Technological universities, traditional universities, and colleges all provide higher education, making them seem identical. Yet technological universities stand apart, but does that distinction hold significance?
Over the last half-decade, five new technological universities were formed through the merging of several regional institutes of technology (IoTs). These institutions were founded with the intent of fostering larger-scale research collaborations, cutting costs and eliminating repetition. Another benefit is that students complete their tertiary education with a university degree, appreciated more internationally.
Fergal Scully, a guidance counsellor at Rathmines College, which liaises with TU Dublin for student progression, commented on the transition. “The initial stage of the TUs’ establishment presented some issues, such as the location of specific courses,” explains Scully.
Scully continues, “We had numerous agreements with local IoTs like IT Tallaght, IT Blanchardstown, and DIT. These entities merged to become TU Dublin. As a result, our further education students proceed from our college to TU Dublin now instead of the separate IoTs. Despite the combining of some courses that were previously offered in separate locations, the range of courses offered has expanded. Consequently, students now find the CAO application procedure slightly easier as they have fewer institutions to consider.”
Mainstream universities like UCD, Trinity, DCU, Maynooth University, UCC, University of Galway, UL, and RCSI, are evolving to provide work experience opportunities and meet employer expectations, reducing the gap between themselves and technological universities.
Nonetheless, key dissimilarities persist. Technological universities have always had a more substantial relationship with the industry, focusing more on practice over theory. Students enjoy ample opportunities for practical learning and are more inclined to collaborate with industry associates. These universities generally have smaller class sizes and campuses, further differentiating them. For example, the various campuses of Atlantic Technological University are dispersed across Galway, Mayo, Sligo, and Donegal, whereas UCD mostly occupies a substantial south Dublin location.
Given the regional outreach of Technological Universities (TUs), learners dwelling in Athlone (associated with TUS), Letterkenny (associated with ATU), Tallaght (associated with TU Dublin), Waterford (associated with SETU), or Tralee (associated with MTU) can now avail university education without paying hefty accommodation fees in major university towns or cities. This new development has drastically improved the learning experience for many students.
Technological Universities also provide a range of apprenticeship programmes, extending beyond conventional skills such as plumbing, automotive mechanics, bricklaying to include diverse professions like auctioneering, hospitality, IT, and recruitment. What sets these programmes apart is that apprentices earn money while gaining an education, and they get to blend workplace learning with university life, facilitating a wholesome learning experience (for more information, visit apprenticeship.ie).
Although like traditional universities, Technological Universities strive to stimulate learning, the modus operandi of the two varies greatly. While traditional universities focus on producing intellectually rich minds contributing towards societal and academic progress, independent, tuition-based institutions – like Griffith, teacher training institutes, art colleges, and the National College of Ireland – generally fall under the category of colleges.
Technological Universities similar to universities aim to promote education, but the emphasis is primarily on addressing economic and industrial demands.
Scully mentions, “Historically, TUs have been recognized for welcoming level 5 students from further education colleges. This trend has grown recently, and traditional universities have also started opening their doors. However, relative to TUs, they have far fewer spots for QQI level 5 students.”
Thus, if a pupil approached him for guidance on choosing between a traditional university or a Technological University, Scully, in this instance, would need to provide a well-evaluated advice.
For those seeking to advance their software development skills at a level 5, a recommendation would be to pursue studies in technological institutions or specialist colleges such as the National College of Ireland. The reason behind this is their reputation for prioritising practical skills and meeting business needs, in contrast with more traditional universities, which tend to focus more on theory.
However, students need not fret excessively about this matter. According to Scully, the primary concern of most employers is the level 8 degree of potential employees, regardless of where it was obtained. The academic accomplishments of a student are what employers will examine. Graduates from technological universities, who can often display a comprehensive portfolio of work produced during their studies, could be particularly well-positioned for this. This is predominantly because technological universities have a long-standing tradition of collaborating with the industry and taking in apprenticeship students.
That is not to say graduates from traditional universities cannot achieve the same, although there is an evident inclination towards theory rather than practicality in their education, even though both aspects are included.
Taking the example of TU Dublin, it emerged as the biggest technological institute and Ireland’s second largest university in 2019. This was a result of merging Dublin Institute of Technology (DIT), Institute of Technology Blanchardstown (ITB), and Institute of Technology Tallaght (ITT).
It now operates in five different locations throughout Dublin, accommodating close to 27,000 students and employing over 3,000 staff. Each of its campuses boasts unique features, from cutting-edge labs and performance halls in Grangegorman to the new sports facility in Tallaght.
Speaking on their substantial investments toward infrastructure developments, Fiona Comey, a university spokesperson explained that plans are in progress to invest more than €500 million in modern, technologically advanced facilities to enrich students’ experiences. TU Dublin is ideal for students seeking flexibility in their educational journey.
TU Dublin offers students an education designed for practical application, not merely theoretical concepts. The institution prioritises a hands-on learning approach, facilitating instruction with lecturers who bring real-world experience to the classroom. TU Dublin directs great emphasis on creating well-rounded individuals, extending education beyond the classroom through various clubs and societies, as well as advocating strong community participation.
TU Dublin’s community also partakes in immersive work experiences, internships and overseas studies options. Many courses, including the new Level 8 Biotechnology programme, include work placements to ensure students obtain meaningful industry experience. The curriculum for this programme was cooperatively created with industry associates, and includes an industry placement in the third year, plus optional overseas study options.
An example of the practical learning approach is TU Dublin’s unique Product Design degree blending engineering, marketing, and design disciplines. Successful graduates have an array of career options including sports technology, user experience design, game design, and more. International university partnership opportunities for full-term studies are available in the third year, such as San Francisco State University, UPC Barcelona, and Hong Kong PolyU.
Student Pippa Durham of TU Dublin shares her experience studying the Level 8 BSc in Marketing. Born and raised around horse riding, she thought her career would lead there. Nevertheless, she wanted a backup plan and enrolled on a Level 6 QQI marketing course at TU Dublin. Not particularly academic, Durham knew that the two-year course would provide a solid foundation for her. When Covid-19 disrupted her second semester, she chose to progress her studies to the Level 8 BSc in Marketing. Durham is now finishing her final year working on her thesis, all while maintaining her passion for horse riding.
At first, I wasn’t sure if marketing was my cup of tea. However, following a work placement experience, I’m now confident that I’m walking the right career path. My interest in horses continues as a leisure pursuit, but for now, I’ve put the idea of a career in the equine industry on the back burner. Nonetheless, who can predict the future? Perhaps, I might find myself promoting an equestrian brand one day.