This study explored the responsiveness of two Ontario Colleges (called Eastern and Western for the purposes of this study) in the Greater Toronto Area (GTA) to internationally trained immigrant (ITI) students accessing college education for retraining purposes. Many highly educated immigrants are unable to have their credentials recognized because professional regulatory bodies and employers are reluctant to accept their previous education and work experience. Therefore, many ITIs access Ontario college education in the hope that, upon graduation, they will find skill-related employment that will contribute to their settlement in Canada. The purpose of this research was to examine how the two participating colleges address the ITI students’ occupation-specific needs in their current institutional policies and practices. Qualitative research methods, interviews and document analysis, were utilized to examine the admission and program delivery practices at each of the study colleges. Interviews were conducted with 13 ITI student participants and 14 college personnel to provide an opportunity for them to voice their opinions about their college experiences. To provide direction for interpreting and analyzing the research findings, the single- and double-loop organizational learning framework developed by Argyris and Schon (1974, 1978) was used. The findings suggest that Eastern and Western Colleges have different approaches in valuing and placing importance in responding to ITI students’ retraining needs. The data indicated that ITI students at Eastern College were not perceived by college personnel as a unique group of students having specific retraining needs; rather, they were seen as part of the larger student constituency. On the other hand, Western College recognized the ITI students’ distinctive occupation-specific needs and made commitments towards improving its policies and practices to increase the College’s effectiveness in meeting the ITIs needs. Although limited to only two Ontario colleges, the study findings have some important implications for theory and practice. The findings have contributed to increased awareness and a better understanding of challenges ITI students face in accessing Ontario college education, and it has offered recommendations for college efforts to respond to ITI students’ educational needs.

This study explored the responsiveness of two Ontario Colleges (called Eastern and Western for the purposes of this study) in the Greater Toronto Area (GTA) to internationally trained immigrant (ITI) students accessing college education for retraining purposes. Many highly educated immigrants are unable to have their credentials recognized because professional regulatory bodies and employers are reluctant to accept their previous education and work experience. Therefore, many ITIs access Ontario college education in the hope that, upon graduation, they will find skill-related employment that will contribute to their settlement in Canada. The purpose of this research was to examine how the two participating colleges address the ITI students’ occupation-specific needs in their current institutional policies and practices. Qualitative research methods, interviews and document analysis, were utilized to examine the admission and program delivery practices at each of the study colleges. Interviews were conducted with 13 ITI student participants and 14 college personnel to provide an opportunity for them to voice their opinions about their college experiences. To provide direction for interpreting and analyzing the research findings, the single- and double-loop organizational learning framework developed by Argyris and Schon (1974, 1978) was used. The findings suggest that Eastern and Western Colleges have different approaches in valuing and placing importance in responding to ITI students’ retraining needs. The data indicated that ITI students at Eastern College were not perceived by college personnel as a unique group of students having specific retraining needs; rather, they were seen as part of the larger student constituency. On the other hand, Western College recognized the ITI students’ distinctive occupation-specific needs and made commitments towards improving its policies and practices to increase the College’s effectiveness in meeting the ITIs needs. Although limited to only two Ontario colleges, the study findings have some important implications for theory and practice. The findings have contributed to increased awareness and a better understanding of challenges ITI students face in accessing Ontario college education, and it has offered recommendations for college efforts to respond to ITI students’ educational needs.

This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs.  The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.

This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs.  The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.