Institutional Collaborations in Ireland: Leveraging an Increased International Presence

Autor/in	Eddy, Pamela L.
Titel	Institutional Collaborations in Ireland: Leveraging an Increased International Presence
Quelle	In: New Directions for Higher Education, (2010) 150, S.19-29 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
Schlagwörter	Partnerships in Education; Foreign Countries; International Education; Educational Quality; Funding Formulas; Educational Policy; Case Studies; Strategic Planning; Educational Research; Politics of Education; Institutional Characteristics; Institutional Cooperation; Educational Development; Ireland + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Ausland; Internationale Erziehung; Quality of education; Bildungsqualität; Funding; Finanzierung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Strategy; Planning; Strategie; Planung; Bildungsforschung; Pädagogische Forschung; Educational policy; Institute; Co-operation; Cooperation; Institut; Kooperation; Bildungsentwicklung; Irland
Abstract	This chapter highlights how shifts in policy within Ireland toward increased global rankings and quality of educational programs and a heightened interest in research have been operationalized on the ground. The Higher Education Authority initiated a Programme for Research in Third-Level Institutions (PRTLI) to provide seed money for research innovation. The research reported here provides an overview of the funding program and showcases five of the funded programs, highlighting how these research collaborations have aided in reaching the goals set in Ireland. Lessons learned include the influential role of the external context, including the Bologna Process and involvement in the European Union (EU), and the unintended impact of pitting institutions against one another. Role transitions from competitor to collaborator were not instantaneous or always long lasting. The role of the champion of the partnership was heightened given the size of the country. Finally, structural features of the funding process worked against sustainability for the partners. Lessons from this research are apparent for partners, faculty members, and policy makers. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10