Quality Manual AIT June 2010

59 Pages·2016·1.65 MB·English

INSTITIÚID TEICNEOLAÍOCHTA
BHAILE ÁTHA LUAIN

ATHLONE INSTITUTE OF TECHNOLOGY

QUALITY ASSURANCE MANUAL

August 2016

Recommended by the academic strategy & quality committee, May 2010

Approved and adopted by academic council, 17 June 2010

Revised for approval August 2016
Quality Assurance Manual

Status: Draft

Document title: Quality Assurance Manual

This document was first compiled in May 2010

Originator: The Quality Office & Dr Joseph Status: Approved (2010) and revised 2016 for reapproval
Ryan, Vice President Academic & Registrar

Approved by ASQ on: May 2010
Approved by Academic Council on: 17 June 2010
Revision completed August 2016
Submitted to the ASQ:
Reapproved by Academic Council:

Date of next revision: 2019 Reviewer:

Revision Revision Date Summary of changes Date approved at ASQ
Number
1 2016 To reflect changes to the higher
education landscape and legislative
change.

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CONTENTS

CONTENTS
1.0 INTRODUCTION 1
1.1 QUALITY ASSURANCE POLICY 1
1.2 THE QUALITY ASSURANCE FRAMEWORK 2

2.0 HISTORY, MISSION, STRATEGY, GOVERNANCE, AND ACADEMIC
MANAGEMENT 3
2.1 ATHLONE INSTITUTE OF TECHNOLOGY: An Overview 3
2.2 INSTITUTIONAL MISSION AND PURPOSE 4
2.2.1 Mission Statement 4
2.2.2 Vision 4
2.3 GOVERNANCE, ORGANIZATION, AND ADMINISTRATION 4
2.4 THE GOVERNING BODY 5
2.4.1 Sub-Committees of the Governing Body 5
2.5 ACADEMIC COUNCIL 5
2.5.1 Functions of Academic Council 6
2.5.2 Operation of Institute Boards/Sub-Committees 6
2.6 STRATEGIC PLAN 7
2.7 GOVERNANCE 7
2.7.1 The President 7
2.7.2 The Vice President for Academic Affairs and Registrar 8
2.7.3 Secretary/Financial Controller 8
2.7.4 Head of Research 8
2.7.5 Academic Schools/Departments 8

3.0 INSTITUTIONAL REVIEW 10
3.1 OBJECTIVES OF THE INSTITUTIONAL REVIEW PROCESS 10
3.2 TERMS OF REFERENCE FOR AN INSTITUTIONAL REVIEW 11
3.3 PROCEDURES FOR AN INSTITUTIONAL REVIEW (IR) 11
3.4 SUBJECT MATTER FOR AN INSTITUTIONAL REVIEW 12
3.5 INSTITUTIONAL REVIEW FOLLOW-UP ACTION 12
3.6 FORMAT OF THE REPORT 12

4.0 NEW PROGRAMMES AND MODIFICATIONS TO PROGRAMMES 13
4.1 LEARNING AND TEACHING 13
4.2 RECOGNITION OF PRIOR LEARNING (RPL)/WORK BASED LEARNING 14
4.3 POSTGRADUATE RESEARCH PROGRAMMES 15
4.4 ACCREDITATION (Liaison with Professional Body) 15

5.0 ASSESSMENT OF LEARNERS 16
5.1 INTRODUCTION/STRATEGY 16
5.2 SEMESTERIZATION 16
5.3 MODULARIZATION 16
5.4 EXAMINATION REGULATIONS 16
5.5 CONTINUOUS ASSESSMENT 17
5.6 EXTERN EXAMINATION PROCESS 18
5.7 EXAMINATION BOARDS 18
5.8 GRADEBOOK (PER AWARD TYPE/LEVEL) 18
5.9 NOTIFICATION OF EXAMINATION RESULTS 19
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5.10 EXAMINATION APPEALS/REVIEW PROCESS 19
5.11 ACADEMIC MISCONDUCT IN EXAMINATIONS 19
5.12 POST GRADUATE RESEARCH DEGREES 19

6.0 ONGOING MONITORING AND EVALUATION OF PROGRAMMES 20
6.1 PROGRAMMATIC REVIEW 21
6.1.1 Aims and Objectives of Programmatic Review 21
6.1.2 Subject Matter: Programmatic Review 21
6.1.3 Process: Programmatic Review 22
6.1.4 Follow-Up Action 22
6.2 DEPARTMENTAL COMMITTEES 22
6.2.1 Aims/Objectives 22
6.2.2 Subject Matter: Departmental Committees 22
6.2.3 Process: Departmental Committees 22
6.2.4 Follow-Up Action 22
6.2.5 Format of Report 22
6.3 PROGRAMME BOARDS 22
6.3.1 Aims/Objectives 23
6.3.2 Subject Matter: Programme Boards 23
6.3.3 Process: Programme Boards 23
6.3.4 Follow-Up Action 23
6.3.5 Format of Report 23
6.4 EXTERN EXAMINERS’ REPORTS 23
6.4.1 Aims/Objectives 23
6.4.2 Subject Matter: Extern Examiners’ Report 24
6.4.3 Process: Extern Examiners’ Reports 24
6.4.4 Follow-Up Action 24
6.4.5 Format of Report 24
6.5 LEARNER ASSESSMENT/EVALUATION/FEEDBACK 24
6.5.1 Aims/Objectives 24
6.5.2 Subject Matter: Student Evaluation/Feedback 25
6.5.3 Process: Student Evaluation/Feedback 25
6.5.4 Follow-Up Action 25
6.5.5 Format of Report 25
6.6 CONSULTATION WITH EMPLOYERS 25
6.6.1 Aims/Objectives 26
6.6.2 Subject Matter: Employer Consultation 26
6.6.3 Process: Employer Consultation 26
6.6.4 Follow-Up Action 26
6.6.5 Format of Report 26
6.7 PROFESSIONAL ACCREDITATION OF COURSES 26
6.8 ACCESS, TRANSFER, AND PROGRESSION POLICIES & REQUIREMENTS 27

7.0 SELECTION, APPOINTMENT, APPRAISAL, AND DEVELOPMENT OF
STAFF 28
7.1 STAFF MANAGEMENT AND APPRAISAL 28
7.1.1 Management of Staff: Personal Development Plan (PDP) 28
7.1.2 Appraisal of Staff: Performance Management Development System 28
7.2 DEVELOPMENT OF STAFF 28
7.3 STAFF DIGNITY AND SUPPORT POLICIES 29
7.3.1 Employee Well-Being Programme 29

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7.3.2 Equal Opportunities Policy 30
7.3.3 Staff Grievance Procedures 30
7.3.4 Anti-Bullying & Harassment Policy 30
7.3.5 Staff Disciplinary Procedures 30

8.0 LEARNING RESOURCES AND STUDENT SUPPORT 31
8.1 CAMPUS DEVELOPMENT STRATEGY 31
8.2 THE LIBRARY SERVICE 31
8.3 INFORMATION TECHNOLOGY SERVICES 32
8.3.1 Video Conferencing 32
8.4 LEARNER SUPPORT SERVICES 32
8.4.1 Student Induction Programme 33
8.4.2 Access Office 33
8.4.3 Counselling Service 34
8.4.4 Careers Service 34
8.4.5 Disability Support Service 34
8.4.6 The Chaplaincy Service 35
8.4.7 Health Service 35
8.4.8 Health Promotion Office 35
8.4.9 Suicide Intervention/Prevention Programme 35
8.4.10 Young Parents Support Group 36
8.5 PEER ASSISTED STUDENT SUPPORT (PASS) 36
8.6 STUDENTS UNION
8.7 SPORT AND RECREATION FACILITIES 37
8.7.1 Sports Scholarship Schemes 37
8.8 SAFETY STATEMENT 37
8.9 ADMISSION (GARDA) VETTING PROCEDURE 38
8.10 EQUALITY OF OPPORTUNITY/ANTI-HARASSMENT POLICY 38
8.11 ACADEMIC CALENDAR 38
8.12 ACADEMIC TIMETABLES 39
8.13 STUDENT COMPLAINT PROCEDURE 39

9.0 ADMINISTRATIVE SERVICES 41
9.1 FRONT OFFICE/RECEPTION 41
9.2 ADMISSIONS 41
9.3 REGISTRATION 42
9.4 STUDENT FEES & GRANTS 42
9.5 GRADUATION/CONFERRING OF AWARDS 43
9.6 ADMINISTRATIVE SUPPORT – SCHOOLS 43
9.7 INTERNATIONAL OFFICE 43
9.8 FINANCIAL SYSTEMS 44
9.9 STUDENT GRIEVANCE PROCEDURES 44

10.0 RESEARCH AT AIT 46
10.1 RESEARCH ETHICS COMMITTEE 48
10.2 DELEGATED AUTHORITY 48
10.3 EXTERNAL MONITORING OF RESEARCH ACTIVITY 49
10.4 RESEARCH QUALITY ASSURANCE 49
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11.0 COMMUNICATION, PUBLIC RESPONSIBILITY AND INTEGRITY 50
11.1 INTERNAL COMMUNICATIONS 50
11.1.1 Formal Internal Staff Communications 50
11.1.2 Informal Internal Staff Communications 50
11.1.3 Internal Communications between staff and students 50
11.2 EXTERNAL COMMUNICATIONS 51
11.2.1 Formal External Communications 51
11.2.2 Informal External Communications 51
11.3 ACCURACY OF INFORMATION 51
11.4 FREEDOM OF INFORMATION (FOI) 51
11.5 DATA PROTECTION 52
11.6 INSTITUTE PROMOTIONAL PUBLICATIONS 53
11.7 SCHOOLS’ LIAISON OFFICE 53
11.8 COURSE MANUALS 53
11.9 GRIEVANCE PROCEDURE - BREAKDOWN OF COMMUNICATION
BETWEEN POSTGRADUATE RESEARCH STUDENT AND SUPERVISOR 54
11.10 MOODLE 54
11.11 AIT ALUMNI ASSOCIATION 54
11.12 ANNUAL REPORT TO ACADEMIC COUNCIL 54
11.13 ANNUAL REPORT TO QQI 55

12.0 EVALUATING THE EFFECTIVENESS OF QA PROCEDURES 56
12.1 STATUTORY OBLIGATIONS AND PROVISIONS 56
12.2 EXTERNAL QUALITY ASSURANCE MECHANISMS 57
12.3 INTERNAL QUALITY ASSURANCE MECHANISMS 58

13.0 SPECIAL CONSIDERATION FOR COLLABORATIVE PROGRAMMES,
TRANSNATIONAL PROGRAMMES AND JOINT AWARDS 59
14.0 GLOSSARY and GUIDE TO ACRONYMS 60

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1.0 INTRODUCTION
Section 28 of the Qualifications (Education and Training) Act 1999, requires providers to
establish quality assurance procedures and to agree these procedures with Quality and
Qualifications Ireland (QQI).
On 6 November 2012 Quality and Qualifications Ireland (QQI) was established as a new
integrated agency (replacing the Further Education and Training Awards Council, the
Higher Education and Training Awards Council, and the National Qualifications
Authority of Ireland and incorporating the functions of the Irish Universities Quality
Board).
The European Standards and Guidelines for Internal Quality Assurance within Higher
Education Institutions (abbreviated as ESG, Part 1, 1.1) states that ‘institutions should
have a policy and associated procedures for the assurance of the quality and standards
of their programmes and awards. They should also commit themselves explicitly to the
development of a culture which recognizes the importance of quality, and quality
assurance, in their work. To achieve this, institutions should develop and implement a
strategy for the continuous enhancement of quality. The strategy, policy, and procedures
should have a formal status and be publicly available. They should also include a role
for students and other stakeholder.’
Athlone Institute of Technology (AIT) has committed itself to embracing an inclusive
quality assurance (QA) culture. The institute’s Vice President for Academic Affairs and
Registrar has overall responsibility for QA matters; however, quality is owned by, and
is the responsibility of, everyone in the institute and core quality issues are dispersed
across a range of areas. The institute has established a QA office which is responsible
for coordinating and providing support to internal and external academic quality
assurance activities.
The institute’s academic, support, and administrative functions contribute to determining
the quality of the overall learner experience. In order to assist in the achievement of its
mission and vision for the future, the institute has established procedures for quality
improvement and quality assurance. This QA manual exemplifies a verifiable
expression of that contribution and the institute's academic QA procedures operate at
various levels.
The QA manual details systematic quality assurance procedures for a range of data
collection and analysis, identifies the appropriate forum for monitoring the data, and
requires both a recording of actions to be taken and a review of the effectiveness of these
actions. The institute has developed rigorous procedures to ensure that the quality of
courses is maintained and enhanced. These processes are continually monitored,
reviewed, and updated in accordance with decisions by AIT’s academic council, and in
accordance with the requirements of appropriate national agencies.
The manual, policies, and procedures for academic quality assurance are stored
electronically on a password-controlled intranet to facilitate staff access, transparency,
and ongoing modifications.
This QA information is also made available to learners, prospective students, and the
public. Quality assurance related information for learners is provided on the AIT
website.

1.1 QUALITY ASSURANCE POLICY
The purpose of Athlone Institute of Technology’s quality assurance process is to
maintain the academic standard of courses (a vital element of meeting the needs of
learners within the constraints of resources available), to enhance the quality of the
learning experience, and to maintain academic standards in the context of an increasingly
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diverse learner population and the particular nature of the institute’s academic
portfolio.

1.2 THE QUALITY ASSURANCE FRAMEWORK
The quality assurance framework within the institute takes the ESG as its quality
assurance standard. This framework is also mindful of /QQI’s Monitoring Policy. It
considers the institute’s quality policies and practices under the seven areas identified
in the ESG as follows:
1. Policy and procedures for quality assurance
2. Approval, monitoring, and periodic review of programmes and awards
3. Assessment of students
4. Learning resources and student support
5. Quality assurance of teaching staff
6. Information systems
7. Public information
For each area, the manual sets out how the particular quality policy is communicated,
implemented, managed, measured, and evaluated. It describes how continual
improvement is supported and establishes key objectives along with performance
indicators.
The QA system, as set out in this quality manual and associated documentation, is
essentially a structured manifestation of good academic practice. It comprises the
core quality assurance and control procedures which promote quality enhancement
and the maintenance of academic standards, and incorporates feedback loops that inform,
modify, and improve the quality and standards of the educational provision of the
institute. All policies and procedures are well-documented and readily accessible to staff,
learners, and other stakeholders.
The institute rigorously and continuously monitors the effectiveness of its quality
assurance procedures and practices, in accordance with the mechanisms laid out in
this document, to assure that they are operating in accordance with good practice, in the
best interests of learners, and the maintenance of academic standards.
The institute works constructively with external agencies, notably the National
Qualifications Authority of Ireland (NQAI) and the awards councils [the Further
Education and Training Awards Council (FETAC) and QQI, and with relevant awarding
and professional bodies.

2.0 HISTORY, MISSION, STRATEGY, GOVERNANCE, AND ACADEMIC
MANAGEMENT
2.1 ATHLONE INSTITUTE OF TECHNOLOGY: An Overview
Athlone Institute of Technology is the sole higher education institution in the midlands of
Ireland. Established in 1970 as Athlone Regional Technical College, it has expanded in
size, scope and influence. Situated on a 22 hectare modern campus, €115 million has been
invested in facilities and infrastructure since 2000. New and enhanced facilities include
the Engineering and Informatics Building, the Research Hub, Nursing and Health Science
Building, as well as outdoor sporting facilities and the AIT International Arena.
AIT offers some 200 programmes on a full- and part-time basis ranging from higher
certificate (Level 6) to PhD (Level 10) across the schools of business, engineering and
science, and the department of lifelong learning. Programmes are offered on an ab-initio
basis as well as through the “ladder system”.
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Registration data for 2014/2015 indicate a total learner population of 5,400, one-quarter
of whom are studying on a part-time basis. There are some 350 postgraduates registered
at the institute, three-quarters of whom are on taught programmes, with the remainder
engaged in research.
AIT has taken a pioneering approach to internationalization and over the past decade its
ratio of international students has been growing and currently it represents some 11% of
the institute’s full-time learner cohort, with students drawn from across the EU and from
countries such as China, Malaysia, Saudi Arabia, India and Brazil. Equally, AIT is
committed to incentivizing outward mobility of students on placements, study or training
programmes abroad.
There is a determined focus on applied education and training; AIT equips learners for
their careers. With an emphasis on real-world engagement, the institute’s approach to
learning and teaching provides learners with the knowledge, skills and competencies
identified and sought by employers. This professional orientation is embedded across all
schools, through placements, work-based learning (WBL), project work, and is informed
by an applied research focus.
There is a growing trend towards research-informed teaching at AIT. A strong quality
infrastructure and tradition of focused inquiry has earned the institute considerable
research autonomy with awarding authority to doctoral level in four domains – network
communication/software, polymer engineering, toxicology, and microbiology. AIT has
three strategic research institutes in materials research (MRI), bioscience research (BRI)
and software research (SRI), while further research clusters exist at school level.
Regional Context
While the profile of AIT’s student population is quite diverse, its importance as a tertiary
education provider in the midlands can be gleaned from an analysis of the annual feeder
school data. Some 60% of first year learners registered in AIT in 2014/2015 came from
the five counties in the immediate hinterland of the institute: Westmeath, Offaly, Galway,
Longford and Roscommon. Also noteworthy has been the large intake of mature students
attending AIT, which now stands at 20% of new full-time undergraduate entrants.
The institute is committed to providing opportunities for all, especially those learners from
groups under-represented in higher education, including mature learners, those with
disabilities, migrants and the socio-economically disadvantaged. This approach is
reflected in the institute’s access policy. At present 38% of the total learner population is
grant funded, in comparison to a national average of 30%.
Transition in a variety of contexts such as retention, progression and completion is also a
key priority. This is consistent with the theme adopted by the National Forum for the
Enhancement of Teaching and Learning and includes defining learning pathways and
engaging and encouraging learners in the use of enquiry-based and problem-solving
approaches from the commencement of their programmes in order to develop skills for
employment and for active citizenship.
The institute’s strategic plan sets out a vision to 2018 and establishes a series of
ambitious targets including increasing the total student population by 15% from a
2013/2014 baseline of 5,300 to exceed 6,000 learners. The taught postgraduate
population is envisaged to grow by 40% from a baseline of 320 to in excess of 430 by the
end of 2018.
Research capacity and capability is being continually expanded and AIT currently has
three strategic research institutes, concentrating on bimolecular sciences, materials
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engineering, and software engineering, with further research clusters existing at faculty
level. AIT’s research institutes, which have developed international collaborations with
leading international universities and multinational companies, have attracted significant
funding.
Assisting in the cultural, economic, environmental, and social development of the region
is also a strategic priority for AIT, and the institute plays a major role in
fostering and developing entrepreneurial activity in the Midlands Gateway/region.
The Midlands Innovation and Research Centre (MIRC), located on campus, operates as
a converging hub for innovation, research, and enterprise. The MIRC provides
incubation facilities for innovative and knowledge-based enterprises, an enterprise
programme for entrepreneurs and start-ups, and makes the institute’s resources and
expertise available to support client companies. In addition, AIT is in the top three
HEIs nationally in driving innovation among small Irish firms through their participation
in the Enterprise Ireland-supported innovation voucher scheme.
The excellence of its sporting and social facilities has been widely recognized and
they are employed by a large number of organizations. The institute is currently the
host of the National Finals of the HSE Community Games.

2.2 INSTITUTIONAL MISSION AND PURPOSE
Athlone Institute of Technology is committed to the provision of third-level education
in the midlands region to the highest level attainable. To fulfil this purpose the institute
has adopted and promulgated a mission statement appropriate to an institution
of higher education and training and consistent with institutional purposes. The
distinctive role of this institute in the provision of higher education and its contribution
to the midland region is identified and expressed within the mission statement in a form
that is understandable and available to the general public. The mission statement is
widely circulated and is provided in quite a high proportion of institute publications,
as relevant.
2.2.1 Mission Statement
Athlone Institute of Technology aims
to contribute to the technological, scientific, commercial, economic, industrial, social,
and cultural development of the state, with particular reference to the midland region,
through the provision of a balanced education to the highest international standard
founded in accessibility, mobility, collaborative links, and research excellence.
The members of the institute are committed to the accomplishment of this mission.
2.2.2 Vision
AIT’s vision for the period 2014 -2018 is laid out in the current strategic plan, as is the
mechanism by which the institute strives to achieve this goal.

2.3 GOVERNANCE, ORGANIZATION, AND ADMINISTRATION
Athlone Institute of Technology has developed organizational structures and decision-
making processes that operate effectively to facilitate the achievement of its purposes as
an institution of higher education and training. The governance of AIT is laid down
by the Regional Technical Colleges Act, 1992 and subsequent amendments (1994, 1998,
and 2006).
These Acts provides for a management structure comprising a governing body, an
academic council, and a president. The institute have senior management positions of
Vice President for Financial and Corporate Affairs, Vice President for Academic Affairs
and Registrar, Vice President for Strategic Planning and Institutional Performance and
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