This thesis documents and analyses a process whereby practice-based applied knowledge achieved formal legitimacy in British Columbia. The study is a historical case study representing a unique case, the creation of a Bachelor of Technology degree at the British Columbia Institute of Technology (BCIT). The central research question is: What were the external and internal factors that enabled Or constrained the legitimation of applied knowledge to baccalaureate status at BCIT? The study is situated within both a theoretical and comparative context. The theoretical framework recognises the changing base of knowledge through discussion of pure and applied knowledge, knowledge stratification and its overt expression in terms of educational credentials, and the demarcation of knowledge units. A comparative backdrop to the study, traces the legitimation of applied knowledge in the United Kingdom, Germany, Australia and Canada. Methods of investigation included: interviews with stakeholders representing government, the corporate sector, professional associations, and BCIT personnel, past and present; analysis of archival materials and contemporary policy documents; and, participant observation resulting from the author's intimate involvement with the process. The study concludes that this new level of legitimacy conferred on applied knowledge in British Columbia results from the convergence of factors both external and internal to BCIT, the integrative factor being "timing." Practice-based applied knowledge was elevated to baccalaureate status for the following reasons: the proposal for a Bachelor of Technology degree aligned with government's vision; government had confidence in BCIT as a degree granting institution; the political environment was "safe"; and, the approach was cost effective and accountable. Constraining factors pertained primarily to, the effects of degree granting on BCIT's valued diploma programs. Future research could investigate the impact of degree status on the diploma programs and on the overall culture of the institution.

This study examined the nature and strength of relationship between specific related high school academic grades and the cumulative graduating average of students in five allied health programs at the British Columbia Institute of Technology. Lack of scientific studies on selection criteria for determining the cumulative graduating average of allied health professionals at the British Columbia Institute of Technology (B.C.I.T.) was evident. Educators argue that in order to enhance educational opportunities for institute students, there is a professional obligation upon the policy-makers to gather appropriate data to determine which factors contribute to the success of the allied health student. With the high cost of technical education, admission officers and admissions committees are accountable for their selection processes to the institute's administration, decision makers, provincial and federal funding sources, and society. The results of this study may assist admissions officers in selecting academic variables that indicate the cumulative graduating average so that a better match can be made between the students and their performance in allied health programs. The accessible population of 629 graduates from the allied health technologies in this study were biomedical electronics, medical laboratory, medical radiography, nuclear medicine, and prosthetics and orthotics. The dependent variable measurement of academic achievement for these students was their cumulative graduating average. Single variables consisted of the grade point average of the following: pretechnology academic requirements, high school English, high school algebra, high school biology, high school chemistry, and high school physics. Descriptive statistics, zero-order correlations, and stepwise multiple regression analysis were the statistical methods employed to determine which specific academic variable or multiple of variables exhibited a strong relationship between the cumulative graduating average and academic variables. The analysis identified certain variables that strongly related to the cumulative graduating average, both singly and in combination with others. Each of the program significant combination of variables are provided here in order of descending influence: Biomedical Electronics Technology- high school algebra; Medical Laboratory Technology- the pretechnology grade point average, high school chemistry, biology, and algebra; Medical Radiography Technology- high school biology and chemistry; Nuclear Medicine- the pretechnology grade point average, high school chemistry, and high school biology; Prosthetics and Orthotics Technology- the pretechnology grade point average and high school chemistry. Academic variables did not account for more than 34% of the total variables in any of the programs. The level of significance for individual variables was the convention, 0.05. Clearly, each program had its own character; however, the performance of students in the natural sciences were significant in four of the five programs. An attempt was made to investigate which specific high school subjects correlated highly with the cumulative graduating average of students at the B.C.I.T. through a inspection of five programs for five graduating classes. Relevant variables were identified that were indicative of academic achievement in each specific program of study. Investigating the nature and strength of relationship between preprofessional grades and the cumulative graduating average of allied health students at B.C.I.T. could benefit both students and admissions officers by supplying a piece to an educational puzzle that would demystify the selection process. The information presented may assist admissions officers and prospective allied health students make more suitable educational choices. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This thesis documents and analyses a process whereby practice-based applied knowledge achieved formal legitimacy in British Columbia. The study is a historical case study representing a unique case, the creation of a Bachelor of Technology degree at the British Columbia Institute of Technology (BCIT). The central research question is: What were the external and internal factors that enabled Or constrained the legitimation of applied knowledge to baccalaureate status at BCIT? The study is situated within both a theoretical and comparative context. The theoretical framework recognises the changing base of knowledge through discussion of pure and applied knowledge, knowledge stratification and its overt expression in terms of educational credentials, and the demarcation of knowledge units. A comparative backdrop to the study, traces the legitimation of applied knowledge in the United Kingdom, Germany, Australia and Canada. Methods of investigation included: interviews with stakeholders representing government, the corporate sector, professional associations, and BCIT personnel, past and present; analysis of archival materials and contemporary policy documents; and, participant observation resulting from the author's intimate involvement with the process. The study concludes that this new level of legitimacy conferred on applied knowledge in British Columbia results from the convergence of factors both external and internal to BCIT, the integrative factor being "timing." Practice-based applied knowledge was elevated to baccalaureate status for the following reasons: the proposal for a Bachelor of Technology degree aligned with government's vision; government had confidence in BCIT as a degree granting institution; the political environment was "safe"; and, the approach was cost effective and accountable. Constraining factors pertained primarily to, the effects of degree granting on BCIT's valued diploma programs. Future research could investigate the impact of degree status on the diploma programs and on the overall culture of the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study focused on the role of and the relationship between the traditional apprenticeship system and cooperative education in British Columbia (BC) as experiential strategies to facilitate the transition from school to work. A literature review traced the conceptual foundations, origins and evolution of apprenticeship training and cooperative education and their interaction in the training of apprentices. Thereafter, the provision of the school-to-work strategies in Canada on federal and provincial levels with special reference to British Columbia was described. The literature indicated that apprenticeship has remained the principal route for the training of skilled blue-collar workers. However, the relevance of apprenticeship has been questioned. Although the apprenticeship system has not essentially changed in BC, the system has become increasingly regulated. Industry, advocates of more flexible training delivery methods and the BC Provincial Government through Bill 34 have challenged apprenticeship training. Cooperative education originated as a result of individual thinking, a changing society and system of post-secondary education linked to industry's training needs. It has grown in number, application, fields of study and constituency and its mode of operation has been modified to meet institutional needs. There are strong indications that the cooperative model has been an effective educational model, particularly in training apprentices within the traditional apprenticeship system. Thus, a need arose to explore the level of satisfaction of employers with cooperative education as a valid methodology to train apprentices within the context of the new apprenticeship training model in British Columbia. An empirical investigation combining quantitative and qualitative approaches conducted in two phases was conducted. A survey with a random sample of employees and semi-structured interviews with a small sample of employees selected by purposeful sampling were undertaken to explore perceptions and experiences of employers who have been involved with both training methods during the last four years. The research design is described including the selection of participants, data gathering and analysis. The main findings emerging from the data are presented and integrated with the findings of the literature. The study concludes with a set of recommendations for practice and with recommendations for future research. / Educational Studies / (D.Ed. (Comparative Education)

This study focused on the role of and the relationship between the traditional apprenticeship system and cooperative education in British Columbia (BC) as experiential strategies to facilitate the transition from school to work. A literature review traced the conceptual foundations, origins and evolution of apprenticeship training and cooperative education and their interaction in the training of apprentices. Thereafter, the provision of the school-to-work strategies in Canada on federal and provincial levels with special reference to British Columbia was described. The literature indicated that apprenticeship has remained the principal route for the training of skilled blue-collar workers. However, the relevance of apprenticeship has been questioned. Although the apprenticeship system has not essentially changed in BC, the system has become increasingly regulated. Industry, advocates of more flexible training delivery methods and the BC Provincial Government through Bill 34 have challenged apprenticeship training. Cooperative education originated as a result of individual thinking, a changing society and system of post-secondary education linked to industry's training needs. It has grown in number, application, fields of study and constituency and its mode of operation has been modified to meet institutional needs. There are strong indications that the cooperative model has been an effective educational model, particularly in training apprentices within the traditional apprenticeship system. Thus, a need arose to explore the level of satisfaction of employers with cooperative education as a valid methodology to train apprentices within the context of the new apprenticeship training model in British Columbia. An empirical investigation combining quantitative and qualitative approaches conducted in two phases was conducted. A survey with a random sample of employees and semi-structured interviews with a small sample of employees selected by purposeful sampling were undertaken to explore perceptions and experiences of employers who have been involved with both training methods during the last four years. The research design is described including the selection of participants, data gathering and analysis. The main findings emerging from the data are presented and integrated with the findings of the literature. The study concludes with a set of recommendations for practice and with recommendations for future research. / Educational Studies / (D.Ed. (Comparative Education)