This paper analyzes the impact of broadband infrastructure, along with a range of other local characteristics such as motorways and other infrastructure, availability of human capital, and access to third-level educational facilities, on the location of new business establishments. The sample period spans the introduction and recent history of broadband in Ireland. The results indicate that the availability of broadband infrastructure is a significant determinant, but its effects may be mediated by the presence of sufficiently high human capital in an area.

The COVID-19 pandemic forced many higher education institutions (HEIs) across the world to cancel face-to-face teaching, close campus facilities, and displace staff and students to work and learn from home. Given the persistent nature of the pandemic, many HEIs have continued to deliver courses online and/or use a blended learning approach. However, there are concerns around differences in student access to digital learning resources while at home, including high quality broadband connectivity. This is important, since variation in connectivity may impact the type of online/blended model that faculty can deliver or constrain student engagement with online content. In this context, this paper combines national data on the domiciles of students enrolled in Irish HEIs with detailed spatial data on broadband coverage to estimate the number of higher education students ‘at risk’ of poor access to high quality internet connectivity. Overall it finds that one-in-six students come from areas with poor broadband coverage, with large disparities by geography and by HEI. It also finds that students from the poorest broadband coverage areas are more likely to be socioeconomically disadvantaged. As a result, this paper recommends that HEIs use their detailed registration data to help identify and support at-risk students. In particular, the results suggest that some HEIs may need to prioritise access to campus facilities and services to less well-off students living in poor broadband coverage areas.

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Ireland has almost two decades of experience with using public private partnerships (PPPs) for the procurement of social infrastructure such as schools, courthouses, and health facilities. This article focuses on Ireland’s schools sector where 27 school buildings with an estimated capital value of €500 million have been procured via PPP to date. We review the changes that have occurred to the governance of PPPs and supporting institutional structures, which have evolved considerably over the past 20 years. Evidence of policy learning has led to the development of detailed PPP guidelines and the establishment of a centralized PPP agency with responsibilities that exceed international norms. We highlight how the development of PPP institutions has been an ongoing and gradual process, which will continue to evolve if concerns in relation to accountability and transparency are to be addressed.