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A history of the extension and adult education services of the University of British Columbia, 1915- to 1955Selman, Gordon R. January 1963 (has links)
The object of this study is to trace the development of the extension
services offered by the University of British Columbia from its founding in
1915 until the end of the program year 1954-55. The first chapter summarizes
some of the outstanding features of the history of adult education and more
particularly of university extension as it has developed in the United Kingdom,
the United States of America and Canada. Chapter II describes the experience
with extension activities at U.B.C. up to 1933, the year in which the Carnegie
Corporation offered a grant which made It possible to expand these activities
significantly. The important formative years between the offer of the grant
and the appointment of a full-time director of extension activities in 1936 are
dealt with in Chapter III. Chapters IV to VIII describe the various extension
services offered by the University between 1936 and 1955. Chapter IV deals
with Vocational Education; Chapter V with Evening Classes, Lectures and Credit
Courses; Chapter VI with Social Education; Chapter VII with Fine Arts and
Summer School; and Chapter VIII with Audio-Visual, Library and Radio Services.
The final chapter summarizes the general development of the Extension Department
and examines some of the factors influencing that development.
There were two main problems involved in writing this study. The first
of these was to acquire the factual information concerning the development of
Extension services. This proved to be a difficult task because of the gaps in
the records available. Correspondence and interviews with persons involved over
the years and other means were used in order to gather this information. Some
questions remain unanswered. The other problem was to identify and evaluate
the relative importance of the various factors which have influenced the growth
of the Extension program. An attempt has been made to do this especially in
the second, third and last chapters. Some of these factors include: the
desire for better public relations on the part of the University; the attitude
of the University Presidents and others concerning the relative importance of
extension work; the abilities, understanding and degree of commitment of the
three directors of the Extension Department; the resources which were available
at different times to develop aspects of the work (such as the Carnegie grant
and the federal government funds for certain activities); economic and social
Conditions in the province; and the characteristics of the staff employed by
the Department since its creation in 1936.
The attempt to trace and to understand the development of extension
services at the University of British Columbia is felt to be of particular
significance because the Extension program of this University became during
this period one of the most outstanding in Canada. / Arts, Faculty of / History, Department of / Graduate
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Faculty support for distance education in a conventional universityBlack, Evelyn Joyce 11 1900 (has links)
This study addressed the controversy among academics in conventional universities over the
credibility of distance education for degree credit. Faculty scepticism has slowed the
development and expansion of distance education despite increased demands for it. Distance
education is an educational method in which the teacher and learners are separated in time
and space for the majority, if not all, of the teaching-learning process; two-way
communication occurs primarily via print, postal service, and telecommunications (Keegan,
1990). There is little empirical evidence about the reasons for the antagonism between the
supporters and opponents of distance education. The purpose of this research was to explain
why some faculty support distance education while others do not. Support was defined as
how faculty would speak about and vote for proposals to offer distance education courses for
degree credit. The conceptual framework drew on studies of faculty attitudes towards
university expansion and distance education, and literature on academic culture and change.
An interpretive perspective and qualitative methods dominated the two-phase study. First, a
mailed survey (n=487) investigated the extent of faculty familiarity with and support for
distance education. Then faculty (n=50) were interviewed from three categories of support for
distance education identified by the survey: supportive, divided support, and opposed. The
interviews explored how faculty understood the compatibility and feasibility of distance
education. Compatibility was defined as the congruence of distance education with faculty
beliefs and values about the accessibility and quality of university education. Feasibility was
the perceived ability to successfully implement distance education.
In general, faculty were not very familiar with or supportive of distance education, except for
undergraduate courses. There was very little support for a graduate program by distance
education. There were significant differences in faculty support by discipline and gender.
The reasons for variations in faculty support for distance education are best explained by the
concept of compatibility. Faculty supported distance education if it was congruent with their
beliefs and values about university education in general. Faculty thought about distance
education as promoting social justice, as an educational method, or as the distribution of
information. Faculty who were supportive held the beliefs and values Trow (1973) associated
with mass education while those who were opposed tended to believe in an elite approach to
university education. There was a substantial divided group who were in a conflict about the
priority that should be given to the major values involved, the accessibility and quality of
university education.
The study contributes to the development of theory about different conceptions of university
and distance education and provides insight into the study of disciplinary cultures. It presents
a revised conceptual framework for further research on the topic. The results have
implications for educational planning and for the development of distance education.
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Faculty support for distance education in a conventional universityBlack, Evelyn Joyce 11 1900 (has links)
This study addressed the controversy among academics in conventional universities over the
credibility of distance education for degree credit. Faculty scepticism has slowed the
development and expansion of distance education despite increased demands for it. Distance
education is an educational method in which the teacher and learners are separated in time
and space for the majority, if not all, of the teaching-learning process; two-way
communication occurs primarily via print, postal service, and telecommunications (Keegan,
1990). There is little empirical evidence about the reasons for the antagonism between the
supporters and opponents of distance education. The purpose of this research was to explain
why some faculty support distance education while others do not. Support was defined as
how faculty would speak about and vote for proposals to offer distance education courses for
degree credit. The conceptual framework drew on studies of faculty attitudes towards
university expansion and distance education, and literature on academic culture and change.
An interpretive perspective and qualitative methods dominated the two-phase study. First, a
mailed survey (n=487) investigated the extent of faculty familiarity with and support for
distance education. Then faculty (n=50) were interviewed from three categories of support for
distance education identified by the survey: supportive, divided support, and opposed. The
interviews explored how faculty understood the compatibility and feasibility of distance
education. Compatibility was defined as the congruence of distance education with faculty
beliefs and values about the accessibility and quality of university education. Feasibility was
the perceived ability to successfully implement distance education.
In general, faculty were not very familiar with or supportive of distance education, except for
undergraduate courses. There was very little support for a graduate program by distance
education. There were significant differences in faculty support by discipline and gender.
The reasons for variations in faculty support for distance education are best explained by the
concept of compatibility. Faculty supported distance education if it was congruent with their
beliefs and values about university education in general. Faculty thought about distance
education as promoting social justice, as an educational method, or as the distribution of
information. Faculty who were supportive held the beliefs and values Trow (1973) associated
with mass education while those who were opposed tended to believe in an elite approach to
university education. There was a substantial divided group who were in a conflict about the
priority that should be given to the major values involved, the accessibility and quality of
university education.
The study contributes to the development of theory about different conceptions of university
and distance education and provides insight into the study of disciplinary cultures. It presents
a revised conceptual framework for further research on the topic. The results have
implications for educational planning and for the development of distance education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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John K. Friesen : adult educator, mentor and humanitarianKennedy, Kathryn Anne 11 1900 (has links)
Dr. John K. Friesen is a Canadian who, for over 50 years
worked first in the field of adult education in Canada and
then in population planning internationally. He gained
prominence in his own country, considerable international
stature and a reputation for his vision and capability.
Friesen successfully used a democratic, cooperative approach
in discovering and responding to community requirements in
adult learning. This biographical study provides new
material about his character, goals, influences. The thesis
focuses on Friesen’s work as Director of Extension for the
University of British Columbia (UBC), Vancouver, Canada
(1953 - 1966) but also outlines his life and career before
this term and gives a synopsis of his international work.
A brief description is given of Friesen’s upbringing in a
small rural community in Manitoba, his experiences as an
educator and leader during the great depression and of his
war service in the RCAF. His work in organizing adult
education programs for the Manitoba Federation of
Agriculture and his life during post-graduate studies at
Columbia University are described. He was involved in the
cooperative movement and provided informed, effective
leadership in Manitoba’s post-war efforts to renew its
educational system and to develop a network of hospitals.
The thesis examines Friesen’s commitments, methods and the
management style he applied in expanding the UBC Extension
Department into a sophisticated organization. Under his
leadership the department became influential in adult
education, leadership and citizenship training in British
Columbia; also it was involved in international adult
education work. Research was conducted into the work of
Friesen and others in originating a graduate program in
adult education at UBC. The nature and outcomes of his work
in promoting continuing professional education is also
examined. The role of Extension in the Vancouver
International Festival and other cultural development work
is discussed. Friesen is shown to have extended the work
of the University into communities throughout the province
using study-discussion groups, lectures, credit and noncredit
programs in this work. A change in University policy
(1963) forced the Department to abandon much of its
community based work; the consequences of this shift are
considered.
Comment from seven of Friesen’s senior colleagues provides
insight into his leadership quality and the perceived value
of the work carried out during his term. Some conclusions
are drawn about Friesen’s life as an educator and
humanitarian and on his approach to adult education. The
ideas, ideals, commitments and convictions demonstrated by
Friesen remain valid today.
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John K. Friesen : adult educator, mentor and humanitarianKennedy, Kathryn Anne 11 1900 (has links)
Dr. John K. Friesen is a Canadian who, for over 50 years
worked first in the field of adult education in Canada and
then in population planning internationally. He gained
prominence in his own country, considerable international
stature and a reputation for his vision and capability.
Friesen successfully used a democratic, cooperative approach
in discovering and responding to community requirements in
adult learning. This biographical study provides new
material about his character, goals, influences. The thesis
focuses on Friesen’s work as Director of Extension for the
University of British Columbia (UBC), Vancouver, Canada
(1953 - 1966) but also outlines his life and career before
this term and gives a synopsis of his international work.
A brief description is given of Friesen’s upbringing in a
small rural community in Manitoba, his experiences as an
educator and leader during the great depression and of his
war service in the RCAF. His work in organizing adult
education programs for the Manitoba Federation of
Agriculture and his life during post-graduate studies at
Columbia University are described. He was involved in the
cooperative movement and provided informed, effective
leadership in Manitoba’s post-war efforts to renew its
educational system and to develop a network of hospitals.
The thesis examines Friesen’s commitments, methods and the
management style he applied in expanding the UBC Extension
Department into a sophisticated organization. Under his
leadership the department became influential in adult
education, leadership and citizenship training in British
Columbia; also it was involved in international adult
education work. Research was conducted into the work of
Friesen and others in originating a graduate program in
adult education at UBC. The nature and outcomes of his work
in promoting continuing professional education is also
examined. The role of Extension in the Vancouver
International Festival and other cultural development work
is discussed. Friesen is shown to have extended the work
of the University into communities throughout the province
using study-discussion groups, lectures, credit and noncredit
programs in this work. A change in University policy
(1963) forced the Department to abandon much of its
community based work; the consequences of this shift are
considered.
Comment from seven of Friesen’s senior colleagues provides
insight into his leadership quality and the perceived value
of the work carried out during his term. Some conclusions
are drawn about Friesen’s life as an educator and
humanitarian and on his approach to adult education. The
ideas, ideals, commitments and convictions demonstrated by
Friesen remain valid today. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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