Quality Assurance Policy: Appendices - Carlow College€¦ · Page 3 of 473 Appendix 2: Risk Management Policy TITLE: RISK MANAGEMENT POLICY Effective Date 06 February 2019 Version

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Quality Assurance Policy:

Appendices

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Appendix 1: Template for Terms of References ........................................................................ 1

Appendix 2: Risk Management Policy ...................................................................................... 3

Appendix 3: Committee Structure Chart ................................................................................... 9

Appendix 4: Summary of the Committee Structure Within Carlow College, St. Patrick’s ..... 10

Appendix 5: Organisational Chart ........................................................................................... 18

Appendix 6: Summary of Functions Within Carlow College, St. Patrick’s ............................ 19

Appendix 7: Policy on Policies ................................................................................................ 27

Appendix 7.1: Template for College Policies ...................................................................... 32

Appendix 7.2: Policy Consultation and Communication Plan ............................................. 34

Appendix 7.3: Policy Implementation Document ................................................................ 37

Appendix 7.4: Stages of Policy Development ..................................................................... 38

Appendix 8: Policy and Procedures in Carlow College, St. Patrick’s ..................................... 39

Appendix 9: Programme Development and Approval (Undergraduate and Postgraduate

Programmes) ............................................................................................................................ 51

Appendix 9.1: Flowchart of the Programme Development and Approval Process ............. 57

Appendix 9.2: Preliminary Programme Proposal Form ....................................................... 58

Appendix 9.3: Evaluation Criteria for Programme Proposal ............................................... 61

Appendix 9.4: Module Headline Information Form ............................................................ 62

Appendix 9.5: Module Descriptor Template ....................................................................... 64

Appendix 9.6: Proposed Programme Schedule Template for a Stage ................................. 66

Appendix 10: Programme Review and Revalidation Process ................................................. 67

Appendix 10.1: Flowchart of the Programme Review and Revalidation Process ............... 73

Appendix 11: Guidelines for the Establishment of Programme Design Teams ...................... 74

Appendix 11.1: Project Milestone Report Template ............................................................ 76

Appendix 12: Learner Admission, Progression and Recognition Policy ................................ 77

Appendix 12.1: Guidelines and Procedures for Orientation and Induction of New and

Continuing Learners ............................................................................................................. 81

Appendix 12.2: Admission Guidelines and Procedures for Recognition of Prior Learning

(RPL) .................................................................................................................................... 84

Appendix 13: Template for Programme Board Monitoring Report (PBMR) .......................... 98

Appendix 13.1: Cover Letter to the Programme Board Monitoring Report (PBMR) ....... 102

Appendix 14: Template for the Cross-Programme Review Report (CBRR) ........................ 103

Appendix 14.1: Cover Letter to the Cross-Programme Review Report (CPRR)............... 104

Appendix 15: Teaching Effectiveness Questionnaire ............................................................ 105

Appendix 16: Annual Programme Evaluation Form ............................................................. 107

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Appendix 17: Graduate Survey .............................................................................................. 113

Appendix 18: Appointment of External Examiners Policy ................................................... 117

Appendix 18.1: Guidelines on the Duties and Responsibilities of External Examiners .... 121

Appendix 18.2: Templates for the External Examiner Report Form ................................. 123

Appendix 19: Sample Diploma Supplement.......................................................................... 129

Appendix 20: Benefits Policy ................................................................................................ 137

Appendix 21: Recruitment and Selection Policy ................................................................... 140

Appendix 22: Garda Vetting Policy ....................................................................................... 164

Appendix 23: Performance Management & Development Policy ........................................ 176

Appendix 24: Probation Policy .............................................................................................. 201

Appendix 25: Study and Exam Leave Request Form ............................................................ 216

Appendix 26: Staff Doctoral Bursary Form........................................................................... 217

Appendix 27: Academic Staff Post-Doctoral Research Leave Application Form ................ 218

Appendix 28: Staff Book Publications Bursary ..................................................................... 219

Appendix 29: Carlow College Conference Attendance – Expenses and Procedures ............ 220

Appendix 30: Teaching and Learning Policy ........................................................................ 225

Appendix 31: Fitness to Practice Policy ................................................................................ 229

Appendix 32: Breach of Professional Conduct (Professional Social Care) Policy ............... 250

Appendix 33: Research Ethics Advisory Policy .................................................................... 256

Appendix 33.1: Ethics Checklist for Learners ................................................................... 260

Appendix 34: Assessment of Learners Policy ....................................................................... 262

Appendix 35: Plagiarism Policy ............................................................................................ 265

Appendix 36: Fitness to Continue in Study Policy ................................................................ 270

Appendix 37: Supports for Learners Within the College ...................................................... 289

Appendix 37.1: Role and Purpose of the Academic Advisor ............................................ 294

Appendix 37.2: Academic Resource Office Statement of Purpose ................................... 301

Appendix 37.3: Careers Office Statement of Purpose ....................................................... 305

Appendix 37.4: Chaplaincy Statement of Service ............................................................. 308

Appendix 37.5: Application Guidelines for St. Vincent de Paul Student Hardship Fund . 311

Appendix 37.6: Health Service Statement of Service ........................................................ 312

Appendix 37.7: Library Admission and User Services Policy........................................... 315

Appendix 37.8: Procedures for Directing Learners to the Student Counselling Service ... 320

Appendix 37.9: Student Counselling Service Statement of Service .................................. 323

Appendix 38: Terms of Reference for the Learner Resources Committee ............................ 327

Appendix 39: End of Year Reporting Template .................................................................... 330

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Appendix 40: Organisational Reports .................................................................................... 333

Appendix 40.1: Flowchart of Organisational Reports ....................................................... 336

Appendix 40.2: Committee Reports ................................................................................... 337

Appendix 41: Academic Monitoring and Evaluation Reports ............................................... 339

Appendix 42: IT Policy .......................................................................................................... 342

Appendix 43: Freedom of Information Policy ....................................................................... 346

Appendix 44: Information Security Policy ............................................................................ 352

Appendix 45: Internet and Email Usage Policy ..................................................................... 359

Appendix 46: Data Backup Policy ......................................................................................... 367

Appendix 47: Records Management Policy .......................................................................... 372

Appendix 48: Communications Policy .................................................................................. 376

Appendix 49: Publication Approval Flowchart ..................................................................... 386

Appendix 50: Template for Placement Memorandum of Agreements .................................. 387

Appendix 51: Register of Inter-Institutional Agreements ..................................................... 415

Appendix 51.1: Register of Collaborative Agreements with HEIs in Ireland ................... 417

Appendix 52: Template for Inter-Institutional Memorandum of Agreements with

International Affiliates ........................................................................................................... 418

Appendix 53: Terms of Reference for the Quality Assurance Committee ............................ 465

Appendix 54: Illustration of the phases and stages of Programme Review to Revalidation . 468

Appendix 55: External Panel Recommendations Implementation Tasks and Plan ............... 469

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Appendix 1: Template for Terms of References

Template for Terms of References

All Terms of References drafted at Carlow College, St. Patrick’s should follow the template

outlined below (italicised instructions should be discarded by the staff drafting the Terms of

Reference). Please note that all Terms of References should be accessible and clearly

understood by the intended audience. As such, please make sure that the written style of the

Terms of Reference is constructed in a manner that is free from jargon and utilises plain

English. All Terms of Reference should be written using the following conventions: Time New

Roman (font style); 12 point (font size); single-spaced (line spacing); 0 point (paragraph

spacing before); 8 point (paragraph spacing after); heading should be provided in bold;

headings / paragraphs should be numbered sequentially.

Terms of Reference

[Name of Committee / Council / Board]

Section 1: Remit (Mandatory)

The purpose of this section is to provide the rationale for the creation of the

committee/team/board/council and denote its area of activity within the College. This is

generally a high-level statement and will reference relevant statutory guidelines or codes of

best practice as they relate to the committee/team/council/board.

Section 2: Membership (Mandatory)

Please list the membership by providing the function title and mode of selection (e.g. Ex Officio

or Nominated). Nominees are selected by the relevant committee/team/council/board. Please

use the table provided below to complete the membership section.

Function Mode of Selection

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Section 3: Reporting Structure (Mandatory)

In the first instance, there should be a graphical presentation of the external reporting

structures; the Quality Assurance Office can assist with the creation of all graphical

presentations. In the second instance, detail the internal reporting structures of the

committee/team/boards/council and the external reporting structure with other

committees/teams/boards/council within the College.

Section 4: Terms of Reference (Mandatory)

The purpose of this section is to provide the scope of the committee/team/board/council. This

section is significant in that it will a) denote the core objectives of the

committee/team/board/council and b) will place key parameters on the work of the

committee/team/board/council.

A common term of reference that every committee/team/board/council will have is:

• Create and keep records of meetings adhering to the Guidelines Regarding Keeping

Records of Meetings.

• To develop the decision-making process within the committee/team/board/council.

Management Board and Academic Council, owing to their specific decision-making function,

must have a constitution.

Section 5: Frequency of Meetings (Mandatory)

Please denote the frequency of meetings (e.g. weekly/monthly/annually) and whether any

meetings will take place outside of the academic term).

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Appendix 2: Risk Management Policy

TITLE: RISK MANAGEMENT POLICY

Effective Date 06 February 2019 Version 01

Approved By Management Board Date Approved 06 February 2019

Review Date 06 February 2022 or

as required

Superseded or Obsolete Policy / Procedure(s) Owner

Director of Operations

1. Purpose of Policy

The purpose of the Policy is to provide guidance and a framework for Carlow College, St

Patrick’s (hereafter Carlow College) to support its management of Risk to satisfy both its

corporate governance and strategic / operational objectives.

A risk is an uncertain event or condition that, if it occurs, has a positive or negative effect on a

College objective(s). This policy and supporting guidelines recognise that the identification,

evaluation and control of Risks is an ongoing process which transcends across all decision-

making functions of the College.

The Policy will require the development and implementation of a Risk Management

Framework (RMF) which is a structured process used to identify potential threats to the College

and to define the plan for eliminating or minimising the impact of these risks. This will be set

out in the accompanying Risk Register.

An aim of the Policy is to maximise opportunities for the College either through the elimination

of Risk or reducing a Risk to an acceptable level, after due evaluation, and embedding a risk

aware culture across all College activities.

As a private College with Charitable Status, the Charities Act 2009 provides the Legal and

Governance framework pursued by the College including accounting and reporting criteria.

As a Higher Education Institution (HEI) in receipt of State Funding (Free Fees Scheme) and

with Quality and Qualifications Ireland (QQI) as our awarding body, the College is subject to

the guidelines set down by these bodies.

This Policy is also drafted in line with the International Organisation for Standardisation (ISO

31000).

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2. Scope of Policy

The Risk Management Policy extends to all parties whereupon an outcome of their action or

decision could be to expose the College to some element of Risk. The Risk Register should be

consulted for the definitive schedule of such risks and impacted areas which fall under the

following headings:

• Academic risks

• Compliance risks

• Financial risks

• Operational risks

• Reputational risks

• Strategic risks

3. Policy Statement

For the benefit of all stakeholders, Carlow College, in fulfilling its obligations to reduce /

eliminate all risk factors which could impact adversely on its activities, undertakes to adhere

to the highest Risk Management standards, including those set down for the HEI sector. It is

expected that all impacted parties will pursue the policy and guidelines laid down and assess

the risk consequences of their actions / decisions through adopting the following five steps:

Identify: Identify any risk events that may prevent the College achieving its goals or

objectives.

Analyse: Analyse the cause and impact of a risk event in order to assess the likelihood

and consequence of the risk.

Control: Implement the most effective control measure that is reasonably practicable in

the circumstances.

Monitor: Continually review control measures to ensure their effectiveness.

Report: Provide regular reports in order to assure the College and relevant stakeholders

that risks are being appropriately managed.

4. Roles and Responsibilities

Overall responsibility for the management of risk within the College lies with the Governing

Body.

The Audit Committee of the Governing Body will ensure on behalf of the Governing Body that

the College has a Risk Management Policy and risk process that provides the protection

required under regulation and good governance practices.

The Management Board of the College has agreed the establishment of the Finance, Estates

and Risk Committee. This is a standing committee of the College and reports to the

Management Board. The remit of the Finance, Estates and Risk Committee includes the review

and evaluation of the College’s Risk Management Plan and Business Impact Analysis. The

committee will guide and oversee the development of the Risk Management Policy and

processes with the Director of Operation taking responsibility to coordinate this activity.

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Under the area of Risk Management, the Finance, Estates and Risk Committee will:

• review the Risk Management Process within Carlow College;

• input towards the development of standards, guides, procedures and processes that

influence the identification and management of risk within the College;

• monitor the Risk Management Register and oversee the controls / mitigation options in

place to reduce / eliminate risk;

• undertake as required an analysis of a specific potential risk factor and provide an

evaluation and solution if appropriate; and,

• in identifying risks, regard will be had to all possible internal and external sources of

risk including strategic objectives, compliance obligations, governance risks and all

academic and operational activities.

The Finance, Estates and Risk Committee reports to the Management Board and has a

consultation / information relationship with the Governing Body’s Audit Committee.

The Finance, Estates and Risk Committee will provide bi-annual reports to the Governing

Body’s Audit Committee on the activities and assessments in the management of risk.1

The Governing Body will review annually the effectiveness of the College’s system of internal

controls, including financial, operational and compliance controls and risk management.2

All staff and learners have a significant role in the management of risk within their area of

influence. Staff are responsible for adhering to the College’s Risk Management Policy.

5. Associated Documentation

• Appendix 1: Guidelines to Risk Management

6. Monitoring and Review

This policy will be monitored on an annual basis by the Finance, Estates and Risk Committee

and formally reviewed three years after the effective date.

1 Terms of Reference of the Management Board of Carlow College, St. Patrick’s. 2 Carlow College, St. Patrick’s Governing Body’s Code of Governance.

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Appendix 1: Guidelines to Risk Management

Guidelines to Risk Management

The risk management process being pursued by Carlow College follows the process and

framework provided by the NSAI ISO 31000:2009. This risk management process ensures the

systematic application of management policies, procedures and practices to the activities of

communicating, consulting, establishing the context, and identifying, analysing, evaluating,

treating, monitoring and reviewing risk.

This risk management process being pursued by the College consists of five stages and is

applied across all risk categories:

Establishing the context:

The College’s Risk Management Policy sets out the background and approach (context)

to risk management including the purpose, scope, and roles / responsibilities. Internal

and external influences on all College activities which would be identified through a

SWOT analysis also input into establishing the context for developing risk management

processes.

Risk Identification:

All sources of risk and areas of impact and events which could create, enhance, prevent,

degrade, accelerate or delay the achievement of objectives are identified by the College.

Risk Analysis:

This involves the development by the College of an understanding, cause, and source

of the risk including the positive and negative consequences, the likelihood of occurring

and what are the knock-on effects.

Risk Evaluation:

Following the earlier steps, the College then evaluates the information / data collected

and this will inform towards the steps to be taken to mitigate the perceived or actual

risk.

Risk Treatment:

This involves the implementation of the plans agreed to reduce or eliminate the

perceived or actual risk facing the College.

1. Risk Management Framework

The College views risk management as a process of proactively identifying issues and assessing

their potential likelihood and impact. Taking a proactive approach allows the College to

anticipate risk and make informed decisions. The identification of potential risks that could

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impact on the College achieving its objectives is vitally important and requires a risk

management framework to be implemented and pursued.

The College has categorised its risk areas under the following headings:

• Academic

• Compliance and Regulatory

• Financial

• Operational

• Reputational

• Strategic

Through the development of a Risk Register the College authorities will monitor the likely

impact any particular risk or event will have on its activities and provide an immediate

assessment of current and future control methods to mitigate / avoid the perceived or actual

threat.

All potential or real risks identified under the six risk category areas will be entered on the Risk

Register which will be completed under each of the headings by the risk owner. The risk owner

in consultation with the Director of Operations, the Finance, Estates and Risk Committee and

relevant College authorities will agree the course of actions to be pursued to reduce or eliminate

the threat from the risk identified.

The framework for the Risk Register is set out below together with guidance for its completion.

2. Risk Register

Risk

Category

Risk

No.

Risk

Description

Risk

Owner

Risk

Impact

H/M/L

Risk

Probability

H/M/L

Current

Controls

in place

Future

Controls/

Actions

Required

Date

Risk Category: A separate Risk Category folder will be held within the Risk Register to record

each risk / event.

Risk Number: Every risk / event will be allocated an identification number for ease of

reference.

Risk Description: This will outline the actual or perceived risk / event that requires action.

Risk Owner: The individual in the College who will take responsibility for monitoring /

controlling the particular risk / event.

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Risk Impact: Following an assessment of the risk / event identified the risk owner will indicate

whether in his / her opinion the Risk Impact for the College should be allocated a High, Medium

or Low status.

Risk Probability: Following an assessment of the risk / event identified the risk owner will

indicate what the probability of it occurring by allocating a High, Medium or Low status.

Current Controls: The comment here should summarise what current controls, policies or

procedures are in place to mitigate the risk or event identified.

Future Controls: The comment here should outline further controls / actions required to

reduce / eliminate the impact of the risk or event identified.

Actions Required: The comment here should detail the action(s) to be utilised to manage or

mitigate the risk.

Date: The date the risk /event is first entered on the Risk Register should be entered here.

3. Monitoring and Review of Risk Register

The Risk Register will be monitored / updated on an ongoing basis by the Director of

Operations and the Finance, Estates and Risk Committee will review the Risk Register on a

quarterly basis with a report to be provided to the Audit Committee of the Governing Body.

Academic Council will have a designated item on its agenda titled ‘Risk Management’ that

will actively monitor academic risks and will report monthly to the Director of Operations if

there are any changes to academic risks. The Risk Resister will be formally reviewed on an

annual basis by the Estates, Finance & Risk Committee.

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Appendix 3: Committee Structure Chart

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Appendix 4: Summary of the Committee Structure Within Carlow College, St. Patrick’s

Governing Body

The Governing Body is ultimately responsible for promoting the success of Carlow College,

St. Patrick’s by governing and directing its activities.3 Its role is, in an overall capacity, to

provide strategic guidance and to monitor the activities and effectiveness of the management

of the College. The primary responsibilities of the Governing Body include:

• the development of the characteristic spirit of the College in accordance with its

Catholic ethos and the fostering of scholarship and academic excellence, research and

engagement with the educational sector;

• the governance of the affairs and finances of the College;

• the effective and efficient use of resources;

• the hearing of appeals concerning the expulsion of students in accordance with the

regulations of the College;

• the promotion of co-operation with any other institution, authority or body for any

purpose of the College;

• the undertaking of any responsibility which is necessary and appropriate to promote the

development of the College.

In addition to the above stated responsibilities, the Governing Body is guided by: the College’s

Mission Statement; the religious tradition and Catholic ethos of the College; inclusivity and

respect for other belief systems; collaboration with local statutory, civil and civic authorities

and with other educational providers in promoting the educational, cultural, social and

economic advancement of the geographical region served by the College; the student-friendly

ethos of the College which promotes the personal, social, spiritual and cultural development of

students and provides them with excellent support services; the global outreach of the College

and the aspiration of the College to develop national and international partnerships to enhance

its delivery of quality courses in the Humanities and Social Studies.

Membership to the Governing Body is constituted as follows:

• Bishop of Kildare and Leighlin (Chair) (1)

• President (1)

• Vice President / Bursar (1)

• Vice President for Academic Affairs / Registrar (1)

• Students’ Union President (1)

• Representative of the Property Trustees (1)

• Academic Staff Member (1)

• Support Staff Member (1)

3 Complete details of the Governing Body can be found in the Instrument of Governance (22 November 2016).

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• Diocesan priests (up to 5)

o Nominated and appointed by the Bishop.

• Governors (up to 10)

o Sourced by the Bishop in consultation with the Governing Body and appointed

by the Bishop, and who shall be individuals who have the skills and experience

desirable for undertaking the governance of the College.

• Governors (up to 4)

o Appointed by the Governing Body at the discretion of the Governing Body who

have the skills and experience desirable for undertaking the governance of the

College.

As stated in the Instrument of Governance, the Governing Body shall comprise of no less than

eight persons and no more than twenty persons. Moreover, there are five committees of the

Governing Body:

• Academic Committee considers and advises the Governing Body on all academic

matters and questions affecting the educational policies of the College;

• Audit Committee provides an independent and objective review of the financial

reporting process; internal controls, including financial, operational and compliance

controls, which shall include the identification, assessment and monitoring of

operational and financial risks; process related to financial risks, corruption and waste

and system of internal control; and internal and external audit processes;

• Ethos, Vision and Mission Committee maintains and develops the ethos, vision and

mission of the College;

• Finance Committee reviews policies relating to the financial management of Carlow

College and monitors the financial performance of the College;

• Standing Committee assists the Governing Body in fulfilling its decision-making

duties by acting, where required, between meetings of the Governing Body.

The Governors present at a meeting of the Governing Body constitute a quorum when fifty per

cent (50%), plus one, of the Governors are present; of whom one is either the Chairperson or

Deputy Chairperson. The Governing Body meets three times each academic year: November,

February and May.

Property Trustees

The lands comprising the College are held pursuant to a Deed of Trust dated 22 March 1876.

The Property Trustees hold the legal title to the College (as well as to certain other lands) and

are exclusively entrusted with all matters related to the real property of the College.

The Property Trustees make available the College campus, including the grounds, buildings

and facilities for educational purposes in keeping with the charitable object and the spirit and

tradition of the College. Like the Governing Body, the Trustees operate under the chairmanship

of the Bishop of Kildare and Leighlin. Trustees are appointed by the Bishop representing

Carlow College, St. Mary’s (Knockbeg) and the Diocese of Kildare and Leighlin.

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Management Board

The remit of the Management Board is to assist the President in the day-to-day management of

the College. The Management Board of Carlow College assists the President in overseeing the

overall integration, coherent management and effective co-ordination and delivery of the

programmes of the College (Ref. Instrument of Governance, 10.1). The Management Board

supports the President in the development of the characteristic spirit of the College in

accordance with its Catholic ethos and the fostering of scholarship and academic excellence,

research and engagement with the educational sector. The Management Board, in the day-to-

day management of the College, collectively makes decisions in accordance with relevant State

legislation, and with policies and procedures as outlined by the Department of Education and

Skills, Quality and Qualifications Ireland (QQI) and the Higher Education Authority (HEA).

The President of the College, as Chairperson of the Board, bears responsibility for leading and

coordinating the Management Board’s work. As such, the work of the Management Board is

reported by the President to the Governing Body.

The Management Board is constituted by ex officio members who sit on the Board by nature

of their function within the College. The Management Board may also include such other

persons as the President may invite to sit on the Board (Ref. Instrument of Governance 10.2).

In accordance with the Instrument of Governance, the President nominates four staff members

to sit on the Board for a term of three years. The highest elected student official of the Carlow

College Students’ Union has ex officio status on the Management Board. Carlow College is

committed to gender equality. As such, the College will uphold and reflect these values in the

composition of the Management Board by having at least 40% of each gender represented on

the Board.

Members to the Management Board are as follows:

• President (Chair) (1)



• Director of Operations (1)

• Quality Assurance Officer (1)

• Head of Student Services (1)

• Assistant Registrars (2)

• Students’ Union President (1)

• Staff Members (4)

The Academic Council has a consultative and information channel to the Management Board

to plan and co-ordinate the educational work of the College. There are two committees that

report to the Management Board:

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• Strategic Development Committee informs and advises the Management Board on

the delivery of the Strategic Plan of the College and options for the future positioning

and development of the College.4

• Finance, Estates and Risk Committee ensures that the College is compliant with both

national and international benchmarks related to three principal areas: finance, estates

and risk. As a registered ‘charitable organisation’ Carlow College has a legal

requirement to comply with the Charities Act 2009; an important function of this

Committee is to ensure compliance to this Act.

In managing the College, the Management Board’s primary terms of reference are to assist

the President:

• to manage and direct the activities of the College and manage and direct the staff of

the College in the implementation of such activities;

• to plan and develop the educational work of the College;

• to undertake any responsibility which is necessary and appropriate to promote the

strategic development of the College;

• to oversee the internal organisation, direction, management and discipline of the

College;

• the Finance, Estates and Risk Committee will liaise with the Governing Body’s

Audit Committee, who have oversight for Risk Management within the College,

and provide bi-annual reports to the Audit Committee on the sub-committee’s

activities and assessments in the management of risk;

• to develop proposals to the Governing Body about the characteristic spirit and

development of the College;

• to manage the budgets and resources of the College;

• to promote co-operation with any other institution, authority or body for any

purpose of the College;

• to prepare an Equality Report which will contain analysis of data relating to staff

and learners, with regard to, for example, gender, ethnicity and disability. This

report is submitted to the Governing Body for discussion;

• to oversee the selection, registration, suspension and withdrawal of students in

accordance with the regulations of the College;

• to review, advise and approve agreed recommendations from the Strategic

Development Committee and the Finance, Estates and Risk Committee;

• to create and keep records of meetings adhering to the Guidelines Regarding

Keeping Records of Meetings; and

4 The Research Hub is a sub-committee of the Strategic Development Committee. The Research Hub’s remit is to

develop an agreed definition of research; to visibly promote research as a valued activity of the College; to

strengthen the College’s intellectual and academic environment; to align the College’s research profile to local,

regional and national agendas; and to further enable College strategy and to promote the College’s research

activity.

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• to develop the decision-making process within the Management Board.

The Management Board will meet every three weeks during the academic year. Meetings may

be called when necessary outside of the academic year.

Academic Council

The Academic Council is responsible for the governance and management of the academic

affairs of the College. It sets in place the academic governance framework and oversees the

establishment, maintenance and development of quality assurance policies and procedures for

all educational programmes within the College. It reports to the Academic Committee of the

Governing Body. The Academic Council conducts its work in accordance with relevant State

legislation and with policies and procedures as outlined by the Department of Education and

Skills, Quality and Qualifications Ireland (QQI) and the Higher Education Authority (HEA).

The Academic Council is appointed by the President under devolved authority from the

Governing Body (Ref. Instrument of Governance, 11.3). The President chairs meetings of the

Academic Council. If the President is not in attendance, the Vice President for Academic

Affairs / Registrar will act as Chair. The Academic Council is constituted by ex officio members

who sit on the Council by nature of their function within the College:

• President (Chair) (1)



• Assistant Registrars (2)

• Programme Directors (5)


• Librarian / Library Staff Representative (1)

• Chair of the Research Ethics Advisory Committee (1)

• Chair of the Teaching, Learning and Assessment Committee (1)

• Chair of the Quality Assurance Committee (1)

• Academic Staff Representatives (2)

• Student Representatives (2)5

Elected members serve for a term of three years, with the possibility of further terms.

Depending on the agenda, others may be invited to be present for part, or all, of a meeting.

Five Programme Boards and four committees have a reporting channel directly to the

Academic Council:

• Programme Boards

o B.A. and B.A. (Hons) in Arts and Humanities

5 The Student Representatives on the Academic Council are: Students’ Union President and the Students’ Union

Vice President for Education and Communication; each of ex officio status on the Academic Council.

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o B.A. and B.A. (Hons) in Applied Social Studies (Professional Social Care)

o B.A. (Hons) in English & History

o B.A. (Hons) in Social, Political and Community Studies

o M.A. (Leadership in Therapeutic Child and Social Care)

• Committees

o Learner Resources Committee endeavours to support learners’ academic

success by providing a variety of learner resources, professional services and

supports to enhance the learner experience and to assist learners in meeting the

many demands of both their personal and academic lives.

o Teaching, Learning and Assessment Committee articulates, develops, and

promotes teaching, learning and assessment practice in the College consistent

with best national and international practice and in-line with the strategic goals

of the College.6

o Quality Assurance Committee develops, maintains and monitors quality

assurance policies and procedures within the College by ensuring that the

quality system conforms to both national and international standards.

The Academic Council’s primary terms of reference are:

• to oversee and assure the quality and standards of academic matters in the College,

particularly where programmes and activities lead to the award of degrees;

• to plan, co-ordinate, develop and supervise the educational work of the College,

maintaining high academic standards and safeguarding the educational ethos of the

College;

• to oversee the development and maintenance of academic-related Quality Assurance

policies and procedures;

• to establish and oversee the academic governance framework: constitute, reconstitute

and discontinue committees;

• to oversee assessment and examination procedures and ratify the appointment of

external examiners;

• to approve organisational reports which come under the remit of Academic Council;

• to promote and recognise excellence in teaching and research;

• to make recommendations for the awards of scholarships, prizes, bursaries and other

awards which recognise academic excellence;

• to exercise related functions which will facilitate the administration of the academic

affairs of the College;

6 The Research Ethics Advisory Committee (REAC) is a sub-committee of the Teaching, Learning and

Assessment Committee. REAC ensures that all individuals involved in research projects via Carlow College are

familiar with, and adhere to, the appropriate ethical guidelines, policies and procedures laid down by their

disciplinary or professional body.

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• the President chairs meetings of the Academic Council. If the President is not in

attendance, the Vice President for Academic Affairs will act as Chair;

• the Secretary will prepare and circulate the agenda and keep records of meetings

adhering to the Guidelines Regarding Keeping Records of Meetings; and

• resolutions of the Academic Council will be communicated to the Management Board.

The Academic Council will meet monthly in term time and at least twice a semester. The

President may convene additional meetings as circumstances and need arise.

Programme Boards

Each academic programme at Carlow College has a programme board which meets at least five

times during the academic year. The primary function of the Programme Board is to oversee

operational control and programme monitoring along with programme planning and

development. The remit of the Programme Board includes monitoring and responding to:

learner enrolment, progression, attrition and completion data (supplied by the Admissions

Office); learner feedback; external examiner reports and recommendations; graduate

progression to employment or other educational programmes; and evaluations of the

programme by learners, academic staff and stakeholders.

Membership to Programme Boards varies from programme-to-programme, but the following

functions in the College have ex officio status across all Programme Boards:

• Programme Director (1)

• Programme Administrator (1)


• Lecturers on the Programme7

• Learner Representatives for each stage of the programme (4)

Two programmes within the College have sub-committees that have a reporting channel

directly to the relevant Programme Board: the Applied Social Studies (Professional Social

Care) Programme and the Arts & Humanities Programme.

• Applied Social Studies (Professional Social Care)

o Practice Placement Advisory Committee (Social Care Placements) is

responsible for the management and delivery of the professional practice

placement component of the degree programme in accordance with good

practice nationally.

• Arts and Humanities Programme

o Practice Placement Advisory Committee (Catechetics & Placement) is

responsible for the coherent management and effective co-ordination and

delivery of the Teaching Placement Module.

The Programmes Boards’ primary terms of reference are:

7 To view a programme-specific terms of reference, please see: https://www.carlowcollege.ie/explore/leadership-

structure/governance/.

https://www.carlowcollege.ie/explore/leadership-structure/governance/

https://www.carlowcollege.ie/explore/leadership-structure/governance/

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• to create and keep records of meetings adhering to the Guidelines Regarding Keeping

Records of Meetings;

• to develop the decision-making process within the Programme Board;

• to discuss pre-circulated reports from the Academic Resource Office, Teaching,

Learning and Assessment Committee, Dissertation Coordinator (as applicable); sub-

committees (as applicable); Marketing Office, Admissions Office and the School

Liaison Office;

• consider data on enrolment, progression, attrition and completion supplied by the

Admissions Office and implement changes to address issues highlighted by these data

on a programme level as well as making recommendations for institution-wide

solutions. Approve Academic Advisor Report on Learner Progress submitted Bi-

Annually;

• to consider and respond to learner feedback on the programme as raised by learner

representatives and/or Academic Advisors;

• to highlight issues as they develop during the delivery of any programme or module;

• to consider recommendations of external examiners and implement changes to address

issues highlighted by these data on a discipline and progamme level;

• to make suggestions for new External Examiners;

• to discuss annual Programme Monitoring Reports and other evaluations;

• to make recommendations for actions which are then brought forward to the Office of

the Registrar and/or Academic Council by the Programme Director.

The Programme Board should meet at least five times during the period 1 September to 15

June. At least two of these meetings should take place within the teaching period to facilitate

learner representation. A meeting of the Programme Board can take place whenever it is

deemed necessary by the Programme Director, but sufficient notice must be given to enable

attendance by the learner representatives and lecturers. The five mandatory meetings should be

scheduled for:

• the first week in September;

• during Autumn mid-term;

• the first week of the second term/semester;

• the week preceding or following the Easter Break; and

• the week following the external exam board meeting.

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Appendix 5: Organisational Chart

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Appendix 6: Summary of Functions Within Carlow College, St. Patrick’s

President

The President is the chief officer at Carlow College, St. Patrick’s. Since 1793, Presidents of

the College have been appointed by the Bishop of Kildare and Leighlin. In accordance with the

new Instrument of Governance (22 November 2016), future Presidents of the College will be

appointed by the Bishop following a recommendation by the Governing Body.

The President is responsible to the Governing Body, with the support of the College’s

Management Board, for administering the College and for its day-to-day executive

management. The President carries out this function consonant with the intentions of the

Governing Body, the policies of the Governing Body and quality assurance best practice. In

particular, the President has responsibility for:

• implementing the decisions of the Governing Body;

• managing and directing the activities of the College;

• directing and liaising with College staff in the implementation of the College’s

activities;

• determining with appropriate committees appointed by the Governing Body the

resources, human and physical, to implement accredited courses and programmes;

• making proposals to the Governing Body about the characteristic spirit and

development of the College;

• the internal organisation, direction, management and discipline of the College;

• the annual estimates of income and expenditure for consideration by the Finance

Committee and approval by the Governing Body;

• managing the budget and resources within the estimates approved by the Governing

Body;

• representing the College in external bodies and discussions;

• chairing all interview boards for academic appointments; and

• appointing all staff.

The external functions of the President include liaising with the Department of Education and

Skills, Quality and Qualifications Ireland (QQI), and educational bodies at local, national and

international level.

College Vice President / Bursar

The Vice President / Bursar is a designated person with a senior function who assists the

President in directing the College’s activities.

Vice President for Academic Affairs / Registrar

The Vice President for Academic Affairs / Registrar provides academic leadership and is

charged with advancing the teaching, quality assurance, research, student services and

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experience through the promotion of academic and programmatic excellence. The Vice

President for Academic Affairs / Registrar is responsible for:

• providing leadership to the academic community of Carlow College;

• leading education policy formulating and implementation;

• having a lead and significant role in strategic direction of the College;

• academic planning;

• liaising with accrediting agencies and representing the College in academic business;

• overseeing policies and programmes which place the learner experience at the heart of

Carlow College’s mission;

• liaising with the Assistant Registrar for Strategic Development in relation to learner

recruitment, admissions and registration;

• representing the College’s interests in appropriate national and international fora; and

• overseeing the academic quality assurance strategy, policies and procedures.

If the President is not in attendance, the Vice President for Academic Affairs will act as Chair

of the Academic Council. The Vice President for Academic Affairs / Registrar is a member of

the Academic Committee of the Governing Body and provides reports at each meeting

concerning the work of the Academic Council.


The Director of Operations leads and manages the operational systems, policies and procedures

within the College related to the following offices: finance, facilities, grounds, human

resources, information technology and building services.

The Director of Operations is responsible for:

• ensuring that Carlow College has robust policies and procedures related to its

legislative responsibilities (e.g. health and safety, employment, finance and human

resources);

• leading and managing all financial projects for the College, ensuring ongoing

continued improvements and efficiency;

• preparing / monitoring annual budgets and audits, preparing financial reports for the

Governing Body and engaging with relevant regulatory bodies like the Charities

Regulatory Authority (CRA);

• increasing and enhancing the effectiveness of support functions within the College;

• overseeing the effective execution of IT infrastructural development to support learner

and staff requirements; and

• having a lead and significant role in strategic direction of the College.

The Director of Operations is Chair of the Finance, Estates and Risk Committee. This function

also submits bi-annual institutional reports to the Finance and Audit Committees of the

Governing Body.

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Quality Assurance Officer

The Quality Assurance Officer ensures that Carlow College has a robust / fit-for-purpose

quality system that complies with relevant quality assurance legislation and regulatory agencies

like Quality and Qualifications Ireland (QQI). The Quality Assurance Officer is responsible

for:

• developing an integrated quality assurance system for all College programmes and

offices;

• developing, implementing and managing appropriate policies and procedures,

operational guidelines and ongoing monitoring and reporting structures for quality

assurance;

• assisting the College in the provision of relevant and timely advice, information and

support on matters relating to: assessment processes, processing of certification,

teaching / training materials, training aids, methodologies and practices to meet the

quality assurance requirements of certifying agencies;

• providing proactive support to the President and Office of the Registrar during

engagements with regulatory agencies, acting as a reviewer, as required, and

contributing significantly to preparations for Quality and Qualifications Ireland (QQI)

and institutional audits / reviews; and

• acting as a catalyst for change and improvement in quality assurance.

The Quality Assurance Officer is Chair of the Quality Assurance Committee.

Assistant Registrar for Academic Affairs

The Assistant Registrar for Academic Affairs is a member of the Office of the Registrar and

has as a pivotal role in providing oversight and guidance to Programme Directors and daily

operations within our academic programmes.

The Assistant Registrar for Academic Affairs is responsible for:

• assisting the Vice President for Academic Affairs / Registrar in the daily operational

activities for the Office of the Registrar by being the first point of contact for staff and

learner queries and requests;

• line-managing the Programme Directors and lecturing staff including carryout the

annual Performance Management Review;

• liaising with Human Resources and the Director of Operations to ensure the resource

needs of the academic programmes are met;

• providing leadership in the area of programme (re-)validation and new programme

design / development;

• promoting and facilitating leading-edge research, including collaborative and

interdisciplinary research, in the areas related to the goals of the College;

• collating, reviewing and monitoring monthly reports from Programme Directors and

drafting the annual Cross Programme Review Report (CPRR); and

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• leading the Teaching, Learning and Assessment Strategy as a dedicated member of the

Teaching, Learning and Assessment Committee.

The Assistant Registrar for Academic Affairs is Chair of the Teaching, Learning and

Assessment Committee.

Assistant Registrar for Strategic Development

The Assistant Registrar for Strategic Development is a member of the Office of the Registrar

and has as a pivotal role in developing strategy, policies and procedures, recruitment activities

and providing oversight and guidance to the following offices: Administration, Admissions,

International, Marketing and School Liaison.

The Assistant Registrar for Strategic Development is responsible for:

• assisting the Vice President for Academic Affairs / Registrar with education policy

formulation and implementation in the area of strategic development;

• leading and implementing the Marketing and Student Recruitment Strategy to provide

clear data and guidelines for all staff on the yearly marketing and recruitment cycle,

including current strategies, measures for effectiveness, target markets, future growth

plans and branding, utilising student and alumni narratives to inform our marketing

documents;

• conducting research and consulting with staff in the design and development of new

programmes;

• pursuing opportunities to continue to learn best practices in programme writing through

research, professional development and other learning opportunities; and

• collaborating with key external stakeholders in originating and implementing a range

of innovative for a for identifying and addressing key developmental challenges and

methods to generate alternative funding for the College.

The Assistant Registrar for Strategic Development is Chair of the Strategic Development

Committee.

Co-ordinator, Strategic Projects and Collaborative Engagement

The Co-ordinator for Strategic Projects and Collaborative Engagement identifies new project

initiatives, programme development, collaboration and partnerships within the field of higher

education. The Co-ordinator for Strategic Projects and Collaborative Engagement is

responsible for:

• managing the strategic aspects of large-scale projects;

• responding to current policy and positioning in the broader context of the higher

education landscape;

• engaging with the Department of Education and Higher Education Authority to

progress the strategic alignment of the College within the national policy framework;

• playing a key role in the development of a collaborative engagement with potential

partners in higher education at institutional level; and

• developing and maintaining lasting collaborative relationships with institutional

partners.

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The Co-ordinator for Strategic Projects and Collaborative Engagement is a member of the

Management Board and Strategic Development Committee.

Data Protection / Freedom of Information Officer

The Data Protection Officer and Freedom of Information Officer roles are held jointly by the

same staff member. The Data Protection Officer acts as the contact point for the supervisory

authority on issues relating to processing, including the prior consultation referred to in Article

36 of the GDPR, and to consult, where appropriate, with regard to any other matter. The Data

Protection Officer is responsible for:

• Informing and advising the controller and employees of their obligations under data

protection laws;

• monitoring compliance with data protection laws and with the College’s policies in

relation to the protection of personal data, including the assignment of responsibilities,

awareness-raising and training of employees involved in processing operations, and the

related audits;

• provide advice where requested as regards the data protection impact assessment and

monitor its performance pursuant to Article 35 of the General Data Protection

Regulation (GDPR); and

• cooperating with the Data Protection Commission.

The Freedom of Information Officer liaises, as appropriate, with all stakeholders, including

requesters, employees, decision makers, internal reviewers, the Office of the Information

Commissioner (OIC) and the FOI Central Policy Unit, Department of Expenditure and Reform.

The Freedom of Information Officer is responsible for:

• providing advice and guidance to the College and its employees in relation to FOI;

• facilitating awareness and training for employees;

• keeping abreast of legislative change and other important developments including case

law and important decision made by the OIC;

• reporting to management on an annual basis; and

• keeping statistics regarding the operation of the FOI within the College.

Librarian

The Librarian provides strategic leadership for library and research services which is inclusive

of maintenance of the PJ Brophy Library and its collections.

The Librarian is responsible for:

• implementing and reviewing library and information policies and procedures;

• promoting and marketing the profile of library services, both internally and externally,

using a range of technology and approaches, including social media, conferences,

college open days and publications;

• preparing and managing budget / costs for library and information services, technology

and media;

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• developing, delivering and evaluation information literacy sessions and supporting

materials, including via e-learning opportunities;

• establishing and maintaining effective working relationships with staff and library

users; and

• managing and ensuring an accurate inventory of resources.

The Librarian is a member of the Academic Council, Teaching, Learning and Assessment

Committee and Learner Resources Committee.

Head of Student Services

The Head of Student Services is charged with providing proactive and responsive leadership /

management of student services operations and development. In particular, the Head of Student

Services provides oversight and guidance to the following offices: Academic Resource,

Careers, Chaplaincy, Counselling, Health and the Students’ Union.8

The Head of Student Services is responsible for:

• developing, coordinating and assessing a comprehensive student activity programme of

educational, recreational, social and cultural programmes which appeal to a diverse

audience at the College and in the community;

• managing and improving the Student Services operational systems, policies and

procedures;

• collaborating with all areas of the College to establish an effective and comprehensive

set of inclusive services to support students across the College;

• leading the orientation and induction programme for new and returning students; and

• developing and reviewing the Student Services strategy.

The Head of Student Services is a member of: Management Board, Academic Council, Learner

Resources Committee, Teaching, Learning and Assessment Committee and the Quality

Assurance Committee.

Programme Directors

Programme Directors have both programme / management functions and have local authority

for decision-making in the management of their programme(s).

Programme Directors have management and leadership responsibility for:

• providing strategic oversight and direction of their academic programme;

• providing academic leadership to the team of staff who contribute to the teaching and

assessment of the programmes they manage;

• supporting and bringing together all academic staff to facilitate the delivery of a

cohesive programme;

• leading programme teams in the continuous review and improvement of programmes,

including module or programme modifications;

8 For more information on the function of these offices, please see Appendix 37.

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• regularly benchmarking the programme against cognate programmes at other

institutions;

• leading existing programmes through programmatic review;

• contributing to the development of new programmes;

• holding and chairing at least five annual meetings of the Programme Board;

• meeting regularly with other Programme Directors and the Assistant Registrar for

Academic Affairs and attend Academic Council meetings;

• preparing and submitting regular reports to the Assistant Registrar for Academic affairs

as well as an annual monitory report on all Programme Director activities;

• assisting the Office of the Registrar in the staffing of programmes and, in collaboration

with HR, participate in the recruitment of new posts linked to the programme;

• providing mentoring, support and induction to new lecturers and tutors;

• in consultation and agreement with lecturers, selecting lecturers for duties as academic

advisors and committee membership; and

• liaising with, and fostering, strong working relationships with all colleagues across the

College.

Programme Directors chair Programme Boards and submit annual Programme Board

Monitoring Reports to the Office of the Registrar. They meet monthly as a group with the

Assistant Registrar for Academic Affairs, submit regular reports to the Academic Council and

attend Academic Council meetings.

Lecturing Staff

Lecturing staff take a prominent and active role in the College through the development and

delivery of programmes and modules at undergraduate level. Lecturers may also fulfil a variety

of associated functions in the College (e.g. Academic Advisors, Exams Officer, Essay Doctor).

However, their primary responsibilities are:

• lecturing / tutoring;

• providing learner consultation and feedback in a timely manner;

• setting module assessments and marking assessments within the required timeline;

• supervising undergraduate dissertations;

• moderating research papers, minor theses and supervising research theses;

• assisting with programme and module design, coordination and development;

• promoting interdisciplinary co-operation across their specialised module / programme;

• contributing to the promotion of the College’s programmes; and

• maintaining knowledge and updating oneself of the developments within their areas of

expertise and the publishing of material in same.

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Lecturing staff may serve on Programme Boards and / or other committees within the College.

They report directly to the Assistant Registrar for Academic Affairs.

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Appendix 7: Policy on Policies

TITLE: POLICY ON POLICIES

Effective Date 13 June 2018 Version 03

Approved By Management Board Date Approved 13 June 2018

Review Date 13 June 2021 or as

required


01 Policy on Policies (23 November 2016)

02 Policy on Policies (21 June 2017)

Quality Assurance Office

1: Purpose of the Policy

The Core Statutory Quality Assurance (QA) Guidelines (2016) benchmark as a national

standard that ‘the quality assurance system is fully documented; there are robust, documented

policies and associated procedures for the assurance of the quality and standards of provision.’9

This policy addresses this national standard by creating a transparent and comprehensive

quality system for policy initiation, development, approval, implementation and monitoring /

review.

By using a consistent policy development system, it is possible to assemble policies that are:

• appropriately developed and regularly monitored / reviewed;

• accessible to staff and the public (as required) in usable formats;

• consistent with the Mission of Carlow College, St. Patrick’s;

• compliant with applicable laws and national / international benchmarks of best

practice; and

9 Core Statutory Quality Assurance (QA) Guidelines (Dublin: Quality and Qualifications Ireland, 2016), p. 9. In

addition to the above stated guidelines, this Policy used as national and international benchmarks the following

policies: Policy on the Formulation and Issuance of University Policies (Dublin: Dublin City University, 2015);

Quality Manual (Carlow: IT Carlow, 2015); University Secretariat: Policy Framework (Dublin: University

College Dublin, 2016); Policy on Policies (Washington DC: America University, 2009); Policy Framework

(Manchester: University of Salford, 2015).

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• promote a culture of quality across the College community.

This policy also seeks to ensure that all policies are periodically reviewed to ensure that they

are fit-for-purpose and remain effective.

2: Definitions

Approving Committee(s): the two Approving Committees at Carlow College, St. Patrick’s are

the Management Board and Academic Council. Policies considered college-wide will be

approved by Management Board whereas all academic policies will be approved by Academic

Council. In some cases, policies might be approved by both committees.

Associated Documentation: procedures / guidelines / codes of practice / handbooks / forms

which provide specific instructions for carrying out defined tasks.

Policy: a statement of management philosophy and direction, established to provide guidance

and assistance to the College community in the conduct of college affairs.

Procedure: a guideline or series of steps necessary to implement a policy. College procedures:

• should link to a corresponding college policy;

• should comply with best practice and relevant legal requirements;

• should illustrate the sequence of steps necessary to carry out defined tasks;

• should be reviewed and updated by the policy owner to ensure that the procedures are

‘fit-for-purpose’.

Policy Initiator: the member of the College community that brings the policy draft, or policy

idea, to the Quality Assurance Officer.

Policy Owner: the College personnel responsible for leading development and maintenance of

a policy and associated documentation.

Stakeholder: members of the College community affected by the policy.

Sub-Group: key stakeholders tasked with developing and implementing the policy.

3: Scope of Policy

This policy applies to all members of the Carlow College, St. Patrick’s community to whom a

College policy can apply. College policies can apply to all, or some, members of the College

community, including: Governing Body; faculty, including visiting faculty; staff members,

including visiting staff members; students and outside agencies that fulfil a function for Carlow

College, St. Patrick’s. Each College policy should set forth, in the ‘Scope of Policy’ section,

the intended party(ies) which are to comply with the provisions outlined in the policy.

4: Policy Statement

College policies and associated documents shall be:

a) developed according to the process set out in this policy;

b) presented in a standard and common format;

c) formally approved by an appropriate committee;

d) accessible to staff and the public (as required) in usable formats;

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e) compliant with applicable laws and national / international benchmarks of best

practice;

f) clearly marked as policies and separated from associated documentation such as

procedures, guidelines and forms which provide specific instructions for carrying

out defined tasks.

Policies and associated documentation approved prior to the effective date of this policy will

be designated a review date and amended to comply with the standards outlined in this Policy.

4.1: Stages of Policy Development

The procedural framework for developing policies and associated documents will follow five

key stages:

1. Initiation Stage: The Policy Initiator brings the proposed policy/policy idea to the

Quality Assurance Officer. The Quality Assurance Officer’s main role during the

Initiation Stage is to: identify the Approving Committee(s) of the proposed policy,

identify the policy owner and main stakeholders and create a Sub-Group numbering no

more than five members to oversee development and implementation of the proposed

policy. Being cognisant of workload allocation, before a member of staff is asked to

serve on a Sub-Group, their Line Manager will be consulted.

2. Development Stage: The first task of the Sub-Group is to either draft a policy or explore

all aspects of the proposed policy and consult with relevant stakeholders affected by

the proposed policy. During the Development Stage, the Sub-Group will complete the

Policy Consultation and Communication Plan (see Appendix B). Once the policy is

drafted, the Sub-Group will submit the proposed policy to the Quality Assurance

Officer who will then publish the proposed policy internally for comments on the Staff

Gateway for one week10; following the one-week timeframe, the Sub-Group will review

and respond to all comments related to the proposed policy; the Sub-Group will

document this correspondence on Section 3 of Appendix B. It is important to note that

if a designated office (e.g. HR, Data Protection, Quality Assurance and Office of the

Registrar) within the College provides feedback through the Staff Gateway, the

feedback provided should be responded to directly; the policy cannot move to the

Implementation/Preliminary Approval Stage unless this feedback is responded to.

After reviewing comments related to the proposed policy, the Sub-Group will complete

the Policy Implementation Document (see Appendix C) indicating the proposed

timeline for implementing the proposed policy; the tasks to be implemented should

denote those tasked with implementing or applying the policy and illustrated in the

‘Roles and Responsibilities’ section of the policy. The Sub-Group formally brings the

proposed policy and associated documentation to the Quality Assurance Officer who

will then bring them to the Approving Committee(s) and the Approving Committee(s)

approves the policy.

3. Approval Stage: The Sub-Group formally brings the proposed policy and associated

documentation to the Quality Assurance Officer who will then bring them to the

Approving Committee(s) and the Approving Committee(s) approves the policy or sends

it back for further development.

10 For policies requiring learner feedback, they will be published on Moodle for one week and every registered

learner will receive an email requesting feedback.

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Once a policy has been approved, the Quality Assurance Officer will send out an email

to all staff and / or learners alerting them of the new policy and where it is located, both

internally and externally.

4. Implementation Stage: Once all implementation tasks are completed, the Sub-Group

will send the Policy Implementation Document to the Quality Assurance Officer who

will affix it to the policy. If during the Implementation Stage the policy requires further

consideration, the policy will be sent back to the Approving Committee(s).

5. Monitoring & Review Stage: The Policy Owner is responsible for monitoring the policy

and ensuring that all associated documentation is updated as required. All policies at

Carlow College, St. Patrick’s will be reviewed every three years from the date of

approval; unless changes are required owing to legal, statutory and / or organisation.

4.1: Policy Format

A standard format will be used to ensure that every policy and associated documentation are

consistent in both form and style. Although not every policy will contain all format elements,

all College policies will be written and maintained following the format outlined below (see

Appendix A: Template for College Policies):

1. Document Control (Mandatory)

2. Purpose of Policy (Mandatory)

3. Definitions (Optional)

4. Scope of Policy (Mandatory)

5. Policy Statement (Mandatory)

6. Roles and Responsibilities (Mandatory)

7. Associated Documentation (Optional)

8. Referenced Policies (Optional)

9. Monitoring and Review (Mandatory)

4.2: Publication of Policies

To ensure that College policies and associated documentation are accessible, every policy and

associated document will be available in a usable format on the Staff Gateway located under

the relevant office. Moreover, all policies and associated documentation related to the general

student population will be available in a usable format on Moodle, accessible under ‘Student

Policies’. Carlow College, St. Patrick’s is committed to transparency and will endeavour to

publicly post on its website all policies and associated documentation not deemed to be

confidential or for staff use only.

5: Roles and Responsibilities

All individuals who are responsible for the drafting, updating, approval and distribution of

College policies shall comply with this policy. The Quality Assurance Officer at Carlow

College, St. Patrick’s is the Policy Owner of this Policy and will, along with the Quality

Assurance Committee, oversee the monitoring and review of this Policy.

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6: Associated Documentation

1. Template for College Policies

2. Policy Consultation and Communication Plan

3. Policy Implementation Document

4. Stages of Policy Development

7: Monitoring and Review

This Policy will be reviewed three years after the effective date.

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Appendix 7.1: Template for College Policies

Appendix 1: Template for College Policies

All policies drafted at Carlow College, St. Patrick’s should follow the template outlined below

(italicised instructions should be discarded by the staff drafting the policy). Please note that

all policies should be accessible and clearly understood by the intended audience. As such,

please make sure that the written style of the policy is constructed in a manner that is free from

jargon and utilises plain English. All policies should be written using the following

conventions: Time New Roman (font style); 12 point (font size); single-spaced (line spacing);

0 point (paragraph spacing before); 8 point (paragraph spacing after); heading should be

provided in bold; headings / paragraphs should be numbered sequentially.

Document Control (Mandatory)

All policy documents within the College should contain the official document control header,

which will provide the following information (see template below):

TITLE:

Effective Date Version

Approved By Date Approved

Review Date


Purpose of Policy (Mandatory)

This section should provide the rationale for the policy by detailing the lacunae or exigency

necessitating the policy. Please make sure that you are referencing all relevant legal,

regulatory or other requirements that the policy will attempt to meet. This section should also

state how the policy supports the Mission of Carlow College, St. Patrick’s.

Definitions (Optional)

As the intended audience of policies may not be familiar with technical terms and/or

abbreviations, please provide key terms or phrases before the body of the policy.

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Scope of Policy (Mandatory)

All policies should clearly state the intended parties which are to comply with the provisions

outlined in the policies. Where the policies are not applicable college-wide, please specify the

affected parties who must comply with the policy.

Policy Statement (Mandatory)

The policy statement should outline the underlining principles of the policy and should set

direction to the entire College community. It is important that the policy statement is clear and

concise so that the intended audience has no misunderstanding as to the merits of these

principles. Moreover, policy statements should use a generic linguistic style that requires

minimal revisions (e.g. use roles / functions rather than name(s) of individual(s)).

Roles and Responsibilities (Mandatory)

Clearly state the roles and responsibilities of every individual who are tasked with

implementing and applying the policy (only list formal titles / positions rather than an

individual’s personal name).

Associated Documentation (Optional)

Many policies will have associated procedures / guidelines / codes of practice / handbooks /

forms which will provide specific instructions for carrying out defined tasks. Please specify the

names of those associated documents in this section and provide complete documentation as

an appendix to the policy.

Referenced Policies (Optional)

Policies should not be drafted in isolation and will often reference existing college policies.

Please provide a list of policies that should be read in conjunction with the proposed policy.

Monitoring and Review (Mandatory)

Please state the relevant Approving Committee(s) that will review the policy and the frequency

of each review period. It is up to the policy owner to ensure that policies are reviewed at the

designated time and marked with the appropriate version history.

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Appendix 7.2: Policy Consultation and Communication Plan

Appendix 2: Policy Consultation and Communication Plan

Section 1: Policy Information

Policy Name:

Policy Owner:

Approving Committee(s):

Sub-Group Members:

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Section 2: Consultation Process

National Benchmarks (provide name of

institution/organisation and documents consulted)

International Benchmarks (provide name of

institution/organisation and documents consulted)

Legislative and / or Statutory Obligations

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Section 3: Internal Communication Process

Date Name of Office / Contact Method of Communication Feedback Response

Page 37 of 473

Appendix 7.3: Policy Implementation Document

Appendix 3: Policy Implementation Document

Policy Implementation Document

[Name of Policy Title]

Approving Committee:

Date Approved:

Implementation Task List

Implementation Task Task Responsibility Timeline Outcome

Sign-off on the Policy Implementation Document (completed

once the Implementation Task List is complete) Date

Policy Owner:

Sub-Group

Members:

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Appendix 7.4: Stages of Policy Development

Appendix 4: Stages of Policy Development

Page 39 of 473

Appendix 8: Policy and Procedures in Carlow College, St. Patrick’s11

Name of Policy Associated Documentation Version Approving Body Owner Year Approved

Academic Workload

Allocation Policy

Workload Allocation Schema 02 Academic Council Office of the Registrar 2017

Process for Determining

Individual Workload

Allocation

Access Management Policy 01 Management Board IT Services 2019

Access Policy for Trust

Partners

01 Board of Trustees,

Delany Archive

Delany Archive Trust 2010

Annual Leave Policy Annual Leave – Practices and

Procedures

01 Management Board Human Resources 2017

Annual Leave Request Form

Appointment of External

Examiners Policy

Guidelines on the Duties and

Responsibilities of External

Examiners

04 Academic Council Office of the Registrar 2017

Template for the External

Examiner Report

Assessment of Learners

Policy

Regulations in Relation to

Assessment and Standards


Assistive Technology and

Supports Policy

Learner Agreement 01 Academic Council Academic Resource

Office

2014

Benefits Policy Employee Benefits Handbook 01 Management Board Human Resources 2019

Bereavement Leave Policy

Bereavement Leave: Practices

and Procedures


Compassionate Leave

Notification Form

11 An ‘A – Z’ of policies can be found at: https://www.carlowcollege.ie/policies-a-z/. Please note that not every Carlow College policy is posted on the website.

https://www.carlowcollege.ie/policies-a-z/

Page 40 of 473

Breach of Professional

Conduct (Professional

Social Care) Policy

Disciplinary Procedures for

Breach of Professional

Conduct (Professional Social

Care)


Social Care Workers Code of

Professional Conduct and

Ethics (CORU, draft 2018)

Carer’s Leave Policy Carer’s Leave Practices and

Procedures


Notice to Employer of

Intention to Take Carer’s

Leave

Confirmation of Carer’s Leave

Carer’s Leave FAQs

CCTV Policy Authorised Employees 01 Management Board Data Protection

Officer and Facilities

Manager

2019

CCTV Subject Access

Request Form

Child Protection Policy Code of Behaviour for Staff or

Learners When Working with

Children

02 Management Board President’s Office 2018

Child Protection Incident

Form

Procedures When a Child

Protection Complaint is Made

Against Staff Members

Procedures When a Child

Protection Complaint is Made

Against Learners

Collecting Policy 01 Board of Trustees,

Delany Archive


Communications Policy Communications Guidelines 01 Management Board Marketing 2019

Page 41 of 473

Brand Guidelines

News & Events Document

Critical Incident Policy 03 Management Board Office of the President 2016

Data Backup Policy Data Backup Guidelines 01 Management Board IT Office 2019

Data Protection Policy Data Processing at Work:

Mechanisms Affecting

Employees

03 Management Board Data Protection Office 2018

Sample consent form

Data Subject Request Form

CCTV Subject Access

Request Form

Handling Learner Records

Guidelines for Employees:

Marketing and Publicity

Personal Data Breach

Response Plan

Rules for Employees:

Safeguards to Protect Personal

Data

Dignity and Respect Policy Information on Reaching Out

and Confidentiality

01 Management Board Office of the President 2017

Guidelines for Tackling

Communication Breakdowns

or Interpersonal Disputes

Procedures for Resolving

Incidents of Bullying or

Harassment

Information for Complainants,

Witnesses, Managers and

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Respondents on Cases of

Bullying and Harassment

Information Detailing Sources

of Help

Disciplinary Policy (Staff) Disciplinary Policy: General

Information and Guidelines


Disciplinary Practices and

Procedures

Disciplinary Appeal Procedure

Equality Policy 01 Management Board Office of the President 2018

Fees and Refunds Policy Criteria for the Free Fees

Initiative

03 Management Board Director of Operations 2018

Carlow College Tuition

Schedule

Fitness to Continue in Study

Policy

Note of Concern 01 Academic Council Office of the Registrar 2019

Level 3 Response: Fitness to

Continue in Study Panel

Review

Temporary Suspension

Procedure

Appeals Procedures

Return to Study Procedures

Fitness to Practice Policy Ground for a Fitness to

Practice Concern for Learners

Enrolled on the B.A. in

Applied Social Studies

(Professional Social Care)

Programme


Procedures for Fitness to

Practice Concerns

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Procedures for Fitness to

Practice Concerns Flowchart

Appeals Procedures


Fitness to Practice Concern

Form

Force Majeure Leave Policy Force Majeure Leave: Practice

& Procedures


Force Majeure Leave

Notification Form

Freedom of Information

Policy

Instructions for Governors and

Staff Members

01 Management Board Freedom of

Information Officer

2018

Freedom of Information:

Frequently Asked Questions

Garda Vetting Policy Guidelines for the Handling of

Vetting Disclosures –

Learners

02 Management Board and

Academic Council

Office of the President 2017

Sample Letter that the

Agency/School Receive

(Where Convictions are

Recorded)

Guidelines for the Handling of

Vetting Disclosures – Staff

Grievance Policy (Staff) Grievance Policy: Practices

and Procedures


Health and Safety Policy Health and Safety General

Policy Statement


Employee Safety Handbook

Risk Assessments Manual

Page 44 of 473

Health Service Executive

and the Delany Archive:

Loan Agreement

01 Board of Trustees,

Delany Archive


Information and Security

Policy

Information Security

Guidelines

01 Management Board IT Office 2019

Internet and Email Usage

Policy

Email Usage Guidelines 01 Management Board IT Office 2019

IT Policy

02 Management Board IT Office 2019

Jury Leave Policy Jury Leave Practices and

Procedures


Notice to Employer of

Intention to Take Jury Leave

Form

Learner Admission,

Progression and Recognition

Policy

Admission Guidelines and

Procedures for Dealing with

Enquiries for Potential New

Entrants



Procedures for New Entrants


Procedures for Mature

Applicants


Procedures for Part-Time

Learners


Procedures for Recognition of

Prior Learning

Page 45 of 473


Procedures for Internal /

External Transfers and

Advanced Entry


Procedures for Deferred Entry

or Deferred Continuation of

Studies


Procedures for U.S. Semester

Study Abroad Applicants


Procedures for Non-EEA

Degree Programme Applicants

English Language

Requirements for Admission

to Carlow College, St.

Patrick’s


Procedures for Applicants

with Disabilities and / or

Learning Differences

Evidence of a Disability Form

Guidelines and Procedures for

Orientation and Induction of

New and Continuing Learners

Guidelines and Procedures for

Withdrawal from Academic

Programmes of Study

Carlow College, St. Patrick’s

European Diploma

Supplement Template

Page 46 of 473

Learner Code of Conduct

and Disciplinary Policy

Disciplinary Policy: General

Information and Guidelines


Disciplinary Procedures

Flowchart

Disciplinary Practices and

Procedures

Disciplinary Appeal Procedure

Learner Grievances and

Complaints Policy

Learner Grievance and

Complaints Procedure


Appeals Procedure for Learner

Grievances and Complaints

Learner Complaint Form

Learners with Disabilities

and Specific Learning Needs

Policy

Guidelines on the

Modification of Examination

and Assessment Arrangements

for Students with Disabilities

and/or Additional/Specific

Learning Needs

02 Academic Council Academic Resource

Office

2014

Library Admissions and

User Services Policy

Library Regulations 02 Academic Council Librarian 2017

Maternity and Adoptive

Leave Policy

Maternity Leave: Practices

and Procedures


Adoptive Leave: Practices and

Procedures

Maternity/Adoptive Leave

Form

Notification of intention to

attend ante-natal classes Form

Parental Leave Policy Parental Leave: Practices and

Procedures


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Notification of Intent to Taken

Parental Leave Form

Notification of Intention to

Cancel Parental Leave

Paternity Leave Policy Paternity Leave – Practices

and Procedures


Paternity Leave Notification

Form

Performance Management

and Development Policy

Performance Management and

Development Programme


Performance Management and

Development Review Form(s)

Performance Improvement

Plan (PIP) Form

Plagiarism Policy Procedures for Dealing with

Plagiarism


Plagiarism Report Form

Guidelines for Using Turnitin

at Carlow College, St.

Patrick’s

Policy on Policies Template for College Policies 03 Management Board Quality Assurance

Office

2018

Policy Consultation and

Communication Plan

Policy Implementation

Document

Stages of Policy Development

Probation Policy Probation Procedures 01 Management Board Human Resources 2018

Probation Review Form

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Performance Improvement

Plan

Procurement Policy Carlow College, St. Patrick’s

Procurement Guidelines


Public Procurement Process –

Competitive Process

Tender for Goods and

Services Form

Protected Disclosures Policy Disclosure Procedure and

Investigation

01 Management Board President’s Office 2018

Reporting on Retaliatory

Actions (Perceived / Actual)

Public Access Policy 01 Board of Trustees,

Delany Archive


Quality Assurance Policy See table of contents 03 Management Board and

Academic Council

Quality Assurance

Office

2019

Recording of Lectures,

Tutorials and Other

Teaching Sessions Policy

Learner Agreement 01 Academic Council Academic Resource

Office

2014

Records Management Policy Records Management Manual 03 Management Board Archivist 2018

Recruitment and Selection

Policy

Recruitment and Selection:

Practices and Procedures


Recruitment Guidelines for

Managers

Recruitment Request Form

(RRF)

Example of Criteria/Ranking

Form

Example of Shortlisting Form

Sample Job Description

Page 49 of 473

Remote Working Policy Remote Working Procedures

and Guidelines


Remote Working Request

Form

Reprographics Policy 01 Board of Trustees,

Delany Archive


Research Ethics Advisory

Policy

Ethics Checklist for Learners 02 Academic Council Office of the Registrar 2017

Procedures for Research

Ethics Advisory Committee

Participant Information Sheet

Template

Participant Consent Form

Template

Gatekeeper/Agency

Information Sheet and

Consent Form

Lone Researcher Guidelines

Guidelines for Reporting an

Adverse Incident during

Research Projects

Handling Complaints

Regarding Research

Misconduct

Risk Management Policy Guidelines to Risk

Management


Sickness Absence

Management Policy

Sick Leave: Practices and

Procedures


Return to Work Form

Employee FAQs

Page 50 of 473

Smoking Policy Practices and Procedures 01 Management Board Human Resources and

Facilities

2019

Building Services

Social Networking and

Social Media Policy

General Data Protection

Regulation

01 Management Board Marketing Office 2018

Social Media Usage

(Including Personal Use)

Social Media Best Practice

Guidelines

Social Media Threats and

Risks

Social Media Account

Registration Form

Social Networking and

Social Media Policy for

Learners

Social Media Best Practice

Guidelines

01 Academic Council Marketing Office 2019

Social Media Consent and

Release Form for CCSU

Officers and Learner

Representatives

Social Media Account

Registration Form for CCSU

Officers and Learner

Representatives

Teaching and Learning

Policy

Teaching Code of Conduct 02 Academic Council Office of the Registrar 2017

Terms of Reference of the

Teaching, Learning and

Assessment Committee

Time Off in Lieu (TOIL)

Policy

TOIL Practices and

Procedures


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Appendix 9: Programme Development and Approval (Undergraduate and Postgraduate

Programmes)

Programme Development and Approval

(Undergraduate and Postgraduate Programmes)

The programme development and approval process12 relates to both undergraduate and

postgraduate programme development and is informed by the following documents:

• Core Policies and Criteria for the Validation by QQI of Programmes of Education and

Training (2016);

• Carlow College, St. Patrick’s Quality Assurance Policy;

• Programme Validation Manual (2016) for Programmes of HET and Apprenticeships

(FET and HET) (edn 2.15, 2017);

• Carlow College, St. Patrick’s Guidelines for the Establishment of Programme Design

Teams;

• Carlow College, St. Patrick’s Preliminary Programme Proposal Criteria Form; and

• Carlow College, St. Patrick’s Evaluation Criteria for Programme Proposal.

PHASE 1: PRELIMINARY PROPOSAL

Eligibility

New programme proposals can be made by any member of College staff.

Proposal to Approval

All new programme proposals are subject to a process which involves meeting criteria that are

designed to align with National Higher Education Strategy; projected growth and regional

higher education profile; the Carlow College, St. Patrick’s Strategic Plan, 2017 – 2022;

College Graduate Attributes; resources, expertise and ethos consistent with Carlow College’s

current provision of programmes within the areas of Arts, Humanities and Social Sciences; and

labour market demands.

The stages of programme proposal and approval are:

1. Initiation: Programme proposers complete the Preliminary Programme Proposal Form

(Appendix 9.2), which is submitted to the Chair of the Strategic Development Committee

(SDC). The criteria outlined in this document is the minimum information required by the

College to assess the viability of new programme proposals in line with the criteria outlined

above.

12 For the Flowchart of the Programme Development and Approval Process see Appendix 9.1.

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2. Consultation and Review: The proposal is reviewed by the SDC. Proposals will be

evaluated under the five following headings:

• Strategic Value (relating to alignment with learner needs; labour market

requirements and CCSP Strategic Plan)

• Uniqueness of programme (strengths/weaknesses)

• Consistency with College policy, expertise and ethos

• Resource implications

• Overall viability

Programme proposers will receive a copy of the Evaluation Criteria for Programme

Proposal (Appendix 9.3). If required, the proposal can be returned to the programme

proposer for more information, where more information is required for a fuller evaluation.

3. Approval: If the proposal is deemed to satisfy new programme proposal criteria, it is sent

to Academic Council for approval. Once approved by Academic Council the next stage

relates to programme development.

PHASE 2: DEVELOPMENT OF PROPOSED PROGRAMME

Once approved by Academic Council, the staff member(s) and the Chair of the SDC will

identify the core members of the programme design team (Appendix 11: Guidelines for the

Establishment of Programme Design Teams).

In order to submit a programme for validation, it is necessary to complete the QQI Overall

Template for Presenting an Application.13 This template is supported by the document Core

Policies and Criteria for the Validation by QQI of Programmes of Education and Training

(2016) which outlines the supporting documentation required as part of an application for

validation of a programme.

The programme rationale should be consistent with the Carlow College, St. Patrick’s Teaching,

Learning and Assessment Policy and the current Strategic Plan. At this stage, it is also

important to agree the envisaged graduate attributes.

2.1: Document Programme Concept, Implementation Strategy, and its Interpretation of

QQI Awards Standards

This section pertains to Section 3 of the Overall Template for Presenting an Application. The

Preliminary Programme Proposal Form provides a foundation for the development of the new

programme. Further research is required to determine the overall programme structure. This

section is also guided by the criteria outlined in Sections 17.3 and 17.7 of the QQI document

Core Policies and Criteria for the Validation by QQI of Programmes of Education and

Training (2016).

The Design Team are also required at this stage to determine the core skills and generic

attributes relevant to the graduates of the overall programme.

Section 3 of the Overall Template for Presenting an Application involves utilising the data to

complete the following:

13 Programme Validation Manual (2016) for Programmes of HET and Apprenticeships (FET and HET) (edn 2.15,

2017).

http://www.qqi.ie/Publications/Validation%20Policies%20and%20Criteria%20QP17.pdf





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2.1.1: Identify Programme Concept and Rationale;

2.1.2: Outline an Implementation Strategy (five-year plan).

2.2: Determine Educational and Training Objectives and Minimum Intended Programme

and Module Learning Outcomes

This section pertains to Section 2 of the Overall Template for Presenting an Application. It

involves the development of the programme and module learning outcomes, and the

determination of the programme award level/levels in accordance with QQI standards. It is

informed by Section 17.2 of the document Core Policies and Criteria for the Validation by

QQI of Programmes of Education and Training (2016). The Design Team, in consultation with

the Teaching, Learning & Assessment Committee are required to complete Sections 2.1 – 2.4;

2.6 – 2.7 of the Overall Template for Presenting an Application, including the following:

• the stated programme aims and objectives;

• the determination of the award level; and

• the establishment of the minimum intended programme learning outcomes against QQI

criteria and comparable programmes.

2.3: Document Access, Transfer and Progression Procedures, Criteria and Arrangements

for the Programme


draws on Carlow College Admissions policies, procedures and criteria in relation to access,

transfer and progression (see Section 4.3.2, Quality Assurance Policy). The Design Team may

be required to liaise with Quality Assurance, Admissions and the Marketing Office in order to

gather the relevant information. The Design Team will also have to complete the following in

order to complete Section 4 of the Overall Template for Presenting an Application:

• establish access, transfer and progression procedures (this will include identifying other

providers regarding access and progression pathways);

• cite and make available documents and promotional material;

• provide information about entry procedures and minimum entry requirements; and

• complete a draft Programme Handbook.

2.4: Finalise and Agree overall programme structure (corresponds to Section 5 of

Template: ‘Document the Written Curriculum’)


focus is to agree and finalise the overall programme structure, including the following: the

outline of the curriculum; the rationale for the curriculum structure; ECTS per module at each

stage; indicative timetable; integrated learning opportunities; teaching, learning and assessment

strategy; programme learning environment; placement details; programme monitoring and

proposed programme schedule.14 This section is informed by Section 17.11 of the document


14 It should be noted that Section 5.12 of the Overall Template for Presenting an Application refers to the

completion of a proposed programme schedule. Such a schedule cannot be finalised until after the module

descriptors are completed and should instead be undertaken at Stage 2.9.




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Training (2016), which states that ‘learners on the programme are well-informed provided and

cared for’.

While the approach to developing the curriculum structure may differ from programme to

programme, it is recommended that the Design Team should facilitate meetings/workshops

with the relevant lecturing staff to determine the curriculum structure and agree the teaching,

learning and assessment strategy.

At this stage, it will be necessary to calculate the staffing resources required for the programme

curriculum. It is important for quality assurance purposes that this calculation is carried out in

advance of the writing of individual module descriptors (Stage 2.5). The responsibility for this

calculation lies with the Office of the Registrar and is informed by the Carlow College

Academic Workload Allocation Policy.

2.5: Complete Module Documentation

This section pertains to Section 6 of the Overall Template for Presenting an Application.

Section 6, which outlines in detail how each individual module descriptor should be completed.

The Office of the Registrar will agree with the Design Team a schedule for the submission,

review and approval of modules. The relevant lecturing staff will complete their individual

module descriptors within an agreed timeframe using the templates provided:

• Module Headline Information Form (Appendix 9.4);

• Module Descriptor Template (Appendix 9.5).

The individual modules must draw on the overall programme rationale, aims and objectives

along with the programme teaching, learning and assessment strategy. This approval of module

descriptors involves a two-step approach:

(i) Individual module descriptors are sent to the Design Team for initial review/feedback.

All stages of the programme must be completed before they are sent to the Office of

the Registrar.

(ii) The Office of the Registrar reviews each module and ensures that each stage is coherent.

Further feedback may be given at this point and module descriptors amended.

Module approval process:

Lecturers complete Module Descriptors → Design Team reviews entirety of Stage 1 →

Feedback given to individual lecturers and emended where required → Module Descriptors

returned to Design Team for approval → Entirety of Stage 1 Module Descriptors sent to

Registrar’s Office for review → Feedback given to individual lecturers via Design Team and

emended where required → Module Descriptors returned to Registrar’s Office via Design

Team for final approval → Process repeated for each subsequent Stage until programme is

approved in its totality.

2.6: Document Programme Staff

This section pertains to Section 7 of the Overall Template for Presenting an Application. This

part of the Template is to be completed by the Office of the Registrar. Academic staff already

on the programme are required to submit their curricula vitae to the Office of the Registrar.

2.7: Detail the Physical Resources Required


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Section 8 of the Overall Template for Presenting an Application refers to the total physical

resources required to deliver the programme and draws on Section 17.7 of the document Core


(2016), which states that there must be ‘sufficient physical resources to implement the

programme as planned’. This involves generating information on the following:

• Premises (responsibility: Director of Operations);

• IT (responsibility: IT Department);

• Administration (responsibility: Assistant Registrar);

• Placement (responsibility: Registrar);

• Five-year plan regarding intake and associated costs (responsibility: Registrar /Director

of Operations);

• All entitlements relating to use of property (intellectual, premises, materials and

equipment) (responsibility: Director of Operations).

2.8: Programme Management


section refers to the management criteria required to deliver the programme and draws on

Section 17.12 of the QQI document Core Policies and Criteria for the Validation by QQI of

Programmes of Education and Training (2016). The Office of the Registrar is responsible for

documenting the approach to programme management, addressing programme board

membership and terms of reference, and transnational provision where relevant.

2.9: Completion of Proposed Programme Schedule

This section pertains to Section 10 and 11 of the Overall Template for Presenting an

Application. These two sections of the Overall Template for Presenting an Application

document the components of the programme at each stage through the completion of the

Proposed Programme Schedule Template for a Stage (Appendix 9.6). The template can be

completed by an Administrator designated to this task.

2.10: Evaluation Against the Validation Criteria

This is the final stage of the programme development process and refers to the evaluation of

the programme against the applicable validation policies and criteria. The draft document is

subject to a final Internal Panel Review (review group may include external representation if

deemed beneficial by the Office of the Registrar). The Internal Panel Review will meet with

the design team to provide feedback on the final programme document. This stage also requires

the completion of the evaluation template within the Overall Template for Presenting an

Application by the Quality Assurance Office in conjunction with the Office of the Registrar.

The final application document is submitted to the Academic Council for approval.

PHASE 3: VALIDATION OF PROPOSED PROGRAMME

3.1: Appoint Independent Panel

The Design Team completes the terms of reference for the validation of the proposed

programme, which must be agreed with QQI through the Office of the Registrar. The

Independent Evaluation Panel members must be confirmed at this point.






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3.2: Independent Panel Review

The final document is submitted to an independent panel for review. At this point the panel are

allocated sufficient time to review the documentation and complete the Independent

Programme Review Report. This will include the hosting of a site visit for the independent

panel. On completion of this process, the independent panel submit their report to the College

as provider. The Office of the Registrar, in consultation with the Design Team and relevant

staff, is required to provide a formal response to the Independent Programme Review Report.

This also includes an implementation plan.

3.3: Submit documents to QQI for Validation

Once the independent panel have agreed this, all the documents are then submitted to QQI for

validation.

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Appendix 9.1: Flowchart of the Programme Development and Approval Process

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Appendix 9.2: Preliminary Programme Proposal Form

Preliminary Programme Proposal Form

Required Information

Title

i.e., BA (Hons) in … / MA in … /

Academic Award

Indicate award level on the National Framework of

Qualifications (e.g. 7, 8, 9).

Duration

State how long the programme lasts; number of stages if

relevant.

Maximum intake into Stage 1

State approximately how many students can enter Stage 1

Target Learners

e.g., school-leavers, learners with pre-existing

qualifications, mature learners, international learners, etc.

Mode of delivery (full-time/part-

time/evening/other)

Placements Yes/No

Briefly outline the type of placement envisaged (max. 50

words)

General aims and brief synopsis of the

proposed programme (who is it for, what

is it for, what education/training needs

would be met by this programme)

Give a brief overview of the proposed programme. Address

specifically why this programme is needed and who it would

serve. Outline briefly where possible how this programme

would meet national, regional and/or local labour market

needs. (approx. 500-800 words).

Connection and relevance to existing

courses, College Graduate Attributes and

the Carlow College, St. Patrick’s

Strategic Plan, 2017 – 2021.

Address how this programme relates to other programmes

offered at Carlow College, St. Patrick’s; state how it would

meet College Graduate Attributes; outline how the proposed

programme is consistent with the College Strategic Plan.

Please cite relevant documents where appropriate. (approx.

500-800 words)

Examples of Other Similar Courses

Provide examples of similar competitor programmes,

particularly in the Southeast and Midlands regions.

If similar programmes exist, briefly state what is unique or

attractive about this particular proposed programme.

If no similar programmes exist, briefly state what need this

particular programme would meet.

Indicative reference to Knowledge, Skills

and Competencies

This section is indicative only. Please provide 4-5 indicative

points under knowledge, skills and competencies to give a

general sense of potential course outcomes.

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Possible key stakeholders

Identify any possible stakeholders that might need to be

consulted in the design and delivery of this programme.

Briefly state if there are existing relationships with these

stakeholders and the contexts that apply. (max. 500 words)

Possible support from or co-operation

with other educational institutions,

industry, government, professional

bodies, etc.

Briefly state if this proposed programme needs or would

garner support from other institutions or organisations, and

outline the nature of that support.

If there is already existing external support for the

introduction of this programme, please briefly give details.

Please indicate any external funding that might be relevant

and/or available.

(max 500 words)

Progression destinations and employment

opportunities for graduates

Provide examples of graduate destinations. Cite any relevant

supporting information if available

Evidence of market demand This is not expected to be comprehensive but to offer a clear

sense that the proposed programme addresses market

demands. The evidence for market demand should be

preliminary and briefly stated. It can be drawn from a variety

of sources, including: desk reviews, information gathered

through previous programme reviews, evidence gleaned

though College marketing operations, surveys, media

reports, HEA reports, reports from the Strategic

Development Committee, national and/or regional

educational/employment policies and/or initiatives, etc.

Detailed formal market research is not required at this stage.

(max 500 words)

Indicative teaching and learning

strategies (please cite any relevant

documents in support of your proposal)

Briefly state the type of teaching and learning strategies that

are envisaged (lectures, tutorials, blended learning, online,

practice, etc.).

Indicative assessment strategies (please

cite any relevant documents in support of

your proposal)

Briefly state the type of assessment strategies that are

envisaged (exams, assignments, dissertation).

Projected staffing requirements

State how many staff and in what areas will be required to

deliver this course. Please state whether this proposal will

require the hiring of new staff.

Physical resource requirements

State the physical requirements (i.e., lecture halls, tutorial

rooms, labs, IT room, etc.).

IT resource requirements

State what the IT requirements are. If these requirements are

not currently available in the College, please state what

would be required.

Administrative support

Please indicate any administrative supports required.

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Proposed programme management

Indicate how this programme is to be managed (e.g.,

programme director, programme board, programme

administrator). If this proposed programme is not subject to

current College programme management QA policies and

procedures, please indicate how and why.

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Appendix 9.3: Evaluation Criteria for Programme Proposal

Evaluation Criteria for Programme Proposal

Criterion Assessment Comment

Strategic Value (high-average-low)

Uniqueness of

Programme

(strengths/weaknesses)

(high-average-low)

Consistency with

College policy,

expertise and ethos

(high-average-low)

Resource implications (large-average-small)

Criterion Assessment Comment

Overall viability (high-average-low)

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Appendix 9.4: Module Headline Information Form

Module Headline Information Form15

Module title

Module NFQ level (only if an NFQ

level can be demonstrated)

Module number/reference

Parent programme(s) the plural arises

if there are embedded programmes to

be validated.

Stage of parent programme

Semester (semester1/semester2 if

applicable)

Module credit units (FET/HET/ECTS)

Module credit number of units

List the teaching and learning modes

Entry requirements (statement of

knowledge, skill and competence)

Pre-requisite module titles

Co-requisite module titles

Is this a capstone module? (Yes or No)

Specification of the qualifications

(academic, pedagogical and

professional/occupational) and

experience required of staff (staff

includes workplace personnel who are

responsible for learners such as

apprentices, trainees and learners in

clinical placements)

Maximum number of learners per

centre (or instance of the module)

Duration of the module

Average (over the duration of the

module) of the contact hours per week

(see * below)

Module-specific physical resources

and support required per centre (or

instance of the module)

15 Programme Validation Manual (2016) for Programmes of HET and Apprenticeships (FET and HET) (Pilot

Version, edition 2.15), section 6.1.1 (pp. 23-4).

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Analysis of required learning effort

(much of the remainder of this table must also be presented in the programme schedule—take

care to ensure consistency)

*Effort while in contact with staff

Classroom

and demon-

strations

Mentoring

and small-

group

tutoring

Other (specify)

Directed

e-

learning

(hours)

Independent

learning

(hours)

Other

hours

(specify)

Work-

based

learning

hours of

learning

effort

Total

effort

(hours)

Ho

urs

Min

imu

m r

ati

o

tea

cher

/lea

rner

Ho

urs

Min

imu

m r

ati

o

tea

cher

/lea

rner

Ho

urs

Min

imu

m r

ati

o

tea

cher

/lea

rner

Allocation of marks (within the module)

Co

ntin

uo

us a

ssessmen

t

Su

perv

ised

pro

ject

Pro

ctore

d p

ractica

l

exa

min

atio

n

Pro

ctore

d w

ritten

exa

min

atio

n Total

Percentage

contribution 100%

Page 64 of 473

Appendix 9.5: Module Descriptor Template

Module Descriptor Template16

Module Title

Module Code

Module status Mandatory/Elective

ECTS weighting

Semester/term taught

Pre-requisites

Co-requisites

Rationale for Inclusion

of the Module in the

Programme and its

Contribution to the

Overall IPLOs (6.1.4)

Information Provided

to Learners about the

Module (6.1.5)

Explain how the module is presented to learners (e.g. in promotional

material and in learner handbooks).

Module Coordinator

Specifications for

Module Staffing

Requirements (6.1.13)

Specify details on qualifications (professional, pedagogical and

academic).17

Module Aims and

Objectives (6.1.2)

Minimum Module

Learning Outcomes

(6.1.3)

On successful completion of this module, students should be able to:

1.

2.

3.

4.

5.

6.

Module Content,

Organisation and

Structure (6.1.6)

Briefly provide details of module syllabus.


Version, edition 2.15), section 6.1.2-6.1.15 (pp. 24-6). 17 Policies and Criteria for the Validation of Programmes of Education and Training (2016), section 17.6 (p. 34).

Page 65 of 473

Module Teaching and

Learning Strategy

(6.1.7)

Modules are programmes within programmes and should be

approached strategically. This section should set out the strategy and

should, among other things, justify the staff/learner ratios and modes of

teaching and learning (e.g., lectures, seminars, online, blended learning,

field trips, laboratories, practice-based, etc.).

Timetabling, Learner

Effort and Credit

(6.1.8)

Explain how the learner’s time is employed in the module’s activities,

this must include, for example, lectures (exact number of hours of

learning effort so 45 minutes is 0.75 hours), laboratory demonstrations,

time in work placement, etc.

In justifying the learner effort and credit allocation, it is necessary to

address the effort required by a learner to progress from the minimum

entry standard for the module (prior learning) to at least the MIMLOs.

Work-Based Learning

and Practice-Placement

(6.1.9)

Complete if applicable.

E-Learning (6.1.10) Complete if applicable.

Module Summative

Assessment Strategy

(6.1.14)

In setting out the strategy include an explanation of how assessment

tasks that form part of the strategy are classified using the following

standard categories as used in the programme schedule and module

summary:

• continuous assessment;

• supervised project;

• proctored practical examination;

• proctored written examination.

Indicate whether a component is formative or summative, along with

the duration of any examinations, word counts for essays or similar,

and the % weightings of components contributing to module mark and

grade.

Sample Assessment

Materials (6.1.15)

Reading Lists and

Other Information

Resources (6.1.12)

Module Physical

Resource Requirements

(6.1.11)

Supported physical resource requirements expressed as a ratio of

learners participating.18

18 Policies and Criteria for the Validation of Programmes of Education and Training (2016), section 17.7 (p. 34).

Page 66 of 473

Appendix 9.6: Proposed Programme Schedule Template for a Stage

19 Mandatory (M) or elective (E) 20 Work-based learning effort is not the number of hours in the workplace. For example, a person might spend 35 hours in the workplace as a trainee and this might involve 7 hours

of learning effort.

Name of Provider:

Programme Title

Award Title

Stage Exit Award Title3

Modes of Delivery (FT/PT):

Teaching and learning modalities

Award Class4 Award NFQ

level

Award EQF

Level

Stage (1, 2, 3, 4, …, or

Award Stage): Stage NFQ Level2

Stage EQF

Level2

Stage

Credit

(ECTS)

Date

Effective

ISCED

Subject

code

Module Title

(Up to 70 characters including spaces)

Semester no

where

applicable.

(Semester 1

or Semester2)

Module

Credit

Number5

Total Student Effort Module

(hours)

Allocation Of Marks (from the

module assessment strategy)

Status19

NFQ

Level1

where

specified

Credit

Units

To

tal H

ou

rs

Cla

ss (or e

qu

iv)

Co

nta

ct H

ou

rs

Dir

ecte

d e

-

learn

ing

Ho

urs o

f

Ind

ep

en

den

t

Lea

rn

ing

Wo

rk

-ba

sed

learn

ing

effo

rt

20

C.A

. %

Su

pervised

Pro

ject %

Procto

red

pra

ctica

l

dem

on

stra

tion

%

Procto

red

writte

n

exa

m %

HET

Credits

Example 1 1 M L 5 15

0 40 10 100 0 10 0 20 70

Special Regulations (Up to 280 characters)

Page 67 of 473

Appendix 10: Programme Review and Revalidation Process

Programme Review and Revalidation Process

The programme revalidation process relates to both undergraduate and postgraduate

programmes. It is essential to establish a Programme Review & Revalidation Design Team

(Appendix 11: Guidelines for the Establishment of Programme Design Teams). The process of

programme review and revalidation involves two distinct phases as outlined below.21

The following documents published by Quality and Qualifications Ireland (QQI)22 guide the

process:

• Core Policies and Criteria for the Validation by QQI of Programmes of Education and

Training (2016);

• Programme Review Manual 2016/2017 (December 2016); and

• Programme Validation Manual (2016) for Programmes of HET and Apprenticeships

(FET and HET) (Pilot Version, edition 2.15).

Although the programme review and revalidation process is led by the Design Team, the

Design Team will need to work with the relevant offices, auxiliary members and administrative

support of the College to complete the documentation for programme review and revalidation.

The Design Team is required to agree a schedule for completion of the process with the Office

of the Registrar.

PHASE 1: REVIEW OF EXISTING PROGRAMME

The first stage of programme revalidation is to complete the Template for the Provider’s

Programme Review Report (located in the QQI Programme Review Manual 2016/2017). This

involves the following steps:

1.1: Terms of Reference

The Design Team completes the terms of reference for the review process, which must be

agreed with QQI through the Office of the Registrar. The Independent Evaluation Panel

members will be confirmed at this point.

1.2: Documenting the existing programme (corresponds to Section 2 of Template:

‘Objectives and Strategy’)

This section is informed by the Strategic Plan 2017 – 2022 and quality assurance framework.

The overall profile of the programme is also documented, including reference to staff,

21 For a flowchart of the Programme Review and Revalidation Process see Appendix 10.1: Flowchart of the

Programme Review and Revalidation Process. 22 These documents produced by QQI can be found on the Staff Gateway in the folder titled ‘Quality Assurance’

and the sub-folder titled ‘Quality and Qualifications Ireland’ and sub-folder titled ‘Programme Development

Documents’.



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resources, learners and collaborators. The Design Team is required to demonstrate how the

programme objectives fit with the institutional strategies and co-existing programmes.

1.3: Baseline Qualitative and Quantitative Data (Information on the Previously Validated

Programme)

The Design Team, working with the relevant offices and administration of the College, collates

all qualitative and quantitative information on the existing programme (see Template for the

Provider’s Programme Review Report for details). It is important to note that comprehensive

analysis of this information is required to complete the template.

1.4: Programme Management and Evolution over the Past Five Years

This section draws on the data generated under the different elements of the programme

monitoring and review process. The mechanisms for programme management are required to

be outlined in detail.

1.5: Contemporary Evaluation of the Programme by Stakeholders

The purpose of this evaluation is to generate sufficient information to inform whether or not

modifications to the programme should be made (in anticipation of 5.2, Section 7 of the

Template for the Provider’s Programme Review Report). Such research is generally

quantitative and qualitative in nature and can be conducted through benchmarking (both

nationally and internationally), focus groups and/or questionnaires. The objective is to examine

the strengths, weaknesses, opportunities and threats relevant to the sustainability of the

programme over the long term.

The evaluation of the programme is a comprehensive process involving feedback from learners,

all relevant staff and external stakeholders. As part of this process, evaluations of the learner

environment and institutional resources central to the delivery of this programme must also be

carried out.

Student perspective: Part of the programme review process includes ensuring that the student

voice is represented. There are different approaches to capturing this representation (guided by

the most applicable to the programme under review):

• host a single meeting / focus group with a group of students;

• undertake a survey of student opinion; or

• involve one or more student representatives in the process at a time deemed appropriate.

External Stakeholders: As with the student voice, it is also important to seek the input of

external stakeholders when revising/developing the programme. This will involve establishing

who those stakeholders are and determining the most appropriate consultation mechanism. This

aspect of the process is overseen by the Office of the Registrar.

1.6: Analysis of the Programme in Light of the Findings

This section presents a total analysis of the findings in relation to the evaluation outcomes.

1.7: Revision of the Programme and Action Plan (see 5.2, Section 7 of the Template for the

Provider’s Programme Review Report)

Identify core changes that are to be made to the programme in light of the findings and develop

a plan of action for implementation.

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PHASE 2: REVISION OF THE PROGRAMME

This phase involves documenting of the modified programme drawing on the evidence

generated in Phase 1. The proposed modifications must be consistent with the Strategic Plan

2017 – 2022 of the College.

In order to submit a programme for revalidation, complete the Overall Template for Presenting

an Application. This template is supported by the document Core Policies and Criteria for the

Validation by QQI of Programmes of Education and Training (2016) which outlines the

supporting documentation required as part of an application for validation of a programme.

2.1: Document Programme Concept, Implementation Strategy, and its Interpretation of

QQI Awards Standards


data generated from the baseline qualitative and quantitative review (Phase 1.3) along with the

contemporary evaluation by relevant stakeholders (Phase 1.5) and the analysis of same, informs

the development of the programme concept and implementation strategy. This section is also

guided by the criteria outlined in Sections 17.3 and 17.7 of the QQI document Core Policies

and Criteria for the Validation by QQI of Programmes of Education and Training (2016).

The Design Team are also required at this stage to determine the core skills and generic

attributes relevant to the graduates of the overall programme.

Section 3 of the Overall Template for Presenting an Application involves utilising the data

generated from market research in Phase 1 to complete the following:

2.1.1: Identify Programme Concept and Rationale; and

2.1.2: Outline an Implementation Strategy (five-year plan).

2.2: Determine Educational and Training Objectives and Minimum Intended Programme

and Module Learning Outcomes


involves the development of the programme and module learning outcomes, and the

determination of the programme award level/levels in accordance with QQI standards. It is

informed by Section 17.2 of the document Core Policies and Criteria for the Validation by

QQI of Programmes of Education and Training (2016). The Design Team, in consultation with

the Teaching & Learning group are required to complete Sections 2.1 – 2.4; 2.6 – 2.7 of the

Overall Template for Presenting an Application, including the following:

• the stated programme aims and objectives;

• the determination of the award level; and

• the establishment of the minimum intended programme learning outcomes against QQI

criteria and comparable programmes.

2.3: Document Access, Transfer and Progression Procedures, Criteria and Arrangements

for the Programme


draws on Carlow College Admissions policies, procedures and criteria in relation to access,

transfer and progression (see Section 4.3.2, Quality Assurance Policy). The Design Team may

be required to liaise with Quality Assurance, Admissions and the Marketing Office in order to







Page 70 of 473

gather the relevant information. The Design Team will also have to complete the following in

order to complete Section 4 of the Overall Template for Presenting an Application:

• establish access, transfer and progression procedures (this will include identifying other

providers regarding access and progression pathways);

• cite and make available documents and promotional material;

• provide information about entry procedures and minimum entry requirements; and

• complete a draft Programme Handbook.

2.4: Finalise and Agree overall programme structure (corresponds to Section 5 of

Template: ‘Document the Written Curriculum’)


focus is to agree and finalise the overall programme structure, including the following: the

outline of the curriculum; the rationale for the curriculum structure; ECTS per module at each

stage; indicative timetable; integrated learning opportunities; teaching, learning and assessment

strategy; programme learning environment; placement details; programme monitoring and

proposed programme schedule.23 This section is informed by Section 17.11 of the document


Training (2016), which states that ‘learners on the programme are well-informed provided and

cared for’.

While the approach to developing the curriculum structure may differ from programme to

programme, it is recommended that the Design Team should facilitate meetings/workshops

with the relevant lecturing staff to determine the curriculum structure and agree the teaching,

learning and assessment strategy.

At this stage, it will be necessary to calculate the staffing resources required for the programme

curriculum. It is important for Quality Assurance purposes that this calculation is carried out

in advance of the writing of individual module descriptors (Stage 2.5). The responsibility for

this calculation lies with the Office of the Registrar and is informed by the Carlow College

Academic Workload Allocation Policy.

2.5: Complete Module Documentation

This section pertains to Section 6 of the Overall Template for Presenting an Application.

Section 6, which outlines in detail how each individual module descriptor should be completed.

The Office of the Registrar will agree with the Design Team a schedule for the submission,

review and approval of modules. The relevant lecturing staff will complete their individual

module descriptors within an agreed timeframe using the templates provided:

• Module Headline Information Form (Appendix 9.4);

• Module Descriptor Template (Appendix 9.5).

The individual modules must draw on the overall programme rationale, aims and objectives

along with the programme teaching, learning and assessment strategy. This approval of module

descriptors involves a two-step approach:

23 It should be noted that Section 5.12 of the Overall Template for Presenting an Application refers to the

completion of a proposed programme schedule. Such a schedule cannot be finalised until after the module

descriptors are completed and should instead be undertaken at Stage 2.9.



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(i) Individual module descriptors are sent to the Design Team for initial review/feedback.

All stages of the programme must be completed before they are sent to the Office of

the Registrar.

(ii) The Office of the Registrar reviews each module and ensures that each stage is coherent.

Further feedback may be given at this point and module descriptors amended.

Module approval process:

Lecturers complete Module Descriptors → Design Team reviews entirety of Stage 1 →

Feedback given to individual lecturers and emended where required → Module Descriptors

returned to Design Team for approval → Entirety of Stage 1 Module Descriptors sent to

Registrar’s Office for review → Feedback given to individual lecturers via Design Team and

emended where required → Module Descriptors returned to Registrar’s Office via Design

Team for final approval → Process repeated for each subsequent Stage until programme is

approved in its totality.

2.6: Document Programme Staff


part of the Template is to be completed by the Office of the Registrar. Academic staff already

on the programme are required to submit their curricula vitae to the Office of the Registrar.

2.7: Detail the Physical Resources Required

Section 8 of the Overall Template for Presenting an Application refers to the total physical

resources required to deliver the programme and draws on Section 17.7 of the document Core


(2016), which states that there must be ‘sufficient physical resources to implement the

programme as planned’. This involves generating information on the following:

• Premises (responsibility: Director of Operations);

• IT (responsibility: IT Department);

• Administration (responsibility: Assistant Registrar);

• Placement (responsibility: Registrar);

• Five-year plan regarding intake and associated costs (responsibility: Registrar /Director

of Operations);

• All entitlements relating to use of property (intellectual, premises, materials and

equipment) (responsibility: Director of Operations).

2.8: Programme Management


section refers to the management criteria required to deliver the programme and draws on

Section 17.12 of the QQI document Core Policies and Criteria for the Validation by QQI of

Programmes of Education and Training (2016). The Office of the Registrar is responsible for

documenting the approach to programme management, addressing programme board

membership and terms of reference, and transnational provision where relevant.

2.9: Completion of Proposed Programme Schedule

This section pertains to Section 10 and 11 of the Overall Template for Presenting an

Application. These two sections of the Overall Template for Presenting an Application






Page 72 of 473

document the components of the programme at each stage through the completion of the

Proposed Programme Schedule Template for a Stage (Appendix 9.6). The template can be

completed by an Administrator designated to this task.

2.10: Evaluation Against the Validation Criteria

This is the final stage of the programme development process and refers to the evaluation of

the programme against the applicable validation policies and criteria. The draft document is

subject to a final internal Quality Assurance review (review group may include external

representation if deemed beneficial by the Office of the Registrar). The internal review group

will meet with the design team to provide feedback on the final programme document. This

stage also requires the completion of the evaluation template within the Overall Template for

Presenting an Application by the Quality Assurance Office in conjunction with the Office of

the Registrar.

2.11: Independent Panel Review

The final document is submitted to an independent panel for review (see 5.3 of the Template

for the Provider’s Programme Review Report). As outlined earlier, the independent panel is

identified at the start of the programme review process. At this point the panel are allocated

sufficient time to review the documentation and complete the Independent Programme Review

Report. This will include the hosting of a site visit for the independent panel. On completion

of this process, the independent panel submit their report to the College as provider. The Office

of the Registrar, in consultation with the design team and relevant staff, is required to provide

a formal response to the Independent Programme Review report. This also includes an

implementation plan.

2.12: Submit documents to QQI for Revalidation

Once the independent panel have agreed this, all the documents are then submitted to QQI for

revalidation.

Page 73 of 473

Appendix 10.1: Flowchart of the Programme Review and Revalidation Process

Page 74 of 473

Appendix 11: Guidelines for the Establishment of Programme Design Teams

Guidelines for the Establishment of Programme Design Teams

This document outlines the process for establishing the Programme Design Team responsible

for programme review, revalidation and new programme proposals.

Purpose and remit of the Design Team

The Design Team is responsible for ensuring that the Overall Template for Presenting an

Application (for revalidation or new programme proposal) is completed in line with Carlow

College, St. Patrick’s quality assurance standards. The Design Team draws up a workplan to

determine the project objectives and assign specific tasks to each team member. Upon

completing the workplan, the Team will then create a timeline for programme development

and create a Project Milestone Report Template (Appendix 11.1). At this point the workplan

and the Project Milestones Report Template are submitted to the Office of the Registrar for

approval.

Establishing the Programme Review & Design Team

Programme Design Team Leader: The Programme Director will ordinarily take on the role of

project leader. In the case of new programme development, or in cases where there is no

Programme Director in situ, the Vice President for Academic Affairs / Registrar and the

Assistant Registrars should appoint a project leader. The project leader should ensure that each

of written sections of the Overall Template for Presenting an Application24 are completed prior

to the Internal Quality Assurance Review. This will involve working with the Project Team,

Office of the Registrar, the Director of Operations and the Quality Assurance Office.

Programme Design Team Members: The Programme Director, in consultation with the

Assistant Registrars, will identify the core members of the Design Team, who will then be

appointed by Office of the Registrar. The Design Team should be primarily comprised of

academic staff members with the relevant expertise in the envisaged subject disciplines.

Priority will be given to staff members with experience of programme design, where

applicable.

Advisors: The advisors should form part of the group’s advisory support (regardless of the

envisaged academic content) include:

• Vice-President for Academic Affairs / Registrar;

• The Assistant Registrars;

• Staff member with responsibility for Teaching, Learning and Assessment;

• Quality Assurance Officer;


Version, edition 2.15).

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• Director of Operations.

The advisors are not required to attend all Design Team meetings but will act in a supporting

role for the team. It is recommended that the auxiliary members attend the first meeting in order

to guide the process and draw attention to the relevant policies and procedures. Subsequently,

advisors can be invited to attend meetings as required.

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Appendix 11.1: Project Milestone Report Template

Project Milestone Report Template

ID Milestones to Date Due Date Responsible Status / Date Completed Issues / Comments

Page 77 of 473

Appendix 12: Learner Admission, Progression and Recognition Policy

TITLE: LEARNER ADMISSION, PROGRESSION AND RECOGNITION POLICY

Effective Date 06 March 2019 Version 03

Approved By Academic Council Date Approved 06 March 2019

Review Date 06 March 2022 or as

required


01 – Relevant Sections of the Quality Assurance

Handbook (2011)

02 – Learner Admission, Progression and

Recognition Policy (5 April 2017)

Office of the Registrar


The purpose of the Learner Admission, Progression and Recognition Policy is to ensure clarity,

transparency, accountability, efficacy and equity in relation to learner admission, progression

and recognition at Carlow College, St. Patrick’s (hereafter Carlow College).

Carlow College is committed to ensuring that pre-defined and published regulations are

consistently applied covering all phases of the student ‘life cycle’, e.g. student admission,

progression, recognition and certification.25 Moreover, the approved quality assurance policies

and procedures related to Learner Admission, Progression and Recognition conform to the

Policies and Criteria for the Validation of Programmes of Education and Training.26

2. Scope of Policy

This Policy is applicable to all learners seeking admission to programmes of education at

Carlow College leading to certified awards recognised under the National Framework of

Qualifications. Carlow College provides programmes of education leading to certified awards

at levels 6, 7, 8 and 9 on the National Framework of Qualifications (NFQ).

25 Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (Yerevan:

Ministerial Conference, May 2015), p. 10. 26 Policies and Criteria for the Validation of Programmes of Education and Training (Dublin: QQI, April

2016), pp. 32-3.

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3. Policy Statement

The principles and goals underlying the Learner Admission, Progression and Recognition

Policy are:

Admissions:

• to ensure that prospective learners are informed of the purpose, award level, structure,

curriculum, access, transfer, progression and related details of courses offered;

• to provide clarity, transparency, accountability, efficacy and equity in relation to

learner admission at Carlow College;

• to facilitate access to third level education by learners from a range of formal and

informal educational backgrounds;

and, to ensure that admitted learners:

• are at an appropriate stage in their learning development to be admitted to their

specified programmes of education;

• have appropriate recognition of education and training qualifications, periods of study

and prior learning, including the recognition of non-formal and informal learning;

• are assisted and supported in their introduction and transition to third level education;

• are sufficiently proficient in the English language to undertake the programme applied

for (see English Language Requirements for Admission to Carlow College, St.

Patrick’s).

Progression:

• to provide clarity, transparency, accountability, efficacy and equity in relation to

learner progression;

• to support progression and to facilitate mobility in third level education by learners.

Recognition:

• to provide clarity and equity in learner recognition;

• to provide all graduating, or otherwise leaving, students with a European Diploma

Supplement.

The College views the effective support of students in the transition to third level education as

an important aspect of the College’s duty of care to students and as key to student learning and

progression, particularly in their first year of studies. The academic support of students during

their time in College is held by the Office of the Registrar and is conducted by the Student

Services and Support Office in co-ordination with the Programme Director.


The Office of the Registrar and Vice President for Academic Affairs holds responsibility for

all matters, including Quality Assurance, in relation to Admissions, Progression and

Recognition. In this role, it is supported and the relevant College Committees. The Office

reports to the President, the Academic Council and the Board of Governors.

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The admissions function and process of the College is held by the Office of the Registrar and

is conducted through the Admissions Office. This include policies and procedures in relation

to the recognition of prior and experiential learning.

The assessment and progression function and process of the College is held by the Office of

the Registrar and is conducted through the Examinations and Results Office in collaboration

with the responsible Programme Boards.

The Award Function of the College is held by the Academic Council and validated by Quality

and Qualification Ireland (QQI). The operation of the function is held by the Office of the

Registrar.

5. Associated Documentation27

1. Admission Guidelines and Procedures for Dealing with Enquiries for Potential New

Entrants

2. Admission Guidelines and Procedures for New Entrants

3. Admission Guidelines and Procedures for Mature Applicants

4. Admission Guidelines and Procedures for Part-Time Learners

5. Admission Guidelines and Procedures for Recognition of Prior Learning

6. Admission Guidelines and Procedures for Internal / External Transfers and Advanced

Entry

7. Admission Guidelines and Procedures for Deferred Entry or Deferred Continuation of

Studies

8. Admission Guidelines and Procedures for U.S. Semester Study Abroad Applicants

9. Admission Guidelines and Procedures for Non-EEA Degree Programme Applicants

10. English Language Requirements for Admission to Carlow College, St. Patrick’s

11. Admission Guidelines and Procedures for Applicants with Disabilities and/or Learning

Differences

12. Evidence of Disabilities and/or Learning Differences Form

13. Guidelines and Procedures for Orientation and Induction of New and Continuing

Learners

14. Guidelines and Procedures for Withdrawal from Academic Programmes of Study

15. Carlow College, St. Patrick’s European Diploma Supplement Template


The Learner Admission, Progression and Recognition Policy is approved by the Academic

Council. The Teaching, Learning and Assessment Committee will monitor annually the

implementation of the Learner Admission, Progression, and Recognition Policy and provide a

report to the Vice President for Academic Affairs / Registrar. It will review the Learner,

Admission, Progression, and Recognition Policy at the direction of the Vice President for

Academic Affairs / Registrar, but at a minimum of every three years and provide a report with

27 To view the associated documentation for the Learner Admission, Progression and Recognition Policy, see

https://www.carlowcollege.ie/study-with-us/prospective-students/admissions-office/.

https://www.carlowcollege.ie/study-with-us/prospective-students/admissions-office/

Page 80 of 473

recommendations to the Vice President for Academic Affairs / Registrar and the Academic

Council.

Page 81 of 473

Appendix 12.1: Guidelines and Procedures for Orientation and Induction of New and

Continuing Learners

Guidelines for Orientation and Induction of New and Continuing Learners

Supporting the arrival and orientation of new and continuing learners is an important activity

in helping them settle into their studies and successfully progress through their academic

programmes at Carlow College, St. Patrick’s. Arrival and orientation take place over a short

period of time and assists learners with finding their way around college, beginning the process

of meeting new people and making friends, and settling into academic life. Induction takes

place over a longer period of time and is viewed as a process, rather than a single event, that

supports learners to become embedded into college life and study.

Orientation and induction activities should support and inform learners as they progress in,

through and out of each stage of their academic programme. Although the academic imperative

is at the heart of the process, it should not operate in isolation from other college functions

which offer support-related guidance and advice. Consequently, a holistic approach is adopted

where the orientation and induction of new and continuing learners is a collaborative initiative

led by the Head of Student Services between senior management, academic staff, student

support services, existing learners and the Students’ Union.

Orientation and Induction of New Learners:

• New learners attend a one-week comprehensive orientation programme in the week

prior to the commencement of programme lectures. The purpose of this week is to

provide learners with essential ‘need to know’ information about the College’s

structures, procedures and services which will assist them in their first weeks of study

and enable them to settle into college life.

• The orientation programme of activities seeks to ensure a balance between academic,

practical and social orientation while acknowledging the diversity of learner lives and

commitments.

• The orientation programme consists of the following:

o Welcome address by the President, Vice-President for Academic Affairs and

Registrar, and Programme Directors.

o Completion of the registration process and opportunities to resolve

administrative queries.

o Academic orientation and programme induction by Programme Director and

Academic Advisor.

o Opportunities for learners to meet their class group and learners in advanced

stages of their chosen programme.

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o Introductory lectures in two compulsory modules which begin to familiarise

learners with academic expectations and the role of the lecturer at higher

education.

o Opportunities to participate in social events such as lunches, coffee mornings,

tours and informal activities with college staff, other learners and Students’

Union.

o Information Technology sessions to introduce college IT systems to new

learners.

o Library tours and introductory talks to orientate learners to library and

information services.

o Introduction to the academic, personal and careers support services through

targeted workshops on transitions, future career and life plans, and assistive

technology and inclusive learning for school leavers, mature learners and

learners with disabilities/learning differences.

• Learners are provided with an induction pack of essential information which they can

refer to in the weeks after orientation. This also includes details of further academic and

social induction activities scheduled to take place during term one.

• Learners have an opportunity to provide feedback on their experiences through an

anonymous online ‘settling-in survey’ which informs the development of the

orientation and induction process.

Re-orientation of Continuing Learners

• Continuing learners in stages two, three and four of their programme attend a re-

orientation day in the week prior to the commencement of programme lectures.

• Each academic stage brings a different set of rules, regulations, skills and expectations.

Re-orientation takes place at the start of each new academic stage and its purpose is to

engage with learners as they progress through their academic programme.

• Re-orientation provides an opportunity to inform learners of any institutional changes

that have taken place and set out expectations for the new academic level. It also

reminds learners of the academic and personal supports available and allows learners

to reflect on the supports they may need in order to successfully progress.

• The re-orientation day consists of the following:

o Welcome back academic orientation and programme induction by Programme

Director and Academic Advisor.

o Completion of the registration process and opportunities to resolve

administrative queries.

o Opportunities for learners to socialise with their class group and learners in

advanced stages of their chosen programme.

o Information Technology sessions to re-familiarise learners with college IT

systems and any changes that have been introduced.

o Careers and employability workshop to support their programme level.

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o Opportunities to engage with student support services.

• Learners are provided with details of further academic and social induction activities

scheduled to take place during term one.

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Appendix 12.2: Admission Guidelines and Procedures for Recognition of Prior

Learning (RPL)

Admission Guidelines and Procedures for Recognition of Prior

Learning (RPL)

Carlow College, St. Patrick’s (hereafter Carlow College) explicitly encourages applications

from mature learners to its courses (as expressed in its promotional literature) and operates a

process for assessing existing qualifications and prior learning. In this regard, its policies of

admission are in accordance with those expressed by the QQI Policy Restatement: Policy and

Criteria for Access, Transfer and Progression in relation to Learners for Providers of Further

and Higher Education and Training (NQAI 2003, restated 2015). In particular, this College is

consistent with the principles expressed in the National Qualifications Framework that access

be provided to those learners who have in the past had limited access to education and training

programmes, including mature learners, people with disabilities, and minority groups, both

from Ireland and abroad.

What is RPL (Recognition of Prior Learning)?

The concept of lifelong learning indicates that learning should encompass the whole spectrum

of formal, non-formal and informal learning. Learning occurs in many contexts which include

work, involvement in social and community activities, or learning through life experience

generally. A major objective of the National Framework of Qualifications is to recognise all

learning achievements. Recognition is a process by which prior learning is given a value. It is

a means by which prior learning is formally identified, assessed and acknowledged.

RPL is a process by which value is given to previous learning, both certificated and

experiential. Prior learning may be acquired through:

• formal learning: programmes of education or training delivered by recognised

education and training providers that are assessed and can lead to awards;

• non-formal learning: learning activities undertaken in the workplace, voluntary sector,

community etc. that may be assessed but do not normally lead to certification; and

• informal/experiential learning: acquired through life and work experience. The learning

is unintentional and the learner may not recognise at the time that it is contributing to

their knowledge, skills and competence.

RPL is defined as ‘the process by which prior learning is given a value. It is the means by

which prior learning is formally identified, assessed and acknowledged’ (National

Qualifications Authority of Ireland, 2005). RPL encompasses and replaces the terms

‘Accreditation of Prior Certified Learning’ (APCL) and ‘Accreditation of Prior Experiential

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Learning’ (APEL) that have previously been associated with this practice. This more

participative, learner-centred approach, places an emphasis on direct engagement, rich learning

environments and supporting the construction of meaning by learners as they reflect on and

interrogate their own experiences and resulting learning.

RPL Context

Recognition of prior learning is a key policy area across Europe relating directly to the

establishment of two European Frameworks and the associated national frameworks. The

establishment of the European Qualifications Framework for Lifelong Learning and the

Bologna Framework for the European Higher Education Area both include RPL as a central

theme. In Ireland, the term RPL incorporates prior formal, non-formal and informal learning

which is to be validated in the context of a particular destination award on the National

Framework of Qualifications (NFQ).

National Strategy for Higher Education to 2030 Recommendation28

Develop clear routes of progression and transfer, as well as non-traditional entry routes, as

follows:

• Delivery of higher education in Ireland must be characterised by flexibility and

innovation;

• Undergraduate students should be encouraged to spend some time in a work or service

situation, and formally acknowledge such work through accreditation or inclusion in

the student’s European Diploma Supplement;

• Routes of progression should be flexible into, within and across higher education

institutions;

• A national framework for the recognition of prior learning (RPL) must be developed

and recognised by all higher education institutions.

Purpose of RPL

Where it is considered appropriate, RPL may be used to gain:

• entry to the first year of a programme;

• advanced entry to a programme;

• exemptions from programme modules, where learning outcomes have

demonstrably been achieved;

• transfer between programmes; and

• credit towards an award.

Objectives of RPL

To improve access to third level programmes at Carlow College particularly for applicants who

may not have previously considered third level education.

The following principles underpin this policy on the recognition of prior learning:

28 National Strategy for Higher Education to 2030 (Dublin: Department of Education and Skills, 2011).

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1. Programmes at Carlow College are accredited by QQI. These guidelines and procedures

are developed in compliance with the protocols and standards outlined in the QQI:

Assessment and Standards, Revised 2013, and the NQAI document: Principles and

Operational Guidelines for Recognition of Prior Learning in Further and Higher

Education and Training (2005).

2. Carlow College currently provides opportunities for mature student access, transfer and

progression; these guidelines and procedures do not seek to replace any of the existing

opportunities for applicants, but rather to enhance the mechanisms available to

applicants.

3. In applying RPL, Carlow College will ensure that the academic standards as defined by

QQI and the integrity of the awards made by QQI, are rigorously protected.

4. Decisions regarding the recognition of prior learning are made based on the

judgement(s) of academic staff who are competent to make these decisions.

5. The onus is on each applicant to provide all of the necessary information and

documentation required in order for a judgement to be made. The final decision will be

based on the evidence provided.

6. Carlow College will endeavour to ensure that the decision process is at all times fair,

consistent and transparent.

7. Carlow College will provide clear and accessible information and guidelines regarding

the RPL process (see below).

8. Where parameters of limitations exist in the amount of learning which can be

recognised, this will be explicitly stated.

9. Where prior learning is accredited by Carlow College, this will be clearly stated on the

students’ transcripts, judgement sheets, Diploma Supplement, etc.

10. The prior learning must be such that it satisfies the learning outcomes associated with

the module from which exemption is sought.

11. Carlow College will not give credit for the same learning twice regardless of whether

the learning is from within the College or outside the College.

12. The maximum number of credits available under RPL for each programme of study is

50% of the credits for the programme which includes all prior certificated and

experiential learning. The minimum number of credits awarded is 5. Certification of

learning/experience which could permit credits outside of these limits would require

Academic Council approval.

13. The applicant will have the right to appeal as detailed below.

Application Information

Applications should complete the Initial RPL Application Form (Appendix 1.1) and submit

it to the Office of the Registrar. The Office of the Registrar will respond providing details of

the relevant programme and module learning outcomes to applicants. They will be advised of

the modules for which RPL exemptions can be applied. The applicant should then submit a

full formal application, utilising the Full RPL Application Form (Appendix 1.2), detailing

the RPL exemptions they are applying for. Applicants for RPL will be required to submit all

relevant syllabi and other supporting documentation with their application. Applications for

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exemptions on RPL will be considered on an individual case-by-case basis by the Office of the

Registrar.

Assessment Guidelines

An applicant may have their assessment based on any one or a combination of the following

depending on the prospective applicant and the programme for which they are applying:

a) attendance at interview;

b) submission of a portfolio of evidence of learning to include a CV, written application,

supporting statements from employers, publications, etc. The College does not

generally offer personal advice/counselling in the preparation of portfolios/CVs etc.;

and

c) by undertaking an appropriate assessment test.

Assessment will be undertaken by staff who are qualified and competent. These staff will be

appointed by the Office of the Registrar on a case by case basis. In all cases these will include

the relevant Programme Director. The following assessment criteria will be used to evaluate

the prior learning submitted by the candidate:

a) Validity

b) Currency

c) Relevance

d) Sufficiency

e) Authenticity

Applicants who provide false information will be deemed to have disqualified themselves from

consideration.

Award of Credit

Specific Credit may be granted where the learning outcomes match the learning outcomes of

the Carlow College module. General Credit may be awarded where the prior learning is not

directly equivalent to specific learning outcomes of the Carlow College programme but is

relevant to the programme learning outcomes. A limited number of credits would be available

in this case.

RPL is a complex process requiring a high degree of academic judgement in order to protect

academic standards. The determination of the outcome of the application for prior certificated

or experiential learning is the responsibility of the Registrar. The Registrar will be guided by

the academic staff within the relevant Programme who are competent to advise on such matters.

Normally exemptions will be awarded for RPL. However, where the module contributes to an

overall award a grade will be provided. Where a grade cannot be provided for modules which

contribute to the overall award, the candidate will be advised that an exemption may be

awarded instead. In the case where a candidate chooses to take an exemption in place of

enrolling for the module, the candidate will be advised that the acceptance of an exemption, in

this instance, will result in an unclassified overall award. This means that the candidate’s final

degree award will have a grade of PASS. It will not be possible to award an honours’

classification.

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Carlow College will record any exemptions awarded on the student’s record and all

application documentation and any other relevant material will be retained for the College

records.

Appeals Procedures

1. Strategies for Implementation of Recognition of Prior Learning Appeal

Procedures

The purpose of these procedures is to set out the standards for informally and formally

resolving appeals regarding recognition of prior learning.

2. Detailed Steps, Procedures and Actions

2.1 Informal Resolution

Disputes can frequently be resolved, without taking a formal appeal. Before using a

formal appeal procedure, students should discuss any disputed recognition of prior

learning with the relevant Programme Director. Students may be accompanied by

another person from within the College during these discussions.

2.2 Student Assistance

A student may seek assistance and advice from the College Counselling Service,

academic staff, and/or Student Services, in preparing an appeal.

2.3 Grounds for an Appeal

An appeal may be considered if:

i) previous study meets requirements for advanced standing;

ii) competencies are able to be demonstrated;

iii) the maximum amount of advanced standing has not already been

granted;

iv) previous study was completed no more than seven years ago.

2.4 Formal Appeal Procedures

2.4.1 A student who wishes to appeal shall do so, in writing within ten

working days of notification, to the Registrar.

2.4.2 On receipt of the appeal Registrar shall:

i) Acknowledge receipt of the appeal in a timely manner;

ii) Refer the matter to two Programme Directors who have not been

involved in the decision, a member of the relevant Programme

Board, and the Student’s Union representative on the Academic

Council, and seek a determination from them whether to uphold

or dismiss the appeal. Their decision shall be final;

iii) Notify the student, in writing, of the decision within ten working

days of acknowledgement.

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Appendix 13: Template for Programme Board Monitoring Report (PBMR)

Template for Programme Board Monitoring Report (PBMR)

All Programme Board Monitoring Reports (PBMRs) drafted at Carlow College St Patrick’s

should follow the template outlined below (italicised instructions should be discarded by the

Programme Director drafting the report). All monitoring reports should be written using the

following conventions: Time New Roman (font style); 12 point (font size); single-spaced (line

spacing); 0 point (paragraph spacing before); 8 point (paragraph spacing after); heading

should be provided in bold; headings / paragraphs should be numbered sequentially.

1. Cover Letter

PBMR should contain the official cover letter, which will provide the following information

(see template below):

• Academic Year

• Name of the Programme Director

• Date the report was presented to the Programme Board for review

• Date the report was submitted to the Registrar’s Office

• Name of the report and associated documentation

2. Executive Summary

This section should summarise the main data points contained within this report and briefly

highlight initiatives being developed to respond to these data points.

Material used in the compilation of the report

All monitoring reports should clearly list the quantitative and qualitative material used in

compiling programme reports. Please specify the names of any associated documents named

in this section and provide complete documentation as an appendix to the report.

3. Programme Management and Quality Assurance

Members of the Programme Board

Please list every member of the programme board providing academic level of qualification.

Dates of Programme Board Meetings

List the dates of Programme Board Meetings and all programme specific staff meetings.

Details of Programme-specific Quality Assurance Procedures

Outline quality systems and processes to enable the achievement of the programme objectives

(including staffing requirements). Make reference to any changes to Quality Assurance systems

and procedures. If significant policy decisions are discussed and / or reached, then email or

written correspondences should be retained and included as an appendix to the report.

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Academic Advisor Reports

The primary role of the Academic Advisor is that of clarification and explanation, and may

deal with any academic matter ranging from explaining different aspects of the curriculum to

what is involved in making elective choices. This section should provide feedback from

Academic Advisors as they relate to the effectiveness of the programme systems to ensure that

they are effective and fit-for-purpose.

Academic Resource Office (Mandatory)

This section should provide a statistical breakdown of the students availing of the services

offered by the Academic Resource Office. Three times throughout the academic year the

Academic Resource Officer will complete a Referral Monitoring Report and send these

reporting and monitoring documents to the relevant Academic Advisor with a copy to the

Programme Director (PD) charting the issues presented by those who self-refer. These reports

will be important for PDs to analyse whether there are any potential gaps at lecture or tutorial

level on their programme. Moreover, the reports will enable PDs to consult with programme

board staff and the Academic Resource Office about new initiatives or changes that may need

to be introduced.

4. Student Numbers and Programme

Please provide the student profile of the students registered on your programme using the

following criteria:

a) Number of Applicants

b) Undergraduate / Postgraduate Student Numbers (broken down by stage)

c) Enrolled Student Profile

i. Age at enrolment

ii. Gender

iii. Nationality

iv. CAO points / (SAT scores if available)

v. English Language Proficiency (if applicable)

vi. Qualifications at entry

vii. Educational Background

viii. Professional Experience

ix. Employment Status

d) Attrition, transfer, progression, deferral and completion rates

Provide details on each one of the above. The Admissions Office will provide each Programme

Director these data points no later than 1 September.

5. Staff Feedback on the Programme

Staff feedback is an important part of the monitoring process. Please provide an evaluation of

feedback using the annual staff survey.

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6. Student Feedback

Student feedback is an important component in the monitoring of academic programmes. As

such, each programme should conduct annual quality assurance surveys to ensure that

programme systems are effective and fit-for-purpose.

Student feedback should include:

a) student feedback brought to programme board meetings by class representatives

b) feedback received End of Year Programme Evaluation Form

c) Graduate Survey

d) Teaching Effectiveness Feedback

Student Complaints

This section should provide details about any formal complaints about the programme and

actions taken.

7. Teaching, Learning and Assessment

Drawing on student and staff feedback where applicable, provide an analysis of Teaching and

Learning strategies and their effectiveness (e.g., VLE, Turnitin, Classroom teaching strategies

and techniques, approaches to learning and assessment).

This section should also examine student assessment using the following criteria:

a) Learner Achievement of Learning Outcomes

b) Examination Statistics (pass and fail rates by module and programme)

c) Breakdown and analysis of grades (Provide a detailed overview and analysis of grades

on a stage by stage basis and identify trends).

d) External Examiner Reports

e) Staff Feedback on the External Examiner Reports

f) Continuous Assessment: Essay Submission Statistics

g) Continuous Assessment: Essay Corrections System

h) Continuous Assessment: Tutorials and Attendance

i) Appeals

8. Learning Environment

Evaluate the physical facilities and resources for the provision of the programme.

9. Statistics and Feedback from Practice Placement Coordinators (where applicable)

This section is mandatory for all programmes that have a practice placement element. All

practice placement coordinators should provide statistics of the learners participating in a

practice placement experience (e.g. number of students; geographic location of practice

placement experience; type of third party or industry of the practice placement experience). In

addition to the statistical data, Practice Placement Coordinators should provide feedback on

the effectiveness of the practice placement experience and any issues arising from this

feedback.

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9. Actions at the Programme Level

An important component of the ‘Programme Board Monitoring Report’ is the reviewing and

acting upon the data and feedback collected throughout the academic year. Identify actions

that need to be taken in the light of the data and feedback gathered.

This section should also include amendments to the programme since most recent validation.

This section should also detail any issues raised at the Programme Board that were referred

to the Office of the Registrar and/or Academic Council for further consideration; it should also

specify the outcome of the preferred issue taken.

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Appendix 13.1: Cover Letter to the Programme Board Monitoring Report (PBMR)

PROGRAMME TITLE:

Academic Year Date Presented

to Programme

Board

Programme

Director

Date Submitted

to Office of the

Registrar

Documents Programme Monitoring Report

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Appendix 14: Template for the Cross-Programme Review Report (CBRR)

Template for the Cross-Programme Review Report (CPRR)

The Cross-Programme Review Report (CPRR) drafted at Carlow College, St Patrick’s should

follow the template outlined below (italicised instructions should be discarded by the draftee

of the report). All monitoring reports should be written using the following conventions: Time

New Roman (font style); 12 point (font size); single-spaced (line spacing); 0 point (paragraph

spacing before); 8 point (paragraph spacing after); heading should be provided in bold;

headings / paragraphs should be numbered sequentially.

Cover Letter (Mandatory)

The CPRR should contain the official cover letter, which will provide the following information

(see template below):

• Academic Year

• Name of the person who drafted the report

• Name of the Registrar

• Date approved by the Academic Council

• Date approved by the Management Board

• Name of the report and associated documentation

Programmes and Programme Directors (Year)

Please list every programme detailed in the CPRR and its corresponding chair, providing

academic qualifications.

Consultation Process

List the consultation process leading up to the drafting and publication of the CPRR.

Material used in the compilation of the report

All monitoring reports should clearly list the quantitative and qualitative material used in

compiling programme reports (much of this material will be contained as an appendix to the

CPRR). If significant policy decisions are discussed and / or reached, then email or written

correspondences should be retained and included as an appendix to the report.

Executive Summary

This section should summarise the main data points contained within each of the Programme

Board Monitoring Reports (PBMRs) and identify actions that need to be taken to respond to

these data points. This executive summary will contain both analysis and the action taken

responding to the data and feedback.

Associated Documentation (where applicable)

Please specify the names of those associated documents in this section and provide complete

documentation as an appendix to the report. This will include each of the PBMRs submitted by

the chairs of each academic programme.

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Appendix 14.1: Cover Letter to the Cross-Programme Review Report (CPRR)

TITLE: CROSS-PROGRAMME REVIEW REPORT

Academic Year Date Approved

by Academic

Council

Draftee of Report Date Approved

by Management

Board

Registrar

Documents Cross-Programme Review Report

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Appendix 15: Teaching Effectiveness Questionnaire

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Appendix 16: Annual Programme Evaluation Form

Annual Programme Evaluation Form

Carlow College

BA & BA (Hons) Applied Social Studies (Professional Social)

Year (e.g. ‘Starting Second Year’):

Please rate the following. Tick whichever applies.

1. The choice of Modules very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

2. The manner of teaching and facilitation very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

3. Assessment methods (exams, essays etc.) very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

4. Lecturer feedback and support very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

5. Library Resources very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

6. Administrative Assistance very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

7. Career Guidance very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

8. Placement (if applicable to you) very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

Please take some time to explain more fully what you particularly liked about the Applied Social

Studies (Professional Social Care) Programme

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________

Do you have suggestions for ways we might improve the Applied Social Studies (Professional Social

Care)? (This will help us in our regular review of programmes)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________

(Please continue over the page if needed)

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Carlow College

BA (Hons) Social, Political and Community Studies










8. Placement (if applicable to you) very satisfactory [ ] satisfactory [ ] not satisfactory [ ]

Please take some time to explain more fully what you particularly liked about the Social, Political and

Community Studies Programme

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________

Do you have suggestions for ways we might improve the Social, Political and Community Studies

Programme? (This will help us in our regular review of programmes)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________


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Carlow College

BA (Hons) English and History










Please take some time to explain more fully what you particularly liked about the English and History

Programme.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________

Do you have suggestions for ways we might improve the English and History Programme? (This will help

us in our regular review of programmes)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________


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Carlow College

BA Humanities and BA (Hons) Arts & Humanities










Please take some time to explain more fully what you particularly liked about the Arts & Humanities

Programme.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________

Do you have suggestions for ways we might improve the Arts & Humanities Programme? (This will help

us in our regular review of programmes)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________


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MA (Leadership in Therapeutic Child & Social Care) Course Year 1

[Year]

Student Evaluation Form

Advanced Child & Social Care

Philosophy and Ethics

Professional Workshop

Experiential Workshop

What worked well?

What could work differently or better?

What worked well?


What worked well?


What worked well?


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The course overall

Signed: ____________________________________

Date: ___________________

What worked well?


Any other thoughts or comments?

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Appendix 17: Graduate Survey

Graduate Survey

Page 1: Graduate Details

1. Name

2. Age Group

19-23 23-25 25-35 35-45 45-65 over 65

3. Gender

Female Male Other

4. Mobile

5. Email

6. Which programme did you complete at Carlow College, St Patrick’s?

B.A. in Arts & Humanities

B.A. (Honours) in Arts & Humanities

B.A. (Honours) in English & History

B.A in Applied Social Studies (Professional Social Care)

B.A. (Honours) in Applied Social Studies (Professional Social Care)

B.A. (Honours) in Social, Political & Community Studies

M.A. in Leadership in Therapeutic Child and Social Care

7. Level of award obtained at Carlow College, St. Patrick's

Level 6 1.1 2.1 2.2 Pass

Level 7 1.1 2.1 2.2 Pass

Level 8 1.1 2.1 2.2 Pass

Page 2: Current Activity/Occupation

8. How would you describe your main activity on 31 March 20##?

• Working full-time

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• Working part-time

• Engaged in full-time studying/training

• Unemployed and looking for work

• Due to start work within the next 3 months

• Working part-time and due to start further study within the next year

• Working full-time and due to start further study within the next year

9. What is your job title?

Only answer this question if the following conditions are met: you answered ‘Working Fulltime’, ‘Working

part-time’ or ‘Due to start work within the next 3 months’ at Question 7.

10. What is your main occupation e.g. Management, Education, Social Care, Professional etc.?

11. What is the name of your company/organisation/institution etc.?

12. Where is your company/organisation/institution (or other) located?

13. What is the main sector of activity of your company/organisation/institution etc.?

• Arts, Culture, Heritage

• Education

• Libraries & Archives

• Marketing/Public relation

• Human Health & Social Care

• Media

• Information Technology & Communications

• Non-Profit/Community organisation

• Other (please specify)

Page 3: Further Study or Training

14. Where is the location of the institution in which you are studying?

Only answer this question if the following conditions are met: you answered ‘Engaged in full-time further

study or training’ or ‘Engaged in part-time further study or training’ at Question 7.

• If Ireland (Incl. Northern Ireland), please state which country

• If Overseas, please state which country

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15. What is the name of the institution where your course is being pursued?



16. What is the title of the course you are pursuing?

Only answer this question if the following conditions are met:

you answered ‘Engaged in full-time further study or training’ or ‘Engaged in part-time further study or

training’ at Question 7.

17. What is the duration of your course of study?



18. What is your main motivation for undertaking this further study course?



• Professional requirement

• Career development


Page 4: Your Studies at Carlow College, St Patrick's

19. How relevant is your area of study to your job?

Only answer this question if the following conditions are met:

you answered, ‘Working full-time’, ‘Working part-time’ or ‘Due to start work with the next 3 months’ at

Question 7.

Very Irrelevant Irrelevant

Neither irrelevant or

relevant Relevant Very relevant Don't know

20. Please rate the relevance of your level of study (e.g. Level 7, Level 8, Masters etc.) to your job on a scale of 1-

5 where 1 is very irrelevant and 5 is very relevant:

Very Irrelevant Irrelevant

Neither irrelevant or

relevant Relevant Very relevant Don't know

21. Did you need the qualification you recently obtained to get the job?

Only answer this question if the following conditions are met: you answered ‘Working full-time’, ‘Working

part-time’ or ‘Due to start work with the next 3 months’ at Question 7.

• Yes, the level was a formal requirement

• Yes, the subjects I studied were a formal requirements

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• Yes, both the level of qualification and the subjects I studied were a formal requirements

• Yes, while the qualification was not a formal requirement, it gave me an advantage

• No, the qualification was not required

• No, I was already in the job when I received the qualification

22. How did you first find out about the job?

Only answer this question if the following conditions are met: you answered ‘Working full-time’, ‘Working

part-time’ or ‘Due to start work with the next 3 months’ at Question 7.

• Careers Office

• Another institution's website/source

• Media e.g. newspaper

• Personal contacts

• Social Media

• Employer/agency website


Page 5: Experience of Carlow College, St. Patrick's

23. If you were able to choose again whether or not to do the [name course here] course leading you to the

qualification you obtained at Carlow College, St Patrick's, how likely or unlikely is it that you would study...?

Very likely Likely Neither likely or unlikely Unlikely Very likely

The same

qualification

The same area

of study

A different area

of study

Other (please specify)

24. Looking back, what could have been included in your course to further enhance your employability? What

aspects of your course most enhanced your employability?

25. Looking back, what could have been included in your course to prepare you better for further study? e.g.

placement, employer presentations, careers talks etc.? What aspects of your course best prepared you for

further study?

26. Would you recommend Carlow College, St. Patrick’s to prospective students?

Page 117 of 473

Appendix 18: Appointment of External Examiners Policy

TITLE: APPOINTMENT OF EXTERNAL EXAMINERS POLICY


Approved By Academic Council Date Approved 7 June 2017


required


Appointment of External Examiners – Policies

and Procedures (2011)



Carlow College, St. Patrick’s (hereafter Carlow College) is committed to external examining

procedures that support public confidence in our academic qualifications. Appointing

appropriate, independent, impartial, and highly-qualified external examiners is a vital element

in those procedures. The aim of this Policy is to ensure a transparent, effective and consistent

procedure for the appointment of external examiners to the academic programmes delivered by

Carlow College.

This Policy will replace Appointment of External Examiners – Policies and Procedures (2011)

and draws upon guidelines and procedures outlined in the Quality and Qualifications Ireland

(QQI) documents Assessments and Standards, (Revised 2013), Effective Practice Guidelines

for External Examining (Rev. February 2015) and Quality Assuring Assessment Guidelines for

Providers (Rev. 2013). It has also been informed by Standards and Guidelines for Quality

Assurance in the European Higher Education Area (May 2015), pp. 15 – 16.

2. Definitions

External examiner: An external examiner is an independent expert who is a member of the

broader community of practice within the programme’s field of learning and whose

accomplishments attest to his/her likelihood of having the authority necessary to fulfil the

responsibilities of the role.29

29Effective Practice Guidelines for External Examining, (Dublin: Quality and Qualifications Ireland, 2015), p.

10.

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3. Scope of Policy

This policy applies to the external examining of QQI approved programmes and modules

currently delivered by Carlow College.

4. Policy Statement

External examiners are appointed to all taught programmes at Carlow College in order to report

on and monitor the quality of the content, organisation and assessment of these programmes.

Their role is also to ensure that the education provided by Carlow College programmes is

benchmarked to that of comparable higher education institutions and universities.

The number of external examiners is determined by the needs of each programme and should

ensure that both the overall programme and the core individual disciplines within each

programme are adequately covered. When a programme has a number of examiners with

specialist subject expertise, one of these examiners will be additionally asked to act as examiner

for the programme.

Carlow College gives careful consideration to the appointment of eminent research-active

external examiners who add value by virtue of their academic standing. These examiners are

usually attached to a third level institution and in addition to having subject matter expertise,

should also have experience of delivering similar programmes and knowledge of teaching,

learning and assessment best practice. In some cases, particular in the more practice-based

subjects, external examiners may be drawn from the appropriate professions, provided they

have the necessary expertise in degree awarding standards and student achievement. In

addition, the external examiners must be available to fulfil their duties and produce their reports

at the appropriate times (see Appendix 1: Guidelines on the Duties and Responsibilities of

External Examiners and Appendix 2: Template for External Examiner Report).

External examiners must be demonstrably independent of Carlow College and are required to

declare any actual or perceived conflict of interest before agreeing to their nomination. The

following will automatically render a candidate ineligible for appointment:

a) He/she teaches on the programme of study to which he/she is being considered for

appointment.

b) He/she holds a teaching or other appointment of the College or has held such an

appointment within ten years prior to the date of commencement of the proposed

appointment.

c) He/she is a close relative of a member of staff of the College.

d) He/she has served as External Examiner for the same programme for any period in the

previous four years.

The external examiners’ functions are of critical importance to the reputation of Carlow

College and the procedure for their appointment involves the whole academic community. The

following procedure is in place:

a) The Registrar seeks nominations for the position of External Examiner from the Chair

of the relevant Programme Board.

b) The Chair of the Programme Board consults with the academic staff on the Programme

seeking suitable nominations. These nominations should be submitted in writing and

should outline the suitability of the proposed examiner. The Chair will review the

nominations with regard to the criteria for appointment.

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c) The Chair of the Programme Board then reports to the Registrar on the nominations

made. The Registrar may suggest alternative names for nomination if he/she decides it

is necessary to do so.

d) The Programme Chair or the Registrar then consults with the person proposed for

nomination, without commitment, to seek his or her consent and availability to act

as External Examiner.

e) Nominations for the appointment are submitted to the Academic Council by the

Registrar.

Following approval by the Academic Council, the Registrar issues a letter of appointment to

the External Examiner specifying the following:

• Guidelines on the duties and responsibilities of the External Examiner

• Term of office

• Conflict of interest declaration

• Programme schedule and module descriptors

• QQI Assessment and Standards (2013)

• Carlow College Teaching, Learning and Assessment Strategies (2017).

• College Prospectus and Student Handbooks

• External Examiners reporting arrangements and requirements

• External Examiners Report Form

• Termination of contract procedures

An external examiner’s term of appointment is sufficiently long to allow him or her to assess

trends, and sufficiently short to provide diversity and maintain the required level of

independence. Therefore, the appointment of external examiners is normally for a period of

three years and commences from 1 October. In exceptional cases, the appointment may be

extended by one further year. In this case the circumstances shall be advised to the Academic

Council prior to the proposed extension taking effect.


The Registrar maintains a register of External Examiners’ appointments and period of tenure.

He/she will notify the relevant Programme Director when an external examiner is within six

months of completion of their term of office.

The Programme Director will consult with academic staff on the programme and request

nominations. These nominations will then be reported to the Registrar.

The Registrar will submit those nominations and/or his/her own nominations to Academic

Council.

Academic Council will approve the nomination of the external examiner.


• Appendix 1: Guidelines on the Duties and Responsibilities of External Examiners

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• Appendix 2: Template for the External Examiner Report


The Teaching, Learning and Assessment Committee will monitor the implementation of the

Policy on the Appointment of External Examiners annually and provide a report to the Vice

President for Academic Affairs / Registrar. It will review the Policy at the direction of the Vice

President for Academic Affairs / Registrar, but at a minimum of every three years and provide

a report with recommendations to the Vice President for Academic Affairs / Registrar and the

Academic Council.

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Appendix 18.1: Guidelines on the Duties and Responsibilities of External Examiners

The Quality and Qualifications Ireland (QQI) document Effective Practice Guidelines for

External Examining (Rev. 2015) defines the main functions of the external examiner as

follows:

(a) Review the appropriateness of the minimum intended programme learning outcomes

(i.e. the programme’s basic educational goal), and other programme objectives. These

should accord with the relevant awards standards and any other standards the

programme is designed to satisfy, e.g. professional standards.

(b) Probe the actual attainment of learners (actual programme learning outcomes) using

information agreed with and supplied by the provider.

(c) Compare and contrast both the minimum intended programme learning outcomes and

the actual attainment of learners with the relevant awards standards, with the National

Framework of Qualifications, and with corresponding data from other programmes in

the same discipline in other higher education institutions in Ireland and beyond.

(d) Determine whether or not the applied procedures for assessment are valid, reliable, fair

and consistent

(e) Review the appropriateness of the programme assessment strategy and the assessment

procedures and, flowing from this, consider subsidiary module assessment strategies.

(f) Review key assessment tasks prior to their assignment in light of the programme and

module assessment strategies and learners’ prerequisite (prior) learning. Where key

tasks include key continuous assessment tasks, it might not be feasible to review them

prior to assignment, but they should still be reviewed by the external examiner.

(g) Report findings and recommendations to the provider.

In order to facilitate the external examiner in carrying out these duties, Carlow College

undertakes to:

• Ensure that the external examiner is provided with all relevant programme and module

descriptors outlining learning outcomes and assessment strategies.

• Ensure that the external examiner has access to the relevant QQI documentation on

Assessment and Standards.

• Ensure that the external examiner is provided with all relevant assessment criteria and

rubrics.

• Ensure that the external examiner is sent details of key assessment tasks, in particular,

examination papers (and their associated marking schemes), to review before the

assignment is set.

• Ensure that the external examiner is given access to the full range of assessed material

and statistics relating to same as well as sufficient samples of work achieving high,

middle and low grades.

• Facilitate the examiner on his/her visit to the College and attendance at the QQI

External Exam Board meeting.

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• Ensure that the findings and recommendations of the external examiner are

systematically addressed by the college’s quality assurance system and are considered

as important inputs into programme’s quality assurance cycles and related processes.

Newly appointed external examiners will additionally be provided with:

• Carlow College policies relating to external examining, assessment, plagiarism etc.

• Carlow College, St Patrick’s Strategic Plan with mission and context of the college.

• Copies of recent external examiner reports for the programme and/or discipline.

Carlow College determines the number of external examiners by the needs of each programme

and the number of individual disciplines covered by each programme. When a programme has

a number of examiners with specialist subject expertise, one of these examiners will be

additionally asked to act as examiner for the programme.

The Report of the External Examiner

The external examiner is required to provide both verbal and written feedback using formal

and informal channels of communication. The VP for Academic Affairs and Registrar is the

principal point of contact and should, in the first instance oversee the induction of new external

examiners. Comments and recommendations arising out of the review of assessment

components, primarily exam papers, should be communicated to the VPA.

It is useful for external examiners to meet with Programme Directors when they visit the

college to view student assessments in situ. Meetings with individual lecturers can also be

arranged at this time and it is envisaged that informal meetings of this kind may also follow

the External Exam Board meeting.

External examiners are expected to attend the External Exam Board meeting and deliver a

verbal report on their findings.

Formal feedback, in the format of a written report, constitutes the official record. The external

examiners are asked to submit this report within three weeks of the External Exam Board

meeting and to follow the Carlow College Template for External Examiners’ Reports.

External examiners’ reports are securely retained by Carlow College and contribute to both

quality assurance/enhancement and institutional research activities. Recommendations of the

external examiner are discussed at the September meeting of the relevant programme board.

Responses and actions taken are recorded in the annual Programme Monitoring Reports by the

Programme Director. The external examiner is provided with a timely, considered response to

his/her comments and recommendations, including information on any actions taken by the

programme.

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Appendix 18.2: Templates for the External Examiner Report Form

EXTERNAL EXAMINER REPORT FORM (Programme)

Part 1: Examiner and Programme Details (To be completed by Carlow

College, St Patrick’s prior to forwarding the template to the external examiner)

External Examiner Report

[Academic Year]

Carlow College, St Patrick’s

Date

Name of External

Examiner

Institution/Company

of External Examiner

e-mail address of

External Examiner

Year of Appointment

Date of Visit

Programme Details

Programme Reference

Award Title:

NFQ Level:

Main Modes of

Delivery Offered:

Semester (if applicable

indicate whether first or

second):

Programme Learning

Outcomes

Page 124 of 473

Part 2: Programme Classification, Distribution and Trends (To be

Completed by Carlow College, St Patrick’s prior to forwarding the template to the external examiner)

Progression,

Classification

Distribution and

Trends (Award Year)

Current

Year30

Previous

Year

Previous

Year

Previous

Year

Previous

Year

Number who started the

stage

Number who completed

the stage (i.e. attempted

final stage

examinations)

% H1/D

% H21/M1

% H22/M2

% P

Classification

Distribution and

Trends (Years 1-3)

Current

Year

Previous

Year

Previous

Year

Previous

Year

Previous

Year

Year 3 Number who started the

stage



final stage

examinations)

% 70+

% 60-69

% 50-50

% 40-49


stage



final stage

examinations)

% 70+

% 60-69

% 50-59

% 40-49


stage



final stage

examinations)

% 70+

% 60-60

% 50-59

% 40-49

30 Current year statistics are based on the first sitting of exams and do not include results from Autumn repeats.

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Part 3: Report of the External Examiner

Please consult Carlow College’s Guidelines on the Duties and Responsibilities of External

Examiners before beginning to write your report. More detailed information concerning

expectations can be found in QQI’s Effective Practice Guideline for External Examining Revised

2015 and Assessment and Standards Revised 2013.

In presenting opinions under the following headings the external examiner should make

national and international comparisons.

All external reports should follow the template outlined below (italicised instructions should be

discarded by the external examiner when drafting the report).

The Evidence Considered

Summarise the documentary evidence considered and any visits, meetings and interviews with

learners and academic staff and others.

Minimum Intended Programme Learning Outcomes

Comment on the educational objectives including their explicitness, appropriateness and consistency

standards with the relevant awards standards and the National Framework of Qualifications

Actual Attainment of Learners

Include informed perception of the actual attainment of learners (knowledge, skill and competence)

The Programme

This section should identify some notable strengths and areas for improvement. It is not intended that

the external examiner would attempt to systematically review the programme.

Assessment Procedures

This section should address the quality of the assessment instruments, the fairness, consistency and

fitness for purpose of assessment procedures.

Trends

Evidence concerning the extent to which teaching, learning and assessment arrangements have

changed in response to the feedback provided by previous external examiner reports; and progress on

recommendations in recent external examiner and other relevant reports on the programme.

Conclusions and Recommendations

____________________________________

External examiner’s signature and date

http://www.hetac.ie/publications.cfm?sID=45


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EXTERNAL EXAMINER REPORT FORM (Discipline)

Part 1: Examiner, Programme and Module Details (To be completed by

Carlow College, St Patrick’s prior to forwarding the template to the external examiner)

External Examiner Report

[Academic Year]

Carlow College, St Patrick’s

Date

Name and discipline


Institution/Company


e-mail address of

External Examiner

Year of Appointment

Date of Visit

Programme Details

Programme Reference

Award Title:

NFQ Level:

Main Modes of

Delivery Offered:

Semester (if applicable

indicate whether first or

second):

Modules examined

1

2

3

4

5

6

7

8

9

10

Page 127 of 473

Part 2: Module Classification, Distribution and Trends (To be

Completed by Carlow College, St Patrick’s prior to forwarding the template to the external examiner)

Module 1

(insert name and stage

of module)

Current

Year31

Previous

Year

Previous

Year

Previous

Year

Previous

Year

Number who started

module


the module

% 70+

% 60-69

% 50-59

% 40-49

Module 2


of module)

Current

Year

Previous

Year

Previous

Year

Previous

Year Previous

Year

Number who started

module


the module

% 70+

% 60-69

% 50-59

% 40-49

Module 3


of module)

Current

Year

Previous

Year

Previous

Year

Previous

Year Previous

Year

Number who started

module


the module

% 70+

% 60-69

% 50-59

% 40-49

Module 4


of module)

Current

Year

Previous

Year

Previous

Year

Previous

Year Previous

Year

Number who started

module


the module

% 70+

% 60-69

% 50-59

% 40-49

31 Current year statistics are based on the first sitting of exams and do not include results from Autumn repeats.

Page 128 of 473

Part 3: Report of the External Examiner

Please consult Carlow College’s Guidelines on the Duties and Responsibilities of External

Examiners before beginning to write your report. More detailed information concerning

expectations can be found in QQI’s Effective Practice Guideline for External Examining Revised

2015 and Assessment and Standards Revised 2013.

In presenting opinions under the following headings the external examiner should make

national and international comparisons.

All external reports should follow the template outlined below (italicised instructions should be

discarded by the external examiner when drafting the report).

The Evidence Considered

Summarise the documentary evidence considered and any visits, meetings and interviews with

learners and academic staff and others.

Fit between module and programme learning outcomes.

Comment on the educational objectives including their explicitness, appropriateness and consistency

standards with the relevant awards standards and the National Framework of Qualifications

Actual Attainment of Learners

Include informed perception of the actual attainment of learners (knowledge, skill and competence)

Discipline-specific observations

This section should identify some notable strengths and areas for improvement. It is not intended that

the external examiner would attempt to systematically review the discipline

Assessment Procedures

This section should address the quality of the assessment instruments, the fairness, consistency and

fitness for purpose of assessment procedures.

Trends

Evidence concerning the extent to which teaching, learning and assessment arrangements have

changed in response to the feedback provided by previous external examiner reports; and progress on

recommendations in recent external examiner and other relevant reports on the programme.

Conclusions and Recommendations

____________________________________

External examiner’s signature and date



Page 129 of 473

Appendix 19: Sample Diploma Supplement

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Appendix 20: Benefits Policy

TITLE: BENEFITS POLICY




as required


Human Resources


The Benefits Policy has been developed to provide staff with details relating to the benefits

offered to employees by Carlow College, St. Patrick’s (hereinafter, Carlow College). The

College provides a comprehensive benefits programme in addition to wages and salaries that

provides a number of services to meet the needs of its employees throughout their employment

lifecycle with the College. This Policy outlines the criteria under which employees are eligible

for benefit coverage. To get detailed information about benefits offered, please refer to the

following Offices:

• for payroll / pension / finance benefit related queries, please contact the Finance Office;

• for Academic related queries, please contact the Assistant Registrar, Academic Affairs;

• for IT benefits related queries, please contact the IT Office; and

• for all other benefits related queries, please contact the HR Office.

2. Scope of Policy

Benefits offered by the College covers all employees who have completed their Probationary

Period. This does not apply to the Employee Assistance Programme.

3. Policy Statement

Carlow College believes that a comprehensive benefits package is a key component of the

College’s compensation strategy that can support employees and their family’s health and

wellbeing. The College is further committed to offering a balanced benefit programme to help

support employees and their families during times of unexpected illness or accident and to

support them throughout their employment with the College.

Page 138 of 473

The employee Benefits Policy has been devised to provide employees with a written outline of

all benefits which forms part of an employees’ total compensation package. The Policy

provides a framework of both legislative benefits whereby the College offers additional

financial compensation in addition to offering other benefits that support employees during

their employment. The College is committed to providing quality benefit initiatives to

employees’ which aims to attract, retain, motivate and reward employees by maintaining and

establishing a competitive salary and benefit programme. The College reserves the right to

amend and / or alter these benefits due to legislative and / or fiscal requirements. All employees

who wish to avail of benefits offered by the College are required to adhere to the practices,

procedures, guidelines and forms as outlined within this Policy. The Benefits Policy supports

the Colleges’ principles of equity and complies with all relevant legal requirements.


The Human Resources Office holds responsibility for this Policy and any subsequent practices

and procedures thereafter. The majority of benefits provided by the College is processed by

HR and retained within the HR Office on staff personnel files. However, please note all payroll

/ pension / finance related benefits are retained within the Finance Office. Please refer the

Academic Benefits section for further details.


• Appendix 1: Employee Benefits Handbook

6. Referenced Policies

Staff may wish to view additional related policies such as:

• Annual Leave Policy

• Bereavement and Compassionate Leave Policy

• Data Protection Policy

• Force Majeure Policy

• IT Policy

• Maternity / Adoptive Leave Policy

• Parental Leave Policy

• Paternity Leave Policy

• Performance Management and Development Policy

• Sick Leave Policy

• TOIL Policy

A number of other policies are currently in development which will be released through the

Quality Assurance process to support, and in conjunction with, this Policy. All employees

should ensure to keep abreast of policy developments within the College and speak with their

Line Managers, Quality Assurance, or Human Resources should they have any questions. The

College reserves the right to amend these policies subject to organisational changes.

https://www.carlowcollege.ie/media/EmployeeBenefitsHandbook.pdf

Page 139 of 473


The Policy will be formally reviewed on an annual basis by the HR Office to reflect any internal

or legislative changes. Staff will be informed through regular email communication and

through the Staff Gateway regarding any updates to same. The Policy will be formally

monitored on an annual basis and reviewed every three years by the HR Office.

Page 140 of 473

Appendix 21: Recruitment and Selection Policy

TITLE: RECRUITMENT AND SELECTION POLICY

Effective Date 22 November 2017 Version 01

Approved By Management Board Date Approved 22 November 2017

Review Date 22 November 2020 or

as required


Human Resources Office


Effective recruitment and selection procedures are essential in attracting and retaining high

quality staff. For recruitment and selection procedures to be effective it is essential that they

are fair, rigorous and transparent. It is the Policy of Carlow College, St. Patrick’s (hereafter

Carlow College) to ensure that the best candidate for the job is selected. Individuals will be

selected on the grounds that they are the most suitable candidate for the role. Job applicants

must be treated no less favourably on the grounds of gender, civil status, family status, sexual

orientation, religion, age, disability, race or membership of the Travelling community.

Recruitment and selection of employees is operated in accordance with the principles of Carlow

Colleges’ equal opportunities statement and the Employment Equality Acts 1998–2015.

2. Scope of Policy

The Human Resource Office supports the College’s strategic objective of recruiting and

retaining the best staff. To further meet the strategic objectives of the College, the Human

Resource Office in conjunction with academic leadership and management undertakes a

strategic resource analysis to ensure that the College is adequately resourced.32 It is specifically

responsible for ensuring that recruitment is conducted in a manner which attracts and identifies

the most talented people and in compliance with all employment legislation and College policy.

This Policy and its subsequent and/or related procedures covers all activities that form part of

the recruitment and selection process.

This Policy covers all staff areas and appointments within the College.

32 This is achieved through the Human Resources Report submitted to Management Board every September.

http://www.irishstatutebook.ie/1998/en/act/pub/0021/index.html

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3. Policy Statement

Carlow College is an equal opportunities employer which is committed to providing equality

and opportunity to all. The College is dedicated to promoting fairness, following good practice

recommendations and codes of best practice, thus ensuring fair opportunities for internal

promotions and across all other roles. Furthermore, the College is dedicated to ensuring that

no roles will be filled, unless all recruitment practices and procedures have been followed.

The objective of effective recruitment and selection is to employ the right people with the right

skills whilst at the same time complying with recommended best practices and legal

requirements. Carlow College invests considerable time and financial resources into the

recruitment process therefore it is important to achieve a satisfactory result for both the

candidate and the College. Successful recruitment depends on the success of each stage of the

recruitment process.

This Policy has therefore been designed to increase the chances of successful recruitment while

ensuring fairness, effectiveness, transparency and equality for all involved during the

recruitment process. In filling any vacancy, both Line Managers and staff will be expected to

follow a systematic process designed to ensure the most cost-effective deployment of the

Colleges’ current and potential employees (see Appendix 1: Recruitment and Selection:

Practices & Procedures). For Line Managers, please see Appendix 1.1: Recruitment

Guidelines for Managers.


4.1 Human Resource Office

The Human Resource Office holds responsibility for this Policy and any subsequent and/or

related practices and procedures thereafter. These responsibilities include, but are not limited

to:

• Liaise with the “hiring lead” (e.g. Supervisor, Line Manager, Assistant Registrar, Vice

President for Academic Affairs and Registrar, Director(s) and President) to plan and

prepare the recruitment process;

• Management of the recruitment process;

• Advertising and circulation of vacancies;

• Gaining sign off and approval from the relevant hiring lead and President;

• Provision of professional support and advice to the Selection Committee to ensure that

the most suitable and qualified candidate(s) is identified;

• Provision of support, guidance and advice to managers and candidates in relation to the

recruitment process;

• Interpreting terms and conditions of employment for both candidates and Selection

Committees;

• Providing guidance to the Selection Committee on College procedures and fair

employment practices;

• Maintaining appropriate records of the recruitment process.

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4.2 Line Managers

The relevant Line Manager’s responsibilities include, but are not limited to:

• To ensure employees are aware of the College’s recruitment policy and procedures;

• To provide information, guidance and support to an employee who demonstrates

interest in an advertised role;

• To prepare any necessary documentation i.e. job descriptions etc.;

• To sign any necessary documentation in relation to the recruitment process, procedures

and activities;

• To promote an environment of equality, diversity and inclusion which supports staff;

• To adhere with the recruitment policies and procedures.

• To assist the recruitment and selection process and attend interviews where necessary.

4.3 Employee/Candidate Responsibilities

a) To familiarise themselves with the recruitment policies and procedures.

b) To adhere with the recruitment policies and procedures.


• Appendix 1: Recruitment and Selection: Practices and Procedures

• Appendix 1.1: Recruitment Guidelines for Managers

• Appendix 1.2: Recruitment Request Form (RRF)

• Appendix 1.3: Example of Criteria/Ranking Form

• Appendix 1.4: Example of Shortlisting Form

• Appendix 1.5: Sample Job Description


• Equality Policy

• Garda Vetting Policy

• Performance Management & Development Policy


The Policy will be formally reviewed on an annual basis by the HR Office to reflect any

legislative changes. Staff will be informed through regular email communication and through

the staff portal regarding any updates to same.

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Appendix 1: Recruitment and Selection: Practices & Procedures

Recruitment and Selection: Practices & Procedures

1. Establishing a Vacancy

The recruitment and selection process is initiated once a vacant post is identified (see Appendix

1.1: Recruitment Guidelines for Managers). This can be either:

a) Creating a new position or

b) Backfilling a vacant existing position.

The first task is to clarify exactly what the post holder will do, and then prepare a job

description. This is done by reviewing the role, tasks, manager expectations of the role, and

discussions with current post holders (where and if applicable). If it is an existing position,

consider whether the job has changed, and whether the job description needs to be updated to

accurately reflect what the person in the post will now be required to do.

2. Approval of Vacancies

All vacancies within the College must be sanctioned and approved by the President with HR

and the relevant line manager contributing to all meetings in relation to recruitment needs. In

all cases budgetary considerations are taken into account. Objective criteria must be developed

and all posts require the presentation of cases, including a full job description, by the relevant

line manager establishing the need for a vacancy. This can be achieved by managers completing

the Recruitment Request Form (RRF) (see Appendix 1.2).

3. Job Description

The job description can be used for a variety of purposes, including:

a) Recruitment

b) Job Grading

c) Clarification of roles and responsibilities

d) Developing and reviewing performance

A clear description of exactly what is required of the position will enable the College to select

the most suitable candidate for the post.

4. Drafting the Job Description & Person Specification

The job description will describe the overall responsibilities of the role and the key tasks

involved in doing the job. Each job description will state that the organisation reserves the right

to request an employee to be flexible in his or her duties when the business need requires it.

The job description should focus on the purpose of the post and the principal responsibilities.

This means identifying what the position needs to achieve but not the exact method by which

the work is done.

The College’s job description template should include the following information:

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a) Position information such as role title / contract type / hours of work / days of work,

function / reporting line.

b) A function overview, or statement, summarising the nature and responsibilities of the

function.

c) A role overview, or statement, summarising the nature and purpose of the role.

d) A list of the key responsibilities.

4a. Person Specification

The person specification will identify the personal attributes that the job holder must possess

in order to be capable of performing the job to a high standard. The person specification will

include the qualifications necessary for the job, skills, personal attributes and experience. The

organisation aims to measure experience through the quality of the experience gained and not

the quantity of experience in years. Each person specification will outline the criteria that are

essential for the role and any criteria that may be desirable:

a) A list of required qualifications (if required).

b) A list advising on the experience required for the role.

c) A list of the required skills and competencies of the role.

d) Links to other supporting information relevant to perspective candidates.

* Please note that as part of Carlow College’s Recruitment Policy, it is a condition that all offers

of employment are subject to two satisfactory employment reference checks, Garda vetting and

evidence of qualifications. Please see the Garda Vetting Policy for further information.

*A job description template has been developed to assist with the compilation of this

information (see Appendix 1.5: Sample Job Description).

5. Reviewing and Updating Job Descriptions

a) The job description is a snapshot of the post at the time it was written and should be

reviewed for accuracy on a regular basis.

b) While job descriptions are usually future focused, they still become outdated as the

duties and responsibilities of the job change. Job Descriptions must be reviewed in all

instances where the post becomes vacant and before any recruitment action is initiated.

c) Where significant change has occurred to a post over time, it is essential that the

relevant line manager contact the Human Resources who will assist in the reviewing,

providing support and guidance re next steps of the role.

6. Authorisation of a Post

As previously mentioned, The President sanctions approval of all roles within the College, with

HR and the relevant Line Manager contributing to all meetings in relation to recruitment needs.

6a. Management Steps

a) Before a job description / role is finally drafted and approved, line managers must

complete the Recruitment Request Form (RRF) (see appendix 1.2.) before submitting

to Human Resources for initiation of the specific recruitment need.

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b) This form must be signed by the Line Manager, Human Resources and the President

for approval.

c) Where significant change has occurred to a post over time, it is essential that the

relevant Line Manager contact the Human Resources Office who will assist in the

review, providing support and guidance on next steps of the role.

d) A post cannot proceed until the completed RRF is fully signed by all members

mentioned above.

e) HR will advise if any additional approvals are required.

7. Role Advertising

The Human Resource Office is responsible for the placement of all recruitment advertisements.

The College retains the right to advertise all positions both internally and/or externally.

Advertisements and the selection process will not discriminate on any of the nine grounds

protected by the Employment Equality Acts. These are gender, civil status, family status, sexual

orientation, religion, age, disability, race, and membership of the Travelling community. It is

essential that advertisements for all vacancies are impartial and objective. In general, vacancies

should be advertised so as to ensure the best possible field of applicants.

The most appropriate method of advertising is determined by the nature of the position. The

Human Resources Office can advise on the various options available to line managers.

7a. Procedures for Advertising

a) Vacancies to be advertised, whether internally in the first place or externally, should be

given as wide a circulation as possible to those who are likely to possess appropriate

qualifications and have relevant experience.

b) Employees will be notified via email from Human Resources in relation to any new /

backfill positions that may arise within the College.

c) The email communication will advise of the position title / contract type / qualifications

/ skills and experience required, including a detailed job description.

d) The email will also advise if the post is being advertised internally or externally.

e) If the role is being advertised externally, it is normal practice for the College to utilise

the College website, professional advertising sites, newspapers, professional body

organisations etc.

f) Advertising should be cost effective. Staff on Parental Leave and Leave of Absence,

where possible, will be informed of relevant vacancies by the relevant line manager. It

is essential that all staff on leave, who wish to be kept informed, provide the HR Office

with their personal email in order for role notifications to be sent to them. All job

advertisements are agreed between the Human Resources Office and the relevant line

manager.

7b. Advertising Guidelines

Employees are welcome to apply for any vacancy arising within the College once they have

satisfactorily completed their probation period and are eligible to apply. Employees may be

asked to provide their Performance Management Review Form(s), however they are under no

obligation to do so. Employee’s may wish to produce this information to demonstrate their

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achievements, training and abilities in addition to their Curriculum Vitae (C.V) and covering

letter. This form is an associated document of the Performance Management and Development

Policy.

Interested employees should contact their Line Manager and/or Human Resources for more

information.

Employees wishing to interview for a position, should submit a detailed cover letter and their

most current C.V. to the Human Resources Office.

8. Shortlisting / The Selection Committee

The primary method of shortlisting within the College is by means of a Selection Committee.

The College will at all times endeavour to have a gender balanced Selection Committee. A

Selection Committee is established in respect of each post and is asked to recommend a

candidate(s) for each post. The Selection Committee assesses all applications against the

selection criteria.

The Selection Committee will normally consist of Human Resources and the relevant Line

Manager and other committee members where applicable i.e. senior management /

management roles of the post advertised. However, depending on the nature of the role, other

Committee members may include, senior management, the President and an external panel

member who has a specific expertise which the College Selection Committee may require.

Other appropriate staff members from the College may also be asked to participate in the

screening/shortlisting process, but at least one other appropriate person must be involved. The

Selection Committee will initially meet to assess all applications received.

Those involved must ensure that all applications are treated confidentially. All applications

received and all relevant information used in the screening/shortlisting process will be made

fully available to members of the Selection Committee if required. The Selection Committee

will provide an average of their scores (see Appendix 1.4: Example of Shortlisting Form).

8a. Conflict of Interest

To avoid any real or perceived conflict of interest, Carlow College, St. Patrick’s staff involved

in recruitment and selection should not interview and/or make hiring decisions on immediate

family or someone they have a personal relationship with. If these circumstances arise then it

is expected that the Selection Committee member will recuse themselves from the Committee

and other Selection Committee members will identify a replacement.

Selection Committee members may have a positive or negative bias with one or more of the

applicants for a position. In these circumstances, they should inform Human Resources and the

other Selection Committee members prior to commencement of the short listing and interview

processes.

If the member of the Selection Committee feels that the relationship may make it difficult for

her/him to apply the merit principle, or feels that her/his participation may compromise

application of the merit principle, then the Selection Committee should decide whether it is

appropriate for the Committee member to be part of the selection process.

Advice on this matter(s) should be sought from the Human Resources Office. If the Selection

Committee member continues in the selection process, then her/his opinion should be

canvassed last in any discussion to avoid any perception of them influencing the outcome.

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8b. Changes to Selection Committee

While changes to Selection Committees are generally to be avoided, if it is necessary to vary

the membership the following procedures apply:

a) Notify Human Resources regarding the change of Selection Committee membership.

b) Where changes in the Selection Committee membership impact the gender

representation, every effort must be made to try and ensure the replacement identified

will restore the appropriate representation although this might not be possible at short

notice.

c) Selection Committee members must be present for all interviews. If, in exceptional

circumstances, a Committee member cannot be present for all interviews he/she should

withdraw from the Committee and cannot make a case for any of the short-listed

applicants or vote for the appointment of any applicant. A substitute may be invited to

participate on the Committee in order to cover a particular area of expertise and this

substitution must be clearly documented.

d) If the Selection Committee composition drops below the minimum requirements, the

Selection Committee must be reconstituted at a later date.

8c. Procedures for Screening / Shortlisting

a) Prior to shortlisting, Human Resources in conjunction/consultation with the line

manager / Selection Committee should prepare selection criteria for every vacant

position and the selection decisions should be based on these criteria.

b) All screening should be based on the application and measured against the requirements

specified in the selection criteria.

c) Those participating in the screening process therefore require a full set of applications,

together with the selection criteria, job description and further particulars.

d) Only those candidates who meet all the essential criteria should be shortlisted and

considered for interview.

e) Preliminary phone screening and/or interviews may sometimes be used to assist in

screening/shortlisting.

f) Screening should be carried out as soon as possible after the closing date for receipt of

applications.

g) The line manager is responsible (in consultation with HR) for ensuring that the reasons

for not shortlisting each unsuccessful candidate are clearly recorded.

h) The Human Resources Office should notify in writing to all candidates who have not

been included on the shortlist, that their application was unsuccessful. This will be done

as soon as the shortlist is determined, unless the line manager / Selection Committee

requests that this action be delayed until after the interviews.

i) All candidates should be advised promptly by the Human Resources Office of interview

times and any other arrangements.

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8d. Role of the Selection Committee when shortlisting

All members of the selection committee must follow the below guidelines when shortlisting

candidates:

a) Ensure that fair and transparent decisions are reached.

b) Establish a number of quality candidates only referencing Candidate 1, 2 etc.

c) A complete and accurate record of the Committee’s short-listing decisions will be

required to support the College’s Equal Opportunities Policy and for the purposes of

satisfying feedback and Freedom of Information requests. To facilitate this process

Human Resources circulates a short-listing spreadsheet with the applications to the

hiring leader.

d) The most highly ranked candidates shall be called for interview and the number called

for interview should ideally (where possible) reflect an applicant to appointment ratio

of 5:1 (e.g. average of five candidates per position), for reasons of fairness and equity.

e) Not to canvass either directly or indirectly any person involved in the recruitment

process

8e. Guidelines to Selection Committee when shortlisting

When shortlisting, members should not:

a) Make negative assumptions or decisions on the basis of perceived over qualification.

b) Make negative assumptions or decisions about overseas qualifications with which they

are unfamiliar.

c) Recommend for interview any applicant, whether internal or external, who does not

meet the essential criteria.

d) Predetermine the number of applicants to be interviewed. If it is not possible for the

Selection Committee to meet, Human Resources is responsible for contacting all

members about their individual shortlists and drawing up a final shortlist acceptable to

all Selection Committee members.

8f. The Selection Committee will:

a) Agree on and record a final shortlist if unanimous.

b) Include in the shortlist all applicants about whom there is dispute if unanimity cannot

be achieved.

c) Consider re-advertising the position if none of the applicants meet all the essential

criteria.

d) Shortlist further; a structured phone screen to finalise the short list may be used.

e) Agree on a set of questions based on the selection criteria, which will form the basis of

the Interview Plan.

f) Forward all shortlisting documentation to Human Resources.

9. The Interview Process

Interviews are the most commonly used assessment tool enabling the Selection Committee to:

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• Assess the personal attributes, past performances, technical skills, strengths and

weaknesses.

• Gain insight into attitudes and values.

• Probe for inconsistencies and contradictions.

• Provide candidates with more detailed information about the position.

9a. Interview Preparation

The Human Resource Office will organise and prepare documentation for the Selection

Committee. This relevant documentation will be sent via email to Committee members with

HR printing packs for each Committee member when possible.

The interview pack will contain the following:

• A copy of the job description.

• A copy of the selection criteria/ranking form.

• A schedule of all candidates called for interview.

• The application of the candidate i.e. Cover letter and C.V., and any other relevant

application(s).

• Interview Questions

*The Selection Committee must ensure that the questions asked are relevant to the position and

based on the agreed criteria. HR must also ensure that questions could not be construed as

discriminatory under any of the nine areas covered by the Employment Equality Act, 1998 -

2015 (Gender, Sexual orientation, Disability, Civil status, Religion, Race, Family Status, Age

or Membership of the Traveller Community).

9b. Other forms of assessment

For some posts it may be necessary to supplement the interview with other forms of assessment.

The Selection Committee should notify HR who will advise short-listed candidates in advance

of any alternative forms of assessment.

The College reserves the right to use a variety of assessment techniques such as:

• Giving a brief presentation on a particular subject.

• Demonstrating the safe use of a basic piece of equipment.

• Completing an assessment of computing skills, for example Office Applications.

• Writing/drawing on a particular topic.

• Psychometric testing.

• In the case of academic appointments short-listed candidates may be required to present

a seminar and provide copies of published material to the Selection Committee.

Any additional assessment methods used must accurately and specifically test essential or

desirable knowledge and/or skills, as expressed in job descriptions, advertisements and

selection criteria to ensure that they are neither directly nor indirectly discriminatory.

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9c. Information to Candidates

The College will endeavour to ensure that candidates receive sufficient notice of an

approaching interview so as to allow them ample time to prepare for the interview, and if

necessary, prepare for seminars or gather any requested work samples and travel arrangements.

HR will contact short-listed candidates and confirm their willingness to attend interview,

followed by a formal invitation via email. Whenever possible, the interview schedule will be

finalised taking into account a candidate’s current commitments and availability. Should the

candidate not be able to attend on the allotted date, the Committee will decide whether or not

an alternative interview date can be facilitated. This might not be possible particularly where

an external assessor is included on the Committee or the Committee members themselves are

unavailable.

Human Resources will communicate with candidates in relation to all details pertaining to the

interview process for a role.

Candidates shall be provided with the following information:

• Interview date, time and location.

• Interview panel member’s names and titles.

• Time allocated for the interview(s).

• Stages of the interview process i.e. first and second round interviews etc.

• Preparation required i.e. Presentation subject or other forms of assessment as mentioned

above.

• Request of notification for any specific requirements.

• Any other required interview information.

9d. Procedures for the Interview Process

Ahead of the scheduled interview(s), the following procedures will follow:

a) The Selection Committee will review the interview pack.

b) Review and agree on a set of core questions which will form the basis of the interview

and will be asked of all applicants.

c) Supplementary or clarifying questions can be used in addition to the agreed core

questions.

d) Base their questions on selection criteria as specified in the Job Description.

e) Focus on the skills, experience and knowledge required for the job.

f) The Selection Committee should meet at least 15 minutes before the interview takes

place to plan the interview procedure.

g) Each member of the Committee should be briefed on their role and areas in which to

question candidates.

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h) The Selection Committee should have given prior consideration to the areas to be

addressed, to ensure their purpose and clarity and ensure that all interviewees will be

similarly assessed.

i) While each member might be asked to pursue a particular line in questioning

interviewees, Committee members should be otherwise free to pursue those aspects of

the candidate's background considered relevant to the position.

j) Interviews should be used also to explore with candidates any ambiguities or lack of

information in written applications.

k) Questions must be objective and in keeping with the provisions of Equal Opportunity

and Anti-Discrimination legislation.

l) Comparable information sought from each candidate / interviewee should be related

directly to the selection criteria.

The role of Human Resources is to co-ordinate the interview and to ensure that it is conducted

fairly and without discrimination or bias, ensuring transparency. This includes:

a) Making necessary introductions of the Selection Committee members to the candidates

and explaining the format of the interview process

b) Ensuring that each candidate feels sufficiently at ease to be able to communicate

effectively during the course of the interview

c) Ensuring that the Selection Committee has gathered sufficient information on each

candidate to enable a valid assessment to be made regarding the candidate's suitability

for the post

d) Concluding the interview and informing each candidate of the next stage of the process

e) Coordinating the Selection Committee in the assessment of the interviewed candidates

and seeking agreement from the Committee on the rank order of the candidates who are

deemed suitable for appointment to the position.

f) Confirming and agreeing the selection criteria on which applicants will be scored.

g) That every candidate receives the same opportunity (and time) to explain their

experience, ability and potential to the Committee.

h) Opening and closing the interview with the candidate.

i) To ensure that discriminatory questions are recalled. Intervening and “striking out” any

potentially discriminatory questions posed by the Committee if this happens to arise

either before, after or during the interview.

j) Keeping interviews on time so that all candidates receive the same time to make their

case.

k) Ensure that all areas of a candidate’s application have been sufficiently explored

throughout the interview so that an evaluation judgement can be made.

l) Reminding the Selection Committee that the selection process is confidential.

m) Noting that interviews are stressful ‘life experiences’ and that all representatives of

College treat the candidate in a professional manner by ensuring the Selection

Committee demonstrate interest in the candidate’s application, maintaining eye contact,

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switching off mobile phones or other electronic devices (e.g. PDAs), refraining from

doodling etc.

n) Advising the Committee that the College must also ‘market’ itself to prospective

candidates and be prepared to impart information that will ‘sell’ the College. But, at all

times cognisant of not ‘over-selling’ College or creating unfair expectations in the

candidate’s mind.

o) Advising the Committee that the same core questions must be asked of each candidate.

p) Ensure adequate records are retained for the purposes of employment equality, Freedom

of Information (FOI) and feedback purposes. Each scoring sheet from all Selection

Committee members will be collected by Human Resources after interviews.

q) Record the proceedings of the interview such as criteria used, weightings assigned, the

evaluation of candidates against the criteria, explanation of marks allocated, the reasons

for ranking and potential feedback to candidates.

The ranking of the candidates must be based on all aspects of the selection process. This

includes written application, interview, presentation (if appropriate to the competition) or any

other testing, together with referees' reports (which may be requested prior to interview with

the consent of the candidate or requested when the College offers a provisional offer of

employment, pending the outcome of obtaining satisfactory references), completing the

Interview Criteria/Ranking Form (see Appendix 1.3). The completed form should list the

names, in rank order, of those candidates deemed suitable for appointment to the post.

All members of the Selection Committee should sign the Interview Criteria/Ranking Form.

The College endeavours to promote a friendly, reasonably relaxed atmosphere to encourage

candidates to talk freely. Following the interview, adequate time and attention should be given

to each member of the Selection Committee to ensure full discussion and assessment of each

candidate. Every effort will be made to adhere to the overall timetable to avoid keeping

candidates waiting.

All College staff who become involved in Selection Committees should undergo a formal

training programme on interviewing skills. This training is arranged by the Human Resources

Office.

For the majority of vacancies advertised within the College, written applications, short listing,

interviews, Garda Vetting and reference checking will form the basis of the Selection Process.

Candidates may also be asked to submit a Presentation. The process and all interview

information will be communicated to candidates ahead of the interview process. The College

reserves the right to request that candidates undergo a pre-medical assessment prior to

employment.

9c. Referee Reports

Referee reports provide another source of information about the candidate(s). They should be

seen as one part of the selection process. Candidates are required to authorise the College to

seek at least two references. Permission to seek a reference from their current employer will be

sought. It is recognised that some candidates may prefer not to give this permission until after

the interview stage and the offer of a position is likely.

Referees will be advised that references which are provided may be released to candidates

under the Freedom of Information Act 2014 and Data Protection Acts 1988 and 2003, soon to

be GDPR, if requested

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In any event, no offer of official appointment will be made unless satisfactory references have

been received by HR. Only provisional offers will be offered pending the College receiving

two satisfactory references. Referees should be provided with information about the position

and be requested to address the selection criteria. HR will obtain verbal referee’s report(s)

using the selection criteria (ranking form and referencing check form) as the basis of the

request. This can improve the benefit of references in the selection process. In such cases an

accurate summary of the conversation should be recorded in a written note by Human

Resources and kept with the written references.

Where a member of the Selection Committee is a referee for a short-listed applicant it is

essential that the remaining referee reports come from a non-panel member.

Canvassing Representations on behalf of an applicant, including unsolicited recommendations,

will be treated as canvassing. Canvassing seeks to establish an unfair advantage for one

applicant relative to others and may result in disqualification of that applicant.

10. Provision of References

References are only provided by Human Resources and/or the relevant Line Manager. A

statement of facts is provided by the Human Resources Office in consultation with the relevant

Line Manager in the first instance. However, where a performance/experience reference is

requested, this may be provided by the Line Manager, subject to consultation with HR. With

regard to the provision of references for former employees, Line Managers should seek advice

from HR in the first instance to ensure adherence to Employment Legislation.

11. Medical Reports

New appointments may be subject to a pre-employment medical examination with the

College’s doctor and/or complete a medical questionnaire. In this situation, confirmation of

your appointment to a position will be dependent on the doctor confirming you are fit for

employment. The College will not discriminate against any candidate on the grounds of

disability and will at all times act in accordance with current Employment Equality legislation.

12. Procedures for Medical Reports

Offers of employment may be subject to a medical assessment. Should a medical assessment

be required, and when candidates are formally advised of the success of their application, they

will also be advised that they should not resign from their current employment until the College

indicates that all the necessary details, including the receipt by the College, of a satisfactory

medical report (if and when required), have been fully adhered to. This overcomes a possible

situation where a successful candidate resigns his/her employment to find that the College

cannot proceed with their employment.

If a medical assessment reveals a candidate to have a disability within the meaning of the

Employment Equality Act, 1998 – 2015, the candidate will be dealt with in accordance with the

provisions of Employment Equality Act, 1998 – 2015.

All information provided is treated in the strictest confidence and will only be accessible by

our nominated Occupational Health Practitioner (OHP) and Human Resources. The

candidate/employee will also receive a copy of same.

12. A Verification of Qualifications

All candidates applying for a job where a qualification is a mandatory criterion will be

requested to provide copies of your qualification to HR, copies of your certificates will suffice.

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Non-provision of the required qualifications may cause a delay in the recruitment process until

the correct documentation is received. No appointment will be made unless HR is satisfied

that a candidate's academic/training qualifications are bona fide.

13. Garda Vetting

The College is committed to ensuring that pre-defined and published regulations and legislation

are consistently adhered, therefore, to ensure that Carlow College is compliant with legislative

requirements for relevant organisations as set out in the National Vetting Bureau (Children and

Vulnerable Persons) Act 2012, all persons employed by the College will be subject to Garda

Vetting clearance.

It is a condition precedent that all offers of employment are subject to two satisfactory

employment reference checks and evidence of qualifications

All new employees therefore, must complete the Garda Vetting Form and authorise the College

to conduct a background check via the Garda Síochána National Vetting Bureau (GSNVB).

The vetting process will be carried out by an Authorised Liaison Person. HR has an Authorised

Liaison Person who is the liaison between College and the Vetting Bureau for staff. All offers

of employment are subject to satisfactory Garda vetting clearance. Please see the Garda Vetting

Policy for further information.

14. Interview Feedback

As previously outlined, a written record of the decision-making process is maintained by HR

throughout the relevant stages of the College’s recruitment and selection process. These records

are essential to support the likelihood that candidate(s) will request feedback post interview.

The purpose of feedback is to provide factual and accurate information on the selection and

decision-making process, however, feedback on areas where a candidate(s) may improve on

interview skills and interview preparation might also be discussed; it is important to confirm

with the Selection Committee if this level of supplementary feedback is desirable before

offering constructive advice.

Feedback can be given verbally via a meeting with the hiring manager and candidate for

internal interviews. The conversation must provide qualitative feedback to a candidate that is

both informative and helpful towards the candidate’s development. Due to the usual high

number of applications / interviews, where external candidates attend interview, it is not always

possible to provide to feedback immediately, however all requests will be managed and

processed in line with the Freedom of Information Act 2014.

Advice and assistance on preparing and delivering candidate feedback is available from HR to

the candidate(s). A letter of regret will be sent to unsuccessful applicants to external

candidate(s) from HR.

15. Post Offer and Contract of Employment

When the interview process has completed, and the successful candidate has been identified,

HR will complete the following steps:

a) Initial verbal offer of role to the candidate subject to post requirements as mentioned above

i.e. References, Garda Vetting, copies of qualifications etc.

b) HR may also issue an offer letter to the candidate.

c) Agree a start date with the candidate.

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d) Prepare a contract of employment and covering letter for the candidate asking the candidate

to supply the relevant required documentation and to return a signed copy of their contract.

e) Once the signed contract is returned, HR will notify Payroll.

f) HR will then advise the President of the formal acceptance of the role from the Candidate.

g) The President will issue a communication regarding the new hire to all staff.

h) HR will then notify both IT and Facilities and/or any other relevant departments where

required.

16. Induction Training

At present, Induction for new hires is conducted by the relevant line manager. A new hire

checklist is emailed to the manager ahead of commencement of employment. The HR Office

is responsible for the role and will inform the relevant Line Manager, Payroll, Facilities, IT etc.

of the new staff member’s start date.

17. Career Development

Providing development opportunities for employees can mean increasing the capacity to

perform through training, giving assignments that introduce new skills or higher levels of

responsibility, improving work processes, sharing information through knowledge sessions,

coaching and mentoring and internal/external training. Providing employees with

developmental opportunities encourages good performance, strengthens job-related skills and

competencies, and helps employees keep up with changes in the workplace. If employees wish

to discuss their career plan and development, assistance can be provided by the relevant Line

Manager or a member of the HR Office.

18. Promotion

Carlow College endeavours to provide career opportunities for employees wherever possible

and to encourage employees who wish to progress. Promotion can be achieved through

application for advertised vacancies, and through expansion of existing roles. All such

opportunities and vacancies are notified to all employees. Where appropriate, training to enable

employees to progress will be provided.

19. Confidentiality

The fact of and the information contained in a candidate’s application, his/her performance at

interview and the subsequent marking process are highly confidential. This information is

subject to the provisions of the Freedom of Information Act 2014 and the Data Protection Acts

1988 – 2003 and any other provisions that have been clearly identified in the published

documentation. Those involved in recruitment processes are made aware of their

responsibilities in this regard.

20. Equal Opportunities

Carlow College is committed to equality of opportunity and to the elimination of all forms of

discrimination within the work place. The Employment Equality Acts, 1998 and 2015 are the

relevant legislation, which detail the grounds upon which discrimination can occur.

The policy ensures that no person is treated less favourably than another on the grounds of

gender, civil status, family status, sexual orientation, religion, age, disability, race or

membership of the Travelling Community.

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It is our policy that the principles and practice of equality of opportunity should apply to all

conditions of service for employees. This includes recruitment, selection, career development,

training, pay and terms and conditions of employment (this list is not exhaustive).

Responsibility for ensuring that the policy is implemented fairly and consistently rests with

every individual working in Carlow College. All employees must be aware of their individual

responsibilities in relation to Carlow College’s Recruitment and Equality policy.

If any employee considers they have been treated less favourably on any of the grounds listed

above, they should follow the procedures detailed in the grievance procedure. This is a right of

all employees of Carlow College. Please see the Equality Policy for further information.

21. Interview Records

It is a requirement that the Selection Committee record factual notes on each candidate

interview and submit them to the recruitment file at the end of the appointment as part of the

College’s official record of the appointment.

These records must be retained for twelve months by Human Resources or as long as the notes

are deemed relevant. All applicant records are subject to release under the Freedom of

Information Act 2014/Data Protection Acts 1988 and 2003 (changing to GDPR in May 2018).

The Selection Committee is responsible for adequately recording its evaluation of each

applicant against the selection criteria and its reasons for rating and ranking each individual.

The Criteria/Ranking form noting all those deemed appointable and in rank order shall be

signed by each member of the Selection Committee.

* The College, from time to time, has the right to change, alter, amend or replace the provisions

set out in this Recruitment and Selection Policy and Procedures. Any such changes will be

notified to staff as soon as possible after the changes have been made. This will be done via

email communication, Communication meetings from line managers and the staff portal.

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Appendix 1.1. Recruitment Guidelines for Managers

Please see below the recruitment steps and processes for managers:

Phase 1: Establishing a Vacancy

• Establish if a vacancy is required.

• Put together an initial draft Job Description, advising of requirement, length of role, type of role etc. See Point 1 of Recruitment and Selection: Practices & Procedures.

See Points 3 – 5 of Recruitment and Selection: Practices and Procedures for drafting a job description.

Phase 2: Approval for Vacancy

Seek approval for the role with both HR in the first instance and the President.

• After official approval, Line Managers must draft a job description in full. HR can assist in this

process.

• Before a role is finally drafted and approved, Line Managers must complete the Recruitment Request

Form (RRF) before submitting to HR for initiation of the specific recruitment need.

• The RRF must be signed by the Line Manager, HR and the President for approval. See Point 2 & 6 of Recruitment and Selection: Practices & Procedures.

Note(s)

*A post cannot proceed until the completed RRF is fully signed by all members mentioned above.

*You will be advised by HR if any additional approvals are required.

Phase 3: Advertising the Vacancy

HR, once all the relevant steps have been carried out, will draft an Advertisement of the role.

• Line Managers will be provided with a draft advertisement for final review ahead of final

advertisement, advising of changes/amendments.

• All applications received will be forwarded to the line manager for shortlisting, giving the Line

Manager the opportunity to assess all applications against the selection criteria. See Points 7 & 8 of Recruitment and Selection: Practices & Procedures

Note(s)

*To avoid any real or perceived conflict of interest, Carlow College staff involved in recruitment and selection should avoid

interviewing and/or making hiring decisions on immediate family.

Phase 4: The Interview Process

• Line Managers will participate in the drafting of the selection criteria of candidates.

• Line Managers will participate and engage in the Interview Process.

• Line Managers will provide all recruitment documents to HR (i.e. signed shortlisting criteria form,

recruitment notes and candidate selection form).

• Participate in the interview feedback to all internal candidates either successful and non-successful. See Points 7 & 8 of Recruitment and Selection: Practices & Procedures

Phase 5: Induction

Once a contract of employment has been returned by the new hire accepting the offer of employment, the

following steps should be followed by managers re induction:

• All line managers are responsible for welcoming and inducting new hires into the College.

• All managers should meet and greet the new hire on their first day of employment.

• A new hire checklist is emailed from HR to the manager ahead of commencement of employment.

General Information

• Familiarise yourself with the recruitment process and adhere to all relevant processes, procedures and

documentation.

• At all times, ensure that every candidate is treated fairly, adhering to both the Colleges Equality Policy

and Recruitment Policy.

• Always seek advice and guidance from HR for information pertaining to recruitment and selection.

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Appendix 1.2. Recruitment Request Form (RRF)

PERSONAL DETAILS

NAME OF EMPLOYEE: ____________________________________________________________________ ADDRESS: ____________________________________________________________________ ____________________________________________________________________ TELEPHONE NUMBER: ____________________________________________________________________ MOBILE NO: ___________________________________________________________________ EMAIL: ____________________________________________________________________

CONDITIONS PRECEDENT

QUALIFICATION EVIDENCE: _______________________________________________________ SATISFACTORY REFERENCES: _______________________________________________________ PRE-EMPLOYMENT MEDICAL: _______________________________________________________

ROLE DETAILS

POSITION TITLE: ________________________________________________ LINE MANAGER: ________________________________________________ DEPARTMENT: ________________________________________________ JOB DESCRIPTION / DUTIES (attach): ________________________________________________ CONTRACT COMMENCEMENT DATE: ________________________________________________ CONTRACT COMPLETION DATE (if fixed term temporary): ___________________________________ *Contract Renewal – Required Employee Original Start Date: ________________________________________________ How many contracts has the Employee Received? ________________________________________________

CONTRACT TYPE DETAILS

Contract Types Tick Yes/No, and additional detail if required

1. Permanent Yes / No Full-time (i.e. norm 35hrs/week): Yes / No

2. Fixed-term - Temporary Yes / No

Part-time: (i.e. less than 35hrs/week):

(Please indicate total number of hours) Yes / No

3. Fixed-term – Temporary – Term

time/Student Term (only, vs 52 wks. p.a. Yes / No

Other Details?:

4. Specific Purpose - Temporary Yes / No

5. Independent Contractor Yes / No

WORKING HOURS DETAILS

DAYS OF WORK (Mon-Fri): _________________________________________ START TIME (norm 9:00 a.m.): _________________________________________ FINISH TIME (norm 5:00 p.m.): _________________________________________

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REST PERIODS: A) MORNING BREAK (paid): __________

B) LUNCH BREAK (unpaid): __________ C) AFTERNOON BREAK (paid): __________

REMUNERATION DETAILS

SALARY: Tick Yes/No, and additional detail if required. HOURLY RATE: YES / NO _____________________________ DAILY RATE: YES / NO _____________________________ WEEKLY RATE: YES / NO _____________________________ ANNUAL RATE: YES / NO _____________________________ PRO-RATA’D RATE: YES / NO _____________________________

APPROVAL DETAILS

SIGNED BY: DATED: LINE MANAGER: ________________________________ _______________________ H.R. OFFICER: ________________________________ _______________________ PRESIDENT: ________________________________ _______________________ Update: Payroll _______________________ Update: House Management, IT, Alison (Attendance, Leave, Contracts). _______

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Appendix 1.3. Example of Criteria/Ranking Form

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Appendix 1.4 Example of Shortlisting Form

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Appendix 1.5 Sample Job Description

Job Description – Marketing Manager

Job Title: Marketing Manager Contract Type: Fixed term – 2 years Full-

time

Function: Marketing and Communications Hours of Work: 5 days per week

Reporting To:

Assistant Registrar

Salary:

tbc


Carlow College, St. Patrick’s is a small third level College specialising in degree level education in the Arts, Humanities

and Social Care areas. The College has a rich tradition of education since its establishment in 1782. Its historic campus

close to the centre of town offers an ideal learning environment. The College has a strong reputation for the quality of

its education, based on small class sizes, an engaging and research active faculty, with strong academic supports for

students. Currently it delivers degree programmes involving the disciplines and fields of English Literature, History,

Philosophy, Theology, Psychology, Social Care and Social Studies, and Citizenship and Community Studies. At

postgraduate level, a professionalising Masters is offered in Therapeutic Child care. Additionally, it has an international

programme attracting students from a number of Colleges in the United States. Student enrolment is around 500.

The College is now embarking on a 5-year strategic plan to strengthen its operational capacities and to increase its

student enrolment. The Marketing and Communications function will play a key role in the achievement of this plan

through developing and communicating the College’s marketing message, building and engaging the College’s student

and stakeholder base, and creating effective strategies that will promote the long-term growth of the College.

The College now seeks to appoint a Marketing Manager to lead this function and ensure the communication of the

College’s message to prospective students, and to local, regional, national and international stakeholder groups.

Role Overview The Marketing Manager will create and execute a brand message and a multi-annual marketing plan, thereby ensuring the College, its educational programmes, and all related activities are promoted effectively and attain the utmost stakeholder engagement. Reporting Line The Marketing Manager will report directly to the Assistant Registrar. Key Responsibilities Strategic Development

• Create and execute an approved Branding Plan for the College in support of its strategic aims and with reference

to the stakeholder groups of the College.

• Create and execute a multi-annual Marketing Plan for Carlow College, St. Patrick’s which drives student

recruitment.

• Negotiate and monitor Marketing budget requirements.

• Prepare, manage the publication of, and ensure the effective distribution of the College’s Prospectus and related

material in co-operation with Programme Directors, Admissions, V.P for Academic Affairs and Registrar,

President and relevant staff members.

• Develop the relationship between the College and the College Alumni.

• Identify and source good sponsorship opportunities to promote Carlow College, St. Patrick’s.

Communications / PR

• Map key stakeholder groups of the College and develop a communications strategy to support the College’s engagement with these groups.

• Ensure that local media opportunities are realised, by preparing and supplying advertisements and editorial copy to local and regional press and radio as budgets permit.

• Negotiate advertising and promotional agreements with relevant media.

• Create and distribute a regular staff newsletter to keep all staff up to date and to reinforce organisational culture.

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Marketing Management

• Ensure marketing is familiar with ongoing and important community events to ensure that where possible Carlow

College, St. Patrick’s is represented and/or utilised as a centre for activities.

• Design and produce both external and in-house marketing materials to be of visual impact and within brand

guidelines.

• Liaise with relevant internal/external personnel to ensure social media, websites, etc. are fully utilised to further

promote Carlow College, St. Patrick’s.

• Provide relevant literature to internal departments to support the promotion of their services.

• Attain utmost promotion/PR, and ensure maximum participation from the College community by managing the

marketing activity at all College events, conferences, activities, etc.

• Liaise with relevant staff members and students to support and ensure their active participation and involvement

in promoting Carlow College, St. Patrick’s courses, events, conferences, etc.

• Collaborate with the School Liaison Officer (SLO) on all written and promotional material to ensure Carlow

College, St. Patrick’s agreed marketing message is consistently and accurately delivered.

• Attend certain promotional events (e.g. Career fairs/exhibitions) with the SLO.

• Collaborate with the SLO in organising the annual Open Day.

Qualifications & Experience

• Recognised 3rd level qualification in marketing or related area.

• 5+ years’ experience of management in a comparable role.

• Record of achievement in the design and execution of marketing plans.

• Operational knowledge of marketing within the educational sector would be advantageous.

• Good working knowledge of social media’s role and its related tools within marketing/promotional activity. • Being fully competent in Adobe InDesign and Adobe Photoshop is desirable.

Skills & Competencies The candidate must be able to demonstrate their capacity in the following areas:

• Excellent interpersonal skills.

• Ability to work effectively with all College departments.

• Strong communication skills i.e. verbal and written.

• High level of initiative, supported with a positive and flexible approach.

• Ability to generate plans and effectively manage projects/initiatives.

• Strong organisational skills.

• Creative with good attention to detail.

• Demonstrate the ability to self-manage.

This job description is not intended to contain a comprehensive list of activities, duties, or responsibilities. Additional

duties may be assigned based on business operational needs.

Application Requirements

Candidates should submit their C.V and covering letter specifically outlining how their qualifications and experience fits

the requirements of the role to [email protected] Closing date for applications is DATE.

*Please note that all applicants should consider the following questions when submitting their application:

1. Do you hold a recognised 3rd level qualification in Marketing or equivalent?

2. Do you have at least 5+ years’ experience of management in a comparable role?

3. Does your current and / or previous work experience meet the requirements of the role? If so, please explain in

your cover letter.

*Please note that as part of Carlow College, St. Patrick’s recruitment policy, it is a condition precedent that all offers of

employment are subject to two satisfactory employment reference checks and evidence of qualifications.

Carlow College is an equal opportunities employer.

mailto:[email protected]

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Appendix 22: Garda Vetting Policy

TITLE: GARDA VETTING POLICY


Approved By Management Board and

Academic Council

Date Approved 22 November 201733

Review Date 22 November 2020

or as required


Garda Vetting Policy and Procedures (2011) Office of the President


Carlow College, St. Patrick’s (hereafter Carlow College) is committed to ensuring that pre-

defined and published regulations and legislation are consistently adhered to. The purpose of

the Garda Vetting Policy is to ensure clarity, transparency, accountability and efficiency in

relation to the legal obligations outlined under the National Vetting Bureau (Children and

Vulnerable Persons) Act 2012.34

As such, Carlow College mandates that as part of its recruitment process, it is a condition

precedent of any offer of employment that the College receives evidence of a satisfactory Garda

vetting outcome. In compliance with Section 21 (Retrospective Vetting) of the National Vetting

Bureau (Children and Vulnerable Persons) Act 2012 Carlow College ‘shall, where the person

concerned has not previously been the subject of an application for vetting disclosure under

this Act, not later than such period as may be prescribed, make an application for vetting

disclosure (in this Act referred to as an “application for retrospective vetting disclosure”) in

respect of that person.’35

Moreover, Carlow College offers several academic programmes that require learners to

undertake placements, with external agencies, which will bring them into contact with the

public and in which they will assume positions of trust. To ensure the protection of the public,

Carlow College is committed to ensuring that only suitable candidates are allowed to undertake

these programmes. Learners enrolled on the following programmes and modules are required

33 The Garda Vetting Policy, as it relates to College personnel, was approved by Management Board 22

November 2017. The Garda Vetting Policy, as it relates to College learners, was approved by Academic Council

06 December 2017. 34 This Policy is modelled on others agree in the higher education sector. 35 In accordance with Statutory Instrument No. 223 of 2016 an application for retrospective vetting of

employees who were in their employment prior to 29 April 2016 must be submitted by 31 December 2017.

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to be Garda vetted. Registration on these programmes and modules are provisional, pending

the outcome of the Vetting process.36 The College, as a relevant organisation, will enter into

an agreement with other relevant organisations, in writing, in accordance with Section 12 (3A)

of the Act.37

1.1: Undergraduate Programmes

PC404 B.A. in Applied Social Studies (Professional Social Care);

PC405 B.A. (Honours) in Social, Political and Community Studies;

PC06 B.A. (Honours) in Applied Social Studies (Professional Social Care);

PC402 B.A. in Arts and Humanities (if enrolled in the Catechetics & Placement

Module);

PC410 B.A. (Honours) in Arts and Humanities (if enrolled in the Catechetics &

Placement Module); and

PC411 B.A. (Honours) in English and History (if enrolled in the Career Practice

Module).

This Policy supersedes the existing Garda Vetting Policy and Procedures (2011).

2. Definitions

Child: a person under the age of eighteen years.

Garda Síochána National Vetting Bureau (GSNVB): agency tasked with processing the

requests to carry out retrospective vetting of current employees and vet prospective employees

and learners (if enrolled on a programme or module listed above).

Liaison Person: the person authorised to communicate with the GSNVB on behalf of Carlow

College and located in the Registry as stipulated by the National Vetting Bureau (Children and

Vulnerable Persons) Act 2012.

Relevant Organisation / Work and Activities: a person (including a body corporate or an

unincorporated body of persons) who employs, enters into a contract for services or permits

any person to undertake relevant work or activities, a necessary and regular part of which

consists mainly of the person having access to, or contact with, children or vulnerable persons.

Specified Information: information other than criminal convictions held by the An Garda

Síochána that leads to a bona fide belief that a person poses a threat to children and/or

vulnerable persons.38

Vetting Subject: a staff member, learner or service provider.

36 The list of programmes is reviewed on an annual basis and may be updated to include new and/or existing

programmes. Learners on research programmes who engage with children and/or vulnerable persons will

require Garda vetting. 37 Section 12 (3A) states that ‘where two or more relevant organisations jointly agree in writing to the employment,

contracting, permitting or placement of a person to undertake relevant work or activities, it shall be a defence in

any proceedings brought against a person for an offence under subsection (2) to show that another relevant

organisation who was party to the agreement received a vetting disclosure in respect of the employment, contract,

permission or placement of the person concerned.’ 38 For more information, see section 2 of the National Vetting Bureau (Children and Vulnerable Persons) Act

2012.

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Vulnerable Person: a person, other than a child who: is suffering from a disorder of the mind,

whether as a result of mental illness or dementia; has an intellectual disability; is suffering from

a physical impairment, whether as a result of injury, illness or age; or has a physical disability,

which is of such a nature or degree as to restrict the capacity of the person to guard himself or

herself against harm by another person, or that results in the person requiring assistance with

the activities of daily living including dressing, eating, walking, washing and bathing.

3. Scope of Policy

This Policy applies to anyone who is employed and/or engaged by Carlow College or acts on

behalf of Carlow College who may have access to children and/or vulnerable persons in the

course of their employment, engagement or studies.

Individuals who are not employed directly by Carlow College, but who are employed by

contractors (or sub-contractors) of Carlow College, and who may have access to or contact

with children and/or vulnerable persons in the course of their duties, will also be required to

undergo the vetting process. Carlow College will also ensure that Garda Vetting obligations

are reflected, to the greatest extent possible, in any contract between Carlow College and any

contractor and/or sub-contractor and, as appropriate, form part of the criteria required in any

procurement process.

4. Policy Statement

The principles and goals underlying the Garda Vetting Policy are:

• to ensure that Carlow College is compliant with legislative requirements for relevant

organisations as set out in the National Vetting Bureau (Children and Vulnerable

Persons) Act 2012;

• that staff members and prospective learners are fully informed of the purpose and

process of Garda vetting within the College;

• to ensure the protection of staff members, learners and members of the public;

• to promote public trust and confidence in Carlow College as a provider of third level

education;

• to provide clarity, transparency, accountability and efficiency in relation to Garda

vetting procedures at Carlow College;

4.1. E-Vetting Process

Carlow College is registered with, and uses, the services of the GSNVB which undertakes

vetting on addresses in the Republic of Ireland and Northern Ireland. Garda Vetting includes

Police vetting in respect of other jurisdictions.

As part of the vetting process, each vetting subject shall disclose any and all relevant

information.

A vetting subject who has resided outside of the Republic of Ireland, including Northern

Ireland, for six months or more, after the age of 18, is required to provide that information on

their Garda Vetting Form.

The onus is on the vetting subject to obtain police clearance. It is best to contact the embassy

of the country in question to seek further information. A list of embassies can be found on the

website of the Department of Foreign Affairs (www.dfa.ie).

http://www.dfa.ie/

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All communications with vetting subjects, and with the GSNVB in respect of applications, are

confidential. Information collected as part of this vetting process will be treated in confidence

by Carlow College and used or disclosed only in accordance with the legislation.

4.2. E-Vetting Steps

The following outlines the various steps involved in the Garda Vetting process.

Step 1

The Liaison Person for learners is the Admissions Officer and the Liaison Person for staff is

the Human Resources Officer. The relevant Liaison Person sends the vetting subject an

invitation form. An applicant who is under 18 years of age at the point of completing the

Vetting form must complete and submit an additional Vetting Parent/Guardian Consent Form.

The vetting invitation form is completed electronically by the vetting subject and returned to

the relevant Liaison Person. Employees who do not have access to a computer at work may

complete a manual form, which is available from the Liaison Person. The vetting subject is

also required to provide the relevant Liaison Person with proof of identity.

Step 2

The relevant Liaison Person validates the proof of identity and sends the vetting subject an e-

mail with a link attached inviting him/her to complete a Vetting Application Form. The vetting

subject is given instructions for completion of the form. This document highlights the

importance of providing full and correct information on the form and of attaching, where

necessary, police clearance from other jurisdictions in which the vetting subject resided.

Step 3

The vetting subject completes the Vetting Application Form online and submits it to the

relevant Liaison Person.

Step 4

The relevant Liaison Person reviews the Vetting Application Form and submits it to the

GSNVB. The GSNVB processes the application against their databases for convictions, pending

prosecutions, application of the Probation Act, non-convictions and specified information.

Step 5

The GSNVB processes the application and forwards a vetting disclosure to the relevant Liaison

Person.

The GSNVB responds to the vetting request by ticking one of the relevant sections of the form,

i.e. (a) no convictions recorded or (b) convictions that appear on Garda Records or (c) and/or

attached prosecutions that are pending.

The following is an example of the type of information/disclosure that could be returned:

Our records indicate previous convictions recorded against the named person when checked

against the details supplied:

Date Offence Court Result

25/06/2003 Larceny Dún Laoghaire Fine €100.

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Step 6

The relevant Liaison Person reviews the vetting disclosure and, as soon as is practicable,

provides a PDF copy of the disclosure to the vetting subject.

Step 7

Where the information supplied by the GSNVB is inconsistent with the information supplied

by the vetting subject, the relevant Liaison Person will contact the vetting subject to clarify if

the information supplied by the GSNVB is correct. If the vetting subject does not agree that the

information supplied by the GSNVB is correct, the relevant Liaison Person will request the

GSNVB to review their information and confirm or change their initial response.

Step 8

Once the e-vetting information and outcome have been verified and confirmed, it is then

reviewed by the relevant Liaison Person and classified as follows:

(a) No convictions recorded

(b) Minor offence

(c) Serious offence

There are two separate guidelines for the handling of vetting disclosures: for learners see

Appendix 1 and for staff see Appendix 2.

Step 9 (if applicable)

Staff and learners should be aware that Carlow College reserves the right, at its discretion, to

require staff and learners to undergo a further Garda Vetting process. In addition, staff and

learners may be re-vetted if information concerning suitability to work with children or

vulnerable persons comes to the attention of the College. Staff and learners subject to this

policy and who acquire a charge/prosecution and/or conviction and/or anything that may affect

their suitability for their studies or employment during the course of their studies/employment

are required to immediately notify the relevant Liaison Person.

Carlow College will undergo the process of re-vetting all Staff every five years.

4.3. Management of Garda Vetting Records

Records arising from the Garda Vetting process will be used for this purpose only.

The Liaison Person is primarily responsible for the secure storage and management of records

associated with the vetting process. Records pertaining to vetting are held on discrete files,

whether manual or digital. They will not be placed on either a learner’s general file or a staff

member’s personnel file, which are held by Academic Administration and Human Resources

respectively.

The Vice President for Academic Affairs / Registrar is responsible for the storage and

management of records arising from learner appeals.

Records arising from the vetting process will be distributed only to those identified as having

roles and responsibilities in the following section. All persons to whom records are distributed

are responsible for their secure storage. Records distributed to such persons should be

destroyed securely (shredded) as soon as they are no longer required; this may be as soon as

the end of a meeting with a vetting subject.

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Vetting subjects have full access to all records pertaining to them, which are created as part of

the vetting process.


5.1. Vetting of learners

The Liaison Person is responsible for:

• Processing vetting applications and communicating with both vetting subjects and the

GSNVB, and managing records arising from this process

• Creating and managing records of meetings held to discuss vetting disclosures (as

delineated below).

The Placement Coordinator is responsible for communicating with agencies / schools.

In the case of a minor offence, the relevant Programme Chair, Placement Coordinator and

Liaison Person are responsible for meeting with the vetting subject to discuss the

circumstances of the offence.

Where an offence is deemed serious, the Liaison Person, Practice Placement Advisory

Committee and Programme Director are responsible for meeting with the vetting subject to

discuss the circumstances of the offence and to make a decision on the vetting subject’s

continuation in the programme.

Where a vetting subject appeals a decision of the foregoing group, the Vice President for

Academic Affairs / Registrar will convene an Appeal Committee comprising the Vice President

for Academic Affairs / Registrar, two members appointed by the Academic Council who do

not have a conflict of interest (that is, that have not been involved in the process to date) and a

College Counsellor. The Appeal Committee will make a final decision on the continuation of

the vetting subject in the programme. The Vice President for Academic Affairs / Registrar is

responsible for the creation and management of records of the appeal process.

5.2. Vetting of staff

The Liaison Person is responsible for:

• Processing vetting applications and communicating with both vetting subjects and the

GSNVB, and managing records arising from this process

• Creating and managing records of meetings held to discuss vetting disclosures (as

delineated below)

In the case of a minor offence, the Liaison Person will convene a Garda Vetting Panel

comprising the Line Manager, Liaison Person and/or alternative nominees of the President.

The Garda Vetting Panel is responsible for discussing the circumstances of the offence with

the vetting subject.

If an offence is deemed serious, the aforementioned Garda Vetting Panel is responsible for

meeting with the vetting subject and deliberating on the vetting subject’s explanation of the

circumstances of the offence, and considering an appropriate recommendation.


• Appendix 1: Guidelines for the Handling of Vetting Disclosures – Learners

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• Appendix 1.1: Sample Letter that the Agency/School Receive (Where Convictions are

Recorded)

• Appendix 2: Guidelines for the Handling of Vetting Disclosures – Staff


• Child Protection Policy


• Disciplinary Policy (Staff)

• Fitness to Practice Policy

• Learner Code of Conduct and Disciplinary Policy

• Records Management Policy

• Recruitment and Selection Policy


The Garda Vetting Policy is approved by the Management Board and Academic Council. The

Office of the President, in consultation with the two Liaison Persons, will monitor this Policy

annually with a policy review scheduled three years after the effective date.

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Appendix 1: Handling of Vetting Disclosures (Learners)

Handling of Vetting Disclosures

(Learners)

Handling of Vetting Outcomes for Learners

Carlow College, St. Patrick’s (hereafter Carlow College) response to information provided by

Garda Síochána National Vetting Bureau (GSNVB) will be as follows:

a) No Convictions Recorded

The names of all Carlow College’s vetting subjects for whom no convictions have been

recorded are forwarded to the relevant Liaison Person.

b) Differentiation of Results

Where the information supplied by the GSNVB is inconsistent with the response from

the learner, the Liaison Person will meet with the learner to clarify whether the

information supplied by the GSNVB is correct. If the learner does not agree that the

information supplied by the GSNVB is correct, the Liaison Person will request the

GSNVB to review their information and confirm or review their initial response.

c) Minor Offence

With regard to minor offences, which, within the absolute discretion of the College are

not considered to pose any risk to children and/or vulnerable persons, the College’s

response is different depending on whether or not the learner openly disclosed the

offence.

If the offence has not been disclosed, the Programme Director, Placement Coordinator

and the Liaison Person will meet with the learner to seek an explanation for the non-

disclosure.

If a satisfactory explanation is received, the learner will be advised that the information

will be provided (with the permission of the learner) to the agency/school by the

Placement Coordinator.

If a satisfactory explanation is not received, the offence will be deemed to be a serious

offence and will be dealt with as outlined in section (d) below.

d) Serious Offence

With regard to serious offences and convictions, the nature of which could potentially

indicate a risk to children and/or vulnerable persons, the learner will be required to meet

with the Liaison Person, Practice Placement Advisory Committee and the Programme

Director to discuss the circumstances of the disclosure. Following the meeting, the

learner will be advised in writing of the College’s decision.

If there has been evidence of significant rehabilitation and/or evidence of appropriate

behaviour modification by the learner since the event took place, then the learner will

be advised that he/she will be allowed to continue in the programme but that all

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placement agencies/schools will be advised of the offence with the permission of the

learner (see Appendix 1.1: Sample Letter that the Agency/School Receive).

When the nature of the conviction(s) is such that the Liaison Person, Practice Placement

Advisory Committee and the Programme Director deem it to be of such a serious nature

that the learner cannot continue on their programme/module, the provision registration

will be terminated. Following the meeting, the learner will be advised in writing by the

Office of the Registrar of the College’s decision.

Appeals

The learner may, within two weeks of the date of the letter, make an Appeal to the Vice

President for Academic Affairs/Registrar to have their case reviewed by an Appeal Committee

on Learner Garda Vetting, comprising of the: Vice President for Academic Affairs/Registrar,

two members appointed by Academic Council that do not have a conflict of interest and a

College Counsellor.

The decision of the Appeal Committee on Learner Garda Vetting will be final and binding.

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Appendix 1.1: Sample Letter that the Agency/School Receive (Where Convictions are

Recorded)

Sample Letter that the Agency/School Receive

(Where Convictions are Recorded)

Placement Supervisor

Placement Agency/School

Date:

Re: Joe Bloggs (S/N 109888777)

Title of Programme

Dear

Thank you for agreeing to provide a placement for Joe Bloggs for the period February to April

2018.

In line with the Carlow College, St. Patrick’s Garda Vetting Policy, learners on specific

programmes including the [Title of Programme] are required to complete a Garda Vetting

process as part of their registration as a learner of Carlow College, St Patrick’s.

In case of Joe Bloggs, the Garda Síochána National Vetting Bureau has returned the

information outlined in Table 1 below.

Having met to consider the matter, and taking into account all relevant circumstances including

the information below, it is the College’s judgement that Joe Bloggs is a suitable learner for

the [Title of Programme] and recommends him/her for placement with your agency/school.

Table 1:

With reference to the above our records indicate previous convictions recorded against the

above named person when checked the details supplied

Date Offence Court Result

25/06/2009 Larceny Galway City Fine €50.00

This information is provided in accordance with College Policy and in strictest confidence and

should not be disclosed to any third party or within your organisation other than in the context

of this placement.

If you require any further information, please contact Placement Coordinator on [phone no.]

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Appendix 2: Handling of Vetting Disclosures (Staff)

Handling of Vetting Disclosures (Staff)

Handling of Vetting Outcomes, Staff and Service Providers

Carlow College, St. Patrick’s (hereafter Carlow College) response to information provided by

GSNVB will be as follows:

a) No Convictions Recorded

The names of all Carlow College’s vetting subjects for whom no convictions have been

recorded are forwarded to the relevant Liaison Person who issues a vetting disclosure

to the vetting subject.

b) Differentiation of Results

Where the information supplied by the GSNVB is inconsistent with the response from

the staff member, the Liaison Person will meet with the staff member to clarify whether

the information supplied by the GSNVB is correct. If the staff member does not agree

that the information supplied by the GSNVB is correct, the Liaison Person will request

the GSNVB review their information and confirm or review their initial response.

If a conviction, as outlined in (c) or (d) below, is recorded or pending, the Liaison

Person will convene a Garda Vetting Panel consisting of the: Line Manager, Liaison

Person, and/or alternative nominees of the President.

The Garda Vetting Panel’s remit is to consider the convictions as outlined in c) or d)

below.

c) Minor Offence

With regard to minor offences, i.e. offences which are not considered to pose any risk

to children and/or vulnerable persons, Carlow College’s response may be different

depending on whether or not the vetting subject openly disclosed the offence.

i. If the offence has not been disclosed, the Garda Vetting Panel will meet with

the vetting subject to seek an explanation for the non-disclosure.

ii. If the explanation received by the Vetting Panel is deemed satisfactory, the

Liaison Person will notify the vetting subject.

iii. If a satisfactory explanation is not received, the offence will be deemed to

be a serious offence and will be dealt with as for section (c) below.

d) Serious Offence

With regard to serious offences, i.e. the nature of which could potentially indicate a

serious risk to children and/or vulnerable persons, the vetting subject will be required

to meet with the Garda Vetting Panel in order to provide a detailed explanation as to

the circumstances of the offence.

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Following the meeting with the Garda Vetting Panel, this Panel:

i. will deliberate on the vetting subject’s explanation as to the circumstances of

the offence and consider an appropriate recommendation and/or action.

ii. will advise the subject in writing of the Panel’s decision.

An appropriate recommendation may be to conduct an investigation in accordance with the

Disciplinary Policy (Staff). This procedure also contains within it an appeals process. In the

event of a candidate applying for a position, the offer may be withdrawn.

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Appendix 23: Performance Management & Development Policy

TITLE: PERFORMANCE MANAGEMENT & DEVELOPMENT POLICY

Effective Date 01 January 2018 Version 01

Approved By Management Board Date Approved 8 November 2017

Review Date 8 November 2020


Human Resources

1: Purpose of Policy

The purpose of the performance management process within Carlow College, St. Patrick’s

(hereafter Carlow College) is to ensure that the work performance and learning of every

employee is managed effectively and fairly. This will be achieved through the process of an

annual review of performance, interim reviews and regular one-to-one meetings throughout the

year. The Performance Management & Development Policy is designed to ensure that

individual effort and career development are nurtured in a supportive way consistent with

College goals.

The performance review/appraisal is a mechanism for discussion of the individual’s

performance and also to set goals for the year. It will cover strengths as well as ways in which

improvement may be made. It is also an opportunity to discuss job concerns and career

development. At Carlow College, we value the process of the Performance Management and

Development Programme which is embedded in the strategic vision, mission and ethos of the

College.

In the probationary period, a performance review shall be completed at least once. Thereafter,

reviews/appraisals will be carried out on a bi-annual basis.

This process is a key mechanism for explicitly directing all employees’ contribution so that

individuals can see how their work supports the aims and objectives of their team, department

and Carlow College as a whole. The process should provide clear direction towards personal

and organisational objectives so that each individual is able achieve their potential and

contribute to Carlow Colleges’ success.

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2: Definitions

PMDP: is an acronym for Performance Management Development Programme. The emphasis

in Carlow College is on the development.

Reviewer: The Line Manager will conduct the performance appraisal.

Reviewee: a reviewee is defined as current staff member within the College. Depending on

circumstances, a staff member may be both a reviewee and a reviewer at different stages of the

PMDP process.

Staff Appraisal: a review/appraisal meeting is a confidential conversation on an individual’s

career development. It provides the opportunity to sustain and improve individual performance

and development actions. Appraisals should be conducted formally once every year i.e. within

the academic year of the College for Academic staff. Appraisals for all other staff should be

conducted formally once every year i.e. within the twelve months. Informal feedback should

be provided on an ongoing basis and the reviewer is responsible for ensuring that they hold a

catch-up meeting at least twice in the review year. This catch-up meeting should be

documented and focus of the progression of the objectives that have been set for the year.

3: Scope of Policy

The Performance Management & Development Policy covers all staff and contract types within

the College.

4: Policy Statement

The College strives to achieve high standards of performance and service at all times. It is our

policy to train and support all employees to carry out their roles to a high standard and to the

best of their ability.

We aim to ensure that all employees are engaged with and have a rewarding role in the College

and have opportunities to develop their potential. We aim to encourage and utilise their abilities

and maximise their contribution. Continuous development is necessary to grow our capability

at both College and individual level to operate successfully in a dynamic and changing

environment.

Communicating, engaging and consulting with employees are central to the success of the

College. Our performance process is one key element in how we demonstrate this on an on-

going basis.

All employees can expect to have ongoing performance conversations and receive timely and

balanced feedback on their performance. Employees will be supported to achieve the required

high standard, and should an employee face difficulty in meeting the standard expected there

are further procedures in place to address this (see Appendix 1.2: Performance Improvement

Programme (PIP)).

The President and Management Board are strongly committed to this process and emphasise

the role of managers in providing feedback and supporting employees to raise performance

standards. As part of their role, all managers are required to engage with their employees in

performance conversations, and regular documented reviews.

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5.1 Human Resource Office

The Human Resources Office holds responsibility for this Policy and any subsequent practices

and procedures thereafter. These responsibilities include, but are not limited to:

• Providing information for both the Reviewer and the Reviewee in the Performance

Management & Development Process (PMDP);

• Storing and conducting analysis on training and development requirements for each

function and coordinate documentation for the review process;

• Recording PMPD reviews on personnel files.

5.2 College President

The President will act as the primary reviewer for the senior executive management team

and/or any other direct reports. The President, supporting the PMDP, will ensure the process is

implemented and completed in line with the overall strategic plan, goals and objectives of the

College.

5.3 Reviewer (Line Manager)

The Reviewer (Line Manager) will ensure a successful implementation of the process, that all

stages are completed and agreed training and development needs are followed through on. Line

Managers are responsible for arranging annual reviews and six-month review meetings with

each of the employees who report to them, and for ensuring that there are formal opportunities

to review progress and learning throughout the year on a regular basis.

The key responsibilities of the Reviewer in the PMDP are to:

• Agree clear priorities, directions and performance standards for the Reviewee;

• Jointly agree performance objectives;

• Provide guidance to the Reviewee;

• Evaluate performance objectives and determine whether they have been achieved;

• With Reviewee, arrange for feedback or coaching to be sought from appropriate sources

relating to performance;

• Discuss performance development and career development opportunities as agreed

with the Reviewee.

All Reviewers will be required to report on the implementation of PMDP in their areas of

responsibilities as part of the strategic planning processes. They will also be required to ensure

that as a process, the College PMDP contributes to both the achievement of agreed College

goals, as well as creating a positive learning and development ethos for staff.

5.4 Reviewee (Employee)

It is the responsibility of each Reviewee to participate in managing their performance, as they

are responsible for their own performance. Other key responsibilities of the Reviewee in the

performance management and development process are to:

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• Contribute to the establishment of their own performance objectives in co-operation

and consultation with the Reviewer;

• Identify training and development needs (if any);

• Take constructive feedback given by the Reviewer;

• Provide feedback to the Reviewer where appropriate;

• Discuss any other issues which may impact on performance;

• Reflect on their own performance;

• Maximise their potential and help meet their career aspirations.

The template for the Performance Management and Development Review Form(s) is applicable

to all staff in Carlow College (see Appendix 1.1).


• Appendix 1: Performance Management and Development Programme

• Appendix 1.1: Performance Management and Development Review Form(s)

• Appendix 1.2: Performance Improvement Plan (PIP) Form

7: Referenced Carlow College Policies



• Equality Policy

• Grievance Policy (Staff)

• IT Policy

• Probationary Policy


• Recruitment and Selection Policy


The Performance Management & Development Policy will be monitored annually by the

Human Resources Office to ensure that it is fit-for-purpose and reviewed every three years.

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Appendix 1: Performance Management and Development Programme

Performance Management and Development

Programme

1. Link to Carlow College Strategic Plan

By being part of the performance management process, staff take responsibility for their own

development and learning actions. Within such a system not all individual actions may be met,

given the limited resources available. Priority will be given to the development, skills training

and actions, related to the strategic goals of the College. The Carlow College Performance

Management and Development Programme (PMDP) recognises that there must be a link

between the activities of staff with the College’s strategic plan. This is accomplished by

assessing each staff member’s achievements and goals at four levels:

1. College

2. Management

3. Function/Department

4. Individual

2. Promoting a Culture of Continuous Learning and Development

By providing a structured opportunity for discussing development, skills training and support

actions, staff can ensure they are focusing on learning and development that is relevant to their

work objectives and career goals.

3. Communication and Structured Feedback

Communication is an essential element of Carlow Colleges’ PMDP. PMDP opens up the

opportunity to develop clear, structured channels of communications across the College and

promotes on-going two-way feedback between the ‘reviewer’ and ‘reviewee’.

4. Key Principles of the PDMP

a) Developmental: The PMDP acknowledges the responsibility of both staff and

management in the joint planning of career development. Individuals are provided with

the opportunity to consider their development needs for their future career plans

through the establishment of developmental objectives.

b) Self-Review/Self-Assessment: The PMDP is a structured review process which

recognises that it is individual staff members that need to drive their own performance

and development. In order for the review system to work effectively, individual staff

members need to take ownership of the process and self-assessment/review will be

pivotal to achieving a sense of ownership and participation. Without self-

assessment/review there can be little benefit to the individual in terms of identifying

strengths and areas that need improvement.

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c) Two-way Review: Communication is an essential element to the success of a

Performance and Review Scheme. The PMDP opens clear channels of communications

and promotes ongoing two-way feedback between the ‘Reviewer’ and the ‘Reviewee’.

d) Quality: The process of PMDP holds closely the core principles of quality assurance

in that it is intended to promote a process of continuous improvement at an individual,

function / department and College level through a mechanism of self-assessment. The

programme provides an on-going opportunity for each unit and staff member to reflect

upon his or her contribution to the College and provides a means to improve upon this

contribution within a developmental framework.

e) Relationship to Other College Policies and Procedures: The PMDP is a

developmental tool which is intended to improve performance. The PMDP is a

developmental tool which is intended to improve performance. It is separate from and

should not be linked to other College policies such as promotion, pay, or reward. The

implementation and conduct of the Performance Management and Development

Scheme process will be carried out with full regard to the College’s Equality Policy.

5. Key Benefits of the PMDP

Some of the intended key benefits of PMDP are as follows:

• Improved communication between staff at all levels;

• Better communication of the College’s goals and values;

• Better communication to the College of the reality of staff experience;

• Better understanding of how individual staff contribute to both their departments /

functions and College activities;

• Cultivating a culture of continuous improvement in line with other Quality Assurance

initiatives;

• Increased opportunities for organisational learning;

• Increased emphasis on career development of the individual;

• Improved planning at individual, departments / functions and College level;

• Improve overall performance arising from the above.

6. Benefits for Staff

Some of the intended benefits for Staff are that it:

• Improves communication between staff at all levels;

• Enables better communication of the College’s goals and values;

• Cultivates a culture of continuous improvement;

• Provides staff with support in identifying their personal learning and development

actions and the ways of meeting these actions;

• Provides staff with a clear understanding of how their role operations within their

College/function/department;

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• Enables staff to prioritise the key aspects of their role;

• Improves overall performance.

7. Performance Management Process

The Colleges’ Performance Management Process aims to support employees to perform their

role to a high standard, so that the organisation can achieve its goals. This two-way continuous

communication process translates organisation goals into individual accountabilities, provides

measures and feedback to assess progress against goals and identifies how we can improve

organisational performance.

The success of the Performance Management Process in the organisation is dependent on:

• having clear and aligned goals and objectives;

• a climate of development;

• recognition of high performance;

• on-going conversations about the behaviours that contribute to performance;

• regular on-going reviews;

• individual ownership and responsibility for performance;

• regular communications, on both a one-to-one and team basis;

• understanding of and commitment to the performance management process.

There are a number of elements to the Performance Management Process. While HR is

available to support the process, employees work directly with their Line Managers on this.

The performance process is not linked to pay in the College at this point in time, however, the

College reserves the right to review this, following consultation with employees.

7a. Performance Management Cycle

• Feedback

• Coaching

• Development

• Progress against goals

• Review role

• Recognition

• Set expectations

• Align Goals

• SMART Goals

• Progress against goals (College, Management, Function/Department, Individual)

• Contribution

• Recognition

Annual Review

Goal setting

On-going performance Conversation

Interim Reviews

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7b. When do the Reviews/Appraisals Take Place

Appraisals should be conducted formally once every year i.e. within the academic year of the

College for Academic staff. Appraisals for all other staff should be conducted formally once

every year i.e. within the twelve months. This will help facilitate the planning processes for

training needed for the following academic year. However, where this timeframe is not suitable

for a particular department/function, agreement will be reached with HR to agree a ‘band of

months’ when the reviews can be conducted to suit their particular workload cycles. Having a

scheduled ‘band of months’ allows for objectives for the following year to be linked to the

strategic goals and objectives finalised by the Management Board.

7c. Goal Setting

Each employee is required to take ownership of their own performance and the continual

implementation of the performance management process.

The main activities in the organisation’s performance cycle are:

• goal setting, including identifying training and development needs;

• performance conversations;

• reviews.

Required levels of performance and goals/objectives will be agreed with your manager on an

annual basis, in line with College objectives. It is vital that employees know exactly what is

expected of them and the time-frame within which they must operate. The goal setting meeting

will result in an agreed set of goals for each person, in terms of day to day responsibility as

well as projects to develop the organisation.

It is worth noting that when setting goals, the intention is not to cover every aspect of the

employee’s work, but to concentrate on the more significant aspects of the job. For this reason,

it is recommended that no more than six goals be set at any one time. Once a goal is achieved

another goal should be set.

The quality and clarity of goals is critical to the success of the overall process as they lay down

the foundation for future conversations. Goals/objectives should be SMART, as outlined

below.

• Specific: clear unambiguous and concerned with a single, specific aspect of the results.

• Measurable: they must contain a number, ratio or description that will make it clear

when they have been achieved; consider quality, quantity, cost and time.

• Attainable: while standards do change, objectives should be appropriate to the

organisation and job holder's role and capabilities - not too easy, not too hard.

• Results orientated: goals have to focus on what is to be achieved and where it fits with

the organisation’s objectives.

• Time specified: this must clearly be defined.

It is part of a Line Manager’s role to be able to describe what needs to happen to achieve high

performance. The resource implications of goals set should also be addressed at this point.

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Training on goal-setting will be available to Line Managers and employees to facilitate this

process. This training can either be done by HR or an external training organisation.

The goal setting meeting is also an opportunity to review the role and job description and

capture how it has changed in the period to ensure it stays update. Job descriptions should

reflect the role, not solely the role-holder (see our Recruitment Policy for reference). Agreeing

personal development plans are another output of this meeting.

7d. Reviewing and Updating Job Descriptions

d) The job description is a snapshot of the post at the time it was written and should be

reviewed for accuracy on a regular basis.

e) While job descriptions are usually future focused, they still become outdated as the

duties and responsibilities of the job change. At a minimum, Job Descriptions should

be reviewed in all instances where the post becomes vacant and before any recruitment

action is initiated.

f) Where significant change has occurred to a post over time, it is essential that the

relevant line manager contact the Human Resources Office who will assist in the

reviewing, providing support and guidance re next steps of the role.

7e. What PMDP is not?

• Used to air grievances.

• Linked to incremental pay or promotion.

• A one size fits all approach.

8. Stages of the PMDP

There are four sections within the PDMP cycle. These are as follows:

Section 1: Pre-Review Self-Assessment Form

Section 1 is a discussion document and can be completed in draft form by the reviewee before

the meeting when reflecting on their objectives and learning and development requirements or

during the PMDP review by the reviewer when actions have been agreed. During this

confidential meeting, the reviewer and reviewee discuss and agree on the reviewee’s

achievements, helps and obstacles and progress to date, career development, objectives for the

coming period (linked to College/Function/Department Strategy) and any learning and

development actions required to achieve these objectives.

Employees who are appraised should have time to reflect on their performance over the

previous year. Employees should consider which objectives have been met and why; which

objectives have not been met and why; and to evaluate the learning undertaken during the

previous year. Employees should complete Section 1 of the Performance Management and

Development Programme Review Form(s) prior to their performance review and send this to

their manager at least 1 week before the scheduled review meeting.

The reviewer should also consider the factors that may have affected the reviewee achieving

the agreed objectives since the last review.

• Helps: good programme structure, support from team, larger budget available

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• Obstacles: tight deadline, lack of support, limited resources, incompatible systems and

budget costs. Here, you should try to provide measures/examples to overcome

obstacles.

Section 2: Review of Work Objectives

This section should be completed with Section 1. Employees should complete Section 2 of the

Performance Management and Development Programme Review Form(s) prior to their

performance review and send this to their manager at least 1 week before the scheduled review

meeting.

When completing this section, consideration must be given to the reviewee’s main

achievements against the agreed objectives since the last review. If a previous review does

not exist for example a new staff member, the reviewee and reviewer should consider personal

objectives agreed elsewhere. If these are not available, the reviewee and reviewer should look

at the objectives for the department/function and consider how they contribute to these.

Section 3: Review Discussion

The purpose of the review meeting is to discuss achievements and performance during the

previous twelve months against the previously agreed objectives and the personal development

plan and to set goals and objectives for the upcoming year.

The description of the individual’s performance should be agreed taking into consideration

changes that may have happened during the twelve months, new objectives added and relative

change in priority of objectives. At this stage, both the reviewer and reviewee may make

additional comments. The documentation is then subsequently signed off by the Reviewer and

the Reviewee.

Section 4: Learning and Development

This section requests the reviewee to identify any learning and development actions they have

completed during the last cycle and how these were implemented in their role e.g. a reviewee

may have requested to complete presentation skills training at their last reviewee and have

since given a number of presentations as part of their role. Another example of this may include

a reviewee who requested training in marketing who has become more involved in marketing

initiatives within their department/function. In addition to training courses, a reviewee may

have requested other learning and development supports. The reviewee may also advise at this

stage of what further training requirements may be needed for the coming twelve months.

The development plan will identify the training/development needs of the individual to achieve

their key objectives in the coming twelve months. The most suitable method of meeting a

development need must be considered.

9. General Information

9a. Recording of appraisal meeting

The signed and agreed review document should be forwarded to the HR Office. A copy of the

form(s) should be given to the reviewee.

It is the responsibility of the reviewer to provide a copy of the completed form(s) to the

reviewee. The original will be retained by HR on the reviewee’s personnel file in the HR Office.

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9c. Next Review Date

Both the reviewee and reviewer agree a date for the next review meeting. This should be within

the PMDP yearly cycle; however, it is encouraged that the reviewer and reviewee meet on an

informal basis over the year.

9d. Approval of Learning and Development / Training

After receiving the PMDP forms, with specific reference to the Learning and Development

section and in consultation with the line manager, HR will review the learning and development

needs and supports for the reviewee. Following this review, a decision and plan will be made

on the implementation of these supports. This will be done by the Line Manager.

All staff who have completed their reviews should be recorded even in cases where no learning

and development actions have been requested. This information will provide the HR Office

with a summary of staff who have completed their reviews and will support the College in

conducting a training needs analysis on the different departments/functions.

10. Performance Improvement Programme (PIP)

10a. Purpose of a PIP

The aim of the PIP is to support the underperforming employee to work towards a satisfactory

improvement in a fair, objective, and positive way.

10b. Scope

This Performance Improvement Policy applies to all Carlow College’s employees, whether on

probation, full, part time, fixed-term or permanent etc. (list is not exhaustive).

10c. Policy Summary

If your standard of work or behavior falls below an acceptable level and you fail to meet

minimum standards within your role for one month or longer your Line Manager will make

you aware that your performance or behavior is not at the required standard, point out how it

must be improved and the timeframe that the improvements need to be made by. You will be

provided with a bespoke Performance Improvement Plan (PIP).

The purpose of the PIP is to ensure that you have an opportunity to improve your performance

up to a satisfactory level by encouraging improvement and supporting you to achieve the

required standard of performance or behavior that Carlow College expects. We expect that you

will achieve the required standards that are required in your role however if your behavior or

performance does not improve or you do not reach the minimum targets set for you each month

a more formal approach may be taken in conjunction with Carlow College’s Disciplinary

Policy.

10d. Unsatisfactory Job Performance

If required minimum standards are not being achieved, with objectives not being met for two

consecutive months or three out of six consecutive months, then your manager may discuss

putting a PIP in place, to help focus improvements and re-set required levels.

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10e. How Does a Performance Improvement Plan (PIP) Work?

• The reviewer will highlight his/her concerns, giving you examples of events where your

levels of performance have been below what is expected of you.

• Give you the chance to respond, explain why you think your performance is not at the

required level and make suggestions on how this can be improved.

• Make sure you understand the performance standards of your role and what is required

by Carlow College.

• Agree any areas of support to be offered to you to ensure your performance improves.

• Agree a timeline with you during which you ensure your performance reaches the

required level.

• Explain that if performance does not improve then the disciplinary procedure may be

invoked.

These points will be captured on a PIP. Please note that all PIPs should be signed off by HR

prior to commencing.

The PIP will support your performance improvement and will include at a minimum the

following details:

• Levels of improvement that are required by you;

• The support being provided to you;

• The timescale for achieving the improvement (normal a minimum of 4 – 6 weeks);

• The review date(s).

10f. Review and Feedback

We hope that once you have had a discussion with your Line Manager and agreed your PIP,

your performance will begin to improve and you will return to the required levels within the

timeframes outlined.

Your line manager will give you weekly updates on your progress and this will be captured on

your PIP to ensure you are on track. You will be given any required support.

If your performance has not improved to the required standards within the agreed timeframe,

or where the situation requires more urgent action, it may be necessary to move to Carlow

College’s formal disciplinary process.

11. Confidentiality

Discussion during the meeting will remain confidential to the reviewer and reviewee and

nothing that is said or written will be revealed to others without the permission of the reviewee.

The appraisal system is not linked to the incremental progression of staff or to the promotions

procedure in Carlow College. Staff applying for promotion may present an interview panel

with completed appraisal forms subject to the agreement of the reviewer. Staff are under no

obligation to present such information.

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Appendix 1.1: Performance Management and Development Review

Form(s)

Performance Management and Development Review Form(s)

SECTION 1: Pre-Review Self-Assessment Form

* Note that copies of the Performance Management Forms must be sent to Human Resources.

Name of Reviewee

Job Title

Department/Function

Reviewee Contact Details Email: Tel:

Employment Commencement Date

Commence Date of Appointment to current role

Name of Reviewer

Date of last review (if applicable)

Date of current review meeting

Have both the reviewee and reviewer a copy of the

relevant job description? Yes No

If ‘No’, please ensure that one is drafted in consultation

with both the line manager and staff member. HR can

assist also.

Have both the reviewee and reviewer reviewed and read

the function/department/College strategic plan?

Yes No

If no, please specify.

Section 1 and 2 is to be completed by the Reviewee in advance of the Review Discussion with Line Manager or

nominated reviewer. You are asked to fill in the objectives for the past year and evaluate the extent to which you

have achieved them.

If there were specific difficulties in achieving objectives, these should be noted in Section 2.6. You are asked to

submit Section 1 of this form to your reviewer two weeks prior to the review.

Please continue to next page

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Section 1: Goal Setting/Objective Meeting with Reviewer (Line Manager)

& Staff member (Reviewee)

*Review these objectives against the previous year’s objectives. If a previous review does not exist for example a new staff

member, the reviewee and reviewer should consider personal objectives agreed elsewhere. If these are not available, the reviewee

and reviewer should look at the objectives for the department/function and consider how they contribute to these.

(Agreed/set objectives between the line manager and reviewee). To complete this section, the reviewee and line manager will

need to read the College and Function/Department strategy as well as the previous year’s objectives to understand the objectives

relevant to them. It is important also that the job description is read in conjunction re same.

Goal/Objective 1

Goal/Objective 2

Goal/Objective 3

Goal/Objective 4

Goal/Objective 5

Goal/Objective 6


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Section 2: Review of Work Objectives

*The Reviewee should also complete this form ahead of the Review meeting.

2.1 Review of Work Objectives What progress have you made in achieving the objectives set out in Section 1?

2.2 Review of Personal Objectives Did you set personal objectives, if so, what progress have you made (e.g. professional qualification, skills, i.e.

interpersonal skills, analytical skills etc.)?

2.3 Review of leadership/management/team work objective

Did you set leadership/management/team work objectives? If so, what progress have you made?

2.4 Review of Career Objectives Did you set career objectives? If so, what progress have you made against achieving both medium and long-term

career objectives?


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2.5 Helps to achieving objectives What has helped you achieve your objectives in the last 12 months?

2.6 Obstacles to achieving objectives (if any) Were there any problems/obstacles in the way of achieving your objectives?

If yes, please list and explain.

2.7 Proposed measures to overcome these obstacles Please list measures.

2.8 Achievements List your achievements and/or contributions to your role, team, internal College Community and the wider College

community.

2.9 Future Objectives Please give some preliminary indications as to what your work, career and personal objectives will be for the coming

year.


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Performance Management and Development Programme

SECTION 3: Review Discussion

*This section is discussed at the Review Meeting (The Reviewer will review the previous sections and discuss with the

Reviewee as well as setting future goals).

Name of Reviewee:

Name of Reviewer:

Date of Review discussion:

3.1 Key Work Objectives for the next review period

Objective Actions to Progress Objectives Timelines for

Completion

(please state if timeline is

short/long-term)


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3.2 Personal Objectives: Outline your personal objectives for the next review period (If appropriate)


Completion


short/long-term)

3.3 Leadership/Management/Team objectives for the next review period


Completion


short/long-term)

3.4 Career Objectives: Outline your Career objectives for the next review period (If appropriate)


Completion


short/long-term)


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3.5 Other Objectives: Outline other agreed objectives for the next review period (If appropriate)

Objective(s) Actions to Progress Objectives Timelines for

Completion


short/long-term)

3.6 Reviewee Comments

3.7 Reviewer Comments of Review Meeting

Signed by Reviewer: Date:

Signed by Reviewee: Date:


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Comments by Line Manager (where he/she is not the Reviewer)

Signed Line Manager: Date:

(Signed copies of all the Review documents to be sent by the Line Manager to the Reviewee and Human Resources)

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Performance Management and Development Review Form(s)

SECTION 4: Planning for Development

(This section is to be forwarded to HR also)

Name of Reviewee: ____________________ Name of Reviewer: ____________________ Date of Review Discussion: ____________________

Training Programmes taken by the Reviewee in the last 12 months

Programme/Training Title 1: Date Commenced: Date Finished:

Purpose for taking this course:

Benefits of taking this course:

Programme/Training Title 2: Date Commenced: Date Finished:

Purpose for taking this course:

Benefits of taking this course:


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Course Specific Programmes

Name of Programme How will this help the reviewee in meeting their objectives above?

Development/Support/Resources/Information

*A training programme may not always be the most effective means of development or support required in meeting objectives. Please consider other options – e.g. work-shadowing, managing a

project team, new equipment, improve personal teaching abilities, etc.

Suggested Action How will this help the reviewee in meeting the agree objectives above?

Acknowledgement

* I acknowledge that the learning and development requests are being forwarded to the HR Office for action.

* The signatures also below indicate that the reviewee and reviewer have discussed and agreed the reviewee’s achievements, work objectives, career goals and development

actions for the next PMDP cycle. In consultation with the Reviewer, the HR Office will review for consideration any learning and development, skills training actions and will

relay any decisions to the reviewee.

* Both the reviewee and reviewer should agree a date for the next review meeting. This should be done each year as outlined above.

* The reviewee will receive a copy of these forms and the original will be saved on your personnel file within the HR Office.

Date of next review meeting: Date

Signature of Reviewee: Date

Signature of Reviewer: Date

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Appendix 1.2: Performance Improvement Plan (PIP) Form

Performance Improvement Plan (PIP)

Confidential

Employee Name:

Job Title:

Manager Name:

Date:

The purpose of this Performance Improvement Plan (PIP) is to notify you that your work performance has

been and is currently not at a satisfactory level, identify serious areas of concern in your work performance,

reiterate Carlow College, St. Patrick’s expectations, and allow you the opportunity to demonstrate

improvement and commitment in your work performance.

Areas of Concern:

1.

2.

3.

Observations, Previous Discussions or Counselling:

1.

2.

3.


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Improvement Goals/Behaviours and Tasks:

*These are the goals related to areas of concern to be improved and addressed:

1.

2.

3.

4.

Resources:

Listed below are resources available to you to complete your Improvement activities (may include other

people’s time or expertise, funds for training materials and activities, or time away from usual

responsibilities.)

1.

2.

3.

4.

Management Support: Listed below are ways in which your manager will support your Improvement

activities.

1.

2.

3.

Expectations: The following performance standards must be accomplished to demonstrate progress

towards achievement of each Improvement goal:

1.

2.

3.

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Follow-up Updates:

You will receive feedback on your progress at your weekly supervisory meetings.

Week 1:

Week 2:

Week 3:

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Timeline for Improvement, Consequences & Expectations:

Effective immediately, you are placed on a 90-day PIP (this time line may be amended at the organisations

discretion). During this time, you will be expected to make regular progress on the plan outlined above.

Failure to meet or exceed these expectations, will result in disciplinary action, up to and including

termination. Furthermore, failure to maintain performance expectations after the completion of the PIP may

result in additional disciplinary action up to and including termination.

Should you have questions or concerns regarding the content, you will be expected to follow up directly

with me.

We will meet again as noted above to discuss your Work Improvement Plan.

Acknowledgement

Employee Signature:

Manager Signature:

Employee Name (Print):

Manager Name (Print):

Date:

Date:

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Appendix 24: Probation Policy

TITLE: PROBATION POLICY

Effective Date 17 October 2018 Version 01

Approved By Management Board Date Approved 17 October 2018

Review Date 17 October 2018 or

as required


Human Resources


The Probation Policy at Carlow College, St. Patrick’s (hereafter Carlow College) will ensure

consistent and equitable treatment of all employees who begin employment with the College.

This Policy is drafted in line with the Terms of Employment (Information) Act 1994, the Unfair

Dismissals Acts, 1977-2001 and the Minimum Notice and Terms of Employment Act 1973.

New employees have a clause in their contracts stating that they must satisfactorily serve a

probationary period before the appointment is confirmed. The probationary period is usually

for a period of six months (pending length of contract). The probationary period may be

extended at the College’s discretion but will not in any case exceed 12 months

If probation has been satisfactorily completed at the end of the six-month or nine-month period

(depending on contract type), the appointment is confirmed.

The legal entitlements of Employees will not be affected by the application of this Policy.

The purpose of the probationary period is to:

a) Provide the College with an opportunity to establish the employee’s suitability for the

role.

b) Provide the new employee with an opportunity to fully discuss and understand the role

and to receive feedback on his/her performance.

If the employee is successful, the College will confirm the completion of the probationary

period.

2. Scope of Policy

The probationary period applies to all new employees. The Policy also applies to all

employees who change roles within the College. The policy applies to all contracts of

employment; i.e. permanent, contracts of indefinite duration, fixed term, and specified

purpose contract.

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Existing employees who change roles and/or who are promoted within the College whose

probation is not successful will return to their previous role and salary.

3. Policy Statement

The primary objective of Probation Policy and its procedures is to decide on the suitability or

otherwise of an employee for the post to which she/he was appointed. The Probation Policy

and its procedures should also help the Line Manager and the employee to progressively

identify the strengths and weaknesses of the employee in the post; to identify areas of

competence, performance or behaviour which would benefit from training and development;

and to help the employee to successfully complete probation.

The Probation Policy and its procedures also provides an opportunity for discussion of the

employee’s future potential and future training/development needs. The College will make

every effort to facilitate the satisfactory completion of the probationary period and where

training and development are required for the employee to match the job requirements, he/she

should be informed in writing of what he/she has to do and the timescale for achievement of

satisfactory performance.

If, however, work performance is not up to the required standard the College may either take

remedial action or terminate employment. Please see below for further information:

1. If the employee has not reached the required standard, the College may either extend

the probationary period in order that remedial action can be taken or the College may

terminate the employment.

2. At any stage during the probationary period the College reserves the right to address

disciplinary misconduct matters through probationary review assessments39 The

College reserves the right to bypass, at its discretion, any step in the disciplinary process

in view of the employee’s probationary status or to terminate the contract with notice,

if it thinks that the severity of the action warrants it. The College will be fair in the

application of such discretion.

Any continuous period of absence of four weeks or more will suspend the probationary period

until the employee returns to work. Notice periods to be given by either party during the

probationary period will be one month.

An employee has the right to be accompanied by either a work colleague or trade union

representative at any formal meeting relating to this Policy.


4.1 Line Manager Responsibilities

a) Ensure that the individual is properly inducted into the department and has the

necessary resources and support to fulfil the role.

b) Set and agree the objectives for the duration of the probation period.

Identify training needs.

c) Line Managers are responsible for monitoring the probation process and procedures for

all new hires.

39 Please see our Disciplinary Policy for further information.

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d) Line Managers are responsible for ensuring that the Probation assessments are carried

out within the relevant time-lines.

e) Line Managers are responsible for ensuring that they work collaboratively with Human

Resources throughout the process.

f) The Line Manager should seek advice from Human Resources whenever an employee’s

performance/conduct gives cause for concern.

a) The Line Manager is responsible for helping the employee to establish his/her

suitability for the job.

b) Conduct regular probationary review meetings and have relevant information to hand.

c) Provide honest and constructive feedback to the employee.

d) Be specific and clear about performance.

e) Listen to the employee’s point of view and take account of any concerns they may have.

f) Re-establish expectations on an ongoing basis.

g) Line Managers in consultation with Human Resources are expected to provide the

recommendations for either successful completion of the probationary period/

unsuccessful completion of the probationary period or if extension of the probation is

required.

h) Adhere to the Probation Policy and its subsequent policies and procedures.

4.2 Staff Responsibilities

a) Ensure that the expectations and duties of the role are understood, and seek clarification

from their Line Manager when necessary

b) Understand the overall work objectives/duties.

c) Identify and discuss any training needs they may have and agree how these may best

be addressed.

d) Adhere to the Probation Policy and procedures and any new relevant policies.

4.3 Human Resources Responsibilities

a) The role of Human Resources (HR) is to ensure fair and consistent application of the

Probation Policy and its procedures.

b) Human Resources will notify the Line Manager of the requirement for a probation

review in advance of the due date for the completion of the probation.

c) They will provide advice and guidance, as necessary, at all stages of the probation

process.

d) Human Resources are responsible for all Probationary documentation and reviews.

e) All probationary documentation will be placed on the employee’s personnel record in

Human Resources.


• Appendix 1: Probation Procedures

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• Appendix 1.2: Probation Review Form

• Appendix 1.3: Performance Improvement Plan




• Induction Policy (forthcoming)

• Performance Management and Development Policy

• Sickness Absence Management Policy

• Time and Attendance Policy (forthcoming)

A number of other Policies are currently in development which will be released through the

quality assurance process to support (and in conjunction with) this Policy. All new employees

should ensure to keep abreast of policy development within the College and speak with their

Line Manager and Human Resources should they have any questions.

Senior Managers, Line Managers and Supervisors are to ensure that all staff are made aware

of this Policy and its related practices and procedures, including other policies either

currently available on the staff portal or policies that are at developmental stages.


The Policy will be formally reviewed on an annual basis by the HR Office to reflect any

legislative changes. Staff will be informed through regular email communication and through

the staff portal regarding any updates to same. It will undergo a formal review every year from

the date of approval.

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Appendix 1: Probation Procedures

Probation Procedures

1. Introduction

During the Course of the Probation Period, the Line Manager is required to complete at least two reviews of

performance. They are as follows:

1. First Probation Review

2. Final Probation Review

2. Probation Review Steps

1. Week 1 Line Manager and Employee meet (Induction/Objectives setting Meeting

2. First Probation Review This is done at eight weeks of the employees’ employment.

3. Final Probation Review This is done at five months of the employee’s employment.

2.1 Guidelines for Staff and Managers

1. Introduction

The effectiveness of the probation period and reviews can be significantly improved by open dialogue

between the Line Manager and the employee. Therefore, it is essential that both the Line Manager and

the employee prepare adequately for probation reviews and regular dialogue.

2. The first Probation Review Meeting – tips

This meeting should provide the employee with an opportunity for further understand:

• The aims of the department/function

• The skills and competencies that are expected.

• The breadth of working relationships that will be necessary to fulfil the role.

• Any identifiable training needs.

• Any additional on the job training.

• The employee should understand and know their progress to date.

• Discussion and resolution of any performance problems.

• Clarification of expectations.

• Identification of any necessary support.

• Agreement of action plan and next meeting, where applicable.

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3. Managing underperformance

Issues of under-performance should be discussed by the manager with the employee in the first instance and

appropriate action agreed. If a problem persists, the manager, following consultation with Human Resources,

should hold a meeting with the employee, outlining expectations and specifying where performance is

unacceptable. Following this meeting, the manager will give the employee a written summary of the meeting,

including a clear action plan and timescale. This can be done by utilising the Performance Improvement Plan

(PIP) (Appendix 1.3). It is essential that the manager communicates to the employee the consequences of

failing to improve. This must be clearly outlined to the employee and documented appropriately.

3.1 Week 1: Induction and Objective Setting

At the induction meeting held within the first week, the Line Manager or his/her designate will:

a. Clarify the duties, responsibilities, and objectives of the employee in line with the job description;

b. Explain how objectives and performance will be monitored and measured and how frequently this will

be done;

c. Identify and provide relevant training (this may include attendance at internal/external courses or on

the job training), where applicable;

d. Agree and set dates for a first review and final review to be completed within the probationary period.

3.2 The First Probation Review

a. The first formal assessment will take place at eight weeks. Human Resources will notify the Line

Manager of the requirement for a probation review four weeks in advance of the due date for the

completion of the probation.

b. Line Manager reviews relevant documentation.

c. Line Manager sets up the Review meeting with the employee.

d. Line Manager fills in the Probation Review Form (Appendix 1.2) insofar as it can be completed in

advance of the meeting.

e. Line Manager gives the form to the employee. This must be done one week in advance of the meeting.

f. The Line Manager holds the Probation Review meeting with the employee.

g. Both parties should complete the comments, and sign the form.

h. Both the Line Manager and employee retain a copy of the form for their own records.

i. The Line Manager submits the original form to Human Resources.

3.3 Review of unsatisfactory performance following the First Probation Review

While an employee endeavours during the probationary period to their suitability for the job, there is a

corresponding obligation on the College to draw any work performance issues to the employee’s attention to

help him/her to improve and to give the employee a set time during which improvements will be monitored.

Appropriate training will be provided if required.

It is the Line Manager’s responsibility to deal with underperformance specifying where performance is

unacceptable and outlining the consequences for the employee of failing to reach the required standard.

If at the first Probation Review, unsatisfactory performance is identified, the Line Manager will liaise with

Human Resources to consider and recommend an appropriate course of action.

Such action(s) could include but may not be limited to:

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a. Monthly assessment of the individual for the remainder of his/her probation.

b. Extension of the probationary period for a limited time and with defined objectives.

c. The above will be done by setting and agreeing a Performance Improvement Plan (PIP)

(Appendix 1.3). The Line Manager will consult with HR on the Performance Improvement

Plan prior to meeting with the employee.

d. Explain the consequences to the employee if required level of performance is not achieved.

e. Set and agree a timeline to follow up and meet to discuss progress.

f. The Performance Improvement Plan should be completed and signed by the Line Manager and

the employee.

g. A copy of the Performance Improvement Plan should be sent to Human Resources for record

purposes. Both the Line Manager and employee should retain a copy for their own records.

h. Termination of the contract.

An employee can raise an issue under the College’s Grievance Policy and Procedures at any stage during the

probationary period.

3.4 Final Probation Review Meeting

The final review should take place within five months of the probationary period start date. The same process

as above will apply. Please follow guidelines as set out above.

Please note that the options available at the final review meeting are:

A. Confirmation of appointment

If the employee’s performance during probation is satisfactory, Human Resources will confirm the

appointment at the end of the probationary period and issue a letter to the employee to this effect.

B. Termination of appointment

The Line Manager should first contact Human Resources to seek further advice at this stage. Human

Resources in consultation with the Line Manager will write to the employee formally noting the

outcome of the probation and provide formal notice of termination of employment.

It is essential that all Line Managers ensure that all probations are completed for their teams. Please

note that any incomplete probations will be addressed through the Line Management structure of the

College.

It is essential to note that any of the aforementioned steps, does not preclude regular informal meetings

being held between the employee and Line Manager to review progress.

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Appendix 25: Study and Exam Leave Request Form

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Appendix 26: Staff Doctoral Bursary Form

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Appendix 27: Academic Staff Post-Doctoral Research Leave Application Form

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Appendix 28: Staff Book Publications Bursary

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Appendix 29: Carlow College Conference Attendance – Expenses and Procedures

Conference Attendance – Expenses and Procedures

Carlow College recognises that the process of attending

conferences and presenting papers is at the core of good academic teaching, research practice

and professional engagement. These presentations are seen to enhance both the reputation of

academic staff, professional staff and Carlow College. Following approval, all staff are

required to book this leave through the HROnline System. This form must then be sent to Leave

Administration for recording.

Wherever possible members of staff will be financially supported to attend conferences where

they have been invited to make a presentation of their work. All members of staff who are

applying for conference expenses are expected to acknowledge Carlow College in their written

conference submissions.

A copy of the conference paper should be presented to the Assistant Registrar, Academic

Affairs and the Vice President for Academic Affairs and Registrar when claiming expenses.

As a reciprocal gesture the College also expects that any member of staff who receives

conference expenses will share their learning from the conference by way of a presentation to

their colleagues.

Due to budgetary constraints staff attending conferences but not presenting papers will not be

able to claim expenses.

Conference Rates (maximum rate including registration, travel and subsistence)

Presenting a

Conference paper

Conferences within Ireland: Registration - Max amount paid: €100

Travel - Max amount paid: €125

Subsistence - Max amount paid: € 75

Total €300

Conferences within UK and Europe: Registration - Max amount paid: €175

Travel - Max amount paid: €175

Subsistence - Max amount paid: €150

Total €500

International conferences: Registration - Max amount paid: €150

(Outside of Europe) Travel - Max amount paid: €400

Subsistence - Max amount paid: €100

Total

€650

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Attendance Application and Reimbursement Claim

a) Applications and approval to attend conferences should be made using Application

(Form A) (Section 6.1) in the first instance with the Assistant Registrar, Academic

Affairs and Vice President for Academic Affairs 21 days in advance of the

conference.

b) All requests should accompany the Conference Programme should be submitted also.

c) Employees must then apply for the leave through the HROnline Leave Management

System.

Reimbursement Claim

a) Claims for reimbursement of conference expenses must be submitted on Claim (Form

B) (Section 6.2) within 21 days of the conference ending and must be accompanied

by receipts for conference registration, travel, and subsistence.

b) No expenses can be paid without receipts.

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Appendix 30: Teaching and Learning Policy

TITLE: TEACHING AND LEARNING POLICY

Effective Date 05 April 2017 Version 02

Approved By Academic Council Date Approved 05 April 2017

Review Date 05 April 2020 or as

required

Superseded or Obsolete Policy / Procedure(s) Owner:

Relevant Sections of the Quality Assurance

Handbook (2011)



The purpose of this document is to set out the Teaching and Learning Policy of Carlow College,

St. Patrick’s (hereafter Carlow College), which informs: (i) the educational practice in the

College; (ii) ensures it is consistent with regulatory requirements applying; (iii) maintains the

currency of practice with national and international developments; and (iv) secures the ongoing

development of the College’s learning environments.

The Policy is consistent with, and designed to support, the College’s mission by ensuring the

provision of quality educational programmes that support the achievement of student learning

outcomes and enable access and educational progression for a diverse student population.

The key regulatory requirements relevant to this Policy are:

• the National Framework of Educational Qualifications (2003);

• the Framework for Qualifications of the European Higher Education Area (2005);

• the role and functioning of Quality and Qualifications Ireland as the degree awarding

body for Carlow College.

This Policy updates the relevant sections in the College’s Quality Assurance Handbook (2011).

2. Scope of Policy

Teaching and Learning is at the core of the institutional purpose of Carlow College. The

provisions and application of this Policy is mandatory on all College personnel engaged with

Teaching and Learning, whether in a direct or in a support capacity.

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3. Policy Statement

3.1 An ethos that promotes learning and enquiry

We promote a learning culture that is inclusive in scope and attends to the support needs of the

diversity of learners whom we seek to attract and whom we serve.

We work to develop and enhance a suite of flexible learning pathways, pedagogical methods,

and a range of delivery modes so as to support learning across a diverse community.

Through our staff recruitment and staff development policies and practices we seek to ensure

that:

• academic staff are appropriately qualified and experienced for the roles they fulfil;

• are actively engaged with their professional and disciplinary communities;

• are enabled to keep up to date with contemporary advances and research in their

professions, academic disciplines;

• are supporting in utilising inclusive approaches to teaching, learning and assessment.

We work to develop and promote a capacity for learning autonomy on the part of learners over

the course of their educational progression while providing adequate guidance and support to

enable them to achieve the required learning outcomes effectively.40

In our educational practice, we look to promote mutual respect in the learner-teacher

relationship.41

To support this ethos, the College has a Complaints Officer and we maintain clear procedures

for dealing with learner complaints. We seek to ensure that all learners are made aware of these

procedures and their operation.42

3.2 Ongoing monitoring and evaluation

The College is committed to ongoing and progressive evaluation and monitoring of the quality

and effectiveness of its teaching and learning:

• all programmes are evaluated at programme and module level on an annual basis in

relation to curriculum content, teaching methodologies and methods, and student

achievement of prescribed learning outcomes;

• external peer review is an element in the evaluation of all programmes offering

certification. This review is separate and additional to the role of the external discipline

examiner in the learner assessment process;

• feedback from learners and other stakeholders is collected and informs programme

review and development.

40 For more information on learner supports, please see Quality Assurance Policy, Section 4.7: Learner Supports. 41 For more information on the promotion of mutual respect in learner-teacher relationship, see the Learner Code

of Conduct and Disciplinary Policy; Fitness to Continue in Study Policy; and the Teaching Code of Conduct. 42 For more information, please see the Learner Grievance and Complaints Policy; Learner Code of Conduct and

Disciplinary Policy; Dignity and Respect Policy; and Equality Policy.

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• the oversights, framing and mechanisms for these evaluations are set at College level

by the Office of the Registrar in consultation with Programme Leads and teaching

faculty.43

3.3 National and international effective practice

The College works to ensure that in its Teaching and Learning practice it is informed by

developments in pedagogical practice at third level, both nationally and internationally. To

advance this purpose, the College has established a Teaching and Learning Committee with a

brief to advance teaching and learning practice in the College (Appendix 2: Terms of Reference

of the Teaching, Learning and Assessment Committee).

3.4 Maintaining and Developing the Learning Environment

The College recognises the importance of a learning environment that supports the

achievement of both general and specific learning outcomes. The learning environment is

multi-faceted and related to the general learning ethos promoted, the specific programmes

offered by the College, the delivery, learning and assessment modes, learner accessibility to

the built environment and to online resources used in the College.

The degree to which the learning environment is fit-for-purpose is reviewed annually by the

Office of the Registrar, informed by the Teaching and Learning Committee, the Director of

Operations, the Head of Student Services, the Library Committee, the IT Officer, Student

representatives, and external programme reviews. The long-term development of the College’s

learning environment is addressed through the strategic planning process of the College.

Practice placements: Carlow College offers practice placement opportunities on a number of

its programmes that involve working with children and vulnerable persons. Whether or not

these placements are a core element of professional qualification, or more broadly offer

opportunities to further professional development, learners who work with vulnerable persons

or children are required to be Garda Vetted prior to commencing their practice placement.44

Learners are expected and required to conform to the code of ethics and conduct of relevant

professional bodies, in addition to the College requirements. All learners are subject to the

Policy on Breach of Professional Conduct and Termination of Training for Students

Undertaking Professional Training Programmes.

4. Responsibility and Roles

The Office of the Registrar and Vice President for Academic Affairs holds responsibility for

all matters, including Quality Assurance, in relation to Teaching and Learning. In this role, it

is supported by the relevant College Committees, including the Teaching and Learning

Committee. The Office reports to the President, the Academic Council and the Board of

Governors.


1. Appendix 1: Teaching Code of Conduct

2. Appendix 2: Terms of Reference of the Teaching, Learning and Assessment Committee

43 For more information on programme monitoring and review, please see Quality Assurance Policy, Section

4.3.3: Programme Monitoring and Review. 44 For more information, please see the Garda Vetting Policy (Appendix 22). 45 To view the associated documentation for Teaching and Learning Policy, see

https://www.carlowcollege.ie/media/TeachingAndLearningPolicy.pdf.

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Teaching and Learning Policy annually and provide a report to the Vice President for

Academic Affairs / Registrar. It will review the Policy at the direction of the Vice President for

Academic Affairs / Registrar, but at a minimum of every three years and provide a report with

recommendations to the Vice President for Academic Affairs / Registrar and the Academic

Council.

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Appendix 31: Fitness to Practice Policy

TITLE: FITNESS TO PRACTICE POLICY




required




Carlow College, St. Patrick’s (hereafter Carlow College) is committed to broadening access to

education and to ensuring that learners of all backgrounds, identities and abilities are enabled

and encouraged to enter, successfully participate in and complete higher education. Fitness to

Practice means having the skills, knowledge, health and character necessary to undertake and

complete a programme with professional practice, experiential learning or clinical work safely

and effectively, fulfilling their responsibilities with their scope of practice in their chosen field.

Carlow College considers it essential to protect all relevant persons46 concerned, from harm

and to maintain the trust and confidence of the general public in the College and its graduates.

This Policy has been developed in order to promote safe practice and to support learners in

fulfilling programme requirements, and to prepare them for future professional practice.47

This Policy is intended to respond to and manage concerns regarding a learner’s fitness to

practice and/or professional suitability, collectively referred to herein as ‘fitness to practice’ on

programmes of study that require learners to undertake practical training in professional

environments, including those that lead to eligibility to register with a professional body.

The purpose of this Policy is to:

• provide a supportive and enabling environment for learners to move towards practice;

• support for learners and staff in the qualities and competences required for professional

and career practice and to support and guide learners who experience issues that may

affect their ability to practice;

46 Relevant persons include, but is not limited to, patients, clients, service users, learners, general public, customers

or colleagues. 47 This Policy used as national and international benchmarks and relied on the following policies: Fitness to

Practice Policy (Cork: Cork Institute of Technology, 2017), Fitness to Practice Procedure (Manchester:

University of Salford, 2017), Fitness to Practice Document (IASCE 2017) and Fitness to Practise (Dublin: UCD,

2011).

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• provide a suitable framework for the effective management of Fitness to Practice issues

that may arise, either prior to or during a learner’s programme of study; and

• protect the learners, placement providers, the College, and/or any relevant persons.

Concerns about a learner’s fitness to practice will be acted upon promptly in order to provide

support to the learner as early intervention may prevent matters from becoming more serious.

The Policy will also provide a basis for counselling a learner to discontinue a particular

programme.

Learners registering for and undertaking any such programmes should be suitable to do so with

reference to the standards of the particular programme of study, the profession and the

requirements of the relevant Professional, Statutory, or Regulatory Body (PSRB) as applicable,

including but not limited to, compliance with professional codes of conduct and the standards

of the profession. This involves ongoing assessment and monitoring by the College.

Fitness to practice includes the possession of skills, knowledge, health and character to practice

safely and effectively. It is not restricted to knowledge of a specific subject or practice area and

includes the requirement to conform to certain standards of conduct. A list of core

competencies required or expected in a programme of study will be made available to learners

in the relevant programmes.

The College’s Learner Code of Conduct and Disciplinary Policy outlines the expectations of

the College regarding learner conduct and behaviour generally.

2. Scope of Policy

This policy and procedure outlined in this Policy applies to learners participating in

programmes / modules and that are subject to the College’s Garda Vetting Policy.

A copy of this Policy, together with details of any Professional, Statutory or Regulatory Body

(PSRB) requirements where relevant, will be available to learners. Learners will be subject to

this Policy throughout the duration of their studies whether registered as full time or part-time

learners. The College reserves the right to amend the range of programmes to which this Policy

applies as deemed necessary.

It is the responsibility of each learner to familiarise him / herself with this Policy, specific

expectations of his / her programme of study, any PSRB requirements and core competencies.

The College cannot guarantee the acquisition of suitable work placements for learners. Work

placements are provided at the discretion of the placement provider. The College cannot

guarantee a learner’s registration with any PSRB. The relevant PSRB will determine this

according to its own distinct procedures. The standard of proof applied at every stage of this

Policy is the balance of probabilities.

An additional policy, Breach of Professional Conduct (Professional Social Care) Policy is in

place for learners enrolled on the B.A. in Applied Social Studies (Professional Social Care)

Programme where a practical professional placement is mandatory.

3. Policy Statement

This Policy is intended to respond to and manage concerns regarding a learner’s fitness to

practice and / or professional suitability, collectively referred to herein as ‘Fitness to Practice’.

In addition to having achieved the required academic standard, the policy recognises that

learners also:

• have the capacity to perform key skills and tasks (core competencies and proficiencies,

where relevant) so as to be able to practice in their profession or graduate career;

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• are healthy of body and mind so as to be able to engage in professional practice /

placement work;

• conduct and behave themselves so as not to harm, or put at risk of harm any relevant

persons;

• conduct and behave themselves in a manner which will not harm the reputation of the

College, their profession or practice partners.

Carlow College is committed to equal opportunities and the support of learners with

disabilities. Learners with disabilities are welcome and reasonable accommodation will be

made where practicable. For programmes with a mandatory practice component, learners must

have the ability to practice within an agency at a level required of a learner. Moreover, they

need to be able to assess risk effectively and efficiently, communicate effectively with relevant

persons and colleagues and provide appropriate interventions. Where additional support is

necessary, it will be provided insofar as is practicable within the current sphere of professional

practice. However, it is possible that some persons otherwise qualified to undertake the

programme may be unable or become unable, because of ill health or physical inability, to

complete all practice elements of the programme as required.

This Policy will operate parallel to relevant legislation and Carlow College policies and

procedures listed in Section 5: Associated Documentation. Where there is more than one

College procedure (and / or policies) applicable to any one matter, the Office of the Registrar

in consultation with the Programme Director shall decide which of the College’s procedures

(and / or policies) should have priority or are the most appropriate in the circumstances, and

may direct the continuation of some procedure(s) (and / or policies) and the suspension of

others pending the outcome of the former. Where a learner has been found in breach of Carlow

College’s Learner Code of Conduct and Disciplinary Policy, the Office of the Registrar and

the Programme Director will jointly consider whether a Fitness to Practice issue has arisen and

then decide to invoke the Policy if appropriate.

The College endeavours to deal with any issues regarding Fitness to Practice in a fair, prompt

and proportionate fashion. The College acknowledges that matters should be dealt with in a

way that ensures a supportive learning environment, a positive learner experience and a safe

staff working environment. Where a Fitness to Practice concern is raised, the learner will be

encouraged to seek appropriate internal and / or external supports available. The procedure set

out in this Policy outlines how the College will normally respond to instances where a concern

is raised regarding a learner’s Fitness to Practice and the type of action that the College may

take to deal with the concern and to support the learner. Strict observance of the procedure may

not be appropriate in all cases. Circumstances may warrant that the procedure is abridged or

varied, and the College reserves the right to do so at any time. The College also reserves the

right to amend this Policy and the procedure from time to time.

In appropriate cases, the College has the right to suspend and / or withdraw and/or terminate a

learner’s registration on a programme and/or participation on placement.

A procedure under this Policy may be initiated at any level, without any requirement for an

earlier level to have been commenced or exhausted. The level at which the procedure is initiated

will depend on factors such as the nature of the concern, the seriousness of any risk posed, the

learner’s perception of his / her behaviour and its implications and the response of the learner

to any steps taken by the College to manage the situation.

If the learner does not engage with the procedure provided for herein, the College has the right

to continue with the procedure. Should a learner be unwilling or unable to participate at any

level of this Policy and procedure or to attend a meeting / assessment, the College may

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nonetheless follow this Policy and procedure where it is reasonable to do so. The College may,

where it is reasonable to do so, deal with issues on the basis of written reports and / or

statements in the absence of the learner. In addition, the College may consider any request from

a learner to proceed with a meeting in his / her absence on the basis of written reports and / or

a written statement from the learner.

Any person or body taking decisions pursuant to this Policy and procedure shall seek to act in

the best interests, both of any and every learner concerned and of every other member of the

College community.

3.1 Fitness to Practice Concerns

The following is an indicative list of possible issues and concerns which have been identified

as grounds on which a learner may be subject to a fitness to practice assessment. 48 These can

include but are not limited to:

• criminal conviction or caution;

• Garda Vetting invalidated / revoked;

• drug or alcohol misuse;

• aggressive, violent, threatening or discriminatory behaviour;

• inappropriate disclosures or breach of boundaries;

• dishonesty or fraud, including dishonesty outside the professional role;

• unprofessional behaviour;

• health concerns or lack of insight or management of these concern;

• inability to cope with demands of placement setting; and / or

• a pattern of behaviour / misconduct, a series or sequence of events or, on occasion, a

single act of serious misconduct or misbehaviour may cause concern as to an

individual’s Fitness to Practice.

This Policy and procedure49 will be invoked where the matter of concern has not been resolved

through the use of existing supports such as coaching by academic staff, Practice Education

Team or advice from the College’s Student Support Services.

3.2 Health

Good health in the context of Fitness to Practice means that an individual’s health status is such

that he / she is well enough to undertake safe and effective practice under supervision. Good

health does not necessarily mean the absence of any disability / specific learning difficulty or

health condition. Many people with health conditions, disabilities or specific learning

difficulties are able to practice with or without adjustments to support their practice and are

legally supported in this by the Equal Status Acts.

Individuals may be rendered incapable of safe and effective practice as a result of a health

matter, either on a temporary or (rarely) a permanent basis. To ensure that, where possible, the

College can make reasonable accommodation to support learners with a health and / or

disability issue, as well as ensuring protection for relevant persons, a learner on a programme

48 Grounds for a Fitness Practice Referral specific to the B.A. in Applied Social Studies (Professional Social

Care) Programme are outlined in Appendix 1. 49 The procedures to be followed are outlined in Appendix 2

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of study subject to this Policy is advised to declare any disability or health condition that may

impact on their ability to undertake safe and effective practice.

By registering annually for their programme, learners are in effect declaring that they believe

their health status is such as to allow them to undertake safe and effective practice. In the event

that a learner’s health status changes or a disability or a level of disability emerges that causes

concern as to their capacity for safe and effective practice, whether declared by the learner or

noticed / reported by others, they may be subject to assessment of their Fitness to Practice under

this Policy.

Where there is a Fitness to Practice concern regarding a learner’s health, the learner may be

referred to a relevant healthcare professional. The learner may be requested under this Policy

to attend such medical consultation as required. A process under this Policy and procedure can

proceed notwithstanding the failure of the learner to attend the nominated healthcare

professional.

3.3 Raising a Concern or Making a Complaint

All concerns or complaints (from learners, staff, placement agencies, or any relevant persons)

in regard to Fitness to Practice issues should be made in writing to the relevant Programme

Director or designate. The Procedure will then be implemented in accordance with the

provisions contained in this document.

3.4 Confidentiality

The staff member(s) dealing with the concern under this Policy will keep records of all relevant

documentation supplied to him / her in accordance with the Data Protection legislation. The

College treats all Fitness to Practice information with great sensitivity. Information is shared

among College staff based on their duties and information is not shared excessively. Learners

should be made aware that, in the course of dealing with fitness to practice concerns, the

College may consider it appropriate to discuss and / or refer matters and / or its outcomes to

the Child and Family Agency and / or third parties such as PSRBs or placement providers. The

College may do so on occasion without notification to the learner. Where the Child and Family

Agency and / or a third party carries out any investigation or process, the College may suspend

or delay taking action under this Policy if carrying out a College investigation may intrude and

/ or impact on the investigation of An Garda Síochána and/or the Child and Family Agency.

3.5 Temporary Exclusion of Learner to Mitigate Risk

The Office of the Registrar in consultation with the Programme Director may temporarily

suspend a learner from his/her practice placement, work-based learning setting, related learning

activities and / or programme of study and / or temporarily exclude a learner from College

premises where the Office of the Registrar reasonably believe that a learner in respect of whom

a Fitness to Practice concern has been raised poses a risk to:

• his / her own health, safety and / or wellbeing and / or that of others;

• the professional activities of a placement provider or other professional organisation or

to a practice situation;

• the property of the College and / or others; and / or

• the reputation of the College or a placement provider or other professional organisation

and / or its functioning and / or its activities.

Temporary suspension may include, but is not limited to, Fitness to Practice concerns relating

to a criminal conviction, a serious health concern or a serious once off incident. This is a neutral

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step which is taken without prejudice and shall not be taken as an indication as to whether or

not the grounds for concern are upheld.

In the case of concerns regarding the learner’s health, safety and / or wellbeing, the temporary

suspension may remain in place until such time as an appropriately qualified person, nominated

by the College, certifies the learner fit to proceed with his / her programme of study.

If a decision is made to impose a temporary suspension / exclusion, consideration will be given

to whether arrangements can reasonably be put in place for the learner in order to minimise the

impact on their studies. However, if a learner cannot satisfactorily complete their placement as

a result of a Fitness to Practice concern, they may be deemed to have not completed that

element of their programme.

The temporary suspension / exclusion will be kept under review by the Programme Director.

Where a learner has been temporarily excluded on the basis of the above, the matter will be

dealt with further pursuant to one of the formal stages (as deemed appropriate in the

circumstance) of this Policy to determine a permanent resolution.

3.6 Garda Vetting

The entry requirements for certain programmes necessitate applicants to undergo Garda

Vetting in accordance with the Garda Vetting Policy. The procedure in the Garda Vetting

Policy will be used in respect of learners whose Garda vetting disclosure give rise to a Fitness

to Practice concern.

3.7 Disclosure of Criminal Convictions / Conduct which may also be a Criminal Offence

The procedure in this Policy will be used in respect of learners on relevant programmes /

modules who have relevant criminal convictions / prosecutions pending (i.e. those convictions

/ prosecutions pending which give rise to a Fitness to Practice concern). Learners on relevant

programmes / modules are required to disclose criminal convictions and prosecutions pending.

Where a learner fails to disclose criminal convictions / legal prosecutions pending on

registration and / or while registered as a learner with the College, the College may suspend /

withdraw and / or terminate the learner’s registration.

If a learner’s conduct may be in breach of the criminal law, the College may at its discretion

refer the matter to An Garda Síochána. The College may do so on occasion without notification

to the learner. In addition, the College may at its discretion suspend or delay taking action

under this Policy pending the outcome of any An Garda Síochána inquiry and / or criminal

investigation / prosecution.

The College may take action in respect of a learner under this Policy notwithstanding his/her

conviction or acquittal in criminal proceedings.

3.8 References

Where appropriate, findings and sanctions imposed may be referred to in references which are

requested for learners. Normally this would only be for the most severe of sanctions, for

example where the College suspends a learner, removes them from a programme, or expels

them from the College, however, where references are for employment, education, training or

other activities which may involve contact with vulnerable people then reference to any finding

under the Policy may be included.


In order to implement the provisions of this Policy in an appropriate manner, specific roles are

assigned to carry out specific responsibilities.

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4.1 The Office of the Registrar

The Office of the Registrar will have overall responsibility for the management of this Policy.

The Office of the Registrar has overall responsibility for decisions related to Fitness to Practice

concerns and the appropriate procedure to be utilised.

4.2 Programme Director

A serious concern regarding a learner’s Fitness to Practice should be raised with the

Programme Director where a learner has been unable to resolve the concern within the existing

supports or actions. The Programme Director will work with the appropriate staff to address

Fitness to Practice concerns and complaints made and endeavour to have them resolved swiftly

at an appropriate level.

4.3 Fitness to Practice Committee

Where there is a continuing on-going concern or where there are concerns that immediate

consideration and determination of a learner’s Fitness to Practice is warranted the Programme

Director and / or the Office of the Registrar may decide to refer the Fitness to Practice concern

to a Fitness to Practice Committee. The Fitness to Practice Committee will be appointed by the

Office of the Registrar and the Programme Director as and when required.

The Fitness to Practice Committee may consist of:

• an Assistant Registrar;

• an external person with expertise in the learner’s chosen practice area;

• a staff member of the College from the learner’s programme;

• a staff member of the College from a programme other than the programme concerned;

and

• the Placement Co-ordinator from the learner’s programme.

The Chair of the Fitness to Practice Committee will be chosen by the Office of the Registrar

and will be responsible for overseeing the process and will work closely with the Office of the

Registrar to ensure that the procedure is run smoothly and effectively.

A member of the College’s administrative staff will attend meetings of the Fitness to Practice

Committee for the purpose of taking notes and recording decisions made. This person is not a

member of the Fitness to Practice Committee and will not be involved in the decision-making

process.

4.4 Proxy (By Appointment)

If an office holder post is vacant at the time that this policy is being invoked, then the Vice-

President for Academic Affairs and Registrar or delegate shall appoint a person to carry out

the designated functions under this Policy. Furthermore, where power or authority or functions

are to be performed by a particular office holder of a post referred to in this policy such power

or authority may be exercised by a person acting or deputising in such a role from time to time.

Where this Policy contains reference to a particular office holder as described in this Policy

and where the name or title of such office or post is changed then for the purpose of exercising

the powers or functions any reference to the old name shall be deemed reference to the new

name.

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• Appendix 1: Ground for a Fitness to Practice Concern for Learners Enrolled on the B.A.

in Applied Social Studies (Professional Social Care) Programme

• Appendix 2: Procedures for Fitness to Practice Concerns

• Appendix 2.1: Procedures for Fitness to Practice Concerns Flowchart

• Appendix 3: Appeals Procedures

• Appendix 4: Return to Study Procedures

• Appendix 5: Fitness to Practice Concern Form



• Garda Vetting Policy

• Fitness to Continue in Study Policy

• Breach of Professional Conduct (Professional Social Care) Policy


The Policy shall be monitored annually and reviewed formally every three years by the Office

of the Registrar.

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Appendix 1: Ground for a Fitness to Practice Concern for Learners Enrolled on the

B.A. in Applied Social Studies (Professional Social Care) Programme

Ground for a Fitness to Practice Concern for Learners Enrolled on the

B.A. in Applied Social Studies (Professional Social Care) Programme

The grounds on which a Fitness to Practice concern may be raised include (but are not limited

to):

• professional misconduct;

• poor professional performance / lack of competence;

• substance misuse;

• aggressive, violent or threatening behaviour;

• persistent inappropriate attitude or behaviour;

• failure to abide by Health & Safety Regulations;

• failure to accept and follow educational advice;

• health concerns or lack of insight or management of these concerns;

• a relevant medical disability which may affect a learner’s ability to practice their

profession;

• a contravention of the Health and Social Care Professionals Act 2005 (as amended),

the rules or byelaws; and / or

• a Garda Vetting Disclosure.

This Policy and procedure will be invoked where the matter of concern has not been resolved

through the use of existing supports such as coaching by academic staff, advice from the

College’s Learner Support Services.

Health

Where a concern arises in relation to a learner who is known to have a health issue50, and where

the health issue is relevant to the concern that has arisen, then in the first instance consideration

shall be given to the level and types of support put in place for that learner in conjunction with

the College’s Learner Support Services.

Good health in the context of Fitness to Practice means that an individual’s health status is such

that she/he is well enough to undertake safe and effective practice under supervision. Good

health does not necessarily mean the absence of any disability / specific learning difficulty or

health condition. Many people with health conditions, disabilities or specific learning

50 Defined by the Health and Social Care Professionals Act 2005, Section 52, part C which refers to ‘impairment

of the registrant's ability to practise the designated profession concerned because of a physical or mental ailment,

an emotional disturbance or an addiction to alcohol or drugs,’

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difficulties are able to practice with or without adjustments to support their practice and are

legally supported in this by the Equal Status Acts.

Individuals may be rendered incapable of safe and effective practice as a result of a health

matter, either on a temporary or (rarely) a permanent basis. To ensure that, where possible, the

College can make reasonable accommodation to support learners with a health and /or

disability issue, as well as ensuring protection for relevant persons, a learner on a program me

of study subject to this Policy is required to declare, at first registration, any disability or health

condition that, in his / her opinion, may impact on his/her ability to undertake safe and effective

practice.

It is important to emphasise that fitness to practice ‘…is not a guarantee of the opportunity to

practice. It is also not the same as fitness to work’ (CORU, 2009). In line with IASCE (2011)

Social Care Placement Policies a Social Care learner ‘is not automatically entitled to undertake

placement’ by virtue of commencing the programme. All learners will be required to complete

a Garda Vetting Application Form. Applicants will be provided with the relevant forms and

documentation for Garda vetting upon registration. Learners must also attend 80% of classes

in order to undertake placement. This is to ensure that learners have the necessary knowledge

and understanding with respect to ensuring a safe learning environment for themselves and

their service users.

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Appendix 2: Procedures for Fitness to Practice Concerns

Procedures for Fitness to Practice Concerns

1. Informal Stage

It is anticipated that in most instances, Fitness to Practice concerns can be addressed and

resolved informally and the College will make every effort to do so. For minor concerns, the

Placement Supervisors may discuss the issue(s) directly with the learner and / or the Placement

Co-ordinator to agree steps to remedy the situation. Notwithstanding that this is an informal

step, a written record must be maintained with regard to the concern and the action taken to

resolve the matter at local level.

The Placement Co-ordinator and / or Placement Supervisor may decide, following discussions

with the learner that:

• there is no case to answer;

o no further action be taken;

o support arrangements and / or reasonable accommodation be put in place for the

learner, following any necessary assessment;

• case merits further action;

o the matter be referred to the Office of the Registrar who may decide to deal with

the matter via the Formal Stage, or

o under another College process (e.g. the Learner Code of Conduct and Disciplinary

Policy or another relevant college policy).

2. Formal Stage

The Formal Stage will be used to address concerns:

• where any issues are considered too serious to be dealt with under the Informal Stage;

• where the learner is not happy with the decision made in the Informal Stage and notifies

the Programme Director within 5 working days of receiving the decision that (s)he is

invoking the Formal Stage;

• where the learner elects for the concern to be dealt with under the Formal Stage; or

• where the learner has failed to comply with the outcome of the Informal Stage.

Where a learner, staff member or member of the public has a concern regarding a learner’s

Fitness to Practice they must put their complaint / concern in writing using the Fitness to

Practice Concern Form (see Appendix 5) and submit this to the relevant Programme Director

in order to start implementation of the Fitness to Practice Procedure. Concerns or complaints

must be clearly outlined and available supporting evidence included.

Learners who have issues of concern / allegations made regarding their Fitness to Practice have

the right to be accompanied by an appropriate person, for example, a fellow learner, class

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representative, learner services, the College’s Students’ Union representative, in a supportive

capacity in the Formal Stage of the procedure. There is no right to legal representation or to be

represented by any person or body unconnected with the College. Both parties must be

informed of those attending in advance of the meeting. The person making the complaint /

raising the concern (the complainant) should be made aware that:

• full details of the complaint will be put to the Respondent (the person about whom the

concern / complaint is being made);

• the Respondent will be given an opportunity to engage with the Complainant face to

face in order to challenge the concern / complaint raised;

• in the event of the matter being referred to the Fitness to Practice Committee, the

Complainant and Respondent may call witnesses and may enter witness statements; and

• witnesses cannot be compelled to attend under this procedure.

2.1 Formal Stage (Part 1)

On receipt of a Fitness to Practice concern, the relevant Programme Director will:

• carry out a preliminary review of the issue and the available evidence;

o examine any supporting evidence/documentation from the person raising the

concern;

• inform the Respondent, in writing, of the concern(s);

o explain the Policy and provide the Respondent with a copy of the Policy;

o request the Respondent to make a submission in regard to the issue, including

any medical or other evidence they would like taken into consideration; and

• arrange a meeting to discuss the matter with the Respondent.

The Programme Director may invite other staff members to attend the meeting and may consult

with and seek information from other persons in order to deal with the matter and to provide

support to the Respondent. The Programme Director will normally be accompanied at all

meetings with the Respondent and a record of the meeting shall be taken.

The Programme Director may decide that:

• there is no case to answer;

o no further action is to be taken;

o support arrangements and / or reasonable accommodation to be put in place for

the Respondent, following any necessary assessment;

• case merits further action;

o an action plan be drawn up setting out how the matter will be managed including

the outlining of any requirements which are placed on the Respondent;

o the matter be referred for consideration under another College process (e.g.

Learner Code of Conduct and Disciplinary Procedure or another college

policy); or

o the matter be referred to the Fitness to Practice Committee (Formal Stage Part

2)

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The decision of the Programme Director will be communicated to the Respondent in writing

within 15 working days of the meeting between the Respondent and the Programme Director.

Where the decision cannot be communicated within 15 working days, the Respondent may be

informed in writing of the revised timescale for receiving a response and the reason(s) for the

delay. A copy of the decision and any associated documentation will be retained by the Office

of the Registrar.

2.2 Formal Stage (Part 2)

The Formal Stage Part 2 will be used to address concerns:

• where the Respondent disagrees with the decision made by the Programme Director in

the Formal Stage Part 1 and notifies the Programme Director within 5 working days of

receiving the decision that (s)he is invoking the Formal Stage (Part 2);

• where the Respondent has failed to comply with the outcome of the Formal Stage (Part

1); or

• where the Fitness to Practice concern is considered too serious to be deal with under

the Formal Stage Part 1

Prior to any matter being determined at Formal Stage (Part 2), the College may undertake any

such investigations as it considers reasonable and appropriate in the circumstances. A member

of staff will be appointed by the Office of the Registrar to act as Investigating Officer and the

College may put in place terms of reference for any such investigation. The Respondent will

normally be informed that an investigation is being carried out and of the identity of the

Investigating Officer.

The Investigating Officer will determine the process to be followed for the investigation and

may speak with the Respondent and with other learners, staff and where relevant third parties

(such as placement providers or health professionals) and call for information. Any

investigation will be carried out in a transparent and fair manner. The Investigating Officer

will:

• inform the Respondent that concerns regarding his / her Fitness to Practice have been

raised and full details of the nature of these concerns will be outlined;

• provide the Respondent with a copy of the Policy;

• provide documentation to the Respondent in support of the concern, if any;

• indicate that (s)he will be given an opportunity to respond;

• inform the Respondent that they may be accompanied in accordance with this

Procedure; and

• advise of any appropriate internal and external supports available to the learner.

The Investigating Officer will provide a report to the Fitness to Practice Committee which will

determine whether the Respondent’s Fitness to Practice is impaired or may become impaired.

In advance of the Fitness to Practice meeting with the Respondent, the Chairperson of the

Fitness to Practice Committee will write to the learner to:

• inform him / her that concerns regarding his / her Fitness to Practice have been raised

and full details of the nature of these concerns will be outlined;

• provide a copy of the Investigating Officer’s Report and any additional documentation;

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• indicate that (s)he will be given an opportunity to respond;

• invite him / her to attend a meeting with the Fitness to Practice Committee;

• give him / her notice of the date, time and place of the meeting with the Fitness to

Practice Committee;

• inform him / her that he may be accompanied in accordance with this procedure; and

• advise of any appropriate internal and external supports available to the learner.

The Fitness to Practice Committee will consider all of the evidence provided to it and may

obtain any expert advice that it deems necessary. Arising from its consideration of the evidence,

the Fitness to Practice Committee may decide that the Respondent requires one or more of the

following:

• undergo examination / assessment by a doctor or specialist nominated by the Fitness to

Practice Committee, at the College’s expense, in respect of suspected drug or alcohol

addiction / misuse. A Respondent who does not comply with this requirement and / or

whose tests confirm drug or alcohol addiction / misuse may be required by the Fitness

to Practice Committee to withdraw from his/her course and/or placement and / or to

defer his / her studies until such time as (s)he is certified by an appropriately qualified

person (nominated by the College) to be fit to proceed; and / or

• undergo a relevant examination or assessment by a doctor or relevant specialist

nominated by the Fitness to Practice Committee at the College’s expense for the

purpose of obtaining an opinion as to the Respondent’s medical Fitness to Practice. A

Respondent who does not comply with this requirement and / or is deemed unfit for

practice, may be required by the Fitness to Practice Committee to withdraw from his /

her course and / or placement and/or to defer his / her studies until such time as (s)he is

certified by an appropriately qualified person (nominated by the College) to be fit for

practice.

The Fitness to Practice Committee will determine whether the Respondent’s Fitness to Practice

is impaired, or may become impaired, and whether any action is necessary. The precise nature

of any action will depend on the circumstances of each case. Actions may include, but are not

limited to, one or more of the following:

• decide that there is no case to answer;

• decide that no further is action to be taken;

• support arrangements and / or reasonable accommodation to be put in place for the

learner;

• have an action plan drawn up setting out how the matter will be managed by the

College including the outlining of any requirements which are placed on the

Respondent;

• continue in the relevant programme subject to review;

• caution the Respondent in relation to the matter which will be noted on the

Respondent’s records and that the matter may be taken into account by the College

in response to requests for references;

• require the Respondent to repeat parts of the programme;

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• transfer the Respondent to an alternative module (where applicable);

• dismiss or strike out from the Respondent’s record any allegations based on

vexatious, false or malicious claims;

• terminate / expel the Respondent from his / her course; and / or

• such other action as is appropriate in the circumstances.

The decision of the Fitness to Practice Committee should be communicated to the Respondent

concerned in writing within 15 working days. Where the decision cannot be communicated

within 15 working days, the Respondent may be informed in writing of the revised timescale

for receiving a response and the reason(s) for the delay. A copy of the decision and any

associated documentation will be retained by the Office of the Registrar.

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Appendix 2.1: Procedures for Fitness to Practice Concerns Flowchart

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Appendix 3: Appeals Procedure

Appeals Procedure Appeals

The Respondent may appeal the decision of the Fitness to Practice Committee by writing to

the Office of the Registrar within 5 working days from the date of the communication of the

Fitness to Practice Committee’s decision notification.

The Respondent may appeal the Formal Stage (Part 2) outcome on the grounds that:

• the College failed to follow the process set out in the Policy and this had a material

effect on the decision;

• the decision at the Formal Stage (Part 2) was inconsistent or disproportionate to the

evidence provided; and / or

• the evidence produced at the Formal Stage (Part 2) meeting with the Fitness to Practice

Committee was factually incorrect or the learner has new and material information or

evidence which was not previously available and would have a material effect on the

decision.

The Respondent must specify the ground(s) on which the appeal is made.

The Office of the Registrar will normally review the Respondent’s appeal within 15 working

days of the receipt of the appeal and may make one of the following decisions:

• dismiss the appeal (in whole or in part);

• uphold the appeal (in whole or in part);

• direct that the Fitness to Practice Committee undertake a further meeting with the

Respondent on the basis of new evidence; or

• impose an alternative decision.

The decision will be communicated to the Respondent normally within 15 working days of the

determination of the appeal. This decision is final and may not be appealed.

In accordance with the Instrument of Governance 2017, Section 6.1(d), appeals concerning the

expulsion of a learner in accordance with regulations of the College will be heard by the

Governing Body.

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Appendix 4: Return to Study Procedure

Return to Study Procedure

It is recommended that learners returning after a leave of absence contact their academic

department in advance of their return date to discuss the implications of returning to the College

including any conditions of re-engagement and to ensure that appropriate support is in place.

The College reserves the right to require a learner returning to study to provide a letter of

certification from an independent physician or psychiatrist or other medical professional who

is or has been treating the learner, confirming that the learner is fit to practice / study. The

College also reserves the right to require a learner returning to study to undergo a medical

examination or assessment (including a psychiatric assessment) by a doctor or relevant

specialist nominated by the College at the College’s expense.

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Appendix 5: Fitness to Practice Concern Form

FITNESS TO PRACTICE CONCERN FORM

Learner Name:

Learner ID:

Programme:

Address:

Contact Number (if known):

Email:

Staff Member Raising Concern: Name:

Signature: __________________________________

Relationship to learner (role/context):

Factual Description of the Concern (Please give specific examples and provide any available supporting evidence)

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For Programme Director Use: Comments / Observations

Learner Comments / Observations on the reported concern

Agreed Action Plan

Where a leave of absence / withdrawal is being considered, the student should check with the

Admissions Office for possible financial implications.

Review Date:

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Declaration by Learner:

I understand the nature of the concerns raised by the College in regard to my Fitness to Practice. I

understand the impact that these concerns may have upon others. I have agreed to work to implement

the Action Plan set out above which has been drawn up to support me overcome the concerns raised.

If I do not implement the Action Plan, the College will consider taking other appropriate action as

appropriate / required.

Signature: ______________________________________ Date:

Witnessed: _____________________________________________

Programme Director: _____________________________________

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Appendix 32: Breach of Professional Conduct (Professional Social Care) Policy

TITLE: BREACH OF PROFESSIONAL CONDUCT (PROFESSIONAL SOCIAL CARE)

POLICY




required


01 – Policy on Breach of Professional Conduct

and Termination of Training (for Learners

undertaking Professional Training programmes)

(2013)


1. Purpose

All learners of Carlow College, St. Patrick’s (hereafter Carlow College) must comply with

College regulations regarding conduct. Learners enrolled on the B.A. in Applied Social Studies

(Professional Social Care) Programme where a practical professional placement is required

have additional responsibilities not only in terms of their conduct but also their professional

accountability and suitability as reflected in the College’s Fitness to Practice Policy and to the

CORU Social Care Workers Code of Professional Conduct and Ethics.

The purpose of the Breach of Professional Conduct (Professional Social Care) Policy is to is

to establish and uphold acceptable standards of professional behaviour and to inform and assist

learners to understand how they must deliver their professional services to the people they

serve. The procedure is principles-based and considers the challenging issues which may arise

in the undertaking of any practice placement.

The College’s Learner Code of Conduct and Disciplinary Policy outlines the expectations of

the College regarding learner conduct and behaviour generally.

2. Scope of Policy

It is rarely the case that codes of conduct and breaches of professional conduct procedures on

professional courses need to be invoked on a formal basis. In virtually all instances where there

is a concern about a learner’s behaviour, informal approaches, premised on a desire to help a

learner through difficulties are seen as the most appropriate to the situation. It is only as a last

resort that formal procedures would be invoked. This Breach of Professional Conduct (Social

Care) Policy applies to all Social Care learners of Carlow College both within the College and

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on other occasions when they are representing the College and are identifiable as learners of

the College.

3. Policy Statement

This Policy is intended to outline expectations and be used to respond to allegations of

breach of professional conduct. A profession-specific code of conduct applies to all Social

Care Workers as outlined in the Social Care Workers Code of Professional Conduct and Ethics

(draft CORU, 2018). This CORU document is available in Appendix 2.

Learners are assessed in relation to professional values (as outlined by the Health and Social

Care Professionals Council - CORU) as part of their practice. However, learners need to

demonstrate their value base consistently and not just in face-to-face contact with service

users / carers.

A range of actions or omissions may be deemed to constitute a breach of professional standards.

These may include but are not limited to the following:

• any actions that are deemed harmful to service users, members of the public

generally or service providers;

• actions that are deemed to constitute an unacceptable risk to the learner or others;

• a learner’s failure to disclose information about previous matters relating to their

professional suitability prior to enrolment on the programme, including previous

criminal convictions;

• a learner’s failure to complete or disclose information about previous matters

relating to their professional suitability when completing the mandatory Garda

Vetting procedure prior to commencement Practice Placement;

• any contravention of the relevant Professional Code of Conduct (see IASCE

Statement of Principles (2004) and Social Care Workers Code of Professional Conduct

and Ethics (draft CORU, 2018); and

• any action or behavior which is deemed to be prejudicial to the development or

standing of professional practice.

Allegations of professional misconduct or professional unsuitability must be made in

writing by Practice Placement Co-ordinator to the Programme Director of the B.A. and B.A.

(Hons) Applied Social Studies (Professional Social Care).

Recognition must be given to the fact that an allegation of professional misconduct or

professional unsuitability is a serious and potentially defamatory one. Protection of the

individual’s confidentiality is paramount at this stage.

In the event of an allegation of misconduct or professional unsuitability, the College will

take every reasonable effort to advise the learner against whom the allegation is made with

regard to impartial help, guidance and support.


In order to implement the provisions of this Policy in an appropriate manner, specific roles and

responsibilities are assigned.

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4.1 Practice Placement Co-ordinator

The Practice Placement Co-ordinator will work in consultation with the Programme Director

and the Office of the Registrar. On receipt of an allegation of professional misconduct, the

Practice Placement Co-ordinator must convey the allegation in writing to the Programme

Director of the B.A. and B.A. (Hons) Applied Social Studies (Professional Social Care).


The Programme Director will work in consultation with the Practice Placement Co-ordinator

and the Office of the Registrar.

On receipt of a written, dated and signed allegation, the Programme Director, in consultation

with the Office of the Registrar and Practice Placement Co-ordinator, should:

• take immediate action, as deemed appropriate, including the suspension of

practice placement activity, to safeguard all relevant parties but without

prejudice to the enquiry. The learner should be informed in writing by the

Programme Director of the nature of the allegation(s) made and the procedures

that will be followed by the College.


The Office of the Registrar will have overall responsibility for the management of this Policy.

The Office of the Registrar has overall responsibility for decisions related to Breach of

Professional Conduct (Social Care) concerns and the appropriate procedure to be utilised.

On receipt of an allegation of professional misconduct, the Office of the Registrar in

consultation with the Programme Director may appoint an Investigating Officer.

4.4 Investigating Officer

The Investigating Officer will have appropriate professional expertise and will not have

been involved in the matter previously. Having reviewed all relevant documentation and

interviewed all relevant parties, will prepare an evidence-based written report for the Office

of the Registrar. This report should not indicate or pass judgement and should not

recommend a particular course of action.

On receipt of the report from the Investigating Officer, the Office of the Registrar may:

• deem that no prima facie case has been made against the learner, this will be

communicated to the learner in writing by the Office of the Registrar; or

• deem that a prima facie case has been made, the Office of the Registrar should refer

the case as quickly as possible to a Professional Practice and Conduct Committee.

4.5 Professional Practice and Conduct Committee (PPCC)

The PPCC will be appointed by the Office of the Registrar and the Programme Director when

required. The PPCC may comprise the following and conform, as far as possible, to the

requirements of the relevant professional and/or regulatory body:

• a staff member of the College from a programme other than the programme concerned;

• two staff members of the College from the learner’s programme who have had no

previous involvement in the case;

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• an external practicing member of the relevant profession who has not been

associated with the teaching or professional supervision of the learner; and

• the Practice Placement Co-ordinator

The Chair of the PPCC will be chosen by the Office of the Registrar and will be responsible

for overseeing the process and will work closely with the Office of the Registrar to ensure that

the procedure is run smoothly and effectively.

A member of the College’s administrative staff will attend meetings of the PPCC for the

purpose of taking notes and recording decisions made. This person is not a member of the

PPCC and will not be involved in the decision-making process.

Neither the learner’s Academic Adviser / Field Practice Educator nor the Investigating Officer

should be members of the PPCC. For the Disciplinary Procedures for Breach of Professional

Conduct (Professional Social Care), see Appendix 1.

4.6 Proxy (By Appointment)

If an office holder post is vacant at the time that this policy is being invoked, then the Vice-

President for Academic Affairs and Registrar or delegate shall appoint a person to carry out

the designated functions under this Policy. Furthermore, where power or authority or functions

are to be performed by a particular office holder of a post referred to in this policy such power

or authority may be exercised by a person acting or deputising in such a role from time to time.

Where this Policy contains reference to a particular office holder as described in this Policy

and where the name or title of such office or post is changed then for the purpose of exercising

the powers or functions any reference to the old name shall be deemed reference to the new

name.


• Appendix 1: Disciplinary Procedures for Breach of Professional Conduct (Professional

Social Care)

• Appendix 2: Social Care Workers Code of Professional Conduct and Ethics (CORU,

2019)



• Fitness to Practice Policy


The Policy shall be monitored annually by the Practice Placement Advisory Committee

(Professional Social Care) and reviewed formally every three years.

http://coru.ie/uploads/documents/2019_03_06_SCWRB_Code_for_Website.pdf

http://coru.ie/uploads/documents/2019_03_06_SCWRB_Code_for_Website.pdf

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Appendix 1: Disciplinary Procedures for Breach of Professional Conduct (Professional

Social Care)

Disciplinary Procedures for Breach of Professional Conduct

(Professional Social Care)

Role of the Professional Practice and Conduct Committee (PPCC)

• The PPCC shall review all evidence, including the report of the Investigating Officer, as

deemed appropriate by the Office of the Registrar. The Secretary should send copies of

all evidence to members of the PPCC and to the learner and ensure a meeting is convened

as soon as possible.

• The PPCC should proceed in judicial fashion. In particular, the learner against whom

allegations have been made should be allowed to present their case in person and, if the

learner wishes, to be accompanied by a learner peer or a member of the Students’ Union.

• The PPCC will consider the written evidence submitted by all parties and will have the

power to seek other evidence deemed necessary.

Authority of the PPCC

• Permit the learner to recommence their professional training.

• Discontinue the placement and arrange for an alternative placement through the

Placement Co-ordinator.

• Preclude the learner from further advancement on the programme through the termination

of Practice Placement and not approving an alternative placement.

• Impose any other penalty considered appropriate and in keeping with the regulations

governing the award of degrees and professional practice qualifications.

Decisions of the PPCC

• The decision of the Committee shall be communicated by the Office of the Registrar, in

writing, to the Programme Director, Practice Placement Coordinator and the Learner. The

learner shall be informed of their right to appeal.

• If the case of professional misconduct or professional unsuitability against the learner is

found proven, the Programme Director and the Office of the Registrar shall decide

whether a report should be made to the relevant professional or statutory body.

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Appeals

A learner may appeal the decision of the Practice Placement and Conduct Committee by

writing to the Office of the Registrar within 5 working days from the date of the communication

of the PPCC’s decision notification.

A learner may appeal the decision on the grounds that:

• the College failed to follow the process set out in the Policy and this had a material

effect on the decision;

• the decision taken by the PPCC was inconsistent or disproportionate to the evidence

provided; and / or

• the evidence reviewed by the PPCC was factually incorrect or the learner has new and

material information or evidence which was not previously available and would have a

material effect on the decision.

The learner must specify the ground(s) on which the appeal is made.

Two members of the Office of the Registrar not previously involved in considering the case,

will review the learner’s appeal within 15 working days of the receipt of the appeal and may

make one of the following decisions:



• direct that the PPCC undertake a further meeting with the learner on the basis of new

evidence; or


The decision will be communicated to the learner normally within 15 working days of the



expulsion of a learner in accordance with regulations of the College will be heard by the

Governing Body.

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Appendix 33: Research Ethics Advisory Policy

TITLE: RESEARCH ETHICS ADVISORY POLICY


Approved By Academic Council Date Approved 1 November 2017

Review Date 1 November 2020 or

As Required


Research Ethics Advisory Committee—Policy

and Procedures (Quality Assurance Handbook,

2011).



Research is at the core of all teaching and learning in third-level institutions. Significantly, at

the core of all research are the moral principles that govern a person’s behaviour or the

conducting of an activity. The purpose of this Policy rests in the fact that given the significance

of ethics in research, all research involving humans and animals is now guided by legislation

and policies such as The Ethical Principles of Psychologists and Code of Conduct which is

informed by Section 8.09 of the American Psychiatric Association (APA, 2010). The APA in

turn informs and guides the ethical principles of the Psychological Society of Ireland (PSI,

2016), the British Psychological Society Code of Ethics and Conduct (BPS, 2016), the

Department of Health Service Executive (HSE, 2016), and the current Guidelines for Ethical

Conduct in the Care and Use of Animals (BPS, 2016).

Moreover, research concerned with the study of individuals under the age of eighteen should

always be guided by Children First: National Guidance for the Protection and Welfare of

Children (2011) which provides national guidance for the protection and welfare of children in

Ireland. To this effect, all involved in the study of individuals under the age of eighteen years,

or adults deemed as vulnerable (i.e., members of a self-help group, prison populations,

intellectually challenged persons) should follow the Garda Vetting Policy of Carlow College.

It is also important that all researchers make themselves aware of the Data Protection

Legislation and the Data Protection Policy at Carlow College St. Patrick’s (hereafter Carlow

College)

The Research Ethics Advisory Committee (REAC) of Carlow College is a committee

concerned with the protection of humans and animals involved in research projects designed

and carried out by external researchers, staff and/or learners of Carlow College. This may

include surveys, questionnaires, interviews and focus groups to name but a few. It is mandatory

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that all research conducted in Carlow College or by Carlow College staff, external researchers,

or learners that involve humans or animals is ethically reviewed and approved by REAC.

2. Definitions

Ethics: moral principles that govern a person’s behaviour or the conducting of an activity.

Vulnerable persons: a person, other than a child who: is suffering from a disorder of the mind,

whether as a result of mental illness or dementia; has an intellectual disability; is suffering from

a physical impairment, whether as a result of injury, illness or age; or has a physical disability,

which is of such a nature or degree as to restrict the capacity of the person to guard himself or

herself against harm by another person, or that results in the person requiring assistance with

the activities of daily living including dressing, eating, walking, washing and bathing.

Research: the systematic investigation into and study of materials and sources in order to

establish facts and reach new conclusions.

3. Scope of Policy

It is the responsibility of dissertation supervisors to point out to undergraduate and postgraduate

learners the Procedures for Research Ethics Advisory Committee (Appendix 2). These

guidelines are expected to be adhered to by all learners during their research.

External researchers or staff who wish to conduct research involving staff or learners from

Carlow College must have ethical approval from their own institution which is recognised by

current American and/or European societies and which matches the guidelines of REAC at

Carlow College.

4. Policy Statement

REAC takes the view that ethical conduct in research is a shared responsibility. There is,

therefore, an onus on all individuals involved in research projects in Carlow College to

familiarise themselves with the appropriate ethical guidelines, policies and procedures laid

down by their disciplinary and/or professional body and to ensure that these are followed.

Particular attention must be paid to any research involving human and/or animal participants.

As such, it is mandatory that at undergraduate and postgraduate level, learners will address the

ethical implications of their research with human/animal participants as part of the written

research proposal submitted to their dissertation supervisor (see Appendix 1: Ethics Checklist

for Learners). The dissertation supervisor is responsible for submitting the completed Checklist

to the Chair of REAC by the first working day in November (see Appendix 2: Procedures of

the Research Ethics Advisory Committee). Dissertation supervisors will also ensure that

learners engaged in primary research are administered a copy of the Procedures of the Research

Ethics Advisory Committee (Appendix 2) and that researchers use the templates provided for

obtaining Participant Consent (Appendix 4) and/or Gatekeeper/Agency Consent (Appendix 5).

The purpose of the Research Ethics Approval Policy is to:

1. Promote the systematic and effective development of ethical research in Carlow

College;

2. To guide and support learners and dissertation supervisors in matters related to ethical

research, and to make recommendations on these matters to the Academic Council;

3. To support learners and staff in their research activities

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4. To ensure REAC remains effective and responsive to user needs;

5. To remain available to staff and learners in relation to advising and guiding ethical

research;

6. To maintain systematic data on current and ongoing research projects within the

College.


The Chair of REAC is responsible for distributing eight documents to all dissertation

supervisors (see Associated Documentation below).

S/he is further responsible for issuing reminder emails to all dissertation supervisors for the

submission of completed Ethics Checklists for Learners and other relevant documentation as

per Appendices 1-8 listed previously.

The Chair of REAC will ensure that external researchers and/or staff conducting studies at

Carlow College have submitted documentation stating they have obtained ethical approval

from their particular institution. If further documentation or clarification is required, the Chair

is responsible for obtaining same prior to the commencement of any study at Carlow College.

The Chair is responsible for communicating decision about the conduct of research within

Carlow College to external researchers.

The Chair of REAC is responsible for compiling an annual report of REAC activities for

Academic Council.

Dissertation supervisors are responsible for distributing the Ethics Checklist for Learners to

their learner cohort. They are also responsible for the collection of the Checklist and the return

of these to the Chair of REAC. Dissertation supervisors will advise learners on the viability of

their research in the first instance and will keep learners informed of communications between

REAC and the supervisor regarding any issues that may arise.

REAC committee members are responsible for their attendance at four meetings annually and

the decision-making that may arise regarding the support of a learner whose research that fall

outside the typical ethical format.

The Learner/Researcher is responsible for their adherence to the Research Ethics Approval

Policy and guidelines set down within.


Appendix 1: Ethics Checklist for Learners/ Researchers

Appendix 2: Procedures of Research Ethics Advisory Committee

Appendix 3. Participant Information Sheet Template

Appendix 4. Participant Consent Form Template

Appendix 5. Gatekeeper/Agency Information Sheet and Consent Form

Appendix 6. Lone Researcher Guidelines

51 To view the associated documentation for the Research Ethics Advisory Policy, see

https://www.carlowcollege.ie/media/ResearchEthicsAdvisoryPolicy.pdf.

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Appendix 7. Guidelines for Reporting an Adverse Incident during Research Projects

Appendix 8. Handling Complaints Regarding Research Misconduct

7. Referenced Carlow College Policies

Data Protection Policy

Garda Vetting Policy

Records Management Policy


The Policy will be subject to continuous assessment and evaluation. The Policy will be formally

reviewed on an annual basis by REAC and any changes will be approved by Academic Council.

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Appendix 33.1: Ethics Checklist for Learners

ETHICS CHECKLIST FOR LEARNERS/RESEARCHERS

This form is intended as an initial checklist for s proposing to undertake research

involving human or animal participants.

Learner/Researcher Name

Learner ID Number

Course Name

Supervisor Name

Dissertation Title

Checklist

YES NO

1. Are any of your proposed participants vulnerable or

unable to provide informed consent (e.g., individuals

under the age of eighteen years, members of a self-help

group, prison populations, intellectually challenged

persons)?

2. Will your proposed research require the cooperation of a

gatekeeper* for initial access to participants? (e.g.,

learners at a school, residents of a nursing home)

3. Will your proposed research involve collection of data

relating to sensitive topics? (e.g., sexual activity, drug

use, suicide, abuse or discrimination)

4. Are pain or discomfort likely to result from your

proposed research?

5. Could your topic induce psychological stress or anxiety

or cause harm or negative consequences beyond the risks

encountered in daily life?

6. Does your proposed research involve deception?

7. Will it be necessary for participants to take part in your

proposed research without their knowledge and consent

at the time? (e.g., covert observations of people)

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YES NO

8. Will your proposed research involve the gathering of

data about unlawful activity?

9. Does your proposed research involve access to, or the

collection of, sensitive/confidential data from other

organisations?

10. Will your proposed research involve prolonged or

repetitive testing of individuals or groups?

11. Will your research fail to meet the guidelines of the Data

Protection Legislation?

If you have answered YES to any of the above questions, please make contact with your

dissertation supervisor who will assist you further in developing appropriate safeguards to

continue with your research project.

Please attach any survey/interview questions, schedules you propose using for your research.

Please attach letters seeking consent (Appendix 3 and 4) to work with external organisations.

Signed:

Date:

Office Use Only

REAC ref number:

Decision:

* Gatekeeping is the process of allowing or denying another person access to someone or something (Holloway

and Wheeler, 2002).

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Appendix 34: Assessment of Learners Policy

TITLE: ASSESSMENT OF LEARNERS POLICY


Approved By Academic Council Date Approved 07 June 2017


required


QA Handbook 2011 – Related Sections Office of the Registrar


Carlow College, St. Patrick’s (hereafter Carlow College) recognises the centrality of learner

assessment to the educational endeavour and to processes of progression and recognition for

individual learners. The Assessment of Learners Policy sets out the purposes and scope of assessment

practice in the College the related administrative procedures and regulations applying to the conduct

of learner assessment leading to certification.

Quality Assured Learner Assessment is a key component of Quality Assured Educational

Programmes and is core to the design and provision of the educational programmes which are at the

heart of the College’s mission.

The key regulatory requirements relevant to this Policy are:

• the National Framework of Educational Qualifications (2003);

• the Framework for Qualifications of the European Higher Education Area (2005);

• the role and functioning of Quality and Qualifications Ireland as the degree awarding body

for Carlow College.

2: Scope of Policy

The provisions and application of this Policy is mandatory on all College personnel engaged with

Learner Assessment, whether in a direct or in an administrative capacity.

3: Policy Statement

3.1 Purposes of Learner Assessment

Learner assessment may serve to identify the current knowledge of a learner, support the development

of their learning, and provide a measure of learner achievement of prescribed learning outcomes. In

Page 263 of 473

all cases assessment is to be conducted within the context of specific modules. Accordingly,

diagnostic, formative and summative assessment practices must relate to the identified learner

outcomes for the given module, the specified transferable skills and knowledge for the programme,

and the related stage on the National Framework of Qualifications. It is particularly important that

learners experience a wide range of assessment, that the diversity of the student body is taken into

account when designing assessment strategies and that opportunities for active student involvement

in assessment are present.

Learner Assessment enables recognition of Learner achievement of learning outcomes and all

modules must be assessed. A student may not be deemed to have achieved the required learning

outcomes for a given module without undertaking related summative assessment or assessments.

A learner may not be permitted to progress from one stage of a programme to a higher stage of a

programme without having displayed, through appropriate assessment, the achievement of the

required learning outcomes.

3.2 Credibility and Security of Learner Assessment Procedures

The creditability and security of assessment procedures is core to value placed on assessment

outcomes by internal and external audiences. All assessment for certification must be subject to

external review.

Module assessment details must be provided to all learners in advance of their taking a given module.

The rationale under-pinning assessment modes and their relationship to module and programme

learning outcomes must be detailed for learners. All assessments must be criterion based and grading

criteria must be available to learners in advance. Learners must also be aware of the consequences

of late or missed assessment components.

When diagnostic and formative assessment is under-taken, its purposes are best achieved through

timely and appropriate feedback. This is particularly important during the first year of a learner’s

programme.

The administration of summative examination procedures, including such matters as the setting of

exam papers, arrangements for the sitting of exams, the procedures for maintaining of the security of

examinations scripts, the recording of results, the holding of Boards of Examinations, and procedures

for the Appeal of Assessment decisions are set down in in College Regulations.

3.3 Review and Development of Learner Assessment

It is important that the assessment types, materials, tasks, practice etc. are reviewed to ensure that

they remain appropriate to the module and programme as these develop. Accordingly, procedures for

review and renew of assessment modes and weighting should be conducted periodically. These

procedures should include feedback on assessment from learners and from external examiners.


The Office of the Registrar and Vice President for Academic Affairs holds responsibility for all

matters, including Quality Assurance, in relation to Learning Assessment. In this role, it is supported

by the relevant College Committees, including the Teaching, Learning and Assessment Committee.

The Office reports to the President, the Academic Council and the Board of Governors.


• Regulations in Relation to Assessment and Standards



Assessment of Learners Policy annually and provide a report to the Vice President for Academic

https://www.carlowcollege.ie/media/2018/08/RegulationsinRelationtoAssessmentandStandards.pdf

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Affairs / Registrar. It will review the Policy at the direction of the Vice President for Academic Affairs

/ Registrar, but at a minimum of every three years and provide a report with recommendations to the

Vice President for Academic Affairs / Registrar and the Academic Council.

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Appendix 35: Plagiarism Policy

TITLE: PLAGIARISM POLICY

Effective Date 27 September 2017 Version 03

Approved By Academic Council Date Approved 27 September 2017

Review Date 27 September 2017

or as required


01 Policy on Plagiarism, Quality Assurance

Handbook (2011)



The purpose of this document is to set out the policy on plagiarism adopted by Carlow College, St.

Patrick’s (hereafter Carlow College). This Plagiarism Policy is informed by QQI Assessment and

Standards (revised 2013). The aim underpinning the Policy is to foster academic integrity in learners.

A key requirement is that appropriate acknowledgement is made for the contributions of others to

any work submitted for assessment.

2. Definitions

Plagiarism is passing off the work of others as one’s own. It is defined by the act not the intention, so

even careless accidental copying or inadequate referencing are still classed as plagiarism, for it gives

the false impression that the learner is the author and denies the genuine author their due

acknowledgement.

Examples:

• Using phrases or sentences that a learner has come across elsewhere

• Copying word-for-word directly from a text published or electronic without the use of

quotation marks.

• Paraphrasing the words from a text without a reference.

• Using text downloaded/purchased from the Internet

In addition to examples involving the written word, the copying and submission of other types of

information, without attribution, is also classed as plagiarism. This includes, but is not limited to:

diagrams, graphics, photographs, music and video files and experimental data.

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3. Scope of Policy

This Policy is applicable to all learners in relation to work submitted for credit.

4. Policy Statement

Carlow College recognises that learners do not enter the institution with a full understanding of

academic writing, values or practices. Explicit teaching of academic referencing occurs at various

points in the degree programmes, e.g., as part of the Academic Skills module and when assignments

are set. The method of attributing sources required by the College is in the form of standard and

consistent referencing and bibliographic conventions, footnotes and end-notes. Learners must sign a

confirmation of authorship on the Continuous Assessment Submission Form which must be included

in all submissions.

Learners at Carlow College are required to submit work through a text-matching software system

called Turnitin. This software allows learners to view Originality Reports which indicate if

referencing has been done correctly. Turnitin may also be used to detect plagiarism. No specific

college-wide similarity limit has been set. Each lecturer assesses whether the level of similarity

recorded breaches a threshold for plagiarism relevant to the specific assignment (see Appendix 2:

Guidelines for Using Turnitin).

The College recognises that there are different levels of plagiarism and that account must be taken of

misunderstanding by learners of the correct conventions of referencing at the start of the Degree

programmes. However, learners who engage in serious/repeated incidents of plagiarism will be

subject to academic sanctions, including a reduced or fail grade for an assignment (see Appendix 1:

Procedures for Dealing with Plagiarism)


The Office of the Registrar holds responsibility for all matters, including Quality Assurance, in

relation to plagiarism. In this role, the Office is supported by the Assistant Registrars, Programme

Directors, Academic Advisors and lecturing staff across all programmes.


• Appendix 1: Procedures for Dealing with Plagiarism

• Appendix 1.1: Plagiarism Report Form

• Appendix 2: Guidelines for Using Turnitin at Carlow College, St. Patrick’s


The Policy will be subject to continuous assessment and evaluation. Staff and learners will receive

refresher training at regular intervals. The Policy will be formally reviewed on an annual basis by the

Office of the Registrar.

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Appendix 1: Procedures for Dealing with Plagiarism

Procedures for Dealing with Plagiarism

The lecturer should carefully consider the evidence of plagiarism. Indicators and/or proof of

plagiarism may include, but are not limited to one or more of the following:

• An excessively high similarity score in Turnitin;

• Identification of the source of the materials used by the learner without proper attribution, or

represented as the learner’s own work;

• A demonstrably marked difference in the writing style of the learner, as compared to previous

work, or variations in font, grammar and spelling from section to section;

• Written testimony from others regarding a learner’s use of academically dishonest means to

complete the assignment;

• First hand observation of the learner engaging in plagiarism;

• An unusual or suspicious degree of similarity in work submitted by different learners;

• Admission by the learner that s/he has plagiarised.

It is acknowledged that cases of plagiarism are rarely the same and some are far more serious than

others. Seriousness varies according to the learner and the assignment. First year undergraduate

learners are arguably still learning what academic integrity means but as they progress, learners are

accountable to the highest standards of scholarship. Seriousness also involves the intent to deceive or

not. Soft plagiarism is a pedagogical issue while hard plagiarism is an ethical one. Plagiarism is then

viewed as minor, moderate and serious.

As soon as possible after the discovery of the alleged plagiarism, taking account of the context and

nature of the case, the following course of action may be taken:

• Direct discussion with the learner to provide further advice about correct citation protocols

and how to avoid plagiarism in the future. The learner may be required to re-submit the work

/ assignment with or without any of the sanctions listed below:

a) Resubmission of the work / assignment without penalty;

b) Resubmission of the work / assignment with a penalty of a mark reduction of 5% or 10%;

c) Resubmission of the work / assignment with a capping of the grade / mark to a pass / 40%.

In all cases where a lecturer imposes a penalty in relation to plagiarism a Plagiarism Record Form

should be filled in (see Appendix 1.1). This form should be emailed to the Office of the Registrar, the

Programme Director and the relevant Academic Advisor.

Where a single offence or a pattern of offences by a learner is deemed by the Registrar to potentially

threaten or compromise the integrity of the learner’s achievement of the required learning outcomes

and standards of the programme, the Registrar may bring the case for consideration to the Academic

Council.

Appeals by a learner in relation to plagiarism may be made to the Registrar within two weeks of the

application of a sanction. The grounds for appeal may relate to (i) the decision as to whether

plagiarism occurred and (ii) the penalty imposed. On receiving an appeal, the Registrar will adjudicate

on the matter. The result of the appeal will be conveyed to both parties.

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Appendix 1.1: Plagiarism Report Form

Plagiarism Report Form

Directions:

This form should be completed in all cases where a lecturer has imposed a plagiarism penalty.

Once completed, it should be emailed to the Office of the Registrar and the relevant Programme

Director and Academic Advisor.

Form:

Name of Learner

Stage

Programme

Academic Advisor

Name of Lecturer

Name of Module

Assignment type and title

Summary of the type and quantity of

plagiarised material detected

Penalty imposed

Date

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Appendix 2: Guidelines for Using Turnitin at Carlow College, St Patrick’s

Guidelines for Using Turnitin at Carlow

College, St. Patrick’s

Learners

Most written assignments are required to be submitted through Turnitin.52 Assignments are submitted

through the Turnitin link set up on the relevant module’s Moodle page. Learners who are enrolled on

a module are able to access the link. The lecturer will set up a ‘test link’ and a ‘final submission’ link.

Learners are given the opportunity to make a test submission before the assignment’s deadline. This

submission will generate an Originality Report. This is the result of the comparison between the

submitted work and open websites on the internet as well as Turnitin’s own database of previously

submitted papers. The percentage of matched material is represented by a ‘score’ between 1 and 100.

The similarity score does not tell the learner if an essay is plagiarised, it just records how much is

matching to published material. There is no correct score. A high score does not necessarily indicate

plagiarism. It may indicate an overly high level of quotations from primary or secondary sources.

This might be bad essay writing practice but if the material is correctly referenced, there is no issue

of plagiarism. A low score, on the other hand, does not mean there has not been plagiarism. If an

assignment scores 10%, but that 10% is unreferenced material, then it means that 10% of the

assignment has been plagiarised, and that is clearly problematic.

Following the test submission, learners have the opportunity to look at their Originality Reports and

make changes to the assignment if they wish. Changing the essay solely in order to lower the score

is counter-productive and misses the point of Turnitin. Learners should concentrate on developing

good academic referencing skills and honing their ability to use their own voice in their written work.

Assignments must be submitted through the final submission link before the assignment deadline. A

hard copy of the assignment, showing a Turnitin number, must also be submitted to Administration.

Lecturers

Lecturers should set up the Turnitin links on their relevant Moodle page in good time, preferably at

least four weeks before the assignment is due. A ‘test link’ should be set up which allows learners to

see Originality Reports and a ‘final submission link’ which also allows learners to see Originality

Reports. Assignments submitted through the ‘final submission link’ are the ones to be graded.

Lecturers are encouraged to use settings which exclude quotations, bibliography and small matches

such as common phrases.

Lecturers should avoid giving learners the impression that there is a ‘threshold’ for the similarity

score above which assignments will be considered to be ‘plagiarised’. It is more helpful to give

learners examples of good quotation and referencing techniques.

Turnitin can assist in the detection of plagiarism as it is faster and more effective than investigating

for the original sources through conventional search engines (i.e. Google). However, the lecturer

must use his or her own judgement in determining whether a learner has plagiarised material in their

assignment.

Procedures to be followed if plagiarism is detected are covered in the Plagiarism Policy (2017).

52 Lecturers may decide that specific pieces of personal/reflective/creative writing do not need to be processed through

Turnitin and will advise the class if this is the case.

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Appendix 36: Fitness to Continue in Study Policy

TITLE: FITNESS TO CONTINUE IN STUDY POLICY




required



1. Purpose of Policy53

Carlow College, St. Patrick’s (hereafter Carlow College) is committed to broadening access to

education and to ensuring that learners of all backgrounds, identities and abilities are enabled and

encouraged to enter, successfully participate in and complete higher education. The College

recognises its responsibility to support learners to complete their studies. For the vast majority of

learners, progression to completion of their studies is uneventful with little or no need for additional

support. This is not always the case however. In certain circumstances there is a need for a formalised

coordinated response to support a learner in distress. Occasionally, even with additional support, the

behaviour, welfare or wellbeing of an individual learner is such that it makes continuation in study

difficult or impossible and / or their continuation in studies is likely to interfere with the learning,

working or living experiences of others in the College community to such an extent as to be deemed

unreasonable and unsustainable.

This Policy, and its associated documents, is expressly intended to be supportive of individual

learners who may be in distress or difficulty whilst also recognising the right of the wider College

community to study, work and live free of undue duress / distress caused by others. In matters relating

to a learner’s fitness to continue in study, Carlow College is guided by relevant legislation as may be

amended from time to time. In this regard, the College remains particularly mindful of its obligations

under the Equal Status Acts 2000 - 2015.

There are established policies and procedures in place in Carlow College to deal with learners who

are not achieving academically or whose behaviour breaches the Carlow College Learner Code of

Conduct and Disciplinary Policy.

53 This Policy used the following policies as national and international benchmarks: Policy and Procedures to Support

and Determine a Student’s Fitness to Continue in Study (University College Cork); Policy and Procedures to Support

and Determine a Student’s Fitness to Continue in Study (Dublin City University); and Fitness to Continue in Study Policy

and Procedures (University College Dublin).

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This Policy, and its associated documents, is intended for circumstances not covered by the College’s

existing academic regulations or the Learner Code of Conduct and Disciplinary Policy.

2. Definitions

Behaviour includes behaviour which is face-to-face as well as expressed in written or on-line

communications in print or via social media, text messaging or by other electronic means.

3. Scope of Policy

All registered learners of Carlow College shall be subject to this Policy. Learners subject to this Policy

shall also include any learner visiting Carlow College for a period of study or research under the

Study Abroad programme, or other similar programme involving placement in Carlow College of a

learner from another domestic or international university or institution. By registering at the College,

or attending under a placement agreement, all learners are automatically subject to this Policy and to

all other relevant College policies. Carlow College learners who are visiting another university or

institution for a period of study or research shall be subject to the host institution’s rules, policies and

procedures for the period of their visit. Carlow College will endeavour to support its learners whilst

registered at another institution as part of their Carlow College programme, in association with the

host institution, where possible and practicable.

Carlow College ensures that personal data arising from fitness to continue in study concerns is treated

with great sensitivity. The personal data is subject to data protection standards relating to storage,

access, dissemination and disposal. A number of College staff are required to have access to

information under this Policy in order to permit them to undertake their duties and discuss matters.

This is not taken as a breach of confidentiality but will be taken as being necessary in order for the

College to support learners in line with this Policy. Learners will be asked for consent for the

processing of their personal data where deemed necessary.

4. Policy Statement

This Policy is in place to:

• identify and support learners

o whose behaviour, well-being or welfare are of concern to themselves, or others;

OR

o whose behaviour or actions, are impacting adversely on the learning, working or living

experiences of others;

OR

o to such an extent as to give rise to concerns as to their fitness to continue in study;

AND

• to provide supportive formal procedures to:

o enable learners to withdraw / defer voluntarily on grounds of fitness;

OR

o determine if and how a learner is to be required to withdraw / defer on grounds of

fitness.

4.1 Examples of Circumstances of Concern as to a Learner’s Fitness to Continue in Study

There is a strong tradition of support for learners in Carlow College. Many learners facing difficult

and distressing circumstances will overcome adversity and develop and grow from these experiences

with the help and support provided by friends, family, academic staff, and the administrative and

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professional support services in the College. It is very much in the interests of learners and the College

that this tradition of support continues. This Policy is intended to build on that tradition, and to

enhance it, by identifying steps to be taken when it is considered that the circumstances are such as

to be unlikely to be resolved through the use of existing supports. The following list shows examples

of such circumstances where there may be concern as to a learner’s support needs and fitness to

continue in study. The list is not exhaustive, and each circumstance should be considered on its own

merits.

• The learner recognises that there is an issue of concern and discloses this to a member of the

College staff.

• Third party reports of concern are disclosed. For example, the third parties may include but

are not limited to family members, classmates, flatmates, learner support services staff,

lecturers or other College staff, or work or research placement supervisors. The concerns may

be around a learner’s:

o wellbeing appearance, social-withdrawal, mood, physical health or welfare;

o unexplained deterioration in academic performance;

o behaviour which is very unusual;

o behaviour putting themselves or anyone else clearly at risk;

o behaviour which is significantly distressing to others;

o behaviour which is impacting significantly on the learning, working or living

experience of others.

Carlow College should not and does not monitor the social media accounts of learners. However,

that does not preclude such accounts being brought to the attention of the College.54

4.2 Recognition of Difference – Embracing and Supporting Diversity

The College recognises and celebrates the rights of individuals to be different and embraces and

supports diversity. The lived-experiences of one person are often very different to those of another.

The customs and practices of the many diverse ethnic groups in our increasingly international College

community may vary and require a degree of mutual understanding and mutual respect. It is important

that these differences be recognised and accepted, within the boundaries of the law of the land.

Occasionally, what may be at first sight be interpreted as unusual behaviour, subsequently can be

better understood and accepted in the spirit of tolerating difference and accepting diversity.

54 For further information, please refer to the College’s Social Networking & Social Media Policy for Students

(forthcoming).

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4.3 Actions to be Considered in Supporting Learners in Distress

This Policy is intended to help learners who may be distressed. For information on the correct course

of action to take staff members should refer to the flowchart below. The appropriate course of action

to be undertaken will often depend on the urgency of the situation. The course of action may also

need to be reviewed if the situation alters.

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4.4 Levels of Response of Fitness to Continue in Study Procedures

As per section 4.1 above, in varying circumstances concerns may be noted as to a learner’s support

needs or their fitness to continue in study. If these concerns are to become subject to this Fitness to

Continue in Study Policy, then a note of concern must be raised by the individual concerned and

forwarded to the Programme Director and Head of Student Services.

The seriousness of each circumstance and relevant response required will determine whether or not

any of the levels 1, 2 or 3 responses are to be invoked. The procedures to be followed for Level 1, 2

or 3 responses are set out as follows:

Level 1 Response of Fitness to Continue in Study Procedures (Emerging Concerns)

The Level 1 Response of this Policy is intended for circumstances where there are emerging concerns

about a learner. The particular circumstances can vary, as described under the section 3.1 above. A

Level 1 response will usually (though not necessarily always) be preceded by low level support,

informal signposting and / or advice given to the learner by College’s academic or support staff.

In the event that the concerns persist, the person concerned should complete Section 1 of the ‘Note

of Concern’ and forward to the Head of Student Services and relevant Programme Director (see

Appendix 1).

Level 2 Response of Fitness to Continue in Study Procedures (Continuing Concerns)

The Level 2 of this Policy is intended for circumstances where there are continuing and on-going

concerns persisting and unresolved from a Level 1 ‘Note of Concern’.

The Programme Director, the Head of Student Services and the staff member raising the concern will

consult and invoke Level 2 as follows:

1. Continue the ‘Note of Concern’ from Level 1 (see Appendix 1).

2. Notify the learner in writing of the nature of the concerns expressed.

3. Arrange a meeting with all parties to complete Section 2 of the ‘Note of Concern’:

(a) consider the nature of the concerns;

(b) develop an agreed plan of action to support the learner;

(c) arrange to monitor the effectiveness of the plan in resolving the issue of

concern; and

(d) arrange formal follow-up.

4. Conduct a follow up meeting with all parties and complete Section 3 of the ‘Note of Concern’.

5. Proceed to:

(a) Close the ‘Note of Concern' if no further action is deemed necessary following

step 3 above and forward to the Office of the Registrar for record keeping.

OR

(b) Escalate and request that a Level 3 Response be invoked because of concerns that

the learner’s fitness to continue in study needs to be formally considered and

determined.

Level 3 Response of Fitness to Continue in Study Procedures

The Level 3 Response of this Policy is intended for circumstances where there are concerns that

immediate consideration and determination of a learner’s fitness to continue in study is required. It

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may be invoked immediately following either a Level 1 or Level 2 response, or it may be invoked

directly with no preceding Level 1 or 2 response, due to the seriousness of concern for the health,

wellbeing or welfare of the individual concerned, or for the impact the learner’s distress or behaviour

is having on others.

The Programme Director, the Head of Student Services and the staff member raising the concern will

consult and invoke Level 3 of these Procedures as follows:

• If immediate concern where Section 2 and 3 of the ‘Note of Concern cannot be achieved due

to the immediacy of the concern, Level 1 can immediately escalate to a Level 3. Head of

Student Services and Programme Director should be contacted immediately.

OR

• In the case of an escalated concern from Level 2, means that the ‘Note of Concern’ Section 3

(see Appendix 1) and agreed action plan of supports was not achieved:

1. Arrange a Fitness to Continue in Study Panel Review (see Appendix 2) so that the

panel considers the concerns expressed about the learner. The outcomes possible from

this review are:

(a) The Office of the Registrar requires the learner to withdraw/defer from study for

an agreed period;

OR

(b) The learner is fit to continue in study subject to an action plan (as per level 2

Response).

2. Close the ‘Note of Concern’ if no further action is deemed necessary following step 3

above and forward a copy to the Office of the Registrar for record keeping.

4.5 Temporary Suspension on Grounds of Concern for Fitness to Continue in Study

The behaviour and actions of a learner may be a cause of concern for the safety of the learner and /

or the safety of others, prompting consideration of the need to exclude the learner from the College

temporarily, pending further investigation and / or management of the situation. Where it appears, in

the opinion of Vice-President for Academic Affairs and Registrar, that there are such grounds for

concerns, then they, having sought such advice as they deem appropriate, shall be entitled to suspend

a learner on the basis that suspension is temporary and necessary to protect the College community

(see Appendix 3).

4.6 Emergency Situations

The safety of individuals is paramount. Occasionally, the behaviour or actions of a learner can put

themselves or others in proximate danger. It is important that appropriate, timely actions are taken in

response. In urgent / emergency situations these actions may need to be taken before there is time to

invoke this Policy. The fact that the College may invoke other policies shall not prejudice its right to

invoke this Policy.

REMEMBER: If there is an immediate concern for the safety of any person outside of office hours

this should be reported to the Emergency Services on 999 or 112.

4.7 Referral to Healthcare Professional

A learner may be advised or referred at any stage of this Policy to meet with a relevant healthcare

professional in accordance with the procedures outlined in 4.4 above. If at level 2 or 3 the College

believes it needs documentation to certify that a learner is fit to continue in study, the College may

refer the learner to a relevant healthcare professional and request that a certificate is returned to the

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College. Normally the return of documentation will be with the learner’s consent but in cases where

the healthcare professional believes that there is immediate risk to the learner or another party,

information may be returned to the College without the learner’s consent. Failure to attend or a failure

to co-operate with any such practitioner shall be deemed to be a failure to co-operate with the

College’s procedures.

4.8 Return to Study Following a Period of Withdrawal

A learner who withdraws / defers voluntarily or is required to withdraw / defer on grounds of fitness,

shall be entitled to apply to re-register to re-commence their studies at the end of the agreed period

of absence. In such circumstances, the conditions of return to study will be determined by the relevant

Programme Director, subject to the rules and regulations governing the relevant Programme and, in

consultation with the Head of Student Services and the Office of the Registrar. If the module or course

is not running at the time, the Programme Director will provide guidance about the recommencement

of the module / programme, or alternative modules (see Appendix 5: Return to Study Procedures).

4.9 Record Keeping, Data Protection and Confidentiality

It is good practice for staff to keep brief notes of any interactions with learners where there has been

guidance or decisions in relation to personal issues, and to inform the learner that you are making a

record of the encounter. This should apply in particular for learners whose behaviour is causing

concern.

The record should be dated and written as soon as possible after the interaction with the learner. It

should state the nature of the interaction and any action taken or advice given.

Once a Level 1, 2 or 3 Response of these procedures have been invoked, a Note of Concern (Appendix

1) must be completed as per the procedures set out in the flowchart (see above, p. 4). All records,

once completed, are kept confidential and retained in the Office of the Registrar only. Records will

be retained in accordance with the College’s Record Retention Schedule.

4.10 Right of Appeal

A learner has the right to appeal the decision of the Office of the Registrar to require the learner to

withdraw / defer study for an agreed period, as the outcome reached following a Fitness to Continue

in Study Panel Review (see Appendix 4).

4.11 Appointment of Proxy

If an office holder post is vacant at the time that this policy is being invoked, then the Office of the

Registrar shall appoint a person to carry out the designated functions under this Policy. Furthermore,

where power or authority or functions are to be performed by a particular office holder of a post

referred to in this policy such power or authority may be exercised by a person acting or deputising

in such a role from time to time. Where this Policy contains reference to a particular office holder as

described in this Policy and where the name or title of such office or post is changed then for the

purpose of exercising the powers or functions any reference to the old name shall be deemed reference

to the new name.



The Office of the Registrar will have overall responsibility for the management of this Policy. The

Office of the Registrar has overall responsibility for decisions related to Fitness to Continue in Study

concerns and the appropriate procedure to be utilised.

5.2 Head of Student Services

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The Head of Student Services will work the Programme Director and relevant appropriate parties

concerned to address Fitness to Continue in Study concerns and endeavour to have them resolved

swiftly at an appropriate level.


The Programme Director will work with the Head of Student Services and relevant appropriate staff

to address Fitness to Continue in Study concerns and endeavour to have them resolved swiftly at an

appropriate level.

5.4 Fitness to Continue in Study Panel

Where there is a continuing on-going concern or where there are concerns that require immediate

consideration and determination of a learner’s Fitness to Continue in Study, a Fitness to Continue in

Study Review Panel will be appointed by the Office of the Registrar as and when required.

The Fitness to Continue in Study Panel may consist of:

• Assistant Registrar;

• an external person with expertise in the learner’s chosen practice area;

• a staff member of the College from the learner’s programme;

• a staff member of the College from a programme other than the programme concerned; and

• Placement Co-ordinator from the learner’s programme.

A member of the College’s administrative staff will attend meetings of the Fitness to Continue in

Study Panel for the purpose of taking notes and recording decisions made. This person is not a

member of the Panel and will not be involved in the decision-making process.


• Appendix 1: Note of Concern

• Appendix 2: Level 3 Response: Fitness to Continue in Study Panel Review

• Appendix 3: Temporary Suspension Procedure

• Appendix 4: Appeals Procedure

• Appendix 5: Return to Study Procedures





The Policy shall be monitored annually by the Office of the Registrar and reviewed formally every

three years.

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Appendix 1: Note of Concern

Note of Concern

SECTION 1

Date:

Learner’s Name:

ID Number:

Contact Number:

Email:

Concern Raised By:

Brief outline of concern

Brief factual description of the concern. Specific examples/observations are particularly helpful.

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Comments / Observations of Academic / Administrative / Support Staff / Others

Record observations, with specific examples where available, of staff / others, other than the person

who first reported concern. This can include observations / comments made by appropriate

professional support services or Academic Advisors. Please note that this information may be made

available to the learner.

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SECTION 2

Learner’s Comments / Observations

The learner should be invited to record his/her comments / observations on the concerns and the

support plan / follow-up arrangements.

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Agreed Action Plan

This may include details of any supports recommended / arranged, as well as agreed outcomes

that are desirable and limits of acceptable interactions/behaviour, where appropriate.

Agreed Review Date:

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SECTION 3

Review Meeting

Review Meeting should take place on the agreed date and review the progress being made on the

agreed Action Plan. Should a modification be made to the Action Plan, it should be documented in

Section 2. If no progress is made, then the Note of Concern should be raised to Level 3 and a

Fitness to Continue in Study Panel Review should be convened. Document the Review Meeting

below.

If a Withdrawal or Deferral is being considers

It is important to consider all possible financial implications of a deferral or withdrawal from your

degree programme. There may be financial implications for your registration / tuition fees or grant

if or when you return to third level at a later date. Further detailed advice can be obtained from the

Admissions Office.

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Declaration:

I understand the nature of the concern(s) raised by the College as has been explained to me and

outlined in this document and the possible impact / consequences that this / these concern(s) may have

upon my own fitness to continue in study.

I also understand the impact that this / these concern(s) may have upon the community of fellow

students and staff who are working and studying at the College and to which I belong.

I have agreed to work towards the action plan outlined above which has been developed to support

me.

I understand that if I am unable or unwilling to carry out the action plan, the College will need to

consider taking appropriate or remedial actions, or referral as my situation will require.

I am aware that Carlow College ensures that personal data arising from fitness to continue in study

concerns is treated with great sensitivity. The personal data is subject to data protection standards

relating to storage, access, dissemination and disposal. A number of College staff are required to have

access to information under this Policy in order to permit them to undertake their duties and discuss

matters. This is not taken as a breach of confidentiality but will be taken as being necessary in order

for the College to support learners in line with this Policy. Learners will be asked for consent for the

processing of their personal data where deemed necessary.

I understand that information surrounding my fitness to continue in study being shared with other

relevant services within the College. A copy of this Action Plan will therefore be submitted to the

Programme Director and Head of Student Services and other support staff as deemed appropriate by

the Programme Director / Head of Student Services.

I am aware that the Note of Concern will be retained by the Programme Director / Head of Student

Services.

I understand that I am responsible for my own health, wellbeing and actions and it is my responsibility

to be fit to continue in study.

I agree to this case being reviewed (insert x days/weeks or months’ time).

I understand that by signing and submitting this ‘Note of Concern’ my rights are not affected in any

way.

Signed: ______________________________

(Learner)

Signed: ________________________________

(Programme Director / Head of Student Services)

Dated: ________________________________

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Appendix 2: Level 3 Response: Fitness to Continue in Study Panel Review

Level 3 Response: Fitness to Continue in Study Panel Review

Purpose

A Level 3 Response shall be invoked by the Head of Student Services, the Programme Director

and the staff member raising the concern. The Office of the Registrar will appoint a Fitness to

Continue in Study Panel to determine a learner’s fitness to continue in study.

Membership of a Fitness to Continue in Study Panel

The Fitness to Continue in Study Panel may include:

• Assistant Registrar for Academic Affairs and Registrar (Chair);

• Head of Student Services;

• Programme Director;

• SU President or Nominee; and

• Other relevant individuals in relation to the particular case as agreed by the Office of the

Registrar and the Head of Student Services, in attendance.

Conducting a Fitness to Continue in Study Panel Review

The learner will normally be informed in writing at least 48 hours prior to the meeting of the

date, time and place of the meeting and the nature of the concerns to be addressed. The learner

should also be furnished with any documents that will be referred to in the meeting to include

the Note of Concern or any existing active Notes of Concern. The above may be posted to the

Learner’s last known place of residence according to the records of the College.

The convening of and attendance at a Fitness to Continue in Study Panel Review may be a source

of stress for staff and particularly so for the learner involved. It is important that the language

used and the tone of communications before, during and after the Fitness to Continue in Study

Panel Review takes account of the possibility of this stress for all concerned.

The Fitness to Continue in Study Panel shall consider existing active Notes of Concern, (or raise

a New Note of Concern if none exists) and amend or record the Note raised to show it as a Level

3 Note of Concern (see Appendix 1).

It is in the learner’s interest to attend at least a portion of any Fitness to Continue in Study Panel

Review and attendance should be strongly encouraged. The learner may be accompanied by one

other person to provide support, for example, a fellow learner, class representative, the College’s

Students’ Union representative. There is no right to legal representation or to be represented by

any person or body unconnected with the College. A learner with a disability also has the right

to be accompanied by a support worker as appropriate to their needs. A Fitness to Continue in

Study Panel Review can proceed without the learner if the learner is unwilling or unavailable to

attend.

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The Fitness to Continue in Study Panel shall consider relevant submissions and records already

existing from earlier Level 1 or Level 2 responses relating to the Learner. It shall also consider

submissions from the learner, when available. Expert, independent opinion may be sought from

suitably qualified professionals, who do not have a therapeutic conflict of interest. In most cases

this opinion should be sought from a Consultant Occupational Health Physician or independent

Consultant Psychiatrist of the College’s choosing. The Fitness to Continue in Study Panel is not

obliged to accept the recommendations of external experts, and the final decision as to a learner’s

fitness to continue in study is made by the Fitness to Continue in Study Review Panel.

A simple majority applies in the event of non-unanimous opinion of members of the Panel. The

outcomes possible following a Fitness to Continue in Study Panel Review are listed in the

Section Response of Fitness to Continue in Study Procedures outlined under 4.4 above. A copy

of any outcome reached shall be sent to the learner as soon as reasonably practicable.

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Appendix 3: Temporary Suspension Procedure

Temporary Suspension Procedure

Where it appears in the opinion of the Vice-President for Academic Affairs and Registrar that there

are grounds for concerns about a learner’s Fitness to Continue in Study, then they, having sought

such advice as deemed appropriate, shall be entitled to suspend a learner on the following basis:

1. That suspension is temporary and necessary to protect the College community and that on

balance, the Vice-President for Academic Affairs and Registrar is of a view that the duty of

care owed to others is overriding in the particular circumstances.

2. A suspension may be verbal and to take effect as the Vice-President for Academic Affairs and

Registrar deems appropriate and shall be confirmed in writing as soon as is practicable and a

Note of Concern should be completed.

3. That suspension shall not be regarded as an indication as to whether or not the grounds for

concern is proven.

4. That suspension may be limited to certain premises, placements or College activities or

modules of studies.

5. That every reasonable effort is made to continue to support the learner’s academic studies so

that, in so far as possible, the learner is not disadvantaged academically. In the case of

suspension due to mental health, continuation of support for the learner’s academic studies

during the temporary suspension may not be possible.

6. That suspension shall be for no longer than the time necessary for a matter to have been

considered and decided upon under this Fitness to Continue in Study policy or for an appeal to

have been heard and decided upon.

7. In cases of suspension due to mental health issues, the suspension may be for a longer period

and in such cases should be reviewed by the Vice-President for Academic Affairs and Registrar.

8. That this power shall be exercised with caution and with due regard to natural justice and fair

procedures.

9. Where the Vice-President for Academic Affairs and Registrar exercises the power of

suspension, they shall, as soon as practicable, notify the Programme Director and/or the Head

of Student Services and shall call a meeting of the Fitness to Continue in Study Panel Review

soon as practicable from the date of the suspension.

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Appendix 4: Appeals Procedure

Appeals Procedure

Appeals

The Learner may appeal the decision of the Fitness to Continue in Study Panel by writing to the

Office of the Registrar within 5 working days from the date of the communication of the Fitness to

Practise Committee’s decision notification.

The Learner may appeal the outcome on the grounds that:

• the College failed to follow the process set out in the Policy and this had a material effect on

the decision;

• the decision taken was inconsistent or disproportionate to the evidence provided; and / or

• the evidence produced at the meeting with the Fitness to Continue in Study Panel was

factually incorrect or the learner has new and material information or evidence which was not

previously available and would have a material effect on the decision.

The Learner must specify the ground(s) on which the appeal is made.

Two members of the Office of the Registrar not previously involved in considering the case, will

review the Learner’s appeal within 15 working days of the receipt of the appeal and may make one

of the following decisions:



• direct that the Fitness to Continue in Study Panel undertake a further meeting with the learner

on the basis of new evidence; or


The decision will be communicated to the learner normally within 15 working days of the



expulsion of a learner in accordance with regulations of the College will be heard by the Governing

Body.

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Appendix 5: Return to Study Procedures


No less than 2 months prior to the end of the agreed period of absence the learner will be issued with

a letter of re-engagement by the relevant Programme Director, and the Admissions Officer and

Academic Administration Office will be issued with a copy of this letter. This letter may include

conditions of re-engagement as defined by the College.

It is recommended that learners returning after a deferral period contact the College as soon as

possible upon receipt of the letter of re-engagement to discuss the implications of returning to study,

and if necessary ensure that any support is in place before recommencing their studies.

Failure on the part of the learner to respond may lead to termination of studies.

The Head of Student Services and / or the Programme Director may require any returning learners to

attend for medical examination at a medical practitioner of the College’s choosing and the learner

will only be allowed to return on the production of a report from such designated medical practitioner

that the learner is fully fit to return. Learners who were required to defer following a prior Level 3

response and a Fitness to Continue in Study Panel Review, are required to attend a review meeting

no later than 4 weeks following their re-registration on return to study. This review meeting shall be

convened by the Head of Student Services as described under Level 2 Response (pp. 5 – 6).

Learners who voluntarily withdrew/deferred on grounds of fitness at a prior Level 2 Response, shall

be encouraged to attend a face-to-face meeting with the Head of Student Services to consider any on-

going concerns, and on-going support needs.

All files are confidential and will be stored in the Office of the Registrar in accordance with the

College’s Records Management Policy.

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Appendix 37: Supports for Learners Within the College

Academic Advisors

The Academic Advisor role is an integral part of the Teaching, Learning and Assessment Strategy at

Carlow College. Through our Teaching and Learning Policy (Appendix 30) we are committed to

providing adequate guidance and support to enable access and educational progression for our diverse

learner population. The role of the Academic Advisor is to act as the link person or first point of

contact between academic programmes and individual learners. An Academic Advisor is assigned to

each programme stage and is generally a full-time member of academic staff.

The function of the Academic Advisor is to provide support and guidance on academic matters,

course-related queries, and concerns, with a view to maximising learner retention, engagement,

progression and achievement. A key area of focus for this role is to identify and deal with early signs

of learner difficulties. This is achieved through the monitoring of a range of learner issues such as

attendance, extension requests, non-submission of assignments, poor grades and plagiarism scores

(Appendix 37.1: Role and Purpose of the Academic Advisor).

Academic Resource Office

Carlow College recognises the importance of providing an inclusive and positive teaching, learning

and assessment environment for our learners. The Academic Resource Office, through the co-

ordination and delivery of disability and general learning support services, supports learners in their

academic development and assists with the achievement of their learning goals (Appendix 37.2:

Academic Resource Office Statement of Service). Working in collaboration with academic colleagues,

services are delivered through a combination of a cross-programme mandatory stage one Academic

and Digital Skills module; individual and small group appointments with our Essay Doctor writing

service; academic advice and guidance from our drop-by Academic Help Desk service; open access

workshops and presentations on learning development topics; and advice, guidance and training on

assistive technologies and improving digital skills.55

The Academic Resource Office also co-ordinates applications to the ESF Fund for Students with

Disabilities through a needs assessment process and provides study-related assistive technology

equipment and training, personal supports and an appointment-based learning support service for

learners with disabilities and learning differences.56 The Academic Resource Officer works

collaboratively with Programme Directors, academic and administrative staff to ensure programme

and examination accommodations are provided to learners where appropriate. The Academic

Resource Officer is a member of the Disability Advisors Working Network (DAWN) which is the

professional organisation for staff who support students with disabilities in Irish higher education

institutions.57

Admissions Office

The Admissions Office aims to provide an efficient service to prospective, new and continuing

learners who wish to, or are undertaking, programmes of study at Carlow College. The Admissions

Office supports the overall mission of Carlow College through: the promotion of our campus and its

programmes to prospective and continuing learners, second-level schools, Colleges of Further

Education, educational institutions and stakeholder organisations; the furnishing of information,

advice and guidance on entry requirements, registration and fees, applications for withdrawal or

55 For further information see http://www.carlowcollege.ie/Student-Life/Assistive-Technology. 56 In compliance with the HEA (2018) Fund for Students with Disabilities Guidelines for Higher Education Institutions,

an annual Service Delivery Plan for learners with disabilities and learning differences has been developed and is available

from the Academic Resource Office. 57 The Academic Resource Office adheres to the DAWN (2016) Guidelines for the Provision of Supports and Reasonable

Accommodations to Students with Disabilities in Higher Education.

http://www.carlowcollege.ie/Student-Life/Assistive-Technology

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deferral of a programme, and Garda Vetting procedures for our full-time and part-time programmes;

the co-ordination of the examination registration process for learners and the compilation of

examination and assessment result broadsheets for the Office of the Registrar and Programme

Directors; and the provision of up-to-date and accurate statistical data for College Management and

external agencies.58

Advice and Information Service

The academic staff member assigned to this role is the first port of call in relation to both academic

and non-academic complaints. The Advice and Information Officer’s primary role is to Listen,

Inform, Refer and Record. This is a confidential service established to guide and support learners in

how best to deal with issues that are causing them difficulty in college. Where an informal route is

taken, the Advice and Information Officer has a role of communicating with relevant parties and

sometimes to facilitate meetings and identify a mediated course of action; where a formal procedure

is initiated the Advice and Information Officer’s primary role is to organise and act as secretary to

formal meetings under the established Complaints procedures.

Careers Office

The Careers Office is committed to assisting learners and recent graduates in their transition to a

rewarding graduate destination. Professional support and guidance is offered on the following:

graduate employability and careers management skills; graduate CV clinics and regular drop-in

sessions; graduate vacancy lists; work experience, internship and vacation opportunities;

postgraduate study and job applications; personal statements and career decision-making; interview

skills and practice; and psychometric test practice. Services are delivered through a combination of

drop-in sessions, CV clinics, career appointments, workshops, campus presentations, information

resources and external events (Appendix 37.3: Careers Office Statement of Service).

The Careers Officer works with the College’s marketing function, Programme Directors and

academic colleagues to conduct annual graduate surveys, and to develop and deliver targeted career

and postgraduate information sessions to learners. In addition, the Careers Officer works in

collaboration with the School Liaison Officer to set up and deliver partnership projects with external

agencies such as Foróige to provide teaching / mentoring opportunities for our learner body.59 The

Careers Officer holds professional membership of the Associate Graduate Careers Advisory Services

(Ireland) and the Association for Higher Education Careers Services (AHECS) which is the

professional association of careers advisory and placement professionals at higher education

institutions in Ireland.

Central Administration Office

The Central Administration Office plays a very important role in the overall running of the academic

programmes at Carlow College. The primary duties of this Office are to answer learner queries,

scheduling programme appointments, data compilation and processing correspondence requests and

the recording of essay and exam results. Owing to its central role, this Office is a main point of contact

for both staff members and learners on a daily basis.

Chaplaincy Service

The Chaplaincy Service promotes the spiritual and pastoral development of the college community

through prayer, pastoral care and spiritual life programmes in a safe, caring, confidential and

welcoming environment. The Chaplain provides friendship, a compassionate presence and a listening

ear for the entire college community irrespective of religious convictions or beliefs. An open-door

58 For further information see https://www.carlowcollege.ie/study-with-us/prospective-students/admissions-office/. 59 This Foróige-led programme provides an opportunity for Carlow College learners to receive valuable training and

practical classroom experience in the delivery of a Leadership for Life programme to local second level Transition Year

learners.

https://www.carlowcollege.ie/study-with-us/prospective-students/admissions-office/

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approach is maintained to enable learners to seek support, especially in times of distress, illness and

bereavement. The service offers opportunities for learner involvement in liturgical celebrations;

spiritual reflection and development; and participation in self-development programmes and social

justice activities. The Chaplaincy space offers a peaceful environment for meditation or time away

from the demands of college life (Appendix 37.4: Chaplaincy Statement of Service).

The Chaplain also works in close partnership with the St. Vincent de Paul Society and oversees a

modest hardship fund, financed through Chaplaincy fundraising initiatives, which is available to

learners who experience extreme financial difficulty (Appendix 37.5: Application Guidelines for St.

Vincent de Paul Student Hardship Fund). The Chaplain is a member of the National Association of

Irish College and University Chaplains CN3 network which explores best practice in pastoral care,

community development and interfaith dialogue in third level settings.

Health Service

The Health Service provides our learners with access to the best support possible and immediate

medical assistance when needed. Our free, confidential, on-campus nursing service is supported by

an off-campus, subsidised GP service. The GP service works in conjunction with the learner’s own

doctor service and is located in close proximity to the college with both male and female doctors

available. An open door / drop-in approach is operated by our College Nurse who also co-ordinates

appointments for the GP service. In addition to responding to immediate medical care needs, our

nurse provides professional advice and information on a range of issues including: nutrition and

dietary support; management of long-term illness and medical conditions, flu vaccination; Hep B

vaccination; contraception, sexual health and general well-being (Appendix 37.6: Health Service

Statement of Service).

The Health Service also runs a number of campaigns and events throughout the year to raise

awareness of health issues among the college community. Initiatives include ‘Wellness Week’ which

promotes positive physical and recreational activities to support general wellbeing; the ‘Paint it Pink’

breast cancer awareness campaign; and the ‘November / Movember’ campaign which raises

awareness of Men’s Health. The service also collaborates with local health and community

organisations to promote their services within the College. This is achieved through the provision of

workshops, information stands and guest speakers throughout the academic year. The College Nurse

is a member of the Irish Student Health Association (ISHA) which provides professional development

for health service staff in higher education.

International Office

The International Office serves to enable our international learners, both degree seeking and semester

study abroad, to achieve their academic and professional goals and objectives. As the first point of

contact for international learners, the International Office provides prospective learners with

information on: our degree programmes at Carlow College; the application process including entry

requirements; tuition fees; living costs; accommodation and student visas. The International Officer

oversees the application process for all international applicants and ensures that applicants requiring

a student visa are processed in accordance with the guidelines and standards detailed by the

Department of Justice and Equality. Moreover, as a third-level institution operating in the Republic

of Ireland, Carlow College is committed to meeting, and exceeding, the standards outlined in the

Code of Practice for Provision of Programmes of Education and Training to International Learners

(QQI, 2015). During each stage of a learners’ academic programme of study, the International Office

provides on-going advice and advocacy regarding academic, immigration, cross-cultural and personal

matters.

At an institutional level, the International Office supports and promotes international initiatives

within the College to enhance the international profile of Carlow College. Since 2003, Carlow

College has developed educational cooperation agreements with many institutions of higher learning

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in the United States. The purpose of these agreements is to enhance educational experiences and the

cultural understanding of learners and faculty members at both Carlow College and its affiliated

institutions. Academic collaborations have centred on: faculty exchanges; learner semester study

abroad exchanges; development of short-term faculty led academic programmes and inter-

institutional module collaboration (Appendix 51: Register of Inter-Institutional Agreements and

Appendix 52: Template for Inter-Institutional Agreements with International Affiliates).

IT Services

IT Services at Carlow College support the use of computing and information technology throughout

the College to all registered learners and staff. Technical support and guidance are provided through

a dedicated helpdesk email ([email protected]). Services available to the college

community include:

• use of an individual college email address;

• access to college systems such as our virtual learning environment Moodle, Library online

catalogue and databases for research;

• access to MS Office 365 suite, OneDrive cloud storage, and Imagine Academy for self-

directed training on MS Office products;

• use of email, printing and copying services throughout the campus;

• 70 plus PC terminals available for use on the upper floor of the P.J. Brophy Library and access

to a dedicated IT Resource Room with 8 PC terminals in Middle House;

• WiFi provision throughout the campus for individual portable devices;

• assistive technology software (Read and Write Gold 11) available on all college PCs and

laptops available for loan to the student body;

• provision of video conferencing and internet services;

• management of the college’s Student Information System;

• a secure network infrastructure and secure access to systems and services; and

• back-up services which provide archive and recovery services for servers.

The IT Administrator works collaboratively with staff across all functions in the College regarding

programme and administrative resources and is a member of the Teaching, Learning and Assessment

Committee and the Learner Resources Committee.

Library Services

The P.J. Brophy Memorial Library supports the teaching, learning and research needs of Carlow

College’s staff and learners, as well as those of external users and outside institutions. Library staff

give regular orientations to the resources and services available and provide on-going information

and advice to users. The library operates an inter-library loan scheme where books, journal articles

and dissertations which are not available in the library can be requested from another library service.

It also provides access to the majority of college PCs, photocopiers and printers. Assistive technology

equipment and software is also available in the library for learners with disabilities or learning

differences. All registered learners are issued with a Learner Identity Card which also acts as a library

card. Learners must have a current learner card in order to gain access to library services. Access is

available to learners from other Third Level Institutions engaged in scholarly research and visiting

members of the public where specific rules and regulations are followed (Appendix 37.7: Library

Admissions and User Services Policy).


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In addition to the print and digital book collections, journals, and aggregated databases contained in

the P.J. Brophy Memorial Library itself, users also have access to three ancillary library / research-

related spaces in the College: the Keeffe Research Library; the Wall Manuscripts Room; and the

Delany Archive.60 Between them, these four repositories contain works in Philosophy, Theology,

History, English, Psychology, Sociology and many other subjects which have been built-up and added

to since the foundation of the College in the eighteenth century. The library aims to create a safe and

pleasant working atmosphere for all users who avail of its services, and to support and advance the

broader educational goals of the College.

Student Counselling Service

Our full-time Student Counselling Service is staffed by professionally qualified psychotherapists /

counsellors who endeavour to meet the unique needs of each individual learner to ensure that their

college experience is a happy and rewarding one. The service provides compassionate and inclusive

support for learners in a safe and confidential setting to assist them in dealing with any personal issues

or challenges which may be impacting on their academic and / or personal well-being. The service

adheres to a strict Code of Ethics and Ethical Practice as outlined by Psychological Counselling in

Higher Education Ireland (PCHEI) and the Irish Association of Counselling and Psychotherapy

(IACP). To ensure best practice, our Counsellors are engaged in continual external supervision

processes.

Learners may avail of individual counselling to assist with issues such as: abuse; anger management;

anxiety; bereavement and loss; life-transitions; addiction; self-confidence and esteem issues. Our

Counsellors also liaise with academic and support staff as appropriate within the College and refer

learners to external professionals and voluntary support groups when necessary (Appendix 37.8:

Procedures for Directing Learners to the Student Counselling Service). In addition, the service

facilitates supportive workshops throughout the academic year on such topics as transitions and

adjusting to college life; self-care, stress management and mindfulness. Our counsellors are also

engaged with local organisations in the promotion of mental health awareness and contribute to events

throughout the year such as the Mensana Mental Health Festival (Appendix 37.9: Student Counselling

Service Statement of Service).

Students’ Union

The role of the Students’ Union is to represent the views of our learners within college structures and

to provide a voice on matters academic and non-academic at local and national level. The Students’

Union consists of one full-time officer; the SU President and five part-time officers: Vice-President

Education; Vice-President Welfare; Mature Student Officer; Entertainments Officer and Clubs and

Societies Officer. The SU President co-ordinates the activities of the Union and works in consultation

with the Head of Student Services and Learner Supports. The Students’ Union has a designated office,

lounge area and recreational space in the Student Resource Building.61 The services provided include:

representation of the learner voice on college boards, committees and academic programmes; advice,

guidance and information on welfare issues and SUSI grants system; tenancy mediation; organisation

of student-centred events; entertainment; fundraising initiatives and political campaigns; and

assistance in the development, organisation and management of clubs and societies. In addition, the

Officers collaborate with staff on initiatives such as the first-year induction programme and various

information campaigns throughout the year. Carlow College Students’ Union is affiliated with the

Union of Students in Ireland (USI) and Officers avail of on-going training and development

opportunities provided.

60 For more information on The Delany Archive, please see www.delanyarchive.ie. 61 More information on the Students’ Union is available at: https://www.carlowcollege.ie/study-with-us/college-

life/students-union/.

http://www.delanyarchive.ie/

https://www.carlowcollege.ie/study-with-us/college-life/students-union/

https://www.carlowcollege.ie/study-with-us/college-life/students-union/

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Appendix 37.1: Role and Purpose of the Academic Advisor

Role and Purpose of the Academic Advisor

The Academic Advisor role is an integral part of the Teaching, Learning and Assessment Strategy at

Carlow College, St. Patrick’s. Through our Teaching and Learning Policy we are committed to

providing adequate guidance and support to enable access and educational progression for our diverse

learner population. The role of the Academic Advisor (AA) is to act as the link person or first point

of contact between academic programmes and individual learners. An AA is assigned to each

programme stage and is generally a full-time member of academic staff.

The function of the AA is to provide support and guidance on academic matters, course-related

queries, and concerns, with a view to maximising learner retention, engagement, progression and

achievement. A key area of focus for the AA role is to identify and deal with early signs of learner

difficulties. This is achieved through the monitoring of a range of learner issues such as attendance,

extension requests, non-submission of assignments, poor grades and plagiarism scores.

Tasks of the Academic Advisor

• To meet with learners to discuss queries relating to academic performance.

• To deal with learner requests for extensions on submissions.

• To provide information on the selection of appropriate modules, programme pathways, and

related aspects of the educational experience.

• Where appropriate, to direct learners to Student Support Services and other learner resources.

• Where appropriate, to direct learners to the College Counselling Service.

• To monitor learner attendance and to make written contact with learners at risk of withdrawal.

• To monitor extension requests, non-submission of assignments, poor grades and plagiarism

scores.

• To write learner references as required. This task may also fall to other lecturers depending

on learner requests.

• To meet other AAs at the beginning and end of the academic year to ensure standardisation

of procedures and to review common concerns/feedback from learners.

• Where appropriate, to inform Programme Board and Exam Board meetings of matters

relevant to learner progress.

• To write a ‘Report on Learner Progress’ for submission to Programme Directors at the end of

each term. This report forms part of the handover process with the AA for the subsequent

year.

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1

ACADEMIC ADVISOR REPORT ON

LEARNER PROGRESS

Tick programme, stage and term

PROGRAMME: STAGE: TERM:

Applied Social Studies Sem 1

Sem 2 Social, Political & Community Studies

BA in Arts Humanities

BA Hons in Arts & Humanities

English and History

ESSAY EXTENSIONS:

Fulltime Part-time

Number of extension requests received

Number of extensions granted with documentation

Number of extensions granted without documentation

Reasons given

Assignments and dates

Non-submission/Late submission (without extension request)

ATTENDANCE:

Fulltime Part-time

*Poor attendance at week 4

**Poor attendance at week 8

Letters sent

*More than 2 lectures missed in a module **More than 4 lectures missed in a module

2

3

4

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ELECTIVES: (Arts & Humanities and English and History)

Fulltime Part-time

Number of students who changed electives

Details of changes

ONE-TO ONE MEETINGS:

Fulltime Part-time

Number

Issues

FAIL GRADES:

Fulltime Part-time

Number

Assignment

PENALTIES IMPOSED:

Fulltime Part-time

Number

Assignment

REQUEST FOR REFERENCES:

Fulltime Part-time

Number

Purpose

This report to be completed by Academic Advisors at the end of Semester 1 and Semester

2 and forwarded to Programme Directors.

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PROCEDURES FOR GRANTING ASSIGNMENT EXTENSIONS

1. Learners with documented proof of reason for extension:

Students request an assignment extension by completing an Extension Request Form, attaching

documentation and emailing it to their Academic Advisor. If approved, the Advisor’s email response

and form are copied to [email protected].

2. Learners without documented proof of reason for extension:

Learners who feel that they have serious and compelling reasons to be granted an extension, but lack

documentary evidence, may approach their Academic Advisor by email. The Advisor may then

request the learner to come for an appointment. If the Advisor decides that an extension is merited,

he/she will complete an Extension Request Form and inform the Central Administration Office.

Only one extension per year can be granted without documentation.

Academic Advisors can grant extensions of between 1-3 weeks’ duration. Longer extensions can

only be granted by Programme Directors.

PROCEDURES REGARDING ABSENCE FROM CLASS

1. Learners with documented proof of reason for absence:

Learners with documented proof of absence do not need to contact their Academic Advisor but must

submit an Absence Form and their document(s) to the Central Administration Office.

The learner will be marked absent by their lecturers / tutors, but these absences will be amended to

‘certified absence’ by Central Administration. Attendance sheets must be submitted by lecturers to

the Central Administration Office at mid-term and at the close of each term for processing.

2. Learners without documented proof of reason for absence:

Learners who feel that they have serious and compelling reasons to be excused from tutorials or

classes where an attendance record has been taken for which no documentary evidence is available

may approach their Academic Advisor by email.

The Advisor may then request the student to come for an appointment. If the Advisor decides that the

learner is to be excused, then he / she will complete an Absence Form and inform the Central

Administration Office who will amend the attendance sheets as above.

3. Prolonged Absences

In the case of prolonged absences by a learner, such as a hospital stay, the Academic Advisor will

email the relevant lecturers and tutors to advise them of this having due regard to confidentiality

and the treatment of the learner’s sensitive personal information.


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Appendix 37.2: Academic Resource Office Statement of Purpose

Academic Resource Office

Statement of Service

Helping learners to settle, stay and succeed at Carlow College

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1.0 Our Aims:

Carlow College, St. Patrick’s is committed to providing an inclusive and positive learning

environment for all students. The Academic Resource Office, through the coordination and

delivery of disability and learning support services, supports students in their academic

development and assists with the achievement of their learning goals.

Our aim is to provide our students with high quality academic, personal and assistive

technology supports which are relevant and responsive to their needs. To achieve this we are

committed to:

• Encouraging a culture of inclusive and accessible teaching and learning within our

College.

• Ensuring that adequate systems exist to support the learning process.

• Ensuring that adequate structures exist to promote and co-ordinate learning-related

supports (both personal and technological) for students with disabilities / learning

differences.

• Actively promoting our services to ensure that all staff and students are aware of the

academic supports available to our student body.

• Making our services relevant and responsive to students’ needs through accurate

record-keeping and monitoring of student feedback on an annual basis.

2.0 Our Services:

Our services are delivered through a combination of a cross-programme mandatory stage one

Academic and Digital Skills module; individual and small group appointments with our Essay

Doctor writing service; academic advice and guidance from our drop-by Academic Help Desk

service; open access workshops and presentations on learning development topics; and advice,

guidance and training on assistive technologies and improving digital skills.

We also co-ordinate applications to the ESF Fund for Students with Disabilities through a needs

assessment process and provide study-related technological, personal supports and an

appointment-based Learning Support service for students with disabilities and learning

differences.

3.0 What you can expect from us:

• A free, confidential and professional service.

• Support and guidance in transitioning to a third level academic environment.

• Opportunities to develop your research, writing, IT and digital skills.

• Information and guidance on appropriate academic and personal support requirements

for students with disabilities/learning differences.

• Advice and information in relation to eligibility criteria for the ESF Fund for Students

with Disabilities and, where appropriate, assistance with the application process.

• Referrals to other sources of support, both internal and external, where we are unable

to fully meet your needs.

• Consideration of your feedback when planning our service delivery.

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4.0 What we expect from you:

• That you will take responsibility for your own learning development and academic

progression.

• That you will provide us with enough relevant information to enable us to assist you

with your query.

• That you will keep appointments as agreed and arrive promptly. We expect you to

inform us as soon as possible if you are unable to attend for any reason or will be late.

This will allow us to postpone, reschedule or cancel your appointment.

• That you will follow specific college procedures for obtaining reasonable

accommodation in relation to examination arrangements, academic adjustments,

assistive technologies and access to support tutors.

• Where applicable, that you will comply with college guidelines regarding the

maintenance and use of ESF-funded supports (equipment, software or hardware)

provided to you for the duration of your studies.

• That you will treat staff with courtesy and respect.

• That you provide honest and constructive feedback on our services when requested.

5.0 Statement of confidentiality:

For students with disabilities and/or learning differences

Students are encouraged to disclose any disability, learning difference or additional

requirement during the application process, at the start of their studies or at any point

during their time at Carlow College, St. Patrick’s. Such disclosure is encouraged so that

we can work with the student in ensuring that any reasonable accommodation or support

required is identified and facilitated in consultation with the individual student.

However, the decision to disclose rests entirely with the individual student.

Any information disclosed will remain confidential, but it must be acknowledged that,

in general, support cannot be provided in isolation. With written permission,

information relating to a student will be disclosed to individuals within the college

solely for the purpose of arranging reasonable accommodation or necessary support.

In accordance with the Data Protection Acts 1988 to 2018 and General Data Protection

Regulation 2016/679 any record of your contact with us is considered ‘special category

personal data’ and is held securely. Such information may be used for statistical and

monitoring purposes without your identity being revealed.

6.0 Limitations to service:

• Our services are normally available Monday – Friday from 9am – 5pm during term-

time.

• Where a student with a disability or learning differences chooses not to disclose this

information to the Disability and Needs Assessment Service, or not to comply with a

request for medical evidence/certification of their disability, this will impact on the type

of supports that can be put in place to assist the student which require disclosure.

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7.0 How you can help us improve our service:

We are committed to continuous quality improvement which we monitor using student

feedback surveys. Your comments help us to understand your needs so that we can

continue to develop and improve our service. Evaluations and any arising

recommendations are considered on a cyclical basis and are reported through the

college’s strategic management processes.

If for any reason you are unhappy with our service, please let us know in the first

instance and we will do our best to resolve the issue quickly and fairly in accordance

with the College’s complaints process.

8.0 How to contact us

Academic Resource Officer:

Lisa Fortune, 2nd Floor, Middle House

Phone: 059 9153223 Email: [email protected]

Disability and Assistive Technology Service:

Email: [email protected]

Essay Doctor Service:

Dr Regina Donlon (BA/BA (Hons) in Arts & Humanities; BA (Hons) in English &

History).

Dr Candice Condon (BA/BA (Hons) in Applied Social Studies (Professional Social

Care); BA (Hons) in Social, Political and Community Studies).





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Appendix 37.3: Careers Office Statement of Purpose

Careers Office



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1.0 Our Aims

The Careers Office at Carlow College, St. Patrick’s is committed to assisting students

and recent graduates in their transition to a rewarding graduate destination.

We aim to deliver a professional, innovative and efficient careers guidance and

employability service that will help students to:

• increase their employability skills;

• be more confident about applying for jobs or further study;

• develop a greater awareness of where to search for information relevant to their

employment or career choices.

We do this by offering access to a wide range of information, confidential and impartial

advice and professional guidance, training and coaching. We also facilitate advertising

vacancies that offer experiential opportunities for students to develop and articulate

employability skills and graduate attributes, throughout the student journey and for up

to two years after graduation.

2.0 Career Office Services

Our services are delivered through a combination of drop-in sessions, CV clinics, career

appointments, workshops, campus presentations and external events.

Careers – professional individual advice and guidance

• Career decision-making – what can I do with my degree?

• Advice on further study – what next?

• Personal development planning, such as developing good job-hunting skills

• CV writing and completing application forms

• Labour Market Information

• Employer liaison opportunities including Campus Presentations

• Practice psychometric tests on-line

Volunteering – enhancing your CV through community participation

• Participation in voluntary and work experience activities

• Reflective learning support for tracking your skills development through

voluntary work

• Links to a national network of opportunities


• Support in developing and improving your employability skills

• Advice to increase your confidence with applications for jobs and further study

• An improved awareness of how to search for relevant information for your next step

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• An impartial, confidential and professional service

• If we are unable to fully meet your needs, we will endeavour to refer or signpost

you to the appropriate internal or external service

• Consideration of your feedback when planning our service delivery


• That you will take responsibility for your own career plan and goals

• That you will keep all appointments on time or phone to reschedule or cancel if you

are unable to attend for any reason or will be late

• That you will treat all staff and students with courtesy and respect

• That you will be mindful of your role in representing the College when liaising with

employers and other opportunity providers

• That you will provide honest and constructive feedback on our services when

requested

5.0 We value your feedback:

We are committed to monitoring the quality of the services we provide as part of our

ongoing improvement process. We aim to hold annual focus groups and conduct a

student/graduate feedback survey where students’ views on the effectiveness and

impact of employability activities are reported.

If you have attended an activity with the Careers Office, have a suggestion or simply

have some general comments to make, we would value your feedback. Send an email

to [email protected].

6.0 Always improving:

We are committed to continuous quality improvement and actively promote a cycle of

‘plan, do, review’ in our service delivery.

Evaluations and any arising recommendations for improvement are considered on a

cyclical basis and are reported through the college’s strategic management processes.

7.0 Contacting us:

Eleanor Kehoe, Careers Officer


College Street, Carlow, Ireland | 00 353 (0)59 9153263

[email protected] | www.carlowcollege.ie

Careers Office: Tuesday, Wednesday & Thursday: 10.00 – 17.30 Term-Time



http://www.carlowcollege.ie/

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Appendix 37.4: Chaplaincy Statement of Service

Chaplaincy



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1.0 Our Aims:

The aim of the Chaplaincy services at Carlow College, St. Patrick’s is to promote the

spiritual and pastoral development of the college community through prayer, worship,

pastoral care and various spiritual life programs in a safe, caring, confidential and

hospitable environment. An open door approach is offered where members of the

college community can find personal support in good times and in bad, a listening ear,

and a compassionate presence irrespective of all religious beliefs and none.

2.0 Our Services:

Liturgical Celebrations

• Mass to celebrate various occasions.

• Marking special events in the life of the college community.

• Chapel is open throughout the day as a space to experience tranquillity and

serenity, for reflection and prayer or just for an escape.

• A candle burns on the altar on a daily basis and candles are available as is the

prayer wall and book of intentions.

• Sacred space is designed thematically.

Spirituality

• Prayer opportunities are provided for spiritual reflection and development.

• Meditation, Lectio Divina, Taize Moments.

• Bereavement and illness support.

• Prayer tables throughout the college.

• Resources for catechetical learners.

Outreach and Justice

• Putting faith into action through charity fundraisers and other volunteer services

in the community.

• Creating community and relationship building through the hospitality of the

‘Agape Latte’ times.

• Participation in Diocesan Programs and the Lourdes pilgrimage.

• Promoting volunteer work in the developing world overseas.

• St. Vincent de Paul Hardship Fund.


• An open, warm, welcoming and hospitable environment.

• Personal support especially during times of crisis or when experiencing financial

hardship.

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• Bereavement support and follow up.

• Support in times of illness or family crisis.

• To be treated with respect and dignity and listened to in a non-judgemental manner.

• The Chaplain is actually available any time, any place and anywhere.

• Those on the fringe of the college community will receive special attention.

• That the chaplain becomes an ‘Anam Cara’.


• That you take responsibility for your own personal, spiritual and faith growth and

development.

• Mutual respect and acknowledgement.

• That you will respect the chapel, the sacred spaces and the need for individual spiritual

needs.

• Honesty, integrity, simplicity and a sense of humour.


The Chaplain respects the uniqueness of each person and their story is treated with

sensitivity and confidentiality. In personal meetings with the Chaplain privileged

communications remain private and confidential and are treated with respect and

dignity. However, relevant parties will be notified if it is felt that the student is in

danger, a danger to him/herself or to others. The same applies if it becomes known that

another person is in danger.







7.0 How to contact us:

Liam Dunne, Chaplain


College Street, Carlow, Ireland | 00 353 (0)59 9153245 / 087 6548548

[email protected] | www.carlowcollege.ie

Chaplaincy Office: Tuesday, Wednesday & Thursday: 9.00 – 17.00 Term-Time

(24 hour on – call in an emergency)



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Appendix 37.5: Application Guidelines for St. Vincent de Paul Student Hardship Fund

STUDENT HARDSHIP FUND

CARLOW COLLEGE APPLICATION FORM 2017/2018

The Student Hardship Fund is an Emergency Fund Only.

The Student Hardship Fund was an initiative of the Carlow College Student Union that was approved

by the Student Affairs Team (SAT) during the 2012-2013 academic year.

The Student Hardship Fund does not receive Government Funding. Monies in the fund are raised by

the Student Union and the Chaplaincy Office through various fundraising activities.

The Student Hardship fund cannot assist with Child Care costs or rent costs or arrears.

Date of Application Student ID

Name Male Female

Phone E-Mail

Study Course Year

Assistance Requested

In receipt of Maintenance Grant Yes No

In receipt of any other bursary, scholarship or grant Yes No

In receipt of social welfare payments Yes No

Engaged in part-time/full-time work Yes No

If Yes, how many hours ____________

Living in parents’/guardians’ home Yes No

Living in own home Yes No

Rented accommodation student Yes No

Rented accommodation other Yes No

Number of dependent children (please provide ages)

Overall weekly income €

Last bank statement must be presented at interview.

Approved / Not Approved Signatures

The information contained in this form is confidential

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Appendix 37.6: Health Service Statement of Service

Health Service



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1.0 Our Aims:

The Health Service in Carlow College, St. Patrick’s aspires to provide an appropriate

and confidential student health service to all students. The Health Service aims to

provide medical care to all students and staff in emergency situation and in the

management of any illness or condition that requires special attention. The Health

Service aims to provide treatment, information and referrals to off-campus GP, and

signposting to the college counsellor and other community services as required.

2.0 Our Services:

The Health Service is provided by on campus Nurse and off-campus Doctors:

• Nurse - the nurse service is available on campus four days per week as a drop in for

urgent or routine health care needs. All consultations are strictly confidential and

no information is shared without student’s prior consent.

• Doctor - the doctor’s service is provided by off campus GP surgery five days per

week in conjunction with students own GP service. All consultations with the doctor

are booked through Carlow College Health Service only.

• Contraception - advice and information can be obtained from the nurse and

appointments can be arranged with GP for prescriptions and follow ups.

• STI information and testing – advice and information can be obtained from the

nurse and referrals made to local STI clinic.

• Vaccinations – Hepatitis B clinics are organised for registered students on the Social

Care and Citizenship and Community studies programmes. Referrals for Flu

vaccine and other vaccines can be made to GP service.

• Health Awareness Campaigns – Quit Smoking, Breast Cancer Awareness, Mental

Health, Men’s Health.


• Provide medical attention in case of health emergency.

• Support you through your time in college with any ongoing health issues.

• An impartial, confidential and professional service.

• Information and advice on health related topics.

• Link with off-campus GP service.


• Register with the health service at the beginning of your first academic year.

• Attend all booked appointments on time or cancel appointments if not attending.

• Maintain link with own GP and attend own GP for any non-urgent issues when

possible.

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• Students with medical cards who live within 20km of their own GP must attend

their own GP to avail of medical card service.

• That you will take responsibility for your own health and well-being.


The confidential treatment of health information and health records is a professional

obligation of the College Nurse to ensure trust from those receiving medical treatment.

The Nurse is routinely involved in making judgements as to the ethical, moral and legal

implications concerning the protection of the privacy of the individuals cared for within

their workplace/college.

The nurse works in accordance with Carlow College St. Patrick’s data protection

statement.







If you have attended the health centre, have a suggestion or simply have some general

comments on the service we would value your feedback. Send an email to

[email protected].


Maura Hennessy

College Nurse, Carlow College, St. Patrick’s, College Street, Carlow.

Office: Student Resource Building

Tel: 059 9153237 (office hours)

Email: [email protected] / [email protected]

Nurse Office: Monday & Thursday 10.30am- 3.30pm / Tuesday & Thursday

10.30am - 5.30pm during term-time.

8.0 Out of Hours Emergency:

If urgent medical assistance is required please contact:

o Your own local GP service

o Caredoc out-of-hour service (6pm to 8am) 1850 334999

o Dial 999 / 112 and ask for the service you require




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Appendix 37.7: Library Admission and User Services Policy

TITLE: LIBRARY ADMISSION AND USER SERVICES POLICY

Effective Date 06 December 2017 Version 02

Approved By Academic Council Date Approved 06 December 2017

Review Date 06 December 2020 or

as required


Quality Assurance Handbook (2011), pp. 141-43;

147-54.

Librarian


The purpose of the Library Admission and User Services Policy is to ensure that appropriate

access to resources is provided in support of the teaching, learning and research priorities

outlined in the Carlow College, St. Patrick’s (hereafter Carlow College) Strategic Plan, 2017

– 2022. Moreover, this Policy will facilitate visiting readers engaged in scholarship.

Regulations, which apply to all Library users, are in place to ensure the fullest use of our

Libraries collections and resources. In this Policy, the term ‘Library’ includes all Library

services provided by Carlow College, including the P.J. Brophy Memorial Library and Keeffe

Library.

2. Scope of Policy

This Policy applies to the admission of all Library users, access to and use of the Library’s

collections, resources and services.

3. Policy Statement

Registered learners and staff of Carlow College have access to the Library. All registered

learners are issued with a Learner Identity Card which also acts as a Library card. Learners

must have a current learner card in order to gain entrance to the Library.

Access to the Library is available to learners from other Third Level Institutes, individuals

engaged in scholarly research and visiting members of the public where specific regulations

and guidelines are followed (see Appendix 1: Library Regulations). As the Library’s primary

function is to support the needs of its learners and staff, the interests of external users should

not conflict with those of Carlow College learners or staff.

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The principles and goals underlying the Library Admission and User Services Policy are:

• To ensure the fullest access to the Library collections, services and resources;

• To facilitate visiting and other readers engaged in scholarship;

• To support teaching, learning and research priorities of learners and staff;

• To ensure a quality library service is provided with a suitable study and learning

environment for all Library users;

• To ensure all Library resources are distributed as fairly as possible amongst all

Library users.


The Librarian holds responsibility for all matters, including quality assurance, in relation to

Library Admission and User Services. In this role, the Librarian is supported by Library Staff

and the relevant College committees, including the Learner Resource Committee. The

Librarian reports to the Vice President for Academic Affairs.


• Appendix 1: Library Regulations


• IT Policy


The Library Admission and User Services Policy is approved by the Academic Council. The

College Librarian will monitor this Policy annually and review it every three years to ensure

that if reflects the needs of the college body, visiting users and the resources available in the

Library itself.

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Library Regulations

In these regulations, the term ‘Library’ includes all Library services provided by Carlow

College, St. Patrick’s (hereafter Carlow College), including the P.J. Brophy Memorial

Library and Keeffe Library.

1. Library Admission

1.1. All current Carlow College learners and staff have to access Carlow College Library

services; however, this access is contingent on following Library regulations.

1.2. As a Carlow College Library user, you must have a current Learner Identity Card.

These cards must be produced if requested by a member of the Library staff.

1.3. Learners/Researchers visiting from other Third Level Institutes must have an

approved letter from their college for each visit stating the date and purpose of their

visit. Further to this, the Library will consider requests to read, without borrowing

privileges, in the Library from: any persons engaged in scholarly research; members

of the public requiring access to Library material not available to them in any other

library.

1.4. The Library is open for visitation to members of the public; however, they must

sign in at reception before gaining admittance stating time and date of their visit.

Members of the public do not have access to Library computers or study spaces.

2. Children in the Library

2.1. While the Library cannot facilitate children in general, it recognises that Carlow

College staff and learners may need to bring their children to the library on rare

occasions. While in the Library parents/guardians are responsible for the

supervision and health and safety of their child.

2.2. Children accompanying library users are not allowed beyond the Library Desk.

2.3. Children accompanying library users are permitted into the Library for a short

period only which would allow library users:

• to take out an item;

• to pay fines, return items or retrieve a reserved item;

• to use the photocopying and printing services.

3. Borrowing and Consultation

As a user of Carlow College Library, you are expected to:

3.1. Be responsible for your learner card. Learners may not borrow without this.

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3.2. Be responsible for the items that you borrow and ensure it is returned correctly, on

time and undamaged as charges will apply for late, unreturned, or damaged items.

The fixed penalty for late items is €1 per book per day.

3.3. Use our e-resources, digital and electronic resources, within their specified terms of

use.

3.4. If you have charges on your account, you will not be able to borrow.

3.5. Only remove material from the library that has been borrowed correctly.

3.6. The loan periods for items borrowed are overnight, weekly and over the weekend.

4. Behaviour in the Library

As a user of Carlow College Library, you are expected to:

4.1. Treat Library staff and fellow users with respect at all times.

4.2. Ensure you have your learner card at all times and produce it to a member of Library

staff if requested.

4.3. Cooperate with Library staff in ensuring that all library facilities and resources are

used properly.

4.4. Cooperate with Library staff if the book alarm sounds when exiting the Library and

produce any Library material in your possession.

4.5. Treat all Library materials and Library building with respect.

4.6. Keep your mobile device on silent and use in a way that does not disturb other

Library users.

4.7. Refrain from making noise.

4.8. Take responsibility for your own belongings and do not leave unattended as Carlow

College Library cannot be held responsible for their loss or damage.

4.9. Refrain from eating or drinking in the library; food and drink is not allowed in the

Library.

4.10. Use Library computers according to the terms of use outlined in the IT Policy.

4.11. Cooperate with Library staff if the fire alarm sounds and vacate the building as

instructed.

5. Breach of Regulations

Users who do not abide by the library regulations will be liable to a range of penalties:

5.1. Non-payment of library fines will result in suspension of lending facilities.

Furthermore, a learner will not obtain their end of year academic results and will be

unable to register for the next academic year unless any and all books borrowed are

returned, and all outstanding fines and associated costs are paid in full.

5.2. A reader damaging or losing a book belonging to the Library will be required to

meet the replacement cost of the item.

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5.3. If you breach a Library regulation, you may be asked to leave the Library and

further action may follow. You will be advised of the regulation you have violated

and your name and student number will be taken for identification and further

contact purposes if necessary.

5.4. You may be asked to meet with a member of Library Senior Management/Librarian

for a meeting which could result in the withdrawal of borrowing privileges

6. Keeffe Library & Special Collections

6.1. Items in the Keeffe Library and Special Collections are for reference only and

cannot be borrowed.

6.2. Items cannot normally be photocopied.

6.3. Many items in this collection are rare, fragile and old and require careful handling.

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Appendix 37.8: Procedures for Directing Learners to the Student Counselling Service

PROCEDURES FOR DIRECTING LEARNERS TO THE

STUDENT COUNSELLING SERVICE

Education is about development of the whole person; personally, socially, and academically.

While attending Carlow College, St. Patrick’s, learners may seek advice and guidance on issues

through contact with staff such as Lecturers, Academic Advisors, Programme Directors, the

Nurse, Chaplain, Students’ Union Officer or Class Representative. However, there are times

when it is right to seek help in an environment which is separate from the above. The College

Counselling Service provides a free professional and confidential service to all Carlow College,

St. Patrick’s learners.

Many learners seeking counselling do so by contacting the service directly for an appointment.

However, when a learner is facing difficulties, it is often the Academic Advisor, individual

lecturers and tutors, or those in pastoral care or information roles which are the ‘first port of

call’. The first signs of personal distress may often be that the quality of a learner’s work is

suffering and/or that the learner is displaying unusual behaviour. Consequently, the Lecturer,

Tutor, Academic Advisor, Students’ Union Officer or Class Rep are often in a very good

position to notice when a learner is in need of help and suggest that they arrange an appointment

with the Counselling Service.

The following guidelines have been established to provide staff members and Students’

Union Officer and Class Reps with guidance on how to direct learners to avail of the College

Counselling Service:

1. DIRECTING LEARNERS TO THE STUDENT COUNSELLING SERVICE

It is appropriate to direct a learner to the Counselling Service when:

• there are concerns about the learner’s safety;

• there has been an uncharacteristic drop in academic performance;

• the learner appears withdrawn, low in mood, tearful or unduly anxious;

• the learner displays unusual behaviour (e.g. obsessive thoughts/substance misuse);

• the learner has experienced significant life changes and crises (e.g. bereavement /

relationship issues);

• the staff member / Students’ Union Officer or Class Rep is unsure of what to do or how

to respond;

• the situation is depleting the staff member / Student’ Union Officer or Class Rep of

their own emotional responses.

Note that this is not an exhaustive list.

It is suggested that learners be directed to the Counselling Service by:

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• talking to the learner in a straightforward manner and pointing out the specific

behaviour that has led to the concern;

• making it clear that directing the learner to the service represents your best judgement

about how they can get help;

• reminding the learner that it is a free, professional and confidential service.

However, the decision to engage with the Counselling Service rests solely with the learner. If

he/she does not wish to follow your advice, then his/her wishes should be respected. No further

action is required.

2. APPOINTMENTS CAN BE MADE WITH THE STUDENT COUNSELLING

SERVICE IN THE FOLLOWING WAYS:

During office hours (Monday – Friday between 9am – 5pm):

(i) the learner can contact the service directly by phone (059 9153225), email

([email protected]) or in person (Learner Resource Building);

(ii) the learner can be verbally directed to the service by a staff member / Students’ Union

Officer or Class Rep;

(iii) while the learner is in the presence of a staff member / Students’ Union Officer or

Class Rep, a call (059 9153225) or email ([email protected]) on behalf of

the learner to arrange an appointment with the Counselling Service may be made.

Below are some important notes when making an appointment on behalf of the learner:

o the Counsellor should be advised of the Learner’s Name, Programme, Stage and

Contact number;

o while confirmation of attendance cannot be divulged by the Counselling

Service, learners that engage with the service are encouraged to contact the staff

member / Students’ Union Officer or Class Rep who arranged the appointment

to let them know that they have attended;

o if the learner does not attend the scheduled appointment or contact the service,

the Counsellor will contact the learner directly to reschedule.

o No further action is required on the part of the staff member / Students’ Union

Officer or Class Rep.

Consultation

Where a learner presents with difficulties and a staff member / Students’ Union Officer or Class

Rep is unsure of what to suggest or how to respond, a brief phone consultation (059 9153225)

with a Counsellor during office hours may be helpful. The name of the learner should not be

disclosed. All consultations are dealt with in confidence.

3. OUT-OF-HOURS EMERGENCY

The Student Counselling Service, including phones and email, operate from Monday to Friday

between 9am and 5pm.

If urgent emotional support is required outside of these times, the following services should be

contacted:



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o Learner’s own local GP service


o The Samaritans 24 hours Freephone listening service 116123

o Carlow Garda Station 059 9131505

Confidentiality

The principle of confidentiality is paramount to the process of counselling. It enables learners

to speak freely about personal concerns in a safe and private environment. The Counselling

Service is bound by Psychological Counselling in Higher Education Ireland (PCHEI) and the

Irish Association of Counselling and Psychotherapy (IACP) professional Codes of Ethics to

maintain confidentiality except in the rare circumstances where (i) a learner is a risk to

him/herself, or to another person or (ii) where disclosure is required as part of a legal process

or Garda investigation.

Any discussions that take place between the learner and the Counsellor will not be divulged to

a third party, such as their Academic Advisor, without the learner’s consent. This applies

regardless of whether the learner attends the Counsellor of their own volition or is directed to

the service by a staff member / Students’ Union Officer or Class Rep. In the case of the latter,

information divulged in the course of directing the learner to the service is also confidential

and is not for discussion with other staff members or Students’ Union Officers or Class Reps.

On occasion, it may be helpful to share information with other support services, academic

departments, Health service or external professionals. If necessary, disclosure will be arranged

through the Counsellor with the learner’s written consent. The learner may choose to refuse

consent and the potential implications of this will be explored and discussed as they relate to

the individual learner’s situation.

Counsellor/Academic Advisor Contact

Where a Counsellor thinks the personal issues of a learner attending the service are having an

effect on their academic work, the Counsellor will encourage the learner to contact their

Academic Advisor in the first instance. With the learner's written consent, the Counsellor can

discuss measures with the Academic Advisor which might be helpful and supportive to the

learner without necessarily revealing more specific and confidential information. Where

appropriate, the Counsellor may engage in a three-way meeting with the learner and Academic

Advisor in order to assist the learner engage with the appropriate academic processes.

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Appendix 37.9: Student Counselling Service Statement of Service

Student Counselling Service



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1.0 Our Aims:

The Student Counselling Service at Carlow College St Patrick’s is committed to the

provision of professional counselling to all students and groups in the context of holistic

education in order to address personal and social issues that hinder academic

performance.

The Student Counselling Service is staffed by professionally qualified

psychotherapists/counsellors who endeavour to meet the unique needs of each student

irrespective of age, gender identity and expression, sexual orientation, marital status,

family status, religion, socioeconomic status, disability, ethnicity, culture, or

membership of the traveller community, to ensure that the college experience of our

students is a happy and rewarding one. We aim:

• to respond effectively to the needs and concerns of all students;

• to maximise their potential on the basis of personal identity, ethical, spiritual

and moral values;

• to support the academic and personal development of students; and

• to provide a safe space to explore any issues and challenges in their lives which

may be impacting on their academic and/or personal health.

2.0 Our Services:

The Student Counselling Service at Carlow College, St Patrick’s is a free, professional

and confidential service. It adheres to a strict code of ethics and ethical practice as

outlined by PCHEI, Psychological Counselling in Higher Education Ireland, and the

Irish Association of Counselling and Psychotherapy (IACP). We provide:

• Compassionate and inclusive support for students on a one-to-one basis in a safe

and confidential setting in dealing with any issues and challenges in their lives

which may be impacting on their academic and/or personal health.

• Professional one-to-one counselling in areas such as: abuse; anger management,

anxiety; bereavement loss and transition; bullying; communication problems;

conflict; depression; gender issues; relationship issues; self-confidence and

esteem issues, stress management; trauma and other pain caused by life crises.

• Workshops throughout the year on a variety of topics including; adjusting to

college life, stress management, mindfulness and mental health issues.


• The Student Counselling Service is a free, confidential and professional service

available to all registered students in Carlow College St Patrick’s.

• An inclusive, non-judgemental, student-centred service which is committed to

the promotion of student well-being and success.

• Our psychotherapists / counsellors are accredited members of IACP. We

recognise the importance of confidentiality and work under the ethical

guidelines of IACP and PCHEI.

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• That you will keep all appointments on time or phone or email to reschedule or

cancel if you are unable to attend for any reason or will be late.

• That you will treat all staff and students with courtesy and respect.

• That you will take responsibility for your own happiness and wellbeing.

• That you will provide honest and constructive feedback on our services when

requested.


The confidentiality of the counselling relationship is fundamental. It is necessary both

ethically and practically: without an assurance of confidentiality, many of students who

seek help from the Student Counselling Service would not do so. All information

disclosed by students will be treated as confidential. Confidential Information, in

general, will only be disclosed with the student’s consent.

We encourage all students to read our confidentiality statement prior to making any

commitment with the Service. At the student’s first appointment with the Service,

confidentiality is discussed and any concerns that the student may have in relation to

this are explored. Confidentiality is also relevant for significant others and third parties

who may wish to contact the Service in relation to particular issues or student concerns.

In accordance with the Data Protection Acts 1988 to 2018 and General Data Protection

Regulation 2016/679 any record of your contact with us is considered ‘special category

personal data’ and is held securely. Such information may be used for statistical and

monitoring purposes without your identity being revealed.

The Student Counselling Service also adheres to its reporting responsibilities under the

Children First: National Guidelines for the Protection and Welfare of Children (2017).

6.0 Limitations to service:

• Our services are normally available Monday – Friday from 9am – 5pm during term-

time.

• In exceptional circumstances, the counsellor/psychotherapist may need to break

confidentiality. This occurs in one of two ways:

1. Where there is a serious concern that there may be a threat to the safety

or life of the learner or others.

2. Where disclosures may be required as part of a legal process or Garda

investigation.

Where possible a full explanation will be given to the student/client regarding the

necessary procedures and intended actions that may need to be taken.

Basic Principles on Sharing Information

Information is shared with other services and third parties only with the learner’s

consent (subject to the exceptions previously mentioned), for a defined purpose, such

as accessing additional supports, and services for the student. Information shared is on

a need to know basis and will vary according to who needs it and for what purpose.

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With consent from the learner, information to be shared may be passed on to the

required services.






College’s strategic management processes.

If you have attended the Student Counselling Service, have a suggestion or simply have

some general comments to make, we would value your feedback. Send an email to

counsellor @carlowcollege.ie.


Bernie Dunne MIACP (Monday, Wednesday and Thursday, 9am – 5pm)

Martina Kelly MIACP (Tuesday and Friday, 9am – 5pm)

Counsellor’s Office: Student Resource Building

Tel: 0599153225 Phone or text: 0857564441 (Office hours)


9.0 Out of Hours Emergency:

If urgent emotional support is required outside of these times, the following services

should be contacted:

o Learner’s own local GP service


o The Samaritans 24 hours Freephone listening service 116123

o Carlow Garda Station 059 9131505



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Appendix 38: Terms of Reference for the Learner Resources Committee

Terms of Reference

Learner Resources Committee

Section 1: Remit

Carlow College, St. Patrick’s endeavours to support learners’ academic success by providing

a variety of learner resources, professional services and supports to enhance the learner

experience and to assist learners in meeting the many demands of both their personal and

academic lives.

The significant contribution of learner resources and supports in fostering a positive learning

environment which supports the well-being and integration of diverse learner cohorts into the

college community is recognised internationally in Standards and Guidelines for Quality

Assurance in the European Higher Education Area (2015) (Standard 1.6). The importance of

adopting an integrated approach, from the perspective of the learner, to the overall provision

of supports and services to the student body is emphasised in section 7.1 of the QQI Core

Statutory Quality Assurance (QA) Guidelines (2016). Further, section 3.4 of the Code of

Practice for Provision of Programmes of Education and Training to International Learners

(2015) sets out specific requirements which relate to the pastoral care, which includes support

services and information provision, to international learners.

The role of the Learner Resources Committee is to oversee the promotion, co-ordination,

monitoring and development of the learning resources, services and supports available to the

student body.

Section 2: Membership


Head of Student Services Ex Officio

Head/Lead Librarian Ex Officio

International Officer Ex Officio

IT Officer Ex Officio

Facilities Manager Ex Officio

Students’ Union VP for Welfare Ex Officio

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Students’ Union Mature Student Officer Ex Officio

Academic Representative Appointed by Academic Council for a

period of 3 years

Administration Representative Appointed by Academic Council for a

period of 3 years

Library Representative Appointed by Academic Council for a

period of 3 years

Student Services Representative Appointed by Academic Council for a

period of 3 years

Section 3: Reporting Structure

The Learner Resource Committee is a representative sub-committee of the Academic Council

and draws its membership from across the college community. The Learner Resource

Committee lead will report directly to the Office of the Registrar and will have ex officio status

on Academic Council.

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Section 4: Terms of Reference

• To develop the decision-making process within the Learner Resources Committee.

• To develop and maintain records of meetings adhering to the Guidelines Regarding

Keeping Records of Meetings.

• To ensure that a coherent and integrated range of learning resources, services and

supports exist within the College.

• To monitor the promotion, adequacy and effectiveness of the support services and

resources available to learners.

• To facilitate systematic learner feedback on the sufficiency and quality of the non-

programme-related professional learning resources, services and supports provided.

• To ensure that learner resources and supports are in line with national and international

best practice and are responsive to the needs of learners and academic programmes.

• To identify gaps within the system in relation to learner resources and develop non-

academic policies and guidelines as required.

• To contribute to the on-going development of a supportive learner-centred learning

environment which acknowledges learner diversity and supports the well-being and

integration of all learners into the Carlow College community.

• To identify opportunities to enhance the student experience and to increase student

engagement.

Section 5: Frequency of Meetings

The Learner Resource Committee shall meet as required by its work, but at a minimum of four

times during the academic year.

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Appendix 39: End of Year Reporting Template

END-OF-YEAR REPORTING TEMPLATE

Service:

Phone: Email: Service Lead:

Service Statement and Overview: Service Achievements (please list no more than four): Please provide the service statement and a service overview denoting the

primary functions of the service (e.g. primary roles/responsibilities).

Please provide service achievements for the preceding academic year

under the three main areas espoused by Carlow College Student Services.

There should be no more than four achievements listed for each of the three

areas (bullet points suggested and emphasise collaborative efforts).

Settle

Stay

Succeed

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Key Performance Indicators/Benchmarks: Opportunities for Growth: Please provide service data denoting the student profile availing of the

service provided, areas of growth from previous academic years and

information from service evaluations.

Based on KPIs/Benchmarks, please provide opportunities for growth

within the service area (e.g. growth potential for current service initiatives

and new initiatives resulting from the changing student profile of Carlow

College).

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2017/2018 Strategic Goals: Assessment Measures: Please list service goals for the next academic year under the main areas

espoused by Carlow College Student Services. In the right column, please

indicate how these goals will be assessed/measured.

Settle

Stay

Succeed

Page 333 of 473

Appendix 40: Organisational Reports

Report Author Frequency Submission Dates Submitted To Approved By Other Committees / Offices

Submitted for Discussion /

Recommendations

Academic

Advisor

Report on

Learner

Progress

Academic

Advisors

Bi-Annually 15 January / 15 May Programme

Director

Programme Board Academic Committee,

Governing Body

Academic

Workload

Allocation

Report

Assistant

Registrar for

Academic

Affairs

Annually 15 April V.P. for Academic

Affairs / Registrar

Academic Council Human Resources


Admissions

Report

Admissions

Office

Tri-Annually 15 November / 15 February

/ 15 September

Office of the

Registrar

Academic Council Management Board

Programme Boards


Assessment

Report

Programme

Director

Tri-Annually 1 February / 1 July / 1

October

Office of the

Registrar

Academic Council Academic Committee,

Governing Body

Cross

Programme

Monitoring

Report

Assistant

Registrar for

Academic

Affairs

Annually 15 November Office of the

Registrar


Governing Body

Page 334 of 473



Recommendations

Data

Protection

Report

Data

Protection

Officer

Annually 15 May President Management Board Governing Body

Delany

Archive

Archivist Quarterly Dates specified annually President Delaney Archive

Board of Trustees

External

Examiners

Report

External

Examiners

Annually 15 August V.P for Academic

Affairs / Registrar


Governing Body

Equality

Report

President’s

Office

Annually 15 April Management Board Management Board Governing Body

Finance

Report

Director of

Operations

Monthly Dates specified annually Management Board Management Board Finance Committee,

Governing Body

Freedom of

Information

Report

FOI Officer Annually 15 May President Management Board Governing Body

Human

Resources

Report

Human

Resources

Annually 15 September Director of

Operations

Management Board Governing Body

Marketing

Report

Marketing

Manager

Annually 1 April Assistant Registrar

for Strategic

Development

Management Board Office of the Registrar

Page 335 of 473



Recommendations

Programme

Monitoring

Reports

Programme

Directors

Annually 15 October Assistant Registrar

for Academic

Affairs


Governing Body

Programme Board

Report and

Financial

Statement

Auditor Annually 1 December Governing Body Governing Body Management Board

Risk Report Director of

Operations

Bi-Annually 15 September / 15 February

Finance, Estates and

Risk Committee

Management Board Audit Committee, Governing

Body

SLO Report School

Liaison

Officer

Annually 1 April Assistant Registrar

for Strategic

Development

Academic Council Management Board

Programme Boards


Student

Services

Report

Head of

Student

Services

Annually 15 October Assistant Registrar

for Academic

Affairs


Governing Body

Page 336 of 473

Appendix 40.1: Flowchart of Organisational Reports

Page 337 of 473

Appendix 40.2: Committee Reports

Report Author Frequency Approved by

Programme Boards Programme Directors Monthly Academic Council

Quality Assurance

Committee

Quality Assurance Officer Monthly Academic Council

Learner Resources

Committee

Head of Student Services Monthly Academic Council

Teaching, Learning and

Assessment Committee

Assistant Registrar for

Academic Affairs

Monthly Academic Council

Strategic Development

Committee

Assistant Registrar for

Strategic Development

Monthly Academic Council

Management Board

Finance, Estates and Risk

Committee

Director of Operations Monthly Management Board

Research Ethics Advisory

Committee (REAC)

Chair of REAC Annually Teaching, Learning and Assessment

Committee

Practice Placement Advisory

Committee (Catechetics and

Placement)

Chair Five times per year Arts & Humanities Programme Board

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Practice Placement Advisory

Committee (Social Care

Placements)

Chair Five times per year Applied Social Studies (Professional Social

Care)

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Appendix 41: Academic Monitoring and Evaluation Reports

Monitoring /

Evaluation

Method

Responsibility Processing of

Data

Frequency Date Completed Accompanying

Report

Other Committees / Offices

/ Personnel Results

Submitted To

Academic Staff

Survey

Office of the

Registrar

Programme

Directors

Annually 30 May Programme

Monitoring Report

Programme Boards


Annual

Programme

Evaluation

Programme

Directors

Programme

Directors

Annually 30 April Programme

Monitoring Report

Programme Boards

External

Stakeholder

Engagement

Survey

(Placement

Modules)

Placement

Coordinator

Placement

Coordinator

Annually 30 May Programme

Monitoring Report

Programme Board

External

Stakeholder

Engagement

Survey

(Programmatic

Review)

Programme

Director

Programme

Design Team

Every 2.5

years (2020 /

2021)

Mid-Cycle Validation / Re-

Validation

Programme Review

and Re-Validation

Reports


Validation Report

Page 340 of 473

Monitoring /

Evaluation

Method


Data


Report


/ Personnel Results

Submitted To

Graduate

Survey

Office of the

Registrar

Programme

Directors

Annually 15 April Programme

Monitoring Report

Programme Boards


Academic Council

Marketing Office

Induction

Survey

Head of

Student

Services

Head of

Student

Services

Annually Week 4 (First Semester) Cross-Programme

Monitoring Report

Programme Boards

Academic Council

Management Board

Learner

Resources

Survey

Learner

Resources

Committee

Head of

Student

Services

Annually 1 May Cross-Programme

Monitoring Report

Programme Boards

Library Survey Library Staff Library Staff Annually 1 May Cross-Programme

Monitoring Report

Programme Boards

Academic Council

Management Board

Programme

Self-Evaluation

Programme

Director

Programme

Design Team

Every 2.5

years (2020 /

2021)


Validation

Programme Review

and Re-Validation

Reports


Validation Report

Page 341 of 473

Monitoring /

Evaluation

Method


Data


Report


/ Personnel Results

Submitted To

‘Settling-In’

Survey

Head of

Student

Services

Head of

Student

Surveys

Annually First Semester Midterm Student Services

Report

Programme Boards

Academic Council

Teaching

Effectiveness

Questionnaire

Programme

Directors

Module

Lecturer

Bi-Annually Week 12 of each semester Programme

Monitoring Report

Lecturing Staff

(individualised reports)

Page 342 of 473

Appendix 42: IT Policy

TITLE: IT POLICY

Effective Date 16 January 2019 Version 02

Approved By Management Board Date Approved 16 January 2019

Review Date 16 January 2022 or

as required

Superseded or Obsolete Policy / Procedure(s) Owner:

01 – IT Policy (2011) IT Services


Carlow College, St. Patrick’s (hereafter Carlow College) is committed to providing an

Information Technology (IT) computing resource for learners and staff to support the normal

activities of the College for educational, research and administrative purposes.

The requirement and necessity for an IT policy has been identified through Quality Assurance

standards and risk management to safeguard essential computing resources / services, protect

the privacy of its learners and staff and comply with contractual requirements and legislation.

The purpose of this high-level IT Policy and referenced policies, covering specific computing

areas, is to provide direction, coordination, management and protection of all IT computing

resources and services within Carlow College. This is achieved through maintaining the highest

standards in implementing appropriate computing resources and providing procedures and

guidelines thereafter for their successful operation. It is the responsibility of all learners and

staff to be aware of and adhere to this Policy and other subsequent policies and procedures.

The IT Policy allows for progression, growth and investment in the IT infrastructure within the

College. The IT Policy takes into consideration guidelines for risk management and control

frameworks such as Data Governance DAMA DMBOK Framework and Information Security

with consideration also given to ISO 27000 series standards and guidelines, General Data

Protection Regulations (GDPR) and Payment Credit Card Industry (PCI) compliance. The IT

Office is dedicated to implementing all advances in IT in line with the business requirements

teaching and learning objectives of Carlow College.

2. Definitions

DAMA – Data governance practices of data management through research, education,

publications, promotion of standards.

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ISO 27000 series – recommended industry standards and guidelines for information

security.

PCI Compliance – Payment Card industry data security for card/electronic payments.

DAMA DMBOK – collection of processes and knowledge areas that are generally accepted

as best practices within the Data Management discipline.

3. Scope of Policy

The IT Policy incorporates the acceptable usage of all IT infrastructure, critical assets, and

network resources by relevant stakeholders which include staff, learners and any authorised

third parties on Carlow College Campus. This will include network facilities, data systems such

as the Student Records Management System (SRMS) and Virtual Learning Environment

(VLE), Wi-Fi use, all electronic computing devices and printing facilities. The policy is

applicable to any and every member of Carlow College community including, but not limited

to, faculty, learners, administrative officials, staff and independent contractors. The scope of

this policy will also set expectation guidelines for stakeholders to carry out IT activities

responsibly to ensure the security and protection of critical data/information of Carlow College.

4. Policy Statement

Carlow College recognises their responsibility and the underlying principles to ensure best

practice for protection, management and security of data, core assets and functions of the

College through IT. The objective of the IT Policy is to support all associated IT procedures,

guidelines and security strategies in line with the overall mission of the College.

The following general principles must be applied in all IT related projects and operations:

• Carlow College is committed to meeting the technological and digital needs of the

organisation to carry out daily operational functions through technology infrastructure

including networks, hardware, software and storage for processing of critical data.

• Carlow College recognises their responsibility to protect the confidentiality, integrity

and availability of organisational data through mitigation of security vulnerabilities.

• Measures are taken by all staff and learners to ensure that the IT systems are being

used in a professional and ethical manner to maintain high standards within the College.

Failure to do so could potentially lead to any of the following:

• Financial Loss

• Loss of Critical College Data

• Damage to the Reputation of the College

• Legal Consequences

• Security requirements are mandatory wherever they are applicable and

The IT Policy and supporting policies relate to use of:

a. All College networks connected to the Server;

b. All College-owned/leased/rented and on-loan facilities;

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c. To all private systems, owned/leased/rented/on-loan, when connected to the College

network directly, or indirectly;

d. To all College-owned/licensed data/programs, on College and on private systems;

e. To all data/programs provided to the College by sponsors or external agencies.

Employees found to be abusing this policy and its subsequent and related practices and

procedures will be subject to the organisations disciplinary action up to and including

dismissal.


5.1 IT Officer Responsibilities

The IT Officer is the owner of this policy and is responsible for applying all associated policies

and guidelines to include:

• Provide training resources and awareness facilitation.

• To contribute to the development of policies which support the IT infrastructure.

• To define and implement standards and procedures which enforce agreed policies.

• To initiate regular reviews and ensure documentation is updated as appropriate.

• To provide secure mechanisms for central storage of all Documentation.

• To regularly audit and review the technological requirements of the organisation to

continue to efficiently support the daily technological operations needs of the college.

• To liaise with the Director of Operations and through him, with the board of

management on all matters relating to operational development and expansion of IT

infrastructure.

5.2 Management Responsibilities

• Ensuring the IT Policy and all related policies are implemented and adhered to in their

area.

• Reporting any breach of the IT Policy to IT Services.

• Report any changes within their area which may impact the IT Policy, such as change

in process or operational procedures relating to use of network infrastructure.


All staff and external parties using IT resources within Carlow College are expected to

adhere to all IT policies and related documents at all times.


In support of the high-level IT Policy, the following documents are currently under review:

• Access Management Policy



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• Information Security Policy



• Remote Working Policy

• Social Networking and Social Media Policy

• Social Networking and Social Media Policy for Learners


This policy will be reviewed annually to ensure due care and due diligence under IT regulation

and security requirements. Due to the increasing evolution of technology, there will be ongoing

auditing of the technological platform to ensure college systems and fit for purpose.

Page 346 of 473

Appendix 43: Freedom of Information Policy

TITLE: FREEDOM OF INFORMATION POLICY


Approved By Management Board Date Approved 05 September 2018


or as required


Freedom of Information Officer


The Freedom of Information (FOI) Act 2014 gives members of the public access, to the

greatest extent possible, consistent with the public interest and the right to privacy, to

information in the possession of public bodies. Carlow College, St. Patrick’s (hereafter

Carlow College) is a public body for the purposes of the Act under Section 6(1)(g) as it is ‘a

higher education institution in receipt of public funding’.

The objectives of FOI legislation include:

• Holding public bodies to account for the decisions they make;

• Individuals knowing what information is held about them, and that it is accurate,

complete and up to date;

• Ensuring openness and transparency in expenditure of public moneys;

• Ensuring good governance and the efficient provision of services.

The purpose of this Policy is not to explain the FOI Act in detail as extensive information

regarding it is available online, but to set down Carlow College’s internal administrative

arrangements for responding to its obligations under the Act. Instructions for Governors and

staff members are available in: Appendix 1 (Instructions for Governors and Staff Members)

and Appendix 2 (Frequently Asked Questions about FOI).

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This Policy should be read in conjunction with the Records Management Policy and other

policies and procedures within the records management framework, and the Data Protection

Policy.62

2. Definitions

The following definitions are taken or adapted from Section 2 of the FOI Act:

Effective date means the date on which an organisation became a public body within the

meaning of FOI legislation. In the case of Carlow College, the effective date is 21 April

2008.

Electronic device means any device which uses any electrical, digital, magnetic, optical,

electromagnetic, biometric or photonic means, or other forms of related technology, or any

combination thereof, to store or transmit data, or both store and transmit data.

Exempt record is one for which an FOI request would be refused.

FOI request means a request for access to a record.

Head of an FOI body means, inter alia, the person who holds, or performs the functions of,

the office of chief executive officer (by whatever name called) of the body.

Personal information means information about an identifiable individual that either,

a. Would, in the normal course of events, be known only to the individual or members of

the family or friends of the individual or;

b. Is held by an FOI body on the understanding that it would be treated as confidential.

Personal information includes, but is not limited to, information relating to the educational

history, medical history, financial affairs, employment or employment history, trade union

membership, criminal history, religion, age, racial or ethnic origin, sexual orientation or civil

status and the views or opinions of another person about the individual.

Personal information does not include,

a. In a case where the individual holds or held (a) office as a director of (b) a position as

a member of staff of or (c) any other office or position remunerated from public funds,

in an FOI body, the name of the individual, or information relating to the office or

position or its functions or the terms upon and subject to which the individual holds or

held that office or occupies or occupied that position or anything written or recorded in

any form by the individual in the course of and for the purpose of the performance of

the functions aforesaid;

b. In a case where the individual is or was a service provider, the name of the individual

or information relating to the service or the terms of the contract or anything written or

recorded in any form by the individual in the course of and for the purposes of the

provision of the service;

62 Other important documents to consult are: Freedom of Information Publication Scheme and Code of Practice

for Freedom of Information for Public Bodies (FOI Central Policy Unit, Department of Public Expenditure and

Reform, September 2015).

Page 348 of 473

c. The views or opinions of the individual in relation to an FOI body, the staff of an FOI

body or the business of the performance of the functions of an FOI body.

Record means, inter alia,

a. A book or other written or printed material in any form (including in any electronic

device or in machine readable form)

b. A map, plan or drawing

c. A disc, tape or other mechanical or electronic device in which data other than visual

images are embodied so as to be capable, with or without the aid of some other

mechanical or electronic equipment, of being reproduced.

This definition should be considered very widely.

Requester means a person who makes an FOI request.

3. Scope of Policy

All records created and received by Governors and employees in the course of their duties are

the property of Carlow College. As such, they are potentially accessible under the FOI Act

and come within the scope of this Policy.

In accordance with the Records Management Policy, except in exceptional circumstances, all

records created and received by Governors and employees are to be captured and held within

official records systems. Where an official record is held on a personal electronic device (for

instance, laptop or phone) it is deemed to be under the control of the College and is also

potentially accessible under the FOI Act.63

Records held by service providers with regard to the service provided to Carlow College also

come within the scope of this Policy.

4. Policy Statement

4.1 Access to information

The FOI Act entitles individuals to apply for access to information in records that are not

otherwise publicly available.

Each individual has a right to:

• Access information held in records by public bodies;

• Have official information held by a public body relating to him/herself amended where

it is incomplete, incorrect or misleading;

• Obtain reasons for decisions affecting him/herself taken by a public body.

Access to information is subject to certain exemptions. Some of the key exemptions are:

• Personal information (other than information relating to the person who makes the

request);

63 http://foi.gov.ie/download/official-information-held-in-non-official-systems-email-accounts-and-devices/

(accessed on 8 December 2017).

http://foi.gov.ie/download/official-information-held-in-non-official-systems-email-accounts-and-devices/

Page 349 of 473

• Commercially sensitive information;

• Information supplied to the College in confidence;

• Deliberations of the College;

• The performance of investigative functions and negotiations;

• Law enforcement and public safety;

• Research and natural resources.

Carlow College came within the remit of FOI legislation under the 2014 Act. As such, the

following records are accessible:

• Personal records no matter when created;

• Non-personal records from 21 April 2008.

4.2 How to make an FOI request

• Applications must be in writing to [email protected] or FOI Officer, Carlow

College, St Patrick’s, College Street, Carlow;

• The application must state that it is made under the FOI Act;

• Provide contact details so that you are easily contactable if clarification of the request

is necessary;

• Any person whose request relates to personal information may be asked for proof of

identity. Typical forms of identification are a driving licence, passport or student card.

• If you request access to information in records, you must:

o Indicate if records are required in a particular form e.g. email, photocopy;

o Include as much detail as possible in order to enable the College to identify

relevant records.

• If you believe that records held by Carlow College about you are incorrect, incomplete

or misleading you may apply to have them amended as follows:

o You must give details of the information, which you believe is incorrect,

incomplete or misleading;

o You must specify the amendments that you wish to have made;

o You must supply information in support of your application.

4.3 Processing FOI requests and appeals

All requests and appeals will be processed with regard to the FOI Act, Code of Practice for

Freedom of Information for Public Bodies (FOI Central Policy Unit, Department of Public

Expenditure and Reform, September 2015), and the various guidance notes issued by the FOI

Central Policy Unit.64

64 http://foi.gov.ie/code-of-practice/; http://foi.gov.ie/guidance/cpu-guidance-notices/?cp_cpu-guidance-

notices=3 (accessed on 8 December 2017)


http://foi.gov.ie/code-of-practice/

http://foi.gov.ie/guidance/cpu-guidance-notices/?cp_cpu-guidance-notices=3

http://foi.gov.ie/guidance/cpu-guidance-notices/?cp_cpu-guidance-notices=3

Page 350 of 473


Under Section 20 of the FOI Act, the head of the public body may delegate in writing

functions of the head under the Act. An FOI Officer, Decision Makers and Internal

Reviewers have been appointed by the College President.

The functions performed by the Management Board, FOI Officer, Decision Makers and

Internal Reviewers are as given in the ‘Code of Practice for Freedom of Information for

Public Bodies’ (FOI Central Policy Unit, Department of Public Expenditure and Reform,

September 2015).

Additionally, the FOI Officer is responsible for:

• Liaising with relevant staff to create and keep updated the Publication Scheme required

under Section 8 of the FOI Act;

• The keeping of statistics regarding the operation of the Act within the College.

The Director of Operations is responsible for:

• Providing the FOI Officer with information on a quarterly basis of public contracts

awarded (including awards from mini-competitions under existing framework

agreements) for values over €25,000 (exclusive of VAT);

• Providing the FOI Officer with details of purchase orders in excess of €20,000 on a

quarterly basis.

Relevant details will be published as part of the Publication Scheme.

All other staff members and Governors are to:

• Comply with this Policy and any associated guidelines;

• Assist the FOI Officer, Decision Makers and Internal Reviewers in their duties;

• Avail of training that is provided.


• Appendix 1: Instructions for Governors and Staff Members

• Appendix 2: Freedom of Information – Frequently Asked Questions





The FOI Officer will seek to review this Policy in the case of legislative change and

otherwise, the Policy will be reviewed every three years.

65 To view the associated documentation for the Freedom of Information Policy, see

https://www.carlowcollege.ie/media/FreedomOfInformationPolicy.pdf.

Page 351 of 473

Disclaimer

This Policy does not purport to be a complete or definitive interpretation of the FOI Act

2014.

Page 352 of 473

Appendix 44: Information Security Policy

TITLE: INFORMATION SECURITY POLICY




as required


IT Services


Carlow College, St. Patrick’s (hereafter Carlow College) is committed to providing a secure

platform for management, storage and processing of information. Information is a critical asset

to the College which highlights the integral role of security for the technological platform on

which the information is located within the College, to ensure business continuity, compliance

and prevent financial loss to the College. The vast increase in cybercrime has caused further

requirement for vigilance on network security to ensure integrity, confidentiality and

availability of information within Carlow College.

The purpose of this Policy is to protect Carlow College’s technological network infrastructure

and information stored within from internal, external, accidental and deliberate threat to

security. The policy, along with associated documentation, will define security controls

necessary to safeguard information systems from security breaches.

2. Definitions

Confidentiality – Only authorised access to data

Data User – a person who controls, holds, processes and uses data as part of their role

Information processing – performing operations such as:

• Obtaining, recording and retention of information

• Organising, storage, editing or adaption of information

• Retrieving or accessing information

• Communication or disclosure of information through electronic transmission

• Deletion or discarding of information

Page 353 of 473

Information Security – ISO27002 defines information security as ensuring confidentiality,

availability and integrity of information.

Information Technology (IT) Infrastructure – includes all computer devices, applications,

services, network resources and communication equipment. This also includes email/internet

facilities, network logon and information owned by CCSP.

Risk – an event which can have consequences on economic performance and professional

reputation.

Security Breach – unauthorised access to information, applications, networks or services which

bypasses existing security measures.

3. Scope of Policy

This Policy applies to all Carlow College staff, learners, contractors, agency staff and

authorised third-party service providers that use the IT infrastructure within the College and

process information on behalf of the College. This Policy takes precedence over any other

policies which may be developed at local level.

4. Policy Statement

Carlow College recognises their responsibility and the underlying principles to ensure best

practice for the protection, management and security of data, through identifying and mitigating

risk to critical assets of the College. The objective of the Information Security Policy is to outline

and implement effective technological and operation security controls to preserver the

availability, confidentiality and integrity of all college data. This Policy will identify best

practice in line with industry recommendations which should be followed by all data users in

the College. Means by which the objectives of this Policy will be reached include:

• monitoring and auditing of all activity on CCSP network including logs and network

traffic;

• identifying, managing and mitigating risk to information systems through regular risk

assessment; and

• ongoing auditing and improvement of security controls including user awareness and

updating of policies and recommended guidelines.

Information Security Guidelines (Appendix 1), outline the measures which will be put in place

to achieve the objectives of this Policy.

4.1: Security Breach

To preserve the confidentiality, availability and integrity of all CCSP data, IT Services reserves

the right to record all network activity and logs to identify vulnerabilities to the network and

mitigate risk.

All suspected breaches of data security must be reported to Data Protection Officer or IT

Services immediately. IT Services will then advise on next steps depending on the nature of

the security breach and level of risk identified.

Breach of security or contravention of the policy, this may result in disciplinary action.

Page 354 of 473

5. Responsibilities

5.1: IT Officer

The IT Officer is responsible for:

• developing and publishing the Policy;

• amending and reviewing the Policy;

• the identification and implementation of suitable security control necessary to protect

and safeguard Carlow College network and the data stored;

• the backup of all college data stored on the Carlow College network (excluding files

stored on local hard drives); and

• the implementation of appropriate access management controls.

5.2: IT Services

IT Services is responsible for facilitating the following information security principles:

• confidentiality of data;

• availability of data; and

• integrity of data.

5.3: Line Managers

Line Managers are responsible for:

• ensuring that the activities undertaken within the relevant department / function are

carried out in a safe manner without undue risk to the health and safety of College

employees, learners or any third parties. This duty extends to home / remote workers;

• the implementation of this Policy within the area for which they are responsible; and

• consulting with the Data Protection Officer or IT Services to ensure appropriate

procedures are followed in the event of a breach to information security.

5.4: Data Owners

The data owner is accountable for data assets in their area and authorises use of that data. Data

owners must adhere to Records Management Policy and Data Protection Policy, along with all

associated documentation, to ensure relevant measures are in place to protect the data for which

they own.

5.5: Data Users

Data Users are responsible for:

• complying with this Policy and all other data related policies and guidelines outlined in

associated documentation;

• using best practice to protect information ensuring confidentiality, availability and

integrity of data;

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• reporting of any suspected breach of information security in line with Personal Data

Breach Response Plan. All suspected information security breaches must be reported to

the Data Protection Officer.


• Appendix 1: Information Security Guidelines

Please note that the associated documentation of the ‘Referenced Policies’ below should also

be adhered to as part of our overall quality assurance framework.



• Assessment of Learner Policy



• Communications Policy

• Email and Internet Usage Policy

• IT Policy







This Policy will be reviewed regularly and updated as necessary if and when organisational

structure or business practices and processes change. Changes in security breach patterns or

new developments within vulnerabilities and threat to the College network will also result in

review and update to this Policy.

All updates to this Policy and associated documents will be communicated through email to all

stakeholders and a copy of all updated documentation will be posted to the staff gateway.

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Appendix 1: Information Security Guidelines

Information Security Guidelines

1. Data Classification and Management

• Where data is relevant to particular parties within the College, this data should be

classified by the owner and access granted in line with Records Classification

Scheme. Users should reference Records Management Policy for data classification

information.

• Access privileges to data should be granted by the data owner or manager of the area

for which the data belongs to.

• Access should be granted to data in line with the Access Management Policy

• In the event of electronic transmission of confidential data, appropriate security

precautions should be taken by the data users to ensure the data is only destined to the

intended recipient who should also have relevant privileges to access data contained

in the communication.

2. Network Security

All devices connected to the network of Carlow College must be covered with:

• Up to date anti-virus software;

• Up to date windows security patches;

• User authentication; and

• Active firewall (personal).

The Carlow College network is protected by an on-premise perimeter firewall which is

configured through security firewall roles. All external traffic goes through this firewall and is

logged and monitored for security purposes to identify an anomaly’s in network traffic.

Further firewall services are in place for cloud hosted systems which are managed by IT service

and are implemented by the service provider. These firewalls include:

• HEAnet

• Moodle

• Office 365

• Quercus SRMS

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3. User Authentication and Access Logs

Data Users connecting to the Carlow College Local Area Network (LAN) do so through their

personal logon provided by the College. Where possible, a single sign on system has been

implemented for various college systems to minimise user of numerous logon credentials. All

Data Users must protect and use their logon credentials in line with Carlow College Email and

Internet Usage Policy. Data Users must not leave their workstation unattended without logging

off or locking their workstation.

Network access audit logs will be kept to monitor:

• logon times and dates;

• Identity of device logged onto;

• records of failed log on attempts; and

• Data User IDs used to access devices.

System logs are monitored on all servers for troubleshooting and transaction history purposes

to identify misuse of the system. Such logs include:

• Security Event logs;

• Application logs;

• Operational Audit logs; and

• Transaction and Processing logs.

As part of data security and integrity, audit trails are kept on information systems detailing user

access, last logon time, file and data access and in the case of records management systems,

activities carried out during the logged-on session.

4. Information Security Awareness

Data Users within Carlow College provided with relevant training and awareness to ensure

appropriate safeguarding and use of data. This is carried out in line with GDPR legislation and

compliance and record management.

5. Vulnerability Management

Antivirus is controlled centrally by IT Services. IT Services hold the authority to remove any

device from the network for which no owner can be identified or which is believed to have the

potential to compromise network security.

Each member of staff should ensure that their PC is up to date with most recent antivirus and

windows update security patches. If they notice an issue with security status, this should be

immediately reported to IT Services.

For all non-college devices connecting to the Carlow College network, each device must be

protected with antivirus including up to date security updates. This is the responsibility of the

owner of the device Windows security patches should also be configured and applied.

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6. Data Availability

6.1: Software Licensing

All software licensing managed by IT will be maintained and kept up to date in line with

Service Level Agreements (SLAs) and software renewal requirements to ensure continuity to

access of all business applications which support college data. Illegal or unauthorised software

must not be installed on any Carlow College device.

6.2: Data Backup and Recovery

IT Services manage backup and disaster recovery for all centrally managed data and critical

systems on Carlow College network infrastructure. Incremental backups are run on a daily

basis; full system backups are run weekly. Daily audit of backup jobs is carried out along with

regular recovery testing.

Each department and data user is responsible for a continuity plan in their area. This involves

ensuring data is included in regular system backups through the network in servers. In the event

of data being stored locally, it is responsibility of the data owner to ensure that data is backed

up and recoverable in the event of system non-availability.

7. Physical Device Environments and Storage

All electronic devices hosted by the Carlow College network must be stored in a suitable

environment with regard to electricity, security, temperature and prevention where possible to

natural disasters.

For PCs, laptops and servers which come to end of life, all data should be purged and destroyed

before device is decommissioned in line with the Records Management Policy and Data

Protection Policy. This falls under the responsibility of IT Services.

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Appendix 45: Internet and Email Usage Policy

TITLE: INTERNET AND EMAIL USAGE POLICY


Approved By Management Board Date Approved 20 March 2019


required


IT Services


The Email and Internet Usage Policy has been developed to outline appropriate use of Carlow

College, St. Patrick’s (hereafter Carlow College) email system and internet communication

systems and to provide staff and learners with details of what is deemed acceptable and

unacceptable use of these systems. The purpose of the policy is to provide a safe, legal and

appropriate manner for electronic mail communication and use of internet services within the

College.66 The policy also aims to eliminate potential risk to information security through

inappropriate use of the email system.

By using the email and internet communication systems, all users with access to the Carlow

College systems are agreeing to accept the terms of this Policy.

2. Definitions

Data Owner the person accountable for data assets in their area and authorises use of that data.

Email System the technology system used for transmission of electronic messages over a

communications network.

Intellectual Property the intangible property that is the result of creativity, such as patents and

copyrights (e.g. books, journals and movies).

Internet System is the worldwide network of computers and networks accessible from a single

PC or device.

Network Security is the protection of the access to files and directories in a computer network

against hacking, misuse and unauthorized changes to the system.

66 The Internet and Email Usage Policy complies with the: Prohibition of incitement to Hatred Act (1989);

Criminal Damage Act (1991) and the Child Trafficking and Pornography Act (1998).

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3. Scope of Policy

This Policy applies to:

• all email communication services provided by Carlow College;

• all staff, agency staff, learners and third-party contractors of Carlow College with

authorised access to the college email system and internet servicers, operating on behalf

of the College; and

• all technology devices and resources provided by Carlow College IT Services including

all connections to the network and internet both locally and remotely.

4. Policy Statement

Carlow College has a responsibility to ensure effective and appropriate use of its email and

internet systems. All users of the email system are responsible and accountable for their use of

electronic mail within Carlow College. The College understands its responsibilities to ensure

the security of all internet and email systems by mitigating any vulnerabilities that may

compromise the availability, confidentiality or integrity of its email and internet

communication systems. The principles which underpin the use of Carlow College email

system are:

• access to the Carlow College email facilities is regarded as a necessary requirement for

business operations and no other purpose; and

• users have a responsibility to use facilities in an ethical and lawful manner and also in

line with data records management, the Data Protection Policy and Email Usage

Guidelines (Appendix 1).

4.1: Email Monitoring

Carlow College reserves the right to log and record all email traffic within the college network

and monitor routinely for the purpose of:

• troubleshooting technical faults and maintaining satisfactory system performance;

• maintaining system security on the email and college network ensuring confidentiality,

availability and integrity of information stored on Carlow College network;

• preventing, detecting, inspecting and minimising inappropriate use of email facilities;

• ensuring compliance with Carlow College policies;

• monitoring will be carried out by IT Services Office or Line Managers, and monitoring

will be carried out in compliance with Data Protection Policy and associated

documentation; and

• retention of monitoring logs will be held in line with the Records Management Policy

and the Data Protection Policy.

The College reserves the right on decision making as to whether the logs may be warranted for

use in an investigation that may be linked to a disciplinary scenario.

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4.2: Personal Use of Email

Email and internet facilities provided by Carlow College should be primarily used for daily

business operations. However, occasional personal use may be permitted when:

• it does not cause financial or reputational damage to Carlow College, nor does it incur

expense or liability for the College;

• all email and internet use are carried out in and ethical and legal manner in line with

other college policies and associated documentation as listed in under section 5 and 6

of this document;

• is not excessive and does not take priority over college work responsibilities;

• the College holds the decision on what is considered excessive and any breach of this

Policy and any breach or contravention of the policy may result in disciplinary action;

and

• personal emails must be kept in a separate folder to college emails and personal sent

items folder kept to a minimum.

4.3: Transferring of Information and Records through Electronic Communications

• All email communications should be sent in accordance with the guidelines set out in

the Information and Records Keeping Manual, Information Security Policy and the

Data Protection Policy.

• Senders of all electronic communications are responsible for the security and

confidentiality of information they send.

• Access to shared mailboxes for circulating electronic communications will be granted

based on role required and in line with access management and guidelines.

• Electronic communications containing college information which are sent or received

on behalf of the college must only be sent through college email facilities and email

accounts. The use of third party or private email accounts is strictly forbidden for the

transfer or communication of college data.

• Confidential emails which are received via Carlow College email accounts must not be

forwarded to personal accounts for security reasons

• Confidential or personal information which is received in an email should not be stored

in a mailbox and should be saved and stored in line with the Records Management

Policy.

4.4: Shared Mailbox Access

• In the case of operational requirement, a request can be made to IT Services by line

management for the creation of a generic group mailbox. Access will be granted to

users in line with Access Management Policy and group members will be included in

group on line manager’s instruction.

• Where generic email address is required (e.g. [email protected]), this will be

appointed at the direction of line management.


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• Users requiring access to their mailboxes or calendars must do so through granting

system permissions rather than distributing their usernames and password.

• To ensure business continuity in the case of an absence and where the need is warranted,

line managers may be permitted to access a colleague’s computer for access to

important college related information. This access will be granted at the discretion of

management in substantial conditions that warrant doing so and only the required

information being sought should be accessed in these circumstances.

4.5: Internet Access

Access to Carlow College internet services is granted primarily to facilitate daily college

operations, research, information sharing and communication. All users are accountable and

responsible for their use of internet within the Carlow College network and will be granted

access on the following basis:

• internet is used in an ethical and legal manner aligning with all other college policies

and associated documentation and legal acts. Suspected illegal activity of internet usage

may be reported to the Gardaí;

• all content accessed on the internet does not cause any harm, reputable damage,

financial loss or legal implications to the College; and

• users accessing the college internet through personal/mobile devices are exempt from

normal content filtering procedure, however are still responsible and accountable for

all internet content access on their device through college internet and must ensure

internet is used in accordance with all college policies and associated documentation.

4.5.1: Content Filtering and Traffic Monitoring

Content filtering is applied on Carlow College network firewall to prohibit access to websites

deemed inappropriate or unrelated to the daily operations of the College. Monitoring is also a

critical part of supporting information security within the college. Content filtering logs will

be monitored to:

• prohibit unauthorised downloading of software or non-college related programs

without authorisation;

• the prevention of copyright infringement;

• prohibit excessive use of bandwidth through internet use;

• prohibit access to unlicensed software for which the College are not currently

registered;

• detect anomalies in network traffic indicating adversarial risk to network services; and

• detect patterns of inappropriate use of internet services from specific IP network

addresses, identifiable devices and usernames.

4.6: Unacceptable Use

Carlow College internet and email services may not be used for:

• any activity that infringes rights on intellectual property of copyright;

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• sending communications containing libellous, bullying, defamatory or illegal content

or images;

• hacking, unauthorised email access or phishing purposes;

• any activity that may cause a security vulnerability for the College either deliberate or

accidental;

• any action that may compromise network security within Carlow College;

• to generate, download, view or transmit any content of pornographic or sexual nature

or that may be deemed inappropriate, discriminative or offensive to others; and

• for non-college commercial purposes that leads to non-organisational profit.

Carlow College holds the right to decide what is deemed unacceptable use of internet services.

5 Roles and Responsibilities

To ensure appropriate use of email and internet technologies within Carlow College,

responsibilities lie under the following areas:

5.1: IT Services

• Regular firewall auditing to ensure rules and settings are continuously updated and

correct to ensure appropriate content filtering in place and low vulnerability to security

through internet hacks.

• Ensure email addresses and internet facilities are secure and reliable

• Guaranteeing operations are carried out in line with Information security policy to

ensure confidentiality, availability and integrity of email and internet facilities within

the College.

• Generate awareness of information security while using internet and email facilities

among staff.

5.2: Data Owners & Line Managers

Data owners are responsible for:

• ensuring this policy and associated documentation are implemented in the areas for

which they own data which may be used with email and internet facilities;

• making sure adequate procedures are in place to ensure awareness of security among

staff in their area while using email and internet facilities;

• providing training if / when required to ensure staff in their area understand and comply

with this Policy; and

• reporting any suspected misuse of internet or email facilities to the Data Protection

Officer or IT Manager in line with the Data Protection Policy, Internet and Email

Usage Policy and all other associated policies and documentation.

5.3: Users

Each user who has been granted access to internet facilities and been assigned a

carlowcollege.ie email address is responsible for:

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• complying with this policy, associated policies and documentation;

• reporting any breach or misuse of college systems; and

• using internet and email facilities respectfully, ethically and in line with their college

work and research.


• Appendix 1: Email Usage Guidelines


The following policies should be read in conjunction with the Internet and Email Usage Policy:



• IT Policy



• Communications Policy








quality assurance process to support (and in conjunction with) this Policy. All employees


Line Managers, Quality Assurance, or Human Resources should they have any questions.

The College reserves the right to amend these policies subject to organisational changes.


A review of this Policy will be carried out bi-annually or as deemed necessary to organisation

structural changes and also to ensure business needs are provided for and reflected in this

policy. IT Services will work closely with the Data Protection Office to ensure any suspected

breaches or changes to ensure security information within email and internet services can be

mitigated and accommodated in this policy review.

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Appendix 1: Email Usage Guidelines

Email Usage Guidelines

The following are guidelines that must be followed when using the Carlow College email

system:

1. ensure the account from which you are composing your email is your college account

represented by professional email address and relevant display name;

2. ensure your email signature is correct and provides details reflecting your positions and

contact information;

3. when using the “reply all” option to an email, ensure that replying to all recipients is

warranted, appropriate and requires all included recipients to receive your response;

proofread every message to ensure it is portrayed in the context for which it is intended

and reads in that same context. Something that is perceived in a particular way when

spoken may not come across in the same context when written in email;

4. when composing an email always be respectful of the recipient for which it is intended

in terms of tone and content;

5. emails contacting passwords or personal information should be protected through

password security or encryption;

6. when opening emails received, be aware of suspect or malicious emails which may be

potentially harmful to your network. If something does not look genuine it most likely

is not. In this case, move to your junk folder immediately;

7. ensure good housekeeping is regularly carried out on your mailbox by categories emails

you are required to keep and removing emails which are unnecessarily taking up space

in your mailbox;

8. use constructive subject lines to provide good indication to recipient of content of email;

9. when forwarding emails or message threads, ensure all recipients are warranted and

justified in receiving the information. As stated in college policies and documentation,

never forward emails containing personal information or information that is not relevant

to the recipient; and

10. when sending/receiving email attachments, please consider the following:

a. do not send large files through email as they will only clog up the mail server;

b. limit the number of attachments sent in any one email;

c. DO NOT open attachments which are received in emails from an unknown

sender; and

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d. be conscious of sending attachments in a readable format. Do not send

attachments in a format in which the recipient is unable to access the content.

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Appendix 46: Data Backup Policy

TITLE: DATA BACKUP POLICY




required


IT Services


The Data Backup Policy has been developed to outline the importance of securing the

availability of data as a critical asset of Carlow College, St. Patrick’s (hereafter Carlow

College). The College understands the significance of an effective data backup and recovery

system to ensure data can be retrieved and recovered in the event of accidental loss or deletion

or in the event of a data breach which leads to loss of data. The purpose of this Policy is to

outline the secure manner in which data should be stored for successful backup and recovery.

The effective use of this Policy together with the principles and guidelines outlined in this

document will contribute to business continuity through implementing best practice college-

wide for data backup.

2. Definitions

Data Backup is the result of copying or archiving files and folders for the purpose of being able

to restore them in case of data loss

Data Owner is the person accountable for data assets in their area and authorises use of that

data.

Data Processor is a third-party vendor who processes data on behalf of the data controller.

Data User is defined as a person who makes use of information for operational purposed within

the College.

Full Backup is the complete backup of all files on a designated drive.

Incremental Backup only those files which have been altered since the last full backup.

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Information processing is the performing of operations such as:

• obtaining, recording and retention of information;

• organising, storage, editing or adaption of information;

• retrieving or accessing information;

• communication or disclosure of information through electronic transmission; and / or

• the deletion or discarding of information.

Local Storage Device is a hard disk drive, a data storage device used for storing and retrieving

digital information which is not accessible from a network.

Personal Device is a PC, Tablet, Phone, Laptop or electronic device which is personally owned

by a user and not by the organisation.

Security Breach is unauthorised access to information, applications, networks or services which

bypasses existing security measures.

3. Scope of Policy

This Policy applies to:

• Data Users within all departments college-wide who collect, store and process data on

behalf of the College;

• all data held on shared locations within the Carlow College network;

• all data obtained or created as part of Research, Teaching or Administration activities

by staff within scope;

• all Carlow College data stored through cloud hosted systems by third-party vendors;

and / or

• third-party vendors and contractors who are considered data processors of the College

who hold data on hosted servers.

When data owned by Carlow College is stored on a local storage device (on the hard drive or

C: drive of a college PC or laptop) or personal devices, the user of this device must ensure that

the College owned data is backed up in line with this Policy and backup guidelines. IT Services

does not have the capacity to backup and recover data which is held locally; each staff member

is responsible for ensuring data is backed up.

4. Policy Statement

Carlow College recognises their responsibility to ensure business continuity and access to data

in the event of data loss or deletion. The College is committed to securing data by implementing

best practice for the protection of data through a data backup plan enabling data retrieval. The

objective of the Data Backup Policy is to outline the manner in which data is backed up within

the College and to inform all staff of the procedures and guidelines they must follow to ensure

data is being backed up appropriately. This Policy will identify best practice in line with industry

recommendations which should be followed by all data users in the College. Means by which

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the objectives of this Policy will be reached includes backup scheduling; backup logs; backup

data retention and data restore.

4.1 Backup Scheduling

The primary principles which will be used to configure backup jobs will include:

• defining specific data to be backed up;

• determining the backup type, i.e. incremental or full backup;

• the frequency and time of data backup – full backup will be run weekly; incremental

backups will be run daily;

• full server system images and snapshots will be captured daily to assist recovery of

systems to a particular point in time in the event of system corruption or loss; and

• the storage location for each backup to be held and the media for which the backup will

be held on.

4.2 Backup Logs

Carlow College will hold and use backup logs for the following purposes:

• monitoring and auditing of all backup logs through the College backup software

(Acronis);

• resolution of any issues identified in backup logs which may impact the successful

completion of a backup schedule; and

• alerts to IT Officer to notify of any issues with scheduled backup jobs.

4.3 Backup Data Retention

Data arising from both incremental and full backups will be retained for at least 60 days. After

this point, they will be deleted in a timeframe dependant on storage capacity and availability.

4.4 Data Restore

To ensure data backups are retrievable for restore, Carlow College will:

• run regular restore tests to ensure data which has been backed up is retrievable in its

original format; and

• address any issues that may arise during restore tests and inform users where necessary

of changes required to backup procedure.

Data Backup Guidelines (Appendix 1), outline the measures which will be put in place to

achieve the objectives of this Policy.

5. Responsibilities

5.1 IT Services

The IT Officer is responsible for:

• developing and implementing backup procedures;

• auditing and reviewing backup logs;

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• the identification and implementation of suitable security control necessary to protect

and safeguard data stored, backup up and retrieved on the Carlow College network;

• the backup of all college data stored on the Carlow College network (excluding files

stored on local hard drives); and

• the administration and management of centralised backup systems and storage devices.

5.2 Data Owners

Data Owners are responsible for:

• ensuring that staff within the areas they manage are using correct data management

procedures in line with the Records Management Policy, Information Security Policy

and this Policy; and

• Inform IT Services of any issues that may prohibit data from being included in a backup

or for new data that requires.

5.3 Data Users

Data Users are responsible for:

• complying with this Policy and all other data related policies and guidelines outlined in

associated documentation; and

• using best practice to protect and secure information through using appropriate backup

procedures.


• Appendix 1: Data Backup Guidelines

Please note that the associated documentation of the ‘Referenced Policies’ below should also

be adhered to as part of our overall quality assurance framework.






• Information and Security Policy

• IT Policy




This Policy will be reviewed regularly and updated as necessary if and when organisational

structure or business practices and processes change. Changes in data structure or information

required to be included in Carlow College system backups work will also result in review and

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update to this Policy. All updates to this Policy and associated documents will be

communicated through email to all stakeholders and a copy of all updated documentation will

be posted to the Staff Gateway.

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Appendix 47: Records Management Policy

TITLE: RECORDS MANAGEMENT POLICY


Approved By Management Board Date Approved 05 September 2018


or as required


02 – Records Management Policy (17 January

2018)

Archivist


Carlow College, St. Patrick’s (hereafter Carlow College) processes vast amounts of

information and records daily. Records are a valuable source of knowledge and comprise

evidence of College functions and activities. The effective management of records is necessary

to ensure informed decision-making and forward planning, and the promotion of accountability

and transparency.

The purpose of this Records Management Policy is to set down the high-level principles and

precepts which underpin how Carlow College manages records within its custody and control.

Work on the implementation of a comprehensive records management system is ongoing. This

Policy will be at the centre of a framework of related and more explicit policies and procedures,

including records retention schedules. A Recordkeeping Manual comprises guidelines for staff.

Various regulations, legislation and quality assurance guidelines require Carlow College to

create and keep records, and manage them effectively. Such imperatives include, but are not

limited to, quality assurance guidelines issued by Quality and Qualifications Ireland; the

Freedom of Information (hereafter FOI) Act 2014, the General Data Protection Regulation

(hereafter GDPR) and the Data Protection Acts 1988 to 2018, and legislation and regulations

which apply to the College as a registered charity. All policies and procedures which form part

of the records management framework will accord with regulatory and legislative

requirements, best practice and standards such as ISO 15489 Records Management.

A further motivation for a quality records management system is to support the business needs

of Carlow College; to ensure that the College creates and keeps records which are authentic,

reliable, complete and available for as long as they are required, and capable of supporting the

College’s functions and activities.

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2. Definitions

Records are documents in all formats and media created and received in the course of official

duties, and constitute evidence of Carlow College’s functions and activities. Examples of

records include, but are not limited to, emails, letters, minutes of meetings, spreadsheets,

databases, photographs, maps, drawings, voice messages and recordings, text messages, social

media postings, closed-circuit television (CCTV) and other film footage, examination scripts,

and information held in systems such as those used for student information and financial

management.

Records management is the application of documented policies and procedures to the

creation, maintenance, use and disposal of records, and includes areas such as correspondence

/ email and forms management, version control, the relationship between electronic and hard

copy records, records classification, retention scheduling, disaster management, vital records

protection, records storage and security, the management of records conversion programmes,

destruction of records and transfer to the archive service.

Archives are documents in all formats and media which merit permanent retention due to

ongoing administrative, legal, financial, historical or intrinsic importance. Some 2-8% of

records are retained as archives. A separate suite of policies, approved by the Delany Archive

Trust, refers to the management of archival records owned by Carlow College.

3. Scope of Policy

This Policy applies to all records created and received by College Governors and employees in

the course of their official duties. Such records are owned by Carlow College and persons

leaving the College or changing position within it, are required to leave all records for their

successors.

With regard to employees, except in exceptional circumstances, all College records are to be

captured within official systems. Where records are created or received in non-official systems,

they are to be copied to official systems. It is acknowledged that College Governors may be

based externally to the College premises and capture within official systems in the same way

is not possible. However, College Governors are to use their Carlow College email accounts

for College business.

Due to the requirements of legislation, including the FOI Act and Data Protection legislation,

records held by Carlow College service providers may also fall within the scope of this Policy.

4. Policy Statement

The principles that underpin this Policy are the promotion of accountability and transparency;

compliance with regulatory, legislative and quality assurance requirements; and facilitation of

efficient and informed administration and management.

The implementation of a comprehensive and quality records management system has numerous

benefits:

• Carlow College is in receipt of public moneys and is a registered charity. The

application of documented policies and procedures to recordkeeping promotes

accountability and transparency, and enhances stakeholder confidence as to how the

College manages its affairs;

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• The maintenance of quality information and records systems promotes ease of

adherence to oversight requirements, including audit and quality assurance;

• Effective records management permits the College to protect its own interests as well

as those of stakeholders, including learners, employees, oversight bodies and the wider

community;

• To support both protection of privacy and freedom of information services.

A quality records management system also has internal drivers as it will assist the College to:

• Conduct business in an orderly and efficient manner;

• Ensure that adequate records documenting core functions and activities are kept;

• Deliver services in a consistent and equitable manner;

• Support and document decision-making, policy formulation and forward planning;

• Promote certainty for employees as to how to administer records, including what

records are to be created and kept, and for how long;

• Preserve the heritage and corporate memory of the College.


Specific and detailed responsibilities will be delineated in further policies and procedures

which form part of the records management framework, but in general:

• All employees who create and keep records as part of their official duties are

responsible for them in a wide sense. The general replacement of centralised

departmental recordkeeping systems with more individual ‘systems’, including email

accounts and personal computer drives enhances the level of responsibility of all

employees;

• Line managers have operational responsibility for records relating to their functional

areas, including any systems particular to their departments;

• It is the responsibility of the Archivist to: devise policies and procedures for

consultation with operational employees and for relevant approval; report on

compliance; and advise on records and archival issues;

• Carlow College’s archives are cared for by the Delany Archive Trust. The Delany

Archive is located in Carlow College’s premises. Trustees are nominated by each of the

Archive’s partners, and they approve and direct the Archive’s activities and policies.


It is not possible to list all regulations and legislation which require Carlow College to create

and keep records, and to which the College must comply. However, overarching and important

requirements include regulations issued by QQI in connection with the College’s core function,

the provision of third level education; audit rules; Freedom of Information and Data Protection

legislation; and the College’s responsibilities as an employer. The records management

framework will also be in accordance with relevant international standards such as ISO 15489

Records Management.

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The Records Management Policy will be at the centre of a framework of related and more

explicit policies and procedures, including records retention schedules. A Recordkeeping

Manual contains advice for staff.

Many records are created and kept electronically and the College has a discrete suite of policies

owned by the Information Technology (hereafter IT) Office.



• Freedom of Information Policy

• IT Policy

• Policies of the Delany Archive Trust


The Records Management Policy is approved by Management Board. The Archivist will

monitor this Policy annually with a policy review scheduled three years after the effective date.

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Appendix 48: Communications Policy

TITLE: COMMUNICATIONS POLICY




required


Marking Office


Carlow College, St. Patrick’s (hereafter Carlow College) is committed to appropriate and

effective communication with all stakeholders both internally and externally. The definition of

communication is the imparting or exchanging of information by speaking, writing, or using

some other medium.

Carlow College has developed a Communications Policy and associated procedures to ensure

that all stakeholder communication is appropriate, timely and relevant for the professional

benefit of the College, its staff and learners. The Communications Policy and its associated

procedures are concerned with managing the transfer of information owned by or relating to

the College and by staff of the College in their official capacity.

All staff of the College must be aware of the relevant laws, professional expectations and

guidelines for interacting with staff, learners, alumni, the media and other College stakeholders.

The objectives of the Communications Policy are:

• to define the responsibilities of staff and representatives when communicating for

College purposes;

• to ensure that all opportunities to promote the College through appropriate

communication channels are explored;

• to ensure that tone and message communicated from the College is consistent with our

brand guideline; and

• to minimise the potential negative impact to the College, its learners and third parties

as a result of incidents and violations.

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1.1 Principles and Practices for this Policy

This Policy outlines the responsibilities of all staff in maintaining good communication

practices. All communication should be:

• audience specific and appropriately segmented;

• appropriate in its tone and content;

• personalised, as the communication channel allows;

• clear, concise, and limited in length, if written;

• timely, based on content;

• cognisant of other communications which may be issued by the College; and

• sent via the most appropriate communication channel acknowledging the principles

above

1.2. Legislation that Support this Policy

• Prohibition of Incitement to Hatred Act 1989;

• Data Protection Acts 1988 to 2018;

• Copyright and Related Rights Acts 2000, 2004 and 2007;

• Defamation Act 2009;

• General Data Protection Regulation 2016/679.

2. Scope of Policy

The scope of this Policy applies to Carlow College staff and representatives, in their capacity

as members of the Carlow College community. This Policy also applies to any other third party

who is authorised to communicate on behalf of the College.

3. Policy Statement

Carlow College recognises the important role that Communications plays in the overall

perception of the organisation both internally and externally. The Communications Policy and

its associated procedures are concerned with managing the transfer of information owned by

or relating to the College by staff of the College in their official capacity. The tools used to

transfer this information are defined as communication channels.

The College recognises that poor communication has the potential to significantly damage the

reputation of the College. It is the policy of Carlow College, that communication must be

managed carefully while being consistent with College policies, commercial needs and brand

guidelines.

Employees found to be abusing this Policy and its subsequent and related practices and

procedures will be subject to the organisations disciplinary action up to and including

dismissal.

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• To take personal responsibility for familiarising themselves with this Policy and

communicate in accordance with this Policy.

• The integrity of information being communicated must be maintained. All information

must be accurate, complete, timely and consistent with other related information and

events.

• To notify the Marketing Manager of any events associated with the College which can

be managed and promoted through the College communication channels

• To notify the Marketing Manager where there may be a broader communications or

marketing opportunity for the College. This may include but is not limited to inclusion

in any partnerships, initiatives or events.

• Staff members are encouraged to respond to media enquiries related to their areas of

expertise. Staff are requested to inform the Marketing Manager when they have had

contact with the media, to allow for the resulting media coverage to be maximised.

Some enquiries may also relate more broadly to the College. In such cases, or where

there is an opportunity for broader promotion of the College it is the reasonability of

the staff member to refer the matter to the Marketing Manager.

• To ensure that any electronic communications should be sent in line with the Email and

Internet Usage Policy and the email usage guidelines.

• To ensure information is communicated securely and only to its intended recipient in

line with the College security policy.

4.2 Line Managers Responsibilities

• To communicate with the Marketing Manager regarding any official College

announcement relating to their area of responsibility.

• To ensure all staff familiarise themselves with the Communications Policy.

• To instil a positive culture amongst staff to openly communicate all activities and events

associated with the College to the Marketing Manager. This will ensure promotion

through the official College communication channels.

4.3 Marketing Office Responsibilities

• To provide support, advice and training to all staff on Communication practices and

procedures.

• To actively utilise all official Carlow College communication channels to engage with

the general public, prospective students and stakeholders to promote all College

programmes, services and events.

• To monitor the effectiveness of the Communication Policy and to ensure that it is being

implemented effectively throughout the College.


• Appendix 1: Communications Guidelines

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• Appendix 2: Brand Guidelines

• Appendix 3: News & Events Document


• IT Policy

• Social Networking & Social Media Policy


• Dignity & Respect Policy

• Freedom of Information Policy





• Equality Policy



quality assurance process to support (and in conjunction with) this Policy. All employees


Line Managers, Quality Assurance, or Human Resources should they have any questions. The

College reserves the right to amend these policies subject to organisational changes.


The Communications Policy will be formally reviewed on an annual basis by the Marketing

Office to reflect any legislative changes. Staff will be informed through regular email

communication and through the staff portal regarding any amendments to the Policy.

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Appendix 1: Communications Guidelines

Communications Guidelines

Effective communication should consider the following:

1. Audience specific and appropriately segmented;

• Audience segmentation is the process of dividing an audience into smaller

groups, with similar characteristics, wants and needs. Consider your audience

in all communication, whom are you trying to reach? Direct your message

specifically to them. For example, if your message is only relevant to Stage 3

learners then only send it to them.

2. Appropriate in its tone and content;

• All communication should be polite and respectful in tone. Be cognisant of your

audience when considering the tone and content of your communication. For

example, when communicating with prospective learner the tone should be

informal, the content relevant and engaging without the use of technical terms

or jargon.

3. Personalised, as the communication channel allows;

• Address the person you are communication with by name where possible.

4. Clear, concise, and limited in length, if written;

• Your communication should be clear and to the point. Think of whom you are

targeting with your communication, their attention span and level of interest in

the subject. Before sending reread what you have written and reduce the word

count if possible. If your communication is for the website it should contain

50% of the word count of traditional print.

5. Timely, based on content;

• If your communication is time specific, ensure that it is issued at a suitable time.

6. Cognisant of other communications which may be issued by the College; and

• As the volume of activity in the College continues to increase so too will the

volume of communication to staff, learners and prospective learners. Consider

this if your communication is something that will target a wider audience. Speak

to the Marketing Manager in advance about the timing and dissemination of

your communication.

7. Sent via the most appropriate communication channel acknowledging the principles

above.

• Again, consider your audience and where they seek information. The channel

you use should be the most accessible one to your audience. For example, if

your communication is for all staff you should consider another channel in

addition to email as not all staff use email.

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Appendix 2: Brand Guidelines

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Appendix 3: News & Events Document

News & Events Document

This document should be used for requesting to have ‘News & Events’ placed on

www.carlowcollege.ie.

Please note:

• Any images should be attached to your email, do not insert an image on this document.

• Please use plain English where possible.

----------------------------------------

Name:

Submission Date:

Website publication date:

Notice type (please highlight an option below):

Event

Workshops

Public lecture

Book launch

Conference

Community engagement

Other event

Publication

Research

Book

Media (TV, radio, newspaper article,

journals)

Event / Publication Title:

Further Information (200 – 500 words):

Please submit this form and any images to the Marketing Office for approval.


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Appendix 49: Publication Approval Flowchart

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Appendix 50: Template for Placement Memorandum of Agreements

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Appendix 51: Register of Inter-Institutional Agreements67

Name City Province / State Country Agreement Type Date Signed Duration

IT Carlow Carlow Carlow Ireland Cooperation

Agreement 12 July 1994 Not specified

St. Ambrose

University Davenport Iowa United States Exchange 2002 5 years

Trinity College

Dublin Dublin Dublin Ireland

Memorandum of

Understanding 05 November 2007 Not specified

Illinois Consortium

for International

Studies and

Programs (ICISP)

Normal Illinois United States

Semester and

Short-Term Study

Abroad

14 May 2007 3 years

Carlow University Pittsburgh Pennsylvania United States

Semester and

Short-Term Study

Abroad

15 April 2000 Not specified

Mount Mercy

University Cedar Rapids Iowa United States

Semester and

Short-Term Study

Abroad

20 March 2016 5 years

Arizona State

University Tempe Arizona United States

Memorandum of

Understanding 07 October 2016 3 years

Francis Marion

University Florence South Carolina United States Exchange 15 January 2018

5 years

67 Unless otherwise stated, the agreements have been updated as specified in the original agreement.

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Name City Province / State Country Agreement Type Date Signed Duration

VISUAL Carlow Carlow Ireland Memorandum of


Tyndall College Carlow Carlow Ireland Memorandum of


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Appendix 51.1: Register of Collaborative Agreements with HEIs in Ireland

Programme Partner Institution Country Programme Involved Nature of Agreement Category of

Agreement Type

Institution-wide Institute of Technology,

Carlow

Ireland Research and Collaborative

Development Initiatives

Validated Programme

Provision

Collaborative

Provision68

68 The Memorandum of Agreement with the Institute of Technology, Carlow was signed on 11 February 2019. Carlow College is currently working on policies and

procedures for collaborative programmes which will address the relevant QQI Guidelines and be non-programme specific in nature. Carlow College will submit its

Collaborative and Inter-Institutional Policy to QQI at the time of validation of the first application for validation of a collaborative programme.

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Appendix 52: Template for Inter-Institutional Memorandum of Agreements with

International Affiliates

EXCHANGE AGREEMENT OF COOPERATION

BETWEEN

CARLOW COLLEGE, ST. PATRICK’S

COLLEGE STREET

CARLOW, CO. CARLOW

R93 A003

REPUBLIC OF IRELAND

represented by the President, Fr Conn Ó Maoldhomhnaigh

AND

[NAME OF INSTITUTION]

[ADDRESS OF INSTITUTION]

represented by the [President, Name]

[DATE]

Institutional Logo

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A. PREAMBLE

Carlow College, St. Patrick’s (hereafter referred to as Carlow College), and [Name of

Institution] (hereafter referred to as [Acronym]) referred to collectively as the “Institutions”

and individually as the “Institution”, hereby agree upon the following terms and conditions as

set out in this Agreement below. The Purpose of this agreement is to enhance the educational

experience and the cross-cultural understanding of faculty and students at both Institutions.

B. SCOPE OF UNDERSTANDING

The areas of cooperation include, subject to mutual consent, programmes offered at both

Institutions as felt desirable and feasible on either side, or that both sides contribute to fostering

and development of the cooperative relationships between the Institutions. The cooperation will

especially focus on fostering relations between the Arts & Humanities at [Acronym of Institution]

and Carlow College. Within the framework of this agreement, “Home Institution” will

designate the institution in which faculty members are employed and students are formally

enrolled as degree candidates, and “Host Institution” will designate the institution that has

agreed to receive faculty members or students from the Home Institution on a limited exchange.

If either Institution wishes to modify the Agreement, it will propose changes in writing for

consideration by the other party. If both Institutions agree to the modification, a written record

of such modification (agreed to and signed by the same parties who approved this Agreement)

will be attached as an Addendum.

C. FACULTY EXCHANGES

In order to facilitate inter-institutional research and scholarly activity, contribute to faculty

development, examine joint-research interests and enhance student education, the Institutions

agree to welcome visiting faculty members and research fellows from each other. While neither

Institution is obliged to provide financial support for such visitors, each agrees to make every

effort to furnish visiting faculty with access to facilities (office space, library privileges)

provided that such facilities are available. If such facilities are not available, the Host Institution

must inform the Home Institution prior to agreeing to receive any visiting faculty.

1.0 Procedures, Compensation, Benefits and Insurance

1.1 Faculty exchange candidates must be approved by departments, colleges and the

[Relevant authority] and / or the Office of Registrar of each of the Institutions at

least three (3) months, if possible, in advance of the approved exchange.

1.2 The Home Institution will continue to pay the salary and benefits of its faculty

member on appointment with an exchange partner. Additionally, the Institutions

may agree that the Host Institution will pay a stipend to a visiting faculty member

as part of the exchange appointment duties, however the amount must be

determined prior to final approval.

1.3 Faculty exchanges may be concurrent or non-concurrent between the Institutions.

Whether exchanges are concurrent or non-concurrent, the Institutions will endeavor

to exchange faculty at the same or equivalent rank. Faculty members will retain

academic rank during the period of the exchange and will be designated as “Visiting

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Professor," or the like, at the Host Institution. The Institutions will agree on all work

assignments in advance of the exchange.

1.4 Upon final approval of the exchange by the Institutions, all final correspondence

will be issued at least four (4) weeks before the arrival of the visiting faculty

member. The final correspondence will indicate the visitor’s rank, beginning and

ending dates of appointment at the Host Institution and department in which the

visitor is engaged in teaching or research.

1.5 The Institutions agree to assist with visa formalities for visiting faculty and

researchers, and to assist with appropriate housing. The Host Institution will not be

responsible for the cost of meals, accommodation, medical insurance or other

expenses incidental to the participant’s visit.

1.6 The Institutions require that faculty participants will be personally responsible for

acquiring health / medical insurance for the time period of their exchange and will

be asked to provide proof of adequate coverage prior to arrival at the Host

Institution.

D. STUDENT EXCHANGES

In order to promote and facilitate global educational and cross-cultural exchange, the

Institutions agree to welcome students as prescribed below.

1.0 Duration of Exchanges

1.1 The Institutions agree to exchange individual students for a semester / half an

academic year or one academic year on a one for one basis. The duration of the

period of study for each student will be for a maximum one (1) academic year.

2.0 Balance in Student Numbers

2.1 Each year during the Term of this Agreement (Clause E., 5 years), each Institution

may send up to three (3) students to be enrolled at the other Institution. Students

participating in the exchange for one semester will be counted as full-time

equivalent (FTE). FTE status requires that students’ complete modules or courses

equivalent to 25 – 30 ECTS (European Credit and Transfer and Accumulation

Systems) standards per semester. If agreed by both institutions, more than three

students may be sent but only if balance is maintained in the exchange.

2.2 Parity in numbers of exchange students is required over the Term of this Agreement,

however, the parties acknowledge that in some circumstances there may be a

disparity in any given semester or year during the Term of the Agreement. Any

imbalance should ideally not exceed the equivalent of two (2) student years or four

student semesters. [Name of Institution] students will be allowed to exchange with

Carlow in the Autumn and Spring Terms. Carlow College students will only be

allowed to study abroad in the Autumn Term.

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2.3 The Institutions may mutually agree upon a larger temporary imbalance, but on the

understanding that each Institution will make good faith efforts to reduce any such

imbalances as soon as possible.

3.0 Administration

3.1 On behalf of [Name of Institution], the exchange programme will be coordinated

by [Name of Department / Office]. On behalf of Carlow College the exchange

programme will be coordinated by the International Office. Any changes in

administration of this programme should be communicated as soon as possible to

the partner Institution and added as an Addendum to this Agreement as prescribed

in the “Scope of Understanding.”

4.0 Tuition and Academic Fees

4.1 Carlow College exchange students will remain registered at their Home Institution

for the duration of their exchange, where they will pay all tuition and other academic

fees and be exempted from all such fees at the Host Institution.

4.2 [Name of Institution] students will remain registered at their Home Institution for

the duration of their exchange, where they will pay all tuition and other academic

fees and be exempted from all such fees at the Host Institution.

5.0 Accommodation, housing fees and miscellaneous expenses

5.1 Each Institution shall provide assistance with on-campus housing for participating

students. Students will pay their Home Institution for housing prior to departure for

studying abroad and be exempted from housing costs at their Host institution.

5.2 The payment for all travel, medical insurance, medical costs not covered by

insurance, books and other educational materials, and food and subsistence costs

shall be the responsibility of individual exchange students and neither Institution

(unless it has agreed otherwise with a given student) shall be held liable for such

charges.

6.0 Medical Insurance

6.1 In accordance with the visa requirements of the Republic of Ireland and the United

States of America, the Institutions require that student participants be personally

responsible for acquiring health / medical insurance for the time period of their

exchange. Student Participants will be asked to provide proof of adequate coverage

prior to arrival at the Host Institution.

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7.0 Selection

7.1 Prospective students seeking admission to the Host Institution under the terms

of this Agreement must meet the admissions requirements of the Host Institution,

including the completion of all relevant application forms.

7.2 The Institutions will send to the other copies of all published admissions criteria as

soon as possible after the creation of this Agreement and undertakes to advise the

other Institution of any changes to those criteria as soon as they are known and

published. The Institutions will make every effort to send to the other the

applications for exchange of at least four (4) months prior to the start of the

academic term. Admissions criteria are available through the relevant International

Office of the Home Institution.

7.3 Upon receipt of applications from the Home Institution, the Host Institution may

act reasonably and reject candidates after providing reasons to the Host institution,

after which further candidates may be proposed.

8.0 Academic status

8.1 Exchange students may apply to primarily Arts and Humanities academic

programmes offered at either of the Institutions, but other disciplines may be

available. The Host Institution reserves the right to exclude students from restricted

enrolment programmes. The full list of available academic programmes will be sent

to the Home Institution on an annual basis.

8.2 All students will remain enrolled as regular degree candidates at the Home

Institution and will not be enrolled as candidates for degrees at the Host Institution

unless specified added as an Addendum to this Agreement as prescribed in the

“Scope of Understanding.”

8.3 The Home Institution bears the responsibility for approving, transferring, and

awarding credits towards its students’ degrees. Home Students are expected to

maintain the equivalent of a full-time course load at the Host Institution (25 – 30

ECTS credits per semester recommended), and the exact number and mixture of

modules / courses will be determined by the student with the approval of his or her

supervisors or academic advisers at both the Home Institution and the Host

Institution. Both Institutions will use a standardised Learning Agreement to

construct their students’ individualised course selections.

9.0 Evaluation

9.1 Each Institution shall provide the other with such information on the performance

of participating students within four operating weeks of completing the term. This

includes a transcript (or its equivalent) after the students’ completion of the

exchange.

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9.2 All classes and assessment at the Institutions shall be conducted in the medium of

English, except where a student may enrol in a foreign language class.

10.0 Rights and responsibilities

10.1 Students participating under the terms of this Agreement shall be subject to the

rules, regulations, and codes of conduct of the Host Institution.

10.2 The Host Institution shall have the right to terminate the exchange programme

with respect to any student who violates the Host Institution’s policies or rules in

accordance with clause 14.0 below.

10.3 Exchange students will have the same rights and privileges enjoyed by other

students at the Host Institution.

11.0 Student services, welfare and safety

11.1 Each Institution will designate an appropriate office to coordinate student services

for incoming exchange students. This office will provide an orientation to incoming

students upon arrival. The orientation will include information on academic,

cultural, health, personal safety, security and general work / welfare issues. The

office will also refer students to professionals on legal, health care or other issues

as they arise.

11.2 Each Institution agrees to comply with local health and safety laws relevant to

students. The Host Institution will satisfy itself that it can provide adequate

resources, training and supervision to ensure that students are not subjected to

unreasonable risks to health and safety.

11.3 The Home Institution will assist its participants in obtaining the appropriate visa

for travel to the Host Institution and for the period of exchange, with assistance

from the Host Institution if necessary. Notwithstanding the foregoing, each

participant shall be ultimately responsible for obtaining his / her visa, passport or

other necessary documents and paying for the same, and the Institutions shall not

be liable to each other or to any participant for the failure of the participant to

obtain the same.

12.0 Liability

12.1 While each Institution undertakes to bring to the notice of their students the rules

and regulations of the Host Institution, notwithstanding anything else in this

Agreement, each Institution acknowledges that the other is not liable for any loss,

damage, cost or expense whatsoever, incurred by or attributable to any behaviour

or omissions by any of the students exchanged in accordance with this Agreement.

12.2 It is agreed that in the event that an exchange student suffers a personal injury

when on the premises of the Host Institution and seeks compensation for the loss

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concerned, the Host Institution shall notify its insurer in accordance with the terms

of any public liability insurance policy taken out by the Host Institution that

applies at the time of the event. Each Institution shall be entitled at any time to

request from the other, sight of evidence showing details of such public liability

insurance cover as the other holds at the time of the request.

12.3 If a student seeks legal action towards that Host Institution, the Host Institution

will provide the Home Institution with all information as to the legal proceedings

unless and except for legally confidential, privileged or information precluded by

law.

12.4 Neither party shall be in breach of this Agreement or be liable for any failure or

delay in performance of its obligations under this Agreement arising from or

attributable to acts, events, omissions or accidents beyond its reasonable control,

including but not limited to, strikes, lockouts or other industrial disputes (with the

exception of those applying to its own workforce), failure of a utility service or

transport network, act of God, war, riot, civil commotion, terrorist attack, nuclear,

chemical or biological contamination, malicious damage, compliance with any

law or governmental order, rule, regulation or direction, accident, breakdown of

plant, machinery, computers or vehicles, fire, flood, storm, explosion, accidental

damage or default of suppliers or subcontractors.

13.0 Reporting

13.1 In the event that an exchange student is involved in a serious accident or other

circumstance of a grave nature, or is subject to disciplinary action, the Host

Institution will immediately notify the Home Institution. If necessary, the

immediate notification of any such incidents or actions may be limited to a

statement of the problem and a brief outline of intended plans of action. Detailed

information should be forwarded to the Home Institution in a timely manner, as

soon as such transmittal becomes possible.

14.0 Expulsion of participating students

14.1 If the Host Institution decides, in its absolute discretion, that any exchange

student’s conduct is detrimental to the best interests of the exchange programme,

the Host Institution or the host country, the Host Institution may issue a decision

in writing addressed to the Home Institution with a copy to the relevant student to

the effect that the relevant student’s participation in the exchange programme is

terminated with immediate effect.

14.2 If such a notice is issued, there will be no refund of fees, and the relevant student

must take responsibility for his or her own transportation costs home.

14.3 The Host Institution may also require termination of participation if it becomes

apparent to the Host Institution that the Home Institution’s assessment of the

student’s academic or other eligibility is based on incorrect, incomplete or

misleading information.

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15.0 Dependants

15.1 For the avoidance of doubt, this Agreement applies only to exchange students and

not to any dependants including partners, spouses or children of the students.

16.0 Legal Indemnities and Policies

16.1 Copyright

16.1.1 Nothing in this Agreement shall be construed to limit copyright protections

available to either Institution for published works fairly attributable to the

Institution responsible for developing the work. Copyright ownership in its

proprietary sense shall devolve upon the Institution whose personnel have carried

out the work to be published, while giving due recognition to those who have

collaborated in the execution development of the said work.

16.1.2 Joint Publications of various kinds, including but not limited to (articles, and,

pamphlets, etc.) as well as joint and other intellectual endeavours / projects, that

would be generated may be jointly created as a result of this instrument by the

Institutions, will only commence by mutual consent after mutual consent has been

evidenced by a writing signed by the signatories for each Institution.

16.1.3 The copyright protections above also allow the Institution whose personnel are

responsible for developing the work to use the results obtained from the activities

authorised by this agreement in their present works.

16.2 Intellectual Property

16.2.1 Intellectual property (IP) ownership shall be defined in the following manner:

Patents, trademarks, and / or other published works that include claims for subject

matter developed solely by the Host Institution’s students and / or faculty would be

owned solely by the Host Institution.

16.2.2 Patents, trademarks, and / or other published works that include claims for subject

matter developed jointly by the Host Institution’s faculty and the Home Institution's

faculty would be jointly owned by the Host Institution and the Home Institution, in

proportion to the work contributed by each respective Party. Patents, trademarks,

and / or other published works that include claims for subject matter developed

solely by the Home Institution's faculty would be solely owned by the Home

Institution.

16.3 Monetary Considerations

16.3.1 No monetary consideration will be exchanged between the two Institutions, nor are

there any indemnities, reimbursements for expenses, or sharing of fees or profits

arising from the exchange.

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16.4 Equality

16.4.1 Both Institutions subscribe to a policy of equal opportunity and will not

discriminate on the basis of race, gender, age, marital or civil status, ethnicity,

religion, national origin, sexual orientation, membership of the travelling

community, disability, or veteran status.

16.5 Nationality

16.5.1 The Institutions agree that a student of the Home Institution who is a national

of the country of the Host Institution will not be eligible to participate in the

exchange without the permission of the Host Institution.

E. CHOICE OF GOVERNING LAW

This Agreement and all related documents, and all matters arising out of or relating to this

Agreement, are governed by, and construed in accordance with the laws of the aforementioned

sovereignties.

If the parties are unable to reach agreement on any issue concerning this Agreement within 14

days after one party has notified the other of that issue, they will refer the matter to their

respective Vice Chancellors (or equivalent rank) of the Institution, in an attempt to resolve the

issue within 14 days after the referral.

F. TERM OF CONTRACT, MODIFICATIONS AND TERMINATION

This Agreement shall take effect from the latest date after it has been signed by both Institutions

and will continue from that date for a period of five (5) years unless and until terminated by

either Institution on six (6) months prior notice in the writing (“the Term”).

1.0 Any notice required to be given under this Agreement, shall be in writing and shall

be delivered personally, or sent by recorded delivery or by commercial courier, to

each party required to receive the notice at its address as set out below:

(a) Carlow College, St. Patrick’s, College Street, Carlow, Co. Carlow, R93 A003,

Republic of Ireland

(b) [Name / Address of Institution]

or as otherwise specified by the relevant party by notice in writing to each other

party and such notice shall be deemed received immediately if delivered personally

or within 5 working days if sent by recorded delivery or commercial courier.

2.0 Any students who have an offer to study at either Institution at the date of

termination may complete their courses of study and the parties shall continue to

fulfil their obligations under this Agreement until all exchange students who have

commenced study at the Host Institution have completed their studies.

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IN WITNESS THEREOF, the parties hereto have offered their signatures:

_______________________________ _________________________________

Carlow College, St. Patrick’s [Name of Institution]

Fr. Conn Ó Maoldhomhnaigh [Name of Signee]

President President

Date________________________ Date ______________________________

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AGREEMENT OF COOPERATION

BETWEEN

CARLOW COLLEGE, ST. PATRICK’S

COLLEGE STREET

CARLOW, CO. CARLOW

R93 A003

REPUBLIC OF IRELAND

represented by the President, Fr Conn Ó Maoldhomhnaigh

AND

[NAME OF INSTITUTION]

[ADDRESS OF INSTITUTION]

represented by the [President, Name]

[DATE]

Institutional Logo

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A. PREAMBLE

Carlow College, St. Patrick’s (hereafter referred to as Carlow College), and [Name of

Institution] (hereafter referred to as [Acronym]) referred to collectively as the “Institutions”

and individually as the “Institution”, hereby agree upon the following terms and conditions as

set out in this Agreement below. The Purpose of this agreement is to enhance the educational

experience and the cross-cultural understanding of faculty and students at both Institutions.

B. SCOPE OF UNDERSTANDING

The areas of cooperation include, subject to mutual consent, programmes offered at both

Institutions as felt desirable and feasible on either side, or that both sides contribute to fostering

and development of the cooperative relationships between the Institutions. The cooperation will

especially focus on fostering relations between the Arts & Humanities at [Acronym of Institution]

and Carlow College. Within the framework of this agreement, “Home Institution” will

designate the institution in which faculty members are employed and students are formally

enrolled as degree candidates, and “Host Institution” will designate the institution that has

agreed to receive faculty members or students from the Home Institution on a limited study

abroad basis. If either Institution wishes to modify the Agreement, it will propose changes in

writing for consideration by the other party. If both Institutions agree to the modification, a

written record of such modification (agreed to and signed by the same parties who approved

this Agreement) will be attached as an Addendum.

C. FACULTY EXCHANGES

In order to facilitate inter-institutional research and scholarly activity, contribute to faculty

development, examine joint-research interests and enhance student education, the Institutions

agree to welcome visiting faculty members and research fellows from each other. While neither

Institution is obliged to provide financial support for such visitors, each agrees to make every

effort to furnish visiting faculty with access to facilities (office space, library privileges)

provided that such facilities are available. If such facilities are not available, the Host Institution

must inform the Home Institution prior to agreeing to receive any visiting faculty.

1.0 Procedures, Compensation, Benefits and Insurance

1.1 Faculty exchange candidates must be approved by departments, colleges and the

[Relevant Authority] and / or the Office of the Registrar of each of the Institutions

at least three (3) months, if possible, in advance of the approved exchange.

1.2 The Home Institution will continue to pay the salary and benefits of its faculty

member on appointment with an exchange partner. Additionally, the Institutions

may agree that the Host Institution will pay a stipend to a visiting faculty member

as part of the exchange appointment duties, however the amount must be

determined prior to final approval.

1.3 Faculty exchanges may be concurrent or non-concurrent between the Institutions.

Whether exchanges are concurrent or non-concurrent, the Institutions will endeavor

to exchange faculty at the same or equivalent rank. Faculty members will retain

academic rank during the period of the exchange and will be designated as “Visiting

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Professor,” or the like, at the Host Institution. The Institutions will agree on all work

assignments in advance of the exchange.

1.4 Upon final approval of the exchange by the Institutions, all final correspondence

will be issued at least four (4) weeks before the arrival of the visiting faculty

member. The final correspondence will indicate the visitor’s rank, beginning and

ending dates of appointment at the Host Institution and department in which the

visitor is engaged in teaching or research.

1.5 The Institutions agree to assist with visa formalities for visiting faculty and

researchers, and to assist with appropriate housing. The Host Institution will not be

responsible for the cost of meals, accommodation, medical insurance or other

expenses incidental to the participant’s visit.

1.6 The Institutions require that faculty participants will be personally responsible for

acquiring health / medical insurance for the time period of their exchange and will

be asked to provide proof of adequate coverage prior to arrival at the Host

Institution.

D. STUDY ABROAD PROGRAMME

In order to promote and facilitate global educational and cross-cultural exchange, the Host

Institution agrees to welcome students as prescribed below.

1.0 Duration of Exchanges

1.1 The Host Institution agrees to host individual students for a semester / half an

academic year or one academic year. The duration of the period of study for each

student will be for a maximum one (1) academic year.

2.0 Administration

2.1 On behalf of [Name of Institution], the study abroad programme will be coordinated

by [Name of Department / Office]. On behalf of Carlow College the study abroad

programme will be coordinated by the International Office. Any changes in

administration of this programme should be communicated as soon as possible to

the partner Institution and added as an Addendum to this Agreement as prescribed

in the “Scope of Understanding.”

3.0 Tuition and Academic Fees

3.1 [Name of Institution] students will remain registered at their Home Institution for

the duration of their semester abroad. [Name of Institution] students will study at

Carlow College on the customary fee-paying protocol between the two institutions.

Carlow College will invoice [Name of Institution] for Carlow College tuition

charges; in turn, [Name of Institution] will bill its students in order to pay these

charges.

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4.0 Accommodation, housing fees and miscellaneous expenses

4.1 All students enrolled on the Study Abroad Programme will reside in Lennon House

(a purpose-built on-campus student accommodation facility). Carlow College will

invoice [Name of Institution] for Carlow College room charges; in turn, [Name of

Institution] will bill its students in order to pay these charges.

4.2 The payment for all travel, medical insurance, medical costs not covered by

insurance, books and other educational materials, and food and subsistence costs

shall be the responsibility of individual students and neither Institution (unless it

has agreed otherwise with a given student) shall be held liable for such charges.

5.0 Medical Insurance

5.1 In accordance with the visa requirements of the Republic of Ireland, Carlow College

requires that student participants be personally responsible for acquiring health /

medical insurance for the period of their studies. Student Participants will be asked

to provide proof of adequate coverage prior to arrival at the Host Institution.

6.0 Selection

6.1 Prospective students seeking admission to the Host Institution under the terms of

this Agreement must meet the admissions requirements of the Host Institution,

including the completion of all relevant application forms.

6.2 The Host Institution will send to the Home Institution copies of all published

admissions criteria as soon as possible after the creation of this Agreement and

undertakes to advise the other Institution of any changes to those criteria as soon as

they are known and published. The Home Institution will make every effort to send

to the Host Institution the applications for exchange of at least four (4) months prior

to the start of the academic term. Admissions criteria are available through the

relevant International Office of the Home Institution.

6.3 Upon receipt of applications from the Home Institution, the Host Institution may

act reasonably and reject candidates after providing reasons to the Host institution,

after which further candidates may be proposed.

7.0 Academic status

7.1 Study Abroad students may apply to primarily Arts and Humanities academic

programmes offered at the Host Institution, but other disciplines may be available.

The Host Institution reserves the right to exclude students from restricted enrolment

programmes. The full list of available academic programmes will be sent to the

Home Institution on an annual basis.

7.2 All students will remain enrolled as regular degree candidates at the Home

Institution and will not be enrolled as candidates for degrees at the Host Institution

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unless specified added as an Addendum to this Agreement as prescribed in the

“Scope of Understanding.”

7.3 The Home Institution bears the responsibility for approving, transferring, and

awarding credits towards its students’ degrees. Home students are expected to

maintain the equivalent of a full-time course load at the Host Institution (25 – 30

ECTS credits per semester recommended), and the exact number and mixture of

modules / courses will be determined by the student with the approval of his or her

supervisors or academic advisers at both the Home Institution and the Host

Institution. Both Institutions will use a standardised Learning Agreement to

construct their students’ individualised course selections.

8.0 Evaluation

8.1 The Host Institution shall provide the Home Institution with such information on

the performance of participating students within four operating weeks of

completing the term. This includes a transcript (or its equivalent) after the students’

completion of the study abroad programme.

8.2 All classes and assessment at the Host Institution shall be conducted in the medium

of English.

9.0 Rights and responsibilities

9.1 Students participating under the terms of this Agreement shall be subject to the

rules, regulations, and codes of conduct of the Host Institution.

9.2 The Host Institution shall have the right to terminate the study abroad programme

with respect to any student who violates the Host Institution’s policies or rules in

accordance with clause 13.0 below.

9.3 Study abroad students will have the same rights and privileges enjoyed by other

students at the Host Institution.

10.0 Student services, welfare and safety

10.1 The Host Institution will designate an appropriate office to coordinate student

services for study abroad students. This office will provide an orientation to

incoming students upon arrival. The orientation will include information on

academic, cultural, health, personal safety, security and general work / welfare

issues. The office will also refer students to professionals on legal, health care or

other issues as they arise.

10.2 The Host Institution agrees to comply with local health and safety laws relevant to

students. The Host Institution will satisfy itself that it can provide adequate

resources, training and supervision to ensure that students are not subjected to

unreasonable risks to health and safety.

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10.3 The Host Institution will assist all study abroad students in securing a Stamp 2

Visa to study in the Republic of Ireland. However, participant shall be ultimately

responsible for obtaining his / her visa, passport or other necessary documents and

paying for the same, and the Institutions shall not be liable to each other or to any

participant for the failure of the participant to obtain the same.

11.0 Liability

11.1 While the Home Institution undertakes to bring to the notice of their students the

rules and regulations of the Host Institution, notwithstanding anything else in this

Agreement, each Institution acknowledges that the other is not liable for any loss,

damage, cost or expense whatsoever, incurred by or attributable to any behaviour

or omissions by any of the students studying abroad in accordance with this

Agreement.

11.2 It is agreed that in the event that study abroad student suffers a personal injury

when on the premises of the Host Institution and seeks compensation for the loss

concerned, the Host Institution shall notify its insurer in accordance with the terms

of any public liability insurance policy taken out by the Host Institution that

applies at the time of the event. Each Institution shall be entitled at any time to

request from the other, sight of evidence showing details of such public liability

insurance cover as the other holds at the time of the request.

11.3 If a student seeks legal action towards that Host Institution, the Host Institution

will provide the Home Institution with all information as to the legal proceedings

unless and except for legally confidential, privileged or information precluded by

law.

11.4 Neither party shall be in breach of this Agreement or be liable for any failure or

delay in performance of its obligations under this Agreement arising from or

attributable to acts, events, omissions or accidents beyond its reasonable control,

including but not limited to, strikes, lockouts or other industrial disputes (with the

exception of those applying to its own workforce), failure of a utility service or

transport network, act of God, war, riot, civil commotion, terrorist attack, nuclear,

chemical or biological contamination, malicious damage, compliance with any

law or governmental order, rule, regulation or direction, accident, breakdown of

plant, machinery, computers or vehicles, fire, flood, storm, explosion, accidental

damage or default of suppliers or subcontractors.

12.0 Reporting

12.1 In the event that a study abroad student is involved in a serious accident or other

circumstance of a grave nature, or is subject to disciplinary action, the Host

Institution will immediately notify the Home Institution. If necessary, the

immediate notification of any such incidents or actions may be limited to a

statement of the problem and a brief outline of intended plans of action. Detailed

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information should be forwarded to the Home Institution in a timely manner, as

soon as such transmittal becomes possible.

13.0 Expulsion of participating students

13.1 If the Host Institution decides, in its absolute discretion, that any study abroad

student’s conduct is detrimental to the best interests of the programme, the Host

Institution or the host country, the Host Institution may issue a decision in writing

addressed to the Home Institution with a copy to the relevant student to the effect

that the relevant student’s participation in the programme is terminated with

immediate effect.

13.2 If such a notice is issued, there will be no refund of fees, and the relevant student

must take responsibility for his or her own transportation costs home.

13.3 The Host Institution may also require termination of participation if it becomes

apparent to the Host Institution that the Home Institution’s assessment of the

student’s academic or other eligibility is based on incorrect, incomplete or

misleading information.

14.0 Dependants

14.1 For the avoidance of doubt, this Agreement applies only to study abroad students

and not to any dependants including partners, spouses or children of the students.

15.0 Legal Indemnities and Policies

15.1 Copyright

15.1.1 Nothing in this Agreement shall be construed to limit copyright protections

available to either Institution for published works fairly attributable to the

Institution responsible for developing the work. Copyright ownership in its

proprietary sense shall devolve upon the Institution whose personnel have carried

out the work to be published, while giving due recognition to those who have

collaborated in the execution development of the said work.

15.1.2 Joint Publications of various kinds, including but not limited to (articles, and,

pamphlets, etc.) as well as joint and other intellectual endeavours / projects, that

would be generated may be jointly created as a result of this instrument by the

Institutions, will only commence by mutual consent after mutual consent has been

evidenced by a writing signed by the signatories for each Institution.

15.1.3 The copyright protections above also allow the Institution whose personnel are

responsible for developing the work to use the results obtained from the activities

authorised by this agreement in their present works.

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15.2 Intellectual Property

15.2.1 Intellectual property (IP) ownership shall be defined in the following manner:

Patents, trademarks, and / or other published works that include claims for subject

matter developed solely by the Host Institution’s students and / or faculty would be

owned solely by the Host Institution.

15.2.2 Patents, trademarks, and / or other published works that include claims for subject

matter developed jointly by the Host Institution’s faculty and the Home Institution’s

faculty would be jointly owned by the Host Institution and the Home Institution, in

proportion to the work contributed by each respective Party. Patents, trademarks,

and / or other published works that include claims for subject matter developed

solely by the Home Institution's faculty would be solely owned by the Home

Institution.

15.3 Monetary Considerations

15.3.1 No monetary consideration will be exchanged between the two Institutions, nor are

there any indemnities, reimbursements for expenses, or sharing of fees or profits

arising from the study abroad programme.

15.4 Equality

15.4.1 Both Institutions subscribe to a policy of equal opportunity and will not

discriminate on the basis of race, gender, age, marital or civil status, ethnicity,

religion, national origin, sexual orientation, membership of the travelling

community, disability, or veteran status.

15.5 Nationality

15.5.1 The Institutions agree that a student of the Home Institution who is a national

of the country of the Host Institution will not be eligible to participate in the

study abroad programme without the permission of the Host Institution.

E. CHOICE OF GOVERNING LAW

This Agreement and all related documents, and all matters arising out of or relating to this

Agreement, are governed by, and construed in accordance with the laws of the aforementioned

sovereignties.

If the parties are unable to reach agreement on any issue concerning this Agreement within 14

days after one party has notified the other of that issue, they will refer the matter to their

respective Vice Chancellors (or equivalent rank) of the Institution, in an attempt to resolve the

issue within 14 days after the referral.

F. TERM OF CONTRACT, MODIFICATIONS AND TERMINATION

This Agreement shall take effect from the latest date after it has been signed by both Institutions

and will continue from that date for a period of five (5) years unless and until terminated by

either Institution on six (6) months prior notice in the writing (“the Term”).

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1.0 Any notice required to be given under this Agreement, shall be in writing and shall

be delivered personally, or sent by recorded delivery or by commercial courier, to

each party required to receive the notice at its address as set out below:

(a) Carlow College, St. Patrick’s, College Street, Carlow, Co. Carlow, R93 A003,

Republic of Ireland

(b) [Name / Address of Institution]

or as otherwise specified by the relevant party by notice in writing to each other

party and such notice shall be deemed received immediately if delivered personally

or within 5 working days if sent by recorded delivery or commercial courier.

2.0 Any students who have an offer to study at the Host Institution at the date of

termination may complete their courses of study and the parties shall continue to

fulfil their obligations under this Agreement until all students who have

commenced study at the Host Institution have completed their studies.

IN WITNESS THEREOF, the parties hereto have offered their signatures:

_______________________________ _________________________________

Carlow College, St. Patrick’s [Name of Institution]

Fr. Conn Ó Maoldhomhnaigh [Name of Signee]

President President

Date________________________ Date ______________________________

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Appendix 53: Terms of Reference for the Quality Assurance Committee

Terms of Reference

Quality Assurance Committee

Section 1: Remit

The Quality Assurance Committee is responsible for the development and maintenance of the

Quality Assurance Policy at Carlow College, St. Patrick’s (hereafter Carlow College) by

ensuring that this Policy is compliant with both national and international benchmarks.

Nationally, the Committee will ensure that the Quality Assurance Policy is compliant with the

Qualifications and Quality Assurance (Education and Training) Act 2012 and the

complementary guidelines created by Quality and Qualification Irelands (QQI), Core Statutory

Quality Assurance (QA) Guidelines (2016). Internationally, this Committee will ensure that the

Quality Assurance Policy is compliant with the Standards and Guidelines for Quality

Assurance in the European Higher Education Area (ESG) (2015). In addition to the Quality

Assurance Policy, the Quality Assurance Committee is responsible for the development /

implementation of quality processes and quality assurance / quality improvement activities

across academic and administrative areas of the College.

Section 2: Membership


Quality Assurance Officer, Chair Ex Officio

Vice President for Academic Affairs / Registrar Ex Officio

Director of Operations Ex Officio

Assistant Registrar for Academic Affairs Ex Officio

President of Students’ Union Ex Officio

Academic Staff Representative Elected by Academic Staff

for three years

Academic Council Representative Nominated by Academic

Council for three years

Academic Council Representative Nominated by Academic

Council for three years

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Learner Resource Committee Representative Nominated by Learner

Resource Committee for

three years

Teaching, Learning and Assessment Committee

Representative

Nominated by Teaching,

Learning and Assessment

Committee for three years

Section 3: Reporting Structure

The Quality Assurance Committee’s primary remit is to develop and maintain the Quality

Assurance Policy at Carlow College. The function of the Quality Assurance Officer is to

provide direct assistance and leadership to committee members of the Committee and the

College at whole to ensure that the quality systems at Carlow College are robust and

improvement focused. The Quality Assurance Committee has a direct reporting channel to

Academic Council and the Chair of the Committee will report monthly to Academic Council

any quality assurance / quality improvement developments / issues.

Section 4: Terms of Reference

The Quality Assurance Committee’s primary terms of reference are:

• create and keep records of meetings adhering to the Guidelines Regarding Keeping

Records of Meetings;

• to develop the decision-making process within the team;

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• to develop and maintain the Quality Assurance Policy of Carlow College;

• to direct and monitor quality assurance / quality improvement activities within the

College;

• to review and enhance quality assurance policies / procedures;

• to support quality development at both the micro and macro levels to encourage and

support the development of a quality culture;

• to ensure that Carlow College is active in meeting both national and international

benchmarks for quality assurance;

• to lead and assist with all external quality reviews;

• to review all feedback received from external examiners and provide ongoing

monitoring of the quality systems within the College.

Section 5: Frequency of Meetings

The Quality Assurance Committee will meet four times a year during academic years where

no Institutional Review is scheduled but will meet no less than once a month during academic

years where Institutional Reviews are scheduled.

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Appendix 54: Illustration of the phases and stages of Programme Review to Revalidation69

69 Programme Review Manual 2016/2017 (Dublin: QQI, December 2016), p. 15.

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Appendix 55: External Panel Recommendations Implementation Tasks and Plan

Recommendation Programme / Service

Response Status Responsibility

1.

2.

3.

4.

5.

6.

7.

8.