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Legislative and policy changes reshape the institution’s trajectory until it advances the claim to function as a regional university. The discussion addresses the university college’s role and mandate, academic freedom and tenure, governance and administration, and the legal status forming its constitution. 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Dennison  \nThe University of British Columbia  \nABSTRACT  \nThis paper documents the development of a unique institution in Canadian higher education, the university college in British Columbia. From its roots as a comprehensive community college, the university college was confronted with numerous legislative and policy changes which culminated in its current claim to be called a regional university. In support of this assertion, a number of issues are addressed, including the role and mandate of the university college, academic freedom and tenure, governance, administration, and the legal status under which it was constituted. Over a period of 15 years the university college underwent an organizational evolution as remarkable as it was unprecedented.  \nRÉSUMÉ  \nCet article porte sur l’histoire du développement d’une institution unique dans l’enseignement supérieur canadien, le collège universitaire de la ColombieBritannique. Après ses début en tant que collège communautaire compréhensif, le collège universitaire a été confronté à de nombreux changements dans lalégislation et les politiques publiques. La revendication du vocable « université régionale » par le collège universitaire est le point culminant de cette évolution. Le présent article discute du rôle et du mandat du collège universitaire ainsi que des enjeux relatifs à la liberté académique, à la permanence, à la gouvernance,à l’administration et au cadre juridique au sein duquel cette institution s’est constituée. En quinze ans, le collège universitaire a connu une évolution organisationnelle remarquable et sans-précédent.  \n108 CJHE / RCES Volume 36, No. 2, 2006  \nIn this paper, I describe the evolution of a unique experiment in higher education – the university college – in the province of British Columbia, Canada. In many respects an innovation, the university college attempted to integrate two distinctly different cultures, those of the comprehensive community college and the traditional values of the conventional university (Dennison, 1992) . The institution which emerged in the process then sought to establish an identity of its own and in doing so passed through a series of stages, each involving challenges, some anticipated, others less so.  \nBefore beginning the dialogue it is necessary to describe the context from which the community college emerged. The most distinguishing feature of higher education in Canada is its diversity (Skolnik 1986) . Although the 10 provinces and three territories share many common values, they embrace very different historical, religious, socio-economic and linguistic traditions. The Constitution, enacted in 1867 and revised in 1982, places jurisdiction over education under the authority of the various provincial legislatures. As a consequence, the structure, management, and organization of post-secondary education vary considerably throughout the nation.  \nCanadian universities, of which all but a few are public, are modeled largely on values drawn from British and French traditions (Axelrod 1995, Jones 1997) . They all place a strong emphasis on academic and institutional autonomy, selectivity in student admissions, a curriculum planned on a largely theoretical basis, participatory governance in a bicameral format, and their role as critics of conventional wisdom. In recent years, however, these values have been tempered by characteristics more common in the United States, such as closer attention to government priorities, response to corporate interests, and policies designed to widen student access, without compromising academic standards. Conversely, the non-university sector, which includes community coll","cbCaijRI4X6JQnth","https://ap.wps.com/l/cbCaijRI4X6JQnth","pdf",86819,18,"English","# Abstract\n# Background and Context\n## Diversity of Canadian Higher Education\n## Institutional Models and Autonomy\n# Evolution of the University College\n## Community Colleges in British Columbia\n## Academic Transfer and Expanding Mandates","[{\"question\":\"What institution does the paper focus on, and where is it located?\",\"answer\":\"The paper focuses on the university college in British Columbia as a distinctive experiment in Canadian higher education.\"},{\"question\":\"What major changes shaped the university college’s development?\",\"answer\":\"Legislative and policy changes, beginning from its roots as a comprehensive community college, culminated in its current claim to be called a regional university.\"},{\"question\":\"Which issues does the paper address to support the regional university claim?\",\"answer\":\"It addresses the role and mandate of the university college, academic freedom and tenure, governance and administration, and the legal status under which it was constituted.\"}]","From Community College to University - A Personal Commentary on the Evolution of an Institution | PDF",1792084736,45]