setanta college...setanta college self evaluation report 1 setanta college institutional review of...

Setanta College Self Evaluation Report

1

SETANTA COLLEGE

Institutional Review of Providers of

Higher Education and Training

Self Evaluation Report (SER)

Submission to HETAC

27TH August 2012


2

Table of Contents

Page

1. Executive Summary 6

2. Objective 1 – Public Confidence 8

2.1 Introduction 8

2.2 The Internal Self Study process 8

2.3 Growth of student enrolment 9

2.4 Collaboration and partnership 11

2.5 Recruitment and support for staff and tutors 12

2.6 Conclusions and Recommendations for Objective 1 13

3. Objective 2 – Strategic Planning and Governance 15

3.1 Mission Statement 15

3.2 College Structure-Governance 16

3.3 Strategic Plans 19

3.4 Engaging with Partners 20

3.5 Feedback 21

3.6 Market Analysis 21

3.7 Collaborative Initiatives 22

3.7.1 International Markets 22

3.8 SWOT Analysis 23

3.8.1 Strengths 24


3

3.8.2 Weaknesses 24

3.8.3 Opportunities 25

3.8.4 Threats 25

3.8.5 Competition 26


4. Objective 3 – Quality Assurance 28

4.1 Policy and Procedures for Quality Assurance 28

4.2 Approval, Monitoring & Periodic Review 31

4.2.1 Approval of awards 31

4.2.2 Monitoring and Periodic Review of Programmes and 31

Awards

4.2.3 Programmatic Reviews 33

4.3 Assessment of Learners 33

4.3.1 Procedures for Examination Boards 34

4.3.2 Procedures for External Examiners 34

4.3.3 Procedures for Learner Appeals 35

4.3.4 Procedures for Information about Assessment 36

4.4 Quality Assurance of Teaching Staff 36

4.5 Learning resources and support 38

4.5.1 Blended Learning Resources 38

4.5.2 Locations used in Workshop delivery 40

4.6 Information Systems 41

4.6.1 Management Information Systems 41


4

4.6.2 Research/Feedback 42

4.6.3 Learning Centre 42

4.6.4 Video/Journal library 43

4.7 Public Information 43


5. Objective Four - Qualifications Framework, Access, 47

Transfer & Progression

5.1 Credit 47

5.2 Transfer and progression routes 48

5.3 Entry requirements 49

5.4 Potential learner profile 49

5.5 Accreditation for prior certificated learning 50

5.6 Information provision 51


6. Objective 5 - Operation and Management of Delegated 52

Authority - Not applicable

7. Objective 6 – Recommendations for Enhancement 53

7.1 Key lessons from the Institutional Review Process 53

7.2 Recommendations for Objective 1 on Public 54

Confidence

7.3 Recommendations for Objective 2 on Strategic 55


5

Planning and Governance

7.4 Recommendations for Objective 3 on Quality 56

Assurance arrangements operated by the college

7.5 Special Considerations 57

7.6 Recommendations for Objective 4 on Qualifications 57

Framework, Access, Transfer & Progression


6

1. Executive Summary

The college found the process of self-evaluation to be a rigorous yet most useful self study.

Members of the review team engaged at a deep level of internal self study and while reflecting on

the issues at hand noted that the review process led to a review of the principles and mission

statement of the college. Regarding this, it was clear that many learners and graduates share a

common interest recognising that general movement skill competence are a concern and a central

issue within participants in their relevant sport. Extending this to a broader context, a key partner of

the college, the International Rugby Board, has also drawn attention to this need to address basic

movement competency in children on an international basis. Further, the provision of summer

courses (2011 and 2012) to members of the Irish National Teachers Organisation has resulted in a

greater teacher awareness of the needs of children vis a vis movement competence. Thus we

found ourselves reflecting on this particular national and evidently international issue of the need

for greater movement competence in children and the implications for the work of the college. This

reflection impacts on the ‘mission’ statement of the college.

A second macro outcome relates to the challenges that are ahead for the college. As learner

numbers grow it is important that our QA policies and procedures remain robust in dealing with an

increased workload in terms of learner numbers and in terms of staff and other stakeholders. The

opportunity to expand our programmes of study to an international market exists but not until the

college is equipped to deal with such expansion.

Under the objectives provided in this review the main recommendations that the college considers

important include but are not limited to:

Objective 1: Reflecting on this objective we can conclude that while a number of initiatives have

been successful in fostering collaboration and partnership with sporting organisations and

professional bodies, a greater emphasis and structure should be placed on developing links

already established. Creating new links with groups that have similar mission statements and

interests to the college is an important strategy.


7

Objective 2: Re stating our goals and strategies is important to guide the college as it meets not

only the findings of this review but also the challenges that lie ahead.

Objective 3: Reflection on the seven elements of the European standards allowed the review team

to identify a number of issues that need to be addressed by the college in effecting a better QA

standard.

Objective 4: Reflection on this objective noted that while the college has been effective in

implementing the principles contained within the objective it is necessary to review and revise at

regular intervals the elements contained within the objective. Particular note was made of the APL

process.

Objective 6: This objective facilitated a summary of the recommendations drawn from the

substantive objectives 1-4.

In conclusion the Institutional Review Team acknowledge the importance of the self evaluation

process in facilitating a clear updating and articulation of goals, strategies, Quality Assurance

policies and procedures, comment on the qualifications framework for access, transfer and

progression and finally recommendations for enhancement of the education and training provided

by the college.


8

2. Objective One – Public Confidence

The aim of objective one is to “enhance public confidence in the quality of education and

training provided by the institution and the standards of the awards made”. An analysis of

public confidence incorporated feedback from internal and external stakeholders.

2.1 Introduction �

Setanta College was founded to provide strength and conditioning coach education

programmes to coaches and participants of sport. Its foundation was a direct response to

the needs identified by Irish sport coaches attending numerous coaching workshops and

conferences in particular between 2000 and 2006. These coaches frequently discussed the

possibility for a specialised programme of education leading to a recognised qualification in

this area. Specifically, coaches’ requests were considered by the founders of the college in

light of the absence of any formal coach education programme within strength and

conditioning and general movement education.

Since its foundation in 2007, the college has sought to enhance public confidence through

a number of mechanisms namely:

a) recruitment of learners from the body of coaches involved in sport in Ireland in

particular

b) collaboration and partnership with key stakeholders such as sporting organisations and

professional bodies

c) recruitment and support of appropriately qualified staff and tutors

Evidence to support the enhancement of public confidence is reflected in the structures,

policies and practices outlined in the subsequent objectives.

2.2 The Internal Self Study process

Following a meeting of the Steering Group Committee, a sub committee (Review team)

consisting of the CEO, Administrator and Director of Programmes was formed to conduct

and manage the internal self study. The Review team met weekly from May 2012. The

work commenced with a review of the current mission statement of the college, the


9

interaction and quality of service taking place with our stakeholders, strategic planning and

governance, quality assurance, qualifications framework, access, transfer and progression.

A key element of the process was gaining the views of the college’s stakeholders.

Stakeholders included: the learners and graduates, staff and sporting organisations and

professional bodies. Communication was effected through survey, meetings at workshops

and with external stakeholders.

2.3 Growth of learner enrolment

Using information from the Central Applications Office (CAO 2011), the college is the only

provider of a Sports Strength and Conditioning programme to degree level in Ireland. This

in addition to the fact that the part-time suite of courses (available on-line only) are not

available elsewhere in Europe at this level on the National Framework of Qualifications

(NFQ), places the college in a unique position in the education of strength and conditioning

courses. There has been a steady rise in student number enrolling in our Level 6 online

courses since 2007 (Table 1).

The total number attending courses dropped slightly in 2011 due to the advent in 2010 of

the Bachelor of Arts degree programme in Strength and Conditioning. Graduates from the

Certificate in Physical Fitness and Conditioning (Level 6) in 2009 and 2010 elected to enrol

into the new BA programme. It is expected that learner enrolment numbers will be highest

in 2012 as there are two further enrolments in September and December of the current

year.

The college has developed an international profile with learners attending from a number of

countries including the UK, South Korea, India and Sweden. This international

development is a key platform in the college’s strategic plan over the next five years.

To date, over 250 learners have completed or are in the process of completing their online

studies with the college.

Table 1. Students enrolled in college from 2007 to 2012.

Setanta College conferred its first HETAC graduates in 2009. The 2012 graduate survey

(Appendix 1) indicated that the majority of graduates considered the skills gained through

their studies in the college to be essential to them in their sporting/coaching career since

graduation. The graduate survey also indicates that the specific practical strength and

conditioning skills they have studied and experienced has prepared them very well. From

this survey approximately 35% of graduates are chiefly involved in sport/fitness

occupations while the remainder are active part-time or on a voluntary basis in some

coaching role in sport.

While the recruitment of learners is chiefly by word of mouth, the college has undertaken a

number of recruitment initiatives in recent years targeting potential learners and using

public and sport targeted media such as radio and TV and national and local sporting

events. The college is monitoring the effectiveness of such promotional initiatives.

Developing this aspect of the college business is important in ensuring that there is public

awareness of the college.


10

Table 2. Numbers of graduating students in 2009, 2010 and 2011.

2.3 Collaboration and partnership

The college has actively sought strategic partnerships with sporting associations,

professional bodies and other higher education providers. Such partnerships allow for

enhanced public confidence and promote the recognition of the standards of the awards

made.

The Irish National Teaching Organisation (INTO) is a strategic partner of the college. The

college delivers a summer course to teachers using the blended learning model. The

current programme consists of 20 hours of home study. This programme exclusively

targets physical education (PE) and in particular movement skill competency of the child

within the primary school. This strategic partnership allows us to have a greater

involvement within the delivery of movement based coaching and teaching programmes in

primary schools in Ireland.

The college has a close working relationship with sport organisation stakeholders namely

the Irish Rugby Football Union (IRFU), the International Rugby Board (IRB), the Irish

Rugby Union Players Association (IRUPA) and the Gaelic Players Association (GPA). The

College also has a close working relationship with the Gaelic Athletic Association (GAA),

through their County Boards.


11


12

The college designed and hosts an IRB Strength and Conditioning beginner programme of

study. The 4 week blended study course is targeted at beginners in the field of strength and

conditioning for rugby. The course was launched in November 2010. Since then over 7,000

coaches have registered for the course through the IRB. Further the course has recently

been translated into French and Spanish allowing for a greater exposure worldwide.

The college recognises that close working relationships with leading sport and professional

bodies is critical for the development and growth of the college and the opportunities that

may arise for its graduates.

It is essential that all stakeholders as well as the general public have confidence in the

quality and training provided by the college. A recent learner survey (August 2012) showed

that the majority of students rated the content and organisation of the programmes highly

(Appendix 2). This feedback adds to the confidence in the course material and in the

quality of instruction and teaching of the main courses. In addition to the learner’s survey,

other surveys of college graduates (Appendix 1) and college staff (Appendix 3) as well as

partner stakeholders shows that while the college has gained a strong reputation for

expertise in delivering sport related coaching and education courses. This process allows

for greater clarity in the fostering of public confidence.

2.4 Recruitment and support for staff and tutors

The college has recently engaged the services of key staff whose expertise cover

management, administration and forward planning. Secretarial staff have also been

recruited in recent years to deal with the growing demand for day to day interaction with

current and prospective learners. This area of recruitment is likely to continue year on year

and the college is actively seeking to ensure that the development of future initiatives is

undertaken by qualified and competent personnel. Further, central to future developments

is the need to ensure that prospective and current learners and graduates are well serviced

by prompt, friendly and professional support where required.

The college has a policy of recruiting tutors who have strong practical competence in the

field of strength and conditioning. In addition, tutors are required to hold a third level

education qualification. While tutors meet regularly and attend to their own continued


13

professional development (CPD) as they are actively involved in practical coaching, the

college recognises the importance of implementing a more structured CPD programme. In

addition the college considers that the recruitment of future tutors should reflect the

growing demands that arise as articulated by our partners and the particular needs of a

programme of study.

2.5 Conclusions and Recommendations for Objective 1 on Public Confidence

Reflecting on this objective we can conclude that the college needs to redefine its mission

statement. The college recognises the process of engaging in the pursuit of the promotion

of greater physical activity within a community that is wider than sport. This presents the

college with an opportunity to engage in the worthwhile promotion of not only strength and

conditioning but also general physical activity that embraces recreation and adventure as

well as sport.

A number of initiatives have been successful in fostering collaboration and partnership with

sporting organisations and professional bodies. However, a greater emphasis should be

placed on developing links already established. Regular review with these key bodies

should become a feature of the college’s commitment to fostering greater public

confidence. The review process can take the form of formal meetings to assess the status

of current programmes and what services the sporting organisations and professional

bodies may wish to see introduced.

In seeking to maximise public confidence the college will consider creating links with a

number of bodies that share a common interest such as associations involved in physical

education and the promotion of physical activity and health.

Follow up for these recommendations will be through contacts with the official bodies such

as the Physical Education Association of Ireland and the Department of Education.

Greater emphasis on CPD for college staff can be effected through more detailed review

and forward planning in collaboration with the director of programmes.


14

Specific recommendations relating to this objective include:

1. Redefine our mission statement. This needs to reflect the changing emphasis of the college

and its future direction.

2. Our partnerships need to be developed further with more regular meetings reviewing our

performance against the goals set.

3. Foster additional partnerships with other relevant bodies, in particular those associated with

physical activity outside the sporting setting.

4. Greater emphasis on CPD for college staff and a recognition of the need for recruiting

tutors with skills both specific to the programmes content and also broader in context.


15

3. Objective Two – Strategic Planning and Governance

The aim of objective two is “to contribute to coherent strategic planning and governance in

the institution”.

The stated mission of the college is:

‘To be the world’s best provider of Strength and Conditioning education courses.’’

The strategic plan in place which aims to create an outstanding college capable of being

the best in the business requires on-going development and review of its strategies.

This objective is reviewed under the following headings:

• Mission Statement

• College Structure - Governance

• Strategic Plans

• Engaging with Partners

• Feedback

• Market Analysis

• Collaborative Initiatives

• SWOT analysis

3.1 Mission Statement

The mission statement of the college focuses on becoming the dominant provider of

strength and conditioning education programmes and courses. However, as a result of our

review it was considered necessary to add to this mission statement the recognition that

the college has a role to play in advocating and promoting healthier lifestyles and

movement competency through the involvement in greater physical activity in the wider

community. While the college is ultimately concerned with the niche or specialist field of

study in strength and conditioning, it does have a responsibility to actively engage in the

promotion of greater movement competence in children specifically as well as to promote


16

greater physical activity in general, through the life stages. Thus the college would seek to

redefine its mission statement based on these additional goals.

The college evaluates the progression towards meeting its mission statement goals

through a variety of methods. Feedback from its learners, tutors and stakeholders is one

key method. In addition building collaborative relationships with sporting and fitness

organisations and professional bodies is also a key strategy in seeking to become the

preeminent provider of strength and conditioning related studies.

Recognition from the outset was made that strength and conditioning has much to offer on

a wider scale outside of sport. The college engaged in discussions with the INTO and has

recently launched a programme of summer courses for this professional body. The success

of this collaboration has identified another area where the college can contribute and that is

in the promotion of better movement skills in children and greater physical activity within

the community at large.

Engaging with such groups as the INTO and in the future with the Physical Education

Association of Ireland, local sports partnerships and local community groups involved in the

promotion of physical activity is an important function for the college. The college will thus

seek to develop initiatives that are rooted in adult and professional body education in

supporting the promotion of greater physical activity in school, sport clubs, and the wider

community.

The college has formulated its strategic plan, redefining its original mission statement to

include a broader aspiration, while reaffirming its original goal.

3.2 College Structure and Governance

The college structure is displayed graphically in Figure 3 below. This represents the

governance, management, administrative and academic staff currently engaged within the


17

college. The programmes of study are also displayed as are the sporting organisations and

professional bodies who comprise the partners in education to the college.

A key item of discussion arising from the self evaluation process was the spread of

interests and areas of expertise within the members of the Board of Directors. Given that

one member has a business background and the other a strong sport and strength and

conditioning background, it was considered prudent to seek to add to the board individuals

with specialist interests in marketing and academia. This would allow the college pursue a

more strategic pathway in fulfilling its future objectives and goals.

Setanta College

Figure 3. Setanta College Structure


18

Board of Directors

CEO

Director of Programmes

Head of Administration/

Marketing Manager

Financial Controller

Board of

Studies

IT Consultant

Student Officer/

Accounts

Online Courses (Part Time)

‐BA Strength & Conditioning

‐Higher Certificate

‐PFCS

‐RTWTS

Setanta Tutors

Modules 1‐ 18

LIT Course (Full Time)

‐BSc Hons Sports Strength & Conditioning

Setanta Tutors

‐4 Full Time

Education Partners

‐INTO

‐Weight Lifting Ireland

‐IRB

‐GPA

‐IRUPA

College Steering Group

External

Examiners


19

3.3 Strategic Plans

The college evaluates the progression towards meeting its mission statement goals

through a variety of methods. Feedback from its learners, tutors and stakeholders is one

key method for ensuring quality of service and quality of programmes. In addition building

collaborative relationships with sporting and fitness organisations and professional bodies

is also a key strategy in seeking to become the pre-eminent provider of strength and

conditioning related studies.

Key long term objectives: The college has identified a number of key objectives which are

as follows:

1. To nurture an environment in partnership with key stakeholders including teachers,

coaches and parents that promotes the development of movement skills in children.

2. To improve and enhance the education that it offers to its learners.

3. To produce competent and innovative specialists who can meet the needs of their

clients, athletes and teams and who posses the skills to lead change and be adaptable

in an ever changing environment.

4. To provide a range of courses to support the work of various sporting organisations in

both promoting participation and elite athlete development.

5. To advance the position and credibility of the specialist field of strength and

conditioning in Ireland and abroad.

6. To maintain and foster public confidence in the quality of the education and training

provided by the college.

7. To expand the business model whereby the college partners like minded education

partners in the promotion and delivery of strength and conditioning education and the

promotion of physical activity.


20

Key strategies

The following are the key strategies the college will employ to achieve the stated

objectives:

a) Continue to collaborate with teaching bodies and sporting associations to promote

courses for teachers and coaches that aim to promote greater movement skill

competency in children.

b) Seek to develop at local community level a series of activities and camps where

children can be exposed to fun movement challenges.

c) Continue the collaboration with our key partners in enhancing the range and quality of

the courses provided to meet their specific needs.

d) Strengthen college management system to ensure that Quality Assurance is a priority

in the delivery of all courses and programmes of study.

e) Invite innovators within the areas of technology, exercise, fitness and sport to highlight

the possibilities for future work, employment and entrepreneurial opportunities in

exercise, movement and sport.

f) Liaise with local sports partnership to create local opportunities for learners and

graduates to deliver their specialist skills.

g) Seek out partners in the sport and fitness industries that are active in the promotion of

strength and conditioning and physical activity.

h) Strengthen the links with the Institute of Sport in Ireland and other sporting bodies such

that elite performers can be facilitated to pursue a professional qualification while

involved in full-time sport.

i) Further develop online library resources and Virtual Learning Environment.

j) Develop modes of programme delivery that are flexible and suitable for an international

market.

3.4 Engaging with Partners

The college review has highlighted that for continued development fostering closer

relationships with its current partners is important.


21

Governing bodies in sport and other professional bodies are engaged with through ongoing

informal discussions regarding the content and quality and means of course delivery. This

process while initially effective can be enhanced through a more formal evaluation of the

type and content of the programme.

With this in mind the college recently commenced a formal review with its sporting

organisation partners using both formal questionnaires and meetings. It is planned to

continue to develop this process over the coming years.

3.5 Feedback The methods currently used to effect greater quality control include the use of surveys and

informal and formal meetings and interviews with stakeholders (See Appendix 4). Ensuring

that gaps and weak links in the provision of any given programme are attended to in a

positive manner is important. The College Steering Group meets quarterly to discuss

issues relating to strategic planning and quality assurance as well as other administrative

tasks.

3.6 Market Analysis

Given the success of the initial Physical Fitness and Conditioning for Sport programme

among the mature student population, the college has acknowledged the interest from

post-Leaving certification students in the area of strength and conditioning (See Appendix

6).

As a result and following extensive discussions with LIT a partnership agreement with LIT

(Thurles) was created to offer the programme of studies on a full-time basis to both mature

and post-Leaving certificate students.

The resulting Bachelor of Science degree in Sports Strength and Conditioning in

collaboration with our partners LIT at Tipperary Institute, Thurles Co Tipperary has

attracted through the CAO process 30 students in year one. It is proposed that year two

(2012/13) will see an additional cohort of between 60 and 90 students starting their studies

in Thurles.


22

3.7 Collaborative Initiatives

The college is collaborating closely with LIT to create a bespoke training facility for strength

and conditioning on campus. The proposed date for completion of this building is

September 2013. This reflects the commitment of LIT and Setanta College to ensuring that

the courses provided are delivered not only through expert tutors but also within state-of-

the-art facilities.

The college has consulted with the Gaelic Players Association and various GAA county

boards and clubs. A number of initiatives have been discussed with a view to creating an

educational road map for GPA members. A number of initiatives are being considered in

conjunction with the GPA.

We have also consulted with the IRFU at both professional and amateur levels. Having

established the college as the education partner of the IRFU there is ongoing review of the

courses that are supported and provided to the sporting body.

We have also consulted with the IRB on delivering a series of new courses aimed at their

vast international market. The courses being considered include movement and fitness for

the coach of the child, strength and conditioning for the coach of rugby sevens and

women’s rugby.

The college has applied for ITEC accreditation. This is seen as an important step towards

entering and delivering strength and conditioning related programmes of study for the

Fitness industry. It is expected that the college will be in a position to offer courses to

individuals wishing to become Gym instructors and Personal Trainers, starting in early

2013.

3.7.1 International Markets

Setanta College has engaged in discussions with the American College Dublin and

Delaware regarding potential education partnership. The intention is to launch a

programme of studies in strength and conditioning in the US in 2014. An agreement similar

to the LIT partnership is envisaged. Further the course is expected to be US accredited.


23

The college is also extending its target population to include beginner coaches in sport

within the international community. The goal is to provide a Movement Skills and Fitness

based programme of study as a starting point into the specialist field of strength and

conditioning. The college also plans to deliver a Level 1 and Level 2 strength and

conditioning course to an international market initially in Scandinavia and then in the UK.

The college has engaged Irish International based students to assist in launching these

courses.

3.8 SWOT Analysis

The key points recognising strengths, weaknesses, opportunities and threats were recently

conducted using a SWOT analysis by the College Steering Group (June 2012).

Strengths

• HETAC Level 7 accredited

courses

• National recognition as number 1

provider of S&C courses

• Association with LIT

• Intellectual property

• High profile students

Weaknesses

• Current rapid expansion

path

• Copy right

• Current economic climate,

ability to pay for courses

Opportunities

• Expansion through networking

• Mentors

• Grow our own tutors

• Use international sporting

institutes & NGB’s to expand

Setanta.

Threats

• Copy right infringement.

• Development of other

similar courses

(Competition)

• Change management

• Reliance on the Blended

Learning Degree Course

• Costs


24

3.8.1 Strengths

• HETAC level 7 accredited courses: In 2012 Setanta College is the sole provider

of online strength and conditioning courses at Level 7. Also the collaboration with

LIT for the BSc in strength and conditioning was the only such course on the CAO

(2011).

• National recognition as number 1 provider of strength and conditioning course:

This claim is backed up be referencing statements from our stakeholders in

particular the IRFU and the GPA.

• Association with LIT: This association has built further credibility and also has

reduced the over reliance on our on-line courses for revenue. Future

developments including a state-of-the-art strength and conditioning facility

indicate the commitment to the programme.

• Intellectual property (IP): The college has engaged the services of an IP lawyer

who formulates and writes all contract agreements protecting our IP content.

• High profile learners: The college continues to attract high profile learners from a

range of sporting backgrounds to study. Examples include current and past

International Rugby players past and county GAA players and county coaches

and Olympic athletes.

3.8.2 Weaknesses

• Copy right: The college has engaged the services of an IP lawyer. There is a need to be

constantly vigilant and aware of our competitors and their modelling of any related courses

• Current economic climate and ability to pay for courses: Our accounts manager has

implemented a review system whereby students are given a credit limit. If exceeded, a

learner will not be allowed progress onto the next module of their studies until the account

is brought into line.

• Current rapid expansion path: The college need to be aware of key issues associated with

this expansion (see Threats).


25

3.8.3 Opportunities

• Expansion through networking: College learners are drawn from a niche/closed group of

potential learners. Word of mouth plays a large part in securing new enrolments. The

association with a number of sport associations as education partner has brought a

considerable number of learners to the college. Testimonials from graduates are used to

highlight courses and job opportunities.

• Mentors: The college has reflected on the potential in establishing ambassadors and

mentors to learners. A number of high profile sports stars have already reacted positively to

this request.

• Grow our own tutors: The college, where possible, uses tutors who have completed

Setanta College courses, to become tutors within the college. This allows continuity in the

delivery of modules and provides a pathway for graduates in the field of sport and physical

exercise education. Ensure that there is a CPD pathway appropriate to the needs of the

tutor and college.

• Foster new links with international sporting institutes and associations with the goal of

entering the international market.

3.8.4 Threats

• Copy right infringement: This is a constant threat and needs ongoing monitoring. The

college regularly monitors competitive courses and providers for infringements. This is

covered in our Risk Management Plan (Supporting document).

• Development of other similar courses: The college cannot control the competition, however

with constant programme review and updates we intend keeping ahead of competition. The

college does have first mover advantage and this combined with monitoring of other

courses will minimise this treat.

• Change management: See Risk Management Plan (supporting document)Reliance on the

blended learning degree course. This is covered in our Risk Management Plan (supporting

document).

• Costs: The college has a number of projects to complete over the next couple of years.

These include the physical move to locate offices in Thurles, the management of 2 sites


26

and all the costs associated with this re location and move. The hiring of staff to meet the

needs of the College and the associated costs are important considerations as is the

financing of the Bond required by HETAC.

3.8.5 Competition

Currently, the National Strength and Conditioning Association based in the USA offers a

certification in the area of strength and conditioning. This is a popular programme

especially in the USA however; it does not offer practical coaching development within its

course programme. Further, its main role is to provide a certification for those already

involved in the industry and as such it is not an educational college rather a certification

body.

SAQ international offers a range of modular strength and conditioning courses. The

company is based in the UK. The content for such modules was drawn from the original

PFCS certificate course. All modules are on-line and while they do not have a practical

component in their delivery.

A Bachelor’s degree in strength and conditioning is offered at St Mary’s University College

at Strawberry Hill, Twickenham, London. It is the first degree of its kind in the UK. The

degree course is well subscribed to and does seem to be the only competitor to our degree

programme of study. The same university offers a Masters degree in this area as do other

UK universities and Australian universities. The level 9 course is mainly accessed by

graduates within the area of sports science and demands a specific duration attending the

course in the UK and in Australia.

We welcome these developments as they serve to enhance the field of strength and

conditioning and shows that the demand for strength and conditioning trained specialists is

indeed an international one.


27

3.9 Conclusions and Recommendations for Objective 2 on Strategic Planning and

Governance

Reflection on objective two allowed for a review of the strategies considered important in

the future development of the college. Recommendations from this included:

• As the college expands, its current focus on the learner and the quality of delivery

needs to stay centre stage.

• Quality control procedures for international learners need to be articulated.

• More focus on the needs of our partners, through extensive regular reviews and pulsing

of their respective learners.

• Expand on the partnership profile and look outside the narrow focus of elite sports.

• Create a pathway of opportunity for college graduates to become involved with college

programmes.


28

4. Objective Three – Quality Assurance

This objective is to assess the effectiveness of the Quality Assurance arrangements

operated by the college. This will be based on Part One of the European Standards and

Guidelines for Quality Assurance. By including this in the Institutional Review process the

statutory requirement for review of QA is met. How the College manages its QA for the

“seven elements” of Part One of the European Standards and Guidelines is explicitly

addressed by the review process under the following headings

1. Policy and Procedures for Quality Assurance

2. Approval, Monitoring and Periodic Review of Programmes and Awards

3. Assessment of Students

4. Quality Assurance of Teaching Staff

5. Learning Resources and Support

6. Information Systems

7. Public Information

Special considerations for the college

The Institutional Review should consider the quality assurance arrangements in place for

all of the locations used for programme delivery. The Institutional Review should examine

the system of blended learning in place in the college.

4.1 Policy and procedures for Quality Assurance;

The Quality Assurance procedures in place at the college are those approved for the initial

recognition of the effectiveness of quality assurance procedures, in 2006. Said policies

were initially consolidated in the Quality Assurance Document which formed the basis of

the submission for the approval of the original Level 6 Certificate in Physical Fitness and

Conditioning for Sport in 2007. However in 2010 the college gained approval for the Level 7

Bachelor of Arts in Strength and Conditioning from HETAC. The college recognises the


29

need to update the quality assurance document to include the additional new structures

and programme changes.

The college administrator has responsibility for the day to day implementation of all quality

assurance procedures. All aspects of the colleges academic procedures are stored in one

folder so each member of staff will be able to implement a procedure in the correct manner

should the need arise. The college began delivering HETAC courses in 2007 and to date

there has been a steady rise in learner numbers. The college endeavours to make sure

that quality assurance policies and procedures are structurally sound so that if learner

numbers increase dramatically the same quality systems are in place to cater for an ever

increasing learner population.

The attached Quality Assurance document is part of the Quality Assurance procedure in

place for the college and its programme. The steering group is responsible for monitoring

quality assurance practices regularly through the various key elements of the college’s QA

process.

The process includes:

a) Learner evaluations of programmes of study. This includes the annual learner survey which

is conducted once a year through the online survey site (See Appendix 2). Each learner is

also asked to respond to a workshop evaluation survey after each workshop (See

Appendix 5).

b) Tutor evaluation of programme. All tutors are requested to complete an annual staff

questionnaire (See Appendix 3) and to provide opinions on all matters relating to the

college, physical resources, services and programme of study.

c) College staff meetings take place frequently and can be both formal and informal. Formal

meetings of the college steering group meet regularly and minutes of these meetings are

recorded.


30

d) External examiners evaluate each module by giving their opinions and recommendations to

the director of programmes on the assignments and final projects. A soft copy of each

assignment/final project is forwarded via email to both our external examiners in advance

of the assignment/final projects being required.

e) Board of Studies meetings take place twice yearly at our academic headquarters in

Thurles. All our staff members and a learner representative are requested to attend.

Minutes of these meetings are recorded and filed.

f) A meeting with college staff and our appointed external examiners takes place every

September to evaluate the programmes and also to dissect the results of our learners who

we have put forward for Graduation. This meeting is referred to as the examination board

meeting.

The interaction of all the above is intended to ensure that the QA procedures in place will

be effective.

The college Quality Assurance document can be viewed by any member of the public by

visiting the college website and it can be found under the section ‘About us’. All learners

are provided with a copy of the student handbook which contains details of learner

procedures and other relevant quality assurance details.


31

4.2 Approval, monitoring and periodic review of programmes and awards

4.2.1 Approval of awards

In early 2010 the college agreed to add to the existing Level 6 suite of certificates (Special

Purposes certificate: Award in Resistance Training and Weight Training for Sport (10

Credits) and the certificate for: Physical Fitness and Conditioning for Sport) which had been

awarded in 2006. It was decided to make a submission to HETAC for approval of a Level 7

Bachelor of Arts in Strength and Conditioning (180 credits). A transfer and progression

approach was taken as part of the college’s strategic vision.

The Bachelor of Arts in Strength and Conditioning forms the main basis of the college’s

blended learning courses. A learner can begin with a 30 credit Level 6 certificate in

Resistance Training and Weight Training for Sport. Having completed this programme of

studies the learner has the option of progressing to a 60 credit Level 6 certificate in

Physical Fitness and Conditioning for Sport. If a learner then wishes to continue their

studies on completion of the 60 credit certificate they have the option of moving onto the

Level 6 (120 credit) Higher Certificate in Strength and Conditioning.

Submissions for all three Level 6 certificates that form the basis of the Level 7 Bachelor of

Arts degree in Strength and Conditioning were made to HETAC in the intervening 2 years.

The college has been successful with these submissions and all three certificates are now

stand alone certifications.

4.2.2 Monitoring and Periodic Review of Programmes and Awards

Monitoring of programmes is partly undertaken by the college’s director of programmes

who reviews both workshop content and tutor delivery every quarter of each year. During

this monitoring process, each learner attending workshops is issued with a survey. This

feedback in conjunction with the quarterly assessment of workshop delivery by the director

of programmes is gathered and discussed with tutors individually and collectively at the

Board of Studies meetings.


32

The programme is evaluated twice yearly by the Board of Studies in order to ensure that

current best practice is being delivered to the learners. The following members comprise

the Board of Studies: learner representative, programme monitor, module tutor, college

administrator, IT expert and director of programmes.

On-going learner and internal staff evaluations of the programme are completed and this

feedback is considered by the steering group with subsequent administrative and

organisational changes or additions occurring where necessary.

The college regards the continued advice and instruction from external examiners as

integral to the monitoring process. External examiners are consulted on a regular basis in

relation to the continuous assessment assignments that learners complete as part of their

ongoing assessment.

The college is committed to involving the learner in all aspects of Quality Assurance. The

process in place for a learner to be involved is as follows:

a) Completion of workshop evaluation survey

b) Completion of annual learner survey

c) Interaction between learner and course tutor

e) Procedures for learner assessment result appeal

The learner’s survey (See Appendix 2) conducted in August 2012 is concerned with all

the constituent elements of the programme. The appraisal of the programme by

learners is a central part in the ongoing monitoring of the programme. The survey

encompasses: standard of resources available, organisation and content of modules

and general evaluation and suggestions. It is the college’s requirement that learners

are given the opportunity to appraise the programme anonymously.


33

The results of a recent survey (August 2012) indicated medium to high satisfaction

levels with the organisation itself, content of the programme, workload and practical

workshops. These results while encouraging also provide the college with the

opportunity to reflect on areas that are considered to be weak. The suggestions

currently made by the learner for ensuring improvement in general to aspects of the

programme provides a strong reference point for reflection and future modifications.

The main headings under suggestions for improvement in programme delivery include:

workshop location and facilities, module content and assignments.

4.2.3 Programmatic Reviews

The College has not undertaken a programmatic review previously and this is because the

Bachelor of Arts in Strength and Conditioning was awarded in 2010. It is the intention of the

college to carry out a full programmatic review of the Bachelor of Arts degree programme in

Strength and Conditioning in 2015 which is in line with the procedures HETAC set out to

each individual college. The original Level 6 Special Purposes Award in Physical Fitness &

Conditioning for Sport SL701 (60 credits) and Level 6 Special Purposes Minor Award in

Resistance Training & Weight Training for Sport - SL702 (10 credits) are no longer offered

as programmes of study to learners. Learners currently participating on these programmes

will graduate this autumn.

4.3 Assessment of students;

The European Standards and Guidelines for Quality Assurance states that “Students

should be assessed using published criteria, regulations and procedures which are applied

consistently”.

The standards and guidelines refer to, inter alia: assessment learning outcomes;

appropriateness; clear and published marking criteria; be undertaken by people that

understand the role of assessment; where possible, not rely on the judgments of single

examiners; consequences of examination regulations; regulations covering student

absence, illness and mitigating circumstances; verification checks and informing students

of assessment strategies.


34

4.3.1 Procedures for Examination Boards

An examination board meeting takes place once yearly in early autumn in line with HETAC

best practice guidelines. This meeting is attended by two external examiners who evaluate

continuous assessment results from each module of the college certificates. The exact

grading a learner will receive upon completion of their specific course is decided upon at

the examination board meeting. Prior to the examination board sitting our external

examiners are furnished with samples of continuous assessment assignments and projects

to brief themselves.

Minutes of the previous years meeting are read out before the meeting takes place and

those present are invited to reflect on any issues that were raised previously. The

examination board meetings are very informative however it is the intention of the college

to ensure that more college staff attend this meeting.

4.3.2 Procedures for External Examiners

The role of the external examiner is to provide an objective view of the adequacy of

standards at all levels of examinations in the college. In accordance with HETAC

Assessments and Standards (2009), all external examiners are required to submit a report

to the Registrar following the Autumn Examination Board meeting

Overall, the external examination process is seen as an effective, thorough and fair

process. The external examiner provides an insight into how the subject area is marked in

other third level Institutions, thus providing a benchmark for the college in terms of

continuous assessment for the learners. Opinions are sought from both external examiners

on whether the standard of assignments and projects meet the learning outcomes for either

a Level 6 or Level 7 learner.

Liaison with external examiners in approving assessments, sampling papers and exam

board attendance is managed by the head of administration. This ensures that the

necessary procedures have been followed and the appropriate information communicated.

Further communication would take place between the director of programmes and the


35

external examiner in respect of findings, recommendations and enhancement

opportunities.

4.3.3 Procedures for Learner Appeals

This procedure applies to all learners of the college for the programme of study operated

by the college. This procedure does not cover academic appeals for which there is a

separate procedure.

No learner will be disadvantaged through availing of the complaint procedure. However

the college will expect that in raising possible issues of complaint, learners themselves

will have observed their obligations and responsibilities in keeping with the student

charter. The college also expects that learners will not engage in frivolous or vexatious

complaints.

The intention is that most problems will be dealt with locally, in a spirit of conciliation.

Thus the formal complaints procedure should be seen as a last resort in the search for a

solution Any party involved in a complaint has the right to be accompanied and

represented by a person of his/her choice at every relevant stage of the procedure. The

procedure is intended to produce a speedy and efficient resolution. The aim is to

prevent unnecessary delay, whilst ensuring a full and fair assessment of the particular

circumstances of any individual complaint.

Complaints provide an important source of feedback on the performance of the college’s

services and members. As such the college will monitor the registration of complaints

and the progress towards resolution. All complaints should normally be made within 21

days of the alleged incident, matter or concern. The complaints procedure is based on

the principle of natural justice. Consequently anonymous complaints will not be

accepted.


36

4.3.4 Procedures for Information about Assessment

College learners’ overall results for each module are awarded by means of continuous

assessment. The means of continuous assessment is made known to all learners at

the induction day and is also in the student handbook (See Appendix 7) that can be

accessed through the online learning centre at all times. Seventy five percent of the

43 learners who responded to the annual learner survey (See Appendix 2) intimated

medium to high satisfaction in the feedback they receive from all aspects of their

continuous assessment.

4.4 Quality assurance of teaching staff

The college currently contracts 4 fulltime tutors and 12 part-time tutors and subject

experts for the development and delivery of the curriculum and the assessment and

moderation of students. Tutoring staff are recruited through a rigorous selection

process whereby they are identified for interview on the grounds of their qualifications

and experience. The director of programmes is involved in all interviews and assesses

candidates for their suitability in terms of curriculum knowledge, practical experience,

currency in their field and their understanding of initial teacher education. Successful

applicants are expected to maintain currency either through professional practice or

through further research.

The college seeks to ensure that learners have access to highly qualified, current

practitioners in this specialist field of study. Learners benefit from, and appreciate, the

extent of their knowledge as well as the fact that they, the tutors, are applying theory

to practice. Feedback from learners through a recent survey shows that the majority of

students rate the academic content of tutorials as good to excellent and likewise for

the support from tutors (See Appendix 1).

The college is in a unique position of being able to access experts from across the

sporting world to provide a high quality of expertise in tutoring. Additionally, the

college is able to draw on its established pool of experts to respond to future demand.

However, managing and coordinating a dispersed team does have its drawbacks,

particularly if the team members have a bigger employment commitment elsewhere.


37

Although this is not overwhelmingly the case, there are instances where meeting

deadlines is problematic due to other commitments.

This issue and other issues are dealt with by the director of programmes at the tutor

review and the board of studies meetings. The promotion and maintenance of team

work and team spirit requires a more conscious effort due to the dispersed nature of

the team, and the director of programmes is tasked with enhancing this and ensuring

dissemination of accurate information. Again this is achieved through the Board of

Studies meetings and also through staff e-mail and personal communication.

The college has a staff development policy and this is applicable to all staff. However,

as a majority of college faculty are independently contracted, rather than employed by

the college, and generally are still practising in their professional fields there is scope

for greater formal staff development in the future.

An additional benefit however of this dispersal and involvement with sporting

associations is that their current professional practice means they are up to date in

their working knowledge.

The director of programmes schedules regular onsite training days for the purpose of

reviewing progress to date, identifying recommendations for development and for

implementing changes in practice. When a new tutor is identified through their

excellence in practical experience and coaching and through their study of the area

and potential, the tutor becomes an assistant tutor. In practice he or she assists an

existing tutor for 2 modules (6 months) and only becomes a module tutor following a

review from the director of programmes who also uses feedback from the tutor and

learners before promoting an assistant tutor to a lead tutor role. Induction and ongoing

training / advising and supporting of tutors to date, has been managed on an

individual level. Generally, the director of programmes meets with staff to provide

feedback and advice and also to participate in the ongoing review of the particular

subject area.


38

All tutors have full access to staff in the college to seek support and or advice in

respect of technology, academic affairs, examinations and assessments, curriculum

content and any other such issue that may arise for them. Opportunities are provided

through provision of customised sessions (including workshops and briefings) for

particular groups of staff based on needs analysis. These draw on expertise across

the college and may be facilitated by staff external to the college. Following an

external examiners meeting in 2011, it was recommended that a review of marking

systems take place, following this the college arranged a staff training day chaired by

Ms.Moya Breen, head of the Business School in LIT.

4.5 Learning resources and support

4.5.1 Blended Learning Resources

The nature of the on-line environment dictates that learners may study when and

where they like (within certain fixed requirements such as assignment dates and

attendance at practical workshops). The modular system allows learners maximum

flexibility in selecting their study pattern. The main learning resource that our learners

use is Moodle. An external server hosts this learning resource. Maintenance of the

external server is managed by IT consultants Irish Web HQ. Technical support is

available at all times throughout the year. There is a week long upgrade and

maintenance check carried out for one week during the Christmas holidays when

learners are advised not to log on to the system.

Each module has a dedicated discussion forum. These discussion forums are a

valuable resource for online learners. The discussion forum also extends to

discussions during workshops. Course tutors have the option to include assessed

forum and workshop contributions as part of the continuous assessment strategy for

the course. All online discussion forums are monitored to avoid misuse of information

and inappropriate comment. A learner will receive an email if a post is made to their

specific module forum. Ninety three percent (93%) of the 43 learners who took part in

the annual learner survey are satisfied with the online course work and how the

material is presented to the learner (See Appendix 1). Seventy five percent (75%) of

learners surveyed expressed satisfaction with the availability of reading materials and

other learning resources (See Appendix 1).


39

a) An analysis of learner support services is carried out annually through the annual

learner survey which is now carried out through our online survey resource called

survey monkey (See Appendix 1).

b) The college is currently in the final stages of constructing an online library resource.

This resource will provide a variety of information for both learners and tutors alike.

The library will contain extensive video content and historical folders of varying

abstracts and journals from the popular strength and conditioning and sport science

journals. A learner will be able to access this resource with a special username and

password that is unique to them. Once a learner progresses through their modules

they will gain more access to this online library. A keyword search will save learners

time on trawling through information that does not relate to what their studying.

c) Learners are required to purchase essential textbooks. In addition recommended

reading material is available for purchase during workshops and also referenced

online. Essential textbooks are necessary for learners to complete each aspect of their

module. The college encourages learners to purchase these essential textbooks

through Human Kinetics. If learners purchase their textbooks through Human Kinetics

they will receive a 20% discount, this arrangement was made between Human

Kinetics and the college. The Board of Studies will complete a review of the texts and

resources available to students.

d) Administration support is available to all learners from Monday through to Friday each

week and encompasses areas such as accessing MCQ’s and logbook tasks,

assignment queries and results and information on practical workshops. The

relationship between tutor and learner is a important resource available to our

learners. Due to the nature of blended learning the learner is relying on their particular

tutor to be available to discuss any specific course material at all times. Seventy five

percent (75%) of the 43 learners who responded to the annual learner survey

expressed a high level of satisfaction on the availability of private discussions between

learners and tutors (See Appendix 1).


40

e) It is possible that the college retains a high proportion of learners by increasing the

level of one-to-one support amongst learners and college staff. The nature of part time

blended learning requires flexibility by all parties because the majority of the college

learners are working full time while also coaching or participating in sport. The

college’s approach is to support the learner in whatever way it can, which may include

facilitating the leaner by extended quiz dates or assignment due dates in certain

circumstances. The college also enables a learner who feels they cannot give proper

time to study to resume their studies at a later date.

f) Learners are represented on the college’s board of studies whose role is to assist in

the planning, co-ordination, development and overseeing of the educational work of

the college, and to protect, maintain and develop the academic standards of the

programme. The college is in the process currently of electing a learner representative

to this board but the process has yet to be completed. However a long standing

current learner has agreed to be the learner representative until such time as a

properly elected representative is voted in.

4.5.2 Locations used in Workshop delivery

Currently, workshops are conducted in the Glen Royal Hotel, Maynooth Co Kildare

and in LIT Thurles Campus, Thurles Co Tipperary. The main location for workshop

content delivery is at the LIT Campus at Thurles. The facility includes classrooms,

lecture theatres and sports hall and Gym facilities – all key and central in the delivery

of the college’s practical workshops. At time overnight accommodation is required and

learners may avail of any of the B&B, hotels and guest houses that are plentiful about

the area. The college also uses the Horse and Jockey Hotel and Leisure Centre

located within 10 minutes drive from the campus for accommodating visiting lecturers.

Learners can avail of a special deal for accommodation if required with the hotel.

The rationale for having a second location is to facilitate learners who regularly travel

from a northern, a midland and Dublin home base. The facilities used in Maynooth are

open plan meeting rooms designed to provide modern presentation IT. Following our

review of the second location for workshops there are no outstanding issues in


41

respect of QA. Over 90% of tutors have rated the workshop venues as good to

xcellent (See Appendix 3). In addition approximately 70% of learners report that

workshop venues are good to very good (See Appendix 2). One shortfall within the

facilities of the second workshop location was the unavailability of the gym facilities

(see Appendix 3). This issue has been addressed by providing a mobile gym for use

in the second facility.

4.6 Information systems

4.6.1 Management Information Systems

The college collects, analyses and uses relevant information to manage its

programme of studies and other activities. This information is collated and retained on

Excel spreadsheets, Word documents and Clinic Office software. All information is

stored on the college’s main operating system and access is restricted at many levels.

For example, only the administration staff has access to all data. Critical data is

backed up on external hard drives, is password protected and encrypted.

As information is stored in a variety of forms and locations with some duplication of

data there are some inefficiencies within the system. One of these inefficiencies is

having two offices in separate locations. Not all learner information is available in both

locations. The college plans to address this operation and have exact operating

systems located in both the academic office in Thurles and the management/accounts

office in Kilcock.

4.6.2 Research/Feedback

As part of the college’s quality assurance information systems every effort is made to

ensure there is an ongoing collection and analysis of data for the effective

management of the various programmes of study. This information allows key

feedback which can be used as part of the college’s continuous improvement policy.

One collection resource used by the college is an online survey company called

www.surveymonkey.com.

http://www.surveymonkey.com/


42

Once registered it allows the college to gain invaluable feedback from learners,

lecturers and our education partners through emailed surveys. This data is

collaborated, printed and stored in hard copy in our administration office. Quality

related information systems required by institutions depend on local circumstances.

However, the information system is ideally expected to cover the following:

1. Learner progression and success rates

2. Employability of graduates

3. Learner satisfaction with programmes

4. Effectiveness of teachers/tutors

5. Profile of the learner population

6. Learning resources available and their costs

7. The Institutions own key performance indicators

4.6.3 Learning centre

The college’s online learning centre is the most significant part of the college and so it

is vital to ensure all students are comfortable with accessing lectures which are made

available each week through moodle. Moodle is a software package for producing

internet-based courses and web sites. It is a global development project designed to

support a social constructionist framework of education.

Learners who enrol in any of the online courses are obliged to attend an induction day

before the course commences for a Q & A session and to familiarise themselves with

the use of the moodle site which is accessed through www.setantacollege.ie

This learning centre also hosts a learner/student forum which allows learners an outlet

to discuss matters relating to their course with fellow learners lectures and the director

of programmes.

http://docs.moodle.org/23/en/Philosophy


43

4.6.4 Video/Journal library

As stated, one significant resource which is currently under construction is our online

library. This library will house all of the course videos and strength and conditioning

journals and can be accessed from our main web page www.setantacollege.com. This

will be made available to learners. Videos on methods coaching and strength and

conditioning related articles and journals can be found using a description search bar

tool making it extremely easy to access a vast amount of content relating to our

strength and conditioning courses.

4.7 Public information

The college is committed to the provision of the general public, information on the

programmes offered. The college provides information on all courses through the

main website, facebook page, blog page, twitter feed, prospectus, information leaflets

and through direct email contact with the public. The college recruited the services of

a specialist in social media IT during the summer of 2012. To date this has proven to

be effective with 2,231 page views in a 30 day period. In addition from the 1st to the

27th July 2285 pages were viewed and out of this 44% were new visitors. This reflects

a growing trend in website and blog traffic (See Appendix 9). The college recognises

the importance of public communication through such media.

The college website is likely to be the first point of contact between a potential learner

and the college. All courses are therefore clearly displayed on the front page with links

attached once viewed. The website also includes an on-line shop where current and

potential learners can pay for module fees and HETAC registration fees.

The main website was redesigned and launched in January 2012. Following a review

of the previous site by the college steering group and representatives of the learners,

there was general agreement that the college needed to make the website more user

friendly to both the current learner but also to potential learners who found it hard to

get the proper information they needed. In addition to a broad-make over a number of

sections were added including a testimonial section, profiles of college staff and a


44

sports newspaper. The college blog is another recent introduction and provides a

regular series of topical blogs relating to sport and performance.

Advertising is also used as a means of marketing our college brand “Setanta College the on-line sports college”. The college accesses adverts in GAA match

programmes, local sports partnership newsletters and bespoke newsletters such as

Gardai and defence force newsletters. In August 2012 the college launched a popular

radio station advertising campaign. A current well known student of the college agreed

to use his voice over for this ad campaign. The benefits of this campaign have yet to

be analysed and evaluated.

4.8 Conclusions and Recommendations for Objective 3 on Quality Assurance

Having reflected on this objective it is noted that in general the seven elements are

well developed with effective systems in place. Feedback through survey and informal

meetings occurs and this should continue to be at the core of the procedures to

ensure that learners, staff and stakeholders have an input into the dynamic nature of

the programme of studies.

The college nevertheless acknowledges that there are a number of issues to address

under the headings provided by the seven elements of the review.

Policy and Procedures for Quality Assurance

A regular review of the QA policies and procedures by the Board of Studies is

important for ensuring that all policies and procedures are constantly monitored.

Seeking an elected learner representative is an immediate task to resolve.

Approval, Monitoring and Periodic Review of Programmes and Awards


45

Given the feedback from industry stakeholders the college should become more

proactive in seeking taking sport and physical education experts feedback in

designing courses that reflect their stated goals and needs.

Assessment of Learners

The current system which relies on learner MCQ’s, assignments and final projects as

well as workshop attendance should be reconsidered. Doing so may open up newer

and more relevant ways of making assessment more applied to their coaching

environment.

Quality Assurance of Teaching Staff

Currently the college recruits staff who have the qualifications and practical

experience within areas related to strength and conditioning and coaching. A clearer

pathway of CPD is required to ensure that the part-time and full-time staff stay current

with all the innovations and methods used in the ever changing field of study.

Learning Resources and Support

The college is committed to launching the online library in 2012. On going changes

and updates will be a feature of the library. The college should seek to provide

specialist support for the management of this important feature.

Information Systems

One of the inefficiencies cited in the review is having two offices in separate locations.

Not all student information is available in both locations. The college plans to address

this operation and have exact operating systems located in both academic office in

Thurles and the management/accounts office in Kilcock.


46

Public Information

The college should consider a greater use of social media in promoting the goals,

services and programmes of the college. In addition recent website and blog traffic

suggests that such a medium of communication attracts much special interest. The

college is considering the engagement of at least a part-time specialist in this

important area.

Special Considerations

Workshop locations

The college acknowledges the importance of having dual locations to facilitate our

learners’ demographic make up. However, the college is regularly reviewing the

second location for workshop delivery (Maynooth) to ensure that facilities match the

standard required for delivering all relevant modules.

Blended Learning

The college is satisfied that the current QA policy and procedures are effective in

ensuring that learners experience a rich education. The main delivery mode of the

programme content is via lectures on line and practical workshops. The college will

consider other modes of programme delivery such as webcam presentation. The

College will also seek more in depth feedback on ways to improve our delivery in both

content and method.

5. Objective Four - Qualifications Framework, Access, Transfer & Progression

The aim of objective four is to examine the extent to which the College has applied the

National Framework of Qualifications. The National Framework of Qualifications states

that “a learner should be able to enter and successfully participate in a programme, or

series of programmes leading to an award, or series of awards, in pursuit of their


47

learning objectives”. Formal structures are required in each educational

establishment to facilitate and enable the learner to enter onto a programme and to

transfer and progress where applicable.

The National Qualifications Authority, Ireland (NQAI) clearly articulates the principles

and objectives relating to the implementation of the framework and the facilitation of

access, transfer and progression for the purpose of promoting a lifelong learning

society. The college has complied with the aforementioned objectives in all

programme developments.

The four sub-sections identified by the NQAI are credit, transfer and progression

routes, entry arrangements and information provision. The college has reviewed each

of these areas as follows:

5.1 Credit

All HETAC accredited provision within the college is designed to meet the

requirements of the NFQI, consisting of credit bearing modules that accumulate to an

identified award. For example, the Resistance Training and Weight Training for Sport,

is considered an entry level minor award. This 3 module course consists of:

• Functional Training 10 credits

• Resistance Training 10 credits

• Weight Training for Sport 10 credits

The overall credit allocation for this programme of study is 30 credits.

The college has promoted the development of programmes containing minor awards

as a means of promoting a ‘building block’ or ‘pathway’ approach to higher education,

known as an education roadmap (Appendix 8). This is expanded upon in the next

paragraph.


48

As part of this strategy, the college provides start-up or beginner courses for sporting

organisations and bodies to allow volunteer coaches gain a basic competence in

supervising fitness and general strength and conditioning training sessions. These

start up courses are not formally recognised by HETAC. It is the intention of the

college to seek accreditation for these courses as part of a pathway for later

specialised study.

5.2 Transfer and Progression Routes

The college is mindful of the need to have a clear pathway for learners who wish to

study in the area of Strength and Conditioning. With this in mind the college has linked

all its current HETAC approved courses in a building block approach to education and

progression for the learner. The link flows as follows:

• Resistance training and weight training for Sport (RTWTS) (3 Modules)

|

• Physical Fitness and Conditioning for Sport (PFCS) (6 Modules, 3 Modules +

RTWTS)

|

• Higher Certificate in Strength and Conditioning (HCSC) (12 Modules, 6 Modules +

PFCS)

|

• BA in Strength and Conditioning (18 Modules, 6 Modules + HCSC)

This model allows learners progress at their own pace, they may complete a

certificate and take a break, returning, and continuing with their studies to degree

level, if they so wish.

The college has three intakes per year, as a result learners can opt to take a break

during their studies and return to recommence their study when time allows. This can


49

be of particular interest and benefit to for example, the full time athlete, who might be

preparing for the Olympics or a major games competition.

5.3 Entry Arrangements

Our learners are required to be over 23 years of age. See also learner profile (5.4)

Learners will also be required to display the ability to be competent at English and to

have at least a basic competency in computer literacy in order to complete the on-line

study/reading requirements. To this end a special induction workshop is organised for

all course beginners. However the focus is on access based on ability to successfully

complete the award rather than merely obtaining entry to the programme.

5.4 Potential Learner Profile

• Mature learners with sports coaching certification

• Adults who have practical experience in sports coaching but who do not have a valid

university recognition and who have a sports association certification

• Adults who have progressed through sport association courses and who wish to

advance their qualifications in strength and conditioning

• Adults who have attained a level 1 SAQ award or completed the IRFU’s Certified

Conditioning Coach award or its equivalent

• Adults who have participated in their sports to a very high level or over a long period of

activity

• Graduates who desire a further practical coaching qualification in the area of sports

conditioning

• Graduates of the programmes Resistance Training and Weight Training for Sport and

Physical Fitness and Conditioning for Sport. These graduates have the option to

progress onwards to obtain additional modular standards, progressing to our other


50

validated programmes, namely Higher Certificate in Strength & Conditioning, &

Bachelor of Arts in Strength & Conditioning.

• The college also has an APCL procedure in place.

5.5 Accreditation of Prior Certified Learning

The Accreditation of Prior Learning, or APL, is a process by which the college (in line

with HETAC Assessment and Standards 2009) gives credit for learning achieved by

an individual before entry to a programme of study in the college. Some prior learning

may have been previously assessed and certificated by an education provider (for

example, another institution of Higher Education). In such cases recognition of this

learning is known as the Accreditation of Prior Certificated Learning (APCL).

The APL does not apply to the assessment of prior learning and/or experience for the

purpose of entry to a programme of study in the college, only to the assessment of

eligibility for entry with credit. It is important to note that it is the achievement of

learning, or the outcomes of learning, that is being accredited rather than the activity

of learning itself.

The procedure for dealing with an APCL application is that the administrator collates

all materials necessary for the director of programmes to reflect on and make a

decision as to the merits and appropriateness of request. The assessment is made in

light of the aims and outcomes established for a given module and compared to the

aims and outcomes at the respective level for which APCL is sought.

The decision is then communicated to the learner submitting the application. In the

event of an appeal applications are brought to the Board of Studies for consideration.

In the case where credit is not given the rationale for such as decision is clearly

explained to the learner.


51

A small number of learners have submitted an application for APCL. In each case a

response was made indicating the reflection and decision made. To date no appeal

has been made.

5.6 International Transfer

An exciting development for the college is the potential for international learners

studying at the college. Currently our policy and procedures for QA do not embrace

the international learner. The college however, is aware of the need to address this

situation in terms of programme delivery as well as international transfer agreements.

5.7 Information Provision

The college seeks to provide information that enables all potential applicants to make

an informed decision about their programme choice. The college provides this

information through a number of mediums, including its website, targeted

advertisements and information leaflets. The information provided outlines the target

award and awarding body as well as details of component modules, programme

duration, assessment methodologies, entry requirements and the target market.

Where a programme has recognition or accreditation from a professional body or is

delivered in partnership with another institution this information is also included.

5.7 Conclusions for Objective 4 - Qualifications Framework, Access, Transfer & Progression

Reflection by the college Review Group suggests that the college has been effective

in implementing the principles contained within the objective four. However, it is

necessary to revise at regular intervals the elements contained within the objective.

The potential within the international community for prospective learner intake is one

area that the college will examine.


52

Reflection on this objective suggests that our process of APL should be evaluated to

ensure a fair and transparent process that includes the deliberation of at least two

members of the college staff. The proposal is made that the lead tutor in addition to

the director of programmes make a joint decision after reviewing and considering the

application for APL.

While learners from other sport science and physical education courses have applied

to the college there has not been a request for APL. It seems likely that due to the age

profile of the applicant that the learner feels the need to comprehensively attend to all

modules of the programme.

Further, it may be prudent to engage the services of an experienced RPL consultant

to explore the options for facilitating a more flexible approach to access, transfer and

progression.

6 Objective 5: To evaluate the operation and management of Delegated Authority where it has been granted [Not Applicable]


53

7 Objective 6: To provide recommendations for the enhancement of the education and training provided by the College

This objective is to provide recommendations for the enhancement of the education

and training provided by the College. This will include both the recommendations

arising from the external peer review process and recommendations arising from the

internal self study process.

Special considerations for Setanta College

Objective 3: The Institutional Review should consider the quality assurance

arrangements in place for all of the locations used from programme delivery. The

Institutional Review should examine the system of blended learning in place in the

college.

7.1 Key lessons from the Institutional Review Process

The Institutional Review Process proved to be most beneficial from a number of

perspectives. At a micro level it identified a number of weaknesses some of which

might have remained unrecognised were it not for the comprehensive nature of the

process.

Members of the Institutional Review Team engaged at a deep level of internal self

study and while reflecting on the issues at hand noted that the main impact of the

review process led to a review of the principles and mission statement of the college.

Regarding the latter, it was clear that many learners and graduates share a common

interest in creating not just a successful sporting team or group of athletes but rather

have recognised that the lack of a general movement skills base is a central issue

within the participants and performers in their relevant sport. Extending this to a

broader context the collaboration with the international sporting body, the International

Rugby Board has also drawn attention to the this need to address basic movement

competency in children. Further, the provision of summer courses (2011 and 2012) to

members of the Irish National Teachers Organisation has resulted in a greater teacher

awareness of the needs of children vis a vis movement competence. Thus we found


54

ourselves reflecting on this particular national and evidently international perception of

the need for greater movement competence in children. Thus this awareness impacts

on the ‘mission’ statement of the college.

A second macro outcome relates to the challenges that are ahead for the college. As

learner numbers grow it is important that our QA policies and procedures remain

robust in dealing with an increased workload.

A further macro outcome was the recognition that regular review through the formal

processes is critical to ensuring that the college implements policies and procedures

articulated in the QA document.

The following sections summarise the specific recommendations from each Objective

considered.

7.2 Recommendations for Objective 1 on Public Confidence

The following key recommendations have been proposed following reflection on this

Objective by the college.

1. The college recognises the process of engaging in the pursuit of the promotion of

greater physical activity within a community that is wider than sport. This presents

the college with an opportunity to engage in the worthwhile promotion of not only

the promotion of the importance of strength and conditioning but also general

physical activity that embraces recreation and adventure as well as sport.

2. A number of initiatives have been successful in fostering collaboration and

partnership with sporting organisations and professional bodies. However, a

greater emphasis should be placed on developing links already established.

Regular review with these key bodies should become a feature of the college’s

commitment to fostering greater public confidence. The review process can take

the form of formal meetings to assess the status of current programmes and what


55

services the sporting organisations and professional bodies may wish to see

introduced.

3. In seeking to maximise public confidence the college will consider creating links

with a number of bodies that share a common interest such as associations

involved in physical education and the promotion of physical activity and health.

7.3 Recommendations for Objective 2 on Strategic Planning and Governance


Objective by the college

• Continue to collaborate with teaching bodies and sporting associations to promote

courses for teachers and coaches that aim to promote greater movement skill

competency in children.

• Seek to develop at local community level a series of activities and camps where

children can be exposed to fun movement challenges.

• Continue the collaboration with our key partners in enhancing the range and quality of

the courses provided to meet their specific needs.

• Strengthen college management system to ensure that Quality Assurance is a priority

in the delivery of all courses and programmes of study.

• Invite innovators within the areas of technology, exercise, fitness and sport to highlight

the possibilities for future work, employment and entrepreneurial opportunities in

exercise, movement and sport.

• Liaise with local sports partnership to create local opportunities for learners and

graduates to deliver their specialist skills.

• Seek out partners in the sport and fitness industries that are active in the promotion of

strength and conditioning and physical activity.


56

• Strengthen the links with the Institute of Sport in Ireland and other sporting bodies

such that elite performers can be facilitated to pursue a professional qualification while

involved in full-time sport.

• Further develop online library resources and Virtual Learning Environment.

• Develop modes of programme delivery that are flexible and suitable for an

international market.

7.4 Recommendations for Objective 3 on Quality Assurance arrangements operated by the college



1. As the college expands, its current focus on the learner and the quality of delivery

needs to stay centre stage.

2. Quality control procedures for international students need consideration and review.

3. More focus on the needs of our partners, through extensive regular reviews and

pulsing of their learners.

4. The college needs to expand on the partnership profile and look outside the narrow

focus of elite sports.

7.5 Special Considerations

The college has addressed the special recommendations under Objective 3.

The college is satisfied that there is no difference in the QA that exists within the use

of dual locations for workshops. It is important to state that in order to ensure

acceptable facilities the use of a mobile gym is prudent. This has been the modus

operandi over the summer months for the workshop concerned and this initiative has

dealt with any potential discrepancy in quality of programme provision.

The system of blended learning in place uses two key elements. They include the use

of moodle as the lecture platform with the learner forum as a class medium for

communication. Also moodle facilitates the use of Multiple Choice Questionnaire’s,


57

assignments and final projects. These are key elements in the blended learning

system and to date the college is satisfied with the operation and effectiveness of

such systems. Looking ahead the college needs to assess the potential in webcam

presentation delivery.

7.6 Recommendations for Objective 4 - Qualifications Framework, Access, Transfer & Progression



The college policy and procedure regarding APCL should be evaluated to ensure a

fair and transparent process that includes at least two members of the college staff.

The proposal is made that the lead tutor in addition to the director of programmes

make a joint decision after reviewing and considering the application for APCL.

While learners from other sport science and physical education courses have applied

to the college it is perhaps now appropriate to engage with appropriate third level

education providers in mapping learning outcomes and level of learning in order to

determine if recognition can be gained for the college learners and for those seeking

access through transfer.

It may be prudent to engage the services of an experienced RPL consultant to explore

the options for facilitating a more flexible approach to access, transfer and

progression.

Finally, it is important to acknowledge the benefit of conducting a self-evaluation

review as guided by the five objectives. The review has highlighted areas that are

working well and also areas that require attention in order to ensure the smooth and

effective running of the college.

setanta college...setanta college self evaluation report 1 setanta college institutional review of...

Documents