Creating a Supportive Working Environment for Academics in Higher Education: Country Report Ireland

In March 2010 the Higher Education Ministers of the European Higher Education Area issued the Budapest-Venue Ministerial Declaration. This statement, inter alia called for ?a more supportive environment? for academic staff across the Continent of Europe?. By this important Declaration the Ministers made two statements, at least by logical implication; that a healthy and thriving system of Higher Education requires the provision of a supportive environment for the academic staff who are charged with delivering it and; that the current environment is not supportive enough. Whilst welcoming this important recognition of the role and entitlements of academics, ETUCE, the European Region of Education International1 felt that there was an obvious need to spell out in detail just precisely what European academics themselves would identify as the elements necessary to build the supportive environment which had just been given such strong political support. ETUCE therefore conducted a detailed study across nine European Counties (carefully selected for representational balance); Denmark, Germany, Ireland, Italy, Latvia, Portugal, Romania, Serbia and the UK. The Irish section of this massive research project was conducted by the Irish Federation of University Teachers (IFUT) and the Teachers? Union of Ireland (TUI). This report contains the details of the Irish case study findings. The report constitutes, we believe, essential reading for any person or body with an interest in Higher Education in Ireland. The report maps out the current issues, concerns and challenges of the sector, sign-posting routes for enhancing supportive work environments for academics, including researchers. If they are, in the main, predictable then all the more reason to take them extremely seriously. We see familiar themes such as lack of funding, deteriorating staff-student ratios, lack of confidence in the thrust of national policy for the sector, deteriorating working conditions, excessive workloads, and pressure to raise funds externally. Other concerns that emerged may be less familiar but are equally deeply felt and crucial for the health of the sector. These issues require even greater attention from those in positions of authority who find them novel or surprising. These include the following: teaching-related duties not adequately funded, lack of pedagogical support, lack of institutional support for research-led teaching, teaching not valued or consideration of when it comes to career progression