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Inter-Institutional Diversity in Ontario Colleges: A Decade of Change

This study compares the evolution of three Ontario colleges between 2002-2012, focusing on degree-granting, research activities, and implications for college size and growth. It explores the drivers of change, impact on student enrollment, faculty requirements, and research development. The findings highlight the challenges and opportunities in offering degrees, the development of research capacity, and the overall differentiation process in the Ontario College System.

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Inter-Institutional Diversity in Ontario Colleges: A Decade of Change

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  1. Inter-Institutional Diversity in the Ontario College System (2002-2012): A Comparison of Three Colleges Kevin Ramdas Ph.D. Candidate, Higher Education

  2. Changes in Legislation Post-Secondary Education Choice and Excellence Act (2000) • Degree granting Ontario Colleges of Applied Arts and Technology Act (2002) • Shift in accountability structure • Addition of research into mandate • Created ‘Institutes of Technology and Advanced Learning’ (ITALs)

  3. The Ontario College System • 23 Colleges, spread over geographic region • Responsive to local community needs • Range of programs/credentials: apprenticeship, 2- and 3- year diplomas, grad certificates, degrees, continuing ed, new immigrant • All colleges are different, but the same

  4. Drivers of Change • Resource Management • Students (Enrolment Growth and Demographics) • Government

  5. The Effect of College Size and Growth • Larger colleges have more leeway to absorb start-up costs for new initiative • Greater enrolment growth allows a college to hire more personnel

  6. Two main changes • Degree offering • Research activity

  7. Findings: Degrees College Response to Degree-Granting Capability

  8. General Findings: Degrees Why do colleges want to offer more degrees? 1) Serving student population, pathways for students 2) Key to enrolment growth 3) Need to cluster programs to make financially viable (The mid-size colleges will need to surpass the 5% cap to make degree offering a financially sustainable activity)

  9. General Findings: Degrees PEQAB Faculty requirement • All faculty teaching in degree programs must have one credential higher than the program offered • 50% of faculty teaching core and breadth courses must have terminal credential Effect • In all potential degree areas, Ph.D. applicants are preferred faculty hires • requirements will lead to slower, but sustained differentiation

  10. General Findings: Research Activity • All colleges lacked experience and a research track record • Research capacity takes long to develop • Internal mechanisms: policies, procedures, release time, support for grant writing, internal-funding, • External funding needed to create programs to focused on colleges • Colleges established the CONII research network to develop a track record and promote research at all colleges

  11. Comparison of Colleges

  12. Program Distribution comparison

  13. Research Activity Comparison

  14. Other Activities

  15. Summary • The differentiation process has only been happening for 10 years • There is a divide between colleges that offer degree and those that do not offer degrees • All colleges are trying to do research

  16. Future Research • Does differentiation aid students and increase choices in Ontario? • Effect of Funding Framework on College program decision-making • The effect of Inter-institutional diversity on individual institutions

  17. THANK YOU

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