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Exploring feelings about technology integration in higher education: individuation and congruence

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dc.contributor.author Risquez, Angelica
dc.contributor.author Moore, Sarah
dc.date.accessioned 2015-11-24T19:41:11Z
dc.date.available 2015-11-24T19:41:11Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10344/4747
dc.description peer-reviewed en_US
dc.description.abstract Purpose - This study utilises two key psychoanalytical concepts – individuation and congruence – in order to analyse individual responses to organisational change and to propose a tentative framework for considering psychoanalytical dynamics when organisational change is proposed, or underway. Design/methodology/approach - We analysed 146 responses to an open ended survey, which focused on respondents’ attitudes to the introduction of learning technology in a higher educational context. We asked organisational members to share their views about the proposed organisational change, and clustered these anonymous responses into meaningful categories, based on the psychoanalytically relevant notions of congruence and individuation. Findings – As well as generating a proposed list of archetypes associated with individual responses to organisational change, we emphasise how strongly our own tentatively generated categories align with the notion of authentic individuation as an important aspect of motivated organisational behaviour. Originality/value - This tool could provide a useful analytical backdrop for organisational change in general, and it could help to focus organisational attention on the importance of a psychoanalytically informed discussion on change by paying attention to privately held views, and partially articulated feelings about change. en_US
dc.language.iso eng en_US
dc.publisher Emerald en_US
dc.relation.ispartofseries Journal of Organizational Change Management;26 (2), pp. 326-339
dc.relation.uri http://dx.doi.org/10.1108/09534811311328371
dc.rights This article is (c) Emerald Group Publishing and permission has been granted for the author version to appear here http://ulir.ul.ie. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald en_US
dc.subject individuation en_US
dc.subject congruence en_US
dc.subject organisational change en_US
dc.subject technology enhanced learning en_US
dc.subject higher education en_US
dc.title Exploring feelings about technology integration in higher education: individuation and congruence en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1108/09534811311328371
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1441479


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