Centre for Insurance, Risk and Data Analytics Studies (CIRDAS) - A Case Study for Flexible and Agile Online Adult Education

Oct 15, 2026

Uploaded by Đào

This paper examines the Centre for Insurance, Risk and Data Analytics Studies (CIRDAS) as a case study of online adult education that enables flexible upskilling and reskilling for employees across Ireland’s insurance sector. It details how agile programme development supported flexible entry, exit, and progression pathways, and how co-creation with industry representatives shaped granular micro-credentials. Learner experiences are used to show effectiveness in meeting both employer and learner needs for flexible, stackable work-based learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

The Centre for Insurance, Risk and Data Analytics Studies

Evidence of Need

Alignment to National and International Policies

CIRDAS Delivery Pillars

Pillar 1: Design Thinking

Pillar 2: Business Thinking

Pillar 3: Data Science

Pillar 4: Equality, Diversity and Inclusion

The Centre for Insurance, Risk & Data Analytics Studies (CIRDAS): A Case Study for Flexible and Agile Online Adult Education for Work-based Learners Across the Insurance Sector in Ireland lindsay malone and aidan mahon Abstract This paper explores the Centre for Insurance, Risk and Data Analytics Studies (CIRDAS) as a case study of online adult education which offers flexible upskilling and reskilling opportunities to employees across the Irish insurance sector. It explores how CIRDAS’s agile programme development enabled flexible entry, exit and progression routes for work-based learners. It took an innovative approach to the co-creation of programmes with industry representatives and the granular transversal nature of micro-credentials they offered. The experience of learners is shared to demonstrate the effectiveness of CIRDAS in meeting both employer and learner needs for flexible, stackable work-based learning. Keywords: Lifelong Learning, Work-based learning, Co-creation Introduction This practice-based paper will present a case study that is focused on the development of the Centre for Insurance, Risk and Data Analytics Studies (CIRDAS) through the Faculty of Lifelong Learning at SouthEast Technological University (SETU) . This paper will present an overview of how this project, funded through the Human Capital Initiative, is agile and innovative, and it will also share examples of good practice. It will show the evidence of why CIRDAS is needed, before addressing how CIRDAS is aligned to national and international adult learning policies. It will then engage in an analysis of the practical aspects of developing CIRDAS, which involves co-creating programmes with industry representatives and delivering the programmes in an agile and innovative way. The focus of CIRDAS is to increase access to higher education programmes through the provision of online adult learning and work-based learning opportunities. The paper will conclude with a review of the feedback from the learners who engaged with CIRDAS and a summary of the main learnings from this project. The Centre for Insurance, Risk and Data Analytic Studies The Higher Education Authority (HEA) launched the Human Capital Initiative (HCI) Pillar 3 in December 2019. The €206 million call invited proposals for projects that promoted innovation and agility across the higher education sector. The Faculty of Lifelong Learning in SETU were awarded €1,725,343 to develop and deliver their proposed five-year HCI project. The project was to establish CIRDAS as part of SETU and in partnership with colleagues at Atlantic Technological University (ATU) . CIRDAS was agile in its approach to programme development as it enabled flexible entry, exit and progression routes for work-based learners and it was innovative in its approach to the co-creation of programmes with industry representatives and the granular transversal nature of the micro-credentials on offer. CIRDAS was developed around four key pillars: design thinking, business thinking, data science and equality, diversity and inclusion (see Figure 1) . The pillars were informed by extensive engagement with industry representatives, which will be addressed in detail later in this paper. CIRDAS Delivery Pillars Pillar 1 • Design Thinking Pillar 2 • Business Thinking Pillar 3 • Data Science Pillar 4 • Equality, Diversity and Inclusion Figure 1. CIRDAS Four Pillars Evidence of Need The development of CIRDAS was framed around clear evidence of the need for upskilling and reskilling of the insurance sector. This sector (from broker to multinational insurer) has witnessed a dramatic change in recent years due to numerous challenges and opportunities including Brexit, low interest rates, a challenging claims environment, increased competition, increased regulatory burden and oversight, increased automation, and use of artificial intelligence. More recently, COVID-19 has focused attention towards t

FAQs

What is CIRDAS in the context of this paper?

CIRDAS is presented as a case study for flexible and agile online adult education for work-based learners across the Irish insurance sector.

How did CIRDAS support flexible learning pathways?

The paper explains that CIRDAS used agile programme development to enable flexible entry, exit, and progression routes for work-based learners.

What delivery pillars shaped CIRDAS programmes?

CIRDAS was developed around four pillars: design thinking, business thinking, data science, and equality, diversity and inclusion.

Oct 15, 2026

Uploaded by Đào