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1
Lindgren, Jones. "Saint Simons Island campus of Columbia Bible College." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/22344.
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Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.
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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.
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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success
(the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression
and analysis of variance techniques. In subsequent chapters, the categorical
approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.Science, Faculty of
Statistics, Department of
Graduate
4
Holden, Jennifer. "Social responsibility in higher education : conducting a social audit of a community college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ56560.pdf.
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Burns, Marvin J. "Factors influencing the college choice of African-American students admitted to the College of Agriculture, Food and Natural resources." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4646.
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Thesis (M.S.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 18, 2007) Includes bibliographical references.
6
Sado, Negussie. "A case study of the nontraditional baccalaureate degree program at Columbia Union College." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-155256/.
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Roper, Paula LaJean. "Black alumni of the University of Missouri-Columbia : financial support as the mirror of attitudes /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013018.
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Hosford, Stacilee Ford. "Frederick Augustus Porter Barnard : reconsidering a life /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11515107.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).
9
Colebrook, Peter. "Collective bargaining in British Columbia's community colleges." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32244.
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This study examines collective bargaining in 14 unionized community colleges in British Columbia. It provides a broad overview of bargaining in the colleges and insights into the tensions commonly associated with collective bargaining. The study combines qualitative data and quantitative data through the use of interviews, contractual analysis and two questionnaires. One survey examined the opinions of board members, senior administrators and faculty leaders on various aspects of collective bargaining. The latter included the competitive characteristics of distributive bargaining, governance, the scope of the collective agreements and a number of proposed modifications aimed at improving bargaining in the colleges. The study is significant as it fills a void in the research related to the above issues in British Columbia's colleges.
The literature review encompassed a wide range of research. This included material related to the evolution of collective bargaining in higher education; factors that influence opinions of bargaining; constructive conflict, destructive conflict and dysfunctional competition; conflict resolution techniques associated with bargaining; and integrative bargaining.
The study revealed a competitive collective bargaining climate in the colleges, characterized by such factors as a
lack of trust and respect, inexperienced faculty negotiators, contractual constraints and a lack of bargaining priorities. The competitive climate was aggravated by a number of external factors (government policies); internal factors (the management style of a president); the composition of the faculty associations (combined vocational and academic faculty associations); and personal factors (age and political preferences). In terms of governance issues, the scope of the collective agreements and their political orientation, the board members and the senior administrators are essentially from the same population. The faculty leaders come from a different population. The respondents favour modifications that would enhance communications, training, and equal access to information, as well as the resolution of labour matters at the local level rather than at the provincial level.
Distributive bargaining will likely remain the cornerstone of negotiations in British Columbia's colleges. Although it does not have to be as competitive as it is, the distributive model appears to be best suited to the resolution of Level I issues, e.g. salaries, benefits. Given the collegial traditions of higher education, the varying professional needs of the faculty, the issue of management rights and the intrinsic values of the parties involved, a more collaborative model of bargaining is necessary to accommodate Level II issues. The latter include faculty participation in college governance, peer evaluation, and the selection of other
faculty. The study contributed to the research literature and produced a number of recommendations for practice.Education, Faculty of
Graduate
10
McHardy, Robert David. "Decentralizing the administration of programs for part-time college students, a case study analysis of Camosun College, Victoria, British Columbia, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37582.pdf.
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Mitchell, Alan Robert. "Administrators' perceptions of the outcomes of implementing three provincial policies on community college governance in British Columbia." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27669.
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Recent students of policy have devoted much attention to the analysis o-f policy implementation, describing the changes that occur during the implementation of policy in various ways. This is another such study, the purpose of which was to determine how administrators of community colleges perceived the outcomes of implementing three provincial policies concerned with governance of the college system in British Columbia. The provincial Government, through the Minister and Ministry staff, was the policy formulator, community college governance was the policy topic, and community college system administrators were the implementors. A subsidiary purpose is to determine what discrepancies, if any, existed between the policies' intentions, and the outcomes o-f those policies as perceived by the implementors.
Guided by a conceptual framework developed from the literature on policy implementation and based on Easton's (1965B) political systems theory, a case study method was used to collect and analyse the data.
The documented and perceived intentions of formulators in relation to the three policy initiatives examined were reasonably congruous, but only two of the policies were perceived to be implemented in a way that corresponded at all closely to the policy intentions. From an analysis of the perceptions of policy implementors, a number of different outcomes emerged which did not align with the intentions of those who formulated the policies. The following major conclusions were reached. 1 Governance of the community college system in B.C. was perceived to have become more simplified and efficient as a result of the policies.
2 Administrators perceived that decision—making moved from the Councils to the Minister and the Ministry office, thus providing a more centralised governance structure.
3 There appeared to be an interesting connection (strong relationship) between administrators' perceptions of intent and their perceptions of outcomes.
4 It was perceived that a lack of trust existed between the Ministry and various interest groups involved in the governance of the college system.
The findings have practical, theoretical and methodological implications, including recommendations for future policy-makers, some additions to the body of knowledge on policy implementation, and some suggestions for further research on this topic.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
12
Hatch, Wendy E. "The experience of unemployment for university graduates under 25 years of age." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.
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An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
13
Dubose, Nadie. "College freshmen's perception of racism at the University of Missouri-Columbia do you see what I see? /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4856.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 6, 2009) Includes bibliographical references.
14
Sheridan, Casey John. "Faculty vitality in two community colleges : factors reported by instructors as affecting their productivity." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29496.
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This study investigated community college faculty productivity from within the overall context of faculty vitality. The study was conducted at Fraser Valley College in Abbotsford and Chilliwack, British Columbia, and Red Deer College in Red Deer, Alberta. Two research problems were addressed. First, which work related factors, as reported by continuing contract teaching faculty at the two community colleges, facilitated or hindered the productivity of instructors? Second, to what extent are a composite set of factors, based on those suggested in the literature as affecting faculty vitality, perceived by faculty at these colleges to affect their productivity?
The research was descriptive, extending faculty productivity and vitality inquiry into the community college context using a case study approach. A questionnaire employing the critical incident technique was used to collect data from faculty about incidents they perceived as having had a personally significant effect on their productivity. A definition of community college faculty productivity for use in the critical incident process was developed using a 12 member Delphi group consisting of three faculty and three administrators from each college. Rating of the composite set of vitality factors was accomplished by asking the respondents to rate each factor on a five point bipolar rating scale based on their perception of the priority each factor had in affecting their productivity.
The 330 incidents collected by the questionnaire (171 facilitating, 159 hindering) were classified into 15 incident categories which in turn were able to be grouped into four major areas each of which provides a theme for the related categories they contain. All factors in the composite set of vitality related factors received a minimum mean rating of three on the five point scale.
Conclusions drawn include: (1) the frequency of incidents by category should not be the only measure of category importance because frequencies may vary by institution, by instructor, and over time; (2) the categories reflect an open rather than closed classification system and as such are interrelated; (3) the categories reflect both facilitating and hindering incidents; (4) factors suggested by the literature as affecting vitality are perceived by faculty to affect their productivity but these results may hide a diversity of views for a particular situation; (5) the factors identified as facilitating or hindering community college faculty productivity should not be interpreted as applicable in all situations or for all faculty.
Research results suggest increased awareness by administrators (at the colleges in the study) of the facilitating/hindering productivity factor category scheme should lead to a working environment more facilitative to faculty productivity if either facilitating incidents are increased and/or hindering incidents are reduced. The productivity factor assessment section of the questionnaire results suggests administrators at the two colleges should be sensitive to any actions which are perceived as undermining quality of performance.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
15
Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.
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Stumpf, Don Stephen. "The administration of higher education extended campus locations with a distance learning component an analysis of best leadership practices at Columbia College /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/don_s_stumpf/stumpf_don_s_200708_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 128-149) and appendices.
17
James, Edwin A. H. "The saliency of existing text as a barrier to revision in the redrafting of college students' written compositions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26844.
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The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text.
Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without access to any material produced at the draft one stage but then received back this material at the third draft stage. The control group redrafted normally, having access at all times to previous draft material.
Results showed that students in the experimental group produced significantly longer and better quality final drafts with significantly higher self-evaluation scores than students in the control group produced. The mean number of idea units that were retained, removed, or added by students in either group was significantly different at both the second and third draft stages. Each part of the assignment was affected differently. Significant interactions among condition, grade point average and writing apprehension were not evident. These findings indicated that this three-stage redrafting heuristic may be a valuable technique for encouraging successful revision of students' early drafts. Further research,
particularly regarding how a text communicates information, would be beneficial to our understanding of the role played by existing text in students' compositions.Education, Faculty of
Graduate
18
McKinley, Billy G. "A comparison of characteristics, related experiences, and perceived leadership abilities of students enrolled in the University of Missouri-Columbia College of Agriculture /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901262.
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Mounce, Smith Amy Rae. "Academic advising in the College of Agriculture, Food and Natural Resources an investigation of undergraduate students' needs and faculty performance /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5534.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.
20
Cook, Delia Crutchfield. "Shadow across the Columns : the bittersweet legacy of African Americans at the University of Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712796.
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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.
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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university.
It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered.
Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion.
The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous
effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students.
A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
22
Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.
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Bradley, Stefan M. "Gym crow must go! : the 1968-1969 student and community protests at Columbia University in the City of New York /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091901.
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Earnshaw, A. P. Russell. "The experience of job insecurity for women university graduates in temporary and contract jobs in Vancouver." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26808.
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Field research was used to document the psychological and contextual experience of job insecurity for 15 graduate women in jobs with limited tenure and protection. Single, hour-long, intensive focused interviews were used, employing a projective technique. Transcripts of taped interviews were analyzed for factors associated with positive and negative emotional shifts. Factors were categorized and grouped into domains, which included: the nature of the subjects' job insecurity; effects on work performance, work relations, emotional and physical health, finances, leisure, and, personal and family life.
The experience was shown to fit a transition model of loss and adaption to change. Major stressors were uncertainty, financial fears, pressure to perform, loss of trust, job search and career fears. Typical cognitions included: self doubt; feeling unappreciated, disillusioned, powerless and isolated. Cynicism and feeling compromised were less common reactions. Work relations, and work performance were generally adversely affected as were leisure activities and family life. Financial retrenchment was common. All subjects reported stress and anxiety; some reported depressive symptoms.
Thirteen coping strategies were identified. Cognitive coping was prominent, in particular, denial-like processes used to maintain optimism. "Good coping" and "poor coping" profiles were developed from the data.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
25
Jannenga, Stephanie C. "Making College Colonial: The Transformation of English Culture in Higher Education in Pre-Revolutionary America." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1605727758343884.
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McGuire, John. "Tigers on the air : a case history of University of Missouri sports play-by-play, 1948-2003 /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137729.
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Levin, John S. "The board-president relationship in three British Columbia community colleges." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29363.
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The issue of governance in institutions of higher education has attracted considerable attention in the North American literature. While much has been published concerning the respective roles of the president and the governing board in managing the affairs of colleges and universities, limited attention has been given to the relationship which exists between the two parties. Furthermore, while the importance of the relationship is acknowledged, there has been no systematic research to determine reasons for such a claim.
This study examines the board-president relationship in three community colleges in the province of British Columbia and ascertains reasons for its importance. The research framework on which the study is based consists of three major components, the determinants of the board-president relationship, its effects, and the characteristics of the relationship itself. The literature on boards and presidents implies that any relationships which do exist fall into three distinct dimensions, formal, operational, and personal.
The three dimensions of the relationship are used in this study as a focal point and conceptual centre around which research questions are designed. The method involves a qualitative-interpretive design which generates both documentary, factual data and perceptual data from two major sources. The sources are institutional and legal documents and in-depth interviews with the presidents and board members from the three institutions. The study largely reveals an understanding of the relationship from the perspective of the participants.
The conclusions which emerge from this investigation indicate that the board-president relationship at each college displays characteristics which identify the relationship with the articulated goals, philosophy, and values of each institution and reflects its development. Moreover, as perceived by the participants, the relationship exerts important influence upon the image of the college with both its internal and external community, while reinforcing the values and philosophy of the institution.
The research provides a beginning for the development of theory in the area of leadership and management in institutions of post-secondary education. It also offers insights for practitioners concerned with the improvement of their effectiveness in governance, specifically in the colleges in British Columbia. The study has moved beyond current scholarship on the board-president relationship; it has also prepared the groundwork for further research by posing several hypothetical questions which arise from this investigation.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
28
Behnke, Walter. "Innovation in British Columbia community colleges : a study of the relationship between innovativeness and organizational variables." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30329.
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From a review of the innovation literature, encompassing a broad range of research traditions and a variety of approaches to innovation research, the organizational context of innovation was identified as a research framework. This study was intended to bridge the gap between a theoretical understanding of innovation (largely derived from studies of the private and business sector) and its application to the concept of the public community college. The survey research methodology was modelled after organizational innovation studies from the organizational behavior and business management tradition in the structural-functional paradigm. Hypotheses were developed to address the research question: "To what extent does innovativeness vary among British Columbia community colleges and to what degree do specific organizational characteristics correlate with institutional innovativeness?"
Data on specific organizational variables were collected from eight B.C. community colleges. Findings primarily confirm that innovativeness varies among institutions and correlates positively with activity levels of professional cross-fertilization. The most significant implication of the study for policy relating to the community college system is that higher levels of opportunity and support for professional interaction and travel and conference funding are directly related to higher levels of innovativeness in community colleges.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Wongwanich, Suwimon. "Faculty evaluation in the College of Education : faculty perceptions and needs assessment /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889187008.
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Frick, David Lee. "Persuasion and the allure of new policies : attaining parliamentary commitments to decentralize higher education in British Columbia and Sweden during the 1960s /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7825.
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Howman, Cynthia Joan. "A study of college registrars in British Columbia." Thesis, 1994. http://hdl.handle.net/2429/5066.
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This study dealt with college registrars in the Canadian province of British
Columbia. The purpose of this study was three-fold: (i) to gather information
concerning the personal characteristics, career paths and academic preparation of
college registrars, (ii) to identify the types of professional development activities
to which these individuals subscribe, and (iii) to determine the professional
development needs and preferences of college registrars.
A review of the scholarly literature revealed a limited number of studies
dealing with college registrars. No Canadian studies were found which dealt with
this subject matter. Other related literature was sought out, particularly studies
which dealt with the personal characteristics and work histories of other nonacademic
post secondary educational administrators.
A questionnaire was mailed to all college registrars in British Columbia
(N = 18). Seventeen individuals responded. From the information gathered via the
questionnaire, several conclusions were drawn and a profile of the average college
registrar in British Columbia was developed. This profile identifies the registrar as
being a male who is roughly forty-six years of age. He is employed by a
comprehensive community college and earns approximately $64,000 annually. He
has held this position for close to eight years. This individual has completed an
undergraduate degree in the field of science or mathematics although, he believes
that there is no "preferred" form of undergraduate education for potential
registrars. He has developed an understanding of the computer technologies utilized at his college through "hands-on" experience and is largely self-taught.
Prior to becoming a registrar he had worked full-time for twelve years and
had held at least two other positions within a college or university. When desire
or circumstances necessitate a job change, this person would seek a position such
as Dean or Director of Student & Ancillary Services or Vice-President, Student
Services and Administration. This individual did not actively pursue the goal of
becoming a college registrar. Given that this individual did not intend to become
a registrar, it is not surprising to find that his academic preparation was not
planned with a view to future work as an administrator in an institution of higher
learning.
The college registrar enjoys attending workshops, seminars and meetings
sponsored by the British Columbia Registrars' Association (BCRA). He is a member
of this organization as well as the Association of Registrars of Universities and
Colleges of Canada (ARUCC) and, the American Association of Collegiate
Registrars and Admissions Officers (AACRAO).
Several conclusions were drawn and recommendations were made.
32
Gaber, Devron Alexander 1952. "Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system." Thesis, 2002. http://hdl.handle.net/1957/31102.
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The purpose of this study was to better understand the historical
development of the British Columbia (B.C.) community college, university college,
and institute system with the focus on the changing nature of voluntary inter-institutional
collaboration in relation to provincial coordination. The study also
examined the related themes of centralization and decentralization within B.C.'s
system and the development of a provincial system of autonomous institutions.
The methodology used was qualitative, and more specifically, interpretive
in nature and based on the historical method and the underlying assumptions of
hermeneutics. The researcher began by analyzing pertinent primary and secondary
sources of literature in relation to the study's purpose. The findings from the
literature analysis formed the basis for interview questions that were asked of 10
key informants to fill gaps in understanding and confirm findings.
The study found that the B.C. system began as a decentralized group of
autonomous, community-oriented institutions but became more centrally
coordinated by government in the late 1970s and early 1980s, largely because of
increased costs and a worsening economy. The 1990s witnessed a high level of
centralized decision making with stakeholder involvement, which has been
replaced by a move towards decentralization and greater institutional autonomy in
the early 2000s based on the market ideology of the new government. Throughout
the decades, the B.C. system has had a history of voluntary collaboration but that
collaboration has been gradually blended over time with provincial coordination as
government built a system of autonomous institutions.
The main conclusions of the study are that an appropriate balance may be
achievable between centralization and decentralization in order to maintain a
coherent system of accountable, autonomous institutions but would need systematic
efforts by government and institutions and a policy framework for system
governance. Such a balance may be achieved by learning from the lessons of B.C.'s
rich history and from the experiences of other jurisdictions. To achieve system
goals, the Ministry and institutions could build on the history of voluntary
collaborative efforts, which seem particularly important among educators at the
program level. The Ministry might reward such collaboration and hold institutions
accountable for it.Graduation date: 2003
33
Garneau, J. E. Paul. "Faculty development in British Columbia Community Colleges." Thesis, 1993. http://hdl.handle.net/2429/1764.
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This thesis was an attempt to better understand what it would take for faculty development decision makers to promote faculty vitality more effectively in British Columbia community colleges. First, it was necessary to examine governmental expectations and objectives for the entire system. Next, a review of the complex terminology used to describe multiple aspects of faculty development was presented. This was followed by an extensive review of the literature on the subject, going back to its early development through to the year 1992. This review revealed the existence of considerable diversity throughout the field. In an effort to somewhat rationalize what faculty development pursuits had come to, a comprehensive model was developed and put to the test with a sampling of decision makers employed at two-year institutions. The model served as a base for the development of an integrated questionnaire which featured an elaborated checklist of potential faculty development activities. Respondents were asked to provide strategic as well as operational information as it related to the developmental needs of regular full-time faculty members. The study's inductive findings supported the model well, enabling an analysis of its implications regarding theory, research, and practice.
34
"Profesor de Columbia College dictará taller en la UPC." Universidad Peruana de Ciencias Aplicadas - UPC, 2015. http://hdl.handle.net/10757/575963.
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El reconocido periodista Elio Leturia dictará el taller “Portafolio de Imágenes” el próximo mes de julio en la UPC, Sede Monterrico. Dicho curso tiene como objetivo potenciar y afianzar las herramientas de diseño gráfico y producirlas para ser publicadas en prensa y plataformas digitales.
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Cram, Daniel William. "The underemployment of B.C. college graduates." Thesis, 1997. http://hdl.handle.net/2429/6467.
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Underemployment is a much discussed but little researched topic. The thesis begins
with a broad discussion of the theory and methodology underlying the recent research on
underemployment. It then proceeds to a quantitative analysis of underemployment using data
from the 1995 follow-up of B.C. college leavers from vocational, technical and two-year
academic university transfer programs. The study finds that, overall, one third of B.C. college
leavers were employed in jobs that did not require the level of education that they had attained.
As expected, there were significant differences by field of study and subsequent occupation.
The rate of underemployment among students from academic programs was eight times the
rate of underemployment for students from vocational programs and twice that of students
from career/technical programs. Additionally, almost a third of all college leavers were
employed in Sales and Service occupations and roughly two-thirds of those were
underemployed. Labour market segmentation theory provides the most useful theoretical
explanation for these findings. The markedly uneven rates of underemployment experienced by
college leavers in the core and peripheral sectors support the labour market segmentation
perspective. In conclusion, underemployment is a useful, though limited construct. Such a
measure should only be used in conjunction with other measures of employment outcomes like
unemployment, salary and full/part-time employment status.
36
Owen, Starr Leona Allaby. "Now we’re a university college: a kaleidoscope of meanings." Thesis, 1996. http://hdl.handle.net/2429/6126.
Full textAbstract:
I conducted a case study at Multisite (a pseudonym), an established
community college that is becoming a university college. I explored and
attempted to understand (a) the organizational culture, and (b) how faculty
members interpret this transition. I conducted prolonged observations and
interviews with 39 faculty members.
I explored the culture by means of what I label the themes of family, of
participation, and of institutional mission. I also explored it using multiple
perspectives, especially a fragmentation perspective (Martin, 1992). I used the
metaphor of a kaleidoscope to signify shared frames of reference without
consensus on meanings.
I modified Geertz' (1973) sensemaking perspectives and developed a
framework. It entails three elements: (i) a perspective, (ii) a symbol or issue, and
(iii) the interpretation of (ii) within (i). It is consistent with Weick's (1995)
description of organizational sensemaking.
An individual may focus on (a) traditional (e.g., communal and
participatory) cultural values, (b) emergent (e.g., academic) cultural values, or (c) pragmatic interests. The interpretation may be positive, negative, neutral, or
postponed, depending on the perceived status of the cultural value or of the
pragmatic issue. Interpretations seem not to be associated directly with objective
characteristics, such as length of service, program affiliation, or academic
credentials attained.
Fragmented meaning systems are associated with fragmented
interpretations; fragmented interpretations are associated with fragmented patterns
of organizational commitment and job satisfaction. Faculty who use a traditional
cultural perspective indicate that they or their colleagues retain their level of
commitment or have lost it, according to whether traditional values seem retained
or lost. If they are uncertain what will happen to traditional values, they are
uncertain whether they or their colleagues will remain engaged. Faculty who use
an emergent cultural perspective indicate an increased job satisfaction; they may
indicate decreased organizational commitment. Faculty who use a pragmatic
perspective may see the transition positively and express enthusiasm for their
work; they may see it negatively and express low levels of organizational
commitment. I suggest that factors in the external environment have precipitated
changes in organizational values which, in turn, have precipitated changes in
organizational commitment and job satisfaction.
37
Maher, Paul Claude. "A matter of degree : private higher education in British Columbia and Alberta." Thesis, 1998. http://hdl.handle.net/2429/8256.
Full textAbstract:
This study examines and compares two well-established private universities in their
provincial environments: Trinity Western University (TWU) in British Columbia, and
Augustana University College (AUC) in Alberta. Three questions were addressed. First,
what were the conditions that enabled TWU and AUC to take root and flourish in their
environments? Second, in what way and to what extent are TWU and AUC "private"?
Third, how have TWU and AUC survived in their public environments on issues related to
achieving degree-granting status, quality control, academic standards and public acceptance?
The main finding to the first question is that both universities were established by the
faith, perseverance and volunteer action of supporting memberships whose philosophy and
beliefs were mainly incongruent with those of the public environment. Both universities were
given recognition by politically conservative governments whose ideology extolled the virtues
of private initiative.
The main finding to the second question is that both universities were not "private" to
nearly the same degree. While both universities are recognized for their academic quality by
the postsecondary environment, TWU exhibits characteristics that are more distinctive and
incongruent with the public environment in its faith-affirming beliefs, governance, financing,
missions, academic frameworks, faculty, students and ethical standards. AUC, on the other
hand, is far more "public-like" in these aspects, and is formally accountable to and part of the
postsecondary education system of Alberta.
The conclusion to the third finding is that TWU has depended on maintaining its
distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its
environment in order to remain viable. AUC, by contrast, has depended on relinquishing
much of its distinctiveness and autonomy in order to receive provincial support and
recognition.
These two cases illustrate that the idea of "private" as opposed to "public"
universities should be viewed as a matter of degree rather than in absolute opposite terms.
38
Cheung, Hilary D. "An impact study of the educational experience on the financial, employment and educational development of graduates of the Douglas College business programs." Thesis, 1993. http://hdl.handle.net/2429/2220.
Full textAbstract:
Douglas College Business Program students have graduated for the past twenty-two years. This study was undertaken to examine three specific aspects of the 'impact' that the Douglas College educational experience has had on these business graduates. Impact, as defined by Alfred (1982), is the sum total of outcomes, changes and benefits produced by a college. Through the use of Astin's model of the components of the process of higher education, specific outcomes related to employment, finances and further educational development were investigated. A survey was conducted of graduates from selected business programs from the years 1981 and 1986. Analyses were carried out to determine outcomes of having graduated from a Douglas College business program. It was found that the Douglas College business program graduates experienced positive outcomes related to employment, finances, and pursuit of further education. Graduates perceived that the benefits related to employment were more important than other benefits related to their educational experience.
39
Strasdin, Sharon Lee. "Full-time conscripts : narratives of long-term, part-time female college instructors." 2005. http://hdl.handle.net/1828/741.
Full text
40
Nobel, Elizabeth Violet. "Vancouver Community College ABE student profile and use of support services." Thesis, 1996. http://hdl.handle.net/2429/4525.
Full textAbstract:
The study described in the following pages was conducted in the
summer of 19 9 3 at the King Edward Campus, (KEC) of Vancouver
Community College. The subjects of the study were students
attending classes at the Provincial Level of the Adult Basic
Education (ABE) program at the college.
The primary purpose of the study was to determine the
characteristics of the students as compared with the literature,
and to discover whether students used the support services designed
to assist them.
A student survey was developed and administered to students by
instructors during class time. The sample was selected by
targeting all Provincial Level classes in session at the time the
survey was conducted, and thirty questionnaires were given to
instructors in the self-paced program to be handed out to students
when they were scheduled to come in. The information from the
questionnaires was then entered into the computer and a statistical
analysis was done.
When the results of the study were compared with the information
gathered from the literature review, it was learned that at KEC,
the Provincial Level ABE student is more traditional than nontraditional,
that is, the students were younger than anticipated,
and the number of female students was only 3.8% higher than the
ABE STUDENT PROFILE AND USE OF SUPPORT SERVICES III
number of male students. It was also learned that the majority of
the students had already completed secondary school before coming
to study at KEC, but were stil l taking grade twelve level courses
in order to have the prerequisite knowledge to enter the programs
of their choice at Vancouver Community College or other
institutions.
Although students used the support services available to them,
there were some differences in how the high proportion of second
language speakers used them. However counselling, in particular,
although used somewhat differently by second language speakers, was
used by students at the Provincial Level for advising before
registration, rather than for personal counselling or career
planning.
As colleges plan for the future, it has become even more important
to obtain student feedback regarding services designed to assist
them. The development of a student profile enables administrators
and practitioners alike to gain insight into their student
population and what the students perceive to be their needs. It is
hoped that this study will be the first of many which will help to
identify the needs and gaps in ABE programs and the services that
are provided to support the students.
41
Garland, Maureen R. "Variables affecting persistence in distance education in the natural resource sciences." Thesis, 1992. http://hdl.handle.net/2429/2978.
Full textAbstract:
This research was undertaken to clarify the nature of barriers to persistence in natural
resource sciences distance education at the tertiary level in order that participation through to
completion may be improved. Its aim was to provide insights and theoretical concepts useful
in clarifying distance education access as a whole, while also providing understandings
helpful in improving education and communication initiatives concerning sustainable
development and the environment.
Ethnography was used to illuminate the declarative and tacit understandings of
withdrawal and persisting students. Ethnographic interpretations of student understandings
were complemented by demographic and other data collected through questionnaires and the
Myers-Briggs Type Indicator, a psychological survey instrument.
Statistical analysis of quantitative data yielded predictive relationships that accounted
for 24-39% of the variability in student withdrawal/persistence. However, many variables
defy meaningful measurement and quantitative analysis. Overall results suggest that student
withdrawal is related to a set of complex multivariables that act additively and interactively
in numerous context-dependent ways to result in a dropout decision that is almost
idiosyncratic in nature. Nonetheless, important common barriers to persistence are evident.
Both withdrawal and persisting students experienced situational, institutional,
dispositional and epistemological problems that acted as barriers. A number are relatively
unique to second chance learners, who are effectively disadvantaged. Many of the problems
students experienced reflect the social contradiction between their roles as students and their
roles as mature adults.
The newly elucidated cluster of potential barriers to student persistence termed
epistemological problems are the result of incongruency between the student's cognitive and
affective perceptions of knowledge, and the nature of the knowledge presented in the
courses. Although the courses mainly present hard, applied knowledge with a generally
positivistic, empirical viewpoint, they also demand high levels of integration and inference.
as well as abstract and relativistic thinking. A number of students found the courses' diverse
epistemological stances problematic: some thought the content too scientific and technical; a
few found it too abstract and ambiguous. Some were challenged by demanding prerequisite
knowledge requirements. Still others found it difficult, in the absence of face-to-face
interaction with instructors and peers, to make the epistemological shift from learning by rote
to higher level thinking.
It was concluded that more facilitative instructional design and student support are
needed. Distance education persistence could be enhanced by providing students with all the
resources and support they need in order to exercise personal control over their learning. A
dialogic construct reflecting empathetic response to the views, values, frames of reference
and varying dependency states of individual adult learners is suggested.
Elucidation of the epistemological problems also provides understandings useful in
general improvement of natural resource management education and communication
initiatives. Because the highly structured, technical and specific nature of the disciplinary
content and the dense formal jargon of the disciplinary discourse in themselves impede
effective communication, it appears that natural resource scientists could more effectively
share their knowledge if they simplified it, assumed no prior understandings, and helped
people learn by informally and subjectively putting it in a more holistic context for them,
including making inferences to application and implication.
42
Domae, Lisa. "Planning the campus with place in mind: a phenomenological exploration of the lifeworlds of community college campuses in British Columbia." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8365.
Full textAbstract:
This phenomenological study contributes to scholarship on the geographies of higher education by examining the importance of “place” for the design and planning of college campuses. In particular, the study explores the lifeworlds of two community college campuses in British Columbia, Canada, comparing the “sense of place” at an urban campus in the lower mainland of British Columbia with a rural campus on Vancouver Island. In contrast to conventional treatments of the campus as absolute space, this dissertation considers how higher education campuses serve as places of meaning to those who use them. Using a combination of natural walk-along interviews and mental mapping methods with 23 participants, the findings from this study support Seamon’s (2013) contention that places – in this case, college campuses – are interanimations of people and their physical environments where meanings and a sense of place are created through the practices of daily routines. Participant responses also suggest that a sense of belonging to community, with its concomitant academic benefits, is advanced by encouraging a feeling of “at-homeness” on campus. These findings put into question the reliance of conventional campus design and planning approaches on the visual impact of the built environment to create a sense of place. Instead, building from Gehl (2011), they highlight how design and planning efforts that support the gathering of people and their routine use of campus spaces can foster the “place-ballets” that make vibrant and distinctive places. In generating spontaneous interpersonal encounters, place-ballet also sets the conditions understood to support the creation of new knowledge. To advance the notion of place-ballet, the study concludes by offering the neighbourhood as a model for campus design and planning that both connects home to community and encourages citizen engagement.Graduate
43
Nicol, Jerome Sowle. "Planning for the planning school: making the case for enhanced applied learning opportunities at the University of British Columbia’s School of Community and Regional Planning." Thesis, 1996. http://hdl.handle.net/2429/4558.
Full textAbstract:
The nature and role of higher education is changing. The relationship between the
University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility
and inclusion) and external (e.g., funding and market demands) forces are converging in a way
that demands a reconceptulization of higher education and the learning process. This thesis tries
to identify and integrate varying facets that contribute to the changing landscape of university
education, specifically focusing on the increased interest in applied learning opportunities at the
post-secondary level, and the ways in which different professional and academic programs are
incorporating such opportunities into their programs. These findings are interpreted in the
context of graduate planning education at the University of British Columbia's School of
Community and Regional Planning (SCARP).
This qualitative study is grounded in an analytical reflection informed by my own
experiences as a graduate planning student, by a review of academic, professional, government,
and public press literature, and by interviews with various academics, administrators, and
practitioners. The thesis presents an overview of literature from the field of planning education,
and an introduction to the literature of higher education. This is followed by an examination of
graduate planning schools in Canada and analogous professional/academic programs in British
Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent
types of applied learning opportunities (e.g., co-op program, internship, and practicum).
A summary of trends, models of innovation, best practice ideals, and recommendations for
graduate planning education at SCARP conclude the thesis. Most importantly, the
recommendation is made for the school to continue and improve its trial internship program as
well as persist in exploring ways of providing applied learning opportunities to students.
Programs in higher education must continue to link theory and practice in ways that best serve
students in today's changing society.
44
Abu-Odeh, Desiree. "Sexual Violence and Responses to It on American College Campuses, 1952–1980." Thesis, 2021. https://doi.org/10.7916/d8-ge23-m748.
Full textAbstract:
Using archival and oral history sources, my dissertation examines the emergence of what is now known as “sexual violence” and responses to it on American college campuses in the post-World War II period. This history has yet to receive a full account of its own. It demands one, national in scope but with campus-specific detail. Bridging historiographies of rape, higher education, and postwar feminisms, among others, my analysis features cases of sexual violence, activism, and institutional and legal developments throughout the US. These cases include early responses to campus sexual violence at the University of Chicago; anti-rape organizing at the University of Michigan, Barnard College, and Columbia University; Title IX litigation in the case of Alexander v. Yale (2d Cir., 1980); and the proliferation of a national campus anti-harassment movement through the advocacy work of the Project on the Status and Education of Women and student organizing at the University of California, Berkeley.
Across cases, I show how student activists leveraged feminist and sometimes anti-racist analyses to fundamentally shift understandings of sexual violence and force universities and the state to address the problem. I argue that unprecedented growth in women’s college enrollment and entry into previously closed-off professions, the new feminist movements, and emerging anti-discrimination regulations provided women a context and tools to mold the American university. After World War II, when Black Americans moved in record numbers from the South to Northern cities, campus sexual violence was understood in thinly veiled racist terms as part of a broader crime problem. The perceived crime problem and specter of interracial rape sparked calls for universities to ensure safer campuses. In response, urban universities advanced robust neighborhood renewal and campus security programs. Shortly thereafter, feminists of the 1960s and 1970s developed an anti-rape consciousness and new theories of sexual violence. Students used feminist analyses of gendered power and new knowledge about experiences of sexual violence to shift who was perceived as a threat to campus women, from Black and brown strangers to university faculty and peers. By changing how campus sexual violence was understood, from a threat outside the university to a threat within, activists placed responsibility for rape and sexual harassment with university administrators. Students leveraged anti-discrimination law – namely Title IX of the Education Amendments of 1972 – to force university administrators and the state to recognize and address campus sexual violence as illegal sex discrimination. In response to student demands, the state began to grapple with the full regulatory implications of Title IX. And universities established policies prohibiting harassment, grievance procedures, and institutions to serve people who experienced sexual violence.
45
Phan, Tan Thi. "Tapestry of resilient lives : socio-cultural explorations of ten Vietnamese inner-city youths." Thesis, 2000. http://hdl.handle.net/2429/11278.
Full textAbstract:
Traditional psychological research on resilience has focused on individual traits and
abilities and minimized the role of cultural and socio-political contexts in its analyses. In
this tapestry, I use a narrative framework to learn about ten Vietnamese refugee youths,
who have received university scholarships to attend university, but whose life chances
would otherwise be considered, at high risk of failure because of their race, ethnic, and
income status. I also interviewed their parents. Their narratives are discussed in the light
of historical, cultural and social contexts in which they live and learn. In reporting the
students' life stories, I use the concepts of "dance of life " that takes place within a context
of shared human stories.
The parents' endurance, struggles, and hopes accumulated over generations,
become a story of collective resiliency. This story provides the informative thread for a
collaborative weaving of the students' "dance of life" in which the children's individual
responsibility for their academic (achievements. For the refugees academic resilience is a
pervasive individual and collective experience, rooted in the distortions of social relations
and the disruptions of community life that are the product of an oppressive society.
Resiliency becomes the common "process" of participation open to all individuals, and
conjoins deep personal meaning and shared common purpose. Thus, academic
achievement is seen by the refugees as an effective instrument of empowerment and
liberation for the entire family, community, and the hope for the future
The self as narrated by these students orchestrates a dance between and among
themselves within a family, a community, and across generations. The students'
achievement is motivated by a debt of love and gratitude to those members of the family
achievement is motivated by a debt of love and gratitude to those members of the family
and the community to which they belong. Students stated that through their own efforts
and the "right attitudes" they could reach their goals in school and break down the barriers
of discrimination. They reported growing closer and more emotionally dependent on their
parents over time. They struggled more with how to have and maintain satisfying peer
relationships without becoming independent from their parents.
This study opens a door to the discussion of socio-cultural perspectives that may
partially explain previously reported outcomes of high achievement among Vietnamese
refugee youths, despite their humble origins and their parents' low level of in come and
education.
46
Beliveau, Kevin Edward Vicente. "Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989." Thesis, 2001. http://hdl.handle.net/2429/12753.
Full textAbstract:
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution.
47
Reagan, Janet. "Attribution and interpretive content analyses of college students' anecdotal online faculty ratings: students' perceptions of effective teaching characteristics." Thesis, 2009. http://hdl.handle.net/1828/1489.
Full textAbstract:
This dissertation documents a mixed methods doctoral study that accessed a popular online faculty rating system situated in the public domain, to reveal adult students’ perceptions of effective teaching characteristics in three community colleges located in British Columbia, Canada. The study is informed by two phases including a quantitative analysis of attributions and a qualitative interpretive content analysis of 300 randomly selected student anecdotal evaluations of their classroom experiences that were cross-referenced to the empirical research that formally defines effective teaching characteristics. Six attribution themes emerged from the students’ online perceptions: Articulate, Competent, Content-expert, Empowering, Perceptive, and Trustworthy that in their complexity were re-articulated for latent symbolism and problematised through an adult education lens. These findings subsequently led to development of the ACCEPT Model of Student Discernment of Effective Teaching Characteristics.
The research findings contribute to a further understanding of students’ ability to discern and report effective teaching characteristics through an online faculty rating system that is informal and less traditional, for the purpose of improving teaching and learning practices in college settings in British Columbia. There are six recommendations provided that will be of interest to administrators, faculty, students, and institutional researchers regarding student evaluation of effective teaching characteristics and adult learning needs.
48
Sunell, Susanne. "Learning outcomes approach in British Columbia’s colleges and university colleges." Thesis, 2003. http://hdl.handle.net/2429/14899.
Full textAbstract:
This study investigated the suitability of adopting a learning outcomes approach
as a strategy for educational reform in British Columbia's colleges and university
colleges. It focused on the views of institutional and department administrators during the
initial implementation phase through a questionnaire (n=313), interviews (n=58) and the
analysis of provincial documents.
Study participants had varied reactions to a learning outcomes approach ranging
from strong support to overt resistance. Proponents viewed it as a philosophical shift
from teaching to learning involving themes such as transparency, integrated curricula,
holistic curricula, and a learner-centered focus. However, many viewed learning
outcomes as being similar to their current approach. Opponents viewed the approach as
being too simplistic, too limiting and unsupported by evidence. Its central position in the
reform agenda was questioned.
The barriers to its implementation included competing priorities, lack of
resources, faculty workload, organizational culture, pedagogical issues, concerns about
the vocationalization of postsecondary education and its perceived relationship to the
provincial government's accountability movement.
Approximately one third of respondents who had made changes identified them as
valuable to their programs and courses. However, respondents from academic areas had
less involvement, less interest in integration and perceived it as less valuable than
respondents from applied areas. The value of the approach resonated at the theoretical
level, but often disappeared in the practice context particularly at the course level. It was
viewed as being particularly valuable in applied areas, but was most often described as a
refinement.
The learning outcomes approach was too abstract to provide a vision for reform.
While there have been changes in specific courses and programs, the policy did not have
a provincial impact from a pedagogical or accountability perspective. The term has been
integrated into many organizational documents, but it is unclear if these changes
translated into more relevant learning experiences or more valid assessment approaches.
The discussions generated about best practices have been the greatest impact of the
policy. It forced faculty members to challenge and defend their educational practices.
This may be the ultimate legacy of the learning outcomes policy in British Columbia.
49
Henderson, Margaret M. "The evaluation of faculty in British Columbia colleges." Thesis, 1997. http://hdl.handle.net/2429/5818.
Full textAbstract:
This study addressed the purpose, frequency, person(s) involved, criteria,
methods, and procedures involved in faculty evaluation in all sixteen public British
Columbia colleges . Copies of written policy documents for each college were
obtained and policies were compared among colleges , between groups of
colleges , and between all faculty groups. The results reflected the wide diversity
found among policies .
The majority of the colleges use the evaluation for both summative and
formative purposes. Probationary faculty or newly hired faculty are usually
evaluated once per year for two years. Permanent full-time faculty and other
faculty groups are commonly evaluated either every three years or annually.
Sixty - nine percent of the colleges list specific criteria statements or broad criteria
categories and 81% of the colleges have college wide policies on methods used
to evaluate faculty. The most common mandatory method of evaluation is
student rating forms, followed by evaluation by a superior, and then peer and self evaluation. Colleges are most likely to have two or three mandatory methods of
evaluation and an average of two optional evaluation methods. Excluding
protocols specifically linked to an evaluation method, most of the procedural
policies concern final evaluation results. The majority of colleges do not require
mandatory discussion , written goals , or written suggestions for improvements.
Seventy - five percent of probationary faculty are evaluated in a manner
comparable to that of regular full-time faculty. Fifty-six percent of the colleges
evaluate all faculty groups, such as part-time/term contract faculty, with the same
frequency, or more frequently than regular full-time faculty. Thirty-one percent of
colleges evaluate all faculty groups within a college in an identical manner,
whereas in 69 % percent of colleges , evaluation for one or more faculty groups
has fewer methods and / or procedures than those used for permanent full-time
faculty.
Findings in this study are compared to the literature. Acceptable practices are
identified and findings which differ significantly from the literature are discussed in
detail. Policy recommendations which contribute to a formal, systematic , and
effective faculty evaluation system are made.
50
Evans, Karen. "Going global with the locals : internationalization activity at the university colleges in British Columbia." Thesis, 2006. http://hdl.handle.net/2429/18542.
Full textAbstract:
This study is about internationalization activity in the British Columbia university colleges. It
discusses the environmental context, identifies the types of internationalization activities
which occur and discusses the impact of this activity on faculty, staff and administrative
work.
The investigation employs a nested case study with units of analysis occurring at five levels.
The university college sector is the first level; second, its senior officers; third, its deans and
directors; fourth, faculty members; and fifth, staff members. Data collection involved
individual and focus group interviews, compiling documentary and historical records,
participant-observation and on-site visits to each university college. M y intent was to learn
about internationalization, to identify the factors influencing its activity and to discover how
the activity influences the university college environment.
The research provided six key findings on internationalization in the university colleges: (1)
the meaning of internationalization is heavily influenced by the external environment; (2) the
university college workplace is shaped by growing numbers of international students; ( 3) the
university colleges have been very successful in attracting international students to their
programs; (4) internationalization work is both under-valued and under-supported at the
university colleges; (5) a separation exists between international education and faculty areas
and results in a number of misperceptions; (6) the university colleges are faced with
leadership challenges.
The key findings presented five general conclusions about internationalization in the
university colleges: (1) internationalization efforts do not have a legitimate voice nationally,
provincially or locally; (2) an institutional discussion and debate regarding the role and
purpose of internationalization has not happened at the university colleges; (3) the university
colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing
financial commitments; (4) the university colleges face some ethical challenges as they
grapple with the economic imperative of internationalization; (5) the university colleges face
an inherent structural challenge that creates tension within and between their internal and
external communities.
Policy and practice recommendations are made to government, to higher educators and in
particular to the university colleges. The limitations of the study and suggestions for further
research are provided.Education, Faculty of
Educational Studies (EDST), Department of
Graduate