Current developments and future directions of general education in Ontario's Colleges of Applied Arts and Technology

grantor: University of TorontoThis study examined general education reform in Ontario's colleges. It utilized a mixed methods sequential design. A questionnaire was developed to identify external and internal factors which could influence general education policies and programs. The questionnaire was used to obtain baseline data. Nineteen colleges responded to the questionnaire. Seventeen general education administrators and faculty in three colleges were interviewed. Most colleges agreed in principle with the developmental aims of general education. Provincial policy required colleges to implement one general education course per semester, breadth, and choice but most colleges have only partially complied with these guidelines. Medium sized and large colleges have tended to offer a smorgasbord of general studies electives rather than insisting on distribution requirements and one course per semester. Small colleges have tended to mandate courses and modify existing foundation courses to satisfy provincial policies. Provincial cutbacks in operational funding for college programs and the level of commitment of senior administrators were decisive factors. Funding cuts led to modifications in plans for implementing general education and intensified the level of competition between departments. To establish and maintain general education, strong leadership, a positive academic plan and organizational structure, and the cooperation of other departments was necessary. Less resistance to reform was encountered where Colleges viewed general education as a strategy to enhance the marketability, efficiency, and value of college education rather than as an additional burden on college resources. Delivering general education provided a formal opportunity for students to share a common experience and to discuss subjects relevant to their personal development, citizenship, and working lives. General educators related anecdotal evidence that some college students demonstrated increased adaptability, sophistication, and tolerance. Implementing general education provided opportunities for professional renewal and for flexible programming. General education is embedded in the culture of some colleges but is a marginal activity in others. Provincial policy initiatives were a necessary but not a sufficient condition for revitalizing general education in colleges. In the future, a greater range of courses and delivery modes may be developed to suit the differing interests, abilities, and aspirations of students.Ed.D