The Government’s Framework ‘Safe, Respectful, Supportive and Positive: Ending Sexual Violence and Harassment in Irish Higher Education Institutions’ (2019), and its associated Implementation Plan (2022), continue to provide the basis for ongoing work across the higher education sector to strengthen responses to sexual violence and harassment, including investigative processes.
As part of this work, the Higher Education Authority (HEA) convened a working group that undertook a feasibility study in 2023 to examine options for strengthening investigation capacity across the sector, including the potential establishment of a shared service model. This study recommended the creation, for and by the sector, of a Shared Service Entity (SSE) investigations unit to provide access to trained investigators to support higher education institutions (HEIs) in the investigation of formal complaints.
Further work was undertaken in 2024 through an Implementation Working Group to develop design and operational options for such a shared service, including governance, funding, and operational arrangements. An Expression of Interest (EOI) process was subsequently launched in 2024 to identify a body to take forward the establishment of the SSE; however, no applications were received.
While recognising that investigations of complaints arising within institutions remains the responsibility of the HEIs, the Department and the HEA continue to support and facilitate sector-led collaboration to strengthen consistency and capacity in this area.
This includes a collaborative initiative, led by the Technological University of the Shannon with a group of participating higher education institutions, to develop trauma-informed investigation guidelines aimed at promoting greater consistency of practice. This work is ongoing.
The question of how best to ensure sustainable, expert, and independent investigation capacity across the sector, including the potential for shared or coordinated approaches, remains a matter for ongoing engagement with higher education institutions, recognising their autonomy and the voluntary, sector-led basis on which any shared approach would need to be developed.
