scholarly journals state of post-secondary food studies pedagogy in Canada

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Phoebe Stephens ◽  
Lucy Hinton
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Food Systems ◽  
Food Studies ◽  
Postsecondary Institutions ◽  
Structured Interviews ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
Undergraduate Programs

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the literature on food studies pedagogy by gathering insights from interviews with key faculty in food studies undergraduate programs at Canadian higher education institutions, and other food studies scholars in Canada. The purpose of this empirical research is to provide clarity regarding the ways that food studies programs are conceptualized and taught to better understand the evolution and future course of food studies pedagogy. Semi-structured interviews were undertaken to explore the normative commitments and philosophical underpinnings of food studies programs; various ways that scholars scope food studies; and challenges faced by food studies programs. We found that food studies programs in higher education in Canada and their associated pedagogy do not have a set of fixed attributes, but they do share common threads. Transformation is a defining characteristic of food studies and its pedagogy and puts critical thinking at the core of how food studies are taught in Canada at the undergraduate level. Interviewees also emphasized the importance of moving beyond critique towards solutions in their teaching to facilitate a transition towards more socially and ecologically just food systems.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

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 Challenging Deficit Constructions of the International Student Category in Canadian Higher Education

2019 ◽  
Vol 36 (1) ◽  
pp. 48-70 ◽  
Author(s):  
Victoria Surtees
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
International Student ◽  
English Language ◽  
Campus Environment ◽  
Campus Diversity ◽  
Canadian Higher Education ◽  
Language Brokers ◽  
Premier Cycle

The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.

scholarly journals Importance of Motivating Factors for International Mobility of Students: Empirical Findings on Selected Higher Education Institutions in Europe

Organizacija ◽  
2013 ◽  
Vol 46 (6) ◽  
pp. 274-280 ◽  
Author(s):  
Riko Novak ◽  
Anja Slatinšek ◽  
Gabrijel Devetak
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Life Experiences ◽  
Higher Education Institutions ◽  
International Study ◽  
European Countries ◽  
Motivating Factors ◽  
International Mobility ◽  
Significant Difference

AbstractThis article explores the importance of motivating factors for the international mobility of undergraduate students who participated in a mobility programme and completed part of their studies at selected higher education institutions. The empirical research was conducted on a population of 3,539 mobile undergraduate students, who took part in mobility programmes between 2006 and 2011 at three selected higher education institutions in three different European countries (1 - Germany: Duale Hochschule Baden‑Württemberg Karlsruhe, 2 - Norway: University of Tromsø, 3 - Slovenia: University of Primorska, Faculty of Management). The purpose of this article is to present the underlying motivating factors in relation to the selected institution on a sample of 288 undergraduate students during the period studied. On the basis of these findings, we came to the conclusion that most of the students participated in students’ mobility programmes especially to gain international study and life experiences. Furthermore, we established a statistically significant difference in the duration of a mobility period in connection with gender and the satisfaction with the mobility programme.

scholarly journals 26. Digital Storytelling and Diasporic Identities in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 147 ◽  
Author(s):  
Gail Benick
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Multiple Perspectives ◽  
Secondary Educators ◽  
Post Secondary ◽  
Global Migration ◽  
Canadian Higher Education ◽  
Digital Stories ◽  
Diasporic Identities

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education.  Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture.  At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn.  What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology?  This paper explores the use of one method that has attracted global interest: digital storytelling.   Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals The Pertinence of a Culturally Relevant Pedagogy in Internationalized Higher Education

2018 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Rebeca Heringer
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Phenomenological Study ◽  
Structured Interviews ◽  
Post Secondary ◽  
Diverse Context ◽  
University Classrooms ◽  
Relevant Pedagogy

The burgeoning process of internationalization of higher education has greatly transformed university classrooms with the presence of innumerous nationalities. Thus it is imperative that professors are well equipped to teach in such culturally diverse context while sustaining the goals of internationalization. Although a culturally relevant pedagogy has been widely used in many educational settings, including higher education, there is a paucity of studies looking for its pertinence in an internationalized context. Then, based on Gloria Ladson-Billings’ (1995) theoretical framework, this critical phenomenological study depicts the extent to which that approach is also pertinent for informing post-secondary teachers’ work with international students in modern days. Semi-structured interviews were conducted with ten experienced professors across different faculties at a mid-sized Canadian university. Findings reveal that this pedagogy is highly appropriate to illuminate professors’ practices, but this relevance also points to fundamental and urgent aspects that must be taken into consideration when aiming at a democratic and true internationalized education.

scholarly journals Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

2020 ◽  
Vol 211 ◽  
pp. 01017
Author(s):  
César Augusto Aguirre León ◽  
Elizabeth Moreno-Gómez ◽  
Luis Juan Carlos García-Noguera
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Programs ◽  
Learning And Teaching ◽  
Academic Level ◽  
Documentary Analysis ◽  
And Gender ◽  
The Individual ◽  
Undergraduate Programs ◽  
Teachers Training

University students from all academic programs and institutions of higher education in Colombia are evaluated through standardized tests that measure general and specific competencies according to the academic level (professional, technical). One of these tests corresponds to the called Saber Pro, where undergraduate students from all disciplinary areas are evaluated in two modules: generic (or basic) and specific competencies, which are related to evaluation, learning and teaching. The objective of this study is to carry out an analysis of the characterization of the population and the results that took the exam in 2019. The group correspond to teachers training in academic undergraduate programs in natural sciences and environmental education. The methodology carried out was the documentary analysis of the databases where we can find the results of this test for the study of population, the analysis of the results was carried out by qualitative and quantitative approach. Seventeen universities in the country of official and private origin were found with distance and face-toface modalities; characteristics of those evaluated students were established and there was also an analysis based on the individual averages per university for the test components. The analysis of the results allowed identifying the characteristics of socio-demographics, all most of them are in vulnerable situations, the women have major access to internet and computer tools and the educational levels completed is major in the students´ mother. As for the module of generic and specific competences, the highest and lowest individual weights per university and gender were identified.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study

2021 ◽  
Vol 11 (1) ◽  
pp. 93-113
Author(s):  
Ephraim Viernes Domingo
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Language Socialization ◽  
Vital Role ◽  
Academic Socialization ◽  
Structured Interviews ◽  
Education Students ◽  
Academic Task ◽  
Different Levels

Abstract Higher education students are increasingly becoming aware of the importance of being successful in oral academic presentations (OAP) in their academic endeavors. For English as a second language students in English-medium institutions, it also provides them with opportunities for language socialization. However, succeeding in the delivery of an OAP comes with various challenges emerging from linguistic and psychological factors. This small-case study explores OAPs as an oral academic socialization activity by documenting the strategies that 13 international undergraduate students in a large private Philippine university use to cope with the difficulties facing them in preparing and presenting an OAP. Using language socialization as the theoretical framework and semi-structured interviews to gather data, it identifies and explains eight personal strategies (six still employed and two no longer used) and discusses various factors that play a vital role in applying these strategies. The three most commonly used strategies are adopted to ensure a successful and acceptable OAP, typically a graded task. The two least frequently used ones are yet to be employed successfully. In applying these strategies, students not only perform the required academic task but are also engaged in different levels and frequencies of language socialization before and during the delivery of an OAP. Pedagogical implications in the use of OAPs as an academic task for language socialization in higher education are also discussed.

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