The sureness of the modern educational project has been undermined by shifting epistemological and material conditions. The shift from modernity to postmodernity develops its own incongruencies and anomalies as well as highlighting those extant during modernity. Institutions like British Columbia's community colleges cling to the artifacts of modernity, leaving postmodern environments and discourse unacknowledged. This study applies rhetorical strategies, devices and the methodologies of literature and poststructural social studies, including the use of deliberate ambiguity and unstable signification, to write in opposition to the plain prose privileged by the technical instrumentality of mainstream adult education discourse in the North American academy. This de-centring of traditional academic discourse reframes and challenges prevailing constructions of Canada, education in Canada and community colleges in British Columbia. Exhuming and exposing some of the operational myths of modernity as they found expression in Canada through academic discourse and quotidian practice while offering an alternate story is the means by which my narrative proceeds. This re-storying, in turn, is used as a strategy to challenge modern mainstream educational and educational administrative practice, while attempting to normalize ways of seeing community colleges in British Columbia based outside of modernist orthodoxies.

The sureness of the modern educational project has been undermined by shifting epistemological and material conditions. The shift from modernity to postmodernity develops its own incongruencies and anomalies as well as highlighting those extant during modernity. Institutions like British Columbia's community colleges cling to the artifacts of modernity, leaving postmodern environments and discourse unacknowledged. This study applies rhetorical strategies, devices and the methodologies of literature and poststructural social studies, including the use of deliberate ambiguity and unstable signification, to write in opposition to the plain prose privileged by the technical instrumentality of mainstream adult education discourse in the North American academy. This de-centring of traditional academic discourse reframes and challenges prevailing constructions of Canada, education in Canada and community colleges in British Columbia. Exhuming and exposing some of the operational myths of modernity as they found expression in Canada through academic discourse and quotidian practice while offering an alternate story is the means by which my narrative proceeds. This re-storying, in turn, is used as a strategy to challenge modern mainstream educational and educational administrative practice, while attempting to normalize ways of seeing community colleges in British Columbia based outside of modernist orthodoxies. / Education, Faculty of / Graduate

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

A follow-up study of students who had attended Northern Lights College in 1978, was conducted two years later. The proposal for the study was submitted to the College Board and received partial funding. The population studied included all full-time students who had begun a programme of at least 30 days during the 1978 calendar year. The survey instrument was a one-page, mailed questionnaire. Students received the initial mailing, a reminder postcard and a telephone reminder and second questionnaire, if necessary. The response rate was 53%, based on the number of questionnaires assumed to have reached the students. The goals of the study were: to assess student satisfaction with their college experience and determine reasons for early withdrawal; to assess the relevance (from the students' point of view) of the college educational experience to employment and to further education; and to assess the change both in students' socio-economic status and job satisfaction prior to enrolment at the College compared with two years after leaving the College. Data were statistically analyzed using Chi-square, z-tests and analysis of variance. It was found that students were generally satisfied with their college experience. Reasons for early withdrawal were investigated, but the small sample size did not allow conclusive statements. Students' expectations for good job preparation were met two-thirds of the time. Two years after college, most respondents wished to be employed in their fields of study and the reasons some were not were examined. There was evidence of problems in the implementation of the apprenticeship programme; specifically, funding during training and the availability of adequate, appropriate work afterwards. One-quarter of respondents indicated they had gone on for further studies and most of those continued in areas related to their programmes at Northern Lights College. A large proportion of those continuing their education stayed within the college system and many returned to Northern Lights. Most students were satisfied with their preparation for further studies. The number of respondents employed full-time increased significantly after college. There was a significant difference in full-time employment by sex both before and after college, but no significant difference between college-age and adult-age respondents. Changes in occupational group after college were reviewed: groups showing the greatest increase in numbers were the skilled and semi-skilled occupations. The change in job status, as measured by the Blishen socio-economic scale, was significant and the difference in job status between the sexes was significant with males in lower ranking socio-economic groups both before and after college. Job satisfaction increased significantly after college for both sexes and both age groups. Two-thirds of respondents reported some increase in salary after college. The study concludes with 13 recommendations, based on student responses, to the College Board. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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.

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. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate