Abstract
The paper reports the way in which two teaching-led higher education institutions sought to increase their research capacity with a view to obtaining university status. This study took the form of a collective case study that had as its focus the changes associated with moving from a dominant teaching culture to one recognising the importance of the teaching-research nexus. Multiple sources of evidence were used to identify the way in which the culture of the organisations changed, the approaches adopted to support and produce change, barriers to change, and outcomes of the change process.
| Original language | English |
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| Title of host publication | Proceedings of the 2013 Clute Institute International Academic Conference, Paris |
| Place of Publication | France |
| Publisher | Clute Institute |
| Pages | 556-565 |
| Number of pages | 10 |
| Publication status | Published - 2013 |
| Event | The 2013 Clute Institute International Academic Conference, Paris - Evergreen Laurel Hotel, Paris, France Duration: 09 Jun 2013 → 11 Jun 2013 https://www.openeducationeuropa.eu/it/node/399521 (Conference information) |
Conference
| Conference | The 2013 Clute Institute International Academic Conference, Paris |
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| Country/Territory | France |
| City | Paris |
| Period | 09/06/13 → 11/06/13 |
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