Date of Submission
Doctor of Education
Utilization Focused Evaluation, Critical Paradigm, Distributed Leadership, Ethical Leadership, Truth and Reconciliation, Indigenous admission criteria, In-Community Training
Canada’s colonial past significantly impacts prospective Indigenous student postsecondary enrollment. For the past fifty years, postsecondary institutions have focused on assimilation and cultural renewal. One assumption is Indigenous learners share similar educational experiences including ease and access to westernized high school programs with a credit or term system and ease and access to transcripts and criminal records checks often required for postsecondary admission. This Organizational Improvement Plan (OIP) addresses the Problem of Practice (PoP) in admission procedures that do not consider Indigenous knowledges, experiences, and criteria for entry into postsecondary programming in SMH Department at LAC College. As an academic manager in SMH Department and facilitator of college career programs in Indigenous communities in central Canada, I explore the organizational context at LAC College and propose a solution to the PoP. This OIP includes a review of LAC College’s admission policy and implementation of an Indigenized admission process. Adaptive and distributed leadership perspectives are the approaches utilized in this OIP. The Critical Paradigm is the underlining perspective, and the voices of Indigenous colleagues and educational partners inform my perspectives in this OIP. I will conclude by discussing the Hiatt 2013 ADKAR change theory and evaluation plan utilized in this OIP.
Keywords: Utilization Focused Evaluation, Critical Paradigm, Distributed Leadership, Ethical Leadership, Truth and Reconciliation, Indigenous admission criteria, In-Community Training.
Gayle, R. C. (2023). Admission Policy Review: Strengthening Indigenous In-Community Training Programs. The Organizational Improvement Plan at Western University, 326. Retrieved from https://ir.lib.uwo.ca/oip/326