ACD programmatic review - QQI · 2017-02-21 · Appendix 10: Template report for BA (Hons) in...

AMERICAN COLLEGE DUBLIN

PROGRAMMATIC REVIEW REPORT

ON THE

BA (HONS) IN INTERNATIONAL

BUSINESS

AND THE

MB IN INTERNATIONAL BUSINESS

BY THE PEER REVIEW GROUP

June 2016

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Contents

Contents 1

Introduction 2

Recommendations and findings 4

Conclusion 8

Appendix 1: Objectives of the programmatic review 9

Appendix 2: Review of teaching, learning and assessment strategies 21

Appendix 3: Self-Evaluation Report (SER) 28

Appendix 4: Staffing 29

Appendix 5: Information on output 30

Appendix 6: Terms of reference 35

Appendix 7: Documentation considered by the PRG 40

Appendix 8: Programme schedules 41

Appendix 9: Module outlines for proposed new electives 48

Appendix 10: Template report for BA (Hons) in International Business 84

Appendix 11: Template report for MB in International Business 110

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Introduction

On 20 April 2016 a peer review group assembled at American College Dublin (the

College) to conduct a Programmatic Review of the BA (Hons) and MB in International

Business degrees and to consider the institution’s Self-Evaluation Report (SER), prepared

as part of the review of its business programmes conducted in accordance with the quality

assurance procedures agreed with Quality and Qualifications Ireland (QQI). The College

initiated specific research for the SER in the autumn of 2015; a final version was

approved by the institution’s Academic Council on 5 April 2016 and forwarded to the

peer review group on 8 April 2016.

The peer review group consisted of four members:

Mr Dermot Finan (Chair), Former Registrar and Head of School, School of Business and Humanities, Institute of Technology, Sligo

Dr Jenny Berrill, Lecturer in International Business and Finance, School of Business, Trinity College Dublin

Dr John Teeling Chairman, Great Northern Distillery, Clontarf Energy, Connemara Mining, Botswana Diamonds, Petrel Resources

Mr David Webb (Secretary to the Panel), Registrar, American College Dublin

The American College Dublin team was composed of the following:

Dr Rory McEntegart (American College Dublin Chair), Academic Dean

Mr David Horgan, Head of Programme, MB in International Business

Dr Vincent McDonald, Head of Programme, BA (Hons) in International Business

Ms Zahra Al Nasser, PhDCand, Lecturer in Business

Mr Philip Byers, Lecturer in Business

Mr Rowland Crawte, Lecturer in Information Technology

Mr Micheál Ó Raghallaigh, Lecturer in Business

Mr Seán Ó Raghallaigh, Lecturer in Business

Mr Kevin Redmond, Lecturer in Business

Mr Deepak Saxena, PhDCand, Lecturer in Business

Agenda

The panel agreed with the College on the following agenda for the day’s proceedings:

9.00 Meeting of Panel

9.30 Opening comments

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9.45 Presentation by ACD

10.15 Tour of facilities

10.45 Review of quality processes

11.30 Break

11.45 Programmatic reviews

12.30 Lunch

1.30 Panel meeting with learners and alumni

2.15 Programmatic reviews

3.30 Panel’s closed discussion

4.00 Panel presents preliminary findings and recommendations

4.15 Conclusion

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Recommendations and findings

Recommendations

1. The panel recommends to QQI that, subject to and conditional upon the module changes agreed by the panel, the two programmes under review be revalidated for

five years commencing in the academic year 2016/17:

BA (Hons) in International Business

MB in International Business

2. The panel recommends that that the following electives be added to the MB programme:

(MIB570) Fundamentals of energy and the world economy (9 ECTS);

(MIB571) Project management in oil and gas (9 ECTS);

(MIB572) Energy economics and policy (9 ECTS);

(MIB573) The historical economy of oil and gas (9 ECTS);

(MIB580) Internship research project (30 ECTS). This module becomes an optional elective, which can be completed in lieu of the research module,

(MIB509) Dissertation. Thus, (MIB509) Dissertation (30 ECTS), also

becomes an optional elective.

The rationale for these changes is discussed at greater length below in

appendix 1, item 10. The amended programme schedule is provided below

in appendix 8; module outlines for all the proposed new modules are below

in appendix 9. The panel found convincing the institution’s proposal to

provide an elective option for the dissertation, in the form of an internship

research project. Critical evaluation of the module outline and discussion

with the programme team revealed that the proposed elective retained a

robust research, analysis and writing content, while also allowing the

learner to gain workplace experience, which the institution has found is in

high demand both from learners and prospective employers. The additional

proposed elective modules allow learners the opportunity to expand their

knowledge by undertaking areas of study that are central to international

business. The panel examined the module outlines for these proposed new

modules and discussed them with teaching staff and was satisfied that their

intended learning outcomes and assessment processes are in keeping with

the programme structure and minimum intended learning outcomes and

with the QQI validation criteria for level 9 business programmes.

3. The panel recommends that the following mandatory modules be made electives in the MB programme:

(MIB501) International regulatory environment;

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(MIB502) Political economy;

(MIB508) Corporate policy.

The rationale for these changes is discussed at greater length below in


in appendix 8. The programme already has a number of elective modules;

the panel was persuaded that adding these modules to the elective list

would provide a wider range of choice to learners without compromising

the broad-based international business focus of the degree.

4. The panel recommends that the following modules retain their mandatory status as in the approved MB programme schedule operative since 2011:

(MIB500) Cross-cultural management;

(MIB503) International corporate finance;

(MIB504) Designing and conducting research.

The rationale for these changes is explained at greater length below in


in appendix 8. The panel agreed with the institution’s view that these three

modules form the core of the international business programme and should

be mandatory for all learners taking it.

5. The panel recommends that the institution undertake intensive marketing in Ireland and the US, in particular, and that it capitalise on its unique selling point of

small, interactive classes and student-centred learning. The institution should also

emphasize in its marketing in the US its access to Title IV federal student aid. In

relation to this recommendation, please see also finding number 1, below.

6. The panel recommends that the all teaching staff be required to utilise the digital teaching and learning platform, ‘Moodle’. The panel noted that take-up and use of

Moodle by teachers and learners is good, though in its dialogue with these groups

it detected that it is not deployed consistently across the programmes. The panel

recommends that the institution take steps to ensure that the platform be used as

extensively as possible in order to maximise its potential as a teaching and

learning tool and a source of inventive pedagogy.

7. The panel recommends that all examinations in the BA (Hons) in International Business for the award stage (as all other stages) of the programme be reduced

from three hours’ duration to two hours’ duration regardless of the marks allocated

to the examination component of the assessed module. This would bring the award

stage into line with the preceding stages, which all have two hour examinations. In

the discussion of this matter with the institution staff, it was noted that this would

also bring the programme into line with common practice in semesterised

programmes in institutes of technology. It was mentioned that there is a concern

that with five examinations at the end of each semester, each of them of three

hours’ duration, there could be a danger of over examination. The panel noted that

the institution’s external examiners have also recommended implementation of the

above.

8. The panel recommends, following a critical evaluation and discussion with the institution’s staff of the academic committees, that the number of committees be

streamlined by subsuming the existing Academic Standards Committee, viewed

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by the panel as an unnecessary bureaucratic layer, into the Internal Student

Learning Assessment Board.

9. The panel recommends that there be more graduate / alumni input into the development of programmes given the quality of the feedback from graduates that

was evident in the closed session the panel had had with them.

10. The panel recommends that, while being cognisant of financial constraints, professional development of teaching staff should be enhanced by freeing up

lecturers to attend conferences, and by the provision of workshops on ‘Moodle’

and teaching / learning strategies. It is also recommended that the doctoral

candidates on the institution staff publish their research findings.

11. The panel recommends that the employee handbook should have a section inserted on workplace accidents, dealing with the institution’s reporting mechanisms and

related protocols for these eventualities.

12. The panel recommends that the College’s Academic Council oversee the implementation of the panel’s recommendations and findings.

13. The panel recommends that an independent audit be carried out by 31 December 2016 to ascertain the extent to which the Academic Council has ensured the

implementation of this report’s recommendations and findings.

Findings

1. The panel noted that numbers in both of the programmes had fallen since the last programmatic review. There was an extensive discussion of this between the panel

and institution management. It was explained that student numbers in the BA have

improved in the last two years and that all the classes are considerably bolstered

by the institution’s active study abroad recruitment and robust numbers. Regarding

the MB, the institution explained that it proposed to introduce an internship

research module to address the reduction in numbers over the last two years.

(More detail on these matters is provided below in appendix 1, items 1 and 10.)

Notwithstanding these considerations, the panel believes more should be done to

improve recruitment into the programmes, and in this regard refers the institution

to recommendation number 5, above.

2. The panel commended the institution on its creative, interactive, student-centred pedagogy, which is considerably enhanced by small class sizes.

3. The panel commended the very positive level of student engagement it observed with the institution, teaching staff, administration and programme.

4. The panel commended the accessibility of senior staff, such as the Academic Dean and the Heads of Programme, and cited this as a significant strength of the

institution.

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5. The panel commended the institution in in responding to growing market demand for inclusion in the MB programme of the Internship research project, a

combination of research and practical work experience.

6. The panel noted the overall consistency, uniformity and quality of the syllabi in general. It was clear that a standard template had been adopted and although some

might be more detailed in terms of sub-headings, the high quality of the syllabi

submitted was evident.

7. The panel is satisfied that the programmes under review have been designed in accordance with QQI recommendations contained in the document Awards

Standards: Business in respect of knowledge, skill and competence to be acquired

by learners during their course of study in level 8 and level 9 programmes. The

panel also noted that effective teaching, learning and assessment strategies were

amply reflected both in the module outlines and in the assessment strategies for

the programmes set out in the SER.

8. The panel reviewed the College’s Self-Evaluation Report (SER), a substantial document of 120 pages which was submitted to the Peer Review Group in April

2016 and which included a SWOT analysis for the programmes under review,

analyses of teaching and assessment strategies for the programmes, review of

relevant quality assurance processes and a review of the history and planned

development of the programmes. The panel is satisfied that the SER addressed the

key issues affecting the programmes under review.

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Conclusion

The panel is pleased to recommend revalidation for five years of the programmes under

review: the BA in International Business and the MB in International Business. The panel

wishes to thank the College for the timely submission of the Self-Evaluation Report,

which was detailed, substantial and thorough, and wishes to compliment the College for

its candour and openness during this programmatic review.

The panel found the site visit on the 20 April 2016 to be a very rewarding experience and

was pleased to note this finding echoed by all College staff involved. Engagement

between the panel and institution staff was positive, candid, stimulating and insightful.

The inclusion of the learner and alumni focus group on the agenda was a particularly

welcome and invigorating addition to the day’s activities in which a valuable insight was

gained into teaching and learning at the college from the institution’s prime stake-holders.

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Appendix 1: Objectives of the programmatic review

The specific objectives of the programmatic review were to:

1. Analyse the effectiveness and efficiency of each validated programme, including

detail of learner numbers, retention rates and success rates.

A four-year BA in International Business was among the original suite of

programmes offered to incoming students when the College’s classes commenced

in September 1993. The degree was part of the first tranche of programme

accreditation approvals granted to the College by the NCEA in 1996.

In 2002-3 the BA in International Business underwent its first programmatic

review. The process began with the research, writing and submission of a self-

study in 2002, and culminated in a site visit to the College by an external

evaluation panel in March 2003, followed by the panel’s report later that month

and a letter to HETAC in April 2003 stating that the panel was satisfied with the

College’s responses to its recommendations and that the programme should be

reapproved.

The report noted the College’s intention to replace the four-year programme with a

three-year BA in International Business. In the year following the programmatic

review the College moved towards implementing the proposed change. The

College’s four-year degree had been largely based on the American undergraduate

model, in which one of the four years is given over to general education. In

drafting a three-year version of the programme, the first step was to take away the

general education component. Significant attention was also given to

reformulating the remaining specialist business modules, so that the learning

outcomes could be adequately met within a reduced timeframe. Both the

academic content of the modules and the programme as a whole were

reconsidered, resulting in the removal of some modules, introduction of others,

and in a new course sequencing overall. In early 2005 a submission for a new

three-year Level-8 BA in International Business was made and, following a site

visit, report and response in March and April 2005, the new programme was

approved and received its first intake of students in September 2005. The

programme underwent programmatic review in 2011.

In 2005, following the validation of the three-year BA in International Business

programme, the College decided that the strategic growth of the business

programmes would be served by developing a Level-9 Master of Business

programme, specializing in International Business. It would provide a progression

route for the College’s undergraduate International Business students, and would

draw on the expertise of its existing faculty. In the spring of 2006 a submission for

an MB in International Business was considered by a HETAC accreditation panel.

The submission was approved. The new programme took in its first students in

September 2006. The MB underwent its first programmatic review in 2011.

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The BA (Hons) in International Business has the aim of providing the graduate

with a comprehensive understanding of the international business environment.

The programme focuses on the international aspects of management, finance,

marketing, information technologies, law and economics. The programme also

examines the challenges of global integration and cross-cultural management; and

the importance of an ethical dimension to business practice is emphasized.

Students are taught skills in research methodologies, accountancy, finance and

information technologies, and their appropriate applications in the global

marketplace. The degree seeks also concentrates on developing the individual’s

critical thinking abilities, problem solving and communication skills using group

and project work. The theoretical content of the curriculum is applied in an

interactive work environment in the final stage of the programme. Students are

required to spend an internship period aimed at broadening their work and study

experience. The intention of the programme is to produce graduates who are able

to recognize, evaluate and solve issues that they encounter in an international and

global business context.

The MB in International Business is a one-year programme that seeks to equip

students with the knowledge base, skills, competencies and strategic awareness to

succeed in the international business environment. The programme focuses on

three broad strands, the international environment, international management and

international business functions, examining these strands through a selection of

mandatory and elective modules looking at international business management,

finance, economics, marketing, entrepreneurship, and law. A module on research

methods provides the basis for a capstone dissertation or, as proposed in the

current review, an internship research project.

The panel found from its consideration of the materials in the SER, on site

materials and discussion with institution staff and stakeholders, that in terms of

academic content and delivery, pedagogy, assessment, student and graduate

satisfaction (evaluated in the course of closed interviews with these groups),

provision of and adherence to appropriate quality processes for monitoring and

improving the programmes, the programmes are operating effectively and

efficiently.

Regarding learner numbers, the institution provided material in the SER showing

learner progression and completion and provided further documentation on the day

of the site visit (though the materials in the SER were useful in showing

throughput, the panel requested student numbers, not just percentages, be

indicated in them; these raw numbers are provided along with the percentages

below in appendix 5 of this report). Analysis of the progression, retention and

completion rates revealed that the programmes are successful in these respects,

with generally 90% of any given cohort progressing and completing on schedule,

and with attendance and retention rates largely above 85%. The panel had a

detailed discussion with the institution management and programme heads

regarding numbers, noting that students in both programmes were lower than at

the previous programmatic review. Regarding the BA in International Business,

the institution explained that programme has had a drop in enrolment from 2012 to

2014, enrolment since then has improved. Class sizes in each year (stage) are 10 to

14 students, with 25-33% made up of US study abroad students. Regarding the

MB in International Business, the institution explained that the programme’s

enrolment since its initial accreditation in 2006 has been good, except for the last

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two years, in each of which students (especially American students) enrolled in the

programme transferred to the MBA in order to avail of its research internship

project. It is in order to address this development that as part of the current

programmatic review it is proposed to introduce a research internship project as an

elective option to the programme (see item 10 below for further detail). Class sizes

in the taught portions of the programme have remained good, in a 12 to 15 range

over the last five years.

2. Review the development of the programmes in the context of the requirements of

employers, industry, professional bodies, the Irish economy and international

developments.

The BA in International Business programme receives considerable support from

industry through the internship programme. All final-year students must complete

a 320-hour internship. The interactions of the institution with the internship site,

including feedback on the student and relevance of the student’s study to the

workplace, is considered as part of the ongoing programme review and

development by the Academic Committee.

The MB in International Business programme interacts with these areas largely

through its teaching staff, several of whom are active as business people in their

own right and bring these experiences to the classroom, and through the researches

of its teachers who are engaged in doctoral or post-doctoral research. These

activities are shared with the programme team in the Academic Committee and

inform development of the programme. The Head of Programme, David Horgan,

is a regular contributor to business sections in the Irish media. The proposed

internship research project will allow for links to be developed with potential

employers through interactions with the various internship sites.

3. Evaluate the response of the provider/school/department to market requirements

and educational developments.

The BA in International Business programme has added a number of innovative

modules in the past addressing new and developing market requirements and

educational developments. These include modules on ecommerce, sustainable

business, business ethics, and an internship research project (that was introduced

at the previous programmatic review to provide an elective alternative to the

internship for students who were unable to undertake an internship). Going further

back, the institution addressed market requirements by converting the programme

from a four-year to a three-year programme.

The MB in International Business programme team proposes to add a number of

electives as part of the current review to the programme, addressing demand from

students and from employers for an element of practical experience in the

programme (through the proposed research internship project) and through the

provision of a number of additional electives in international energy studies.

In both programmes, with respect to educational developments the panel was

impressed by the quality, inventiveness and engagement of the pedagogy evident

in the programme’s teaching and learning. The emphasis on small and interactive

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classes provides highly effective teaching and learning processes. The use of the

learning management system Moodle by most teachers was also impressive,

though it was recommended that usage be standardised and enhanced across all

classes through the provision of more regular Moodle workshops.

4. Evaluate the feedback mechanisms for learners and the processes for acting on

this feedback.

The programmes have very impressive provision for learner feedback and

effectively responding to that feedback. This includes formal mechanisms such as

the collecting of student evaluations for each class (reviewed by the head of

programme with the teacher of the class once final grades are submitted and

discussed in the Academic Committee and reviewed in the end of year report to

the Academic Council), student representation on the Academic Committee, and

provision for the Student Union’s Education Committee to make submissions to

the Academic Committee on the programmes. Perhaps most significantly, the

panel noted the high quality of the informal feedback mechanisms evident, in

terms of high levels of student engagement with the institution’s teachers and

programmes, and the ease of student access to teaching and administrative staff

and the sense students gave of being able to speak freely and usefully with these

institutional representatives.

5. Evaluate the physical facilities and resources provided for the provision of the

programme(s).

The following observations were made by the panel in relation to the facilities and

resources:

Staff:

The two programmes have assigned heads of programme. For the BA (Hons) in

International Business it is Dr Vincent McDonald, an experienced academic and

administrator. For the MB in International Business it is Mr David Horgan, an

experienced figure in commercial and business law, with an MBA from Harvard

University’s School of Business. The other teaching staff are a mixture of

experienced lecturers (about 50%, half of whom are doctorally qualified), teachers

who work in industry (about 20%), and younger doctoral candidates. The

programme is supported by an academic office headed by the Registrar and the

Academic Dean. There is also a Student Services Officer and a Dean of Students.

The panel’s evaluation of the staffing resources found that the programmes are

well provided for in terms of these requirements.

Accommodation:

The panel was provided with a full tour of the facilities on the morning of the site

visit.

The programmes are accommodated along with the institution’s other programmes

in three Georgian buildings at 1, 2 and 3 Merrion Square, Dublin 2. There are

eleven classrooms of varying capacities, and the programme is sufficiently

accommodated within them. 1 Merrion Square is the Oscar Wilde House, the

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childhood home of the famous writer who lived there from 1855 to 1878. The

accommodation arrangements are as follows:

No. 1 Merrion Square: The Oscar Wilde House

Ground floor: Reception, board room, student lounge, dining room for students,

café and seating area to accommodate 60 students, ladies and gents toilets;

First floor: Cultural Centre: drawing room, conservatory, dining room, and

study, student lounge;

Second floor: 2 classrooms which accommodate 25 students per classroom, ladies

and gents toilets;

Third floor: Academic Office, Business Office, one tutorial room.

No. 2 Merrion Square

Hall floor: Reception, Admissions Office, Academic Dean Office;

First floor: Rooney Library;

Second floor: 2 classrooms with capacity to accommodate 30 students per

classroom, ladies and gents toilets;

Third floor: Hanley Computer Laboratory and classroom, computer room;

Basement: Student lounge, 1 performing arts classroom, 1 store room, ladies

and gents toilets;

No. 3 Merrion Square

Hall floor: 2 classrooms with capacity to accommodate 30 students per

classroom, 2 offices;

First floor: Rooney Library;

Second floor: 2 classrooms with capacity to accommodate 30 students per

classroom, ladies and gents toilets;

Third floor: 1 office, 2 classrooms;

Basement: ICT office, Student Affairs office 1 store room, ladies and gents

toilets.

Information technology:

The panel found that the programmes have adequate information technology

support for achieving its learning outcomes.

All teaching classrooms are supplied with integrated chairs and desks, a

whiteboard, and PowerPoint and projector units. The computer laboratories are

equipped with good quality, up-to-date hardware and software.

The learning management system used by the institution is Moodle. It is

extensively used, and was found to be used to good effect, though with less

consistency than might be attained. Though the College conducted a Moodle

workshop in 2014, the panel recommended that a new workshop be conducted

before the next academic year in order to be sure that all teaching staff are using

the system to its potential.

The academic management system used by the institution is Prestige, a bespoke

application developed by Scholar Systems. It appears to operate at the required

standard for the purposes of recording student information, academic results,

producing transcripts and the like.

The institution provides high speed broad band throughout its facilities.

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Library:

The institution’s library, The Rooney Library, provides reading and research

material on the specialist subject areas of the programmes, along with materials on

literature, languages, hospitality, history and the environment. It appears to fulfil

all the needs of programme in terms of research and study facilities. There are

networked computers and printers, with Internet access and power points for

portable computers. The library management system, MandarinOasis, provides an

online catalogue accessible via the internet. Students are able to search the

catalogue, extend their loans, and place holds on titles from home. An inter-

library loan service is available for staff and students.

The Rooney Library houses a collection of approximately 10,000 book titles.

Monographs:

Reference: The Reference collection includes encyclopaedias, dictionaries,

handbooks, biographies, bibliographies, directories, compilations of statistics,

maps;

General Lending: The Lending collection generally represents the curriculum

which is currently available to the students. Faculty and the librarian work

together to select appropriate material in support of the learning process. The

collection is wide ranging, being particularly strong in the behavioural sciences,

political sciences and the humanities. Books may be borrowed for two weeks,

after which fines will accrue.

Short Loan: Books which are in high demand may be placed in the Course

Reserves collection. These items may be borrowed for only two hours, and

students are permitted only two titles at the one time.

The Rooney Library’s current holdings are:

Total books: 10000

Periodical subscriptions: 49

The Rooney Library benefits from electronic links with Lynn University, through

which it has access, available remotely to students, to over eleven million books

and journals. The library also has access to the British Library as a registered

customer of the British Library Document Supply Service. In this way books not

available in the campus library, which the lecturer or student requires and is

unable to access through any local arrangement, can be borrowed from the British

Library. Articles not available from the journals subscribed to by the library, or

through any of the full text databases provided by the library, can also be obtained

from the British Library. All patrons using this service are obliged to sign a

separate copyright declaration form for each request, and the library holds these

forms for the requisite time demanded by legislation.

The institution is a subscriber to the British Library Document Supply Centre,

which further enhances the range of materials available. The Rooney Library also

has access to a wide variety of electronic databases.

Final year students may also request a letter of introduction to the library of

Trinity College Dublin, which permits them access to these major resources for a

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day, during certain periods of the academic year. Private arrangements may

similarly be made with other local information services if required by faculty or

student, by applying to the librarian.

Apart from books, the library subscribes to local and international newspapers,

major business newspapers, foreign language newspapers and other literary news

publications. Since the library was established, journal titles were selected for

their lasting academic quality and relevance to the courses offered at the American

College Dublin. Titles cover all the major subject areas normally found in small

academic libraries.

Electronic Information Sources:

The main source of electronic information is through internet. The institution has

full access to the very large electronic learning resources of its founder Lynn

University, with which it retains close links.

Administration:

The institution appears to have an administration that is sufficient for its purposes.

The administration includes a President (available to the panel throughout the site

visit), Academic Dean (chief academic officer, who headed the programmatic

review on the institution’s side), Registrar, Director of Admissions, Director of

Administrative Services, Student Services Officer and a Dean of Students.

Publicity/public information:

The institution regularly publishes, both in printed and electronic format (on its

website: www.iamu.edu), its catalogue, prospectus, and Quality Assurance

Manual, which contain up-to-date information about its mission, accreditation, the

degree programmes it offers, the qualifications awarded, application methods,

student life and internships. These publications are updated at least once a year,

and sometimes more often when interim version are required. These items were

made available to the panel in their hardcopy form.

The institution has an active social media presence, advising its internal and

external community of current and future events and developments in the

institution.

The institution provides information to the public about its activities and

programmes through its marketing (printed and electronic), participation in

educational marketing fairs, and college and school visits.

6. Evaluate the formal links which have been established with industry, business

and the wider community in order to maintain the relevance of its programmes.

The programmes’ links with these areas are largely through their lecturers, field

trips and guest speakers in lectures, alumni, talks, and the BA internship

programme. Collectively, they appear sufficient for maintaining the relevance of

the programme, and would be enhanced once the proposed MB internship research

project module is underway. The links include:

http://www.iamu.edu/

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Lecturers

The programmes have links with industry through their lecturers:

Philip Byers is a marketing consultant.

Lisa Daly is a practicing barrister.

David Horgan is a director of an energy financing company and contributes

regularly material on the energy sector in the Irish press and radio.

Johnnie McCoy is a practicing barrister.

Mícheál Ó Raghallaigh is a practicing accountant.

Lecturers are also in contact with industry through their research and further

studies.

Field trips and Guest Speakers

IB308 Sustainable Business learners visited The Greenhouse in St Andrew Street,

Dublin, to join a session with would-be eco-entrepreneurs who are starting their

own sustainable businesses.

Guest speakers in lectures have included Daniel O’Riordan, Project Manager

(Cloud Computing), Microsoft; Niall Browne, Human Resource Manager,

Manpower; Dervla Collins, Project Office Manager, Houghton Mifflin Harcourt.

Alumni

The College is in contact with alumni who have embarked on a wide variety of

careers. Selected alumni return to the College to give talks to students on their

experiences in industry post-graduation.

Talks

Talks take place on a regular basis in the College. Learners from all disciplines are

invited to attend. Recent talks include:

Dr. Steve Musson, Lecturer in Political & Economic Geography, University of

Reading: ‘London Olympics: A Sustainable London?’

Stephen Chandler: ‘Ireland’s Celtic Tiger: Boom & Bankruptcy’

Prof. Rob Kitchin and Dr. Cian O’Callaghan, National Institute for Spatial and

Regional Analysis (NIRSA): ‘A Haunted Landscape: Housing and Ghost Estates

in Post-Celtic Tiger Ireland’

Miriam Enright, Director of Business Development, Self Help Africa: ‘Building a

Business: The Case of Self Help Africa’

Internships

The BA in International Business programme has links with industry through the

internship. Learners in the BA undertake a 320-hour internship in a company

related to their field of study. The module leader receives feedback from learners

as they complete daily logs and a final report, while the companies assess the

learners at the mid-point and end of the internship.

The MB in International Business proposed internship research project will

provide the programme with direct links with industry through the student’s and

institution’s interactions with the internship site. These links appear to have been

helpful in developing the programme on the basis of industry feedback in the BA

(Hons) in International Business, and would likely be similarly useful in the MB

in International Business.

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7. Evaluate feedback from employers of the programmes’ graduates and from

those graduates.

The main source of employee feedback for the BA programme is from its active

internship module, which has been a fruitful career starting point for graduates.

The MB’s proposed internship research project module is a potential source of

employee feedback for the programme.

The panel met with a selection of graduates and was impressed with their positive

feedback on the programmes. The panel recommends that the institution make

enhanced use of its alumni, who appear to have a high level of engagement with

the programme.

8. Review any research activities in the field of learning under review and their

impact on teaching and learning.

The panel met teaching staff and were given summaries of their research activities.

Several of the faculty have either recently completed their doctoral studies or are

in the process of doing so, or are engaged actively in research work. The panel

recommended that those undertaking doctoral research be encouraged to publish

their research findings. Modules that have been introduced in the past such as

sustainable business and ecommerce have emerged from these activities. Teachers

are encouraged to bring their research work and materials into the classroom when

appropriate. Studies and research currently being undertaken by the faculty

include:

Zahra Al-Nassar is studying for a PhD on the effect of corporate governance on

earnings quality in the Persian Gulf nations at Trinity College Dublin.

Michael Clark recently completed his PhD on statistical modelling at University

College Dublin.

David Horgan, Head of Programme, writes and speaks regularly on international

energy, economics and finance in the Irish media.

Vincent McDonald recently completed his PhD on leadership and management at

University College Dublin.

Desmond O’Mahony just completed his PhD on probability and statistical

modelling at Trinity College Dublin.

Deepak Saxena is studying for a PhD on management at Trinity College Dublin.

Frauke Wolf is reading for a PhD on organisational culture and its impact on

innovation in the Irish ICT sector at Trinity College Dublin.

18

9. Evaluate projections for the following five years in the programme(s)/field of

learning under review.

The programme teaching staff and administrators suggested to the panel that

international business is an area of business studies that is likely to grow in the

coming years, as globalisation continues apace. Although the programme has

suffered a drop in numbers entering from Asia and Africa as a result of the

recession, numbers from the USA and Europe have increased and the programme

leaders believe that student numbers from Africa and Asia will rise as the global

economy recovers over the coming five years. Although no programme changes

are proposed as part of the current review, the programme team is considering

research into the possibility of introducing new modules for the next review,

including modules on international business history, and international business

and culture.

The main challenge the MB programme has faced in the last two graduating years,

has been of students transferring out of the programme after completing the taught

classes and taking an internship option offered as part of the institution’s MBA

programme. In order to address this slippage of students from the programme, the

institution proposes to introduce an internship research project module as an

elective option to the research dissertation. The institution also proposes to add

some elective modules in international energy, which students in the MB have

expressed an interest in taking.

10. Make proposals in relation to updating programmes and modules; proposals in

relation to the discontinuation of programmes/ modules and the development of

new programmes.

No changes are proposed for the BA in International Business programme as part

of the current programmatic review.

The MB in International Business proposes to change some mandatory modules to

electives, and to add some elective modules.

The programme team explained that the proposed changes have arisen out of

student and lecturer feedback and, in the case of the internship research project,

employer feedback on the desirability of the degree having some real-world

experience built into it, and the consideration of the institution that the additional

electives would add materially to the extant programme. The panel evaluated the

internship research project module and discussed it with the programme team, and

found that its learning outcomes, particularly with regard to the research design

and writing requirements, were of an equivalent level to the dissertation with

which it is proposed to be an elective pairing. The panel similarly evaluated the

proposed additional classroom-based electives, and found them to be of an

equivalent standard in terms of intended learning outcomes and assessments to

those already offered in the programme and that they contributed appropriately to

the overall programme minimum intended learning outcomes.

19

The institution proposes to add the following elective modules to the MB in

International Business:

Fundamentals of energy and the world economy

Energy economics and policy

Historical economy of oil and gas

Project management in oil and gas

Internship research project (30 credits)

The institution has run for some years an MBA under its American accreditation.

In the last three years, students have in increasing numbers transferred to the

programme from the MB in the second semester or in the summer. There are two

main reasons for this: firstly, although the MBA largely has the same modules as

the MB, it offers a number of electives in energy, oil and gas, and these have

proved attractive to students in the MB programme; secondly, the MBA offers an

internship research project, and the prospect of combining work experience with a

research project on the placement company has proved attractive to potential

employers and to students, with many in the most recent two years’ graduating

classes deciding at the beginning of the summer that they would prefer to take the

internship research project rather than the MB’s dissertation and have accordingly

transferred to the MBA.

The proposed addition of the elective modules would make it unnecessary for

students to transfer out of the programme.

Thus, the programme would have the following configuration:

Students take the three following mandatory modules:

Cross-cultural management

International corporate finance

Designing and conducting research

Students choose four from the following:

The political economy

Corporate policy

International entrepreneurship

International business ethics and corporate governance

International regulatory environment

International strategic marketing

Fundamentals of energy and the world economy

Energy economics and policy

Historical economy of oil and gas

Project management in oil and gas

Students choose one from the following:

Dissertation (30 credits)

Internship research project (30 credits)

The panel considered these proposed changes and the proposed new module

outlines in the SER and had an extensive discussion of the rationale for them with

20

the programme team. The panel suggested that one of the proposed mandatory

modules be made an elective (International regulatory environment) and one of the

proposed elective modules be made mandatory (International corporate finance),

which the programme team accepted; these changes are included in the

programme configuration above.

Following consideration of the SER and discussion of the rationale behind the

proposed changes, the panel found the changes to be well-considered and

recommends that they be implemented.

21

Appendix 2: Review of teaching, assessment and learning strategies

The College has procedures in place regarding its strategies and practice relating to

teaching, assessment, and learning. These procedures are included in the College’s

Quality Assurance Manual, whose relevant prescriptions include the following:

Learning support

The College’s learning support (Section 2 of QA Manual) builds on practical

advancements and experience within the College, within Lynn University as the College’s

founding institutions, on Irish and international developments in higher education over

recent years. The College’s mission is to offer student-centred learning supported through

excellence in teaching that produces graduates who are equipped to lead successful lives

and to contribute effectively to society.

Learning in the College is designed to build a repertoire of effective learning strategies in

a way that assists learners in functioning as self-motivated individuals. The strong focus

is on enabling and empowering students to achieve the learning outcomes of their

programmes and modules while recognising diversity in individual learning styles. The

College promotes active student engagement with material in a meaningful and genuine

way that supports the linking of new knowledge to previous understanding gained in

formal and informal learning experiences.

Learning and teaching methods

According to Section 5.2.1 of the QA Manual teaching is seen in the College as a

multidimensional activity that promotes quality learning through a student-centred

interaction between the teacher, learner and the curriculum. The teaching methods are

designed to help the learner to understand how to use study resources to facilitate their

educational experience and to achieve the learning outcomes of their programmes and

modules. Learning and teaching methods are intended to facilitate students taking

ownership of, and responsibility for, their own learning in partnership with the academic

faculty. The methods adopted provide students with varied learning opportunities and

experiences, and include conventional lecturers, tutoring, mentoring, case studies, e-

learning, workshops, internships, project supervision, research supervision, and student

observation.

In essence, learning and teaching strategy of the College is based on a set of key

principles and sets of specific goals and objectives for learning, teaching and assessment.

Among the main goals of this strategy is academic achievement and progression,

assessment as a learning experience, flexibility of learning and teaching methods, holistic

approach to curriculum design, continuous student support, professional development and

employability.

As students progress from year to year the subject matter of their studies becomes

increasingly complex and challenging. The focus of learning moves from acquisition of

knowledge and understanding to critical analysis and application of conceptual knowledge

to practical situations. In the final year in particular students learn to critically evaluate

and apply knowledge and skills acquired in earlier years of study.

22

Ultimately, students are brought to a position where they can demonstrate, through a

variety of assessment processes, that they have achieved the learning outcomes of their

programmes.

The adoption of the E-learning system Moodle has provides lecturers and students with a

virtual learning environment to complement and enrich the more traditional learning

process. This makes it possible for lecturers to create new learning opportunities for

students. Adapting this technology as an integral part of teaching methodology has

enabled lecturers to provide course material in a variety of media formats outside the

classroom, thus fostering effective self-learning techniques.

Learning support mechanisms

The College’s policy is to provide tangible learning support to students throughout their

studies. At the commencement of the academic year each student is issued with

information designed to guide them through their studies, including detailed module

descriptions, continuous assessment schedule, reference to the College plagiarism policy,

past examination papers, and reading lists. Library and computer service staff members

participate in the induction of new students, providing information on the library service

and the use of IT resources. The induction is complemented by library tours given to

groups or to individuals upon request.

The relatively small size of the College is conducive to the development of close and

frequent direct interactions between lecturers and individual students, who often enjoy the

benefits of their lecturers’ attention and guidance outside teaching hours. The academic

support thus obtained involves familiarising students with standard research methods and

conventions, developing students’ ability to critically evaluate research and critical

material, encouraging students to think independently and critically, assisting students in

revising for and answering examination questions effectively.

Assessment methods

According to Section 3 of the QA Manual the broad objective of the learner assessment

process in the College is to establish the extent to which each learner has achieved the

intended learning outcomes of the modules they have undertaken and of their overall

programme.

Assessment can be defined as any process that appraises an individual’s knowledge,

understanding, abilities or skills. The College’s assessment regulations govern written

examinations and continuous assessment in the form of coursework assignments, projects,

reports, oral presentations, reviews, research projects, dissertations, and such other forms

of assessment as may have been approved or prescribed in any programme or course of

study. Assessment procedures are based on clearly expressed intended learning

outcomes.

Assessments are set by the lecturer responsible for delivering the module. They typically

involve continuous assessment (term papers, reports, presentations, practical exercises,

research projects) and final examinations. Draft examination papers are sent to external

examiners for approval.

23

Final examinations are conducted in strict observance of regulations, including

publication of examination timetables, registration of students, invigilation of

examinations, and academic discipline during examinations. After examination papers

are marked, sample scripts are sent to external examiners for approval. The final grades

are then calculated, discussed, and approved by the Internal Examination Board. The

results are finally approved at the Summer and Autumn External Examination Boards.

In the American College Dublin students are assessed using published criteria, regulations

and procedures applied fairly and consistently (as stipulated by the guidelines set out in

the QQI publication Assessments and Standards, Revised 2013). In particular, the College

is committed to ensuring that

Learners have the opportunity to demonstrate their learning achievement;

Assessment opportunities support standards based on learning outcomes;

Assessment opportunities promote effective learning and teaching;

Type of assessment (whether diagnostic, formative, or summative) is explicitly stated;

Assessment procedures are fair, valid and reliable;

Assessment methods are monitored and reviewed to fit evolving requirements;

Assessment requirements are explicit and accessible to learners.

The College has endorsed and implemented the following underlying principles for the

assessment practice:

Assessment is an integral part of the course design process, and is constructively aligned with the programme/module intended learning outcomes;

There are clear and consistent assessment criteria prepared by the examiner, which are provided to the learner at the time of assignment;

Assessment is transparent, valid, reliable and free from bias;

The assessment framework facilitates student learning and supports student progression;

Learners are provided with feedback on assessment that is timely, promotes learning and facilitates improvement;

The management of assessment is efficient both with regard to the amount and timing of assessment and to staff and student workload;

Assessment standards are maintained consistently and appropriately to the award;

Assessment standards are comparable across programmes and across other third-level institutions in the country.

Assessments are set by the lecturer responsible for delivering the module, who in most

cases is also the internal examiner of the module. The role of the internal examiner is to

Prepare assessment in line with the approved module description format;

Submit on the appointed time draft examination papers and marking schemes to the Academic Office;

Take account of suggestions and recommendations proposed by the external examiner;

24

Mark the assessment, submit the mark sheets and originals of assessments to the Academic Office on the appointed time;

Receive feedback from the external examiner and agree to revise if necessary the grades proposed to be awarded to each student;

Attend meetings of the Examination Boards to verify marks and contribute to the discussion of grades and awards.

The role of the external examiner in turn is defined by the QQI document Effective

Practice Guideline for External Examining, published in February 2015. Accordingly, the

external examiner is an independent expert who is a member of the broader community of

practice within the programme’s field of learning, and whose accomplishments attest to

his/her likelihood of having the authority necessary to fulfil the responsibility of the role.

The main role of the external examiner is to provide independent quality assurance for the

assessment process and to ensure that standards appropriate to the award level are

consistent with national standards and comparable to other institutions. In particular, the

role of the external examiner is to

Review the appropriateness of the minimum intended programme learning outcomes and other programme objectives;

Probe the actual attainment by learners of actual programme learning outcomes using information agreed with and supplied by the College;

Compare and contrast both the minimum intended programme learning outcomes and the actual attainment of learners with the relevant awards standards, with the

National Framework of Qualifications, and with corresponding data from other

programmes in the same discipline in other higher education institutions in Ireland

and abroad;

Determine whether or not the applied procedures for assessment are valid, reliable, fair and consistent;

Review the appropriateness of the programme assessment strategy and the assessment procedures, and consider subsidiary module assessment strategies;

Review key assessment tasks prior to their assignment in light of the programme and module assessment strategies and learners’ prior learning;

Report findings and recommendations regarding the assessment process to the College.

Continuous assessment

All academic programmes offered by the College use some elements of continuous

assessment. This form of assessment provides insight into the students’ knowledge, skills

and competences in areas not normally assessed in final written examinations. Different

forms of continuous assessment and the specific learning outcomes they address include

the following:

Research using primary and secondary sources, which aims at developing the students’ ability to conduct original scholarly work, to critically assess

professional literature, and to present the research results in a professionally

acceptable format;

25

Literature review, which assesses the students’ ability to find relevant professional sources, both printed and in electronic format, and to critically evaluate their

contents;

Critical review of a published text, which should display the students’ ability to display understanding of professional literature and its critical evaluation in the

form of a written review;

Term essays and reports, which should display both the students’ familiarity and understanding of a specific field of knowledge relating to course material, and

their ability to conduct independent critical research within the field covered by

the course;

Practical project work, which aims at developing the students’ ability to apply academic knowledge to specific practical problems encountered in social

experience;

Oral presentations, which should display the students’ skill to share their academic knowledge with others in the context of direct social interaction and

public debate;

Class test and quizzes, which assess the degree of the students’ familiarity with and comprehension of specific issues relating to currently discussed course

material;

Group work and team projects, which assess the students’ ability to work collaboratively, to display team spirit, and to share responsibility in a joint

endeavour.

Continuous assessment can provide formative and summative evaluation to support

learning by offering an opportunity to provide feedback to students on their understanding

of the module material prior to the final examination. The weighting of elements of

continuous assessment varies depending on the nature of the module, and is determined at

the time of module design by the lecturer delivering the module. Examiners are required

to ensure that they are fully aware of the weightings attached to the continuous assessment

elements in each module they deliver.

Students repeating a module who have failed the continuous assessment must not only re-

sit the final examination but also submit new versions of the prescribed continuous

assessment at least one week before the repeat final examination. As class attendance is

necessary for the achievement of intended learning outcomes in all College modules, the

option to resubmit the failed continuous assessment as part of the repeat is only available

to learners who have attended at least 75% of the classes. Students with insufficient

attendance will have to repeat the module in its entirety. In modules assessed entirely by

continuous assessment copies of continuous assessment are sent to the external examiners

for evaluation.

26

The marking scheme and grade descriptors used in American College Dublin consist of

the following components:

A (80-100%) Excellent

The highest grade shows an excellent understanding of the question and of the complexity

of issues involved, with a very good command of relevant factual material, and an ability

to analyze and interpret facts and to handle theoretical concepts. There should also be

evidence of an original approach and of wide reading, and a presentation of a well-

reasoned argument.

B+ (70-79%) Very Good

This grade shows a very good grasp of the main issues and a sound understanding of the

relevant material and critical debates. There may not be as much originality of

interpretation as in the A grade, but the material is presented clearly and logically, and

provides evidence of thoughtful reading.

B (60-69%) Good

This grade shows strong awareness of the issues involved and of the main lines of

interpretation. The work may, however, contain inaccuracies, irrelevance, or poorly

substantiated claims. It also shows organisation of material that is erratic or inconsistent.

While a strong response, it is weaker in terms of general discussion, knowledge of

sources, and factual information than higher grades.

B- (55-59%) Above Average

This grade shows adequate and sufficient awareness of the issues involved and of the

interpretations and concepts involved. There are, however, obvious factual gaps and

inaccuracies, and the argument is inconsistently and poorly presented. The knowledge of

relevant sources is deficient, the work contains unsubstantiated claims and is

unconvincingly argued.

C+ (50-54%) Fair

This grade shows poor and insufficient understanding of the issues involved, and there are

considerable gaps in factual knowledge and source material. The awareness of theoretical

issues is vague and patchy. The answer is poorly planned, with little sense of direction

and poor development of basic arguments. Significant errors occur, and parts of the

answer may be irrelevant.

C (40-49%) Pass

This grade shows barely adequate and insufficient understanding of the issues involved.

There are obvious and serious factual gaps, relevant parts of the material are omitted,

27

there is hardly any awareness of theoretical debates, and the argument and chaotically and

inconsistently argued.

D (35-39%) Poor

The response is barely adequate in terms of the knowledge of factual material or critical

debates. The presentation is confused and erratic, and much of the argument is either

irrelevant or illogical.

F (0-34%) Fail

A fail answer demonstrates no grasp of the issues involved. Factual knowledge may be

missing, insubstantial, or incorrect. The presentation is confused and erratic, and much or

all of the answer is irrelevant or illogical.

28

Appendix 3: Self-Evaluation Report

The panel was impressed with the quality and rigour of the institution’s programmatic

self-assessment document, the Self-Evaluation Report. The main content areas which

formed the substance of the SER were as follows:

1. Programme strategic objectives

2. Review and analysis of the quality systems and processes

3. Programme stakeholder views and feedback

4 / 5. Programme strengths and weaknesses

6. Programme achievement statistical analysis

7. Resources required for the delivery of the programmes

8. Review of reports from programme boards and student feedback forms

9. Review of employment/advancement opportunities for learners

10. Review of overall teaching, assessment and learning strategies

11. Review of the assessment strategies for each programme

12. Analysis of current and future research activity

13. Review of programme links with employers, industry, professions,

the business and wider community

14. Proposed programme changes

15. Review of all modules included in the programmatic review

16. Draft programme schedules, incorporating the proposed changes

29

Appendix 4: Staffing

Zahra Al Nasser, Lecturer in Management

Philip Byers, Lecturer in Marketing

Stephen Chandler, Lecturer in Finance and Economics

Michael Clark, Lecturer in Statistics

Fiona Cleary, Lecturer in Information Systems

Rowland Crawte, Lecturer in Information Technology

Lisa Daly, Lecturer in Law

Marc Gallagher, Lecturer in Management

David Horgan, Lecturer in Finance and Economics

Johnnie McCoy, Lecturer in Law

Vincent McDonald, Head of Programme, Lecturer in Management

Desmond O’Mahony, Lecturer in Research Methods

Micheál Ó Raghallaigh, Lecturer in Finance and Accounting

Séan Ó Raghallaigh, Lecturer in Economics and Finance

Michael O’Sullivan, Lecturer in Accounting

Kevin Redmond, Lecturer in Management and Marketing

Deepak Saxena, Lecturer in Management and Marketing

Frauke Wolf, Lecturer in Management and Organizational Behaviour

The programme also has direct links with industry through employment, research and

further studies.

Philip Byers is a marketing consultant.

Johnnie McCoy and Lisa Daly are practicing barristers.

David Horgan is a director of an energy company

Micheál Ó Raghallaigh is practicing accountant.

Michael O’Sullivan is a partner of Conlon O’Sullivan, Accountants and Registered Tax

Consultants.

Zahra Al Nasser, Deepak Saxena and Frauke Wolf are doctoral candidates at Trinity

College Dublin.

Desmond O’Mahony has just completed his doctorate in probability and statistical

modelling at TCD.

Changes in staffing since the last revalidation:

Staff teaching numbers are approximately the same since the last review in 2011. The

former BA in International Business head of programme left two years ago and has been

replaced by a new head of programme, Dr Vincent McDonald. The former MB head of

programme left two years ago and has been replaced by a new head of programme, David

Horgan.

Otherwise, staff turnover has been reasonably good; of the eighteen current teaching staff,

eleven were teaching on the programmes at the last revalidation.

30

Appendix 5: Information on output

Aggregated achievement data is one of the bases of programme performance monitoring

and quality improvement. This is part of the quality assurance of the programmes under

review in the QA Manual and is part of the annual review procedure carried out by the

Academic Committee. Below, the historical data for the programmes and period under

review was presented in the SER with analysis.

In the data below it should be noted that the failure to complete a stage includes all

learners who did not successfully complete all ten modules of that particular stage in an

academic year.

For ease of access, the data below are reduced to tabular form at the end of this section.


2011/12

Stage 1

Passed (progressed to next stage): 80% = 11 (includes 2 study abroad students)

Failed to complete stage in year: 10% = 01

Withdrew: 10% = 01

Attendance 88%

Stage 2



Withdrew: 5% = 01

Attendance 90%

Stage award

Graduated: 92% = 12 (plus an additional two study abroad

students)


Withdrew: 0%

Attendance 92%

Progression and completion rates were strong across the programme. Retention increased

as the degree progressed, from 90% in the first year to 100% in the final year. The first

year class appears strong academically, with 60% of grades in the upper three bands.

Second year grade distribution was approximately normal, with the highest group

appearing in the B band. Final year distribution was also normal. A new item, attendance,

was 88% to 92% across the three years, and correlated with increasing retention.

2012/13

Stage 1



Withdrew: 05% = 01

Attendance 92%

Stage 2

31

Passed (progressed to next stage): 80% = 12 (plus 3 study abroad students)


Withdrew: 10% = 01

Attendance 90%

Stage award

Graduated: 90% = 17 (plus an additional 2 study abroad

students)


Withdrew: 0%

Attendance 90%

There was strong progression and completion across the three years of the programme.

Retention was also largely satisfactory, with no attrition in the final year. Grade

distribution for the three years was fairly normal. Final year distribution was normal.

Attendance was in the 90 percentile range for the entire programme.

2013/14

Stage 1

Passed (progressed to next stage): 85% = 08 (includes 1 study abroad student)


Withdrew: 10% = 01

Attendance 90%

Stage 2



Withdrew: 05% = 01

Attendance 95%

Stage award

Graduated: 90% = 07 (plus an additional 4 study abroad

students)


Withdrew: 0% =

Attendance 94%

Progression and completion were largely satisfactory. Stage 1 results showed a large

grouping in the B range, stage 2 had 50% at B- and C+, and stage award had very strong

results, with 60% in the upper three grade bands. Attendance was strong across all the

year groups.

2014/15

Stage 1



Withdrew: 10% = 01

Attendance 86%

Stage 2

32



Withdrew: 05% = 01

Attendance 90%

Stage award

Graduated: 100% = 05 (plus an additional 3 study abroad students)

Failed to complete stage in year: 0%

Withdrew: 0%

Attendance 94%

Progression and completion rates were very good throughout the programme. Retention

increased as the degree progressed, from 86% in the first year to 100% in the final year.

Attendance increased each year, from 86% at stage 1 to 94% at stage award. The first year

class produced good results, with 65% of grades in the upper three bands. Second year

grade distribution was normal. The final year class was a small and very strong group,

with 80% of grades in the top three bands. There were three deferrals in the final year due

to illness and / or compelling personal reasons, but all indicated an intention to complete

the programme.

MB in International Business

2011/12

Stage award

Graduated: 82% = 28


Withdrew: 04% = 01

Attendance 92%

The improving trend in the master’s in business seen since its introduction in 2007

continued, with its highest completion rate yet. Withdrawal rates were also low and

attendance was strong. There was a higher representation of grades in the upper half of the

range than previously.

2012/13

Stage award

Graduated: 86% = 11


Withdrew: 0%

Attendance 94%

The MB programme included students taking an MBA track, which proved popular in the

first year of running. The taught modules are all the same, with the only difference being

the internship requirement for the MBA. Results were strong in the upper three bands,

failure rates were low and retention was excellent for the programme.

2013/14

Stage award

Graduated: 85% = 03 (taught classes included an additional 12

MBA students)

33


Withdrew: 0%

Attendance 90%

The master’s in business retained all students, there was a high completion rate and

attendance was very good, but results were not strong, with over half the class at B- or

below, and no first class honours degrees awarded. The largest proportion of the class

(80%+) had indicated their preference for the Internship research module, an integral part

of the MBA programme, completing the latter module in lieu of the MB dissertation.

2014/15

Stage award

Graduated: 90% = 01 (taught classes included an additional 15

MBA students)

Failed to complete stage in year: 05%

Withdrew: 05%

Attendance 90%

This year’s class included for the first time modules in oil and gas, which proved popular

among students and achieved high results. As in the previous year, the vast majority who

had enrolled in the MB decided to graduate with the MBA by taking the internship option

in the summer. The MBA track students did better than the MB overall. Attendance was

good, and incompletion and attrition rates were relatively low although the marked

preference for the internship is striking in successive years.

34


Intake Enrolled 1st year Progressed to year 2 Enrolled 2nd year Progressed to year 3 Enrolled 3rd year Graduations

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study

Abroad

Learners

2011/12 11 2 9 0 14 3 12 0 14 2 12 0

2012/13 14 4 14 1 16 3 14 0 19 (i) 2 17 (ii) 0

2013/14 10 1 8 0 11 2 9 0 9 4 7 0

2014/15 10 2 10 0 12 2 10 2 8 3 5 (iii) 0

(i) Includes transfer students, and previously deferred who had returned. (ii) Includes students who were not enrolled as full-time students, but had registered for repeat exams to complete

the programme. (iii) Deferrals comprised 3 of the 8 enrolled in the award year.

Master of Business in International Business

Intake Enrolled Graduations

Standard

Enrolments

Study

Abroad

Learners

Standard

Enrolments

Study Abroad

Learners

2011/12 33 0 28 0

2012/13 13 0 11 0

2013/14 15 0 3 0

2014/15 16 0 1 0

35

Appendix 6: Terms of Reference

Terms of Reference for Programmatic Review 2016

Scope

These terms of reference apply to all programmes offered by American College Dublin

which are due for programmatic review, including one newly validated in the last five

years: BA (Hons) in Liberal Arts.

Programme(s) under review

The programmes under review listed below fall into two categories:

1. Programmes due for programmatic review; 2. Recently validated programmes (new programme validations within the last five

years).

Programme for which programmatic review is required

Level Title Credit number Validation date

8 BA in Liberal Arts 180 2011

8 BA in International Business 180 2005

9 MB in International Business 90 2006

Validation for these programmes is required from 1 September 2016.

Two programmatic reviews will take place: one for the BA and MB in International

Business, the other for the BA in Liberal Arts.

Quality assurance procedures for reviewing programmes

The framework within which programmatic reviews are conducted in American College

Dublin is provided by the procedures described in the institution’s Quality Assurance

Manual (Sections 2.2.3-4). These procedures include obtaining feedback from internal

and external sources for the purpose of further improving and maintaining the quality of

education the College provides. This feedback in turn enables the College to monitor,

review, and develop the quality of current and proposed programmes of study.

36

All programmes offered by the College are routinely monitored throughout the academic

year. They are also reviewed at the end of each academic year to ensure that

The programme and its modules are progressing satisfactorily, both administratively and academically;

Module teaching schemes are appropriate to facilitate the achievement of the learning outcomes of the module;

Assessment methods are appropriate to determine the achievement of learning outcomes for the different modules and are distributed appropriately throughout

the academic year;

Academic procedures are being adequately followed;

Current student progression is encouraged and the programme can appeal to prospective students;

The existing programmes are suitable to meet the current and future needs of students.

Responsibility for the implementation of ongoing review of programmes rests primarily

with the heads of programme, the Academic Committee, the Academic Council, and the

Academic Dean and Registrar. Information obtained through the monitoring activities

may ultimately result in modifications and improvements to delivery and assessment of

programme modules. The review process thus enhances the programme’s academic

quality and the student experience within the boundaries of the formal programme

structure.

In addition to continuous yearly evaluations the College’s programmes are subject to a

full internal and external evaluation once every five years or less. For HETAC/QQI-

approved awards the programme evaluation follows the procedures set out in the HETAC

publication, Provider Monitoring and Procedures, 2010 (Reference code: F.1.2. Version:

1.2. Date of issue: 16 July 2010). In accordance with these procedures, the programmatic

review takes place by the following means:

Research by the College on the programmes under review;

Feedback from students involved in the reviewed programme;

Preparation of a Self-Evaluation Report (SER);

Peer review by way of a paper-based consideration of the SER and a comprehensive site evaluation; peer review findings submitted in a written report;

College response to the peer review group’s report and preparation of a response to its findings and an implementation plan; application by the College’s Academic

Council to QQI for revalidation or otherwise of the programmes;

Implementation of QQI recommendations following revalidation.

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Objectives of programmatic review

The objective of a programmatic review is to review the development of programmes

over the previous five years, with particular emphasis on the achievement and

improvement of educational quality. The focus is principally on the evaluation of quality

and the flexibility of the programmes’ responses to changing needs in light of the

validation criteria (Section 3 of HETAC’s Core Validation Policy and Criteria 2010) and

relevant awards standards.

The specific objectives of a programmatic review are to:

Analyse the effectiveness and efficiency of each validated programme,

including detail of learner numbers, retention rates and success rates;

Review the development of the programmes in the context of the

requirements of employers, industry, professional bodies, the Irish

economy and international developments;

Evaluate the response of the provider/school/department to market

requirements and educational developments;

Evaluate the feedback mechanisms for learners and the processes for

acting on this feedback;

Evaluate the physical facilities and resources provided for the provision

of the programme(s);

Evaluate the formal links which have been established with industry,

business and the wider community in order to maintain the relevance of

its programmes;

Evaluate feedback from employers of the programmes’ graduates and

from those graduates;

Review any research activities in the field of learning under review and

their impact on teaching and learning;

Evaluate projections for the following five years in the

programme(s)/field of learning under review;

Make proposals in relation to updating programmes and modules;

proposals in relation to the discontinuation of programmes/ modules and

the development of new programmes.

Special considerations for American College Dublin

No special considerations are proposed for American College Dublin in this

programmatic review.

As an overarching consideration, the present programmatic review will examine

compliance with HETAC Assessment and Standards (2009), including the provision of

module and programme assessment strategies which focus on assessing the attainment of

learning outcomes. Assessment strategies will be reviewed for their fitness in respect of

the attainment of learning outcomes but also in respect of their suitability for the field of

learning in question.

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Peer review group for programmatic review

To conduct the programmatic reviews an independent peer review group (PRG) will be

appointed for each of them, comprising experts from relevant fields of learning and

experience. The composition of the PRGs is still being discussed; it is expected that the

membership will be finalized (in consultation with QQI) by March

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