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Resilient Universities

Confronting Changes in a Challenging World

Edited By Jan Erik Karlsen and Rosalind Pritchard

Resilience is ostensibly acknowledged as a cross-disciplinary issue, yet resilience analysis has seldom been applied to the understanding of universities and the academic world. The contributions to this volume aim to fill this gap through the presentation of both theoretical and empirical studies.
The book’s title reflects the desire to extend the debate in new directions and to assemble a fresh set of models and tools for thinking about resilient universities. Bringing together a range of experts in the field, this collection marks a novel departure within the social sciences and is intended to act as a first step towards establishing a holistic approach to future university governance and adaptation.
Today’s European universities are confronted by profound changes. This book constitutes an accessibly written, polemical and bold exploration of how current crises facing higher education institutions could be more effectively addressed by institutional resilience and new forms of adaptive, future oriented governance.


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Maria Hinfelaar and Michael O’Connell Shall We Dance?


Maria Hinfelaar and Michael O’Connell 9 Shall We Dance? Dynamic Collaborations, Alliances and Mergers in the Shifting Irish Higher Education Landscape Introduction Consolidation and collaboration feature strongly among the instruments deployed by individual institutions or policymakers to develop and reform higher education provision. There is a considerable body of international literature examining and defining collaboration, alliances and mergers (CAMs) in higher education. Merger typologies across Australian, UK, Dutch and US systems were presented in seminal work by Goedegebuure (1992), Harman (2003, 2008), Harman and Meek (2002) and Pritchard (1993, 1998). Other research has focused on the long-term human aspects of mergers (Pritchard and Williamson, 2008; Locke, 2007), while strategic and educational dimensions were reviewed by Rowley (1997) and Ursin (2010). The Higher Education Funding Council for England (HEFCE, 2012) proposes guidelines and best practice for CAMs. Policies and operating environments vary from country to country, leading to dif ferent strategic responses from higher education institutions (HEIs). However, that is not to say that CAM phenomena are local. In an age of international rankings and league tables, HEIs operate on a global stage in which the competition, the scope for collaboration and the bench- marks for success are all international. National education policies may also be harmonized with supranational strategies such as EU Horizons 2020, which emphasizes the competitiveness of an entire trading block. OECD countries are converging towards a public policy framework for tertiary 240 Maria Hinfelaar and Michael O’Connell education ‘in which detailed administrative direction is diminished, insti- tutional...

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