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All of '5.3', 'EDUCATIONAL' and 'SCIENCES' in all fields;
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Displaying Results 1 - 25 of 447 on page 1 of 18
Marked
Mark
Giving adult learners a voice after the inquest: A review of a mixed method approach to educational research
(2009)
Conway, Ann
Giving adult learners a voice after the inquest: A review of a mixed method approach to educational research
(2009)
Conway, Ann
Abstract:
This paper highlights the necessary application of mixed methods in educational research within the field of adult learners and lifelong learning in higher education to provide adult learners with a “voice”. The paper will introduce the reader to educational research through focusing on mixed methods and the theoretical frameworks within. Critical hermeneutic epistemology or transformative research (as espoused by Freire and Habermas in critical realism cited in Morrow and Torres, (2002)), social constructivism within phenomenology (see Vygotsky’s (1934) and Bruner (1996) work cited in Carlile and Jordan, 2005: 21-22) and pragmatism within the critical realism school (The Chicago School of biographical studies were grounded in pragmatism (West et al, 2007)) will be reviewed as examples of methodologies in the theoretical frameworks within mixed methods. This will then introduce the reader to some types of research methods used within mixed methods such as case study interviews, l...
http://arrow.dit.ie/tfschhmtcon/2
Marked
Mark
Art schools for tomorrow: challenges and opportunities
(2004)
Hazelkorn, Ellen
Art schools for tomorrow: challenges and opportunities
(2004)
Hazelkorn, Ellen
Abstract:
Across the OECD, discussions are taking place amongst policymakers, educational managers and educationalists about the future of higher education. More and more is being demanded of higher education at a time when the funds available are shrinking and the costs are rising. Internationalisation and globalisation have transformed the once benign educational market place into a much more competitive environment today. These forces are influencing in a very directive way how individual institutions are organising and managing themselves. Art Schools are not immune from either these developments or challenges. While many have their origin as (and remain) small, independent, publicly (or privately) funded schools, others are entering into formal (and informal) collaborative arrangements sometimes resulting in merger with universities, while others are building upon their enduring “membership” of an interdisciplinary university. Nevertheless, they all share the need to respond to a common ...
http://arrow.dit.ie/cserart/12
Marked
Mark
Challenges of Growing Research at New and Emerging HEIs
(2002)
Hazelkorn, Ellen
Challenges of Growing Research at New and Emerging HEIs
(2002)
Hazelkorn, Ellen
Abstract:
<p>Newer institutions are accused of adopting the accoutrements of traditional universities, actively copying their research profile and teaching programmes, and engaging in ‘academic’ or ‘mission’ drift. For others, however, these changes are part of the natural or inevitable process of institutional development and historical change, or a further step in the democratisation of the ‘Humboltian ethic’ (Neave, 2000, p265). If massification and expansion in 1960s differentiated the second stage in higher educational development from its elite origins, then the late 1990s marked the beginning of the third stage. By then, it was clear that a broadly educated population could no longer be formed by and within universities alone. In societies where knowledge and knowledge creation are highly privileged and integral to both national and institutional prestige, advanced learning and research capacity are allied and critical. Paradoxically, by seeking to conform to their mission, new a...
http://arrow.dit.ie/cserbk/5
Marked
Mark
Growth Strategies and Intellectual Capital Formation in New and Emerging HEIs
(2003)
Hazelkorn, Ellen
Growth Strategies and Intellectual Capital Formation in New and Emerging HEIs
(2003)
Hazelkorn, Ellen
Abstract:
<p>Higher educational institutions are being asked to contribute more effectively and efficiently to economic growth, innovation and intellectual capital. As they do so, the academy has also come under pressure. The content of academic work, the role of faculty, and the balance between teaching, research and service, have, arguably, been restructured, reconfigured and redefined. For academics within traditional universities, pressures for accountability and social relevance have challenged what many valued as ‘their autonomy’. But, for staff within new and emerging HEIs, those formed or reconstituted circa. 1970, there have been different pressures. Many were hired originally as teachers and now face increasing pressures to spend more time conducting research. Growing research is not without costs. Based on an international study, this chapter seeks to understand how new HEIs are responding to the challenges and the extent to which human resources issues impact on institutiona...
http://arrow.dit.ie/cserbk/4
Marked
Mark
World-Class Universities or World-Class Systems? Rankings and Higher Education Policy Choices
(2011)
Hazelkorn, Ellen
World-Class Universities or World-Class Systems? Rankings and Higher Education Policy Choices
(2011)
Hazelkorn, Ellen
Abstract:
<p>Is it always a good thing when a university rises up the rankings and breaks into the top 100? Do rankings raise standards by encouraging competition or do they undermine the broader mission to provide education? Should rankings be used to help decide educational policy and the allocation of scare financial resources? Should policy aim to develop world-class universities or to make the system world-class?</p> <p>University rankings have dominated headlines and the attention of political and university leaders wherever or whenever they are published or mentioned. Politicians regularly refer to them as a measure of their nation’s economic strengths and aspirations, universities use them to help set or define targets. What started out as an innocuous consumer product – aimed at undergraduate domestic students – has rapidly become a global intelligence information business – impacting, influencing, and incentivizing higher education, and its stakeholders inside and ...
http://arrow.dit.ie/cseroth/39
Marked
Mark
Where Next? A Study of Work and Life Experiences of Mature Students (incl. Disadvantaged) in Three Higher Education Institutions
(2010)
Kenny, Aidan; Fleming, Ted; Loxley, Andrew; Finnegan, Fergal
Where Next? A Study of Work and Life Experiences of Mature Students (incl. Disadvantaged) in Three Higher Education Institutions
(2010)
Kenny, Aidan; Fleming, Ted; Loxley, Andrew; Finnegan, Fergal
Abstract:
<p>This study explores how graduates who entered college as mature students, and ‘disadvantaged’ mature students, view and value Higher Education after graduating with a primary degree. The study highlighted the limited usefulness of the concept of disadvantaged mature student and the findings of the research were not significantly different whether one was a mature student or a disadvantaged mature student. The rationale given by the state for supporting mature students in Higher Education (HE) is that it will yield economic and social benefits for both the students and society. As a consequence a wide range of access policies has been developed to support the entry of ‘non-traditional’ students. However, to date there is very little research on what happens to such students while in HE and after graduation. This research gathered quantitative and qualitative data from the graduates of NUI Maynooth, Trinity College Dublin and the Dublin Institute of Technology. The economic, ...
http://arrow.dit.ie/beschconart/2
Marked
Mark
Rankings and the Global “Battle for Talent"
(2009)
Hazelkorn, Ellen
Rankings and the Global “Battle for Talent"
(2009)
Hazelkorn, Ellen
Abstract:
<p>This chapter will look at the impact that rankings are having on student choice and mobility, and the way in which both higher education institutions (HEIs) and government are responding to global competition for talent. It draws on the results of an international survey of HE leaders in 2006 and interviews with HEIs in Australia, Japan and Germany during 2008. The research was conducted under the auspices of the OECD Programme for Institutional Management of Higher Education, the International Association of Universities, and the Institute of Higher Education Policy—the latter with funding from the Lumina Foundation. There are three main sections: part 1 describes the growing importance that rankings are having on student mobility and student choice; part 2 provides an overview of the recruitment and other initiatives HEIs are adopting; and part 3 looks at policy reaction. The final section offers some concluding observations on the way in which rankings are ...
http://arrow.dit.ie/cserbk/13
Marked
Mark
The Imperative for Achieving Diversity
(2010)
Hazelkorn, Ellen
The Imperative for Achieving Diversity
(2010)
Hazelkorn, Ellen
Abstract:
<p>Diversity is seen as a basic norm of higher education policy because it best meets educational and labour market. This presentation examines the concept of diversity as it applies to institutional mission and differentiation, and to research. It argues that in response to rankings and the global financial crisis, policymakers are tending to make a simple correlation between rankings, elite higher education and global competitiveness. There is increasing emphasis on selective excellence and focusing on the 'economic value of research outputs'. However, pursuit of ‘world class’ is skewing policy and institutional priorities.</p>
http://arrow.dit.ie/cseroth/25
Marked
Mark
Analysis of Assessment and Learning Strategies for a Logistics Undergraduate Education Programme
(2008)
Farrell, Margaret
Analysis of Assessment and Learning Strategies for a Logistics Undergraduate Education Programme
(2008)
Farrell, Margaret
Abstract:
It is recognised that in today’s global competitive marketplace, where outsourcing continues to grow at an exponential rate, Logistics and Supply Chain Management (SCM) have grown in importance [1]. Research suggests that as logistics moves from being viewed as a stand alone discipline to one viewed as integrating the management of supply, the duties, managerial skills and knowledge of the Professional Logistician have changed [2] [3] . The challenge for logistics educators is to design and develop curricula, learning, teaching and assessment strategies that can support wide-ranging and integrative learning objectives. Research also states that universal logistics management skills must include people, analytical, communication, flexibility and computer skills [4]. This action research paper presents the second stage analysis of the teachers experience when designing and implementing a PBL strategy in a third year module of an undergraduate logistics degree programme, (paper one,...
http://arrow.dit.ie/buschmancon/3
Marked
Mark
Situated Learning, Distributed Cognition: do Academics really need to know?
(2003)
Murphy, Anne
Situated Learning, Distributed Cognition: do Academics really need to know?
(2003)
Murphy, Anne
Abstract:
<p>The dominant approach to the study of learning throughout most of the twentieth century was to view learning as cognitive only, as if it were a process contained in the mind of the learner, decontextualised from the lived-in world</p>
http://arrow.dit.ie/ltcart/3
Marked
Mark
Growing Research – Challenges for Latedevelopers and Newcomers
(2004)
Hazelkorn, Ellen
Growing Research – Challenges for Latedevelopers and Newcomers
(2004)
Hazelkorn, Ellen
Abstract:
Across OECD countries, governments, policy makers and university managers are examining the future of higher education and questioning the role of educational research. These discussions are taking place against the backdrop that knowledge production and the contribution of higher education to the economy and the prestige and standing of nations is rapidly transforming the once benign higher education system into a competitive market place. Moreover, many governments believe the existing system of funding and/or organisation is no longer sustainable. Should research funding be spread equitably across many institutions or should only a few concentrate on research and the rest focus on teaching and training? If massification was a major force on higher education in OECD countries in the latter half of the 20th century, then competition driven in part by institutional research capacity is playing a similar role in the early 21st century. These forces are influencing in a very directive...
http://arrow.dit.ie/cserart/13
Marked
Mark
DIT and Student Retention
(2003)
Costello, Frank
DIT and Student Retention
(2003)
Costello, Frank
http://arrow.dit.ie/diraaart/5
Marked
Mark
A critical reflection on the research into the motives and choice behaviour of mature, non-national students enrolling and progressing in a part-time, night time hospitality management program within the School of Hospitality ManagA critical reflection on the research into the motives and choice behaviour of mature, non-national students enrolling and progressing in a part-time, night time hospitality management program within the School of Hospitality Management and Tourism, Dublin Institute of Technology.ement and Tourism, Dublin Institute of Technology.
(2010)
Conway, Ann
A critical reflection on the research into the motives and choice behaviour of mature, non-national students enrolling and progressing in a part-time, night time hospitality management program within the School of Hospitality ManagA critical reflection on the research into the motives and choice behaviour of mature, non-national students enrolling and progressing in a part-time, night time hospitality management program within the School of Hospitality Management and Tourism, Dublin Institute of Technology.ement and Tourism, Dublin Institute of Technology.
(2010)
Conway, Ann
Abstract:
This paper reviews a micro-research study into mature, part-time, night-time students’ motives and choice behavior as they enroll in, and progress in a third level institution. A critical reflection on this research process outlining the advantages of its design and implementation and also highlighting its limitations and ethical concerns will be conducted. It will briefly review some of the literature in the areas of students as consumers and their motives for learning and being part of an educational institution while guiding the focus from the research design, the methodology and methods employed to conduct the interviews. As transcripts or analysis of the interviews were not required a digital copy of the recordings is available. .
http://arrow.dit.ie/tfschhmtcon/5
Marked
Mark
E-Learning and DIT’s Strategic Plan
(2009)
O' Donnell, Eileen
E-Learning and DIT’s Strategic Plan
(2009)
O' Donnell, Eileen
Abstract:
<p>This presentation explores the question can e-learning be used to enhance the student experience and further prepare students to work in industry?</p>
http://arrow.dit.ie/buschmanoth/8
Marked
Mark
The Dynamics of Human Capital and the World of Work: Towards a Common Market in Contemporary Tertiary Education
(2009)
Kenny, Aidan
The Dynamics of Human Capital and the World of Work: Towards a Common Market in Contemporary Tertiary Education
(2009)
Kenny, Aidan
Abstract:
<p>The drive for the so-called ‘knowledge society’, and the expected competitive advantage envisioned, has led to ‘power elites’ and vested interests applying pressure on nation states to develop and implement policies that push the balance of national education systems towards the economic imperative and away from the social good. This social inquiry will describe items, strategies and objectives relating to the pursuit of the current higher education change policy agendas, as expressed in key Irish policy documents. The inquiry concentrates on the new ‘world of work’ and the dynamic association with ‘human capital’ in particular the relationship between macro change policy narratives, the socio-political intent and implementation strategies. Critical considerations are given to ‘claims, issues, and concerns’ relating to components of the new order change policy as expressed in this modernisation agenda, with particular reference to awards systems. The conceptual...
http://arrow.dit.ie/cserart/28
Marked
Mark
Dublin Institute of Technology's Programme for Students Learning With Communities(SLWC): Report September 2008- September 2011
(2011)
Bates, Catherine; Gamble, Elena; McCann, Sinead
Dublin Institute of Technology's Programme for Students Learning With Communities(SLWC): Report September 2008- September 2011
(2011)
Bates, Catherine; Gamble, Elena; McCann, Sinead
Abstract:
<p>•Programme introduction: from slide 5 •Policy context: from slide 11 •Benefits of CBL/CBR: from slide 20 •Examples of projects: from slide 25 •Programme support structures: from slide 29 •Testimonials: from slide 74 •Statistics: from slide 86</p> <p><em><strong>PLEASE NOTE TO ACCESS ALL THE LINKS CONTAINED IN THIS PRESENTION, YOU MUST VIEW IT IN SLIDESHOW MODE THAT IS CLICK ON SLIDESHOW AND THEN VIEW SLIDESHOW.</strong></em></p>
http://arrow.dit.ie/comlinkrep/1
Marked
Mark
Preparation and Accreditation of Level 7 Engineering Programmes
(2008)
McGrath, Mark
Preparation and Accreditation of Level 7 Engineering Programmes
(2008)
McGrath, Mark
Abstract:
<p>Accreditation of 3<sup>rd</sup> level educational programmes by a suitably recognised professional body is of particular relevance in relation to engineering. The completion of a sequence of modules which leads to the attainment of this professionally recognised award is viewed as integral to the undertaking. The engineering technology fields are developing and expanding rapidly and the third level sector must keep abreast of these changes. This is essential if the third level institutions wish to continue delivering programmes which produce graduates who can successfully complete the transition from 3rd. Level to the various engineering sectors.</p> <p> This paper outlines various aspects of the preparation for, and the facilitation of, the accreditation of a Level 7 Bachelor of Engineering Technology programme in DIT by Engineers Ireland (EI). The generation and presentation of modules which satisfy the programme outcome approach to engi...
http://arrow.dit.ie/engschmanconn/25
Marked
Mark
The EU Erasmus Mundus Program:The Master’s Degree in Food Innovation and Product Design (Partners: Dublin Institute of Technology, AgroParisTech, University of Naples and University of Lund)
(2011)
Burke, Roisin
The EU Erasmus Mundus Program:The Master’s Degree in Food Innovation and Product Design (Partners: Dublin Institute of Technology, AgroParisTech, University of Naples and University of Lund)
(2011)
Burke, Roisin
Abstract:
<p>Erasmus Mundus is a European educational training program for non-European and European students who want to pursue studies at a Master’s level. Students study modules provided by a number<br />of higher educational institutes/universities in various European countries. The MS in Food Innovation and Product Design is a new program which will commence at the end of August 2011.<br />The successful applicants will study in AgroParisTech (France), Dublin Institute of Technology (Ireland) and can choose to study at either Lund University (Sweden) or University of Naples (Italy). Students will gain knowledge and skills to enable them to produce innovative food products.</p>
http://arrow.dit.ie/tfschafart/114
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Mark
The EU Erasmus Mundus Program: The Master's Degree in Food Innovation and Product Design (Partners: Dublin Institute of Technology, AgroParisTech, University of Naples and University of Lund)
(2011)
Burke, Roisin
The EU Erasmus Mundus Program: The Master's Degree in Food Innovation and Product Design (Partners: Dublin Institute of Technology, AgroParisTech, University of Naples and University of Lund)
(2011)
Burke, Roisin
Abstract:
<p>Erasmus Mundus is a European educational training program for non-European and European students who want to pursue studies at a Master's level. Students study modules provided by a number of higher educational institutes/universities in various European countries. The MS in Food Innovation and Product Design is a new program which will commence at the end of August 2011. The successful applicants will study in AgroParisTech (France), Dublin Institute of Technology (Ireland) and can choose to study at either Lund University (Sweden) or University of Naples (Italy). Students will gain knowledge and skills to enable them to produce innovative food products.</p>
http://arrow.dit.ie/tfschafart/117
Marked
Mark
European "Transparency Instruments": Driving the Modernisation of European Higher Education
(2012)
Hazelkorn, Ellen
European "Transparency Instruments": Driving the Modernisation of European Higher Education
(2012)
Hazelkorn, Ellen
Abstract:
<p>This paper reviews the background to and assesses the usefulness of the various transparency instruments (e.g. college guides, accreditation, classification systems, benchmarking models, global rankings). While there are differences between these various “instruments”, they can all be considered as part of the growing trend for greater transparency, accountability and comparability which began with college guides or handbooks around 1970. It will then place the most recent European developments (e.g. U-Map and U-Multirank) and other EU-funded initiatives (Expert Group on the Assessment of University-based Research and the 3-M Project on Third Mission) within this context. In doing so, the paper will discuss the extent to which these initiatives provide greater transparency and information for stakeholders, and the impact that such initiatives are having on higher education. The paper asks to what extent these initiatives support broad higher education policy objectives, e.g...
http://arrow.dit.ie/cserbk/15
Marked
Mark
Now for the Science Bit: Implementing Community-based Learning in Chemistry
(2011)
Mc Donnell, Claire; Ennis, Patricia; Shoemaker, Leslie
Now for the Science Bit: Implementing Community-based Learning in Chemistry
(2011)
Mc Donnell, Claire; Ennis, Patricia; Shoemaker, Leslie
Abstract:
<p><strong><em>Purpose</em></strong> – The purpose of this paper is to contribute to the understanding of student learning from community engagement by critically assessing the implementation of this pedagogical approach in the context of teaching and learning chemistry and also evaluating the role of personal development in student-community engagement.</p> <p><strong><em>Design/methodology/approach</em></strong> – A case study on the implementation since 2007 of community-based learning (also called service-learning) projects in an academic department in Ireland is presented. Analysis of assessment grades, student reflective accounts and evaluation questionnaires informs this work as does a recently completed self-assessment of our activities using Shumer’s Self-Assessment for Service Learning.</p> <p><strong><em>Findings</em></strong> – A marked improvement in student engagement ...
http://arrow.dit.ie/scschcpsart/28
Marked
Mark
Learning and Teaching Chinese Language and Culture in Dublin: Attitudes and Expectations
(2009)
Liu, Yiling, (Thesis)
Learning and Teaching Chinese Language and Culture in Dublin: Attitudes and Expectations
(2009)
Liu, Yiling, (Thesis)
Abstract:
<p>In response to a world-wide tide of Chinese language learning, educational institutions in Ireland have begun, in the last five years, to put in place degree courses and an increasing number of classes for the teaching of Chinese. It is helpful to understand the attitudes and expectations of students and teachers concerning the learning and teaching of Chinese language and culture in an Irish teaching environment. Language is part of a particular culture. The learning and acquisition of a target culture are as important as learning the language per se. In a non-target language environment, the learning and teaching of culture helps build comparisons and connections. A heightened understanding of culture is essential in furthering study, encouraging long-term learning and in resolving possible misunderstandings in language. Chinese language and culture have deep roots and a long history. Successful language learning evolves in tandem with cultural understanding. The teaching...
http://arrow.dit.ie/appamas/27
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Continuing Education in Irish Higher Education: a New Era Ahead
(2000)
McMahon, Frank
Continuing Education in Irish Higher Education: a New Era Ahead
(2000)
McMahon, Frank
http://arrow.dit.ie/diraaart/10
Marked
Mark
Tradition Versus Technology: Careers Fairs in the 21st Century
(2004)
Brennan, Christiane; Daly, Margaret; Fitzpatrick, Eileen; Sweeney, Edward
Tradition Versus Technology: Careers Fairs in the 21st Century
(2004)
Brennan, Christiane; Daly, Margaret; Fitzpatrick, Eileen; Sweeney, Edward
Abstract:
<p>The traditional methods of graduate recruitment do not adequately meet the needs of the changing profile of students and graduates. As industry becomes internationalized, the needs of employers are also changing. Graduate recruitment is in response to short term needs and varying levels of experience are required. A case study method was used in Dublin Institute of Technology to evaluate effectiveness of a virtual careers fair in providing greater access to job opportunities for students and graduates. Access by employers to potential employees was also measured. Findings showed that while access improved, other issues requiring attention emerged.</p>
http://arrow.dit.ie/nitlart/14
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Exploring Early Childhood Education and Care Policy in Ireland: Critical Discourse Analysis as a Methodological Tool
(2009)
Kiersey, Rachel
Exploring Early Childhood Education and Care Policy in Ireland: Critical Discourse Analysis as a Methodological Tool
(2009)
Kiersey, Rachel
Abstract:
<p>The Irish government have invested considerably in the broad early childhood education and care (ECEC) sector over the last decade. However, a distinction persists within Irish policy between childcare and early education, both structurally and conceptually. Early education frequently refers to intervention based pre-school services; conversely childcare frequently refers to the broad spectrum of care services for 0-12 year olds, from family based child care through to centre-based provision (Hayes & Bradley, 2006; NESF, 2005; OECD, 2004). As a result of this, ‘early childhood services in Ireland are fractured across the welfare (childcare) and educational (early education) domains and … targeted in nature’(Hayes, 2008, p. 33). The National Children’s Strategy marked ‘the beginning of a shift towards using rights-based language in policy development … by strongly reflecting the UNCRC’ (Hayes, 2002, p. 49). The ambitious language of Irish ECEC policy documents is not al...
http://arrow.dit.ie/csercon/10
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1992 (2)
1991 (4)
1990 (1)
1989 (1)
1988 (1)
built by Enovation Solutions