MUNSTER TECHNOLOGICAL UNIVERSITY - Leading, Partnering, Empowering and Transforming Addendum 30 March 2020
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
MUNSTER TECHNOLOGICAL UNIVERSITY
Leading, Partnering, Empowering
and Transforming
Addendum
30 March 2020
Data Protection Notice
The MTU Consortia of Cork Institute of Technology and Institute of Technology Tralee have
an obligation under data protection legislation to protect the personal information it
collects.
This Addendum document contains personal information. It is provided to the HEA, in
confidence, to be shared only with the International Panel for the specific purpose of carrying
out their review.
It shall not be shared with any other third parties nor published to any website.
2
Table of Contents
Addendum 1. Working Groups and Members ....................................................................... 4
Addendum 2. Multi-Campus Staff Survey – Executive Summary ......................................... 14
Addendum 3. Themes of Student Voice – Executive Summary ............................................ 16
3.1 Opportunities Students Perceive MTU Will Bring ....................................................... 16
3.2 Challenges Students Perceive MTU Will Bring ............................................................ 18
Addendum 4. Membership of Joint Governing Bodies MTU Steering Group........................ 21
Addendum 5. MTU Project Leadership Group Membership ................................................ 22
Addendum 6. Summary of Joint Executive Minutes ............................................................ 23
Addendum 7. Risk Register.................................................................................................. 25
Addendum 8. MTU Postgraduate Research Students – 10 Year Plan ................................... 28
8.1 Research Strengths .................................................................................................... 28
8.2 Forecast Model .......................................................................................................... 28
8.3 Costing Model ........................................................................................................... 30
8.4 Physical Environment Strategy to Accommodate Growth In Research Students........ 32
Addedndum 9. Plan To Engage More PhD Qualified Staff In Research Supervision .............. 34
Addendum 10. Build Capacity and Capability in Core Areas of Research Strength .............. 35
Addendum 11. Research Support ........................................................................................ 38
11.1 MTU Support Initiatives .......................................................................................... 38
11.2 MTU Research Office .............................................................................................. 38
11.3 MTU Graduate School ............................................................................................. 38
11.4 Funding ................................................................................................................... 38
11.5 Undergraduate Research ........................................................................................ 39
Addendum 12. Transitional Academic Council..................................................................... 40
12.1 General Principles .................................................................................................. 40
12.2 MTU Transitional Academic Council Operating Modes ............................................ 42
Table 1 Mapping Research Strengths to Fields of Study ...................................................... 28
Table 2 Projected Research Enrolments by Student-Type and Location ............................... 30
Table 3 Projected Research Enrolments by Research Fields of Study ................................... 30
Table 4 Sources of Funding ................................................................................................. 31
Table 5 Current fees and Stipend Values as of 2020 ............................................................ 31
Table 6 Projected Funding Requirements by Funding Source .............................................. 31
Table 7 Recurrent Grant Allocation Model (RGAM) ............................................................. 32
Table 8 Recurrent Grant Allocation Model (RGAM) Discipline Weighting (HEA) .................. 32
Table 9 Nett Cost of Funding Postgraduate Students .......................................................... 32
Table 10 Research Strengths, Research Centres and Projected Numbers ............................ 36
Table 11 Medium Transitional AC (Draft) ............................................................................ 42
Table 12 Domain Representation on Academic Councils ..................................................... 43
Table 13 Reductions Required for Academic Grades to Meet Requirements of Medium AC 44
Table 14 MTU AC I&D Committees and Academic Domains ................................................ 45
3Addendum 1. Working Groups and Members
Corporate Affairs. Sponsors: John Fox (ITT) & Paul Gallagher (CIT)
NB. Sub project groups include staff with expertise in the area. Additional members attend as required.
Work Group Facilitated By CIT Membership IT Tralee Membership
1.Corporate Teresa Murphy (Project Paul Gallagher (VP Finance & Admin.) Siobhan Garvey (HR Manager)
Affairs Leader) Deirdre Casey (HR Manager) John Fox (Finance Manager)
Niall Cremin (Finance Manager) Andrew Quirke (IT Manager)
Ann O’Halloran (Finance Manager) Donal Hunt (Estates Manager)
Jonathan McCarthy (IT Manager) Joseph Kavanagh (SU Deputy President and
Kevin McCarthy (Estates Manager) VP for Education)
Aaron Buckley (SU President)
Caroline O’Reilly (Head of Department,
Management & Enterprise)
2. Finance Teresa Murphy (Project Niall Cremin (Finance Manager) John Fox (Finance Manager)
Leader) Ann O’Halloran (Finance Manager) Fiona O’Connor (Accountant)
Denis Cronin (Systems) Aidan Healy (Accountant)
3.HR Teresa Murphy (Project Deirdre Casey (HR Manager) Siobhan Garvey (HR Manager)
Leader) Des Carroll (CoreHR Project Manager)
4. IT Teresa Murphy (Project Dr Jonathan McCarthy (IT Manager) Andrew Quirke (IT Manager)
Leader)
5. Estates Teresa Murphy (Project Kevin McCarthy (Estates Manager) Donal Hunt (Estates Manager)
Leader)
6. Corporate Teresa Murphy (Project Paul Gallagher (VP Finance & Admin) John Fox (Finance Manager)
Leader) Barry Coughlan (Legal Officer) Mary Dennehy (Presidents Office)
Geraldine Faherty (Presidents Office) Ciara Shanahan (Corporate Office)
Kyra Dunne (Corporate Office) Brenda Clifford (DP/FOI Officer)
Carmel Hayes (DP/FOI Officer)
47. Library Louise Nagle Jean Ricken (Chair) Pat Doherty (Chair)
(Project Leader) Michael Costello (Deputy Librarian) Catherine Murray (Deputy Librarian)
Karen McCormack (Deputy Librarian) Donal O'Sullivan (Assistant Librarian)
Maire Mulcahy (Senior Library Assistant) Angela O'Connor Desmond (Assistant (Systems)
Aisling O'Mahony (SU Education VP) Librarian)
Joseph Kavanagh (SU Education VP)
8. Banner Louise Nagle (Project Dr Jonathan McCarthy (Joint Chair) Andrew Quirke (Joint Chair)
Leader Student Admin) Padraig Sugrue (Administration) Lis Heffernan (Administration)
Teresa Murphy (Project Frank Daly (Administration) Emer Lardner (Administration)
Leader Corporate Affairs) Claire O’ Shea (IT) Brigid Crowley (Administration)
Research, Innovation & Engagement: Sponsors: Michael Loftus (CIT) & Brid McElligott (ITT)
Work Group Facilitated By CIT Membership IT Tralee Membership
1. Research & Dr Niall Smith (Head of Josette O’Mullane (Innovation & Enterprise Prof. Joseph Walsh (Head of School of STEM,
Innovation Research, CIT) Manager) and Head of IMaR Research Centre)
Strategy Dr Siobhan Mc Sweeney Dr Stephen Cassidy (Dean of Academic Quality Dr Tim Yeomans (Centre
(Head of Research, ITT) Enhancement and Acting Head of Graduate Manager, ShannonABC)
Breda O’Dwyer (Research Studies) Dr Helena Mc Mahon (External Services
& Engagement Project Prof. Ger Kelly (Head of Department of Manager, ITT)
Leader) Mechanical, Biomedical & Manufacturing Dr James Gaffey (PI, ShannonABC)
Engineering and CIT Research Integrity Dr Daniel Riordan (Centre Manager IMaR)
Officer) Dr Michael Hall (Head of Department, Health &
Liam Lewis (CAPPA Technology Gateway Leisure)
Manager) Catherine Carty (UNESCO Chair Manager)
Dr Donna O’Shea (Head of Department of Jessica Murphy (PG Student)
Computer Science, PI in SFI Confirm Research
Centre, PI in Advance CRT)
Jean Ricken (Librarian)
Dr Alan McGibney (Senior Research Fellow,
Nimbus Research Centre)
5Dr John Hobbs (SL1 Head of VLinc Research
Group)
Rose Fitzgerald (PG Student)
2. MTU Dr Siobhan Mc Sweeney Dr Sean Lacey (Lecturer, Department of Prof. Joseph Walsh (Head of School of STEM,
Research (Head of Research, ITT) Mathematics and Chair of R&I Academic and Head of IMaR Research Centre)
Council Dr Niall Smith (Head of Council Committee) Dr Tim Yeomans (Centre
Research, CIT) Prof. Ger Kelly (As above) Manager, ShannonABC)
Breda O’Dwyer (Research Prof. Roy Sleator (SL1 Department of Dr Helena Mc Mahon (External Services
& Engagement Project Biological Sciences and PI, APC SFI Research Manager, ITT)
Leader) Centre) Dr Anne Marie Greaney (Lecturer in Nursing
Prof. Margaret Linehan (Head of School of Studies and Chair of Institute Research Ethics
Humanities) Committee, IREC)
Dr Joe Harrington (Head of School of the Built Prof. Brendan Guilfoyle (Lecturer in
Environment) Mathematics)
Dr Susan Rea (Senior Research Fellow, Dr Pat Doody (Director of Research and
Nimbus Research Centre) Internet of Things, IMaR)
Rose Fitzgerald (PG Student) Jessica Murphy (PG Student)
3. MTU Dr Stephen Cassidy (Dean Dr Niall Smith (as above) Aileen Kennedy (Vice President Academic
Graduate of Academic Quality Prof John Barrett (Acting Head of Nimbus Affairs and Registrar)
School Enhancement and Acting Research Centre, and Co-Director, Advance Dr Tom Farrelly (Lecturer and Educational
Head of Graduate Studies, CRT) Developer, and Vice Chair IREC)
CIT) Prof. Irene Sheridan (Head of CIT Extended Dr Seamus O’Shea (Head of School of Health &
Dr Siobhan Mc Sweeney Campus) Social Sciences)
(Head of Research, ITT) Tim Horgan (Head of School of Science & Dr Daniel O’Riordan (As above)
Breda O’Dwyer (Research Informatics) Dr Anna-Marie Greaney (As above)
& Engagement Project Dr Brendan O’Connell (Head of Department of Jessica Murphy (PG Student)
Leader) Biological Sciences)
Maria Judge (Head of Academic Studies, CIT
Cork School of Music)
6Dr Catherine Freehill (Project Leader
Academic Affairs)
Rose Fitzgerald (PG Student)
4. Engagement Prof. Irene Sheridan (Head Dr Matt Cotterell (Head of School of Sarah Flaherty (Marketing and Enterprise
& Regional of CIT Extended Campus) Mechanical, Process & Electrical Engineering) Officer)
Skills Needs Dr Helena Dr Breda Kenny (Head of School of Business) Mary Rose Stafford (Head of School of
Mc Mahon (External Prof Ger Kelly (as above) Business, Computing and Humanities)
Services Manager, ITT) Dr Michael J. O’Mahony (Head of Department Dr Eilish Broderick (Head of Section,
Breda O’Dwyer (Research of Process, Energy & Transport Engineering, International Medical Commencement
& Engagement Project and Chair, MTU Committee of Academic Programme)
Leader) Council) Dr Noel Mulligan (Head of Department of
Don Crowley (Head of Department of Biological & Pharmaceutical Sciences)
Organisation & Professional Development) Dr Gerardina Harnett (Head of Department of
Deirdre Goggin (WBL + RPL Research and Nursing and Health Care Sciences)
Development Practitioner, CIT Extended Dr Pat Carney (Head of Department of
Campus) Technology, Engineering & Mathematics)
Dr Pio Fenton (Head of Department of Brigid Crowley (Head of Department of
Marketing & International Business) Creative Media & Information Technology)
Tim Horgan (as above) Anne Looney (Project Leader Communications
Student (TBA) and Change Management)
Brian Thomas TJ O Connor (Section Head Culinary)
Fred Creedon Student (TBA)
Isabel Rossiter
Glynis Gardiner (Alumni Officer)
Paul Healy, General Manager Rubicon Centre,
CIT
7Academic Affairs & Student Affairs: Sponsors: Aileen Kennedy (ITT) & Dr. Áine Ní Shé (CIT)
Work Group Led By Co Chairs CIT Membership IT Tralee Membership
1. Student Gillian O’ Sullivan Student Services: Student Services:
Services/ (Chair) (Academic Ms Deirdre Creedon, Access Officer Mairead Enright (Student Supports Officer)
Student Administration and Laura O’Rourke, Disability Officer Jennifer Healy (Sports Officer)
Engagemen Student Affairs Manager) Ms Roisin O’Grady / Mr William Carey, Eamon Fitzgerald (GAA Games Development
t (across Dan Collins (Chair) Student Engagement Officer Officer)
Student (Academic Administration Ms Fiona Kelly, Student Services Officer Kevin Ross (Societies Officer)
Lifecycle) and Student Affairs Aoife Kelliher, Societies Officer Rosalynd Hayes
Manager) Sarah Morey, Arts Officer (Student Engagement and Retention Officer)
Louise Nagle (Project Miriam Deasy, Sports Officer Marilyn Moynihan (Careers Officer)
Leader) Ms Glynis Gardiner/Ms Isabel Rossiter/ Fr. Donal O’Connor (Chaplain)
Alumni Officer (Workshare) Sighle Martin (Health Centre Nurse)
Mr Cian O’Driscoll, SU VP Welfare Clotilde O’Keefe-Lyons (Counsellor)
Access and Disability:
Siobhan Mac Garry (Officer for Learning
Difference)
Valerie Moore (Access Officer)
Stephanie Sommers (Path Administrator)
Myra Lynch (Student Services Administrator)
Jason O' Byrne (Student Union VP for Welfare)
Student Gillian O’ Sullivan Dr Gearoid O’Suilleabhain, HoD, Dept of Lucy Fitzell (Admissions Officer)
Academic (Chair) (Academic Technology Enhanced Learning Sinead Griffin (Examinations Officer)
Administration: Administration and Dr Donagh O’Mahony, HoD, Dept of Physical Joan O’Connor (Admissions Office
(incl. Examinati Student Affairs Manager) Sciences Administrator)
ons, Dr.Dan Collins Anna Kirby, Examinations Officer Frances Harney (Examinations Office
Admissions, (Chair) (Academic Susan Varian, Acting Admissions Officer administrator)
Timetabling) Administration & Student Mr Peter Somers, Timetabling Coordinator, Ms Brigid Crowley (Head of Departments of
Affairs Manager) Buildings & Estates Computing & Creative Media Information
Technology
8Louise Nagle (Project Aisling O’Mahony (Student Union Vice Margaret Cronin (HSS School Administrator)
Leader) President Education) Emer Lardner (Student Data and Reporting)
Lis Heffernan ( Student Data and Reporting)
Joseph Kavanagh (Student Union Vice President
Education)
Academic Mary Rose Stafford Dr Matt Cotterell, Head of School, School of Dr Seamus O’ Shea, Executive Head of School,
Domains (Chair) (Executive Head of Mechanical, Electrical & Process Engineering Health and Social Sciences
School Business Computing Dr Cian O’Neill, Head of Department, Dept of Dr Joe Walsh, Executive HOS Science
and Humanities-BCH) Sport, Leisure and Childhood Studies Technology Engineering Mathematics-STEM
Mr Gerard O’Donovan Dr Noel Murray, Head of Department, Dept of Dr Gerardina Harnett, Head of Department
(Chair) (Head of Faculty, Tourism & Hospitality Nursing and Health Care Sciences
Business & Humanities) Mr Tim Horgan, Head of School, School of Dr Pat Carney, Head of Department Technology
Science and Informatics Engineering Mathematics
Dr Breda Kenny, Head of School, School of Dr Eilish Broderick, Head of Department
Business Science Technology Engineering Mathematics
Ms Joan Scannell, Head of Department, Dept Mr Ray O’Connor Desmond, Head of
of Orchestral Studies Departments Business, Hotel Culinary Arts &
Dr Joe Connell, Curriculum Development Tourism
Facilitator, Registrar’s Office Breda O'Dwyer, Project Leader, Research,
Mr Aaron Buckley, SU President Innovation & Engagement
John Jones, Lecturer School of STEM
Ms Petrina Commerford, Student Union
President
Teaching Ms Marese Birmingham Dr Brendan O’Connell, Head of Department, Ms Mary Leonard, Lecturer, Social Sciences
Learning (Chair) Head, Teaching & Dept of Biological Sciences Department HSS School
Assessment and Learning Unit, Head Dr Gearoid O’Suilleabhain, Head of Ms Una Moynihan, Lecturer-Health and Leisure
Engagement – AnSEO The Student Department, Dept of Technology Enhanced Department-HSS School
Strategy Engagement Office Learning Ms Siobhan
Ms Aisling Sharkey (Acting Mr Michael Hourihan, Head, Centre of Craft Creedon, Further Education Coordinator
Chair) Head of Department Studies
9Social Sciences-HSS Dr David Goulding, Head of Department, Dept Mr John Walsh, Lecturer-Computing
School of Mathematics Department; Section Head of Departments
Dr Tom Farrelly, Lecturer- Ms Deirdre Creedon, Access Officer Computing & Creative Media Information
Social Sciences and Nursing Ms Catherine Fehily, Head of School, Technology - BCH School
Departments, Educational Crawford College of Art & Design Ms Siobhan MacGarry, Officer for Learning
Development Support Ms Catherine Murphy, Lecturer, Department Difference
Unit of Business Information Systems Dr Noel Mulligan, Head of Department
Dr Tom O’Mahony, Lecturer, Teaching & Biological Pharmaceutical Sciences-STEM
Learning Unit/Dept of Electrical & Electronic School
Engineering Mr Joseph Kavanagh, Student Union Vice
Capt. Sinead Reen, Head of Department, President Education
Maritime Studies Ms Rosalynd Hayes, Student Engagement and
Ms Aisling O’Mahony, SU Vice President Retention Officer
Education
Quality Dr Michael Hall Ms Aiveen Kearney, Head of School, Cork Ms Annemarie Flynn, VPAAR Office
Assurance (Chair), Head of School of Music Administrator
Policies and Department Health and Ms Eva Juhl, Institutional Review Facilitator, Ms Brigid Crowley, Head
Procedures Leisure; Member of Office of the Registrar & VP for Academic of Departments Computing & Creative Media
Quality Assurance and Affairs Information Technology; Member of Student
Enhancement Ms Caroline O’Reilly, Head of Department, Affairs Subcommittee of AC
Subcommittee of AC) Dept of Management & Enterprise, and Ms Gillian O’Sullivan, Academic Affairs and
Dr Joseph Harrington Chair of Student Disciplinary Committee Student Affairs Manager; Member of Student
(Chair), Head of School, Mr Des Walsh, Head of Department, Dept of Affairs Subcommittee of AC
School of Building & Civil Civil, Structural & Environmental Dr Eilish Broderick, Head of Department
Engineering Engineering, and Chair of Assessment Science Technology Engineering Mathematics;
Infringements Board Member of Quality Assurance and
Ms Maretta Brennan, Lecturer, Dept of Enhancement Subcommittee of AC
Mathematics / Chair of AC Regulations Dr Gerard Corkery, Lecturer STEM School;
Committee Member of Programmes and Planning
Subcommittee of AC
10Ms Moira Jenkins, Lecturer, Dept of Applied Mr Joseph Kavanagh (Student Union Vice
Social Studies President Education)
Dr Pio Fenton, Head of Department, Dept of Dr Seamus O’ Shea, Executive Head of School,
Marketing & International Business, and Health and Social Sciences
Chair of Assessment Appeals Board
Mr Pádraig Sugrue, Banner Manager
Ms Aisling O’Mahony, SU VP Education
Academic Co-Chair: Dr Mr Don Crowley, Head, Department of Dr Eilish Broderick, Head of Department, School
Council .Seamus O’Shea, Executive Organisation and Professional Development, of Science Technology
Head of School, Health and MTU Working Party, Admissions Committee Engineering Mathematics and member of
Social Sciences, Mr Tim Horgan, Head, School of Science & Quality Assurance and Enhancement
and member of Informatics, MTU Working Party Subcommittee of Academic Council
Programmes and Planning Ms Eva Juhl, Institutional Review Facilitator, Dr Michael Hall, Head of Health and Leisure
Subcommittee of Academic Office of the Registrar & Vice President for Department, School of Health and Social
Council, Tralee Academic Affairs; and Chair of Standing Sciences and member of Quality Assurance and
Co-Chair: Dr Michael Orders Committee of Academic Council, Enhancement Subcommittee of Academic
J. O’Mahony, Head, Academic Planning & Review Committee Council
Department of Process, Dr Mary Moloney, Lecturer, Department of Ms Aisling Sharkey, Head of Social Sciences
Energy and Civil, Structural & environmental Department, School of Health and Social
Transport Engineering, Engineering and Chair of Academic Planning Sciences, and member of Student Affairs
Cork; & Review Committee of Academic Council, Subcommittee of Academic Council
MTU Working Party Ms Breda O’Dwyer, Project Leader,
Dr Gearóid Ó Súilleabháin, Head, Research, Innovation & Engagement, School of
Department of Technology Enhanced Business Computing and Humanities
Learning, MTU Working Party, Learning and member of Research and Innovation
Resources Committee, Standing Orders Subcommittee of Academic Council
Committee Dr Jackie Gallagher, Academic Staff member,
Dr Angela Wright, Senior Lecturer, School of Health and Social Sciences
Department of Organisation and Ms Fiona O’Flynn, Academic Staff member,
Professional Development School of Science Technology
11Mr Aaron Buckley, SU President. Executive Engineering Mathematics, and member of
Committee, MTU Working Party, Student Affairs Subcommittee of Academic
Regulations Committee Council
Mr Joseph Kavanagh, Student Union Vice
President-Education.
Multi Campus: Sponsors: Michael Loftus (CIT) & Prof. Joseph Walsh (ITT)
Work Group Led By Co Chairs CIT Membership IT Tralee Membership
Multi Campus Michael Loftus (Chair) Dr. Niall Smith (Head of Research) Dr. Helena McMahon (External Services
Prof. Joseph Walsh (Chair) Dr. Gearoid O’Suilleabhain (Head of Manager)
Louise Nagle (Project Department of Technology Enhanced Ms. Gillian O’Sullivan (Academic Administration
Leader) Learning) & Student Affairs Manager)
Ms. Aiveen Kearney (Head of CIT Cork School Mr. John Jones (Lecturer)
of Music) Dr. Fiona Boyle (Manager, Agritech Centre of
Ms. Catherine Fehily (Head of CIT Crawford Excellence (ACE))
College of Art and Design) Dr. Daniel Riordan (Manager IMaR Technology
Ms. Deirdre Ryan (Acting Head of Gateway)
Architecture) Ms. Brid McElligott (Vice President for
Ms. Clair McSweeney (Centre Manager and Research, Development and External
Chief Operations Officer at CIT Blackrock Engagement)
Castle Observatory) Dr. Eilish Broderick (Head of Department –
Mr. Cormac Gebruers (Head of National STEM)
Maritime College of Ireland) Ms. Petrina Comerford (SU)
(CITSU will be represented at various multi-
campus student engagement events by
relevant CITSU officers
12Communications (Advisory Group)
Work Group Led By Co Chairs CIT Membership IT Tralee Membership
Communications Anne Looney Mervyn O’Mahony Anne Looney
Philip O’Reilly Sarah Flaherty
Caroline Kearney Ben Slimm
Carol Fitzgerald
Students Union: Sponsors: Petrina Comerford and Aaron Buckley
Work Group Led By Co Chairs CIT Membership IT Tralee Membership
Students Union Petrina Comerford Aaron Buckley Petrina Comerford
Aaron Buckley Cian O’Driscoll Jason O’Byrne
Aisling O’Mahony Joseph Kavanagh
13Addendum 2. Multi-Campus Staff Survey – Executive Summary
In this section we set out the conclusions from a review of relevant research publications and
consultation with staff across the two institutes as to the opportunities and challenges
presented by a multi-campus MTU. This staff consultation was in conducted through a staff
survey administered between December 2019 and January 2020, which receive 262
responses.
The following are the key findings:
It will be important for MTU to achieve a balance between the level of central control
necessary for delivery of consistent university-wide outcomes and the provision of sufficient
autonomy to allow the local campuses serve the needs of their students and other local
stakeholders. MTU will have a single identity under which the respective identities of all
individual campus locations will be expressed, taking account of campus-specific history,
identity and culture.
• An inclusive organisational culture will be established from the outset
• Processes and policies need to be implemented to track and communicate progress
against the achievement of agreed goals and aspirations throughout the integrated
institution
• The student experience will be equivalent on every campus of MTU
• Investment in state-of-the-art digital infrastructure and IT services for MTU will be a
mandatory requirement to enable the delivery of a consistently high-quality student
learning experience across multiple campuses
• The development of inter-campus committees and councils will be an important
matter for MTU to address in relation to decision-making, collaboration and
communication
• MTU will adopt university-wide vision and mission statements, as well as developing
a unitary approach under the following headings:
• Academic portfolio
• Governance structure
• Management structure
• Development of policies and procedures relating to all stakeholders
• IT systems and services
• Resource allocation
While overarching vision and mission statements, governance and management
structures, and policies and procedures will be defined for MTU, sufficient freedom will
be afforded to individual campuses to address the needs of their local stakeholders. A
strength of MTU will lie in the differences between its campus offerings, identities and
cultures, and the cohesive integration of these differences into the character and
identity of the new university. The initial priority in the development of MTU will be one
of practicality and stability, rather than of homogeneity.
In seeking to achieve equivalency of student experience across its multiple campuses,
the development of MTU will exploit technology-based opportunities that will enhance
14the student experience but will not rely solely on this measure in this context. While
exploitation of technology will be of major strategic importance to MTU, the quality of
student experience will also be heavily influenced by the extent to which high levels of
quality are achieved. Quality can be considered under headings such as development
of facilities, programme design, evolution of teaching and learning strategies, learning
pathway development, strong and fair leadership, and extra-curricular development
opportunities. Realistically, MTU will not be in a position to deliver all programmes in
all campus locations but will do significantly more in this regard than can be done
currently.
MTU will anchor the development of the South West Region and provide the
opportunity for both its urban and rural regions to thrive and develop. Each campus will
have a meaningful senior management presence and be in a position to influence MTU
strategic development.
A significant level of collaborative activity has been completed by CIT and IT Tralee over
a period of many years. Areas such as online learning, craft studies, research, finance,
access, innovation, international student recruitment and programme development
have all featured prominently in this context. It is anticipated that the Alumni would
play a significant role in the development of MTU and that the new entity will attract
more national and international funding for research, innovation and engagement.
However, knowledge of the extent of this work is held largely within individual
organisational units and needs to be more widely and consistently communicated to all
staff members.
As might be expected in relation to such a significant strategic development, the
establishment of MTU holds many fears for staff. Concerns about job losses,
rationalisation of programmes, dilution of the autonomy and standing of smaller and
specialised campuses, the financial viability of the merged entity, increased class sizes,
over-reliance on digital learning technologies, loss of career progression opportunities,
excessive levels of inter-campus travel, the downgrading of some campuses over time
and reduction in quality of the student learning experience all feature prominently in
this context. It will be vital that MTU addresses such concerns proactively and on an
ongoing basis to ensure that staff are afforded the maximum opportunity to support
the development of MTU based on accurate information. A strong communication and
engagement plan for all stakeholders will be required for this.
In addition to voicing these concerns, staff are aware that great benefits and
opportunities will become available as a consequence of the establishment of MTU.
Areas such as digital education, research and innovation all feature prominently in this
context. The multi-campus structure of MTU will generate a positive impact for its
stakeholders in many ways and to an extent that CIT and ITT could not achieve by acting
independently. There will be challenges due to the physical distance between the
campuses and travel will pose a significant challenge to students and staff of MTU.
However, staff have suggested a variety of solutions to mitigate against these
challenges.
15Addendum 3. Themes of Student Voice – Executive Summary
In January and February 2020, the MTU Engagement and MTU Multi Campus working groups
consulted with students seeking their perspectives around the establishment of Munster
Technological University (MTU). The current student population of IT Tralee and CIT combined
is 13,027 (based on 2018/19 FTEs) and a total of 525 students engaged in focus groups and a
student survey giving a response rate of 4%. Responses were collected from all campuses
across the CIT an IT Tralee.
The main findings of the survey from a multi-campus perspective are considered in this
section. The survey questions and all focus groups began by asking students to outline their
perceptions on what are the greatest benefits that MTU will deliver for students and what are
their greatest fears in relation to the establishment of the University. The results from these
questions were themed and these themes are presented within this section.
3.1 Opportunities Students Perceive MTU Will Bring
Investment - Improved Campus
Feedback from students in all five student focus groups as well as in the survey indicated that
they anticipate an improved campus post-merger. Their reflections included the hope that
there would be better technologies, opportunities to grow sports teams, more funding and
the ability to borrow to fund capital investment e.g. funding for equipment. They identified
that MTU could bring a mix of various people to the campuses, contributing to a more open
and outward facing University. The accessibility of the existing campuses in Tralee was also
identified as a positive attribute which should be extended into MTU, in particular making it
autism friendly was identified.
Technology was described as a means of allowing greater access to lessons/classes, increasing
the possibility of more Springboard courses, connecting with employers and increasing
communication between students i.e. organizing social events.
Growth
Within the student survey, respondents identified that MTU could signal greater
opportunities due to a growth in size. They indicated that this growth could provide more
course options, greater investment in facilities, opportunities to meet new people, greater
engagement and the future attraction of employers.
University Status
Students reflected that a university degree would have greater currency internationally. This
was evident in the focus groups conducted in Tralee and Bishopstown as well as in the student
survey. They also identified the recognition a University would bring for International
students, attracting more research funding as well as PhDs. In particular students reflected
on the status, attention, recognition and opportunities a University qualification would bring
as well as how impressive a University Degree would be.
16Engagement
Perspectives from students also reflected that MTU may improve work placements and
employment opportunities as well as an extended social network. They also identified that
there would be opportunities for students to learn from each other, share information and
experiences as well as build connections with people in other campuses. They identified that
there would be the possibility of attending different campuses for a semester of their learning
and the opportunity to share resources with students on other campuses. Students also
viewed technology as a way of accessing industry. It was anticipated that students could also
gain job positions in other counties and countries through greater networks and that business
may prefer a TU degree to an IoT qualification. Internal engagement was also identified as an
opportunity through the growth of sports and societies.
Of the responses received 86% students indicated that it is important or very important to
have access to and close connectivity with external organisations as part of their learning
experience. In addition, students identified MTU could work better with companies and
external organisations.
Students also reflected on the following in relation to Engagement:
New Learning Opportunities: In relation to creating new learning opportunities for students
across the Cork-Kerry region students indicated they would like to see increased opportunities
with external organisations.
Employment Prospects: In terms of their perceptions on whether or not MTU would create
more employment opportunities for students and graduates in the Cork/Kerry region, the
majority felt this would be the case. A substantial number of respondents (79%) felt that
increased employment opportunities would exist upon designation.
Work Placement: The majority of students (94.5%) indicated that work placement was either
important or extremely important to them in terms of the MTU formation.
Communications
In order to improve communications in the new University the students described a number
of possible initiatives including distributing brochures/flyers, putting pamphlets on all tables
in canteen/social areas, removing posters that are out of date from around the college and
utilising space to promote MTU. They also identified that TV’s around campus could be used
to provide more information. It was also mentioned that the FAQ section of MTU website
could be updated and that having an e-mail address where students can address their
concerns and ask questions (hello@mtu.ie ) would be helpful. A flyer with FAQs around MTU
could also be distributed to students on campus. The physical presence of MTU staff at a stand
in corridors and foyers was mentioned as a way to communicate more effectively and to
answer any questions students may have in relation to the process.
The use of student emails was identified as a way to effectively communicate with the cohort.
Communication from management was proposed as being beneficial, where it was suggested
that more specific presidents’ briefings could be held and student opinions/concerns
regarding MTU could be taken from their Head of Department. The use of social media was
also mentioned as important, for example the suggestion that information could be posted in
bullet points on Facebook, as well as utilizing Instagram and integrating videos from staff
regarding MTU.
17Student Experience/Supports/Access/Diversity
The MTU will strive to be accessible and support all students during the student life-cycle.
This ethos is of importance to students who reflected on the culture they hope will emanate
within the new entity.
E-learning and Digital Campus
Technology was identified as a way of allowing greater access to lessons/classes, increasing
the possibility of more Springboard courses, connecting with employers and increasing
communication between students i.e. organizing social events.
Respondents identified opportunities that online learning can bring to their education. They
indicated that there are opportunities to deliver online from across single modules to entire
courses. During the focus groups, students also indicated that they had a preference for
flexible learning. In particular all 16 students who attended the Bishopstown focus group
indicated that would like to see modules offered though flexible learning and have the option
of learning online. In Tralee, students explained that online delivery would offer greater
flexibility and the possibility of more Springboard courses.
During another student focus group, the Head of NMCI explained that there are opportunities
for deck officers within the merchant navy to access compulsory CPD online as they are out
at sea. He explained that NMCI is working with the TEL Dept to develop online offerings. In
the Cork School of Music students expressed enthusiasm for the delivery of some modules
online. Many of the students travel with their music careers and online delivery would be an
ideal solution to over comes access issues. They also expressed interest in accessing business
and enterprise modules online.
3.2 Challenges Students Perceive MTU Will Bring
Communication/Lack of information
Students explained that they felt that management assumed that they had sufficient
knowledge around the establishment of MTU whereas in reality students had not always been
informed. They felt that there had not been enough engagement with students and there was
a need to walk students through the process. For example they were concerned that they did
not know the time-line of designation and seemed confused with the process. Concerns were
also raised by international students on whether their transcripts from CIT/ITT would be
questioned aboard when CIT & ITT would not exist post-merger.
Finances/funding of Satellite Campuses/Fees
Students identified that there could be possible financial struggles for them post-merger. For
example they asked if third level fees would be higher post-designation, if MTU will be more
expensive to attend (fees) and if SUSI would be accessible. During the focus group in the Cork
School of Music for example, students identified that they were concerned that the fees for
postgraduate study would increase. Other students identified that they would like to maintain
the low accommodation costs that they avail of in Tralee. Students also reflected on other
18concerns related to higher student costs, the financial implications of the merger, the IT Tralee
debt and concerns around the reallocation of funding.
In particular students identified that they were concerned that the more rural campuses may
be neglected post-merger. During the focus group in the Cork School of Music for example,
students identified that they were concerned that funding would go back to the main campus
of Bishopstown. In addition, the concern around prioritising funding and resourcing was also
evident in reflections received.
Autonomy/Identity
Students were concerned about the loss of identity of individual campuses and a lack of
control over funding and autonomy. Satellite campuses in particular felt a sense of pride in
their local identity and are attached to their individuality. Students also voiced their fears
around the merger itself and the around becoming a university. For example in the Tralee
focus group, they identified that could be left behind as CIT is a bigger entity. Another
perception reflected how CIT is very established with many different campuses and Tralee
students were concerned about ‘how will ITT match up’. Concerns were also raised by
international students on whether their transcripts from CIT/ITT would be questioned aboard
when CIT & ITT would not exist post-merger.
Supports and Facilities
Although students anticipated an improved campus post-designation, they also raised
concerns around current and the future quality of services and amenities. The quality of
current facilities on various campuses and the supports available for students were identified
as challenges for students in all five student focus groups as well as in the survey. They
explained that they were concerned that the infrastructure, labs, student supports and
parking for example were already poor and that adding extra student numbers to this will
only exacerbate the difficulties. In addition, it was reflected that the number of students will
increase which could create a competitiveness in classes which will in turn could put more
pressure on students, who many need more supports. Students also asked if the existing lack
of facilities would be addressed port-merger. One such issue was the lack of physiotherapy
and gym facilities in the Cork School of Music for example.
Lower Quality of T&L, Increased Class Sizes and Loss of Personal Contact
Concerns were also raised in relation to the learning experience and teaching standards.
Many students felt that they were currently receiving a strong education with quality
teaching. They feared that this could change with the growth of MTU. In particular, students
felt that small class size and personal contact with their lecturers was an important influence
on their education. They were concerned that growth in student population would result in
larger classes and thus a more impersonal educational setting. They feared that the merger
would result in a loss of these characteristics.
Disruption in Course Provision/Relocation of Courses
Many students who responded were completing their final year of undergraduate study and
felt that they needed no interruption to their study or learning. Students indicated that they
feared any disruptions that the merger process would bring along with a loss in structure
within the learning process. Students also raised concerns in terms of possible changes in
course provision and duplication of course offering. Students currently enjoy local access to
19courses and they identified the difficulties that relocation of courses would pose for them.
They were concerned that course provision might change in a larger HEI.
Failure/Time It Will Take
In July 2019 the presidents of CIT and IT Tralee received correspondence from the Minister
for Education delaying the merger process subject to clarification and the provision of
additional information. Students raised concerns around the implications of the merger
process failing completely and the time it has taken to establish the University to date.
Logistics/Travel
The access of library books to a broader pool of students was identified in the Tralee focus
group as a concern. In addition it was reflected that transport between campuses could cause
difficulties. The difficulties around transport came up in all focus groups conducted on
satellite campuses. Students identified the issues around distance between campuses, the
challenges of travelling between campuses and logistics.
20Addendum 4. Membership of Joint Governing Bodies MTU Steering Group
CIT ITT
Bernard Allen (Chair) Lionel Alexander (Chair)
Dr Barry O’Connor (President) Dr Brendan O’Donnell (President)
Declan O’Leary John Jones
Mary Cooney Siobhan O’Callaghan
Mary Hegarty Terry O’Brien
Eoin Deane Jerry Moloney
Bob Savage Maria O’Gorman
Aaron Buckley (Students’ Union President) Petrina Comerford (Students’ Union
President)
21Addendum 5. MTU Project Leadership Group Membership
Chairpersons Mr Tom Boland and Prof Ellen Hazelkorn, external
consultants
CIT ITT
Project Directors Prof Hugh McGlynn Mr Tim Daly
Sponsors Dr Áine Ní Shé Ms Aileen Kennedy
Mr Michael Loftus Ms Bríd McElligott
Mr Paul Gallagher Mr John Fox
Mr Aaron Buckley Ms Petrina Comerford
Prof Joseph Walsh
Project Leaders Ms Teresa Murphy Ms Anne Looney
Ms Breda O’Dwyer
Ms Louise Nagle
22Addendum 6. Summary of Joint Executive Minutes
Date Attendees Select Outcomes Select Actions
5/11/2019, Dr Barry O’Connor, • Agreement on • Terms of
Dr Áine Ní Shé, meeting scheduled Reference to be
Mr. Paul Gallagher, and locations to drafted
Mr. Michael Loftus, alternate between CIT • Timeline template
Dr Matt Cotterell, and ITT re: budget planning to
Dr Orla Flynn, • A central storage be created
Mr. Gerard O’Donovan, area for sharing of • New programme
Dr Pio Fenton, information is to be Development Process.
Prof. Hugh McGlynn, created and approved Overview to be
Dr Michael Hall, provided at next
Ms. Aileen Kennedy, meeting
Prof. Joseph Walsh,
Mr. John Fox,
Mr. Tom Boland,
Prof. Ellen Hazelkorn
7/01/2020, Dr Barry O’Connor • CAO data will be • Work Plan to be
Dr Brendan O’Donnell shared between each created for the MTU
Dr Áine Ní Shé institute Steering Group and
Mr. Paul Gallagher • Discussions took Advisory Panel.
Mr. Michael Loftus place in relation to the • The Working
Dr Matt Cotterell document titled MTU Groups’ Background
Dr Orla Flynn Guiding Principles and papers will be
Mr. Gerard O’Donovan Proposed High Level submitted to sponsors
Dr Pio Fenton Structures. on 13th January.
Ms. Catherine Fehily • An Additional
Ms. Aileen Kennedy Joint Senior
Prof. Joseph Walsh Management meeting
Ms. Bríd McElligott to be scheduled for
Ms. Mary Rose Stafford January.
Prof. Hugh McGlynn
Mr. Tom Boland
Prof. Ellen Hazelkorn
Mr Tim Daly
03/03/2020, Dr Barry O’Connor • Ms. Marese • Project Leadership
Dr Brendan O’Donnell Bermingham (Head of Group to finalise the
Dr Áine Ní Shé Teaching & Learning Submission and
Mr. Paul Gallagher Unit, CIT) and Dr Tom circulate to Joint MTU
Dr Matt Cotterell Farrelly (E-learning Steering Group by 13th
Mr. Gerard O’Donovan Development and March
Dr Pio Fenton Strategic Support, ITT) • Risks Training to
Ms. Catherine Fehily provided a be provided by PwC
Ms. Aileen Kennedy presentation on the • Prof. Irene
Prof. Joseph Walsh Strategic Alignment of Sheridan and Mr. Tim
Ms. Bríd McElligott Horgan to share
23Ms. Mary Rose Stafford Learning & Teaching information on the
Dr Seamus O’Shea (SALT) status of HCI Initiative.
Mr. Tom Boland • Submission
Prof. Hugh McGlynn document will be
Mr. Tim Daly circulated to Joint
MTU Steering Group
and then to Governing
Bodies for formal
approval before being
issued to the Minister
by 30 March.
• International
Advisory Panel visit
will be week of May
11th and principles of
the visit were outlined
• Members of
Senior Management
were to meet with
WRC on 26 March –
but cancelled due to
health crisis
24Addendum 7. Risk Register
2526
27
Addendum 8. MTU Postgraduate Research Students – 10 Year Plan
This section includes additional information as background to Condition 5 of the Report to the
Minister of Education and Skills for Designation as a Technological University.
Detailed project plans with respect to Conditions 5 are contained in Appendix 10.
8.1 Research Strengths
Research in MTU will be prioritised into Centres and Groups which cover different and distinct
domain specialisations. Designated fields of study along with the academic disciplines most
closely associated with those activities are mapped to the Frascati codes. This association
facilitates calculation of the funding provided to institutions by the HEA through the Recurrent
Grant Allocation Model (RGAM) which is based on Frascati codes through academic
disciplines. It is expected that the majority of the growth in postgraduate numbers will be in
research entities linked to these domain specialisations. This approach is in-line with
Government policies related to research priorities and the Technological University Research
Network report (TURN, 2019). Regular monitoring and horizon scanning are already ongoing
and will facilitate appropriate evolution of the domain specialisations into the future.
Table 1 Mapping Research Strengths to Fields of Study
Research Field of Study MTU Research Centres and Groups Academic Disciplines
(Frascati)
Natural Sciences CAPPA, BioExplore, Riomh, Sigma, Shannon Physics, Chemistry,
ABC Mathematics, Biology,
Computer Science
Engineering and Nimbus, IMaR, SIRIG Electronic, Civil,
Technology Environmental,
Mechanical,
Biomedical,
Engineering,
Medical and Health Nutri, HExSpo Health Sciences,
Sciences Wellbeing,
Biotechnology
Social Sciences UNESCO Chair, EdTech, V-Linc, Hincks, E3L Economics and
CEED Business, Educational
sciences, Sociology,
Media and
Communications
Humanities Meitheal Creative and
Performing Arts
8.2 Forecast Model
The projected growth in postgraduate research student numbers required under
Technological University legislation requires an increase from 358 L9/10 enrolments (2020)
to 645 enrolments (2030). Our scenario planning analysis indicates a commitment of circa
28€1.7m in 2021 to €2.8m in 2031 will be required from MTU funds to cover costs directly
associated with postgraduate stipends, fees and reasonable consumables, representing
between 1.5 - 2.5% of the overall expenditure of the MTU. An additional 3000 m2 of laboratory
and desk-space will be required to house the additional circa 230 research postgraduates on-
campus, with a further 60 housed externally in industry and community-based research.
A forecast model was developed to predict research enrolments over the period 2020-2030.
In developing this trajectory, the University has made the following assumptions:
a) Current enrolment trends whereby approximately 30% of research students follow a
cohort-master supervisory model will continue. These structured master programmes have a
combination of taught modules and a research project whereby 60% of the learning and
associated credit is achieved through research.
b) For traditional research programmes which consists of a substantial research project
where the evidence of learning is a single major thesis or equivalent and where students are
located on campus, 80% of these enrolments will be at doctoral level with the remainder at
masters level. This is in-line with national and international enrolment trends showing that
doctoral programmes are increasingly the programme of choice for research students.
c) For traditional research programmes where students are industry-based, 75% of these
enrolments will be at masters level with the remainder at doctoral level. This assumption is
based on our experience to date and relates to twofold difficultly of getting
employees/students and employers/workplace supervisors to commit to a six year period
necessary to complete a doctoral programme. Furthermore, evidence from the Department
of Business, Enterprise and Innovation shows that companies who are more R&I active are
more resilient, have higher profit margins and higher average salaries for their employees.
This movement is driving increased interest on developing research expertise within
companies. Thus, the number of industry-based masters students has been increasing and
this is expected to grow over the next ten years. Professional Masters and Doctorates in
Engineering/Science within industry will provide opportunities for continuing professional
development within an industry context.
d) Due to anticipated industry requirements in both the region and beyond, and government
and EU funding prioritisation, the majority of research student enrolments is likely to continue
to be in the STEM-related disciplines of Natural Sciences and Engineering and Technology.
However, over the period, the University expects the percentage of research enrolments to
increase in the Frascati defined domain of Social Sciences, particularly in Business. Research
enrolments in the Research Field of Study of Humanities, which is linked primarily to the
Creative Arts, will also increase but are predicted to be lower than the other areas.
e) We recognise that the model will need to be reviewed on a regular basis, every 2-3 years,
and appropriate actions taken by the University to take advantage of new opportunities for
growth in postgraduate research numbers.
29These assumptions are summarised in Table 2 and Table 3 where they are expressed as a
percentage of total research student enrolments.
Table 2 Projected Research Enrolments by Student-Type and Location
Student Type Location % Overall Research Enrolments
Cohort Masters Campus 30%
Masters Campus 10%
Industry 15%
Doctoral Campus 40%
Industry 5%
NB. We have assumed an average value. Variations may occur, but unless they are very significant
they have no substantial influence on the final conclusions.
Table 3 Projected Research Enrolments by Research Fields of Study
Research Field of Study (Frascati) % of Overall Research Enrolments
Natural Sciences 45%
Engineering and Technology 20%
Medical and Health Sciences 5%
Social Sciences 20%
Humanities 10%
NB.. Note there is an overlap in the case of MTU between “Medical and Health Sciences” and “Natural
Sciences”, explaining the low enrolment in the former (at 5%).
8.3 Costing Model
A costing model was developed based on the projected student numbers delivered by the
forecast model. Students are assumed to be funded through a number of possible
mechanisms: external competitive funding, industry sponsorship and industry-based, fees
only or full scholarships or self-funding. For campus based students, excluding cohort masters
students, the costing model assumes the ratio by which these students are funded will vary
by Research Field of Study. Based on funding patterns to date, the MTU Consortium believes
it will be unable to attract self-funding or fees-only scholarship research students in STEM-
related fields. Similarly, the MTU Consortium believes that securing external funding in the
Humanities (Creative Arts) field is extremely challenging and thus has assigned a lower
external funding value to that field.
Table 4 gives the resultant funding ratio table by Research Field of Study.
30Table 4 Sources of Funding
Research Field of Study (Frascati) External Scholarship Full Self-funding
Competitive Fees Only Scholarship
Funded
Natural Sciences 80% 0% 20% 0%
Engineering and Technology 80% 0% 20% 0%
Medical and Health Sciences 20% 50% 10% 20%
Agricultural Sciences 20% 50% 10% 20%
Social Sciences 30% 50% 10% 10%
Humanities 10% 60% 10% 20%
NB. Percentage of campus-based research enrolments funded through external competitive funding,
scholarship (fees only), full scholarship (fees, stipend, consumables) and self-funding by Research
Field of Study
In the costing model, it is assumed that externally competitive funding and full scholarship
accrue fees plus stipend funding requirement whilst fees and self-funding accrue fees funding
requirement only. The current values for fees and stipend are given in Table 5.
Table 5 Current fees and Stipend Values as of 2020
Fees €5,500
Doctoral Stipend €20,000
Masters Stipend €13,000
NB. This includes consumables and contributions to travel.
Table 6 Projected Funding Requirements by Funding Source
Funding Requirements Year
2021 2025 2030
External Funding Exchequer and €2,892,000 €3,181,200 €4,663,350
non-exchequer,
non-industry
Industry €440,000 €484,000 €709,500
MTU Scholarship Fees €203,500 €223,850 €328,144
Full €795,300 €874,830 €1,282,421
Student Self-funding €55,000 €60,500 €88,688
The low value for self-funded students is based on current trends within MTU, but this may
change as the reputation of the MTU grows.
Student enrolments attract state funding through the Recurrent Grant Allocation Model
administered by the Higher Education Authority (HEA). In this model, each student attracts a
baseline funding value. This value is then weighted by student type and by discipline area in
recognition of the relative costs of providing education at different levels and discipline areas.
Thus, multiplying the number of research enrolments per discipline area by relevant RGAM
31weightings and aggregating, the overall RGAM funding for the research student cohort may
be determined. Table 7 and Table 8 provide the relevant RGAM baseline weightings.
Table 7 Recurrent Grant Allocation Model (RGAM)
RGAM Funding Model
RGAM Baseline €3,011
RGAM Research Weighting 1.8
Table 8 Recurrent Grant Allocation Model (RGAM) Discipline Weighting (HEA)
Research Field of Study (Frascati) RGAM Discipline Weighting
Natural Sciences 1.3
Engineering and Technology 1.7
Medical and Health Sciences 1.3
Agricultural Sciences 1.3
Social Sciences 1
Humanities 1
NB. These weighting are used by the HEA to account for the relative costs of providing education in
different disciplines
Table 9 Nett Cost of Funding Postgraduate Students
Nett funding requirement Year
2021 2025 2030
€1,735,168 €1,908,685 €2,797,959
NB. This does not include costs associated with support services (personnel or digital/physical
infrastructure, for example.
The MTU Consortium expects that this nett funding requirement will be addressed from a
number of sources including the HEA Research Framework Allocation Model (RFAM) grant,
monies generated through the University’s Foundation and some reallocation of overheads.
Based on a total income of circa €130m, the nett funding requirement is 1-2% of core.
However, assuming the funding model evolves in line with HEA recommendations (reference
to be added), approximately 5% of the total grant allocated by the HEA should be allocated
to research (equivalent to 5 x 1.3 = €6.5m in 2020 cost-of-living equivalents) and this is enough
to cover recurrent funding associated with both postgraduate students and the necessary
support infrastructure (see below).
8.4 Physical Environment Strategy to Accommodate Growth In Research
Students
Research Infrastructure to accommodate an additional circa 300 research students will be
required and much of this is already outlined within MTU’s capital development plan. The
infrastructure will be derived from a combination of extensions to existing research buildings,
32You can also read
