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In the qualitative case study presented, eight faculty members in the School of Building Technology at an Ontario community college were interviewed to explore their perceptions and opinions with regard to the possible introduction of an interdisciplinary, problem-based capstone project in the final year of three Ontario college advanced diploma programs. The themes emerging from the portraits discerned from participant interviews revealed no general or selective resistance to the proposed curriculum change and differences in resistance based on length of time teaching or length of time to retirement were not evident. Discussions and comparisons with previous educational change management studies in commensurate educational facilities are provided.