Purpose- Change drivers, culture and context are important factors when implementing change in higher education. However, this research area is underdeveloped at present. Set in an emerging technological university in Ireland, the purpose of this paper is to address the research question “What are the main change drivers, cultural and contextual factors for change?” Current and preferred culture will be assessed using the Organisational Culture Assessment Instrument (OCAI) from Cameron and Quinn (2011). Methodology- A case study approach was taken in this research which focused on an emerging technological university, where three institutes of technology merged to form a new entity. Complexity theory was used as a suitable theoretical lens and a mixed methods approach using both qualitative and quantitative research methods was undertaken in this study. This overall research was done in 4 stages, the first stage involved a document analysis of the TU submission document. The primary source of data utilised to respond to this paper’s research question was from stage 2 focus group interviews of 16 middle and senior managers. Findings from the other stages, particularly stage 3 staff survey (n = 371) and stage 4 interview of the President were also used to support findings. Findings- Various external change drivers were uncovered such as Covid, equality, diversity and inclusion. Gender balance was prominent as a topic, especially concerning leadership positions. The external regulatory environment was seen as a key external driver of change. In addition, internationalisation, sustainability, industry engagement and technology with the TU merging process were found as change drivers. From a contextual perspective, various tensions were identified between academic and support staff. With regards to the competing values perspective (OCAI), a hierarchical culture was identified as being the most dominant, while a market culture was the weakest. A collaborative culture was seen as growing in importance. While external regulatory and quality requirements are considerable, a hierarchical culture was seen as a necessity but something that should be constrained. Overall, a more balanced approach to cultural values was seen as desirable by the management staff and President. Research limitations/implications- While this study was conducted in only one emerging technological university, other higher educational institutes (HEIs) and organisations could utilise a similar approach to understanding their specific context and culture to establish a firm foundation for exploring the topic of change. Originality/value- This paper helps to understand the contextual and cultural factors relevant to change, in a HEI. This is an important consideration for planning and leading change.

Drivers, Cultural and Contextual Factors for Change in an Emerging Technological University

会议论文
发表日期：

2025年

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Trevor McSharry

摘要

Purpose- Change drivers, culture and context are important factors when implementing change in higher education. However, this research area is underdeveloped at present. Set in an emerging technological university in Ireland, the purpose of this paper is to address the research question “What are the main change drivers, cultural and contextual factors for change?” Current and preferred culture will be assessed using the Organisational Culture Assessment Instrument (OCAI) from Cameron and Quinn (2011). Methodology- A case study approach was taken in this research which focused on an emerging technological university, where three institutes of technology merged to form a new entity. Complexity theory was used as a suitable theoretical lens and a mixed methods approach using both qualitative and quantitative research methods was undertaken in this study. This overall research was done in 4 stages, the first stage involved a document analysis of the TU submission document. The primary source of data utilised to respond to this paper’s research question was from stage 2 focus group interviews of 16 middle and senior managers. Findings from the other stages, particularly stage 3 staff survey (n = 371) and stage 4 interview of the President were also used to support findings. Findings- Various external change drivers were uncovered such as Covid, equality, diversity and inclusion. Gender balance was prominent as a topic, especially concerning leadership positions. The external regulatory environment was seen as a key external driver of change. In addition, internationalisation, sustainability, industry engagement and technology with the TU merging process were found as change drivers. From a contextual perspective, various tensions were identified between academic and support staff. With regards to the competing values perspective (OCAI), a hierarchical culture was identified as being the most dominant, while a market culture was the weakest. A collaborative culture was seen as growing in importance. While external regulatory and quality requirements are considerable, a hierarchical culture was seen as a necessity but something that should be constrained. Overall, a more balanced approach to cultural values was seen as desirable by the management staff and President. Research limitations/implications- While this study was conducted in only one emerging technological university, other higher educational institutes (HEIs) and organisations could utilise a similar approach to understanding their specific context and culture to establish a firm foundation for exploring the topic of change. Originality/value- This paper helps to understand the contextual and cultural factors relevant to change, in a HEI. This is an important consideration for planning and leading change.