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Feedback is the key ingredient from which we grow. This paper contributes to the literature on student feedback in higher education, specifically within work-based learning. It provides an overview of the usability, utility and impact of a freely available feedback tool, the 5 min feedback form (5MFF). The 5MFF was constructed for use within physiotherapy and is being utilised across clinical placement sites in Ireland. The generalisability of its structure allows for transferability across healthcare professions and other work-based disciplines. A multi-site cross-sectional study utilising convenience sampling across a diverse range of placement settings was conducted. Physiotherapy students, practice educators and practice tutors were surveyed on their experience and perceptions of the 5MFF. Findings indicate strong agreement in relation to ease of use, speed of completion and the form's ability to structure and provide timely feedback. Results support its capacity to encourage feedback prioritisation, identify strengths and weaknesses, direct learning, modify behaviours and facilitate the achievement of goals and objectives. Through facilitating collaborative dialogue the 5MFF supports the feedback conversation through raising awareness of student challenges or practice educator and tutor concerns. Utilisation of the 5MFF during physiotherapy clinical education supports effective feedback delivery and enables a positive feedback process. [ABSTRACT FROM AUTHOR]

Drawing on research conducted at National University of Ireland, Galway, this paper explores how senior managers at an Irish university are seeking to measure and facilitate academic performance in the context of national and global competitiveness and a higher education landscape that appears firmly inflected by neoliberal ideas of rankings, benchmarking and productivity. I draw upon Michel Foucault’s writings on governmentality and biopolitics, in particular, and I utilise findings from a range of in-depth interviews with central university managers, with a view to critically interrogating the envisioning of what is undoubtedly a new academic subjectivity in the Irish higher education sector—a subjectivity that is being progressively planned for and regulated. [ABSTRACT FROM PUBLISHER]

There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme) demonstrating weaknesses in this regard, this study sought to examine and address the issue through two cycles of action research. The examination of the nature of prospective teachers’ MSMK (as well as related beliefs in the main study) informed the design and implementation of an intervention to address the issue. A mixed method approach was taken throughout. In both cycles, Shapiro's criteria were used as a conceptual framework for the evaluation of the initiative. This paper focuses on the perceived and actual effects of the intervention on participants’ MSMK. As well as its contribution at a local and national level, the study provides an Irish perspective on approaches taken to address the phenomenon internationally. [ABSTRACT FROM PUBLISHER]

This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic activities associated with their accounting modules. Specifically, they were reluctant to seek help, they lacked the confidence to study effectively or to engage in independent reading and note-taking, and 40% of them were unable to judge the standard required to do well in examinations. The findings demonstrated that being confident in one's ability to understand the course content, to attempt questions in advance of tutorials, and to meet deadlines were associated with achieving significantly better results in the accounting modules. Interestingly, very few gender differences were identified. The paper concludes by considering the implications of the findings for accounting educators. [ABSTRACT FROM PUBLISHER]

The 2008 global financial crisis cast a long shadow over Ireland's higher education and research system. The IMF said Ireland experienced an ‘unprecedented economic correction’, while Ireland's National Economic and Social Development Office said Ireland was beset by five different crises: a banking crisis, a fiscal crisis, an economic crisis, a social crisis and a reputational crisis. Despite a return to growth, these circumstances provide the best explanation for the policy choices being undertaken as key actors struggle to sustain the publicly funded mass system, and reassert the country's position as a globally competitive knowledge society attractive to mobile capital and skilled labour. Whatever the outcome, it is unlikely that public funding for higher education will return to levels previously enjoyed. This paper examines the background and policy challenges confronting the government and higher education, and discusses the role of higher education researchers in helping shape options. [ABSTRACT FROM PUBLISHER]

A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to ‘let-go’ of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in Ireland, explores the facilitation role of the lecturer and identifies strategies that have enabled effective transition from traditional pedagogical practice. The research incorporated semi-structured interviews with five lecturers who adopted student-centred learning in their teaching, focus group sessions with 36 students who engaged in a student-centred module and two classroom observations. The research identified some common understanding of a student-centred approach, although the emphasis differed slightly between lecturers and students, highlighting some implications for on-going practice. [ABSTRACT FROM PUBLISHER]

This study investigates the construct validity, composite reliability and concurrent validity of the Inventory of attitudes towards seeking mental health services (IASMHS). A large sample of Irish police officers (N = 331) participated in the study. Confirmatory factor analysis supported the three-factor structure of the scale, while composite reliability results demonstrated that the IASMHS possessed excellent internal reliability. Structural equation modelling indicated that help-seeking propensity was the strongest predictor of intentions to engage in psychological counselling followed by psychological openness. Neuroticism was a weak, significant predictor of intentions. Implications of these results are discussed in relation to improving utilisation rates of mental health services. [ABSTRACT FROM AUTHOR]

This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education. [ABSTRACT FROM PUBLISHER]