Third Level Staff

Dáil Éireann Debate, Wednesday - 18 November 2020

Wednesday, 18 November 2020

Questions (139, 140, 141)

Paul Murphy

Question:

139. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 238 of 1 October 2020, his views on whether the requirement by the National University of Ireland Galway for PhD students to make contributions of on average five hours per week over 24 weeks over three academic years without extra payment, breaches the requirement of the same postgraduates to sign a declaration to the Revenue Commissioners that there would be no element of service directly or indirectly between the sponsor and the scholarship recipient or between the colleges university and the scholarship recipient. [37364/20]

Paul Murphy

Question:

140. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether requiring unpaid postgraduate workers to carry out in-person teaching at NUI Galway such as lab demonstrations which cannot be done online during a global pandemic should be regarded as an integral part of the training of a research masters or PhD student. [37365/20]

Paul Murphy

Question:

141. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 238 of 1 October 2020, his views on whether NUI Galway is complying with the obligation of employers and or funders under the European Researchers Charter to ensure that teaching duties are adequately remunerated given the requirement of the university of PhD students to make contributions of on average five hours per week over 24 weeks over three academic years without extra payment. [37366/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

I propose to take Questions Nos. 139 to 141, inclusive, together.

Postgraduate programmes are comprised of a range of elements designed to further the training and development of students, including the development of generic and transferable skills. These activities are regarded as an integral part of the training, and typically include a range of activities under the teaching contribution. PhD students may contribute to teaching, often at a level of 120-150 hours per year over the course of their studies, without extra payment. Such duties, which are commonly part of their terms and constitute an element in an upskilling programme, should not be viewed as unpaid teaching.

In relation to the allocation of teaching contribution during Covid-19 pandemic, I understand that no research supervisor or line manager will compel a research student to undertake an on-campus teaching contribution, and if a research student is not in a position to undertake an on-campus teaching contribution, they may be allocated alternate forms of teaching contribution.

The main purpose of the teaching contribution is teaching practice and development for the promotion of education, and is not for the purposes of fulfilling employment services. As such, I understand that this is permissible within Revenue rules.

While contributing to teaching is an integral part of the training of a research Master’s or PhD student, the core component of research programmes across all higher education institutions is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.

The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. It is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students.

In circumstances where issues arise relating to teaching duties of postgraduate students in terms of the Framework and Skills Statement, all parties should engage constructively in the interest of securing balanced solutions.