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ERIC Number: ED218998
Record Type: RIE
Publication Date: 1982-May
Pages: 85
Abstractor: N/A
Reference Count: 0
Planning in the Colleges of Applied Arts and Technology in Ontario.
Staton, P. A.; Tracz, George S.
A study of college planning and resource allocation in Ontario colleges of applied arts and technology served as a basis for more detailed study of the decision-making process. A questionnaire was developed through consultation with four college presidents representing a variety of institution types. The questionnaire, administered to college presidents and/or planning officers, covered the scope of college planning, types of structures, participation in the planning process, integration of planning and budget, information use, the process of resource allocation, and the management function, emphasizing a broad-based proactive approach. The trend has been toward integration of planning tasks within the college and in relation to multi-year plans. A wide spectrum of planning philosophies appeared. Planning participants at all levels within the institution was found difficult to achieve and not always sought. Close communication with the governing board was common. A variety of strategies for dealing with advisory boards was found. It was learned that most colleges would favor a Council-described long-range view of the system accompanied by performance assumptions for system components. Appendices include references for the literature review, a table of the issues of concern and their parts in the study, the letter sent to college presidents, a detailed mission statement of St. Lawrence College, a sample agenda from Centennial College's board retreat, and guidelines to advisory committees in the monitoring of programs at St. Clair College. An additional bibliography is included. (MSE)
Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada.
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Identifiers: N/A