programmatic review terms of reference level 7 bachelor ......programmatic review terms of reference...

Programmatic Review Terms of Reference

Level 7 Bachelor of Business in Retail Management

Level 6 (Special Purpose)

Certificate in Sales Certificate in International Business

Certificate in Tourism and Event Operations

PAEC/A18/5.1.1

Programme(s) under review The programmes below are due for review and require review to conform with recent policies. Programmes for which programmatic review is required Level Title Credits Last

intake 7 Bachelor of Business in Retail Management 180 Sept

2015

6 Special Purpose

Certificate in International Business 30 Sept 2015

6 Special Purpose

Certificate in Sales 30 Sept 2015

6 Special Purpose

Certificate in Tourism & Event Operations 30 Sept 2015

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1. Objectives of programmatic review1 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 quality2. 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 HET Core Validation Policy and Criteria, revised 2013) 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

1 HET Provider Monitoring Policy and Procedures 2 The provider’s quality assurance procedures should provide the framework for conducting the review

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• Make proposals in relation to updating programmes and modules; proposals in

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

programmes3.

2. Special considerations for the introduction of new programme structures for each of the

following programmes:

a. Bachelor of Business in Retail Management The Bachelor of Business in Retail Management was first delivered at DBS in 2007 in

conjunction with LIDL and completed a successful revalidation in 2011. To date 6 cohorts

(165 students) have successfully completed the programme with another 80 currently

registered and due to complete the programme between 2015 - 2018. Up to 40 students

are recruited for the programme annually which is delivered over 3 stages and subject to

successful completion of the programme, students graduate on an annual basis.

This is a closed programme and is designed to provide the learner with the opportunity

to attain a Deputy Store Manager role with LIDL upon successful completion of the

degree.

The programme structure currently consists of 180 credits which are divided into 150

credits of taught modules & 30 credits of Work Based Learning (WBL) & Personal

Development Workshops over 3 stages. The current structure and content is being

reviewed to consider the balance between WBL and taught modules. Following on from

extensive feedback and consultation with learners and LIDL management, it is proposed

to increase the credit weighting of the WBL module in order to afford learners a greater

opportunity to integrate academic learning into real working practice with the aim of

enhancing their subject-specific and generic skills through a process of use and reflection

within the retail working environment. Learners will have opportunities to reflect upon

their academic learning and gain relevant practical experience by applying this learning

in the workplace. In addition to providing opportunities for enhancing their subject-

specific knowledge and skills, a further feature of the module is the provision of

opportunities for learners to enhance their intellectual, practical and transferable skills

3 All changes should be identified and a rationale provided

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to assist career progression and add value to the workplace by way of enhanced

performance.

b. Level 6 Special Purpose Certificates These awards are designed specifically for our European Partner Colleges who have

indicated that the current validated structure is best suited to their learner needs and

therefore there is no proposed change to the programme structure with five mandatory

modules and a choice of one from three electives.

3. Changes in Programme Title:

None proposed

4. The implementation of Assessment & Standards, revised 2013 The programmes under review will comply with QQI HET Assessment and Standards (revised

2013). A programme and module assessment strategy will be provided for each programme

enabling the learning outcomes to be assessed. The review of assessment strategies for each

programme will ensure validity, reliability, consistency and fairness of the assessment

methods employed. The inclusion of a capstone module in the award stage of the

programmes will be reviewed with a view to providing learners with an opportunity to

integrate learning attained in other modules and/or stages. The Retail Project at the final

stage consolidates student learning over the three stages. Students choose a project topic and

can synthesize the disparate materials they have studied. This can cement the value of the

students’ educational investments which is beneficial to both students and LIDL.

5. Organisation of the Programmatic Review The review is being coordinated by the following project team: Mr Gerry Muldowney CEO Mr. Andrew Conlan-Trant Executive Dean Ms Naomi Jackson Director of Academic Affairs Ms Siobhan Magner

Programme Leader Bachelor of Business in Retail

Management

Mr Michael Kielty Programme Leader Special Purpose Certificates

Ms. Sinéad O’Brien Project Leader

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The review of each programme is being undertaken by the programme team under the

leadership of the programme leader and with the support of institutional support functions

and will be conducted in accordance with DBS Quality Assurance procedures as approved by

QQI. A key component of the review process is the inclusion of relevant stakeholders.

Learners and graduates are central to this process and their input and feedback is sought

through a number of channels including, feedback questionnaires, focus groups and class

representative meetings. The inclusion of the main stakeholder for the Bachelor of Business

in Retail Management (LIDL) plays a significant role in the review process of the programme.

Extensive consultation including regular meetings between the Programme Leader and LIDL

management to review initial proposals through to final agreed completion is central to the

success of the programme review process.

As the special purpose awards are designed specifically for International cohorts from

European partner colleges consultation has taken place with our partner Colleges to seek their

input into the programme design.

The Academic Affairs Department has responsibility for managing and scheduling the event

and providing administrative assistance to the peer review group. The Director of Academic

Affairs along with the Academic Affairs Office will be the conduit of all formal reports and

correspondence and will ensure that the reports are subject to the appropriate approval

mechanisms in accordance with DBS Quality Assurance processes approved by QQI

(http://www.dbs-students.com/pdf/registrar/qa.pdf) and that these steps are carried out in

sufficient time to be approved by the QQI PAEC Committee.

The Self Evaluation Report and full programme documentation will be approved by the

Schools Executive Board on behalf of the DBS Academic Board before being submitted to

the peer review group.

Documentation to be sent to the Peer Group includes the following:

1. Terms of Reference

2. Self-Evaluation Report

3. Full Programme Documentation

4. Module Descriptors

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5. Proposed Programme Schedules

6. Staff CC’S

7. Agenda ( which will be agreed with the Chair of the event prior to circulation)

8. Relevant Housekeeping information

9. Links to approved DBS Quality Assurance Documentation

The response to the peer review group report will include a plan for the implementation of all

conditions and/or recommendations made by the group. That response and implementation

plan will be subject to the approval of the Schools Executive Board on behalf of the Academic

Board prior to submission to QQI for its consideration.

Documentation to be considered by the Schools Executive Board typically includes

1. Formal Report from the Chair of the Programmatic Review Panel 2. Formal responses from the Programme Team, to include, programme related and

institutional related resConse’s

3. Amendments to programme documentation arising from any conditions/

recommendations to include revised module descriptors, Proposed Programme

Schedules, amendments to Programme Aims/Outcomes

4. Implementation plan to include any transitional arrangements 5. Communication plan for Leaners who may be affected by any changes to the

programme.

6. Membership of peer review group Membership of the peer review group is selected on the basis of subject expertise and also

knowledge of standard QA practices in Higher Education. As this particular programme has

a work-based learning component, peers with knowledge and experience in this area have

been sought.

a. Bachelor of Business in Retail Management

Name Organisation Role Ms Sinéad O’Sullivan NCI

Director of Quality Assurance

Chair https://www.linkedin.com/in/sinead-o-sullivan-94466212

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Mr. Oran Doherty Letterkenny IT Oran is the Work Based Learning and Recognition of Prior Learning Facilitator at LyIT. He is the lead collaborator with external organisations in the design and delivery of WBL programmes. He is currently completing Doctoral Studies with Northumbria University. Please see profile and rationale for inclusion attached

Ms. Fiona Fleming Waterford IT Ciona’s current role is that of Programme Leader of the Level 7 BSc Retail Management in WIT. She also is a subject specialist in the areas of marketing, retail management and online media. She has previously lectured in DIT and Griffith College. She is actively involved with the Marketing Industry in Ireland and coordinates and facilitates external speakers and guest lecturers to participate in the active learning on the business degrees. She also holds the post of Work experience coordinator (BSc Retail Management & BA in Marketing and Online Media ) Please see profile attached.

Ms Ciara Jackson Industry Representative

Ciara has substantial experience in the food and FMCG industry and therefore would be qualified to provide excellent input into the programme Please see profile and rationale for inclusion attached.

Mr Dillon Grace Vice President for Education NUI Maynooth Students Union

Learner Representative LinkedIn profile attached

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b. Certificate in International Business Certificate in Sales Certificate in Tourism & Event Operations

Name Organisation Role Ms Sinéad O’Sullivan NCI

Director of Quality Assurance

Chair

Mr. Steven Rogers Wolverhampton University, Senior Lecturer, Business & Management

Subject Specialist and Teaching and Learning Specialist. Please see profile and rational for inclusion attached

Dr Noëlle O'Connor Limerick IT, Senior Lecturer in Tourism Management

Subject Specialist C Senior Lecturer in Tourism Management. Please see profile and rationale for inclusion attached

Mr Declan Doyle IT Carlow, Vice President for Development & Research

Educational and Subject Specialist Please see profile and rationale for inclusion attached

Mr Stuart Quinn Dundalk Institute of Technology, Netwell Centre, Finance Manager

Industry Specialist Please see profile attached

Mr Dillon Grace Vice President for Education NUI Maynooth Students Union

Learner Representative

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7. Proposed timeline Review Phase For Completion by Preparation of the self-evaluation report (SER) (Appendix 2)

January 2016

Consideration and approval of the SER by the Academic Board

January 2016

Submission of SER to the peer review group

February 2016

Panel Event 24th-25th February 2016

Submission of a report by the peer review group (programmatic review report), to include recommendations for the provider (to be issued within one month)

March 2016

Consideration of the report of the peer review group by the Academic Board, followed by the preparation of a formal response and implementation plan

March 2016

Submission of the programmatic review report to QQI, together with the response and implementation plan of the provider, and a formal request for revalidation

April 2016

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Appendix 1 HET /QQI Core Validation Policy and Criteria – Section 3 The review of programmes should include a review of:

• Minimum intended programme learning outcomes and their compliance with the

relevant awards standard(s) as determined by QQI

• The prerequisite learning for participation in the programme and any other

assumptions relating to the programme’s target learners

• Module learning outcomes and prerequisite requirements • Programme and module assessment strategies • Teaching and learning strategies employed • The operation of access, transfer and progression • Relevant research activities • Links with relevant industry and/or professional bodies • Profile and qualifications of teaching staff • Level and appropriateness of resources available • Benchmarking against other similar programmes

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Appendix 2 Self- Evaluation Report (SER) The SER should contain wide ranging information on the unit/programme(s) being

evaluation including:

• A statement of its strategic objectives • A review and critical analysis of the quality systems and processes which are in place

to enable the achievement of its objectives

• The views of teaching staff, past and current learners, administrative staff servicing

the programme, views of other staff that have any association with the programme

or those involved with/on the programme

• An analysis of its strengths and weaknesses • The identification of potential opportunities and threats, together with the possible

actions to be taken

• An analysis of the success of the programme to date, including access statistics,

performance of learners at each stage (including grade profiles and trends),

completion rates by stage, graduate performance, etc.

• The identification of resources required for the delivery of its programmes • A review of reports from programme boards and student feedback forms • A review of employment/advancement opportunities for learners • A review of the teaching, assessment and learning strategy of the provider in the

relevant field

• A review of the assessment strategies for each programme • An analysis of all research activity within the unit and future plans in that regard • A review of its links with employers, industry, professions, the business and wider

community

• Detail of programme changes proposed and the rationale for same • A review of all modules included in the programme(s) under review

• Draft programme schedules, incorporating the proposed changes

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NAME: Oran Doherty CURRENT POSITION Work Based Learning and RPL Facilitator - LYIT ACADEMIC QUALIFICATIONS

Title Awarding Body Year

Conferred Bachelor of Business Studies (Honours) – Marketing LYIT 1997

Post Graduate Diploma (Computing) University of Ulster 1998

Master of Science (Computing) University of Ulster 1998

Post Graduate Diploma (Tourism Marketing &

Management) University of Ulster 2000

Master of Arts (Tourism Marketing & Management) University of Ulster 2000

IT Training Certificate GMIT 2006

Higher Diploma in Research Practice LYIT 2009

Doctor of Business Administration Northumbria University 2013-2016

RELEVANT WORK EXPERIENCE:

Employer Position Held Period

Letterkenny Institute of Technology Recognition of Prior Learning Facilitator Work

Based Learning Facilitator 2006 – Present

Galway Business School Lecturer for a number of Business modules. Promoting the School through various marketing tools

2003 – 2006

PacifiCare Ltd Insurance Claims Processor Mentor

2001 – 2003

Clovelly Group Canada Marketing Assistant 1999

RESEARCH (I.E. Publications, Papers Presented at Conferences, Funded Research)

Peer Reviewed Publications

Stephens, S., Doherty, O., Bennett, B., & Margey, M. (2014). The challenge of work based learning: a role for

academic mentors? International Journal of Mentoring and Coaching in Education, 3(2), 158-170.

Chapter co-author in a book - Promoting, Assessing, Recognizing and Certifying Lifelong Learning: International

Perspectives and Practices (2014)

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Funded Research

Involved in EU research project (FLLLEX). The FLLLEX project addresses the challenges and implications of

LifeLong Learning incorporation into European higher education institutions. It was coordinated by KHLeuven -

Leuven University College and involves a consortium of 23 partners from 10 European countries:

PROFESSIONAL ACTIVITY (including Training & Consultancy, External Examiner Roles, Membership of Committees/Networks)

o Delivered a presentation on Recognition of Prior Learning to representatives from Organisation for

Economic Cooperation and Development (OECD) in National Qualifications Authority of Ireland (NQAI)

headquarters in 2008.

o Presented at a European Conference on Recognition of Prior Learning in Istanbul June 2010.

o Delivered workshops and training on Work Based Learning and Recognition of Prior Learning to numerous

Irish colleges and universities (2010 – present)

o Irish representative on an EU based project exploring Flexible Learning (concentrating on RPL and WBL).

Attended 4 EU seminars and Workshops and conducted research with Learners, employers and education

providers in relation to Work Based Learning. Delivered presentation on Life Long Learning in Riga in

2012.

o Acted as an external panel member in an audit of Leuven University in relation to their provision of Life

Long Learning - 2012.

o Delivered workshop on Work Based Learning to Higher Education representatives from Finland in the

University of Turku (Finland) in May 2012.

o Delivered presentation on Work Based Learning and Recognition of Prior Learning at the Eurashe

conference in Prague in 2012 & 2013.

o Appointed Higher Education Representative on the IBEC Retail Skillnet (the body responsible for

providing training to the Irish Retail Sector) steering committee.

o Key note Speaker at Work Based Learning conference held in Leuven, Belgium (May 2015.)

o Delivered presentation on Work Based Learning at Northumbria university in June 2014 & 15

o I submitted a research paper and presented at the Irish Academy of Management conference in the

National University of Galway. The title of the paper is as follows: The Challenges of Organisational

Cultures: Developing Work Based Learning partnerships within Higher Education

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Ciara Jackson Rationale for Inclusion: Ciara is a commercially focused Chartered Accountant with over 18 years’ experience

working with leading stakeholders in multi-national companies across all sectors (services,

food manufacturing and financial services industries). She is extremely well networked

across a variety of sectoral stakeholders including, state agencies (Enterprise Ireland, Bord

Bia, Teagasc), industry advisors thought leaders and academics (in Ireland and

internationally), lobby groups (IFA, IBEC / FDII, Irish Exporters Association) and media /

journalists (Farmers Journal, Irish Times).

Food Production is Ciara’s main area of expertise but it is important to note that this is a

critical component for International FMCG retail companies, including Lidl, and therefore

she would have the requisite expertise in this area. Her recognised expertise in the retail

industry is evidenced by the number of media references and requests to present at

industry events relating to the retail area. Previous roles permitted her to travel and speak

internationally at events within the GT network on a regular basis in her capacity as the GT

Ireland representative on the Global F&B Steering Group Agri-food is a key industry sector

in Ireland and internationally. Her industry background and sectoral expertise added a

strong point of differentiation to the GT offering, and GT became recognised in Ireland as

the ‘go to’ experts in the space.

Ciara brings to the panel expertise from a third party industry perspective along with

providing an objective evaluation of the programme itself. As a former graduate of the

Kerry Group Graduate Development Programme she will have first-hand knowledge of a

work based learning experience for the learner.

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Introduction I joined Aon Risk Solutions as Food, Agribusiness and Beverage Practice Leader in May 2015. My career path has taken me on a journey from the food manufacturing industry to financial services to professional services, and it’s been a whirlwind! Prior to joining Aon, I have worked with Kerry Group plc, Grant Thornton and GE Money (GE Capital Woodchester) in financial, operational, commercial, strategic, business development and leadership roles. I am a commercially aware, operationally focused Chartered Accountant with over 18 years’ experience working with leading multi-national companies, and have a strong track record of delivering under pressure in a fast paced ever-changing environment. My key strengths include my ability to distil complex situations, recognise and prioritise the key challenges, and identify and implement the appropriate solutions. My inter-personal and communication skills are excellent, coupled with the ability to effectively build and manage cross-functional relationships with key stakeholders, both locally and remotely. My leadership style is natural and inclusive, having managed both small and large teams over the course of my career. I have a proven ability to energise others and lead a cross-functional team through complex change. I’m a collaborative leader, building relationships and engaging stakeholders to work towards achieving an agreed goal. I am extremely well networked across a variety of sectoral stakeholders, including the Department of Agriculture, state agencies (Enterprise Ireland, Bord Bia, Teagasc), industry advisors (solicitors, banks, financiers), thought leaders and academics (in Ireland and internationally), lobby groups (IFA, IBEC / FDII, Irish Exporters Association) and media / journalists (Farmers Journal, Irish Times etc). Professional qualifications and memberships I hold an honours degree in Accounting and Finance and a Masters in Accounting, both from Dublin City University. I am a Fellow of the Institute of Chartered Accountants Ireland (FCA), qualifying in 1997. At GE I qualified as a certified Six Sigma Greenbelt, and have successfully led a number of Six Sigma business transformation projects. Client focus I deliver a distinctive service to my clients by communicating openly and clearly, quickly understanding the dynamics of the clients business, building a strong, collaborative and trusted relationship, and delivering work on time and to a high standard. Where

Ciara Jackson

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appropriate, I identify and highlight the key strategic risks and opportunities we have identified through our work, and recommend solutions. Experience in the agri-food sector I completed my professional training via the Kerry Group Graduate Development programme. A series of promotions provided me with the opportunity to work at both Corporate Head Office in Tralee, and a number of sites within the food ingredients business, including Cerry’s flagship milk processing plant in Cistowel, a milk powder blending plant in Germany, and a dehydrates and inclusions plant in The Netherlands acquired as part of a pan-European acquisition. Building an agri-food sectoral focus at Grant Thornton I Coined C rant Chornton CC CC in C ctober CC1C, and led the firms’ multi-disciplined Food and Beverage (F&B) group, an experienced team of sectoral experts, growing a successful sectoral initiative from a standing start. My remit was to develop and grow the firms foot-print in the agri-food sector. Agri-food is a key industry sector for GT, in Ireland and internationally. My role involved working internationally within the GT network on a regular basis in my capacity as the GT Ireland representative on the Global F&B Steering Group. My industry background and sectoral expertise added a strong point of differentiation to the C C offer, and C C became recognised in Ireland as the Cgo to’ experts in the spaceC Chis is evidenced by the number of media references and requests to present at industry events. Most importantly, GT have won many new clients in the sector, from start-ups, to mid-market family owned businesses to large corporates, and across all parts of the supply chain, from Cfarm to fork’C Here is a flavour of some of the documents I have authored:

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Declan Doyle BBS, MBS, MMII BEng in Mechanical Engineering from University of Limerick Head of Development Rationale for Inclusion: These three programmes are specifically designed for international students studying in partner colleges in continental Europe who are in first or second year of a three or four-year undergraduate BA programme in a cognate area, usually Tourism, Event Management, Sales Management or International Business with an English language focus. It is often compulsory for these students to undertake a period of study abroad (usually one-semester) in an English-speaking country as part of their undergraduate studies and achieve the required level as part of that major programme of study leading to a major award. These major awards are accredited by national governments or agencies and are included in the European Framework of Qualifications. As Declan not only has the subject knowledge within the field of study he also has experience of delivering modules to similar European Institutes and would therefore have first-hand knowledge of the type of learners who engage in these short programmes. Declan is the Head of Development at IT Carlow. Prior to this he lectured in the School of Business and Humanities primarily teaching management and marketing modules. He has also lectured in the Department of Marketing in NUI Galway, and has been a guest lecturer in FHTW Berlin, University of Voronezh (Russia) and the Technical University in Warsaw (Poland) and with various Erasmus partners. He has presented conference papers in Ireland, Britain, France, Germany, Argentina, and the United States on topics as diverse as Sustainable Development, Contemporary Marketing Practice in Ireland and The Use of Business Simulation Games as a Training Tool. He has also written book chapters and articles published both in Ireland and abroad and most recently was one of the editors of CCnabling Cesponsible Civing’ published by Cpringer in CC1CC Che area of education for sustainable lifestyles has been the focus of Ceclan’s research in recent years. He has been the chair of the editorial board for a pan European project entitled the Programme for Education and Research for Responsible Living. This is a project co-funded by the EU, UNEP, UNESCO, and the Swedish and Norwegian governments. Declan has responsibility for a working group involving partners in Portugal, Norway, Turkey, Poland, and Finland. This group is required to carry out research on attitude and behaviours related to sustainable lifestyles. Declan has responsibility for directing the research activity of the overall project.

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He is also presently conducting research in higher education management and specifically looking at the role of a higher education institution in its region. He is presently chair of the IT Carlow Research Steering Committee. Publications

Enabling responsible Living, U Schrader, V Fricke, V Thoresen and D Doyle Editors, Springer (2013) Consumer Citizenship C Promoting New Responses V4, published by University of Hedmark, Norway (2009). D Doyle Editor Consumer Citizenship C Promoting New Responses V3 Building Bridges, published by University of Hedmark, Norway (2008). D Doyle Editor Consumer Citizenship C Promoting New Responses V2 Catalysing Change, published by University of Hedmark, Norway (2007). D Doyle Editor Consumer Citizenship C Promoting New Responses V1 Taking Responsibility, published by University of Hedmark, Norway (2006). D Doyle Editor. An Examination of Buying Centres in Irish Biotechnology Companies and its marketing implications, with Paul Howard; Journal of Business and Industrial Marketing, vol 21:5 (2006) Management for Marketers, Marketing Institute, (2003) (Text book) Using a Business Simulation to Teach Applied Skills - The Benefits and Challenges of Using Student Teams from Multiple Countries, with F. William Brown (Montana State University), European Journal of Industrial Training. Summer 2000 Economic and Marketing Development in Ireland, D. Fleming and J. Ward (NUI Galway), in Social and Economic Development in Economies under Transition, University of Voronezh, CKR FM: The Use of Marketing Research to Reposition a Radio Station, In Radio on the World Stage published by the American Research Foundation (ARF) and the European Society for Opinion and Marketing Research (ESOMAR), Amsterdam Peer Reviewed Conference Papers Is there a potential use for CCC C model in CC C’s in Couth Cast Ireland with particular reference to Perfect Order Fulfilment? With Michéal Ó Fearghail & Rita Grange, Logistics Research Network Annual Conference, Birmingham, 2013 Building Inter Community Development projects from school based initiatives. Sustainable Development Conference; Technische Universität Berlin, March 2012.

Research Supervision He has supervised in excess of 20 masters dissertations, mainly on marketing related topics.

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Steven Rogers Rationale for Inclusion Cteven’s subCect areas cover the C anagement subCect areaC he also has substantial experience in Teaching and Learning. Coupled with this he has a strong knowledge of International Education. He has also been involved in Innovation and Entrepreneurship. Title Principal Lecturer C HR Projects / Head of Teaching and Learning Responsibilities Postgraduate MSc. HRDOC Award Leader Postgraduate MA.HRM Award leader Professional Bodies Chartered Fellow - Chartered Institute of Personnel and Development Fellow Higher Education Academy Fellow of Institute of Leadership and Management Fellow Institute of Training and Occupational Learning Member of British Psychological Society Member Chartered Management Institute Qualifications Summary of Qualifications MSc Human Resource Development - Organisational Change

Post Graduate Diploma in Training Management Post Graduate Certificate in Education Prince 2 Project Management

City and Guilds 7307 Adult and Further Education SDI Licensed provider NVQ - D 32/33 Assessor Equal Opportunities Trainer Stress Awareness Trainer Euresform BPS level A Home Office Trainer [National Police Training]

Skilled Helper / Counsellor / Grievance Procedure Officer Behavioural / Theoretical - Investigative/ Developmental Interview Techniques Trainer - [PEACE NCF/Home Office Licensed] Criminal Law Lecturer [University of Birmingham] English Rugby Union Football Coach

Occupational Experience August 1973 to June 1997- Employed by West Midlands Police Authority

1990 to 1997 C Divisional, District and Regional Training and Development Manager/Officer, with responsibilities for;

Curriculum design and evaluation Training and Development for all categories of personnel Personnel issues. Regional - protected learning environment manager Coaching and mentoring Equality and diversity

June 1997 to September 1998 C Organisational Development and Management Consultant with responsibility for

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Curriculum design, delivery and evaluation Management development Specialist Training intervention

August 1998 to date - Senior Lecturer / Principal Lecturer University of Wolverhampton Business School

Professional Experience Development and Management Consultant, multi-media design, and

delivery. Specialist areas include Curriculum design, Training, Development and Personnel Practices, CPPD, Identification of Training Needs, Bespoke Training Design, Management Development, Organisational Development and Succession Planning. Coaching and Mentoring. Leadership and Development programmes, Organisational Change and Transition. Quality Assurance and Management. Project Management

Previous Position Competency based Training and Development Manager. Coach and Mentor to Regional, Operational, Training and Managerial Teams Responsibility for General and Graduate Recruitment, Induction, Personal Development Portfolios, Equal Opportunities and Diversity, Behavioural de-briefing, Assessments, Discipline, Grievance, Employee Relations and Succession Planning Internal and External Customer Service, Continual Development programmes.

Other relevant positions / activities:

Public Sector Management Regional and District Training Manager with responsibilities ranging:

Trainer Training / Action Learning Curriculum design and implementation of training solutions – standard, flexible and multi-media Open and Distance Learning - production and preparation [IT, Video and written word] Design, Implementation, Development and Evaluation of Organisational Change and Development packages and systems Classroom and Live Behavioural Training solutions enhancing skills, abilities, knowledge and training for all levels of individual and team development Identification of Individual and Organisational Training / Learning needs in support of Business Plans, National Objectives and Employee Relations Organisational, Management and Team Development Activities [Tabletop, Indoor and Outdoor] Coach and Mentor Change Management and development Extended Assessment Centres and selection processes for new recruits / recruitment, including Graduate Entrants

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Project Management

Current / Most recent Award Leader PG Certificate, Diploma & MSC in HRDOC Responsibilities Post Graduate Certificate in HR Block Delivery CIPD programmes International Residential programmes - HR

Module specific; Talent Development

Employee Learning and Development Organisational Change and Development

Design and Delivery of Learning Interventions Management of the HRD Function Fundamentals of Coaching and Mentoring Team Leadership and Development CPPD HRM in context Learning for Business Success Leading and managing People in Organisations

Postgraduate / Undergraduate dissertations Management Research Reports

Work Based projects Behaviour at Work Employee Training and Development [UG]

Internal Examiner Learning and Development / Talent Management and Development / Design and Delivery of Training / Fundamentals of Coaching and Mentoring/Managing the HRD Function QAA / QM working party Project Director – CIPD Centre contact / relationship management

ILM ITOL CIPD CMI

Additional areas;

Teaching mentor New staff mentor Peer review co-ordinator Member of UoW Staff Development Committee Member of Faculty committees and working groups

UoW - Learning & Teaching Strategy Graduate Teaching Assistant working group External Examiner working group MOD working group Faculty Quality Enhancement Subject reviews for

Law

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Leisure Business

Courses and primary Undergraduate Teaching areas Career Management Training and Development Management and leadership Postgraduate Employee Learning and Development

Design and Delivery of Training Management of the HRD Function Fundamentals of Coaching and Mentoring Team Leadership and Development

CPPD Work based projects and CPD Management Reports, dissertations and CPD General HRM modules Research Interests CPPD Leadership and management Accelerated learning Action learning Motivational Systems Professional Development, Coaching and Mentoring Supervision Duties Assignments and Dissertations – Undergraduate and Postgraduate levels Organisational peer mentor Teaching and Learning mentor CIPD mentor Professional Activities Past Chair - Black Country CIPD (extended period) Education Officer CIPD

Midlands Regional Trainer Forum facilitator– University of Wolverhampton External Examiner

Portsmouth University ( twice) Liverpool John Moores University MA HRM - extended University of West Glamorgan – MA Professional Development ( HRM and HRD module responsibility) Extended three times London Met – H -(Masters HRM/D programmes)

CIPD Continuing Professional Development national working party panel member CIPD Education Committee

Current CIPD QA QM panel member CIPD External verifier Member UFHRD

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External Examiner Westminster Business School Anglia Ruskin Business School

Consultancy Member of University HRD Business Development / Consultancy Team (Engage, design, deliver and evaluate programmes) West Bromwich Building Society Goodyear Dunlop Tyres UK Mann + Hummel Training for Excellence Exel Midland News Association /PCP Direct Laboratories West Midlands Police Homeserve ISCTE University – Portugal Cyprus College Good Hope Hospital [KTP – organisational change and strategy]

Institute of Innovation and Entrepreneurship seconded team member Business assist / Business Link mentor Telford and Wrekin County Council Transforming Telford Ricoh ZF Lemforder

Westfield cars Road Chef AHT Alloys Manby-Steward Bowdler Signet SHG Early Years Learning Teach First

Additional Information

Curriculum design leading to the Postgraduate HRD team successful award for Innovation in Teaching Excellence Awards

Designed MSc Innovation and Entrepreneurship – joint delivery Director Development programme – joint delivery MSc HRDOC MA Leadership MSc Healthcare leadership PGC Medical Education

Most Recent projects Programme manager and Curriculum design, delivery and evaluation of Leadership, Management Organisational Change and Behaviour programmes;

Mann + Hummel, Goodyear Dunlop ASSA ABLOY, SIGNET Teach First ,AHT Alloys Accord Housing, Shropshire Housing CPD programmes – Manby – Steward – joint delivery Conference papers – CIPD Professional Standards Conferences.

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Dr Noëlle O'Connor Senior Lecturer in Tourism Management at Limerick Institute of Technology Rationale for Inclusion Noelle is a Senior Lecturer in Tourism Management and the Course Director for the B.A.(Hons.) in Business Studies with Travel & Tourism Management Programme in Limerick Institute of Technology (Ireland). She is also an MBA Online Senior Lecturer at Glion Institute of Higher Education (Switzerland). Previously, she was Acting Head of Department of Languages, Tourism, and Hospitality in Waterford Institute of Technology and has lectured for many years in other Irish higher education institutes including Dublin Institute of Technology. She edited the book; Tourism and Hospitality Research in Ireland (2007) and also published A Film Marketing Action Plan for Film Induced Tourism Destinations - Using Yorkshire as a Case Study (2010). She is presently on the Editorial Review Board for many of the leading tourism journals such Annals of Tourism Research and Tourism Management. Her research focus is in the area of film induced tourism, celebrity endorsement of tourism destinations, destination branding and tourism education. She has presented her research findings at many global conferences (Australia, Belgium, Canada, Croatia, Finland, Greece, Hungary, Ireland, Northern Ireland, Portugal, Spain, Sweden, South Africa, Switzerland, the UK, the UAE and the USA) and in many referred journals. She has gained extern examining experience in Ireland, Nepal, Switzerland and the UK and has also served on the External Validation Panel in the University of the West of England, University of Brighton, University of East Anglia, University of Derby, University of the West of Scotland, Bishop Grosseteste University, University of Northampton, University of Gloucestershire (UK), University of Applied Sciences of Western Switzerland, International College of Tourism and Management (Austria), Athlone Institute of Technology and Tralee Institute of Technology. She has a wide range of industrial experience, having worked in both the Irish and international hospitality industries. Specialties: Celebrity endorsement of tourism destinations Destination Marketing Film Induced Tourism Social Media in Tourism Tourism Education Destination Management Extern Examiner in Tourism and Hospitality Institute of Technology Tralee September 2006 – August 2011 (5 years) Extern Examiner Athlone Institute of Technology

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September 2007 – August 2010 (3 years) Extern Examiner Waterford Institute of Technology November 2006 – August 2007 (10 months) Acting Head of Department / Lecturer Waterford Institute of Technology

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Stuart Quinn Industry Representative A business studies graduate from the College of Commerce, Rathmines, Stuart is a qualified Chartered Management Accountant. He joined NetwellCASALA in April 2007 as Finance Manager having worked as a Senior Internal Auditor in DIT for over three years. Stuart has responsibility for all financial matters in relation to NetwellCASALA including complying with the reporting requirements of all stakeholders. His previous positions include roles in the Civil Service, the Food Industry and a three year spell as an entrepreneur. Education Dundalk IT 2008 – 2010, MBA Business The Chartered Institute of Management Accountants 1999 – 2003, Management Accounting College of Commerce, Rathmines 1988 – 1992, Business Studies Email: [email protected] Phone: +353 (0) 42 9370673

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Dillon Grace – Learner Representative Currently in his fourth year of study for the LL.B. (Bachelors of Laws) degree at Maynooth University. Dillon is actively involved in extra curricular activities on campus. He has served on the committees of the Maynooth University Business Society, European Law Students' Association (ELSA) Maynooth, Johto University, and Maynooth University Disney Society. As well as this, he is the current Deputy Returning Officer for Maynooth Students' Union. Experience Vice President for Education Maynooth Students' Union July 2015 – Present (8 months)Maynooth Operations Team Member Maynooth Students' Union September 2014 – Present (1 year 6 months)MSU HQ Duties and responsibilities as a member of the MSU Operations Team were as follows: - Administrative assistance and research for sabbatical officers. - Providing support for events after hours in the union. - Setting up various venues for events. - Promoting Union events. - Supervising public areas. - Surveying students. Deputy Returning Officer Maynooth Students' Union September 2013 – September 2014 (1 year 1 month)Maynooth, Ireland Maynooth Students' Union (MSU) is the representative body for all students of Maynooth University, St Patrick's College, Maynooth and their associated campuses across Ireland. As Deputy Returning Officer for Maynooth Students' Union, it was Dillon’s responsibility to assisted the Returning Officer in supervising and executing all elections and referenda during the term of office. During the term Dillon had 3 sets of elections and 1 referendum. For the elections and referendum Dillon assisted the Returning Officer in: - Creating a Candidates Handbook - Organising Hustings - Supervising the campaign period - Setting up the Polling Stations - Supervising the Polling Stations during Polling Day - Dealing with complaints as they arise - Closing the Polling Stations - Supervising the election count

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Ms. Fiona Fleming BA, H.Dip in Ed. MMII Grad, MBA Title: Marketing Lecturer School/Department: Business, Management And Organisation

Main Subject Areas:

Marketing Communications Retailing Customer Relationship management Branding Category management Retail marketing

Teaching experience Dublin Institute Of Technology – Marketing Lecturer (part time) 1988 – 1996 Griffith College Dublin - Marketing Lecturer (part time) 1990 – 1996 I currently lecture on a range of Programmes within WIT

BA in Marketing and Online Media (Hons.) Years 2, 3, 4 BSc in Retail Management (Hons.) Year 4 BSc in Retail Management Years 1, 2, 3, BA Design (Hons) Year 3

Professional Experience: 1996- 2002 Marketing Manager Dairygold Coop Society leading Key national and international brands ( Dairygold, Galtee, Shaws, Mitchelstown Cheese Brands, Sno yogurt brand portfolio) 1988- 1996- National Sales and Marketing Manager Philips Electronics Ireland Ltd. 1986- 1988 – Donegal Foods Ltd (Smurfit venture capital company) Marketing Assistant Research Interests: Branding Category Management Managing Irish brands Retail Development School Roles: Course leader BSc Retail Management level 7 Course Leader BSc Hons in Retail Management Level 8 Class Tutor BA MKT year 1 & 2 Work experience coordinator (BSc Retail Management & BA in Marketing and Online Media) Actively involved with the Marketing Industry in Ireland and coordinate and facilitate for external speakers and guest lecturers to participate in the active learning on the Business degrees. For example-McDonalds, Heinz, Dairygold, Bupa Ireland, Cawley Nea Advertising Agency, The National Road Safety Authority, Behaviour and Attitudes. McConnells, Advertising Agency.

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Membership The Marketing Institute of Ireland

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Programmatic Review/Revalidation Panel Report

Dublin Business School Bachelor of Business in Retail Management

Certificate in Tourism and Event Operations Management Certificate in Sales

Certificate in International Business

6thMarch 2016

PAEC/A18/5.1.1

1 Programmatic Review/Revalidation Panel Report .................................................................... 4

1.1 Programmes submitted for revalidation: ....................................................................... 4

1.2 Membership of the Programme Evaluation Panels ........................................................ 4

1.3 Introduction and Context ................................................................................................ 5

1.4 Process and Nature of Review ......................................................................................... 7

1.5 Proposal of New Awards ................................................................................................. 7

1.6 Relationship with Industry and the wider sector ........................................................... 7

1.7 Research & Staff Development ........................................................................................ 8

1.8 Learner Feedback ............................................................................................................. 8

1.9 Commendations ............................................................................................................... 8

1.10 Proposed Amendments to the Programmes .................................................................. 8

1.11 Certificate in International Business ............................................................................. 10

1.12 Programmes recommended for revalidation: .............................................................. 12

2 Bachelor of Business in Retail Management .............................................................................13

2.1 Programmes submitted for revalidation: ..................................................................... 13

2.2 Membership of the Programme Evaluation Panel: ...................................................... 13

2.3 Planning: ......................................................................................................................... 13

2.4 Module titles, Content and Assessment Strategy ........................................................ 17

2.5 Specific Issues to be addressed by the provider ......................................................... 18

3 Certificate in Tourism & Event Operations ...............................................................................19



3.3 Planning: ......................................................................................................................... 19



3.6 Overall Result of Evaluation Panel Review: .................................................................. 25

4 Certificate in Sales ...............................................................................................................................26



4.3 Planning: ......................................................................................................................... 27




5 Certificate in International Business ............................................................................................34



5.3 Planning: ......................................................................................................................... 35


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6 Appendices .............................................................................................................................................42

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1 Programmatic Review/Revalidation Panel Report

Dublin Business School Address: Castle Buildings, South Gt

1.1 Programmes submitted for revalidation: Title of Programme No of

Credits BA (Ord) in Business in Retail Management 180 Certificate in Tourism and Event Operations 30 Certificate in Sales 30 Certificate in International Business 30

Leading to the awards of: Award Title Level Award Type No of Credits BA (Ord) 7 Major 180 Certificate in Tourism and Event Operations

6 Special Purpose Award

30

Certificate in Sales 6 Special Purpose Award

30



30

Date of Evaluation: 23-24th February 2016 Date of Report: 6th March 2016

1.2 Membership of the Programme Evaluation Panels

1.2.1 Bachelor of Business in Retail Management

Name Organisation

Ms Sinéad O’Sullivan (Chair) NCI Director of Quality Assurance & Statistical Services

Mr. Oran Doherty Letterkenny IT

Mr Denis Harris Programme Director, BA Marketing at WIT


Mr Dillon Grace (Learner Representative)

Vice President for Education NUI Maynooth Students Union

1.2.2 Special Purpose Awards: Certificate in International Business Certificate in Sales Certificate in Tourism & Event Operations

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Name Organisation

Ms Sinéad O’Sullivan (Chair)

NCI Director of Quality Assurance






Ms. Monica O’Byrne Director of Sales and Marketing, Carton House Hotel

1.3 Introduction and Context This validation process was undertaken under the revalidation (programmatic review) process as outlined in QQI’s HET Core Validation Criteria & Policy, 2013. The terms of reference and composition of expert panels were proposed by DBS and approved by QQI.. The review event took place on the 23-24th February in a series of meetings at DBS. The meeting of the 23rd February considered the BA Ord in Business and the Special Purpose awards were considered on the 24th February.

Although considered as one review under the terms of reference, the format of the documentation received and the scheduling of the meetings appeared to suggest to the panel that DBS considered these as two separate events. This report is presented as a consolidated report due to a degree duplication of items considered and findings made. Recommendations regarding the management of future programmatic review events and the provision of documentation are outlined below.

Representatives of the Academic Affairs office at DBS co-ordinated provision of submission documentation and the validation event itself, as well as providing administrative support to the panel. These representatives were not members of the panel nor did they take part in the deliberations of the panel.

This report is the agreed report of the panel members.

1.3.1 Profile of provider: Dublin Business School (DBS) is an independent higher education institution founded in 1975 and specialises in the provision of career focused business and law education as well as the delivery of contemporary programmes in the areas of arts, media, social science, humanities and psychology.

1.3.2 Terms of reference 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 quality1. 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 HET Core Validation Policy and Criteria, revised 2013) and relevant awards standards

1 The provider’s quality assurance procedures should provide the framework for conducting the review

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The terms of reference for this review were agreed with between QQI and DBS and are as follows:

The specific objectives of a review of programme validation are to:

o Analyse the effectiveness and efficiency of each validated programme, including detail of learner numbers, retention rates and success rates.

o Review the development of the programmes in the context of the requirements of employers, industry, professional bodies, the Irish economy and international developments.

o Evaluate the response of the school to market requirements and educational developments.

o Evaluate the feedback mechanisms for learners and the processes for acting on this feedback.

o Evaluate the physical facilities and resources provided for the provision of the programmes.

o Evaluate the formal links which have been established with industry, business and the wider community in order to maintain the relevance of its programmes.

o Evaluate feedback from employers of the programmes’ graduates and from those graduates.

o Review any research activities in the field of learning under review and their impact on teaching and learning.

o Evaluate projections for the following five years in the programmes under review. o Determine whether the conditions imposed by the validation expert panel (Appendix

4) have been complied with. o Make proposals in relation to updating programmes and modules; proposals in

relation to the discontinuation of programmes / modules and the development of new programmes2.

Special Considerations for DBS

1. Bachelor of Business in Retail Management:The expansion of credit assigned to work based learning modules

2. Special Purpose Awards: Delivery of the programmes as previously validated with some module adjustments.

3. Implementation of Assessment & Standards, 2013

Following its evaluation of the validated programmes under review, the expert peer review group may recommend that some or all of the programmes may be revalidated.

However, should the expert peer review group be of the opinion that:

a) The programme of education and training validated under Section 25 of the Qualifications (Education and Training) Act, 1999 no longer meets the criteria for programme accreditation (HET Core Validation Policy and Criteria 2010, revised 2013 [see Appendix 1] and Policy And Criteria For The Validation of Further Education And Training Programmes Leading To QQI CAS Awards Revised October 2013 [Appendix 2]); or

b) It may recommend withdrawal of programme validation.

2 All changes should be identified and a rationale provided

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1.4 Process and Nature of Review The documentation provided to the panel was provided in two distinct volumes, one for each group of programmes reviewed. The panel was satisfied that the review undertaken for the Bachelor of Business was complete and comprehensive. The panel that considered the review of the special purpose awards is of the view that, notwithstanding that the programmes have been designed to meet the needs of a number of partner organisations and programmes, a deeper review could have been undertaken and an opportunity to modernise some modules, particularly in the context of the digital skills required for the sector.

The panel recommends that these programmes are included in the next undergraduate programmatic review for the School of Business so that they are aligned with the overall undergraduate portfolio. Future programme documentation submissions should also conform to the documentation required by QQI (Core Validation Policy & Criteria, 4.4 - HET General Programme Validation Manual, Revised 2013) and outlined in DBS QA handbook where the self evaluation documentation (SER) which addresses the terms of reference should be accompanied by individual programme documents. Some members of the panel had difficulty accessing the documentation for the Special Purpose Awards which were released a week before the review date. The panel recommends that documentation is released at least 2 weeks in advance of review dates to ensure that any technical difficulties can be resolved and to give panel members adequate time to consider the documentation.

1.5 Proposal of New Awards The panel noted that the programme team for the Bachelor of Business in Retail Management has proposed a Higher Certificate in Business Studies as part of the self-evaluation process. The panel chair deemed that this proposal was outside the terms of reference of the programmatic review and advised the Director of Academic Affairs by voicemail prior to the commencement of the process that the validation of a new programme was required to be considered under a new programme validation process with the agreement of QQI. QQI’s agreement had not be received by the time the validation event commenced. The proposed Higher Certificate was considered by the panel on the day using the criteria for new programme validation. A separate report is provided and to be proposed for consideration to QQI in the knowledge that this may be set aside by QQI.

1.6 Relationship with Industry and the wider sector The Panel met with a representative of Lidl in the context of the Bachelor of Business in Retail Management. He outlined how the programme complements the company’s recruitment process and training of deputy store managers. Information on factors that affect the success of learners on the programme are fed back into the trainee manager recruitment process. While this is not a collaborative programme, Lidl has input into the Work Based Learning modules in the form of ‘guest lectures’ and the induction programme.

This engagement was also evidenced in the SER for the special purpose awards which indicated the feedback from partner colleges in Europe. During engagement with the programme team, further engagement with industry became evident through the teaching methodologies used.

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1.7 Research & Staff Development The panel heard how staff members are involved in further development and research in the areas of Teaching & Learning. The institution has made funding available through its Research Committee and Scholarships to allow faculty to engage in further development. Further evidence of how subject or discipline related research is being incorporated into programmes was less evident, particularly in relation to the use of technology across the set of programmes reviewed.

1.8 Learner Feedback The panel met with Learners and graduates of the programmes. The learners are integrated very well into the academic and social life of DBS as evidenced by the existence of relevant societies and annual fundraising and volunteering initiatives. The learners met who were studying the Certificate in International Business indicated that they would welcome opportunities to study with and be in class with learners for whom English is a first language in order to improve their language skills and experience wider cultural engagement.

1.9 Commendations The panels would like to commend the programme teams for the manner in which they engaged with the panel.

The panel would also like to commend DBS on its partner engagement and in particular, Lidl for their ongoing commitment to the programme.

The panel would also like to commend DBS on the continued delivery of Chinese and Spanish

The panels were impressed by the learners that it met and their obvious satisfaction with the programmes and its staff.

The panels also commends the range of assessment instruments proposed.

1.10 Proposed Amendments to the Programmes The panels that reviewed the progammes recommend revalidation of the proposed programmes as outlined below. Detailed reports for each of the programmes are outlined in sections 2-5 below.

1.10.1 Bachelor of Business in Retail Management The panel agrees with the proposal to increase the credit values for the 3 workbased learning modules. However, the documentation presented did not clearly outline how these modules are delivered and when assessments are due. The sample handbook included a delivery pattern, however, this is based on the previous delivery model of the programme and a revised schedule is required.

In general the panel would have liked to have seen more emphasis on the impact that technology is having in the retail sector and has made the following conditions and recommendations.

1.10.1.1 Conditions of Approval: C1. Provision of the block schedule for the introduction of 3 rather than 5 work based

learning stages C2. The Work Based Learning module should be revised and the delivery pattern better

described to include indicative assessment delivery dates C3. Compensation rules for the workbased learning modules should be clarified in the

programme schedules

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C4. PEL arrangements should be agreed with QQI C5. A revised programme document should be created using the templates required by

QQI. C6. Module descriptors should include a module teaching and learning strategy and

reassessment approach.

1.10.1.2 Recommendations: R1 Investigate options for a related level 8 degree R2 Develop an exit award for the completion of Stage 1 to facilitate learners who leave the

programme R3 Investigate options for integrated assessment between CRM and Business Intelligence

modules R4 Increase exposure to social media and the impact of technology on the retail

environment and tools such as SPSS, nVivo and Endnote R5 Include a more commercial financial focus into the programme R6 Reading Lists should include references to current though leadership and sectoral

papers as well as texts

1.10.2 Certificate in Tourism & Event Operations The panel agrees with the proposed amendments to the programmes. However, it believes that the programme would have benefitted from a more radical review and has made the following conditions and recommendations

1.10.2.1 Conditions of Approval: C1. A separate programme documents should be prepared using the templates required

by QQI C2. The minimum and maximum point of entry of learners from their ‘home award’

should be clarified C3. DBS should clarify with QQI that the award is consistent with guidelines for learners

on Study Abroad programmes C4. The title of the award should be reconsidered as a Certificate in Tourism Marketing C5. The use of digital skills, digital marketing and social media should be highlighted

more within the programme C6. Management and finance need to be more visible within the programme C7. Module descriptors should be amended to include the richness and diversity of the

methods used. This should be done via the inclusion of a teaching & learning strategy, learning environment and reassessment approaches in line with QQI templates for programme documentation.

C8. Enterprise & Communications: The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award

1.10.2.2 Recommendations: R1. The programme team should explore the use of the enterprise communications

project as a method of integrating assessment across all mandatory modules. R2. Spanish for Beginners: Ensure that the learning expected from Learning outcome 4

is explicitly referenced within the module descriptorR3. DBS should explore options for delivering some modules with students for whom

English is their native language in order to further enhance the learners’ language skills.

R4. The panel notes DBS’s intention to implement plagiarism detection software and recommends that this is implemented as soon as feasible.

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1.10.3 Certificate in Sales The panel agrees with the proposed amendments to the programmes. However, it believes that the programme would have benefitted from a more radical review and has made the following conditions and recommendations:

1.10.3.1 Conditions of Approval: C1. A separate programme documents should be prepared using the templates required



on Study Abroad programmes C4. The use of digital skills, digital marketing and social media should be highlighted

more within the programme C5. Module descriptors should be amended to include the richness and diversity of the



1.10.3.2 Recommendations:

R1. The programme team should explore the use of the enterprise communications project as a method of integrating assessment across all mandatory modules.

R2.Spanish for Beginners: Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

R3.DBS should explore options for delivering some modules with students for whom English is their native language in order to further enhance the learners’ language skills.

R4.The panel notes DBS’s intention to implement plagiarism detection software and recommends that this is implemented as soon as feasible.

1.11 Certificate in International Business The panel agrees with the proposed amendments to the programmes. However, it believes that the programme would have benefitted from a more radical review and has made the following conditions and recommendations:

1.11.1.1 Conditions of Approval C1. A separate programme documents should be prepared using the templates required




more within the programme C5. The management module should be reviewed and modernised

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C6. Module descriptors should be amended to include the richness and diversity of the methods used. This should be done via the inclusion of a teaching & learning strategy, learning environment and reassessment approaches in line with QQI templates for programme documentation.


1.11.1.2 Recommendations: R1. The programme team should explore the use of the enterprise communications

project as a method of integrating assessment across all mandatory modules. R2. Spanish for Beginners: Ensure that the learning expected from Learning outcome 4

is explicitly referenced within the module descriptorR3. DBS should explore options for delivering some modules with students for whom



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1.12 Programmes recommended for revalidation:

Title of Programme No of Credits

Bachelor of Business in Retail Management 180 Certificate in Tourism and Event Operations 30 Certificate in Sales 30 Certificate in International Business 30

Leading to the awards of: Award Title Level Award Type No of Credits Bachelor of Business 7 Major 180 Certificate in Tourism and Event Operations


30

Certificate in Sales 6 Special Purpose Award

30



30

The Programmes outlined above are recommended to the Programmes and Awards Executive Committee for revalidation subject to the provision to QQI of a revised programme document for each programme, which addresses the conditions and recommendations required in the reports.

Signed on behalf of the Programme Evaluation Panel:

Chair:

Date: 6th March 2016

The detailed assessment of each award of the Programme Evaluation Panel is attached.

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2 Bachelor of Business in Retail Management Dublin Business School

QA procedures agreed 2010 QA procedures reviewed

Proposed revalidation leading to a Major Award

2.1 Programmes submitted for revalidation: Title of Programme No of Credits Bachelor of Business in Retail Management 180

Leading to the award of: Award Title Level Award Type No of Credits Bachelor of Business 7 Major 180

Date submitted to QQI :

Date of Evaluation: 23 February 2016 Date of Report: 6th March 2016

2.2 Membership of the Programme Evaluation Panel:

Name Organisation

Ms Sinéad O’Sullivan (Chair) NCI Director of Quality Assurance & Statistical Services

Mr. Oran Doherty Letterkenny IT

Mr Denis Harris Programme Director, BA Marketing at WIT




2.3 Planning: 2.3.1 Purpose of the award The Bachelor of Business in Retail Management was first delivered in DBS in 2007 in partnership with LIDL. This closed programme comprises theoretical and practically applied modules delivered over three stages, with integral opportunities for personal and professional development. This is facilitated through rotating blocks of formal academic learning with real work based application and“learning by doing” in a LIDL store. The programme builds on the general business curriculum whilst simultaneously training learners for a leadership role within LIDL.. 2.3.2 Programme Development since agreement of QA procedures/the Last Review

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Does the proposed programme address a clear market demand? Yes _√ No __ As the programme has been developed in association with Lidl, the demand for the programme is directly related to Lidl recruitment.

2.3.3 Avoidance of duplication Has the Programme Development Team identified the availability of similar programmes locally, regionally, nationally? Yes √_ No _ _ The programme is unique to Lidl and Dublin Business School. 2.3.4 Stakeholder consultation Was the level of stakeholder engagement in satisfactory? Yes _√_ No _ _ The panel commends the close and good working relationship between Lidl and DBS. This is evidenced by the durability of the programme since its inception in 2007 and the feedback from Lidl representative met by the panel at the meeting.

Support for the programme (industry/business/community) Yes _√ _ No __As above

2.3.5 Efficient and effective use of resources Does the resources? Yes √_ No __ The panel is satisfied that resources are efficiently and effectively used. Specific Comments:

Staff: The panel would like to commend the programme director and team for their engagement with the panel throughout the day. Accommodation: The accommodation is appropriate to the needs of the programme Information technology: There is scope for greater use of information technology in teaching and assessment. Library: The information service provided to learners is appropriate to the programme and the nature of delivery.

Have the QQI award standards been explicitly referred to in the programme and does the programme meet those standards at the specified level?

Yes _√_ No __ The programme has been reviewed and submitted using the business standards at level 7 on the NFQ.The panel is satisfied that these standards have largely been met.

Has the Provider complied with Protection for Enrolled Learner requirements? PEL arrangements are currently in the process of being agreed with QQI.

2.3.6 Access

Is the expected minimum and maximum number of all learners entering the programme explicitly stated?

Yes _√_ No __

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Have any/all prerequisite knowledge, skills or competence or any other specific entry

requirement been articulated? Yes __√_ No __

.

2.3.7 Quality assurance

2.3.7.1 Application of agreed quality assurance procedures for development of

programmes

Were the agreed quality assurance procedures for programme development followed? Yes _ _ No _

Has the programme team demonstrated how programme delivery will be monitored in accordance with agreed QA procedures ? Yes__ No __

Are programme management arrangements adequate and coherent? Yes_√_ No __

2.3.8 Programme structure and content

Is the programme structure well designed, coherent and fit for its stated purpose? Yes_√_ No __ 2.3.8.1 Programme Learning outcomes

Do the programme learning outcomes comply with national standards for the level of award proposed? Yes _√_ No _ _ Are module descriptions adequate and relevant? Yes _ √_ No __ In all cases, the module descriptors should be amended to include the module teaching strategy and the re-assessments strategy for each module.

Are modules relevant and current? Yes _ √_ No __ Modules are largely relevant and current. However, the panel recommends that the impact of technology on the retail sector should be highlighted more within the programme.

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Does the combination of modules chosen have the coherence to support the proposed award? Yes_√_ No _

2.3.8.2 Learning Modes

Can the teaching and learning strategies proposed support achievement of the required learning outcomes? Yes _ _ No __

Are the delivery mechanisms proposed adequate to the needs of the programme and the proposed learner cohorts? Yes √_ No __

The programme is offered in a block delivery mode. The documentation provided to the panel would have benefitted from a clear outline of the delivery pattern proposed for the revised 20 ECTS work based learning modules as the samples provided were for the previous version of the programme. The panel recommends that the programme team in conjunction with Lidl explore the use of online learning methodologies eg. Virtual classrooms to support learners who are located in regional centres and who may due to personal circumstances not be able to attend class in Dublin. 2.3.8.3 Assessment strategies

Are assessment processes and methods adequately described? Yes _ No _ _

As outlined above,the reassessment requirements of modules should be outlined.

Are these strategies appropriate to this type of award, in terms of type, frequency and volume? Yes_√_ No __ .

Is assessment explicitly linked with intended learning outcomes? Yes__ No _√_ Does the assessment strategy underpin the achievement of the relevant standard of knowledge, skill and competence? Yes_√_ No __ 2.3.8.4 Duration

What is the intended duration of the Programme? 3 stages are delivered over a 2 calendar year duration. What is the lifespan of the programme (e.g. single cohort intake to satisfy limited local demand; multiple intakes over the following 5 years etc.?)

An intake of approximately 40 learners is taken in at stage 1 of which 80% complete.

Does the Panel believe this to be realistic? Yes _ √_ No __ Are there flexible modes of participation? Yes √_ No _

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2.3.8.5 Credits Is credit allocation in accordance with national and international guidelines? Yes _√_ No _ Considering the level, outcomes and volume of each module, is the number of credits attached to each appropriate? Yes √_ No _ Considering the stated objective of the programme is the number of credits attached to the award appropriate? Yes_√_ No __ 2.3.8.6 NFQ Level Is the proposed level of the programme in accordance with institutional policy/ national norms? Yes√__ No __

2.3.8.7 Programme titles and award Is the title consistent with national policy, is it informative and is it fit for purpose?

Yes _√_ No _ _ Note: the validation Panel may propose modifications to the Programme/Award title as it sees fit – consistent with both national policy.

2.3.8.8 Transfer and Progression Has the Programme Development Team identified realistic transfer and progression opportunities/possibilities that learners may avail of following achievement of this award? Yes _√_ No _ _ As a result of the programmatic review, the programme team has proposed the development of a Higher Certificate in Business in Retail Management. This purpose of this programme is to facilitate learners who may need to leave the programme earlier than intended due to severance of their contract with Lidl or other reasons. The panel supports this development and recommends consideration also of a Certificate at the end of the 1st stage of the programme for similar reasons. The panel also recommends investigation of the development of a level 8 degree for learners who may wish to progress further.

2.4 Module titles, Content and Assessment Strategy The panel is satisfied that the module learning outcomes, content and assessment strategy is generally appropriate for all modules with the following exceptions 2.4.1 All Modules: In all cases module descriptors should be amended to include:

1. Teaching & Learning Strategy 2. Re-assessment options

In keeping with QQI’s template as referred to in Core Validation Policy and Criteria (4.4) In all cases, readings should explicitly refer to sectoral papers

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2.4.2 Workbased Learning 1, Workbased learning 2, Workbased Learning 3

These modules should be revised to clearly outline the sequence of delivery and assessment.

2.4.3 CRM & Business Intelligence The panel notes that learners will not be exposed to any technology in this module. To mitigate this, it is recommended that an opportunity is taken to integrate assessment with the Business Intelligence module and to explore DBS’s relationship with industry to leverage student access to current technologies.

2.5 Specific Issues to be addressed by the provider 2.5.1 Conditions of Approval:

C1. Provision of the block schedule for the introduction of 3 rather than 5 work based learning stages

C2. The Work Based Learning module should be revised and the delivery pattern better described to include indicative assessment delivery dates

C3. Compensation rules for the workbased learning modules should be clarified in the programme schedules

C4. PEL arrangements should be agreed with QQI C5. A revised programme document should be created using the templates required by

QQI. C6. Module descriptors should include a module teaching and learning strategy and

reassessment approach.

2.5.2 Recommendations:

R1.Investigate options for a related level 8 degree R2.Develop an exit award for the completion of Stage 1 to facilitate learners who leave the

programme R3.Investigate options for integrated assessment between CRM and Business Intelligence

modules R4.Increase exposure to social media and the impact of technology on the retail

environment and tools such as SPSS, nVivo and Endnote R5.Include a more commercial financial focus into the programme R6.Reading Lists should include references to current though leadership and sectoral

papers as well as texts

PAEC/A18/5.1.1

3 Certificate in Tourism & Event Operations Dublin Business School


Proposed revalidation leading to a Special Purpose Award

3.1 Programmes submitted for revalidation: Title of Programme No of Credits Certificate in Tourism Management & Event Operations 30

Leading to the award of: Award Title Level Award Type No of Credits Certifcate Tourism Management & Event Operations


30




Name Organisation









3.3 Planning: 3.3.1 Purpose of the award The Certificate in Tourism Management and Event Operations is a Special Purpose Award offered to learners who are attending DBS as part of an agreed study abroad scheme with one of a range of partners in Europe. Credit awarded is recognised by their home institution as meeting the requirements of the award. Learners typically come to DBS in their second year of study. 3.3.2 Programme Development since agreement of QA procedures/the Last Review

PAEC/A18/5.1.1

Does the proposed programme address a clear market demand? Yes _√ No __ As the programme has been developed in association with European partner colleges, , the demand for the programme is directly related to those relationships.

3.3.3 Avoidance of duplication Has the Programme Development Team identified the availability of similar programmes locally, regionally, nationally? Yes √_ No _ _ 3.3.4 Stakeholder consultation Was the level of stakeholder engagement in satisfactory? Yes _√_ No _ _





Yes _√_ No __ The programme has been reviewed and submitted using the generic standards at level 6 on the NFQ.The panel is satisfied that these standards have largely been met.

Has the Provider complied with Protection for Enrolled Learner requirements? PEL arrangements are currently in the process of being agreed with QQI.

3.3.6 Access


Yes _√_ No __

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Clarity should be provided on the minimum and maximum stage of study that a learner can be at in order to join the programme at DBS, bearing in mind that it is at level 6 on the National Framework of Qualifications.

The programme document should clarify the entry requirements for learners taking Beginners Spanish and that learners who may already have a proficiency in Spanish should not be allowed to take it.



programmes

Were the agreed quality assurance procedures for programme development followed? Yes No _

The panel would like to have seen more evidence of a deeper review of the programme specifically in terms of the impact of digital skills;

Has the programme team demonstrated how programme delivery will be monitored in accordance with agreed QA procedures ? Yes__ No __



Is the programme structure well designed, coherent and fit for its stated purpose? Yes_√_ No __ The documentation provided to the panel did not represent the nature of the discussion had with the programme team. The initial concerns of the panel would have been allayed by a description of the module teaching and learning strategies and evidence of integration between the modules within the documentation. 3.3.8.1 Programme Learning outcomes

Do the programme learning outcomes comply with national standards for the level of award proposed? Yes _√_ No _ _ Are module descriptions adequate and relevant? Yes _ √_ No __

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In all cases, the module descriptors should be amended to include the module teaching strategy and the re-assessments strategy for each module.

Are modules relevant and current? Yes _ √_ No __ Modules are largely relevant and current. However, the panel recommends that the impact of the requirement of digital skills within the sector should be highlighted more within the programme. Notwithstanding that the programme is of small volume, the panel would like to see more management and finance in the programme. Does the combination of modules chosen have the coherence to support the proposed award? Yes No _


Can the teaching and learning strategies proposed support achievement of the required learning outcomes? Yes _ No __


3.3.8.3 Assessment strategies

Are assessment processes and methods adequately described? Yes _ No

As outlined above,the reassessment requirements of modules should be outlined.

Are these strategies appropriate to this type of award, in terms of type, frequency and volume? Yes_√_ No __ . There is a danger of over assessment. The panel recommends that the integration of assessment should be explored

Is assessment explicitly linked with intended learning outcomes? Yes__ No _√_ Does the assessment strategy underpin the achievement of the relevant standard of knowledge, skill and competence? Yes_√_ No __ 3.3.8.4 Duration

What is the intended duration of the Programme? 1 semester What is the lifespan of the programme (e.g. single cohort intake to satisfy limited local demand; multiple intakes over the following 5 years etc.?)

Does the Panel believe this to be realistic? Yes _ √_ No __

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Are there flexible modes of participation? Yes √_ No _


3.3.8.7 Programme title and award Is the title consistent with national policy, is it informative and is it fit for purpose?

Yes _√_ No _ _ The panel has some concern over the title of this award, primarily due to the lack of management present in the tourism modules. It considers that the programme should be more correctly titled Certificate in Tourism Marketing rather than management. Note: the validation Panel may propose modifications to the Programme/Award title as it sees fit – consistent with both national policy.

3.3.8.8 Transfer and Progression Has the Programme Development Team identified realistic transfer and progression opportunities/possibilities that learners may avail of following achievement of this award? Yes _√_ No _ _ A discussion arose at the panel regarding the arrangements that need to be in place with the partner institution and DBS to ensure that the special purpose award could be used by the

learner for credit within the home institution award. DBS should clarify with QQI that this award may be used in the context and purpose for which it is designed and in line with

current QQI policy.



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In keeping with QQI’s template as referred to in Core Validation Policy and Criteria (4.4) Given the nature of the programme, readings should be referenced as recommended rather than core. The texts should be reviewed for currency and to ensure that they are appropriate to the level of the learner Review modules to ensure that unnecessary overlap is reduced and that the practical skills highlighted in the discussion are explicitly referenced in the module descriptor.

Tourism Marketing The panel would like to see more management and finance in this module or embedded into the programme. Enterprise & Communication This module is common to 3 awards. The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award. The panel also recommends that the programme team consider using this as a capstone module which has assessment integrated across the other core modules. Spanish for Beginners Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

3.5 Specific Issues to be addressed by the provider

3.5.1 Conditions of Approval: C1. A separate programme documents should be prepared using the templates required




more within the programme C5. Module descriptors should be amended to include the richness and diversity of the



3.5.2 Recommendations: C1. The programme team should explore the use of the enterprise communications

project as a method of integrating assessment across all mandatory modules. C2. Spanish for Beginners: Ensure that the learning expected from Learning outcome 4

is explicitly referenced within the module descriptorC3. DBS should explore options for delivering some modules with students for whom


C4. The panel notes DBS’s intention to implement plagiarism detection software and recommends that this is implemented as soon as feasible.

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3.6 Overall Result of Evaluation Panel Review:

The Programme is recommended to Programmes and Awards Executive Committee

for revalidation subject to the provision to QQI of a revised submission document, which addresses the conditions and recommendations required in the report

This report has been agreed by the Evaluation Panel and is signed on their behalf by the Chair.

Signed:

Panel Chairperson: _ _____________Date:__ ________________

Signed ________ __________ Date 6 /3/2016__________________________

The Report of the External Review Panel contains no assurances, warranties or representations express or implied, regarding the aforesaid issues, or any other issues outside the Terms of Reference.

While QQI has endeavoured to ensure that the information contained in the Report is correct, complete and up-to-date, any reliance placed on such information is strictly at the reader’s own risk, and in no event will QQI be liable for any loss or damage (including without limitation, indirect or consequential loss or damage) arising from, or in connection with, the use of the information contained in the Report of the External Evaluation Panel.

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4 Certificate in Sales Dublin Business School



4.1 Programmes submitted for revalidation: Title of Programme No of Credits Certificate in Sales 30

Leading to the award of: Award Title Level Award Type No of Credits Certificate in Sales 6 Special Purpose

Award 30




Name Organisation









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4.3 Planning: 4.3.1 Purpose of the award The Certificate in Sales is a Special Purpose Award offered to learners who are attending DBS as part of an agreed study abroad scheme with one of a range of partners in Europe. Credit awarded is recognised by their home institution as meeting the requirements of the award. Learners typically come to DBS in their second year of study. 4.3.2 Programme Development since agreement of QA procedures/the Last Review








Has the Provider complied with Protection for Enrolled Learner requirements?

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PEL arrangements are currently in the process of being agreed with QQI.

4.3.6 Access


Yes _√_ No __







programmes



Has the programme team demonstrated how programme delivery will be monitored in accordance with agreed QA procedures ? Yes_√__ No __



Is the programme structure well designed, coherent and fit for its stated purpose?

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Yes_√_ No __ The documentation provided to the panel did not represent the nature of the discussion had with the programme team. The initial concerns of the panel would have been allayed by a description of the module teaching and learning strategies and evidence of integration between the modules within the documentation. 4.3.8.1 Programme Learning outcomes


Are modules relevant and current? Yes _ √_ No __ Modules are largely relevant and current. However, the panel recommends that the impact of the requirement of digital skills within the sector should be highlighted more within the programme. Does the combination of modules chosen have the coherence to support the proposed award? Yes No _






As outlined above, the reassessment requirements of modules should be outlined.

Are these strategies appropriate to this type of award, in terms of type, frequency and volume? Yes_√_ No __ There is a danger of over assessment. The panel recommends that the integration of assessment should be explored.

Is assessment explicitly linked with intended learning outcomes? Yes__√_ No __

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Does the assessment strategy underpin the achievement of the relevant standard of knowledge, skill and competence? Yes_√_ No __ 4.3.8.4 Duration



Are there flexible modes of participation? Yes _ No √_ These are not relevant to this provision




4.3.8.8 Transfer and Progression Has the Programme Development Team identified realistic transfer and progression opportunities/possibilities that learners may avail of following achievement of this award? Yes _√_ No _ _ A discussion arose at the panel regarding the arrangements that need to be in place with the partner institution and DBS to ensure that the special purpose award could be used by the

learner for credit within the home institution award. DBS should clarify with QQI that this

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award may be used in the context and purpose for which it is designed and in line with

current QQI policy.

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Enterprise & Communication This module is common to 3 awards. The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award. The panel also recommends that the programme team consider using this as a capstone module which has assessment integrated across the other core modules. Spanish for Beginners Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

4.5 Specific Issues to be addressed by the provider 4.5.1 Conditions of Approval:

C7. A separate programme documents should be prepared using the templates required by QQI

C8. The minimum and maximum point of entry of learners from their ‘home award’ should be clarified

C9. DBS should clarify with QQI that the award is consistent with guidelines for learners on Study Abroad programmes

C10. The use of digital skills, digital marketing and social media should be highlighted more within the programme

C11. Module descriptors should be amended to include the richness and diversity of the methods used. This should be done via the inclusion of a teaching & learning strategy, learning environment and reassessment approaches in line with QQI templates for programme documentation.


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R6.Spanish for Beginners: Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

R7.DBS should explore options for delivering some modules with students for whom English is their native language in order to further enhance the learners’ language skills.

R8.The panel notes DBS’s intention to implement plagiarism detection software and recommends that this is implemented as soon as feasible.





Signed:

Panel Chairperson: _Sinéad O’Sullivan_____________Date:__6/3/2016________________

Signed ________ _ _________ Date 6 /3/2016__________________________



PAEC/A18/5.1.1

5 Certificate in International Business Dublin Business School



5.1 Programmes submitted for revalidation: Title of Programme No of Credits Certificate in International Business 30

Leading to the award of: Award Title Level Award Type No of Credits Certificate in International Business


30




Name Organisation









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5.3 Planning: 5.3.1 Purpose of the award The Certificate in International Business is a Special Purpose Award offered to learners who are attending DBS as part of an agreed study abroad scheme with one of a range of partners in Europe. Credit awarded is recognised by their home institution as meeting the requirements of the award. Learners typically come to DBS in their second year of study. 5.3.2 Programme Development since agreement of QA procedures/the Last Review








Has the Provider complied with Protection for Enrolled Learner requirements?

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PEL arrangements are currently in the process of being agreed with QQI.

5.3.6 Access


Yes _√_ No __







programmes



Has the programme team demonstrated how programme delivery will be monitored in accordance with agreed QA procedures ? Yes_√__ No __



Is the programme structure well designed, coherent and fit for its stated purpose?

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Yes_√_ No __ The documentation provided to the panel did not represent the nature of the discussion had with the programme team. The initial concerns of the panel would have been allayed by a description of the module teaching and learning strategies and evidence of integration between the modules within the documentation. 5.3.8.1 Programme Learning outcomes


Are modules relevant and current? Yes _ √_ No __ Modules are largely relevant and current. However, the panel recommends that the impact of the requirement of digital skills within the sector should be highlighted more within the programme. The management module as described in the documentation appears somewhat dated and the panel queried whether the learner would not have already covered this module at their home institution. The programme team responded that due to the differences among institutions, it is often the case that the subject is not covered in the 1st year of study and therefore it is considered required. The panel recommends that the module is reviewed to ensure that it integrates with the other modules on the programme. Does the combination of modules chosen have the coherence to support the proposed award? Yes No _






As outlined above, the reassessment requirements of modules should be outlined.

Are these strategies appropriate to this type of award, in terms of type, frequency and volume? Yes_√_ No __ There is a danger of over assessment. The panel recommends that the integration of assessment should be explored.

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Is assessment explicitly linked with intended learning outcomes? Yes__√_ No __ Does the assessment strategy underpin the achievement of the relevant standard of knowledge, skill and competence? Yes_√_ No __ 5.3.8.4 Duration



Are there flexible modes of participation? Yes _ No √_ These are not relevant to this provision




5.3.8.8 Transfer and Progression Has the Programme Development Team identified realistic transfer and progression opportunities/possibilities that learners may avail of following achievement of this award? Yes _√_ No _ _

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A discussion arose at the panel regarding the arrangements that need to be in place with the partner institution and DBS to ensure that the special purpose award could be used by the

learner for credit within the home institution award. DBS should clarify with QQI that this award may be used in the context and purpose for which it is designed and in line with

current QQI policy.

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Enterprise & Communication This module is common to 3 awards. The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award. The panel also recommends that the programme team consider using this as a capstone module which has assessment integrated across the other core modules. Spanish for Beginners Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

Management:The module as described in the documentation appears somewhat. The panel recommends that the module is reviewed to ensure that it integrates with the other modules on the programme

5.5 Specific Issues to be addressed by the provider

5.5.1 Conditions of Approval: C8. A separate programme documents should be prepared using the templates required


should be clarified C10. DBS should clarify with QQI that the award is consistent with guidelines for

learners on Study Abroad programmes C11. The use of digital skills, digital marketing and social media should be

highlighted more within the programme C12. The management module should be reviewed and modernised C13. Module descriptors should be amended to include the richness and diversity

of the methods used. This should be done via the inclusion of a teaching & learning strategy, learning environment and reassessment approaches in line with QQI templates for programme documentation.


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R10. Spanish for Beginners: Ensure that the learning expected from Learning outcome 4 is explicitly referenced within the module descriptor

R11. DBS should explore options for delivering some modules with students for whom English is their native language in order to further enhance the learners’ language skills.






Signed:

Panel Chairperson: _ ____Sinéad O’Sullivan_________Date:__6/3/2016________________

Signed _ _______ __________ Date 6 /3/2016__________________________



PAEC/A18/5.1.1

6 Appendices

6.1.1 List of DBS Staff Met 23rd February 2016

Senior Management

Andrew Conlan-Trant – Executive Dean Naomi Jackson – Head of Academic Affairs LIDL REPRESENTATIVE: David Quirke – Project Manager

Bachelor of Business in Retail Management PROGRAMME STAFF: Siobhan Magner – Programme Leader and Lecturer Eileen Corrigan – WBL and Personal Development Facilitator Anne McGlynn – Contemporary Retail Management Practice Lecturer Brian Hickey – IT Operation/Business Intelligence for Retail Lecturer Alan Morgan – Retail Supply Chain Management Lecturer Matt Murray – Customer Relationship Management Lecturer Majella Malone – Financial and Economic Aspects of Retail Management Lecturer Darina Reilly – Principles of First Line Management/Leadership Development/Talent Management/ Contemporary Retail Management Practice Lecturer Niamh Cullen – Fundamentals of Retail Business and Marketing/The International Retail Environment/Research Methods Lecturer Marie O’Neill – Head of Library Services Denise McMorrow – Head of Career and Student Services Ann McCarry – Secretary to Panel 24th February 2016 Senior Management

Andrew Conlan-Trant – Executive Dean Naomi Jackson – Head of Academic Affairs Michael Kielty - Head of Department, Study Abroad Programmes Special Purpose Awards: PROGRAMME STAFF: Yan Zhou – Chinese for Beginners Lecturer Carmen San Julian Garcia – Spanish for Beginners/Spanish for Business Lecturer Leon Darcy – Enterprise and Communication Lecturer Andrew Browne - Enterprise and Communication Lecturer Emma Olohan – Marketing Communications Lecturer Alan Morgan – Sales and Selling Lecturer Lucia Walsh – Tourism Marketing Lecturer Brendan Flanagan – Management Lecturer Declan Scully – The international Economy Lecturer Justin O'Keefe – Enterprise and Communication Lecturer Brian Hickey – Digital Media Tools Lecturer Anne McGlynn – Event Planning and Operations Lecturer Seamus White – Irish Society and Economics lecturer

PAEC/A18/5.1.1

Jane Buggle – Deputy Head of Library Services Denise McMorrow – Head of Career and Student Services Rebecca Matthews – Study Abroad Student Services Officer Ann McCarry - Secretary

PAEC/A18/5.1.1

6.1.2 Programmatic Review Agenda

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1

Response to the Programmatic Review

Peer Review Group Report

Certificate in Tourism and Event Operations (Retitled as Certificate in Tourism Marketing) – level 6

Certificate in Sales – Level 6

Certificate in International Business – Level 6

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2

CONTENTS

Background ................................................................................................................................... 3

Conditions for Certificate in Tourism and Event Operations ........................................................ 4

(Retitled Certificate in Tourism Marketing) .................................................................................. 4

Recommendations for the Certificate in Tourism and Event Operations .................................... 6

(Retitled Certificate in Tourism Marketing) .................................................................................. 6

Conditions for the Certificate in Sales .......................................................................................... 7

Recommendations for the Certificate in Sales ............................................................................. 8

Conditions for the Certificate in International Business ............................................................... 9

Recommendations for the Certificate in International Business ................................................ 11

PAEC/A18/5.1.1

3

Background

This initial response document follows the review of three level 6 special purpose awards at Dublin Business School which was undertaken in February 2016. The Peer Review Group has recommended to Quality and Qualifications Ireland (QQI) the re validation of each of the proposed programmes for a period of 5 years, commencing with an intake in September 2016, subject to the Conditions set. This document sets out the response of Dublin Business School to the Report of the Peer Review Group and includes specific responses to the conditions and recommendations contained in their Report. The document also outlines the steps that have been taken to implement the Conditions and Recommendations. Consequent changes to other documents, including Module Descriptors and Programme Schedules, are referenced in this response document and, where appropriate, are included in an updated Programme Document. DBS would like to thank the Peer Review Group for their constructive and challenging approach to the review process and for the impressive range of experience, wisdom and insight that they contributed to the process. The feedback that they have provided in the Report, and very importantly throughout their visit, has been most helpful and has made a significant contribution to the continuing enhancement of quality and standards in DBS. DBS would also like to thank the Peer Review Group for the commendations included in the Report and for their positive observations about our institution, our academic processes, our programmes and our staff.

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4

Conditions for Certificate in Tourism and Event Operations

(Retitled Certificate in Tourism Marketing)

Condition 1 Response A separate programme document should be prepared using the template required by QQI

A separate programme document has been prepared using the template contained in the HET General Programme Validation Manual Revised 2013

Condition 2 Response The minimum and maximum point of entry of learners from their “home award” should be clarified

Minimum Access Point: The minimum entry requirements is for learners to be enrolled in a Higher Education programme in a partner institution in a relevant cognate discipline at level 6 (year 1 of a three-year BA (Honours) degree programme) or level 6 (Year 1 or 2 of a 4 or 5 year BA (Honours) Degree programme). Maximum Access Point: The maximum entry point is second year of a 4 year degree programme.

Condition 3 Response DBS should clarify with QQI that the award is consistent with guidelines for learners on Study Abroad programmes

DBS has clarified this with QQI.

Condition 4 Response The title of the award should be reconsidered as a Certificate in Tourism Marketing

DBS are satisfied with the title Certificate in Tourism Marketing and all documentation enclosed reflects this title.

Condition 5 Response The use of digital skills, digital marketing and social media should be highlighted more in the programme

There is a dedicated 5 ECTS module titled Digital Media Tools contained in the proposed programme. In the revised module descriptor the content reflects the focus on digital skills, digital marketing and social media. This is explicit in the revised module descriptor which is located in the updated Programme Document attached

Condition 6 Response Management and finance should be more visible in the programme

Management and Finance units of learning are included in the module Event Operations specifically in the following syllabus units, 3, 4 and 6 visible in the module descriptor: 3. Management and Planning Considerations 4. Human Resource Management and Events 6. Financial Implications of Events

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5

This is explicit in the revised module descriptor which is located in the updated Programme Document attached

Condition 7 Response Module descriptors should be amended to include the richness and diversity of the methods used. This should be done via the inclusion of a teaching and learning strategy, learning environment and reassessment approached in line with QQI templates for programme documentation

The richness and diversity of the teaching and learning methods used is now contained in all of the revised module descriptors. This is achieved by the inclusion of a teaching and learning strategy section in each module descriptor inclusive of the learning environment and reassessment strategy. The re-assessment strategy is explicit in each module descriptor

Condition 8 Response Enterprise and Communication: The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award

This module has been revised to make explicit the tourism nature of the project being undertaken by learners. This is explicit in the revised module descriptor which is located in the updated Programme Document attached.

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6

Recommendations for the Certificate in Tourism and Event Operations

(Retitled Certificate in Tourism Marketing)

Recommendation 1 Response The programme team should explore the use of the enterprise communications project as a method of integrating assessment across all mandatory modules

This integration is welcome and will be piloted by the programme team in 2016/17.

Recommendation 2 Response Spanish for Beginners : Ensure that the learning expected from Learning Outcome 4 is explicitly referenced in the module descriptor

This is explicit in the amended module descriptor (Learning Outcome 4) which refers to ‘different contexts’ in line with the syllabus items

Recommendation 3 Response DBS should explore options for delivering some modules with students for whom English is their native language in order to further enhance the learners’ language skills

DBS will examine this possibility at the programmatic review for Level 8 programmes.

Recommendation 4 Response The panel noted DBS’s intention to implement plagiarism detection software and recommends that this is implemented as soon as feasible

The implementation is imminent for the academic year 2016-17

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7

Conditions for the Certificate in Sales




The minimum entry requirements is for learners to be enrolled in a Higher Education programme in a partner institution in a relevant cognate discipline at level 6 (year 1 of a three-year BA (Honours) degree programme) or level 6 (Year 1 or 2 of a 4 or 5 year BA (Honours) Degree programme). The maximum entry point is second year of a 4 year degree programme.




There is a dedicated 5 ECTS module titled Digital Media Tools contained in the proposed programme. In the revised module descriptor the content reflects the focus on digital skills, digital marketing and social media. This is explicit in the Module Descriptor

Condition 5 Response Module descriptors should be amended to include the richness and diversity of the methods used. This should be done via the inclusion of a teaching and learning strategy, learning environment and reassessment approached in line with QQI templates for programme documentation


Condition 6 Response Enterprise and Communication: The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall award

This module has been revised to make explicit the sales and selling nature of the project being undertaken by learners. This is explicit in the revised module descriptor which is located in the updated Programme Document attached.

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8

Recommendations for the Certificate in Sales









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9

Conditions for the Certificate in International Business




The minimum entry requirements is for learners to be enrolled in a Higher Education programme in a partner institution in a relevant cognate discipline at level 6 (year 1 of a three-year BA (Honours) degree programme) or level 6 (Year 1 or 2 of a 4 or 5 year BA (Honours) Degree programme). The maximum entry point is second year of a 4 year degree programme.




The use of social media and digital marketing is now included .This is explicit in the revised module descriptor which is located in the updated Programme Document attached

Condition 5 Response The management module should be reviewed and modernised

The module has been comprehensively reviewed and enhanced This is explicit in the revised module descriptor which is located in the updated Programme Document attached.

Condition 6 Response Module descriptors should be amended to include the richness and diversity of the methods used, This should be done via the inclusion of a teaching and learning strategy, learning environment and reassessment approached in line with QQI templates for programme documentation


Condition 7 Response Enterprise and Communication: The descriptor should clearly articulate that the project undertaken must be done within the subject area of the overall

This module has been revised to make explicit the international business nature of the project being undertaken

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10

award by learners. This is illustrated in the module descriptor which is located in the updated Programme Document attached.

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11

Recommendations for the Certificate in International Business









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CERTIFICATE OF VALIDATION Provider name Dublin Business School Date of validation 16 June 2016

First intake Last intake Enrolment interval September 2016 September 2020 Number of annual intakes 2 intakes per year – September and January

Code Title Award Duration Principal programme

PG22379 Bachelor of Business in Retail Management - validated on 19 April 2016

Bachelor of Business

Embedded programme

Certificate in International Business Certificate (Special Purpose Award as NFQ Level6)

One Semester

Embedded programme

Certificate in Sales Certificate (Special Purpose Award at NFQ Level 6)

One Semester

Embedded programme

Certificate in Tourism Marketing Certificate (Special Purpose Award at Level 6)

One Semester

Name Maximum number of learners Minimum number of learners Approved centre Dublin Business School As per the validated

programmes As per the validated programmes

Target learner groups As per the validated programmes Number of learners per intake Certificate in International Business – Maximum number of learners is 120

Certificate in Sales and Certificate in Tourism Marketing – Maximum number of learners is 70

Approved countries for provision Ireland Delivery mode: Full-time/Part-time Full-time The teaching and learning modalities

As per the validated programmes

Brief synopsis of the programme (e.g. who it is for, what is it for, what is involved for learners, what it leads to.)


Specifications for teaching staff As per the validated programmes

Specifications for the ratio of learners to teaching-staff


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Programmes being replaced Code Title Estimated closure date PG19564 Certificate in International Business December 2016 PG19566 Certificate in Sales December 2016 PG19565 Certificate in Tourism and Event Operations December 2016

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Conditions of validation The statutory (section 45(3) of the 2012 Act) conditions of validation are that the provider of the programme shall:

a) co-operate with and assist QQI in the performance of QQI’s functions in so far as those functions relate to the functions of the provider,

b) establish procedures which are fair and consistent for the assessment of enrolled learners to ensure the standards of knowledge, skill or competence determined by QQI under section 49 (1) are acquired, and where appropriate, demonstrated, by enrolled learners,

c) continue to comply with section 65 of the 2012 Act in respect of arrangements for the protection of enrolled learners, if applicable, and

d) provide to QQI such information as QQI may from time to time require for the purposes of the performance of its functions, including information in respect of completion rates.

Conditions from HET Core Validation Policy and Criteria 2010, Revised 2013 The provider of the programme shall (for each programme):

1. Maintain the status of the programme(s) recognition; 2. Establish, having regard to existing quality assurance procedures, procedures for quality assurance for the

purpose of further improving and maintaining the quality of education and training which is provided, organised or procured by that provider as part of the programme(s) concerned, and agree those procedures with QQI;

3. Operate quality assurance procedures agreed with QQI; 4. Implement procedures for the assessment of learners which are consistent with Assessment and

Standards, Revised 2013; 5. Implement the procedures described in the document Policies, Actions and Procedures for Access,

Transfer and Progression for Learners; 6. Implement any special conditions of validation attached to the relevant awards standards.

Other conditions from HET Core Validation Policy and Criteria 2010, Revised 2013

7. Notify QQI of any change in circumstances affecting the provider which could affect or be perceived to affect the provision of the programme(s). This includes significant changes in corporate or academic governance, ownership, legal status, profile of teaching staff, profile of learners, numbers enrolled, facilities, or resources;

8. Maintain learner data records (personal identification, progression, module marks, stage classification etc.) in order to assist QQI in the performance of its functions;

9. Provide the information required by QQI’s award making and monitoring functions, including information in respect of completion rates;

10. Implement the programme in accordance with the approved programme schedule(s) (appended) and current assessment strategies;

11. Subject to Section 4.6.1 of HET Core Validation Policy and Criteria 2010, Revised 2013, obtain QQI’s approval prior to substantially amending the programme’s minimum intended learning outcomes, save in the case of incremental enhancements arising from the implementation of findings of the provider’s agreed quality assurance procedures;

12. Notify QQI of any information concerning the programme(s), or circumstances that may reasonably be expected to give QQI cause to consider reviewing the programme. Explicitly this includes where another awarding body withdraws or seeks to withdraw validation from the programme(s) and /or any alterations to accreditations (additions or withdrawals) by a professional or regulatory body;

13. Implement the programme(s) as agreed with the resources indicated; 14. Adhere to, and implement the Provider Lifecycle of Engagements.

PAEC/A18/5.1.1

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PAEC

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PAEC

/A18/5.1.1

programmatic review terms of reference level 7 bachelor ......programmatic review terms of reference...

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