A fragmented field: deinstitutionalisation and competing logics in the reorganisation of art and design higher education in Ireland and the United Kingdom

The provision of art and design higher education at the formerly-independent art colleges in Ireland and the United Kingdom is examined from an organisational and institutional perspective. It is argued that the historic Art School constituted an organisational field which was broadly homogenous over a long period of time, with visible isomorphic behaviours, and the existence of deep-rooted, taken-for-granted norms. Empirically, a comparative case study approach is used to illustrate the institutional nature of the field and to examine the challenges to the field which have led to deinstitutionalisation, fragmentation and an uncertain future. Theoretically, an institutional logics approach is employed, pointing to the existence of multiple and competing logics which have had and are having an enormous impact on the field. The competing logics are shown to be largely driven by the growing influence of the University on the historic Art School practices, and the resulting tensions have led to an “exploded field”, where different types of organisations have evolved – and indeed are still evolving - in heterogeneous directions, leading to a fragmentation of the field with little expectation that the field can re-institutionalise in a coherent manner. The analysis leads to discussion points for the future of art and design higher education in Ireland and the United Kingdom, as well as providing insights to how institutional logics can be used to explain the evolution of this field over a long period of time.