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Canadian Journal of Higher Education最新文献

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Lessons from Our Sweetgrass Baskets: A Wholistic Vision of Academic Success for Indigenous Women in Higher Education 从我们的甜草篮子中吸取的教训:高等教育中土著妇女学业成功的整体愿景
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-03-06 DOI: 10.47678/cjhe.vi0.189759
J. Brant
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引用次数: 0
From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students 从多元化到包容性:集中工科本科生的声音
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-22 DOI: 10.47678/cjhe.vi0.189787
C. Hanson
{"title":"From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students","authors":"C. Hanson","doi":"10.47678/cjhe.vi0.189787","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189787","url":null,"abstract":"Some Canadian undergraduate engineering programs report 30–40% of enrolled students are women. Kanter’s tipping point theory argues that women become less tokenized when they make up 30% of a group’s population. Other scholars have found that in comparable situations, women continued to experience discrimination, hostility, and competition. This critical study provides further evidence against a tipping point for equity by centring the experiences of traditionally underrepresented undergraduate students studying at a faculty of engineering with 35% women undergraduates enrolled. Reflective thematic analysis of experiences shared bywomen, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses found instances of discrimination, varying perceptions of capabilities, and inequitable access to support, community, and on-campus leadership roles. Therefore, institutions need to acknowledge the intersectional experiences of students and work toward changing campus culture in addition to diversity efforts.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395754","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}
引用次数: 0
Book Review of "International Students in Higher Education: Language, Identity, and Experience From a Holistic Perspective" 《高等教育中的留学生:整体视角下的语言、身份与体验》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189815
Shuai Yu
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引用次数: 3
Book review of "Global University Rankings and the Politics of Knowledge" 《全球大学排名与知识政治》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189827
L. Brunner, Jeanna Pillainayagam, Karin Kermani
{"title":"Book review of \"Global University Rankings and the Politics of Knowledge\"","authors":"L. Brunner, Jeanna Pillainayagam, Karin Kermani","doi":"10.47678/cjhe.v52i3.189827","DOIUrl":"https://doi.org/10.47678/cjhe.v52i3.189827","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772886","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}
引用次数: 0
Book Review of "Teaching About Sex and Sexualities in Higher Education" 《高等教育中的性与性行为教学》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189867
Jason Laker
{"title":"Book Review of \"Teaching About Sex and Sexualities in Higher Education\"","authors":"Jason Laker","doi":"10.47678/cjhe.v52i3.189867","DOIUrl":"https://doi.org/10.47678/cjhe.v52i3.189867","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232773","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}
引用次数: 0
How Dark Is It? From Administration to Faculty 天有多黑?从行政部门到学院
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-14 DOI: 10.47678/cjhe.v52i3.189689
Tamara Leary, Linda Pardy
{"title":"How Dark Is It? From Administration to Faculty","authors":"Tamara Leary, Linda Pardy","doi":"10.47678/cjhe.v52i3.189689","DOIUrl":"https://doi.org/10.47678/cjhe.v52i3.189689","url":null,"abstract":"Crossing over to the dark side is a popular reference to someone’s decision to leave the supposed “good, pure, and honest” side of something to go to its “bad, evil, and suspicious” side. This idiom is typically used when an administrator moves into a faculty position or vice versa. While there is a plethora of literature on the challenges new scholars face as they enter the academy, less is knownabout the lived experience of moving from being an administrator to faculty member. One might assume the move is straightforward; our own experiences, however, suggest otherwise. This study explores the transition experiences of seven Canadian higher education administrators to faculty positions. Participants shared common experiences and perspectives on the differences between the roles, all of which are exacerbated by the distrust between the two sides. Findings offer further understanding of the nuances and misconceptions held by both parties and propose areas for further research.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48291633","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}
引用次数: 0
Le principe de réciprocité dans la construction et la gestion de partenariats internationaux dans des universités du Québec : perceptions et pratiques de membres du personnel administratif 魁北克大学建立和管理国际伙伴关系的互惠原则:行政人员的看法和做法
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-14 DOI: 10.47678/cjhe.v52i3.189693
Morgane Uzenat, Pierre Canisius Kamanzi
{"title":"Le principe de réciprocité dans la construction et la gestion de partenariats internationaux dans des universités du Québec : perceptions et pratiques de membres du personnel administratif","authors":"Morgane Uzenat, Pierre Canisius Kamanzi","doi":"10.47678/cjhe.v52i3.189693","DOIUrl":"https://doi.org/10.47678/cjhe.v52i3.189693","url":null,"abstract":"L’objectif de cet article est de comprendre comment les universités québécoises appliquent le principe de réciprocité dans la gestion de leur internationalisation. En prenant comme angle d’analyse le travail de membres du personnel administratif dans la construction et la gestion de partenariats internationaux, nous examinons les pratiques associées aux quatre objectifs du principe de réciprocité (équité, autonomie, participation et solidarité) pour mieux identifier celles qui permettent concrètement de le mettre en application. Une analyse d’entretiens menés auprès de neuf administrateurs de haut rang et coordonnateurs de projets œuvrant dans trois universités francophones et une université anglophone met en évidence la volonté de construire des partenariats transformationnels. Il ressort des propos des répondants une volonté affirmée d’inscrire les partenariats internationaux dans une vision conciliant à la fois des avantages économiques et symboliques et la cohésion sociale.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44662444","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}
引用次数: 0
Post-Secondary Student Belonging in a Virtual Learning Environment During COVID-19 COVID-19期间虚拟学习环境中的大专学生归属感
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-13 DOI: 10.47678/cjhe.v52i3.189851
Nadine Y. Smith, J. Graham, Candice Waddell-Henowitch, Danielle De Moissac, Michelle Lam
{"title":"Post-Secondary Student Belonging in a Virtual Learning Environment During COVID-19","authors":"Nadine Y. Smith, J. Graham, Candice Waddell-Henowitch, Danielle De Moissac, Michelle Lam","doi":"10.47678/cjhe.v52i3.189851","DOIUrl":"https://doi.org/10.47678/cjhe.v52i3.189851","url":null,"abstract":"Psychological and social adjustment and academic success in post-secondary institutions are supported by a sense of belonging to a social group and having meaningful relationships with other students, staff, and faculty members. This exploratory study used a qualitative approach to investigate post-secondary students’ sense of belonging in the virtual learning environment during the COVID-19 pandemic. The study was conducted at a small Western Canadian university. Semi-structured interviews were conducted with 20 participants who were undergraduate students, from various faculties, and in different years in their programs. Findings were clustered into three themes: (1) student expectations of university, (2) impact of virtual learning environments on students, and (3) the role of educators. Recommendations are included to enhance support and belonging for post-secondary students in virtual learning environments.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46758202","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}
引用次数: 0
It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity 它“成就了我”:运用解释性和叙事性研究建立一个理解副院长学术认同应用和发展的模型
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-02-01 DOI: 10.47678/cjhe.vi0.189691
D. Stovin
{"title":"It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity","authors":"D. Stovin","doi":"10.47678/cjhe.vi0.189691","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189691","url":null,"abstract":"Interpretive and narrative research approaches, the experiences of academic administrators other than deans, chairs, and presi-dents, and academic identity work beyond graduate students and beginning professors are all areas that are underrepresented in the literature on higher educational administration. This article builds on recent narrative research by applying higher educational admin-istrative theories as interpretive lenses to propose a model for helping to understand the development and application of associate deans’ academic identities. Among the findings were that academic identities helped explain associate deans’ approaches to their roles, their views of their surrounding organizations, and their reasons for assuming the role. Further, the associate deans who partic-ipated in this research did not experience their transition to the role as an identity crisis in the ways typically described and assumed by higher educational leadership scholars. Instead, they drew upon their well-established academic identities and, in keeping with the nascent research on academic identity work, were intentional in their efforts to maintain their academic identities.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47302388","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}
引用次数: 0
Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities 新冠肺炎期间教师的学术诚信视角:加拿大四所大学的混合方法研究
IF 0.7
Canadian Journal of Higher Education Pub Date : 2023-01-05 DOI: 10.47678/cjhe.vi0.189783
Sarah Elaine Eaton, B. Stoesz, Katherine Crossman, K. Garwood, A. McKenzie
{"title":"Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities","authors":"Sarah Elaine Eaton, B. Stoesz, Katherine Crossman, K. Garwood, A. McKenzie","doi":"10.47678/cjhe.vi0.189783","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189783","url":null,"abstract":"Faculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199591","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}
引用次数: 2
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