Welcome to Griffith Open

Griffith Open collects, preserves and makes freely available research publications by Griffith College staff and learners. These can include, but are not limited to, theses, peer-reviewed articles, book chapters, working papers and conference papers, professional presentations, exhibitions and teaching resources. Where material has already been published it is made available subject to the open-access policies of the original publishers. This service is maintained by Griffith College Library.

Recent Submissions

An Investigation of Higher Education Supports for Dyslexic Students
(Griffith College, 2024) Healy, Patricia; Malone, Dr. Joanne
As the diagnoses of neurodivergent conditions increase in Ireland, Higher Education Institutions are increasingly challenged to adapt their educational offerings. This research looks at supports across a range of Higher Education Institutions and examines their effectiveness in meeting students’ needs Research was conducted via questionnaires submitted to 25 Higher Education Institutions. Of those surveyed, 15 responded, answering a range of questions on supports provided to neurodivergent students. Independently, five former students were surveyed and answered similar questions Key findings from the research include differing opinions between past students and colleges on the value of supports provided. The supports most valued by students are recorded lectures, assistive technology and extra time in exams. There is consensus that colleges need to better leverage technology to make life easier for students. Higher Education Institutions viewed Universal Design as a key offering, but this appeared to have little impact with students. In addition, the research clearly found that many students do not disclose their condition, largely attributed to the associated social stigma, making it difficult for supports to be provided. Increased disclosure of conditions and a greater understanding of areas benefitting students, can lead to better allocation of scarce funding, on behalf of the institutions. This would result in a more inclusive culture within Irish Higher Education Institutions.
Exploring the potential benefits of incorporating Generative AI in assessments and classroom engagement for tertiary engineering students and educators.
(Griffith College, 2024) Kenny, Frank; Gillis, Peter
The rapid advancement of Artificial Intelligence (AI), particularly Generative AI tools like OpenAI's ChatGPT, has significantly impacted the educational landscape since its introduction in November 2022. This research explores the integration of Generative AI into engineering education, focusing on the attitudes and perceptions of students and educators at a private Irish college. The study aims to understand the current engagement with Generative AI, its perceived benefits, and the challenges associated with its adoption in engineering education. A mixed-methods approach was employed, combining quantitative data from student surveys and qualitative insights from semi-structured interviews with engineering educators. The findings reveal a notable gap between student and educator engagement with Generative AI. While students are generally enthusiastic about leveraging AI for their studies, educators exhibit hesitation, primarily due to a lack of familiarity and training. Key benefits identified by students include improved understanding of complex concepts, enhanced productivity, and a more enriched learning experience. However, educators express concerns regarding academic integrity, ethical use, and the need for skill development. The study underscores the necessity for continuous professional development for educators to effectively incorporate Generative AI into their teaching practices. Recommendations include designing curricula that integrate AI tools while adhering to educational standards, providing formal training for educators, and developing innovative assessment strategies. Additionally, addressing ethical considerations and maintaining transparency in AI use are critical to fostering a responsible educational environment. The research highlights the need for educational institutions to proactively adapt their policies and practices to keep pace with technological advancements. By bridging the gap between student enthusiasm and educator caution, institutions can harness the potential of Generative AI to enhance engineering education and prepare students for the evolving technological landscape. Future research should expand to other academic disciplines to gain a broader understanding of Generative AI's impact across different fields of study
An Evaluation Rubric for Learning Management Systems: Enhancing Accessibility and Artificial Intelligence in Educational Settings and Industry Applications
(Griffith College, 2024) Leonard, Laura; O’Keefe, Dr Angela
This dissertation by practice develops an innovative rubric (initially adapted from the Anstey and Watson model) for evaluating Learning Management Systems (LMSs) with a dual focus on Accessibility and Artificial Intelligence (AI), addressing current gaps in evaluation practices within educational and industry settings. The study utilises a mixed-methods approach, reviews existing literature, and integrates criteria underpinned by learning theory, culminating in the development of an enhanced LMS evaluation rubric. Based on feedback from empirical testing, including surveys, observation studies, thematic analysis and decision analysis, the rubric was further refined, ensuring its relevance and effectiveness in addressing the specific needs of accessibility and AI integration in learning environments. This research provides a robust tool for educators and industry professionals, proposing a standard for future evaluations that prioritise inclusive and technologically advanced learning environments. The implications extend to better-informed decisions in selecting and implementing LMSs, significantly influencing educational strategies and corporate training programs.
Exploring the suitability of utilising computer-based assessments in accounting and finance related modules at undergraduate level
(Griffith College, 2023) McBride, William; Scott, Lloyd
The purpose of this study is to explore the suitability of utilising computer-based assessments in accounting and finance related modules at undergraduate level. With the advances in technology ever increasing, there is a need to understand the suitability of introducing the developments in technology as part of the assessment process at third level education. One of the key driving forces of this study stems from the Professional Accountancy Bodies and their respective assessment strategy. Many professional bodies such as ACA, ACCA, and CPA are utilising technology by means of computer-based assessments; therefore, this study aims to determine the suitability of mirroring the professional accountancy bodies’ assessment techniques in third-level education at undergraduate level. This research builds on existing studies conducted to date, whilst introducing new elements and aspects in relation to the attitudes of learners at undergraduate level in private educational institutions, in terms of completing computer-based assessments. The aim is to determine the benefits, drawbacks, and challenges to introducing such assessment methods from the learners’ perspective. The research aims for this study, based on the primary research question, are as follows: • To explore the attitudes of learners in relation to utilising computer-based assessments in comparison to hand-written assessments. • To identify the benefits and drawbacks of utilising such a method of assessing learners. • To investigate the potential challenges to introducing computer-based assessments at undergraduate level in accounting and finance related modules. The research methodology undertaken as part of this research followed the interpretivist/constructivist approach using qualitative research techniques. The research conducted as part of this study included both primary and secondary methods of research. The secondary research was conducted by reviewing different literature, including online articles and publications, latest publications by other leading institutions and researchers in this area, newspaper publications and various reports on computer-based assessments. Primary research was gathered through surveys, a focus group and two in-depth interviews. The findings from this study provide insights into learners’ concerns in relation to utilising computer-based assessments, and aspects to consider improving the experience of alllearners regarding computer-based assessments. Other findings include considerations for the importance of future employment skills, and the impact computer-based assessments have in relation to learner stress and/or anxiety, including deep interactive learning. Finally, this research concludes with recommendations for future studies, including quantitative studies in relation to implementing computer-based assessments. This study provides recommendations to third-level institutions in respect to both handwritten and computer-based assessments. These include the importance of timely feedback, and reflections relating particularly to computer-based assessments such as the importance of implementing formative assessments enabling learners to prepare for summative assessments utilising computers, the concerns in relation to accessing relevant technology, amongst other findings discussed as part of this study.
Rapid MMC up/re-skilling of the construction workforce: a collaborative approach through the use of micro-credentials
(Griffith College, 2023) Burdis, Suzanne; Scott, Lloyd
This report provides background and insights into micro-credentials as an emerging education innovation and a possible solution to the rapid up/ re-skilling needs of industry, and the promotion of life-long learning among the adult population in Ireland. Advancing technologies and green transitioning, among others, are changing jobs and increasing demand for technical, green, digital, and transferable skills among employees now and into the future. Ireland is below the EU average for adult participation in lifelong learning, with cost, inflexible delivery modes and ease of access cited as reasons. Education providers are challenged to respond to learner and industry needs as they too face disruptions, including talent drain and increasing costs. Micro-credentials are emerging as a possible solution, with significant government supports. Ireland’s population is predicted to increase significantly over the next 25-30 years, increasing demand for housing, buildings, industrial facilities, data centres, hospitals, schools, infrastructure projects etc. This demand cannot be fulfilled by the current Irish construction industry capacity. Modern Methods of Construction (MMC) is an innovation in construction and a possible solution, supported by government, but there is limited uptake of MMC in the sector due to the lack of skills and knowledge. In 2023, a successful collaboration between a private education provider and a construction industry representative, resulted in a micro-credential programme of education in MMC. In researching for the programme, the author applied an interpretivist research philosophy, inductive approach, and qualitative methodology including focus groups, interviews and surveys. The final approved programme, a 10ECTS, one module micro-credential programme in strategic supply management for MMC, will begin delivery in September 2023. Micro-credentials are an emerging solution to the up/re-skilling needs of the workforce, including those related to MMC. National and international governments firmly support both innovations. The author concludes that leveraging government supports and the benefits of collaborating with industry, the education provider can overcome cost and talent barriers, and provide relevant, quality, learner-focused, certified short educational programmes. In a mutually beneficial arrangement, industry can provide insights and expertise and ensure programmes are tailored to meet their specific needs.