University Change in Ireland: Understanding the "What", the "Why" and the "How"

Autor/in	Dowling-Hetherington, Linda
Titel	University Change in Ireland: Understanding the "What", the "Why" and the "How"
Quelle	In: Educational Management Administration & Leadership, 44 (2016) 2, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143214549968
Schlagwörter	Foreign Countries; Universities; Educational Change; Educational Administration; Case Studies; Program Implementation; College Faculty; Teacher Attitudes; Resistance to Change; School Restructuring; Leadership Styles; Educational Practices; Organizational Change; Efficiency; Educational Improvement; School Effectiveness; Decision Making; Teacher Morale; Coping; Interviews; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Case study; Fallstudie; Case Study; Fakultät; Lehrerverhalten; Schulreformplan; Schulumwandlung; Führungsstil; Bildungspraxis; Organisationswandel; Effectiveness; Effektivität; Wirkungsgrad; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Decision-making; Entscheidungsfindung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Bewältigung; Interviewing; Interviewtechnik
Abstract	Over the past decade, universities in Ireland have been implementing large-scale institutional change designed to better prepare them for the multitude of pressures they face. Changes have been taking place, for example, in approaches to institutional management and leadership practices and in decision-making structures. However, despite the rapid pace of change taking place in Irish universities, there has been a considerable dearth of research resulting in a lack of any real insight into how the higher education landscape may be changing from a grassroots faculty perspective. This article presents the findings of a case study conducted in the School of Business at University College Dublin. The article reports on the kinds of institutional changes that have taken place (the "what"); the impetus for these changes (the "why"); and the top-down manner in which many of these changes were implemented and the ways in which faculty have responded to them (the "how"). The article concludes by suggesting the importance of understanding the possible implications of faculty responses to change for their institutional loyalty and commitment and suggests some areas for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01