An analysis of priority setting and resource allocation in Ontario colleges of applied arts and technology

grantor: University of TorontoThis study examined the decision-making processes for determining priorities and allocating resources in community colleges in Ontario. The study also examined how teaching and learning were considered in relation to resource allocation decision-making. The objectives of this study were accomplished through qualitative analytical methods, using a case study approach of three community colleges in Ontario. This included interviews and a review of college and Ministry of Education and Training documents. The data were collected to cover the period from 1995 to 1999. The following conclusions have been drawn from the study. (1) The decision-making processes for determining priorities and allocating resources used in the three colleges are situational and strongly shaped by the prevailing organizational culture in the individual college. (2) In the colleges where there was more democratic and transparent governance faculty morale and trust were higher. (3) Participation by faculty in resource allocation decision-making in the colleges was varied and incomplete and without power and authority to make a difference in final decisions and implementation. (4) Colleges became more market driven and shifted resources away from teaching and learning into finding alternate sources of funding when public funding declined. (5) Decision-making to allocate resources was more closely linked to politics and to fiscal constraints than to enhancing quality and organizational effectiveness. (6) The findings of this study support the view that the actions of organizations emerge from a combination of the structure of the external environment and the internal behaviour of the organization.Ph.D