bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing the Intercultural Competence of Graduate Students
Authors: Dimitrov Nanda , Dawson Debra L. , Olsen Karyn C. , Meadows Ken N.
Published: December 2020

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors.
Preparing Students in Professional Programs for Rural Practice: A Case Study
Authors: Brook Julia , Hobbs Neil , Neumann-Fuhr Denise , O'Riordan Anne , Troop Meagan , Paterson Margo
Published: December 2020

Understanding the supports and constraints available in rural communities is integral to the education of professionals who choose to practise in rural settings. Previous research has indicated that many professionals do not have an accurate understanding of rural contexts and how rural settings impact personal life and professional practice. To address this gap, an interprofessional course centring on professional practice in rural and remote communities was developed. This course was designed to be reflective of rural practice, not only in content but also in the way the course was delivered. Findings from this case study indicated that students’ understanding of the complexity of rural settings was enhanced on multiple levels. The interactive and experiential nature of the course allowed students to develop working relationships that increased both their understanding of the value of interprofessional collaboration as well as the professional opportunities that are available in rural areas.
Is Service-Learning the Kind Face of the Neo-Liberal University?
Authors: Raddon Mary-Beth , Harrison Barbara A.
Published: December 2020

The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism.
The University Corporatization Shift: A Longitudinal Analysis of University Admission Handbooks, 1980 to 2010
Authors: Davidson Cliff
Published: December 2020

This paper explores university corporatization and its impact on university literature, examining the frequency and placement of content in the admissions handbooks (viewbooks) of six Ontario universities from 1980 to 2010, at five-year intervals. Government budget cuts implemented in the mid-1990s served as a point of interest in the timing of corporatization. Content analysis showed a decreased emphasis on academics and an increased emphasis on the university experience; academics moved toward the back of the viewbooks, and student experience and university-specific advantages moved toward the front. The timing of these changes, however, did not correlate, as expected, with government budget cuts of the mid-1990s.
Graduate Writing Assignments Across Faculties in a Canadian University
Authors: Shi Ling , Dong Yanning
Published: December 2020

This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.
Applying a Linked-Course Model to Foster Inquiry & Integration in Large First Year Courses
Authors: Husband Brian
Published: December 2020

Many first-year university courses are large and content-driven, which can contribute to low student engagement and difficulty involving students in the dynamic, cross-disciplinary nature of inquiry. Learning communities can address these goals, but their implementation often poses logistical challenges, especially in large courses. Here, we apply learning communities using a linked-course model to enhance student engagement and inquiry across three large, first-year biology courses. These three courses (Discovering Biodiversity, Molecular and Cell Biology, and Biological Concepts of Health) offer different contexts for biological inquiry, introduce key biological concepts, and are connected through jointly mapped learning outcomes, shared online skill workshops, and integrative learning communities composed of students from each course. Diverse modes of student learning are used across the three courses, and contemporary problems are explored within classes and small group seminars, which promote the development of skills necessary for inquiry. This course structure requires the coordinated scheduling of seminars and interdisciplinary projects but allows flexibility in the use of lecture periods and online content while offering increased resource efficiency. Collectively, these courses provide opportunities for integration, skill development, and problem solving. In contrast to many other forms of learning communities, this particular model promotes both a disciplinary foundation and crossdisciplinary applications for large numbers of students.
Should I Stay or Should I Go? Perceived Barriers to Pursuing a University Education for Persons in Rural Areas
Authors: Friesen Laura , Purc-Stephenson Rebecca J.
Published: December 2020

A university education can provide an individual with greater employment options, higher income potential, and improved health and quality of life, yet young persons from rural areas remain less likely to attend university than their urban counterparts. This study explores the perceived personal, social, and cultural factors that might create barriers for young persons from rural areas. Semi-structured interviews were conducted with 17 individuals living in rural areas in Alberta, aged 18 to 23 years, who had not attended university. Using interpretative phenomenological analysis, we identified 11 major themes, which were then organized into a conceptual model to illustrate the interacting nature of these factors and their influence on a person’s decision to pursue a university education. An examination of this model and its associated themes may help reveal the possible barriers young persons from rural areas experience when deciding whether or not to attend university.
Situating Ontario's Colleges Between the American and European Models for Providing Opportunity for the Attainment of Baccalaureate Degrees in Applied Fields of Study
Authors: Skolnik Michael
Published: December 2020

During the last third of the twentieth century, college sectors in many countries took on the role of expanding opportunities for baccalaureate degree attainment in applied fields of study. In many European countries, colleges came to constitute a parallel higher education sector that offered degree programs of an applied nature in contrast to the more academically oriented programs of the traditional university sector. Other jurisdictions, including some Canadian ones, followed the American approach, in which colleges facilitate degree attainment for students in occupational programs through transfer arrangements with universities. This article offers some possible reasons why the Ontario Government has chosen not to fully embrace the European model, even though the original vision for Ontario’s colleges was closer to that model to than to the American one.
International Students Attending Canadian Universities: Their Experiences with Housing, Finances, and Other Issues
Authors: Calder Moira J. , Richter Magdalena Solina , Mao Yuping , Kovacs Burns Katharina , Mogale Ramadimetja Shirley , Danko Margaret
Published: December 2020

Universities recruit international students for a number of reasons, including enhancement of global contacts and reputation, to increase enrolment, and to generate revenue from tuition. These students face unique challenges as compared with domestic students, but no published studies or reports exist on this issue. In this article we report our findings from a survey and interviews with international graduate students, university personnel, and service providers assisting students. Students reported difficulties with finding affordable, adequate, and suitable housing; with finances, stemming from their ability to work or find employment, and from currency fluctuations; and with integration into a new university and an unfamiliar society. Administrators described limits to the assistance they could provide. Both groups suggested changes to address international students’ housing and financial issues. This study is part of a larger research project exploring housing and related issues among post-secondary students in a western Canadian city.
The Academic Profession in Canada: Perceptions of Canadian University Faculty about Research and Teaching
Authors: Gopaul Bryan , Jones Glen A , Weinrib Julian , Metcalfe Amy , Fisher Donald , Gingras Yves , Rubenson Kjell
Published: December 2020

Previous scholarly attention to the experiences of faculty members has emphasized the contexts of US institutions, with minimal attention to the experiences of faculty members at Canadian universities.  This paper presents the findings of the Canadian component of an international survey that was administered in 19 different jurisdictions to understand the perceptions of faculty members about the nature and scope of changes to academic work. As such, the paper explores the perceptions on research and teaching of full-time faculty members affiliated with Canadian universities. Overall, faculty members revealed that Canadian universities have strong, engaging, and vibrant research and teaching environments, yet there are also areas for improvement. Specifically, findings showed that faculty members perceived considerable autonomy with respect to research activities, despite the increasing need to secure external funding for research. Also, faculty expressed substantial commitment to teaching undergraduate students but a lack of clarity about some issues related to graduate teaching. The survey results provide an important baseline for future studies of Canadian universities and the working conditions of the professoriate in a time of rapid institutional and professional change.
Exploring Effective Academic Governance at a Canadian University
Authors: Lougheed Patrick , Pidgeon Michelle
Published: December 2020

In Canada, only 44% of members of academic governance bodies at universities feel that their boards are effective decision-making bodies (Jones, Shanahan, & Goyan, 2004). In this study, we examined the views of senators at a British Columbia university regarding their senate’s effectiveness in decision-making, including structures, processes, and leadership, and their suggestions for potential changes. Eight interviews were conducted with current or recent former senators in May 2012; each interview lasted 30 to 60 minutes. At the time of the interviews, fewer than half of the senators stated that the senate was effective, with concerns concentrated in the areas of committees, participation of faculty and students, and level of debate. This research has implications for enhancing the effectiveness, legitimacy, and credibility of institutional academic governance structures and processes, particularly in the Canadian context.
Examining Success and Sustainability of Academic Writing: A Case Study of Two Writing-Group Models
Authors: Olszewska Kinga , Lock Jennifer
Published: December 2020

In contemporary higher education there is a growing demand for academics to increase their publication output. This requirement raises the question of how institutions can best support a sustainable academic writing culture, which is needed to challenge the assumption that all academics know how to write for publication. This case study examines two models used in a Faculty of Education to support writing groups for academic staff. From the analysis of reflective journals, interviews, and field notes, we identified four factors that influence the success of writing groups, as well as six conditions that support the development of sustainable academic writing. We have learned from the study that the success of a writing group is predicated on a collaborative practice that blends relational, communal, and institutional forms of sustainability in a purposeful, engaged, and reflexive way.
Correlates of Depression in First-Year College Students
Authors: Villatte Aude , Marcotte Diane , Potvin Alexandra
Published: December 2020

This study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38; 59.4% female). Eight variables contributed uniquely to the variance of depressive symptoms and were, in decreasing order of importance: (1) the absence of personal goals, (2) a high level of anxiety and (3) of dysfunctional thoughts regarding success, (4) a lack of emotional adjustment to college, (5) being female, (6) receiving little warmth and encouragement of autonomy from one’s mother and (7) from one’s father, and (8) being attracted to members of the opposite or both sexes. These results suggest that a multimodal intervention is required to support students’ mental health.
Climate Change and the Canadian Higher Education System: An Institutional Policy Analysis
Authors: Henderson Joseph A. , Bieler Andrew , McKenzie Marcia
Published: December 2020

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.
Not What I Expected: Early Career Prospects of Doctoral Graduates in Academia
Authors: Etmanski Brittany , Walters David , Zarifa David
Published: December 2020

Various studies acknowledge the uncertainty many doctoral graduates face when beginning their search for full-time employment within the academic sector. Recent graduates face a job market where the likelihood of obtaining full-time permanent positions in academia is perceived to be declining, and the mobility of graduates within the sector is unclear. Drawing on Statistics Canada’s 2013 National Graduates Survey, this paper assesses whether graduates who pursued a doctoral degree to become a full-time professor achieved their goal within three years of graduation. The results suggest that although a large portion of doctoral graduates pursued their degrees to become full-time professors, relatively few reported obtaining such positions within three years of graduation, regardless of field of study.
Jeunes issus de l’immigration et choix d’orientation au postsecondaire à Montréal
Authors: Magnan Marie-Odile , Pilote Annie , Grenier Véronique , Darchinian Fahimeh
Published: December 2020

Basée sur le recueil de récits de vie (n=60), notre recherche qualitative interprétative tente de mieux comprendre a posteriori comment des jeunes issus de l’immigration ont vécu leur choix de programme au cégep. L’analyse typologique des récits de jeunes issus de l’immigration révèle que la famille joue un rôle déterminant lors de ces choix. De plus, comparativement aux jeunes originaires d’autres pays, les jeunes issus de l’Afrique noire, des Caraïbes, de l’Amérique Centrale et du Sud perçoivent davantage de contraintes (familiale, économique et scolaire) lorsque vient le temps de faire leur choix. Ces jeunes semblent également disposer de moins de ressources et d’informations sur l’ensemble des choix d’orientation possibles et sur les rouages du système. En conclusion, ces résultats permettent de suggérer des pistes d’intervention au personnel scolaire afin de favoriser l’orientation de ces jeunes au postsecondaire.
Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts
Authors: Robson Karen , Anisef Paul , Brown Robert S. , George Rhonda
Published: December 2020

Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.
Working for a Living Wage Around the Ivory Tower
Authors: Stevens Andrew
Published: December 2020

Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.
Legitimacy at the ‘Margins’: Promotional Strategies in the Canadian For-Profit College Sector
Authors: Pizarro Milian Roger
Published: December 2020

Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.
Action Research for Graduate Program Improvements: A Response to Curriculum Mapping and Review
Authors: Jacobsen Michele , Eaton Sarah Elaine , Brown Barb , Simmons Marlon , McDermott Mairi
Published: December 2020

There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
Book review of "Access to Higher Education: Understanding Global Inequalities"
Authors: Charles Anne Caroline
Published: December 2020

Book review
Knowledge Mobilization as a Tool of Institutional Governance: Exploring Academics’ Perceptions of “Going Public”
Authors: Cain Kate , Shore Krystle , Weston Crystal , Sanders Carrie B
Published: December 2020

In Canada there are growing discussions concerning the role of publicly funded universities and the impact of academic research. The integration of neoliberal practices and market rationalities place pressure on universities to “go public” in order to demonstrate relevance and accountability. Researchers are encouraged or even required to engage the public through knowledge mobilization activities. Our study provides an empirical analysis of knowledge mobilization in order to understand its perceived impact on public criminology, and more broadly the production and dissemination of criminological research. We argue that the institutional shift toward knowledge mobilization is perceived as a tool of institutional governance to demonstrate organizational accountability that shapes the production and dissemination of criminological knowledge.
Faculty Associations Confront Accountability Governance in Ontario Universities
Authors: Webber Michelle , Butovsky Jonah
Published: December 2020

Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of “accountability governance,” with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members’ professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as “unprofessional.”
Stressing in the Fall: Effects of a Fall Break on Undergraduate Students
Authors: Poole Heather , Khan Ayesha , Agnew Michael
Published: December 2020

Universities across Canada are responding to increasing levels of student stress and mental illness by introducing a fall break. However, scant research has investigated the effectiveness of this intervention. Our team assessed perceived stress and the number of stressors experienced by students at McMaster University using established self-report stress questionnaires, comparing stress before and after the break. We found that despite the widespread expectation that a fall break will decrease student stress, the effects of this intervention are not straightforward. Students experienced fewer stressors after the break than before it, but experienced higher levels of overall stress. Additionally, stress varied according to several demographic variables, revealing some groups to be at higher risk for stress-related problems. Given the wide-scale adoption of fall breaks, we hope that this investigation can initiate dialogue about the importance of evidence-based decisions in the development of stress-reduction interventions for Canadian university students.
The Role of Library Councils in Canadian Higher Education: An Exploratory Study
Authors: Revitt Eva , Luyk Sean
Published: December 2020

Scholarship exploring the makeup, function, and efficacy of collegial governance structures within the context of Canadian higher education is limited and primarily focused on the board or the senate. This paper expands that scholarship by focusing on the governance structures of the university library. The objective of this study was to determine the extent of library councils in Canadian universities and to examine their composition, role, and function as evidenced in their governing documents. Using Karl Mannheim’s document method to analyze the terms of reference of 23 library councils, findings reveal that, overwhelmingly, library councils function as information-sharing and discussion forums rather than decision-making bodies. The paper concludes with a review of progressive language and governance practice as gathered from the document analysis.
Bringing College Classrooms to the Community: Promoting Post-Secondary Access for Low-Income Adults Through Neighbourhood-Based College Courses
Authors: Bourke Alan , Vanderveken Jim , Ecker Emily , Atkinson Jeremy , Shearer Natalie
Published: December 2020

In this paper we utilize interview data to explore the workings of a college– community partnership program that delivers tuition-free, for-credit courses to low-income adult students in neighbourhood-based settings. Addressing the interplay of individual and structural barriers on the educational readiness of students, our findings explore how the program builds participants’ confidence and self-belief, and how the neighbourhood-based delivery model encourages their engagement with post-secondary education (PSE). We find that the value of embedding PSE capacity and resources in low-income communities lies not only in its potential to engage adult learners, but also in how it nurtures a greater sense of community integration and social inclusion. We conclude by suggesting that our study provides a useful foundation for institutions elsewhere aiming to recalibrate and extend their community outreach strategies when seeking to promote post-secondary access and engagement for low-income populations.
Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates
Authors: Wilson Claire A , Babcock Sarah E , Saklofske Donald H
Published: December 2020

The transition from high school to post-secondary education presents challenges for students. Many variables have been identified as significant predictors of student achievement. Resiliency, defined as the ability to overcome challenges and adversity, may be particularly relevant during the adjustment to post-secondary education. This study assesses whether resiliency incrementally predicts student success after controlling for additional predictors. Participants were 277 undergraduate students who completed self-reports of academic skills, resiliency, personality variables, emotional intelligence (EI), and perfectionism. Students’ year-end GPA was collected from the university registrar. Hierarchical regression analysis revealed that resiliency, measured by sense of mastery, negatively predicted GPA after controlling for other predictors. The sense of mastery facet of self-efficacy positively predicted GPA; however, the adaptability facet was a significant negative predictor of GPA. Findings suggest that self-efficacy is a salient predictor of academic success, and that strong academic skills may serve as a protective factor for poor adaptability.
Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year
Authors: Wilcox Gabrielle , Nordstokke David
Published: December 2020

Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.
Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada
Authors: Stein Sharon , Andreotti Vanessa , Suša Rene
Published: December 2020

Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization.
“Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)
Authors: Vargas-Madriz Luis Francisco , Nocente Norma , Best-Bertwistle Rebecca , Forgie Sarah
Published: December 2020

Student Evaluations of Teaching (SET) have been the most consistently administered tool, and they are still extensively used in higher education institutions to assess teaching effectiveness. The purpose of this study was to explore how SET are used by administrators in the teaching evaluation process at a large, research-intensive Canadian university. A basic qualitative research design was used in this project, and semi-structured interviews were used to obtain administrators’ experiences. The research question that guided this study was: How are SET (and other tools) used in the evaluation of teaching at this university? Findings showed that although participants mostly utilized a couple of SET statements as indicators of effective teaching, they were certainly aware of the intrinsic issues concerning these tools, and that they are continually seeking to obtain more evidence if SET results are below their benchmarks.
Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course
Authors: Attas Robin
Published: December 2020

Canadian institutions of higher education are grappling with decolonization, particularly with how to move beyond decolonial and settler colonial theory and the Truth and Reconciliation Commission of Canada’s Calls to Action to practical and specific strategies for meaningful change in the classroom. To that end, this paper offers a case study of a settler instructor’s process of decolonization in a popular music analysis course and describes a variety of methods for decolonizing course design and classroom activities. A discussion of how to apply and adapt the author’s methods for different courses, programs, and local contexts leads to critical reflection on the impact of these changes on student learning and their efficacy in terms of decolonization itself.
Departmental Engagement in Doctoral Professional Development: Lessons from Political Science
Authors: Berdahl Loleen , Malloy Jonathan
Published: December 2020

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.
Practical Measures for Institutional Program Reviews: A Case Study of a Small Post-Secondary Institution
Authors: Jayachandran John , Neufeldt Colin , Smythe Elizabeth , Franke Oliver
Published: December 2020

Post-secondary institutions carry out cyclical program reviews (CPRs) to assess educational effectiveness. CPRs often use both qualitative and quantitative data analyses with the aim of improving teaching and learning. Though most of the CPR review studies identify various factors for this purpose, they fail to identify measures/indicators that are relevant and practical for the institutional decision-making process. Our main objectives for this article are two-fold: first, we identify and list variables that are measurable and sort theminto clusters/groups that are relevant to all programs, and second, we critically assess the relevance of these indicators to program review in a small-sized, post-secondary institution.
L’efficacité de la formation à distance au niveau postsecondaire : une méga-analyse
Authors: Simard Yanik , Gauthier Clermont , Richard Mario
Published: December 2020

Au Canada, la formation à distance (FAD) est présente dans la majorité des institutions d’enseignement postsecondaires. Cependant, une polémique revient constamment dans la communauté scientifique quant à l’incidence des avancées technologiques sur l’efficacité de ce type de formation. Certains auteurs mettent en relief l’apport positif de ces avancées tandis que d’autres insistent sur les nombreuses déceptions causées par l’utilisation des technologies plus récentes. Devant ces positions discordantes, plusieurs chercheurs conviennent que les études concernant l’efficacité de la FAD selon les avancées technologiques n’en seraient encore qu’à leurs débuts. Pour combler cette carence, l’objectif de la présente recherche est de vérifier l’efficacité de la FAD selon les avancées technologiques à l’aide d’une méga-analyse. Les résultatspositifs obtenus à l’issue de notre méga-analyse, réalisée à partir d’une synthèse de 16 méta-analyses comprenant 862 études primaires auxquelles ont pris part au-delà de 200 000 participants, soutiendraient le recours aux technologies plus récentes pour favoriser l’apprentissage à distance.
Perceptions of Institutional Teaching Culture by Tenured, Tenure-track, and Sessional Faculty
Authors: Dawson Debra L. , Meadows Ken N. , Kustra Erika , Hansen Kathryn D.
Published: December 2020

The Institutional Teaching Culture Perception Survey (ITCPS) was used to investigate beliefs of tenured, tenure-track, and sessional faculty members (N=576) about the teaching culture within three large research-intensive universities in Canada. As predicted, we found significant differences between these three groups of faculty members’ perceptions of their institutions’ teaching cultures. Sessional faculty perceived that their universities rewarded effective teaching less than their tenured or tenure-track colleagues. Tenured faculty were less likely than the tenure-track and sessional faculty to believe it was important to encourage, recognize, or assess effective teaching. These results have important implications for the quality of teachingand, ultimately, student learning, as sessional faculty are teaching an increasing number of students and tenured faculty are the primary decision-makers in setting the priorities for their institutions.
Inventory of Research Relevant to Higher Education in Canada
Authors: Houwing J. F. , Kristjanson A. M. , Michaud L. F.
Published: December 2020

No abstract
Teaching excellence and how it is awarded: A Canadian case study
Authors: Miller-Young Janice , Sinclair Melina , Forgie Sarah
Published: December 2020

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.
Credit Transfer, Articulation & The Future of Work: Towards a Federal Strategy
Authors: Pizarro Milian Roger , Munro Yvette
Published: December 2020

Some analysts foresee that the rise of automation—triggered by advances in artificial intelligence, robotics, and other novel technologies—will soon unsettle sizable sections of our labour market, prompting the need for mass upskilling and re-skilling. Continuous learning is perceived as the new norm within the future of work. Many believe that solutions to future surges in training demand will require a degree of dexterity not exhibited by traditional postsecondary education (PSE) organizations, and advocate for radical alternatives. However, we outline how basic reforms leading to a more robust articulation and credit transfer system could also improve our PSE system’s ability to handle augmented training demands. In turn, we explore how the Canadian federal government can facilitate these reforms by (a) providing additional incentives for domestic colleges and universities to engage in seamless transfer, and (b) supporting the production of knowledge to inform more strategic forms of pathway articulation.
International education policymaking: A case study of Ontario’s Trillium Scholarship Program
Authors: El Masri Amira
Published: December 2020

This paper explores Ontario’s international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students’ Trillium Scholarship. Adopting Hajer’s (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government’s future engagement with international student funding. The paper ends with three observations on Ontario’s international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.
Educação corporativa e diversidade por orientação sexual: desafios e possibilidades no ambiente de trabalho
Authors: Pompeu Samira Loreto Edilberto
Published: December 2020

O objetivo desta pesquisa foi de identificar e analisar de que forma o tema da diversidade por orientação sexual está presente nas ações de educação corporativa de uma empresa, mais especificamente quais seriam os desafios e possibilidades de se abordar esta questão neste contexto. Para tanto, foi realizado um estudo de caso (EISENHARDT, 1989; YIN, 2010), entrevistando trabalhadores de uma empresa que aborda a questão da diversidade sexual. As entrevistas foram transcritas e analisadas segundo a análise de conteúdo (BARDIN, 1977). Foram encontradas como possibilidades: aberturas pontuais para abordar a diversidade; educação pelo exemplo e liderança; propostas e iniciativas de melhoria da homofobia por conta de esforços individuais. Como desafios: a existência de treinamentos técnicos em detrimento dos reflexivos e as barreiras para aprovação do curso de diversidade; a ausência do curso de formação para todos os níveis; a falta de eficácia do treinamento por conta da presença da homofobia na empresa. O artigo proporciona tanto uma contribuição teórica, no sentido de ajudar a preencher uma lacuna no contexto nacional dos estudos de diversidade e educação corporativa, quanto prática, ao apresentar exemplos de outros contextos (MICKENS, 1994; BUTTON, 2001; DAY e GREENE, 2008), bem como e ao problematizar a prática da empresa aqui estudada.
Çevre ve Şehircilik Uygulamalarında Betonarme-Ahşap Yapı Karşılaştırması
Authors: GÜN Burak , ANIKTAR Serhat
Published: December 2020

Ülkemizin 20.yy başlarından itibaren mimarisinde çeşitli değişimler yaşanmıştır. 19.yy sonlarında dünyada betonarmedeki buluşlar, bu değişimlerde etkin rol oynamıştır. Osmanlı Devleti’nde ilk olarak 1800’lerin sonunda liman yapılarında kullanımı öngörülen beton 1900 başları itibarıyla sivil mimaride de kullanılmaya başlanmıştır. Betonun, bu dönemin ünlü mimarları tarafından kagir yapılardan esinlenilerek tercih edildiğini söylemek mümkündür. Ahşap yapıların dünyanın farklı ülkelerinde hem kırsalda hem kent merkezlerinde tercih edildiği görülmektedir. Kuzey Amerika’da yapılar 6 kata kadar geleneksel yöntemlerle ahşap strüktürlü inşa edilebilmektedir. Bunu ülkemiz için de düşündüğümüzde 3 büyük kentlerimiz olmak üzere diğer birçok kentimizdeki mevcut apartman yapılarının geleneksel yöntemlerle ve birtakım eklemelerle dönüştürülebilir olduğu ortaya çıkmaktadır. Az katlı yapılarda ise ahşap yapı zaten betonarme yapıya göre daha ideal bir çözümdür. Özetle ülkemizde 100 yıla yakındır betonarme odaklı mimari ve kent politikaları beton yığılmalarına neden olmuş ve geleneksel mimariden uzaklaştırmıştır. Bu durum, ülkemizin ve sosyal hayatımızın her alanında etkilerini göstermektedir. Betonarmenin getirdiği tek tip mimari ülkemiz için sürdürülebilir olmaktan çıkmıştır. Çalışma kapsamında betonarme ve ahşap yapıların, çevresel etkileri incelenmiş olup betonarme yapıların çevre ve kent politikaları açısından olumsuzluklar içerdiği ifade edilmiştir. Ülkemizde son derece yaygın olan betonarme yapım tekniğine alternatif olarak ahşap yapı önerisi ABD’deki örnekler ile sunulmuştur. Betonarme yapım tekniği temelli olan kent politikalarının sürdürülemez olduğu istatistikler kullanılarak ifade edilmiştir.
AN EFFICIENT ALGORITHM FOR CLUSTERING NODES, CLASSIFYING AND REPLICATION OF CONTENT ON DEMAND BASIS FOR CONTENT DISTRIBUTION IN P2P OVERLAY NETWORKS
Authors: VIJENDRAN ANNA SARO , THAVAMANI S.
Published: December 2020

This paper proposes an efficient algorithm for clustering nodes, classifying and replication of content on demand basis for content distribution in p2p overlay networks. Peer-to-peer overlay networks are a good solution for distributed computing than client-server model since nodes in P2P networks act both as client and server. With such functionality of managing replicas is an astonishing task and we designed an architecture for content distribution. In the proposed architecture, nodes are grouped into strong, medium and weak clusters based on their weight vector. More copies of Class I content are replicated in strong clusters that are having high weight values. Class II and Class III clusters consumes medium and low queries. Routing is performed hierarchically by broadcasting the query to the strong clusters first, then to medium clusters and finally to weak clusters. From extensive simulations using NS2 simulator, the proposed architecture achieves less bandwidth consumption, reduced latency, reduced maintenance cost, strong connectivity and query coverage.