Cathal O’siochru
Datos Biográficos
| ID | 2297022 |
|---|---|
| NOMBRE | Cathal O’siochru |
| NOMBRES | Cathal |
| APELLIDO | O’siochru |
| FIRMA | O’SIOCHRU C |
| AFILIACIONES | Liverpool Hope University |
| ORCID | 0000-0002-4547-6120 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Preferred style of leader among UK primary school teachers
The UK is experiencing a teacher retention crisis, marked by increasing attrition rates and vacancies, highlighting the need for effective school leadership. No past work has investigated leadership preferences within UK primary school settings, nor compared more contemporary models of leadership, such as social identity leadership, to established models including transformational, transactional, and laissez-faire leadership. This quantitative mi…
Issues of validity
The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participa…
True-belief, pragmatism or alienation
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
English and German academics’ perspectives on metrics in higher education
Action learning
This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants cou…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Can the Study of Students' Epistemological Beliefs and Epistemic Match Help Us to Explore the Disciplinary Nature of Education Studies
In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education s…
Dumbing down or beefing up the curriculum? Integrating an 'academic skills framework' into a first year sociology programme
This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject. The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated usi…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Dumbing down or beefing up the curriculum? Integrating an 'academic skills framework' into a first year sociology programme
This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject. The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated usi…
Can the Study of Students' Epistemological Beliefs and Epistemic Match Help Us to Explore the Disciplinary Nature of Education Studies
In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education s…
Action learning
This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants cou…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
English and German academics’ perspectives on metrics in higher education
Issues of validity
The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participa…
True-belief, pragmatism or alienation
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
Preferred style of leader among UK primary school teachers
The UK is experiencing a teacher retention crisis, marked by increasing attrition rates and vacancies, highlighting the need for effective school leadership. No past work has investigated leadership preferences within UK primary school settings, nor compared more contemporary models of leadership, such as social identity leadership, to established models including transformational, transactional, and laissez-faire leadership. This quantitative mi…
Psychology (6 obras) · Sociology (6 obras) · Political science (5 obras) · Computer Science (4 obras) · Higher education (4 obras) · Pedagogy (4 obras) · Epistemology (3 obras) · Management and Organizational Studies (3 obras) · Social Psychology (3 obras) · Accountability (2 obras)