Report of Programme Validation Panel · Department should draft a research ethics protocol and all research project participants should complete the existing undergraduate research

Report of Validation Panel Page 1/9

Report of ProgrammeValidation Panel

Panel Visit: 8th May 2013

Named Award: Bachelor of Arts (Honours)Programme Title(s): Bachelor of Arts (Honours) in Social CareExit Awards: Bachelor of Arts in Social Care

Higher Certificate in Arts in Social CareAward Type: Honours Bachelor Degree

Ordinary Bachelor DegreeHigher Certificate

Award Class: MajorNFQ Level: 8ECTS / ACCS Credits: 240, 180, 120First Intake: September 2013

Panel Members

Dr. Marian Fitzgibbon Chair Head of School of Humanities, AthloneInstitute of Technology (AIT)

Dr. Perry Share

Dr. Hilda Loughran

Academic Sligo Institute of Technology (IT Sligo)

Director of Social Work, University CollegeDublin (UCD)

Ms. Margy Dyas Industry Principle Social Worker, Health ServiceExecutive (HSE)

Ms. Caroline O’Sullivan Secretary toPanel

Senior Lecturer, Section of Creative Media,Dundalk Institute of Technology (DkIT)

Programme Development Team

Dr. David Getty Head of Department, Department of Humanities, DundalkInstitute of Technology (DkIT)

Ms. Louisa Goss Programme Director for Social Care and Lecturer,Department of Humanities, Dundalk Institute of Technology(DkIT)

Dr. Colletta Dalikeni Lecturer, Department of Humanities, Dundalk Institute ofTechnology (DkIT)

Ms. Patricia Rahill Lecturer, Department of Humanities, Dundalk Institute of


Technology (DkIT)Ms. Carol McGowan Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Mr. Frank Watters Lecturer, School of Business and Humanities, Dundalk

Institute of Technology (DkIT)Dr. Fiona Fearon Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Dr. Kevin Howard Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Mr. Mario McBlain Lecturer, School of Business and Humanities, Dundalk

Institute of Technology (DkIT)Ms. Catherine Staunton Placement Officer, Dundalk Institute of Technology (DkIT)

1 Introduction

The following report to Academic Council is a validation panel report from an expert panelof assessors on a proposal from the School of Business and Humanities at Dundalk Instituteof Technology to design the following programme(s):

Bachelor of Arts (Honours) in Social Care Bachelor of Arts in Social Care (Exit Award) Higher Certificate in Arts in Social Care (Exit Award)

The evaluators would like to thank the members of the development team for engaginggenerously and openly with the review process.

The report is divided into the following sections:

Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings

2 Background to Proposed Programme

This is an amendment of an existing programme. See programme submission for moredetailed information

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality oftheir submission. The engagement and commitment of the team was evident on the day ofthe validation panel. Also, the rationale and demand for the programme were clearlyestablished and articulated. The programme has been designed to meet the needs ofindustry and the skills gap has been identified and mapped to programme modules.

Having considered the documentation provided and discussed it with the programmedevelopment team, the validation panel recommends the following:


Bachelor of Arts (Honours) in Social CareBachelor of Arts in Social Care (Exit Award)Higher Certificate in Arts in Social Care (Exit Award)

The Panel recommends validation for five years subject to the conditions andrecommendations contained in this reports. However given that the overall finding of theProgrammatic Review is that the process itself is incomplete at this time, the validation ofthe programmes cannot be finally confirmed until the SER has been fully reviewed. In thatrespect the Panel approves the programmes on an interim basis pending completion ofthe overall SER by 31 December 2013. When the SER is complete the full five-yearvalidation will be confirmed. Validation is not to extend beyond the next academic year inthe absence of a completed SER. The Panel does not require any further programmedocumentation to be re-submitted for completion of this process beyond the Schoolresponse to individual validation reports as required by the Institute’s regulations onprogramme validation.

The programme teams are encouraged to complete the requested changes, detailed inthis report, in time to implement the programmes for the 2013/4 academic year.

Approval is conditional on the submission of a revised programme document that takesaccount of the conditions and recommendations outlined below and a response documentdescribing the actions of the Department to address the conditions and recommendationsmade by the programme validation panel. In this report, the term Condition is used toindicate an action or amendment which in the view of the validation panel must beundertaken prior to the commencement of the programme. Conditions are mandatory if theprogramme is to be approved. The term Recommendation indicates an item to which theProgramme Board should give serious consideration for implementation at an early stage andwhich should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:

Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidencebeen provided to support it?

Overall Finding: Yes


Condition(s):

None.

Recommendation(s):

None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?Overall Finding: Yes, subject to conditions and/or recommendations

Condition(s):

None.

Recommendation(s):

The Level 6 offering should be rebadged. A Higher Certificate in Arts in Social Studiesfor example.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy andare the strategic themes of entrepreneurship, sustainability andinternationalisation embedded in the proposed programme asappropriate?

Overall Finding: Yes broadly speaking but more focus needs to be placed oninternationalisation.

Condition(s):

None.

Recommendation(s):

None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clearand appropriate?

Overall Finding: Yes

Condition(s):

None.


Recommendation(s):

None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures foraccess, transfer and progression that have been established bythe NQAI and does it accommodate a variety of access and entryrequirements?

Overall Finding: N/A

Condition(s):

None.

Recommendation(s):

None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required awardstandards for programmes at the proposed NFQ level (i.e.conform to QQI Award Standards)?

For parent award?For exit award (s), if specified?

Overall Finding: Yes, however see the recommendation below.

The awards standards requirements for programmes on the NFQ Framework can befound at http://www.hetac.ie/publications_pol01.htm

Condition(s):

None.

Recommendation(s):

Ensure work placement hours total at least 800 hours.

4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can thestated proposed programme outcomes in terms of employmentskills and career opportunities be met by this programme?

Overall Finding: Yes, however see the recommendations below.


Condition(s):

None.

Recommendation(s):

Look at opportunities to integrate across the department acknowledging the need forprofessional formation but maximising the opportunities for interdisciplinary activities.

Provide a mapping of Key course themes.

Ensure that central areas such as; direct work with children and children in care arereferenced directly in the documentation.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been providedfor the proposed programme?


Condition(s):

None.

Recommendation(s):

Learning outcomes need to more accurately reflect the applied aspects of theprogramme.

The panel recommends that the connection between placement and other modules betracked.

All lecturer supervisors should receive training in research ethics.

4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies beenprovided for the proposed programme (as outlined in theQQI/HETAC Assessment and Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards andshould form a substantial part of the documentation to be considered by the programmevalidation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33).Accordingly the assessment strategy should address the following (See (HETAC (2009)Assessment and Standards, Section 2.2.5, page 13) :

Description and Rationale for the choice of assessment tasks, criteria and procedures.This should address fairness and consistency, specifically their validity, reliability and


authenticity; Describe any special regulations; Regulate, build upon and integrate the module assessment strategies; Provide contingent strategy for cases where learners claim exemption from modules,

including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional

grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute ofTechnology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

None.

Recommendation(s):

The distribution of grades should continue to be monitored and quality assuranceshould be implemented to justify the current level of 2:1’s.

The assessment strategies should examine the balance between continuous assessmentand terminal examinations.

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessaryto deliver the proposed programme?


Condition(s):

None.

Recommendation(s):

Ensure that the full allocation of resources for the Library are being utilised.

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’squality assurance procedures have been applied and thatsatisfactory procedures exist for the on-going monitoring andperiodic review of programmes?


The Institute’s Quality Assurance Procedures are published in the Academic Quality


Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic reviewof Programmes.

Condition(s)

None.

Recommendation(s):

Regulations should be developed to limit the number of repeat placements that areoffered to students, including a transparent mechanism for appeal. This regulationshould be published in the students hand book.

The group could consider tabling the IASCE Social Care Student Practice PlacementPolicies to the academic council for approval.

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?Overall Finding: Yes

Condition(s):

None.

Recommendation(s):

None.

5 Module-Level Findings

5.1 Assessment Strategies

Validation Criterion: Have appropriate module assessment strategies been included inthe proposed programme?


Condition(s):

None.

Recommendation(s):

Reconsider using Theories in the title of modules and clarify the distinction betweentheoretical input and associated methods.

Insure that all modules have indicative content.


Clearly flag the pre-placement element.

Consider evidence based practice, restorative justice and anti-oppressive practice inthe programme.

Research methods modules should consider use of existing databases e.g. Growing Upin Ireland.

Department should draft a research ethics protocol and all research project participantsshould complete the existing undergraduate research ethical approval form, even ifapplying for an exemption.

5.2 Other Findings

Condition(s):

None.

Recommendation(s):

Examine the consistency of placement visits across programmes.

Validation Panel Report Approved By:

Signed:

______________________________________________________Dr. Marian Fitzgibbon, Chairperson.

Date: 8th May 2013

School Response to Validation Panel Report Page 1/6

Response to theProgramme Validation Panel

Report

Panel Visit: 8th May 2013

Named Award: Bachelor of Arts (Honours)Programme Title(s): Bachelor of Arts (Honours) in Social CareExit Awards: Bachelor of Arts in Social Care

Higher Certificate in Arts in Social CareAward Type: Honours Bachelor Degree

Ordinary Bachelor DegreeHigher Certificate

Award Class: MajorNFQ Level: 8ECTS / ACCS Credits: 240, 180, 120First Intake: September 2013

Panel Members

Dr. Marian Fitzgibbon Chair Head of School of Humanities, AthloneInstitute of Technology (AIT)

Dr. Perry Share

Dr. Hilda Loughran

Academic Sligo Institute of Technology (IT Sligo)

Director of Social Work, University CollegeDublin (UCD)

Ms. Margy Dyas Industry Principle Social Worker, Health ServiceExecutive (HSE)

Ms. Caroline O’Sullivan Secretary toPanel

Senior Lecturer, Section of Creative Media,Dundalk Institute of Technology (DkIT)

Programme Development Team

Dr. David Getty Head of Department, Department of Humanities, DundalkInstitute of Technology (DkIT)

Ms. Louisa Goss Programme Director for Social Care and Lecturer,Department of Humanities, Dundalk Institute of Technology(DkIT)

Dr. Colletta Dalikeni Lecturer, Department of Humanities, Dundalk Institute of


Technology (DkIT)Ms. Patricia Rahill Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Ms. Carol McGowan Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Mr. Frank Watters Lecturer, School of Business and Humanities, Dundalk

Institute of Technology (DkIT)Dr. Fiona Fearon Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)Mr. Mario McBlain Lecturer, School of Business and Humanities, Dundalk

Institute of Technology (DkIT)Ms. Catherine Staunton Placement Officer, Dundalk Institute of Technology (DkIT)Dr. Kevin Howard Lecturer, Department of Humanities, Dundalk Institute of

Technology (DkIT)

Introduction

The report contains a response from the Department of Humanities to the programmepanel report for the programme Bachelor of Arts (Honours) in Social Care.

Recommendation(s)

4.2. Award

The Level 6 offering should be rebadged. A Higher Certificate in Arts in Social Studiesfor example.

RESPONSE

The proposal to review the title of the exit award was considered by the Programme Team.The Higher Certificate in Arts in Social Care (Exit Award) reflects the nature of the award inthat it is set very specifically within the applied area of Social Care. It was generally felt bythe team that to rename the programme as Social Studies would not reflect the content ofthe programme which is primarily Social Care.

Recommendation(s)

4.6. Standards and Outcomes

Ensure work placement hours total at least 800 hours.

RESPONSE

The programme development team will review work placement hours at theProgramme Board and ensure they total at least 800 hours.


Recommendation(s)

4.7. Programme Structure

Look at opportunities to integrate across the department acknowledging the need forprofessional formation but maximising the opportunities for interdisciplinary activities.

Provide a mapping of Key course themes.

Ensure that central areas such as: direct work with children and children in care arereferenced directly in the documentation.

RESPONSE

The course team will look into further opportunities to integrate across the departmentwhilst maximising the opportunities for interdisciplinary learning. Recognising theinterdisciplinary nature of social care, greater use of integrated assessment (whereappropriate) will be considered to achieve this end.

Recommendation to map key course themes will be referred to the Programme Board.

Further recommendation to explicitly reference direct work with children and childrenin care in the programme document will also be referred to the Programme Board.

Recommendation(s)

4.8. Teaching and Learning Strategies

Learning outcomes need to more accurately reflect the applied aspects of theprogramme.

The panel recommends that the connection between placement and other modules betracked.

All lecturer supervisors should receive training in research ethics.

RESPONSE

Recommendation that learning outcomes need to more accurately reflect the appliedaspects of the programme will be considered at the Programme Board.

Placement is an important element in the applied nature of the programme and providesthe link between practice and theory. The Programme Board is therefore keen tostrengthen this applied aspect and as such the recommendation that links betweenplacement and other modules be tracked will be examined by the Programme Board.

Provision for training in research ethics for all lecturer supervisors will be enquired intoat the Programme Board.


Recommendation(s)

4.9. Assessment Strategies

The distribution of grades should continue to be monitored and quality assurance shouldbe implemented to justify the current level of 2:1’s.

The assessment strategies should examine the balance between continuous assessment andterminal examinations.

RESPONSE

A recent report of the external examiner (academic year 2012-2013) confirmed themarking schemes and moderation systems are sufficiently robust to secure consistencyof marking, reliability of results and fairness for students. However, the report didacknowledge an opportunity to utilise assessment criteria which test conceptualunderstanding and analysis to a greater extent in exams. To support the Institute’scontinuing standards and quality developments the programme team will continue towork with the external examiner in utilising assessment criteria that tests analytic andcritical thinking where relevant to do so. The distribution of grades and mechanisms forquality assurance will also be reviewed as a linked activity to justify the current level of2:1s.

The External Examiner Report for the academic year 2012-2013 reported good use of arange of assessment methodologies, with some clear examples of creative assessmentapproaches. Key documents such as Learning and Assessment: Guidelines for DundalkInstitute of Technology influence the overall approach to assessment within thedepartment, in particular policy principle 1: ‘assessment will enhance learning throughbalanced application of summative and formative methods’ (Dallat, 2010, p.3). Theprogramme team will continue to prioritise quality enhancement of the assessmentprocess and will review the programme assessment strategy to ensure assessment isstudent-centred. The review will also aim to achieve a balance between both summativeand formative methods and continuous assessment and terminal examinations.

Recommendation(s)

4.10. Resource Requirements

Ensure that the full allocation of resources for the Library are being utilised.

RESPONSE

The course team will reconsider the existing use of library resources for maximumutilisation.


Recommendation(s)

4.11. Quality Assurance

Regulations should be developed to limit the number of repeat placements that areoffered to students, including a transparent mechanism for appeal. This regulationshould be published in the students’ hand book.

The group could consider tabling the IASCE Social Care Student Practice PlacementPolicies to the academic council for approval.

RESPONSE

Recommendation that regulations to limit the number of repeat placements that areoffered to students, including a transparent mechanism for appeal, and publishing thisregulation in the student's hand book will be referred to the Programme Board.

Consideration for tabling the IASCE Social Care Student Practice Placement Policies tothe academic council for approval will be given at the Programme Board.

Recommendation(s)

5.1. Assessment Strategies

Reconsider using Theories in the title of modules and clarify the distinction betweentheoretical input and associated methods.

Ensure that all modules have indicative content.

Clearly flag the pre-placement element.

Consider evidence based practice, restorative justice and anti-oppressive practice inthe programme.

Research methods modules should consider use of existing databases e.g. Growing Upin Ireland.

Department should draft a research ethics protocol and all research project participantsshould complete the existing undergraduate research ethical approval form, even ifapplying for an exemption.

RESPONSE

Recommendation to reconsider using Theories in the title of modules and to clarify thedistinction between theoretical input and associated methods will be referred to theProgramme Board.

All module descriptors will be rechecked at the Programme Board for indicative contentand omissions included.


Recommendation to clearly flag the pre-placement element in the programmedocument will be referred to the Programme Board.

Further recommendation to consider evidence based practice, restorative justice andanti-oppressive practice in the programme will also be referred to the ProgrammeBoard.

Consideration for the use of existing databases e.g. Growing Up in Ireland within theresearch methods modules will be given at the Programme Board.

The course team will enquire into the drafting of a research ethics protocol by thedepartment with a view to all research project participants completing the existingundergraduate research ethical approval form, even if applying for an exemption.

Recommendation(s)

5.2. Other Findings

RESPONSE

Recommendation to examine the consistency of placement visits across programmeswill be referred to the Programme Board.

Signed on behalf of the School

_______________________________________________________Dr. Patricia Moriarty,Head of School of Business and Humanities.

Date: 1st November 2013

I confirm that the conditions and recommendations contained in the validation panelreport have now been met and recommend this programme to the Academic Council atDundalk Institute of Technology for ratification.

Signed on behalf of the Validation Panel

______________________________________Dr. Marian Fitzgibbon, Chair.

Date: 2nd December 2013.

Documents

Report of Programme Validation Panel · Department should draft a research ethics protocol and all research project participants should complete the existing undergraduate research