"The Problem of Trinity College Dublin": A Historical Perspective on Rationalisation in Higher Education in Ireland

Autor/in	Walsh, John
Titel	"The Problem of Trinity College Dublin": A Historical Perspective on Rationalisation in Higher Education in Ireland
Quelle	In: Irish Educational Studies, 33 (2014) 1, S.5-19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2013.867095
Schlagwörter	Foreign Countries; Catholics; Educational History; Clergy; Public Policy; Universities; Protestants; College Attendance; Policy Formation; Government Role; Educational Policy; Educational Administration; Educational Change; Higher Education; Ireland + Suchen Sie Ihr Suchwort? Ausland; Katholik; History of education; Bildungsgeschichte; Klerus; Öffentliche Ordnung; University; Universität; Protestantism; Protestantismus; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Politische Betätigung; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Irland
Abstract	This paper offers a historical perspective on government policies for the rationalisation of higher education (HE) in Ireland through a critical re-appraisal of the initiative for "merger" of Trinity College and University College Dublin. The initiative launched by Donogh O'Malley in 1967 was the first significant attempt by an Irish government to transform the institutional architecture of HE. This study sheds new light on the rationale for merger. A key motivation for the merger was to overcome "the problem of Trinity College Dublin": policy-makers sought to integrate Trinity College, long regarded as a Protestant "enclave" in a predominantly Catholic society, within the Irish HE system. O'Malley's initiative sought to bring Trinity College Dublin (TCD) firmly under the control of the state and transcend traditional religious divisions, by circumventing the "ban" on the attendance of Catholics at TCD imposed by the Catholic bishops. This paper also explores the emergence of proactive, interventionist approaches by Irish ministers and officials to policy formulation and implementation in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10