Current Projects

March 2025 

Dr Brendan Dolan, Prof John Canavan, Prof Caroline McGregor, Fergal Lynch

This research explores how scientists can optimise their engagement with decision makers in policymaking, through the micro-level lens of the individual researcher, using an ecological framework. A particular focus of this study will be on how engaged research methodologies and approaches contribute to effective translation of research into policy. Results of this study will be used to create bespoke recommendations and guidance to funders, government bodies, researchers and policymakers as to how to better support current and future generations of scientists and policymakers to communicate more effectively and more frequently with each other.

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November 2024 to December 2025

Dr. Cormac Forkan, Dr. Brendan Dolan, Miss Annemarie Shalloo

The overall aim of the Access Centre is to create a supportive learning environment whereby students who have experienced socio-economic disadvantage, students with disabilities and mature students are enabled to access, participate, and succeed within higher education.

The aim of this research is to measure the social impact of the Diploma in Foundation Studies run by the Access Centre. This will be carried out utilizing a Social Return on Investment methodology, incorporating the lived experience of those who have engaged with the programme. A further aim, based on research findings, is to develop an evaluative framework for use by the Access Centre in terms of measurement of future impact and performance.

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May 2024

Dr Carmel Devaney, Dr Patricia O Connor, Prof John Canavan, Prof Caroline Mc Gregor   

The aim of this research is to review the implementation and impact of Meitheal, including the role of the Child and Family Support Networks in supporting its delivery. Meitheal is a Tusla-led Early Intervention Practice Model designed to ensure that the strengths and needs of children and their families are effectively identified, understood, and responded to in a timely way so they get the help and support needed to improve children’s outcomes and realise their rights. It is an early intervention, multi-agency (when necessary) response, tailored to the needs of the individual child or young person. Child and Family Support Networks (CFSNs) are made up of various agencies and local voluntary and community services in a particular catchment area working with and supporting children and families. Both Meitheal and the CFSNs are part of Tusla - Child and Family Agency’s Programme for Partnership, Prevention, and Family Support (PPFS).s.

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2023

Professor John Canavan & Dr Carmel Devaney

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Ment4EU

Dr Bernadine Brady & Dr Charlotte Silke 

Dr Bernadine Brady was part of a successful Erasmus + bid under the Action KA220-HED - Cooperation partnerships in higher education.  The three-year project, called Ment4EU commences in December 2023.  The goal of Ment4EU  is to help higher education keep abreast of the growing significance of social mentoring in policy and practice across nations. A consortium of universities from Austria, Belgium, Ireland, the Netherlands and Spain will develop guidance on how universities can develop mentoring schemes for social inclusion and engage more responsibly with their communities.

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A Research Partnership to Investigate the provision of Staffed Local Networks for Childminders in Ireland

Dr Sheila Garrity, Dr Danielle Kennan

This research supports the establishment of Staffed Local Childminding Networks (SLCN) as part of the National Action Plan for Childminding (NAPC). The SLCNs are proposed as a means to enhance the quality of home based childcare provision for children and families, while encouraging childminders to engage with formal supports. The research aim is to investigate the most suitable methods to provide SLCN through a collaborative action research project, while building the research capacity of key actors involved in the NAPC.

2021

Dr Aisling Gillen, Professor John Canavan 

Programme Aims:

• To explore the application of systems theory and complexity theory as learning tools in health and social care.

• To add to the knowledge base on systems theory and complexity theory as they apply to health and social services in Ireland.

• To increase understanding of how systems theory and complexity theory frameworks can inform case and organisation and systems management.

• To develop materials in systems theory and complexity theory for use in pre-service education and training and continuing professional development in the health and social services sector.

Programme Activities:

• Develop a Working Paper on systems theory and complexity theory and their application to child protection and welfare systems. 

• Develop a practice tool based on systems theory and complexity theory towards improving decision-making in the CPW sector.

• Develop academic output systems theory and complexity theory and their application to child protection and welfare systems.

• Develop teaching and learning materials on systems theory and complexity theory and pilot their application with relevant stakeholders. 

• Develop series of information-sharing events and dialogue events on systems theory and complexity theory.

Outputs:

Webinar 1 Complexity Theory and Child Protection and Welfare

Webinar 2 Complexity Theory and Public Services   

Webinar 3 The complexity of finding out what works 

Webinar 4 Complexity and Leadership  

Webinar 5 Complexity Theory and Children’s Participation

Webinar 6 Complexity Theory and the Importance of Networks

April 2021

Dr Connie O’Regan, Dr Tony Hall & Professor Michelle Millar

The goal of Designing Futures is to enable every student to succeed in the future world of work. The project will ultimately empower every student to design their personalised skills development pathway, and to have their transversal skills achievements recognised on graduation alongside their degree. This approach, if more widely adopted, could position Ireland as a leader in innovative, student-centred and enterprise-engaged education in Europe. Designing Futures will initially transform undergraduate Arts and Science programmes and then building out to all students.

The Evaluation approach combines the processes of Design Based Research with stakeholder engagement methodologies of Developmental Evaluation (Patton 2013). Starting with a Systematic Literature Review, the evaluation function positions itself to track the findings from the literature, the project work flows and stakeholder feedback to refine and amend the approach iteratively as the project is implemented. In this way, it aims to contribute to the embedding and enhancement of the project outcomes.

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