Relevance of Accounting Baccalaureate Degree Programs in Alberta: A Comparative Study of a Polytechnic Institution and a University
Bibliographic record
Abstract
Academic administrators are challenged by a multiplicity of factors that impact both the current and the future operations of post-secondary institutions (PSIs). Issues, such as scarcity of funds, combined with the economic realities of the labour force, drive the need for change and promote that research is vital to inform strategies and fortify the responses of academic administrators. Utilizing the case study method, this research explored two post-secondary sites located in the geographic area of Calgary, Alberta. The work, underpinned primarily by Constructive Alignment Theory (Biggs, 1996) and supported by Curriculum Process Theory (Stenhouse, 1975) prompted the disquieting discovery in the findings that there was a clear discontinuity in the culture between the polytechnic institute and the university. The notion of the Ecosystem of Relevance was offered. Further, discussion to address the impact of real life elements and resources to teaching activities and assessment activities, collaboration of business schools and industry partners, collaboration of business schools with other business schools, and promotion of business school outcomes was presented. It is hoped that this work provides academic administrators the ability to more accurately inform strategies related to curriculum design and appropriate allocation of limited resources.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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".