Ageing and Public Policy (MSc)—Full-time and Part-time

Applications and Selections

Applicants should hold an undergraduate degree, first or second class honours in any discipline, along with three years of relevant industrial experience; or an Ordinary or 3rd class honours undergraduate degree, along with five years of relevant industrial experience; or a recognised professional qualification and five years of relevant industrial experience. Candidates who do not meet the minimum entry criteria may be interviewed to ascertain their suitability for the programme.

Knowledge and innovation are essential helping the agricultural sector to meet challenges that the world is currently facing including food insecurity, climate change, sustainability, and health. Every challenge is an opportunity and with this course we will help you breakdown complex problems to find where innovation can help bring about change. This course will provide you with the essential skills in understanding modern innovation systems and processes and these skills can be applied to many aspects of life from business, social enterprise and communities. 

This course can help any individual, farmers or those engaged within the agri-domain who often have great ideas but need a better understanding of the dynamics of innovation.  We focus on turning insights / challenges /problems into a customers needs and then taking a step-by-step approach to designing products or services along with an enterprise to achieve successful commercialisation.

This course is also suitable for people that want to drive change within an organisation. Within existing businesses, skilled and engaged employees can pursue new ideas that support the mission and vision of the business, thereby supporting it to launch new products and services or pursue new markets.  Delivering these skills to future innovators also addresses the fact that many businesses are now in an increasingly challenging, noisy and competitive marketplace, with millennial job hopping becoming more common. Enterprises that can support employees aspiration to try out are ideas through structured, supportive process may experience a higher retention rate of valuable, committed and enthusiastic staff.

We believe in instilling growth mindsets in all students to help achieve their potential, fostering a culture of respect and fairness among the staff and students involved and facilitating courage and bravery as foundations of innovation.

Career Opportunities

Employment in the agriculture/forestry/fishing sector in the Western (and broader BMW) region makes up 8% of regional employment (CSO, 2017). This has, for a number of years, exceeded that of the rest of the state which has about 5% in the sector. Agriculture, particularly in the West of Ireland, represents a significant proportion of Irish industry and exports (nationally, the sector is worth €13.54 billion according to Teagasc). This sector will benefit from the development of more innovation-driven, sustainable and scalable agri-enterprises.

We aim to create the job creators of the future both as new venture creators and innovators within organisations. Key words in Job titles that graduates would develop skills in are:

• Founder
• Innovation manager
• Head of Innovation
• Business manager 
• New product development 
• Design thinking
• Sales 

As a level 9 programme this course will advance your critical thinking skills, enhance your communication abilities and make you customer focused by building empathy for people. We also cover various topics in creativity, team forming, mindsets and bias awareness all of which are transversal skills across many sectors.

Course is government-funded, via Springboard scheme: https://springboardcourses.ie/details/7195

Brendan Allen
T: +353 91 493 929
E: wbernard.carlson@nuigalway,ie

EC5123: Dynamics of Ageing and Public Policy

Semester 1 | Credits: 10

The objective of this module is to introduce students to current developments and debates in public and social policy on ageing. It will examine demand and sustainability implications of the most significant demographic challenge of the 21st century and the future policy directions necessary to address this challenge and support positive experiences in later life. Targeting the major domains of public and social policy, the module will foster students critical capacity to engage with and analyse relevant policies and cross-sector planning strategies. The module will also consider some of the implications of demographic ageing for other policy sectors and populations groups in related to health and well-being.
(Language of instruction: English)

Learning Outcomes

1. Evaluate and recognise the significance of demographic ageing for public and social policy systems, nationally and internationally.
2. Analyse the different conceptual and implementation frameworks related to ageing and public and social policy.
3. Outline the main challenges of ageing, in relation to provision and sustainability, across major policy domains
4. Understand the policy levers available to governments to address demographic ageing, and the constraints and opportunities that need to be considered in their application.
5. Critically engage with policy discourse to analyse development strategies and targets, and underlying values concerning how ageing and older people are positioned in policy systems

Assessments

• Written Assessment (50%)
• Continuous Assessment (50%)

Module Director

• CLAIRE NOONE-KELLY: Research Profile | Email

Lecturers / Tutors

• IMELDA HOWLEY:  Research Profile
• CLAIRE NOONE-KELLY:  Research Profile
• EAMON O'SHEA:  Research Profile
• KIERAN WALSH:  Research Profile
• PATRICK GILLESPIE:  Research Profile

Reading List

1. by Harper, S. and Hamblin, K. (eds.)
   Publisher: Edward Elgar
2. by Walsh, K., Carney, G., and Ni Leime, A. (eds)
   Publisher: Policy Press
3. by Barrs, J. et al. (eds.)
   Publisher: Routledge

EC515: Data Management & Survey Techniques

Semester 1 | Credits: 10

This is a research methods course. The aim of the course is to introduce students to the concepts and practice of research. It is aimed to be a practical course so that students become familiar with how to do research and what is considered good research practice. Students will be introduced to both quantitative and qualitative research methods and different types of research designs.
(Language of instruction: English)

Learning Outcomes

1. Understand the research process using applied techniques of health economics
2. Inform global health policy by understanding how to critically assess policy-informed research
3. Undertake applied research to inform global health policy or healthcare industry questions

Assessments

• Written Assessment (50%)
• Continuous Assessment (50%)

Module Director

• CLAIRE NOONE-KELLY: Research Profile | Email

Lecturers / Tutors

• IMELDA HOWLEY:  Research Profile
• CLAIRE NOONE-KELLY:  Research Profile
• KIERAN WALSH:  Research Profile
• EDEL DOHERTY:  Research Profile

Reading List

1. by F.J. Gravetter and L.A.B. Forzana

EC5136: Applied Research Project

12 months long | Credits: 20

The applied project provides an opportunity for students to apply learning from throughout the course to conduct independent and original work. The aims of the applied project is to enable the student to critically evaluate policy on ageing; to demonstrate independent research and analysis abilities and to apply theoretical knowledge acquired; and to produce either (a) a well written minor dissertation of approximately 15,000 words in length; or (b) an extended policy brief (8,000-10,000 words approx.) and organise and host a policy seminar with relevant stakeholders. Both options will aim to contribute to original research/policy knowledge. This module involves a series of discussions and meetings with supervisors, submission of research proposals, progress reporting to supervisors within agreed timeframes.
(Language of instruction: English)

Learning Outcomes

1. Formulate a valid research aim, and a set of objectives.
2. Critical review and evaluate existing scientific evidence
3. Assess and appraise relevant policy on the topic and indentify policy major challenges for consideration.
4. Generate new knowledge through the application of specific research and review methods.
5. Analyse and interpret this knowledge in light of existing work and policy in the area, and necessary future directions
6. For option (b) only, strategically design and host dissemination event for the communication of main findings.

Assessments

• Research (100%)

Module Director

• IMELDA HOWLEY: Research Profile | Email

EC5134: Social Exclusion and Inequalities in Later Life

Semester 1 | Credits: 10

The aim of this course is to introduce students to the nature and patterns of social exclusion and inequalities in later life, with a specific focus on the implications for policy that aims to tackle multifaceted disadvantage. Students will be introduced to theories and conceptual models related to social exclusion across the life course, and relevant to policy formulation, including structural inequality and cumulative disadvantage and risk. The module will explore the major drivers of exclusion and inequality in older age and their relationship to individual experiences across the life-course, and social categorisations, such as socio-economic status, gender, race and ethnicity, and age itself. Students will analyse the future applicability of social exclusion as a policy development and implementation framework and as a means for integrating policy response across different areas.
(Language of instruction: English)

Learning Outcomes

1. Analyse the construction and implications of social exclusion and inequalities in later life, and the challenges for policy intervention.
2. Understand the historic development of social exclusion as a policy construct, the evolution of related policy approaches, and the enablers and barriers to the implementation of these approaches.
3. Evaluate the role of policy in mediating social exclusion outcomes, and analyse the intended and unintended consequences of policy intervention.
4. Assess and critically evaluate measurement approaches and their appropriateness as underpinning instruments for policy development and establishing policy targets.

Assessments

• Written Assessment (50%)
• Research (50%)

Module Director

• IMELDA HOWLEY: Research Profile | Email

Reading List

1. by McMullin, J. and Curtis, J.
   Publisher: Oxford University Press.
2. by n/a
3. by Baars, J., Dannefer, D., Phillipson, C., Walker, A.
   Publisher: Routledge

EC5142: International Policy and Ageing across the Life Course

Semester 2 | Credits: 10

The aim of this module is to interrogate international policy concerning ageing across the life course, its historical development and likely future directions. First, students will be introduced to current developments and debates concerning the intersection of ageing and global development policy in low- and middle-income countries. In doing so, the module will analyse the policy landscape on ageing and unpack the role of policy in shaping responses to demographic processes in these contexts. Second, students will focus on the emergence of ageing as a human rights area. The module will critically assess the potential for a UN Treaty on the rights of older people to support and empower diverse ageing populations across international jurisdictions. Third, students will consider the application of selected human rights norms, currently enshrined in international human rights law, to key forms of mistreatment frequently experienced by people as they come to require personal care or assistance.
(Language of instruction: English)

Learning Outcomes

1. Recognise the significance of demographic transitions for public and social policy systems in low- and middle-income country (LMIC) contexts
2. Analyse profiles of ageing populations and the needs and circumstances of older people in diverse LMIC contexts
3. Assess approaches, issues and influences in public and social policy planning and implementation in specific LMIC scenarios
4. Understand human rights in the context of ageing and the implications of applying a rights-based approach to public policies
5. Critically engage with human rights scholarship and international human rights law to analyse and influence ageing policies and strategies
6. Understand key doctrinal gaps in the existing international human rights law framework, how they have formed and the potential for the laws progressive re-interpretation.

Assessments

• Continuous Assessment (100%)

Module Director

• CLAIRE NOONE-KELLY: Research Profile | Email

Lecturers / Tutors

• CLAIRE NOONE-KELLY:  Research Profile
• KIERAN WALSH:  Research Profile
• CHRISTINE DE LARGY:  Research Profile

EC572: Health Systems & Policy Analysis

Semester 2 | Credits: 10

This is a masters level module that examines the structure, conduct and performance of alternative models of finance and delivery in health care and critically examines the policy approaches developed to tackle key challenges in health and social care. The module builds upon the concept of market failure as it relates specifically to health care; critically appraises methods used to compare system performance and compares alternative systems in terms of performance. The objective of the module is to describe the key aspects of alternative health care systems; explore the evolution of a particular set of systems; examine how system structure relates to its operation and what light this sheds on the performance of those systems.
(Language of instruction: English)

Learning Outcomes

1. Understand the impact of market failure in health care on health and health care
2. Have a critical appreciation of the design, operation and evolutionary development of alternative models of health care delivery and finance
3. Be able to critically appraise alternative measures of health care system performance
4. Be able to critically appraise alternative models of health care system in terms of performance
5. Be able to critically appraise policy measures aimed at tackling key challenges for health care systems
6. Be able to source, gather, interpret and use health and economic data

Assessments

• Written Assessment (100%)

Module Director

• CLAIRE NOONE-KELLY: Research Profile | Email

Lecturers / Tutors

• IMELDA HOWLEY:  Research Profile
• BRENDAN KENNELLY:  Research Profile
• CLAIRE NOONE-KELLY:  Research Profile

Reading List

1. by Andrew Jones
   Publisher: Elgar Publishing
2. by Morris S, Devlin N, Parkin D..
   Publisher: Wiley
3. by Folland S, Goodman AC, Stano M.
   Publisher: Pearson Education International
4. by Phelps CE
   Publisher: Pearson Education International
5. by Getzen T.
   Publisher: Wiley
6. by Nolan B.
   Publisher: ESRI
7. by Feldstein PJ.

EC5135: Work, Pensions and Retirement

Semester 2 | Credits: 10

The aim of this module is to introduce students to policy measures and debates regarding pensions, work and retirement, from critical ageing and gender perspectives. First, students will be introduced to current developments and debates concerning employment, pensions and extended working life and auto-enrolment. The module will explore the role of demographic processes and international frameworks in shaping the policy landscape in these contexts. Second, students will focus on the gender and age implications of Irish employment and pensions policies, for different groups of workers those in physically-demanding and precarious work. Students will be introduced to employment and pension coverage patterns as well as recent empirical research on pensions and employment, both nationally and internationally.
(Language of instruction: English)

Learning Outcomes

1. Identify and discuss the main employment and pensions policies for older people in Ireland
2. Critically assess these policies from a gender and political economy of ageing perspective
3. Assess and discuss international and national policies on extended working life
4. Be familiar with approaches to retirement from a theoretical and empirical perspective.

Assessments

• Continuous Assessment (50%)
• Department-based Assessment (50%)

Module Director

• IMELDA HOWLEY: Research Profile | Email

Lecturers / Tutors

• AINE NI LEIME:  Research Profile
• CLAIRE NOONE-KELLY:  Research Profile
• KIERAN WALSH:  Research Profile
• CHRISTINE DE LARGY:  Research Profile
• MAUREEN MALONEY:  Research Profile

Reading List

1. by Taylor, P.
   Publisher: Cheltenham: Edward Elgar.
2. by Ní Léime Ã., Street, D., Vickerstaff, S., Krekula, C. and Loretto, W. (eds.)
   Publisher: Bristol: Policy Press

EC5132: Introduction to Ageing and Policy

Semester 1 | Credits: 5

The aim of this course is to introduce students to the interdisciplinary study of ageing and public policy. It will illustrate and analyse the importance of demographic ageing for public policy systems, and the challenge with respect to maintaining well-being and quality of life while addressing system sustainability concerns. Students will learn about the major theoretical and conceptual perspectives in the study of ageing and public policy, including economic, social and life-course aspects of ageing and psychosocial theories of ageing. Students will also be introduced to the broad shifts in ageing-related public policy, the core underpinning policy constructs, and the current national and European policy approaches to ageing populations.
(Language of instruction: English)

Learning Outcomes

1. Understand the importance of demographic ageing for the focus, sustainability and organisation of public and social policy systems.
2. Possess knowledge of and critically evaluate major theoretical and conceptual perspectives in the study of ageing and public policy.
3. Assess the shifts in the representation of ageing within the evolution of public and social policy for older adult populations.
4. Understand major policy challenges and trends in contemporary national, and European approaches to policy on ageing and older people.

Assessments

• Written Assessment (80%)
• Department-based Assessment (20%)

Module Director

• IMELDA HOWLEY: Research Profile | Email

Reading List

1. by Harper, S. and Hamblin, K. (eds.)
   Publisher: Edward Elgar

LW558: Legal Capacity Law and Policy

12 months long | Credits: 10

Human autonomy is taken for granted today. However the concept rests on several different theoretical frames. The legal tool that gives effect to autonomy is legal capacity. A lot turns on whether the law acknowledges your autonomy and capacity. With the denial of your legal capacity you become a non-person – an object to be controlled by others. At another extreme your autonomy and capacity might be deemed absolute – even to the point of fending off interventions that are in your ‘best-interests. This course will begin by defining legal capacity and examining its evolution throughout legal history. We will then look at philosophical conceptions of personhood and explore how the law regulates personhood via legal capacity systems. Traditional approaches to legal capacity will be analyzed, with a focus on the purpose of the legislation as well as its effects on the persons it is applied to. Once we have a clear understanding of legal capacity from the legal and philosophical perspectives, we will examine the drafting of Article 12 of the CRPD, which guarantees the right to legal capacity on an equal basis for all. W

Applications and Selections

Who Teaches this Course

Normally a H2.1 degree (NFQ Level 8 or equivalent) in a related social science discipline (e.g., economics; sociology; management; social work; policy orientated degrees) or a cognate field of study (e.g. health sciences; public health). IELTS score of 6.5 or equivalent, ifapplicable. Applications from people with commensurate experience in ageing-related policy and practice will also be considered.

Glossary of Terms

Year 1 (90 Credits)

Required EC5123: Dynamics of Ageing and Public Policy

Required EC515: Data Management & Survey Techniques

Required EC5136: Applied Research Project

Required EC5134: Social Exclusion and Inequalities in Later Life

Required EC5142: International Policy and Ageing across the Life Course