Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 1st July 2025, 08:45:51pm IST
Business School building, SETU Main Campus
(capacity: 100 people, wheelchair seating available)
Session Topics:
Research Paper Submission
Presentations
11:15am - 11:35am
Closing the digital divide: A programme team approach to online module design
Fionnuala Brennan, Laura Doyle, Neill Wylie, Cathal Ryan, Emmett Cullinane
SETU Waterford, Ireland
This paper presents a case study of a programme team approach to online module design on a blended learning programme - the Higher Certificate of Arts in Custodial Care (HCCC). The HCCC is a bespoke two-year applied learning programme completed by all Recruit Prison Officers in the Irish Prison Service (IPS). It is co-designed and delivered by South East Technological University (SETU) and the IPS. Supported by an NTutorr-funded project titled Optimise, which garnered student and staff feedback of their experience of the Virtual Learning Environment (VLE), a lack of consistency across module design was previously identified as a significant barrier to student engagement and learning. This paper describes the actions taken by the programme team and the Centre for Technology Enhanced Learning at SETU (Waterford) in 2024 to address those findings and create consistent, engaging and user-friendly module designs. We share our experience of embedding a module template and present student feedback obtained in November 2024 and March 2025, which we compare with that gathered previously.
11:35am - 11:55am
Enthusiastically ‘muddling through’: Business School lecturer interpretations of the impact of Generative AI on their pedagogic practices
Arthur Kearney, Emer Emily Neenan
SETU School of Business, Ireland
Please note the following paper is under review in the Irish Journal of Academic Practice, I am presenting to stimulate discussion / gain feedback.
Socio-technical disruption driven by generative artificial intelligence has impacted all domains of Higher Education over the past three years. Impacts on the pedagogy domain include the emergence of ethical dilemmas, demands for more personalised and equitable engagement and pressures to strategically transform pedagogy through digital transformation. Emerging from a master of education dissertation, the present paper aims to explore the impact of generative artificial intelligence on pedagogic practices in the business school context. Four in-depth interviews with senior lecturers were conducted, and analysed thematically.
Findings suggest that generative artificial intelligence can drive emerging pedagogic practices manifest as: guiding students; challenging students; co-creating and personalising. As these practices emerge in a dynamic pedagogic environment where regulation lags practice, lecturers experience de-centring, resulting in pedagogic practices which are tentative in nature. Feedback from experimentation with tentative practices offers opportunities for action learning to hone such practices.
Advancing theory on pedagogic practices, the paper offers lectures with a practice informed framework for experimentation, and suggests that management and administration can offer greater support and guidance to such experimentation.
