A Case Study Analysis of Access in One Ontario College: Exploring A Strategic Model for Future Directions in Institutional and Program Design
Keywords: Access
Barriers to Education
Cultural Bias
Educational Models
Non-traditional Learners
Post Secondary Education

The purpose of this study is to examine the efficacy of applying the Beatty-Guenter model as a framework to assess the delivery of access programming at one Ontario college. The application of the framework as an evaluative lens also illuminates the extent to which the current approach to access programming at that college aligns with the categories of the Beatty-Guenter framework. This case study includes a literature review with a focus on both Canadian content and College Impact Models as the basis for exploring current practice at one large urban college. The study employs both document and qualitative interview analysis to examine the extent to which the current approach to access programming aligns with the categories of “sorting, supporting, connecting, transforming students and transforming the institution” in the Beatty-Guenter model. The study addresses areas for institutional investment as well as structural changes needed within institutions to ensure successful access and retention of non-traditional students in the postsecondary environment. The findings of the study revealed support for the efficacy of the Beatty-Guenter model by the majority of participants interviewed. The greatest alignment to the Beatty-Guenter model was seen with four categories “sorting, supporting connecting and transforming students”, and the least alignment with the “institutional transformation” category. While the model identified gaps in service delivery, further refinements to the model would be necessary to ensure how a more accurate assessment of each category could be determined. Additionally, the findings identified themes that also impact the delivery of access programming outside the scope of the model. The emergent themes related to both internal factors such as organizational structure, vision and cultural context, and external factors such as role of the Ministry of Training, Colleges and Universities in funding and policy directives. While this study is not generalizable, it provides a small contribution to knowledge in the area of programming and the use of a systematic model of delivery. This knowledge does not lend itself to developing larger principles for generalization, but rather allows for the examination of access programs within organizations, while shedding light on challenges that impede access goals in postsecondary environments. The purpose of this study is to examine the efficacy of applying the Beatty-Guenter model as a framework to assess the delivery of access programming at one Ontario college. The application of the framework as an evaluative lens also illuminates the extent to which the current approach to access programming at that college aligns with the categories of the Beatty-Guenter framework. The findings of the study revealed support for the efficacy of the Beatty-Guenter model by the majority of participants interviewed. The greatest alignment to the Beatty-Guenter model was seen with four categories “sorting, supporting connecting and transforming students”, and the least alignment with the “institutional transformation” category. While the model identified gaps in service delivery, further refinements to the model would be necessary to ensure how a more accurate assessment of each category could be determined. Additionally, the findings identified themes that also impact the delivery of access programming outside the scope of the model. The emergent themes related to both internal factors such as organizational structure, vision and cultural context, and external factors such as role of the Ministry of Training, Colleges and Universities in funding and policy directives. While this study is not generalizable, it provides a small contribution to knowledge in the area of programming and the use of a systematic model of delivery. This knowledge does not lend itself to developing larger principles for generalization, but rather allows for the examination of access programs within organizations, while shedding light on challenges that impede access goals in postsecondary environments.