Canadian Journal of Higher Education / Revue Canadienne d'Enseignement Supérieur focuses on the Canadian higher education system, its structures, processes, and diverse communities. The aim of the Journal is to promote Canadian-based and international comparative research relating directly to the Canadian higher education context; the Journal is published by the Canadian Society for the Study of Higher Education.

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The Globethics.net library contains articles of Canadian Journal of Higher Education as of vol. 1(1971) to current.

Recent Submissions

  • Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

    Stein, Sharon; Andreotti, Vanessa; Suša, Rene (Canadian Society for the Study of Higher Education, 2019-04-21)
    Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization.
  • Sensible or Outdated? Gender and Opinions of Tenure Criteria in Canada

    Dengate, Jennifer; Farenhorst, Annemieke; Peter, Tracey (Canadian Society for the Study of Higher Education, 2019-08-23)
    The university reward structure has traditionally placed greater value on individual research excellence for tenure and promotion, influencing faculty’s allocation of time and definition of worthwhile labour. We find gender differences in Canadian natural sciences and engineering faculty’s opinions of the traditional criteria for measuring academic success that are consistent with an implicit gender bias devaluing service and teamwork. Most women recommend significant changes to the traditional model and its foundation, while asubstantial minority of men support the status quo. However, this comparative qualitative analysis finds more cross-gender similarities than differences, as most men also want a more modern definition of success, perceiving the traditional model to be disproportionately supportive of one type of narrow research scholarship that does not align with the realities of most faculty’s efforts. Thus, this study suggests a discrepancy between traditional success criteria and faculty’s understanding of worthwhile labour.
  • L’efficacité de la formation à distance au niveau postsecondaire : une méga-analyse

    Simard, Yanik; Gauthier, Clermont; Richard, Mario (Canadian Society for the Study of Higher Education, 2019-08-24)
    In Canada, distance education (DE) is present in the majority of post-secondary institutions. However, there is a constant polemic in the scientific community. This is the controversial impact of technological advances on the effectiveness of this type of training. Some authors highlight the positive contribution of these advances while others emphasize the many disappointments caused by the use of newer technologies. In the face of these conflicting positions, several researchers agree that studies on the effectiveness of DE based on technological advances are still in their infancy. To fill this gap, the objective of this research is to verify the effectiveness of the DE based on technological advances using a mega-analysis. Based on a synthesis of 16 meta-analyses involving 862 primary studies involving over 200,000 participants, the positive results obtained by our mega-analysis would support the use of more recent technologies to promote distance learning.
  • Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

    Berdahl, Loleen; Malloy, Jonathan (Canadian Society for the Study of Higher Education, 2019-08-23)
    There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.
  • Practical Measures for Institutional Program Reviews: A Case Study of a Small Post-Secondary Institution

    Jayachandran, John; Neufeldt, Colin; Smythe, Elizabeth; Franke, Oliver (Canadian Society for the Study of Higher Education, 2019-08-23)
    Post-secondary institutions carry out cyclical program reviews (CPRs) to assess educational effectiveness. CPRs often use both qualitative and quantitative data analyses with the aim of improving teaching and learning. Though most of the CPR review studies identify various factors for this purpose, they fail to identify measures/indicators that are relevant and practical for the institutional decision-making process. Our main objectives for this article are two-fold: first, we identify and list variables that are measurable and sort theminto clusters/groups that are relevant to all programs, and second, we critically assess the relevance of these indicators to program review in a small-sized, post-secondary institution.
  • Owen-Smith, Jason (2018).  Research Universities and the Public Good: Discovery for an Uncertain Future,

    Lang, Daniel Wallace (Canadian Society for the Study of Higher Education, 2019-08-23)
    None
  • Stead, Virginia (Ed.) (2017). A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE.

    Hocker, Kristin (Canadian Society for the Study of Higher Education, 2019-08-24)
  • Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence

    Magnussen, Jacey; Shankar, Irene (Canadian Society for the Study of Higher Education, 2019-08-23)
    Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provincesand territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.
  • Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges and Myths

    Ahadi, Daniel; Pedri, Jennesia; Nichols, L. Dugan (Canadian Society for the Study of Higher Education, 2019-08-23)
    This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results fromsurveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm—under the cloak of the neoliberal university—produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.
  • Owen-Smith, Jason (2018).  Research Universities and the Public Good: Discovery for an Uncertain Future

    Lang, Daniel Wallace (Canadian Society for the Study of Higher Education, 2019-08-23)
    None
  • Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

    Wilcox, Gabrielle; Nordstokke, David (Canadian Society for the Study of Higher Education, 2019-04-21)
    Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.
  • “Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)

    Vargas-Madriz, Luis Francisco; Nocente, Norma; Best-Bertwistle, Rebecca; Forgie, Sarah (Canadian Society for the Study of Higher Education, 2019-04-21)
    Student Evaluations of Teaching (SET) have been the most consistently administered tool, and they are still extensively used in higher education institutions to assess teaching effectiveness. The purpose of this study was to explore how SET are used by administrators in the teaching evaluation process at a large, research-intensive Canadian university. A basic qualitative research design was used in this project, and semi-structured interviews were used to obtain administrators’ experiences. The research question that guided this study was: How are SET (and other tools) used in the evaluation of teaching at this university? Findings showed that although participants mostly utilized a couple of SET statements as indicators of effective teaching, they were certainly aware of the intrinsic issues concerning these tools, and that they are continually seeking to obtain more evidence if SET results are below their benchmarks.
  • The Role of Library Councils in Canadian Higher Education: An Exploratory Study

    Revitt, Eva; Luyk, Sean (Canadian Society for the Study of Higher Education, 2019-04-21)
    Scholarship exploring the makeup, function, and efficacy of collegial governance structures within the context of Canadian higher education is limited and primarily focused on the board or the senate. This paper expands that scholarship by focusing on the governance structures of the university library. The objective of this study was to determine the extent of library councils in Canadian universities and to examine their composition, role, and function as evidenced in their governing documents. Using Karl Mannheim’s document method to analyze the terms of reference of 23 library councils, findings reveal that, overwhelmingly, library councils function as information-sharing and discussion forums rather than decision-making bodies. The paper concludes with a review of progressive language and governance practice as gathered from the document analysis.
  • Part-Time Faculty: Student Perceptions and Experiences

    Lundy, Katherina L.P.; Warme, Barbara D. (Canadian Society for the Study of Higher Education, 1989-08-31)
    Educators and higher education researchers have speculated that the presence of part-time faculty in universities must have a negative impact on students' learning experience. The research reported in this article has yielded no evidence in support of this view. Students tend to be either unaware of, or indifferent toward, differences between part-time and full-time status.
  • The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

    Guppy, Neil; Pendakur, Krishna (Canadian Society for the Study of Higher Education, 1989-04-30)
    Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.
  • Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates

    Wilson, Claire A; Babcock, Sarah E; Saklofske, Donald H (Canadian Society for the Study of Higher Education, 2019-04-21)
    The transition from high school to post-secondary education presents challenges for students. Many variables have been identified as significant predictors of student achievement. Resiliency, defined as the ability to overcome challenges and adversity, may be particularly relevant during the adjustment to post-secondary education. This study assesses whether resiliency incrementally predicts student success after controlling for additional predictors. Participants were 277 undergraduate students who completed self-reports of academic skills, resiliency, personality variables, emotional intelligence (EI), and perfectionism. Students’ year-end GPA was collected from the university registrar. Hierarchical regression analysis revealed that resiliency, measured by sense of mastery, negatively predicted GPA after controlling for other predictors. The sense of mastery facet of self-efficacy positively predicted GPA; however, the adaptability facet was a significant negative predictor of GPA. Findings suggest that self-efficacy is a salient predictor of academic success, and that strong academic skills may serve as a protective factor for poor adaptability.
  • Bringing College Classrooms to the Community: Promoting Post-Secondary Access for Low-Income Adults Through Neighbourhood-Based College Courses

    Bourke, Alan; Vanderveken, Jim; Ecker, Emily; Atkinson, Jeremy; Shearer, Natalie (Canadian Society for the Study of Higher Education, 2019-04-21)
    In this paper we utilize interview data to explore the workings of a college– community partnership program that delivers tuition-free, for-credit courses to low-income adult students in neighbourhood-based settings. Addressing the interplay of individual and structural barriers on the educational readiness of students, our findings explore how the program builds participants’ confidence and self-belief, and how the neighbourhood-based delivery model encourages their engagement with post-secondary education (PSE). We find that the value of embedding PSE capacity and resources in low-income communities lies not only in its potential to engage adult learners, but also in how it nurtures a greater sense of community integration and social inclusion. We conclude by suggesting that our study provides a useful foundation for institutions elsewhere aiming to recalibrate and extend their community outreach strategies when seeking to promote post-secondary access and engagement for low-income populations.
  • Levels of Psychological Distress of Canadian University Student-Athletes

    Sullivan, Philip; Blacker, Mishka; Murphy, Jessica; Cairney, John (Canadian Society for the Study of Higher Education, 2019-04-21)
    The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status, and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.
  • More Than a Pipeline Problem: Evaluating the Gender Pay Gap in Canadian Academia from 1996 to 2016

    Momani, Bessma; Dreher, Emma; Williams, Kira (Canadian Society for the Study of Higher Education, 2019-04-21)
    This article measures gender pay gaps in Ontario’s public post-secondary education sector from 1996 to 2016 using the Public Sector Salary Disclosure Data. We find gaps widening among all faculty ranks. Men were paid on average 2.06%, 2.14%, and 5.26% more than their women colleagues for all employees, university teaching staff, and deans, respectively. We also conduct a Blinder- Oaxaca decomposition to measure the source of gendered salary differentials. Pay gaps persist during this time period despite controlling for the literature’s most common explanations, including the “pipeline effect.” Our results additionally imply that women’s years of experience in academia do not mitigate the observed pay gaps. Suggestions for future research include increasing the scope of our study to factor in finer details such as labour productivity.

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