Hibernia College is committed to the creation of new knowledge.
This stems from a strong belief in the importance of using evidence based research to improve practice in education and training. Through its research activities Hibernia College employs a diverse range of methods to conduct impactful studies in teaching and learning across the education and health science disciplines. This is turn contributes to the College’s mission to deliver distinctive technology enhanced educational opportunities for our students in order to prepare them for complex professional roles in a rapidly changing technological world.
Hibernia College is committed to supporting its staff, faculty and students in their engagement with high quality research endeavours.
The College is dedicated to developing effective, responsive scholars, graduates and practitioners who use theory and effective research to enhance their work in a global, diverse and technological society. To achieve this mission, the College is dedicated to fostering research-based professional practice that enables people to achieve their highest potential.
Hibernia College is committed to achieving national and international prominence for the quality and relevance of the research it conducts.
Through Hibernia’s links with education institutions throughout the world our research community is networked into a national and global research community. Our faculty and researchers present at national and international research conferences and are members of EU funded research consortia.
The college has identified key research areas of interest:
Hibernia is committed to the highest standards of professionalism and quality in all areas of academic activity. We seek to continuously improve our practice as a result of evidence based self-assessment and bench-marking against international best practice. Through this process we are able to validate the impact of our work and ensure that professional currency is maintained.
Through our focus on data-based discovery, we drive innovations in teaching and learning and contribute to innovations in the science and practice of our professions. Interdisciplinary and collaborative endeavours are necessary, valued and encouraged.
The best interests of our students are the principal consideration in all we do. Our commitment to student success is explicit. Student outcome data is continuously gathered and analysed to ensure our objectives for student success are being met.
The development of excellent quality research outputs and research active staff, faculty and students, supporting the college’s aim of using evidence based research to improve practice in education and training.
Promotion of a research ethos and culture across the College
On our Professional Master of Education in Primary Education programme, students complete a 10,000-word dissertation, which forms 10 credits of the assessment of the “Advanced School Experience: Using Evidence-Based Research to Inform Professional Practice” module. Student teachers choose a research topic from four different theme areas: (1) Teaching, learning and Assessment, (2) ICT, (3) Psychological and Sociological and (4) Inclusion and Differentiation. The purpose of the research module is to enable students to work independently and demonstrate the ability to plan, implement and evaluate an empirical investigation that integrates concepts, theories, knowledge and skills central to the curriculum on their programme of study. As well as being supported by the Head of Research throughout this module, students are also assigned a research supervisor, whose role is to provide a support framework and critical analysis of their work as it develops.
This publication provides an overview of the research of some of our PMEP student teachers from the September 2014 cohort. These students were the first group to complete the research module as part of our programme. For many of our students, this was the first research project they had ever completed, and we are delighted to disseminate their work to highlight excellent examples of student research being undertaken on our PMEP programme.
To view the Education Papers, click here.
The Hibernia College Research Conference, was held on Thursday 3rd November 2016.
This year, the conference will share insights from a wide range of perspectives in teacher education. This will include contributions from national and international speakers and practitioners including world renowned scholar in the area of Self Study, Professor Anastasia Samaras (George Mason University, Virginia, USA), academics from Hibernia College’s School of Education and our Master and PhD students.
Concurrent parallel workshops will showcase research by students, staff and faculty and demonstrate how the College is forging links between theory and practice in its teacher education programmes.
Panel 1: Setting the scene – what is driving the research agenda in policy?
In this session the contribution of research to professional standards was explored, providing the context for the renewed emphasis on research in teacher education and in ongoing professional practice.
Link to video and summary of Panel 1: Setting the scene – what is driving the research agenda in policy?
Panel 2: Generating research – how do teachers do research in the school setting?
This discussion provided each panellist with ten minutes to outline classroom or school based research projects and discuss the impact of the research. This was followed by an opportunity for questions from the audience.
Link to video and summary of Panel 2: Generating Research
Panel 3: Diversity and Inclusion in Schooling
In this session the panellists provided brief description of their research with diverse groups and the impact of this type of research. There was then an opportunity for questions and discussion from the audience.
Link to video and summary of Panel 3: Diversity and Inclusion in Schooling
Breakout Panel: ICT in the classroom
In this session the panellists provided a ten minute description of their involvement with research into ICT in the classroom and why it is important to do this type of research. There was then an opportunity for questions and discussion from the audience.
Panel 4: The challenges of implementing research in education settings.
Given the increased role of research, this session explored some of the challenges faced by teacher educators, student teachers, schools, principals and parents in bringing research into the classroom.
Link to video and summary of Panel 4: The Challenges of Implementing Research in Education Settings
The Hibernia College Education Conference 2013 was opened by Minister for Education, Ruairí Quinn, TD, who also announced the launch of the new Hibernia College PhD programme at the event. He commented:
“I am very pleased with this development which will enable Hibernia to fast track its research strategy. The 2012 report on the structure of Initial Teacher Education provision in Ireland highlighted the crucial role that high quality research plays in informing best practice in teacher preparation. Today’s announcement by Hibernia College is therefore very welcome and I look forward to the strong contribution to education research that the College will no doubt be making over the coming years.”
Hibernia College hosted its inaugural research conference in November 2012, entitled “Accessing Funds of Knowledge in School Partnerships: Great Expectations in Hard Times”.
School partnership between Higher Education Institutions and schools has long been considered as best practice to ensure Graduate Teachers are fully cognisant of the professional roles and responsibilities they will assume as teaching professionals. The aim of this conference was to situate the concept of school partnership within the international and national debates for such partnerships. Participants were invited to identify issues that, for them, both support and challenge the implementation of such partnerships. A further aim of the conference was to identify a framework for school partnership between Hibernia College and schools. This framework supports the development of teacher professional learning communities so that teacher education is, as described by Bob Lingard, both research informed and research informing.
EUPATI stands for ‘European Patients Academy on Therapeutic Innovation’. This innovative patient-led academy will lead an ambitious project to develop educational material, training courses and a public Internet library to educate patient representatives and the lay public about all processes involved in medicines development. It will address topics like personalised and predictive medicine, design and conduct of clinical trials, drug safety and risk/benefit assessment, health economics as well as patient involvement in drug development. The educational resources will be provided in seven European languages (English, French, German, Spanish, Polish, Russian and Italian), targeting twelve European countries.
Hibernia College is designing the IT infrastructure to deliver EUPATI information and learning systems. Hibernia College will use its extensive knowledge in the area of distance learning to enable EUPATI information and courses reach EUPATI’s pan European audience and provide an online learning environment to teach EUAPTI students about areas of therapeutic innovation in a 30 ECTS programme.