Metrics, metrics, metrics: the emergence of technological universities in Ireland

Abstract

Purpose This paper aims to explore the experiences, attitudes and expectations of higher education managers in relation to the increased use of metrics. Specifically, the authors examine a system of metrics which was introduced as part of the process for establishing Technological Universities in Ireland. Design/methodology/approach A total of 12 managers were interviewed. The authors present data from the interviews in which the authors explore: the previous use of metrics; the impacts of the introduction of metrics; and the future use of metrics. A mix of narrative structuring and thematic analysis is used. Findings The introduction of metrics evokes a mixed reaction from the managers. The metrics allow performance in a range of activities to be measured, assessed and benchmarked. However, there are both direct and indirect impacts of the transition to a metric-based system, which the authors explore using six themes. Originality/value The authors apply the Academics Responding to Change model proposed by Trowler (1998) as the theoretical lens. This helps to capture the complex mix of direct and indirect effects that metrics can have on activities both at an individual and institutional level.

Experiential learning and the entrepreneurial university: An Irish case study

“…Second, a series of six focus groups was conducted with students from a range of subject areas. Previous studies have reported academic managers’ perspectives (Blair, 2016; Stephens and Gallagher, 2021; Gilmore et al, 2020; Martinelli et al, 2008) or students’ experiences (Bienkowska et al, 2016; Cook-Sather et al, 2014; Cornell et al, 2013; De Groot et al, 2015; Heyler and Lee, 2014; Lee, 2008). We believe the capturing both and combining the findings adds greatly to the value of this study and that the combined key themes provide an enhanced structured from which to derive implications and recommendations.…”