Feelings over Facts--A University Merger Brings Organisational Identity to the Forefront

Autor/inn/en	Puusa, Anu; Kekäle, Jouni
Titel	Feelings over Facts--A University Merger Brings Organisational Identity to the Forefront
Quelle	In: Journal of Higher Education Policy and Management, 37 (2015) 4, S.432-446 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2015.1056602
Schlagwörter	Qualitative Research; Case Studies; College Faculty; Institutional Characteristics; Educational Administration; Organizational Change; Foreign Countries; Institutional Environment; Colleges; Higher Education; Educational Legislation; Institutional Mission; Change Strategies; Interviews; Content Analysis; Finland + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Fakultät; Bildungsverwaltung; Schuladministration; Schulverwaltung; Organisationswandel; Ausland; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsrecht; Schulgesetz; Lösungsstrategie; Interviewing; Interviewtechnik; Inhaltsanalyse; Finnland
Abstract	This article presents a qualitative case study based on an analysis of the outcomes and meanings attributed by university academics to an institutional merger, from the perspective of organisational identity. The change process may have broadened the "us and them" gap that exists between those responsible for university leadership and the university's academic staff. The integration process between campuses of the university in question is not yet complete, but scholars seem to want to consolidate and build a joint identity at the university which at the moment seems relatively superficial. The empirical material reported in this article shows how slow and difficult it is to introduce major changes at the practical level, and that psychological realities at the departmental and organisational levels tend to be different. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01