1,726,210 research outputs found
An Investigation of the Current Course Content on the BA (Hons.) in Culinary Arts Hot Kitchen Modules in the Dublin Institute of Technology to Ascertain whether the Content is Adequate in Meeting the Needs of the Stakeholders
Get PDFThis research focuses on Culinary Arts Education, particularly the adequacy and attitudes of all the stakeholders to the content of the hot kitchen modules on the BA (Hons.) in Culinary Arts in the Dublin Institute of Technology. The lack of research in culinary education has been highlighted by Berta (2005) and Zopiatis (2010).This thesis has traced the evolution of culinary culture in Europe from Ancient Greece and Rome, up to the present day. Carême (1784 – 1833) and Escoffier (1846 – 1935), the founders of classical French cuisine, codified French cuisine which lead to the need of properly trained chefs (James, 2002). The history of culinary education in France, England and Ireland from traditional apprenticeship with the guilds through to vocational and then liberal/vocational education has been outlined in the literature review.The Dublin Institute of Technology were at the forefront of the move from vocational to liberal education with the development of the BA (Hons.) in Culinary Arts in 1999 (Hegarty, 2001). The implementation of modularisation in 2004 resulted in reduced hot kitchen contact hours on this programme. Relevant stakeholders (students, graduates, lecturers and employers) were consulted. The overall findings suggest that the majority of all stakeholders are satisfied with the current course content of the BA (Hons.) in Culinary Arts. However, a number of suggested improvements have been identified. These include rewriting modules with revised learning outcomes, clarifying assessment methods, increasing time allocation for modules and modernising module content
2000 - 2001: Postgraduate Prospectus
Get PDFThis booklet outlines the opportunities for post graduate studies offered by the Dublin Institute of Technology. Including both taught and programmes of research leading to higher level awards
Using the Crytek game engine in the Dublin Institute of Technology
No full textIt is envisaged that within the next 10 years. the Dublin Institute of Technology (DIT), Ireland’s largest third level university, will move to a new campus in Grangegorman, located in the north inner city of Dublin This site is currently being used as a hospital. It has twelve listed buildings and is located in a densely populated urban community. This paper describes how the Crytek 3D Game engine is being used to create a game MOD (modification) of the current hospital site, how it will be used in the construction and public consultation process of the new campus and how students in the DIT are learning computer science in an new way
Dublin Institute of Technology, Kevin Street : Calendar 1991/92
Get PDFCalendar of academic year 1991/92.
Contents include. DIT Courses, fee structures, undergrad programmes, short courses, fees, research & development, campus companies, student services, college regulations, Graduates and prizewinners, awards and external examiners, advisory services for prospective students, college structures, college staff and college library.
Foreward by F.M. Brennan, President
2001 : Dublin Institute of Technology : Full-Time Courses , Undergraduate Prospectus
Get PDFUnderdraduate prospectus of full - time courses for 2001 entry.
Foreword by Dr. Brendan Goldsmith, President.
Introduction includes information on student life, campus, library and information service, computer centre, restaurent facilities, careers service, student counselling service, etc
Developing a Participatory Consultation Process for Quality Reviews:the Initial Stage of the European University Associations Quality Review of the Dublin Institute of Technology
Get PDFThis paper describes the evolution of a consultation process utilized by the Dublin Institute of Technology (DIT) as part of a quality review process. An emphasis is placed on outlining: the collaborative nature of the enquiry; the guidelines and code of ethics adopted; the social research methodology utilized both quantitative (online surveys, staff n=1831, student’s n=21094) and qualitative (6 staff focus groups n=45 and 4 stakeholder focus groups n=24 and faculty board submissions 6). Instrument construction, theme sheet design and sampling procedures and response rate are detailed. The author, as consultation facilitator, provides an narrative of events and applies theory to actual practice. He claims that the DIT operationalized the consultation process under the principles of inclusion, openness and transparency, and that the process captured both a valid and reliable account of the attitudes and opinions of the DIT community
They Don\u27t Really Want to Know Us: Experiences and Perceptions of international Students at the Dublin Institute of Technology
Get PDFThis paper seeks to explore the experiences and perceptions of international, non-EU students at the Dublin Institute of Technology. My interest in the subject derives from my work as a lecturer at a college with an increasing number of international students and from my participation as a student on a course which made me appreciate the value of a diverse student and lecturer body. The sample of the survey I carried out included international students and lecturers at one campus of the Dublin Institute of Technology. While the results indicated that international students are just as heterogeneous as Irish students, they are faced with specific problems deriving from difficulty with language, differences in academic culture and segregation from the Irish students. They are also subjected to discrimination and racism, which is often not expressed explicitly and therefore hard to challenge. Because of falling numbers of Irish students, institutions of higher education have increasingly become dependent on the recruitment of international students, but do not appreciate the educational benefits of a diverse student population. The revenue generated by the international students does not correspond to an adequate infrastructure of support and services. The lack of acknowledgement by the institution corresponds with the failure to recognise the international students as an integral part of life on campus. As a consequence the international students expressed the feeling of being ignored and neglected. As Irish students were not part of the survey their attitude could be deducted only from how the international students perceived them. The fact that the majority of lecturers regarded international students as an asset gives an indication of the hidden potential of diversity. The detailed suggestions of both students and lecturers could help to improve the situation and to create the conditions for an intercultural campus. In addition, the institution needs to develop policy guidelines and codes of practice for the development of awareness of diversity issues and recognition of the value of a diverse student population
Exploring the Barriers to Independent Study and Learning in First Year Undergraduate Engineering Students?
Get PDFThis mixed method case study was carried out in the Dublin Institute of Technology, Ireland and was conducted with the co-operation of four experienced lecturers of engineering and three groups of first year undergraduate engineering students.
The main aim of the research was to identify factors which represent barriers to the independent study and learning of first year engineering students.
Many first year engineering students do not return to college for the second year of their programmes. Many reasons for this are identified in the research, including the failure of students to pass assessments and exams as a result of the lack of independent study and learning. For this research qualitative interviews were carried out with four experienced lecturers to capture their views and experiences of the study and learning habits of first year students. The data gathered during these interviews, in conjunction with my own personal experiences, and knowledge gathered from the research literature on the subject, served to guide and inform the selection of the questions which were used in a student survey.
The Quantitative student survey consisted of two parts, the first included questions relating to the profile and study habits of the students, the second employed a set of questions titled “a brief measure of leaner autonomy”. This resource provides a numeric value for the student’s learner autonomy which provided the mechanism used to explore the relationship between the level of autonomy of some students and their profile and study habits.
The analysis of the data gathered provides a detailed insight into the views of the engineering lecturers and the factors which represent barriers to the first year students study and learning
Graduation Ceremony Pamphlet, Dublin Institute of Technology, Kevin Street, 12th. October, 1996
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