Metrics, metrics, metrics: the emergence of technological universities in Ireland

Abstract

Purpose

This paper aims to explore the experiences, attitudes and expectations of higher education managers in relation to the increased use of metrics. Specifically, the authors examine a system of metrics which was introduced as part of the process for establishing Technological Universities in Ireland.

Design/methodology/approach

A total of 12 managers were interviewed. The authors present data from the interviews in which the authors explore: the previous use of metrics; the impacts of the introduction of metrics; and the future use of metrics. A mix of narrative structuring and thematic analysis is used.

Findings

The introduction of metrics evokes a mixed reaction from the managers. The metrics allow performance in a range of activities to be measured, assessed and benchmarked. However, there are both direct and indirect impacts of the transition to a metric-based system, which the authors explore using six themes.

Originality/value

The authors apply the Academics Responding to Change model proposed by Trowler (1998) as the theoretical lens. This helps to capture the complex mix of direct and indirect effects that metrics can have on activities both at an individual and institutional level.

Citation

Stephens, S. and Gallagher, P. (2022), "Metrics, metrics, metrics: the emergence of technological universities in Ireland", Quality Assurance in Education, Vol. 30 No. 1, pp. 19-31. https://doi.org/10.1108/QAE-04-2021-0060