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Using longitudinal design, it draws on data gathered nearly two decades earlier from the same institutions, including institutional documents, government policies, and interviews with faculty and administrators spanning 2000–2013. 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Levin, Aida Aliyeva, & Laurencia Walker University of California, Riverside  \nAbstract  \nThis qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation’s data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013 . Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.  \nRésumé  \nCette étude qualitative sur l’expansion des institutions d’enseignementsupérieur porte sur l’étude de nouvelles universités qui étaient autrefois des collèges communautaires des provinces de la Colombie-Britannique et de l’Alberta. Issues d’une enquête menée il y a environ deux décennies, les données de cette étude ont été recueillies auprès de ces mêmes institutions ets’appuient sur des sources similaires : documents institutionnels, politiques gouvernementales et entretiens avec le corps professoralet les administrateurs, donnant ainsi un caractère longitudinal à l’étude.  \nCelle-ci explique l’instabilité de ces institutions et leur changement d’identité, conséquences de nouvelles directives gouvernementales et de normes  \nCJHE / RCES Volume 46, No. 2, 2016  \nFrom Community College to University/ J. S. Levin, A. Aliyeva, & L. Walker 166  \ninstitutionnelles des années 2000 à 2013. Defutures recherches pourrontsuivre l’influence des pratiques néolibérales sur le développement de ces nouvelles institutions d’enseignement supérieur dans un contexte canadien.  \nIn 2008 and 2009, the provincial governments of British Columbia, first, and Alberta, second, established new model universities out of community colleges. These actions not only signalled a culmination of the development of specific community colleges in both provinces since the late 1960s and early 1970s but also moved institutions culturally associated with egalitarianism and social service (Dennison & Gallagher, 1986) both to congruency with neoliberal practices ofthe state and to a new institutional identity. Although Morphew (2002) in the US context notes that the change from “college” to “university”can be explained by three motivations or determinants—legitimacy, resource acquisition, and curricular change—he neglects the role of government and politics in actions directed at public colleges. In the establishment of these new model universities, the governments of Alberta and British Columbia ensured that these institutions, former community colleges, would not be granted the level of autonomy of traditional universities in Canada (Dennison, 2006). Indeed, these new model universities, while combining characteristics of community colleges and traditional universities, maintained their alignment with provincial governments’ market liberalism or neoliberalism (Quiggin, 2010) .  \nThrough the process of globalization, the ideology of neoliberalism has touched down in institutions throughout the world, including postsecondary institutions (Seddon, Ozga, & Levin, 2013). This ideology surfaces through policies at several levels—national, state/provincial, and local/institutional. Scholars argue that neoliberalism has touched nearly every facet of higher education at the institutional level (Ball, 201","cbCail88G8ds24Iy","https://ap.wps.com/l/cbCail88G8ds24Iy","pdf",195029,16,"English","# Abstract\n## Research focus and method (longitudinal qualitative investigation)\n## Institutional change in British Columbia and Alberta\n## Neoliberalism and future research directions","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines institutional development in higher education, specifically how new universities that originated as community colleges became institutionalized in British Columbia and Alberta.\"},{\"question\":\"How does the research methodology work?\",\"answer\":\"It uses a longitudinal qualitative approach, drawing on data collected from the same institutions and similar sources, including institutional documents, government policies, and interviews with faculty and administrators.\"},{\"question\":\"What timeframe and outcomes does the investigation address?\",\"answer\":\"It covers 2000–2013 and explains institutional instability and identity change caused by new government policies and institutional norms.\"}]","From Community College to University - Institutionalization and Neoliberalism in British Columbia and Alberta | PDF",1792083510]