The preemptive college: A study of two high performing colleges and the role of presidential leadership
Bibliographic record
Abstract
Why do some colleges thrive while others struggle to survive? How do some colleges increase student demand, while others are challenged to attract new students? What is it that certain colleges do to achieve high student satisfaction ratings, while others find themselves continuously appraised poorly by their students? This study examines these complex questions and attempts to open the black box of understanding what certain colleges do to outperform their peer institutions. This dissertation's primary objective was to examine what happened at two high performing Ontario colleges relative to other similar institutions. This inquiry also investigates the impact of presidential leadership on the success of their respective colleges. There are two broad outcomes from this research. First, despite differences in operating environments, demography and institutional size, these two high performing colleges appear to have the ability to act preemptively; to take advantage of market opportunities faster than competitor organizations. For this reason, this dissertation labels these two institutions as being "preemptive colleges". Second, this inquiry concludes that these two preemptive colleges have a confluence of characteristics that help them to be successful. That is, these preemptive college's four common traits include: 1. Externally Focused 2. Trust Oriented 3. Entrepreneurially Inclined 4. Proficient Leadership Through recessions, technological change, incessant underfunding and a rapidly changing student population, some Ontario colleges have proven to be resilient and are able to respond effectively within this competitive environment. This dissertation concludes that these two high performing colleges have been successful in part because they reflect four preemptive traits that position them not only to survive but also to prosper. As a result of effectively practicing these four preemptive traits, these institutions have enhanced their reputation, widened student access, maintained quality and strengthened their overall financial position relative to peer institutions. These colleges are Preemptive Colleges.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".