scholarly journals New Universities’ Organizational Identities Through Presidential Lenses

2018 ◽  
Vol 48 (2) ◽  
pp. 20-38 ◽  
Author(s):  
John S. Levin ◽  
Ariadna I. López Damián ◽  
Marie C. Martin ◽  
Evelyn M. Vázquez

This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.  

2019 ◽  
Vol 48 (2) ◽  
pp. 20-38
Author(s):  
John S. Levin ◽  
Ariadna I. López Damián ◽  
Marie C. Martin ◽  
Evelyn M. Vázquez

This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.


1978 ◽  
Vol 8 (2) ◽  
pp. 27-38
Author(s):  
John D. Dennison

During recent years, the increasing public demand for community college programs which lead to immediate employment has created something of an "identity crisis "for college faculty in British Columbia. Orginally, the college concept in this province reflected a comprehensive curriculum with a major emphasis upon academic programs which provide the student with transfer credit to the universities. However, comment in the public press and statements from the Ministry of Education indicate that the academic programs are very much out of favor and perhaps should be relegated to the universities. In view of the uncertainty which this situation has produced, it seemed important to take a new look at the college academic - transfer programs in 1977. The study which followed produced several important facts. Despite rumour to the contrary, enrollment in college academic programs has not declined over the past five years, but has remained at approximately 65%. The percentage of university transfer students actually transferring from colleges to universities has reached 16%, although there is considerable variation among the individual colleges. Studies indicate that only about half of the university transfer students actually " i n t e n d " to transfer to university. Obviously, many students in the university transfer programs are interested in general education or merely exploring their capacity or interest in academic study. At the University of British Columbia, the percentage of under- graduate students who have transferred from colleges has grown from 9% in 1969 to 18% in 1976. The majority of these students are successful in obtaining a university degree. Finally, it should be stated that the term "university transfer" is really a misnomer. The values of an academic education are just as real as ever, and transfer to university is not the sole criterion on which these programs should be judged. The academic programs of the community college meet the needs of a clientele served by no other institution, offer educational opportunity for a segment of society which has been ignored in the past and provide a major impact upon the quality of life in its immediate community.


2003 ◽  
Vol 33 (1) ◽  
pp. 59-86
Author(s):  
John S. Levin

This qualitative investigation identifies a condition of frenetic change experienced by organizational members at two university col- leges in British Columbia, Canada, during the past decade. Prominent outcomes of the formal designation of five former community colleges as university colleges included curricular change and the evolution of a new institutional mission. The brief history of the university colleges of British Columbia parallels the process of economic globalization in the province of British Columbia, and the responses of managers and faculty at university colleges indicate that globalization influenced the formation and functioning of these institutions.


Author(s):  
Editorial Board

Community colleges are designed to serve populations largely drawn from a local base. In an increasing number of cases, the student populations are diverse, while both the administration and faculty, particularly in positions of leadership, are overwhelmingly white. Because of changing demographics, many community colleges serve predominately Latino communities. The present article describes the impact of a national culturally tailored leadership development program for Latino administrators in community colleges. Using data from extensive, semi-structured interviews, this qualitative research study demonstrates that participants in the leadership fellows program found their experience empowering and transformational. Research findings indicate that as a direct result of their participation in a culturally relevant leadership program, participants felt increased confidence and sought out executive community college leadership positions. Additionally, participants benefitted from a national network of peers and mentors. 


2017 ◽  
Vol 21 (4) ◽  
pp. 349-374 ◽  
Author(s):  
Jacqueline Marie Copeland ◽  
Carmen L. McCrink ◽  
Gerene K. Starratt

To address the shortage of skilled workers in the 21st century, shifting demographics, competition for education funding, and the need to better serve underrepresented student populations, colleges and universities in the United States seek to increase internationalization efforts. While a number of instruments exist for measuring internationalization at the university level, few instruments are designed for measuring campus-level institutionalization, particularly at public community colleges. Moreover, current community college instruments are based on outdated literature or make use of qualitative tools that are not necessarily applicable in all settings. This study utilized an exploratory sequential mixed-method design to construct a quantitative instrument to measure institutional-level internationalization in public community college settings. Qualitative data were used to develop a theory of community college internationalization, from which the Community College Internationalization Index was developed. The CCII will be valuable for tracking public community colleges’ progress in internationalization efforts.


Author(s):  
Theresa Neimann

Latinas are undereducated in rural community colleges. This chapter identifies the positive factors enhancing the college experience for Latinas in rural community colleges. To assess the college going experiences of Latinas attending a rural community college, and note if these experiences conform to or negate Chicana Feminist Theory, one rural community college in Oregon randomly selected 10 Latinas between the ages of 18 and 35 who took at least two terms of credit-bearing classes. Data was analyzed from interview recordings, and responses were transcribed based on a narrative analysis transcription protocol. The major findings were developed relying upon the theoretical framework of Chicana Feminist Theory. Significant themes emerging from this study related to positive factors that enhance retention including social integration and motivational factors to attend a rural community college. The retention of Latinas must embrace change and build on positive changes in the academy such as serving students' needs expressed in intentional opportunities for academic and social engagement and better access to financial and childcare resources.


Author(s):  
Rosalind Latiner Raby

Higher education massification has broadened access to universities throughout the world. However, admission remains highly competitive. Alternative institutions emerged in each country to provide opportunities that would otherwise not exist. These institutions share specific commonalities and are seen as a unique higher educational sector. The Community College and global counterpart sector exists alongside the university sector and shares similarities in mission, philosophy, and institutional design.


Author(s):  
Steven Brint ◽  
Jerome Karabel

The focus of this chapter is on the shift toward predominantly vocational enrollments in the 1970s, brought on by the combined pressures of market decline, state fiscal crisis, and the political ascendance of conservative business leaders. Nevertheless, it would be misleading to suggest that contrary forces were not in evidence at least in the first few years of the 1970s. The most important of these contrary pressures was the sheer growth of the community college and university systems, which, for a time, encouraged an increase in the absolute numbers of transfers. The community colleges in Massachusetts proved to be at least as attractive in a period of economic retrenchment as they had been in better times. Low-cost, close-to-home two-year colleges were a practical alternative to more expensive higher education. Between 1970 and 1973, the community colleges’ full-time enrollment increased by over one-third, and the other two tiers grew slightly less rapidly. As the system became more vocational in the late 1960s, it also grew. Because of this growth, the absolute number of community college students who transferred to four-year colleges increased, even though the transfer enrollment rates were slowly declining. The number of community college students transferring to the University at Massachusetts at Amherst, for example, increased from just 80 in 1964, when only seven community college campuses were open, to 425 in 1970 and then to 950 in 1972, when twelve campuses were operating at full capacity. In 1973, at the peak of transfer enrollments, 1,165 public two-year college students enrolled at the University of Massachusetts; 680 enrolled in the state colleges; and 525 enrolled in four-year private colleges in Massachusetts.2 Although never more than a small fraction of total community college enrollments, transfer rates did rise dramatically, from approximately 12.5 percent of the sophomore class in 1964 (a rate congenial to the original planners) to nearly 30 percent of the sophomore class in 1973 (Beales 1974). The nationwide decline in the market for college-educated labor in the early 1970s hit Massachusetts with slightly greater force than in other states, being reinforced by a recession in the newly emerging high-technology belt around Boston that was related to the winding down of the war in Southeast Asia.


2016 ◽  
Vol 46 (1) ◽  
pp. 156-175
Author(s):  
Sierra McKenzie ◽  
Alyson E. King

The ways in which a new university, the University of Ontario Institute of Technology (UOIT), was represented in local, regional, and national newspapers highlight the difficulties of identity creation for organizations. Drawing on theories of organizational identity and supplemented by interviews with UOIT’s founding members, a qualitative analysis of newspaper articles about UOIT published between 2001 and 2004 demonstrates that the words and phrases used in these articles played an important role in establishing an image of UOIT that continues to impact its identity. These news reports also illustrate the complex relationships that existed between UOIT and its geographical, educational, and political contexts. Although UOIT was founded as a four-year baccalaureate degree-granting university, it was linked with its well-established neighbour, Durham College, with which it shared land and services. As a result, UOIT was viewed by some as no more than a “community college with ivory tower pretensions.”  


2019 ◽  
Vol 47 (2) ◽  
pp. 111-135
Author(s):  
Edna Martinez

Objectives: The purpose of this study was to explore the experiences of faculty working within baccalaureate degree–granting community colleges. Method: Data sources included 16 semi-structured interviews, numerous publicly available organizational documents, and participant observations. Results: Analysis revealed three distinct, yet interconnected themes. In light of the institutionalization of baccalaureate degrees, faculty experienced shifting and intensifying work expectations related to service, research, and research-related activities. These shifts exacerbated existing tensions, which in turn led faculty to live with uncertainty in terms of tenure and promotion, the direction of the college, and whether or not they could thrive in a highly contradictory environment. Contributions: This study adds to the literature concerning the community college baccalaureate—a topic of heightened interest. It is essential that we gain a better understanding of the implications of this trend for faculty, which in turn carry implications for students.


Sign in / Sign up

Export Citation Format

Share Document