Silos or system? The impact of converging technologies on public post-secondary education in British Columbia, 1995-2000
Bibliographic record
Abstract
This dissertation is an account of a multi-site, qualitative case study. The research was undertaken to examine change in British Columbia's public postsecondary education system, brought on by converging technologies in the latter half of the 1990s. \n \nThree educational institutions, a government ministry and a government funded central agency were studied. Thirty-four subjects were interviewed, and transcripts of their interviews analyzed with the QSR-NUD *IST software program for key thematic content. Ten subjects requested anonymity in the dissertation, and twenty-four agreed to have their identities revealed. All subjects were assigned numbers, which are used referentially in quotes throughout the dissertation to assist with thematic development within and across organizations. \n \nIn Section I the rationale for the study is provided, along with an overview of key issues, and the methods used. An overview of five public policy initiatives which included technology-focused change agendas is provided. Overarching variables included the impacts of a spiraling national debt; economic transition from a resource/industrial economy to a knowledge-based economy; and the convergence of technological advances in telecommunications, networked computer workstations, and multimedia. Sub-themes which are interwoven across the policy initiatives and the case sites include diffusion of innovation, the impact of leadership, and organizational issues arising from planned change in adopting technology-enabled learning models. \n \nIn Section II, an overview of the five case sites is provided, along with an individual analysis of each site. For each organization, the impacts of the five policy initiatives are reviewed. Themes are constructed from cross-referenced data sources and relevant artifacts using triangulation, based on multiple instances within and across subjects' interview transcripts and interpretive association of meaning. The Change Order Model is used to explore a particular theme in detail. The three overarching case study variables of diffusion of innovation, leadership, and planned change adoption are then examined in the context of cultural transformation for each site. \n \nIn Section III, the final two chapters of the dissertation provide a systemic, meta-level analysis of data across case sites, and consider the implications of this analysis. Lessons learned from the study are posited, and a series of associated “options for change” offered which reflect upon potential future directions for post-secondary education in British Columbia, based on the study's findings. This section of the dissertation also further clarifies the contribution the study makes to academic literature and public policy development in the areas of planned change, leadership, and the innovative applications of technologies. \n \nA comprehensive bibliography developed during an in-depth review of the literature, a list of subjects interviewed, and the questionnaire used to carry out the study complete the document.
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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 | 0.001 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".