DECEMBER 20TH 2007

DEVELOPMENT OF A CAMPUS FOR DIT AT GRANGEGORMAN

INSTITUTE STRATEGIC BRIEF

(SUBJECT TO ON-GOING UPDATE)

VOLUME II

Supporting Appendices

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DEVELOPMENT OF A CAMPUS FOR DIT AT GRANGEGORMANINSTITUTE STRATEGIC BRIEF

TABLE OF CONTENTS

VOLUME II APPENDICES

APPENDIX 1 PROFILE OF DUBLIN INSTITUTE OF TECHNOLOGYAPPENDIX 2 INSTITUTE LEARNING PARADIGMAPPENDIX 3 LIBRARY SERVICESAPPENDIX 4 RESEARCH ENVIRONMENTAPPENDIX 5 ALLIANCES WITH INDUSTRY: SCIENCE/INDUSTRY PARKAPPENDIX 6 SPORTING & RECREATIONAL FACILITIESAPPENDIX 7 ON CAMPUS INCOME GENERATION & COMMERCIAL

CONCESSIONSAPPENDIX 8 CENTRAL FACILITIES:, EXAMINATION HALL/CONFERENCE CENTRE,

CENTRAL LECTURE & SEMINAR BANK, APPENDIX 9 INFORMATION TECHNOLOGYAPPENDIX 10 STUDENT H UB & STUDENT SUPPORT SERVICES: APPENDIX 11 DIT STUDENT UNION BRIEFAPPENDIX 12 STUDENT ACCOMMODATION (FURTHER STUDY CURRENTLY UNDERWAY)APPENDIX 13 CENTRAL ADMINISTRATIONAPPENDIX 14 ACADEMIC AFFAIRS: ACADEMIC REGISTRAR, GRADUATE STUDIES, LEARNING & TEACHING CENTRE, LIBRARY, INFORMATION

SERVICES, ADMISSIONS AND RETENTION.APPENDIX 15 APPRENTICESHIP (FURTHER STUDY CURRENTLY UNDERWAY)APPENDIX 16 GOODS INWARD/LOGISTICSAPPENDIX 17 Early Learning Centre/CRÈCHEAPPENDIX 18 CAMPUS SECURITYAPPENDIX 19 SUSTAINABILITYAPPENDIX 20 STAFF ACCOMMODATION CURRENTLY IN PREPARATION

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Appendix 1 Profile of DIT

Background to the InstituteThe Institute was statutorily established on 1 January 1993 as an autonomous institution by the Dublin Institute of Technology (DIT) Act, 1992. The Institute was constituted from the six higher education colleges of the CDVEC that had a history since 1887 of providing applied and higher vocational education and training programmes mainly in areas of science, technology, business and applied arts. The Act sets out the Institute’s functions, the principal one being to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State. In this context the Institute provides programmes of study at a range of award levels, and also to engage in research, consultancy and development work.

In the context of the Irish Higher Education sector, DIT has functioned effectively as a significant national university-level institution for at least 25 years. It is characterised by a broad range of disciplines, multi-level provision from apprenticeship to doctoral, and with a strong orientation towards science, technology, engineering, business and applied arts. The Institute has degree-awarding powers to the highest postgraduate level since 1998.

While DIT’s programmes share many features in common with those of the universities, such as entry requirements, programme duration and academic standards, there is an emphasis within the Institute on practical and applied knowledge, vocational and professional skills, industrial placement and project work, technology transfer and links with industry.

DIT has a long history as a teaching institution and this is reflected in the current portfolio, where teaching is the pre-eminent activity. In addition, interaction with industry is a characteristic of DIT, and stems from historical roots. This is in keeping with the national strategy of ‘moving up the value chain’ and building a knowledge economy through more high level graduates with increasing numbers of honours and research degrees.

Student Numbers

The Table below summarises the DIT student profile in recent years. The projected full-time student numbers determined for 2011/12. These projected student populationsare based on factors such as the new campus development, changing demographics, the DIT catchment area and enhanced student retention and a review of a range of published reports from the HEA, CSO and other bodies.

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Table 1 DIT student numbers in recent years and projected to 2007/2008

Student Category 06/07Projected2012

Undergraduate full time 9,562 10,828

Post graduate full time (taught & research)798 1,536

Undergraduate part time 4,788 5,353

Post graduate part time (taught & research 769 1,565

Apprenticeship 2,968 2,968

Continuing Professional Development 800 1,200

Junior Music 881 1,300

Total 20,566 24,750

DIT attracts highly qualified students. In 2006 the Institute was ranked second highest in attracting individual applications through the CAO system amongst students applying to degree programmes within Irish higher education institutions.

Table 2 shows that the number of Institute graduates has increased steadily during over recent years, especially in regard to honours bachelors and masters degrees. To date DIT has awarded its own degrees in each of the last nine academic years. The table below shows the profile of awards made in 1999/00 and 2006/07. Over that period there has been a substantial increase (more than 100%) in the number of postgraduate awards.

Profile of Awards Made

Award Title 1999/00 % 2006/7 %Higher Certificate 737 21% 477 13%Diploma/ Ordinary Degree

1,157 34% 891 24%

Honours Degree 1,220 36% 1,629 43%Postgraduate Certificate 0 - 25 0.7%

Postgraduate Diploma 66 2% 219 6%

Taught Masters 233 7% 520 13%MPhil 13 0.4% 20 0.5%PhD 2 0.05% 26 0.7%Total 3,428 3,807

Role of DIT

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The DIT’s mission is to contribute to national goals in educational, social and economic development. Since the earliest years the original colleges of the Institute developed programmes in different areas of speciality to provide education and training to meet societal needs frequently introducing unique programmes and developing new professions. The Institute has continued to respond to new challenges including those posed by the revolution in information and communications technologies.

In some disciplines DIT provides either all or a majority of the graduates produced in Ireland. It has the largest part-time provision of all Irish Higher Education institutions. It has a large range of short programmes to provide customised educational solutions for industry and commerce. It competes successfully for research funding against the universities. Its constituent colleges have over a century of service to the education and training of scientific, technological and business workers for the Irish economy. Its alumni populate all layers of Irish industry and business.

The uniqueness of many of its programmes is a characteristic of DIT. In the case of 41% (21) of its full-time honours degree programmes, DIT is the sole provider or one of two in the State. 36% of DIT full-time honours degree students are completing such programmes. 23% of its full-time ordinary degree students are also completing programmes where DIT is either the sole or one of two providers in the State. Such unique programmes tend to attract students from all over Ireland and provide DIT with a national identity. Maintenance of this uniqueness will help to guarantee future student demand and recruitment, not only in Ireland but also internationally.

Since the establishment of the colleges that now constitute DIT, craft and apprenticeship programmes have been a significant component of their work and to-day they remain an important feature. DIT currently caters for over 25% of the national apprentice population both in the designated and the culinary arts trades. It is part of the Institute’s policy to retain this activity and make available ladders of educational opportunity which is a key feature of DIT.

The Institute has a long and distinguished record of producing graduates who readily find employment in industry, business, arts and service sectors. Many of the Institute’s programmes have been developed in close collaboration with the industry/business/cultural sectors they serve.

The Institute continues to be innovative in its teaching portfolio while continuing to develop its research expertise and capacity. It plans to increase research activity over the next ten years and will maintain its position as a research informed rather than research intensive Higher Education institution.

Staff Numbers

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An overview of the numbers of staff by category is shown in Table 3.

Staff Category 2006 2007Management (President, Directors, Head of HR, Principal Officers)

15 15

Academic Staff (incl. Heads of School & Department and other academic staff)

945 973

Library Services 78 78Administrative Staff (incl. Central Services)

237 317

Technicians 126 126Maintenance Staff 225 226Total Staff 1,626 1,735

Physical Development – Evolution of property portfolio

When DIT was established from the CDVEC on 1 January 1993, it inherited the buildings occupied by the six constituent colleges located on six separate campuses across Dublin city. The floor area was circa 100,000 m2 on a land area of circa 4 hectares. There were no student residences or industry centres and there was inadequate staff accommodation and minimal office space for cross-Institute services.

The first phase of the Aungier Street building (10,000 m2) was completed in 1995 and occupied by staff and students previously in Rathmines. In 1997 an extension (4,000 m2) to the Cathal Brugha Street building was completed and in 2002 the second phase of the Aungier Street building (12,700 m2) was completed and occupied by staff and students of the Faculty of Business previously in Mountjoy Square. Activities in the Conservatory of Music were rationalised to Chatham Row and Rathmines following the relinquishing of the lease on a building on Adelaide Road. A new research building (2,400 m2) funded by PRTLI was added to the Kevin Street campus in 2004. The lease on an office building on Pembroke St. was allowed expire in 2007 and administrative activities were relocated to a building vacated in Rathmines. The current total space available to DIT is about 126,000 m2 of which 18,000 m2 are rented.

This accommodation is very restricted for the student and staff numbers in DIT. For this and other reasons, the Government responded to proposals from the Institute to provide a new campus at Grangegorman, to which all DIT activities will re-locate over the coming decade. The strategic brief to underpin and guide the master planning process for the new campus at Grangegorman is set in the context of the DIT Strategic Plan 2001-2015. The vision developed in this plan arose from wide consultation across the Institute and is based on seven themes, which reflect national priorities in the emerging knowledge-based economy of the country.

From a college structure to a faculty structure

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In 1994 a new organisational structure was agreed for the Institute with 6 faculties [Applied Arts, Built Environment, Business, Engineering, Science, and Tourism & Food], 27 schools, and 4 central directorates [Academic Affairs, External Affairs, Finance and Secretary. Partially implemented in 1996 with the appointment of new Directors, full implementation was not agreed until 2000. The structures sought to ensure each faculty had broadly coherent and related disciplines, and that no faculty was disproportionately large or small. As a result of the changes;

The Institute is headed by a President The academic schools are grouped into faculties headed by

Directors/Deans, with four other Directors having Institute-wide responsibilities

Most support services are organised by centralised officers (buildings, facilities, IT, HR, lifelong learning, quality assurance and research).

Institutional links/partnerships

DIT has developed collaborative relationships with a wide range both of Higher Education institutions and industrial and business partners, in Ireland and abroad. In this globalised world, these links/partnerships have facilitated the Institute, its faculties and schools in working with internationally renowned universities and other institutions in terms of staff and student exchanges. They have also facilitated collaborative academic and research work and enabled benchmarking of the Institute’s activities. Partnerships with business organisations have had the dual benefit of assisting the Institute in achieving its mission of reaching out to the wider community and of engaging with business/industry.

The Institute has been at the forefront in international student exchanges and other collaborations. Important strategic alliances have been developed with leading universities in China and other Asian countries as well as with North America and the United Kingdom.

Relationship to society

A key relationship to society is through the students enrolled in DIT, including the many part-time students, those pursuing short courses and apprenticeships. Through the latter two categories, there are relationships to employer bodies and in the case of full-time students there are societal links to all second-level schools in the country through their guidance counsellors. The Institute has strong links with society through its Community Links programme Under this programme, DIT was awarded over €1m in 2005 for a Grangegorman community digital project. Significant funds have also been raised by the programme to enhance access to DIT by socially disadvantaged groups.

Many DIT staff play an active role in national social development, serve on national and international policy committees; and are encouraged to act as consultants/advisors. In addition, the Institute has developed strategic

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collaborative partnerships with a number of business/industrial organisations, thereby ensuring more formalised interaction with that sector of society. The Institute’s contribution to society is further reflected by research and consultancy in policy areas such as DIT’s Centre for Social & Educational Research in early childhood development, the connection between play and technology and projects around youth and crime

The Institute maintains relationships with different stakeholders in our society. From an industry viewpoint, this includes links with the professional representative bodies; Industry Advisory Boards for DIT centres; development agencies, such as DIT’s contribution to Dublin City Council’s ‘European Day of the Entrepreneur’ and the Futures’ Academy expertise and input to Dublin Chamber of Commerce’s Vision for Dublin in 2020.

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Appendix 2. Institute Learning Paradigm

Learning & Teaching, Lifelong Learning, Learning Resources & Supports

The Learning Paradigm is integral to the development of the new Grangegorman campus and the design of the new campus viewed as an opportunity create a bold and vibrant learning environment, that is flexible, stimulating, forward thinking and supportive for all learners: thereby seeking to “align the physical environment with institutional priorities and goals for student success.” (Oblinger, 2005) A central focus for this student/learner-centred campus is the creation of an appropriate learning environment which promotes learning and encourages the learner to assume greater responsibility for his/her own intellectual development. In such an environment the traditional role of the lecturer is balanced with that of the facilitator. In such an environment it is critical that in addition to lecturing rooms there is appropriate access to tutorial space, group meeting rooms, informal spaces, library space with technology creating an essential infrastructure.

The creation of a multi-level learning environment means the design of learning spaces - as distinct from teaching spaces - that facilitate a student centred approach and that can be used to address a range of different needs and enable different kinds of ways of working. We view learning as the overarching concern, under which comes each key area or theme and its vision/possibilities, followed by the development of spaces and facilities which implement the vision. . VisionVision for Learning/Teaching, Lifelong Learning, Learning Resources and Supports:

The campus will be designed to provide a range of informal and formal learning opportunities for an increasingly diverse student population. These new learning spaces will conform to best design practice and provide a ‘fit for purpose’ range of associated resources and technologies in order to facilitate an institutional approach that is inclusive, responsive and supportive of attainment by all. A supportive easily accessible future proofed learning environment will both encourage ongoing involvement of the local community and motivate the return of current DIT students as lifelong learners at various stages throughout their lives.

In order to increase institutional efficiency, there is a need to accommodate the relationship between changing operations and their associated physical structures. This will necessitate a well serviced, technology enhanced mix of face-to-face plus IT supported learning spaces. Effective design can influence efficiency in the way staff work and the way that students learn. Effective use of flexible easy to manage spaces can mean that space usage can change over time, so that different rooms at different times will be used for different activities. Effective changes in DIT pedagogical practice will help ensure that

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a student centred approach can be facilitated and that student directed/managed learning activities provide a feeling of ownership, encourage student autonomy and all students develop skills for lifelong learning.

IMPLEMENTATION OF VISION

The campus should be designed as a "learning community" -- a place where students and staff and community members meet, interact and learn from each other. This should be evident throughout the campus and in a variety of formal and informal learning places; lecture rooms, laboratories, lounges, cafeterias, snack bars, research facilities and the Science Park, conference centre, library, seminar rooms, and cultural areas. Some of these spaces should be bookable by both staff and students for structured group activities, some designed with movable furniture to support informal self–organised small group discussions and some designed with state of the art specialist equipment. Proximity of technology enhanced spaces with other facilities will determine optimal use of space, but the construction of smaller more flexible learning spaces, beside for example associated learning resource space or specialist areas, that can have multi functional uses is recommended.

Convergence between learning & teaching, learning resources, and learning support systems is essential to create a seamless learning community and success in learning for all.

Classroom spaces need to be attractive and designed for maximum interaction and involvement in learning. All formal spaces need to meet benchmarked quality standards.

Classroom spaces should be flexible in design, where possible, ie to be designed for large groups and small tutorial groups (eg problem or project based learning).

Classroom spaces should have a common easy to use infrastructure in every room (AV, internet, Powerpoint, Smart Board, video/DVD player, video recording, etc.) which will be updated as new technology becomes available to enhance learning. Lecture theatres to equipped for example with classroom response systems.

Acoustics and lighting must enhance learning (no noisy distractions, no dark classrooms). Where possible access to natural light should be possible – with blacking out facilities where appropriate.

Classroom spaces should be future proofed and enterprising so that they may be easily arranged in different ways for different types of learning activities. Technology should be ubiquitous. Quiet spaces for study should be easily available.

Individualised student support services should be located in convenient places (i.e. Library, other centralised locations) for assistance with math, writing, research, etc. small break out room clusters could be designed next to larger support areas such as library or specialist areas.

Subject specific mentoring and tutoring should be available to individuals as needed in locations convenient and appropriate to the learning need (i.e. in the Department location if specialised facilities are

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needed). Small bookable rooms for private discussions/tutorials to be located in appropriate locations.

Library/Learning Resources should be readily accessible and supportive of learning through a variety of means: longer opening hours, online, telephone help line for distance students, etc. to encourage greater autonomous, self-directed learning.

The range of services of the Library/Learning Resource Centre should provide facilities to embrace specific individualised learning support (e.g. provision of student assignment discussion rooms, peer mentoring suite, on-site tutorial support, audio/video play-back facilities of key lectures and seminars, computing help desk, etc.)

For those with physical disabilities, all buildings should be accessible with ramps, lifts, Braille directions (in prominent locations and in lifts), good signage throughout the campus, etc.

Learning facilities need to accommodate the introduction of modularisation across the Institute and to cater for both current and evolving pedagogies.

The campus layout, the buildings, classrooms, modes of learning, and services will all contribute toward producing learning through:

Campus layout designed to: seamlessly combine informal with formal areas (including comfortable

seating areas, with and without food services) in a welcoming inclusive energising environment to enhance the learning that occurs outside of the classroom.

use campus maps and directional signs all around the campus to anticipate needs of new students and prospective students in finding their way easily around the campus, to locate services and spaces for learning.

provide for full accessibility of all learners who are disabled.Buildings designed to:

create “Learning Communities” so that learners with common interests have designated areas in which they can locate their course tutors, resources, other students, lab areas relevant to their course, etc.

enable full accessibility of all learners, including adequate lifts and meeting the needs of learners with disabilities.

facilitate the use of directional signs fully throughout buildings to anticipate the needs of learners to find their way to classrooms, labs, resources, offices, etc.

Formal learning spaces designed to: maximise involvement in learning through a flexible use of formal

learning space, with movable tables and chairs that may be arranged in a variety of ways to promote student-student interaction and student-lecturer interaction.

accommodate for different size groups of students, from small group work including Problem-Based Learning (5-10 students around a conference table) to 20 students, and 40 or 50 students.

make maximum use of light and visibility.

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have excellent acoustics, to avoid the distractions of outside noise or noise coming from adjacent rooms or hallways.

To have all audio-visual capabilities, including projection system for computer for internet and PowerPoint, electronic whiteboards for recording discussions, and the possibility of videoconferencing in designated rooms for distance learning located beside relevant technical support services

Some general recommendations for Grangegorman Buildings:

Teaching and tutorial rooms: Good lighting, where possible natural light. Good acoustics, thick walls (no noise from adjoining rooms or halls) Natural and where possible locally controllable ventilation. Spacious rooms: high ceilings, wide aisles for accessibility Comfortable, flexible seating Chairs and small tables that are movable into various configurations for

seminar-style seating, small group work, or lecture-style seating. Minimal rooms with tiered theatre-style seating. Most rooms should

have flat floors and movable chairs and tables. Ceiling-mounted projector for video and Powerpoint presentations in all

rooms, with remote control for projector and screen. All rooms have fibre-optic wiring for internet access so lecturers may

routinely use the projection system to show students important resources and demonstrations from the internet during lectures.

Additional Learning Spaces A significant provision of small-group seminar rooms with seminar

tables and space for 8-10, and an electronic white board for small group work.

A large central light learning area with flexible comfortable seating, technology clusters of PCs to support informal learning, small group discussion and individual study.

Provision of a number of “micro-teaching” rooms which include a video camera and controls in an adjoining room. These rooms may be used for student presentations and for academic staff teaching demonstrations.

Conference centre to host conferences of external groups or large learning events within departments.

Modes of LearningA wide range of learning modes should be incorporated to allow maximum flexibility in learning delivery. These would include interactive classroom modes (discussions, small group work), modes of learning outside of the classroom (field work, work placements), e-learning, distance learning, etc.

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Appendix 3

Library Services

The move to Grangegorman offers a unique opportunity to create a state of the art library that is the intellectual and social hub of the Institute - located at the heart of the campus in an architecturally striking building.

It will learn from recent developments elsewhere and deliver the best possible solutions to DIT’s evolving needs.

Library Services has a crucial role in supporting the New Learning Paradigm (characterised by modern methods of learning and teaching) because its resources and services encourage and sustain the intellectual development of the student as an increasingly ‘autonomous’ learner.

Library Services supports DIT’s research objectives through the provision of timely access to scholarly information and the development of research collections in a variety of formats.

The teaching and learning information needs of the academic and wider community are supported through exploitation of local collections and the provision of access to remote information resources.

As a consequence, Library Services is committed to:

provide quality-assured information and other resources to sustain learning, teaching and research

provide information skills training to facilitate and encourage full use of those resources

provide a range of easily accessible facilities and services - both physical and electronic - to support the different needs of its users

liaise closely with colleagues in DIT and co-operate with external partners to ensure it relates closely to those user needs

attain standards of excellence in everything it does develop its staff in the constantly changing skills necessary to support

these aims

A single library building will support all the academic programmes across DIT. As a result, it will:

avoid duplication of resources enable the provision of comprehensive and effective services to all users

over extended hours throughout the year support the increased interdisciplinary developments envisaged for DIT at

Grangegorman

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Libraries today are very different to libraries of twenty or even ten years ago. Nowadays, they must accommodate a range of resources and activities that earlier generations could not imagine. Space for learning and discovery, therefore, takes precedence over space for the physical collections.

Indeed, many universities have rebranded their libraries as ‘learning resource centres’. We have chosen here to retain the term library. In doing so, however, we emphasise the need to envision modern Library Services as much more than just the physical housing of books and journals.

Features of the Grangegorman Library Building

Fundamental Aspects Architecturally stunning design, landmark building Single building planned on the basis of 1 sq.m. per full time student net

useable space e.g. 11,500 students = 11,500 sq.m net or 13,800 sq.m gross, allowing 20% ‘balance’ space, lower than for most other buildings, reflecting the open plan nature of libraries.

Adjacent land to be safeguarded for possible future extensions Central location, easily accessible from all parts of the campus and the

main entrances Well-lit and weather-proof access to and from public transport –

especially for library staff and users entering and leaving in the dark, late at night

Welcoming reception area on ground floor, adjacent to entrance Good circulation space for large volumes of people A ‘green’ building with emphasis on natural light, flexible and high

quality natural ventilation, heating, air circulation/conditioning, noise reduction etc.

High quality finish, fixtures and fittings to reduce maintenance costs 24 hour physical access will require the library to be ‘zoned’ to enable the

secure opening of just parts of the building at various times - with heating, lighting, CCTV and sightlines all designed accordingly

Load bearing floors throughout

Equal Opportunities All aspects of planning must reflect a policy of equal opportunities in

respect of physical access, mobility, provision of assistive technology and equity between categories of user

Access Access-controlled entrances and exits, incorporating staffed Reception

Desk Ease of access to all floors for all users Lift access for users with restricted mobility and for the distribution of

print materials (books, journals etc.) and equipment by library staff Vehicular transport access point on ground floor for library deliveries

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Space Allocations Variety of public/casual seating areas Numbers of user spaces at least at international standards Variety of user spaces, for both individuals and groups Variety of areas for silent study and quiet discussion etc. Dedicated postgraduate area All spaces to be designed for flexible configuration and use

Facilities Many and varied sound-proofed rooms for seminars, meetings,

mentoring, audiovisual playback and musical equipment Dedicated library training rooms Facilities for storage of books, journals and other print materials Critical mass of PCs for users to access networked services, with

staffed Help Desks and networked printers in close proximity State of the art computing hardware, with a common computer desktop

environment Access to information resources, directly to the user, in a seamless

way, in whatever format and wherever located, on a 24/7/365 basis Toilet facilities on all floors Extended hours access for users to catering facilities

Services Staffed Issue Desk for the issue and return of books etc. Provision of equipment for self-issue/self-return of books etc. Staffed Help Desks

TECHNICAL INFRASTRUCTURE ICT infrastructure which is robust, resilient and with a high speed, high

bandwidth capacity Provision of network access and power to 100% of user spaces in all

areas

LIBRARY STAFF AREAS Good-sized working areas for library staff - including offices, meeting

rooms, self-contained area for the Central Services Unit Provision of staff room facilities, including showers and changing

facilities, other facilities for 24/7 working

Above all, the design of the library building should be sufficiently flexible to enable the adaptation of services and facilities over time in response to changing circumstances and new methods of delivery and use.

It must be assumed, however, that print collections will continue to exist (indeed expand in some subject areas) and they must co-exist with an ever-increasing proliferation of networked resources.

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AdjacenciesLibrary staff already work closely with all the units based at Mount Street and the libraries currently host colleagues from Disability Support Services, Maths Learning Centres and Information Services (as well as large numbers of networked open access computers).In order to deliver the optimum range and standard of service to our users it will be appropriate for us to work increasingly closely with - and in proximity to - these and other central services and functions.The grouping of a range of such services on campus will facilitate new partnerships and synergies to develop in a variety of different ways.It is envisaged that the Library would be adjacent to the Central Lecture & Seminar Bank (see Appendix 8) and a Central ICT Services Centre which may include some Open Access Computer Rooms with staffed Help Desks (see Appendix 9).

ArchivesThe move to Grangegorman will enable DIT to develop a new high quality archive service.

The Institute has significant archives relating to its own early history. At present, these are scattered throughout many different sites, including some external to the Institute. In addition, there are archives and artefacts from earlier institutions at Grangegorman and the Grangegorman project itself is generating its own historical records.

All such records ought to be preserved for future research, in purpose-built accommodation that is environmentally-controlled and staffed by professionally-qualified archivists (see BS5454).

This accommodation could be located in the Library Building - subject of course to sufficient increase in the initial space allocation.

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In addition, DIT understands that St Brendan’s Hospital retains an extensive collection of historical documentation relating to its long history on the site and that consequently the HSE may require archive/conservation space also. Masterplanners should consider this matter.

Public LibraryDiscussions are underway regarding the addition of a branch of Dublin City Councils public libraries on campus of 1000 m2. This will be fully integrated with the main DIT library.

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Appendix 4. A Research Supportive Environment

Research on the new campus

“… The agenda of higher education has progressed from a desire to simply increase the general education level of the population and the output of scientific research to meeting the needs of a knowledge driven society in a global economy”1

Background

The implementation of DIT’s Strategy for Research and Scholarship overlaps our proposed move to a single campus. Challenging targets are set for all the major research metrics, so the move to Grangegorman can be viewed as both an opportunity for and a threat to uninterrupted research development.

It is proposed that ‘separate’ research facilities of 10,000m2 will be provided in Grangegorman to allow four roughly equal interdisciplinary research institutes to be created. Research will only be viable on the new campus if this provision is just one aspect of an integrated and flexible research structure that will allow research to be carried out in and between faculties and centres.

Research facilities and infrastructure must be much more than laboratories, computers and office space. Shared work and social areas for the research community must reinforce the reputation of DIT as a supportive, vibrant ‘research informed’ organisation. Seminar and meeting rooms dedicated IT areas, carrels, display and exhibition areas, a café and/or bar and hopefully places for quiet contemplation will be provided.

DIT’s Research and Development in a national context

The target set in Barcelona in 2002 for Gross Expenditure for Research and Development (GERD) of 3% of GDP by 2010 will not be met by Ireland. Nonetheless, GERD will be approximately 2.5% of GDP by the end of the decade and DIT along with other third level institutes will need to greatly increase R&D output. DIT can use the impetus provided by a move to a single campus to boost its research activity and the availability of research personnel will be a key issue. In particular, the supply of PhD graduates is paramount in a knowledge economy. Substituting PhD graduates for non-PhD graduates improves the quality and creativity of industrial and professional output since these graduates have generic skills that make a valuable contribution to the economy irrespective of the nature of the employment they undertake. Nonetheless, a short fall of 609 PhD graduates is predicted for the period 2004 to 2010 and demand for research graduates will continue to increase thereafter. DIT should be a significant contributor toward redressing this 1 Dublin Institute of Technology, Strategy for Research and Scholarship, 2005 – 2010

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deficiency, but will only do so if the campus offers state-of-the-art facilities and a supportive environment to research students.

Due to its size and close ties with industry, DIT is uniquely placed to play a major role in the provision of R&D in the knowledge economy, but currently lacks the cohesiveness provided by a single campus. A demanding but achievable target for the Institute of providing 10% of Ireland’s annual research graduates by 2010 has been set. Higher Education Expenditure on Research and Development (HERD) and Government Expenditure on Research and Development (GOVERD) projections for increases in research personnel numbers suggest there is a requirement for more than 300 new academic researchers per year from 2005 to the end of 2010. This further emphasises the need for DIT to enhance its postgraduate research provision during the transition period.

Research in the new campus must not be considered as separate or elitist. With ‘learning and teaching’ and ‘industry interaction’ it will form the nexus which is the hallmark of all successful higher education establishments. Consequently, research must continue to prosper in and between faculties. First year undergraduates should gain a sense of the importance that research carries in DIT, how it enriches their own studies and the postgraduate opportunities it will provide for them. There must not be a second class label attached to faculty research and dedicated research centres and institutes must be accessible to undergraduates, except where confidentiality and environmental considerations preclude them.

Space allocation for postgraduate researchers

Projected growth of postgraduate research numbers in line with strategic planning requires an allocation of space that reconciles the needs of different research disciplines and will permit future expansion. All postgraduate researchers will have a basic requirement for ready access to facilities including phones, desk space, book cases, computers, photocopiers and printers. Offices housing postgraduates should have twenty-four hour access and be close to a kitchen and meeting room. Study space must allow for quiet reflection and freedom from interruption. Ideally, research students should be housed in two or three person offices, containing researchers who are working on common programmes or disciplines. However, some disciplines will be suited to a more ‘open-plan’ arrangement and each situation should coexist within DIT. Some research students will have special needs. These may differ from physical disabilities to requirements emanating from difficult personal circumstances, for instance child care issues or home environment problems. Postgraduate space allocation on a single campus must have the flexibility to respond to these issues. Patterns of usage for these facilities will vary between students and also, over the time of students' candidature. Some students require minimal access, some frequent and others are variable users depending on their stage of candidature. In order to accommodate different patterns of usage, the new campus provision of postgraduate facilities must be equitable, flexible and adaptable. Growth of research and research supervision will lead to post-retirement activity of experienced academics.

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This activity is ‘value added’ to the work of DIT and will require space allocation to optimise research effort. Similar provision must be provided for visiting academics.

There will be six-hundred postgraduate research students in DIT in 2010 and the majority will be registered full-time. This number will be inflated by those pursuing professional doctorate programmes. Each person on these programmes will undertake a substantial research project at PhD level. If the space requirement per researcher is set at 5m2 and that for academics, administrators, postdoctoral and contract researchers and support staff is on average more than double this value, a realistic requirement for total personnel space for research in 2010 is:

(5 x 600) + (12 x 150) = 4800m 2

At this time, movement to a single campus will be in its infancy, so a subsequent expansion of research activity by 50% of 2010 levels should be planned for, rendering a space requirement for those involved in research of 7200m2. This space requirement should be shared between the faculties and the dedicated separate research facilities, such that each faculty would typically require 600m2 to house faculty based research and each research institute (and there associated centres) 900m2.

Additionally, the utilisation of laboratory space by researchers in 2010 and beyond should be considered. If the following assumptions are made:

16m2 laboratory space per full-time equivalent is the norm 25% or approximately 200 academics will be research active there will be 600 full-time equivalent postgraduate researchers, 150

contract researchers and 50 postdoctoral researchers in the region of 80% of the total will undertake laboratory based

research

then the requirement for research laboratory space will be:

1000 x 0.8 x 16 = 12,800m2, rising to 19,200m2 if 50% subsequent expansion is planned for.

Again, this space should be shared between faculty and research institutes so approximately 10,000m2 laboratory space will be needed for each.

To ensure that research remains vibrant in the faculties it is thus essential that on average approximately 2,300m2 of space per faculty is allocated to it. The corresponding floor space per institute is 3,400m2.

General access to research areas

In academic research there is a delicate balance between providing an inviting and stimulating environment, guaranteeing safety and ensuring confidentiality. Undergraduates should be exposed to a research environment throughout their studies and each faculty, centre and institute must showcase

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its research and encourage undergraduate participation in seminars, colloquia and conferences. Keynote lectures and demonstrations to undergraduates from DIT’s best researchers in specialised facilities should become common place. Where the maintenance of safety and confidentiality are important, access to research areas should be via a swipe card or key pad system.

Energy efficient research buildings

Buildings designed from the perspective of sustainability should lessen the impact on the environment through energy and resource efficiency. This occurs by minimising non-renewable resource consumption, enhancing the natural environment and eliminating or minimising the use of toxins. Sustainable building involves considering the entire life cycle of buildings, taking environmental quality, functional quality and future values into account. DIT is at the forefront of research into sustainability and energy efficiency. The Institute has an obligation to the wider community to be environmentally responsible and it is essential that buildings on the single campus are constructed to high standards of energy efficiency and this is particularly so for dedicated research buildings. A variety of tools and technologies are available to evaluate the energy efficiency of buildings and such an exercise is essential at the design stage. Whole-building design should take place to ensure that an integrative approach results in all elements of the buildings achieving optimal energy performance. The buildings should interact effectively with the outdoor environment (climate-responsive architecture). Commissioning, operation, and maintenance designing of buildings are only half the battle; measurement and verification of building performance are an important aspect of commissioning new buildings. Landscaping can improve a building's energy performance. Trees and bushes can provide shading or block a prevailing wind. Energy-efficient heating and cooling of the buildings should be aided through the use of automated controls, ventilation, improved duct systems, and advanced technologies including energy efficient daytime tubular lighting. Compact fluorescent light bulbs and other efficient lighting technologies save energy. Most office equipment wastes energy as it sits idle; equipment with built-in power management features will greatly reduce energy use by switching to low-energy mode when not in use. Interdisciplinary research on a single campus

Research is increasingly multi-disciplinary and the four institutes will bring together complementary groups of researchers working on projects of national and international strategic importance. The research will be broad-based and campus-wide, but in each case facilitated by an institute at the hub of the diverse groupings carrying out the research. The buildings that house the institutes must foster an unprecedented degree of collaboration between researchers from different disciplines in order to meet some of the most pressing scientific and social challenges of the future. Such challenges are no longer met by individual disciplines working in isolation, but by the combined expertise of multi-disciplinary teams. The buildings will provide facilities for scores of academics from across all of DIT’s faculties and schools.

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An example of such a multidisciplinary centre is the Clark Centre Bio-X facility in Stanford University where schools and departments support state-of-the-art core shared facilities in biosciences, biomedicine and bioengineering and these core facilities are available to the university’s research community. The centre has a flourishing industrial affiliate’s programme and likewise accessibility of DIT research and its interaction with industry and society must be prevalent in each of its institutes.

The Clark Centre, Stanford UniversityThe importance of establishing research centres and institutes with the flexibility to be adapted to changing research initiatives should not be understated. The ‘hot topics’ in Irish and international research in the next few decades are unpredictable. Hence DIT needs facilities that can change to meet new challenges. An example of allowing flexibility in research building design is the Heritage Medical Research Building in the University of Alberta which recruits scientists from Canada and around the world to do research in the sciences, engineering, dentistry, pharmacy, and medicine. The most noticeable external feature of the seven-storey structure is the exposed piping and ducts behind a glass shell, allowing for renovations without disruption of the building's occupants.

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The Heritage Medical Research Building in the University of Alberta

Each institute on the single campus will require a number of floors to allow for the full range of facilities and activities to be accommodated. In both institute and faculty research buildings, sensitive apparati and machines must be housed at ground level and safety in terms of fumes and housing hazardous materials must be a priority. Study areas and places for quiet reflection must be insulated from sources of noise.

The relationship between research and innovation

‘Alliances with Industry’ stresses the need for an integrated industry presence and this is particularly true for academic research. For research innovation, technology transfer and employment opportunities to be optimised it is essential that research at DIT is carried out in collaboration with industrial partners both on and off site. Many of the requirements stipulated in Appendix 4, Alliances with Industry (page 19) are applicable to research, e.g. conference centre, industry-standard office accommodation, audio-visual equipment etc. In general research on the campus must not be divorced from entrepreneurial activity and industry interaction.

Essential elements of research provision in Grangegorman

i) Twenty-four hour, seven day per week access for researchers to all core research facilities

ii) Avoidance of expensive, inflexible research infrastructure that cannot permit change of direction within research disciplines or allow for the introduction of new research disciplines

iii) Accessibility of research institutes to undergraduatesiv) Accessibility of research institutes and all other research areas

(except where there is confidential material) to partners from industry and the professions and where necessary allowing the long-term presence of these partners on campus

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v) Controlled environment areas ~ sanitised, temperature controlled, vibration free etc., which will allow precise, repeatable experimentation

vi) Public display of the best of DIT research ~ artefacts, graphics, animation, interactive and tactile exhibits, seminal publications etc.

vii) State-of-the-art seminar and meeting rooms, with full IT provision, video-conferencing etc.

viii) Communal social areas for researchers and their collaborators ~ cafés, bars and areas for quiet discussion and reflection

ix) Easy access to all research related library facilitiesx) Close proximity to innovators and others with industry linksxi) Provision of pastoral care for postgraduate and postdoctoral

students, providing easy access to administrative support staff, regulations, IT and travel assistance etc.

xii) Office space for research totalling 7,200m2 and 19,200m2 laboratory space. Hence provision should be made for approximately 26,400m2 for these two requirements alone.

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Appendix 5 Alliances with Industry

Industry Links at Grangegorman – Hothouse and the Science Park.

Context

The emerging DIT Industry Strategy states as its mission that DIT will be “Ireland’s leading Knowledge Hub for Industry and those involved in Innovation”. Grangegorman will play a vital role in being the physical manifestation of this mission.

Hothouse is the award winning Innovation and Technology Transfer Centre at DIT. It should be considered to be the ‘jewel in the crown’ of the new 50,000m2 Science Park at Grangegorman.

Hothouse - Innovation and Technology Transfer CentreHothouse identifies the commercial potential of research conducted in faculties and research institutes and centres across DIT and commercialises the intellectual property either by licensing it to indigenous SME’s or multi-nationals, or by creating campus start-ups or joint ventures in its 5,000m2

incubation space. It also acts as the gateway to companies looking for a technology partner and for the wider community looking to start or grow a business.

The Hothouse Innovation and Technology Transfer Centre will also attract many spin-in start-up companies that will have or hope to develop commercial relationships with the high-tech SMEs and multinational companies that we expect to attract to the Grangegorman Science Park.

Some preference will be given in Hothouse to start-ups who leverage ICT and Bio technologies to create new products. It is expected that as the Hothouse companies outgrow the innovation space they will take up commercial residence elsewhere in the Grangegorman Science Park where we can assist them to grow to IPO or trade sale size.

The Grangegorman Science ParkThe Grangegorman Science Park will be promoted on the basis that it will:

energise a major hub of intellectual capital on campus, a place where new knowledge is created and transferred to enterprise and where the latest developments in education, research and scholarly activity are taking place.

be close to world class researchers within the 1400 academic staff and be close to a student population of 21,000;

be in the heart of Dublin city

be easily accessible by public transport, close to major train stations and the airport

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have outstanding professional (incl. Library), catering and social facilities

be within an environment that supports networking amongst technologists and professionals in academia and industry and between companies.

The value of having enterprise in Grangegorman is that it creates a very dynamic environment on site;

It encourages ‘real’ interaction between enterprise and faculty and so increases the possibilities for collaboration in research and scholarly activity

Commercialisation and exploitation of research will be enhanced by individual companies on-site who are interested in licensing or buying out DIT technology, investing in a campus company, etc.

It provides a ready vehicle for our full-time students (who according to recent research indicates that on average, students work 20 hours per week – with industry on site it will give them the opportunity to work in a company relevant to their discipline)

It provides a potential customer base of new industry students (50,000m2 of space would employ up to 3,000 people) – perhaps those on part-time courses, interested in CPD etc. The introduction of modularisation facilitates individual industry client access to lectures during the day or in the evening, for different modules, while facilitating credit accumulation.

Hothouse and the Science Park - Requirements:The following is the vision that the Grangegorman Industry Links team have for the industry space and how it would operate:-

Development of a 50,000m2 Science/Industry Park. It is envisaged that the first tranche of the Science/ Industry Park would amount to 15,000 m2 and would include the 5,000m2 Hothouse Innovation Centre with further tranches of between 15,000 to 20,000m2 .to support growth later, distributed across the campus.

While the 50,000m2 Science/Industry Park will be largely accommodated in a specific location on campus, additional provision will need to be made for possible integration of some industry space with learning/research facilities attached to particular facilities

State-of-the-art, professional and industry standard office and/or workshop space.

Designed in a way to facilitate and encourage an innovation and dynamic environment.

It is expected that that the majority of the space will be leased to knowledge-based companies, both multi-national and indigenous.

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However, although it would be ideal if there is an existing or potential research/scholarly relationship with DIT and the company, the management company will not be purely restricted to this type of client.

The phased development should provide for common space which will include;

o Top quality reception and foyer areas for the Hothouse Innovation and Technology Transfer Centre and separately for the Grangegorman Science Park Reception area;

o A selection of meeting/board rooms;

o Good quality coffee/sandwich bars;

o An area to facilitate networking events (up to 100 people) – could double up with the foyer area if appropriately designed – would also need to have small areas of seating for people to ‘have a chat over a cup of coffee’ etc. Would include electronic noticeboard for meetings, events etc. and might have a display area for promotional material;

o A small ‘plug and play’ area where visitors and clients can hook up their laptops and access email etc;

In addition, to the anchor tenants, there would also be space allocated for DIT’s development centres, as appropriate.

The Hothouse Innovation and Technology Transfer Centre will have its own reception area, showcasing products developed by current and former start-ups. It will provide 24/7 secure access, WLAN internet access, wet and dry lab facilities and will include flexible office units to house academic entrepreneurs; start-ups and early stage companies. It will also house the Hothouse staff (Hothouse executives, technology transfer specialists, enterprise development specialists, and marketing specialists etc, and entrepreneurs in residence and will include conference rooms and hot desk space for the out-reach arms of venture capital companies, patent firms, visitors etc.

Access to a nearby management education suite is essential. The requirements here would include;

o A 200 person conference/seminar facility

o 1 room for 40 people

o 4 rooms for 20 people each

o 12 rooms for 8-10 people each

o A video conference room to house 8 people

o Access to full restaurant and bar facilities is critical

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Appendix 6 Sporting Facilities – a Campus which Promotes Health

Introduction

The provision of good sporting and recreational facilities is integral to the overall success of the campus. In its Sport Strategic Plan 2005 – 2012 DIT identified its sport mission statement as follows “To promote the development of sport and recreation at the Institute and help foster a lifelong enjoyment in physical activity.” In pursuit of this mission DIT identified the following goals in relation to sport and recreation at DIT:• “Developing excellent quality facilities as an integral part of the College experience.• Ensuring quality sporting opportunities are available for all.• Recognising and nurturing talent in a professional and supportive environment.• Creating and supporting quality sporting systems and structures.• Fostering and enhancing links with National Governing Bodies (‘NGBs) and potential future facility development partners.• Promoting high standards and committing to the pursuit of excellence in all aspects.”

The underlying ethos, or values that will support the achievement of these objectives were identified as: participation; promotion; quality facilities; health, lifestyles and wellness; scholarship programmes; funding/ sponsorship; and training and awards.

Sporting facilities provide a range of benefits, serving :

To increase sports participation at DIT. With a top class, accessible facility on the Grangegorman campus, sports participation in likely to increase dramatically.

To enhance the ‘student experience’. The Sports Centre will allow students to mix with the college community, make friends, thus improving the social infrastructure of the Institute.

To make DIT more appealing to prospective students. Top class sports facilities will automatically make the Institute more attractive.

To support students within their college courses. For example, students studying on the Leisure Management Course at DIT will have opportunities to do their work placement and get hands-on experience on campus.

To raise the profile and awareness of DIT. The Sports Centre will lift the Institute’s profile and raise awareness of DIT Grangegorman throughout the local community and further afield.

To integrate the college with the local community. DIT has a clear policy to promote sport for all. The Sports Centre will be open to public membership, local sports clubs, community groups, local schools etc, therefore building links with the local community and bringing locals into DIT Grangegorman everyday.

To improve the students and communities health. There are increasing concerns in Ireland and internationally about the level of

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physical activity of people and young people in particular. Research indicates that young people are now heavier and less active than previous generations, which leads to increased illness and disease in later life. The indoor sports facility at DIT will provide opportunities for students and the local community to lead a healthier lifestyle. It is no longer sufficient for colleges to actively encourage student participation in sport, colleges now have the obligation of offering student facilities where they can participate in regular exercise for the development of their overall health, physical and mental well–being.

There are over 40 active sports clubs at DIT, providing activity programmes in areas such as:

• Aqua Aerobics• Archery• Athletics• Badminton• Basketball• Canoeing• Caving• Fitness Classes• Gaelic Football• Golf• Handball

• Hockey• Hurling• Judo• Karate/ Kempo• Karate/ Shotokan• Karting• Mountaineering• Rugby• Sailing• Soccer• Squash

• Sub Aqua• Tae Kwon Do• Team handball• Tennis• Ultimate Frisbee• Volleyball• Waterpolo• Wado Ryu Karate• Yoga

To fulfil these objectives DIT have identified the need to provide a range of indoor and outdoor sporting facilities. It is proposed that the facilities be scaled so as to be sufficient to include use by the local community. Considerable additional detail is available in a detailed report on indoor sporting facilities compiled by external consultants.

Location of Sports Complex and Outdoor Facilities - Requirements

High profile location , (a focal point of new campus development) The sports complex should be an attractive, innovative

design/structure Easily accessible – to students, staff and the general public Ideally the planned facility should be in close proximity to the student

“hub Easy to locate - plenty of signposts or other relevant directional

features. Indoor facilities should be adjacent to car parking facilities – this is an

essential prerequisite for public access. Situated near or with its own onsite crèche facilities and near medical

services Team changing facilities must be accessible to playing fields, and

distinct from regular sports centre changing.

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Overview of proposed development

The following section outlines some of the key features of the new development. The proposed facilities will provide DIT with a ‘state of the art’ sports complex, multi-purpose flood lit synthetic grass and natural grass pitches, tennis courts and recreational park areas for other outdoor leisure activities. This new development will enable the Institute to provide excellent facilities for the competitive sportsmen/women and recreational users. The programme of requirements of the proposed new sports development is outlined overleaf. It is important to note that this overview recognises that limited space will be available for pitches on the site. This initial assessment is primarily aimed at the needs of DIT students and staff, and additional consultancy advice is being procured to revise and refine the brief and to consider the requirements of community use.

Proposed indoor facilities 8780m2 (with proposed floor areas)

Swimming pool hall & spectator area 980 33m x 21m main pool (depth 2.4m); 7.5m x 21m moveable floor; moveable boom; and spectator area for 50 people Spa area 300 4 treatment rooms (12m²-15m²); sauna; steamroom; jacuzzi; relaxation area Fitness gym 800 Cardio vascular area; resistance area; free weights area; dedicated stretchingarea with mirrored walls; and office. Multi-purpose rooms 200 2 rooms (100m²), mirrored walls; sprung wooden floors; storage area; 1 roomwill primarily accommodate spinning Main sports hall 2,540 3 full-size basketball courts with run off space hall or 12 badminton courts hall; retractable seating for 300 people.Indoor jogging track 540 3 lane (140m inside track to 155m outside track, radius 3.66m), suspended from the ceiling and hangs at mezzanine level in the main hall. Ancillary hall 380& Storage area, one wall mirrored to facilitate martial arts. 2 handball court & 1 squash court 250 Glazed walls; small spectator area outside. Climbing wall 170 +Approx. 400m² in separate hall comprising: expert leading wall 18m high (approx.120m²); beginner top roping wall 11m high (approx. 200m²); separate bouldering room 4m high (approximately 80m²); storage area; and matted floors.Changing rooms 700 Wet changing area (village-style); dry changing area (separate male, femaleand group/family changing units) Sports office and meetings rooms 200 Individual offices, open-plan office, and 2 meeting rooms. Lobby & public areas 300 Large reception desk Area

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Café dock 150 Views onto the climbing wall and lobby. Ancillary accommodation 1,270 Storage (350m²); children's play area (50m²); first-aid room; staff room, kitchen and sales office (50m²); and circulation space (820m²) and etc.

Outdoor facilitiesDIT is active across a range of sports requiring large scale outdoor pitches. The reality that Grangegorman is a confined city centre location is difficult to resolve with the aspirations for sports. Opportunities to use roof-top space need to be actively considered, in addition to ground level. To accommodate maximum usage surfaces need to be all weather and ideally synthetic. Currently there is acceptance of playing competitive soccer matches on artificial surfaces, but on grass for GAA and rugby. Hopefully advances in surface technology will allow fully synthetic surfaces for all sports in future. At a very minimum we would like to see:

Outdoor FacilitiesFull sized flood lit synthetic GAA size pitch

150 x 80m 1 acre = approx 71m x 52m

12,000sqm Similar to facility in Ballymun, same dimensions as Croke Park, lit to the highest standard, adaptable for hockey, soccer and training activities

1 multi-purpose synthetic pitch

100m x 70m 7,000sqm Smaller synthetic grass pitch to accommodate a wide variety of activities - inter-class soccer, mixed hockey, tag rugby, ultimate frisbee leagues,

1 full size flood lit natural grass pitch

150m x 80m + training area

12,000sqm For GAA, soccer and rugby club usage. excellent drainage, championship size + additional ‘spare’ ground behind or between pitches for training purposes

4 Tennis Courts 11m x 24m x 4 1,100sqm Flood lit ,all-weather tennis courts

Team changing pavilion

60smq x 4 plus showers & toilets

600sqm Accommodate home and away teams - access to pitches

Jogging , “Healthy Heart” loop

>1.5 km loop, ideally largely of width >5m

Recreational jogging loop, but if l soft surface and suitable width could function as a cross-country track.

1 recreational basketball court

28m x 15m + 2m perimeter

Possible also for informal soccer use.

Recreational opportunities offered by any water bodies should be considered for use by water polo and sub aqua, consistent with providing a safe, secure environment for visitors to the site, particularly children. More generally the possibilities of smaller courtyard settings for additional recreational activities need to be considered.

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Appendix 7 On Campus Income Generation & Commercialisation

Minister Hanafin at the second stage reading of the Grangegorman Development Agency Bill in November of 2004 indicated that

“ all commercial activity will be linked directly to the education centre, perhaps in the form of enterprise incubator units where research facilities will be based and research activities ancillary to health services or wider education services.”

The raison d’etre of any commercial activities on campus is to underpin the academic mission of the institute. In addition, Government policy has clearly signaled the need for the higher education sector to generate 3 rd stream income (income other than normal/ annual recurrent budget funding) in order to fund development within the sector. This change in policy is well captured in the HEA Publication: Supporting Investment in Higher Education ( 2006).

The Institute is committed to ensure that every opportunity is made to access potential revenue streams compatible with its activity as a higher education provider.

Two major commercial elements will be the student accommodation and the science enterprise park as detailed elsewhere.

In addition to these areas there will need to be mix of retail outlets such as cafes, general stores, bookstore, IT supplies, printing and reprographics, music, art & drawing materials and sporting goods, etc complimenting services available in the immediate vicinity. It is essential that an attractive and balanced mix of outlets is created that contribute to a vibrant and self-sustaining come generation potential of the campus;

Income generation will fund developments which are critical to the completion of the campus and to the strategic objectives of the Institute.

Such developments will extend to all areas of Institute activities and include educational, research, cultural, recreational, sports facilities and partnerships with industry;

Commercial activities will contribute to the creation of a vibrant campus environment;

It is envisaged that many commercial activities will need to be located in high profile and accessible locations on campus

The relative disposition of academic and non-academic facilities on campus will be an important contribution to creating and sustaining a vibrant year-round campus environment and atmosphere.

The contribution of positive cash flows arising from on-campus commercial exploitation forms a key element of the capital funding strategy underpinning

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the procurement of the campus facilities. This cash flow is required to assist in servicing capital borrowings essential to the complete relocation of the Institute to the new campus. Potential areas for commercialisation include the following:

1) Enterprise/Science Park 2) Student accommodation 3) Sports / leisure facilities 4) Retail concessions5) Catering6) Performance & exhibition space – (See Faculty of Applied Arts

Submission in Volume III)7) Conference centre ( Appendix 8)8) Hotel9) Early learning centre/ Crèche ( Appendix 7)10)Health centre11)Exploitation of intellectual property 12)Executive training, CPD – on & off-campus delivery 13)International students14)Access to facilities – learning spaces, learning resources, library,

laboratories, equipment etc.

Access to Institute resources in off-peak times/ vacation.

The current annual teaching cycle means that student and staff numbers on campus decrease dramatically mid-June to mid-September, with smaller breaks at other times. This has major consequences for any commercial or retail units on the site and leads to a dramatic under-utilisation of resources. It presents particular difficulties for catering arrangements. Initial research indicates universities currently use at least 4 approaches to overcoming this issue and to bring additional visitors to the campus out of term time:

I. Conference and meeting hosting use academic teaching space, particularly large theatres, residences, and catering facilities

II. Holiday accommodation, both stand alone use of residences and catered.

III. English language courses to foreign students use academic, residential, and catering facilities.

IV. Sporting and recreational summer camps, both day and residential

All types of activities can bring significant foot-fall to support commercial and retail outlets. The city centre location should make direct use of residences for holiday accommodation attractive and viable, and could be easily franchised to an operator. Conference hosting, if facilities are suitably grouped and accommodation is of high standard should also be viable and has additional benefits in raising the profile of the Institute. Teaching English to foreign students may also be easily franchised and can be a very regular and stable use.

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Appendix 8 Central Lecture & Examination Hall Centre, Executive Learning Centre. Laboratory Cluster

The relocation of all Institute activity to a single campus affords the opportunity to create a central bank of quality learning space in the form of lecture rooms, break out rooms, seminar rooms and study spaces. This overall provision would be accessed by all Faculties and Directorates of the Institute. This space would facilitate the growth and contraction of faculty demands for space over time. It is envisaged that this central provision would complement dedicated faculty space provided on campus. In addition, given the nature of this provision it would be important that it is located in a central area on campus adjacent to the Library. This consists of three distinct elements, which when combined, can function as a conference centre when not in academic use.

Central Learning Facilities gross  netLarge flat teaching/exams 2,100 1,500Central large tiered & seminar bank 2,800 2,000Executive learning centre 1,400 1,000

The flat space is envisaged as a large space that can be sub-divided into 3-4 distinct spaces for regular use, but will provide a significant large flat space for exams and other major events. The large lecture theatre bank should include a single 400 seat venue and a selection of venues in the 150 -250 seat range, with a mixture of smaller seminar and break-out spaces. The executive learning centre is viewed as a distinct entity with a quality of finish, to provide focused accommodation for executive, postgraduate, and executive/ corporate CPD education. Across all faculties but in particular the Faculty of Business there are significant numbers of industry practitioners who are completing formal undergraduate and postgraduate programmes accredited by the Institute. In addition, many Industry centres operating across the Institute have similar demands for high quality dedicated space which is available to this category of student. Increasingly, in the future the concept of ‘blended learning’ which provides the student with periods on-campus with technology mediated learning in the work place or at home will become more widespread.

Conference Use

The combination of facilities proposed above provides the major elements of a good conference centre. Such a resource could also yield a commercial return in the form of 3rd stream income. In addition there would be potential access to the major performance venue, which while designed for performance would be more than adequate for standard presentation when available. These facilities should be grouped closely in a contained, limited access area with good access to public transport and parking. However they would require the addition of significant open/foyer space to work together. This has been provided in other institutions by linking these facilities into a major atrium/covered area, which need not necessarily be heated to full “comfort”

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levels e.g. Munich. The city centre location is a major advantage over other providers.

Operating an all-year conference facility is also possible, but most advice would suggest that the profitability of a dedicated conference centre is largely associated with room provision rather than the facilities, and given that DIT would need its residences and teaching spaces in term this does not seem a likely route. However additional income could be generated by renting out non-residential elements evenings/weekends/short breaks. It is indicated that the major demand is May, June and September. Modularisation is pushing out the time students are on campus and may impact adversely on availability at these prime times. The quality of accommodation may also need to be of a higher standard for conference delegates than perhaps for other student/budget users. A detailed study is required to ascertain the optimum size and range of provision. The current annual teaching cycle means that student and staff numbers on campus decrease dramatically mid-June to mid-September, with smaller breaks at other times. This has major consequences for any commercial or retail units on the site and leads to a dramatic under-utilisation of resources. It presents particular difficulties for catering arrangements. Conference activity can significantly smooth this variation, bring significant foot-fall to support commercial and retail outlets and continued use of residential accommodation.

Laboratory Cluster

It is proposed to cluster the highly serviced science laboratories of the Faculty of Science, the Faculty of Tourism & Food and those elements of the Faculty of Engineering around a common hub in particular so as to share the provision of specialised gases, power, etc., to provide a more effective focus of technician support and other services and to exploit opportunities to share facilities as well as promote cross faculty/disciplinary interaction. This has major implications for the location of these individual elements. It is also proposed to co-locate related research facilities with similar needs. There are considerable opportunities to expand shared specialised resources as had been pioneered in the Focas/PRTLI programme. The future creation of technology/science based, multi-disciplinary, research institutes requiring highly serviced spaced will be facilitated through this process of co-location.Individual school offices and specialised/specific facilities would be co-located with their relevant teaching and research facilities maintaining the identity of the individual disciplines.

To fully exploit the potential of this cluster the related science park activities should also be co-located with the teaching and research cluster.

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Appendix 9 Information Technology

A DIT Campus designed for the integration of Learning, Teaching and Information and Communications Technology (ICT)

The construction of a new campus for the Dublin Institute of Technology (DIT) at Grangegorman provides an opportunity to design into the buildings an Information and Communications Technology (ICT) Infrastructure which is flexible, robust, easy to maintain, and cost effective. If in addition this is combined with the new Learning Paradigm the possibility exists to produce an innovative people focused teaching and learning campus, enabling the DIT to become a world leader in Technology Research and Education.

The combination of teaching, learning, ICT and physical spaces must be aligned and integrated to provide staff and students with the ability to shape places of teaching and learning in much the same way as they shape curriculum. Learning and Teaching should be possible not alone on campus in classrooms, lecture rooms, social areas, playing fields etc. but also in virtual spaces accessible from anywhere and available at anytime.

It must be acknowledged that at this point developments in ‘design of space’ and of pedagogy have not yet reached optimum levels of alignment. The new Campus at Grangegorman delivers a unique opportunity to the Dublin Institute of Technology to be among the first to exploit these new developments.

A Campus with technology ‘embedded’ into the very fabric of the buildings and grounds requires,

a. pedagogically sound set of design Principles for teaching and learning spaces. And,

b. a clear statement of the Practical issues to be considered at the design stage.

Objectives

Design spaces for multiple uses concurrently and consecutively Design to maximise the inherent flexibility within each space Design to make use of vertical dimension in facilities Design to integrate previously discreet campus functions Design features and functions to maximise teacher-student control Design to maximise alignment of different curricula activities Design to maximise student access to, and use and ownership of, the

learning environment

Principles Play a central role in underpinning the delivery of learning and teaching

(on and off campus), research, links with industry and administration; Drive Institute processes to obtain greater levels of synergy across all

Institute activities

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Be underpinned by a unified state of the art information technology infrastructure;

Offer universal access to a single common IT network across the entire campus

Offer maximum flexibility through a combination of fixed and mobile computing

Most software to be universally accessible through a common portal with suitable controls

A central information commons offering supported 24/7 access to technology in a central location linked to the library.

Smaller banks of open access computer facilities in a number of highly accessible locations.

Specialist and discipline specific hardware & software to be locally managed, but still on the common network.

Deliver an integrated campus-wide universal Buildings Management Systems, access control, security and monitoring, and cash systems.

ICT design, procurement and deployment should be a strategic component of the overall project. ICT design and planning should be undertaken during the early stages of the project. Early planning will ensure that the ICT infrastructure supporting the educational and research needs of DIT will provide for high flexibility and ensure that the future costs of change will be minimal.

DIT ownership of the campus/in-building ICT infrastructure is a strategic asset. This asset must be maintained and controlled to ensure that it delivers high quality services and where appropriate provide opportunities for revenue generation.

The ICT infrastructure should be scaleable and future-proofed to cater for future services not currently available in the market.

The scheme should be Telco-neutral, i.e. any Telco should be capable of providing telecommunications services to the campus buildings. The design and installation of ICT infrastructure should conversely not be a barrier to any Telco wishing to offer services.

Tunnels/basement are the preferred means of delivering IT infrastructure but must be considered in the context of being shared by other building services.

As the Institute will operate in multi campus mode during the planning and construction phases it is essential that the compatibility of existing technology services and the appropriateness of new campus developments are ensured and maintained by the involvement of Information Services.

PRACTICAL

Detailed specifications on the physical environment are available in an accompanying report.

The Campus Network should be designed with no single point of failure.

- Two separate physical connection points should achieve connectivity to the World Wide Web

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- Connectivity to the power supply should be achieved by two separate physical connection points

Each Building should have no single point of failure. - Connectivity to the DIT Network should be achieved by two separate

physical connection points.- Power should be delivered via dual source

Server Room/sThere should be one Server room per building to cater for current function needs, future needs and contain enough capacity to act as a backup service for another function. Thought should be given to the location of rooms, air conditioning, and fire control systems to ensure efficiency of installation, maintenance and operation.

Wiring CentresThere should be one wiring centre per floor in large buildings and one per building in smaller buildings. They need to be sited in appropriate locations taking into consideration shortest routes for wiring.

DuctingDucting must be unobtrusive, cater for any expansion requirements, and be easily accessible

Technology enabled Learning Spaces

Any space within the campus should be considered a learning space, whether, classroom, computer laboratory, break-out room, lecture room, social spaces such as restaurant, coffee dock, hall, auditorium theatre, student accommodation, playing fields, car park etc.

With this in mind it will be a requirement to have a ubiquitous network, delivered via hard wiring and Wireless technology.

As an outcome of the expansion of technology enabled learning spaces consideration must be given to an extensive reduction in the number of specific Computer Laboratories.

Integrated Network/Audio Visual/Printing ServiceEach formal learning space should have integrated audiovisual, email, Internet, network, video, DVD and video conferencing capabilities. A common installation should be achieved in each room to enable ease of use for staff and students and ease of maintenance for support personnel.

I nvisible Technology that works Wiring should be delivered through systems, which are unobtrusive. No wiring should be visible in corridors, classrooms, offices, etc.

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Network connectivity must be robust, ubiquitous and unobtrusive.

Staff and Students will be required to use a laptop or handheld device for many learning activities

All technology should be reliable, easy to use, be simply designed, installed in an uncomplicated manner with strict adherence to commonality of operation across the whole Campus.

Support should be available at all required times, be competent, courteous, and easily contactable.

AssumptionsThe ICT Services department must provide the leadership on standards, policies and procedures and provide strategic leadership in future technology developments. Staff/Students will have access to a personal handheld device such as PDA.s, laptops etc.

Staff and Students must attain an acceptable level of competency.

Specific Locations

ICT BuildingAn ICT Services Centre providing 24/7 business critical services and support structures, requiring initially office space for 100+ staff, reception, storage, meeting and laboratory rooms and a high-tech split-site machine room with Giga-bit connectivity to the main centres of the DIT. Continuous power and both controlled and open access is a fundamental requirement. In addition consideration should be given to co-locating other IT related facilities, services, and support structures to facilitate sharing of services. Such an integrated state-of-the-art ICT Services Centre would afford the opportunity of creating a high profile building to attract inward investment in Sponsorships, Partnerships and Community participation.

Overview of RequirementsA state-of-the art Information and Communications Technology (ICT) Services Centre is required to house the existing offices of the, Central IT, MIS, IT/Network Support and the Telephone Call Answering Service. These are business-critical services and support functions for the DIT requiring 24/7 operations. The Centre will need to accommodate a management team of 8-10, IT Staff compliment of 60+ and initially 30-40 IT Technicians and laboratory space.

In addition to the above there is a requirement for a Drop-in Advisory/Support Reception area, meeting and storage rooms. A high-spec Computer Machine Room is required to house the Central IT Computer Systems, the DITnet Network Operations Centre (NOC) and the Central PABX (Telephone) System. This requires a split-site implementation with Giga-bit

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interconnectivity providing a disaster tolerance capability. Each side of the split-site will require Giga-bit links to the main centres of the DIT in a dual path configuration.

The entire Centre requires a continuous controlled electrical supply and will require a managed combined Generator/UPS system. Appropriate security access mechanisms should be designed in to allow for 24/7 operation and partitioning into controlled and open access areas.

It would seem advantageous to co-locate other IT related Departments/Functions in this facility such as a fully IT-enabled Library, Staff Training, Distance Learning, Teaching and Learning, Dublin Multi-Media Centre (DMC) etc. in order to share resources such as IT facilities, Drop-in Reception, and meeting rooms etc. The Centre would also make an ideal location for Open Access Computer Rooms (OACR) for sharing across the entire student body and provide for Community Access if required. The location of so many exciting ICT services in a single Centre affords the opportunity to create a high profile state-of-the-art building that could be exploited in obtaining sponsorships and partnerships.

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Appendix 10 Student Hub & Student Support Services

Introduction

Student services deal on a daily basis with the human and social aspect of student life, from the student who is sick, learners with disabilities or students who are distressed. But also the student who wishes to fully participate in student life through sport related activity, cultural & social societies, or student union activities. And the services support practical issues such as students who need career advice, advice on accommodation, help from the chaplaincy, or counselling services.

The units involved are:

Careers Chaplaincy Community Links Counselling Cultural & Social Disability Medical Sport Retention Student Services Students Union

The student population is changing and in the future DIT will attract more international students, mature students, students with children, students from disadvantaged backgrounds and students with special needs. All their needs will have to be catered for in this new campus.

This planning of the student services facilities has brought all the services together under one umbrella which is a very positive development, and it is hoped that organisation change will support all the services working together more closely for the general benefit of all students. The full report of the working group, submitted to the Student Services Council in May 2004, gives a detailed account of the functions and requirements of the different services, and views on related aspects of the overall campus. The principal findings and conclusions are summarised in this submission.

Principle Decisions

A single location for student services and supports that includeso Student support serviceso Students union officeso Shared resources – reception, meeting rooms etc,o Meetings rooms, storage etc for societies and events

Located in a “student hub” separate from academic services High profile campus location, easily accessed

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We envision the student service centre/hub to be a vibrant area, a social centre, a meeting point and a civic area that will be the heart of DIT. The design of the (part of) building to be flexible, open plan and modular to ensure that change of use can take place in the future. The centre will need to be located in a high profile part of the overall development and be easily accessible from all entrance points. It should be located near other key buildings such as restaurant/canteen facilities, the student accommodation campus and indoor sports facilities.

Spaces required by different services

Other than for offices, more detailed work is necessary to determine the frequency of use of each facility by individual services.

Overall space requirements for the ‘Student Hub’ is estimated at approximately 2,000 sq metres net ( 2,850 sq metres gross).

Shared Resources

There is general agreement to share facilities particularly the following:-

Main Receptionist area meeting and greeting all students and stakeholdersReceptionist areas on each floorGeneral offices where appropriateGeneral facilities

Access to Suite of meeting rooms (See summary table of room requirements)

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Small sized consultation rooms (10 persons) 10 Medium sized consultation rooms (30 persons) 5Large Seminar/Training/Conference suite (150 persons) 2Large gathering/ social space (1000 persons) 1*Lecture room tiered (150 persons) 1Formal Board Room area (60 persons) 1Prayer/Worship space 1

General requirements and services

Access to: Toilets, Showers Changing rooms and Kitchen facilities and staff room(s) (on every floor)

Porter’s facilitiesGood soundproofing of roomsEquipment Storage/filing area on every floorConfidential archival area and large storage area for the societies activitySmart card access to rooms for security purposesSmart card ATM’s/EquipmentElectronic notice board in the main reception area and throughout the centreComputer terminals in public areas for general student use Parking for student service centre particularly for disabled studentsDrop of area for deliveries and equipmentEasy access to Taxi rank, Bus depot, public transportSecurity cameras & panic buttons throughout the facilitiesGood lighting and ventilationDocument shredding areaFirst Aid suite with appropriate health and safety facilities

Social and dinning areas throughout (This is a growing trend away from large restaurants/canteens to smaller facilities throughout the campus)

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Appendix 11 Student Union Brief December 2007

Vision Statement

General The re - location of all DIT facilities to Grangegorman, provides a unique opportunity to extend and reinforce the partnership between the DIT and DITSU and to extend the range, type and quality of service provision to all students of the Institute and to continue to develop the quality assured 3 rd

level education of DIT students, in a dynamic and fully supportive environment. DITSU is committed to this vision and following an initial review of current organisational structures, future student needs and future student expectations, has set out below, the Student Union core space and infrastructure requirements necessary, to be an effective partner in delivering on the shared vision that Grangegorman presents.

The DIT Students Union, is an independent democratic organisation and in the best traditions of European student democracy, is a separate legal entity governed by its own constitution. As well as representing student interests directly to DIT management and Government agencies, across a wide range of student concerns, it also directly provides a range of independent student services through DITSU Ltd, which employs all sabbatical and full time staff, as well as a range of commercial activities, through a wholly owned subsidiary company, DITSU Trading Ltd .

The creation of a new Students Union facility must reflect and embody the student union ideals, history and independence. As the Students Union is an independent body, the new headquarters building must express this quality as a stand-alone student services building that sits at the centre of the overall campus. As with the student population the building should be contemporary, and inclusive of student ideals and way of life. It should have the ability to form and prepare students for life beyond the campus and academia, while at the same time be of such design that it is a representation of the high standards and reputation of DIT students and their representative structures. . The building should have a clear identity that distinguishes itself from the other educational infrastructure in its environs. It should be a building with a human scale that naturally creates a hierarchy of accommodation that is controlled by a layering of thresholds as one progresses through the building. We anticipate that the ground floor would be an open building that is amenable to the general student population and would contain the retail units and common areas, bar and venue spaces while the first floor would contain the Student Union core office facilities with the third and subsequent floors containing the Campus life services such as counselling, etc. The function of the building should be one of openness and through the positioning of the various accommodations, the building should be spatially configured to notionally divide private, semi-private and public spaces.

In order to retain its independent identity, the Students Union needs to be commercially feasible and self-financing. Accordingly, the bar and retail outlets are a vital source of revenue stream in this regard. The bar and venue

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facilities should have the ability to open into the main Student Union building, while at the same time adhering to the licensing requirements. In addition to this, the bar and venue will require an additional prominent entrance to enable it to be accessed without going through the Students Union building. This will be contained within an open courtyard capable of being adapted for overflow space for student events. To further the commercial aspirations, we would see the large retail unit being contained on the new boulevard amongst the other retail units in order to make it tenable. The Students Union building will accommodate a smaller convenience type shop / retail outlet.

HUMAN Vision A complex that:Welcomes all students irrespective of node, and provides an active and exciting social interaction space that is the home of the campus and a safe and comfortable daytime and night time hangout space.Serves as an information resource for Student Union services, organizations and activities for students.Serves as a Central Office, Administration, Service and Democracy centre, for all aspects of the Students Union. Becomes a focal point for campus information and communication, disseminating information through tabling, student-produced banners, electronic message boards, posters and sandwich boards.Provides flexible, multi-purpose space, that accommodates evolving needs and interests; contains students-desired spaces such as meeting rooms, collaborative resource centres and spaces to relax and study.Fosters the peaceful co-existence of fun and work, and provides an appropriate balance of active and quiet spaces.

Democratic Focus A facility that:Enables ands supports the democratic structures and needs of the Students Union as a representative organisation, and contributes to the development of student and societal leadership. Provides a democratic Chamber, utilising State of the Art electronic voting, tiered seating and recording systems, together with appropriate ante rooms, which can also be a source of Student Union, income generation, when not in use by the student body.

CULTURAL FOCUS A facility that:Is student-driven and used, engages and employs students in visible and meaningful ways, and is a showcase for student art.Supports cutting-edge methods of creative student expression and communication, providing spaces for public gathering, major outdoor events, and student-generated art and events.Promotes campus culture, tradition, and DITSU spirit, both through its design and through the use of displays and historical photographs.Recognizes long-term goals to provide gathering and unifying space for the entire student population and on-site inclusion of Student Union, media and multi media organizations

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Has a name and marketing strategy that reinforces its campus-wide identity and nature, and promotes DITSU pride.

AESTHETIC A design that:Provides a welcoming, easy-to-find public entry, and uses attractive plantings and landscaping at the building exterior.Has interior spaces that are well-lit, comfortable, attractive, warm and an internal spatial organization that is easily understoodHas a clear and identifiable central reception and ongoing direction to Student Union services, activity and social areas. Contains adequately sized, attractive offices, meeting rooms, storage rooms, and toilet rooms that are arranged in a hierarchal configuration.Connects with the exterior through abundant windows, decks and courtyards.Uses good planning and organization to enable its many active spaces to remain clean and clutter-free. TEMPORAL Vision A facility that:Uses zoning (discrete building spaces) for operational flexibility to accommodate, student after-hours access needs.Accommodates year-round use, promoting summer income generation.Satisfies short-term space needs while recognizing possible long-range construction of a future addition or expansion.

ENVIRONMENTAL Vision A building that:Connects to its natural surroundings, through well-designed courtyards and landscaping, and provides formal and informal outdoor programming spaces.Reduces energy consumption through the use of energy-efficient design principles and building elements (i.e., day-lighting, passive solar heating, energy-efficient light and heating fixtures).Promotes the reduction, re-use and recycling of consumable products.

SAFETY Vision A facility that:Provides users a safe environment, with defensible public spaces and secure private and office spaces.Promotes late-night security through effective lighting, easy connections to after-hours campus transportation and buildings, building zoning for after-hours access, and use of security systems.Incorporates technologies such as video monitors, card readers, panic alarms

ECONOMIC Vision A building that:Provides Student Union owned income-generation for the facility’s programmatic and service needs: food-service variety, games / entertainment, summer conferences, consignment sales, Shops, Student Bars and student-provided services.

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Minimizes operational costs through energy-efficient design and building elements, and a layout that considers staffing needs.

TECHNOLOGICAL Vision A building that:Provides a connection to the Internet highway through state-of-the-art wiring and HEAnet access, computers, and state-of-the-art theatre equipment Multi media and tele-conferencing space.Accommodates multiple uses and future technology to the greatest extent possible.Incorporates advantageous electronic technology such as people counters and information boards.Uses ergonomic and barrier-free design concepts in all technological applications.

Brief The following is an outline brief for the design of the Student’s Union facilities to be constructed, as part of the DIT move to Grangegorman. The brief is being developed for incorporation into the overall master plan. SSA Architects will be acting for the Student’s Union in the preparation of this brief, together with the follow up on initial design with commentary on same and the relevant tender documentation associated with this building, culminating in a watching brief on the construction of the building. This brief covers the Student Union facilities only with an outline provided of other needs in the final paragraph, and which will be subject to further detailing on completion of consultation processes Student Union – Core Office facilities

The offices building will be located in a prominent central location along a confluence of routes through the campus. The building itself should be distinct from other buildings in its architectural representation to give a clear identity to the function of the building. At entry level, recognition should be given to the day-to-day function and footfall associated with this building in that external public open space outside the main entrance will be a necessity. Internal branding, signage will be an important part in terms of identity for the building users. All student Union offices and service provision will be located on the ground and first floors with prominent and welcoming general reception areas.

The building itself will contain multi-functional spaces (outline below) that should have a strong architectural resolution in terms of spatial connectivity. Best principles and practices should be adopted in relation to energy use.

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DIT STUDENT’S UNIONGRANGEGORMAN PROPOSAL (Nov. 2007)

Facilities No. of Units Area (m2) Total Area (m2)Student Related Services 4 6 24Admin / Copying, etc. 1 20 20Open Plan Office 12 5 60Individual Offices 10 12 120Sports /Societies Open Plan 40 200 200Meeting Room (100 pax) 1 125 125Meeting Room (30 pax) 5 37.5 187.5Meeting Room (10 pax) 10 16 160TV Lounge * 1 45 45DITSU Trading Limited 1 60 60Reception Area 1 50 50Newsroom / DIT FM 1 125 125Retail Unit 1 1 200 200Banking 1 80 80Internet Café ** 1 40 40Cafe 1 40 40Crèche 1 125 125Pharmacy 1 45 45Laundry 1 45 45Hair Salon 1 45 45Video/DVD Rental Shop 1 45 45Bar *** 1 400

962

Event space 1 400

Storage 1 30

Staff Area 1 15

WC 1 40

Kitchen 1 45

Kitchen Store 1 12

Offices (incl. Cash Counter) 1 20

Counselling 2 6 12Oratory / Prayer Room 1 30 30Democratic Chamber 1 94 94

TOTAL 2,929.50

Additional Supporting Information

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CHIEF OPERATIONS DEPARTMENT This will contain 7 no. Offices:

Office 1 – President Office 2 – Student Support Office 3 – General Office Office 4 – Head Office Administration Office 5 – CEO OfficeOffice 6 – Deputy CEOOffice 7 – Special Project executive

COMMUNICATIONS DEPARTMENTThis will have: Office 1 – Graphic Designer Office 2 – Publication Editor Office 3 – Communications ManagerOffice 4 - Student Support Advisor

EVENTS & MARKETING DEPARTMENT This will have: Office 1 – Events and Marketing Manager Office 2 – Vice President, Services & TradingOffice 3 Events supports officer Office 4 – Student Support Advisor Office 5 – Conference / Meeting Room

In addition, the Events Supports Officer, will require a safe -Chubb Senator 3000 size 5 or similar.

ACADEMIC AFFAIRS DEPARTMENT This will have: Office 1 – Director of Student Academic Affairs Office 2 – Vice President, Academic and Student Affairs Office 3 – Student Support Advisor Office 4 -Asst to Director, Academic services

STUDENT AFFAIRS DEPARTMENT This will have: Office 1 – Student Affairs Manager Office 2 – Vice President, Academic & Student Affairs Office 3 – Student Support AdvisorOffice 4 – Sports & Societies x 3Open Plan offices for 40 sports societies personnel

In addition to the 3 no. offices, a general office space accommodating 6 no. workstations will be required.

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GUIDELINES FOR DESIGN STANDARDS

CHIEF OPERATIONS DEPARTMENT

This will contain 7 no. Offices: Office 1 – President Office 2 – Student Support Office 3 – General Office Office 4 – Head Office Administration Office 5 – CEO OfficeOffice 6 – Deputy CEOOffice 7 – Special Project executive

There will be a reception area required to this department with a reception space and Desk. Immediately adjacent to this reception area, a file store will be required. This will be 10sqm and be fitted with fluorescent lighting and shelved throughout, used for the day-to-day storage of goods and supplies. A central storage area of 50sqm will be used as an archive storage for all DITSU files from the 5 departments. In front of 10sqm store space will be a waiting area for approximately 15-20 persons. Adjacent to this, we require a games room with broadband capabilities. On the periphery of this space will be 2 meeting rooms for 8 and 15 persons respectively. These spaces will be equipped with voice and data points together with overhead projector for PowerPoint presentations together with an electronic screen along one wall. This will be located in the larger room only. These rooms will be separated from the waiting space by a double glazed unit with Venetian louvers on a thumb turn from floor to ceiling. The external windows will have full black out facilities on the larger room. Doors are to be flush hardwood veneer with an ebony inlay.

The WC requirements for this space are 1 male, 1 female.Male – 2 urinals, 1 WC cubicle, 2 wash hand basins, soap dispenser, electric hand dryer, toilet roll holder, vanity unit including mirror around wash hand basin. Female – 2 no. WC cubicles with appropriate sanitary ironmongery, vanity unit and mirror around 2 wash hand basins, electric hand dryer.

Other ancillary rooms required to this space are:

Kitchenette area with small dinette for tea/coffee, lunch eating facilities, 30sqm, to be used as a common space for all employees of DITSU. This will require hot and cold running water, stainless steel sink and draining board, 3 linear meters of kitchen unit, high and low level with tile splash back between. The tiles will be 100 x 100 ceramic and mortar bed.

TV and radio studios -It is anticipated that the Student’s Union will broadcast an FM radio station and TV programming on a limited basis. Accordingly, 2 no. rooms with the appropriate acoustic efficiencies are required for this purpose. These should be located away from the waiting area; should be 25sqm each. These rooms will have a maximum DMA of 30. Immediately

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outside these spaces, a 20sqm breakout room will be required with comfortable seating and tea/coffee making facilities.

Offices sound rating will be 40-45 DBA, common room 35 DBA.

The Chief Operations Department will require a safe -Chubb Senator 3000 size 5 or similar.

Mechanical The TV / radio rooms should be mechanically vented to enable 10 air changes per hour. The offices will have 3 air changes per hour. The WC’s will have 6 to 8 changes per hour. Pub/restaurant will have 15 air changes per hour.

COMMUNICATIONS DEPARTMENTThis will have: Office 1 – Graphic Designer Office 2 – Publication Editor Office 3 – Communications ManagerOffice 4 - Student Support Advisor

This will be spatially connected to the Chief Operations Department. This will require a space for an A2 printer / photocopier, 8sqm. In addition, ancillary storage for the paper will be required to this room.

IT / server hub, with appropriate electrical and mechanical supply. The IT room and printer room will be separate spaces.

EVENTS & MARKETING DEPARTMENT This will have: Office 1 – Events and Marketing Manager Office 2 – Vice President, Services & TradingOffice 3 Events supports officer Office 4 – Student Support Advisor Office 5 – Conference / Meeting Room

In addition,The Events Supports Officer, will require a safe -Chubb Senator 3000 size 5 or similar.

ACADEMIC AFFAIRS DEPARTMENT This will have: Office 1 – Director of Student Academic Affairs Office 2 – Vice President, Academic and Student Affairs Office 3 – Student Support Advisor Office 4 -Asst to Director, Academic services

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Immediately outside these offices, a small reception desk will be required. This can take the form of a standard workstation with a modular screen in front. 3 no. tub chairs are required in the waiting area of 12sqm. These offices will afford visitors a high degree of confidentiality and privacy while remaining easily accessible. There should be good spatial connectivity with the Student Affairs Office.

STUDENT AFFAIRS DEPARTMENT This will have: Office 1 – Student Affairs Manager Office 2 – Vice President, Academic & Student Affairs Office 3 – Student Support Advisor

In addition to the 3 no. offices, a general office space accommodating 6 no. workstations will be required. This office will be spatially connected to the Academic Affairs offices

Floor Coverings

For the general hall, circulation and waiting areas, the floor covering will be a marmoleum jewel 3mm finish. This will have coved skirtings. The general office space will be finished in a wool nylon 80:20 mix carpet on a suitable backing. Wall finishes will be 2 finishing coats, Dulux eggshell emulsion on a base coat thinned out with 10% water.

Ceiling Ceiling finish will be Armstrong suspended T-lock modular or similar.

Reception to have MF system with similar dropped bulkhead over main desk. It is a suspended ceiling with a skimmed and painted finish. It is superior to in quality to a suspended tile ceiling.

Electrical All electrical power to general office area with the exception of reception, TV/Radio, computer hub and telecommunications spaces will be have power saving facilities controlled by infrared.

The reception desk will have fax, phone and broadband connection. In addition, it will require 10 13-amp electrical outlets. It will also be equipped with a microphone and amplifier for the ability to make announcements throughout the building.

Each workstation will require 2 data points, 2 telecoms point, 1 voice, 1 data. All data points will be broadband enabled. Each workstation will have 6 13-amp electrical sockets (MK white with dolly switch).

The entire building will be WiFi enabled routed back to a hub in the reception area.

Light Levels

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The corridors and storage facilities will have a minimum of 100 lux, entrance hall 150 lux, general office space 300 lux. Lighting to Offices, WC and Storage areas will be fluorescent luminaries to the ceilings typically.

Lighting to Reception will be 150 W downlighters and wall mounted lights.

Common room

A 150sqm common room with facilities for TV and DVD screenings. This should be adjacent to the Student Union Offices.

An ATM position provided by one of the banks in a commercial arrangement with the Students Union, will be required with the ancillary services brought to same. This will require access from the rear to service and re-fill same.

Entrance Foyer Ideally on either side of the entrance foyer, retail units are required. These will be shell and core type construction with fit out, either by way of direct provision by DITSU Trading or, by way of a commercial arrangement by service providers with the Students Union, . 3-phase supply will be required. Water supply and waste will be required.

Student Union Retail 1 incl. Stationery, convenience, etc. – 200sqmThe retail convenience will have a post office facility.

Student Union Bar / Function Area

The bar and associated facilities are the social heart of any college campus.Accordingly, it needs to have its own access from the external. In accordance with best practice these will be owned and managed by the Students Union or its associated subsidiary

Size:Bar 400sqmMulti-use Venue 400sqm.These should have the facility to be amalgamated to create a larger venue including external access to courtyard facilities .

Bar Facilities:Bar counter – minimum 12m linear length Bar storage, 40sqm including cold roomKitchen and stores – 50sqmBack bar and bar counterFixed booth type seating together with loose furniture and bar stools, pool table, jukebox

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In the courtyard area, a performance and seating area (2,400sqm) should be situated and ideally should be accessible from the bar. A designated smoking area to be included.This space will have a sound rating of 35 dba.Lighting will be dimmable with 6 programme scenes. Integrated speakers / sound system for general music playing. All lighting will be wall mounted with the exception of specialised stage lighting.

Venue Facilities:Portable stage with high quality sound system and speakersPermanent lighting rig with selected stage lighting to ceiling immediately over one end.The venue space will accommodate a small box office space open to the exterior that can double as a cash receipts space.Backstage area with 2 no. changing rooms, 15sqm each, both with sanitary and shower facilities, accessing directly onto stage area.WC facilities to building regulation and Bord Failte standards required. Access directly from bar and venue areas separately.3-phase supply will be required.Direct cable link to radio studio from venue for broadcasting purposes will be required.This space will have a db rating of 35dba.

Student Council rooms A fully enabled Student Council Chamber, accommodating 100 persons

A variety of meeting rooms will be needed in the Student Centre as outlined below: 5 x 6 person room: Clinics for Student Affairs, Academic Affairs, interviews, etc. 2 x 15 person room: Democracy meetings i.e. Central Programme Implementation Team (CPIT), Local Programme Implementation Team (LPIT), training, etc. 2 x 25 person room: Staff meetings, large training sessions

Outline Space requirements outside of Student Union core facilitiesThe following will be subject of further submissions

1. Provision should be made for small student union offices in primary academic areas for use by convenors, student union class reps and LPIT members

2. Student Union shops and management offices will be required in major areas of academic activity and not all concentrated in the Student Union. Specifically a Union owned and managed shop will be required along the boulevard .

3. Student Union managed accommodation of up to 1000 units will be required together with ancillary support space

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4. A multi purpose venue in one of the existing church buildings on the Campus site

5. A Community Access room for use by the local community and the Student Union to assist delivery of its Corporate Social Responsibility programme

6. Sports and Recreation facilities

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APPENDIX 12 STUDENT ACCOMMODATION

The Institute has retained technical advice in recent weeks to further enhance the student accommodation brief in particular in the area of funding options. It is envisaged that a further iteration of this particular brief will be available by the end of February 2008

On-campus student accommodation has been a feature of third level institutions stretching back to their origins in monastic foundations. Having a significant on-campus population contributes greatly to the social and cultural life of a college, and research has shown that campus based students do measurably better in exams, due to a combination of factors. Until recently most Irish students lived off-campus, but once the current building boom is complete most colleges will offer accommodation for between 15% and 20% of their cohort, which are approaching international norms. This is seen as crucial for attracting international students, who especially need to have accommodation organised easily. Thus going forward on-campus student accommodation will be an integral and expected part of third level education, and it will be incumbent on DIT to match and exceed the standards available elsewhere.

The development of a new campus offers a unique opportunity to plan for this changed perspective. In the longer established colleges accommodation has been tacked on to the periphery of an established core of academic infrastructure. Starting with a clean slate offers the opportunity to consider how best accommodation can be integrated with the social, cultural, academic and sporting facilities being planned.

Overview of the development of provision in Ireland.

The provision of on-campus student accommodation is a recent feature of Irish third level institutions. Other than Trinity College, which has had a long tradition of provision, and some of the teacher training colleges, most other third level institutions only began to build such facilitates from 1988-1990 onwards. However progress was slow, and coupled with a big increase in student numbers through the 1990s the pressure on student accommodation increased steadily, leading to an annual “crises”. At that time there was on-campus accommodation for less than 5% of the third level cohort, in contrast to a European norm of about 20%, and even higher in the UK and USA.

Tax relief, known as “Section 50” was introduced in the 1999 Finance Act, as an amendment to the 1997 Taxes Consolidation Act. This extended a tax relief scheme which had been available for some other classes of development to student housing. Initially the scheme had limited impact, but as other tax relief vehicles have come to an end interest in student accommodation has increased. Initially slated to end in 2003 the deadlines were extended a number of times, and is now subject to a 2006 completion time-frame. These relief’s are now under consideration by the Department of

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Finance. DIT has submitted a request to have the allowances extended site specifically to Grangegorman, and this request has been supported by the Minister for Education and Science. When current projects underway are completed the situation in Dublin will be approximately:

Trinity College 1800 (+ some private Sec 50 in vicinity)DCU 1000 (+ 800 private Sec 50 in vicinity)UCD 2000 (+ some Sec 50)

Development in Ireland also differs from UK practice in that emphasis has been on the provision of self-catered accommodation, without canteen or bar facilities being integrated with the residences. This may in part be a legacy of the addition of accommodation to existing campus layouts, where student centres and services were already provided. It has been further emphasised by the strict conditions of the Section 50 tax guidelines which stipulate self-catering facilities be provided. A clear opportunity exists to integrate all these services more closely on a new campus, and to offer a broader range of product.

Issues to be considered

The scale, location and operation of new student accommodation is subject to a number of inter-related factors, some of which are listed below and explored in some more detail thereafter:

Term-time supply and demand Summer time demand and operation. Conference facilities and related demand. Phasing. Room layouts, space and ancillary services Location and integration within campus and relation to city. Finance, taxation, and operation

Term-time supply and demand

As DIT has no accommodation at present estimates will have to be based on the experience at other relevant Dublin colleges. This is difficult to do at this time (Summer 2004) as there are a significant number of units coming into play for the first time in 2004, with more under construction, and it will probably take 2-3 years for the full changes in supply and demand to work through. In tandem the supply of private rented accommodation has improved, reflected in a softening of rents in 2004. Thus the large increase in supply of specific student and general private rented accommodation, but also increased expectations of on-campus accommodation, make any accurate projections for 2008 difficult right now.

Despite these uncertainties, the major Dublin colleges are all providing accommodation for between 15% and 20% of their cohort. Taking a full time DIT student population of 10,000 to 13,000 (current and Department projected

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numbers) suggests their would be demand for between 1500 – 2500 beds, particularly given the city centre location where demand is tightest. However given the uncertainty it would be best to plan for a phased development, but ultimately allowing space in the masterplan for at least 2000 beds.

Summer-time demand

The use of residences out of term is crucial to their financial viability. Experience suggests that term-time operation covers its costs and it is out-of-term operation that determines whether there is a profit or loss. The current annual teaching cycle means that student and staff numbers on campus decrease dramatically mid-June to mid-September, with smaller breaks at other times. This also has major consequences for any commercial or retail units on the site and leads to a dramatic under-utilisation of resources. It presents particular difficulties for catering arrangements. Initial research indicates other Irish universities use 3 approaches to overcoming this issue and to bring additional visitors to the campus out of term time:

1) Conference and meeting hosting use academic teaching space, particularly large theatres, residences, and catering facilities

2) Holiday accommodation, both stand alone self-catering and catered.3) English language and other courses to foreign students use academic,

residential, and catering facilities.

All three types of activities can bring significant foot-fall to support commercial and retail outlets. The city centre location should make direct use of residences for holiday accommodation attractive and viable, and could be easily franchised to an operator. Conference hosting, if facilities are suitably grouped and accommodation is of high standard should also be viable and has additional benefits in raising the profile of the Institute. Teaching English to foreign students may also be easily franchised and can be a very regular and stable use, but probably offers lower commercial return and spin-off.Given the city centre location the DIT campus will be well placed to offer many of these services. Currently UCD have USIT manage the summer-time use of residences and they are attaining 60% occupancy.

The choice of activities is tied to several other factors, including:Quality of the rooms – different quality for standard tourist, conference delegate to student/budgetConference facilities – on-site facilities and level of useAncillary catering facilities – breakfasts, meals, conference cateringManagement and operation – different skills and experience to term-time operation Overall city-wide demand and supply.

Phased Development

Although the site is very convenient for Cathal Brugh St., Bolton St and related annexes, it is to be expected that significant demand will only arise when students are actually located on-site. Given the scale and complexity of

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the project phased relocation will be inevitable. Also given the demand uncertainties outlined above, it is essential that the accommodation is designed for phased development, such that the interim development stage(s) are viable entities in themselves from all respects, including: impact of continuing construction, functionally, commercially, architecturally; even if later phases are delayed or never built. Given the demands for space on the site it is important to reserve sufficient lands at this stage, to allow for phased development, so that residences can be optimally located. This must be balanced against making over-provision which will never be taken up,

Given the provision at other colleges it would suggest that there would be good demand for 1000 beds, which would be the first phase. This is a sufficiently large number to justify a full management structure and associated infrastructure. A second phase of an additional 500 beds could probably follow soon after. Careful analysis would be needed thereafter, but given increasing interest in on-campus accommodation and a possible increase in whole-time numbers, two further tranches of 500 bed additions should be planned.

Room layouts, space and ancillary services

The issue of layout will need detailed consideration. Indications are that increasingly students prefer to pay a premium for single bed occupancy rooms. Detailed issues to consider include: number of single/twin/double bedrooms, number of beds per living/dinning area, the provision of self-catering versus offering a fully catered service, additional shared common room/ meeting rooms/…, laundry services, additional storage, bicycle and car parking for residents. It is likely that we will need to provide a mix of layouts to cater to different demands. The facilities available in Griffith College as of Autumn 2004 offers a range of 1 bed apartment, 2 bed for 3, 2 bed for 4, and 3 bed for 5 apartments. The new accommodation at Trinity Hall largely consists of single and double bedrooms with 5 or 6 beds per apartment. The new apartments at DCU are all single bedroom occupancy, with typically 4 single and one superior double bedroom (which has a premium charge) per apartment. In addition there is a separate block of 100 beds of 2, 3 and 4 bed apartments specifically for post-graduates, which are also suitable for family use. A more detailed study will be required to ascertain the best mix of provision. This will include assessing student demand and summer time use and monitoring how other developments fare. It is to be expected that as the new provision comes on stream student demands and expectations will change rapidly.

The vast bulk of Irish accommodation is self-catered, with the attendant up front capital costs of fitting kitchens. This is in contrast to the UK where a significant number of bed spaces are offered on a fully catered basis. The University of Nottingham has 6000 beds for over 21,000 full time students of which 2000 are self-catering, but 4000 are fully catered with 3 meals a day. Attractions of offering catered facilities include lower up-front capital costs, better utilisation of canteen facilities, where residents will use morning and evening against the bulk of midday users, and suitability for summer B&B and

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conference use. There is also the possibility to locate other services within student accommodation blocks. At the University of Nottingham, in addition to each room having a study space, each of the accommodation blocks includes a library and study space, common room, pub, TV room and other social spaces. Sporting and cultural activities organised between blocks forms the basis for much of college life.

Recently built examples of catered accommodation, both here and in the UK, suggest a gross floor area of 25m2 per bed. (Catered accommodation would require less space as there would be less kitchen area.) This suggests 2000 beds would equal ~50,000 m2. The options for finance and operation are tied to the overall financing of the development, but with an overall budget of €100-150 million the student residences could be treated as an independent project. Design will be by professional architects within the context of the overall masterplan, and construction will be by one of the larger construction firms .

Location and integration within campus and relation to city.

Starting from scratch allows the relation of accommodation to other facilities e.g. sports, student union, cultural facilities to be considered afresh. Options vary from small units scattered throughout the campus, and even integrated into individual buildings e.g. academic/services on lower floors with residential above to a single monolithic accommodation block, either stand-alone or integrated with some or all of student services, sports, commercial, cultural or recreational facilities. The student services group (see appendix 11) favour creating an integrated student village with accommodation, recreation and support and sporting services lightly integrated around common space(s), separate from academic provision.

Finance and operation also impact on location. Depending on the method of financing it may be necessary to clearly demarcate student residences from academic and other facilities. If there are different finance sources for academic and student residences then separating costs if they are integrated in one building would be difficult. From an operational point of view, all advice is that a separate management structure should be set up to operate the residences, even if it is wholly owned by DIT. A mixed development would make it difficult to separate costs such as maintenance, services and security.

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Appendix 13 Central Administration

Currently there is a high level working group completing a major study of this area with a view to articulating a vision for central administration on the campus at Grangegorman which is not expected before autumn of 2008.

In the interim the following brief will guide this area pending further inputs.

As a working assumption it is proposed that all staff providing services directly accessed by students be grouped with the student services facilities around the one-stop-shop as indicated in the student hub appendix. A range of specialist academic supports around teaching and learning be located close to the library, as indicated in the library submission. The central administrative functions of President, Academic Affairs, Personnel and Finance would be brought together in a prominent and accessible location with easy access to suitable guest facilities for meeting and dining.

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APPENDIX 14 DIRECTORATE OF ACADEMIC AFFAIRS

Directorate of Academic Affairs at the new campus in Grangegorman

The Directorate is involved on a daily basis in interaction with the offices of the President, Finance Director, Director of Human Resources and the Director of Research & Enterprise. It is important that all these offices are located in close proximity to each other.

Currently, some aspects of the Directorate are located in Mountjoy Square, Aungier St, Kevin St., Rathmines and Mount Street; there will be a notable benefit by bringing all aspects of the Directorate together in Grangegorman. Within the Grangegorman campus, I envisage the offices of the Director of Academic Affairs, the Academic Registrar, Student Registration Records, Dean of Students and Student Retention Office being in the central offices, where the President and other central office Directors will be located.

The Head of Lifelong Learning, the Learning and Teaching Centre and the Library Central Services Unit should all be close together and close to the Library on the Grangegorman Campus.

The Admissions Office and Community Links Office should be close together and in a location which is accessible to the general public.

The location of the Graduate Studies & Research office is not crucial but 24 hour access is important.

Office of the Director of Academic Affairs

Details of the requirements for each section of the Directorate are provided below.

Existing Facilities & Requirements:

The office of the Director of Academic Affairs and his immediate staff (an Executive Assistant and a Clerical Officer) has two offices.

This arrangement should continue when re-located to Grangegorman.

A small meeting room, to facilitate meetings of senior Directorate staff should be located close to the Director’s office.

Office of the Academic Registrar:

Existing facilities

There are currently five members of staff assigned to this Office, arranged in offices as follows:

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The Academic Registrar – one office, desk, table, and cupboard/filing facilities; Two Quality Assurance Officers – two offices, each with desk and cupboard/filing facilities; Two Administrative Staff – one office, two desks, and cupboard/filing facilities.

The offices are fitted out with appropriate computer, printer and some storage space which is not adequate to meet current needs. There are no suitable areas to work on documents and reports or to have meetings involving small groups.

There is considerable current difficulty with storage of and access to files, recent and historical, and archival space is necessary. The current arrangement where records/minutes are stored in totally unsuitable accommodation is unsatisfactory and needs to be addressed.

Grangegorman (2015):In the absence of a plan as to the way in which the Institute will be structured in 2015, it is difficult to make projections as to the future structure of the Office of the Academic Registrar. However, it is important to note that the current administrative staffing level was determined before the quality assurance procedures and the more formalised committee structure were put in place. There are issues concerning the statutory nature of the Academic Council requiring a more senior administrative staff member (at grade 5 or 6 level) in this area [separate submission to be made].

Offices:Individual offices are required for the Academic Registrar and one each for the two Quality Assurance Officers. Similarly, an individual office is required for the proposed new senior administrative staff member referred to above. These offices should be equipped with the usual office furniture, computing equipment and small table for meetings. Because of the nature of the work, open-plan is not suitable.

An additional Quality Assurance Officer will be needed to help DIT comply with the provisions of the Qualifications (Education & Training) Act, 1999.

A larger general office for the two existing administrative staff members to accommodate also all current filing and records currently dispersed in four separate offices is necessary.

Resource RoomA small room to house and access appropriate reports and other reference material is necessary

Meeting RoomA small meeting room dedicated to the Office of the Academic Registrar to accommodate up to about eight people is necessary.

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The central office should be fully integrated with the new campus and separated out from the teaching areas.

GRADUATE & RESEARCH STUDIES OFFICE

A) Individual requirements that are needed to meet existing demands:

1. Office for the Head of Graduate Studies and Research

Office for the Co-Ordinator of Postgraduate ResearchOffice for the Co-Ordinator of Postgraduate CoursesOffice for the Co-Ordinator of Scholarly Activity and ResearchOffice for the secretary of the Head of Graduate Studies and Research

Postgraduate Research Office: Large room with capacity for 3 employees and storage of working documentation

Postgraduate Courses Office: Large room with capacity for 2 employees and storage of working documentation

Postgraduate Theses Office: Large room with capacity for 2 employees and storage of working documentation

Postgraduate Funding/Scholarships/Seed Funding/Postdoctoral Office: Large room with capacity for 3 employees and storage of working documentation

2 Storage Areas: 1) Large long term theses storage room with reading area facilities and photocopier 2) Brochure/Prospectus/Stationery/Posters/Stands storage room

Postgraduate Reception and Information Office

Meeting Room: With overhead and computer based presentation facilities

Printing and Sorting Room: For printing, collating documents and mail jobs

Filing Room: With storage capacity for at least 10 years of documentation for:Research MaterialCourses MaterialPostdoctoral MaterialSeed Funding Material

Lecture Room: Seating capacity of 50 for training programmes/seminars/workshops

Computer Training Room: For computer training of researchers and postgraduate students

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10 separate theses write-up rooms: Each accommodating 2 postgraduate students with their own desk, set of drawers, computer with e-mail and internet access and telephone

B) Facilities that are anticipated for the near future):

Office for the secretary of the Co-ordinator of Research

Office for the secretary of the Co-ordinator of Postgraduate Courses

Office for the secretary of the Co-ordinator of Scholarly Activity and Theses

Postgraduate Research Office: Large room with capacity for 4 employees and storage of working documentation

Postgraduate Courses Office: Large room with capacity for 3 employees and storage of working documentation

Postgraduate Theses room: Large room with capacity for 3 employees and storage of working documentation

Postgraduate Funding/Scholarships/Seed Funding/Postdoctoral Office: Large room with capacity for 4 employees and storage of working documentation

Postgraduate Student Printing Room: Facilities for photocopying, printing, theses binding, laminating, poster production

Postgraduate Student Computer Room: Attached to the postgraduate student printing room with 15 computers some having specific printing packages for publications, documents, theses, and graphic packages.

Postgraduate Student Common Room: With seating area and tea/coffee and kitchen facilities

Postgraduate Student Meeting Room: Off the student common area dedicated for student use for meetings related to postgraduate issues, meetings related to their research (interviews etc)

Lifelong Learning

There should be an office for the Head of Lifelong Learning and an adjoining office for an administrative assistant.

Learning & Teaching Centre / Learning Technology

The requirements for this area are documented in Appendix 2

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COMMUNITY LINKS OFFICE

Requirements for COMMUNITY LINK PROGRAMME

The following is a list of requirements for each strand of the Community Links Programme.It is fundamental however that all Community Links staff be together in the one location with other Students Services such as Disability, Lifelong Learning, Counselling etc. This will be helpful to de emphasise and not highlight the LEAP students coming into the buildings for whatever assistance they may require. In that context the more student services in that building the better.

Head – Community Links Programme An office large enough for meeting table within will be required, and

should be of such standard to highlight to persons entering office, corporate sector etc, DIT’s commitment to the Programme.

A second office/space for a full time Administrator. This office space could be a shared space in an Admin section of a building.

Dublin Inner-city Schools Computerisation Project - DISC We currently have 3 office spaces and we see that possibly increasing

to 5, with one of these being and Administrator. This Admin space could be shared with the Digital Community Project.

The location of DISC, the Digital Community Project and the new Grangegorman Community Network Project should share the same area.

A meeting room is also required for teachers and other partners coming into the building.

A training room where groups of teachers and students from schools could be brought in for training purposes.

Wireless technology should be available here for teachers laptops etc A room is also required for storing equipment securely or where

schools could train on equipment on a one to one basis and then borrow laptops for schools.

A room for upgrading and storing redundant computers before redistribution to community groups in the inner city.

Digital Community Project Office space is required for 2 persons with preferably WiFi internet

access. Shared Administrator with DISC, see above.

Grangegorman Community Network We envisage this will require office space for 6 persons initially and

possible to expand to 8 persons in future years. A separate working technology room would also be required.

Pathways Through Education Project

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Individual office space for 1 person Shared office for 3 people

LOCATION OF THE SERVICE & KEY REQUIREMENTS

Location on campusTo facilitate links within Community Links, it is important that all Community Links staff are located together. For the following reasons a central location for LEAP with other student services is important:

To ensure that LEAP has access to appropriate space to effectively deliver the service

To facilitate easy access for students to all DIT student services To prevent access students from feeling marginalised or stigmatised on

campus To enable effective student referral to other services To aid professional development for staff through liaison with other DIT

services

Location within Student Services building (if Community Links is located in this building)

Consulting rooms should be in discreet location with waiting area.

Key Requirements – based on current level of serviceErgonomic design – accessible, natural light, welcomingFor staff – facilities in building

Offices - 5 individual offices, 1 shared office [Based on current level of service only]

Secure storage space High level of current and archived files Photocopying etc. area Staff meeting room – 2 to 20 people Use 7 times per week Tea making facility Canteen Staff library space

For work with students – facilities in building Shared reception area Training room – 40 people Use twice a week throughout year Computer lab/Resource room – 30 people

Use 4 times during yearUsed regularly by access students if computer facilities not adequate because access students may not have computer at home

Information hub with information on all services/ student issues Drop in advisory centre Café Student meeting room

For work with students/conferences – access to facilities on campus

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Lecture theatre holding 150 people minimum Constant use for 1 week in September Use twice a month during year

Large training room – minimum 150 people, can be cleared of furnitureUse 4 times per year

Number of reserved places in crèche for access students’ children Block booking of accommodation for 1 week for Orientation

ProgrammeNumber of reserved places in DIT accommodation for access students

2. FUTURE PLANS – FACILITIES AND STAFFING REQUIREMENTS

Staffing Staff numbers are expected to increase to 20 within the next three years. Access to third level is likely to remain on the education agenda and will attract funding and additional staff, hence, an increase beyond 20 after three years is probable.

Future plansAreas of work that will expand include pre-entry initiatives, direct entry routes and post-entry supports for the following groups: Disadvantaged students at primary and second levelFurther education studentsDisadvantaged adult learners and potential learners in disadvantaged communitiesLearners from ethnic minoritiesIt is possible that DIT will also deliver year-long access programmes

Impact of plans on facilitiesThree additional offices required.Use of all the facilities outlined above by the access service will increase, particularly use of training room and staff meeting room.

If access courses were delivered permanent access to classrooms, computers and resource room would be required.

Admissions Office

2015 Projection

Some of the factors which need to be taken into account in order to arrive at a reasonably accurate assessment of requirements are as follows:

(a) Population trends in Ireland(b) Demand for DIT courses(c) Expansion of DIT course provision(d) University status for DIT (e) Development of DIT facilities e.g. sports and accommodation(f) Expansion of DIT Advanced Entry system

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(g) Mature student demand(h) Disability student demand(i) Disadvantaged student recruitment(j) The introduction of Distance Learning(k) Modularisation of courses(l) Provision of full-time courses on a part-time basis(m) Selection procedures e.g. the future of the points system(n) Demand from E.U. and non-E.U. applicants(o) Expansion of other Higher Education Institutions(p) Establishment of new Higher Education Institutions(q) The future of some smaller Higher Education Institutions(r) Employment trends(s) Government and EU funding for courses including maintenance(t) Future legislation in educational matters

While some of these factors may depend upon DIT policy most would be outside our control and unpredictable. It is essential therefore that a certain amount of flexibility is built in to proposals for future requirements.

StaffingPresent staffing of the Admissions Office (see separate entry for International Student office below) is as follows:

1 x Grade 7 (Admissions Officer)1 x Grade 43 x Grade 3

This has proven over the years to be very unsatisfactory and at peak times grossly inadequate leading to high overtime levels and the employment of temporary staff on a regular basis. The following is a requirement to allow the office to function efficiently now and in the future:

1 x A.P.O. (Admissions Officer)1 x Grade 6 (Office Manager)2 x Grade 53 x Grade 4.Details regarding duties can be provided if/when required. It is unadvisable to employ induction level staff in the Admissions Office due to the cyclical nature of the work and the high public profile.

AccommodationThe present accommodation is most unsatisfactory insofar as it is cramped and uncomfortable, badly lit and fragmented. This is due mainly to the nature of Fitzwilliam House. In the new environment the requirements are as follows:

Office for Admissions Officer – 20 sq. m.Open plan office for staff – 60 sq. m.Adjacent but separate despatch area – 20 sq. m

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Adjacent but separate room for photocopier and high-speed printer – 10 sq. m.Adjacent but separate room for storage – 20 sq. m.

These are approximate measurements but normal Health and Safety standards must apply.

The Admissions Office accommodation should be on the ground floor with easy access for the public, for deliveries and for outgoing post.

BudgetThe present budget for the Admissions Office is satisfactory and should remain so provided the usual annual percentage increases apply.

Computer ServicesThe Admissions Office is a significant user of the Aungier Street computer facility and a high level of access to the system is required on an ongoing basis particularly during the period February – November each year.

It is essential that there be a knowledgeable member of the Aungier Street computer staff dedicated to the Admissions Office requirements during this period both within and outside normal office hours.

In addition there is a need for a much faster more efficient response to Admissions Office demands in respect of problems on the PC server.

International Student Office

2015 ProjectionThe whole area of internationalisation in education is one that is likely to evolve over the coming years. The report of the interdepartmental working group published November 2004 provides recommendations on how to best deal with internationalisation of Irish education services. Legislation on foot of these recommendations is expected towards the end of 2005/beginning 2006. It is essential therefore that a certain amount of flexibility is built in to proposals for future requirements. However the overall aim is for 10% of the DIT student population to come from outside of EU.

Staffing

It is envisaged that there would be one staff member for every 100 non EU students. (10% of student population equates to approximately 1000 students per year). Currently there are 340 non EU students in DIT with 2 staff members dealing with these.

Present staffing of the International Student Office is as follows:

1 x Grade 6 (International Student Officer (deals with non EU students only)1 x Grade 4 (Assistant International Officer (deals with non EU students only)

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1 x Grade 5 (Erasmus Coordinator)

There are discussions underway to appoint an existing senior member of staff as Dean of International Student Affairs

Future requirements1 x Dean (Dean of International Student Affairs)1 x Grade 7 (International Student Officer/Manager)2 x Grade 63 x Grade 43 x Grade 3Details regarding duties can be provided if/when required.

AccommodationThe present accommodation is most unsatisfactory insofar as it is cramped and uncomfortable. All three staff members share one office. There is a meeting table but given the disruption that meetings cause to the other staff members, this is not used for meetings. Given the lengthy nature of some phone calls, often on bad telephone lines, there is considerable disruption to other staff members. In the new environment the requirements are as follows:

Office for Dean of International Student AffairsOffice for International Student Officer Office for 2 x Grade 6Open plan office for support staff Office for Erasmus Coordinator Large reception area with soft chairs and coffee making facilities where students can congregate, chat and read newspapers from country of originAdjacent but separate meeting room for meeting agents, students etcAdjacent but separate room for photocopier and high-speed printer Adjacent but separate room for storage

The international student office needs to take the form of a special international suite and needs to be a high quality facility. In addition, it is envisaged that this facility could be located adjacent to the International Language Centre ( See Faculty of Applied Arts Submission in Volume III).

BudgetThe present budget for the International Student Office is under the Admissions Office. As the International student numbers grow, there is merit for having a separate budget.

Computer ServicesThe International Student Office is a significant user of the Aungier Street computer facility and a high level of access to the system is required on an ongoing basis. International Student Office is a significant user of Banner, WebCt, Dynamic X and email.

Student Retention Office

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The aim of The Student Retention office is to1. Research the issues and factors which influence student

experience and retention.2. Support staff and students by translating research into practical

programmes and initiatives.3. Inform Institutional practice and management processes and to

support cultural change4. Act as a resource and source of expertise for all Staff undertaking

retention related initiatives and research

Long Term Research Objectives – Informing Institutional PracticeTo carry out the objective of researching the issues and factors which influence student experience and retention it is envisaged that every cohort of students in DIT, be they Full-time undergraduate from first year to final year at Certificate, Diploma, Degree level, Post graduate, Part-time, Modular, Mature, Access, European, Non European, Non Traditional, E or Distance learning need to be tracked and data made available on an on going immediate basis to assist in informing institutional practice

To do this The Student Retention Office would require 3 researchers (1 researcher with 2 assistant) working full time on the annual quantitative and qualitative data in addition to specific research that would in the normal course of events be requested by Staff or outside agencies.

Requirements for Grangegorman

1.The central offices for The Retention Offices need to be adjacent to/part of the Student Learning Support Centre. There is not an absolute need for confidentiality. This would only come into play, if at all, after a student meets with a member of the team

The Office requirements are1 open Plan Area large enough for 3 researchers1 Reception area accommodating an administrator and waiting area1 office for The Student Retention Officer/Co-coordinator

The Student Learning Support Centre requirements are1 dedicated Computer room for learning required skills2 Workshop rooms for up to 15 people4 Consultation Rooms1 Meeting room1 Resource Library Room

The Student Learning Support Centre could well be a part of the larger Support Services network for Students and/or indeed Distance and Web CT learning

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2. The Retention Representative at Faculty level would require an office on the Faculty site with the use of meeting rooms to consult with staff and students. The exact location is not vital but a reasonably busy thoroughfare would be appropriate to keep an ear to the ground

Information Services

A Strategic Review of IS Services is currently underway. A submission on space requirements in respect of the new campus will be prepared shortly.

Student Registration Records

The processes by which registration and academic record data are produced and used are being assessed. A process for developing a strategy, using a partnership approach, is underway and covers:

Business needs (current and expected) Information systems Staffing Accommodation

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Appendix 15 Apprenticeship

The Institute has completed an initial study of the projected space requirements relating to the area of apprenticeship on the new campus. In addition the Institute has retained technical advice to further enhance its brief in this area. This revised brief will be available by the end of February 2008.

In the interim the following points should be considered by masterplanners:

Apprenticeship facilities/space should be intergrated in overall Institute space provisions in related areas rather being developed as stand-alone facilities on the new campus.

Apprenticeship Training

The number of apprentices trained by the DIT is determined by FAS. DIT trains apprentices at the latter end of their training i.e. at the Phase 4 and Phase 6 stages. The number of apprentices the Institute trains is determined elsewhere and is outside the control of the Institute. The Institute is a second provider to FAS providing the facilities, training and assessment to students recruited and allocated by FAS to the Institute.

The training of apprenticeship students is subject to constraints which make training provision resource intensive. Programmes are characterised by:

Students attending the Institute in groups or blocks of 16 apprentices each term.

Term duration extending to 8, 10 or 11 weeks. Training consisting of practical work and theory. Each practical or

workshop session comprises 16 students and one lecturer, with the exception of wood machining where 8 apprentices and one lecturer are the norm for safety reasons. Theory classes however can accommodate 32 students.

Students generally spending a half day in the classroom and a half day in the workshop.

Student class contact hours of 34.5 hours per week.

Matching Pairs

Given the constraints identified above the most efficient means of training apprentices is by means of matching pairs i.e. two or four Phase 4 blocks together or two or four Phase 6 blocks together. The Department of Education & Science is resourcing the Institutes on this basis. The underlying principle behind matching pairs is the use of back to back workshop groups with shared lectures across groups. This means that whereas students will be taught in workshops in groups of 16, they will be lectured to in groups of 32. As practical work amounts to half the week, the most efficient system is to

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accommodate 4 matching blocks together. This yields maximum efficiency, For this system to work,

classrooms must be capable of taking groups of 32 workshops must be provided on the basis of two 16 station workshops

or one 32 station workshop matching groups must be available.

Areas of Cooperation/Adjacencies

An increase in synergy should be encouraged across facilities, schools and departments and offer some examples of how this might be achieved:

Existing areas of cooperation should be maintained

The sharing of teaching services across faculties, schools and department of modules with similar learning outcomes between craft programmes, such as welding, craft calculations/mathematics and computer studies

The sharing of teaching services across faculties, schools and department of modules with similar learning outcomes between craft, certificate and degree programmes, such as furniture design and timber trades, elective modules for degree students in transport repairs, heating technology etc.

Expanded use of facilities by offering them to external bodies, companies and other colleges etc.

Possible Trade Groupings/Adjacencies

From an analysis of the areas of cooperation and possible increases in cooperation that should result when the new campus is developed and from a study of the various activities undertaken within each workshop and laboratory the working group proposes that groups of workshop facilities should be clustered together so that specific requirements are met and that the DIT may achieve improvements and enhancements for staff, students and in addition possible cost savings.

It should be possible to include storage facilities and service points within the areas allocated to each group of workshops and laboratories thereby increasing the efficiency of the operation of the facilities.

It is also envisaged that some of the groupings proposed would be used as focal point buildings in the overall design of the campus. Such focal point buildings would be an integrated grouping of workshops, laboratories, research centres and demonstration centres. Such centres promote the activities conducted therein and possibly increase student interest in

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progression opportunities and research activities. They could be used for other training and CPD activities and might attract sponsorship.

Group 1: Carpentry, Cabinetmaking, Wood Machining and Furniture Making

This group of wood related workshops would host relevant apprentices, Furniture Design, Architectural, Construction and Product Design students. Extensive dust extraction facilities will be required in this area, e.g. Cyclones; In addition access for mechanical lifting equipment will be required.

* Areas underlined are currently accommodated outside the allocation of 14,000 sq metres Gross and are accommodated within core academic space belonging to each faculty

Group 2: Plastering, Sculpturing and Brickwork workshops, Civil/Structural Engineering laboratories

This group of workshops and laboratories would host relevant apprentices and Construction, Civil and Architectural students. Extensive dust extraction will be required in this area. In additional access for forklift trucks and lifting equipment will be required. The demolition of walls, piers and structures which would have been built as part of the curriculum will require consideration when designing facilities, sump facilities will be required in the drainage systems in these areas.

* Areas underlined are currently accommodated outside the allocation of 14,000 sq metres Gross and are accommodated within core academic space belonging to each faculty

Group 3: Welding, Sheetmetal, Metal Fabrication workshops

This group of workshops would host relevant apprentices and students from Mechanical, Structural, Manufacturing, Building Services and Product Design students. Extensive fume extraction systems will be required in this area. In addition access for fork lifting trucks and heavy lifting equipment will be required. The storage of welding gases and sheet metals will require special storage facilities.

Group 4: Aircraft, Light Vehicle Mechanics, Heavy Vehicle Mechanics and Vehicle Body Repair workshops and laboratories

This group of workshops and laboratories will host relevant, apprentices and studentsfrom Mechanical and Transport engineering. Fume extract systems will be required in this area. In addition the storage of fuels, paint and welding gases will pose challenges. Access for vehicles of all types including high vehicles and mechanical handlingequipment will be required.

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Group 5: Plumbing / Heating / Refrigeration / Electrical workshops and laboratories

This group of workshops and laboratories will host relevant apprentices and students from Building Services, Electrical/Electronic Engineering, Construction and Architectural students. Extensive fume extract systems will be required and the storageof welding and refrigeration gases will pose challenges. Access for mechanical handling equipment will be required.

Group 6: Painting and Decorating workshops, Interior Design, Display and laboratories

This group of workshops and laboratories would host relevant apprentices and students from Interior Design, Fine Art, Design Display, Construction and Architecture. Fume extraction systems will be required in this area. In addition the storage of paints and solvents will pose challenges.

Group 7: Printing workshops and laboratories, Photography, Media Arts

This group of workshops would host relevant apprentices and students from Print Media Programmes, Photography and Media Arts. Fume extract systems will be required in this area. The storage of inks and solvents will pose challenges.

Group 8: Mechanical and Manufacturing workshops and laboratories

This group of workshops and laboratories would host relevant apprentices and students from all relevant programmes that require such engineering experience. A range of services would be required in each workshop and l

Group 9: Electrical and Electronic workshop and laboratories

This group of workshops and laboratories would host relevant apprentices and students from all relevant programmes that require such engineering experiences. A range of services would be required in each workshops and laboratories including reduced voltage and vibration free floors etc.

* Areas underlined are currently accommodated outside the allocation of 14,000 sq metres Gross and are accommodated within core academic space belonging to each faculty

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Appendix 16 Goods Inwards/Logistics

Summary Report by DIT Working Group

Summary of Key Recommendations

Movement from purchasing to procurement to logistics In the treatment of goods inwards on campus particular attention

should focus on high value & high volume areas as a priority There will be a need to include a central materials/ store on campus

with associated sub-stores. IT infrastructure will need to include a provision for logistics & stores

management systems Items should be handled as little as possible i.e. That metal, timber,

cement, bricks etc should be delivered directly to their point of use and that storage should be provided locally. Masterplanners need to provide road access to these areas.

That where possible there should be central points for the storage of chemicals & gasses and stored in accordance with legislation ( e.g. REACH)

All necessary and appropriate legal requirements should be adhered to in the receipt, storage, issuing and disposal of all goods.

Project Scope for Working Group; Goods inwards investigation

Provide recommendations for the treatment of the goods inwards area on the new campus to underpin master-planning process

Investigate Goods Inwards; key sites and major product groups, under the following headings

o Delivery Value of Products DIT Currently Receiveso Number of Deliveries DIT Receiveso Analysis of the Amount of Items DIT Receives

Logistics and DIT The Legalities of Storing/Handling Products Managing the new goods inwards facility

Areas Reviewed by Working Group included:

Sites visited/ contactedo Bolton street, Aungier street, Kevin Street, Cathal Bruagh Streeto Beresford Street, Linenhall,

Financial Data Product Variety Areas not addressed

o Head Office/ Rathmines , Industry Sites, School of Music, Mountjoy quare, Medical/ Sports, Science park, Post, Library , Recycling/ reverse logistics, Contract catering/ cleaning, Museum – e.g.. Old music, radio equipment , MRO items

Function of Goods Inwards

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The core function of Goods Inwards is to receive, accept and put away goods that come in from suppliers. GI updates the inventory on the information system and makes each component available for collection or movement to the next stage. The goods may be taken out of their parcel and unloaded & made ready for the next step

Paperworko Check that the product (quantity & quality) received matches the

paperworko Match GRN and PO

Store – management, security, health & safety, cost effectively Make ready and/ or deliver to the required location

DIT Goods Inwards/ Logistics: – some initial findings

No Institute-wide approach to goods inwardso Dedicated Goods inwards staff/officeso Technicians, General staff

Little central purchasing / procurement Very significant expenditure on purchasing Very wide range of goods: blocks, sand, microbiological, foodstuffs,

computers, furniture, machinery, post etc Little standardization of products and processes Many goods inwards areas are poorly located Often not well designed & not large enough Hours of operation vary, delivery times vary Receipt procedures may vary and some products have short lead time

to usage/ chill chains.. Little mechanical handling of goods A lot of administration & documentation, little ‘integrated use’ of ICT

systems Poor integration of activities & little career progression Dedicated staff who are keen to see change and participate in new

opportunities

From Goods Inwards to Logistics Management An accepted term in both the private business sector as well as in

public/ government and non profit sectorso plan, implement and control the efficient, effective flow and

storage of goods, services and related information from the supplier to the point of use or consumption in order to meet customer requirements

o anticipate customer needs and wants; acquiring the materials, people, technologies and information necessary to met those needs

NITL; buy, make, move, store and sell SCOR – supply chain operations reference model

o Plan, source, make, deliver, return Goods inwards is a part of the store/ deliver – order mgt

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Analysis of DIT’s current - Total Delivery Value of Products

Analysis of Total Delivery Value

31.40%

12.51%10.54%

8.58%

8.05%

6.48%

3.95%

3.68%

3.63%

3.29%2.86%

1.42% 1.74%

0.17%0.42% 0.99%0.27%

UTXBQWHZCRFPASMLK

Analysis of the - Total Delivery Value

Group K (Computers, Printers…) has the largest % value of 31.4% Needs to be managed carefully – demand, storage conditions.. Security issues;

o Should these high value items be stored close to where they will be customized by the IT department.

o They should be stored using a digital lock. Where the code must be changed whenever an employee leaves DIT or at minimum every 6 weeks.

Security and transport/ delivery; requires attention when coming into the goods inward area and when being delivered to the requisitioned areas

Analysis - Number of Deliveries Analysis of Percentage of Deliveries

0.70%0.47%

0.23%

0.35% 0.38% 0.94% 1.17% 2.57%

2.78%

2.84%

3.71%

4.53%

6.34%

9.41%

12.95%17.89%

32.74%

UXTWZRBPCFAHQMLKS

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Analysis - Number of Deliveries Received

Product Group S (Envelopes, stationary, etc…) have the largest number of deliveries with over ¼ of deliveries for the year

o High number of deliveries, all year roundo High turnover à develop a central stores o Develop a central DIT stationary contract – proactively

assessing demand and establishing a weekly delivery system to Grangegorman and a rolling fortnightly delivery to the schools

Product Group K (Computers, Printers, etc...) arrive mostly at the start of the year.

o Can this be evened out, pre-planned Impact of the number of deliveries received on Goods Inwards

Analysis - Number of Items DIT Receives

Analysis of Percentage of Items1.46%

2.41%

13.52%

24.43%

36.79%

0.02%

0.14%0.20% 0.28% 0.39% 0.39% 0.92%0.35% 0.37%

3.39%

11.11%

3.83%

TUXWQRZBFALCHKSMP

Analysis – Number of Items DIT Receives ctd.

Groups P, M, S (printing, hardware, stationary) these 3 groups take up almost ¾’s of the items that come into the college

Central stores for items such as stationary, photocopying, etc…develop annual buying plans, manage stock, reorder quantities & deliveries

o will allow staff to keep manage better, allowing more time for delivery of products to classrooms and, receiving of and ordering of products

Materials Flow Activities include:

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PlanningPreparation of materials budgets, product R&D, demand forecasting, value engineering, specification standardisation

ProcurementDetermining order quantities, processing requisitions, issuing enquiries, evaluating quotations & supplier appraisal, negotiation placing contracts, progressing deliveries, certifying payments, vendor rating & management

StorageStores location, layout and equipment, mechanical handling, stores classification, coding and catalogue, receipt of purchased items, inspection and storage or return, protection of stores, issuing to production, provide cost data/ stock records, disposal of obsolete/ surplus or scrap material

Production ControlSchedules & sequencing, materials shortages, make or buy, quality and reliability

DIT’s Logistics Management to meet specified customer service levels

Planning - Demand ForecastingSpecification standardisationFurther develop category groupsDetermine annual req. and patterns of demand for each group

PurchasingCentralise procurement & materials mgt, (see slides 17 & 18)Paperwork – communication, Requisition, PO, GRN, invoice..Annual contracts and call downInventory control policiesOrder mgt; lead times…Vendor rating and supplier managementOutsourced contracts & requirementsICT requirements

Warehousing/ storage - New Central Stores Facility

Central Stores – benchmark and manage to best in the class Majority of goods being received will flow through the new central

stores / GI area Health and Safety legislation Central store and sub stores

o Central Stores, may be sub divided for specific requirements (cold, food, computers, blood products, gases etc).

o Have some sub-stores, located closer to usage requirements, e.g. heavy items such as gases, special storage requirements, laboratories requiring easy access to stores, on the ground floor

o Number, location, sizes, layout and special requirements

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o Need to consider internal & external access requirements; o Contractor requirements, sub-stores

Materials Handling

Main functions: Receive, process, store and send onto required location. Managing order fulfilment (GI), receipt, accept, put away, or send to

required ‘sub store’/ requisitioner - taking account of time constraints and material constraints

ICT Technology; eg. SAP, data gathering, communication, analysis, management of all logistics functions. Link to agresso

Bar-coding for receipt and delivery Implement a Stores Coding system – short, medium and long term

storage Implementation of appropriate warehouse KPIs Appropriate and up-to-date handling equipment Installation of a dedicated Goods Inwards lift for employees /

underground access to all areas of the facility Staffing, consistently have a member for receipt (and delivery) of

goods Allow for reverse logistics – goods outwards

DIT’s Logistics Management ctd.

In/outbound post; centralise and develop delivery system In/outbound library + delivery Contract catering and contract cleaning Storage/ Museum – e.g.. Old music, radio equipment MRO items Parts and Service Support ? Internal transport system around campus Recycling of packaging and equipment Reverse logistics – returned goods management Logistics Information Management and communication system – for all the

areas above Printers – contract requirements – repair & parts

The Legalities of Storing/Handling Products

The EU has recently brought in new measures regarding the handling of blood products

FSAI has been increasing the number of inspections they have been doing DIT should only deal with suppliers and delivery companies who have high

standards in these areas Food Products, storage of gasses, chemicals etc Health and Safely legislation

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Appendix 17 Early Learning Centre/Creche

Students and staff have expressed considerable interest in the provision of on-site creche facilties, as are provided on most other third level campuses. However as DIT has academic programmes in the area of early childhood education creche places, as such, will be provided as part of the DIT Early Learning Centre, attached to the School of Social and Legal Sciences. Research suggests that a well run childcare centre should not exceed 60 places, typically covering the age range from 3 months – 5 years at least and ideally extending to offer an after school service. The space per child is governed by the DoES Preschool Regulations, which delineates specific space to be allocated for sleeping rooms, dining rooms, kitchens, staff rooms, parent rooms, consultation rooms, corridors and general storage, space for buggies etc. Outdoor play space must also be factored in, with structured play area (swings etc) and open green space. A “cloister” arrangement, with partially covered areas, works well in several crèches. As the centre will also be part of the academic programme additional space will be required in the centre. The centre will need n easily accessible front door with immediate car set down.

Given the projected student and staff numbers on the Grangegorman site, experience in other colleges would suggest there will be considerable demand for this service. Thus we propose to masterplanner for 2 Early Learning Centres, to be located at opposite ends of the site, with the aim to build one first and a second to come on stream as demand dictates.

The Centre should be run as a business along the lines of DIT’s Optometery Clinic. Places would be offered on the basis of students having first refusal, followed by DIT and then members of the wider community, including HSE staff. The Centre should be allowed 3-5 years to establish itself and develop a client base. It should be governed by a Board, comprising the Director of the Faculty of Applied Arts, The Head of the School of Social Sciences and Law, the Manager of the Centre and 2 other people associated with the area (possibly a parent)The Centre should be run by a manager, with clear reporting lines through the Board and the required number of staff. The manager in conjunction with the Board will make decisions on the day to day running of the CentreServices associated with the Centre should be provided for the wider community e.g. a venue for childcare providers and childminding networks to meet, access to information, resources etc. As the Centre will be a model site, it will be used as a CPD centre for supporting services already operating in the community

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Appendix 18 Campus SecurityCampus security is an area which should be considered in the masterplanning process. In particular, the masterplanning consultants should explore how the campus masterplan will enhance security and facilitate an optimum approach to security. The developed masterplan should consider the following issues as they relate to campus security;

Ensure that consideration is given to security within the environs of the campus and in approach roads and pedestrian routes leading to the campus

Make provisions for security in the context of a 24/7 residential campus

Interact with An Garda Siochana to optimise synergies around security on and off campus. Consider an on-campus Garda presence

Make legitimate users feel safe,

Make illegitimate users feel unsafe/vulnerable,

Recognise that the consequence of poor design is crime, injury and loss.

o What makes a normal/legitimate user feel safe?

o What makes an abnormal/illegitimate user feel unsafe?

• Observers,

• Good lighting,

• Open spaces, lean vegetation, well maintained environment; lively, active, overlooked spaces are safest,

• Accessible communication – panic buttons,

• Effective and legible signage, Directory, boards and site maps,

• Clearly identified buildings.

Natural Surveillance Place Physical features, activities and people in ways that maximise

the ability to see,

Similarly, barriers such as poorly maintained vegetation, sheds, shadows etc. make observation difficult.

Providing appropriately designed entrances, exits, landscapes and lighting which direct people and vehicles in ways that discourage crime by way of creating vulnerability to offenders,

Defining public routes,

Minimise confusion.

Objective is to physically express ownership of the property with the aim of inhibiting crime or illegitimate users of the space,

Promote property lines,

Fences, art works and monuments.

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Electronic Surveillance ICT infrastructure to allow significant numbers of surveillance cameras

across the campus

Suitable locations with clear lines of sight for camera mounting.

A central security centre allowing 24/7 monitoring of cameras,

Car parks Properly organised in order to reduce the likelihood of crime,

Minimal entry and exit points,

Defined pedestrian routes,

Good natural surveillance.

Manage safe use of Elevators An enclosed space with no escape,

Reception desks should be located opposite lift doors,

Elevators and mirrors.

Minimise Entrapment Sites Assault sites,

A space that facilitates crime against the person as a result of design deficiencies,

Vegetation, alleys, tunnels, alcoves, pedestrian underpasses.

Toilets Places of high incidence of vandalism, injury and criminal activity,

Entry points close to main pedestrian routes, not down long corridors.

Using Colour to promote a safe Campus environment Creates impact signage through contrast

Affects behavioural responses.

Using lighting to promote a safe campus• Will not prevent crime or improve safety alone

• Expensive and has ongoing costs

• CCTV and lighting

• 15 metre rule

• Transitional lighting

• To light or not to light

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Appendix 19 SustainabilityENERGY AND ENVIRONMENTAL DESIGN MEASURES

This report provides a summary of energy and environmental design measures that should be considered for the new campus development.

The design professionals should have a good understanding of building physics and how the building will function when occupied. Buildings should be designed so that the building envelope is the primary climate modifier, with the mechanical services finely tuning the shortcomings of the envelope. The general strategy should be to utilise, where feasible, passive systems and to incorporate high efficient energy systems.

A comprehensive building energy and environmental software simulation and modelling analysis should be undertaken at the design phase.

1.0 BUILDING DESIGN & FABRIC

1.1 BUILDING DESIGN

1.1.1 SITEThe solar features of the site should be examined, identifying opportunities for solar gains to the proposed campus. Shelterbelts can be introduced to provide protection from prevailing winds.

1.1.2 ORIENTATIONA south-easterly orientation will maximise pre-heating and reduce summer overheating. For education buildings room type orientation might be:

Classrooms S(SE) Offices S, SEComputer/ IT rooms NLibrary N, NETheatre , hall N, NEToilets N, NE, NW Workshops NKitchen N, NE, NW

1.1.3 PASSIVE SOLAR ENERGYUtilise and take advantage of solar gains and natural illumination. Maximise the use of daylight and solar heat gain while reducing any adverse effects to a minimum. Obtain a positive energy balance for the windows, whilst avoiding overheating, is one of the most important design issues. The heating system must be responsive enough to adjust to solar gains.

1.2 BUILDING FABRIC

1.2.1 INSULATIONProvide thermal insulation levels well in excess of the Building Regulations Part L standards.

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U values should be calculated, using CIBSE guidelines. Thermal bridge effects should be included in these calculations.Internal gains from equipment, people and lighting, to be included in calculations for heat loss/gain.Air tightness testing of all buildings with a gross floor area of over 1000m² should be a requirement. The performance standard is 10m³/hr/m². Information maybe obtained from CIBSE TM23.

1.2.2 CONSTRUCTIONThe structural mass of buildings should be matched for their intended use.Thermal mass maybe utilised in a number of roles including:

Adding mass to the building envelope to create thermal inertia, which dampens extremes in the environment.

Exposed mass can be added internally to create a high admittance environment, which is thermally stable.

Adding mass separately or to the building structure to create a thermal store, which can be used to cool buildings.

1.2.3 VENTILATION Maximise the use of natural ventilation, minimise mechanical ventilation and air conditioning. Mechanical ventilation systems shall only be considered when strategies to provide natural ventilation have been fully explored.Assess the feasibility of using wind induced pressure gradients around the building to achieve ventilationConsider mixed mode systems.With mechanical ventilation consider sizing the plant to provide the minimum airflow rates as recommended by CIBSE.Assess systems for waste heat recovery.Use energy simulation software to assess options for low energy cooling. Innovative design such as “night venting” should be considered for building areas such as libraries.

1.2.4 DAYLIGHTNatural light should be the prime means of lighting, with electric light to supplement it. Windows should be of a size to provide adequate daylighting. They should not be oversized as this increases heat losses in winter and solar gains in summer.Consider the use of light pipes and internal scatteringOverhanging eaves, external shading or recessed windows on the south facade should be provided to avoid excessive solar gains in the summer.

2. MECHANICAL & ELECTRICAL SERVICES

2.1 MECHANICAL

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2.1.1 ENVIRONMENTAL COMFORTTemperatures, air change rates and environmental conditions must be maintained to CIBSE standards. An effective monitoring system should be installed to monitor environmental comfort (see Section 2.3).Select Temperature set points to minimise energy usage whilst maintaining optimum environmental comfort within the building.

2.1.2 HEATING SYSTEMS

ENERGY CONVERSIONThe following systems should be considered:Boilers- Use high efficiency low NOx boilers. Consider the use of modular boilers and condensing boilers. When sizing boilers the normalised heating capacity in W/m² should be calculated and compared with the benchmarks. Installed Boiler loads should not exceed 90W/m². Preference should be given to the installation of smaller identical boiler arrangements to satisfy heating loads. For summer time hot water services (HWS) consider a lower capacity boiler or direct fired calorifiers if appropriateMicro –CHP System: Undertake a CHP feasibility study. Commonly used in conjunction with boilers, the CHP will satisfy base heating load and provide 3-phase power to the building.Heat Pump: Investigate opportunities to utilise heat pumps (e.g. groundwater /geothermal) for LPHW heating. The possible use of heat pumps in conjunction with under floor heating should be assessed.Waste Heat Recovery: Investigate waste heat recovery opportunities for ventilation/ air conditioning, flue gases, laboratories The application of technologies such as heat pumps, heat exchangers, thermal wheels maybe feasible.Renewable Energy: Investigate the possible use of renewable fuels and future technologies.Plant room design and sizes should allow for the future introduction of energy efficient heating system to run in conjunction with existing systems .

Distribution SystemThe distribution headers should be design to allow for the future introduction of energy efficient conversion system / new technologies, e.g. CHP.

The distribution system(s) should be zoned and controlled appropriately to take account of functions, operating hours and orientation. Heating circuits should be divided into suitable sub-zones and automatically controlled.

Under floor heating- Investigate the feasibility of under-floor heating and/or radiant ceiling panels for classrooms.

The main heating zones should be fitted with flow and return temperature sensors and flow meters for automatic energy monitoring.

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HEATING CONTROLSDirect digital control systems e.g. Building energy management (BEMS) outstations should be utilised to control and monitor the heating plant. The control system should be capable of stand-alone operation as well as being an integral part of a BEMS system.

For multiple boiler arrangements: Specify a condensing boiler as the lead boiler. Specify all boilers to have the highest efficiency possible within the

constraints of the scheme, (practical and financial). Ensure that the sequencing controls always use modules with the

highest efficiency to supply the base load.

For distribution systems and plant Provide optimization and weather compensation for heating zones. For space heating use thermostatic radiator valves (TRVs) where

feasible. Consider variable speed/ flow control on all pumped systems. Match pumps to the system requirements. Consider pumps equipped

with integral variable speed control and differential pressure control. Ensure the correct location and positioning of internal and external air

temperature sensors.

2.1.3 DOMESTIC HOT WATEREstablish projected DHW requirements.Consider using instantaneous or direct-fired DHW systems.Assess:

Storage system size Heating plant -appropriate sizing and fuel type. Potential for solar water heating Circulation pipe work.

2.1.4 VENTILATION

Where forced mechanical ventilation is deemed necessary the plant shall be sized to provide the minimum airflow rates as recommended by CIBSE.

Provide direct drive fans in air handling plant. Equip plant with variable speed control. Consider heat gains across the fan motors in the design of system. Avoid the use of belt drives for fans.

Consider recirculation on air handling plant wherever possible, controlled on enthalpy or temperature.

2.1.5 BUILDING ENERGY MANAGEMENT SYSTEM (BEMS)Mechanical services plant and energy usage should be controlled and monitored by a BEMS. See also Section 2.3.

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2.2. ELECTRICAL

2.2.1 LIGHTINGThe lighting system should be designed and modelled using a lighting software system. Minimum CIBSE lighting levels should be achievable for specific zone types.

The following lighting types should be utilised: Luminaries with high frequency regulating ballasts, high frequency or

low loss gear with automatic daylight sensors for dimming in classrooms, if appropriate.

‘PL’ and ‘2D’ fluorescent luminaries, instead of spotlights and tungsten. Low energy discharge floodlights for outside and for security lighting. Consider LED low voltage lighting for task lighting.

The lighting controls should be capable of operating alone and as part of a BEMS. Control types should include (i) Time-clock (ii) presence detectors with time delay facilities, (iii) Photocell light level.

2.2.2 POWERMinimise and correct poor Power Factor (P.F.)Load should be balanced over 3 phases.Electric kitchen equipment should be 3-phase.

Motive Power High efficiency motors (HEM) should be considered for all pumps and

fans with continuous type operation. Variable speed drives (VSD) should be utilised where appropriate.

Large motors should be monitored by the BEMS. Soft starts should be used on large motors.

The Specific Fan Power of air handling systems should not exceed 2 Watts per litre per second for office and general installations. Higher levels may be accepted for buildings utilising heat recovery devices.

Motors should be matched to the system characteristics to avoid oversizing.

2.2.3 COGENERATION / CHPAssess the feasibility for using CHP or Micro-CHP for the cogeneration of power and heat.

2.2.4 RENEWABLE ENERGYFeasibility studies should be undertaken with regard to utilising: Wind Energy, Biomass, Solar or Geothermal energy systems.Using initial building design specifications, weather data, estimated energy consumption the feasibility of using renewable energy technologies maybe assessed.

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2.1.4 BUILDING ENERGY MANAGEMENT SYSTEM (BEMS)Electrical services plant and energy usage should be controlled and monitored by a BEMS. Ensure utility plant systems are also monitored and controlled by the BEMS, e.g. compressed air plant. See Section 2.3.

2.3 BUILDING ENERGY MANAGEMENT AND ENERGY MONITORING & TARGETING

A Building Energy Management System (BEMS) may be defined as a system consisting of one or more self-contained computer outstations, which use software to control energy consuming plant and equipment, and report on the plant and environmental performance.

The BEMS should be an integral part of a smart building . It should:

Have an enterprise and open software architecture capable of interoperating with existing building systems and DIT databases. For example the BEMS should communicate and interoperate with fire and lighting systems. It should be capable of accessing and utilising data from DIT databases e.g. scheduling, room and occupancy data.

Utilise the ICT communications network throughout the Campus. The ICT communications network should therefore provide spare capacity for BEMS networking and extend to plant rooms.

Have spare capacity both in the out stations and in the central processor to allow subsequent enhancements.

Be capable of stand alone and remote monitoring/control operation. Not prevent manual overriding control of any item of plant or

equipment. Provide comprehensive environmental monitoring .

Energy Metering and Sub-MeteringMeters should be capable of providing an energy signal e.g. energy pulse output for automatic energy monitoring. The meters should be monitored and data logged by the BEMS.

Utilities, which should be metered, are Electricity Natural Gas Mains Water Waste Discharge.

Meters should be installed on all major energy conversion, heating and electrical distribution zones. Major water consumption areas should be metered. A comprehensive list areas and energy account centres (EACs) should be drawn up.

ENERGY MONITORING AND TARGETING (M&T)

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An automatic energy M&T system should be installed. The M&T should utilise the BEMS for data acquisition and archiving.

To provide comprehensive monitoring and analysis the following recommendations need to be considered:

The M&T system should be capable of utilising DIT database information on scheduling and building/room occupancy.

Comprehensive environmental monitoring analysis should be undertaken in conjunction with energy monitoring.

3. WATER CONSUMPTION Water as discussed should be metered and automatically monitored and targets set with regard to utilization and/or floor area. All major water utilization centres should be metered. The control of water consumption can be achieved by installing push-button taps on showers, economisers on urinals, restrictors on hot/cold taps.

Consider: W/C’s with dual flush capacity. Showers with a maximum flow capacity of 9 litres per minute. Flow regulators on appliances. Recovering and utilising rainwater.

4. ENERGY/ ENVIRONMENTAL PERFORMANCE TARGETSA complete energy and environmental simulation using building energy simulation software should be undertaken on proposed designs to assess building design and services plant performance.

Energy and environmental performance indicators and targets should be established. These targets should fall well below government guidelines and compare very favourably with performance indicators for recognized energy efficient university buildings.

Proposed kWh/m², water lits/m², and kgCO2/m² should be established

The Design team must demonstrate that agreed energy and environmental performance targets will be achieved, and provide evidence that the services are correctly commissioned.

5. WASTE MANAGEMENT

The DIT should adopt a Waste Management Hierarchy based on a priority order of options:

Avoid, Reduce,Reuse, Recycle, Disposal.

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Waste Management Measures:

Undertake a waste audit of a current college e.g. Aungier St. Establish the waste stream. Implement appropriate waste reduction practices based on the findings.

Predict the waste stream for the new campus based on design, services and building use. Implement technologies and practices to reduce waste.

Provide of a comprehensive campus wide paper, bottle, can, and plastic recycling program as a fundamental site service.

Encourage the members of the campus community to consider their actions in relation to waste management and resource use. For example use double sided photocopying and image reduction for printing.

Investigate current and innovative recycle technologies and schemes.

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Appendix 20 Staff Office Accommodation

Providing appropriate quality space for all members of institute staff is an essential requirement on the new campus.

The Institute is currently formulating recommendations within this area and a brief with recommendations will be available by the end of January 2008

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