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Bridging the educational binary divi...

Hanna, Glenn.

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Bridging the educational binary divide: A case study in the sustainability of inter-institutional relationships.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bridging the educational binary divide: A case study in the sustainability of inter-institutional relationships./
作者:	Hanna, Glenn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	291 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10100531
ISBN:	9781339644424

Bridging the educational binary divide: A case study in the sustainability of inter-institutional relationships.
Hanna, Glenn.

Bridging the educational binary divide: A case study in the sustainability of inter-institutional relationships. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 291 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Nipissing University (Canada), 2016.

The Ontario post-secondary environment is divided between colleges and universities, each with differing mandates. While there is cooperation, this divide has led to competition and conflict between the sectors. The University of Guelph-Humber is a partnership between a college and a university offering an integrated curriculum leading to both a college diploma and a university degree. This qualitative intrinsic case study was designed to provide insight into the nature, evolution, benefits, and challenges of the partnership. The primary research question was: 'How has the University of Guelph-Humber model of inter-institutional partner relationships been sustained?' Thirty-three participants were interviewed, documents reviewed, and field observations conducted. The resulting data was interpreted through the lens of Social Interdependence Theory (M. Deutsch, 2014) and relational power (Coleman, 2014). This study found the partnership was sustained by the availability of government resources, commonality of goals, an effective business model, leadership commitments, and positive interpersonal relationships. Goal interdependence leading to a cooperative approach was demonstrated where the attainment of goals by each side was dependent on the attainment of the goals of the other (M. Deutsch, 2014). The sustainability of the partnership was underpinned by student success, enrolment demands, and financial success. Challenges were identified in the differences between institutional cultures, processes, and governance; the pressure for growth and change; and the formation of a separate University of Guelph-Humber sense of identity. While significant financial success was a benefit, it was also identified as a significant challenge due to the perception of profit being placed ahead of quality. Pressure on the partnership was seen in the need to address the interest in the creation of graduate studies, potential program expansion and facility relocation, an acceptable level of full- and part-time faculty members, and the desire for additional levels of autonomy. The future sustainability of the University of Guelph-Humber partnership rests on the partnership's ability to manage the success evidenced in the venture. Given the pressure for change and growth, the partnership required renewal to ensure continued goal interdependence. Given historical precedents, one potential future evolution of the University of Guelph-Humber could involve alternative mechanisms for managing the partnership, such as an eventual move toward affiliated status or independence.

ISBN: 9781339644424Subjects--Topical Terms:

2122799
Educational administration.

Bridging the educational binary divide: A case study in the sustainability of inter-institutional relationships.
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