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4.7. Impact of Campus 2020 on the University-Colleges

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4.7. Impact of Campus 2020 on the University-Colleges Navigating Change: A Study of British Columbia University-College Governing Board Responses to the Change in Status from University-College to University by Michael Flavin Ike Hall M.Sc., University of British Columbia, 1993 M.B.A., University of Western Ontario, 1983 B.Eng., Royal Military College, 1977 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Education Leadership Program Faculty of Education Michael Flavin Ike Hall 2017 SIMON FRASER UNIVERSITY Summer 2017 Approval Name: Michael Flavin Ike Hall Degree: Doctor of Education Title of Thesis: Navigating Change: A Study of British Columbia University-College Governing Board Responses to the Change in Status from University-College to University Examining Committee: Chair: Allan MacKinnon Chair Milton McClaren Senior Supervisor Professor Emeritus Kris Magnusson Supervisor Professor Lindsay Redpath Supervisor President and Vice-Chancellor Acsenda School of Management David Kaufman Internal Examiner Professor Steve Grundy External Examiner Vice-President and Provost Royal Roads University Date Defended/Approved: May 24, 2017 ii Ethics Statement iii Abstract In 2007, a new report for the post-secondary education sector was released by the province of British Columbia referred to as “Campus 2020.” This review was the first comprehensive look at higher education in British Columbia in 45 years. A year later, because of recommendations made in the report, the University Amendment Act created five new “Special Purpose Teaching Universities.” There are not many new universities created in Canada and the research on how to become a university is scarce. Moreover, what happens with the university governance, the leadership, and the strategy after the institution has changed its status has not been studied. Specifically, the culture-senate-research equilibrium (that is foundational to the bicameral structure of most universities, but very different from the unicameral, centralized, and hierarchical structure of most colleges) is reviewed in this paper. The new universities had originally been created under the College and Institute Act, and they were changed by the University Amendment Act—with manifestly different mandates, structures, and roles. The purpose of this study was to examine how the boards of university-colleges and colleges affected by the new university Act interpreted their new legislative status and to determine whether there were differences among the boards of the different institutions in how they implemented the changes in status and mandate for their institutions. The research relies on a qualitative design based on document searches and on interviews from board members of the new universities (board chairs, CEOs, and long serving faculty board members), from former senior AVED Ministry personnel, and from the author of the Campus 2020 report. The key finding indicates that there was no common approach in how the boards led the changes required. There was little specific guidance provided to the boards by the BC government or by the Campus 2020 report: it appears the boards were left to struggle with many of the changes on their own. Keywords: Campus 2020; governance; strategy; senates; Special Purpose Teaching Universities; University Act iv Dedication This thesis is dedicated to my brother, Kevin. v Acknowledgements I would like to thank BCIT for the support that they provided during my graduate studies at SFU. I would like to acknowledge the hard work of Professor Milt McClaren. Without the ongoing support and commitment from him, this thesis would not have been completed. If I can learn to emulate his work, then I have indeed learned a great deal from this process. I would also like to thank Joanie Wolfe for her APA editing and formatting expertise. Her help in completing my thesis was greatly appreciated. vi Table of Contents Approval .............................................................................................................................ii Ethics Statement ............................................................................................................... iii Abstract .............................................................................................................................iv Dedication ......................................................................................................................... v Acknowledgements ...........................................................................................................vi Table of Contents ............................................................................................................. vii List of Tables .................................................................................................................... xii List of Figures................................................................................................................... xii List of Acronyms .............................................................................................................. xiii Glossary ...........................................................................................................................xv Chapter 1. Introduction ............................................................................................... 1 1.1. Overview .................................................................................................................. 1 1.2. Research Questions ................................................................................................. 1 1.3. Overview of the Purpose and Goals of the Study .................................................... 2 1.4. General Background and Focus of the Study .......................................................... 4 1.5. Personal Interest ...................................................................................................... 5 1.6. Professional and Academic Significance ................................................................. 7 1.7. Overview of the Methodology ................................................................................... 7 1.7.1. The Case Study Method ............................................................................... 8 1.7.2. Study Participants ......................................................................................... 9 1.7.3. Interviews ..................................................................................................... 9 1.7.4. Data Analysis .............................................................................................. 10 1.8. Limitations of the Study .......................................................................................... 11 1.9. Definitions of Key Terms ........................................................................................ 12 1.10. Summary and Organization of the Dissertation ..................................................... 12 Chapter 2. Review of the Literature ......................................................................... 15 2.1. Overview ................................................................................................................ 15 2.2. The Genesis of the Campus 2020 Report .............................................................. 17 2.2.1. The Rationale for the Establishment of the Campus 2020 Process ........... 17 2.2.2. PSE Reports from Various Provinces in Canada ....................................... 18 2.2.3. The Creation of the University-Colleges (1989-1995) ................................ 19 2.2.4. Why Geoff Plant? ....................................................................................... 21 2.2.5. Terms of Reference for Campus 2020 ....................................................... 23 2.2.6. The Campus 2020 Process ........................................................................ 23 2.2.7. Submissions to Campus 2020 .................................................................... 24 2.2.8. The Final Campus 2020 Report ................................................................. 27 2.3. The Historical Context of Post-Secondary Education in Canada ........................... 29 vii 2.4. The Historical Context of Post-Secondary Education in BC .................................. 30 2.4.1. Prior to the 1960s ....................................................................................... 30 2.4.2. The 1960s ................................................................................................... 32 2.4.3. The 1970s ................................................................................................... 34 2.4.4. The 1980s ................................................................................................... 35 2.4.5. The 1990s ................................................................................................... 35 2.4.6. The New Millennium ................................................................................... 37 2.5. Definitional Challenges of College, University-College, and University ................. 38 2.5.1. What, Legally, Is a College? ....................................................................... 38 2.5.2. What, Legally, Is a University-College? ...................................................... 39 2.5.3. What, Legally, is a University versus a Special Purpose, Teaching University? .................................................................................. 40
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