bluuebunny/crossref_metadata_2025 huggingface dataset:
A female neonate with absent anal opening and dug perineum: Think high
Authors: Kumar Parveen , Jain Nitin , Viswanathan Vivek , Jain Rishabh
Published: December 2020

Background: A female neonate with anorectal malformation (ARM) may have one, two, or three openings in the perineum. One opening represents cloaca while three openings usually suggest low ARM. Females with two openings in the perineum may be ARM without any fistula, rectovaginal fistula, or absent vagina. The association of ARM with multiple intestinal atresias and malrotation is rare.
Case Presentation: We present here a case of a female neonate with two perineal openings, whose perineum was explored by a general surgeon without any radiological investigation and was later found to have a high ARM, multiple jejunal and ileal atresia with malrotation.
Conclusion: ARM associated with small bowel atresia and malrotation are rarely described. Such cases require management in Pediatric surgery settings.
PERTUMBUHAN DAN KELANGSUNGAN HIDUP IKAN BETOK (Anabas testudineus) YANG DIBERIKAN PAKAN KOMERSIAL DENGAN FREKUENSI BERBEDA
Authors: Rafli  , Nasmia  , Madinawati  , Ndobe Samliok
Published: December 2020

This study aimed to determine the effect of commercial feeding (pellets) on the growth and viability of Betok fish (Anabas testudineus). The research was conducted at the Laboratory of Water Quality and Aquatic Biology, Faculty of Animal Husbandry and Fisheries, University of Tadulako Palu, from November to December 2019. This study was designed using a completely randomized design (CRD) with four treatments and five replications. Treatment A (feeding 2×/day), B (feeding 3×/day), C (feeding 4×/day) and D (feeding 5×/day). The results showed that feeding with different frequencies did not affect the growth in absolute weight and absolute length of Betok fish (Anabas testudineus). The growth of the absolute weight of Betok fish that was reared for one month ranged from 2.05-2.38 g, while the absolute length growth of the betok fish ranged from 0.345-0.42 cm. The highest growth in absolute weight and the absolute length was found at the feeding frequency of 2×/day (A). The survival rate of Betok fish (Anabas testudineus) reared for one month is 100%. During the research, water quality, it was still around the optimum range of betok fish growth.
ARŞİV BELGELERİYLE MIZIKA-İ HÜMÂYÛN’DA KLARNET VE TÜRK KLARNET İCRÂCILARI
Authors: ŞAHİNOĞLU Muhammed Gani
Published: December 2020

Müzik tarihine ilişkin çalışmalar, müziğin bugününü ve geleceğini besler. Türk müziği tarihi söz konusu olduğunda ise 1928 Harf İnkılâbı’ndan önceki tüm yazınsal literatüre hâkim olmak Osmanlı Türkçesi’ni bilmeye bağlıdır.
Türk müziğine Mızıka-i Hümâyûn’la girerek birçok Türk icrâcı tarafından kullanılan klarnet çalgısının müzik eğitim ve icrâ tarihimizdeki yerini en açık ve doğru şekilde tespit etmek de Osmanlı belgelerini okuyup değerlendirmekle mümkün olacaktır.
Bu çalışma; klarnetin Türk müziği icrâsına, eğitimine ve icrâ ortamlarına girişini arşiv belgelerine dayanarak ilk defa ortaya koyması bakımından önemlidir. Ayrıca bu çalışma sayesinde Türk müziği açısından klarnet icrâsının ilk temsilcileriyle ilgili belgeler müzik bilimine kazandırılmış, böylece sosyal ve idârî erkin bu çalgıya verdiği önem ortaya çıkarılmıştır.
Çalışmanın amacı; klarnetin Türk müziği icrâsı ve eğitimine girişini ve kabul edilme sürecini arşiv belgeleriyle müşahhas olarak ortaya koymaktır.
Türk müziği tarihi evreninden klarnet çalgısının Türk müziğindeki yerini örneklem olarak alan bu çalışmada kaynak tarama, arşiv tarama ve çeviri gibi nitel yöntemler kullanılmıştır.
La orientación entre profesorado universitario para el desarrollo de experiencias de Aprendizaje-Servicio: un análisis desde las percepciones de los implicados
Authors: Liesa Orús Marta , Latorre Cosculluela Cecilia , Cored Bandrés Sergio , Vázquez Toledo Sandra
Published: December 2020

Como una propuesta basada en el servicio a la comunidad y la adquisición de multitud de aprendizajes por parte del alumnado universitario, se aborda una experiencia de innovación sobre Aprendizaje-Servicio fundamentada en la orientación entre profesorado universitario. La iniciativa pretendía evaluar el impacto de un programa de asesoramiento entre profesorado con amplia experiencia en la implementación de prácticas de ApS y profesorado novel. En este estudio con una metodología mixta, participaron un total de 14 profesores de Educación Superior, quienes realizaron una entrevista semi-estructurada y un breve cuestionario. El análisis de la información recabada apunta a una valoración general positiva en lo que respecta a los beneficios que este programa ha suscitado sobre la enseñanza de prácticas de Aprendizaje-Servicio al alumnado universitario. Una utilidad que se ha visto reflejada a través del desarrollo de competencias relacionadas con la innovación y la inclusión, entre otras, y de una implicación en los procesos de bienestar social de la ciudadanía del entorno en el que las acciones se han desarrollado.
Los docentes de Ciencias Sociales y la enseñanza de la Historia. Una mirada comparativa entre sus concepciones y las de sus estudiantes
Authors: Ibagón-Martín Nilson Javier
Published: December 2020

El presente texto socializa los resultados de un estudio comparativo orientado a identificar las concepciones de un grupo de docentes de ciencias sociales colombianos (n=61) y sus estudiantes (n=764), alrededor de las prácticas de enseñanza de la historia, los objetivos formativos de estas y el interés de aprendizaje sobre determinados contenidos históricos del alumnado. La investigación se basó en le paradigma cuantitativo. El diseño ha sido no experimental de carácter descriptivo e inferencial. Se empleó un cuestionario cerrado cuyos ítems de respuestas debían ser valorados por medio de una escala Likert. Luego, la información obtenida a través de este instrumento se trianguló con el análisis de las planeaciones institucionales de los centros educativos en los que laboran los profesores participantes.  Los resultados en los tres núcleos de indagación evidencian diferencias significativas entre las concepciones de los docentes y sus estudiantes, así como entre lo manifestado por los profesores y lo registrado en las planeaciones.  Estas diferencias dejan de manifiesto una serie de problemáticas que afectan negativamente los alcances formativos de la historia entendida como saber escolar. Las incongruencias y vacíos identificados entre las concepciones de los docentes y sus estudiantes, ratifican la necesidad de pensar procesos de formación inicial y permanente del profesorado de Ciencias sociales en el campo específico de la didáctica de la historia.
Percepciones del profesorado de primaria y secundaria sobre la enseñanza de la historia
Authors: Ibáñez Raquel Sánchez , Ferrer José María Campillo , Romera Catalina Guerrero
Published: December 2020

Los estudios centrados en el diagnóstico de las formas de enseñanza de las ciencias sociales constituyen una línea de investigación relevante en el campo de la didáctica de las ciencias sociales. Su importancia radica en la necesidad de conocer cómo se enseñan disciplinas como la historia, la geografía y la historia del arte, para detectar las carencias y mejorar la formación del profesorado. Por esta razón, el objetivo principal de este trabajo es conocer cómo perciben los profesores la forma en la que enseñan la historia al alumnado. La metodología de investigación es de carácter cuantitativo con un diseño no experimental realizado, a partir de un cuestionario con escala tipo Likert. Los análisis realizados son de tipo estadístico descriptivo e inferencial. La muestra no probabilística está formada por 332 docentes que enseñan Ciencias Sociales en las etapas de Educación Primaria y de Educación Secundaria Obligatoria en España. Los resultados indican que los métodos y estrategias didácticas más centradas en el alumnado son mejor valoradas por el profesorado, así como una enseñanza que fomenta el desarrollo del pensamiento crítico en el alumnado. Se concluye que, desde la optica del profesorado, va dejandose atrás una metodología tradicional y adecuado s valoran uadaanza de la disciplina enfoques de enseñanza debido a una mejora en la formación inicial y continua del profesorado.
Primer registro de leucismo en el género Coendou Lacépède, 1799 (Rodentia: Erethizontidae)
Authors: Romero-Briceño Julio C. , González-Carcacía José A.
Published: December 2020

Se reporta por primera vez un caso de leucismo en la especie Coendou prehensilis. El individuo fue hallado de forma fortuita en una zona de bosque perturbado en la región de Los Andes en Venezuela.
AUTOMEDICACIÓN CORRELACIONADA A INFECCIONES DE VÍAS URINARIAS EN MUJERES EN EDAD FÉRTIL DE LA MATERNIDAD BABAHOYO AÑO 2019
Authors: Díaz Padilla Gladys Adelaida
Published: December 2020

Introducción. La automedicación es un problema de salud pública a nivel mun-dial. En nuestro país la comunidad mé-dica vive esta problemática en todas sus áreas de atención por la automedicación. En estudios realizados por el Ministerio de Salud, el 50% de la población ecuato-riana en el área urbana se auto-médica y el 63% en el área rural. Objetivo: el obje-tivo de esta investigación es la validación de los instrumentos (JVMD) (EAMD) para determinar las causas de la automedica-ción correlacionada a infecciones de vías urinarias en mujeres en edad fértil. Mé-todos y Materiales: Es de tipo descrip-tivo, porque mide la información de los datos recogidos, es transversal porque analiza datos recopiladas en un periodo de tiempo sobre una población y mues-tra de 28 mujeres, utilizando un software IBM SPSS la cual nos permite obtener datos importantes. Se analizaron los ins-trumentos cuanti-cualitativos elaborados y la validación fue por juicios de expertos para su aplicación. Resultados: Presen-ciamos una validez de 95.60%, la perti-nencia fue de 92.13% y su coherencia fue de 90.38% en su totalidad de 278.11 dán-donos como resultado final de 92.70% de confiabilidad. Conclusión: Este estudio proporciona instrumentos cuyos resulta-dos permiten medir el conocimiento y la percepción de la automedicación en las mujeres en edad fértil.
In Search of Credentials: Factors Affecting Young Adults' Participation in Postsecondary Education
Authors: Looker E. Dianne
Published: December 2020

This paper uses longitudinal data from a survey of youth in three areas (Hamilton, Halifax and rural Nova Scotia) to examine the factors that affect young adults' participation in postsecondary education, applying Bourdieu's notions of capital and habitus. Data were collected from 1,200 youth in 1989, with questionnaire follow-ups in 1992 and 1994. The analyses examine (a) the factors the youth themselves say affect their educational decisions and (b) cross-tabulation and regression results that document the variables empirically related to the youth's educational expectations when they are seventeen and their attainments by age twenty-four. Cost factors were found to be a major deterrent as were, for some youth, their knowledge of and attitudes to schooling. Parental education and income affect their children's decisions. University is seen to be "the" preferred postsecondary path; other institutions such as community colleges seem to be the "fall back" option for those who cannot or do not get to university. Results are relevant to an understanding of the persistent impact of parental capital and of one's attitudes on educational outcomes. There are also policy implications regarding the resources needed by different students to better access the postsecondary options available to them.
Three Approaches to Cooperative Learning in Higher Education
Authors: Kaufman David , Sutow Elliott , Dunn Ken
Published: December 2020

This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping. Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.
The Effects of Social Psychological Variables and Gender on the Grade Point Averages and Educational Expectations of University Students: A Case Study
Authors: Clifton Rodney A.
Published: December 2020

This paper uses a social psychological model to examine the educational attainment and expectations of 569 male and female Education students enrolled in a major university in Western Canada. Structural equation modeling was used to examine the effects of gender on six social psychological variables (positive affect, negative affect, interaction with students, interaction with professors, motivation, and self-concept of ability) and the effects of gender and the social psychological variables on the students' grade point averages and educational expectations. In comparison with males, females had higher positive affect and more positive motivation. Two of the social psychological variables, self-concept of ability and interaction with students, had strong effects on grade point average and slightly weaker effects on educational expectations. When the interaction effects of gender and the social psychological variables were added to the analyses, slight increases in the explained variance in grade point average and educational expectations were evident. Females had slightly higher grade point averages than males and males had slightly higher educational expectations than females.
Off the track: A profile of non-tenure track faculty at McGill University
Authors: Speirs Carol Cumming , Amsel Rhonda , Baines Malcolm G. , Pickel Jo-Anne
Published: December 2020

A survey conducted at McGill University suggests that non-tenure track faculty are a diverse group of highly-qualified individuals whose employment status involves a high degree of uncertainty. In accordance with other Canadian and American studies, the survey also found that a disproportionate number of women occupy non-tenure track as opposed to tenured or tenure track positions. Since the 1980s, North American universities have responded to increasing student enrollments and con- tinued cuts to government funding by appointing significant numbers of faculty to full-time and part-time non-tenure track positions. Due to the precariousness of their employment status, non-tenure track faculty rep- resent an attractive buffer in times of financial restraint. Despite their increasing numbers, however, little is known about the composition and concerns of non-tenure track faculty as a group. This article describes this group at one university and puts into question the structural and power relations that have led to their increased use and abuse.
Institutional Variations in Faculty Demographic Profiles
Authors: Mwenifumbo Lorraine , Renner K. Edward
Published: December 2020

This paper proposes that many of the academic, financial and management challenges facing higher education are the result of a group of inter-related financial and demographic variables which are combining to produce a "ratchet" effect. Each twist of the ratchet reduces the institutional flexibility necessary for making adaptive responses with respect to revenue and expenses, renewal, and diversity which are required to avoid a further tightening of the ratchet. Another decade of decline may be ahead for Canadian Universities unless the dynamic interplay of the variables responsible for the ratchet can be reversed. Toward this end, the methodology of "institutional variations" is proposed, and is illustrated through an analysis of the faculty demographic profiles of nine Canadian universities. The proposed methodology requires focusing on collecting specific, descriptive information about individual institutions, rather than the usual strategy of collecting normative, aggregated information about higher education in general.
Étude de la relation entre le climat de la classe et la satisfaction des étudiants dans un contexte universitaire
Authors: Busugutsala Gandayi Gabudisa
Published: December 2020

Cet article présente les résultats partiels d'une étude globale de la relation entre le climat de la classe et l'apprentissage dans un contexte universitaire. L'apprentissage y est considéré comme un processus complexe d'engagement, de participation et de développement intégral des étudiants qui se réalise dans un contexte riche de rôles et d'interactions. Nous ne présentons ici que les résultats d'un seul des indicateurs de l'apprentissage retenus pour fins d'opérationalisation: la satisfaction des étudiants. Ces résultats confirment, d'une part, qu'il existe une relation entre le climat d'apprentissage et la variation de la satisfaction des étudiants. D'autre part, le climat d'apprentissage varie, comme d'ailleurs son influence directe ou en tant que variable médiatrice entre les caractéristiques des étudiants et des professeurs* et l'apprentissage.
Two British Columbia University Colleges and the Process of Economic Globalization
Authors: Levin John S.
Published: December 2020

This qualitative investigation identifies a condition of frenetic change experienced by organizational members at two university col- leges in British Columbia, Canada, during the past decade. Prominent outcomes of the formal designation of five former community colleges as university colleges included curricular change and the evolution of a new institutional mission. The brief history of the university colleges of British Columbia parallels the process of economic globalization in the province of British Columbia, and the responses of managers and faculty at university colleges indicate that globalization influenced the formation and functioning of these institutions.
Tuition-Waiver Policies for Older Learners in University Courses: Past Practices, Current Developments and Future Prospects
Authors: Thompson Gordon
Published: December 2020

Over the past 30 years, many universities in Canada and the United States have introduced tuition-waiver policies for older adults. This article reviews the literature describing the development and outcomes of these programs. Although several national surveys of tuition-waiver programs have been reported in the United States, none have previously been reported for Canadian universities. This article reports the results of the first such survey. Despite the widespread availability of tuition- waiver programs in Canada and the United States, it is clear that such programs have failed to attract significant numbers of older learners. The paper examines the causes and the implications of this failure.
Assessing Outcomes of Long-Term Research Collaboration
Authors: Creamer Elizabeth G.
Published: December 2020

This paper explores the link between research collaboration and innovation among faculty, as indicated by a self-reported assessment of the contribution of a co-authored publication to knowledge. Findings challenge the assumption that collaborators are rarely involved in theory development and the practice of crediting only the lead author for the intellectual content of a co- authored publication.
Les futurs enseignants et la didactique du français écrit: l'impact de la compétence perçue et réelle sur l'évolution des représentations à propos de la langue et de son enseignement
Authors: LeFrancois Pascale , Montesinos-Gelet Isabelle
Published: December 2020

The purpose of this article is to describe the evolution of student teachers' representations on written French, according to their linguistic competence and to the appropriateness of their perceived competence in French. To achieve this, a survey was filled in twice by 67 students taking a first-year university course on grammar teaching, at the beginning and the end of the semester. This survey assessed beliefs about ten topics covered during the course. In general, after the course, students' representations have changed, in a way that varies according to the beliefs considered. Linguistic competence influences the ability to make one's representations evolve positively: the more one is competent in written French, the more one perceives one's competence correctly, the more one is open to the training given through the course; the less one is competent in written French, the more one overestimates one's competence, and the less one benefits from the course to make one's representations evolve. These results are particularly important in order to build a successful training program for student teachers.
Anxiety and Perceived English and French Language Competence of Education Students
Authors: Montgomery Cameron , Spalding Thomas
Published: December 2020

The authors examined manifest anxiety and perceptions of English and French language competence among Anglophone (n = 35), Francophone (n = 29), and Mixed-heritage (n = 34) elementary education (60%) and secondary education (40%) students (80% female) in their second, third, or fourth year of study at the Faculté Saint Jean (University of Alberta). Participants assessed their language competence differently in English and French. Francophone and Mixed-heritage students felt equally competent in the two languages, but Anglophone students reported much higher language competence in English. Manifest anxiety and self-assessments of language competence were related only among the Anglophone group, with high levels of manifest anxiety associated with both low self-assessments of French language competence and high self- assessments of English language competence—the two being correlated with each other.
Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics
Authors: Beran Tanya , Violato Claudio
Published: December 2020

Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in _0 iterations, with a standardized residual mean error of .03, χ2 (_49) = _988.59, p < .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors.
Research Integrity/Misconduct Policies of Canadian Universities
Authors: Schoenherr Jordan , Williams-Jones Bryn
Published: December 2020

In a context of increasing attention to issues of scientific integrity in university research, it is important to reflect on the governance mechanisms that universities use to shape the behavior of students, researchers, and faculty. This paper presents the results of a study of 47 Canadian university research integrity/misconduct (RIM) policies: 41 institutions (87%) had distinct policies dealing with research misconduct, 37 (90%) of which took the form of research integrity/misconduct policies. For each of these 41 documents, we assessed the stated policy objectives and the existence (or not) of procedures for managing allegations of misconduct, definitions of misconduct, and sanctions. Our analysis revealed that, like their American counterparts, most Canadian universities had policies that contained the key elements relevant to protecting research integrity and managing misconduct. Yet, there was significant variability in the structure and content of these policies, particularly with regard to practical guidance for university personnel and review bodies.
Factors Contributing to Students’ Perceptions of Fairness Following an Academic Strike
Authors: Fiksenbaum Lisa M. , Wickens Christine M. , Greenglass Esther R. , Wiesenthal David L.
Published: December 2020

Rising rates of unionization in university settings suggest that campus labour disputes are likely to become an increasingly relevant issue. The research question in the current analysis asked which factors contributed to students’ perception of fair treatment following a university labour disruption. A longitudinal survey of students’ experiences was conducted before, during, and following a 12-week strike by teaching assistants and contract faculty at a large Canadian university. Hierarchical regression analysis revealed that students’ pre-strike satisfaction with their academic program contributed to a perception of post-strike fairness. The more students’ plans had been affected by the strike, the greater the reduction in perceived fairness. Post-strike fairness increased significantly the more students were satisfied with course remediation and the more they felt they had a faculty member to turn to following the strike. Interestingly, neither students’ levels of financial concern, nor their attitudes toward the strike, predicted perceived fairness. Implications for addressing students’ concerns in the wake of an academic labour dispute are discussed.
The Making of a Policy Regime: Canada's Student Finance System since 1994
Authors: Wellen Richard , Axelrod Paul , Desai-Trilokekar Roopa , Shanahan Theresa
Published: December 2020

This paper examines the pattern of decision-making, lobbying, and influence that led to the landmark series of federal student assistance policies introduced by Jean Chrétien’s Liberal government in the late 1990s. The package of new initiatives—dubbed the Canada Opportunities Strategy—not only partially reversed an earlier period of fiscal restraint but also brought a new emphasis on direct forms of student assistance such as grants, bursaries, and tax credits. However, programs such as the Canada Millennium Bursaries and the Canada Education Savings Grants, despite their focused approach and innovative structure, came to be regarded as weak policy tools when measured against their ostensible goals of widening access to post-secondary education and efficiently targeting student assistance on the basis of need. The new policy regime also failed to fulfil nearly two decades of previous efforts by policy-makers to transform Canada’s student debt program into a systematic income-contingent loan program. We offer explanations of this pattern of policy inconsistency and incoherence by examining the awkward challenges of intergovernmental relations in the Canadian federal system as well as the fragmentation and competing goals now evident in student assistance policy networks. We contrast the student finance policy regime with the arguably more coherent set of research and innovation policies established by the federal government during the same period. We use policy network analysis as our theoretical framework, and we use data from our extensive interviews with higher education stakeholders and policy-makers to provide empirical support.
Academic freedom in Canadian higher education: Universities, colleges, and institutes were not created equal
Authors: Hogan Barry E. , Trotter Lane D
Published: December 2020

There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within colleges and institutes in Canada. In this paper, we examine the current state of academic freedom in colleges and institutes using a historical analysis of two Canadian provinces, British Columbia and Ontario. Beginning with an overview of academic freedom within universities, we then examine the development and evolution of colleges and institutes and discuss how or if academic freedom applies to them. We consider issues of collegiality, faculty engagement, and governance as they impact the concept and practice of academic freedom within these institutions. We also discuss the different origins, intents, roles, and governance models of universities in contrast to colleges and institutes, which are generally representative of the broader Canadian higher education landscape.
Investigating the Role of Mobile Devices in a Blended Pre-Service Teacher Education Program
Authors: Vaughan Norman , Lawrence Kimberley
Published: December 2020

The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online surveys, and a post-course focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.
The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction
Authors: Francescucci Anthony , Foster Mary
Published: December 2020

Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.
Using Blended Learning Strategies to Address Teaching Development Needs: How Does Canada Compare?
Authors: Kanuka Heather , Rourke Liam
Published: December 2020

The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n=31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a “value gap” between academics and leaders of teaching centres regarding teaching development initiatives using blended learning strategies.
Mapping disciplinary differences and equity of academic control to create a space for collaboration
Authors: Siemens Lynne , Smith Jeff , Liu Yin
Published: December 2020

Academics are collaborating more as their research questions are becoming more complex, often reaching beyond the capacity of any one person. However, in many parts of the campus, teamwork is not a traditional work pattern, and team members may not understand the best ways to work together to the benefit of the project. Challenges are particularly possible when there are differences among the disciplines represented on a team and when there are variations in academic control over decision making and research direction setting. Disparities in these two dimensions create potential for miscommunication, conflict, and other negative consequences, which may mean that a collaboration is not successful. This paper explores these dimensions and suggests a space for collaboration; it also describes some benefits and challenges associated within various positions within the framework. Academic teams can use this tool to determine the place they would like to occupy within the collaboration space and structure themselves accordingly before undertaking research.
Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute
Authors: Parker Michele A. , Ashe Diana , Boersma Jess , Hicks Robert , Bennett Victoria
Published: December 2020

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.
Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities
Authors: Larsen Marianne A.
Published: December 2020

This case study about one university’s internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian–East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities.
“A Community College with Ivory Tower Pretensions”: Perceptions of a New University
Authors: McKenzie Sierra , King Alyson E.
Published: December 2020

The ways in which a new university, the University of Ontario Institute of Technology (UOIT), was represented in local, regional, and national newspapers highlight the difficulties of identity creation for organizations. Drawing on theories of organizational identity and supplemented by interviews with UOIT’s founding members, a qualitative analysis of newspaper articles about UOIT published between 2001 and 2004 demonstrates that the words and phrases used in these articles played an important role in establishing an image of UOIT that continues to impact its identity. These news reports also illustrate the complex relationships that existed between UOIT and its geographical, educational, and political contexts. Although UOIT was founded as a four-year baccalaureate degree-granting university, it was linked with its well-established neighbour, Durham College, with which it shared land and services. As a result, UOIT was viewed by some as no more than a “community college with ivory tower pretensions.”
Institutional Diversity in Ontario’s University Sector: A Policy Debate Analysis
Authors: Piche Pierre Gilles , Jones Glen
Published: December 2020

In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institutional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy debate about institutional diversity by using document and policy analysis, and by drawing on a number of semi-structured interviews with senior university and system-level administrators.
Accompanying Partners of International Students: Reflections on Three Issues
Authors: Cui Dan , Arthur Nancy , Domene Jose
Published: December 2020

This paper reviews and critiques the existing literature on accompanying partners of international students (APIS), who are often an ignored population in programs and services for the internationalization of Canadian higher education. Particularly, we identify three issues. First, we argue that current research on this group overwhelmingly focuses on their social and cultural adaptation difficulties while ignoring their agency in dealing with life challenges in the host society. Second, we note that research on this population should go beyond an overemphasis on gender, to include a comprehensive analysis of how gender intersects with other unequal social relations, such as race and class, in contributing to the complexity and multiplicity of their lived experiences. Finally, we suggest that rather than conflating APIS with trailing partners of expatriates or immigrants and treating them as a homogenous group, researchers should do more to address their heterogeneity from an anti-essentialist approach.
Human Capital or Cultural Taxation: What Accounts for Differences in Tenure and Promotion of Racialized and Female Faculty?
Authors: Wijesingha Rochelle , Ramos Howard
Published: December 2020

Achieving tenure and promotion are significant milestones in the career of a university faculty member. However, research often indicates that racialized and female faculty do not achieve tenure and promotion at the same rate as their non-racialized and male counterparts. Using new original survey data on faculty in eight Canadian universities, this paper examines differences in tenure and promotion among racialized and female faculty  and investigates the extent to which explanations of human capital theory and cultural or identity taxation account for these disparities. Logistic regression confirms that controlling for human capital and cultural or identity taxation washes away the differences between male and female faculty for achieving both tenure and promotion. However, differences for racialized faculty remain, thereby offering evidence of discrimination in the academic system.
Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms
Authors: Louie Dustin William , Poitras-Pratt Yvonne , Hanson Aubrey Jean , Ottmann Jacqueline
Published: December 2020

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.
Left Out in the Academic Field: Doctoral Graduates Deal with a Decade of Disappearing Jobs
Authors: Acker Sandra , Haque Eve
Published: December 2020

In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and we explore the tensions between these concepts for our participants.
Le rêve inachevé d’étudier et de socialiser en français en toute sécurité linguistique : les perspectives d’étudiants franco-ontariens
Authors: Jean-Pierre Johanne
Published: December 2020

Suivant une démarche interprétative, cet article examine les perspectives d’étudiants franco-ontariens rapportées lors d’une étude qualitative exploratoire. Des entretiens semi-structurés séquentiels menés en profondeur ont été effectués à Ottawa et à Toronto entre janvier et juin 2014 auprès de 18 étudiants franco-ontariens. Les résultats indiquent que les participants franco-ontariens qui fréquentent des établissements postsecondaires à vocation bilingue souhaitent à la fois une amélioration de l’accès aux études en français et de la qualité de la langue d’instruction ainsi que de meilleures possibilités de socialiser en français. Les participants qui fréquentent des établissements à vocation française ont affirmé être satisfaits de leur expérience d’apprentissage, tandis que ceux inscrits dans des établissements à vocation anglaise ont déploré un sentiment d’isolement linguistique. De plus, le manque d’occasions pour socialiser en français et inclure des réalités franco-ontariennes dans les curriculums, ainsi que les incidents d’intimidation linguistique alimentent l’insécurité linguistique.
Resource Centre or Experience Desk? The Spatiality of Services to Indigenous and International Students at Universities in Ontario, Canada
Authors: Montsion Jean Michel
Published: December 2020

In recent years, Ontario universities have increasingly targeted Indigenous and international students for recruitment. Focusing on three southern Ontario universities, I examine how service delivery for these student groups is organized in space. In light of Henri Lefebvre’s work, I argue that the spatiality of the information hubs created to support them differs significantly, each being defined in the interactions between institutional assumptions about the student group, the social presence and activities hosted, and the lived experiences of the students utilizing these services. Whereas Indigenous student services are organized as a resource centre to create a separate space for Indigeneity on campuses, international student services take the form of an experience desk to emphasize rapid integration into the mainstream. Based on interviews with students and staff, I reflect on the differences between the two models to discuss the spatial politics of information hubs within the context of Ontario universities.
Knowledge Mobilization Practices of Educational Researchers Across Canada
Authors: Cooper Amanda , Rodway Joelle , Read Robyn
Published: December 2020

Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.
Predictors of Student Success in Canadian Polytechnics and CEGEPs
Authors: Ramey Heather L. , Lawford Heather L. , Chalmers Heather , Lakman Yana
Published: December 2020

Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; Mage = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; Mage = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.
Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs
Authors: Ross Timothy , Mah Julie , Biggar Jeff , Zwick Austin , Modlinska Ewa
Published: December 2020

PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.