Journal articles on the topic 'Education, Higher – Research – Canada'
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1
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.
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Taylor, Alison, Robyn Taylor-Neu, and Shauna Butterwick. "“Trying to square the circle”: Research ethics and Canadian higher education." European Educational Research Journal 19, no. 1 (July 4, 2018): 56–71. http://dx.doi.org/10.1177/1474904118785542.
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At the European Conference on Educational Research (ECER) in 2016, a panel presented the findings from a survey initiated by the European Educational Research Association Council to examine educational researchers’ experiences with the research ethics review process at their universities. Some researchers appeared to be looking to North America for models to govern and regulate university research ethics. In response, our inquiry began from the question: what can European researchers learn from the way ethical review structures and processes have developed in Canada? But as we approached this question, we encountered a more immediate question: to what extent is it possible to address a diversity of research–ethical concerns via a single, bureaucratic policy? Then, how do standardized ethics regimes fail to account for non-standard research—and thereby fail researchers, participants, and communities?; and what is the alternative? In this paper, we explore the history of the development of an ethics regime for Canadian universities, and changes over time. Based on this review, as well as our personal experiences with community-based research, we argue that efforts to regulate the diversity of social sciences research via a uniform policy almost inevitably miss the mark: one ends up trying to “square the circle”.
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Baumgaertner, Jana. "Descending the Mountain: Exploring the Impact of Research on Pedagogy and Practice." Current Issues in Sport Science (CISS) 6 (November 30, 2021): 010. http://dx.doi.org/10.36950/2021ciss010.
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Conference Report to the virtual Scientific conference of the International Association for Physical Education in Higher Education (AIESEP) 2021 hosted by the University of Alberta and McGill University (Banff, Canada).
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Shakya, Yogendra B., Sepali Guruge, Michaela Hynie, Arzo Akbari, Mohamed Malik, Sheila Htoo, Azza Khogali, Stella Abiyo Mona, Rabea Murtaza, and Sarah Alley. "Aspirations for Higher Education among Newcomer Refugee Youth in Toronto: Expectations, Challenges, and Strategies." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 65–78. http://dx.doi.org/10.25071/1920-7336.34723.
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A large percentage of refugees have low levels of education and official language fluency upon arrival in Canada. Thi spaper discusses educational goals of newcomer refugee youth from three communities in Toronto (Afghan, Karen, and Sudanese), and explores how these are linked to premigration and post-migration determinants. Guided by community-based research principles, we collaborated with eight refugee youth peer researchers and conducted ten focus groups and thirteen interviews with refugee youth. Results show that newcomer refugee youth develop strong aspirations for higher education in Canada as a proactive response to overcome pre-migration experiences of forced migration and educational disruptions. We then discuss how these youth negotiate educational goals in post-migration context in relation to shifts in family responsibilities and everyday encounter with multiple systemic barriers in Canada. In doing this, we examine the thin line between vulnerability and empowerment that refugee youth straddle and reveal policy gaps and contradictions in the depoliticized humanitarianism within refugee resettlement in Canada.
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Erwinsyah. "ENVIRONMENTAL KUZNETS CURVE: THE CASE OF CANADA, SPAIN AND INDONESIAN ON CO2EMISSION." MBA - Journal of Management and Business Aplication 4, no. 1 (February 11, 2021): 366–72. http://dx.doi.org/10.31967/mba.v4i1.421.
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The Environmental Kuznets Curve is used to investigate the relationship between various indicators of environmental degradation and income per capita. The economic growth measured from the change of income per capita contributes negative externalities to nature, and education contributes to better knowledge for sustainable development. The purpose of this research was to apply the Environmental Kuznets Curve to see the impact of income per capita and education on environmental degradation. The objective of this research was to examine how GDP per capita and education contribute to per capita CO2emission in Canada, Spain, and Indonesia. The research output showed a relationship between per capita GDP with per capita CO2emission in Canada and Spain. Contribution of per capita GDP to per capita CO2emission of Canada higher than Spain. The higher per capita GDP will rise per capita CO2emission. The per capita GDP of Indonesia does did contribute significantly to per capita CO2emission. The was also a significant relationship between education quality and per capita CO2emission in Canada, Spain, and Indonesia. The better education quality in Canada and Spain contribute to lower per capita CO2 emissions. Education quality in Indonesia contributed to the higher per capita CO2emission.
Keywords:Environmental Kuznets Curve, Per Capita CO2 Emission, Per Capita GDP, Education
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Luker, Julie Marie, and Barbara C. Curchack. "International Perceptions of Cyberbullying Within Higher Education." Adult Learning 28, no. 4 (October 18, 2017): 144–56. http://dx.doi.org/10.1177/1045159517719337.
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In this study, we investigated perceptions of cyberbullying within higher education among 1,587 professionals from Australia, Canada, the United Kingdom, and the United States. Regardless of country or professional role, participants presented essentially the same bleak picture. Almost half of all participants observed cyberbullying between students within the last year, about one in every five intervened in an incident, and only 10% felt completely prepared to do so. Likewise, 85% of participants perceived their institution to be less than completely prepared to handle cyberbullying, with fewer than 50% even aware whether their school had a cyberbullying policy and fewer than 25% having a policy that specifically addresses cyberbullying. The majority of participants perceived cyberbullying as negative; however, approximately 10% dissented from this view. Finally, a group-serving bias was replicated; cyberbullying was perceived as more problematic at other institutions than their own. This research calls for evidence-based, systematic policy development and implementation, including how to train those who see cyberbullying as a positive phenomenon.
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Pidgeon, Michelle. "More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education." Social Inclusion 4, no. 1 (February 23, 2016): 77–91. http://dx.doi.org/10.17645/si.v4i1.436.
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Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support Indigenous success and empowerment. Drawing on research projects that span the last 10 years, this article celebrates the pockets of success within institutions and identifies areas of challenge to Indigenization that moves away from the tokenized checklist response, that merely tolerates Indigenous knowledge(s), to one where Indigenous knowledge(s) are embraced as part of the institutional fabric.
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Ferede, Martha K. "Structural Factors Associated with Higher Education Access for First-Generation Refugees in Canada: An Agenda for Research." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 79–88. http://dx.doi.org/10.25071/1920-7336.34724.
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Refugees are the least educated migrants upon arrival to Canada. Yet, they invest in Canadian higher education at lower rates than other newcomers. Why might this be? This paper enters this emergent conversation through a review of the Canadian-based empirical literature on the structural factors associated with refugees’ tertiary education access. Research indicates that as part of the low-income population, refugees are likely to misperceive the cost and benefits of higher education and be deterred by high tuition costs. Academic preparedness and tracking in high schools also pose additional constraints. The gap in the literature exposes a need for inquiry into the ways in which pre-arrival experiences influence refugees’ participation in Canada’s post-secondary institutions. The paper concludes by underscoring the need for qualitative research that discerns the lived experiences of refugees outside of the aggregate immigrant grouping typical in education research.
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Zelmer, Amy E., and Neil A. Johnson. "International Students in Higher Education: A Follow-up Study of University Graduates." Canadian Journal of Higher Education 18, no. 3 (December 31, 1988): 31–50. http://dx.doi.org/10.47678/cjhe.v18i3.183044.
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Despite current concern about declining foreign student enrolments in Canadian post-secondary institutions, there remains a paucity of information regarding international students' perceptions and performance after returning to their own countries. To assist in overcoming this deficiency, this paper reports about methodological procedures, results and research and policy implications from an investigation of CIDA graduates who had studied at the University of Alberta between 1972 and 1984. A range of substantive outcomes are presented: educational attainments and characteristics of students; marital and family circumstances; preferred programs of study; use of and satisfaction with university facilities; academic and personal interaction; prior and subsequent employment; adjustments to Canada; advantages and disadvantages accruing from studying in Canada; as well as comments about the experience and advice for prospective international students. The findings had policy implications relating to correction of imbalances according to gender, nationality and employment background of students, as well as to provision for academic, personal, recreational and financial needs of international students. Suggestions are also made about data collection emphases, strategies for establishing and maintaining contact with informants, and productive avenues for future inquiry.
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Corman, June, Lynn Barr, and Tullio Caputo. "Unpacking Attrition: A Change of Emphasis." Canadian Journal of Higher Education 22, no. 3 (December 31, 1992): 14–27. http://dx.doi.org/10.47678/cjhe.v22i3.183140.
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In this paper, we critique the conceptual, methodological and ideological issues involved in the university attrition debate in both Canada and the United States and discuss the salient policy implications of attrition research for higher education in Canada. We argue that American attrition research tends to result in policy recommendations aimed at those students who have already demonstrated their ability to succeed academically without assistance. A change of emphasis that places the question of attrition in the context of the role of higher education in society, particularly in relation to the issue of equality of opportunity, is suggested.
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Stepanets, Mykola. "ESTABLISHING MASTER'S DEGREE IN TEACHER TRAINING IN THE CONTEXT OF СANADIAN HIGHER EDUCATION REFORM." Science and Education 2020, no. 2 (June 2020): 73–77. http://dx.doi.org/10.24195/2414-4665-2020-2-10.
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The relevance of the study is due to modern changes in the paradigm of social development, the novelty of personal and social requirements for the system of master's education and his/her readiness for professional development. This approach justifies the detailed study of foreign teacher education, development strategies and emphasis on the role in social progress as an objective regularity. The aim of the paper is to justify the formation of Master's degree in teacher training in the context of reforming higher education in Canada. The research was carried out in the interdisciplinary humanities field, where the following methods were used: analysis, synthesis, abstraction and comparison to find out the genesis of the studied educational phenomenon; induction and deduction methods to establish causal links of pedagogical, political, social and cultural processes that caused the reforms of higher education in Canada. Сomparative-historical, retrospective methods, which allowed to characterize the studied phenomena in historical retrospect; content analysis for objective study of information sources with the subsequent interpretation of the conclusions. In Canada, teacher education is characterized by a trend towards professionalization of teaching, which refers to both teacher education and the basic skills needed to practice and develop professional identity. The positive Canadian experience in implementing reforms that have been implemented as part of training or professional development programmes through the Master's degree can be used in the Ukrainian context.
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Zhukovskyi, Vasyl, and Kateryna Simak. "The Prerequisites To Ukrainian Students Participation In Study Abroad Programs At The Canadian Universities And Colleges." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 39–46. http://dx.doi.org/10.1515/rpp-2015-0038.
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AbstractThe problem of outbound mobility of Ukrainian students has been presented in the paper. The data regarding the number of Ukrainian students studying in Canada has been pointed out. This paper examines “push-pull” factors which motivate Ukrainian students to seek higher education overseas and factors which attract Ukrainian students to Canadian higher education establishments.The research methodology comprises theoretical (descriptive, statistical, comparative) and practical (content analysis of interviews and feedbacks of Ukrainian youth and students studying at the Canadian universities and colleges) methods. Theoretical and practical results of the research focus on analysis of the educational, social, political, economic and cultural prerequisites to Ukrainian students studying abroad, in particular at the universities and colleges in Canada; the advantages of Canadian higher education system have also been suggested. Among the perspectives of further research, we define the analysis of governmental and institutional implications of international students’ recruitment with the regard to development of inbound student mobility in Canada.
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McGowan, Katharine, Andrea Kennedy, Mohamed El-Hussein, and Roy Bear Chief. "Decolonization, social innovation and rigidity in higher education." Social Enterprise Journal 16, no. 3 (May 29, 2020): 299–316. http://dx.doi.org/10.1108/sej-10-2019-0074.
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Purpose Reconciliation between Indigenous peoples and the Canadian plurality has stalled. While the Truth and Reconciliation Commission’s (TRC) Calls to Action could be a focusing event, creating a window of opportunity for transformative social innovations; we see coalescing of interest, social capital and investment in decolonization and indigenization in the proliferation of professorships, programs, installations and statements. However, Blackfoot (Siksika) Elder Roy Bear Chief raised significant concerns that Indigenous knowledge, experiences and people are not yet seen as relevant and useful in higher education; such marginalization must be addressed at a systems level for authentic reconciliation at any colonial university. The purpose of this paper was to explore this dual goal of exploring barriers to and opportunities for Indigenous knowledges and knowledge holders to be valued as relevant and useful in the Canadian academy, using a complexity- and systems-informed lens. Design/methodology/approach Local Indigenous Elders provided guidance to reflect study purpose and target audience of academics, with an approach that respectfully weaved Westernized research methods and co-learning through indigenous knowledge mobilization strategies. This analysis extends results from a qualitative grounded theory study to explain social processes of professors and administrative leadership in a Canadian mid-sized university regarding barriers and facilitators of implementing TRC Calls to Action. This further interpretation of applied systems and panarchy heuristics broadens understanding to how such micro-social processes are positioned and influence larger scale institutional change. Findings This paper discusses how the social process of dominionization intentionally minimizes meaningful system disruption by othering indigenous knowledge and knowledge holders; this form of system-reinforcing boundary work contributes to rigidity and inhibits potentially transformative innovations from scaling beyond individual niches and moments in time. Elders’ consultation throughout the research process, including co-learning the meaning of findings, led to the gifting of traditional teachings and emerging systems and multi-scale framework on the relevance of indigenous knowledges and peoples in higher education. Research limitations/implications This study was performed in one faculty of one Canadian institution; an important and potentially widely-present social process was identified. Further research is needed for greater generalizability. Conditions that led to this study are increasingly common across Canada, where at least one third of higher education organizations have explicit indigenization strategies and internationally where the rights and self-determination of indigenous peoples are growing. Social implications Insights from this study can inform conversations about social innovation in institutional settings, and the current systems’ resistance to change, particularly when exploring place-based solutions to national/international questions. These initiatives have yet to transform institutions, and while transformation is rarely rapid (Moore et al., 2018), for these potential innovations to grow, they need to be sustainable beyond a brief window of opportunity. Scaling up or deep within the academy seems to remain stubbornly elusive despite attention to the TRC. Originality/value This study contributes to a growing literature that explores the possibilities and opportunities between Indigenous epistemologies and social innovation study and practice (McGowan, 2019; Peredo, McLean and Tremblay, 2019; Conrad, 2015), as well as scholarship around Indigenization and decolonization in Canada and internationally.
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Samuel, Gabrielle, Jenn Chubb, and Gemma Derrick. "Boundaries Between Research Ethics and Ethical Research Use in Artificial Intelligence Health Research." Journal of Empirical Research on Human Research Ethics 16, no. 3 (March 18, 2021): 325–37. http://dx.doi.org/10.1177/15562646211002744.
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The governance of ethically acceptable research in higher education institutions has been under scrutiny over the past half a century. Concomitantly, recently, decision makers have required researchers to acknowledge the societal impact of their research, as well as anticipate and respond to ethical dimensions of this societal impact through responsible research and innovation principles. Using artificial intelligence population health research in the United Kingdom and Canada as a case study, we combine a mapping study of journal publications with 18 interviews with researchers to explore how the ethical dimensions associated with this societal impact are incorporated into research agendas. Researchers separated the ethical responsibility of their research with its societal impact. We discuss the implications for both researchers and actors across the Ethics Ecosystem.
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Mohammad, Abdulghafour, and Sergio Vargas. "Barriers Affecting Higher Education Institutions’ Adoption of Blockchain Technology: A Qualitative Study." Informatics 9, no. 3 (August 27, 2022): 64. http://dx.doi.org/10.3390/informatics9030064.
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Despite the many benefits of blockchain technology in higher education, this technology is not widely adopted by Higher Education Institutions (HEIs). Therefore, instead of providing additional motives for adopting blockchain technology, this research tries to understand what factors discourage HEIs from merging blockchain with their procedures. The methodology used for this research is based upon qualitative research using 14 interviews with administrative and academic staff from the European Union (EU) and Canada. Our findings based on our empirical data revealed 15 key challenges to blockchain adoption by HEIs that are classified based on the technology, organization, and environment (TOE) framework. Theoretically, this study contributes to the body of knowledge relating to blockchain technology adoption. Practically, this research is expected to aid HEIs to assess the applicability of blockchain technology and pave the way for the widespread adoption of this technology in the educational field.
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Freer, John, and Tanya Kaefer. "Experiences matter: Educators’ attitudes toward disability in higher education." Canadian Journal of Higher Education 51, no. 4 (December 21, 2021): 54–66. http://dx.doi.org/10.47678/cjhe.v51i4.189093.
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This study investigated 128 post-secondary educators’ attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators’ Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators’ overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators’ attitudes toward disability? (3) Does exposure to people with disability predict post-secondary educators’ attitudes toward disability? The findings of this study suggest post-secondary educators hold overallpositive attitudes toward disability and there were very few differences observed between groups (e.g., based on age, gender, discipline, etc.). Educators’ experiences with people who have a disability, however, were positively associated with their attitudes. This factor included personal experiences (e.g., friends, family, etc.), but also professional experiences (e.g., students in their classes).
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Carson, Auleen, Dorothy Duplessis, and E. Joy Mighty. "Creating an Academic Culture: Issues in Residence Administration at Institutions of Higher Education." Canadian Journal of Higher Education 25, no. 2 (August 31, 1995): 1–16. http://dx.doi.org/10.47678/cjhe.v25i2.183212.
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This article explains the degree to which academic goals are integrated into the residential systems of institutions of higher education in Canada. This investigation utilizes survey and in-depth interview research methods to examine residence administration, academic programming in residences and academic faculty involvement in residences. The study found that there is little integration of academic goals into residence administration; academic programming exists in most residences but it tends to be fragmented and short- term; and there is little academic faculty involvement in residences. Implications for administrators are explored.
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Janzen, Rich, Sam Reimer, Mark Chapman, and Joanna Ochocka. "Community-Based Research and the Faith-Based Campus." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 3, no. 1 (October 18, 2017): 63–81. http://dx.doi.org/10.15402/esj.v1i1.225.
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Over recent decades a significant shift has been taking hold on campuses of higher education in Canada and around the world. It is a shift towards community engagement. In this article our focus is on the research aspect of community engagement, and explores how this shift towards community-based research is playing itself out on the faith-based campus. We provide examples of two Canadian faith-based universities (Crandall University and Tyndale University College & Seminary) who were involved in a two-year community-campus research partnership called “The role of churches in immigrant settlement and integration”. Reflecting on this experience we learned that, similar to other institutions of higher education, an intentional shift towards community-based research on the faith-based campus requires attention to both the internal and external drivers that support such a shift. We also learned that faith-based campuses have their own unique ethos and therefore have distinctive drivers that can be leveraged to support such a shift. While our learnings arise out of the experience of two participating universities, their applicability may be of interest to other faith-based campuses in Canada and elsewhere.
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Zhang, Kunxin. "The Relationship Between Education and Absence Rates for Both Sexes in Canada." International Journal of Organizational and Collective Intelligence 8, no. 3 (July 2018): 31–40. http://dx.doi.org/10.4018/ijoci.2018070103.
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Does education have an influence on absence rates of full-time employees? The absence rates include the illness or disability, personal or family responsibility. The purpose of this report is to give an overview of the change in absence rates of full-time employees for both males and females in Canada from 1993 to 2013, and then research why higher education is correlated with less absence rates. To research why higher education is correlated with less absence rates, the authors used the data from CANSIM, the change by average earnings of individuals for both males and females by National Occupational Classification for Statistics. This article also considers the type of job difference, the opportunity cost and the nature of job to research the relationship between the education and absence rates. Improvement of modern education and QoL through the education reform and technological advancement will be helpful to overcome current challenges.
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Henderson, Joseph A., Andrew Bieler, and Marcia McKenzie. "Climate Change and the Canadian Higher Education System: An Institutional Policy Analysis." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 1–26. http://dx.doi.org/10.47678/cjhe.v47i1.187451.
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Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community engagement, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research.
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Morgan, Tannis, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, and Rajiv Jhangiani. "How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions." International Review of Research in Open and Distributed Learning 22, no. 4 (September 9, 2021): 125–40. http://dx.doi.org/10.19173/irrodl.v22i4.5745.
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This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.
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I. Marín, Victoria, Olaf Zawacki-Richter, and Svenja Bedenlier. "Open Educational Resources in German Higher Education – An International Perspective." EDEN Conference Proceedings, no. 1 (October 21, 2020): 85–94. http://dx.doi.org/10.38069/edenconf-2020-rw-0010.
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The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.
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John Rabson Matekenya, Dennis. "The Role of Leadership, Financing and Academic Promotion toward Research Culture in Malawi’s Higher Education Institutions." EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIES 2, no. 1 (March 31, 2022): 14–18. http://dx.doi.org/10.46606/eajmbs2022v02i01.0006.
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The study sought to establish the role of leadership, financing and Academic Promotion toward research culture in Malawi’s Higher Education Institutions. The study used the quantitative approach and particularly the descriptive correlational design whereby items in the questionnaire were in numbers for determining the perception of respondents and relating variables under investigation. The study used purposive convenient sampling method to identify 112 researchers from various countries including Malawi, Kenya, United States and Canada who had taught in Malawian Higher learning institutions to fill the questionnaire. The results of the Cronbach’ alpha was .750 indicating high internal consistency of the instrument and the KMO measure of sampling adequacy was .739 which indicate that the instrument was valid and reliable. The study concluded that promotion into higher academic ranks is a better and significant predictor for research culture. If universities provide research-based promotions up the academic ladder, then the research culture would be realized and enhanced.
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Viczko, Melody, Marie-Agnès Détourbe, and Shannon McKechnie. "Understanding networks of actors involved in refugee access to higher education in Canada, England and France." Learning and Teaching 14, no. 3 (December 1, 2021): 22–51. http://dx.doi.org/10.3167/latiss.2021.140303.
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In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.
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Vaughter, Philip, Marcia McKenzie, Lauri Lidstone, and Tarah Wright. "Campus sustainability governance in Canada." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 16–39. http://dx.doi.org/10.1108/ijshe-05-2014-0075.
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Purpose – This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach. Design/methodology/approach – A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach. Findings – Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently. Originality/value – This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education.
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Cupido, Anthony, Laura Steinberg, and Brian Baetz. "WATER CONSERVATION: OBSERVATIONS FROM A HIGHER EDUCATION FACILITY MANAGEMENT PERSPECTIVE." Journal of Green Building 11, no. 3 (June 2016): 162–82. http://dx.doi.org/10.3992/jgb.11.3.162.1.
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Sustainable or green building practices have been adopted by most higher education institutions for their new campus buildings, major renovations and daily operations. This paper provides a synthesis of opinions and existing practices related to water conservation in institutional green buildings of member institutions of APPA (formerly the Association of Physical Plant Administrators). A specific focus regarding waterless urinals and their operation was attempted. A web-based survey and follow-up one-to-one interviews were utilized to extract information and data from these industry professionals. The survey evaluated the institution's use of policy related to sustainable building practices and focused on their approaches to water conservation. Regional preferences are provided and barriers to some water conservation practices and approaches have been identified. Operational challenges are evident, particularly as they relate to waterless urinals. It is clear that higher education institutions are engaging in water conservation practices across Canada and the United States. This work contributes to a foundation for future research and analysis related to best-management practices for water conservation in the higher education sector.
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Wilson, Taylor A., Rebekah G. Langston, Ka Hin Wong, and Analiz Rodriguez. "Characteristics and career outcomes of Neurosurgery Research and Education Foundation research fellowship recipients." Journal of Neurosurgery 132, no. 3 (March 2020): 802–8. http://dx.doi.org/10.3171/2018.10.jns18859.
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OBJECTIVEThe American Association of Neurological Surgeons (AANS) Neurosurgery Research and Education Foundation (NREF) provides ongoing competitive research fellowships for residents and young investigators. The authors sought to determine the characteristics and career tracks of award recipients.METHODSThe authors analyzed characteristics and academic productivity parameters of NREF resident and young investigator awardees in the United States and Canada from 1983 to 2017. Data were extracted from the NREF database and online resources (Web of Science, NIH reporter).RESULTSIn total, 224 research grants were awarded to 31 women (14%) and 193 men (86%) from 1983 to 2017. Neuro-oncology (36%) was the most common research category. Sixty percent of awardees were in training and most resident award winners were in postgraduate year 5 (37%). Forty-nine percent of all awardees had an additional postgraduate degree (PhD 39%, Master’s 10%) with a significantly higher number of PhD recipients being from Canada in comparison to any US region (p = 0.024). The Northeastern and Southeastern United States were the regions with the highest and lowest numbers of award recipients, respectively. More than one-third (40%) of awardees came from institutions that have a National Institute of Neurological Disorders and Stroke Research Education Grant (NINDS R25) for neurosurgical training. Awardees from NINDS R25–funded programs were significantly more likely to go on to receive funding from the National Institutes of Health (NIH) (40.4% vs 26.1%; p = 0.024). The majority of recipients (72%) who were no longer in training pursued fellowships, with a significant likelihood that fellowship subspecialty correlated with NREF research category (p < 0.001). Seventy-nine percent of winners entered academic neurosurgery practice, with 18% obtaining the position of chair. The median h-index among NREF winners was 11. NIH funding was obtained by 71 awardees (32%) with 36 (18%) being a principal investigator on an R01 grant from the NIH Research Project Grant Program.CONCLUSIONSThe majority of AANS/NREF research award recipients enter academics as fellowship-trained neurosurgeons, with approximately one-third obtaining NIH funding. Analysis of this unique cohort allows for identification of characteristics of academic success.
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Gillis, Daniel, Jessica Nelson, Brianna Driscoll, Kelly Hodgins, Evan Fraser, and Shoshanah Jacobs. "Interdisciplinary and Transdisciplinary Research and Education in Canada: A Review and Suggested Framework." Collected Essays on Learning and Teaching 10 (June 12, 2017): 203–22. http://dx.doi.org/10.22329/celt.v10i0.4745.
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Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world’s most pressing issues, such as climate change and food insecurity. Institutions of higher education often present challenges to teaching students how to work and innovate on transdisciplinary teams. We first define transdisciplinarity and like concepts, using these to review databases of three major funding agencies (CIHR, NSERC, and SSHRC) for awards given to inter- and transdisciplinary programs across ten fiscal years beginning 2005-2006 and ending 2014-2015 to identify trends in funding as an indicator of skill need. We then search for programs offering transdisciplinary learning opportunities at Canadian universities accounting for 71% of all students. Though the proportion of interdisciplinary and transdisciplinary funded research grants has risen considerably, we found only a few examples of interdisciplinary learning opportunities for students in post-secondary education programs. Generally, while students were able to take a range of courses, instruction remained discipline-specific. Specifically, Canadian undergraduates lack an in-program, experiential, transdisciplinary learning opportunity. We propose a framework (ICON) as a solution to fill this gap. Using senior independent study courses, which often have built-in curricular flexibility, students can participate with ICON while still obtaining credit towards their degrees. We conclude that transdisciplinary education opportunities are an essential part of the undergraduate experience and should be recognized across degree programs.
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Millican, Juliet. "Higher Education and student engagement: implications for a new economic era." Education + Training 56, no. 7 (September 2, 2014): 635–49. http://dx.doi.org/10.1108/et-07-2014-0077.
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Purpose – The purpose of this paper is to examine the impact of rising fees and the increasing privatisation of higher education on the expectations of its students. It compares experiences in Canada, Australia and the US with conversations carried out in a UK university in 2012 (after the UK fee rise). Design/methodology/approach – The research was informed by Burns Systemic Action research (2007), following emerging lines of enquiry and responding to resonance in these. It brings together conversations held with new undergraduates, second and third year students and staff tasked with introducing engagement into the curriculum. Findings – Findings indicate that student expectations are heavily influenced by secondary schooling and a target-driven consumer culture but that change has been gradual over a number of years. Alongside wanting “value for money” and “a good social life and a good degree” students are heavily motivated by experience and keen to be challenged. Research limitations/implications – Because of the research approach, the research results may lack generalisability. Practical implications – By comparing banking or transactional approaches to teaching and learning with critical pedagogy this paper hopes to highlight the importance of opening up rather than closing down opportunities for social engagement and experiential learning. Social implications – This paper makes a plea for social engagement that properly responds to the needs of communities resisting market-driven forces that treat students as consumers and expecting more rather than less from them in return. Originality/value – Lecturers are encouraged to rethink the pressures placed upon them by the current economic era and the tensions between competing agendas of employability and engagement.
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Budimir, Verica, Ivana Drazic Lutilsky, and Davor Vasicek. "MANAGEMENT OF CROATIAN PUBLIC HIGHER EDUCATION INSTITUTIONS BASED ON PERFORMANCE MEASUREMENT." EURASIAN JOURNAL OF BUSINESS AND MANAGEMENT 9, no. 1 (2021): 14–37. http://dx.doi.org/10.15604/ejbm.2021.09.01.002.
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To responsibly manage higher education institutions' business, public managers need to dispose of budget funds rationally. Responsible management needs to have quality and timely information based on measuring and monitoring performance. This paper has two main aims. The first aim is to analyze the importance of measuring higher education performance in general and provide an overview of higher education performance indicators in selected countries. Through literature review, we analyzed performance measurement in higher education of Australia, Canada, the UK, the Netherlands, Finland, Romania, and Poland. Through a review of the literature, it is concluded that performance measurement exists in higher education and is used for management purposes in the observed countries. The second aim is to investigate whether the management of the public higher education institutions in Croatia is based on performance measurement results. To meet this goal, an empirical study was conducted. Research conducted in the Croatian public higher education has also shown a certain level of awareness of the need to measure performance and use measurement results in management processes.
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Mooney, Julie A. "Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College." Journal of Teaching and Learning 12, no. 2 (August 31, 2018): 38–53. http://dx.doi.org/10.22329/jtl.v12i2.5526.
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Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities as an additional framework for serving faculty development and cross-institutional professional development needs. The study asks: what does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a college in Canada? Data collected through individual inquiry conversations (semi-structured interviews) and research memos were used to develop narrative descriptions representing the participants’ respective experiences of a learning community in a large, urban college context in Canada. These narrative descriptions offer portraits of the meaning that learning community members made of their own experience, revealing that the learning communities served not only as sites for professional development, but also formed microcultures within the institution, which, over time, influenced educational (academic) and organizational (administrative) change, both in policy and in practice.
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Capistrano, Daniel, and Christyne Carvalho. "National Reports and Global Education Policy Diffusion." Revista Española de Educación Comparada, no. 40 (December 23, 2021): 112–26. http://dx.doi.org/10.5944/reec.40.2022.31442.
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Comparative research projects have become one of the main sources of information to investigate national systems of education and to inform education policy making at the national level. However, the way that national education authorities interpret and use the results of these projects may differ substantially among countries. This process, that we refer to as the national interpretation in comparative education, is overlooked in the debate regarding comparative research projects in education. This paper addresses this issue analysing national reports of the OECD Teaching and Learning International Survey (TALIS) from eight different countries: Australia, Brazil, Canada (Alberta), Chile, England, Mexico, Portugal and Spain.
The results indicate that the national interpretation and reporting of international comparative data is fairly homogeneous considering the socio-educational diversity of the selected countries. However, our analysis also suggests that reports from English-speaking countries (Australia, Canada, and England) have a higher degree of similarity with the survey’s conceptual framework, whereas national reports from Mexico and Chile showed a lower degree of similarity. Moreover, our analysis reinforces the relevance of understanding countries’ focus and interpretation of evidence produced by international comparative research projects in education.
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Archer-Kuhn, Beth, and Stacey MacKinnon. "Inquiry-based Learning in Higher Education: A Pedagogy of Trust." Journal of Education and Training Studies 8, no. 9 (July 29, 2020): 1. http://dx.doi.org/10.11114/jets.v8i9.4929.
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This qualitative constructivist grounded theory study of trust within inquiry-based learning in higher education (IBL-HE) environments examined the experiences of instructors and students through four focus groups and nine individual interviews. As the study purpose is to understand the development and maintenance of trust in IBL-HE classrooms, participants are experienced instructors, learners, and authors of IBL-HE from Canada, USA, New Zealand, and Ireland. We used face-to-face sessions and zoom sessions to facilitate the focus group experience, and telephone for the individual interviews to explore the following two research questions: (1) what does trust mean in a higher education IBL (IBL-HE) classroom; and, (2) how do those involved create and maintain it? Our findings are revealed through our Pedagogy of Trust in IBL-HE using 3 themes: (1) Creating an environment of negotiated mutuality; (2) Emerging relationship/community building; and, (3) Internalizing and applying a mindset shift. Each of these stages involved a different trust relationship: (1) Professor-Student; (2) Student-Student; and, (3) Student-Self. These findings provide evidence for IBL as a pedagogy of trust in higher education, and reinforce the need for the Scholarship of Teaching and Learning (SoTL), and the lifelong learning skills desired by contemporary employers.
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Veletsianos, Dr George, Dr Charlene A. VanLeeuwen, Olga Belikov, and Dr Nicole Johnson. "An Analysis of Digital Education in Canada in 2017-2019." International Review of Research in Open and Distributed Learning 22, no. 2 (January 28, 2021): 102–17. http://dx.doi.org/10.19173/irrodl.v22i2.5108.
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Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surveys of higher education institutions (2017-2019), collecting data on the digital education landscape and publishing annual reports of its results. Previous analyses of the data have used quantitative approaches. However, the surveys also collected responses to open-ended questions. In this study, we report a systematic analysis of qualitative data exploring the digital education landscape in Canada and its changes over time. Findings shed light on the growth of digital education, the situated and multidimensional nature of digital education, the adoption of openness, quality, and rigour, and the development of alternative credentials.
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Thomson, Clint, and Victoria M. Esses. "Helping the Transition: Mentorship to Support International Students in Canada." Journal of International Students 6, no. 4 (October 1, 2016): 873–86. http://dx.doi.org/10.32674/jis.v6i4.323.
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We developed a program that paired newcomer international students with Canadian student mentors. These pairs met weekly throughout a semester and international student participants completed measures at both the beginning and end of the program. We found that program participants experienced positive changes in sociocultural and psychological adaptation, and a reduction in acculturative stress over time. At the conclusion of the program, program participants also showed higher levels of psychological adaptation and lower levels of acculturative stress than control participants, who had not participated in the program. These findings make an important contribution to the empirical literature on the acculturation of international students and provide foundations for future research.
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Charlebois, Sylvain, Maggie McCormick, and Mark Juhasz. "Meat consumption and higher prices." British Food Journal 118, no. 9 (September 5, 2016): 2251–70. http://dx.doi.org/10.1108/bfj-03-2016-0121.
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Purpose The purpose of this paper is to evaluate if sudden retail price increases for beef products have affected consumers purchasing behaviors. Little research has been conducted that integrates retail price volatility with subdued food consumption motivations. Prior research about consumers’ meat-purchasing habits and systemic concerns linked to sustainability and animal welfare is limited or de-contextualized. This study also attempts to assess if retail price increases have triggered a change in perception of the meat industry, by looking at specific values related to animal protein production and consumption. Design/methodology/approach This study is based on an inductive, quantitative analysis of primary data obtained from a survey on beef consumption. For convenience and validity, all respondents had to be living in Canada for 12 months, and were at least 18 years old. The choice of country is not trivial. First, access to data were convenient for this study. Second, and most importantly, Canada has supply managed commodities that include poultry and chicken. In effect, Canada produces the amount of chicken it needs. Beef production is vulnerable to market volatility. As a result, demand-focussed market conditions for one often influence conditions for the other. Findings Findings indicate that higher prices have compelled 37.9 percent of the sample to reduce or to stop beef consumption altogether in the last 12 months. Beyond the issue of price, sustainability, food safety and health appear to be significant factors, more so than ethics (animal welfare). Results also show that education can be considered as a determinant for sustainable aspects of beef production when prices increase. Age and gender had no statistical significance on survey results. Some limitations are presented and future research paths are suggested. Research limitations/implications Since the sample in this study was mainly composed of consumers based in Canada, the generalizations of the findings should be approached with some caution. The same research should be conducted with consumers from other parts of the Western world to verify if the results can be generalized. Practical implications This survey help the authors to understand some aspects of beef consumption at retail. Findings of this empirical study have implications for future communications to consumers, in that greater emphasis should be given to the connection consumers have with other nutritional alternatives. Since meat consumption in the Western world is intrinsically linked to culinary traditions, behaviors can be challenging to change. Social implications The economic implications of a rapid adoption of a plant-based diet for the agricultural economy would be significant. However, the reality is that according to many studies of consumer behavior, customers still place a higher value on buying and eating meat than on any other food group. Canada’s relationship with animal proteins has deep cultural roots, particularly during holidays and summertime. Originality/value The present study has given important insights into the determinants of meat consumption reduction, a behavior which could both have long-term economic implications for the cattle and beef industries. This paper provides a deeper insight into some socio-economic factors that contribute to slow erosion of meat consumption reduction, and the effects of higher prices at retail. This is, as far as the authors know, likely the first study of its kind.
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Marín, Victoria I., Melissa Bond, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Aras Bozkurt, Dianne Conrad, et al. "A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education." Open Praxis 12, no. 2 (June 30, 2020): 241. http://dx.doi.org/10.5944/openpraxis.12.2.1071.
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This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.
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Schiedeck Soares de Souza, Claudia. "Brazilian Federal Institutes and Canadian Colleges: Sharing Experiences Internationally." Canadian Journal of Higher Education 50, no. 4 (February 17, 2021): 87–99. http://dx.doi.org/10.47678/cjhe.v50i3.188829.
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The Brazilian Federal Network of VET Institutes was created in 2008 to address the demand for Higher Education’s rapid growth. Since the establishment of Science Without Borders in 2011, the Federal Institutes have been developing international strategies for strengthening their internationalization process. However, there has been little research about the theme in Brazil. This article highlights the cooperation between Canada and Brazil that enhanced the Federal Institutes’ internationalization process. The findings presented in this article are part of the research results on the Brazilian Federal Institutes’ internationalization model, which used Situational Analysis as a methodological tool and pointed to the A Thousand Women project as the first significant international experience in these institutions. The data analyzed supports the claim that Canada became a significant reference for the Brazilian Federal Institutes and helped them build their internationalization process concretely and collaboratively.
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Neupane, Dhruba. "Rethinking Methodologies: Implications for Research on International Students." Journal of Teaching and Learning 16, no. 2 (September 8, 2022): 50–66. http://dx.doi.org/10.22329/jtl.v16i2.7002.
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Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.
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Johnson, Karin. "21st Century International Higher Education Hotspots." Journal of International Students 10, no. 1 (February 15, 2020): v—viii. http://dx.doi.org/10.32674/jis.v10i1.1851.
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The Institute of International Education (IIE) 2018 Open Doors report highlighted that the United States is the leading international education destination, having hosted about 1.1 million international students in 2017 (IIE, 2018a). Despite year over year increases, U.S. Department of State (USDOS, 2018) data show that for a third year in a row, international student visa issuance is down. This is not the first decline. Student visa issuance for long-term academic students on F visas also significantly dropped following the 9/11 attacks (Johnson, 2018). The fall in issuances recovered within 5 years of 2001 and continued to steadily increase until the drop in 2016.
Taken together, the drops in international student numbers indicate a softening of the U.S. international education market. In 2001, the United States hosted one out of every three globally mobile students, but by 2018 it hosted just one of five (IIE, 2018b). This suggests that over the past 20 years, the United States has lost a share of mobile students in the international education market because they’re enrolled elsewhere.
The Rise of Nontraditional Education Destination Countries
Unlike the United States, the percentage of inbound students to other traditional destinations such as Canada, the United Kingdom, France, and Germany, has remained stable since the turn of the 21st century. Meanwhile, nontraditional countries like the United Arab Emirates (UAE) and Russia are garnering more students and rising as educational hotspots (Knight, 2013). The UAE and Russia annually welcome thousands of foreign students, respectively hosting over 53,000 and 194,000 inbound international university students in 2017 (UNESCO Institute for Statistics, 2019). This is not happenstance. In the past 5 years, these two countries, among others, have adopted higher education internationalization policies, immigration reforms, and academic excellence initiatives to attract foreign students from around the world.
The UAE is one of six self-identified international education hubs in the world (Knight, 2013) and with 42 international universities located across the emirates, it has the most international branch campuses (IBCs) worldwide (Cross-Border Education Research Team, 2017). Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they alsoattract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, 2018). The Centennial 2071 strategic development plan aims for the UAE to become a regional and world leader in innovation, research, and education (Government.ae, 2019), with the long-term goal of creating the conditions necessary to attract foreign talent.
Russia’s strategic agenda also intends to gain a greater competitive advantage in the world economy by improving its higher education and research capacity. Russia currently has two higher education internationalization policies: “5-100-2020” and “Export Education.” The academic excellence project, known as “5-100-2020,” funds leading institutions with the goal to advance five Russian universities into the top 100 globally by 2020 (Ministry of Science and Higher Education of the Russian Federation, 2018). The “Export Education” initiative mandates that all universities double or triple the number of enrolled foreign students to over half a million by 2025 (Government.ru, 2017). These policies are explicitly motivated by boosting the Russian higher education system and making it more open to foreigners. Another growing area is international cooperation. Unlike the UAE, Russia has few IBCs, but at present, Russian universities partner with European and Asian administrators and government delegates to create dual degree and short-term programs. Historically, Russia has been a leading destination for work and education migrants from soviet republics in the region, but new internationalization policies are meant to propel the country into the international education market and to attract international students beyond Asia and Europe.
Future Trends in 21st Century International Education
Emerging destination hotspots like the UAE and Russia are vying to become more competitive in the global international higher education market by offering quality education at lower tuition rates in safe, welcoming locations closer to home. As suggested by the softening of the U.S. higher education market, international students may find these points attractive when considering where to study. Sociopolitical shifts that result from events such as 9/11 or the election of Donald Trump in combination with student mobility recruitment initiatives in emerging destinations may disrupt the status quo for traditional countries by rerouting international student enrollment to burgeoning educational hotspots over the coming decades.
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Milne, Emily, and Sara J. Cumming. "From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology." Journal of Applied Social Science 15, no. 2 (April 5, 2021): 167–82. http://dx.doi.org/10.1177/19367244211002110.
Full textAbstract:
Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.