An investigation into the transformation of Irish Institutes of Technology to Technological Universities and the Future of the Irish Higher Education Industry

1.    Research Question This paper aims to identify the institutional logics present in Irish Universities (NUI’s). Following an analysis of the documentation associated with the Technological Universities movement this... [ view full abstract ]

1.    Research Question

This paper aims to identify the institutional logics present in Irish Universities (NUI’s). Following an analysis of the documentation associated with the Technological Universities movement this paper will identify the intended institutional Logics for the proposed future TU’s. Finally utilising data obtained through interviews with managers of both NUI’s and TU’s this paper will determine whether or not there is an overlap between these two logics and analyse whether this is beneficial for the Irish higher education environment or not.

Institutional Logics Theory when first conceptualised was primarily published in sociological journals describing organisations from a humanities perspective, (Meyer and Rowan, 1977; DiMaggio and Powell, 1983).

For the past twenty years however institutional logics theory has also been utilised by business academics when researching change processes, (Kezar, 2000; Gumport, 2000; Scott, 2008). According to Scott (2005) ILT not only acknowledges there are authoritative guidelines dictating social behaviour for organisational fields, it also looks at the processes that allow these behaviours to become established. ILT is used to identify pressures placed on a group of organisations, pressures that allow these organisations to demonstrate their legitimacy within the environment, (Kostova et al 2008). As one of the main purposes of the TU's transformation is to enhance the transferability of graduates degrees, in other words legitimise the organisations in an international context institutional logics theory is particularly appropriate (Holm-Nielsen et al, 2014).

ILT has also specifically been utilised in this study as it has been used in previous research papers to examine higher education policymaking, (Bastedo, 2009). This fits with this paper as there will be practical implications for public policy following the conclusions provided here.

It is recognised that Institutional theory is not necessarily considered a theory of change, (Greenwood and Hinings, 1996). It is however useful in highlighting explanations for the conformity of behaviours within a field. 

Assuming Bastedo’s (2009) identification of logics within HEI’s in Massachusetts extend to the Irish Education sector it is possible to conclude that Irish IT’s are currently involved in ‘mission creep’. They were first established as Regional Technical Colleges. These transformed to Institutes of Technology in 1998 as a result of the Regional Technical Colleges Act, 1992 (Change of Name of College) Order, 1998 and will likely soon transform once more. Considering the original function of RTC’s were to offer sub-degree programmes (level 6 and 7) and the expectation of Technological Universities is to provide programmes up to level 10 on the NFQ framework it is quite evident the gap between the mission of these institutions and Irish NUI’s has already gradually shrunk, (Regional Technical Colleges Act, 1992).

The value of this paper lies in it’s ability to identify the strengths of the current IT’s and propose the significance of having public policy in place to ensure the logic of the Technological Universities remains distinct from NUI’s to guarantee these strengths are not lost within the Irish context.

2.    Design Methodology / Approach

Interview transcripts will be analysed in order to identify the relevant logics in the appropriate institutions. To date research based in Institutional theory in higher education institutions has not been carried out in an Irish context. It is necessary to first establish whether Irish NUI’s follow the same logic as foreign institutions. This would then allow this paper to make further conclusions assuming work carried out abroad could be reasonably applied to an Irish context.

While interview transcripts will also form an integral part of identifying TU logics it will be necessary to also analyse existing white paper documents identifying key themes in the creation of Technological Universities. This will include the Technological Universities Bill, the HEA Technological Universities Policy and reports created by two proposed Technological Universities which assisted in the progression of these institutions from Stage two to three in becoming Technological Universities.

 One notable comparative example exists which has been researched extensively for almost thirty years which could provide some insightful analysis to assist in this investigation; the transformation of UK Polytechnics in 1992 to Universities. Interestingly twenty years later there are still some that suggest this was a mistake, the ‘new’ universities were never fully accepted and some have even identified the need to recreate an institution that resembles the logic of the polytechnics, (Scott, 2012).

3.    Findings

The findings are preliminary in terms of this abstract and will be discussed in greater detail at a later stage.

4.    Research Limitations

A comparative analysis will be carried out however, as with many comparative analyses it will not necessarily be comparing clear like-for-like data. While the TU’s do not presently exist and are merely proposed for the moment it is difficult to decisively determine the logic(s) that will be present.

While steps are taken to reduce any bias present in the interview process, demonstrated either by the interviewer or interviewee, it is necessary to acknowledge there are potential political agenda’s at play which may result in certain opinions being over-emphasized. An examination of media publications surrounding this transformation can reveal some of the concerns felt by those involved in the change process which may influence the responses received.

5.    Practical Implications

There are two aspects to this paper that will be of particular interest to stakeholders involved in the transformation from an IT to a TU.

The first is it will aid management by presenting information on areas difficulty is likely to arise in this change process. HR / Change managers must not only manage a merger of two institutions but the transformation of these institutions with new missions that have new public expectations. Institutional Logics Theory provides insight into reasons for resistance to change, which once identified can be managed effectively.

 Secondly, for the Irish Government to fund institutions efficiently it is important that they are provided with detailed analyses of the opportunities and threats associated with these transformations.  Public policy can be guided by this analysis.

6.    Social Implications

Figures show that students from a particular socio-economic background gravitate towards Institutes of Technology rather than Universities, (McGarthy and Duffy, 1999, Conway, 2009). It is essential to investigate whether or not the transformation of the Irish IT's to Technological Universities will further alienate these students and as a result decrease the engagement and education levels of those from the lower socio-economic backgrounds, namely semi-skilled and unskilled manual workers.

 Alternatively it does have the potential to increase the international recognition of the degrees that students from these backgrounds are more likely to attain and as a result improve their future prospects in a more globalised environment.

 Regional Technical Colleges were originally set up to offer sub-degree courses in technical areas. These colleges were intended to cater to regional labour markets and promote economic development at the local level (Clancy 2008). One of the key functions of Universities on the other hand is to engage in the commercialisation and creation of knowledge, (Miller et al, 2014). These distinct missions and engrained logics are more beneficial to the Irish economy if they remain distinct.

7.    Value

There are three primary reasons this research adds value. The institutional logics of Irish HEI's has never been studied before. It is important to identify these logics to further apply the knowledge gained from studies in an international context to Irish institutions.

 Institutes of Technology have always provided a substantially valuable service to the Irish society. While not all IT’s are currently engaged in the process of transforming into TU’s it is possible they will. As a result it is important that the prospect of no longer having Institutes of Technology is considered and accounted for in public policy in advance of any ill-advised efforts take place. Statistics show that students attending IT’s currently are generally composed of individuals from different socio-economic backgrounds than those of University students. While the distinction between those attending IT’s and NUI’s may be viewed as a negative it cannot be denied that it is reality that these students are more likely to attend an IT than an NUI. It is critical that these students are not in anyway disadvantaged as a result of this transformation.

 Bastedo (2009) identifies one of the main flaws of mission creep as the duplication of work across institutions and as a result government funding being spread more thinly across these institutions. Focusing particular activities within groups of HEI’s (i.e. either NUI’s or IT’s currently) aids institutions by directing increased funds to a smaller quantity of institutions which have the relevant expertise required.

8.    Selected Bibliography

• Bastedo, M. (2009) ‘ Convergent institutional logics in public higher education: State policymaking and governing board activism’, Review of Higher Education, 32(2) p. 209-234
• Miller, K. McAdam, M. and McAdam, R. (2014) ‘The changing university business model: a stakeholder perspective’,  R&D Management, 44(3) p.265-287
• Scott, W. R. (2005) ‘Institutional theory – Contributing to a theoretical research program’, Great minds in management: The process of theory development, 37 p460-484
• Scott, W. R. (2008) ‘Approaching adulthood: the maturing of institutional theory’, Theory and Society 37(5) p427