bluuebunny/crossref_metadata_2025 huggingface dataset:
Building Partnerships to Provide Financial Opportunities for Minority Pharmacy Students
Authors: Ross Libby J. , Walker Rosie
Published: December 2020

The American Association of Colleges of Pharmacy (AACP) partnered with CVS Health to develop a Minority Scholarship for Pharmacy Students. The collaboration reflected an alignment of goals by the two organizations to promote diversity and support minority students and pharmacists who will care for an increasingly diverse population of patients. The scholarship was created with the recognition that minority students often face additional challenges associated with the cost of education and that diversity in the classroom can have a positive impact on educational and patient-care outcomes. The high number of applications received for a limited number of scholarships per year suggests that there is significant need in the minority community and more needs to be done.
Book review of "Access to Privilege: Patterns of Participation in Australian Postsecondary Education"
Authors: Dennison John D.
Published: December 2020

No abstract
Academic Perceptions of Immigrant and Minority Postsecondary Students
Authors: DeBellefeuille Bette , Abrami Philip C.
Published: December 2020

This investigation compared postsecondary students whose mother tongue was English and who were natives of Canada (TV = 117) with minority students (N = 91) in terms of: a) the perceived importance of a university education and the perceived likelihood of academic success; b) the estimated likelihood of success at both competitive and noncompetitive tasks; c) the causal attributions for task outcomes and affective reactions to those outcomes and d) one projective and fourobjective fear of success  (FOS) measures. English Canadian students and minority students held equivalent views on the importance of a university education and a successful career. FOS scores did not differ between the groups regardless of the measure used, either for males or females. Although there were few differences between the groups in their reaction to competitive, achievement-oriented tasks, there were more differences between the groups in their reactions to noncompetitive tasks. Here, minority students expressed some negative affective reactions. The minority students believed that external factors, particularly luck, had a greater influence on task outcome than did English Canadians.
Prior Learning Assessment and Recognition (PLAR) in Canadian Universities
Authors: Belanger Charles H. , Mount Joan
Published: December 2020

This study suggests that Prior Learning Assessment and Recognition (PLAR) is gaining legitimacy in the university setting because of the Government/ Industry/ Labour agenda to prepare the workforce for the twenty first century; because of growing emphasis on lifelong learning characterized by mature students, part-time studies, and modular programs; because of the increasing integration of colleges and universities; and because of the prospective students' conviction that learning outside the classroom should be validated. Quality assurance and administrative issues have still to be resolved. At the same time, however, PLAR is not yet an important ingredient of university culture.
Book review of "A Guide to Decision Making in Student Affairs: A Case Study Approach"
Authors: Hamilton Lynn
Published: December 2020

No abstract
Legislation and Lifelong Learning in Canada: Inconsistencies in Implementation
Authors: Rollings-Magnusson Sandra
Published: December 2020

Governments in Canada at both the federal and provincial levels indicate that they support the policy of enhancing education to increase the 'intellectual capital' of the Canadian workforce as they believe that this would in turn, improve the economy. The lifelong learning agenda is at the heart of this effort. However, it is argued in this article that a review of government policy as expressed in legislation reveals inconsistencies between rhetorical and actual statutory support for the life- long learning agenda. The absence of the protection and sense of permanence that legislation provides to policy implementation means that any actions taken or programs created may be easily changed, ignored or eliminated with little public scrutiny or debate. Further, this absence establishes a lack of firm ongoing political commitment to achieving the learning agenda.
"Flags and Slots": Special Interest Groups and Selective Admissions
Authors: Lang Katherine E. , Lang Daniel W.
Published: December 2020

This paper combines the results of two studies, one from the perspective of institutions and one from the perspective of students, to determine and define the role played by special interest groups in selecting students for admission to college and university. Although there have been allusions to the existence of selection processes that categorize applicants in terms of various special talents and skills, and of racial, ethnic, or geographic origin, relatively little is known about how wide- spread those processes are and how they actually operate at highly selective colleges and universities. Also, little is known about how special interest group selection is perceived by applicants and their schools. The studies indicate how and why special interest group selection works, and shows that the process is widely used. The studies also indicate that, although applicants are aware of the process, their perception of it does not coincide with either the motives or the expectations of the colleges and universities that deploy it.
Statistics and the Canada Millennium Scholarship Foundation
Authors: Kirby Dale
Published: December 2020

This article critiques the Canada Millennium Scholarship Foundation's claim that recent research indicates that "Canada must move beyond (its focus on) student financial assistance" as a means of ensuring access to postsecondary education since "three out of four Canadian youth cite non-financial reasons to explain why they chose not to pursue postsecondary studies." This article argues that the Scholarship Foundation's research claims are not entirely accurate and are presented in a manner that is misleading.
Student Life Transformed: A Post-World War Two Institutional Case Study of St. Francis Xavier University
Authors: Cameron James D.
Published: December 2020

This paper is an institutional case study of how post-World War II social trends reconfigured Canadian universities and colleges and thus substantially altered the undergraduate experience. The study focuses on the church-related college of St. Francis Xavier University in Antigonish, Nova Scotia. By marshalling a combination of salient documentary, oral, survey, and statistical evidence, the author concludes that critical processes, such as rising enrolments, physical plant expansion, faculty laicization, the campaign for student power, and gradual integration of the sexes transformed key dimensions of student life. Pronounced changes occurred in the sociology of residence life, in student attitudes to institutional authority, in student-faculty relations, in institutional decision-making processes, in gender relations, in program offerings and curricular regulations, in rules governing student social life, and in the role of religion. Consequently, the student who enrolled after the 1960s entered a markedly different institution than the student's predecessor who had been admitted as an undergraduate before 1945. The research demonstrates the value of the close analysis of student life at the local institutional level in the post-war era for understanding the contours of the contemporary undergraduate experience.
Racism, eh? Interactions of South Asian Students with Mainstream Faculty in a Predominantly White Canadian University
Authors: Samuel Edith , Burney Shehal
Published: December 2020

Considerations of the interactions between minority students and mainstream faculty in academe have only partially portrayed the enigma of racism. Through this qualitative study of twenty-two South- Asian-students in a predominantly white Canadian university, we investigate how discourses of racism are categorically produced and performed through power relations, notions of ethnicity, negative images and stereotypes that acquire ideological significance in the ivory tower. We argue that both overt and covert racism, more than a mere representation of tension and two solitudes is programmed in the powerful postmodern/postcolonial discourse of the culture of the "Other ". As practiced in the current teaching and learning environment, it seems that differential treatment, inequity, and negligence are perceived in the daily interactions between minority students and mainstream faculty, affecting overall evaluations, grading, tracking, and teaching styles. This analytical inquiry recommends that a critical mass of professors from visible minority and designated groups is needed to address these negative perceptions, leading to a wholesome academic environment.
Degree Accreditation in Canada
Authors: Marshall Dave
Published: December 2020

Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university-level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial-level degree accreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined. The author suggests a number of implications of the current degree accreditation process in Canada, including the emergence of a new kind of tiering of Canadian undergraduate degrees where different degree accreditation processes have led to different degrees with different meaning and value to the student. In order to protect both the student consumer and the currency of the Canadian undergraduate degree, the author recommends the development of national standards to define both a university-level institution and the quality of the degree it delivers.
Austrian Higher Education Meets the Knowledge Society
Authors: Pechar Hans
Published: December 2020

Austria has gone through two cycles of university reforms since the 1960s. The first aimed to open the universities to social and labour market demand and to make their structures more democratic and flexible. The second reform cycle dealt with glitches in the overly close relationship between universities and state bureaucracy. Bureaucrats still tightly controlled universities through line-budget funding and other forms of micro-management. This close dependency was abolished and university autonomy greatly strengthened when traditionally weak university leadership was replaced by a strong president and centralized administration, and by the creation of governing boards. The author argues that the second reform cycle was much influenced by Anglo Saxon models of university governance and constituted an almost total break with the traditional structures of Austrian universities.
Does Race Matter? Earnings of Visible Minority Graduates from Alberta Universities
Authors: Maximova Katerina , Krahn Harvey
Published: December 2020

Using data from the 1997 Alberta University Graduate Survey, this study compares earnings of visible minority graduates and their non-visible minority counterparts who received degrees in 1994. The central question is whether investments in human capital in the form of Canadian post- secondary education by visible minority members and other graduates yield similar returns in the Canadian labour market. Multiple regression analysis results indicate that earnings of visible minority graduates do not differ significantly from those of other graduates, although several interesting interaction effects are observed. Overall, this study provides no evidence of racial discrimination against visible minority members who obtained their post-secondary educational credentials in Alberta.
Learning in Medical School: Transition Issues, Strategy Use, and Self-Regulation
Authors: Reaume Denise , Ropp Tracey
Published: December 2020

This qualitative study investigated how students adapt to medical school. Thirty-six medical students completed an e-mail survey exploring the transition from pre-medical to medical education, the use of learning strategies, and self-regulated learning practices. Their responses highlighted the challenges of medical education and the learning skills that lead to the successful mastery of course demands. Respondents identified volume of information as the major transition issue. Key strategies used were establishing balance, selectively targeting information, and controlling stress. Strong metacognitive abilities and other self-regulating activities were identified. Findings indicated that while students initially found the workload stressful, the implementation of specific learning skills facilitated the adjustment to medical school. The study provides information on how high achieving students learn when confronted with new academic demands.
“Navigating the Different Spaces”: Experiences of Inclusion and Isolation Among Racially Minoritized Faculty in Canada
Authors: Spafford Marlee M. , Nygaard Vicki L. , Gregor Fran , Boyd Marcia A.
Published: December 2020

The intersection of multiple identities (e.g., racialization, gender, class) strongly determines an individual’s social location. In-depth interviews with 42 racially minoritized academics in Canadian universities allowed U.S. to begin to grasp the challenges faced by those who must negotiate the different spaces in an academy that is predominately white, Eurocentric and male. Using an anti-racist framework, we found that the level of inclusion that racially minoritized academics in our study felt within their workplaces depended upon their experiences with 1) acceptance (e.g., through hiring, promotion, and tenure); 2) visibility (e.g., in terms of perceived power in informal and formal work interactions); 3) support (e.g., via collegial and administrative encouragement, assistance, collaboration and resource support); and 4) mentoring (e.g., in terms of providing and seeking mentor experiences). Our findings suggest that the increasing presence of racially minoritized academics may better serve institutional purposes of portraying a mission of diversity than actually achieving a mission of equity.
Understanding Academic Misconduct
Authors: Hughes Julia M. Christensen , McCabe Donald L.
Published: December 2020

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.
Attracting East Asian Students to Canadian Graduate Schools
Authors: Chen Liang-Hsuan
Published: December 2020

This study seeks to identify factors influencing East Asian international students’ choices of Canadian graduate schools, to assess the strengths and dynamics of the factors influencing enrolment decisions, and to describe possible implications both for the Canadian government and for Canadian universities offering graduate education. The research sample comprised 140 students from China, Hong Kong, Japan, Korea, and Taiwan who enrolled in graduate programs at two large Ontario universities. The research findings reveal the significant influence of academic, economic, environmental, and visa/immigration pulling factors as well as a set of negative pushing factors from third countries such as the United States. Activities related to internationalization of graduate education play a critical role in influencing the choice of a Canadian graduate school. The findings suggest that to attract the “best and brightest” international graduate students, policy makers and institutional administrators should focus on investing in research and ensuring the quality of graduate education while devoting efforts and resources to the internationalization of Canadian graduate education.
From Community College to University: A Personal Commentary on the Evolution of an Institution
Authors: Dennison John D.
Published: December 2020

This paper documents the development of a unique institution in Canadian higher education, the university college in British Columbia. From its roots as a comprehensive community college, the university college was confronted with numerous legislative and policy changes which culminated in its current claim to be called a regional university. In support of this assertion, a number of issues are addressed, including the role and mandate of the university college, academic freedom and tenure, governance, administration, and the legal status under which it was constituted. Over a period of 15 years the university college underwent an organizational evolution as remarkable as it was unprecedented.
La valorisation de la recherche : une nouvelle mission pour l’université?
Authors: Mailhot Chantale , Pelletier Patrick , Schaeffer Véronique
Published: December 2020

Over the last few years the process of adding value to academic research results has become a growing phenomenon entailing important institutional changes. In the context of the knowledge economy, universities are considered to be central socio-economic actors. They are concerned with the development and the organization of technology transfer and the management of intellectual property. However, the value-adding process runs the risk of becoming confined to the commercialization of research results. The evolution of the role of the university in the economy and society is a subject of debates among politicians as well as academic and industrial actors. What is the impact of the process of adding value to research, considered as a new mission of the university, on the changing academic environment and on the traditional role of the university? To study this question we focus on the cases of Canada and Quebec.
Understanding Universities in Ontario, Canada: An Industry Analysis Using Porter’s Five Forces Framework
Authors: Pringle James , Huisman Jeroen
Published: December 2020

In analyses of higher education systems, many models and frameworks are based on governance, steering, or coordination models. Although much can be gained by such analyses, we argue that the language used in the present-day policy documents (knowledge economy, competitive position, etc.) calls for an analysis of higher education as an industry. In this paper, the university sector in Ontario’s higher education industry is analyzed by applying Michael Porter’s five forces framework defined by the following forces: the threat of new entrants, supplier power, buyer power, the threat of substitutes, and industry rivalry. Our assessment revealed that competition in Ontario’s higher education industry (university sector) is currently mixed. The findings suggest that policy-makers, the sector, and individual institutions will need to consider more seriously the impact of technology and globalization when seeking a competitive position for the Ontarian higher education system.
The Ambiguities of International Student Status: American Undergraduate Students in Canada
Authors: Kenyon Kristi Heather , Frohard-Dourlent Hélène , Roth Wendy D.
Published: December 2020

As Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international students. Relying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic students in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expectations of cultural and institutional differences. We compare the experiences of Americans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and international student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need.
A 24/7 Public Possession: Understanding the Dissonance and Grace of Being a Post- Secondary Leader
Authors: Davison Phil L.
Published: December 2020

This study explores the perspectives and understandings of post-secondary leaders and their contexts as described through the qualitative experiences of 12 Maritime Canadian leaders (presidents and vice-presidents) who work in contemporary, publicly funded, post-secondary institutions. Four themes emerge: balancing daily dissonance, learning experientially to lead, creating learning spaces, and needing moments of grace. The research reveals that leaders seek deeper understandings of their work and their characterization.
Disenchantment and the Liberal Arts
Authors: Lathangue Robin
Published: December 2020

This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word critical when it figures prominently in justifications for liberal arts pedagogy, as in “a liberal arts education should foster the capacity for critical thinking.” However, depending on the milieu in which “critical thinking” is habituated, the meaning of the term may degrade into a theoretical conformity and passive assent to established routines which are inevitably expressions of disapproval. This trajectory is described as disenchantment. Its origins are traced to representations of the intellectual as a distinctly secular creature and, in contemporary philosophical developments, associated with political liberalism—both of which, it is argued, are dominated by fear. Drawing on the recent Catholic “Communio” theology of David Schindler as a way to unveil the repressed theologies and hidden ontologies of liberal neutrality, the paper concludes with a brief examination of liberal arts scholarship that is increasingly open to various models of enchantment.
Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates
Authors: Frank Kristyn , Walters David
Published: December 2020

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.
La logique institutionnelle d’appropriation du concept ThinkPad university : le cas des écoles et facultés de gestion québécoises
Authors: Pelletier Patrick
Published: December 2020

This study examines the process by which a change in institutional logic of a organizational field is initiated. More specifically, we are concerned with how the IBM Thinkpad University concept affects various business schools in the province of Quebec. The theoretical framework departs from new-institutional theories. We propose a multi-level analysis: institutional, organizational and operational. The finding examines the process by which organizations retain, adopt and discard practices and illustrates the influence of institutional prestige, organizational mission, autonomy and pedagogical expertise. We show that the source of the institutional logic of appropriation is a quest for reputation.
IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?
Authors: Trilokekar Roopa Desai
Published: December 2020

Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.
Interdisciplinary doctoral research supervision: A scoping review
Authors: Vanstone Meredith , Hibbert Kathryn , Kinsella Elizabeth Anne , McKenzie Pamela J. , Pitman Allan , Lorelei Lingard
Published: December 2020

This scoping literature review examines the topic of interdisciplinary doctoral research supervision. Interdisciplinary doctoral research programs are expanding in response to encouragement from funding agencies and enthusiasm from faculty and students. In an acknowledgement that the search for creative and innovative solutions to complex problems is best addressed through interdisciplinary collaborations, research-intensive universities are increasingly encouraging interdisciplinary projects and programs. The expansion of interdisciplinary research to the context of doctoral research may impact several core components of the doctorate: the enactment of the student–supervisor relationship, the process of forming and working with a supervisory committee, and the process and outcomes of doctoral research. In order to ensure that interdisciplinary doctoral supervision occurs in a positive and effective way, it is necessary to understand the distinct needs and challenges of interdisciplinary students and their supervisors, through scholarship about this phenomenon.
The impact of government's coercive power on the perceived legitimacy of Canadian post-secondary institutions
Authors: McQuarrie Fiona A.E. , Kondra Alex , Lamertz Kai
Published: December 2020

Governments regulate and control organizations, yet their role in determining organizational legitimacy is largely unexamined. In the changing Canadian post-secondary landscape, legitimacy is an increasingly important issue for post-secondary institutions as they compete amongst themselves for access to ever-shrinking resources. Using an institutional theory framework, we analyze two examples of government policy and legislation relating to the organizational legitimacy of Canadian post-secondary institutions. Based on this analysis, we suggest a more nuanced understanding of the effects of government’s coercive power on organizational legitimacy.
Peer mentorship and transformational learning: PhD student experiences
Authors: Preston Jane P. , Ogenchuk Marcella J , Nsiah Joseph K
Published: December 2020

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.
Accessible by design: Applying UDL principles in a first year undergraduate course
Authors: Kumar Kari Lynne , Wideman Maureen
Published: December 2020

This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL-inspired course attributes influenced their perceptions of course accessibility. Students responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.
The inquiry network: A model for promoting the teaching-research nexus in higher education
Authors: Slapcoff Marcy , Harris Dik
Published: December 2020

We describe how our teaching and learning centre developed a model, founded on Boyer’s notion of scholarship, to explore the nature of the teaching–research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students’ understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.
Transfers from College to One Ontario University: A Four-Year Outcome Study
Authors: Stewart Jo , Martinello Felice
Published: December 2020

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.
Web-Based Learning: A Bridge to Meet the Needs of Canadian Nurses for Doctoral Education
Authors: Kurucz Susan , Lim Angie , Rietze Lori , Swamy Mindy
Published: December 2020

Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs.
Tailoring University Counselling Services to Aboriginal and International Students: Lessons from Native and International Student Centres at a Canadian University
Authors: Robertson Lloyd Hawkeye , Holleran Kathryn , Samuels Marilyn
Published: December 2020

Critics have suggested that the practice of psychology is based on ethnocentric assumptions that do not necessarily apply to non-European cultures, resulting in the underutilization of counselling centres by minority populations. Few practical, culturally appropriate alternatives have flowed from these concerns. This paper reviews experiences from a doctoral-level practicum in counselling psychology that targeted aboriginal and international university students outside of the mainstream counselling services at a western Canadian university over a two-year period. It recommends an integrated approach, combining assessment, learning strategy skills, and counselling skills while incorporating community development methodology. The paper concludes with recommendations for counsellor training that will enhance services to both international and aboriginal students.
The Relative Importance of Academic Activities: Autonomous Values from the Canadian Professoriate
Authors: Osakwe Carlton , Uzoka Faith-Michael Emeka , Fedoruk Alan , Gibb Kalen , Osuji Joseph
Published: December 2020

In this paper, we report findings on the contemporary idea of a university as defined by the relative importance of teaching, research, service, and collegiality in teaching-intensive universities. We also investigate Boyer’s model of scholarship relative to the research–teaching–service nexus. Our findings show that while research is embraced as a key academic responsibility of professors, there is general agreement on the primacy of teaching. Equally, awareness of Boyer’s model exposes faculty to diverse opportunities for scholarship and has the potential to open up faculty members to a new idea of the university.
Anatomy of a Tuition Freeze: The Case of Ontario
Authors: Rexe Deanna
Published: December 2020

Using two conceptual frameworks from political science—Kingdon’s (2003) multiple streams model and the advocacy coalition framework (Sabatier & Jenkins-Smith, 1993)—this case study examines the detailed history of a major tuition policy change in Ontario in 2004: a tuition freeze. The paper explores the social, political, and economic factors that influenced policymakers on this particular change to shed light on the broader questions of the dynamics of postsecondary policymaking. The study found that the Liberal Party’s decision to freeze postsecondary tuition fees was a function of stakeholder relations, public opinion, and brokerage politics, designed for electoral success. The policy implementation strategy was intended to facilitate the cooperation and interests of the major institutions. Within the broader policy community, student-organized interest groups and other policy advocates were aligned in a policy preference, a critical component for successful change.
Bologna Through Ontario Eyes: The Case of the Advanced Diploma in Architectural Technology
Authors: Mitchell Amy D. , Feltham Mark , Trotter Lane
Published: December 2020

Inspired by Ontario’s burgeoning interest in postsecondary student mobility, this article examines how elements of Europe’s Bologna Process can help bridge the college–university divide of Ontario’s postsecondary system. Via discourse analysis of relevant qualification frameworks and program standards, it argues that the current system disadvantages students by failing to recognize that the Ontario advanced (three-year) diploma in Architectural Technology is equivalent to a baccalaureate-level qualification in the international context. The article concludes by discussing the larger significance of these findings in terms of ongoing debates about the “changing places” (HESA, 2012) of degrees in the Canadian higher education system.
A Mixed-Methods Inquiry into the Intimate Practices of Partnered Mature Students and Influences on Relationship, Sexual, and School Satisfaction
Authors: Van Rhijn Tricia Marie , Murray Sarah H. , Mizzi Robert C.
Published: December 2020

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling too tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way of offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students’ intimate relationships.
Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing
Authors: Troop Meagan A. C. , Wallar Lauren E. , Aspenlieder Erin
Published: December 2020

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.
What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes
Authors: Fenesi Barbara , Sana Faria
Published: December 2020

There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that graduates from humanities are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.
The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers
Authors: Mitton Kukner Jennifer , Munroe Elizabeth , Graham Deborah
Published: December 2020

In this paper we describe the challenges we experience teaching an assessment course to pre-service teachers, as part of their studies in a bachelor of education program. As we teach the course, our intent is to explicitly model assessment practices that reflect a philosophy of success for all, rather than sort and rank. Rather than ranking students by achievement, our goal is to model how to tap into the learning potential of every student (Stiggins, 2005). Inquiring into moments that show how the teaching of a success for all philosophy is tension-filled in teacher education, we demonstrate the multiple and conflicting perspectives informing grades. We situate our discussion in the area of assessment in higher education and propose a series of actions, which may resonate with instructors in teacher education and higher education contexts.
Repeated Negative Teaching Evaluations: A Form of Habitual Behaviour?
Authors: Grayson J Paul
Published: December 2020

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of “habitual behaviour.”
New Faculty Experience in Times of Change
Authors: Yeo Michelle , Bennett Deb , McNichol Jane Stoneman , Merkley Cari
Published: December 2020

Many post-secondary institutions in Canada over the past decade have made the transition from college to university status. The researchers on this team were hired in the midst of such a transition at one western Canadian institution. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction occurred in a shifting institutional context. Our research question, “What is the new faculty experience in a transitional institution?” guided a five-year focused ethnography, beginning as a selfstudy of the research team and expanding into 60 interviews with 31 participants over several years. The results demonstrate that a more complex theory is required to reflect the experience of new faculty than has appeared previously in the literature. We propose a framework of competing discourses.
50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses
Authors: Vaughter Philip , Wright Tarah , Herbert Yuill
Published: December 2020

Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.
Rapport non traditionnel aux études : les règles des universités et de l’État québécois
Authors: Julien Mélanie , Gosselin Lynda
Published: December 2020

Plusieurs étudiants entretiennent un rapport non traditionnel à leurs études en raison de l’occupation d’un emploi en parallèle, de responsabilités parentales, d’études à temps partiel ou d’un retour aux études après une interruption plus ou moins longue. Des actions sont mises en œuvre au sein des universités et de l’État québécois pour soutenir l’accès aux études et la réussite de ces étudiants : diversification de l’offre et des modalités de formation, ajout de dispositions à l’aide financière aux études, etc. À maints égards toutefois, les règles des universités et de l’État demeurent pensées pour les personnes dont le rapport aux études est traditionnel, de sorte qu’elles peuvent désavantager celles qui s’en éloignent.
Assessing Mentoring Culture: Faculty and Staff Perceptions, Gaps, and Strengths
Authors: Sheridan Lynn Marie Marthe , Hubbard Murdock Natasha , Harder Emily
Published: December 2020

The purpose of this non-experimental, cross-sectional, descriptive research was to survey faculty and staff perceptions of mentorship in a postsecondary institution in order to determine gaps and strengths in the current mentorship environment. The anecdotal activities we present reflect our educational practice environment through the work of our Mentorship Team. Data were collected utilizing Zachary’s Mentor Culture Audit tool. The culture building block measured 4.65 on a 7-point Likert scale, suggesting the presence of a weak mentorship culture. However, the infrastructure building block measured only 3.41, showing that organizational resources and supports are below average. We also present eight hallmark category results to further identify strengths and gaps. This is the first assessment of our mentoring culture at an organizational level. Other postsecondary institutions may benefit from formally assessing the gaps in and strengths of their mentorship culture to assist them with acquiring adequate resources to further develop and sustain their mentoring activities.