This paper is situated within two broad theoretical traditions: new institutionalism, and the human development and capability approach. It adopts from sociological institutionalism and historical institutionalism the insight that institutions are the basic building blocks of society. It argues that institutions are modes of social organisation and resources that are shaped by rules, norms and discourses that are generally adopted by society. These social institutions both enable and constrain agency by providing parameters for action which may also build path dependencies by defining choices. The paper adopts Sen’s (1999, p. 123) position that ‘Individuals live and operate in a world of institutions, many of which operate across borders. Our opportunities and prospects depend crucially on what institutions exist and how they function. Not only do institutions contribute to our freedoms, their roles can be sensibly evaluated in the light of their contributions to our freedoms.’ Colleges have not been institutionalised in this way. The ‘mission’ of colleges is ambiguous. In Aotearoa New Zealand, Australia, Canada, South Africa and elsewhere it has been shaped by a colonial legacy. Colleges’ role is cast as residual, doing what universities and schools don’t do. Colleges’ roles are less well understood. They have less autonomy and less power. The sector is ‘acted upon’, rather than considered an actor in its own right. The paper argues for a re-imagination of college education from narrow preparation for specific jobs, tasks and roles to preparation for broad occupations. It proposes an expansive view of the purposes of college education from human capital to human capabilities (Sen, 2007, p. 99). The paper argues for colleges to develop students’ capability for education, capability for work, and capability for voice (Schröer, 2015). The paper elaborates these purposes of vocational education (Reay, 2012; McGrath & Deneulin, 2021) which it argues are shared with different emphases with universities (Moodie, Wheelahan & Lavigne, 2019). It considers the nature of colleges and of college teachers needed to fulfil an expansive mission. This leaves us with 5 key research questions: 1. What should college qualifications look like? 2. What can colleges do that universities and schools can’t do? 3. What roles do colleges play in supporting local & regional economic, social and cultural development? 4. How will the work of occupations served by colleges change in 5, 10 and 15 years time? How should qualifications change? 5. How can we support college teachers as ‘dual-professionals’ – industry experts and expert teachers?

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