Under the Haddington Road Agreement an Expert Group on Fixed-Term and Part-Time Employment in Lecturing in third Level Education in Ireland was established to assist in addressing concerns raised about precarious employment by Union representatives. In May 2016 the Chairperson of the Expert Group, Mr. Michael Cush S.C., published his report. The Department issued directions to the sector on the 4th July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement. Implementation by Institutions has proceeded.
The Cush Report is specific to concerns raised about part-time and fixed-term employment in lecturing and its recommendations are not applicable to non-lecturing grades. Work is also underway on the part of the Irish Universities Association, in association with the Technological Higher Education Association, on a new Researcher Career Framework which seeks to improve career progression and structured mobility arrangements for researchers.
In line with the Universities Act, 1997, third-level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements. In the event that a union has specific concerns regarding work and contract conditions among staff in any third level institution, that union can seek to have the matter addressed using the dispute resolution procedures provided for in the Haddington Road Agreement, and any individuals who have issues of dispute have a variety of dispute resolution options open to them.
In overall terms progress has been made but it is clear that problems remain. Some of these problems are in part attributable to the nature of funding streams and activities in the third level sector and these issues are not unique to this country. However, I envisage that there will be an opportunity to review these issues further during the forthcoming sectoral negotiations under the proposed national pay agreement.
In relation to postgraduate students, the position is that their programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of their training and typically include teaching. Development of these skills is important in equipping students for their future careers, including for academic positions. The teaching and other generic and transferable skills expected of doctoral students are described in the National Framework for Doctoral Education and the PhD Graduate Skills statement provided by the Irish Universities Association.
PhD students may contribute to teaching, often at a level of up to 5 hours per week over the course of their studies, without extra payment. Such duties are commonly part of their terms and constitute an important part of their skills development programme. A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Where postgraduate students are in receipt of a funding award, participation in such activities can be considered a valuable activity within the award holder's career.
However, 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 universities is the advancement of knowledge through original research and this must remain the primary focus of the activity of research students.
I am advised that a wide range of factors influence the nature of any teaching arrangements including diversity of institutions, disciplines, programmes and research activities; the terms of any research funding award or stipend; the make-up of course fees and various other matters. Taking account of this I intend to engage further with the Higher Education Authority, research funders and other stakeholders to seek further advice on the teaching activities of postgraduate students and consider the issue in more detail.
