About Holmes Institute Dublin

At Holmes Institute Dublin (HID), we believe education should do more than deliver a qualification. It should inspire curiosity, build practical capabilities and prepare learners to succeed in an evolving global world. Our programmes are designed around structured progression, high-quality teaching and strong learner support, helping students develop the knowledge, confidence and skills they need for further study, professional growth and long-term employability.

As part of Holmes Education Group, HID draws on more than 40 years of experience welcoming international students and delivering education across global markets. Today, our diverse learner community represents more than 50 nationalities, creating an international environment where different perspectives, experiences and ideas come together.

The Mission Statement of Holmes Institute is:

" Holmes Institute is dedicated to the pursuit of best practice teaching in higher education and to the provision of a dynamic, student-centred learning environment that fosters rational thought, is committed to and supportive of free intellectual enquiry in the Institute’s academic endeavours and is socially responsible. ”

This Mission Statement provides direction and intention for the institution. It provides an aspirational goal from which effective, consistent and sustained leadership can provide direction for the work of the institution.

In achieving its Mission, Holmes Institute will be a successful and profitable business, continuously expanding opportunities for the benefit of learners, staff and the community, and will:

• Develop a common sense of purpose and pride.
• Provide high quality education which meets rigorous academic standards.
• Create a learning atmosphere that is vibrant and exciting.
• Encourage enquiry, critical thought and creativity.
• Foster open, reflective and outcome-based assessment by providing a variety of assessments of learning through self, peer and teacher assessment.
• Encourage academic inquiry and promote research skills.
• Develop a common sense of purpose and pride.
• Empower learners to seek self-improvement irrespective of nationality, gender and beliefs and empower them in their learning.
• Foster ethical behaviour.
• Provide excellent teaching.

The values underpinning the work of Holmes Institute are explicit in the following key concepts:

• Excellence:
  Striving for the highest quality in all that we do.
• Accountability:
  Inviting scrutiny to maintain excellence in standards.
• Ethics:
  Operating with integrity, honesty, empathy, and respect, including:
  Protection of, and respect for, freedom of belief.
  The free expression of ideas without fear or hindrance.
• Nurture:
  Responsive support to enable individuals to maximise their potential, including:
  Development of academic programmes that are relevant to the intellectual and vocational needs of individuals.
  Provision of educational opportunities for all those who can take advantage of the Institute’s programmes and positive consideration of those groups traditionally under-represented in higher education.
  Commitment to the principle of life-long learning and the provision of opportunities for the personal development of all learners and staff.
• Diversity:
  Valuing and actively welcoming difference, shown in:
  Recognition and encouragement of the diversity of cultures and traditions within the Institute and in the broader community.
  Commitment to equality of opportunity, regardless of age, colour, ethnic origin, sexual orientation, and socio-economic status or special needs.
• Equality:
  Embedding transparency and fairness in all Institute policies and procedures.
• Collaboration:
  Prioritising consultative / collaborative work internally and externally.
• Aspiration:
  Seeking out innovation and opportunity to maximise potential.

At HID, graduation is about more than completing a programme. We aim to develop graduates who can apply their knowledge, communicate effectively, work with others and contribute confidently in a global professional environment.

• Communication:
  Using speaking, listening, reading, writing, numeracy, and IT related skills to communicate effectively in a variety of contexts, including digital settings .
• International Perspective:
  Awareness of and respect for the social, biological, cultural and economic interdependence of life in a global perspective. Demonstrating a global perspective and inter-cultural competence in professional life .
• Knowledge and Lifelong Learning Engage:
  Attaining in-depth theoretical and practical knowledge in a field of choice with the work-ready skills to apply that knowledge in a variety of settings. An appreciation of the on-going role of learning as a factor in personal and social growth.
• Critical and Creative Thinking:
  Effective problem-solving skills with the capacity to think logically and critically about a range of issues and problems.
• Social Responsibility and Community Engagement:
  A capacity to relate to and collaborate with others to exchange views and ideas and to achieve desired outcomes through teamwork, negotiation, and conflict resolution in the context of social responsibility and community engagement. Acting ethically with integrity and social responsibility is part of this attribute 
• Cooperation and Teamwork:
  An understanding of collaboration, cooperation, and teamwork within agreed frameworks. This includes skills in inter-generational and inter-racial tolerance, mutual respect and resolving conflict to achieve productive outcomes 

• First, HID seeks to consolidate and enhance the quality of its existing provision. The BA (Hons) in Business forms the foundation of its academic portfolio, while the recent development of Level 9 provision reflects an intention to expand the scope of its provision in a measured and sustainable manner. An enhanced BA (Hons) in Business programme was recently approved by QQI for a further 5-years in April 2026.
• Second, HID maintains a strong focus on professional relevance, employability and structured progression. HID’s programmes reflect recent developments in business, information systems, technology and the wider economy while retaining the academic depth expected of awards on the National Framework of Qualifications. Employer engagement, applied assessment, and the development of practical and transferable skills were central to programme development since HID’s inception.
• Third, HID seeks to strengthen its identity as an international learning community. HID’s diverse learner body and position within the global Holmes Education Group framework provide access to international perspectives and educational experience across several jurisdictions. Increased faculty exchange and student mobility across Holmes campuses are a strategic interest for HID over the next five years.
• Fourth, HID is committed to an inclusive and supportive learner experience. Academic support, lecturer office hours, small class sizes, an emphasis on digital and information literacy and reasonable accommodations for individual learners are integral to its educational model. HID is boutique enough whereby lecturers remain on a first-name basis with students, and this is a Holmes ethos around the world where students and teachers connect individually to create a personalised experience for the learner.
• Fifth, HID is committed to continuous quality enhancement. Its quality assurance system supports evidence-based decision-making, programme monitoring, learner feedback, external input and accurate public information.