J. Bottorff, Casey Hamilton, Anne Huisken, D. Taylor
Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,636 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Forty-two percent (n=1479) of respondents were classified as experiencing food insecurity. Among those who were food insecure 58% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diverseability (developmental, physical, or other diversability), individuals self-reporting as belonging to a visible minority and international students were more likely to experience food insecurity. When adjusted for sex, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student wellbeing on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.
{"title":"Correlates of Food Insecurity Among Undergraduate Students","authors":"J. Bottorff, Casey Hamilton, Anne Huisken, D. Taylor","doi":"10.7202/1071392AR","DOIUrl":"https://doi.org/10.7202/1071392AR","url":null,"abstract":"Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,636 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Forty-two percent (n=1479) of respondents were classified as experiencing food insecurity. Among those who were food insecure 58% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diverseability (developmental, physical, or other diversability), individuals self-reporting as belonging to a visible minority and international students were more likely to experience food insecurity. When adjusted for sex, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student wellbeing on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-21DOI: 10.47678/CJHE.V50I2.188679
L. Wasylkiw, Sophie Hanson, L. M. Lynch, Elise S. Vaillancourt, Chelsea Wilson
Whereas several individual differences have been shown to predict academic and psychological outcomes among university students, it is not always clear which are most impactful, in part because many of the constructs overlap. Thus, the purpose of the present study was to examine the unique contributions of self-esteem, self-compassion, self-efficacy, and mindsets when predicting outcomes among university students. Undergraduate students (N = 214) completed an online survey including measures of the predictors as well as the outcomes of self-control, mental health, and both course and term grades. Correlations confirmed the overlap among the predictors highlighting the importance of examining the unique contributions of each. Results of multiple regression analyses showed that self-esteem and self-compassion explained unique variance in depression and anxiety over and above self-efficacy and growth mindsets. In contrast, self-efficacy and growth mindsets each significantly predicted self-control when controlling for self-esteem and self-compassion. Only self-efficacy predicted course grades. Given our results, we suggest that self-compassion and one’s beliefs about their abilities are complementary strengths for students attending university and should be considered when designing interventions to improve outcomes.
{"title":"Predicting undergraduate student outcomes: Competing or complementary roles of self-esteem, self-compassion, self-efficacy, and mindsets?","authors":"L. Wasylkiw, Sophie Hanson, L. M. Lynch, Elise S. Vaillancourt, Chelsea Wilson","doi":"10.47678/CJHE.V50I2.188679","DOIUrl":"https://doi.org/10.47678/CJHE.V50I2.188679","url":null,"abstract":"Whereas several individual differences have been shown to predict academic and psychological outcomes among university students, it is not always clear which are most impactful, in part because many of the constructs overlap. Thus, the purpose of the present study was to examine the unique contributions of self-esteem, self-compassion, self-efficacy, and mindsets when predicting outcomes among university students. Undergraduate students (N = 214) completed an online survey including measures of the predictors as well as the outcomes of self-control, mental health, and both course and term grades. Correlations confirmed the overlap among the predictors highlighting the importance of examining the unique contributions of each. Results of multiple regression analyses showed that self-esteem and self-compassion explained unique variance in depression and anxiety over and above self-efficacy and growth mindsets. In contrast, self-efficacy and growth mindsets each significantly predicted self-control when controlling for self-esteem and self-compassion. Only self-efficacy predicted course grades. Given our results, we suggest that self-compassion and one’s beliefs about their abilities are complementary strengths for students attending university and should be considered when designing interventions to improve outcomes.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"1-14"},"PeriodicalIF":0.7,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review of \"I love learning: I hate school\"","authors":"Diane P. Janes","doi":"10.7202/1069654ar","DOIUrl":"https://doi.org/10.7202/1069654ar","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pierre St-Amant, Alexis-Nicolas Brabant, É. Germain
This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that inherently those formulas lower the funding per student. We argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. We use these results to discuss the 2018 funding formula changes in Québec. Québec’s latest reform is an attempt to reduce substitution effects and increase graduate enrolment. We provide simulations of the reform’s redistributive effects. With the formula change, some universities have structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.
{"title":"University Funding Formulas: An Analysis of the Québec Reforms and Incentives","authors":"Pierre St-Amant, Alexis-Nicolas Brabant, É. Germain","doi":"10.7202/1069648ar","DOIUrl":"https://doi.org/10.7202/1069648ar","url":null,"abstract":"This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that inherently those formulas lower the funding per student. We argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. We use these results to discuss the 2018 funding formula changes in Québec. Québec’s latest reform is an attempt to reduce substitution effects and increase graduate enrolment. We provide simulations of the reform’s redistributive effects. With the formula change, some universities have structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review of \"Higher Education in the Digital Age\"","authors":"A. Charles","doi":"10.7202/1069655ar","DOIUrl":"https://doi.org/10.7202/1069655ar","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced. We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.
{"title":"Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility","authors":"Reana Maier, K. Robson","doi":"10.7202/1069653AR","DOIUrl":"https://doi.org/10.7202/1069653AR","url":null,"abstract":"In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced. \u0000We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43299804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada’s universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.
{"title":"What’s the protocol? Canadian university research ethics boards and variations in implementing Tri-Council policy","authors":"Grace Karram Stephenson, Glendell Jones, Emmanuelle Fick, Olivier Bégin-Caouette, Aamir Taiyeb, A. Metcalfe","doi":"10.7202/1069652AR","DOIUrl":"https://doi.org/10.7202/1069652AR","url":null,"abstract":"This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada’s universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45203598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review of \"Postsecondary Education in British Columbia\"","authors":"Tamara Leary","doi":"10.7202/1069656ar","DOIUrl":"https://doi.org/10.7202/1069656ar","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Stermac, Jenna Cripps, Touraj Amiri, Veronica Badali
Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects of sexual violence are well known, it is only recently that attention has focused on how these behaviours impact education, particularly women’s education. This study contributes to this area and examined the impact of types of sexual violence on behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending university in Ontario, Canada (N= 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence has a deleterious impact on women’s academic performance including and beyond grades. Women students who experienced sexual violence reported more delays and failures on assignments, courses and exams, were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance. The results are discussed in terms of the need to understand components of academic performance as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.
{"title":"Sexual Violence and Women’s Education: Examining Academic Performance and Persistence","authors":"L. Stermac, Jenna Cripps, Touraj Amiri, Veronica Badali","doi":"10.7202/1069649ar","DOIUrl":"https://doi.org/10.7202/1069649ar","url":null,"abstract":"Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects of sexual violence are well known, it is only recently that attention has focused on how these behaviours impact education, particularly women’s education. This study contributes to this area and examined the impact of types of sexual violence on behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending university in Ontario, Canada (N= 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence has a deleterious impact on women’s academic performance including and beyond grades. Women students who experienced sexual violence reported more delays and failures on assignments, courses and exams, were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance. The results are discussed in terms of the need to understand components of academic performance as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44058670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.
{"title":"Teaching excellence and how it is awarded: A Canadian case study","authors":"J. Miller-Young, Melina Sinclair, S. Forgie","doi":"10.7202/1069650AR","DOIUrl":"https://doi.org/10.7202/1069650AR","url":null,"abstract":"Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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