This publication looks at student success through three lenses. Firstly, it explores the concept of student success from the key perspectives of national policy, the explicit strategic missions of our higher education institutions (HEIs), our students and international literature. It then explores a range of themes that have been pivotal to our understanding of student success and how it can be supported. Finally, it looks at the development of an Irish national understanding of student success.
This Strategy outlines the vision, mission and values of the National Forum. It also provides a high-level overview of the strategic priorities and the key strategic aims and activities planned up to December 2021.
This document provides a summary of the main inputs from the strategy consultation process and how we incorporated these into our 2019-21 Strategy.
On Monday 12 November 2018, Quality and Qualifications Ireland (QQI) and the National Forum for the Enhancement of Teaching and Learning in Higher Education jointly hosted an event bringing together representatives from the higher education and training sector to discuss the assessment of learners and learning. This insight shares some key themes arising from discussion during that assessment event.
This Forum Insight summarises a systematic review of literature, exploring 65 peer-reviewed publications in the area of technology-enhanced assessment, with a particular focus on staff experiences of various related approaches. The study was funded by the National Forum, in partnership with the Irish Research Council, and was conducted by researchers at Trinity College Dublin.
This insight aims to build a common understanding of recognition of prior learning for Irish higher education. Building on existing good practice, it explains the various forms of learning that can be recognised and outlines the conditions which can assist staff to ensure that the potential of every student to succeed is optimised.
This briefing paper reports on a research project established by the National Forum in partnership with the Union of Students in Ireland, which aimed to inform our understanding of why some students do not progress to the completion of their programmes of study in higher education and to determine how best to support students in their transitions into and through higher education. The study examined, through surveys and interviews, the motivations and experiences of 331 students who did not complete their programmes of study in higher education. The briefing paper adds to the growing evidence base about the challenges that students face in their transitions into and through higher education in Ireland.
This report is based on findings from a National Forum-funded research project on student non-completion on ICT programmes led by a team based at the University of Limerick.
The Paper summarises international literature on student non-completion with a focus on students of ICT ; it outlines proven initiatives and pedagogic practices designed to tackle ICT student non-completion and it presents the results of exploratory case study research on ICT non-completion at the University of Limerick. It also includes further considerations arising specifically from the institutional case study as well as those arising more generally from the question of non-completion in the Irish context.
The National Forum, in partnership with the Further Education and Training (FET) sector, conducted a survey and interviews in 2016 of FET learners’ experiences of transition to higher education. A Forum Insight on Transition from Further Education and Training to Higher Education can be accessed here.
The first enhancement theme of the National Forum focused on transitions into and through higher education. Based on surveys and interviews with FET students, the research summarised in this insight begins to fill an important gap in our understanding of transitions, and it recognises the often substantially different experiences of those entering higher education from school, and those entering from the FET sector.