Writing for Scholarly Publication in a Canadian Higher Education Context: A Case Study

2016 ◽  
pp. 51-67 ◽  
Keyword(s):  
Higher Education ◽  
Scholarly Publication ◽  
Canadian Higher Education

The CyberSecurity Audit Model (CSAM)

2021 ◽  
pp. 149-232
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Empirical Research ◽  
Multiple Case Study ◽  
Education Institution ◽  
Relevant Information ◽  
Nation State ◽  
Canadian Higher Education ◽  
Multiple Case

This chapter presents the outcome of two empirical research studies that assess the implementation and validation of the cybersecurity audit model (CSAM), designed as a multiple-case study in two different Canadian higher education institution. CSAM can be applied for undertaking cybersecurity audits in any organization or nation state in order to evaluate and measure the cybersecurity assurance, maturity, and cyber readiness. The architecture of CSAM is explained in central sections. CSAM has been examined, implemented, and established under three research scenarios: (1) cybersecurity audit of all model domains, (2) cybersecurity audit of numerous domains, and (3) a single cybersecurity domain audit. The chapter concludes by showing how the implementation of the model permits one to report relevant information for future decision making in order to correct cybersecurity weaknesses or to improve cybersecurity domains and controls; thus, the model can be implemented and sufficiently tested at any organization.

scholarly journals Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities

2015 ◽  
Vol 45 (4) ◽  
pp. 101-122 ◽  
Author(s):  
Marianne A. Larsen
Keyword(s):  
Higher Education ◽  
Review Of The Literature ◽  
East African ◽  
Community Members ◽  
Case Study Methodology ◽  
Canadian Higher Education ◽  
Study Results ◽  
Study Methodology ◽  
Perceived Impact

This case study about one university’s internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian–East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities.  

scholarly journals Teaching excellence and how it is awarded: A Canadian case study

2020 ◽  
Vol 50 (1) ◽  
pp. 40-52
Author(s):  
Janice Miller-Young ◽  
Melina Sinclair ◽  
Sarah Forgie
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Excellence ◽  
Canadian Higher Education ◽  
Teaching Awards ◽  
Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

scholarly journals Teaching excellence and how it is awarded: A Canadian case study

2020 ◽  
Vol 50 (1) ◽  
pp. 40-52
Author(s):  
Janice Miller-Young ◽  
Melina Sinclair ◽  
Sarah Forgie
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Excellence ◽  
Canadian Higher Education ◽  
Teaching Awards ◽  
Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

scholarly journals Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University

2018 ◽  
Vol 7 (2) ◽  
pp. 155 ◽  
Author(s):  
Lawal O. Yesufu
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Postsecondary Education ◽  
Single Case ◽  
Case Study Research ◽  
International Partnerships ◽  
Higher Education System ◽  
Canadian Higher Education ◽  
The University

Internationalisation is the inclusion of international, intercultural and global dimensions into the objectives, policies and practices in the delivery of postsecondary education. The objective of the research was to investigate the types of partnerships and internationalisation approaches that exist in higher education, the motives of internationalisation and the most appropriate approaches to measuring the quality and progress of internationalisation in higher education. A number of studies on internationalisation have been carried out. However, there is a limit on the scale and amount of research undertaken on measuring the output of internationalisation in higher education, in particular in the context of the Canadian higher education system. This paper is based on case study research to determine the motives of internationalisation in higher education in a Canadian university and it uses the Knight Internationalisation Tracking Measure to test the quality and progress of internationalisation in the university. The research entailed document analysis, interviews and surveys which were designed to gather data on internationalisation practices and objectives from university staff involved in the management of internationalisation and international partnerships. The content of the interviews and surveys were based on the measures  defined by the Knight Internationalisation Tracking Measure. The research found that higher education institutions are motivated by the prospects of attracting additional income to make-up for the reduction in government funding. In addition, internationalisation offers access to staff development opportunities,  internationalisation of the curriculum, and wider benefits leading to societal development. These findings and recommendations are drawn from a single case study. 

The CyberSecurity Audit Model (CSAM)

2022 ◽  
pp. 77-139
Author(s):  
Regner Sabillon
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Empirical Research ◽  
Multiple Case Study ◽  
Education Institution ◽  
Relevant Information ◽  
Nation State ◽  
Canadian Higher Education ◽  
Multiple Case

This chapter presents the outcome of two empirical research studies that assess the implementation and validation of the cybersecurity audit model (CSAM), designed as a multiple-case study in two different Canadian higher education institution. CSAM can be applied for undertaking cybersecurity audits in any organization or nation state in order to evaluate and measure the cybersecurity assurance, maturity, and cyber readiness. The architecture of CSAM is explained in central sections. CSAM has been examined, implemented, and established under three research scenarios: (1) cybersecurity audit of all model domains, (2) cybersecurity audit of numerous domains, and (3) a single cybersecurity domain audit. The chapter concludes by showing how the implementation of the model permits one to report relevant information for future decision making in order to correct cybersecurity weaknesses or to improve cybersecurity domains and controls; thus, the model can be implemented and sufficiently tested at any organization.

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