Pub Date : 2020-08-24DOI: 10.47678/CJHE.V50I2.188759
A. Aboye
{"title":"Book review of \"Educating for Citizenship and Social Justice: Practices for Community Engagement at Research Universities\"","authors":"A. Aboye","doi":"10.47678/CJHE.V50I2.188759","DOIUrl":"https://doi.org/10.47678/CJHE.V50I2.188759","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48487572","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 : 2020-08-24DOI: 10.47678/CJHE.V50I2.188715
Konrad T. Lisnyj, Regan M. Russell, A. Papadopoulos
This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.
{"title":"Risk and protective factors for anxiety impacting academic performance in post-secondary students","authors":"Konrad T. Lisnyj, Regan M. Russell, A. Papadopoulos","doi":"10.47678/CJHE.V50I2.188715","DOIUrl":"https://doi.org/10.47678/CJHE.V50I2.188715","url":null,"abstract":"This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43569643","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 : 2020-08-10DOI: 10.47678/cjhe.v50i2.188687
Olga Marques, Amanda Couture-Carron, Tyler Frederick, Hannah S. Scott
Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students’ perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not meanstudents are willing to use such resources or that they even trust that their university has students’ needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.
{"title":"The Role of Trust in Student Perceptions of University Sexual Assault Policies and Services","authors":"Olga Marques, Amanda Couture-Carron, Tyler Frederick, Hannah S. Scott","doi":"10.47678/cjhe.v50i2.188687","DOIUrl":"https://doi.org/10.47678/cjhe.v50i2.188687","url":null,"abstract":"Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students’ perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not meanstudents are willing to use such resources or that they even trust that their university has students’ needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41487647","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 : 2020-08-10DOI: 10.47678/CJHE.V50I2.188591
Zeeshan Haqqee, L. Goff, Kris Knorr, Michael B. Gill
Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program’s structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors’ experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.
{"title":"The Impact of Program Structure and Goal Setting on Mentors’ Perceptions of Peer Mentorship in Academia","authors":"Zeeshan Haqqee, L. Goff, Kris Knorr, Michael B. Gill","doi":"10.47678/CJHE.V50I2.188591","DOIUrl":"https://doi.org/10.47678/CJHE.V50I2.188591","url":null,"abstract":"Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program’s structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors’ experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47010149","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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}
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