil.

Ba é bunú an Ionaid um Fhorbairt Réigiúnach i 1989 an chéad eiseamláir d’iarrachtaí na hInstitiúide agníomhaíochtaí a shíneadh amach óna campas féin. Feidhmíonn an tIonad um Fhorbairt Réigiúnach mareagraíocht Tacaíochta Nuálaíochta, Forbartha Fiontraíochta agus Aistrithe Eolais & Teicneolaíochta nahInstitiúide. Tá ról ríthábhachtach aige san Institiúid maidir le spás gorlainne agus seirbhísí ar ardchaighdeán asholáthar chun tacú le riachtanais forbartha luatha cuideachtaí nuálacha. Tá ról forbartha níos leithne aige freisinó thaobh catalaíoch a chur ar fáil chun gníomhaíocht fhiontraíochta laistigh d’earnálacha an réigiúin bunaithe artheicneolaíocht agus eolas a spreagadh agus a fhorbairt. Trí mheán a chláir ghortha agus fiontraíochta(Novation), meallann sé fiontraithe ó áiteanna eile chun Ionnú sa réigiún. I gcomhar le gníomhaireachtaíseachtracha, cuireann an tIonad raon seirbhísí ar fáil freisin chun a chinntiú go gcosnaítear, go n-úsáidtear agus gondéantar forbairt tráchtála (mar is cuí) ar mhaoin intleachtúil a eascraíonn as gníomhaíocht taighde agusforbartha chun leasa na hInstitiúide, a pobal taighde agus forbartha, an réigiúin agus an phobail i gcoitinne.Fásfaidh agus leathnóidh an ról áirithe sin go mór le linn tréimhse an phlean seo.

Le déanaí, rinne an tIonad Trasteorann um Fhorbairt Pobail, a bunaíodh in 2001, raon leathan gníomhaíochtaífor-rochtana a chuimsigh forbairt pobail, chultúrtha agus shóisialta i bpobail faoi mhíbhuntáiste ag an teorainn.Cuireann an ghníomhaíocht sin le clár oibre sonrach eacnamaíoch an Ionaid um Fhorbairt Réigiúnach.

Trí mheán tionscnamh eile i réimse na forbartha thar lear, tá an Oifig Séiplíneachta agus an fhoireann agus micléinn DkIT ag obair ar thionscadail chúnaimh thar lear i Tzaneen san Afraic Theas ó 2002. Dhírigh na tionscadailsin ar an bpobal agus rinneadh iad i gcomhar leis na gníomhaireachtaí cúnaimh a oibríonn sa réigiún sin. Marthoradh ar na tionscnaimh sin, bunaíodh comhpháirtíocht nua san oideachas Altranais agus Cnáimhseachaisidir an Scoil um Altranas, Cnáimhseachas, agus Staidéar Sláinte agus Eolaíochtaí Feidhmeacha agus acomhpháirtithe sa Uganda agus sa Tansáin. Tá an Institiúid tiomanta do leanúint ar aghaidh leis an tacaíocht sinagus le tionscnaimh Chúnaimh Forbartha go ginearálta ag dul lena misean tacú lepobail agus an tsochaí go háirithe i limistéir faoi mhíbhuntáiste.

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FORBAIRT FHISICIÚIL

AGUS SLÁINTE AGUS

SÁBHÁILTEACHT


AGUS SLÁINTE AGUS

SÁBHÁILTEACHT

41


An Institiúid a fhorbairt mar mhol Oideachasúil, Cultúrtha, Eacnamaíoch agus Sóisialta réigiúnan Oirthuaiscirt chun tacú le forbairt reatha eacnamaíoch agus shóisialta. Tá an Institiúidtiomanta freisin do thacaíocht a thabhairt do thionscnaimh oideachais agus forbartha ambainfeadh réigiúin eile tairbhe astu.


● An coincheap d’Fhoghlaim ar Feadh an tSaoil a chomhdhlúthú agus é a dhéanamh mar phríomhghné de sholáthar príomhshrutha na hInstitiúide;

● Cur le hobair an Ionaid Trasteorann mar phríomhuirlis chlár na hInstitiúide um chuimsitheacht, éagsúlacht agustógáil síochána;

● Dualgas an Ionaid um Fhorbairt Réigiúnach a leathnú chun braislí eacnamaíocha a chur chun cinn i réimse na Meán Digiteach agus earnálacha eile;

● An Institiúid a chomhtháthú le saol sóisialta agus cultúrtha Dhún Dealgan agus a chúltír thrasteorann;

● Leanúint ar aghaidh ag forbairt raon na gclár creidiúnaithe curtha ar fáil ar bhonn lánaimseartha/páirtaimseartha ar an gcampas agus lasmuigh den champas;

● Meicníochtaí maoiniúcháin nua a thabhairt isteach do mhic léinn bunaithe ar thinreamh modúlach agus bailiú creidmheasanna;

● Soláthar lánaimseartha agus páirtaimseartha na hInstitiúide a leathnú sna réimsí uile le béim ar leith ar an Sruithléann, Ceol agus Teicneolaíochtaí Digiteacha chun feabhas a chur ar acmhainn chruthaitheach na mac léinn agus an réigiúin iomláin;

● Fóram tionscail a fhorbairt ina mbeidh fostóirí agus fiontraithe áitiúla agus gníomhaireachtaí tacaíochta Stáit;

● Saineolas agus clár oibre na hInstitiúide a leathnú i réimsí a bhaineann le héagsúlacht agus tógáil síochána;

● Leanúint ar aghaidh ag cur na hInstitiúide chun cinn mar lárionad feabhais go háirithe sna ceithre réimse théamacha taighde agus forbartha a shainmhínítear sa Straitéis Taighde agus a chinntiú go dtarlaíonn aistriúeolais agus teicneolaíochta, mar is cuí, bunaithe ar aschur an taighde sin;

● An coincheap d’Fhoghlaim ar Feadh an tSaoil agus obair an Ionaid Trasteorann um Fhorbairt Pobail a chomhtháthú le struchtúir acadúla/tacaíochta acadúla na hInstitiúide;

● Leanúint ar aghaidh ag forbairt tionscadal tacaíochta thar lear inar féidir scileanna na hInstitiúide a úsáid chun tairbhe na réigiún agus na bpobal sin;

● Freagairt do riachtanais oiliúna agus oideachais an réigiúin seo sa todhchaí;

● Ceadú don phobal rochtain a fháil ar áiseanna agus acmhainní DkIT cosúil le hAmharclann nua an Champais agus na háiseanna spóirt agus áineasa;

● Straitéis cumarsáide chuimsitheach a fhorbairt don Institiúid.


CUID7

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Cuid 7: Forbairt Fhisiciúil agus Sláinte & Sábháilteacht


Ba chóir do na nithe seo a leanas tacú leis an bhfís um fhorbairt an champais:1. Is leor agus is cuí áiseanna an champais do riachtanais teagaisc, foghlama agus

taighde & forbartha phobal an champais;2. Cuireann timpeallacht an champais comhthéacs aeistéitiúil ar fáil a

fheabhsaíonn taithí na foirne agus na mac léinn mar is áit álainn shaibhriúil í.3. Léiríonn an Institiúid a tiomantas do na prionsabail d’inmharthanacht, caomhnú

fuinnimh agus rochtain pobail ina dearadh, a feidhmeanna agus a cuma.

Tá clár infheistíochta campais chun infrastruchtúr campais breise nua a chur ar fáil ar siúl san Institiúid ó 1996,lena n-áirítear ceannach maoine agus suíomh breise, tógáil foirgneamh nua agus athchóiriú foirgneamh níos sine.Sa tréimhse idir 1996 agus 2005, tá infheistíocht chaipitiúil de bheagnach e100 milliún déanta san Institiúid marchuid de chlár ceadaithe um fhorbairt fhisiciúil an champais. Mar thoradh ar an infheistíocht, forbraíodh áiseannatábhachtacha nua cosúil le Leabharlann agus Ionad Acmhainne Faisnéise T.K. Whitaker, Foirgneamh um Sheirbhísído Mhic Léinn Phádraig Faulkner, Foirgneamh Oiliúna Fáilteachais, Foirgneamh um Staidéar Altranais agusCnáimhseachais, Tuirbín Gaoithe, Ionad um Fhorbairt Réigiúnach agus áiseanna do Spóirt Amuigh Faoin Aer.

Le ceannach áis Carroll agus na tailte lena mbaineann, tá a dóthain infrastruchtúir ag an Institiúid le freastal ar ariachtanais fáis don todhchaí intuartha. Cinnte, beidh gá le hinfheistíocht shuntasach sa todhchaí chun naháiseanna sin a chur ag feidhmiú.

I Meitheamh 2003, mar chuid den athbhreithniú HEA (Athbhreithniú Kelly) ar riachtanais chaipitiúla san earnáiltríú leibhéal tríd is tríd, rinne an Institiúid aighneas mionchruinn le liosta de thionscadail in ord tosaíochta.I ndiaidh anailís a dhéanamh, mhol grúpa an Athbhreithnithe Kelly deontas caipitiúil breise de e20 milliún abhronnadh ar an Institiúid chun forbairt chéadchéime d'áis Carroll a chuimsiú chun freastal ar riachtanais spáis naScoile um Fhaisnéisíocht, Ceol agus Meáin Chruthaitheacha. Moladh go sonrach freisin foráil a dhéanamh dochruthú spáis bhreise chun freastal ar easnaimh in áiseanna taighde. Tá cinneadh an Rialtais faoin tuarascáil seofós le teacht.

Tá sé ag éirí níos soiléire go mbeidh ar sholáthar caipitiúil tríú leibhéal sa todhchaí féachaint lasmuigh d’acmhainnía bhaineann leis an státchiste amháin. Mar aitheantas dó sin, chuir an Institiúid tús le próiseas malartaithe talúnleis an earnáil phríobháideach a d'úsáid sí chun Bialann mac léinn/foirne agus Amharclann nua a fháil. Dá cuidféin, cuirfidh an fhorbairt san earnáil phríobháideach raon áiseanna ar fáil, lena n-áirítear: cóiríocht mac léinn,foirgneamh um sheirbhísí do mhic léinn, ionad spóirt na mac léinn agus forbairtí eile a chruthóidh sinéirgíocht lemisean oideachasúil agus forbarthach na hInstitiúide. Le gach ceann de na bearta sin, leanfar ar aghaidh le clároibre láidir inmharthanachta agus athnuachana.

Chun foráil leordhóthanach a dhéanamh d’fhás réamhinste na hInstitiúide go dtí 2011 agus níos faide satodhchaí, críochnófar athbhreithniú go luath ar an Máistirphlean Campais a tosaíodh in 2005 le foráil chunfreastal ar 4,500 mac léinn lánaimseartha, 2,000 mac léinn pháirtaimseartha agus thart ar 500 ball foirne faoi2011. Forbrófar an plean um fhorbairt fhisiciúil chun dul leis an HEA Review of Capital Projects (2004).

SLÁINTE & SÁBHÁILTEACHTIn 2003, chuir Foireann Bainistíochta Sinsirí na hInstitiúide túsle hathbhreithniú straitéiseach ar Chlár BainistíochtaSábháilteachta agus Ráiteas Sábháilteachta na hInstitiúide.Mar thoradh ar an athbhreithniú sin, forbraíodh ClárBainistíochta Sláinte agus Sábháilteachta nua déabhlóidithe in2004 comhordaithe trí Oifig na nEastát.

Ghlac an clár seo le Clár nua Bainistíochta Sábháilteachta doThuismitheoirí tríd is tríd. Chuimsigh sé raon cuimsitheach debheartais sláinte agus sábháilteachta agus nósanna imeachtaaslonnaithe éigeandála do gach ceann de sheacht réimsefheidhmeacha na hInstitiúide. Déanann Coiste MonatóireachtaSábháilteachta le Coistí Sábháilteachta bainteachamaoirseacht ar an gclár i ngach ceann de na seacht réimsefheidhmeacha san Institiúid.

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Ar an iomlán, tá baint ag níos mó ná 60 ball foirne le hobair na gcoistí éagsúla sin, ag cothú rannpháirtíochtaleithne agus úinéireacht ar an gClár Bainistíochta Sábháilteachta. Bunaíodh clár oiliúna leathan sláinte agussábháilteachta agus próiseas bliantúil do dhathadh an bhuiséid sláinte agus sábháilteachta freisin. Támeasúnacht riosca rialta mar ghné shuntasach leanúnach anois a chinntíonn go mbeidh an Clár Sláinte agusSábháilteachta faoi athbhreithniú leanúnach i ngach réimse den Institiúid.

Leagann an tAcht Sláinte agus Sábháilteachta nua (an tAcht um Shábháilteacht, Sláinte agus Leas ag an Obair2005) béim na freagrachta as sláinte agus sábháilteacht ar gach ball den Institiúid. Beidh gá le hathbhreithniúleanúnach a dhéanamh ar nósanna imeachta, cáipéisíocht Sláinte agus Sábháilteachta agus measúnacht agusbearta riosca.


Leanúint ar aghaidh le forbairt an champais chun a chinntiú go mbeidh sé in ann freastal arriachtanais oideachasúla agus taighde a fhoirne agus a mac léinn, freastal ar a riachtanaissheach-churaclaim agus go bhfuil sé mealltach go haeistéitiúil agus neamhdhíobhálach donchomhshaol.

SPRIOC AN CHUSPÓRA:

Máistirphlean reatha an champais a thabhairt chun críche faoi 2011.


● Athchóiriú agus athfhorbairt áis Carroll chun freastal ar líon mac léinn agus ball foirne atá ag dul i méid agus chun fáil réidh leis an riachtanas spás a thógáil ar cíos lasmuigh den champas. Beidh an Scoil um Fhaisnéisíocht, Ceol agus Meáin Chruthaitheacha san áis sin agus cabhróidh sé freisin le brú a laghdú i réimsí eile an champais;

● Uasghrádú agus athchóiriú leanúnach an stoic foirgneamh bhunúsaigh;● Foirgneamh nua a thógáil don Eolaíocht agus don Innealtóireacht, nó athfhorbairt a dhéanamh ar an mBloc

Thuaidh reatha. Staidéar féidearthachta a dhéanamh chun na roghanna sin a mheas;● Tiomantas d’uasghrádú agus athchóiriú an trealaimh i saotharlanna agus ceardlanna chun tacú le cláir nua

agus reatha;● Limistéir leathnaithe áineasa agus seirbhísí tacaíochta (laistigh agus lasmuigh) a chur ar fáil do mhic léinn,

lena n-áirítear Seomra Comónta do Mhic Léinn;● Síneadh na Leabharlainne a thabhairt chun críche;● Áiseanna Taighde agus Forbartha a chur ar fáil;● Deireadh a chur le clár tírdhreachaithe an champais;● An spás a bheidh saor mar thoradh ar athfhorbairt fhoirgneamh Carroll a dhathadh don Scoil reatha Gnó

agus Sruithléinn;● Athchóiriú ceithre théatar léachta sa Scoil reatha Gnó agus Sruithléinn;● Athfhorbairt na Seirbhísí do Mhic Léinn chun próifíl ilchultúrtha agus ilchreidmheach na hInstitiúide a léiriú;● Leanúint ar aghaidh le cur i bhfeidhm an Phlean Bhainistíochta Sláinte agus Sábháilteachta.

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ACMHAINNÍ DAONNA

AGUS AIRGEADAIS

ACMHAINNÍ DAONNA

AGUS AIRGEADAIS

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CAMPUS MASTERPLAN

Key: 1. An tIonad um Fhorbairt Réigiúnach2. Foirgneamh Acmhainní3. Bloc Thuaidh (Innealtóireacht/Eolaíocht)4. Foirgneamh T.K.Whitaker

(Riarachán Lárnach & Ionad Acmhainní Foghlama)5. Bloc Theas (Scoil Gnó)6. Ceardlanna Cothabhála/Stórtha7. Áiseanna na hOifige Eastát Amach Anseo8. Foirgneamh um Oiliúint Fáilteachais9. Foirgneamh Pádraig Faulkner (Seirbhísí na Mac Léinn)10. Leathnú Amach Anseo ar Áiseanna Sheirbhísí na Mac Léinn11. Nasc Clúdaithe ó Fhoirgneamh Sheirbhísí na Mac Léinn go Bialanna &

Amharclann12. Foirgneamh um Staidéar Altranais & Sláinte13. Foirgneamh Amach Anseo14. Leathnú Amach Anseo ar Áiseanna Altranais15. Príomh-Bhialann & Foirgneamh Amharclainne16. Áiseanna Sláinte Amach Anseo

17. Foirgneamh Amach Anseo18. Tuirbín Gaoithe Molta19. Páirc Traenála Thuilsoilsithe20. Páirc Rugbaí21. Ollionad Spóirt Amach Anseo

(Lena n-áirítear Seomraí Feistithe & Seastán & Limistéar PáirceálaLeathnaithe)

22. Suíomh 5 Acra Forchoimeádta d’Úsáid an Stáit23. Páirc CLG24. Creis Phobail Mholta25. Leathnú ar an gCreis Amach Anseo26. Limistéar Páirceála Carr & Bus/Mótarchóistí27. Limistéar Tógála Amach Anseo28. Leathnú ar an Scoil um Fhaisnéisíocht, Ceol & Meáin

Chruthaitheacha Amach Anseo29. Limistéar Tógála Amach Anseo30. Limistéar Tógála Amach Anseo31. Áis Teagaisc Spóirt Amach Anseo32. Foirgneamh Carroll

(Scoil um Fhaisnéisíocht, Ceol, Meáin Chruthaitheacha & Aonad nabPrintíseach)

33. Foirgneamh Spóirt Molta34. Ionad Molta Seirbhísí na Mac Léinn/Leighis35. Cóiríocht do Mhic Léinn36. Cóiríocht Mholta do Mhic Léinn37. Foirgneamh Ard-Teicneolaíochta Molta A38. Foirgneamh Ard-Teicneolaíochta Molta B39. Foirgneamh Ard-Teicneolaíochta Molta C40. Óstán41. Ionad Comhdhála42. Limistéar Tógála Amach Anseo

Mar a léiríonn an tábla, síleann an Institiúid go mbeidh fás 855 ar líon na mac léinn sna cúig bliana amachromhainn ó 3,668 go thart ar 4,523. Síltear go mbeidh 250 acu sin mar mhic léinn iarchéime teagasctha agustaighde. Ní féidir leis an Institiúid beagchúram a dhéanamh den réimse fáis féideartha sin sna cúig bliana amachromhainn. Mar sin beidh fás thart ar 600 nó thart ar 120 in aghaidh na bliana do gach ceann de na cúig blianaas seo amach ar líon na mac léinn fochéime. Ní mór freastal ar an bhfás sin trí chúrsaí nua a fhorbairt, ach gopríomhúil trí phatrún coinneála níos rathúla a chothú trí chlár céime ceithre bliana a chur ar fáil.

Tuigeann an Institiúid go mbeidh gá le tiomantas suntasach d’acmhainní foirne chun cuspóirí an Phlean reatha abhaint amach. Tá an Institiúid tiomanta do na cuspóirí sin a bhaint amach agus na hacmhainní sin a imlonnúle cóimheasa foirne-mac léinn a chloíonn le gnáthleibhéil na hearnála. Tá an cóimheas idir na baill foirneriaracháin agus tacaíochta agus na mic léinn san Institiúid níos lú ná na gnáthleibhéil don earnáil Ollscoile. Lelinn na tréimhse a chlúdaíonn an Plean, déanfaidh an Institiúid iarracht an cóimheas sin a athrú i dtreo nangnáthleibhéal don earnáil Ollscoile.

ATH-IMLONNÚ

Tá taithí teoranta ach an-rathúil ag an Institiúid ar ath-imlonnú le blianta beaga anuas. Bhain dhá réimse ar leithtairbhe mhór as ath-imlonnú na fostaíochta – earcú agus teagasc mac léinn eachtracha, agus an Roinn Ceoil.Bhí baill foirne acadúla a bhí ag obair i réimsí eile na hInstitiúide ríthábhachtach d’fhás rathúil an dá réimse sin leblianta beaga anuas.


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Cuid 8: Acmhainní Daonna agus Airgeadais

STRAITÉIS ACMHAINNÍ DAONNA

Ní háibhéil a rá gurb í foireann na hInstitiúide - acadúil agus tacaíochta - mar an tsócmhainn is tábhachtaí atáaici. Baineadh amach cuspóirí straitéiseacha agus pleananna oirbheartaíochta an phlean straitéisigh roimheseo mar thoradh ar chomhoibriú agus solúbthacht na foirne iomláine.

Agus Straitéis Acmhainní Daonna á déanamh, is é an chéad rud riachtanach go rachaidh an straitéis le himthoscareatha na hInstitiúide i gcomhthéacs tríd is tríd an phlean forbartha náisiúnta, réigiúnaigh agus áitiúil.

Idir seo agus 2010/11 sroichfidh 14 ball foirne acadúla atá ag obair san Institiúid faoi láthair aois scoir 65. Beidh43 ball foirne acadúla eile ag aois 60 nuair a bheidh siad i dteideal dul ar scor. As na 57 duine a bheidh i dteidealdul ar scor sna cúig bliana amach romhainn, tá 19 acu sa Roinn Leictreonaic, tá 13 eile sa Roinn umInnealtóireacht Mheicniúil agus Déantóireachta, tá 8 sa Roinn um Staidéar Infrastruchtúir agus Comhshaoilagus 8 eile sa Roinn um Eolaíochtaí Feidhmeacha.

Ag cuimhneamh dúinn gur dóchúil go leanfar ar aghaidh leis na teorannacha reatha ar earcaíocht san earnáilphoiblí, tá sé féaráilte a rá go mbeidh na folúntais mar thoradh ar dhaoine ag dul ar scor mar phríomhfhoinse nagceapachán nua san Institiúid sna cúig bliana amach romhainn, nó b’fhéidir mar an aon fhoinse amháin.

Mar sin, ní mór na poist sin a líonadh ar bhealach tapa agus straitéiseach. Go háirithe, ní mór iad a líonadh letagairt á déanamh do na spriocanna maidir le líon na mac léinn éilithe i ngach Scoil agus na cóimheasa reathafoirne-mac léinn i gcodanna éagsúla na hInstitiúide.

Ní mór athbhreithniú leanúnach a dhéanamh freisin ar chórais tacaíochta acadúla agus leibhéil foirne. Tá spéis arleith ann a chinntiú go gcoigeartófar an cóimheas idir foireann acadúil agus tacaíochta acadúla san Institiúide(c.2:1) chun go mbeadh sé níos cosúla leis an ngnáth-chóimheas in Institiúidí Ard-Oideachais, áiteanna nachbhfuil cóimheas 1:1 as an ngnách.

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Tábla 8: Dathadh Foirne Acadúla – Mac Léinn de réir Scoile agus Roinne: Reatha agus Teilgthe

Líon Iomlán Leibhéil Líon Mac LéinnMac Léinn Foirne Teilgthe30/10/05 2010/11

An Scoil GnóStaidéar Gnó 544 22 452Staidéar Fáilteachais agus Lónadóireachta 202 14 185Staidéar Bainistíochta agus Airgeadais 467 24 433Fo-iomlán 1213 60 1070

Scoil an tSruithléinn agus na hEolaíochta SóisialtaAn Sruithléann 269 10 213Eolaíocht Shóisialta 99 3 185Fo-iomlán 368 13 398

Scoil InnealtóireachtaStaidéar Infrastruchtúir & Comhshaoil 170 9 185Tógáil agus Suirbhéireacht 307 8 308Innealtóireacht Mheicniúil, Déantóireachta agus Leictreonach * 192* 45 321Staidéar Ceirde (WTE) 354 27 384Fo-iomlán 1023 89 1198

Scoil um Fhaisnéisíocht/Ceol/Meáin ChruthaitheachaRíomhaireacht agus an Mhatamaitic 272 41 369Ceol 75 11 185Meáin Chruthaitheacha 137 5 246Fo-iomlán 484 57 800

An Scoil um Altranas, Cnáimhseachas, Staidéar Sláinte agus EolaíochtaíFeidhmeacha 422 25 510Staidéar Sláinte 20 4 185Cnáimhseachas 85Eolaíochtaí Feidhmeacha 138 16 277Fo-iomlán 580 45 1057

IOMLÁN 3668 264** 4523

*Áiríonn an figiúr sin 65 mac léinn um Dhearbhú Cáilíochta agus 11 ball foirne pro-rata. **Áiríonn an figiúr sin baill foirne lánaimseartha agus pro-rata, circa 250 ball foirne comhionann le lánaimseartha.

Chun fáil réidh leis an mbearna sin agus chun forbairt agus leathnú a éascú, ní mór don Institiúid straitéis afhorbairt chun maoiniú breise suntasacha ghiniúint ó fhoinsí eile nach an státchiste iad. Beidh gá le cur chuigegairmiúil chun a fháil amach cé na réimsí ina bhféadfadh maoiniú a bheith ar fáil agus chun meicníocht a chur ibhfeidhm chun na cistí sin a fháil. Tá roinnt oibre déanta sa réimse seo cheana féin agus forbróidh an Institiúidmoladh foirmiúil maidir leis sin sa todhchaí.


Cur le hinniúlacht eagraíochtúil na hInstitiúide freagairt don athrú agus í féin a oiriúnú dó.

SPRIOC AN CHUSPÓRA:

● Patrún fáis níos cobhsaí a bhaint amach san Institiúid trí chóimheas cobhsaí foirne-mac léinn a chur ar fáil ar fud ranna uile na hInstitiúide;

● A chinntiú go gcoinnítear línte cumarsáide agus agallaimh ar oscailt go hingearach agus go cothrománach ar fud na hInstitiúide;

● Córais chumasúcháin thrédhearcacha a chothabháil agus a fheidhmiú, e.g. Córas Bainistíochta agus Forbartha Feidhmíochta (PMDS), chun monatóireacht, meastóireacht agus athbhreithniú a éascú.

● Maoiniú breise a fháil (ó fhoinsí státchiste agus neamh-státchiste) chun acmhainn a chur ar fáil do ghnéithe uile an Phlean Straitéisigh.

Réimsí Gnímh Straitéiseacha● Scileanna ceannaireachta na foirne acadúla, na mac léinn agus baill uile eile na hInstitiúide a fhorbairt;

● Feabhas a chur ar phróisis chumarsáide agus agallaimh idir na leibhéil foirne uile agus le lucht leasa uile na hInstitiúide;

● Córas Bainistíochta agus Forbartha Feidhmíochta trédhearcach agus soiléir a chur i bhfeidhm;

● A chinntiú go ndéantar monatóireacht agus athbhreithniú ar an dul chun cinn;

● A chinntiú go bhfuil an treo straitéiseach soiléir agus go dtuigeann gach aon duine é trí leas a úsáid as straitéisfaisnéise agus cumarsáide fhorghníomhach.

● Fondúireacht nó meicníocht chomhchosúil a fhorbairt chun bailiú maoinithe príobháideach a éascú.


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Beidh teorainn ar na deiseanna um ath-imlonnú áfach, lasmuigh de na deiseanna a chuirfear ar fáil tríd an straitéisfhadtréimhseach maidir le líonadh folúntas. Cé go bhfuil an Institiúid tiomanta do dheiseanna dá leithéid a chur arfáil, is dóchúil go gcuirfear ar fáil go hannamh iad agus déileálfar le gach cás ar bhonn indibhidiúil.

OILIÚINT AGUS FORBAIRT FOIRNE

Forbraíodh clár cuimsitheach um oiliúint agus forbairt foirne agus cuireadh i bhfeidhm é le linn an chéad Phlean.Sna cúig bliana amach romhainn, cuirfidh an Institiúid leis an gclár sin, ag aithint gur acmhainní riachtanacha iadsaineolas, spreagadh agus dea-thoil na foirne le haghaidh fhorbairt leanúnach agus dhea-bhraistint na hInstitiúideiomláine.

Léireoidh clár forbartha na foirne treo straitéiseach tríd is tríd an Phlean ar roinnt bealaí éagsúla:

1. Trí phróisis oideolaíocha agus cultúr teagaisc agus foghlama na hInstitiúide a thiontú;2. Trí chultúr feabhais coláisteach spreagtha ag piaraí a chothú in iarrachtaí taighde, foghlama agus

scoláireachta na foirne;3. Trí fheabhas a chur ar bhunús saineolais agus cáilíochta na foirne;4. Trí chumhacht a thabhairt don fhoireann páirt a ghlacadh i ndéanamh cinntí, nósanna imeachta agus

struchtúir ar bhonn cuimsitheach agus comhionann;5. Trí eagraíocht foghlama a chruthú a oiriúnaíonn í féin agus a fhreagraíonn d’athruithe agus

comhthéacsanna seachtracha.

STRAITÉIS ACMHAINNÍ AIRGEADAIS

Maoiníonn an Roinn Oideachais agus Eolaíochta cláir na hInstitiúide sa Staidéar Gnó, Sruithléann, Ríomhaireacht,Eolaíochtaí Feidhmeacha agus Innealtóireacht trí mheán deontais bloic incrimintigh agus táillí teagaisc.Maoiníonn an Roinn Sláinte agus Leanaí clár Altranais na hInstitiúide bunaithe ar dheontas caipitíochta agus táillíteagaisc.

COSTAS AN AONAID DE RÉIR AN HEA

In 2006, aistreofar an fhreagracht as Institiúidí Teicneolaíochta, lena n-áirítear an fhreagracht as maoiniú, ónRoinn Oideachais agus Eolaíochta chuig an Údarás um Ard-Oideachas (HEA). Molann an tÚdarás múnlamaoiniúcháin nua do 2006 a thástálfar an bhliain sin agus a thabharfar isteach ansin thar thréimhse trí bliana lebheith mar an mhodh a úsáidfear chun maoiniú a thabhairt d’Institiúidí.

Nascfaidh an Múnla bunaithe ar Chostas an Aonaid faisnéis airgeadais agus acadúil an chúrsa chun costas gachcúrsa agus an costas in aghaidh an mhic léinn (nó Costas an Aonaid) a ríomh de réir bhliain an chúrsa. Ní mór anbuiséad athfhillteach a dhathadh do chúrsa ar leith de réir an mhúnla sin. Baileofar an fhaisnéis sin le haghaidhgach Institiúide Teicneolaíochta, agus bainfear úsáid as na gnáthleibhéil ón earnáil ar fad chun bunús athabhairt don leithroinnt buiséid. Tabharfar luach saothair do na hInstitiúidí a fheidhmíonn de réir nangnáthleibhéal, agus beidh ar na hInstitiúidí a sháraíonn na leibhéil sin gníomh a dhéanamh chun é sin a cheartú.

Mar thoradh ar an múnla maoiniúcháin sin, beidh gach Institiúid éifeachtach agus í ag seachadadh a cláir agusbeidh siad in ann a bhfeidhmíocht a thagarmharcáil i gcoinne institiúidí comhchosúla eile.

PLEANÁIL AIRGEADAIS ILBHLIANTÚIL

Faoi láthair eisítear buiséad na hInstitiúide do bhliain féilire. Le forbairt na hInstitiúide agus a cláir, agus goháirithe chun foráil a dhéanamh do chúrsaí nua, tá gá le pleanáil airgeadaisilbhliantúil. Tá sé sin beagnach dodhéanta faoin reachtaíocht reatha (Acht 1992) agus teastaíonn go géar ónInstitiúid go rithfear reachtaíocht nua faoin HEA chun feabhas a chur ar fhéinriail agus solúbthacht ina leith sin.

MAOINIÚ EILE

Tá párolla agus costais reatha bhunúsacha mar bhonn mhaoiniú reatha na hInstitiúide. Mar sin féin, ní leor anbuiséad reatha dó sin, agus má tá an Institiúid chun fás agus leathnú, ní féidir léi brath air go dtiocfaidh nahacmhainní breise a bhfuil gá leo chun é sin a dhéanamh ón Státchiste.

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NÓTAÍSAIN-LEABHARLIOSTA

Ainley, P (2000) Teaching in A Learning Society: The Acquisition of Professional Skills, TRLP Páipéar Comhdhála TRLP, Samhain http://www.tlrp.org/acadpub/Ainley2000.pdf.

Clancy,P., & Wall,J. (2000) Social Background of Higher Education Entrants, Baile Átha Cliath, An tÚdarás um Ard-Oideachas.

Skilbeck, M (2001) The University Challenged: A Review of International Trends and Issues with Particular Reference to Ireland. Baile Átha Cliath, Éire, An tÚdarás um Ard-Oideachas.

O Connell, P. et al (2006) Who Went to College in 2004Baile Átha Cliath, Éire, An tÚdarás um Ard-Oideachas.

Kelly (2004) Review and Prioritisation of Capital Projects in the Higher Education SectorBaile Átha Cliath, Éire, An tÚdarás um Ard-Oideachas.

An Roinn Fiontar, Trádála Strategy for Science, Technology and Innovation (2006-2013)agus Fostaíochta (2006)

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eicneolaÍochta d hÚn strategic plan · 2015. 9. 22. · dundalk institute of technology is a...

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