Restructuring of the Irish Institutes of Technology Sector – New Knowledge or Mission Drift?

Higher education in Ireland has undergone a rapid expansion in past decades, with an associated increase in research funding and enterprise engagement, but this has been more recently undermined by austerity measures resulting from the economic recession in the end of the last decade. Discussion around the restructuring of the Irish Institutes of Technology (IoT) sector began following the OECD review of Irish higher education (2004), which recommended enhancing research infrastructure and noted the cost implications of maintaining a large number of smaller-sized higher education institutions. The National Strategy for Irish Higher Education to 2030 (2011), also referred to as the Hunt Report, was set out in the context of austerity and proposed merging the Irish Institutes of Technology (IoTs) into a smaller number of stronger institutions, followed by the potential establishment of Technological Universities (TUs). As Ireland enters a period of economic recovery, rationalisation measures are becoming secondary to the efforts aimed at enhancing the IoT sector and enabling it to better respond to the needs of the modern society. Potential Technological Universities would take on additional functions, including building research capacity – an aim reflected in the Technological Universities Bill 2015. This paper provides a review of some of the reasons behind the restructuring internationally, and how IoTs’ main characteristics compare with institutions of similar standing in other European countries. The role of higher education today is reviewed, along with the progression of research development in Ireland. Some implications of Technological Universities are discussed, including their potential contribution to fostering research and development in Ireland, particularly in the field of applied research – but also the potential drift of vocational mission in the TUs, challenges associated with TU’s additional functions, and how academic work may be changing in the newly formed institutions. It is argued that further consideration of these and other implications in developing the TUs is needed through engagement with stakeholders, to enhance the outcomes for the students, regional communities, and society as a whole

Rerepresenting and Restructuring Domain Theories: A Constructive Induction Approach

Theory revision integrates inductive learning and background knowledge by combining training examples with a coarse domain theory to produce a more accurate theory. There are two challenges that theory revision and other theory-guided systems face. First, a representation language appropriate for the initial theory may be inappropriate for an improved theory. While the original representation may concisely express the initial theory, a more accurate theory forced to use that same representation may be bulky, cumbersome, and difficult to reach. Second, a theory structure suitable for a coarse domain theory may be insufficient for a fine-tuned theory. Systems that produce only small, local changes to a theory have limited value for accomplishing complex structural alterations that may be required. Consequently, advanced theory-guided learning systems require flexible representation and flexible structure. An analysis of various theory revision systems and theory-guided learning systems reveals specific strengths and weaknesses in terms of these two desired properties. Designed to capture the underlying qualities of each system, a new system uses theory-guided constructive induction. Experiments in three domains show improvement over previous theory-guided systems. This leads to a study of the behavior, limitations, and potential of theory-guided constructive induction.Comment: See http://www.jair.org/ for an online appendix and other files accompanying this articl

A Case Study of the Development of a Career Academy: Good Intentions Not Enough?

The purpose of this study was to explore how a career academy featuring an information technology (IT) theme approached the adoption of the model and the particular curricular focus. We used a case study design to explore the experiences of school personnel and community partners associated with the implementation of the career academy. We found that growing enrollment in the local district was a major driver to pursue small school designs as an alternative to the traditional high school comprehensive model. The small school size associated with small learning communities was valued by stakeholders and used to adopt and implement a career academy around a technology curricular theme. Another factor in the adoption decision was the availability of existing building infrastructure in the community. While the premises of the career academy model appeared to be a good fit in the district and community, we also found that good intentions are not enough to guarantee consistent fidelity throughout the career academy implementation. When new crises arise, input from all stakeholders may be shortchanged and decisions can turn into a top-down approach

Knowledge management during radical change: Applying a process oriented approach

During periods of radical organisational change two elements - namely the organisation's strategy and its people - are affected profoundly. Strategic change involves refocusing the organisation in a direction that has little bearing on its past. People are affected by changes, as they are displaced to other parts of the organisation in different roles, or perhaps, are removed under the euphemism of de-layering, rightsizing and re-engineering. Hence, rather than enhance knowledge, senior managers inadvertently destroy knowledge during a radical organisational change. Yet pressures to change and the pace of change are unrelenting. Senior managers are forced to take an approach that can be summarised as ''change first - limit the damage to knowledge later''. Thus, this paper argues that organisations need a process to manage knowledge during periods of radical organisational change. The paper proposes such a process through case study evidence. It highlights actions managers take to ensure that they navigate the paradox of leading the organisation through radical change and nurture knowledge

A new framework for the design and evaluation of a learning institution’s student engagement activities

In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied

Technical Systems, Organisation Forms and Social Implications: Statistical Analysis of the Firm Survey (Second Interim Report)

This is the second interim report of the research project "Information Society, Work and the Generation of New Forms of Social Exclusion" (SOWING). It is based on a firm survey conducted in the eight regions participating in the research project — Flanders (Belgium), Lazio (Italy), Niederösterreich (Austria), Portugal, the Republic of Ireland, the Stuttgart area (Germany), the Tampere region (Finland) and the West London area (U.K.). The aim of this report is to present a broad overview of the collected data. In general, only simple statistical methods have been applied. The report focuses on a regional comparison; however, the data have also been analysed by firm size, measured by quantity of staff, and industrial sector. It should be seen as a first step in the data analysis; it may also give some hints for a more strategic analysis of the survey data.Information Society; Work;

The use of additional information in problem-oriented learning environments

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate – e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments

Mergers and acquisitions transactions strategies in diffusion - type financial systems in highly volatile global capital markets with nonlinearities

The M and A transactions represent a wide range of unique business optimization opportunities in the corporate transformation deals, which are usually characterized by the high level of total risk. The M and A transactions can be successfully implemented by taking to an account the size of investments, purchase price, direction of transaction, type of transaction, and using the modern comparable transactions analysis and the business valuation techniques in the diffusion type financial systems in the finances. We developed the MicroMA software program with the embedded optimized near-real-time artificial intelligence algorithm to create the winning virtuous M and A strategies, using the financial performance characteristics of the involved firms, and to estimate the probability of the M and A transaction completion success. We believe that the fluctuating dependence of M and A transactions number over the certain time period is quasi periodic. We think that there are many factors, which can generate the quasi periodic oscillations of the M and A transactions number in the time domain, for example: the stock market bubble effects. We performed the research of the nonlinearities in the M and A transactions number quasi-periodic oscillations in Matlab, including the ideal, linear, quadratic, and exponential dependences. We discovered that the average of a sum of random numbers in the M and A transactions time series represents a time series with the quasi periodic systematic oscillations, which can be finely approximated by the polynomial numbers. We think that, in the course of the M and A transaction implementation, the ability by the companies to absorb the newly acquired knowledge and to create the new innovative knowledge bases, is a key predeterminant of the M and A deal completion success as in Switzerland.Comment: 160 pages, 9 figures, 37 table