Pub Date : 2021-08-08DOI: 10.47678/cjhe.vi0.188965
K. Robson, Ashley Pullman, Reana Maier, P. Anisef, Robert S. Brown
Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions—from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time.
{"title":"What matters more? What matters less? Changes in the transition to post-secondary between two Toronto high-school cohorts","authors":"K. Robson, Ashley Pullman, Reana Maier, P. Anisef, Robert S. Brown","doi":"10.47678/cjhe.vi0.188965","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188965","url":null,"abstract":"Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions—from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43550478","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 : 2021-08-08DOI: 10.47678/cjhe.vi0.188993
Tania Kristoff, Michael J. Cottrell
Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come closest to providing authentic approaches to indigenization. The purpose of this qualitative case study was to explore how social support affects the academic persistence of First Nations and Métis students at a First Nations-affiliated post-secondary institution. The findings revealed that administrative and pedagogical practices, consistent with Indigenous ontologies, enabled students to respond to challenges stemming from the generational effects of colonization, and promoted individual and familial advancement, cultural growth and identity formation, community development, and Indigenous sovereignty. It is concluded that mainstream institutions can benefit from the findings as First Nations-affiliated post-secondary institutions provide valuable understandings of potential transformations toward indigenization.
{"title":"Supporting First Nations and Métis Post-Secondary Students’ Academic Persistence: Insights from a Canadian First Nations-affiliated Institution","authors":"Tania Kristoff, Michael J. Cottrell","doi":"10.47678/cjhe.vi0.188993","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188993","url":null,"abstract":"Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come closest to providing authentic approaches to indigenization. The purpose of this qualitative case study was to explore how social support affects the academic persistence of First Nations and Métis students at a First Nations-affiliated post-secondary institution. The findings revealed that administrative and pedagogical practices, consistent with Indigenous ontologies, enabled students to respond to challenges stemming from the generational effects of colonization, and promoted individual and familial advancement, cultural growth and identity formation, community development, and Indigenous sovereignty. It is concluded that mainstream institutions can benefit from the findings as First Nations-affiliated post-secondary institutions provide valuable understandings of potential transformations toward indigenization.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785483","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 : 2021-04-28DOI: 10.1590/scielopreprints.1694
J. Willinsky, Catherine Baron
The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015–2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data are used to calculate a per-page royalty charge, which is used to demonstrate a proposed three-step syllabus rule to avoid double-chargingstudents for academic materials (amounting to 90.1% of readings by pages), while fairly compensating professional authors and their publishers (9.9% of readings by pages). The three-step syllabus rule provides a sound rationale for charging each student $1.40 per year to cover royalty charges for readings assigned in Canadian university courses.
{"title":"What Should Students Pay for University Course Readings? An Empirical, Economic, and Legal Analysis","authors":"J. Willinsky, Catherine Baron","doi":"10.1590/scielopreprints.1694","DOIUrl":"https://doi.org/10.1590/scielopreprints.1694","url":null,"abstract":"The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015–2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data are used to calculate a per-page royalty charge, which is used to demonstrate a proposed three-step syllabus rule to avoid double-chargingstudents for academic materials (amounting to 90.1% of readings by pages), while fairly compensating professional authors and their publishers (9.9% of readings by pages). The three-step syllabus rule provides a sound rationale for charging each student $1.40 per year to cover royalty charges for readings assigned in Canadian university courses.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47880602","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 : 2021-04-08DOI: 10.47678/CJHE.VI0.189233
Lianne Fisher
{"title":"Book Review of \"Equity in Science: Representation, Culture, and the Dynamics of Change in Graduate Education\"","authors":"Lianne Fisher","doi":"10.47678/CJHE.VI0.189233","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.189233","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48882398","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 : 2021-04-08DOI: 10.47678/CJHE.VI0.189107
R. Hayhoe
{"title":"Book Review of \"International Education as Public Policy in Canada\"","authors":"R. Hayhoe","doi":"10.47678/CJHE.VI0.189107","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.189107","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46855830","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 : 2021-04-08DOI: 10.47678/CJHE.VI0.188781
Samira ElAtia, J. Carey, Marnie V. Jamieson, Bashair Alibrahim, M. Ivey
Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.
{"title":"Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes","authors":"Samira ElAtia, J. Carey, Marnie V. Jamieson, Bashair Alibrahim, M. Ivey","doi":"10.47678/CJHE.VI0.188781","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188781","url":null,"abstract":"Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684302","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 : 2021-03-23DOI: 10.47678/CJHE.VI0.188745
Victoria Ford, Alyssa Wooster, Mary Bartram
In the context of the increasing focus on harms, psychological safety, and mental health in post-secondary settings, this qualitative study explores the challenges and opportunities for harm reduction through focus groups with student leaders, service providers, and administrators in one large Canadian university. Key themes explored by participants include a pervasive work hard, party culture, clashes regarding how to define and operationalize harm reduction, broad approaches to harm reduction in tension with the risk of becoming a band-aid solution, and knowledge transfer and privilege in an academic context. These findings suggest possible avenues for harm reduction that could be implemented as part of the new post-secondary standard, as well as in society as a whole.
{"title":"Work Hard, Party Hard: Harm Reduction in a Postsecondary Setting","authors":"Victoria Ford, Alyssa Wooster, Mary Bartram","doi":"10.47678/CJHE.VI0.188745","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188745","url":null,"abstract":"In the context of the increasing focus on harms, psychological safety, and mental health in post-secondary settings, this qualitative study explores the challenges and opportunities for harm reduction through focus groups with student leaders, service providers, and administrators in one large Canadian university. Key themes explored by participants include a pervasive work hard, party culture, clashes regarding how to define and operationalize harm reduction, broad approaches to harm reduction in tension with the risk of becoming a band-aid solution, and knowledge transfer and privilege in an academic context. These findings suggest possible avenues for harm reduction that could be implemented as part of the new post-secondary standard, as well as in society as a whole.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49578021","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 : 2021-03-23DOI: 10.47678/CJHE.VI0.188985
J. Parsons, M. McColl, Andrea K. Martin, D. Rynard
Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.
{"title":"Accommodations and academic performance: First-year university students with disabilities","authors":"J. Parsons, M. McColl, Andrea K. Martin, D. Rynard","doi":"10.47678/CJHE.VI0.188985","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188985","url":null,"abstract":"Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949400","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 : 2021-03-23DOI: 10.47678/CJHE.VI0.188989
Stephanie Ross, Larry Savage, James L. Watson
This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts. We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessionalfaculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.
{"title":"Sessional Contract Faculty, Unionization, and Academic Freedom","authors":"Stephanie Ross, Larry Savage, James L. Watson","doi":"10.47678/CJHE.VI0.188989","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188989","url":null,"abstract":"This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts. We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessionalfaculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47550421","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 : 2021-03-23DOI: 10.47678/CJHE.VI0.188971
C. Ives, P. Walsh
Our qualitative study explored transition in seven Canadian universities—early providers of distance education that transitioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning, or implementation of online learning. Participants reported their universities experienced significant impacts on organizational structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically important. We propose that the roots of today’s challenges and opportunities in online learning may be found in the experiences of distance educators who were early adopters.
{"title":"Perspectives of Canadian Distance Educators on the Move to Online Learning","authors":"C. Ives, P. Walsh","doi":"10.47678/CJHE.VI0.188971","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188971","url":null,"abstract":"Our qualitative study explored transition in seven Canadian universities—early providers of distance education that transitioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning, or implementation of online learning. Participants reported their universities experienced significant impacts on organizational structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically important. We propose that the roots of today’s challenges and opportunities in online learning may be found in the experiences of distance educators who were early adopters.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538323","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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