| Título: | Differentiation by Degrees: System Design and the Changing Undergraduate Environment in Canada |
| Autores: | Marshall, Dave; Mount Royal College |
| Fecha: | 2008-12-31 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | There has been a signifi cant growth in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions. This expansion of degree access is the legitimate response to various forces, both social and post secondary. However, as a result, there has been some confusion regarding the meaning and value of the new degrees offered by the increasing variety of institutions. Several provinces are now recognizing this confusion through initiatives to “redesign” their provincial post-secondary systems and this may ultimately reduce the diversity and the confusion. However, this paper examines the forces that have led to this proliferation of degrees and institutions and discusses the problems and controversies that are brewing regarding the recognition of these new degrees for further study and the proposals for system redesign. In particular, it is proposed that an examination of both the substance of various degrees and the nature of the institution offering the credential can provide a context for understanding the meaning of various degrees. Recommendations to help resolve the growing concerns in this area are provided for non-university degree-granting institutions, Canadian universities, and for provincial governments developing degree granting policies as part of system redesign initiatives. Les institutions d’enseignement postsecondaires canadiennes, un groupe de plus en plus diversifi é, offre une variété et un nombre croissants de diplômes. Cet accroissement constitue une réponse légitime à diverses forces tant sociales que spécifi ques au contextede l’enseignement postsecondaire. Toutefois, il en résulte une certaine confusion quant à au sens et à la valeur des différents diplômes offerts et des institutions d’enseignement. Certaines provinces réagissent à ce phénomène en prenant l’initiative de réformer leur système d’enseignement postsecondaire, ce qui à terme pourrait réduire la diversité et la confusion. Cet article examine les forces ayant mené à la prolifération des diplômes et des institutions, examinant les problèmes et les controverses ayant trait à la reconnaissance de ces nouveaux diplômes et aux réformes proposées. En particulier, l’article suggère qu’un nouvel examen tant du contenu des programmes que de la nature des institutions offre un contexte permettant de mieux comprendre le sens des divers diplômes. Des recommandations visant à répondre aux inquiétudes croissantes en cette matière sont proposées à l’attention des institutions non-universitaires offrant des diplômes, des universités canadiennes et des gouvernement provinciaux. |
| Idioma: | Inglés |
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