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Results show board members often reject strong centralization and instead support values associated with comprehensive, accessible, community-based colleges.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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boards?","Question",{"text":63,"@type":64},"To systematically assess the views of governing board members in 1983 about fundamental issues for the future of British Columbia’s college and institute system.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which issues did board members address in the study?",{"text":68,"@type":64},"They were asked to consider issues such as curriculum content and priorities, the role and composition of institutional governing boards, and the provincial governance structure.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about board members’ views?",{"text":72,"@type":64},"Board members tend to reject strong centralization and support essential values associated with British Columbia colleges as comprehensive, accessible, community-based institutions governed by lay 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ABSTRACT\n\nSince 1960 postsecondary education in Canada has been characterized by thedevelopment of a large number of non-university institutions,usually calledcolleges or technical institutes.Provincial government policy has been to delegatepolicy and management roles in these institutions to governing boards,composedlargely of lay appointees.This study examines the views held by board membersin one province,British Columbia,towards many of the most important issues incurriculum,management,and structure which affect the non-university sector.The results indicate that board members tend to reject strong centralization ofthe system.Further,they support the essential values which have characterizedBritish Columbia colleges as comprehensive,accessible,community-based institu-tions governed by lay boards.  \n## RÉSUMÉ\n\nDepuis 1960,I'enseignement superieur au Canada s'est largement diversifie,surtout par la creation denouvelles institutions extra-universitaires dites“colleges”ou “instituts de technologie”.La politique des gouvernements provinciaux a eucomme resultat de confier la direction et I'administration de ces institutions àdes comités de“gouverneurs”,composes dans leur majorite de personnes non-universitaires.La presente recherche etudie les attitudes des membres de telscomites d'une seule province,la Colombie-Britannique,envers certaines questionsfondamentales -de programme,d’administration,et de structures-qui onttrait aux fonctions du secteur extra-universitaire.Il en resulte que ces membresrejettent la possibilite meme d'une forte centralisation du systeme collegial.Et ilscherchent à revaloriser certaines tendances historiques des colleges colombiens:leur ampleur programmatique,leur ouverture sociale,leurs liens avec les com-munautes ou se trouvent les colleges et d'ou viennent les membres des comitésgouverneurs.  \n## INTRODUCTION\n\nWhile there is no period in the evolution of socio-cultural institutions in modernsociety which is without revision,it may be argued that Canadian education,particularly at the postsecondary level,has undergone dramatic change since theend of World War II.In two decades,1963-1983,most provinces in Canadawitnessed the adaptation of one of the most innovative of educational conceptsdeveloped in North America,the public community college.  \nThe first ten years of this period were characterized by an unprecedenteddemand for educational opportunity,a relatively robust economy and an abidingpublic faith in and support for expansion of the postsecondary educationalsystem.However,the decade from 1973-1983 has featured a different kind ofchange.New areas,ie.,health,social welfare and energy,replaced education as asocial priority.General support for higher education waned as its intrinsic andextrinsic values were subject to review.But the most critical of all factors hasbeen the declining state of the economy and the reluctance of government tokeep pace with the increasing financial appetite of the education system.  \nBritish Columbia has not escaped the economic turndown and the province'scolleges and institutes have experienced budgetary restraint and financial uncer-tainty.Either as a consequenceof the economic situation,or relatively independentof it,depending on one's perspective,the British Columbia Ministry of Educationhas begun a series of planning initiatives which could usher in a new era ofcentralized authority in a college structure which had evolved in a climate ofdecentralized,community control.  \nIt is not the objective of this paper to debate the intent,degree or wisdom ofthe new ministerial direction.Various organizations,groups and individuals haverecorded their opinions,including faculty members,administrators and individualsassociated with the province's colleges and institutes.However,there has neverbeen a systematic attempt to assess the views of the one group which is chargedwith a major responsibi","cbCaitScN6HAFb4H","https://ap.wps.com/l/cbCaitScN6HAFb4H","pdf",765441,"English","# ABSTRACT\n# RÉSUMÉ\n# INTRODUCTION\n# Colleges and Institutes in British Columbia","[{\"question\":\"What is the main purpose of the study on governing boards?\",\"answer\":\"To systematically assess the views of governing board members in 1983 about fundamental issues for the future of British Columbia’s college and institute system.\"},{\"question\":\"Which issues did board members address in the study?\",\"answer\":\"They were asked to consider issues such as curriculum content and priorities, the role and composition of institutional governing boards, and the provincial governance structure.\"},{\"question\":\"What do the results indicate about board members’ views?\",\"answer\":\"Board members tend to reject strong centralization and support essential values associated with British Columbia colleges as comprehensive, accessible, community-based institutions governed by lay boards.\"}]","Governing Boards in Postsecondary Education | PDF",1792084387,48]