All Ireland Journal of Higher Education 2021-06-30T14:40:33-07:00 Moira Maguire Open Journal Systems AISHE-J (ISSN: 2009-3160) is the journal of the <a href="">All Ireland Society for Higher Education (AISHE)</a>. It is an <a href="">open-access</a>, <a href="">peer-reviewed</a>, journal of scholarly research into Teaching and Learning in Higher Education. If you are considering a submission to the journal, please go directly to the <a href="/aishe/index.php/aishe-j/information/authors">Information for Authors.</a> Introduction to the Issue 2021-06-29T15:22:21-07:00 Moira Maguire Morag Munro Bernadette Brereton 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education Visual Thinking Strategies for speech and language therapy students 2021-03-09T23:56:59-08:00 Alice Lee Sarah Cronin Fiona Gibbon <p>Abstract.</p> <p>Visual Thinking Strategies (VTS) is an art-based education programme that originally aims to teach visual literacy, thinking, and communication skills through facilitated discussions of visual art. It has been introduced to healthcare programmes in higher education, such as medicine and nursing, but little has been reported for speech and language therapy (SLT) education. This study examined the effect of VTS as assessed by the quality of observations and linguistic structures used in written descriptions of an art image by SLT students. The pre- and post-VTS written samples of 82 final year SLT students collected over five different years were analysed. The written samples were generated by asking the students to view an art image and write down their observations in accordance with three prompting questions. Parameters related to observation skills and linguistic structures of written text were identified, coded, and counted. The results showed that there was a significant increase in the number of words used to discuss the image post-VTS, with a decrease in detailed observations but an increase in supported inferences noted. For the linguistic structures, there was a significant increase in the use of subordinate clauses and cohesive devices, indicating an increase in sentence complexity and cohesion of the narratives. The results suggest that VTS may stimulate more frequent use of linguistic features associated with critical thinking, reasoning and general observation skills in students.</p> 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education An Overview of the Redevelopment of a Computer Science Support Centre and the Associated Pedagogy Impacts 2020-12-02T12:06:37-08:00 Mark Noone Amy Thompson Aidan Mooney <p>“<em>Support Centres</em>” are a form of intervention, particularly prevalent in Ireland and the UK through which undergraduate students interact with one or more tutors who help them with their studies. They primarily exist in the Mathematics and Computer Science fields. These centres tend to be remedial, in general aiming to improve the knowledge of struggling students, while also offering additional material to students looking for more of a challenge.</p> <p>The Computer Science Centre at Maynooth University is a drop-in tutoring service which provides free tutoring to students, primarily of programming modules, in the first and second year of their degree. This service has been running in our Computer Science department since 2012. In the 2019-2020 academic year, two full time tutors were hired to refocus and improve the centre. This resulted in the creation of a redevelopment plan and relaunch of the centre, which will be presented in this paper.</p> <p>The results of this redevelopment were very promising with the attendance of the centre increasing by over 800% compared to the 2018-2019 academic year. The students who did attend the centre also performed better on average than those students who did not attend the centre in their first-year undergraduate programming modules. An analysis of data relating to students visits to the centre will be presented and discussed.</p> <p>This paper discusses in detail the redevelopment within the centre and the work carried out by these tutors in their first year, while also presenting future plans for the centre. Guidelines are presented on managing an effective support centre (through our redevelopment plan and support methods), with the hope that more institutions in both Ireland and abroad will consider supporting their students with this methodology.</p> 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education Lecturers’ Perceptions of the Leaving Certificate Computer Science Curriculum and its Influence on Higher Education in Ireland 2020-06-15T10:55:36-07:00 Fiona Redmond <p class="Abstract"><span lang="EN-GB" style="font-size: 11.0pt; font-family: 'Arial',sans-serif;">A Computer Science (CS) subject is currently being rolled out nationally into upper second level education in Ireland since September 2018 on a phased basis. The first cohort of students from phase 1 of the subjects’ national rollout completed the first ever Computer Science Leaving Certificate examination in June 2020. This addition to computer science education (CSE) in Ireland now offers students an opportunity to attain a formal qualification in CS prior to entering tertiary education. Irish higher education (HE) institutions will now begin to see a change in student intake on their undergraduate CS programmes, where ‘LCCS students’ might enrol in first year alongside students who do not have the same level of prior knowledge in the discipline. This qualitative study explores CS lecturers’ perceptions of the Leaving Certificate Computer Science (LCCS) curriculum and its influence on teaching in HE through semi-structured interviews. Thematic analysis of the interview transcripts identified five key themes. The paper draws attention to aspects which may provide HE policy makers, heads of computer science departments and lecturers with greater insight into the realities of this addition of CS to the Leaving Certificate.</span></p> 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education Medical School Staff Perspectives on Sharing Sensitive Student Information 2021-05-18T03:41:39-07:00 Clare Conway Dervla Kelly Sarah Harney Helena McKeague <p>This study considered the duties and role dimensions of medical school staff in the context of how they deal with sensitive student information. It focused on exploring appropriate communications about learners in training for professional practice. The authors recognized the current legal and ethical dilemmas faced in managing academic, behavioural, and/or personal student issues and aimed to research how ongoing tensions and complexities manifest in relation to learner handover. The study aimed to inform future policy development around information-sharing practice to support student progress. A live audience-response survey was combined with a one-hour focus group session. Real experiences and opinions were focused through the use of scenario-based discussion and facilitator prompts to produce a transcript. Qualitative analysis, with inductive coding by the study team, identified themes; current values, processes, approaches and context to handover. Key quotes were highlighted and survey findings charted. Staff explained how they balance trying to best support the interests of learners whilst respecting their rights to privacy. Participants echoed an ongoing need for clear instruction and explored grey areas in communication strategy. Shared, evolving concerns were discovered about entrustment and traceability, with some consensus of opinion on written record-keeping/activity logs. The study contextualized perceived risks and benefits within learner handover and provided rich insights from a medical school shop floor around how sensitive student information is handled. The findings contribute to a wider, timely conversation within healthcare education and will be instrumental in tailored policy development. Learner perspectives will be sought as a key next step.</p> 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education A qualitative exploration of postgraduate students' understanding of Emotional Intelligence and its potential impact on their future career development 2021-02-10T05:33:48-08:00 Patrick Phillips <p>The purpose of this article is twofold: firstly, it will explore the degree of understanding post graduate business school students have of the topic of emotional intelligence (EI); and secondly, it will consider the extent to which they believe EI will impact their future career progression. The study was conducted at a leading Irish university. Five students were selected to take part in interviews utilising an interpretative phenomenological analysis (IPA). The findings indicated the following: 1) respondents had some degree of understanding of EI but they felt a need to learn more, and 2) the participants saw EI as important for their future careers. This study contributes to the academic discourse as there is no qualitative research on EI at third level in Irish institutions.</p> 2021-06-30T00:00:00-07:00 Copyright (c) 2021 All Ireland Journal of Higher Education