MA in Education, Learning and Development

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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.
A Study to explore what elements of Early Years management training should be prioritised to ensure the Early Learning and Care (ELC) workforce is professionally led.
(Griffith College, 2023) Stapleton, Debbie; Malone, Dr. Joanne
Today's Early Learning and Care (ELC) managers must be politically astute, conscious of, and involved in a multitude of contexts encircling beyond one's day-to-day work; they must also be accomplished in envisaging and facilitating change. ELC managers must operate on many different levels, carrying responsibility for children, parents and families, supporting the growth of EY practitioners, and facilitating inspectors and funders while integrating the expectations of legislators. Until now, they have had to navigate that role through on-the-job learning with no dedicated training. However, this issue is about to change due to the national drive guided by the Workforce Development Plan (WDP) towards developing a pedagogical management qualification for all ELC managers by 2028. This study aims to help that plan by exploring what elements of management training need to be prioritised so ELC managers can achieve professionalism in their roles. Through the use of a mixed method questionnaire, the research takes anonymised data from 304 ELC managers currently working in a diverse range of early years settings. It explores the current responsibilities of those managers, their existing training to date and the barriers they face. The research also invites them to input how they want future training presented. The study findings expose the requirements for sector-specific training, which encompasses financial management, human resource management and regulatory compliance training to benefit leadership throughout the sector. Further recommendations are made to the Government to develop this training as part of their WDP, with consideration being given to the review of current Early Education and Care training programmes also. The establishment of a change management module is recommended, and suggestions for the programme to be implemented through mentoring is also proposed. The study's conclusion emphasises the importance of addressing the complexity of the ELC manager's role to ensure the training is targeted correctly to promote sustainability and high quality in early education and care for the future
How We Care? An exploration of tutors’ experiences of developing caring relationship with mature students in an online learning environment
(Griffith College, 2023) Fox, Iryna
The study addresses the dilemmas of building and maintaining caring relationships between academic staff and mature students who transitioned from further education studies to a higher education programme delivered online. Teacher care is considered as an important factor in students’ outcomes, experiences, and well-being (Tang, et al., 2022) while the role of care for students who find studying challenging, and who are affected by lack of confidence or personal and societal issues is even more significant (Barrow, 2015). The purpose of this study was to conduct a phenomenological inquiry into academic staff’s perceptions and lived experiences of caring relationships with their students. To gather data, narrative methods were employed. Seven participants wrote reflective texts which were analysed, and the preliminary findings were discussed in a focus group with three participants. The data from the reflective texts and the focus group discussion was converged and led to identification of four themes which describe the phenomenon of caring relations as situated, individualised, reciprocal and vulnerable. These themes inform recommendations to provide support at the organisational level to the academic staff and students which would lead to more effective relationships and improve the learning environment for all.
Towards a Training Intervention To Assist Recruiters to Level The Playing Field In Their Interview Process When Dealing With Neurodiverse Candidates
(Griffith College, 2023) Buckley, Alan; Childs, Alice
The purpose of this project is to develop an intervention to assist recruiters to make the interview process easier for neurodiverse candidates. The idea for this topic has its roots in the Innovation for Learning Module of the Postgraduate Diploma. An article, where Dominic Cummings (the former adviser to British Prime Minister Boris Johnson) called for more “gifted weirdos” to be recruited to the civil service, triggered an interest in neurodiversity (Sayal, R., 2020). This led to further research on the topic and to a piece which stated that in order to facilitate this diverse thinking, business leaders needed to alter their culture to accommodate such individuals (Reynolds and Lewis, 2017). However businesses are often echo-chambers who recruit in their own image, and thus, how to break this cycle? The chosen format for this research was Dissertation by Practice, which would enable the development of something that would be of practical benefit to recruiters and neurodiverse applicants. The researcher works in employment enablement programmes, delivering material in the job-skills and performance-enhancement fields and therefore the development of a tool that would add to the body of work already developed by key support organisations such as AHEAD, the National Learning Network and Ability@Work, was a strong motivator for choosing Dissertation by Practice. The information-gathering phase of the project consisted of Secondary Research of articles, journals, interviews and reports from industry and neurodiverse support organisations; and Primary Interviews with Recruiters, Neurodiverse Support Officers and Learning Designers (to seek input on designing the Artefact). The research phase sought to answer three key questions: To what extent might the current recruitment methodologies discriminate against neurodiverse people? Why / How? (bias? prejudice? unwillingness? lack of awareness?) What can be done about it? What emerged from the research was that the interview process was indeed generally more difficult for neurodiverse applicants, because the key things recruiters assess (and which the process is designed to uncover) are often (though not always), areas where neurodiverse applicants may struggle (communication skills, interpersonal connection, etc.). The reason this imbalanced system is used, is generally because it is an established, easy to use, mainstream approach; however it does not easily facilitate people who do not fit the norm. As such, neurodiverse individuals are not really considered and are something of a blind spot. The solution is a training day (presented in the Artefact) designed to open recruiters’ eyes’ to the potential of neurodiverse talent and trigger the desire for recruiters to reconfigure their own recruitment processes. Guided by Adult Learning Theory, the training day takes a Guided Discovery/Problem Based Learning approach, scaffolding the interactive exercises over the day, to trigger the motivation of recruiters to change their interview process, and thus benefiting all.
Work Integrated Learning in Teachers’ Education in Early Years Education in Ireland
(Griffith College, 2023) Lee, Hyunjung; Gillis, Peter
Work Integrated Learning (WIL) has been adopted in academia because of its potential benefits to WIL participants - students, academic institutes and industries (Dorasamy and Rampersad, 2018). With the awareness of WIL benefits, Professional Practice Placement as a form of WIL has long been embraced in Teachers’ Education where students apply knowledge of educational theories and develop teaching skills through practice in an authentic work environment. However, the placement in Teachers’ Education in the Early Childhood Education and Care (ECEC) programme has only recently become compulsory and there has been little research on students’ experience in the placement in Early Learning and Care sector (ELC) in Ireland. This study aimed to gain insight into a broader understanding of students' and mentor teachers' experiences and perceptions toward placement in the ELC in Ireland. Ultimately, it intended to find effective ways of enhancing the WIL experience for both WIL participants so that the placement experience optimistically influences students’ learning outcomes and developing professional dispositions as well as in-service teachers’ continuous professional development. To find the answer to the research questions, quantitative research methods were employed in two cohorts. Students’ survey measured Overall Satisfaction with placement (Bolliger and Halupa, 2012) and Cliffe et al. (2014)’s Short version of Supervisory Relationship Questionnaire (S-SRQ) was used to measure satisfaction with their mentor teachers. Plus, Rigg (2000)’s Mentor Self-Efficacy Scale (MES) was utilised to measure in-service teachers’ mentoring efficacy along with five variables. Students presented a positive satisfaction rate overall on their placement experience. However, discrepancies among students’ responses and experiences were observed. Although most students expressed an optimistic supervisory relationship with their mentor teachers, a wide range of satisfaction degrees was revealed with undesirable experiences and unsupportive relationships. Students expressed a high rate of Safe Base aspect in the Supervisory Relationship satisfaction but the Structure aspect was relatively low. A strong correlation between students’ placement satisfaction and supervisory relationship was reported. The participants from a teacher cohort in this study showed a high level of mentoring efficacy in general. Similar to the findings from the students’ survey, teachers displayed higher efficacy in the psychologically safe base aspect. Conversely, teachers showed less confidence in having mentoring relevant skills and managing time to mentor students. A significant correlation between MES and teachers’ qualifications was found. Teachers who had more structured mentor training presented a strong relationship with several aspects of MES. To enhance the WIL experience of students, the findings suggested more structured mentoring sessions for students with mentor teachers who have equipped relevant theoretical knowledge and mentoring skills. Provision of structured mentoring training in cooperation with Higher Education Institutes to in-service teachers is suggested not only to improve students' positive WIL experience in a quality setting but also to support in-service teachers' ongoing professional and personal development.
To Investigate the Attitudes, Motivations, and Barriers of Early Learning and Care (ELC) Professionals Towards Engaging in Regular Continuous Professional Development (CPD
(Griffith College, 2023) Dowdall, Marie; Butler, Orla
This research project investigates the attitudes, motivations, and barriers of Early Learning and Carecpds towards engaging in regular Continuous Professional Development (CPD). The study includes a literature review and data collected from a questionnaire and an online focus group. Results show that there is generally a positive attitude towards CPD amongst ELC Professionals. Managers and supervisors engage more in CPD than those who work directly with the children. Qualifications and experience impact CPD engagement. Barriers include lack of time, workload, financial constraints, and burnout. Supports include release from work, payment for CPD, and cost reimbursement. Overall, the research findings enhance understanding of attitudes, motivations, and barriers to CPD among ELC Professionals. Factors such as position, experience, and qualifications influence CPD engagement. Support and resources, autonomy in CPD choices, and a supportive community are important to ELC Professionals. The findings contribute to improving Professional practice and strengthening quality and Professionalism within the ELC sector
An inquiry into the learning environment preferences of undergraduate design students: What spaces encourage their motivation and engagement?
(Griffith College, 2023) MacManus, Oisin
The literature indicates that the physical design and built environment which students spend their time within has a direct influence on their wellbeing and subsequent engagement with their studies. Furthermore, a major shift in contemporary pedagogical approaches from traditional teaching methods to more active learning has also had implications on the physical design of space. In contemporary higher education institutions, new pedagogic approaches may not necessarily match room layouts and design. This research draws upon the personal experience of the researcher, who has worked within the construction industry as an interior designer for over twenty years, been a part time lecturer in higher education for five years, and engaged in substantial professional development as an educator. The researcher’s combined perspective as a designer, lecturer, and lifelong learner revealed a possible conflict between pedagogical approaches and the physical environment of the classroom. This qualitative, interview-based study aims to discover student preferences and to explore their personal rationale for these, as well as their perceptions of how the physical environment impacts their engagement and wellbeing while on campus. In addition, data collected on classroom layouts indicated the participants had diverse opinions on how they viewed the design of a learning environment. Analysis of the data indicates an association between student preferences and internal scripts (Kollar et al., 2014), which relate to our previous experiences, which in turn, can influence how we perceive a new environment. Physical attributes associated with indoor lighting/views, acoustics, and temperature were also found to be concerns with the participants. Moreover, access to college facilities and being able to navigate the campus easily was expressed as a dissatisfaction. This study provides insight into the implications of the built environment on student wellbeing and their sense of belonging. An implication of this study is: students could contribute to and inform the design of learning spaces which would enhance their on-campus experience.
An investigation into how social learning in a hybrid, corporate environment impacts people managers, in role less than two years
(Griffith College, 2023) Dekker, Sacha; Butler, Orla
Learning would be exceedingly laborious, not to mention hazardous, if people had to solely rely on the effects of their own actions to inform them what to do” (Bandura, 1977 p22) Since the Covid-19 pandemic in 2020, a growing number of companies are looking to implement a hybrid working model. With employees being in the office at different times, if at all, how people interact and share best practices has changed. This study explores how people managers, in role for less than two years, learn from each other. Through the use of a mixed methods questionnaire, it aims to understand what impact social learning, meaning how people learn with each other and from each other, in a corporate, hybrid environment has on that group. The research takes anonymised data from 232 people managers, in all major global regions, and looks at how social learning influences self-efficacy, sense of belonging and building connections with peers. The initial data in this study supports the following key findings: ➢ People managers who spend dedicated time with peers in onboarding and those who had peers sharing best practices during onboarding have a higher sense of selfefficacy, a stronger sense of belonging and a stronger sense of connection with their peers. ➢ People managers who went through a fully in-person onboarding have a slightly stronger sense of belonging than those who went through fully on-line onboarding. ➢ Connecting, being interested, and open & transparent communication are the top three things mentioned by participants when asked how their manager contributes to their sense of belonging. ➢ 69% of participants find the tools their company has put in place to connect with and learn from peers, quite to very effective. ➢ Informal 1:1 conversations, best practice sharing, and observation are the most important ways participants have found themselves to learn from their peers in a hybrid environment. ➢ 67.3% of participants find learning from peers more valuable than going through formal training.
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; Harvey, Angela
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.
The current development pathway within Securitas Ireland and its contribution to developing effective leaders.
(Griffith College, 2022) Hardiman, Stephen; Malone, Joanne
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.
An Exploration into Educator’s Awareness and Implementation of Universal Design for Learning within an Irish Higher Education Institution
(Griffith College, 2022) Ward, Sarah; Butler, Orla
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.
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; Gillis, Peter
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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