MA in Education, Learning and Development

Permanent URI for this collectionhttps://dspace.griffith.ie/handle/123456789/562

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    An Exploration into Educator’s Awareness and Implementation of Universal Design for Learning within an Irish Higher Education Institution
    (Griffith College, 2022) Ward, Sarah
    Universal Design for Learning (from herein referred to as UDL) is a tried and tested framework. There is a building research evidence base to tell us it works. This paper explores the awareness and implementation of UDL within a Higher Education (HE) institution's teaching practices. In recent years, responding to student diversity has become a key priority in education systems. Attributable to the broader diversity, one of the most significant challenges facing educators is engaging and supporting a vast and diverse group of students. Now more than ever, teaching practices must adapt to reflect the changing landscape of higher education. UDL has become a key pedagogical approach to promoting inclusive and equitable education in response to diversity, and it is slowly and implicitly emerging in Higher Education teaching practice. This study aims to ascertain educators’ awareness of UDL and explore the area of implementation within HE teaching practice to establish if Intuitional improvement and professional development to enhance educators’ skill sets for working with diverse learners are required. This research presents an in-depth review of the literature, using primary research conducted with educators in one Higher Education institution with four geographical locations in Ireland. It brings insights into educators’ awareness of UDL and the implementation within HE teaching practice and establishes best practices in supporting and engaging educators in UDL practices. The research methodology utilised for this study follows a pragmatic approach using mixed methods. The data collection methods involved an online survey (quantitative) and semi-structured interviews (qualitative). The above methods were chosen to gather the essential data for achieving the information and the research objectives. The research finds there is a high level of awareness and implementation of UDL but an inconsistency in the participation of formal PD in UDL; in addition, confidence in the implementation of the framework is quite varied. The study makes several recommendations to Higher Education to bridge the gap between awareness, implementation and best practice in supporting, encouraging and engaging educators in UDL practices.
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    Intercultural Communicative Competence in Multinational Language Colleges in Ireland: An Investigation of Language Teachers’ Attitudes Towards Culture and Language Learning
    (Griffith College, 2022) Morrison, Julie
    The purpose of this paper is to investigate the attitudes of English as a Second Language (ESL) teachers towards cultural teaching in the language classroom. Globalisation has highlighted the need for ESL learners to acquire intercultural communicative competence (ICC): the ability to communicate effectively and appropriately with people from various cultures in a shared language (Byram, 2021). This study looks into the materials and activities used by ESL teachers in Ireland to integrate culture into lessons. This study contributes to the existing knowledge on intercultural communicative competence and adds to the discussion through insights from ESL teachers about attitudes towards cultural teaching and the incorporation of culture into lessons. The resulting research objectives are as follows: 1. To investigate ESL teachers’ attitudes to the impact of teaching culture on students’ ICC. 2. To establish what teaching materials are used by ESL teachers to integrate culture into language lessons. 3. To explore which activities ESL teachers utilise to incorporate culture in language lessons. A mixed methods approach was undertaken for the purpose of gathering primary data. The quantitative data was collected by way of an online survey and the qualitative data by semistructured interviews. Through adopting an explanatory two-phase approach, initial results from the quantitative phase were explained and explored in the qualitative phase effectuating corroboration and denotation of findings, and exploring conceptual gaps (Kimmons, 2022). The research revealed that whilst ESL teachers believe culture impacts students’ ICC and educators perceive culture to be integral in communication, ESL teachers have disparities in attitudes towards the meaning of ‘culture teaching’ and the learning outcomes sought. The primary research and the literature also found communicative language activities to be essential in attaining ICC. Based on the research undertaken, the study makes several recommendations for language schools and teacher training which include the incorporation of intercultural communication skills in basic ESL training courses, and collaboration within language institutions.
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    Investigation into the Motivation of Mature Learners to Engage and Sustain Engagement with Part-Time Higher Education Degree Programmes
    (Griffith College, 2022) O'Dea, Sinead
    The Irish National Skills Strategy 2015 – 2025 committed to an educational goal of developing highly skilled people with higher order capabilities for the 21st century workplace. Mature learners are a growing cohort of learners at Griffith College Cork in recent years. Griffith College is a privatelyowned, third level, higher education institution with campuses in Dublin, Cork and Limerick. In order to align with the Irish National Skills Strategy 2015 -2025 and to improve supports for mature learners, this research aims to understand the motivational drivers of mature learners in part-time higher education. The research objectives for this case study are: 1) To examine the motivational factors that influenced the mature learners’ decision to apply for their respective part-time degree courses. 2) To analyse the motivational factors that engaged and sustained the mature learner allowing them to complete their studies. 3) To consider additional educational initiatives and innovations that Faculty members can implement in order to enhance and support the learning experience for mature learners. The participants in this research were all mature learners who successfully completed part-time, undergraduate degrees at Griffith College Cork. Through a sequential explanatory mixed methods research approach using a literature review, a quantitative questionnaire and qualitative interviews, the study identified that the key motivational factors to start an undergraduate part-time degree include: Self-esteem/ Worthiness, Life-Stage/ Timing, Career Change/ Promotion, Admissions Process, Love of Learning. In order to sustain motivation to completion of the degree, the study revealed the following motivational factors play an integral role: Lecturers/ Lecture Style, Intrinsic Motivation, Peer Support, Extrinsic Motivation and Fear of Failure. Drawing on two social cognitive motivation theories of Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), the study makes recommendations for higher education institutions to enhance the learning experience for mature learners by including: Time Management Clarity, Testimonial Advertising, Opportunities to Experience Higher Education, Elective Choices, Social/ Study Space and Physical Supports for Learning. Areas worthy of further study would be to examine the motivational factors for full-time undergraduate learners and a comparative study of mature learners in a larger university setting in order to fully understand all the learning supports and initiatives that could be deployed in a private, higher education college setting for an optimal learning experience.
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    The current development pathway within Securitas Ireland and its contribution to developing effective leaders.
    (Griffith College, 2022) Hardiman, Stephen
    Securitas Group has a global footprint providing security services worldwide for blue-chip companies such as Microsoft, Facebook, LinkedIn and Amazon. The past decade has seen a significant shift in the role of its security officers, moving from stand-alone positions to roles within teams which require good communication and leadership skills. Further changes have occurred in how leaders lead and the impact both positively or negatively this can have on an organisation’s growth and development. The importance of organically developing those in leadership roles is now to the fore of development strategies in many multinational organisations. Heretofore, positions of leadership were viewed as having a one-size-fits-all approach, based on the mentality that leadership is done the same way, with a leader never wavering from their style of leadership. Presently, those within leadership roles must be adaptable, inclusive and inspirational. Organisations now take a multi layered approach embedding leaders at all levels. As a result, leadership development has shifted away from an autocratic style towards a more collaborative approach. The challenge for educators is how to best develop those in leadership roles to be people orientated, understand and employ soft skills and be confident in adapting their leadership style to get the best out of those they lead. A mixed-method approach was utilised in this research combining both qualitative and quantitative data. Through Survey and Interview data the research focuses on key leadership roles within Securitas Ireland (SIRL) and the leadership development supports those leaders are provided with. Further data collection enabled the researcher to identify what skills sets individuals in leadership roles had, how they can be developed and what support is currently available for that development. Research will show that Securitas Ireland (SIRL) has a layered approach to leadership but fails to provide adequate support for those in leadership positions. This research demonstrates the high number of inexperienced Supervisors, Team Lead and Managers currently employed within SIRL. Thus emphasising the need for SIRL to focus on developing leadership skills, expertise and implementing support mechanisms. To meet this demand and support its leaders at all levels SIRL should implement mandatory induction training for new Team Leads, Supervisors and Managers. Further support from SIRL should be given through a mentorship programme supplemented by workshops and formal leadership certification. As an organisation SIRL and SG should align itself with Great places to work. This alignment would provide SIRL and SG with the support required to create a framework for leadership development. Thus embedding leadership development within its culture.