Turning the spotlight on TU Dublin’s MSc in Energy Management
With a Master’s degree that integrates energy, environmental issues and management, graduates of the Master of Science in Energy Management are poised to have highly-esteemed, relevant careers in the next few years.
Intended for engineers, scientists and related multi-discipline professionals, students under the program will gain the knack for managing resources and technologies in the midst of challenging environmental and financial constraints as they will be equipped to understand European energy and environmental issues in relation to the laws, standards and technologies that govern them.
The Master’s degree includes units in business, specifically organisational behaviour, business law, financial decision-making, energy supply, energy conversion and use, energy management principles and practice, energy and environmental law and policy, sustainable building design, renewable energy technologies and financial management to name some.
Working towards sustainable societies
“The MSc in Energy Management is a very relevant degree program in today’s ever-changing global environment and volatile economies,” says Jacob Kestner, Senior Vice President of EduCo in Ireland. “This is particularly ideal for professionals who are in industry sectors that are directly linked to energy, health and the environment.”
Scientists, researchers and multi-discipline professionals such as environment health officers, architects and planning officers will be in the forefront of the dynamic global landscape as they design programs and projects that will address the issues affecting communities and disrupting people’s way of life. These professionals will be better prepared to efficiently use resources that will bring about a better quality of life for society in general.
Mr Kestner adds, “The challenge of integrating energy and environmental issues such as climate change and economic policy has been an all-too-pressing concern for decisionmakers. We would like our Master’s students and future graduates to be part of these exciting developments in the future.”
A Bachelor’s degree in Engineering (Honours) with at least 2.2 honours award is required for students to proceed directly into the MSc in Energy Management program. Their IELTS should also be at least 6.5 overall with no band less than 6.0 for each component.
For those who do not meet this standard requirement, they should hold the equivalent of a combination of qualifications and relevant work experience, subject to evaluation by Technological University Dublin.
For scholarships and other entry requirements, education counsellors and students may check out the EduCo Course Finder or coordinate with the EduCo representative in their region.
Survey says 79% of international students have a positive student experience
A survey of the student experience of some 40,000 students in 27 Irish higher education institutions (HEIs) reveals that 78.6% of international students are generally positive about their teaching and learning experiences. Of this number, 25% say they have ‘excellent’ interactions with academic advisors in 2019.
The Irish Survey of Student Engagement National Report 2019 also highlights the 26.35% growth of international student participation in the survey over the last three years. The number has grown from 11,406 in 2016 to 14,412 in 2019. Those invited to participate in the student experience survey included first and final year students and taught postgraduate students.
This steady growth came about after the Department of Education and Skills launched the Irish Government’s International Education Strategy 2016-20 which aims to grow international student numbers for both higher education and English language studies. Ireland will soon become the only English-speaking country in the European Union after Brexit.
HEIs such as Maynooth University, Technological University Dublin, IT Sligo and Dublin City University have also noted the positive feedback from their students. International students particularly those taking their graduate degree programs have indicated that they are satisfied with quality of engagement and support being extended to them in areas that matter most such as (1) career advice, (2) placement and internship and (3) training in entrepreneurship and innovation.
“The [survey] results show some very positive signs around international student engagement with the staff in institutions and services such as career guidance and this is welcome,” says Sarah Lennon, executive director of the Irish Council for International Students (ICOS).
She adds that international students are an important source of income for Irish universities, colleges and English language schools. “It is essential that we don’t just think about international students in terms of the economic impact but also their rights and welfare,” she points out. “We must also recognise that international students add to the richness of our educational institutions.”
International students from Asia, Europe and the Middle East have extolled the benefits of Dublin City University’s International Foundation Programs (IFPs), pathway programs designed to prepare international students for entry into their bachelor’s or master’s degrees and hone their English proficiency as they interact with the university’s 16,000 students from 109 countries.
Hongtong Liu of China shares that the foundations course has been a good opportunity for her to organise her thoughts, think critically and express her ideas using the English language. She is now preparing for her master’s degree in finance which will start in September.
“Life in Dublin has been very good, within and outside the university campus. The Irish people are very friendly and very helpful. They’re lovely!” she gushed.
Fondly called Lola by her classmates and colleagues at her part-time job, Liu says that she has learned English not only in the classroom but also at work and she likes chatting with the locals for practice.
Her advice to international students: “Don’t be afraid to talk to people to improve your English. Be confident and don’t be afraid to make mistakes.” She explains further that even though some international students have no trouble reading, listening and writing in English, speaking the language is still very important.
DCU has partnered with EduCo whose local representatives in key countries worldwide have been assisting international students in their application to the foundation programs (application details below).
The university’s proud tradition of world-class academic excellence, research and innovation has placed them in QS’ Top 50 under 50 has made them International Student Barometer’s #1 university for work experience and careers advice. Students can avail of the world-class facilities and services on campus even while on the IFP. They can get the best of their education as many of the DCU degrees include either a work placement, consultancy or research project with an industry.
Academic entry requirements
IELTS OR EQUIVALENT
Undegraduate (UG) Study
IELTS score of 6.5, with no component less than 6.0
12 years of school equivalent to the Irish exam system e.g. A-levels, IB or equivalent
Postgraduate (PG) Study
IELTS score of 6.5, with no component less than 6.0
4-year Bachelor’s degree from a recognised university with a score equivalent to 2.1 or 60%
Foundation/English language entry requirements
The foundation program is open to UG and PG students who just fall short on the direct entry academic requirements.
TEST SCORE (IELTS/TOEFL)
IELTS score of 6.0, with no component less than 5.5 or TOEFL score of 60-78
January or May 2019
IELTS score of 5.5, with no component less than 5.0 or TOEFL score of 46-59
September 2018 or January 2019
How to apply
1.) Students should specify the bachelor’s or master’s degree program that they wish to study.
Arbutus College student testimonials demonstrate student satisfaction
Three students of Arbutus College share their Canadian study experience in the institution’s newly-released video on social media. Bruna Weber from Brazil, Dejana Djekic from Serbia and Shiela Tolentino from the Philippines talk about their study goals and the support extended by the College to help them realise their dreams of a future loaded with promising opportunities.
The three ladies express their appreciation for Arbutus College, a truly multicultural campus where diversity is celebrated and an inclusive culture is encouraged. Arbutus College students come from all over the globe seeking to fulfil the experience of a lifetime — seeing the world while studying and working for their Canadian credentials.
Bruna Weber, Brazil
“I always thought that studying and working abroad was a distant dream for many reasons — my fear of not being able to communicate in another language, of not having enough money, of the unknown,” Bruna relates.
Bruna says that Canada has always been at the top of her bucket list. She’s fascinated by the scenic views and natural beauty of Vancouver. She fell in love with all that the city has to offer when she first came and decided that it was time to find the best study option. “That’s when I found Arbutus College in downtown Vancouver,” she says. “The fear I had just disappeared. The school welcomed me and understood what I needed,” she adds. “Today I have my study and work permit in the country.”
Dejana Djekic, Serbia
“I came just by myself — alone and missing the familiar surroundings of my home country, Serbia,” confides Dejana. “Arbutus helped me meet a lot of new people from different countries and that’s the most exciting thing.”
Dejana is happy with how her life and studies have turned out. She’s comfortable in her new surroundings especially with the campus located in downtown Vancouver. Arbutus College is very accessible by public transport like trains and buses. The campus is also near shops and dining places, with lots of walking tracks and parks for a leisurely walk with schoolmates.
Shiela Tolentino, Philippines
“It’s amazing being at Arbutus,” Shiela gushes. As she reflects on her journey, she says that she didn’t realise how big the world is until she actually travelled and sought the adventure of a lifetime. And what better way than to get an education abroad! “You don’t realise it until you’re actually here. The world is just so big and full of opportunities.”
Shiela feels at home on campus. She likes her classes and lecturers as well as the facilities which make learning more conducive. She is excited to complete her studies and move on to the next phase of her life. Arbutus College is preparing her for the global job market through the co-op placement.
A campus full of happy faces
Patrick Liem, Senior Educational Administrator of Arbutus College, points out that the campus is not only conducive to learning but is also comprised of faculty and staff who are supportive of international students’ needs. Students enjoy the facilities and are happy with their lecturer. He says, “When you walk around campus, you will see many happy faces. We have great instructors. Most of them have a master’s degree and more than 10 years of teaching experience.”
Arbutus College’s strong partnership with industry has ensured internships and practical work experience for its students. It has tie-ups with the Canadian Institute of Management, Forum of International Trade Training and the American Hotel and Lodging Association.
Through the years, it has grown its relationship with local businesses around Vancouver. Students can expect quality co-op placements in many different types of companies and gain access to the Canadian workplace. All students enrolled in the co-op diploma programs can apply for a Canadian Work Permit.
Arbutus College has also established linkages with universities and other educational institutions such as Acsenda School of Management for students wanting to further their studies and pursue a bachelor’s degree.
The nearest intake will be on 31 March. Education agents and prospective students may refer to the intake dates the year. For other details, they may send their enquiries here or contact the local EduCo representative in their region.
The next step
Students come to Canada for the experience of a lifetime — see the world, take in a new culture, hone their English language skills, seek career opportunities and further their education in and outside of a campus environment.
For Bruna, Dejana and Shiela, their student journey at Arbutus College is a step closer to their dreams. They have chosen to study, work and live in a new country. They are scared but undaunted at the same time. As Bruna explains it, “I want to explore my potential here and Arbutus College helped me to take the next step – access the job market. And the dream that seems so far has become true. So it’s time to go and search for new challenges more and more.”
When COVID-19 hit Vancouver last March, Acsenda School of Management quickly adapted its teaching and services online, vacating the campus by month’s end. Acsenda’s rapid response to the pandemic was a result of its forward-thinking and long-going change management efforts through effective strategic planning.
Before COVID-19, Acsenda was predominantly focused on delivering a world-class learning experience in an in-person environment, with professionals and academics from all over Vancouver coming together to prepare international students for their future careers in Canada. As early as 2017, however, we were already assessing the possibility of incorporating online technologies for Acsenda’s future teaching and learning activities. In November 2019, a strategic technology plan was unveiled to map out a change management plan for 2020-2022.
This two-year change management plan was adapted into a two-day crisis management plan at the onset of COVID-19, but the pieces were already in place for Acsenda to respond swiftly and competently. Effective planning, supported by our culture of inclusivity, communication and transparency across all levels, minimised the financial and organisational impact of the pandemic, and it was a crucial win for the entire Acsenda community.
We did not rest on our laurels after that, though. We focused on our next challenge, which was setting up an online education that was comparable to the small classroom learning experience that Acsenda was known for. It was a challenge we were willing to face head on.
By introducing software and programs such as BigBlueButton and QLess, student information system upgrades, website and online event delivery capabilities, Acsenda created a digital ecosystem that offered an educational experience consistent with our motto, “International thinking. Individual focus.”
With attendance rates consistently over 90% over the past two terms, pass rates of over 94% and ‘very strong’ student satisfaction scores, Acsenda continues to provide an engaging learning experience, whether online or on-campus.
Last October, Acsenda students returned to campus for the first time since the beginning of the pandemic. With a hybrid teaching delivery, Acsenda has reduced the number of students on campus at one time, with class populations rotating weekly. The classrooms have been retrofitted with technological equipment, to integrate both groups studying on-campus and online each week. Acsenda has also implemented a range of health and safety measures including mandating the wearing of masks on campus.
New industry partnerships
Despite the pandemic, Acsenda has continued to be an institution that prioritises connecting people and professions, building long-lasting relationships with well-connected organisations in Canada and abroad. Acsenda has formed a partnership with the Canadian Institute of Traffic and Transportation, which will allow students to take electives that count towards a designation in supply chain and logistics.
Acsenda has also partnered with the American Society for Quality, a globally focused organisation with expertise in training certification and professional development for those interested in pursuing careers in quality assurance.
These are more ways that Acsenda is looking to grow long-term, positioning the institution as a leader in preparing international students for a professional career in Canada.
Social and civic engagement
Acsenda continues to be a part of the local community. Last September, Acsenda celebrated its fourth annual Shoreline Cleanup, an event where students, faculty and staff volunteer for environmental awareness and research.
Acsenda also participated in Orange Shirt Day, an event designed to commemorate the residential school experience for Canada’s indigenous population, to witness and honour the healing journey of the survivors and their families, and to commit to the ongoing process of reconciliation.
This term, Acsenda remains devoted to providing international students with the educational requirements to pursue a professional career in Canada. Through blended learning initiatives, relationships with regional organisations and emphasis on Canadian values, Acsenda students acquire the prerequisites needed to thrive in the global job market.
By Conley Mosterd
Conley Mosterd is Acsenda School of Management’s Communications Officer. He is responsible for managing Acsenda’s communications and lead generation strategies. In his spare time, he enjoys playing basketball, freediving and doomscrolling the New York Times mobile app.
“Each source country has its own unique set of guidelines. With the implementation of this tool, we will be able to provide clarity to Southern Cross University agents and prospective students in determining the applicable GTE requirements based on factors such as the applicant’s current location,” clarifies John Crowder, National Admissions Director.
Mr Crowder, however, qualifies that the GTE guidelines are just a guide and do not guarantee a visa outcome for the prospective student.
Prompt response and assistance from education agents
By zeroing in on the essential requirements that apply specifically to offshore and onshore applications, education agents will be able to assist and respond promptly to the needs of their prospective students.
Education agents who are assisting international students that are already in Australia can go directly to the requirements for onshore applicants. For those offshore, they can type their country of origin in the section provided and review the requirements that apply to them.
For international students coming from Nepal, for instance, they can type Nepal in the space provided and will then be presented with the basic details and requirements such as the (1) statement of purpose, (2) conditional offer, (3) documentation, (4) academic and (5) financial requirements, (6) minimum GTE requirements for pre-assessment and conditional offer, (7) specific GTE requirements, (8) IELTS or equivalent and (9) the maximum number of weeks required for the ELICOS pathway.