Canadian Journal of Higher Education最新文献_第5页

Predictors of University Adaptation and Grades for Direct Entry and Transfer Students 直接入学和转学学生的大学适应和成绩预测因素

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Canadian Journal of Higher Education Pub Date : 2022-02-15 DOI: 10.47678/cjhe.vi0.189079

Christopher Quinn-Nilas, D. J. Kennett, Karen Maki

{"title":"Predictors of University Adaptation and Grades for Direct Entry and Transfer Students","authors":"Christopher Quinn-Nilas, D. J. Kennett, Karen Maki","doi":"10.47678/cjhe.vi0.189079","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189079","url":null,"abstract":"This study compared the differences between students entering university directly from high school vs. those transferring from other higher education institutions for the variables of the academic self-control model (general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation). The goals of the research were to test the following: (1) the full academic self-control model using a large sample of undergraduate students to predict university adaptation and final grades; (2) if the pathways of association implied by the model are equally predictive regardless of whether students are direct entry, university transfer, or college transfer; and (3) if the means of the variables differed among these three groups. Results replicated previous studies showing that, for the entire sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy were strongly predictive of academic resourcefulness, which, in turn, was strongly associated with university adaptation and grade. Moreover, the indirect and direct pathways of the model were found to be equivalent for the three student groups. Comparisons of the groups’ means for the psychological variables revealed the university transfer group to have the most favourable scores followed by the college transfer group. The findings suggest that both college and university transfer students bring valuable skills to undergraduate programs and the keys to their university adaptation and academic achievement are the same as for direct entry students.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43403917","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

Examining 50 Years of Research on Administration in the Canadian Journal of Higher Education 《加拿大高等教育杂志》50年管理学研究述评

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Canadian Journal of Higher Education Pub Date : 2022-02-01 DOI: 10.47678/cjhe.vi0.189225

Eric Lavigne

引用次数: 2

Canadian Transfer Research: Past Achievements, Current Challenges, and Future Directions 加拿大迁移研究:过去的成就、当前的挑战和未来的方向

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Canadian Journal of Higher Education Pub Date : 2022-01-29 DOI: 10.47678/cjhe.vi0.189115

Roger Pizarro Milian, David Zarifa

引用次数: 3

Health promotion in higher education: From an afterthought to the forefront 高等教育中的健康促进:从事后考虑到前沿

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Canadian Journal of Higher Education Pub Date : 2022-01-29 DOI: 10.47678/cjhe.vi0.189109

V. Squires, C. London

引用次数: 0

Fixed Trajectories: Race, Schooling, and Graduation from a Southern Ontario University 固定轨迹:种族、学校教育和从南安大略大学毕业

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Canadian Journal of Higher Education Pub Date : 2021-12-21 DOI: 10.47678/cjhe.v51i4.189081

C. James, Gillian Parekh

引用次数: 2

Book review of "Learning-Centred Leadership in Higher Education: Sustainable Approaches to the Challenges and Responsibilities" 《高等教育中以学习为中心的领导:应对挑战和责任的可持续方法》书评

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Canadian Journal of Higher Education Pub Date : 2021-12-21 DOI: 10.47678/cjhe.v51i4.189445

Clayton Smith

引用次数: 0

Book review of "Teaching Social Work: Reflections on Pedagogy and Practice" 《社会工作教学：教育学与实践的思考》书评

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Canadian Journal of Higher Education Pub Date : 2021-12-21 DOI: 10.47678/cjhe.v51i4.189363

Victoria A. Fritz

引用次数: 0

Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting 官方语言少数民族中学后环境中的归属感与社会氛围

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Canadian Journal of Higher Education Pub Date : 2021-12-21 DOI: 10.47678/cjhe.v51i4.189087

Kailey E. Penner, D. de Moissac, Rhea J Rocque, Florette Giasson, Kevin Prada, P. Brochu

{"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":null,"pages":null},"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}

引用次数: 3

Achieving academic promotion: The role of work environment, role conflict, and life balance 实现学术提升:工作环境、角色冲突和生活平衡的作用

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Canadian Journal of Higher Education Pub Date : 2021-12-21 DOI: 10.47678/cjhe.v51i4.188917

E. Bowering, M. Reed

{"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":null,"pages":null},"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}

引用次数: 1

Academic Freedom and Its Constraints: A Complex History 学术自由及其制约:一段复杂的历史

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Canadian Journal of Higher Education Pub Date : 2021-11-02 DOI: 10.47678/cjhe.vi0.189143

P. Axelrod

引用次数: 1