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Accessibility & LanguageAgInnovation: Agricultural Innovation & Entrepreneurship (MSc)
MSc (AgInnovation: Agricultural Innovation & Entrepreneurship)
College of Science and Engineering- Title of Award
- Postgraduate Diploma
- Average Intake
- 10
- Delivery
- Blended Learning
- NFQ
- Level 9
- Award Type
- Major
- Next Intake
- September 2026
- Duration
- 1 years, part-time
- ECTS Weighting
- 90
Why Choose This Course?
Course Information
The MSc in AgInnovation (Agricultural Innovation & Entrepreneurship), or AgInnovate for short, is a one-year MSc programme offered along with TechInnovate in the School of Engineering that equips adult learners with the skills needed to develop new products or businesses to enhance Irish agriculture and strengthen rural communities. You can apply at: https://springboardcourses.ie/details/15235
From 2018 to 2021, AgInnovate focused on training individuals to develop technical solutions for the agri-tech industry. Going forward, we intend to provide the skills needed to address the labour-market challenges facing farmers and rural communities in both the West and nationally. According to the Western Development Commission, there has been a ‘huge decline in the numbers working in agriculture. In 1996, 17.19% of people at work in the Western Region overall were employed in Agriculture, Forestry and Fishing... Contrast this with Census 2022 where 5.23% of the population at work in the Region is now employed in Agriculture, Forestry and Fishing, less than a third of the 1996 figure.’ As highlighted in FoodVision 2030, this decline is largely driven by the limitations faced by primary producers in ‘their ability to make a decent livelihood and return for their endeavours, but also in helping to deliver on environmental and social sustainability.’ Our approach to teaching innovation skills aligns with Mission 2 of FoodVision 2030, which emphasises equipping primary producers with ‘the best tools for improving economic viability and resilience... [as well as the] approaches and technologies that they and others in the agri-food chain can implement to improve their overall economic standing.’ (p. 91).
FoodVision 2030 (p. 113) estimates that 34% of Irish farms rely on grants and off-farm employment to remain viable, highlighting the strong demand for programmes that equip farmers with the skills needed to achieve profitability and self-sufficiency. Our target cohort also includes unemployed individuals from rural communities, who have accounted for 21–30% of our last three cohorts.
To ensure our curriculum remains relevant, we actively consult with agri-food enterprises such as Farmeye, Castlemine Farm, McHale, AgriSpread, and Dairymaster. Our advisory board includes representatives from the IFA, Erne Foods, Fiorbhia Farm, and Galway Wool Coop. Additionally, Enterprise Ireland, Galway LEO, and UCD’s AgTech Accelerator provide insights into the growing demand for innovators in the sector.
By equipping students with the skills to address national challenges, AgInnovate attracts participants from across Ireland. Last year, we welcomed students from 15 different counties. Women have made up between 27% and 41% of our last three cohorts. In addition to farming, students bring expertise in business, engineering, law, and arts. Each year, we recruit 30-35 adult learners through features in agricultural journals, radio interviews, and even parish newsletter announcements. Our graduates go on to launch startups, secure roles in agri-tech companies, develop social services for their communities, and, most importantly, apply innovations that revitalise family farms.
What will I study?
- Grounded in MIT’s Disciplined Entrepreneurship and Stanford’s Design Thinking, our adult learners explore a different key question in each module:
- In TechInnovate I, they investigate WHO are the customers and stakeholders for their idea. They do so by conducting interviews and surveys to identify customer needs and preferences;
- In TechInnovate II, our students answer the question WHAT and define the functions and features of their product or service;
- AgInnovate III takes up the issue of HOW--how will they deliver their product or service to their target market? In this module, the students prepare a 7500-word business plan modelled on what they would submit to Enterprise Ireland. They also create a brochure, logo, and tagline describing their business;
- Finally, in AgInnovate IV, students address the question WHY--why would people want their product or service? They answer this by drawing on their research from throughout the programme and writing a 7,500-word minor dissertation. This dissertation is structured as an article suitable for submission to a professional journal.
- EE5113 TechInnovate I: Needs Finding to Concept Generation, 10 ECTS
- EE5114 TechInnovate II: Concept Development and Implementation, 10 ECTS
- AI500 AgInnovate III: Innovation Project, 40 ECTS
- AI501 AgInnovate IV: Minor Dissertation, 30 ECTS
The University of Galway is deeply committed to advancing the UN Sustainable Development Goals (SDGs), as reflected in its designation as a national SDG Champion for 2023-2024 by the Department of the Environment, Climate and Communications. The AgInnovate instructors share this commitment and will integrate SDGs into their programme by drawing on their experience of developing related modules in the past. In previous design thinking-related modules, students were asked to develop technological solutions that would help a specific group in their local community implement one of the 17 SDGs. Similarly, next year’s AgInnovate students will be required to design their products and business solutions around one or two SDGs, explicitly articulating their relevance in business plans and presentations. They will be asked to discuss their selected SDGs as they consult with customers and stakeholders in the course of their research. To further highlight their impact, students will be encouraged to showcase their projects during the University’s annual SDG Week. We welcome the opportunity to introduce the SDGs into AgInnovate because it will permit our adult learners to think rigorously about innovations that are not only technically feasible and economically viable, but also socially desirable and environmentally sustainable.
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (60 Credits)
RequiredCE5105: Digital Construction Technologies
CE5105: Digital Construction Technologies
Semester 1 | Credits: 10
This module will cover the broad areas of building information modelling (BIM)
technology, digital twinning, visualisation methods and their standard approaches within the construction sector. Digitalisation will
fundamentally change the ways in which construction teams interact. Technologies such as BIM will seamlessly monitor the
materials and products delivered to the construction site, in a manner that respects the need for sustainability and traceability.
Furthermore, sensors will provide the data for digital twins and their incorporation into construction elements, thus the ability to
analyse and exploit the large volumes of data is required. Augmented reality technologies are beginning to be used for tasks such
as site inspections, allowing continuous monitoring of construction process and conducting quality control checks with greater
ease. Clash detection has already been identified as a benefit of BIM, but recent developments in virtual reality and
communication technologies will soon allow design teams to explore design issues from different locations. These technologies
will fundamentally change the way in which construction projects are managed, leading to new work processes. This module will
engage with students to ensure they are fully prepared for the potential of these new work practices. This module is a
science-based approach and key tools, methods and materials will be explored. On successful completion of the module, students
will: · Understand the key concepts of digitisation in construction, including building information modelling (BIM), digital twins and
augmented reality; · Develop a deeper understanding of the opportunities offered by advances in BIM, big data and sensor
technologies; · Develop skills in BIM in the whole building lifecycle, including facilities management; · Be able to track the
progress, materials and products flow through the construction project; · Gain practical experience in using BIM tools; ·
Understand the need for sensors to provide the data for digital twins and their incorporation into construction elements; · Be able
to analyse and exploit large volumes of data generated during a construction project; · Understand the standardised approaches
and best practice for improved information flow and information management across the whole construction project lifecycle.
Delivery: This module will be delivered within 8 weeks in a blended learning mode consisting of (i) online materials and guided
reading; (ii) weekly lectures with associated activities; and (iii) one full-day workshop with discussions. Attendance and active
participation are essential components of this course. During the lectures, students will have the opportunity to ask questions and
interact directly with academic staff. All reading assignments must be completed prior to attending. The course needs are
identified through careful observation and primary market research, starting with the EY report (2021). The following topics will be
covered as part of this module: · Building Information modelling (BIM); · Sensor networks and building management systems; ·
Digital twins and performance modelling; · Real-life data collection and analysis; · Standards and best practice in data
management.
(Language of instruction: English)
Learning Outcomes
- Describe the key concepts of digitisation in construction, including building information modelling (BIM), digital twins and augmented reality
- Consider the opportunities offered by advances in BIM, big data and sensor technologies
- Apply BIM in the whole building lifecycle, including facilities management
- Track the progress, materials and products flow through the construction project
- Gain practical experience in using BIM tools;
- Consider the need for sensors to provide the data for digital twins and their incorporation into construction elements
- Analyse and exploit large volumes of data generated during a construction project
- Apply standardised approaches and best practice for improved information flow and information management across the whole construction project lifecycle
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module CE5105: "Digital Construction Technologies" and is valid from 2024 onwards.Note: Module offerings and details may be subject to change.
RequiredCE5104: Sustainability Planning in Construction
CE5104: Sustainability Planning in Construction
Semester 1 | Credits: 10
The built environment and construction industry is in a position of considerable
responsibility and influence, in terms of delivering a more climate-resilient economy’ (Ernst & Young ‘Detailed Description of
Needs for the Irish Construction/Built Environment Sector’ report, 2021). Climate action continues to be one of the key drivers for
the construction sector, and this will continue to be the case for the considerable future in Ireland and internationally. The
Government must meet very challenging CO2 reduction targets while ensuring sustainable development. This creates
opportunities for the retrofitting of existing structures and finding improved ways to construct new buildings. This module will
support the students, as the current/future construction sector stakeholders, in developing more sustainable construction
processes and products, with a focus on areas of energy performance of buildings, retrofitting of existing structures,
decarbonisation of construction processes and circularity. Finally, the module will introduce the concept of a just transition for the
construction sector, where the needs of end users are understood and translated into new products and processes. This module is
a science-based approach and key tools, methods and materials will be explored. On a successful completion of the module,
students will: · Understand the energy performance of a building, with a focus on building envelope and ventilation/ heating
systems; · Be able to effectively utilise building regulations and best practice standards for new builds and retrofits; · Gain
experience in performing building energy simulation software; · Critically assess the performance of different renewable energy
sources in buildings; · Understand the principles of sustainable design in the built environment; · Assess the environmental, social
and economic impact of construction. · Understand the concepts of embodied and operational carbon and life cycle assessment
(LCA); · Understand the principles of circular economy for the construction sector, including increasing circularity rates, reducing
waste, and improving material efficiency; · Reflect on the concepts of social justice applicable to the construction process, e.g.
housing needs, sustainable transport, gender equality, etc. Delivery: This module will be delivered within 8 weeks in a blended
learning mode consisting of (i) online materials and guided reading; (ii) weekly lectures with associated activities; and (iii) one
full-day workshop with discussions. Attendance and active participation are essential components of this course. During the
lectures, students will have the opportunity to ask questions and interact directly with academic staff. All reading assignments
must be completed prior to attending class.The needs for the course are identified through careful observation and primary market
research, starting with the EY report (2021). The following topics will be covered as part of this module: · Building energy
performance; · Building standards and regulations for the Irish construction industry; · Building energy simulation; · Renewable
energy sources; · Sustainable design of built environment; · Whole life carbon assessment; · Circular economy for the construction
sector; · Just transition for the construction sector
(Language of instruction: English)
Learning Outcomes
- Evaluate the energy performance of a building, with a focus on building envelope and ventilation/ heating systems
- Effectively utilise building regulations and best practice standards for new builds and retrofits
- Gain experience in performing building energy simulation software
- Critically assess the performance of different renewable energy sources in buildings
- Consider the principles of sustainable design in the built environment
- Assess the environmental, social and economic impact of construction
- Apply the concepts of embodied and operational carbon and life cycle assessment (LCA)
- Apply the principles of circular economy for the construction sector, including increasing circularity rates, reducing waste, and improving material efficiency;
- Reflect on the concepts of social justice applicable to the construction process, e.g. housing needs, sustainable transport, gender equality, etc.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module CE5104: "Sustainability Planning in Construction" and is valid from 2024 onwards.Note: Module offerings and details may be subject to change.
RequiredCE5107: Innovation Project
CE5107: Innovation Project
Trimester 3 | Credits: 20
This module is focused on students working in teams to identify a real-world problems in the
construction/ built environment area that require an insightful technology/ service solution, inventing and implementing the
solution, demonstrating its validity and commercial viability, and developing pitches for angel and venture capital funding to
allow commercialisation.
All projects must relate directly to the current needs in the construction/ built environment sector, and apply the principles of
sustainable design. The focus is on developing critical thinking and problem solving skills, curiosity and utilising a range of tools
that will help manage the innovation process.
The module is designed around self-directed learning, team work and reflection, which enables distance learning. However,
workshops, tutorials and drop in clinics will be provided via online platform to enhance students’ learning.
This module will be delivered within 20 weeks (from mid semester 2), in a blended learning mode consisting of (i) online
materials from modules 1-4 (ii) weekly drop-in clinics; and (iii) one full-day workshop with discussions.
In this project, students will work in teams on identifying a real-world problem in the construction domain that requires an
insightful technology/ service solution, inventing and implementing the solution, demonstrating its validity and commercial
viability (and iteratively improving the solution if necessary), and developing pitches for angel and venture capital funding to
allow commercialisation (post-programme). Therefore, work should focus on the start-up businesses themselves, the potential
for licenses, Enterprise Ireland funding proposals, and business models ready for first-stage investment.
(Language of instruction: English)
Learning Outcomes
- Demonstrate awareness of the process for innovating technologies
- Demonstrate awareness of how to identify an important unmet domain need taking into consideration domain, scientific and market knowledge
- Demonstrate appreciation of concept generation and brainstorming
- Have utilised appropriate approaches to evaluate the concepts
- Demonstrate appreciation of legal affairs and go-to-market strategy
- Demonstrate appreciation of development of an operational business plan
- Have completed a project report on the implementation plan
- Acquire significant experience of team and project work in a multidisciplinary setting
- Be able to reflect on the experience
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module CE5107: "Innovation Project " and is valid from 2023 onwards.Note: Module offerings and details may be subject to change.
RequiredCE5108: Innovation and Entrepreneurship
CE5108: Innovation and Entrepreneurship
Semester 2 | Credits: 10
Technology and innovation is one of the key areas as identified by the Ernst &
Young ‘Detailed Description of Needs for the Irish Construction/Built Environment Sector’ report (2021). Construction industry
needs to be empowered to take ownership of the innovation process.
This module focuses on the overall innovation process, from identifying domain-specific needs, validating those needs, brainstorming, and concept creation for new technology products. The module utilises the Massachusetts Institute of Technology "Disciplined Entrepreneurship" approach (https://www.d-eship.com/). The module highlights both business analysis
and communication skills, ensuring that graduates are well equipped with skills to manage innovation projects and launch their
own enterprises.
This module is a science-based approach and key tools, methods and materials will be explored.
On a successful completion of the module, students will:
· Understand the process for innovating technologies;
· Demonstrate awareness of how to identify an important unmet domain need taking into consideration domain, scientific and
market knowledge;
· Demonstrate appreciation of concept generation and brainstorming;
· Acquire significant experience of teamwork in a multidisciplinary setting;
· Have utilised appropriate approaches to evaluate the concepts;
· Be able to reflect on their experience;
· Have completed a consulting report on the specific need.
Delivery:
This module will be delivered within 8 weeks in a blended learning mode consisting of (i) online materials and guided reading; (ii) weekly lectures with associated activities; and (iii) one full-day workshop with discussions.
Attendance and active participation are essential components of this course. During the lectures, students will have the opportunity to ask questions and interact directly with academic staff. All reading assignments must be completed prior to attending class.
The needs for the course are identified through careful observation and primary market research, starting with the EY ‘Detailed
Description of Needs’ report (2021).
The following topics will be covered as part of this module:
· Introduction to innovation/needs finding
· Problem areas and existing solutions
· Area analysis and stakeholders
· Weighing factors and filtering needs
· Needs presentation by individual students and associated poster
· Team formation on selected need
· Needs brainstorming and introduction to product design
· Organising and selecting concepts
· Go-to-market basics
· Legal affairs basics
· Business models
· Presentation on concept development overview
(Language of instruction: English)
Learning Outcomes
- Describe the process for innovating technologies
- Demonstrate awareness of how to identify an important un-met domain need taking into consideration domain, scientific and market knowledge
- Demonstrate appreciation of concept generation and brainstorming
- Acquire significant experience of teamwork in a multidisciplinary setting
- Utilise appropriate approaches to evaluate the concepts
- Reflect on their experience
- Complete a consulting report on the specific need
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module CE5108: "Innovation and Entrepreneurship" and is valid from 2024 onwards.Note: Module offerings and details may be subject to change.
RequiredCE5106: Modern Methods of Construction
CE5106: Modern Methods of Construction
Semester 2 | Credits: 10
As identified by the EY ‘Detailed Description of Needs’ report (2021), ‘The construction industry is under pressure to increase productivity and efficiency while also meeting the growing needs of an expanding population. It has to move to a new, higher level of performance and quality, while also being attentive to environmental, sustainability and circular economy imperatives’. The report showed that modern methods of construction (MMC) is one of the key areas for the construction and built environment sector. As part of this module, learners will develop skills in
MMC, as the sector moves rapidly towards Industry 4.0. The module will cover key areas of standardisation and routes to certification, next generation rapid build systems (off-site panelised and modular construction), automation and autonomous construction. This module is a science-based approach and key tools, methods and materials will be explored. On a successful
completion of the module, students will: · Understand the importance of testing, standards and certification in the adoption of MMC
and their relevance to engineers, architects, quantity surveyors, contractors and decision makers, including the Agrément assessment and Building Regulation compliance; · Assess what standards and regulations are relevant to various MMC; · Be able to recommend routes to certification; · Understand the impact of waste and the principles of circularity in the construction sector, including introduction to life cycle assessment (LCA); · Understand the pattern design approach, incl. the Construction Innovation Hub Platform Rulebook; · Review the current best practice and future trends for next generation rapid build construction (off-site
panelised and modular construction); · Understand the concepts and methods of MMC in new builds and retrofits; · Understand
new materials, easy to assemble sub-assemblies and efficient MMC; · Review the current best practice and future trends in
automation, including manufacturing of new products and their installation on site; · Be able to identify risks of MMC and key considerations for various stakeholders; · Understand challenges and barriers in adopting MMC. Delivery: This module will be delivered within 8 weeks in a blended learning mode consisting of (i) online materials and guided reading; (ii) weekly lectures with associated activities; and (iii) one full-day workshop with discussions. Attendance and active participation are essential
components of this course. During the lectures, students will have the opportunity to ask questions and interact directly with
academic staff. All reading assignments must be completed prior to attending. The course needs are identified through careful observation and primary market research, starting with the EY report (2021). The following topics will be covered as part of this module: · Introduction to standards, certification and testing; · Routes to certification for MMC; · Circular design and waste reduction; · Rapid build systems, including off-site panelised and modular systems, timber and light-gauge steel systems; · Low carbon materials and systems; · MMC in new construction and retrofits; · Construction automation and quality checks.
(Language of instruction: English)
Learning Outcomes
- Explain the importance of testing, standards and certification in the adoption of MMC and their relevance to engineers, architects, quantity surveyors, contractors and decision makers, including the Agrément assessment and Building Regulation compliance
- Assess what standards and regulations are relevant to various MMC
- Recommend routes to certification
- Assess the impact of waste and the principles of circularity in the construction sector, including introduction to life cycle assessment (LCA)
- Apply the pattern design approach, incl. the Construction Innovation Hub Platform Rulebook
- Consider the current best practice and future trends for next generation rapid build construction (off-site panelised and modular construction)
- Describe the concepts and methods of MMC in new builds and retrofits
- Appraise new materials, easy to assemble sub-assemblies and efficient MMC
- Review the current best practice and future trends in automation, including manufacturing of new products and their installation on site, taking account of quality management, quality assurance and Six Sigma in MMC
- Identify risks of MMC and key considerations for various stakeholders
- Describe challenges and barriers in adopting MMC
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module CE5106: "Modern Methods of Construction" and is valid from 2024 onwards.Note: Module offerings and details may be subject to change.
- Agri-Rural Core Focus: We are developing leaders in the Irish agri-food sector and support the economic viability and sustainability of rural communities.
- Customer-First Innovation Approach: We nurture the learner’s innovation mindset and teach practical skills to develop and test new products based on customer needs.
- Business Skills: Learners acquire the financial planning, communications, and marketing knowledge needed for launching a new business.
- Sustainable Development Goals: We integrate the SDGs into AgInnovate because it permits our adult learners to think rigorously about innovations that are not only technically feasible and economically viable, but also socially desirable and environmentally sustainable.
We aim to create the job creators of the future both as new venture creators and innovators within agri-food and rural organisations. Key words in job titles that graduates would develop skills in are:
- Micro-entrepreneur (microenterprise)
- Founder
- Innovation manager
- Head of innovation
- Business manager
- New product development
- Design thinking
- Sales
This Post Graduate Programme is at level 9 of the National Qualifications Framework and is accredited by the University of Galway.
Programme Director: From Fanore, Professor John G Breslin is a Personal Professor in Electronic Engineering at the College of Science and Engineering at the University of Galway, where he is Director of the TechInnovate / AgInnovate programmes. John has taught electronic engineering, computer science, innovation and entrepreneurship topics over the past 25 years. Associated with two Research Ireland Centres, he is a Principal Investigator at Insight (Data Analytics) and a Funded Investigator at VistaMilk (AgTech), and a Principal Investigator on the EDIH Data2Sustain. He has jointly written over 350 peer-reviewed academic publications, including books on The Social Semantic Web and Social Semantic Web Mining. John co-authored the Irish bestselling book series “Old Ireland in Colour”. John is Co-Founder of boards.ie (Ireland's largest discussion forum website), adverts.ie (classified ads website), and StreamGlider (real-time streaming newsreader app). He is Co-Founder of the PorterShed (Galway City Innovation District), and serves on the Steering Group of Scale Ireland. John is Cathaoirleach (Chair) Ollscoil na Gaillimhe le Gaeilge, a Former Director and Past Chair of WestBIC, and a Director Emeritus of the American Council of Exercise. He undertook the Entrepreneurship Development Program with Bill Aulet at MIT in 2017.
Lecturer: Martina O'Grady believes that everyone has potential - and with the right support, they can turn it into something great. She brings that belief to life through her work as a self-starter, educator, and mentor - drawing also from her background in farming. Martina now lectures on the AgInnovate programme at the University of Galway, where she also completed her MSc in AgInnovation. She helps those with the spark of an idea turn it into a real, workable business - built around what matters to them, and designed to bring satisfaction, enjoyment, and financial reward. Martina’s approach is shaped by years of adapting, learning from mistakes, understanding customer needs, listening, observing, recognising potential, researching, and making the most of what’s available to make things work. Martina’s approach is practical, honest, and rooted in experience. She supports others in building confidence, asking better questions, and creating businesses that reflect their strengths, passion, values, and goals. For Martina, innovation works best when it’s personal - when it reflects who you are, what you care about, and what you have to offer. Through a combination of experience and a supportive approach, she helps students turn that first spark of an idea into something they believe in - growing in clarity, confidence, and enjoyment along the way.
Administrator: Arline Broder has been the Administrator for all of the Springboard+-funded TechInnovate and AgInnovate programmes at the University of Galway since 2017, including the original Postgraduate Diploma in TechInnovation from 2017 to 2018, and the MSc in AgInnovation from 2018 to present. She brings significant expertise from four decades as an Administrator and Executive Assistant across all four Colleges of the University.
How will I learn?
The programme is delivered in a blended format. During each month, students attend a weekly online session for two hours [Thursday 6-8 PM] and come to campus one Saturday for eight hours of classroom instruction. Hence, on a monthly basis, instruction is 50% online and 50% classroom.
- Online: Thursday evenings from 6-8 PM
- In-person, University of Galway campus: One Saturday per month from 9-4 PM (September to June)
This programme is assessed through continuous assessment (there are no examinations):
- EE5113: Critical Thinking Exercise (20%) + Needs Finding Paper (50%) + Oral Presentation (20%)+ Class Participation (10%)
- EE5114: Critical Thinking Exercise (30%) + Product Description (50%) + Class Participation (20%)
- AI500: Product Brochure (30%) + Group Presentation (20%) + Innovation Project (50%)
- AI501: Research Proposal (20%) + Minor Thesis (80%)
Course queries:
arline.broder@universityofgalway.ie
Programme Director:
Professor John G Breslin,
Personal Professor in Electronic Engineering,
School of Engineering,
College of Science and Engineering
E: john.breslin@universityofgalway.ie
T: 091 492622
Candidates who do not meet the minimum entry criteria may be interviewed to ascertain their suitability for the programme through the University's Recognition of Prior Learning (RPL) process. In the past three years, about one third of the students selected for the programme came through the RPL, illustrating how AgInnovate is reskilling and upskilling individuals.
Applicants applying through the Recognition of Prior Learning process must submit a portfolio outlining their education and experience. They then undergo an interview with the Programme Director/Manager, who evaluates their readiness for a Level 9 course.
- The third module, AgInnovate III, includes a job readiness component. This project-based module requires students to develop a business plan, logo, and advertising brochure - practical materials that can be used to secure funding or launch a business. Eighty percent of the 40 ECTS in AgInnovate III are allocated to these tasks, and the most recent cohort created 30 new businesses.
- Students also use the minor dissertation prepared in AgInnovate IV to advance their careers through upskilling. In some cases, the dissertation concerns a product that a student's employer is planning to introduce and so the dissertation leads to the student getting a promotion so the company can launch the product. In other cases, the student is planning to pursue a PhD and submits the dissertation to the professors with whom she or he would like to work.
- In addition, the University of Galway's Career Development Centre (CDC) offers a comprehensive range of services to students, including CV preparation, interview skills training, career guidance, and opportunities for direct engagement with employers. These services are designed to equip students with the confidence and skills necessary to thrive in a competitive job market.
Accreditations & Awards
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The MSc (Agricultural Innovation and Entrepreneurship) at University of Galway is a unique course offering a step-by-step journey to bring a product or service to market in Irish food, agriculture, or rural sectors. Working in agribusiness software, I saw it as a chance to learn customer discovery, market analysis, design thinking, and more. Its blended format of monthly in-person sessions and weekly online classes let me balance study with full-time work. The Springboard programme also provided a network of like-minded classmates. Well-organised and engaging, the MSc exceeded my expectations.
Cormac Whelan
Graduated from the Level 9 Masters Programme ‘23 - ‘24
I’m thrilled to share that I’ve just completed my second master’s through Springboard! Back in 2020, with a young child, I needed a flexible, affordable way to transition from operations management, and my first MSc with TU Dublin delivered. Today, after nearly three years with the HSE and National Ambulance Service, I took on a second MSc in AgInnovation at University of Galway to broaden my knowledge and challenge myself. The hybrid format, flexibility, and support made it a fantastic experience. I’d highly recommend Springboard to anyone pursuing career growth or new passions!.
Méabh O’Regan
Graduated from the Level 9 Masters Programme ‘23 - ‘24
This course gave me the opportunity to return to education, an opportunity that I would not have been able to achieve without this pathway. Springboard allowed me to progress my qualification in a time and space that suited me. It gave me the chance to improve my skills and develop as a person, while also balancing a busy family life. A blend of online and college participation was a great learning experience and meeting so many interesting students and the help and encouragement from our lectures was very supportive. I would recommend this pathway to anyone thinking of returning to education.
Noel Kelly
Graduated from the Level 9 Masters Programme ‘23 - ‘24
Meet our Employers
Entry Requirements and Fees
Minimum Entry Requirements
Applicants should hold:
- An undergraduate degree, 1st or 2nd Class Honours in any discipline, along with three years of relevant experience in agriculture, rural life, community-based projects, or similar; or
- An Ordinary or 3rd Class Honours undergraduate degree, along with five years of relevant experience in agriculture, rural life, community-based projects, or similar.
Supporting Documents
Applications are submitted via the Springboard+ website. They are first reviewed by the Programme Administrator to verify eligibility and to confirm required documentation. The Programme Manager/Director then assesses the applicant’s education and experience, with particular focus on their ability to work independently. The additional required documents are as follows:
- Transcript
- CV
- Letter of Interest
In your CV and/or Letter of Interest, tell us what makes you an innovator. Help us understand what drives you, what you have achieved, and why you are excited about this opportunity. We are especially interested in hearing about:
- Your ability to work independently and take initiative;
- Any experience in agriculture, rural life, or community-based projects; and
- Qualities that show your entrepreneurial spirit such as creativity, resilience, risk taking, leadership, strategic thinking, curiosity, or your ability to build strong relationships and promote ideas.
Applicants will also be required to provide evidence that they meet the eligibility criteria for Springboard+ prior to the start date of the course.
Applicants applying through the Recognition of Prior Learning process must submit a portfolio outlining their education and experience. They then undergo an interview with the Programme Director/Manager, who evaluates their readiness for a Level 9 course. The Programme Administrator regularly checks the Application Management System to ensure that information for enrolled students is accurate.
Since the programme is supported by Springboard+ with funding from the Government of Ireland and the European Union, applications are normally due before 31st July annually. However, if warranted, the application deadline can be extended until the programme commences in the third week of September.
You can apply at: https://springboardcourses.ie/details/15235
Fees for Academic Year 2026/27
| Course Type | Year | EU Tuition | Student Contribution | Non-EU Tuition | Levy | Total Fee | Total EU Fee | Total Non-EU Fee |
|---|---|---|---|---|---|---|---|---|
| PG Diploma Part Time | 1 | €7,950 | €- | €Part Time | €- | €0 | €7,950 | €0 |
HCI Pillar 1 fee: €795 (for employed participants)
Application Process
Non-EU applicants will also be required to provide evidence that they meet the non-EU eligibility criteria for Springboard+ prior to the start date of the course.
Professor John G Breslin
E: john.breslin@universityofgalway.ie
Related Student Organisations
IdeasLab is the University of Galway's student innovation hub.
Consultants & Entrepreneurs Society is a student-led organisation that fosters interest in consulting and entrepreneurship.
Why University of Galway?
World renowned research led university nestled in the vibrant heart of Galway city on Ireland's scenic West Coast.
Contact the College of Science and Engineering
University of Galway, University Road, Galway, Ireland, H91 TK33
Downloads
Meet Our Alumni
Course Introduction
Enhance Irish agriculture, strengthen rural communities
AgInnovate equips adult learners with the skills needed to develop new products and businesses in the agri-food sector and support the economic viability and sustainability of rural communities. We provide learners with an innovation mindset and the ability to develop and test new products based on customer needs, as well as the financial planning, communications, and marketing knowledge needed.
AgInnovation Brochure
