Pub Date : 2021-01-11DOI: 10.47678/CJHE.VI0.188777
R. Trilokekar, A. Masri, Hani El Masry
This paper focuses on the recent political spars between Canada and Saudi Arabia as well as China and their impact on Canadian universities. It asks three questions: (1) What key issues did Canada’s political strains with Saudi Arabia and China raise for Canadian universities’ international education (IE) initiatives and what issues were absent? (2) What do these key issues suggest about Canada’s approaches to IE in an era of new geopolitics? and (3) What implications can be drawn from these cases about Canadian university-government relations in the context of new geopolitics? Given the powerful role media plays in education policy, a systematic study was conducted across three main media sources to identify 74 articles and news releases between August 2018 and November 2019. Three dominant themes are identified and analyzed, each vividly illustrating the close ties between global politics, government foreign policy and IE within Canadian Universities. On the one hand, the narratives speak to concerns about IE as a risk to national security and, on the other, as a vehicle for Canada’s economic prosperity. However, what the media has not achieved is a broader discussion on how Canada needs to revisit its IE objectives and approaches in light of broader geopolitical shifts. Using the theoretical framework of soft power, the paper speaks to the limitations and short-sightedness of Canada’s approach to IE as soft power in this era of new geopolitics and concludes with three recommendations for Canada.
{"title":"Power, Politics, and Education: Canadian Universities and International Education in an Era of New Geopolitics","authors":"R. Trilokekar, A. Masri, Hani El Masry","doi":"10.47678/CJHE.VI0.188777","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188777","url":null,"abstract":"This paper focuses on the recent political spars between Canada and Saudi Arabia as well as China and their impact on Canadian universities. It asks three questions: (1) What key issues did Canada’s political strains with Saudi Arabia and China raise for Canadian universities’ international education (IE) initiatives and what issues were absent? (2) What do these key issues suggest about Canada’s approaches to IE in an era of new geopolitics? and (3) What implications can be drawn from these cases about Canadian university-government relations in the context of new geopolitics? Given the powerful role media plays in education policy, a systematic study was conducted across three main media sources to identify 74 articles and news releases between August 2018 and November 2019. Three dominant themes are identified and analyzed, each vividly illustrating the close ties between global politics, government foreign policy and IE within Canadian Universities. On the one hand, the narratives speak to concerns about IE as a risk to national security and, on the other, as a vehicle for Canada’s economic prosperity. However, what the media has not achieved is a broader discussion on how Canada needs to revisit its IE objectives and approaches in light of broader geopolitical shifts. Using the theoretical framework of soft power, the paper speaks to the limitations and short-sightedness of Canada’s approach to IE as soft power in this era of new geopolitics and concludes with three recommendations for Canada.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"79-95"},"PeriodicalIF":0.7,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211773","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 : 2021-01-11DOI: 10.47678/CJHE.V50I3.189085
Shannon P. McKechnie
{"title":"Book Review of \"Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education’s Principal Mission\"","authors":"Shannon P. McKechnie","doi":"10.47678/CJHE.V50I3.189085","DOIUrl":"https://doi.org/10.47678/CJHE.V50I3.189085","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"100-101"},"PeriodicalIF":0.7,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41606652","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}
查尔斯·w·艾略特(1908)。大学管理。波士顿:霍顿-米夫林，河滨出版社。页:296. n / a。再版:布什内尔出版社(2008)价格:25.95美元;Bibliolife(2009)价格:40.85美元;Nabu出版社(2010)价格:42.45加元;Read Books(2015)价格:38.56美元;帕拉拉出版社(2015)价格:34.95美元;温特沃斯出版社(2016)价格:26.60美元。
{"title":"Book review of \"University Administration\"","authors":"Daniel W. Lang","doi":"10.47678/CJHE.V50I3.188875","DOIUrl":"https://doi.org/10.47678/CJHE.V50I3.188875","url":null,"abstract":"Eliot, Charles W. (1908). University Administration. Boston: Houghton-Mifflin, The Riverside Press. Pages: 296.n/a. Reprints: Bushnell Press (2008) Price: $25.95USD; Bibliolife (2009) Price: $40.85USD; Nabu Press (2010)Price: $42.45 CDN; Read Books (2015) Price: $38.56CDN; Palala Press (2015) Price: $34.95USD; WentworthPress (2016) Price: $26.60USD.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"98-99"},"PeriodicalIF":0.7,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47838560","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 : 2021-01-11DOI: 10.47678/CJHE.V50I3.188901
Noah Arney
Gooblar, David (2019). The Missing Course: Everything They Never Taught You About College Teaching. Cambridge, Massachusetts: Harvard University Press. Pages: 227. Price: 39.73 CAD (hardcover).
{"title":"Book Review of “The Missing Course: Everything They Never Taught You About College Teaching”","authors":"Noah Arney","doi":"10.47678/CJHE.V50I3.188901","DOIUrl":"https://doi.org/10.47678/CJHE.V50I3.188901","url":null,"abstract":"Gooblar, David (2019). The Missing Course: Everything They Never Taught You About College Teaching. Cambridge, Massachusetts: Harvard University Press. Pages: 227. Price: 39.73 CAD (hardcover).","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"96-97"},"PeriodicalIF":0.7,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47038588","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 : 2020-12-16DOI: 10.47678/cjhe.vi0.188773
Merli Tamtik
While Indigenous entrepreneurship is associated with significant economic promise, Indigenous innovation continues to be invisible in Canadian policy contexts. This article examines how Indigenous entrepreneurial activities are framed in government policy, potentially leading to another wave of active exploitation of Indigenous lands, peoples, and knowledges. The article first discusses the concepts of Indigenous entrepreneurship and innovation through a decolonizing lens, drawing links to education. Then, it provides a set of rationales for why governments need to re-think and prioritize Indigenous entrepreneurship. Next, it maps the current federal government initiatives in this policy sector. Drawing from the Indigenous entrepreneurship ecosystem approach (Dell & Houkamau, 2016; Dell et al., 2017), the article argues that a more comprehensive policy perspective guiding Indigenous entrepreneurship programs should inform Canadian innovation policy. Individual voices from 13 Indigenous entrepreneurs in Manitoba point to three core issues: (a) relationships with the land and the community; (b) the relevance of (higher) education and training; and (c) the importance of cultural survival and self-determination. The article makes an argument for a systemic decolonizing change in how Indigenous innovation is approached in government policyand programs, supported by the work of higher education institutions.
{"title":"Informing Canadian Innovation Policy Through a Decolonizing Lens on Indigenous Entrepreneurship and Innovation","authors":"Merli Tamtik","doi":"10.47678/cjhe.vi0.188773","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188773","url":null,"abstract":"While Indigenous entrepreneurship is associated with significant economic promise, Indigenous innovation continues to be invisible in Canadian policy contexts. This article examines how Indigenous entrepreneurial activities are framed in government policy, potentially leading to another wave of active exploitation of Indigenous lands, peoples, and knowledges. The article first discusses the concepts of Indigenous entrepreneurship and innovation through a decolonizing lens, drawing links to education. Then, it provides a set of rationales for why governments need to re-think and prioritize Indigenous entrepreneurship. Next, it maps the current federal government initiatives in this policy sector. Drawing from the Indigenous entrepreneurship ecosystem approach (Dell & Houkamau, 2016; Dell et al., 2017), the article argues that a more comprehensive policy perspective guiding Indigenous entrepreneurship programs should inform Canadian innovation policy. Individual voices from 13 Indigenous entrepreneurs in Manitoba point to three core issues: (a) relationships with the land and the community; (b) the relevance of (higher) education and training; and (c) the importance of cultural survival and self-determination. The article makes an argument for a systemic decolonizing change in how Indigenous innovation is approached in government policyand programs, supported by the work of higher education institutions.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41614890","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}
Cet article vise à comparer la perception qu’ont les professeurs de Colombie-Britannique, d’Ontario et du Québec des instruments d’action publique fédéraux et provinciaux quant à leur influence sur la production de recherche dans leur province. Les scores moyens, une MANOVA et des analyses post-hoc de Dunnett C réalisées sur les résultats provenant d’un questionnaire distribué à 786 participants révèlent que les instruments fédéraux sont perçus comme ayant une influence plus importante que les instruments provinciaux, mais aussi qu’il existe une différence significative entre les scores attribués aux instruments provinciaux par les professeurs québécois et par leurs homologues des autres provinces.
{"title":"L’influence perçue des instruments d’action publique fédéraux et provinciaux sur la production de recherche universitaire au Canada","authors":"Olivier Bégin-Caouette, Silvia Mirlene Nakano Koga, Grace Karram Stephenson","doi":"10.47678/cjhe.vi0.188799","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188799","url":null,"abstract":"Cet article vise à comparer la perception qu’ont les professeurs de Colombie-Britannique, d’Ontario et du Québec des instruments d’action publique fédéraux et provinciaux quant à leur influence sur la production de recherche dans leur province. Les scores moyens, une MANOVA et des analyses post-hoc de Dunnett C réalisées sur les résultats provenant d’un questionnaire distribué à 786 participants révèlent que les instruments fédéraux sont perçus comme ayant une influence plus importante que les instruments provinciaux, mais aussi qu’il existe une différence significative entre les scores attribués aux instruments provinciaux par les professeurs québécois et par leurs homologues des autres provinces.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42761402","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 : 2020-12-08DOI: 10.47678/cjhe.vi0.188819
A. Masri
This paper explores Ontario’s international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students’ Trillium Scholarship. Adopting Hajer’s (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government’s future engagement with international student funding. The paper ends with three observations on Ontario’s international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.
{"title":"International education policymaking: A case study of Ontario’s Trillium Scholarship Program","authors":"A. Masri","doi":"10.47678/cjhe.vi0.188819","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188819","url":null,"abstract":"This paper explores Ontario’s international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students’ Trillium Scholarship. Adopting Hajer’s (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government’s future engagement with international student funding. The paper ends with three observations on Ontario’s international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"1 1","pages":"1-19"},"PeriodicalIF":0.7,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47413085","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 : 2020-12-08DOI: 10.47678/cjhe.vi0.188827
Elizabeth S. Buckner, S. Clerk, A. Marroquin, You Zhang
This article examines how Canadian colleges and universities formally articulate their priority activities for internationalization, and what discursive rationales justify their approaches. Data come from 32 publicly-available internationalization strategies published in English by Canadian colleges and universities. In terms of practices, we find that institutions are adopting a largely similar set of activities, focused on partnerships and student and scholarly mobility. In terms of their justifications, we find that most institutions combine the strategic benefits of revenue generation and reputational prestige with symbolic commitments to diversity and excellence. We argue that by drawing on multiple rationales, internationalization strategies imbue the same generic activities with many meanings, which helps the internationalization project garner acceptance from an institution’s diverse stakeholders. In concluding, we also point to a number of noticeably absent ideas, including equity, empathy, humility, and civic responsibility
{"title":"Strategic Benefits, Symbolic Commitments: How Canadian Colleges and Universities Frame Internationalization","authors":"Elizabeth S. Buckner, S. Clerk, A. Marroquin, You Zhang","doi":"10.47678/cjhe.vi0.188827","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188827","url":null,"abstract":"This article examines how Canadian colleges and universities formally articulate their priority activities for internationalization, and what discursive rationales justify their approaches. Data come from 32 publicly-available internationalization strategies published in English by Canadian colleges and universities. In terms of practices, we find that institutions are adopting a largely similar set of activities, focused on partnerships and student and scholarly mobility. In terms of their justifications, we find that most institutions combine the strategic benefits of revenue generation and reputational prestige with symbolic commitments to diversity and excellence. We argue that by drawing on multiple rationales, internationalization strategies imbue the same generic activities with many meanings, which helps the internationalization project garner acceptance from an institution’s diverse stakeholders. In concluding, we also point to a number of noticeably absent ideas, including equity, empathy, humility, and civic responsibility","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871724","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 : 2020-12-08DOI: 10.47678/CJHE.V50I4.188831
Dale M. McCartney
Although there is a rich critical literature examining international student policy in Canada, very little of it considers the views of Members of Parliament. MPs have limited direct influence over international student policy, but their policy talk about international students defines the context within which such policy is developed. For that reason Parliamentary debate deserves study. This paper examines MPs’ discussion of international students between 1984 and 2019, tracing themes in MP policy talk over the globalization era. It finds that MPs evince remarkably consistent attitudes towards international students. Throughout the period MP policy talk shows that Parliamentarians saw international students as outsiders who were only ofvalue to the extent that they could be made to serve Canada’s economic or political agenda. The uniformity of this attitude and the lack of dissenting voices suggest that MPs’ views may be a significant barrier to reforming international student policy in Canada.
{"title":"Border Imperialism and Exclusion in Canadian Parliamentary Talk about International Students","authors":"Dale M. McCartney","doi":"10.47678/CJHE.V50I4.188831","DOIUrl":"https://doi.org/10.47678/CJHE.V50I4.188831","url":null,"abstract":"Although there is a rich critical literature examining international student policy in Canada, very little of it considers the views of Members of Parliament. MPs have limited direct influence over international student policy, but their policy talk about international students defines the context within which such policy is developed. For that reason Parliamentary debate deserves study. This paper examines MPs’ discussion of international students between 1984 and 2019, tracing themes in MP policy talk over the globalization era. It finds that MPs evince remarkably consistent attitudes towards international students. Throughout the period MP policy talk shows that Parliamentarians saw international students as outsiders who were only ofvalue to the extent that they could be made to serve Canada’s economic or political agenda. The uniformity of this attitude and the lack of dissenting voices suggest that MPs’ views may be a significant barrier to reforming international student policy in Canada.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991787","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 : 2020-12-08DOI: 10.47678/cjhe.vi0.188815
Danielle de Moissac, J. Graham, Kevin Prada, N. R. Gueye, Rhea J Rocque
International students are at heightened risk of developing psychological distress, yet little research has been conducted on their mental health or support needs. This quantitative study focused on undergraduate students at two mid-sized universities in Manitoba, Canada. Online and paper surveys were completed by 932 participants, of whom 21% identified as international students. This paper, descriptive in nature, outlines the sociodemographic profiles, current mental health status, psychological characteristics, and coping strategies of international students compared to domestic students in each institution. Data show that international students are more likely to report excellent mental health, score higher on the mental health scale, and report higher life satisfaction, higher self-esteem, and more positive body image than domestic respondents. However, they are less likely to talk about their hardships. Providing culturally-adapted supports that take into consideration ethnolinguistic differences, religious practice, and mental health literacy will better meet the needs of international students on campus.
{"title":"Mental Health Status and Help-Seeking Strategies of Canadian International Students","authors":"Danielle de Moissac, J. Graham, Kevin Prada, N. R. Gueye, Rhea J Rocque","doi":"10.47678/cjhe.vi0.188815","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188815","url":null,"abstract":"International students are at heightened risk of developing psychological distress, yet little research has been conducted on their mental health or support needs. This quantitative study focused on undergraduate students at two mid-sized universities in Manitoba, Canada. Online and paper surveys were completed by 932 participants, of whom 21% identified as international students. This paper, descriptive in nature, outlines the sociodemographic profiles, current mental health status, psychological characteristics, and coping strategies of international students compared to domestic students in each institution. Data show that international students are more likely to report excellent mental health, score higher on the mental health scale, and report higher life satisfaction, higher self-esteem, and more positive body image than domestic respondents. However, they are less likely to talk about their hardships. Providing culturally-adapted supports that take into consideration ethnolinguistic differences, religious practice, and mental health literacy will better meet the needs of international students on campus.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49018545","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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