Academic literature on the topic 'Education, Higher – Research – Canada'
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Journal articles on the topic "Education, Higher – Research – Canada"
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Malcolm, Ian G. "Lote in higher education." Language Teaching and Learning in Australia 9 (January 1, 1992): 69–82. http://dx.doi.org/10.1075/aralss.9.05mal.
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A joint research project between Edith Cowan University and the Guangzhou Foreign Language University, China, is seeking to find out whether university students achieve greater proficiency than otherwise when instruction is given intensively or by immersion approaches. This paper situates the research in the context of research on intensive and immersion language education at University level, particularly in the U.S.A. and Canada, outlines some principles and problems associated with the research and reports on the progress of the first phase of the project.
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Sheehan, Nancy M. "History of Higher Education in Canada." Canadian Journal of Higher Education 15, no. 1 (April 30, 1985): 25–38. http://dx.doi.org/10.47678/cjhe.v15i1.182953.
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This paper relates the changes that have occurred in historiography over the last couple of decades to the present state of writing on the history of higher education in Canada. The existing bibliography has laid the groundwork and the 'new' history offers the means by which the complex relationships between society and institutions of higher learning can be synthesized. A few examples of the kinds of questions that need to be asked and of some assumptions that need analysis are given. By looking at all phases of universities - professors, students, women, administrative and academic matters; by using quantitative as well as qualitative research techniques; by consulting government, church, local and business sources as well as university material; and by analyzing and critiquing the newer historians of higher education can help Canadians understand the traditions and mores of individual institutions as well as the collective impact of higher education on the society.
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Hughes, Julia M. Christensen, and Donald L. McCabe. "Academic Misconduct within Higher Education in Canada." Canadian Journal of Higher Education 36, no. 2 (December 31, 2006): 1–21. http://dx.doi.org/10.47678/cjhe.v36i2.183537.
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Despite a plethora of research on the academic misconduct carried out by U.S. high school and undergraduate university students, little research has been done on the academic misconduct of Canadian students. This paper addresses this shortcoming by presenting the results of a study conducted at 11 Canadian higher education institutions between January 2002 and March 2003. We maintain that academic misconduct does indeed occur in Canada – amongst high school, undergraduate and graduate students. Common self-reported behaviours were as follows: working on an assignment with others when asked for individual work, getting questions and answers from someone who has already taken a test, copying a few sentences of material without footnoting, fabricating or falsifying lab data, and receiving unauthorized help on an assignment. Possible factors associated with these behaviours include student maturity, perceptions of what constitutes academic misconduct, faculty assessment and invigilation practices, low perceived risk, ineffective and poorly understood policies and procedures, and a lack of education on academic misconduct. Canadian educational institutions are encouraged to address these issues, beginning with a recommitment to academic integrity.
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Voskoboinikova-Huzieva, Olena. "DIGITAL HUMANITIES IN HIGHER EDUCATION SYSTEM OF CANADA." Continuing Professional Education: Theory and Practice, no. 2 (2019): 58–62. http://dx.doi.org/10.28925/1609-8595.2019.2.5862.
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The urgency of the article is due to the increased impact of information and communication technologies on research in the field of socio-humanitarian cycle sciences, which led to the emergence of interdisciplinary direction of research and projects – Digital Humanities, increasing socially important digital content (electronic collections, archives, libraries, museums) and the need for training specialists for this area of activity. The author relies on the main provisions of the publications by V. Kopanieva, T. Yaroshenko, S. Chukanova, O. Oliinyk, and Manifesto for the Digital Humanities. The purpose of the paper is to analyze the experience of preparing specialists in Library Science and Information Sciences (LIS) in the interdisciplinary Master’s Degree Programs in Digital Humanities in Canada and determining the prospects for introducing such programs in Ukraine. The author uses the systematic approach to determining the prospects of training specialists in Digital Humanities for libraries, educational institutions, museums, archives, and other cultural institutions. Methods of analysis of literary sources and information resources, content analysis of university sites in Canada, comparative analysis of educational programs Digital Humanities are applied. The University of Alberta (Edmonton, Canada) was selected as the main research object, where the 3-year Interfaculty Educational Program upon Digital Humanities and the Master of Science in Library and Information Research (MLIS) is offered by the Digital Humanities Program and the Library for Information Studies School. The comparative analysis of the contents of the Interfaculty Educational Program upon Digital Humanities at the University of Alberta and the educational and professional program on Information, Library and Archives Management at Borys Grinchenko Kyiv University stimulated the decision to develop a new specialization in Digital Humanities for undergraduate Master’s program students in Ukraine. Digital Humanities combine information and communication methods and theories with research and teaching in the field of art and the humanities. The training of specialists in the field of DH is an actual and important task for the higher education system in Ukraine, and the experience of universities in Canada can be extremely useful.
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Andreotti, Vanessa, David Jefferess, Karen Pashby, Cash Rowe, Paul Tarc, and Lisa K. Taylor. "Difference and Conflict in Global Citizenship in Higher Education in Canada." International Journal of Development Education and Global Learning 2, no. 3 (September 1, 2009): 5–24. http://dx.doi.org/10.18546/ijdegl.02.3.02.
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This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.
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Dwivedula, Ravikiran, and Diganta Chakrabarti. "Entrepreneurship Studies in Higher Education: A Bibliometric Analysis from Canada." Journal of Research in Higher Education 6, no. 2 (July 22, 2022): 64–82. http://dx.doi.org/10.24193/jrhe.2022.1.3.
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The purpose of this paper is to identify broad themes that are pertinent to the study of Entrepreneurship in Canadian higher education institutions. 51 peer-reviewed papers formed the theoretical corpus of our qualitative analysis. We employed co-occurrence of keywords to identify research themes that appeared in our theoretical corpus. Keywords that occur together most frequently across the corpus were extracted and grouped into clusters. Each of these clusters represents a theme common to the keywords it encompasses. We used VOSViewer 1.6.10 for our analysis. The five themes extracted from the theoretical corpus are: Integration with business education; Adopting global approach; Academic research in entrepreneurship; Robust education policy; Educational innovation. We discussed the implications for entrepreneurship education.
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Istomina, Kateryna. "International Relations As A Field Of Study In The Canadian System Of Higher Education." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 83–87. http://dx.doi.org/10.1515/rpp-2015-0044.
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AbstractThe research presents an attempt to investigate the current state of international relations as a field of study in the context of higher education system in Canada. It contains a general overview of the field of study, focusing predominantly on the role and function of the given academic discipline. The scientific investigation covers the issue of short historiographic review of the development of international relations as a separate academic discipline and an independent field of study at the universities of Canada since it provides better understanding of the international relations evolution as a discipline in Canadian system of higher education. It gives information on the origins of international relations discipline in Canada and first higher education establishments, which provided professional training in the international relations field. The article reviews the official normative documents in the sphere of higher education in Canada, such as Major Field of Study Classification and Classification of Instructional Programs, being theoretical basis of our analysis. The research results can be used to outline the place of international relations major among the diversity of functioning academic majors in Canada. The research also turns to the profound analysis of the information about the offered instructional programs, dedicated to professional training of international relations specialists at the universities of Canada.
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Brennan, Jennifer, Frank Deer, Roopa Desai Trilokekar, Leonard Findlay, Karen Foster, Guy Laforest, Leesa Wheelahan, and Julia M. Wright. "Investing in a better future: higher education and post-COVID Canada." FACETS 6 (January 1, 2021): 871–911. http://dx.doi.org/10.1139/facets-2021-0006.
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Post-secondary education (PSE) is a vital part of civil society and any modern economy. When broadly accessible, it can enable socioeconomic mobility, improve health outcomes, advance social cohesion, and support a highly skilled workforce. It yields public benefits not only in improved well-being and economic prosperity, but also in reduced costs in health care and social services. Canada also relies heavily on the PSE sector for research. During the COVID-19 pandemic, PSE has supported research related to the pandemic response and other critical areas, including providing expert advice to support public health and government decision-making, while maintaining educational programs and continuing to contribute to local and regional economies. But the pandemic effort has stretched already strained PSE resources and people even further: for decades, declining public investment has driven increases in tuition and decreases in faculty complement, undermining Canada’s research capacity and increasing student debt as well as destabilizing the sector through a growing reliance on volatile international education markets. Given the challenges before us, including climate change, reconciliation, and the pandemic, it is imperative that we better draw on the full range of experience, knowledge, and creativity in Canada and beyond through an inclusive, stable, and globally engaged PSE. Supporting PSE’s recovery will be key to Canada’s ongoing pandemic response and recovery. The recommendations in this report are guided by a single goal—to make the post-secondary sector a more effective partner and support in building a more equitable, sustainable, and evidence-driven future for Canada, through and beyond the COVID-19 pandemic.
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Skolnik, Michael L. "On the Study of Higher Education in Canadian Universities." Canadian Journal of Higher Education 21, no. 3 (December 31, 1991): 96–114. http://dx.doi.org/10.47678/cjhe.v21i3.183112.
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Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".
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Ghani, Nazifa Abd, Poh-Chuin Teo, Theresa C. F. Ho, Ling Suan Choo, Beni Widarman Yus Kelana, Sabrinah Adam, and Mohd Khairuddin Ramliy. "Bibliometric Analysis of Global Research Trends on Higher Education Internationalization Using Scopus Database: Towards Sustainability of Higher Education Institutions." Sustainability 14, no. 14 (July 19, 2022): 8810. http://dx.doi.org/10.3390/su14148810.
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Sustainability in education has continued to evolve, which in turn creates a research niche that is able to provide greater opportunities for interaction between Higher Education Institutions (HEIs) and their surroundings. Internationalization of higher education is one of the new forms of engagements in higher education for ensuring sustainability. This study seeks to understand the research in higher education internationalization on publication outcomes, co-authorships between authors and similar countries, and co-occurrences of author keywords. This can provide valuable opportunities in expanding collaborative networks to impart global perspectives into teaching, learning, and research development. For this purpose, a bibliometric analysis was carried out to identify a total of 1412 journal articles from between 1974 to 2020 using information taken from the Scopus database. The research wraps up similarities on the growth of research, with the United Kingdom, United States, Australia, China and Canada emerging as among the countries that publish the most. There is a growing popularity of the term ‘higher education internationalization’ as part of the global new trends of cross-cultural study in transnational education. Finally, this study calls for future research programs with a concern in developing the intercultural communication of graduate students for global competence skills towards sustainability of HEIs.
Dissertations / Theses on the topic "Education, Higher – Research – Canada"
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Cafley, Julie Meredith. "Leadership In Higher Education: Case Study Research of Canadian University Presidents with Unfinished Mandates." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32385.
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Within Canada, the ever-changing context of universities is paralleled by an increased number of unfinished presidential mandates, approximately 16 in the past ten years. “Never has Canadian university presidential leadership been under greater scrutiny than it is today” (MacKinnon, 2004, p. 132). The trend of an increasing number of unfinished mandates of university presidents in Canada leads to some important questions that require further exploration. Through an in-depth series of interviews with six of the 16 Canadian university presidents with unfinished mandates, this research dives deeply into leadership experiences and highlights patterns and trends within the individual trajectories leading to their shortened mandate. More precisely, the leaders’ transitional process within their presidential role is examined in order to gain insight into the challenges of transition, particularly for the person at the top of the organization. The findings are focused on the themes of board governance and communication, university transitions, relationships within the executive team, the role of the predecessor, and diversity and leadership. This dissertation contributes a unique piece of research to the higher educational literature, and also provides concrete recommendations to improve transitional practices for leaders within the higher education environment.
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Chun, Holly CP. "Mobile Collaborative Learning for Female Baby Boomer Students in Canadian Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4611.
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Female baby boomer students (born 1946-1964) need to augment their skills in mobile collaborative learning because current knowledge of technologies is essential for making informed decisions. The purpose of this study was to determine the need to promote technologies based on the experiences of female baby boomer students. Andragogy and constructivism provided the conceptual framework for this research. The research questions were devised to investigate female boomer students' collaborative experiences using smart devices and barriers to their adoption of technology. This phenomenological study included 8 participants from a Canadian university recruited through purposeful sampling. Per the Modified Stevick-Colaizzi-Keen method, data were simultaneously collected via interviews, analyzed by coding, and organized into themes until saturation. Age was the main deterrent for technology adoption, and obstacles included embracing a new process, feeling that information was secure, and resolving technical difficulties. Results indicated that female baby boomer students were not ready to lead in the use of mobile collaborative learning and could not maintain rapid technological changes. Mature students may need training in cloud computing; a 1-semester blended course was proposed to enable these students to learn mobile technologies and collaborative skills. This study identifies the technology learning needs of baby boomer students, which will help those looking for ways to teach students in this age range. When leaders in their field of study know how to use current technologies, they will be more productive in their communities.
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Hogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.
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Rae, Peter S. "Unholy alliance?, the church and higher education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32017.pdf.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Mwenifumbo, A. Lorraine (Audrey Lorraine) Carleton University Dissertation Psychology. "Faculty demographic and current issues in higher education in Canada." Ottawa, 1996.
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Conn, Ian Brian Edward. "Governing higher education : research pooling in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24477.
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Research pooling refers to a new form of collaboration between higher education (HE) institutions in Scotland under the auspices of the Scottish Funding Council (SFC) in which research resources in specific areas are shared, or pooled, across Scotland with the aim of enhancing research competitiveness. This thesis is a study of research pooling as a policy initiative. It suggests that the policy initiative warrants examination because it is a highly innovative policy that introduced new structures, relationships and practices in HE in Scotland. Moreover it did so through a collaborative policy process that appears at odds with the recent highly competitive and selective framing of policy in Europe and the UK. The thesis contrasts research pooling with policy solutions pursued in England and argues that it offers a distinctive approach to developing and sustaining world-class research in the global knowledge society, and (post-RAE 2008) has the characteristics of a successful policy development that attracted widespread support. This prompts a number of questions addressed in the thesis about the development of the policy in Scotland, including the importance of the specific policy context, the significance of the timing of the policy development; and questions about why it developed so quickly. In more general terms, the thesis also considers the significance of the development of research pooling policy for our understanding of the steering of research and higher education in globalising contexts. Thus the thesis is informed by literature on globalisation, particularly that which is attentive to the interaction between the global and local. It also engages with the policy imperatives of building global knowledge societies and economies, and the 'travelling' policies they engender. It considers the significance of embedded factors in the 'local' Scottish context; and how these play out in academic culture and in tension with managerialism. Finally the thesis connects to the theme of governance of research and higher education through consideration of aspects of the operation of policy networks and policy communities. The methodology of the thesis is interpretive and works with the idea of a policy 'narrative' that allows the actors to 'speak' for themselves, constructing a narrative of the process of policy formation as they wish to present it. The methodology assumes that each of the actors represented in the data is mobilising particular resources in order to promote and maintain their individual and collective interests. Thus, the analysis interprets these narratives with attention to the work they do in protecting and maintaining power. Semi-structured interviews with sixteen actors from Scottish Government, SFC, universities and other HE bodies generated data that were then analysed as 'interpretations of interpretations'. The approach illuminates the 'assumptive worlds' of policy-makers, and their emergent networks in the context of post-devolution policy for HE in Scotland. The analysis of the data suggests that research pooling, as a policy initiative, contrasts with much recent policy in HE in the UK, as it works with the grain of academic culture and appeals to ideas of self-determination, autonomy and sovereignty within the academic community. 'Hard' forms of managerialism and governance were rejected in favour of 'soft' governance, drawing people into the policy process, and the policy network was characterised by trust relationships and high levels of personal commitment. This may be seen as a highly developed form of network governance. It also highlights the significance of cultural and political context in the translation of global imperatives into local contexts.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.
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The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.
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Zhang, Yuanyuan. "Econometric study of the demand for higher education in Canada, 1976-1995." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ57340.pdf.
Full textBooks on the topic "Education, Higher – Research – Canada"
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Royal Society of Canada. University Research Committee. Realizing the potential: A strategy for university research in Canada : report. Ottawa: Royal Society of Canada, 1991.
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Krakower, Rose. Estimation of research and development expenditures in the higher education sector, 1985-86. [Ottawa]: Statistics Canada, 1987.
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(1985), Giving Greater Point and Purpose to the Federal Financing of Post-Secondary Education and Research in Canada. Reforming the financing arrangements for post-secondary education in Canada. Toronto, Ont: Ontario Economic Council, 1985.
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Canada. Dept. of the Secretary of State of Canada. Giving greater point and purpose to the federal financing of post-secondary education and research in Canada: A report prepared for the Secretary of State of Canada. [Ottawa, Ont.?: Dept. of the Secretary of State?], 1985.
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Looker, E. Dianne. Post-secondary access and student financial aid in Canada: Current knowledge and research gaps. [Ottawa, ON: Canadian Policy Research Networks, 2000.
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State, Canada Secretary of. Giving greater point and purpose to the federal financing of post-secondary education and research in Canada: A report prepared for the Secretary of State of Canada. Ottawa: Secretary of State, 1985.
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Sheehan, Bernard S. Telematic services of the Canadian higher education research network. Ottawa, Ont: Canadian Higher Education Research Network, 1986.
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Hall, Peter V., and Ian MacPherson, eds. Community-university research partnerships:: Reflections on the Canadian social economy experience. Victoria, British Columbia: University of Victoria, 2011.
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1942-, Doern G. Bruce, and Stoney Christopher, eds. Research and innovation policy: Changing federal government-university relations. Toronto: University of Toronto Press, 2009.
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Brownlee, Jamie. Academia, Inc: How corporatization is transforming Canadian universities. Halifax: Fernwood Publishing, 2015.
Find full textBook chapters on the topic "Education, Higher – Research – Canada"
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Christensen Hughes, Julia, and Sarah Elaine Eaton. "Academic Misconduct in Higher Education: Beyond Student Cheating." In Academic Integrity in Canada, 81–102. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_4.
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AbstractWhen people hear the term “academic misconduct”, student cheating often comes to mind. In this chapter we provide a broader perspective, presenting formal definitions of the terms academic integrity and academic misconduct, arguing that such concepts should apply to all members of the academy. Unfortunately, research conducted in the UK and the US suggests that faculty and administrators engage in misconduct and unethical practice, in research as well as other domains. Here we review policy changes in Canada’s approach to dealing with research misconduct, with the aim of strengthening “Canada’s research integrity system” (HAL in Innov Policy Econ, 2009, i). We also present public accounts of academic transgressions by Canadian faculty and administrators, with a primary focus on research misconduct. A query of Retraction Watch found 321 retractions involving academics working in Canadian higher education institutions during the years 2010–2020. Articles in the press are then used to further highlight incidents of academic fraud and plagiarism, as well as questionable practices in student supervision, hiring practices, international student recruitment, and inappropriate interpersonal relationships. We conclude by calling for a comprehensive study of academic misconduct by faculty and administrators at Canadian higher education institutions as well as an assessment of how well the changes to Canada’s policies on research misconduct are working, particularly with respect to public disclosure.
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Christensen Hughes, Julia. "Academic Integrity Across Time and Place: Higher Education’s Questionable Moral Calling." In Academic Integrity in Canada, 25–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_2.
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AbstractIn this chapter, I call on Canada’s higher education institutions to embrace Veritas (truth), in every aspect of the academy. Academic integrity must transcend discussions of student misconduct and apply to all that we are—our history, our research, our curriculum, our pedagogy, our purpose. Tracing Western higher education’s development from medieval times in Europe, through to the US and Canada, I make the case that the academy has paradoxically been both a dominating and liberating force since its inception. While imposing Western conceptions of morality and truth that have shifted over time, and supporting the imperialist ambitions of Church, monarchy and state, higher education has also elevated its graduates to positions of influence within society and advanced national aims. Despite credos of truth telling and missions of character development, higher education’s moral calling has been—and remains—highly questionable. Given the complex challenges the world is facing today, and the need for Canadian institutions of higher learning to confront their colonial roots, it is time for us to critically examine this history and explicitly (re)position integrity at the core of Canada’s higher education institutions.
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Majhanovich, Suzanne. "Higher Education Adapts to Globalization: Examples from Canada." In Third International Handbook of Globalisation, Education and Policy Research, 667–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66003-1_38.
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Lawrence, Melanie, and Goli M. Rezai-Rashti. "Pursuing Neoliberal Performativity? Performance-Based Funding and Accountability in Higher Education in Ontario, Canada." In Globalisation, Comparative Education and Policy Research, 149–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83136-3_10.
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Jones, Glen A., Bryan Gopaul, Julian Weinrib, Amy Scott Metcalfe, Donald Fisher, Yves Gingras, and Kjell Rubenson. "Teaching, Research, and the Canadian Professoriate." In Teaching and Research in Contemporary Higher Education, 335–56. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6830-7_18.
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Stoesz, Brenda M. "Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada." In Academic Integrity in Canada, 141–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_7.
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AbstractResearch on academic integrity and misconduct in higher education is not difficult to locate, as work in this area has increased dramatically over the past several decades. Overall, findings reveal that cheating is a serious problem plaguing higher education with many institutions documenting various approaches to address the relevant issues. A careful look at this literature, however, exposes significant gaps in our understanding of academic integrity and misconduct in Canadian elementary and secondary (or K-12) education, which is problematic as behaviours practiced in these settings during the formative years may influence behaviours in later life stages. Furthermore, school policies, which reinforce expectations for students and teachers in the workplace are of particular importance as K-12 teachers arguably impact students’ approaches to academic integrity. This chapter focuses on key questions related to K-12 education in Canada: Do provincial and territorial ministries of education address academic integrity through policy for K-12 education? If these policies exist, what evidence demonstrates their influence on the implementation of academic integrity education at the school level? To begin to examine these questions, I conducted an environmental scan of Canadian ministries of education websites to identify academic integrity and misconduct policies. I found that only a few education ministries outline student expectations for academic integrity and consequences for misconduct or describe teacher responsibilities for providing academic integrity education and responding to academic misconduct (i.e., Newfoundland and Labrador, Manitoba, and Saskatchewan). To conclude this chapter, I discuss the implications of the presence or absence of effective academic integrity and misconduct policies for K-12 education in Canada and beyond, the impact on higher education and advanced training, as well as avenues for future research in the field.
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Bramblett, Sandra, and Michelle Broderick. "Professional Development for the Institutional Research (IR) Professional: Institutional Research and Decision Support in the United States and Canada." In Building Capacity in Institutional Research and Decision Support in Higher Education, 135–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71162-1_9.
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Bens, Susan L. "Helping Students Resolve the Ambiguous Expectations of Academic Integrity." In Academic Integrity in Canada, 377–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_19.
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AbstractStudents find matters of academic integrity to be ambiguous. Many educators do not understand how this, and self-reported incidence of academic misconduct, can persist. Across Canadian higher education, students are alerted to policy via syllabus statements and awareness campaigns. Many faculty provide guidance and referrals to supports and resources. Yet, students report mixed messages that leave them unclear as to the real expectations. In this chapter, I offer an educational developer’s perspective on how matters of academic integrity confuse students. I make the point, through story and review of selected research, that students encounter wide-ranging teaching and learning contexts and approaches, especially in early years of study. Next, I examine the practical limits of initiatives like standardized syllabus statements and campus awareness campaigns. I recommend contextualized course-based instruction approaches that occupy a teaching and learning space between policy awareness and general academic skill building. I conclude that instructors ought to target and reinforce areas of greatest concern with more explicit instruction in their courses.
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Foxe, John Paul, Allyson Miller, Glen Farrelly, Vincent Hui, Dianne Nubla, and Colleen Schindler-Lynch. "Visual Plagiarism: Seeing the Forest and the Trees." In Academic Integrity in Canada, 267–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_14.
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AbstractRecent years have seen an increase in conversations in higher education around academic integrity. The subject of plagiarism in traditional written assessments has been much discussed and well researched. Considerably less is known about visual plagiarism. For the purposes of this chapter, we are defining “visuals” as mechanisms that convey meaning without articulation of, or dependence on language. Although some scholarly literature on visual plagiarism exists, there is a dearth of comprehensive literature on the topic and even less published are instructional or best-practice resources for instructors. Further complicating this topic are the differing ethical, legal, professional, and academic standards across fields. Here, we discuss practical ways to pre-emptively approach the topic of visual plagiarism through the education of faculty and students. We address prevention with suggestions for best practices in four distinct disciplines. Additionally, academic policy and administrative challenges are explored. Finally, we make recommendations for further research. This chapter will be of use both across Canada and globally, by providing a framework for defining and examining visual plagiarism in academic contexts and offering guidelines for pedagogical approaches to educate faculty, administration, and students on this important issue.
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Hamilton, Melanie, and Karla Wolsky. "The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges." In Academic Integrity in Canada, 467–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_24.
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AbstractAcademic misconduct is a growing concern within Canadian higher education and around the world. Research suggests that university faculty have an extensive history of addressing academic misconduct, with an increased focus on detection and prevention. There has been little research, however, on faculty teaching in community colleges and their experiences with reporting and prevention, particularly within the Canadian context. As concern with academic misconduct continues to rise, we suggest that there needs to be more focus on these issues, particularly with respect to approaches that support a cultural shift with faculty that encompasses the fundamental values of academic integrity. For this to occur, it is essential for educational institutions to understand the forces that influence potential dishonest behaviors among students, create policies to address and support academic integrity, while creating a culture of academic integrity which supports both faculty and students alike. Faculty play a crucial role in creating environments that expound and uphold the values of academic integrity. Faculty are the frontline contact, espousing the values and expectations of their institution to students, monitoring, and reporting. Our scholarship of teaching and learning (SoTL) research was motivated by the aim to help community college faculty address the issue of academic misconduct within their classrooms and institutional environments. Barriers to reporting academic dishonesty, identified by faculty, include time and workload in reporting, a perceived lack of institutional support from administration and applicable institutional policies, as well as the perceived threat felt by faculty in reporting incidents.
Conference papers on the topic "Education, Higher – Research – Canada"
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Asimakopoulos, George, Thanassis Karalis, and Katerina Kedraka. "Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.
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This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
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Squires, Vicki, Nancy Turner, Sandra Bassendowski, Jay Wilson, and Susan Bens. "Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5508.
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There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.
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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.
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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Ajiferuke, Isola. "Role of Information Professionals in Knowledge Management Programs : Empirical Evidence from Canada." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2625.
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The objective of this study is to provide empirical evidence of the role of information professionals in knowledge management programs. 386 information professionals working in Canadian organizations were selected from the Special Libraries Association’s Who’s Who in Special Libraries 2001/2002 and questionnaire with a stamped self-addressed envelope for its return was sent to each one of them. 63 questionnaires were completed and returned, and 8 in-depth interviews conducted. About 59% of the information professionals surveyed are working in organizations that have knowledge management programs with about 86% of these professionals being involved in the programs. Factors such as gender, age, and educational background (i.e. highest educational qualifications and discipline) did not seem to have any relationship with involvement in knowledge management programs. Many of those involved in the programs are playing key roles, such as the design of the information architecture, development of taxonomy, or content management of the organization’s intranet. Others play lesser roles, such as providing information for the intranet, gathering competitive intelligence, or providing research services as requested by the knowledge management team.
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Cizelj, Leon, Jörg Starflinger, Veronique Decobert, Behrooz Bazargan-Sabet, Filip Tuomisto, Michèle Coeck, Pascal Anzieu, John Roberts, Tzanny Kokalova Wheldon, and Pedro Dieguez Porras. "15 Years of the European Nuclear Education Network (ENEN Association)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82611.
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The European Nuclear Education Network (ENEN) was established in 2003 through an EU Fifth Framework Programme (FP) project, as a legal nonprofit-making body. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. This objective is realized through the cooperation between EU universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. As of March 2018, ENEN has 66 members in 18 EU countries and has concluded Memoranda of Understanding (MoU) with partners beyond Europe for further cooperation, including organizations in, Russian Federation, Ukraine, Canada and Japan. ENEN also has good collaboration with national networks and international organizations such as the Belgian Nuclear Education Network (BNEN) and the International Atomic Energy Agency (IAEA). The main activities developed, and results achieved, within the first 15 years of the ENEN Association are presented and discussed. These include, for example, the launch of the European Master of Science in Nuclear Engineering (EMSNE), the annual ENEN Ph.D. competition and the portfolio of more than 10 EURATOM projects dealing with nuclear education, training and knowledge management through development of teaching methods and materials, courses, and exchange of students and teachers within EU and beyond. Those projects were all supported by the European Commission with the ENEN Association acting as the coordinator or as a partner.
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Hattiambire, Dayanand, and Chetana Kamlaskar. "Challenges of integrating MOOCs into the Curriculum of YCM Open University in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7723.
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The term Massive Open Online Courses (MOOCs) was coined by Dave Cormier of University of Prince Edward Island in Canada in the year 2008. However the MOOCs gained popularity in the year 2012, as world’s renowned Universities like Stanford University, Massachusetts Institute of Technology and Harvard University started offering MOOCs. The Journey of MOOCs in India started a little late, the Ministry of education formerly known as Ministry of Higher of Human Rights Development MHRD initiated the SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) in the year 2014 and it was full fledgedly open to all the educational institutes to prepare, adopt, integrate the MOOCs into their educational framework by the year 2017. Ultimately the outburst of Covid-19 was observed to be the key factor for aggregation of MOOCs around the world as our present educational system was unable to cater the needs of the learners. In view of the above situation the apex educational body of the Indian Educational System, University Grants Commission (UGC) released a circular about integration of MOOCs into Higher education from previous 20% to 40%. This led to a drastic change in the educational structure of Indian educational system. The learners from different disciplines enrolled to the MOOCs available on various platforms such as SWAYAM, UGC-CEC, and NPTEL etc. due to their easy accessibility and on the go learning facility, many State and Central universities have developed their MOOC policies and have been practicing the MOOC integration into their curriculum. YCM Open University being the largest University in capacity of enrolment, lack behind in integrating MOOCs into its educational curriculum. Present study attempts to identify the problems and prospects of integration of MOOCs in curriculum of the YCM Open University. The survey method was implemented to carry out the research, and the researchers produced a structured questionnaire and collected data from the faculties of YCM Open University.
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Heiser, Rebecca, Chrysoula Lazou, Anastasia Mavraki, Maria Psychogiou, Aga Palalas, and Pamela Walsh. "The Transnational Student Learning Experience: Giving Voice to Internationalization Practices that Enhance Lifelong Learning and Transformation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1025.
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Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find a need for a more purposeful and comprehensive integration of internationalization practices across an institution to support and enhance the knowledge process that flows across borders through online learning environments and communication.
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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.
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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.
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Wang, Xingqi. "Animation Education in Higher Education Institute of Canada." In 2016 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/essaeme-16.2016.189.
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Lakatos, Istva´n, and Julianna Lakatos-Szabo´. "Potential of Conventional and Unconventional Hydrocarbons: Comparison of Resources, Reserves, Recovery Factors, and Technologies." In ASME 2009 28th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/omae2009-80157.
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The paper deals with the availability of natural hydrocarbons until 2100. Starting point of the evaluation is that the global demand will not be met by production of conventional oil and gas. Basis of the discussion is the comparison of available resources and reserves, recovery factors and technologies. The analysis comprised oil shale, tar sand, gas shale, tight sand gas, coalbed methane and gas hydrates. Taking the data of competent organizations into account, obviously the global resources of unconventional oil and gas significantly exceed the availability of conventional natural hydrocarbons in spite of the fact that their recovery efficiency is extremely low. Although the production cost (operation expenditure) of unconventional hydrocarbons is usually much higher than those of the conventional ones, industrial scale production of tar sand oil, tight sand gas and coalbed methane has started over two decades ago and their contribution to total oil and gas production is already substantial in several countries (US, Canada). The authors stated, however, that wider application of sophisticated technology to recover unconventional hydrocarbons needs more extensive and intensive R&D activity and further, new paradigms are necessary in education, research, production, field management, and governmental regulation.
Reports on the topic "Education, Higher – Research – Canada"
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Remler, Dahlia, and Elda Pema. Why do Institutions of Higher Education Reward Research While Selling Education? Cambridge, MA: National Bureau of Economic Research, May 2009. http://dx.doi.org/10.3386/w14974.
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Borghans, Lex, and Frank Cörvers. The Americanization of European Higher Education and Research. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15217.
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Radecki, Jane, and Rebecca Springer. Research Data Services in US Higher Education: A Web-Based Inventory. Ithaka S+R, November 2020. http://dx.doi.org/10.18665/sr.314397.
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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.
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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.
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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Oreopoulos, Philip, and Uros Petronijevic. Making College Worth It: A Review of Research on the Returns to Higher Education. Cambridge, MA: National Bureau of Economic Research, May 2013. http://dx.doi.org/10.3386/w19053.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, November 2020. http://dx.doi.org/10.29006/0149-2019-0016.
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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.