Academic Transformation: The Forces Reshaping Higher Education in Ontario

Abstract

The thesis of this book is that the present approach to the provision of baccalaureate education in Ontario is not sustainable and is in need of significant modification.The stage for the present approach was set by two higher education policy decisions that were made in the 1960s: (1) that the colleges would have no role in the provision of baccalaureate credit activity; and (2) that the publicly supported universities would have complete autonomy in deciding on their purpose, mission, and objectives.While the universities had been primarily teaching institutions until the 1960s, since then a single idea of the mission of the university-the research university-has been adopted by all.A key element of the research university model to which the university community in Ontario has subscribed is that of the teacher-researcher ideal: that undergraduate students should be taught only by professors who are active researchers.

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