IASC Repository at Hibernia College
IASC (Institutional Archive of Scholarly Content) is an open access repository designed to store, archive and disseminate the work of Hibernia College faculty, staff and students. It includes peer-reviewed publications, conference papers, research reports, presentations and examples of exemplary student work.
Recent Submissions
Publication “If you build it, they will come” – or will they? Generating engagement with an institutional repository(2024-11)Developing faculty and staff engagement with a new open-access institutional repository (IR) is a challenge often underestimated during IR implementation projects. The idea that “if you build it, they will come” does not reflect the reality of establishing a successful IR in a third-level institution (Ferreira et al., 2008). Factors that hinder the adoption of open-access IRs are many and varied, and a multi-pronged approach is required both to gain an understanding of these factors and develop a strategy to address them (Narayan and Luca, 2017; Tmava, 2022). For those involved in IR implementation projects, having surmounted the considerable hurdles of securing approval and funding for an IR and then developing the platform, the need for the development of such a strategy often comes as quite a surprise. However, it is arguably the most important part of ensuring a successful IR implementation. This poster outlines the genesis and continuing evolution of our own IR engagement strategy and our learnings from the process. The journey so far has prompted a process of continuous reflection upon our new role as IR administrators, informed by the reflective model of Experience, Reflection, Action (Jasper, 2013) and guided by Holliday’s (2017) thinking on the power of metaphor in theory and practice. We hope that sharing this journey will benefit those at a similar or earlier stage of open-access IR implementation. This poster was presented at the 3rd annual HECA Research Conference held at Griffith College, Dublin on the 19th of November.Person Person Person Publication Partnership in Work Integrated Learning: The Efficacy of a Partnership Model in Facilitating School Placement Based Learning and Assessment(Infonomics Society, 2024-07-07)Work integrated learning (WIL) is an educational approach that integrates learning with practical work experiences. Within the structure of Initial Teacher Education (ITE) in the Republic of Ireland, WIL is facilitated through School Placement (SP). SP is widely recognised as sitting at the fulcrum of ITE. It is primarily valued by partners in education as the opportunity to put learnt pedagogy and foundational knowledge into practice within a school setting and as such is a form of authentic assessment. Moreover, it is an opportunity for student teachers (STs) to become socialised into the profession as active partners in educational practice. The Teaching Council, as the regulator of the teaching profession in the Republic of Ireland, has emphasised the role of the ST as researcher and pedagogical collaborator, moving the focus of SP away from a singular consideration of practice within the classroom and towards a whole school and system wide approach. This expands the potential scope of SP towards a reciprocal relationship whereby the ST has agency to impact on the actions of the site of practice by sharing new and emerging practice and pedagogy from their research and studies. However, beyond these lofty ideals, SP is a formative assessment and determines the success of STs in obtaining their professional qualifications. Given the centrality of SP to ITE, the prevailing lack of consistency and clarity around the partnership model, the roles of partners and the future of SP, are worthy of exploration. This paper presents current doctoral research and preliminary results on the impact of the partnership model on the efficacy of SP as a robust form of assessment and proposes the introduction of a new SP partnership framework
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