Pub Date : 2021-12-21DOI: 10.47678/cjhe.v51i4.189081
C. James, Gillian Parekh
According to Statistics Canada, during this decade (2019–2028) about 75% of new jobs will require a post-secondary education (Government of Canada, 2017). This study explores a unique dataset that follows students (n = 11,417) from a large urban school district to a local university in Southern Ontario. Using both descriptive statistics and a binary logistic regression and a framework of categorical inequality (Domina et al., 2017), we examine the academic trajectories of students—particularly of Black students. Findings show that, compared to their peers, neither high school nor university programs provide Black students with the kinds of educational experiences needed for university graduation and academic success that wouldenable them to realize their fullest social and economic potentials.
{"title":"Fixed Trajectories: Race, Schooling, and Graduation from a Southern Ontario University","authors":"C. James, Gillian Parekh","doi":"10.47678/cjhe.v51i4.189081","DOIUrl":"https://doi.org/10.47678/cjhe.v51i4.189081","url":null,"abstract":"According to Statistics Canada, during this decade (2019–2028) about 75% of new jobs will require a post-secondary education (Government of Canada, 2017). This study explores a unique dataset that follows students (n = 11,417) from a large urban school district to a local university in Southern Ontario. Using both descriptive statistics and a binary logistic regression and a framework of categorical inequality (Domina et al., 2017), we examine the academic trajectories of students—particularly of Black students. Findings show that, compared to their peers, neither high school nor university programs provide Black students with the kinds of educational experiences needed for university graduation and academic success that wouldenable them to realize their fullest social and economic potentials.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47177071","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 : 2021-12-21DOI: 10.47678/cjhe.v51i4.189445
Clayton Smith
{"title":"Book review of \"Learning-Centred Leadership in Higher Education: Sustainable Approaches to the Challenges and Responsibilities\"","authors":"Clayton Smith","doi":"10.47678/cjhe.v51i4.189445","DOIUrl":"https://doi.org/10.47678/cjhe.v51i4.189445","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420302","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 : 2021-12-21DOI: 10.47678/cjhe.v51i4.189363
Victoria A. Fritz
{"title":"Book review of \"Teaching Social Work: Reflections on Pedagogy and Practice\"","authors":"Victoria A. Fritz","doi":"10.47678/cjhe.v51i4.189363","DOIUrl":"https://doi.org/10.47678/cjhe.v51i4.189363","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067124","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 : 2021-12-21DOI: 10.47678/cjhe.v51i4.189087
Kailey E. Penner, D. de Moissac, Rhea J Rocque, Florette Giasson, Kevin Prada, P. Brochu
Perceived sense of belonging and positive social climate on campus are crucial elements for post-secondary students, as they contribute to academic achievement, positive mental health, and help-seeking. Few studies have explored post-secondary students’ sense of belonging and perceptions of social climate in an official language minority campus, which attract Canadian-born francophones, anglophones who pursue higher education in their second language, and francophone international students. With declining student mental health and greater ethnolinguistic diversity of post-secondary students on Canadian campuses, this important study aims to explore francophone students’ perceived sense of belonging and social climate on campus. In total, 35 students from different ethnolinguistic backgrounds took part in focus groups or individual interviews. Domestic students with French as their first language more often reported positive social climate on campus and a sense of belonging, in contrast to international students and students with French as a second language. A common obstacle to connecting with others was language insecurity in one of the official languages, as both are currently used on campus. Universities hosting students of multiple linguistic diversities should provide courses and campus events to stimulate intercultural knowledge and dialogue.
{"title":"Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting","authors":"Kailey E. Penner, D. de Moissac, Rhea J Rocque, Florette Giasson, Kevin Prada, P. Brochu","doi":"10.47678/cjhe.v51i4.189087","DOIUrl":"https://doi.org/10.47678/cjhe.v51i4.189087","url":null,"abstract":"Perceived sense of belonging and positive social climate on campus are crucial elements for post-secondary students, as they contribute to academic achievement, positive mental health, and help-seeking. Few studies have explored post-secondary students’ sense of belonging and perceptions of social climate in an official language minority campus, which attract Canadian-born francophones, anglophones who pursue higher education in their second language, and francophone international students. With declining student mental health and greater ethnolinguistic diversity of post-secondary students on Canadian campuses, this important study aims to explore francophone students’ perceived sense of belonging and social climate on campus. In total, 35 students from different ethnolinguistic backgrounds took part in focus groups or individual interviews. Domestic students with French as their first language more often reported positive social climate on campus and a sense of belonging, in contrast to international students and students with French as a second language. A common obstacle to connecting with others was language insecurity in one of the official languages, as both are currently used on campus. Universities hosting students of multiple linguistic diversities should provide courses and campus events to stimulate intercultural knowledge and dialogue.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43239614","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 : 2021-12-21DOI: 10.47678/cjhe.v51i4.188917
E. Bowering, M. Reed
Fifty-two faculty at two Canadian universities were interviewed about the impact of work environment, role conflict, and worklife balance on career-related experiences and decisions to apply for promotion to full professor. Faculty described conflicts between their academic responsibilities of teaching, research, and service (including limited time for research despite long work weeks) as well as work-life imbalance. These issues were often gendered; women took slightly longer to achieve the rank of associate professor, accepted tasks of lower reward value, held decreased expectations for promotion, and experienced workplace conflict and bullying more than their male counterparts. Even so, faculty identified colleagues as a valuable career support. Our data lead us to theorize that the decision to apply for academic promotion is informed by a cost-benefit analysis, early career experiences, conformity with academic norms that over-emphasize research productivity, as well as access to career-advancing resources (especially time for research). We recommend that the gendered nature of the academic reward system be re-imagined to promote equality, and provide suggestions as to how to do so.
{"title":"Achieving academic promotion: The role of work environment, role conflict, and life balance","authors":"E. Bowering, M. Reed","doi":"10.47678/cjhe.v51i4.188917","DOIUrl":"https://doi.org/10.47678/cjhe.v51i4.188917","url":null,"abstract":"Fifty-two faculty at two Canadian universities were interviewed about the impact of work environment, role conflict, and worklife balance on career-related experiences and decisions to apply for promotion to full professor. Faculty described conflicts between their academic responsibilities of teaching, research, and service (including limited time for research despite long work weeks) as well as work-life imbalance. These issues were often gendered; women took slightly longer to achieve the rank of associate professor, accepted tasks of lower reward value, held decreased expectations for promotion, and experienced workplace conflict and bullying more than their male counterparts. Even so, faculty identified colleagues as a valuable career support. Our data lead us to theorize that the decision to apply for academic promotion is informed by a cost-benefit analysis, early career experiences, conformity with academic norms that over-emphasize research productivity, as well as access to career-advancing resources (especially time for research). We recommend that the gendered nature of the academic reward system be re-imagined to promote equality, and provide suggestions as to how to do so.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46990330","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 : 2021-11-02DOI: 10.47678/cjhe.vi0.189143
P. Axelrod
Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times.
{"title":"Academic Freedom and Its Constraints: A Complex History","authors":"P. Axelrod","doi":"10.47678/cjhe.vi0.189143","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189143","url":null,"abstract":"Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656016","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 : 2021-09-13DOI: 10.47678/cjhe.vi0.189127
J. R. Holmes
This article explores the student success literature published within the Canadian Journal of Higher Education (CJHE) over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presentedongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats—both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.
{"title":"An Examination of Student Success within Canadian Higher Education: Fifty Years of Findings and Recommendations for the Future","authors":"J. R. Holmes","doi":"10.47678/cjhe.vi0.189127","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189127","url":null,"abstract":"This article explores the student success literature published within the Canadian Journal of Higher Education (CJHE) over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presentedongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats—both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48634739","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 : 2021-09-13DOI: 10.47678/cjhe.vi0.189179
Dale M. McCartney
This article offers a periodization of the history of international student policy in Canada since 1970. It draws on archival sources at seven public post-secondary institutions in British Columbia and Ontario, as well as governmental discussion in both provinces and at the Federal level, and scholarly writing about international students within the Canadian Journal of Higher Education to construct this history. Four key periods are identified: the emergence of differential fee policies in the 1970s; an era of institutional recruitment efforts in the 1980s and 1990s; a period of active government recruitment in the 2000s; and an era of bifurcating priorities as governments expanded their recruitment efforts but scholars began to question the international student project in Canada. The article shows changes in international student policy over the past half-century, but also reveals continuities, most notably a sustained emphasis on serving Canada’s perceived national interests.
{"title":"“A question of self-interest”: A brief history of 50 years of international student policy in Canada","authors":"Dale M. McCartney","doi":"10.47678/cjhe.vi0.189179","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189179","url":null,"abstract":"This article offers a periodization of the history of international student policy in Canada since 1970. It draws on archival sources at seven public post-secondary institutions in British Columbia and Ontario, as well as governmental discussion in both provinces and at the Federal level, and scholarly writing about international students within the Canadian Journal of Higher Education to construct this history. Four key periods are identified: the emergence of differential fee policies in the 1970s; an era of institutional recruitment efforts in the 1980s and 1990s; a period of active government recruitment in the 2000s; and an era of bifurcating priorities as governments expanded their recruitment efforts but scholars began to question the international student project in Canada. The article shows changes in international student policy over the past half-century, but also reveals continuities, most notably a sustained emphasis on serving Canada’s perceived national interests.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475413","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 : 2021-09-13DOI: 10.47678/cjhe.vi0.189091
Benjamin Laskar
The improvement of teaching and learning in the Canadian post-secondary sector has grown in importance over the past fifty years as seen by the rise of the field of educational development. Educational Developers (EDs) can now be found at almost every publicly-funded college and university in the country and are increasingly integral to institutions of higher learning. However, as EDs engage in such a variety of multi-level support, it is difficult to precisely define their role. This paper will examine the role of the Canadian ED and how it has grown in complexity through an overview of the field of Canadian educational development, environmental influences on EDs, how their work is enacted, current challenges, as well as present and future directions of the role. A greater understanding of EDs will enable institutions to make effective use of these individuals, and to offer them the tailored support they require to excel.
{"title":"Continued growth, increasing complexity: Examining the evolving role of the Canadian educational developer","authors":"Benjamin Laskar","doi":"10.47678/cjhe.vi0.189091","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189091","url":null,"abstract":"The improvement of teaching and learning in the Canadian post-secondary sector has grown in importance over the past fifty years as seen by the rise of the field of educational development. Educational Developers (EDs) can now be found at almost every publicly-funded college and university in the country and are increasingly integral to institutions of higher learning. However, as EDs engage in such a variety of multi-level support, it is difficult to precisely define their role. This paper will examine the role of the Canadian ED and how it has grown in complexity through an overview of the field of Canadian educational development, environmental influences on EDs, how their work is enacted, current challenges, as well as present and future directions of the role. A greater understanding of EDs will enable institutions to make effective use of these individuals, and to offer them the tailored support they require to excel.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399585","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 : 2021-08-31DOI: 10.47678/cjhe.vi0.189247
Hans G. Schuetze
{"title":"Book review of \"Corruption in Higher Education: Global Challenges and Responses\"","authors":"Hans G. Schuetze","doi":"10.47678/cjhe.vi0.189247","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189247","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309367","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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