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AQA 2
Document 1
B.Eng. (H) in Manufacturing Engineering Design
B.Eng. (H) in Industrial Engineering (add-on)Document submitted to External Panel
November 2019
Table of ContentsTable of Contents..................................................................................................................................1
1. Introduction...................................................................................................................................4
2. Overview of GMIT..........................................................................................................................6
2.1 Context and History..................................................................................................................6
2.2 Vision, Mission and Values.......................................................................................................7
Vision.................................................................................................................................................7
Mission..............................................................................................................................................7
Core Values........................................................................................................................................7
2.3 Profile of the Institute...............................................................................................................8
3. Introduction to the School of Engineering and Department of Mechanical & Industrial Engineering..........................................................................................................................................10
4. Rationale for the New Programmes............................................................................................12
4.1 Justification for the Programmes............................................................................................12
4.2 Employment Potential for Graduates.....................................................................................14
4.2.1 Employment Opportunities............................................................................................16
4.3 Research and Consultation.....................................................................................................17
PART A.................................................................................................................................................19
B.Eng. (H) in Manufacturing Engineering Design...............................................................................19
ab-initio 4 year full-time.....................................................................................................................19
5. Rationale Specific to the Full-Time Ab-initio Programme............................................................19
5.1 Research and Consultation with Potential Applicants............................................................19
5.2 Similar Programmes................................................................................................................19
5.3 Influence of Findings...............................................................................................................20
5.4 Programme title......................................................................................................................20
5.5 QQI Award Standards used.....................................................................................................20
6. Demand for the Programme........................................................................................................20
6.1 Profile of Learners and Anticipated Demand..........................................................................20
7. Programmes Design and Management.......................................................................................21
7.1 Structure of the Programmes.................................................................................................21
7.2 Employability..........................................................................................................................22
7.3 Professional body Recognition...............................................................................................24
7.4 Programmes Delivery.............................................................................................................24
7.5 Programmes Management.....................................................................................................24
7.6 Common Delivery...................................................................................................................25
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7.7 Embedded Awards..................................................................................................................27
8. Resources....................................................................................................................................27
8.1 Staffing....................................................................................................................................27
8.2 Library.....................................................................................................................................29
8.3 Academic Supports.................................................................................................................29
8.3.1 Information Technology.................................................................................................30
8.4 Laboratories and Equipment..................................................................................................30
8.5 Student Supports....................................................................................................................31
8.6 Staff Supports.........................................................................................................................32
8.7 Financial Implications of Offering the Programme.................................................................32
9. Programmes and Module Descriptors.........................................................................................32
PART B...................................................................................................................................................1
B.Eng. (H) in Industrial Engineering......................................................................................................1
Add-on 1 year (52 weeks) blended part-time......................................................................................1
10. Rationale Specific to the Part-Time Add-on Blended Programme............................................1
10.1 Research and Consultation Specific to this programme.......................................................1
10.2 Similar Programmes.............................................................................................................1
10.3 Influence of Findings............................................................................................................2
10.4 Programme title...................................................................................................................2
10.5 QQI Award Standards used..................................................................................................3
11. Demand for the Programme.....................................................................................................3
11.1 Profile of Learners and Anticipated Demand........................................................................3
12. Programmes Design and Management....................................................................................4
12.1 Structure of the Programmes...............................................................................................4
12.2 Employability........................................................................................................................4
12.3 Professional body Recognition.............................................................................................4
12.4 Programmes Delivery...........................................................................................................4
12.5 Programmes Management...................................................................................................5
13. Resources.................................................................................................................................5
13.1 Staffing.................................................................................................................................5
13.2 Other resources....................................................................................................................6
13.3 Financial Implications of Offering the Programmes.............................................................6
14. Programmes and Module Descriptors......................................................................................6
Appendices............................................................................................................................................7
Appendix A: Employers of GMIT Engineering Graduates Survey 2019..............................................7
Appendix B : Letters of support for the Part-time programme..........................................................1
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Appendix C : Regional Skill Forum manager’s assessment of the Part-time programme..................4
Appendix D : Analysis of similar programmes....................................................................................6
Appendix E: Mechanical & Industrial Engineering Department - Academic Staff CVs.......................1
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1. IntroductionThis document presents a proposal for the establishment of two programmes:
B.Eng. (H) in Manufacturing Engineering Design: Full-time 4-year (ab-initio) level 8 Degree.
B.Eng. (H) in Industrial Engineering: Part-time 1-year (add-on) level 8 degree
These programmes, proposed by the Department of Mechanical and Industrial Engineering within
GMIT, are presented in the same document for the following reasons:
They both aim at filling the same skill gap in the industry.
They both provide a progression route for:
o The level 7 B.Eng. in Manufacturing Engineering Design (Full-time ab-initio CAO)
o The level 7 B. Eng. in Manufacturing Engineering (Apprenticeship)
o The level 7 B.Eng. in Manufacturing Engineering (Part-time blended add-on)
Figure 1. Manufacturing Engineering Programmes offered and proposed.
The proposed programmes will leverage the expertise and physical resources within the department
to produce professional graduate engineers who will serve the growing demand within the
manufacturing sector.
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New modules have been developed and some associated laboratories will have to be resourced. The
associated costs in terms of financial, human resources and facilities are detailed in this proposal.
Type of Award: Major Award
Programme Title: B.Eng. (H) in Manufacturing Engineering Design
Level on NFQ: 8
Number of ECTS: 240 ECTS
Proposed Duration of Programme: Four years
Embedded Exit Award(s): B.Eng. in Manufacturing Engineering Design
H.C. in Manufacturing Engineering Design
Both already approved but re-validation is sought in
order to align their APS with the proposed programme.
Proposed Commencement Date: September 2020
Proposed Delivery Mode(s): Full-time
Proposed Student Intake Number(s): 20 students per annum
Note: As part of this proposal, re-validation is sought for the H.C. in Manufacturing engineering Design and the B.Eng. in Manufacturing Engineering Design (level 7) in order to be fully embedded in the level 8 programme.
Type of Award: Major Award
Programme Title: B.Eng. (H) in Industrial Engineering
Level on NFQ: 8
Number of ECTS: 60 ECTS
Proposed Duration of Programme: One year (add-on)
Embedded Exit Award(s): None
Proposed Commencement Date: September 2020
Proposed Delivery Mode(s): Part-time blended
Proposed Student Intake Number(s): 20 students per annum
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2. Overview of GMIT2.1 Context and HistoryGalway-Mayo Institute of Technology (GMIT) is one of 14 Institutes of Technology in Ireland. It was
established, in 1972, as Galway Regional Technical College. In January 1993, it became an
autonomous institution of higher education under the Regional Technical Colleges Act 1992. The
Institute was legally designated an Institute of Technology in January 1998 and renamed Galway-
Mayo Institute of Technology.
The Regional Technical Colleges Act 1992 specified that the principal function of a college is ‘to
provide vocational and technical education and training for the economic, technological, scientific,
commercial, industrial, social and cultural development of the State with particular reference to the
region served by the college’ (Regional Technical Colleges Act 1992: section 5.1).
GMIT is a multi-campus, multi-discipline, multi-award Institute serving a diverse student body, with
over 6,500 registered students across all campuses. It is a student-centred organisation, with a
primary focus on learning and teaching, informed by research. It operates across a wide
geographical area with campuses in Galway City (Dublin Road and Centre for Creative Arts and
Media), Mayo (Castlebar), Letterfrack (National Centre for Excellence for Furniture Design and Wood
Technology) and Mountbellew (Agricultural College).
The Institute delivers both accredited and customised programmes ranging from apprenticeship to
PhD awards, and is involved in research, commercial consultancy and community activities. The
Institute has delegated authority from Quality and Qualifications Ireland (QQI) to make awards up to
level 9 and for level 10 awards in the disciplines of Aquatic Science and Mechanical Engineering.
The Institute is proud of its identity and the recognition that it has achieved at sectoral, national and
international levels as a higher education institution of repute. It is held in high esteem by its
stakeholders, who consider the diversity, quality and innovativeness of staff, students, programme
offerings, and learning and teaching resources to be key attributes in its ongoing development. A
broad range of applied programmes are offered, on a number of campuses, to a diverse student
body and employers highlight the employability of GMIT graduates. Students refer to the ‘Student
Experience’ in a positive way and actively support the ongoing development of academic offerings,
services and facilities through their participation in all aspects of the Institute. GMIT also actively
engages with the wider community through a variety of formal and informal initiatives, is considered
to be a significant entity in the future development of the region, and a facilitator of social inclusion
and cohesion. GMIT, as an Institute of Technology, is confident that, through its strategic vision and
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mission, it will continue to pursue its distinctiveness in Ireland’s higher education sector and serve
the needs of all its stakeholders.
2.2 Vision, Mission and ValuesVisionGMIT will provide students with a transformative university experience, empowering our graduates
to fully contribute to the social, economic and cultural betterment of society.
We aim to invest in excellent applied learning, teaching and research environments, reflecting the
real needs of business, enterprise and the professions in our region.
We aim to be a preferred partner for research and enterprise innovator that attracts, support and
encourages students and staff from all over the world, enabling to reach their full potential.
MissionTo provide students with a transformative university experience, GMIT will:
Enable access an opportunity for a diverse student community
Attract, retain and support highly talented staff
Maintain positive staff-student interaction
Invest in innovation research and applied teaching and learning
Collaborate with government agencies, enterprise and the community
Develop confident, knowledgeable and skilled graduates who are equipped to contribute as
global citizens
Core Values Nurturing
Innovative
Impactful
Respectful
Egalitarian
Integrity
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2.3 Profile of the InstituteA portrait of GMIT today reveals a vibrant, agile, student-centred organisation which:
Is a multi-campus Institute, with each of its five campuses having distinctive strengths and
programme offerings;
Has an enrolment of approximately 6,300 undergraduate and over 500 postgraduate
students, admitting nearly 1,700 students in 2017/18;
Has approximately 55% of its students studying STEM programmes;
Has over 1,000 students studying on a flexible basis;
Has 342 core academic staff (56% of total staff), 268 core support staff (44% of total
staff) and 46 contract staff (HEA 2014/15 profile);
Draws 73% of its students from the Institute’s counties and bordering counties.
Offers a diverse range of applied programmes with a vocational and professional
orientation, congruent with its mission statement, from apprentice to Level 10 on the NFQ;
Offers a range of access routes, covering standard and non-standard entry, and progression
on all programmes leading to Level 8 awards on the NFQ, with exit awards embedded where
appropriate;
Has HETAC Delegated Authority (DA) to maintain the research degree register at Level 9 in a
broad range of disciplines, and up to Level 10 for Aquatic Science and Mechanical
Engineering;
Has consolidated its research activity in line with the desire for regional focus, the national
policy on research prioritisation, and the delegated authority disciplines and has developed
research activities across a spectrum of individuals, groups and centres;
Has established two Innovation in Business Centres (iHubs) providing a range of incubation
resources and facilities for high potential start-up enterprises, along with enterprise
formation training and mentoring;
Embeds an international dimension in its programmes, and has numerous links with
institutions abroad;
Has established the Centre for Educational Development (CED) to promote pedagogic and
learning technology development, and operates a funding programme for higher education
degrees, short courses and conference attendance, to assist staff to upgrade their
qualifications, particularly in higher education and pedagogy;
Has, at the core of its business, teaching that is research-informed, practice-led, and
community-engaged, with work placement forming an integral part of many programmes;
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Prepares first-year students for their academic life and programme engagement by offering
a First-Year Experience (FYE), consisting of inter alia: a Learning & Innovation Skills module
and a Peer Assisted Study Skills (PASS) programme;
Provides support for students, through its Student Services department, including learning
support to enhance the student learning experience;
Emphasises reflective teaching strategies to encourage learners to explore further and
reinforce their initial learning;
Responds with alacrity to the needs of industry and aids regional development;
Is actively involved with external bodies, complementing its initiatives in life-long, life-wide
and community-based learning;
Fosters a culture of research and scholarship;
Encourages academic staff to engage with professional bodies, facilitating accreditation of
the Institute’s programmes by external and professional bodies;
Has long experience of collaboration with regional stakeholders, institutions and
organisations;
Produces versatile, flexible, adaptable, and enthusiastic graduates, who have a sound
knowledge of their chosen field and are technologically advanced;
Benefits from integrated and effective governance, with strong academic leadership, and
engages in practices reflective of modern management.
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3. Introduction to the School of Engineering and Department of Mechanical & Industrial Engineering
The mission of the School of Engineering is to provide educational opportunities in a friendly
learning environment, which prepare students as professionals in engineering disciplines as well as
construction, electrical and motor industries. To achieve this mission, the School of Engineering
places great emphasis on:
Extensive laboratory work, fieldwork and workshop in small groups to ensure the technical
ability of the learner.
Project work, which aims to challenge the learner with discrete tasks typically encountered
in their occupation, thereby developing the learner’s transferable skills.
Work Placement, during year 3 of the CAO programmes, in companies which are
representative of the programme target sector, which expose the learner to work-based
learning and the culture and application of engineering in industry.
The School of Engineering is divided into three departments, the Department of Building and Civil
Engineering, the Department of Electronic and Electrical Engineering and the Department of
Mechanical and Industrial Engineering. See Figure 2 below for an overview of the School of
Engineering Programmes.
Figure 2. School of Engineering Full-Time Programmes
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The Mechanical and Industrial Engineering Department offers a range of CAO programmes (shown in
Figure 3) as well as a HC/B.Eng. in Manufacturing Engineering by apprenticeship and a part-time
blended level 7 B.Eng. in Manufacturing Engineering (add-on programme)
Figure 3. CAO Programmes currently offered within the Mechanical and Industrial Engineering Department
The department can provide these offerings, on quite limited resources, by the utilisation of
common modules across the programmes.
The Department of Mechanical and Industrial Engineering has strong research connections with local
industries, and some graduates may have an opportunity to register on funded M.Sc., M. Eng. or PhD
research programmes, specifically in the areas of energy systems and biomedical engineering.
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4. Rationale for the New Programmes 4.1 Justification for the ProgrammesStrategic Relevance of the Programmes
The proposed programmes are in line with GMIT’s mission, as they offer learning opportunities to a
wider cohort of students (from CAO to Continuous Education), and supports regional development,
by providing skilled graduates for the West’s medical technology and wider manufacturing sectors.
A Strong Future for Manufacturing in Ireland
Data released in 2012 showed that there were 12,790 manufacturing enterprises in Ireland,
accounting for approximately €92.9 billion exports. In 2010, the manufacturing sector represented
almost 40 percent of net corporation tax receipts, and, in 2009, manufacturing sales accounted for
approximately 22 percent of GDP (Future Skills Requirements of the Manufacturing Sector, 2012) 1.
Manufacturing output rose by 9.7% from April 2014 to April 2015 (Dashboard statistics, Dept. of Jobs
Enterprise and Innovation, 2015)2. In 2014, Ireland’s manufacturing operations provided direct
employment for 218,500 people (Action Plan for Jobs, Dept. of Jobs Enterprise and Innovation)3.
The Medtech sector in Ireland, a significant portion of which is clustered in the west, employs 27,000
people alone, with over 2000 jobs publicly announced between 2013 and 2016 (IMDA, 2016) 4. Its
exports amount to €8bn in product annually and have grown substantially from 2011 to 2016.
Manufacturing is expected to grow significantly in the near future (Ireland’s National Skills Strategy
2025, Dept of Education and Skills)5. Enterprise 2025 identifies the potential for growth in Irish
owned manufacturing and services exports of between 6 and 8 percent annually to 2020 (Enterprise
2025, Dept of Jobs, enterprise and Innovation).
1 Forfás Expert Group on Future Skills Needs, 2012, “Future Skills Requirements of the Manufacturing Sector to 2020” https://www.djei.ie/en/Publications/Publication-files/Forf%C3%A1s/Future-Skills-Requirements-of-the-Manufacturing-Sector-to-2020.pdf 2 Department of Jobs Enterprise and Innovation, 2015 “Dashboard Statistics” https://www.djei.ie/en/Publications/Publication-files/Dashboard-Statistics-26-June-2015.pdf3 Department of Jobs Enterprise and Innovation, 2016 “Action Plan for Jobs” https://www.djei.ie/en/Publications/Publication-files/Action-Plan-for-Jobs-2016.pdf4 Irish Medical Devices Association, 2016 “Proposal to Develop a New Apprenticeship Programme” Submission document to the Apprenticeship Council
5 Dept of Education and Skills, 2016, “Ireland’s National Skills Strategy 2025” http://www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf
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Other trends and developments indicate a strong future for manufacturing in Ireland. Demand for
pharmaceuticals, medical devices and specialised agricultural equipment is predicted to grow, as is
demand for niche electronic offerings, and for manufactured products used in the construction
industry (The Future of Manufacturing in Ireland - Interim Report, Irish Academy of Engineering,
2013)6.
Skill Gaps in the Rapidly Changing Manufacturing Industry
Enterprise 2025 has identified the need to build on existing strengths in Complex manufacturing – in
areas such as medical devices, pharma/bio engineering, food and packaging (Enterprise 2025, Dept
of Jobs, enterprise and Innovation). Productivity improvements and increased cost competitiveness
are needed in the short term (Enterprise 2025: Innovative, Agile, Connected, 2015) 7 whereas
“Factories of the Future” (Smart, Virtual and Digital) is the new drive with a focus on lean principles,
sustainable manufacturing and the use of advanced ICT.
The availability of suitably qualified manufacturing/industrial engineers is critical if Ireland is to
continue to grow its indigenous base and continue to compete internationally for investment (IMDA,
2016).
The Irish MedTech Association (IMA- the IBEC group representing the MedTech sector in Ireland -
180 medical technology companies employing 25,000+ people) and individual companies, like
Johnson & Johnson, have approached GMIT to develop programmes to upskill their employees. They
realise that the manufacturing environment is rapidly changing and the profile of their staff needs to
evolve by increasing their knowledge, skills and competences in the fields of automation, computer
applications, as well as good manufacturing practices and management. These resulted in the
development of the HC/B.Eng.(level 7) in Manufacturing Engineering by apprenticeship, and the
B.Eng. (add-on level 7) in Manufacturing Engineering delivered in a blended part-time mode.
When the Industry Consortium leading the B.Eng. in Manufacturing Engineering by apprenticeship
met in May 2019, its industry members expressed the need to develop a level 8 programme in the
field.
The Proposed Programmes Address the Shortage of Engineers
6 The Irish Academy of Engineering , 2013, “The Future of Manufacturing in Ireland - Interim Report” http://www.iae.ie/news/2013/12/12/en-IE/the-future-of-manufacturing-in-ireland-interim-rep/7 Department of Jobs Enterprise and Innovation, 2015 “Enterprise 2025 Ireland’s National Enterprise Policy, 2015-2025” https://www.djei.ie/en/What-We-Do/Business-Sectoral-Initiatives/Enterprise-2025/
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The proposed programmes address the shortage of manufacturing and Industrial engineers in
industry and will also position GMIT to respond to the future needs of manufacturing, as Industry 4.0
(driven by the convergence of automation, the Internet of Things and cloud computing) becomes a
reality.
The Department of Mechanical and Industrial Engineering is well placed to develop programmes to
support this revived and growing sector in ireland. The Department has a history of running very
successful degree programmes in manufacturing technology (Bachelor of Technology in
Manufacturing Technology, the B.Sc. in Manufacturing Technology, as well as the B.Eng. degrees in
Industrial Engineering and Operations Management). The Department also has a level 7 B.Eng. in
Manufacturing Engineering Design in the CAO since September 2017.
The proposed programmes are designed to offer a level 8 entry on the CAO, and two possible
progression routes (full time and blended part-time) for the Level 7 Bachelor of Engineering in
Manufacturing Engineering Design Programme, the Level 7 Bachelor of Engineering in
Manufacturing Engineering (Apprenticeship) Programme, and the Bachelor of Engineering (Add-On
Degree) in Manufacturing Engineering Programme which is currently runnning through springboard.
4.2 Employment Potential for GraduatesAs shown in Figure 4, in 2017, employment increased by 19,369 jobs or 5.4% for all sectors over
2016. The Manufacturing sector accounted for 36.0% of this increase, creating 6,969 additional
jobs8.
Figure 4. Continuous growth of employment in the manufacturing sector
8 Department of Business, Enterprise and Innovation, 2016, “Annual Employment Survey”
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In April 2014, the IMA conducted a skills needs survey of its members organisations. The 28
responding companies had 577 current vacancies, with a further 563 positions available over the
following 12 9months. Of these, 35% were for level 7/8 Manufacturing Engineers/ technicians.
Extrapolating to all IMA member companies, it suggests that there are 600 positions available on a
yearly basis for manufacturing technicians and engineers in the medical devices sector alone (IMDA,
2016).
In 2019, a survey of 16 GMIT graduates’ employers indicated that a large number of the Mechanical
Engineering and Energy Engineering graduates (49%) are employed in manufacturing process design
and management roles (see Summary of survey responses) even if these roles are not a perfect
match to their degree profile. This indicates that there is a shortage of Manufacturing
Engineering/Industrial Engineering graduates and the industry has to resort to recruiting graduates
from a different background. This is confirmed when, as part of the same survey, employers
recommended to add more project management, creative problem solving, root cause analysis,
DFMEA, Fishbone diagrams and 5 why's. These are learning outcomes that are part of the proposed
degrees but not core to a typical Mechanical Engineering or Energy Engineering Degree.
Energy Management & Efficiency
Facilities Management
Materials Engineering & Testing
Operations / Lean / Six Sigma
Plant Service & Maintenance
Product Design
Product Development &
Prototyping
Process Engineering / Automation
Production Management / Quality
Technical Sales
Other ?
1 (2%)
1 (2%)
3 ( 6%)
5 (11%)
1 (2%)
7 (15%)
4 (8%)
10 (21%)
6 (13%)
3 (6%)
6 (13%
Figure 5. Summary of survey responses
When employers were asked which discipline they were likely to recruit graduates from,
Manufacturing came second after Mechanical Engineering as shown in Figure 4.
9
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Figure 4. Discipline most likely to be recruited in from in the near future.
Further details regarding the survey are available in Appendix A.
The shortage of manufacturing/ industrial engineers is not just confined to Ireland. In the USA, 33%
of executives in manufacturing reported a “severe or high” shortage of engineers in 2014, and 48%
predicted a “severe or high” shortage in 2020 (The skills gap in U.S. manufacturing - 2015 and
beyond, The Manufacturing Institute and Deloitte, 2015)10
4.2.1 Employment OpportunitiesGraduates from the two proposed programmes will have similar knowledge, skills, and competences
(the different is discussed later in the document) which will allow them to build a career in either:
Manufacturing engineering;
Quality engineering, maintenance and reliability;
Lean / Six Sigma engineering;
Production and process engineering;
Process improvement and smart manufacturing;
Operations management, production planning and supply chain engineering;
Project management;
Energy management;
Facilities, maintenance and safety.
Furthermore, some graduates may become self-employed.
10 The Manufacturing Institute and Deloitte, 2015 “The skills gap in U.S. manufacturing - 2015 and beyond” http://www.themanufacturinginstitute.org/~/media/827DBC76533942679A15EF7067A704CD.ashx
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4.3 Research and ConsultationThe Mechanical & Industrial Engineering Department is continuously engaged with its external
stakeholders, which principally encompass employers, professional bodies and graduate students. In
addition to continuous formal engagements, there is ongoing informal communication and
consultation at institute, school and individual level. External stakeholders are involved in the key
decisions made by the Institute.
Links have been developed with the manufacturing industry nationally through:
• Membership of the IMA consortium for the Manufacturing Engineering apprenticeship;
• Apprentices and Industry mentors on the apprenticeship programme;
• Work-placement;
• Industry / academic involvement in programme design and validation;
• Industry based external examiners;
• Industry partnerships with the department through Innovation Vouchers;
• Practicing lecturers and guest speakers;
• Research and CPD delivery;
• Sponsorship of scholarships and awards;
• Engineers Ireland West Region committee involvement.
The MET research centre within the Mechanical and Industrial Department has links with over 70
medical device companies most of whom have a manufacturing base. These include multi-national
companies located in the region who employ up to 3000 people mainly in manufacturing. The
Integrated Sustainable Energy Technologies (iSET) group has links with around 10 companies with
manufacturing arms. There is a strong link between the department and the GMIT Innovation Hubs
which have been funded by Enterprise Ireland. The Innovation Hubs are located adjacent to the
main buildings of the Galway and Mayo campuses. The impact of the incubation centres has resulted
in sixteen high-potential start-ups (HPSU) and thirty-three successful spin-outs. This translates in
approximately €63 million being raised by client companies and the creation of over three hundred
jobs. A team from the Department of Mechanical and Industrial Engineering conducted research as
part of a European Union Seventh Framework Programme (FP7) initiative involving 13 manufacturing
SMEs, from nine European countries, which is further evidence of the department’s strong
manufacturing links.
In addition, the design team engaged in consultation specific to the design of each programme.
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The two proposed programmes address the same skill gap in the industry however their student
profile, design and delivery method will be very different, therefore the rest of the document is
divided in two parts:
Part A will deal with the B.Eng. (H) in Manufacturing Engineering Design (4 year ab-initio,
full-time, face-to face delivery).
Part B will deal with the B.Eng. in Industrial Engineering (1 year Add-on, part-time, blended
delivery).
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PART AB.Eng. (H) in Manufacturing
Engineering Designab-initio 4 year full-time
5. Rationale Specific to the Full-Time Ab-initio Programme
5.1 Research and Consultation with Potential ApplicantsIn addition to the ongoing research and consultation through engagement with the industry, the
design team received feedback from both school leavers and first year students in the Engineering
Common Entry:
Feedback received from school leavers, while promoting the level 7 in Manufacturing
Engineering Design programme, shows that having a corresponding level 8 programme, or a
level 8 progression route, would make the discipline more attactive to potential students.
Some students enrolled in the Engineering (common entry) programme have explained to
the Head of Department that they would have been interested in the B.Eng. in
Manufacturing Engineering Design if a progression route to level 8 existed.
5.2 Similar ProgrammesFollowing a survey of twenty third-level Institutions in Ireland, Error: Reference source not found
shows the manufacturing degree courses that are accredited by Engineers Ireland and currently
advertised on the Institutions’ website. Nationwide ten programmes focussing on manufacturing
were identified (no Industrial Engineering programme). These programmes are mainly technology
oriented with rather limited scope pertaining to quality, quality improvement, and design, as
suggested by the data provided in Appendix D.
Table 1. Existing third level manufacturing courses in Ireland
Course Title Third level Institute
BEng (Hons) in Manufacturing Technology AIT
BEng Manufacturing Engineering CIT
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BEng (Hons) Manufacturing Engineering DIT
BEng Engineering in Manufacturing and Mechatronics Engineering
ITT
BEng (Hons) Manufacturing Engineering ITT
BEng in Manufacturing Engineering WIT
BEng (Hons) in Mechanical & Manufacturing Engineering WIT
BEng (Hons) Mechanical and Manufacturing Engineering DCU
BAI Mechanical and Manufacturing engineering (5 years FT) TCD
BE (Hons) Design and Manufacturing Engineering UL
The conclusion from this environmental scan is that there is a gap to be filled since there are no
manufacturing engineering courses in the Western region of the country which particularly requires
industrial development.
5.3 Influence of FindingsFrom the consultation with the industry, a need for knowledge and understanding of the
technologies involved and the implication of Industry 4.0 has become apparent and resulted in
including a 10 credit module in Smart Manufacturing in the final year of the full time ab-initio
programme. The full-time programme will include a technical project on smart-technologies which
builds on the technical knowledge acquired in the first three years of the programme.
5.4 Programme titleThe title is dictated by the title of the level 7 programme which was the subject of intense discussion
and consultation. This title reflects the main concern of the programme which is the design and
optimisation of Manufacturing Processes.
5.5 QQI Award Standards usedThe QQI Engineering Award Standards are used for both programmes.
6. Demand for the Programme6.1 Profile of Learners and Anticipated Demand
The Manufacturing Engineering Design discipline is process design and management orientated as
opposed to other Engineering programmes available in GMIT which are more product design
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focussed. As such, it is not as reliant on Mathematics which allows the Mathematics entry
requirement to be at an O6 (compared to an O4 for the other programmes). This gives practically
oriented candidates an opportunity to access a sought-after Engineering profession.
However, when promoting the level 7 abinitio programme, the feedback received from school
leavers shows that the lack of a corresponding level 8, where all the other programmes in the
department have one, makes the discipline less attractive to potential applicants. This is also true
when the Engineering (common entry) students come to decide which programme they are going to
chose at the end of first year. The Engineering (common entry) provides an entry route into year 2 of
the Manufacturing Engineering Design programme, but not having an opportunity for progression at
level 8 is discouraging stundents from selecting this option.
This level 8 ab-initio will make the discipline:
more attractive to both CAO leavers and Engineering (common entry) students.
more viable as the first three years of the programme will be identical to the Level 7
Manufacturing Engineering Design, and the year 4 will have a high degree of commonality
with the existing Mechanical Engineering Level 8 programme.
The expected intake in this programme is of 20 students per annum for both the level 7 (already
approved) and level 8 combined.
7. Programmes Design and Management7.1 Structure of the ProgrammesThe programme is divided in 4 stages of 60 credits each. Each stage represents a full academic year
of study (unless taken in ACCESS mode).
The first three years of the programme are shared with the level 7 Manufacturing Engineering
Design programme, and other programmes in the department. This is dictating the structure of the
Programme. The first year is delivered year-long (27 weeks) in order to give students more time for
their transition to third level education. The second year is hybrid with a mix of semester (13 weeks)
and year-long (26 weeks) modules. The third year consists of 15 weeks long modules (noted year in
the APS), shared with the apprenticeship programme, followed by an 8 months work-placement. The
final year is hybrid and includes a year-long individual project worth 10 credits.
The programme develops students in three interlaced streams:
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Manufacturing processes
Automation and smart-manufacturing
Troubleshooting, optimisation and enhancement
7.2 Employability
The programme is designed to align with Engineers Ireland programme outcomes and to meet the
needs of the industry. The first three years of the programme are based on the Manufacturing
Engineering (apprenticeship) level 7 programme which was developed with a consortium of
employers in the manufacturing sector. The final year was reviewed by Industry partners for
suitability.
Students will undertake a full semester work-placement in year 3 of the programme where they will
put into practice the skills acquired. Considering the scarcity of these skills in the Industry, it is
expected that students will come back from their work-placement with a final year project brief that
will further develop their relationship with the employer.
Throughout the programme, students will develop their transferrable skills as shown in table 3.
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Table 3. Development of skills throughout the programme
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Module
Year 1 Lead
ersh
ip
Peop
le S
kills
/ Te
amw
ork
Rese
arch
Ski
lls
Verb
al
Com
mun
icatio
ns
Skill
s
Writt
en
Com
mun
icatio
ns
Skill
s
Computer Aided design YL 1 1 2 1 3
Electrical Sciene YL 1 2 3 1 2
Mathematics Fundamentala YL 0 1 0 1 3Mechanical Dissection YL 3 4 2 2 3
Learning and Innovation Skills YL 2 3 4 4 4
Manufacturing Engineering 1 YL 1 4 1 2 4Engineering Science YL 0 2 0 0 3
Engineering in Business YL 2 4 1 2 3
Year 2Project Mangement and Project YL 4 4 4 4 4
Quality YL 3 1 1 2 2
Manufacturing Engineering Mathematics YL 1 2 2 1 2
Manufacturing Design of Fixtures YL 1 3 1 0 2
Metrology S1 1 2 1 0 3
Manufacturing Engineering 2 YL 2 1 1 2 3
Maintenance and Safety S1 0 2 2 2 3
Manufacturing Automation 1 S1 0 1 1 2 2
Manufacturing Automation 2 S2 0 1 1 2 2
Lean Engineering S2 1 1 1 1 3
Year 3Polymer Processing Technology YL 1 3 2 3 3
Engineering Software Systems YL 0 0 1 0 0Advanced Manufacturing Processes YL 2 2 2 2 3
Lean Six Sima YL 3 2 2 1 1
Maufacturing Process Planning YL 2 2 2 2 3
Engineering Work Placement YL 4 4 2 4 4
Operations Management YL 4 4 2 3 3
Instrumentation and Control YL 1 2 2 2 4
Manufactuing Automation 3 YL 2 3 1 1 3
Year 4Industrial Design YL 2 4 3 3 3
Energy Management YL 4 4 4 4 4
Lean Enterprise Engineering YL 1 1 1 1 3
Innovation and Entreprise YL 2 4 3 3 3
Six Sigma Engineering YL 1 1 1 1 3
The Engineer in Society YL 2 1 1 2 3
Major Project YL 4 4 4 4 4
KeyModule strongly contributes with a large component of assessment relating to this 4
Fairly strong contribution, with significant assessment relating to this 3
Some assessment relating to this, but this is not a central theme of the module 2
Only a small portion of assessment relates to this 1
Module does not contribute to this 0
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7.3 Professional body RecognitionIt is envisaged that this programme will be accredited at associate level by Engineers Ireland.
7.4 Programmes DeliveryThis programme is a full-time programme delivered face-to-face. Contact hours are divided between
lectures, tutorials, laboratories and supervision for projects and work placement. It is important to
note that the trademark of Engineering at GMIT is the hands-on aspect of the teaching which is
reflected in the time spent in laboratories over the four years of the programme
Table 4. Programme Delivery
Lecture (Hr)
Tutorial (Hr)
Laboratories (Hr) Online Supervision (Hr)
Stage 1 10.5 1 13.5Stage 2 10.5 1 13Stage 3 10 (sem 5) 15 (sem 5) 0.2 (sem 6) 0.33 (sem 6)Stage 4 8 11 0.33
7.5 Programmes ManagementGMIT implements a range of actions to ensure the quality of its programme delivery and
management. In accordance with GMIT’s policy on Programme Validation and Monitoring, the
Heads of Academic Units and Programme Boards are responsible for managing and ensuring the
quality of academic processes. The Head of Academic Unit is responsible for strategic planning,
implementation and co-ordination of academic and related processes, staffing and other resource
requirements, programme development, and management of change. The Head of Department has
responsibility for all programmes/awards in his/her Department including, the day-to-day delivery of
programmes, timetabling, and ensuring the ongoing quality and continued development of
programmes.
Orientation and induction are provided for all students. An institute-wide ‘Welcome Programme’ is
delivered over the first five weeks of the first semester, familiarising first year students with the
college and student supports and aiding the transition to higher education. College-wide inductions
are also provided for transfer and international students. In addition, Programme Boards provide
programme level induction for new students. Include details of any local activities to aid student
transition to higher education and to this programme.
A Programme Board will be established for this programme, consisting of all lecturers on the
programme(s), the Head of Academic Unit, the Head of Department and at least two students per
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stage (with gender balance where possible) of the programme. The Programme Board shall monitor
the design, delivery, academic standards, students’ performance and academic development of
programmes and awards. Formal meetings of the Programme Board shall be held at least three
times during the academic year. Programme Boards will consider inter alia student feedback,
external examiner reports, graduate surveys, retention reports, and will annually devise a
continuous assessment schedule, and review programme design, delivery and assessment as part of
planning for the forthcoming year.
In addition to providing feedback through the Programme Board, students are provided with the
opportunity to evaluate their programme of study and support services through module evaluation
forms, and an end of stage Programme Survey. They also have an opportunity to participate in the
Irish Survey of Student Engagement (ISSE).
Every five years, programmes undergo Programmatic Review to ensure and assure inter alia that
required academic standards are being attained; that programmes and awards remain relevant and
viable; that student needs including academic and labour-market needs are addressed; the quality of
programmes and awards is enhanced and improved; and public confidence in the quality of GMIT’s
programmes and awards. Programmatic Review involves a self-evaluation review and an external
peer review process. The Programme Board includes a range of stakeholders in reviewing the
programme including inter alia students, graduates, employers and industry/professional bodies.
GMIT’s Student Assessment: Marks and Standards Code of Practice specifies the procedures for the
recording, aggregation and validation of student assessment results in each academic year, for the
purposes of determining student academic standing, eligibility for progression, eligibility for an
award and award classification. It also outlines the responsibilities for examiners, both internal and
external. In line with GMIT’s policies, external examiners will be appointed for this programme.
7.6 Common DeliveryThe Manufacturing Engineering Design programme is designed to have high commonality with
existing programmes within the Mechanical & Industrial Engineering Department. In addition to the
first three years being common with the level 7 Manufacturing Engineering Design programme, this
programme will be sharing with other departmental programmes as shown in Table 5. Also, based
on the number of shared modules and credits, the commonality of the proposed level 8 programme
is calculated in Table 6. Three of the modules not currently being shared in year 4 will be offered as
an alternative stream in the Mechanical Engineering programme.
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Table 5. List of all Manufacturing Engineering Design programme modules and their sharing () with existing and proposed programmes within the Mechanical & Industrial Engineering Department
Stage Modulelevel 7 in
Manufacturing Eng. Design
Manufacturing Eng. by
apprenticeship
Shared with others
1
Mathematics Fundamentals
Manufacturing Engineering 1 Computer Aided Design 1 Learning and Innovation Skills Electrical Science Engineering in Business Mechanical Dissection Engineering Science Fundamentals
2
Manufacturing Engineering Mathematics 2
Manufacturing Design Of Fixtures
Manufacturing Engineering 2 Quality Metrology Manufacturing Automation 1 (Pneumatics)
Project Management and Project Maintenance and Safety Manufacturing Automation 2 Lean Engineering
3
Instrumentation and Control
Manufacturing Process Planning Advanced Manufacturing Processes
Polymer Processing Technology Engineering Software Systems Six Sigma Green Belt Quality Operations Management Engineering Work Placement
4
Major Project
Smart ManufacturingLean Enterprise Engineering Operations Research and Simulation
Supply Chain Engineering Energy Management The Engineer in Society Six Sigma Engineering Innovation and Enterprise Industrial Design
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Table 6. Commonality of the Manufacturing Engineering Design programme with other programmes within Mechanical & Industrial Engineering Department
Stage
Total Number
of Modules
No. of Modules Common to Existing or Proposed Programmes
%Total No. of Credits
No of Credits Common to Existing or
Proposed Programmes%
1 8 8 100% 60 60 100%2 10 10 100% 60 60 100%3 8 8 100% 60 60 100%4 10 9 90% 60 50 83%
7.7 Embedded AwardsStudents enrolled in the B.Eng. (H) in Manufacturing Engineering Design can exit at the end of stage
2 with a HC in Manufacturing Engineering Design, and at the end of year 3 with a B.Eng. in
Manufacturing Engineering Design. Both programmes are already approved but the design team
seeks re-validation as part of this proposal in order to align their delivery with the proposed
programme.
8. Resources8.1 StaffingGMIT currently offers Level 7 and Level 8 Degrees in Mechanical, Energy, Agricultural, Biomedical
Engineering and a Level 7 Degree in Manufacturing Engineering Design. As discussed, the first three
years of this programme will be shared with the B.Eng. in Manufacturing Engineering Design level 7
which is already running. Consequently, there will be no staffing need for the first three stages.
In stage 4, as discussed earlier, 90% of the modules will be shared with the current Mechanical
Engineering programme. Since the number will be small it is envisaged that they will share both
lectures and laboratories. This would leave this programme with only 3 hr/week not shared with any
other programme. If an additional group needs to be created in year 4, then the requirement will be
12 lecturing hours/ week plus 20 min/student/week for project supervision.
The list of staff with responsibilities for the proposed modules is presented in Table 7. Moreover, the
Curriculum Vitae of lecturers in the department are available in appendix E.
Table 7. List of modules and responsible lecturers
Stage Module Lecturer(s) with Responsibility1 Mathematics Fundamentals Aoife O’Brien, Clare Lundon
Manufacturing Engineering 1 Sean Howe, Paul FahyComputer Aided Design 1 Eddie Dunbar, James Mc GivernLearning and Innovation Skills Paul O’Dowd, Carina Ginty
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Electrical Science Dimache Laurentiu,Engineering in Business Paul O’DowdMechanical Dissection Alan HannonEngineering Science Fundamentals Kate Goggin, Aurora Dimache
2
Manufacturing Engineering Mathematics 2 Aoife O’BrienManufacturing Design Of Fixtures David Mc DonnellManufacturing Engineering 2 Gabriel CostelloQuality Padraig AudleyMetrology David Mc DonnellManufacturing Automation 1 (Pneumatics) Vlad TeleancaProject Management and Project Padraig AudleyMaintenance and Safety Padraig AudleyManufacturing Automation 2 Vlad TeleancaLean Engineering Paul O’Dowd
3
Instrumentation and Control Eilish ZaletelManufacturing Process Planning Carine Gachon, Paul O’DowdAdvanced Manufacturing Processes Gabriel CostelloPolymer Processing Technology Gabriel CostelloEngineering Software Systems Vlad TeleancaSix Sigma Green Belt Quality Paul O’DowdOperation Management Martin Conneelly
Engineering Work PlacementPaul Fahy, Paul O’Dowd, Oliver Mulryan
4
Major Project All involvedSmart Manufacturing Eilish ZaletelLean Enterprise Engineering Paul O’DowdOperations Research and Simulation Padraig AudleySupply Chain Engineering Padraig AudleyEnergy Management Tom RocheIndustrial Design Gabriel J CostelloThe Engineer in Society Paul O’DowdSix Sigma Engineering Paul O’DowdInnovation and Enterprise Gabriel J. Costello
GMIT recognises the importance of CPD and its role in enhancing the quality of the student
experience within the institute. GMIT has a Staff Development Office which processes applications
for support for formal academic qualifications, and acts as a central focus for the co-ordination,
planning and provision of centrally provided Staff Development programmes and workshops
delivered throughout the year, including the annual ‘Staff Development Week’. Academic Units
support, where possible, attendance at conferences and specialised training and development
activities.
In addition to being discipline experts, GMIT recognises the importance of academics being skilled in
teaching their discipline. To assist staff in enhancing their teaching and assessment skills, GMIT
supports staff undertaking the MA in Teaching & Learning (GMIT) or elements of this programme.
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8.2 LibraryGMIT Library provides a wide range of services and facilities to support learning, teaching and
research in the Institute. GMIT has libraries at its four campuses; in Galway, at the Learning Centre
on the Dublin Road, at Cluain Mhuire on the Monivea Road, as well as at Castlebar and Letterfrack.
The library has a range of material (books, e-books, thesis, multimedia, maps, print journals, exam
papers) available to support students in their studies. In addition, the library subscribes to
numerous library databases facilitating access to approximately 30,000 full text periodicals available
on a 24/7 basis across all campuses. The library’s search engine allows the searching of all print and
electronic resources simultaneously. Efficient inter-branch (between campuses) and inter-library
(outside libraries) loan services are in operation.
Each branch facilitates students with study spaces, networked computers and spaces wired for
laptops. The Dublin Road library includes an IT Training Room, a Silent Study Room, an Independent
Learning Room, an Archive Room, a Photocopying Room and a suite of fifteen group study rooms
which are available to students for group work. The library catalogue is available directly at
http://library.gmit.ie or via the GMIT webpage at http://www.gmit.ie. Library facilities are adequate
to support the proposed programme, and librarians ensure that all materials listed on module
descriptors are available. As new required materials become available, lecturers will place orders for
new titles.
Information literacy is supported by the library through print and online guides, training sessions,
online tutorials, podcasts, and staff support. The library provides training in online information
retrieval, databases, endnote and library orientation. First year Learning & Information Skills
students are supported by an information skills module developed by library staff. The Academic
Writing Centre (AWC) and Maths Learning Centre (MLC) are both located in the library and bookings
are made via the library webpage at http://library.gmit.ie. The library also supports learners with
special needs through its Independent Learning Unit equipped with specialist hardware and software
for students with visual, reading or physical disabilities. Distance learners and remote users are
catered for with the provision of online facilities via the internet.
8.3 Academic Supports
GMIT provides students support with writing and maths, through the Academic Writing Centre and
the Maths Learning Centre. The Academic Writing Centre offers focused academic writing tuition to
all students, undergraduate and postgraduate, across all disciplines. The tuition available takes the
form of pre-bookable, thirty-minute, one-to-one sessions. Further information can be found at
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https://library.gmit.ie/support/academic-writing-centre/ The Maths Learning Centre offers free
maths tuition to GMIT students on a drop-in basis. Further details at
https://library.gmit.ie/support/math-learning-centre/ Lecturers encourage students to avail of both
these services.
8.3.1 Information Technology
Information and Communications Technologies (ICT) are an integral part of all academic activities in
GMIT. Learning is complemented by Moodle (Learnonline) which GMIT uses as its learning
management system. This allows students and staff to view course information including lecture
notes and other resources. It allows students to be assessed and/or upload assignments online, and
for lecturers to monitor student engagement with the module.
Each student has access to the full Microsoft Office suite on up to five personal devices along with all
the features of Office 365. The Institute is trialling ‘Flexilabs’ which allows students access to the
software they require on a virtual basis on a whenever and wherever they require it basis.
There are 42 designated IT laboratories and approximately 1,100 networked PCs available for
students across the Institute for use in classes and for research and assignments. Wi-Fi is available in
many locations on each campus.
The Learning Centre on the Galway Campus incorporates the Library and the Information
Technology (IT) Centre. The IT Centre has 188 workstations, which are available to students for
research, project work, assignments, on-line training and learning and tutorial support. The IT
Centre also has a fully equipped training room, a multimedia studio, and technical support facilities.
The IT labs currently planned for the department will be sufficient for the delivery of these programmes but software applications will be required for some of the modules (€10,000/year).
8.4 Laboratories and EquipmentThe table below shows the laboratories currently available to the programme.
Table 8. Laboratories available to the programme
No. Dept. Lab. Lab./Room Student Capacity
m2 Sept. 2018 Hours per
week10 E. & E. 835 CAD/Software 18 52 1613 B. & C. 130 Fluids/Hydraulics 16 90 423 M. & I. 832 Instrumentation 20 70 2824 M. & I. 813 Industrial Engineering 23 70 3325 M. & I. 834 Design 20 70 3626 M. & I. 141 Automation 20 72 3327 M. & I. 143 Engineering Science 20 81 42
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28 M. & I. 131 Dissection/Mats. Testing/ Project 20 90 3629 M. & I. 724d Energy 20 128 1930 M. & I. 724b Mechanical Workshop 20 495 3331 M. & I. 724c CNC 20 54 3932 M. & I. 705 3rd Year Project Room 12 4033 M. & I. 707 CNC Pre-Processing/Design 20 52 39
total 1364
GMIT has committed to invest €500,000 in both 2019 and 2020 to renew and upgrade the current
equipment and facilities available to the programmes department. This will cover the needs of this
programme.
The provision of a dedicated project room for all stage 4 students in the department is seen as
essential and has been highlighted by Engineers Ireland as a condition for accreditation of the
Mechanical Engineering programme. The existing facilities for such project work are currently
stressed due to teaching utilisation. This gives the learner little or no opportunity for self-study so
additional space will be required. This space should be populated by adequate computer system,
printers and plotters. The anticipated cost of this equipment is €35,000.
8.5 Student SupportsGMIT has a comprehensive range of student services aimed at supporting students throughout their
studies in the college:
The Career Development Centre - helps students make informed career decisions and identify
occupations that would suit their interests, personalities and skills.
Counselling Services at GMIT – offers students the opportunity to discuss any issues of concern to
them with a trained professional in a confidential, non-judgemental service.
Student Health Unit – a low cost and confidential physical and mental health service provided by a
team of doctors and nurses.
GMIT Chaplaincy - assists and supports students, by providing care, helping to build a sense of
community and supporting the spiritual life of the student.
Financial Assistance – GMIT administers two funds to assist students who find themselves in
financial difficulty.
Access and Disability Service – provides a range of supports and services for students applying to
GMIT and attending full-time and part-time courses within the Institute. It facilitates equality of
access and participation for all students. It supports students with physical and sensory disabilities,
students with significant ongoing illness, students with mental health difficulties, students on the
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autism spectrum and students with learning difficulties such as dyslexia. Supports offered include
alternative induction, alternative print format, radio aids, accessible class location, personal
assistants, interpretation services, note takers, mentoring, one-to-one academic support, assistive
technology, examination support and examination accommodations. The Access and Disability
service also provides supports for mature students.
8.6 Staff SupportsThere are a range of supports available to staff in relation to programme design and the
enhancement of teaching, learning and assessment. These include access to the services and
resources of the Institute’s Teaching & Learning Officer, Education Technology Officer and
Instructional Designer.
8.7 Financial Implications of Offering the Programme
On the space and equipment side, it is anticipated that the financial costing of offering the proposed
programme is in line with the investment already committed to the department for the programmes
currently offered with the addition of a project room that would be utilised by all final year students
in the department (€35000). Software requirements will amount to approximately €10,000.
On the staffing side, if numbers are small, students will be sharing all their common classes with the
other programmes in the department and the added cost will only be 3 lecturing hours plus 20
min/student/week for project supervision.
If a new group needs to be created, then the requirement will be 12 lecturing hours/ week plus 20
min/student/week for project supervision.
9. Programmes and Module DescriptorsDocument 2 contains the following details of the B.Eng. (H) in Manufacturing Engineering
Design:
Arrangements for access, transfer and progression.
Teaching, Learning and Assessment Strategies.
Programme Learning Outcomes.
Alignment between modules and Programme Learning Outcomes.
Approved Programme Schedule.
Page | 33
Module Descriptors.
Page | 34
PART BB.Eng. (H) in Industrial Engineering
Add-on 1 year (52 weeks) blended part-time
10. Rationale Specific to the Part-Time Add-on Blended Programme
10.1 Research and Consultation Specific to this programme(a) With Potential Students
The department is currently running the level 7 B.Eng. in Manufacturing Engineering in the part-time
blended delivery mode. 32 of 38 registered students were surveyed and they would all be interested
in enrolling in the level 8 programme. Students also answered questions about their experience of
the blended modes which has informed the development of the level 8 programme
(b) With Employers
GMIT also contacted some local companies with the details of the degree to establish if they would
support their employees wishing to register for the programme. All were very supportive of the
programme and Appendix B presents some of the feedback letters/emails received.
The Regional Skill Forum manager was also asked to do an assessment of the part-time degree with
a view of submitting it for Springboard funding. Her report can be found in Appendix C.
(c) With Relevant Professional Bodies / Other Groups
GMIT is the developer and lead provider of the HC/B.Eng. in Manufacturing Engineering by
apprenticeship. As such, we are part of the Ibec consortium overseeing the apprenticeship
programme. The consortium includes GMIT, other Institutes of Technology and a number of
employers. As mentioned earlier, at the last consortium meeting (May 2019), the industry
representatives have highlighted the need for a progression route for the level 7. When the
proposed programme was outlined to them, those present showed great interest.
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10.2 Similar ProgrammesThe survey of twenty third-level Institutions, presented in section 4.5, identified ten programmes
focussing on manufacturing nationwide. None of them is offered in a part-time blended delivery
mode for people in employment wishing to upskill.
10.3 Influence of FindingsThe need for knowledge and understanding of the technologies involved, and the implication of
Industry 4.0 has resulted in including a 5 credit module Industry 4.0 in the part-time programme. The
full-time programme will include a technical project on smart-technologies which builds on the
technical knowledge acquired in the first three years of the programme. Depending on their
previous certified and experiential learning, students from the part-time add-on programme might
not have the technical background to complete such a project. This resulted in one of the main
differences between the two programmes:
Full-time programme -10 credits “Smart Manufacturing” module including a technical
project.
Part-time programme -5 credits “Industry 4.0” module.
10.4 Programme titleAccording to Salvendy’s Handbook of Industrial Engineering, “Industrial engineering is an inter-
disciplinary profession that is concerned with the optimization of complex processes, systems, or
organizations by developing, improving and implementing integrated systems of people, money,
knowledge, information, equipment, energy and materials”11. This reflects perfectly the curriculum
proposed. This title is more appropriate than Manufacturing Engineering Design since the
programme concentrates on the efficiency and problem solving at Enterprise level, as opposed to its
ab-initio counterpart which concentrates more specifically on the design of manufacturing
processes. Table 8 shows the topics and credits covered in the award year of both the ab-initio full-
time Manufacturing Engineering Design and the add-on part-time Industrial Engineering programme.
Reliability and Maintenance is covered in the part-time programme but is not part of the award year
of the full time ab-initio programme since Maintenance was introduced in stage 2. The Industrial
Design module is present in the ab-initio programme but not in the part-time programme. This
module combined with a condensed version of Operations Research and Simulation and Supply
Chain Engineering as well as a stripped version of Smart Manufacturing into Indutry 4.0 made place
11 Salvendy, Gabriel. Handbook of Industrial Engineering. John Wiley & Sons, Inc; 3rd edition p. 5
Page | 2
to a 20 credit Industry based project where students will reinforce their knowledge and skill of the
different topics.
Table 9. Comparison between the two programmes proposed
Industrial Engineering Manufacturing Eng. Design(Blended Part-time) (Ab-initio)
Topic covered Credits CreditsProject 20 10Smart Manufacturing/ Industry 4.0 5 10Lean Enterprise Engineering 5 5Operations Research and Simulation 5 5Supply Chain Engineering 5Energy Management 5 5Industrial Design 5The Engineer in Society 5 5Six Sigma Engineering 5 5Innovation and Enterprise 5 5Reliability & Maintenance 5
10.5 QQI Award Standards used
The QQI Engineering Award Standards are used for both programmes.
11. Demand for the Programme11.1 Profile of Learners and Anticipated Demand
The Department graduated 38 students from the part-time level 7 in Manufacturing Engineering
(add-on)in 2019. When surveyed, virtually all students expressed interest in registering for a level 8
follow-on programme with the same delivery mode.
The department also runs the apprenticeship-based version of the Level 7 programme, where a
majority of the students are in full-time employment. This programme will give a progression
opportunity to these students.
The expected intake for this programme is 20 students per annum.
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12. Programmes Design and Management12.1 Structure of the Programmes
The part-time programme runs over 52 weeks starting with two 19 weeks semesters (from
September to June) where 40 credits of the programme are covered. The other 20 credits are for an
Industry based capstone project which starts in September and finish in August (52 weeks). The add-
on concentrates on troubleshooting, optimisation and enhancement at enterprise level as reflected
in the Industrial Engineering title.
12.2 Employability
The programme is designed to align with Engineers Ireland programme outcomes and meet the
needs of the industry. The programme proposal was reviewed by Industry partners for suitability.
As part of the Industrial Engineering project, students will use the knowledge, skills and
competences acquired in the programme to identify and implement savings in their workplace.
Students must use the DMAIC Cycle in a structured manner to eliminate waste (MUDA) from
processes, products, and other business activities of the student's employer / work experience
organisation, while having a positive impact on financial performance. Students will have a target of
€50,000 annual savings. The project can be one big project or multiple smaller projects. If students
are unemployed, a work-placement will have to be secured in order to complete the project
12.3 Professional body RecognitionIt is envisaged that this programme will be accredited at associate level by Engineers Ireland.
12.4 Programmes DeliveryTo allow flexibility in students' learning while taking into consideration the practical skill
requirements of an engineering degree, the blended mode of learning has been chosen for this
programme, which is delivered over 52 weeks, 36 of which include 6 face-to-face contact hours and
some online delivery. Three types of modules have been identified:
Type 1 combines 2hr face-to-face and 1hr online per week. In the face to face activities students
engage in group projects or use computer applications. The 1hr online covers what would
traditionally be covered in a lecture. Taking into consideration that students work remotely, a high
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level of self-learning is expected as well as online assessments to be completed. These modules
include:
Six Sigma Engineering
Energy Management
The Engineer in Society
Innovation and Enterprise
Reliability & Maintenance
Type 2 combines 1hr face-to-face and 2hr of online delivery either synchronous or asynchronous,
and a high level of self-learning.
Lean Enterprise Engineering
Operations Research and supply Chain Engineering
Type 3 combines online learning, a once-off workshop in the case of Industry 4.0, and individual
project supervision in the case of the Industrial Engineering Project.
Table 10 summarises the delivery of the programme.
Table 10. Programme Delivery hours
Face-to-Face Actual contact hours
With 1.25 weighting for evening and weekend
Online Supervision
Hours/ week 6 7.5 6 0.33Number of weeks 36 36 36 18
The face-to-face delivery can be either two evenings per week (usually Tuesday and Thursday) or
every Saturday depending on demand.
12.5 Programmes ManagementAs per the ab-initio programme, the programme will be managed in accordance with GMIT Quality
Assurance Framework.
13. Resources13.1 StaffingThis programme will be self-funded, and it is envisaged that the lecturers will be a mix of internal
lecturers and industry-based lecturers. This model is working well on the level 7 Manufacturing
Engineering part-time programme. All hours in this programme will require additional resources.
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13.2 Other resourcesOther resources described for the ab-initio programme will be available for both students and staff
on this programme.
13.3 Financial Implications of Offering the Programmes
On the space and equipment side, the costing of offering the proposed programme is in line with the
investment already committed to the department for the programmes currently offered.
Software requirements will be the same as the ab-initio programme.
The part-time programme will be self-financing and will require 17 teaching hours per week
(including 7hr/week supervision in semester 2) for 38 weeks.
14. Programmes and Module DescriptorsDocument 3 contains the following details of the B.Eng. (H) in Industrial Engineering:
Arrangements for access, transfer and progression.
Teaching, Learning and Assessment Strategies.
Programme Learning Outcomes.
Alignment between modules and Programme Learning Outcomes.
Approved Programme Schedule.
Module Descriptors.
Page | 6
AppendicesAppendix A: Employers of GMIT Engineering Graduates Survey 2019
Target Employers and Response Rate: This on-line survey targeted employers of GMIT’s Mechanical and Energy Engineering graduates between 2014 and 2018. The survey was circulated to a wide range of employers in February 2019 and 16 responded. The respondents included multi-national and indigenous Irish companies from over 10 different business sectors and combined these companies employed over 50 Mechanical and over 25 Energy engineering graduates since 2014.
Survey Structure: Respondents were asked 24 questions that spanned three topics:
Part A – Employer Profile
Part B – GMIT Graduate Performance
Part C – Recommendations
PART A - Employer Profile
Q1 Please define your Company Name and Address (Optional)
While most companies did provide their names, responses were obtained on the undertaking that company names would not be disclosed. Hence company names are not listed, but their associated business sectors are presented in Question 2.
Q2 Which of the following sectors best describes your business?
While some employers ticked multiple sectors, most respondents (9 or 27%) identified themselves as Manufacturing. The next most common sectors, with 6 (18%) respondents each were Biomedical and Mechanical sectors, followed by the Energy (BS + ES + EM = 12%) and Automation (6%) sectors.
Page | 7
Q3 How many engineering graduates do you expect your organisation will recruit over the next 3 years?
All respondents expected to recruit future graduates over the next 3 years. 50% (8) of respondents indicated they would employ between 5 and 10 engineering graduates, whereas 31% (5) expected to recruit less than 5 graduates.
None Less than 5Between 5 and 10More than 10
0 ( 0% )5 (31%)8 (50%)3 (19%)
Q4 If you do expect to recruit engineering graduates, what discipline(s) is/are most likely?
In decreasing order, employers expect to employ the following disciplines over the next 3 years; Mechanical (27%), Manufacturing (18%), Biomedical (13%), Quality (13%), Energy (5%) and Agriculture (2%).
Page | 8
PART B - GMIT Graduate Performance
Q5 How many GMIT Graduates have you employed since 2014?
Combined the 16 respondents have employed over 50 Mechanical and over 25 Energy engineering graduates from GMIT since 2014.
Energy 71% 18% 5% 5% - -
Mechanical 23% 23% 11% 11% 6% 23%
Other 59% 18% 6% 18% - -
Q6 What qualification level did the graduate(s) have when you hired them?
The majority of graduates were employed with a Level 8 qualification (52%). Level 7 graduates represented 26% of recruits and Level 6 just 11%.
Higher Certificate (Level 6)
Bachelor Ordinary Degree (Level 7)
Bachelor Honours Degree (Level 8)
Masters Degree (Level 9)
Don’t know
3 (11%)
7 (26%)
14 (52%)
1 (4%)
2 (8%)
Page | 9
Q7 In which role(s) did you initially place your GMIT Engineering graduate(s)?
50% of graduates were first placed in a Graduate Technologist / Engineering role, whereas 40% were placed in Technician roles.
Entry level Technician role
Higher Technician role
Graduate Technologist / Engineer
Project Manager
Other – please specify ?
8 (35%)
1 (5%)
11 (50%)
1 (5%)
1 (5%)
Q8 Did you promote your GMIT Engineering graduate(s) within 24 months of their recruitment?
63% of graduates were promoted within 2 years of recruitment.
Yes
No
10 (63%)
6 (37%)
Q9 If “promoted”, onto what roles and responsibilities were they promoted?
36% of graduates were promoted to Graduate Technologist/Engineering roles within two years, whereas 27% and 23% were promoted to Project Manager and Higher Technician roles respectively.
Entry level Technician role
Higher Technician role
Graduate Technologist / Engineer
Project Manager
Other – please specify ?
1 (5 %)
5 (23%)
8 (36%)
6 (27%)
2 (9%)
Q10 For what functions did you recruit your GMIT Engineering graduate(s)?
In decreasing order of popularity, the top five functions that graduates perform were; Process Engineering / Automation (21%), Product Design (15%); Production Management / Quality (13%); Operations / Lean / Six Sigma (11%) and Product Development & Prototyping (8%).
Energy Management & Efficiency 1 (2%)
Page | 10
Facilities Management
Materials Engineering & Testing
Operations / Lean / Six Sigma
Plant Service & Maintenance
Product Design
Product Development & Prototyping
Process Engineering / Automation
Production Management / Quality
Technical Sales
Other ?
1 (2%)
3 ( 6%)
5 (11%)
1 (2%)
7 (15%)
4 (8%)
10 (21%)
6 (13%)
3 (6%)
6 (13%)
Q11 Professional Transferable Skills: How would you rate your GMIT graduate's skills under the following headings? [Well developed / Average / Under developed / Not Applicable]
Of the ten Professional Transferrable Skills surveyed, 56% ranked these skills as “Well Developed”, as opposed to just 9% as “Under Developed”. The five highest ranked “Well Developed” skills were: Interpersonal and Teamwork (76%); Computer Skills, Creativity & Innovation, Effective Communication (all 71%); and Ethical Awareness (53%). The three highest ranked “Under Developed” skills were: Health & Safety Awareness (18%); Leadership (18%); and Problem Solving (18%).
Computer Skills 71% 29% - -
Creativity & Innovation 71% 29% - -
Effective Communication 71% 23% 6% -
Ethical Awareness 53% 41% 6% -
Health & Safety Awareness 41% 36% 18% 6%
Interpersonal & Teamwork 76% 24% - -
Leadership 35% 41% 18% 6%
Page | 11
Motivation & Life-long Learning 47% 35% 6% 12%
Organisation: Project & Time Mgt. 47% 41% 6% 6%
Problem Solving 47% 35% 18% -
56% 33% 9% 2%
Q12 Technical skills/competences: How would you rate your GMIT Engineering graduate's skills under the following headings? [Strong / Average / Weak / Not Applicable]
When “Non-applicable” Technical Skills/Competences responses are excluded, 45% ranked these ten skills as “Strong”, 42% as “Average” and 13% as “Weak”. The five highest ranked “Strong” skills were: Interpersonal and Teamwork (76%); Computer Skills, Creativity & Innovation, Effective Communication (all 71%); and Ethical Awareness (53%).
The three highest ranked “Under Developed” skills were: Health & Safety Awareness (18%); Leadership (18%); and Problem Solving (18%).
Page | 12
Computer Aided Design (CAD – Creo
and AutoCAD 2019)
47% 41% 6% 6%
Computer Aided Engineering
(ANSYS)
35% 18% 6% 41%
Computer Aided Manufacture (CNC,
Pro Manufacture – Creo 4.0)
29% 18% 12% 41%
Engineering Knowledge & Application 53% 29% 12% 6%
Facilities Management (Energy
Efficiency)
35% 18% - 47%
Industrial Standards 29% 47% 6% 18%
Operations / Quality / Lean
Engineering
18% 59% 17% 6%
Process Engineering / Automation
29% 29% 29% 13%
Product Prototyping / Testing 29% 29% 6% 36%
Sustainable Energy Generation 29% 12% - 59%
33% (45%) 31% (42%) 10% (13%) 26% ( - )
Q13 GMIT’s Mechanical and Energy graduates develop a competency in the following software tools. Please comment on the relevance of these tools to your organisation?
[Relevant / Not Relevant]
Companies identified the five most relevant software tools as Microsoft suite (94%), Creo 4 (ProE) (82%), PLC & Robotics Programming (59%), Matlab and CES Edupack 2019, MD Solids (53%).
Page | 13
Communication - Microsoft (Word,
Excel, Powerpoint, MS Project)
94% 6% -
Computer Aided Design - Creo 4.0
(ProE)
82% 18% -
Computer Aided Engineering – ANSYS 47% 47% 6%
Computer Aided Manufacture (CNC) –
CNC, Pro Manufacture – Creo 4.0
35% 59% 6%
Data acquisition – LabVIEW 2019 41% 53% 6%
Data analysis & Programming –
MatLAB
53% 47% -
Materials analysis - CES Edupack
2019, MD Solids
53% 35% 12%
PLC Programming & Robotics
Programming
59% 35% 6%
Statistics – Excel, Minitab 94% 6% -
62% (65%) 34% (35%) 4% ( - )
Q14 Where software tools other than those listed in Questions 13 are used in your company, please list your preferred mechanical engineering software tools?
The following eight responses were obtained:
All Microsoft programme and Autodesk programme (revit, MEP cad, etc) Solid works
Solid Edge, UniGraphics
Solid Works
AutoCAD, Revit, Navis Works
Page | 14
minitab, excel, ces, solidworks, powerpoint, outlook,
Creo, ANSYS, MatLAB, Minitab
Microsoft Project, Project Vision, CAD, Microsoft office tools, 365, viseo, PP etc.
15 GMIT’s Energy graduates also develop a competency in the following software tools. Please comment on the relevance of these tools to your organisation. [Relevant / Not Relevant]
The most relevant discipline specific software tools for Energy Engineering graduates were AutoCAD and REVIT.
Building Energy Rating – DEAP and
SBEM
24% 59% 17%
Building Information Modelling –
AutoDesk’s REVIT
35% 47% 17%
Computer Aided Design (AutoCAD
2019)
59% 29% 12%
Renewable Energy System Integration
- RetScreen
13% 69% 18%
33% (39%) 51% (61%) 16% ( - )
Q16 Where software tools other than those listed in Questions 15 are used in your company, please list on your preferred energy engineering software tools?
The following four responses were obtained:
Creo, Ansys, Coral Draw, C++ Electronic and software BIM or a manufacturing energy software system
Q17 What additional or alternative technologies / skills / competences would you recommend that GMIT add to its current programmes?
Page | 15
The following fifteen responses were obtained and these are structured under three headings Transferable Skills, Technical Skills – Mechanical and Technical Skills - Energy:
Transferable Skills
Writing skills need to be improved significantly Technical writing Project Management, Communication skills: Powerpoint Presentation skills Would suggest a greater focus on Individual Projects in the course rather than group
projects. During interviewing candidates who worked on the same project, it was clear who were the Leaders and Followers on those projects
Technical Skills – Mechanical
Creative problem solving and root cause analysis. SEM and TEM analysis, Materials science, Lab Testing experience
Automation DFMEA, Stage Gate Product Development processes, Market / Customer Requirements,
understanding of the roles and expectations on Professional Engineers programming tools / knowledge such as ASTA, or primavera p6 Better understanding of hydraulics & electronics Use CAD/Solid model functionality to help analyse high speed/accel motions of machine
parts We would like to see more emphasis on design for manufacture / practical and technical
basics Software now forms a key part a large range of products and having a certain knowledge of
this is very beneficial
Technical Skills - Energy
Being involved in domestic and commercial buildings, the introduction of the new NZEB building regulations this year will result in expansion of renewable technologies such heat pumps and photo-voltaic panels. There will also be an onus on mechanical ventilation for new dwellings. Although it is difficult to cover every aspect of the new building regulations during a semester, building fabric and understanding U-values would be a worthwhile topic to cover.
Revit
Q18 Work Placement. Would your company be interested to support the new 5-month long (April-August) engineering student work placement programme? [Yes / No / Seek further information]
75% of respondents expressed interest in supporting GMIT’s new 5-month long (April-August) student work placement program. The remaining 25% requested further information.
Page | 16
Yes
No
Request further info.
12 (75%)
0 (0 %)
4 (25%)
Q19 Work Placement. For companies who currently support or plan to support placement, what is the advantage of work placement to your company?
Respondents identified the two main advantages of engaging with the work placement program as either “to identify new recruits” (35%) or “to support the student learning experience” (26%).
To identify new recruits?
To make graduates aware of your company?
To get technical support for ongoing projects?
To support the student learning experience?
Other – please specify ?
15 (35 %)
8 (19%)
8 (19%)
11 (26%)
1 (1%)
Q20 Annual Student Expo. Would your company be interested to attend the annual exhibition of final year projects in May each year? [Yes / No / Seek further information]
62% of respondents expressed interest in attending the annual student poster exhibition in May.
Yes
No
Request further info.
10 (62%)
3 (19 %)
3 (19%)
PART C - Recommendations
Q21 Undergraduate Programmes: How could GMIT modify the content or delivery modes of its current undergraduate programmes to better meet your future engineering and technology needs?
Page | 17
48% of respondents recommended that GMIT could run more projects in conjunction with industry to better meet its future engineering and technology needs.
Skills: provision of short courses to advance specific skills Projects: run projects (e.g. final year projects) in conjunction with industryQualifications: offer employees with national certificates / diplomas the opportunity to upskill to ordinary and higher degreesOther – please specify ?
5 (22%)
11 (48%)
6 (26%)
1 (4%)
Q22 Taught Masters: Would you or one of your colleagues be interested in pursuing a taught master's degree in engineering at GMIT? [Yes / No / Seek further information]
51% of respondents expressed interest in a taught master program. Of the eight taught masters programmes proposed, the four most popular were Biomedical Engineering (70%), Mechanical Design Engineering (70%), Automation & Control Engineering (67%) and Design Thinking (63%). Energy Engineering had the highest number of respondents who sought in further information (29%).
Automation and Control 67% 25% 8%
Biomedical Engineering 70% 20% 10%
Energy Engineering 14% 57% 29%
Design Thinking 63% 18% 18%
Manufacturing / Industrial Engineering 55% 36% 9%
Industrial Engineering 50% 40% 10%
Mechanical Design Engineering 70% 15% 15%
Zero Energy Building 17% 66% 17%
51% 35% 14%
Q23 Taught Masters: Which of the following delivery modes would be of greatest interest to you?
77% of respondents would prefer to undertake taught masters in “part-time” mode.
Page | 18
Part-time
Full-time
10 (77%)
3 (23%)
Q24 Taught Masters: If you selected “part-time” access mode, which of the following programme durations is most attractive?
64% of respondents would prefer to undertake taught masters in “part-time” mode over 2 years.
1 year – high workload
2 years – moderate workload
3 years – light workload
2 (18%)
7 (64 %)
2 (18%)
Q25 If you have any additional comments please enter here. Thank you.
The following 5 additional comments were made:
In my opinion, GMIT offer a very good starting point for potential companies. Students having experience with a wide range of software programs is an advantage for companies recruiting graduates. A lot of the finer details of a software package would be gained during their employment. For question 5, I couldn't proceed without selecting a figure for each discipline. To clarify, we have employed 3 full time graduates who completed the energy engineering coarse.
Taught masters may be too big a commitment for most. We would be interested in being on a list as a company interested in employing graduates.
We are currently looking to recruit for a position in R&D in terms of developing our current software and electronics of our products.
Work Placement: 5 months is still too short, can you please extend to 6-8 months? thanks a mil
Project Management should be a key component of all engineering modules. Also as part of engineering risk manangement is becoming a bigger element and is now a requirements as part of any design function in Pharma and biologics facilities. FMEA (Failure mode and effect analysis) is one tool used. Other areas to look at would be root cause analysis and the tools used to conduct an RCA such as Fishbone diagrams and 5 why's. These are basic skills that should be second nature to engineers to help them solve problems and the risk assessments assist engineers to design better systems.
Page | 19
Appendix B : Letters of support for the Part-time programme
Page | 1
Page | 2
Page | 3
Appendix C : Regional Skill Forum manager’s assessment of the Part-time programme
Page | 4
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Appendix D : Analysis of similar programmes
Course Title Third level
Institute
Duration/Level/Modules/Description
BEng (Hons) in Manufacturing Technology
AIT One year add-on Level 8https://www.ait.ie/courses/benghons-in-manufacturing-technologyFinal Year Project, Computer Aided Engineering Design & Analysis, Lean and Six Sigma, Manufacturing Automation, Electrical Power Systems and Machines, Polymer Processing and Mould Design, Materials for the Polymer Industry, Industrial Control, Operations Management, Industrial Placement
BEng Manufacturing Engineering
CIT Three year Level 7http://courses.cit.ie/index.cfm/page/course/courseId/1112Stage 1: Pneumatics, Materials & Processes, Mechanics, Introductory CAD, Welding Technology, Creativity Innovation&Teamwork, ICT for Eng Techs, Thermofluids, Mechanical Workshop Practice, Technological Mathematics 1, Intro 3-D Parametric Modelling, Intro to Auto Engines, Instrument Calibration, Free Choice Module, Stage 2: Technological Mathematics 2, Mechanical Workshop Practice 2, Mechanical CAD and Design, Metrology & Quality Control, Mechanics of Materials 2, Intro to Auto Chassis Systems, Electrotechnology and Control, Advanced Manufacturing Tech., Free Choice Module, Electro-Pneu. & M/C maint., Mechanics of Machines, Material Science, Thermofluids 2, 3-D Mech Analysis & Design, Technological Mathematics 201Stage 3: Mechanical Technology, Technological Mathematics 301, Mechatronics 3 - PLC Control, Project Research & Design, Free Choice Module, Electrotechnology, Technological Mathematics 302, Manufacturing Technology, Engineering Management, Manufacturing Design
BEng (Hons) Manufacturing Engineering
DIT Two year add-on Level 8 https://www.dit.ie/catalogue/Programmes/Details/DT023?tab=OverviewStage 3: Control Engineering, Design & Teambuilding, Engineering Design 1, Engineering Mathematics, Manufacturing Engineering, Materials Properties & Process, Mechanical Systems Design, Operations Management, Professional Development, Quality and Reliability 1, Thermofluids 2, Tool Design & Metal FormingStage 4: Advanced Design and Machining, Design and Manufacture, Engineering Management, Engineering Materials, Integrated Netwks Autom Systems, Manufact Operations Management, Project, Quality and Reliability 2, Medical Devices, Micro & MEMS Manufacturing
Page | 6
BEng Engineering in Manufacturing and Mechatronics Engineering
ITT Three year Level 7http://www.ittralee.ie/en/CourseModules/program-display.php?prog_code=TL_EBENG_D&stage=all&sem=allStage 1: Engineering Drawing and CAD, Electricity, Material Science, Engineering Mathematics, Engineering Science, Computer Programming, Instrument Technology, Engineering Mathematics 2, Electronics, Engineering Mechanics, Workshop Processes and Materials, Computer Programming 2 Stage 2: CAD 2, Electrical Power Systems, Instrumentation and Interfacing, Engineering Mathematics 3, Mechanics of Machines, Production Technology, Digital Electronics, Analogue Electronics, Engineering Mathematics 4, Networking Fundamentals, Programmable Logic Controllers and Pneumatics, Project 1Stage 3: Engineering Mathematics 5, Project 2, Machine Design, Control Engineering and Robotics, Automation and Robotics, Embedded Systems (Engineering), Six Sigma Tools, Operations Management, Work Placement Preparation, Work Placement Practice, Work Placement Review
BEng (Hons) Manufacturing Engineering
ITT One year add-on Level 8http://www.ittralee.ie/en/InformationAbout/Courses/SchoolofScienceTechnologyEngineeringandMathematics/AgriculturalManufacturingEngineering/BScHONSManufacturingEngineering/Stage 4: Operations Techniques, Computer Aided Engineering and Finite Element Analysis, Instrumentation; Monitoring and Control, Product Design and Development, Quality Management, Sustainable Manufacturing, Machine Control Systems, Marketing and Strategic Planning, Project Management, Reliability Engineering, Capstone Project
BEng in Manufacturing Engineering
WIT One year add-on Level 7https://www.wit.ie/courses/school/engineering/department_of_engineering_technology/beng_in_manufacturing_engineering#tab=outlineThis course is designed to give students the basic knowledge and tools to enable them to work in a manufacturing environment with particular emphasis on automation and control of machines and processes.Stage 3:Engineering Design Process, Manufacturing Technology, Mechatronics 1, Operations Management, Differential Equations, Project 1, Engineering Design Operation, Mechatronics 2, Process Control, Robotics & Materials Handling, Dynamics & Control, Project 2
BEng (Hons) in Mechanical & Manufacturing Engineering
WIT Four year Level 8https://www.wit.ie/courses/school/engineering/department_of_engineering_technology/beng_hons_in_mechanical_manufacturing_engineering#tab=outlineStage 1: Fundamental Engineering Maths, Physics, Materials 1, Mechanical Systems, Engineering Drawing, Thinking & Learning Skills, Introductory Calculus, Electrical Science, Manufacturing Technology 1, Engineering Mechanics, Computer Aided Draughting,
Page | 7
Manufacturing SystemsStage2: Electrical Engineering, Mathematical Methods, Engineering Design, Applied Mechanics, Engineering Computing, Materials 2, Computer-Aided Design, Thermodynamics, Manufacturing Technology 2, Production Systems, Advanced Calculus, Electronic EngineeringStage 3: Quality Management, Industrial Power Systems, Mechanics of Materials, Dynamics & Vibrations, Enterprise Resource Management, Fluid Mechanics , Industrial Studies, Industrial PlacementStage 4: Heat and Mass Transfer, FEA & Design Tools, Manufacturing Facilities, Facility Simulation & Reliability, Operations Strategy, Project 1, Advanced Materials & Process Selection, Process Control, Supply Chain Management, Energy Conversion, Applied Fluid Mechanics, Project 2
BEng (Hons) Mechanical and Manufacturing Engineering
DCU Four-five year Level 8-9 course in the broader sense of mechanical and manufacturing engineeringhttps://www4.dcu.ie/courses/undergraduate/mechanical_engineering/mechanical-and-manufacturing-engineering.shtml#tab2This four-year BEng (Honours) Degree (with the option to complete a fifth year for a Master’s degree) has eight academic themes, each addressing a particular aspect of mechanical and manufacturing engineering.Despite of the year three work placement for six month, the course places a strong emphasis on both academic performance in examinations and continuous assessment throughout the five years.
BAI Mechanical and Manufacturing engineering (5 years FT)
TCD Four-five year Level 8-9https://www.tcd.ie/courses/undergraduate/az/course.php?id=DUBSC-MEME-1ENGFirst couple of years un-denominated followed by Mechanical and Manufacturing Engineering as specialist area in third year.Course topics include: Energy; Solid Mechanics; Engineering Materials; Fluid Mechanics; Manufacturing Technology and Systems; Dynamics; Mechatronics; and Engineering Design.In the Junior Sophister (third) year students study eight technical modules. In the Senior Sophister (fourth) year and optional Masters (fifth) year students choose from a wide range of technical and non-technical subjects.
BE (Hons) Design and Manufacturing Engineering
UL Four year level 8http://scieng.ul.ie/departments/dmt/courses/lm119-design-and-manufacturing-engineeringFocused on product design, design for manufacture and advanced manufacturing with little regards to quality and lean manufacturing.
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Appendix E: Mechanical & Industrial Engineering Department - Academic Staff CVs
Page | 1
CURRICULUM VITAE OF LECTURER
NAME: Paul O’Dowd
JOB TITLE: Lecturer
GRADE: Lecturer
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic Qualifications
Title Awarding Body Year Conferred
PhD University of Limerick 2004
M Eng University of Limerick 1993
B E (Industrial) 1.1 Honours University College, Galway. 1986
(b) Membership(s) of Professional Bodies
Name
Membership
Grade By Examination By Paid Subscription
Engineers Ireland Chartered member By Sumbintted report and interview
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT January 1998 to
presentCertificate, Degree, Honours Degree.
Page | 2
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Quarterdeck International
Cambridge Executive Programme
Digital Equipment Corporation
European Technical Support and Customer Services Manager
Development and Customer Support manager
Manufacturing Process Engineer, Project manager
1995-1997
1994-1995
1986-1994
AREA(S) OF EXPERTISE:
Lean manufacturing, Six Sigma, Environmental Systems, Subsidiary innovation, Industrial Engineering, High Performance Work Systems, Operations Management
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial
Partner(s) Start (Year) Duration StudentY / N
FutureSME: Environmental Systems for SMEs
€231,807
EU Framework 7 13 SME partners 2009 4
years Y - PhD
CHIP: €31,600 Strand 1Local Medical technology companies
2006 2 years Y - MBus
STENT: €30,400 GMIT IRDP Medtronic 2005 2 years Y - MEng
DICER €8,900 Enterprise Ireland Celestica 2004
9 months
Former postgrad
MOTTO: €59,512 Enterprise Ireland and Industry
Nortel networks 20002 years Y – M Eng,
MSc
O'Dowd, P., McQuade E., Murphy E., 2005, A model for innovation in manufacturing subsidiaries based in Ireland, The Irish Journal of Management, Vol. 26 (1) pp 136-148
Mitchell, S., Dimache, A., & O'Dowd, P. Roche, T. (2011). The Issue of waste in European Manufacturing SMEs. 13th International Waste Management and Landfill Symposium. Cagliari, Sardina, ItalyDimache, A., Mitchell, S., & O'Dowd, P. (2011). Business Sustainability Methodology for European Manufacturing SMEs. 1st International Conference on Sustainable Intelligent Manufacturing. Leiria, Portugal.
Dimache A, Mitchell S, O’Dowd P, Transition along the Product-Service Systems Route – A
Page | 3
Smart Solution for Manufacturing SMEs , 27th International Manufacturing Conference, GMIT, Sep 2010
Mitchell S, Dimache A, O’Dowd P, Environmental Challenges for European Manufacturing SMEs, 27th International Manufacturing Conference, GMIT, Sep 2010
Hoban, B, O’Dowd, P., and Harvey, N. (2008). Best practice in HRM: a survey of the medical technology sector in Galway, Irish Academy of Management Conference, 3-5 September 2008
Fitzgerald, K., O’Dowd, P., and Harvey, N. (2007). Workplace Innovation in the Medical Technology Sector in the West of Ireland. Irish Academy of Management 10th Annual Conference, Belfast.
O'Dowd, P., Harvey, N., and Fitzgerald, K., (2006). Leaving the Middle Road: Towards a High Performance Medical Technology Sector, Irish Academy of Management 9th Annual Conference, Cork.O’Dowd P., McQuade E., Murphy E., 2004. The learning region’s role in sustaining competitive advantage , EUCEN 2004 Conference, June, University of Limerick, Ireland.
O’Dowd P., McQuade E., Murphy E., 2004. Sustaining competitive advantage in manufacturing subsidiaries based in Ireland, Irish Academy of Management Conference 2004, September, Trinity College, Dublin, Ireland.
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateStatistics with MINITAB SQT training 3 days 2011
Writing Exam papers, Writing Learning Outcomes, Assessment techniques, Windows 7, Moodles 2.2.2.
Short courses run in GMIT
1 day 2011/2012
Six Sigma Green Belt – Level 6 Certificate. SQT training 1 week 2010
Lean Manufacturing Irish Centre for Business Excellence 2 days 2008
Annual Conf of IAM – HR Practices and innovation
Irish Academy of Mgt, DCU
2 days 2008
Training on GMIT systems – Agresso, Moodle etc
GMIT 2 days 2006-8
Training on Research Supervision – misc courses
GMIT 4 days 2000- 8
Annual Conf of IAM – Lean practices Irish Academy of Mgt, UCC
1 day 2006
Annual Conf of IAM – Med Tech Irish Academy of Mgt, GMIT
1 day 2005
Annual Conf of IAM – innovation Irish Academy of Mgt, TCD
2 days 2004
Page | 4
PhD completed in 2004 University of Limerick 2004
Page | 5
CURRICULUM VITAE OF LECTURER
NAME: _ Gabriel J. Costello
JOB TITLE: _____Lecturer and Researcher _______________
GRADE: Lecturer ___________________ ___________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic Qualifications
Title Awarding Body Year Conferred
B. E.
Diploma in Quality Assurance
M. Eng.
Ph.D.
National University of Ireland, Galway
National University of Ireland, Galway
HETAC, Ireland
National University of Ireland, Galway
1979
1982
2004
2010
(b) Membership(s) of Professional Bodies
Name
Membership
Grade By Examination By Paid Subscription
Engineers Ireland
European Academy of Management
Chartered Engineer
Member
Yes
Yes
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT 2001-present
Level 7 B.Eng.
Page | 6
1
(Ord) Level 8 B.Eng. (Hons)
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Nortel Manufacturing EngineerNew Product Engineer
New Product Introduction ManagerProduct Line Manager
1980-2001
AREA(S) OF EXPERTISE:
Gabriel J. Costello is a Lecturer in Engineering at the Galway-Mayo Institute of Technology (www.gmit.ie). Prior to this he worked for twenty years in the telecommunications industry where he held engineering, new product introduction and product line management positions. He completed a PhD in Management Information Systems at the J.E. Cairnes School of Business & Economics, National University of Ireland, Galway in the area of information systems innovation. Research interests include: Innovative Enterprises and Systems, Speech-enabled self-service IT systems, and using IS to support RUE (Rational use of Energy) in organisations. His publications include: Journal of Information Technology, International Conference on Information Systems (ICIS), International Federation for Information Processing (IFIP), European Conference on Information Systems (ECIS), and European Academy of Management Conference (EURAM). He has teaching experience at ordinary and honours degree level in Mechanical, Energy and Industrial Engineering. His teaching of Product Design and Innovation & Enterprise at honours degree level is informed by his professional experience and research interests.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
Innovation Research
None None APC by Schneider Electric
2006 2 years
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS: Topic Organisation Duration Date
IT-CMF Tier 2
Workshop-based Training on 21st Century Student Engagement for Online Learning
Innovation Value Institute ,National University of Ireland, Maynooth
GMIT
3 Days
2 Days
April 17-19 2012
Mar 2012
CURRICULUM VITAE OF LECTURER
Page | 7
NAME: Gerard O’Donnell
JOB TITLE: _____Senior lecturer I (Teaching) _______________
GRADE: Senior lecturer I (Teaching)____________________ ___________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred B. E.
M. Eng. Sc.
National University of Ireland
National University of Ireland
1984
1987
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
Engineers Ireland Chartered Engineer Chartered Engineer
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught
UCG
GMIT
1986-1987
1994-present
Level 8 B.E. (Hons)
Level 7 B.Eng. (Ord) Level 8 B.Eng. (Hons)
Page | 8
1
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Marine Computation ServicesEngineer
(Manager and Analyst) 1987-1994
AREA(S) OF EXPERTISE: Employed as a Senior Lecturer 1 (Teaching) in the Department of Mechanical and Industrial Engineering, GMIT, Galway. Primarily responsible for the mechanical design and CAE elements of the Bachelor of Mechanical Engineering at Ordinary and Honours degree level, Member of the Institute’s Academic Council. Supervised nine masters students (by research) in areas such the application of numerical simulation techniques to biomedical device design, the optimisation if the electro-polishing techniques for biomedical devices, CAE applied to maxillo-facial prostheses.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
GMedTechMaxillio Facial SurgeryStent Design
€1.2M -100% €147k-100% EI€82k
EIEIEI
NONENONEBio-Compatibles
200620021999
3 years2 Years2 years
YYY
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS: Topic Organisation Duration Date
Course of Revascularization Course of Revascularization
Advanced FEA Workshops
PCR
PCR
IDAC
1 week
1 week
1 week
MAY 2007
MAY 2006
Dec 2007
Page | 9
CURRICULUM VITAE OF LECTURER
NAME: Padraig Audley
JOB TITLE: Lecturer
GRADE: ___________________________________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred B.Tech Bachelor of Technology 2.1 HonsDiploma in Production Engineering : DistinctionCertificate in Industrial Engineering : Credit
University of LimerickGMIT
GMIT
19921990
1989
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
Institute of Engineers of Ireland
Society of Manufacturing Engineers
AFL IEI
Chairman Western Chapter
Paid
Nomination
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT Sept. 1997 to
Date Level 7 & 8
Page | 10
X
RELEVANT WORK EXPERIENCE:
Employer Position Held PeriodMaysteel Teo Ltd.Toolfab Ltd.ESBIrish Biscuits Ltd.
Production ManagerProduction & Engineering ManagerQuality EngineerTrainee Production Manager
Jan 97 – Aug 97Jan 94 – Dec 96Sep 93 – Dec 93Oct. 92 – May 93
AREA(S) OF EXPERTISE: Advanced Automation, Supply Chain Engineering, Maintenance and Safety, Quality Management & Engineering, Statistics, IT and Productivity Improvement.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateM.Sc in Computing 4 taught modules completedRegulatory Affairs – Medical DevicesLean EngineeringP. E. Betalas Lead Auditor
GMITShannon Quality TrainingSMEShannon Quality Training
2 years5 Days5 Days5 Days
Oct 05May 04Sept 96
Page | 11
CURRICULUM VITAE OF LECTURER
NAME: Thomas Roche
JOB TITLE: Lecturer
GRADE: Lecturer II
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred Ph.D. M.Eng.B.Eng.
NUI GalwayNCEAUL
199919911989
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught Lecturer Galway Mayo Institute of Technology
Head of Department Mechanical Engineering GMIT
Lecturer II Department of Mechanical Engineering GMIT
Lecturer 1 Department of Mechanical Engineering AIT
2001-Current
1999-2001
1992-1999
1989-1992
7, 8, 9 and 10
7,8,9,10
7,8,9
7
Page | 12
x
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Athlone Institute of Technology (A RTC)Philips Eindhoven
Athlone Institute of Technology
Galway Mayo Institute of Technology
Research Engineer
Research Engineer
Lecturer
Lecturer
Sept 1989 -1991
March 1991- Sept 1991
Sept 1991 – Dec 1991
Dec 1991 - Present
AREA(S) OF EXPERTISE: Mechanical Engineering
Thermofluids Control Engineering Materials Design Design for the Environment
Energy Engineering: Heat Transfer Renewable Technologies Electrical Engineering
Production Engineering Production Management Production Equipment Design Quality Management ISO9000/ISO14000
Distance Learning
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
Defcom
DEFESS
DFAUTO
TK Life Cycle
342,600
450,000
942,000
26,000
EI
EU Leonardo De Vinci
EU Life Program
NA
Motgum, Transcat, Chalice, CME, Amartec,Bogazi Uni
Transcat
Thermoking
2004
2005
2005
3 Years
2 Years
2 Years
1 Year
Y
Y
Y
Y
Page | 13
Costing Project TK
2008
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateQualified BER TrainerQualified ThermographerEnergy Efficiency of Buildings CourseEnterprise Development ProgramResearch Activity EU DFAUTO ProjectResearch Activity EU DEFESS Project
GMITITCITCGMIT and NUIGGMITGMIT
6 Days4 Days3 Days1 Year2 Years28 Months
2006200820082006-20072006-20082006-2008
Page | 14
CURRICULUM VITAE OF LECTURER
NAME: _Dr. Oliver Mulryan___________________________________________
JOB TITLE: _Lecturer__________________________________________________
GRADE: Lecturer ___________________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic Qualifications
Title Awarding Body Year Conferred B .Eng (Aero) University of Limerick 1997
PhD in Engineering University of Limerick 2001
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
Engineers Ireland Ordinary Member Yes
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught Gave Tutorials to the following subjects in the University of Limerick
o Computational Fluid Dynamicso Jet Propulsiono Aircraft Structures
Lecturing in GMITo Fluid Mechanicso Thermodynamicso Material Properties and Selectiono Machine Designo Advanced Mechanical Engineeringo Building Energy Rating
1998-20001998-20001998-2000
2006-present2006-present2006-20082006-20072006-present
Year 4Year 4 Year 3
Year 2 (Level 6)Year 2 (Level 6)Year 3 (Level 7)Year 3 (Level 7)Year 4 (Level 8)(CPD Course)(CPD Course)
Page | 15
X
o Renewable Energy Systems & Energy Efficiency of Buildings
RELEVANT WORK EXPERIENCE: Employer Position Held Period
McDonald InternationalMarine Computational Services
UroDevicesUniversity of Limerick
Senior Design EngineerSoftware Development EngineerDesign Engineer.Lecturing Assistant
2004-20062002-2004
2001-20021998- 2000
AREA(S) OF EXPERTISE: Coming from an aeronautical background, my main area of expertise is in the fields of Fluid Dynamics, FEA, Turbulence Modelling and Vorticity Dynamics in which Aeronautical, Mechanical, Biomedical and Energy Engineering have applications.
o Ph.D Thesis – (Unsteady Characteristics of Viscous Vortices)CFD, Aerodynamics, Vorticity Dynamics, Fluid Mechanics, HWA and PIV
Furthermore through my industrial experience, I have gained expertise in the following areas
o Senior Design Engineer (Mc Donald International) Mechanical Design (Machinery Design for AAL, Irish Gypsum etc), Computer Aided
Mechanical Engineering Design, Workshop Practice, NDT techniques and Quantity Surveying
o UroDevicesBioMedical Product Design
o Finite Element Engineer (Marine Computational Services Limited)Finite Element Analysis, Programming etc
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial
Partner(s)Start
(Year) Duration StudentY / N
Biomedical €395,000 Strand III Department of Education 2009 3 Years Y
Energy € 403,777Enterprise Ireland, Institutes of Technology Research Equipment Grant
2008 N/A N
Page | 16
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateIntroduction to Labview U.L 2 Day 1999Pro/Engineer U.L 4 Day 1999Principles of operation of Freecom, Flexcom and Life 3D
MCS International 2 Day 2002
Safe Pass (Core)Safe Pass (Extractives/ Quarry Products and Mineral Processing)
McDonald International
1 Day1 Day
20042004
Pro/Sheetmetal GMIT 4 Day 2009Staff Development Day GMIT 1 Day 2009Wind, Biomass, Solar Thermal NETA 7Days 2009
Page | 17
CURRICULUM VITAE OF LECTURER
NAME: John Lohan
TITLE: Dr. CURRENT POSITION: Lecturer
Full Time Part Time Contract Other If ‘other’ please specify: ________________________________________________ QUALIFICATIONS:
(a) Academic Qualifications
TitleAwarding Body Year Conferred
B.Eng. Mechanical Engineering
University of Limerick, Limerick 1991
Doctor of Philosophy Ph.D. University of Limerick, Limerick 1995
(c) Membership(s) of Professional Bodies
Name MembershipBy Examination By Paid Subscription Other
None
LECTURING/TEACHING EXPERIENCE:
College/University/School Period Levels Taught
University of Limerick,Limerick.
Sept. 1992 – May 1994 Level 7
Galway-Mayo Institute of Technology, Dublin
Jan. 2000 - June 2004 Levels 6, 7 and 8
Page | 18
Road, Galway.
Galway-Mayo Institute of Technology, Dublin Road, Galway.
Sept. 2007 - Present Levels 7 and 8
RELEVANT WORK EXPERIENCE:
Employer Position Held Period
Aughinish Alumina Ltd.,Askeaton, Co. Limerick
Student Engineering April 1989 – Dec. 1989
Power Electronics Ireland, Limerick Research Officer and Senior Research Officer
Oct. 1995 - Dec. 1997
Nokia Research Center, Helsinki, Finland.
Senior Research Officer and Principal Scientist
Jan. 1998 - Dec. 1999
Galway-Mayo Institute of Technology, Dublin Road, Galway.
Head of Research Sept. 2004 - Aug. 2007
AREA(S) OF EXPERTISE:
Heat Transfer and the application of Heat Transfer Principles to:
i) Thermal Management of Electronic Systems: Between 1991 and 2002 I worked on maximising heat dissipation from integrated circuits, through component packaging, printed circuit boards and aluminium heat sinks. This involved both experimental and numerical simulation.
ii) Transport Refrigeration Systems: Since 2002, I have supervised 3 PhD researchers to completion who conducted research on optimising temperature control, maximising heat capacity and design intelligent defrost control strategies for Galway based multinational, Thermo King Ireland Ltd.
iii) Renewable Energy Systems: I established GMIT’s Sustainable Energy Research Group in 2004 and now supervise 2 PhD researchers on Ground/Air Source Heat Pumps and Design of Hybrid Renewable Energy Systems. This work lead to the formation of the Centre for Integration of Sustainable Energy Technologies (CiSET) in 2007.
Page | 19
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Subject Area Grant/Aid
Post-graduate
Industrial Commencement Duration StudentY / N
Transport Refrigeration
Enterprise Ireland
PhD Thermo King
January, 2003 4 years Yes
Ground Source Heat Pumps
IRCSET & Enterprise
Ireland
PhD x 2 Dunstar Ltd.
November, 2004October, 2005
4 years4 years
YesYes
Solar Energy IRCSET PhD Not Directly
October, 2006 3 years Yes
Infra-red Technologies
Enterprise Ireland
- Not Directly
December, 2007 Capital Equipment
No
Biodiesel Enterprise Ireland
- EcoOla Ltd.
December, 2007 1 year No
Energy Efficient Housing
Oyster Homes
Ltd.
MEng Oyster Homes
Ltd.
April, 2008 2 years Yes
Solar and Wind Energy
Enterprise Ireland
- Not Directly
August, 2008 Capital Equipment
No
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS: List of training courses attended to enhance and broaden lecturing capacity:
- 2006: Numerous 1-Day Information Sessions by Sustainable Energy Ireland in advance of the launch of the Dwelling Energy Assessment Procedure
- 2007: 2-Day Course on Air-Infiltration Testing of Buildings
2004-2007: Seconded from lecturing to GMIT’s Head of Research role. Gained experience of managing the Institute’s research function (three strategic research areas, over 100 researchers, annual research budget of approx. €3 million), developing institute research strategy, promoting and growing research activity levels, intellectual property, reporting activity levels internally and externally and liasing with other third level institutes/universities, external agencies and bodies.
Having supervised 13 postgraduate researchers to completion (7 x MSc, 1 x MEng and 5 x PhD) and currently supervising 1 PhD candidate generates a continuous stream of new ideas, information and concepts.
The cited research activity has also enabled me to author or co-author 60 refereed Journal and Conference Publications and I regularly attend Conferences, Workshops and Tradeshows nationally and internationally. My publications have been cited by over 150 researchers.
Have acted as Technical Reviewer for the following Journals;a) ASME Journal of Electronic Packagingb) IEEE Transactions on Component and Packaging Technologiesc) ASME Heat Transfer Conference
Page | 20
Having lectured on a wide range of undergraduate subjects (Fluid Mechanics, Thermodynamics, Mechanics, Electrical Technology, Statics, Dynamics, Heat Transfer, Energy Systems, Maintenance & Reliability) at Levels 6, 7 and 8 demands continuous personal professional development and research.
I have also acted/continue to act as External Examiner at the following Institutes:a) 2002-2005: Limerick Institute of Technologyb) 2005-2008: Dundalk Institute of Technologyc) 2008-2011: Letterkenny Institute of Technology
Developed a Strategic Plan for the development of Energy Research, Teaching and Training at GMIT in 2007, which helped to promote and establish:
a) Centre for the Integration of Sustainable Energy Technologies (CiSET)b) Degree in Energy Engineeringc) On-line learning resource to support energy teaching and training.
Page | 21
CURRICULUM VITAE OF LECTURER
NAME: Kate Goggin
TITLE: Dr.
CURRENT POSITION:Full Time Part Time Contract Other
If “other” please specify:
QUALIFICATIONS:
Academic Qualifications
Title Awarding Body Year Conferred
B. Engineering N.U.I.G 1993
M.Engineering Science N.U.I.G 1995
Ph.D. N.U.I.G 1998
Membership(s) of Professional Bodies
Name Membership
By Examination By Paid Subscription
Other
Page | 22
LECTURING/TEACHING EXPERIENCE
College/University/School Period Levels Taught
GMIT 2000-present 6,7,8,9,10
RELEVANT WORK EXPERIENCEEmployer Position Held Period
AMT Ireland Centre Manager 1998-2000
AREA(S) OF EXPERTISE:
Logistics and supply chain management.Reverse logistics and resource recovery (recycling)Shop floor control, Product data management.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:Subject Area Grant/Aid Post-
graduatestudents
Industrialpartners
Commencement Duration
Resource recovery/reverse logistics
Resource recovery/reverse logistics
EU
EI
3 Masters
2 Masters
Yes
Yes
2000
2002
3 years
2 years
Professional development activity undertaken in last 5 years:
Post Graduate Certificate in Teaching and Learning DITVarious in-house half day and one day courses
Page | 23
CURRICULUM VITAE OF LECTURER
NAME: Dr. Carine Gachon
JOB TITLE: Lecturer
GRADE:
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred Diplome d’ingenieur (5 years degree in Mechanical Engineering)
University of Bourgogne 1996
DEA (M. Eng) University of clermont Ferrand 1996
M.Eng (by Research) NCEA 1999
PhD HETAC 2003
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
French Chartered Engineerx
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT 1997-2012 Level 7 and 8
Page | 24
RELEVANT WORK EXPERIENCE: Employer Position Held Period
GMIT
Bitron France
Plasto France
SMT France
Head of department
Student Engineer
Student Engineer
Student Engineer
09/08 to 09/11
01/96 to 06/95
04/95 to 07/95
03/94 to 06/94
AREA(S) OF EXPERTISE:
Materials, Control Systems
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
Biomedical
Furniture Industry
Biomedical
GMIT
GMIT
ARE
2005
2006
2006
Y
Y
Y
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateMitsubishi Robotic Training
SMC Training
PG Diploma in Teaching and Learning
Festo
SMC
AIT
3 days
3 days
4 years
2005
2008
2012
Page | 25
CURRICULUM VITAE OF LECTURER
NAME: James R McGivern
JOB TITLE: Lecturer
GRADE: Lecturer
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred M.Eng.Sc.
B.E. in Manufacturing Engineering
Diploma in Industrial Automation
Diploma in Industrial Engineering
Technician Certificate 255 in Mechanical Engineering
NUI Galway
Coventry University
Sligo I.T. (NCEA)
Institute of Industrial Engineers
City and Guilds of London
1997
1995
1994
1985
1983
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
City and Guilds of London
Institute of Industrial Engineers
Licentiate
Corporate membership
yes
yes
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught
GMIT. – School of Engineering – Mechanical\Industrial department
1997 - now Levels 7 and 8
Page | 26
RELEVANT WORK EXPERIENCE: Employer Position Held Period
CIMRU (NUIG) Research engineer 1995 - 1997
AREA(S) OF EXPERTISE: Engineering Design: product innovation, design and marketing; materials selection
Manufacturing; traditional manufacturing processes; automation; intelligent manufacturing – fuzzy logic and neural nets and robotics
Information Technology: software development; applications programming; databases; web programming
Strategic Management: project management; tqm\taguchi; supply chain; logistics
Computer Based Learning\Distance Learning
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration Date
Page | 27
CURRICULUM VITAE OF LECTURER
NAME: _Dr. Liam Morris__________________________________________
JOB TITLE: _Lecturer_________________________________________________
GRADE: Point 3 on the Lecturer Scale_____________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic Qualifications
Title Awarding Body Year Conferred B Tech in Manufacturing TechnologyH 1.1 First Class Honours
MSc (Research) in Biomedical Eng
PhD in Biomedical Engineering
NCEA
NCEA
University of Limerick
1998
2000
2004
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught Give Tutorials to the following in the University of Limerick Biotechnology labs to Food Technology Mechanical of solids to Mechanical Engineering Static and Dynamics to Mechanical EngineeringLecturing Applied Mechanics Mechanical Engineering
Lecturing in GMIT
2000-20012001-20022002-20032004-2005
2005 - present
Level 8Level 7(year 3)Year 1Year 2
Level 8
Page | 28
X
Biomedical Engineering I & II Mechanical Engineering Numerical Methods & Programming Mechanical Eng Advanced Manufacturing Processes Mechanical Eng Creative Design Mechanical Eng Fluid Mechanics BTech Tutorials in GMIT Maths to Mechanical & Industrial Engineering
2005 – present2006 – present2005-20081999 – 20001998 - 2000
Level 7Level 7Level 8Year 2Year 1
RELEVANT WORK EXPERIENCE: Employer Position Held Period
University of LimerickUniversity of LimerickQualtech, Parkmore Ind. Est, GalwayGalway Mayo Institute of TechnologyCrown Equipment, Mervue, Galway
Research FellowPart Time LecturingProcess EngineerPart Time LecturingStudent Placement
2004 - 20052000 - 2003July 2000 – Oct 20001998 - 2000June 1997 – Sept 1997
AREA(S) OF EXPERTISE: My research work has been heavily involved in the cardiovascular system and especially for the treatment of Abdominal Aortic Aneurysms, intracranial aneurysms and coronary arteries. My work has included computational fluid dynamics, experimental rig set ups and collaboration with surgeons and radiologists. This collaboration included surgical visits to national and international hospitals. My work has generated much interest and has been published in international peer reviewed journals in which some of my work has been cited by other leading researchers and I have been asked to be a reviewer by leading international journals. I have filed a patent in which I am the lead inventor.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial
Partner(s)Start
(Year) Duration StudentY / N
Biomedical
Biomedical
Biomedical
Biomedical
Biomedical
€395,000
€46,000
€70,800
€200,000
€46,000
Strand III Department of Education
Strand I Department of Education
HEA funded GMIT Research Equipment
Enterprise Ireland, Institutes of Technology Research Equipment Grant
Strand I Department of Education
Strand I Department of Education
2009
2008
2007
2007
3 Years
2 Years
2 Years
Y
Y
N
N
Y
Page | 29
Biomedical
Biomedical
BiomedicalUniversity of Limerick
BiomedicalUniversity of Limerick
€37,000
€1.2million
€365,000
€85,000
Applied Research Enhancement (ARE)
Enterprise Ireland Commercialisation Fund
Enterprise Ireland Proof of Concept Grant
2007
2006
2005
2005
2 Years
3 Years
3 Years
1 Year
Y
Y
Y
N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateResearched at the McGowan Institute for Regenerative Medicine, under the supervision of Prof. David Vorp
Medical Devices & IVD Regulatory Workshop
Emerging Trends & Issues in the Medical Device Industry by Dr. Michael Drues
Pro/Engineering Advanced Part Design
CNC Training on EMCO Mill & Lathe
Siemens Ultrasound Machine
How to write a competitive proposal for framework 7 by Dr. Sean McCarthy
Pro/Sheetmetal
Staff Development Day
University of Pittsburgh, USA
University of Limerick
National University of Ireland Galway,
GMIT
GMIT
GMIT
Croke Park
GMIT
GMIT
2 Weeks
1 day course
1 day course
1 week
1 week
2 days
1 day
1 week
1 day
July 2005.
March 1st, 2005.
Sept 2006
2006
2006
2008
Feb 2009
Jan 2009
Feb 2009
Page | 30
CURRICULUM VITAE OF LECTURERNAME: P.J. McAllen
JOB TITLE: Lecturer in Mechanical Engineering
GRADE:Assistant Lecturer
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred
PhD
MTech CIM
Bachelors Degree in Manufacturing Technology
National Diploma in Production Engineering
National Certificate in Mechanical Engineering
University of Limerick
University of Limerick
NCEA
NCEA
NCEA
2005
2001
2000
1998
1997
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT
University of Limerick
Limerick Institute of Technology
Mid-West Business Institute
University of Limerick
2006 – Present
2006
2005
2003-2004
2002-2006
Levels 7 & 8
Levels 8
Level 7
Level 6
Access – Mature
Page | 31
e
Student
RELEVANT WORK EXPERIENCE: Employer Position Held Period
University of Limerick
Boston Scientific
Lisk Ireland Ltd.
Post Doctoral Researcher (Research Fellow)
Stent Manufacture
CNC Programmer/Operator
2005-2006
1998
1995-1996
AREA(S) OF EXPERTISE:
Renewable energy systems, particularly solar thermalSustainable engineeringAutomation and controlEngineering design, modelling and analysis
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
Lead Author in “Evaluation and Optimisation of Solar Thermal Collectors with Thermal Storage under Irish Climatic Conditions. (Submitted)
Co-Author:“Surgical Evaluation for the Treatment of Intracranial Aneurysms (SETIA).”
Solar Thermal Characterisation and Optimisation
Co-Author in “Development of an Innovative automated Laser-Welding Process for
OutcomePending
€395,000
€57,150
Technology Sector Research – Strand 1.
Technology Sector Research - Strand III.Ranked 1st
IRCSETJohn Crane Ireland.
2009
2006
3 Years
3 Years
1.5 Years
Y
Y
Page | 32
the Production of Bellows Seals”.
Lead Author in “Application of Numerical Techniques to Drawing of Biomedical Composite Wire”
€185,000
€76,000
Enterprise Ireland
IRCSET-Embark
2006
2004
2
N
N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN:
Topic Organisation Duration Date
Attended staff development courses in GMIT
Attending Pro-Engineer Training Course
Attended REIA “Solar Train the Trainer Course”
Attended training and providing training on the “Building Energy Rating” course.
Attending training on HURCO CNC milling machine
Other Professional Development Activities:
Co-developed Bachelor of Engineering in Energy Engineering degree program
Manager of BER training program in GMIT
GMIT
GMIT/Thermo-King
REIA
GMIT
GMIT
GMIT
GMIT
1 Day
1 Day
3 Days
1 week
1 week
n/a
3 months
2009
2009
2008
2006-2008
2008
2008
Summer 2007
Page | 33
CURRICULUM VITAE OF LECTURER
NAME: Gabriel Costello_______________________________________________
JOB TITLE: Lecturer ______________________________________
GRADE: L ___________________________________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred
M.EngB. Tech Man TechDip Prod Eng
NUIHETACHETAC
200119981988
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught
GMIT
2002 - Present Up to Degree level
Page | 34
X
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Caragh Tool & Die ltd
Production ManagerQuality Manager 1988 - 1995
AREA(S) OF EXPERTISE:
Manufacturing Technology, CAD, CAM and CNC. Metrology.
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateYearly updates in above areas of expertise to include applications and machine training
Emco, Colchester, Hurco, Pro/Engineer, Pro/Manufacture
3-4 days each
2003 – Present.
Page | 35
NAME: Eilish Zaletel___________________________________________
JOB TITLE: Lecturer_____________________________________________
GRADE: 3__________________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic Qualifications
Title Awarding Body Year Conferred B .Eng (Mech) NUI Galway 1993
M. Sc in Computer Aided MechanicalEngineering Design
QUB 1995
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
Engineers Ireland Ordinary Member Yes
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught Currently lecturing in GMIT
o Control Engineeringo Automation and Controlo Instrumentation and Automationo Advanced Automation and Control
Also lectured Mechanical Dissection, Industrial Design, Engineering Science, Statics and Dynamics, Organisational Behaviour, Healthcare Manufacturing, Engineering Materials, Production Technology, Maths, Applied Science, Thermodynamics, Physics and Instrumentation, C-Programming
2009-present2009-present2009-present2009-present
2001- 2009
Level 7Level 7Level 7Level 8
Various
Page | 36
X
RELEVANT WORK EXPERIENCE: Employer Position Held Period
Aerogen, Galway Design and Development Engineer 1998-2001
Covidien (Tyco, Nellcor Puritan Bennett) Mechanical Design Engineer 1995-1998Sauer-Danfoss, Germany R&D Project Engineer 1994-1995
AREA(S) OF EXPERTISE: Mechanical Engineering Design of electro-mechanical biomedical devices. Experience commercializing products for engineering feasibility stages through to
manufacturing release. Prepared 510K pre-market qualification application to US Food and Drug Administration. Working with vascular surgeons and technicians researching assist devices which enhance
blood flow in elderly patients with poor peripheral circulation
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial
Partner(s)Start
(Year) Duration StudentY / N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateEffective College Lecturing Felder and Brent
(AIT)2 Days Sept 2010
LabView National Instruments
1 Day May 2011
Towards Assessment as Learning GMIT 1 Day Feb 2012Staff Development Day GMIT 1 Day Feb 2009
Page | 37
CURRICULUM VITAE OF LECTURER
NAME: Sean Howe
JOB TITLE: Lecturer
GRADE: ___________________________________________________________
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred BSc. In Technology. 1st class honoursTeaching Certificate
GMITDept. of Education
20001980
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught
GMIT
VEC Co. Cork
VEC Co. Kildare
1984 to date
1980 – 1981
1981 - 1984
Certificate, Diploma & Degree
Intermediate & Leaving Certificate
Intermediate & Leaving Certificate
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RELEVANT WORK EXPERIENCE: Employer Position Held Period
AREA(S) OF EXPERTISE: Manufacturing Engineering
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateHealth & Safety National Irish Safety
Organisation10 weeks 2006
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CURRICULUM VITAE OF LECTURER
NAME: EDWARD DUNBAR
JOB TITLE: LECTURER
GRADE: L4
CURRENT POSITION: Full Time Part Time Contract Other
If ‘other’ please specify: ________________________________________________
QUALIFICATIONS:
(a) Academic QualificationsTitle Awarding Body Year Conferred Certificate in Teaching and LearningMCSDM.Eng.ScB.Eng
NUIGMicrosoftNUIGNUIG
2009200320001998
(b) Membership(s) of Professional Bodies
NameMembership
Grade By Examination By Paid Subscription
LECTURING/TEACHING EXPERIENCE: College/University/School Period Levels Taught GMIT CAD, PTC CREO + Autodesk Autocad – 1st Year
Mechanical and Energy Engineering, 3rd year Mech Eng projects.
Advanced Software Engineering –Degree in Computing, Year 4
Security and Cryptography – National Degree in IT Support, Year 4
Knowledge Discovery and Data Mining–National Degree in IT Support, Year 4
Strategic IT Management - National Degree in IT Support,
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Year 4 Software Engineering – National Diploma in Computing,
Year 3 Computer Services Management – National Diploma in IT
Support, Year 3 Management Information Systems – 2nd Year business Internet Applications - National Certificate in Business
Studies, Year 2 PC Applications – National Cert in IT Support, Year 1 PC Systems – National Certificate in Computing, Year 2
Labs: Visual Studio. NET, 3rd year Computer Programming; Visual Basic, 1st year Computer Programming; Pascal, 1st year Computer Programming; Final year projects, Diploma in IT Support; PC Applications – Heritage Studies, Year 2 and Year 1. C++ and C#
RELEVANT WORK EXPERIENCE: Employer Position Held Period
CYCO Software (The Netherlands)
IPS Consulting (Spain)
Software Developer
Software Developer
Nov 2000 – June 2001
June 2000 – Nov 2000
AREA(S) OF EXPERTISE:
Computer Aided DesignProgramming (C++, C#, VB, Visual Studio.net)Web Design (Dreamweaver, Fireworks, Illustrator, Swish animated design, Adobe Photoshop)Database Design and development (SQLServer)
RESEARCH/CONSULTANCY UNDERTAKEN IN LAST 5 YEARS:
Project Area Grant orAid (€) Grant Agency Industrial Partner(s) Start
(Year) Duration StudentY / N
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PROFESSIONAL DEVELOPMENT ACTIVITY UNDERTAKEN IN LAST 5 YEARS:
Topic Organisation Duration DateMCSD (Microsoft Certifies Solution Developer)
Certificate in Teaching and Learning
Microsoft
NUIG
30 day course
1 Year
2003
Sep 2008 - 2009
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