bluuebunny/crossref_metadata_2025 huggingface dataset:
Improving Instruction in Universities: A Case Study of the Ontario Universities Program for Instructional Development (OUPID)
Authors: Elrick Mei-Fei
Published: April 2021

In the late I960's and 1970's, universities established programs, projects, and offices to improve the quality of undergraduate teaching. One of these, the Ontario Universities Program for Instructional Development (OUPID), was created to develop teaching in Ontario's 16 universities. It employed two methods, individual grants and institutional grants, to fulfill its mandate. The Program's limited impact on teaching was attributed to the amount of money, $2,500,000 earmarked for OUPID during its seven years of operation (1973-80) and to the lack of a plan. When examined closely, these reasons only partially explain OUPID's limited influence on teaching. It is more illuminating to consider the Program in relation to what most academics and universities value. This reveals that OUPID's methods neither reflected the way academics view good teaching and teaching improvement nor the way the universities believe excellence is fostered. These findings suggest that interventions which seek to change university teaching must agree with and then extend academic and university values. This conclusion has implications for the response universities make as they address the recent concern for the quality of undergraduate education.
Editorial: An Argument for having Office-Support Studies in the University System
Authors: Sullivan Virginia , Young R. Kent
Published: April 2021

The authors argue that, rather than abandoning education in secretarial/office administration disciplines, universities should be leading the educational trans- formation required to prepare personnel to exploit the potential of computer- based technologies. Four points support the argument. First, computer-based office technologies capture data and make it available to creative users who can use itfor innovative purposes. This "informating" process requires intellective skill development for all knowledge workers including office-support personnel. Second, the rapid changes being forced on organizations require flexible, intellectually developed personnel to support manager-leaders in the tasks of maintaining competitiveness in the 1990s and beyond. Third, as the stereotypical authoritarian, boss-secretary relationship changes toward a partnership relation- ship, office-support personnel will need the intellectual foundation provided by a university education. Finally, as a key contributor to the knowledge-intensive information management team, office-support personnel require a university education to ensure career mobility as they mature in their skills.
Freshman Attrition in a College of Applied Arts and Technology of Ontario
Authors: Dietsche Peter H. J.
Published: April 2021

This study, conceptualized using a "person-environment fit" model of dropout, examined differentiated freshman attrition and persistence in a College of Applied Arts and Technology of Ontario. Also examined were the magnitude and timing of dropout as well as the ability of the model to explain and predict freshman attrition/persistence vs academic success/failure. The relative importance of student and institutional characteristics in the withdrawal process was also assessed. Results showed that thirty percent of the freshman cohort dropped out in the first year, with approximately half doing so in the first semester. Those variables which measured the nature of the student-institution interaction accounted for a greater amount of the variance in persistence/withdrawal than did the background and entry-level characteristics of the students alone. This confirms the validity of the "fit" model of dropout and suggests that college administrators could significantly reduce freshman attrition by carefully managing the college learning environment. Consistent with U.S. studies comparing factors influencing dropout in commuter and residential institutions, this study found academic integration and educational commitment to be of greater importance to persistence than social integration and institutional commitment. A student's intention to leave the college at mid-semester and his/her confidence in success were also found to be important determinants of freshman attrition.
Observations on the Prospects for a Private University Sector in Ontario
Authors: Pike Robert M.
Published: April 2021

Unlike the United States, the Canadian provinces have established public monopolies of degree-granting institutions to which there are few private exceptions. This paper offers a case-study of challenges to the public monopoly in university education in one province—Ontario. Recently, the Ontario Council on University Affairs has been hearing the opinions of a number of interest groups and private colleges which have challenged the regulations limiting broad degree-granting privileges to the existing publicly-funded universities and their affiliates. Following a brief historical account of the development of the public monopoly, the arguments of these proponents of private universities are reviewed and evaluated under the headings of their proposed benefits of "accessibility", "diversity" and "quality". It is concluded that, from a sociologist's perspective, the arguments for the establishment of private universities in the province are not strong. However, given the current emphasis on privatization, the pressure for private universities will probably continue to grow in all Canadian provinces. Thus, a recommendation is made for improvement of Ontario's current inadequate affiliation arrangements.
Outcomes Assessment: How Much Value Does University Education Add?
Authors: Evers Fredrick T. , Gilbert Sid N.
Published: April 2021

Data from two independent research studies are used to assess student outcomes resulting from formal university instruction. University education is found to produce added value on a number of important dimensions of student development. However, on a number of other important dimensions of student development much less value is added by formal university courses. The latter educational outcomes, it is argued, represent some of the more crucial characteristics which future university graduates will require.
The Making of Canadian Economists - Results of a Survey of Graduate Students
Authors: Grubel Herbert G.
Published: April 2021

The responses to questions by 155 students revealed the following, most important facts. The students predominantly came from families with high incomes. They have leftist political leanings, though through their training, more have turned right than left. The students share most strongly the views on fundamental propositions in economics held by U.S. graduate students and less those held by Canadian and U.S. professionals. Students from different Canadian universities hold very similar views on price-theoretic propositions but rather widely differing views on some important issues of macro-economics and income distribution. The most important finding is that, like their U.S. colleagues, Canadian graduate students believe that for professional success it is more important to learn technical skills rather than about institutions, history and policy. As a result they end up poorly prepared for work on economic policy issues and their research tends to lack real world relevance, even though real world and policy problems attracted them to the graduate programs.
Granting Agency Criteria for Awarding Graduate Research Scholarships
Authors: O’Brecht Michael , Pihl Robert O.
Published: April 2021

Eleven Canadian research granting agencies were surveyed concerning the weights that they apply to various criteria when reviewing applications for graduate student awards. Nine agencies responded, seven providing useful data. The undergraduate academic grades of applicants for research training awards were found to carry high weight in selection decisions, especially in competitions that were either large or were open to students at the master's level. However, the literature on early career indicators suggests that the undergraduate academic achievement of graduate students is not an effective predictor of their future research productivity. Strategies through which agencies might improve the use of more predictive criteria, such as applicant characteristics and quality of the graduate training environment, are discussed.
The University-College Idea: A Critical Analysis
Authors: Dennison John D.
Published: April 2021

Following the recommendations of a committee on access to postsecondary education in British Columbia, a new institution, the university-college, was established in three locations in the province. This study is an analysis of the university-college idea. The results indicate that, while the university-college has produced many beneficial results, it has also created a number of difficult issues. These issues include the survival of the comprehensive college curriculum, governance, expectations of faculty performance and the missions of the university-college itself. Each issue is discussed in this paper.
Entrepreneurial Activities in Postsecondary Education
Authors: Michael Steve O. , Holdaway Edward A.
Published: April 2021

Postsecondary education in western countries has experienced four major phases in this century. An elite phase persisted until about 1945 when a reconstructionist phase emerged, reflecting a more democratic approach. The third phase of reductions in funding and support characterized the 1980s. Inadequate revenues to meet rising costs, government measures, and institutional efforts to become more market-oriented can be viewed as complementary developments which were largely responsible for the current entrepreneurial phase. Entrepreneurial aspects of postsecondary education include the extent to which users should pay, the balance between market-related and purely academic activities, the relative emphases upon basic and applied research, fundraising, and greater involvement of institutions and individuals in obtaining patents, licences, and cooperating with sizeable companies. A more entrepreneurial emphasis has implications for postsecondary administrators, especially in the matters of budget allocations, the need for more training of administrators, and increased attention to student needs. While a greater market orientation is warranted, care must be exercised to ensure that the academic mandate remains paramount.
A Philosophical Approach to Business Education
Authors: Woiceshyn Jaana
Published: April 2021

Business education has been blamed for deficiencies in the leadership, decision- making and ethical conduct of business managers. The quantitative and analytical orientation in business school curricula and the consequent lack of humanities-based courses have been identified as reasons. The fundamental reason, however, lies in the philosophy of business research and education which shapes the curricula, teaching methods, and ultimately the graduates' ability to handle various managerial functions. The most commonly recognized philosophical basis of business research is empiricism. The argument presented here is that pragmatism, which shares elements with empiricism, has also significantly shaped business education. This paper is an attempt to show why empiricism, together with pragmatism, are the root causes of the above deficiencies. Supplementing business school curricula with humanities courses, a strategy often recommended to correct for the deficiencies, is not sufficient. As an alternative solution, an objective philosophical approach is evaluated, along with its practical implications for business education.
Paid Consulting in Ontario Colleges of Applied Arts and Technology
Authors: Bell Stephen , Jones Glen A.
Published: April 2021

A survey of faculty participation in paid consulting arrangements in Ontario Colleges of Applied Arts and Technology reveals that 34% were involved in at least one project during a specified one-year period. There was significant variation in participation by division of academic appointment and by gender. The authors suggest that further research should be undertaken concerning the nature and role of paid consulting in community colleges. A number of basic questions are raised in an attempt to induce further study on this important topic.
Arrangements for Coordination Between University and College Sectors in Canadian Provinces
Authors: Skolnik Michael L. , Jones Glen A.
Published: April 2021

This paper reports the results of a study of provincial level arrangements for coordination of planning and operations between university and college sectors in Canada. The data are drawn from a survey of senior government and sector officials in which respondents were asked to describe existing arrangements for coordination and to comment upon the importance attached to, and priority issues for, coordination; characteristics of effective structures for coordination; and their satisfaction with existing arrangements. The findings indicate that inter-sector coordination is perceived as an important issue; that coordination structures are most developed in the provinces in which there is the strongest mandate for articulation between sectors; and that efforts are under way in most provinces to refine and improve structures for inter-sector coordination.
Teaching Assistants in Canadian Universities: An Unknown Resource
Authors: Piccinin Serge J. , Farquharson Andy , Mihu Elena
Published: April 2021

Teaching Assistants (TAs) play an important role in most major universities. Interest in the training and development of TAs has increased in recent years, particularly in the U.S.A. In Canada very little research has been conducted regarding the work and status of TAs. The study provides a portrait of TAs in Canadian universities: their number, roles, remuneration, preparation and training, and policies governing their duties and responsibilities. Many universities had only a limited knowledge of the number of TAs employed, their qualifications for the tasks they are assigned and their training and supervision. The need for improving TA experience is clear and the establishment of a National Clearinghouse of TA-related materials is proposed.
Towards Reform in Subject-Matter Preparation of Science Teachers: Collaboration Between a Faculty of Science and a Faculty of Education
Authors: McNay Margaret
Published: April 2021

Recent research in the subject-matter preparation of science teachers reveals serious shortcomings in undergraduate programs, particularly their failure to provide students with adequate conceptual understandings, their perpetuation of myths and stereotypes about science and scientists, and their tendency to turn students (particularly women) away from science. In an attempt to alleviate these problems, and to stem declining enrollment in science programs at both secondary and post-secondary levels, the Faculty of Education and the Faculty of Science at the University of Western Ontario are collaborating in the development of a new Honours B.Sc. program. The proposal is for an interdisciplinary program permitting a broader selection of courses and a more comprehensive introduction to science than is offered in current Honours B.Sc. programs. The new program is not intended exclusively or even primarily for prospective teachers but for all students. A proposal for action research and program evaluation is also described.
Organization and Administration of Graduate Studies in Canadian Universities
Authors: Holdaway Edward A.
Published: April 2021

Considerable concern exists in Canada, the United States, and some other west- ern countries about the rates of non-completion of graduate programs and the increasing amount of time needed for completion. A 1990-91 study obtained information and opinions about graduate program practices from samples of department heads and experienced supervisors of graduate students in five Canadian universities. Aspects associated most with successful completion within the universities' time limits were high student motivation, appropriate supervision, careful selection of students, clear definition of research field, and a substantial period of full-time study. The most commonly mentioned reasons provided for non-completion were acceptance of employment prior to comple- tion, inadequate supervision, financial constraints, ill-conceived projects, lack of motivation, and lack of ability.
Reform in Canadian Universities
Authors: Small J. M.
Published: April 2021

This article reports a survey of academic vice-presidents and deans of Canadian universities which was undertaken in 1991. The focal topic was reform (defined as significant change), and perceptions of reform occurring over the past three years were derived by means of a questionnaire. Many changes were reported, giving the impression of highly responsive institutions, but these reforms were seen to be modest rather than bold in nature and reactive rather than pro-active. The major environmental influence impelling change was the level of funding. The reforms perceived to be most frequent and significant were mandate changes arising from strategic planning, responses to funding constraints, curriculum expansion, coping with increased student numbers, changes in administrative structure especially at the vice-presidency, and more democratic decision-making. Respondents were generally supportive of the goals which were perceived to lie behind the reforms but were not convinced that significant progress towards goals was actually being achieved. A comparison with reform in other parts of the world revealed that Canadian universities follow the decentralized ad hoc pattern found in federal nations, but there is reason to hope that strategic planning will produce a clearer sense of direction than has been typical elsewhere. The report concludes that the claim that universities are not responsive to changing societal needs is unwarranted, but that more significant lasting reforms are needed.
Perspectives on Improving Teaching in Canadian Universities
Authors: Wright W. Alan , O’Neil M. Carol
Published: April 2021

As a result of increasing concerns about the quality of higher education in Canada, many universities have implemented programs and policies aimed at improving teaching. This study examines the perceptions of those individuals who are primarily responsible for teaching improvement activities at fifty-one Canadian degree-granting institutions. Respondents indicated the potential of each of thirty-six practices to improve teaching at their respective institutions. The findings reveal a widespread belief that the greatest teaching improvement potential lies in the provision of incentives to faculty in the form of employment rewards (appointment, tenure, promotion). The role of department heads, deans, and senior administrators in creating an institutional culture which encourages effective instruction is also seen as an important component of a teaching-improvement strategy. Other areas considered include activities and support structures which provide opportunities for faculty to develop their teaching abilities. Practices which seek to evaluate instruction for the purposes of making personnel decisions were seen as having the least potential to improve teaching.
Success Community College: An Examination of Organizational Change
Authors: Levin John S.
Published: April 2021

An examination of organizational change was carried out at a community college where there was evidence of events which might precipitate change, including events such as leadership succession, new management and governance structures, and proposed cultural shifts. The college during a prolonged period experienced considerable growth in personnel, in facilities, and in students. The beginning of this period coincided with presidential succession, and the period itself was accompanied by a sizable turnover of administrative personnel (approximately 60%, or 10 of 16, of educational administrators). These factors provide the conditions for organizational change, certainly to the extent that "change refers to alterations in the allocation of resources, distribution of power, and the internal structure of the organization" (Hasenfeld 1983, p. 219). While change can lead to organizational success, on another level these changes can result in the victimization of organizational members. This case indicates that not all organizational change has a happy ending, and that those who promote and facilitate the change process for community colleges should consider all potential outcomes of change, including the victimization of organizational participants.
Retaining women students in science involves more than course selection.
Authors: Donaldson E. L. , Dixon E. A.
Published: April 2021

Difficulties in retaining women students in undergraduate science courses are well known, but reasons for the attrition are less well understood. Data from a survey of first-year chemistry students suggests that gender differences with regard to pre-entry attributes and the transition to the university, the on- campus experience, perceived competencies in academic skills and science literacy, and undergraduate transitions to work may contribute to decisions to leave science, but not necessarily to leave the university. In one university, short-term intervention strategies such as curricula changes, the addition of female faculty role models, the introduction of promotional activities, and the formation of peer support groups are increasing retention. Follow-up data from Phase Two of this study should provide other indicators, but differences in course selection between young women and men enrolled in university appear to be influenced by their values, thus contributing to differing career choices.
The Scholarship of Teaching: A Canadian Perspective with Examples
Authors: Cunsolo Joe , Elrick Mei-Fei , Middleton Alex , Roy Dale
Published: April 2021

Scholarship is the heart of academic work. Recognizing this the Carnegie report (Boyer, 1990) urges universities to extend the definition of scholarship to include application, teaching, and integration, as well as discovery, thereby making it possible to value all academic work. Although this inclusive view of scholarship holds promise, questions remain concerning the scholarship of teaching and how such scholarship differs from the activities which presently comprise teaching. How would scholarship be identified with teaching, enhance practices, and foster the development of teaching? These questions are addressed, examples given of teaching scholarship, and of institutional policies which support it. The enhancement of teaching, as it meets scholarship's criteria, is discussed.
Style d'intervention pédagogique, relations affectives enseignants-étudiants et engagement par rapport à la matière
Authors: Bujold Neree , Saint-Pierre Henri
Published: April 2021

Plusieurs professeurs d'universités déplorent le fait que de nombreux étudiants semblent étudier seulement pour avoir de bonnes notes et oublient par après ce qui leur a été enseigné. Ils rencontrent alors de nombreuses difficultés lorsque vient le temps de transférer les connaissances dans d'autres cours. Pour explorer ce problème, les auteurs ont réalisé une étude corrélative dans laquelle il ont vérifié trois hypothèses concernant la relation entre trois variables: le style d'intervention pédagogique des enseignants, leurs relations affectives avec leurs étudiants et l'engagement des étudiants envers la matière enseignée. Ils ont aussi vérifié l'interaction entre ces trois variables dites principales et un certain nombre de variables confondantes. Quatre-vingt-quatorze enseignants, professeurs et chargés de cours, choisis au hasard sur le campus de l'Université Laval, ont répondu à un questionnaire mesurant leur perception de leur style d'intervention pédagogique. Plus de trois milles de leurs étudiants ont aussi répondu à un questionnaire mesurant la perception étudiante du style d'intervention pédagogique de l'enseignant, la proximité de la relation enseignant-étudiant, la satisfaction à l'égard de l'enseignement reçu, la positivité des sentiments à l'égard de l'enseignant et l'engagement des étudiants par rapport à la matière enseignée. L'étude a permis d'obtenir des corrélations significatives entre toutes les variables principales. Elle a aussi permis de vérifier des interactions significatives avec certaines variables confondantes.
Book review of "Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness"
Authors: Baird Colin
Published: April 2021

No abstract
Funding Postsecondary Education: A Full Tuition, Private Sector, Income Contingent Repayment Plan
Authors: McDonough L. C. , Wright R. E.
Published: April 2021

This study proposes and analyses the feasibility of a private sector ICR in which investments in human capital are accorded the tax treatment typical of fixed capital investments. Under this proposal, income-contingent repayment loans issued and administered by the private sector would cover both the full tuition costs and living expenses of students attending Postsecondary Education (PSE) institutions. The public sector would guarantee the loans, as well as provide relevant information to the private sector lenders as required. Simulations suggest that the student and public sector shares in the proposed full fee and expense plan would be approximately the same as those under the current financing system with students' fees set at 50% of full tuition. The proposed plan promises to eliminate virtually all accessibility problems related to financial constraints. Moreover, the incentive structures attendant to the proposed ICR are consistent with the "coherent learning system" advocated by the Economic Council of Canada.
Student Participation in University Governance
Authors: Zuo Bing , Ratsoy Eugene W.
Published: April 2021

This study investigated the scope, process, and effects of student participation in university governance, including student government. The study demonstrated that students are capable of administering their own affairs, satisfying various student needs, and protecting the political interests of students. Students were extensively involved in university academic and administrative decision-making at different levels. However, student associations as organized forces had much greater influence than did students at large. Both environmental and personal factors affected the impact of student participation in university governance. Although student participation in university governance is deemed indispensable, student participants must hone their group decision-making skills and demonstrate commitment to the mission of the university and its long-term interests.
Book review of "Government Steering and Curriculum Innovations: A Comparative Study of the Relation Between Governmental Steering Instruments and Innovations in Higher Education Curricula"
Authors: Brook Paula A.
Published: April 2021

No abstract
Studying Part-Time at University: From Research to Policy to Practice
Authors: Keast David A.
Published: April 2021

In the last few years universities in Canada have seen a noticeable decline in part-time enrollments. This trend has given rise to a number of pressing concerns regarding the needs and aspirations of part-time students and the status and future of part-time study. Unfortunately, these concerns exist against a backdrop of relatively little research on part- time university students, programs, and attendance which is useful for decisions on policy and practice. This paper highlights the results of research which examined part-time programming at Canadian universities and the needs and characteristics of undergraduate student populations with potential for part-time degree completion. It is argued that the mature, working, part-time learner constitutes a distinct nontraditional group, with a distinct set of educational needs and expectations. The findings suggest changes which may be necessary in university functioning in order to better serve these student populations in the future. Results are compared with other recent research and implications for institutional policy and practice are discussed.
A Scale to Assess Student Perceptions of Academic Climates
Authors: Janz Teresa A. , Pyke Sandra W.
Published: April 2021

Sandler and Hall (1986) define a chilly academic climate as the "... subtle ways women are treated differently — ways that communicate to women that they are not quite first-class citizens in the academic community" (p. 1). This paper describes the construction of a scale to assess university students' perceptions of the chilly climate. An initial pool of 123 items was refined based on statistical analyses of the responses of 192 students to produce a 28-item Perceived Chilly Climate Scale (PCCS). Factor analysis identified five factors: Climate Students Hear About; Sexist Treatment; Climate Students Experience Personally; Classroom Climate; and Safety. To investigate further the reliability and validity of the scale, the PCCS, an Alienation Scale (Dean, 1961) and the Marlowe-Crowne Social Desirability Scale (Reynolds, 1982) responses were gathered from 327 students. As expected, the PCCS was significantly related to alienation but unrelated to socially desirable responding. Additional evidence supporting the reliability and validity of the PCCS is presented.
What's the Impediment?: Structural and Legal Constraints to Shared Governance in the Community College
Authors: Levin John S.
Published: April 2021

This research examines the legal foundations and bases for shared or co-governance in the community college through an examination of government legislation and institutional collective agreements between colleges and faculty in two countries, Canada and the U.S. This multi-case investigation identifies impediments to shared governance, and concludes that except in one legal jurisdiction, shared governance is either impeded legally or not supported by government legislation.
Student Evaluations of College Professors: Identifying Sources of Bias
Authors: Cramer Kenneth M. , Alexitch Louise R.
Published: April 2021

Previous studies have found that students' evaluations of their professors' teaching ability may be affected by such factors as students' expectations and gender stereotypes. The present study examined how students' evaluation of faculty may be affected by student's gender, professor's gender, discipline, and a variety of demographic and social variables. Undergraduate students (N = 910) evaluated one of their professors on sensitivity to students' needs, quality of teaching, course structure, and treatment of designated group members (e.g., visible minorities). Results showed that female students rated their professor higher on sensitivity to students' needs and treatment of designated groups than male students. Science students rated their professor lower on teaching quality and treatment of designated groups than either Social Science or Fine Arts/Humanities students. In addition, students' ratings correlated with how often a professor met with students outside of class, when the class was scheduled, and class size. The implications for using student evaluations to accurately assess professors' teaching ability are discussed.
The Challenge for Women Academics: Reaching a Critical Mass in Research, Teaching, and Service
Authors: Donaldson E. Lisbeth , Emes Claudia G.
Published: April 2021

Contributions of academic women in Canadian universities are reviewed to determine whether their participation has reached a "critical mass." Specifically, scholarship about higher education, participation rates within academic ranks, and the frequency of administrative appointments are examined as illustrations of research, teaching and service, the traditional pillars that represent academic achievement. A fundamental assumption is that to achieve equity, a critical mass of women academics must promote and maintain gender sensitivity through these three pillars. Results indicate that, in a few instances, the minimum level of participation (35%) was attained, but generally, critical mass has not yet been reached.
The Eroding Standards Issue: A Case Study from the University of Waterloo
Authors: Miller Susan , Goyder John
Published: April 2021

The proposition is addressed that the mathematical skills of first year entrants into the Faculties of Mathematics, Engineering, Science and Applied Health Sciences at The University of Waterloo have declined. Analysis of a series of scores from a mathematics diagnostic test for new students suggests a decline over the period 1991-93 and possibly through to 1995. This reproduces a trend detected at The University of Western Ontario. By the mid-1990s, however, the scores level out. Many of the faculty members questioned in a survey also perceived a decline, and, independently of the time series data, informants pointed to the early 1990s as the critical period of decline. The feeling of being under pressure to adjust to declining standards by upward "belling" of grades varied greatly by faculty, being far more prevalent within the Faculty of Mathematics than in other faculties surveyed. The survey respondents claimed that most deficiencies in mathematics preparation in the high schools were remediable by working to alter the attitudes and expecta- tions of first year university students.
Student Organizations as Historical Actors: The Case of Mass Student Aid
Authors: Moses Nigel R.
Published: April 2021

The National Federation of Canadian University Students (NFCUS) and the Canadian Union of Students (CUS) had historicity; that is, they helped transform the field of historical action by convincing business, government, university administrators and public opinion on the need for mass student-aid programs and low tuition fees. From the 1950s to the mid-1960s, NFCUS and CUS campaigned for government-funded mass student-aid; in fact, it was their number one "national affairs" concern. Governments responded to the NFCUS and CUS accessibility lobby with the Canada Student Loan Program (CSLP) in 1964, the Ontario Student Assistance Plan (OSAP) in 1966 and "frozen" tuition fees by 1967. The achievement of the CSLP divided Quebec and English- Canadian students and began a process of removing traditional student movement catalysts. NFCUS's and CUS's lobby for non-repayable student bursaries was co-opted. However, the level of accessibility to post- secondary education was unprecedented and, in part, provided the social conditions for the emergence of new social movements.
Nurturing Cultural Diversity in Higher Education: A Critical Review of Selected Models
Authors: Guo Shibao , Jamal Zenobia
Published: April 2021

Canadian universities and colleges are becoming increasingly ethnoculturally diverse. Two major social forces have contributed to this change: immigration and increasing enrolment of international students. Minority and international students bring their values, language, culture and educational background to our campuses, to add to and enrich our educational environments. To build an inclusive education, we have the ethical and educational responsibility to embrace such difference and diversity and to integrate it into all aspects of university life, including teaching and learning. However, in our daily encounter with cultural diversity we still confront many challenges, such as the colourblind and the “difference as deficit” perspectives, partially resulting from a lack of knowledge and readiness to approach diversity. The goal of this article is to bridge this gap by examining three selected models commonly used to nurture cultural diversity in higher education: the intercultural education model, the multicultural education model, and the anti-racist education model. It is hoped that this discussion will benefi t the university community in Canada as well as in other countries where diversity prevails.

Du fait de l’immigration et de l’augmentation du nombre d’étudiantes et d’étudiants internationaux, les universités et collèges du Canada sont de plus en plus diversifi és sur le plan ethnoculturel. Les étudiantes et étudiants issus des minorités ethniques ainsi que d’autres pays apportent avec eux leurs valeurs, langues et cultures, ce qui enrichit d’autant le milieu éducatif. Il est de notre responsabilité à la fois morale et éducative, si nous voulons créer un environnement inclusif, d’intégrer ces différences et cette diversité dans tous les aspects de la vie universitaire, y compris l’enseignement et l’apprentissage. Toutefois, dans nos rencontres quotidiennes avec la diversité culturelle, nous sommes confrontés à plusieurs défi s, notamment les modèles dits « aveugles à la couleur » et la perception de « la différence comme défi cit ». Ces perspectives résultent en partie d’un manque de connaissances et d’attitudes peu disposées à accueillir la diversité culturelle. Le but de cet article est de répondre à ces défi s en examinant trois modèles fréquemment employés pour encourager la diversité culturelle dans l’enseignement supérieur : l’éducation interculturelle, l’éducation multiculturelle et l’éducation anti-raciste. Nous espérons que cette discussion aura des effets positifs pour la communauté universitaire du Canada et d’autres pays marqués par la diversité.
L’insertion dans la carrière professorale au sein des universités québécoises : une analyse secondaire
Authors: Picard France , Leclerc Chantal
Published: April 2021

Integrating new professors is a considerably challenging aspect of revitalizing a faculty. The following article undertakes an analysis of secondary data from three studies. This enables, notably, the identification of the various stages of the integration process in Québec universities, including recruitment and the first six years of employment. In addition, the analysis emphasizes the inter-relation between factors present at the time of hiring—structural frameworks such as public policies, research infrastructures, funding for research and universities—that influence the requirements set at that stage and at the end of aggregation, their impact on the faculty members’ workload, as well as individual strategies adopted by new professors in this context in order to address the inherent difficulties and challenges of this career stage.
Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education
Authors: Kanuka Heather , Kelland Jennifer
Published: April 2021

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.
Social/Corporate Accountability: A University’s ‘Trek’ Towards Excellence
Authors: Walker Judith
Published: April 2021

This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surrounding social accountability laid out in the university’s Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence.
A Continuum of Approaches to Service-Learning within Canadian Post-secondary Education
Authors: Chambers Tony
Published: April 2021

This article provides a multi-level conceptual framework for service-learning that can serve as a decision-making guide for service-learning initiatives in Canadian post-secondary education. Service-learning approach options along a non-hierarchical continuum (philanthropic, social justice, and social transformation) are examined; the theoretical clusters used to frame this examination include experiential education, social learning, student development, and liberatory education. Various dimensions and potential implications of each approach are explored. Regardless of the particular service-learning approach adopted by Canadian institutions, decision makers and participants should be conscious of the parameters and potential impact of their chosen approach.
Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design
Authors: Toth Kate E. , McKey Colleen A.
Published: April 2021

The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identified systems challenges were related to type of appointment. A flexible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.
Graduate Students’ Evolving Perceptions of Writing Collaboratively
Authors: Ens Anita H. , Boyd Karen , Matczuk L. Allyson , Nickerson Warren T.
Published: April 2021

As members of a language and literacy doctoral cohort, we four authors attempt to situate ourselves within a community of practice in which knowledge is socially constructed. In this context, we explore our identities as collaborative writers and researchers. This paper documents the self-study that we undertook while collaboratively writing scholarly articles. We framed our research with three questions addressing process, product, and theory. How do individual writers approach a collaborative assignment, both emotionally and cognitively? Do writers perceive a difference in the quality of collaborative text versus individual text? How does experience connect to theory? Our experience indicated an increased consciousness of our writing processes and made us more aware of issues of style, audience, and clarity. Furthermore, the data emphasized the relational aspect of collaborative writing. We concluded that collaborative writing has a place in doctoral studies for its potential in increasing dialogue within a discourse community.
Ontario University System Financing and Staffing Policies A Quantitative Model for Policy Analysis
Authors: Smith Richard
Published: April 2021

This paper presents a computer based model of the Ontario university system. The em- phasis is on funding, faculty staffing and faculty salaries from 1955 to 1995. Recent events in these areas are analyzed and explained as consequences of interaction between a strong- ly self-equilibrating social system, the universities, and a massively disequilibrating external force, the expansionary drive of the 1960's. Many past and present characteristics of the university system are seen as temporary abberations, a return to which is not possible. The effects of several proposed modifications to funding, staffing and salaries policies are ex- plored, as are prerequisites for a return to "steady state ". While a technical appendix is available which specifies and discusses the equations employed in the computer model, this paper is intended for a non-technical readership whose primary interest is the subject matter dealt with.
The Uses of a Bachelor's Degree in Sociology: Careers of Recent Graduates of a Maritime University
Authors: Ralston Helen
Published: April 2021

What happens to sociology graduates? A mailed questionnaire follow-up study of 267 recent graduates of a maritime university revealed that most of them continue their education in a professional or semi-professional school, usually a school of education or a school of social work. A high proportion of graduates, especially women, become teachers. Many obtain jobs in social welfare agencies, whether or not they continue their education. A small percentage without further education get jobs as research workers for government departments. The women all seem to be oriented to work outside the home, even if presently unemployed. They tend, however, to be in traditional "women's occupations" or "semi-professions," and rarely in supervisory or administrative positions. The graduates in sociology of this maritime university come in high proportions from blue-collar backgrounds. They tend to see their own careers as being upwardly mobile through normal progression to administrative, supervisory, and managerial positions in the educational, social service, and public service sectors of society. They are also geographically mobile, but most migration is within the province or the region. The results are compared with the findings of another study of the careers of 1976 and 1977 graduates in other disciplines and faculties of the same university. Some of the policy implications of the study, (from the perspectives of students, teachers, administrators, and governments) are discussed.
Select Bibliography of Evaluation of Instruction in Higher Education
Authors: Davey Earl B.
Published: April 2021

No abstract
A Teaching Awards Scheme in the Ontario Universities
Authors: Atkinson G. F.
Published: April 2021

No abstract
Hubungan Sensasi Frisson Pada Stimulus Musik Dengan Peningkatan Performa Intelegensi
Authors: Ardhinata Pamela Felycia , Yosef Purwoko  , Yuriz Bakhtia  , Maria Belladonna Rahmawati
Published: April 2021

Pendahuluan: Intelegensi mempengaruhi kemampuan berpikir dan memecahkan masalah. Sensasi frisson meningkatkan produksi hormon dopamin, aktivitas dan aliran darah otak. Tujuan studi ini untuk membuktikan adanya hubungan sensasi frisson pada stimulus musik yang dapat meningkatkan performa intelegensi.Metode: Penelitian ini adalah penelitian quasy experimental one group pre- and post-test design. Subjek penelitian merupakan mahasiswa Fakultas Kedokteran Universitas Diponegoro (n = 30) yang dipilih secara purposive sampling. Stimulasi sensasi frisson berupa musik referensi penelitian sebelumnya berdurasi 15 menit yang didengarkan selama 3 hari. Total lama sensasi frisson diukur menggunakam stopwatch. Performa intelegensi sebelum dan sesudah sensasi frisson diukur menggunakan Ravens Progressive Matrices sehingga diperoleh peningkatan skor. Data dianalisis menggunakan uji Wilcoxon dan regresi linier sederhana.Hasil: Skor pre-test memiliki median 50,50 (30-56) dan skor post-test 54 (33-59) dengan peningkatan skor RPM bermakna (p<0,001). Lama sensasi frisson berpengaruh positif terhadap peningkatan skor RPM (p<0,001). Hubungan lama sensasi frisson dengan peningkatan skor memiliki persamaan: y = 0.047 + 2,711x.Kesimpulan: Sensasi frisson pada stimulus musik meningkatkan performa intelegensi. Semakin lama sensasi frisson meningkatan performa intelegensi yang lebih signifikan.