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Provincial Coordination and Inter-Institutional Collaboration in British Columbia's College, University College

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AN ABSTRACT OF THE DISSERTATION OF Devron Alexander Gaber for the degree of Doctor of Education in Education presented on November 14, 2002. Title: Provincial Coordination and Inter-Institutional Collaboration in British Columbia's College, University College. and Institute System. Redacted for Privacy Abstract approved George H. Copa 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 hitorical 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 1 970s and early 1 980s, largely because of increased costs and a worsening economy. The 1 990s witnessed a high level of centralized decision making with stakeholder involvement, which has been replaced by a move towards decentralization and greater institutional autonomy in the early 2000s based on the market ideology of the new government.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. ©Copyright by Devron Alexander Gaber November 14, 2002 All Rights Reserved Provincial Coordination and Inter-Institutional Collaboration in British Columbia's College, University College, and Institute System by Devron Alexander Gaber A DISSERTATION submitted to Oregon State University in partial fulfillment J the requirements for the degree of Doctor of Education Presented November 14, 2002 Commencement June 2003 Doctor of Education dissertation of Devron Alexander Gaber presentedon November 14, 2002. APPROVED: Redacted for Privacy Major Professor, representing Education Redacted for Privacy Redacted for Privacy Dean of tlii Graduate School I understand that my dissertation will become part of the permanent collection of Oregon State University libraries. My signature below authorizes release ofmy dissertation to any reader upon request. Redacted for Privacy Devron Alexander Gaber, Author ACKNOWLEDGEMENTS The author would like to thank a number of individuals who assisted him in the preparation of this dissertation. First and foremost, he would like to thank Dr. George Copa who provided consistent, timely, and expert guidance from the inception of the nature and purpose of this study through all the various phases of research and throughout the writing and revision process. Dr. Copa has helped make the author's entire doctoral journey a deeper learning experience anda more enjoyable one. The author would also like to express his gratitude to the other members of his Dissertation Committee who provided valuable feedback on the development of the dissertation. The members of the committee, other than Dr. Copa, include Dr. Sam Stern, Dr. Steven Rubert, Dr. Greg Lee, and Dr. John Dennison. The author is especially appreciative of the assistance from Dr. Dennison who helped the author find "fugitive literature," consisting of obscure documents from the past that added depth to the review of literature in Chapter 4. The author would also like to thank Dr. Paul Gallagher, who worked with the researcher in the capacity of research advisor. In this role, Dr. Gallagherwas able to use his years of experience in leadership roles in the B.C. college, university college, and institute system to assist the researcher by identifying important literature, suggesting appropriate interviewees, and providing feedback on the initial findings from literature. The researcher would also like to thank Al Atkinson, a senior administrator in the B.C. system, for serving as an excellent sounding board for ideas and findings as the research progressed. The author is also very grateful to the 10 interviewees, listed in Appendix C, for giving so willingly of their time in order to help the researcher developa deeper understanding of the historical development of the B.C. system in relation to the research purpose. As well, the researcher would like to thank Ms Lona McRae, who completed the transcribing for the research and spentmany hours with the researcher trying to work out the gremlins in the word processing program to arrive at a polished final product. Finally, the author would like to thank his employer, the Board of the Centre for Curriculum, Transfer and Technology, for supporting him to complete this doctoral program by allowing him to take time away from work to complete the coursework and dissertation. TABLE OF CONTENTS ge CHAPTER 1: OVERVIEW OF THE STUDY..................................................... 1 PURPOSEOF THE STUDY........................................................................ 2 DEFiNITIONS.............................................................................................. 2 SIGNIFICANCE OF THE STUDY.............................................................. 3 LITERATUREREVIEW .............................................................................. 6 RELATEDSTUDIES................................................................................... 9 RESEARCH DESIGN AND METHODS.................................................. 12 ENSURING TRUSTWORTHINESS OF THE RESEARCH....................14 SUMMARY................................................................................................ 14 ORGANIZATION OF THE DISSERTATION..........................................15 APPENDICES............................................................................................ 16 CHAPTER 2: LITERATURE REVIEW............................................................ 17 COORDINATED SYSTEMS, MULTICAMPUS SYSTEMS, ANDQUASI-SYSTEMS........................................................................... 17 FUNCTIONS AND BENEFITS OF COORDINATED AND MULTICAMPUSSYSTEMS..................................................................... 19 Accountability....................................................................................... 22 Budgeting and coordination of programs.............................................. 24 Strategicplanning.................................................................................. 25 Distanceeducation................................................................................ 26 COLLABORATION VERSUS COORDiNATION...................................28 CENTRALIZATION VERSUS DECENTRALIZATION IN HIGHER EDUCATION SYSTEMS.......................................................... 31 TABLE OF CONTENTS (Continued) Pag THE TREND TOWARD COMPETITION IN HIGHER EDUCATION.. 33 SUMMARY................................................................................................ 35 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY.......................39 HERMENEUTICS...................................................................................... 39 Hermeneuticsdefined............................................................................ 39 Modemhermeneutics............................................................................ 40 Gadamer's dialectical hermeneutics......................................................42 HISTORICAL RESEARCH METHOD.....................................................45 The subjective nature of historical research..........................................45 Methods of historical research..............................................................47 Oralhistory...........................................................................................48 DATA COLLECTION AND ANALYSIS PROCEDURES......................48 STUDYPARTICIPANTS.......................................................................... 54 STRATEGIES TO ENSURE TRUSTWORTHINESS OF DATA COLLECTION AND ANALYSIS............................................................. 54 Credibility............................................................................................. 55 Dependability.......................................................................................
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