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Undergraduate Student Attitudes and Perspectives of the Accessibility, Supportiveness, and Appreciation of Research Opportunities in the Health Sciences 大学生对健康科学研究机会的可及性、支持性和欣赏性的态度和观点
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-12-08 DOI: 10.47678/cjhe.vi0.189439
O. Luo, Sabrina H. Lin, S. Grover, Praveen Sritharan, Stine Hansen
{"title":"Undergraduate Student Attitudes and Perspectives of the Accessibility, Supportiveness, and Appreciation of Research Opportunities in the Health Sciences","authors":"O. Luo, Sabrina H. Lin, S. Grover, Praveen Sritharan, Stine Hansen","doi":"10.47678/cjhe.vi0.189439","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189439","url":null,"abstract":"Undergraduate research is a “high-impact” educational practice that enriches student learning and facilitates student career advancement. This sequential explanatory mixed methods study, composed of a quantitative online questionnaire followed by qualitative focus group interviews, sought to explore undergraduate student attitudes on research and elicit perceived facilitators and barriers to undergraduate research engagement. The survey respondents (N = 377), all undergraduate health sciences students at McMaster University in Hamilton, Ontario, generally had positive attitudes toward undergraduate research, but had polarized perceptions of its accessibility, supportiveness, and appreciation. Follow-up focus group interviews with selected participants (N = 11) revealed four main themes: (1) the hidden curriculum of undergraduate research, (2) the paucity of meaningful research work for emerging student researchers, (3) the administrative barriers within the undergraduate research landscape, and (4) the inequitable access to undergraduate research opportunities. This study’s findings suggest potential avenues to improve the undergraduate student research experience,","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70879066","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
Mandated Leave Policies in the Context of Student Mental Health Challenges at Canadian Universities: A Framework Analysis 加拿大大学学生心理健康挑战背景下的强制休假政策：框架分析
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-11-15 DOI: 10.47678/cjhe.vi0.189803
David S. Green, A. Goldstein, Amina Yousaf, Negin Ansari
{"title":"Mandated Leave Policies in the Context of Student Mental Health Challenges at Canadian Universities: A Framework Analysis","authors":"David S. Green, A. Goldstein, Amina Yousaf, Negin Ansari","doi":"10.47678/cjhe.vi0.189803","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189803","url":null,"abstract":"Although there is increased attention to the mental health needs of university students, far less attention has been given to mental health-related university policies. Many Canadian public universities have mandated leave policies that specify the conditions under which a student may be required to take a leave of absence from university. The purpose of the current study was to conduct an in-depth analysis of current mandated leave policies in public Canadian English-speaking universities. Applied framework analysis methodology was used to examine the approaches to balancing the needs of students experiencing mental health challenges and providing a safe environment on campus. Three primary themes regarding mandated leave policies were identified, including (a) approaches for addressing mental health concerns, (b) balancing the needs of the student with the needs of the institution, and (c) guidelines, standards, and quality assurance. Implications for mandated leave policies and approaches to students experiencing mental health challenges are discussed.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887342","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
The Evolving Role of the External Search Firm in the Canadian Decanal Search 外部搜索公司在加拿大十年搜索中的角色演变
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-10-03 DOI: 10.47678/cjhe.vi0.189323
Marc Usunier
{"title":"The Evolving Role of the External Search Firm in the Canadian Decanal Search","authors":"Marc Usunier","doi":"10.47678/cjhe.vi0.189323","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189323","url":null,"abstract":"Despite the critical role academic deans play in the leadership and success of universities, most of what we know about the Canadian deanship we know from an  institutional perspective, including our understanding of the recruitment and selec-tion process. The findings presented in this article will facilitate a better understanding of how the increased involvement of external search firms in decanal searches has influenced both the decanal search process and the experiences of those candidates involved in the search. Provosts, deans, and search firm representatives participated in this study. The resultant findings have several important implications for search policy and process, and the conceptual framework proposed will support new research in the area of senior administrative hiring within Canadian universities.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241698","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: 1
“I didn’t know what to do, where to go”: The voices of students whose parents were born in Latin America on the need for care in Quebec universities “我不知道该做什么，该去哪里”:父母出生在拉丁美洲的学生对魁北克大学护理需求的声音
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-09-24 DOI: 10.47678/cjhe.vi0.189469
Roberta De Oliveira Soares, Marion Magnan
{"title":"“I didn’t know what to do, where to go”: The voices of students whose parents were born in Latin America on the need for care in Quebec universities","authors":"Roberta De Oliveira Soares, Marion Magnan","doi":"10.47678/cjhe.vi0.189469","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189469","url":null,"abstract":"This qualitative study reports the university experiences of Quebec students whose parents were born in Latin America. The analysis, which looks at students who have either persisted in school or discontinued their studies, underscores the importance of cultural capital and, especially, an understanding of the student craft for school retention. The students report a low sense of affiliation with the university, and a perceived lack of support and care from the university and its social actors. Our interpretation of the data highlights self-blame for the challenges faced in university concurrently with the implementation of strategies to meet the challenges of the institution. We conclude by emphasizing how important it is for universities to support students better, adequately inform them about their options and the institution’s inner workings, and form a community with students in a spirit of care.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365177","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
Gender Differences in the Relationships between Research Impact and Compensation and Promotion: A Case Study Among PhD/PharmD 研究影响与报酬和晋升关系中的性别差异——以PhD/PharmD为例
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189683
A. McGee, P. Lacy, A. Oswald, R. Rosychuk
{"title":"Gender Differences in the Relationships between Research Impact and Compensation and Promotion: A Case Study Among PhD/PharmD","authors":"A. McGee, P. Lacy, A. Oswald, R. Rosychuk","doi":"10.47678/cjhe.v52i2.189683","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189683","url":null,"abstract":"We examine whether the effects of research impact on faculty compensation and promotion to full professor differ for male and female associate and full professors in the Faculty of Medicine & Dentistry at the University of Alberta. We exclude faculty with MDs and DDSs and proxy for research impact using the faculty member’s h-index, where h represents the number of publications that have been cited at least h times. We find that while the compensation of male faculty members increases by 0.6% for every one-unit increase in the h-index, the compensation of female faculty is essentially uncorrelated with their h-indices. We likewise find that for female faculty to be promoted to full professor they have to have higher research impact proxies than their male peers. Our findings highlight the urgent need for more research on the gendered relationships between research impact and career rewards among faculty.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49353152","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
Training and Employment of Classic and Semi-Professions: Intensifying versus Accommodating Logics 经典与半专业的培养与就业：强化逻辑与适应逻辑
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189427
Anthony Jehn, Scott A. Davies, David L. Walters
{"title":"Training and Employment of Classic and Semi-Professions: Intensifying versus Accommodating Logics","authors":"Anthony Jehn, Scott A. Davies, David L. Walters","doi":"10.47678/cjhe.v52i2.189427","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189427","url":null,"abstract":"Over a half century ago, researchers found that so-called classic professions attract socially advantaged recruits with better labour market outcomes; however, as semi professions become increasingly institutionalized, and classic professional programs expand, differences between these two groups may be less pronounced. Using Statistics Canada’s 2018 National Graduate Survey, we compare inputs and outcomes of four classic professions (law, pharmacy, medicine, and dentistry) and three semi-professions (teaching, social work, and nursing). Bivariate statistics show semi-professions have more non-traditionalgraduates who invest less in training. Multiple linear regression models also show that after controlling for demographics, classic professions have stronger education-job matches and higher earnings three years after graduation. We interpretthese findings as being consistent with our theory of intensifying logic, where classic professions have tight training-job connections, and accommodating logic which suggests semi-professions have looser labour market connections. We end bydiscussing directions for future research on the classic and semi-professions.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45567946","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 "Black Racialization and Resistance at an Elite University" 《精英大学黑人种族化与反抗》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189701
Michelle Jean-Paul
{"title":"Book review of \"Black Racialization and Resistance at an Elite University\"","authors":"Michelle Jean-Paul","doi":"10.47678/cjhe.v52i2.189701","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189701","url":null,"abstract":"Book review of \"Black Racialization and Resistance at an Elite University\"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41609917","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 "Higher Education for Democracy: The Role of the University in Civil Society" 《高等教育促进民主:大学在公民社会中的角色》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189747
A. Le
{"title":"Book review of \"Higher Education for Democracy: The Role of the University in Civil Society\"","authors":"A. Le","doi":"10.47678/cjhe.v52i2.189747","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189747","url":null,"abstract":"Book review of \"Higher Education for Democracy: The Role of the University in Civil Society\"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49258482","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: 1
Facilitators and Barriers Highlighted by On-Campus Service Providers for Students Seeking Mental Health Services 校园服务提供者为寻求心理健康服务的学生强调的促进者和障碍
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-02 DOI: 10.47678/cjhe.v52i2.189145
Hana MacDonald, Konrad T. Lisnyj, A. Papadopoulos
{"title":"Facilitators and Barriers Highlighted by On-Campus Service Providers for Students Seeking Mental Health Services","authors":"Hana MacDonald, Konrad T. Lisnyj, A. Papadopoulos","doi":"10.47678/cjhe.v52i2.189145","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189145","url":null,"abstract":"The prevalence of mental illness is increasing among post-secondary students. Despite more mental health services being of-fered within post-secondary institutions, uptake among students remains suboptimal. This study aimed to examine facilitators and barriers for students seeking mental health services through service providers’ perspectives. Twenty-four semi-structured interviews were conducted at a southwestern Ontario post-secondary institution and were analyzed using thematic analysis using NVivo. Facilitators revealed include strengthening communication techniques; improving equity, diversity, and inclu-sion; increasing social media promotion; and providing incentives. Barriers identified include fear of judgement, time con-straints, individual perceptions of the need for services, unawareness, and higher-level barriers such as lowered capacity of staff and physical resources. These facilitators and barriers should be used in tandem with the Theory of Planned Behaviour to help improve uptake and effectiveness of campus mental health services.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630880","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
Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health 不平衡的学习前景:教师对大学生心理健康的看法
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-07-13 DOI: 10.47678/cjhe.v52i2.189391
Kate Parizeau
{"title":"Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health","authors":"Kate Parizeau","doi":"10.47678/cjhe.v52i2.189391","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189391","url":null,"abstract":"This study investigates instructor perspectives on undergraduate student mental health in a mid-sized comprehensive univer-sity in southwestern Ontario. Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported differ-ent perspectives toward student mental health (some inclusive, some tolerant, and some discriminatory); changing workloads and pressures associated with addressing student mental health; and a predominant framing of mental health conditions as biomedical concerns. Using the conceptual framework of learning landscapes (Noyes, 2004), I argue that students with mental health concerns experience uneven and sometimes inequitable learning environments across their post-secondary education due to the differing microclimates created by individual instructors. While institutional policies and advocacy efforts to support mental health on campus may help to shift the learning landscape, they are unlikely to change the biases exhibited by some instructors that represent barriers to accessible post-secondary education.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491416","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
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