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Journal articles on the topic 'Irish universities'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Dineen, Donal A. "Europeanisation of Irish universities." Higher Education 24, no. 3 (October 1992): 391–411. http://dx.doi.org/10.1007/bf00128454.

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2

Woods, C. J. "Research on Irish history in Irish universities, 1986." Irish Historical Studies 25, no. 100 (November 1987): 421–22. http://dx.doi.org/10.1017/s0021121400025098.

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Woods, C. J. "Research on Irish history in Irish universities, 1985." Irish Historical Studies 25, no. 98 (November 1986): 214–15. http://dx.doi.org/10.1017/s002112140002650x.

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4

Woods, C. J. "Research on Irish history in Irish universities, 1984." Irish Historical Studies 24, no. 96 (November 1985): 528–29. http://dx.doi.org/10.1017/s0021121400034507.

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The following list gives particulars of theses on Irish historical subjects, or on subjects having a distinct bearing on Irish history, which were successfully completed during 1984 in the history departments of the universities of Ireland. The information has been supplied directly by the heads of department and has been checked for accuracy and completeness.
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5

Gray, Peter. "Theses on Irish history completed in Irish universities, 2010." Irish Historical Studies 38, no. 149 (May 2012): 128–30. http://dx.doi.org/10.1017/s0021121400000663.

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6

Woods, C. J. "Theses on Irish history completed in Irish universities, 2003." Irish Historical Studies 34, no. 134 (November 2004): 230–31. http://dx.doi.org/10.1017/s0021121400004326.

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7

Woods, C. J. "Theses on Irish history completed in Irish universities, 2005." Irish Historical Studies 35, no. 138 (November 2006): 238–39. http://dx.doi.org/10.1017/s0021121400004910.

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8

Woods, C. J. "Theses on Irish history completed in Irish universities, 2004." Irish Historical Studies 34, no. 136 (November 2005): 462–64. http://dx.doi.org/10.1017/s0021121400006441.

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9

Woods, C. J. "Theses on Irish history completed in Irish universities, 2007." Irish Historical Studies 36, no. 142 (November 2008): 257–59. http://dx.doi.org/10.1017/s0021121400007070.

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10

Woods, C. J. "Theses on Irish history completed in Irish universities, 2006." Irish Historical Studies 36, no. 141 (May 2008): 95–96. http://dx.doi.org/10.1017/s0021121400007513.

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11

Woods, C. J. "Theses on Irish history completed in Irish universities, 1987." Irish Historical Studies 26, no. 102 (November 1988): 213–14. http://dx.doi.org/10.1017/s0021121400009676.

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12

Woods, C. J. "Theses on Irish history completed in Irish universities, 1988." Irish Historical Studies 26, no. 104 (November 1989): 406–7. http://dx.doi.org/10.1017/s0021121400010142.

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13

Woods, C. J. "Theses on Irish history completed in Irish universities, 1991." Irish Historical Studies 28, no. 110 (November 1992): 184–85. http://dx.doi.org/10.1017/s0021121400010713.

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14

Woods, C. J. "Theses on Irish history completed in Irish universities, 1992." Irish Historical Studies 28, no. 112 (November 1993): 440–41. http://dx.doi.org/10.1017/s002112140001138x.

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15

Woods, C. J. "Theses on Irish history completed in Irish universities, 1994." Irish Historical Studies 29, no. 116 (November 1995): 594–95. http://dx.doi.org/10.1017/s002112140001230x.

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16

Woods, C. J. "Theses on Irish history completed in Irish universities, 1995." Irish Historical Studies 30, no. 118 (November 1996): 264–65. http://dx.doi.org/10.1017/s0021121400012906.

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17

Woods, C. J. "Theses on Irish history completed in Irish universities, 1996." Irish Historical Studies 30, no. 120 (November 1997): 611–13. http://dx.doi.org/10.1017/s0021121400013493.

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18

Woods, C. J. "Theses on Irish history completed in Irish universities, 1997." Irish Historical Studies 31, no. 122 (November 1998): 276–78. http://dx.doi.org/10.1017/s0021121400013985.

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19

Woods, C. J. "Theses on Irish history completed in Irish universities, 1998." Irish Historical Studies 31, no. 124 (November 1999): 562–64. http://dx.doi.org/10.1017/s0021121400014437.

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20

Woods, C. J. "Theses on Irish history completed in Irish universities, 1999." Irish Historical Studies 32, no. 126 (November 2000): 281–82. http://dx.doi.org/10.1017/s0021121400014929.

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21

Woods, C. J. "Theses on Irish history completed in Irish universities, 2000." Irish Historical Studies 32, no. 128 (November 2001): 581–83. http://dx.doi.org/10.1017/s0021121400015303.

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22

Woods, C. J. "Theses on Irish history completed in Irish universities, 2001." Irish Historical Studies 33, no. 130 (November 2002): 246–48. http://dx.doi.org/10.1017/s0021121400015716.

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23

Woods, C. J. "Theses on Irish history completed in Irish universities, 2002." Irish Historical Studies 33, no. 132 (November 2003): 470–72. http://dx.doi.org/10.1017/s0021121400015947.

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24

Woods, C. J. "Theses on Irish history completed in Irish universities, 1990." Irish Historical Studies 27, no. 108 (November 1991): 366–67. http://dx.doi.org/10.1017/s0021121400018034.

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25

Woods, C. J. "Theses on Irish history completed in Irish universities, 1989." Irish Historical Studies 27, no. 106 (November 1990): 159–60. http://dx.doi.org/10.1017/s0021121400018290.

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26

Downes, Martin. "Irish Universities in the Knowledge Society." Maynooth Philosophical Papers 3, no. 9999 (2006): 81–95. http://dx.doi.org/10.5840/mpp20063supplement21.

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27

Kelly, John. "Engineering Research in Irish Economic Development." Industry and Higher Education 25, no. 2 (April 2011): 73–75. http://dx.doi.org/10.5367/ihe.2011.0031.

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This article summarizes the main findings and recommendations of a report published in December 2010 by the Irish Academy of Engineering (IAE). The report, representing the views of a committee of distinguished Irish engineers from a wide range of disciplines, addresses the role of engineering research in Ireland's economic development and the measures that must be taken to ensure the effective performance of that role. The IAE calls for radical changes in the structures and procedures that govern engineering research in Irish universities and argues that the wealth-creating potential of applied engineering research must be accorded higher priority. Practical and urgent recommendations are set out for government, universities and industry.
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28

Chastnyk, O. S. "Сultural studies in degree programmes at Irish universities." Культура України, Вип. 66 (2019): 52–60.

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29

O'Connor, Pat. "Irish universities: male-dominated? Limits and possibilities for change?" Equality, Diversity and Inclusion: An International Journal 31, no. 1 (December 30, 2011): 83–96. http://dx.doi.org/10.1108/02610151211199236.

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30

Dowling-Hetherington, Linda. "Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University." Journal of Studies in International Education 24, no. 3 (January 31, 2019): 291–313. http://dx.doi.org/10.1177/1028315319826320.

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Increasingly, universities have been engaging in transnational higher education (TNE), and such activity provides students with an additional study option. While much is already known about the TNE activities of universities in larger countries, such as Australia and the United Kingdom, very little is known about universities from smaller countries, such as Ireland. This article examines an Irish university with international branch campuses in Hong Kong, Singapore, and Sri Lanka. The results of a survey exploring the factors that influenced students’ choice of location, institution, and program and conducted among three cohorts of students over a 2-year period are presented. The results suggest that, above all other factors, the university’s international ranking and the accreditations and rankings of its Business School are particularly influential in students’ decision-making process. This finding highlights a potential exposure in terms of the scale of the institution’s student recruitment and revenue streams should it ever experience a decline in its rankings or international reputation.
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31

Hodgins, Margaret, and Patricia Mannix-McNamara. "The Neoliberal University in Ireland: Institutional Bullying by Another Name?" Societies 11, no. 2 (May 31, 2021): 52. http://dx.doi.org/10.3390/soc11020052.

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New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.
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32

Montes López, Estrella, and Pat O’Connor. "Micropolitics and meritocracy: Improbable bed fellows?" Educational Management Administration & Leadership 47, no. 5 (February 20, 2018): 678–93. http://dx.doi.org/10.1177/1741143218759090.

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Universities present themselves as meritocratic organizations; however, there is evidence that such claims are ‘rationalised myths’. This article is concerned with the perceived effect of micropolitics on academic careers in two case study universities: a collegial Spanish and a managerial Irish one. The data are drawn from 86 semi-structured interviews with academics (43 from each context). The focus is on two aspects of micropolitics: those related to career experiences, particularly networks; and those related to the evaluation of candidates, particularly double standards. Research results show that informal social networks are perceived to facilitate career progression; and these are referred to in particular by the Spanish male respondents. Double standards in evaluation are used to favour specific candidates: local ones in the Spanish case, men in the Irish case. Men in the Spanish context refer more openly than their Irish counterparts to these double standards, arguably reflecting the strength of discourses other than merit in that context. The results suggest that the informal structure influences the formal structure regardless of the governance model, raising fundamental questions about the nature of universities and the limitations of structural changes.
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33

Pilný, Ondřej. "Irish Studies in Continental Europe." Irish University Review 50, no. 1 (May 2020): 215–20. http://dx.doi.org/10.3366/iur.2020.0448.

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This essay seeks to give an overview of the study of Ireland and its culture in continental Europe from the late eighteenth century up to the present day. It discusses the early interest in Ossianic poetry, Celtic philology, and travel writing, together with the internationalist standing of modernist writers such as Joyce and Beckett as the roots of how and under which rubric Irish culture has been received by the general public and studied at universities, and then proceeds to examine the current state of Irish Studies and its prospects on the European continent.
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34

Walton, Janette, Breige A. McNulty, Anne P. Nugent, Michael J. Gibney, and Albert Flynn. "Diet, lifestyle and body weight in Irish children: findings from Irish Universities Nutrition Alliance national surveys." Proceedings of the Nutrition Society 73, no. 2 (March 5, 2014): 190–200. http://dx.doi.org/10.1017/s0029665114000056.

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Childhood obesity is an issue of public health concern globally. This review reports on levels of overweight and obesity in Irish children and examines some aspects of their diet and lifestyle proposed to promote or protect against increasing body fatness in children. While there is still some debate with regard to the most appropriate cut-off points to use when assessing body fatness in children, approximately one in five Irish children (aged 2–17 years) have been classified as overweight (including obese) according to two generally accepted approaches. Furthermore, comparison with previous data has shown an increase in mean body weight and BMI over time. On examining dietary patterns for Irish children, there was a noticeable transition from a less energy dense diet in pre-school children to a more energy dense diet in older children and teenagers, associated with a change to less favourable dietary intakes for fibre, fat, fruit and vegetables, confectionery and snacks and sugar-sweetened beverages as children got older. A significant proportion of school-aged children and teenagers reported watching more than 2 h television per day (35 % on school-days and 65 % on week-ends) compared with 13 % of pre-school children. For children aged 5–12 years, eating out of the home contributed just 9 % of energy intake but food eaten from outside the home was shown to contribute a higher proportion of energy from fat and to be less fibre-dense than food prepared at home. Improvements in dietary lifestyle are needed to control increasing levels of overweight and obesity in children in Ireland.
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35

Wrixon, G. T. "Irish Science and Technology: The Changing Role of the Universities." Irish Review (1986-), no. 17/18 (1995): 118. http://dx.doi.org/10.2307/29735785.

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36

McVeigh, Robbie. "The last conquest of Ireland? British academics in Irish universities." Race & Class 37, no. 1 (July 1995): 109–21. http://dx.doi.org/10.1177/030639689503700110.

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37

Highman, Ludovic. "Irish technological universities and the binary divide: a qualitative study." Higher Education 79, no. 4 (July 4, 2019): 637–56. http://dx.doi.org/10.1007/s10734-019-00428-x.

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38

McDonagh, Patrick. "‘Homosexuality is not a problem – it doesn’t do you any harm and can be lots of fun’: Students and Gay Rights Activism in Irish Universities, 1970s–1980s." Irish Economic and Social History 46, no. 1 (September 12, 2019): 111–41. http://dx.doi.org/10.1177/0332489319872336.

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Using primary archival material, this article explores the role of students and universities in the campaign for gay rights in Ireland in the 1970s and 1980s. At a time when few organisations in Ireland involved themselves in the campaign for gay rights, student bodies facilitated the promotion of gay rights, interaction between gay rights organisations and students and challenged the legal and societal attitudes towards homosexuality in Ireland. In doing so, universities, both north and south of the border, became important spaces of gay rights activism, both in terms of the activities taking place there, but also symbolically, as gay and lesbian students challenged their right to claim a space within their respective universities, something denied to them in the past. Moreover, through the use of the student press, conferences and campaigns to gain official recognition for gay societies, students helped to promote a broader discussion on gay rights in Ireland. This case study analysis of gay rights activism on Irish universities offers an insight into the importance of exploring the efforts of students beyond the long 1960s, arguing that students continued to be important agents in challenging the status quo in Ireland and transforming Irish social norms.
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39

Murphy, Mary P. "Reflections of an Irish Pracademic: Mixing Public Advocacy, Teaching and Research?" Studies in Social Justice 9, no. 2 (March 19, 2016): 215–30. http://dx.doi.org/10.26522/ssj.v9i2.1150.

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This article reflects on the challenges of mixing public advocacy, teaching, and research in Irish third level education. It explores the concept of academic activism and introduces concepts of ‘public sociologist’ and ‘pracademic’ to contextualize my own academic trajectory and activism. Having reflected on general academic activism in the context of challenges facing Irish civil society, the focus then shifts to a personal case study. The conclusion addresses the ambiguities and tensions of pursuing a particular approach to academic life. The need for academic activism is intensifying in the context of the neoliberalization of Irish universities, a weakening civil society, and a more precarious academic life.
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40

Gaynor, Niamh. "Shopping to save the world? Reclaiming global citizenship within Irish universities." Irish Journal of Sociology 24, no. 1 (January 1, 2015): 78–101. http://dx.doi.org/10.7227/ijs.0003.

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Patterns and causes of poverty and underdevelopment have shifted considerably over the last two decades. Growing global inequality within and between nations is now inextricably linked to both the exigencies and impacts of the global economy. In this article I argue that our universities, while developing students’ core skills and competencies to work within this global economy, fall short in providing them with the contextual competencies to critically engage with the multi-faceted challenges posed by it. In other words, our universities are failing to produce critically engaged global citizens. As universities opt to leave this contextual educational component to NGOs within the development sector – a sector with its own challenges and limitations – I go on to argue that global citizenship education as popularly promoted within this sector is also limited. In equating global citizenship and activism with consumerism, it depoliticises and individualises acts of engagement, thereby eroding the potential for collective, transformative action. I conclude by urging that, as teachers, mentors and public sociologists, we reclaim global citizenship as a collective project engaged in the political struggle for meaning and ‘truth’ within our classrooms and institutions.
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41

Kelly, Laura. "Anatomy dissections and student experience at Irish universities, c.1900s–1960s." Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42, no. 4 (December 2011): 467–74. http://dx.doi.org/10.1016/j.shpsc.2011.08.001.

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42

O’Connor, Pat, and Kate White. "Similarities and differences in collegiality/managerialism in Irish and Australian universities." Gender and Education 23, no. 7 (December 2011): 903–19. http://dx.doi.org/10.1080/09540253.2010.549109.

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43

Redmond, Jennifer. "Have women made a difference?: Women in Irish universities, 1850–2010." Gender and Education 23, no. 3 (May 2011): 362–63. http://dx.doi.org/10.1080/09540253.2011.571814.

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44

Turpin, John. "Researching Irish art in its educational context." Art Libraries Journal 43, no. 3 (June 18, 2018): 123–26. http://dx.doi.org/10.1017/alj.2018.16.

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Documentary sources for Irish art are widely scattered and vulnerable. The art library of the Royal Hibernian Academy of Arts was destroyed by bombardment during the Rising of 1916 against British rule. The absence of degree courses in art history delayed the development of art libraries until the 1960s when art history degrees were established at University College Dublin, and Trinity College Dublin. In the 1970s the state founded the Regional Technical Colleges all over Ireland with their art and design courses. Modern approaches to art education had transformed the education of artists and designers with a new emphasis on concept rather than skill acquisition. This led to theoretical teaching and the growth of art sections in the college libraries. Well qualified graduates and staff led the way in the universities and colleges to a greater emphasis on research. Archive centres of documentation on Irish art opened at the National Gallery of Ireland, Trinity College and the Irish Architectural Archive. At NCAD the National Irish Visual Arts Archive (NIVAL) became the main depository for documentation on 20th century Irish art and design. Many other libraries exist with holdings of relevance to the history of Irish art, notably the National Library of Ireland, the Royal Irish Academy, the Royal Dublin Society, the Royal Society of Antiquaries of Ireland and the National Archives.
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45

O'Connor, Pat. "Is Senior Management in Irish universities Male-Dominated? What are the Implications?" Irish Journal of Sociology 18, no. 1 (May 2010): 1–21. http://dx.doi.org/10.7227/ijs.18.1.1.

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Universities present themselves as gender-neutral meritocracies, concerned with the creation and transmission of scientific, objective knowledge. Yet such structures are overwhelmingly male-dominated (Husu 2001a). This article outlines the gender profile of those in senior management in Irish universities; secondly it explores the extent to which those in senior management see a gendered organisational culture or women themselves as ‘the problem’; and thirdly, locates these patterns within a wider organisational and societal context. The qualitative data is derived from a purposive sample of forty people in senior management (85 per cent response rate) from presidential to dean level, including academics and non-academics, men and women, and across a range of disciplines. It suggests that organisational culture is seen as homosocial, unemotional and conformist mainly but not exclusively by women; whereas men were more likely to focus on women as ‘the problem’. These trends reflect those in other studies (for example Currie and Thiele 2001; Deem 1999; Deem, Hillyard and Reed 2008). Drawing on Grummell, Lynch and Devine's (2009) work, it suggests that homosociability is an important process in creating and maintaining these patterns. Furthermore, although university presidents are seen as having the power to affect the gender profile of senior management, there is ambivalence about them actually doing this. The extent to which other stakeholders seem likely to encourage this is also explored.
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46

Hodgins, Margaret, and Patricia Mannix McNamara. "An Enlightened Environment? Workplace Bullying and Incivility in Irish Higher Education." SAGE Open 9, no. 4 (July 2019): 215824401989427. http://dx.doi.org/10.1177/2158244019894278.

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This study explores the experiences of workplace ill-treatment of academic staff in the Irish Higher Education sector, with a focus on organizational response to experienced or witnessed workplace bullying and/or incivility. Workplace bullying is a significant problem, affecting approximately 15% of the workforce, with considerable variation by sector. Educational workplaces typically display prevalence rates that exceed average workplace bullying rates. The negative impacts on health and well-being are well documented and evidence is also emerging to show that organizational responses are less than optimal. The data collected comprise 11 qualitative in-depth interviews with academic staff in three of Ireland’s seven Universities. Applying a phenomenological analysis approach, data revealed that participants’ experiences were overwhelmingly negative in respect of organizational response, despite the fact that each University had an anti-bullying policy. This is explored and discussed in the context of failure to address the complex power relations, which are particularly relevant in professional organizations, intensified by current changes in the higher educational sector. Study limitations include the small number of Universities and small sample size, thus limiting generalizability.
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47

Bencivenga, Rita, and Eileen Drew. "Promoting gender equality and structural change in academia through gender equality plans: Harmonising EU and national initiatives." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 13, no. 1-2021 (March 15, 2021): 27–42. http://dx.doi.org/10.3224/gender.v13i1.03.

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Gender equality has been actively promoted in EU academic institutions by the European Commission’s Science with and for Society (SwafS) programme through the implementation of gender equality plans (GEP). GEP formulation and implementation was strongly influenced by involvement in EU projects in Irish as well as Italian higher education institutions. The paper draws upon experience of the EU project SAGE (H2020), in which Irish and Italian universities actively cooperated, the Athena SWAN Charter in Ireland, Positive Action Plans (PAP) in Italy, and semi structured interviews with gender experts in Irish and Italian higher education institutions to explore the degree to which participation in EU and national initiatives can promote similar outcomes by the adoption of positive actions. The paper concludes that a harmonised strategy, focusing on common priorities and respecting cultural, political and social diversity, could promote the internationalization of the higher education sector and accelerate the process towards gender equality in academia.
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48

Schmutz, Jacob. "John Austin SJ (1717–84), The First Irish Catholic Cartesian?" Royal Institute of Philosophy Supplement 88 (October 2020): 239–71. http://dx.doi.org/10.1017/s1358246120000168.

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AbstractEarly-Modern Irish Catholics exiled on the European continent are known to have often held prominent academic positions in various important colleges and universities. This paper investigates the hitherto unknown Scholastic legacy of the Dublin-born Jesuit John Austin (1717–84), a famous Irish educator who started his career teaching philosophy at the Jesuit college of Rheims in 1746–47, before returning to the country of his birth as part of the Irish Mission. These manuscript lecture notes provides us first-hand knowledge about the content of French Jesuit education in the middle of the eighteenth century, which does not correspond to its classical reputation of ‘Aristotelian’ scholasticism opposed to philosophical novelties. While stitching to a traditional way of teaching, Austin introduces positively elements from Descartes, Malebranche, Locke and Newton into the curriculum. The present paper focuses on his conception of philosophical certitude (certitudo), which he considered a necessary condition for the possibility of philosophical knowledge.
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49

Doherty, Liz, Iseult M. Wilson, and Laura McKeown. "Practicing Safe Trad: Why Existing Approaches to Playing-related Musculoskeletal Disorders May Not Help the Irish Traditional Music Community." Medical Problems of Performing Artists 28, no. 4 (December 1, 2013): 181–87. http://dx.doi.org/10.21091/mppa.2013.4037.

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Playing-related musculoskeletal disorders (PRMDs) as they affect the Irish traditional music community is a topic which, to date, has received scant attention. This paper draws on data generated through a series of four focus group interview studies conducted at the Universities of Ulster and Limerick and involving 22 musicians. Specifically, this paper looks at the wider issue of identity within the Irish traditional music community and at how the complexities inherent in this have, perhaps, affected musicians in recognizing, relating to, and dealing with PRMDs. Whether or not the injuries affecting Irish traditional musicians are similar to or different from what other musicians experience, what this study shows is that the sense of self and discrete identity among the Irish traditional music community is so very strong that merely a “one size fits all” approach to addressing these issues is not likely to yield positive results. Health professionals therefore need to be sensitive to such factors when considering their management of PRMDs and to develop approaches along with the traditional music community that are cognisant of their identity as well as their needs.
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50

Brockliss, L. W. B., and Patrick Ferté. "Prosopography of Irish Clerics in the Universities of Paris and Toulouse, 1573-1792." Archivium Hibernicum 58 (2004): 7. http://dx.doi.org/10.2307/25529635.

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