Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

Oct 15, 2026

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The article examines how British Columbia and Ontario face demographic and market pressures that weaken the traditional distinction between universities and non-university sectors (colleges and institutes). It argues that research mandates, transparent institutional governance, and strategic documents help preserve differentiated roles, resisting academic drift linked to institutional isomorphism. Using legislation, policy directives, and institutional documents, the study shows growing blurring between colleges and universities and the associated costs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Research mandates and institutional differentiation

Government policy and system reshaping

Introduction

Provincial governments and post-secondary objectives

Degree access, costs, and hiring practices

Legislation, governance structures, and analysis scope

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 48, No. 2, 2018, pages 92-108 Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture Lane D. Trotter Langara College Amy Mitchell Fanshawe College Abstract As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and nonuniversity sectors (i.e., colleges and institutes) . Key components that ensure these provinces’ institutions preserve their unique roles and differentiationsin a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this. Résumé À l’instar des établissements d’enseignement supérieur du monde entier, la [C.-B. et](C.-B. et) l’Ontario subissent de plus en plus des pressions démographiqueset commerciales qui érodent la différence traditionnelle entre les secteurs CJHE / RCES Volume 48, No. 2, 2018 Research Mandates, Strategy, and Culture / L. D. Trotter & A. Mitchell 93 universitaire et non universitaire (c.-à-d. les collèges et les instituts) . Les élémentscléspours’assurer que les établissements deces provinces conservent leurrôle unique et leur différenciation dans un contexte changeant attribuable en partie à leurs gouvernements comprennent les mandats de recherche, la transparence dela gouvernance institutionnelleetdes documents stratégiques qui résistent à la dérive universitaire créée par l’isomorphisme institutionnel. Ces gouvernements remanient activement leurs systèmes d’enseignement postsecondaire pour les adapter aux besoins économiques nationaux ourégionaux, en augmentant l’accès, en rationalisant l’obtention d’un diplômeet en répondant aux pressions collectives pour disposer d’une université oud’un établissement décernant des diplômes. L’analyse de la loi habilitante, des directives gouvernementales en matière de politiques et des documents institutionnels des deux provinces montre que la distinction entre les collègeset les universités s’estompe, de même que les coûts qui y sont associés. Introduction Over the last two decades, Canadian provincial governments have increasingly seen the post-secondary system as a tool (Dennison, 2006; Dennison & Schuetze, 2004) . To promote economic competitiveness, they have tried to encourage institutions to deliver programs that meet labour market demands and align research with the needs of industry (Fisher et al., 2014; Shanahan & Jones, 2007) . Governments have attempted to increase access to post-secondary education while maintaining or curbing costs (Marginson, 2002) . Given the differences in costs (both in terms of student tuition and operating costs) between the university and non-university sectors, Canadian provincial governments have also increasingly turned tothe non-university sector to provide increased access to degrees (Marshall, 2008) and to engage in applied research. The challenge that these developments pose is twofold: first, the universities no longer have a monopoly on degree granting and are now offering more vocationally oriented programs; second, the non-university sector is increasingly hiring PhD-credentialled faculty to deliver applied degree programs and to engag

FAQs

What pressures are driving academic drift in Canadian higher education institutions?

Demographic and market pressures are eroding the traditional differences between university and non-university sectors, increasing convergence in roles and functions.

Which elements help institutions preserve unique roles and differentiation?

Research mandates, transparency in institutional governance, and strategic documents that resist drift are identified as key components.

What does the analysis of legislation and institutional documents show for British Columbia and Ontario?

It shows that the distinction between colleges and universities is increasingly blurred, along with the costs associated with that shift.

Oct 15, 2026

Uploaded by Muffet