scholarly journals Race, Gender, and Affirmative Action Attitudes in American and Canadian Universities

2015 ◽  
Vol 45 (4) ◽  
pp. 18-41
Author(s):  
Ivan Katchanovski ◽  
Neil Nevitte ◽  
Stanley Rothman
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
North American ◽  
Student Attitudes ◽  
Canadian Universities ◽  
The Us ◽  
Cross National ◽  
American Academic ◽  
Academic Study

Direct comparisons of American and Canadian faculty and students’ views concerning issues of race, gender, and affirmative action in higher education are rare. The 1999 North American Academic Study Survey provides a unique opportunity to analyze the role of national and positional factors in faculty and student attitudes towards race, gender, and affirmative action in the US and Canada. The findings indicate that national factors are more important than positional factors on many racial and affirmative-action issues. Differences between students and faculty are more pronounced than are cross-national variations on many gender-related issues.

Affirmative Action and Higher Education

2020 ◽  
pp. 19-40
Author(s):  
J. Scott Carter ◽  
Cameron D. Lippard
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Controversial Subject ◽  
The Us ◽  
Us Government ◽  
History Of ◽  
The Subject ◽  
The Government ◽  
The 1960S

This chapter discusses the ever-evolving role of race in politics in the history of the US. How the government handled racial and other discrimination has not always been effective. It was not until the 1960s that the US government attempted to make a concrete effort to minimize racial discrimination, which of course effected enrollment at elite US colleges and universities. This chapter then goes onto to discuss the deep ideological divide over affirmative action that exists in the country and provides public opinion data on where whites stand with the subject. This chapter demonstrates that indeed affirmative action is a controversial subject that receives little support from whites.

scholarly journals Emberley on Hot Button Politics in Canada's Universities: A Critique

2017 ◽  
Vol 29 (3) ◽  
pp. 175-199
Author(s):  
A. Scott Carson
Keyword(s):  
Higher Education ◽  
Zero Tolerance ◽  
Business Community ◽  
Recent Book ◽  
University Administrators ◽  
13Th Century ◽  
Canadian Universities ◽  
Narrow View ◽  
The Government

In his recent book, Zero Tolerance: Hot Button Politics in Canada s Universities (1996), Richard Emberley attacks the government, business community, university administrators, magazine publishers and acade- mics for their complicity in pushing Canadian universities to the point of ruin. His accusation is that academe is pressed to achieve so many social, political and economic objectives that it risks not being successful in any of them. He provides a number of recommendations for restructuring higher education and these are presented in the context of a very rich con- ception of what a university should be. This paper examines Emberley's account of universities and the "scholarly culture" which has developed since the 13th century. It is argued that Emberley has an overly narrow view of the role of a university and one that is based on certain mistaken presumptions about what constitutes value in education.

scholarly journals On the Study of Higher Education in Canadian Universities

1991 ◽  
Vol 21 (3) ◽  
pp. 96-114
Author(s):  
Michael L. Skolnik
Keyword(s):  
Higher Education ◽  
The United States ◽  
Education Programs ◽  
Canadian Universities ◽  
Higher Education Journals ◽  
Canadian Higher Education ◽  
Limited Scale ◽  
Student Demand ◽  
The University

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

scholarly journals The Role of Library Councils in Canadian Higher Education: An Exploratory Study

2019 ◽  
Vol 49 (1) ◽  
pp. 140-158
Author(s):  
Eva Revitt ◽  
Sean Luyk
Keyword(s):  
Higher Education ◽  
Governance Structures ◽  
Discussion Forums ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Governance Practice ◽  
And Function ◽  
The University ◽  
Role And Function

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.

Monetary Power Reconsidered: The Struggle between the Bundesbank and the Fed over Monetary Leadership

2019 ◽  
Vol 63 (4) ◽  
pp. 938-951 ◽  
Author(s):  
Arie Krampf
Keyword(s):  
Inflation Targeting ◽  
World Order ◽  
Institutional Power ◽  
Sequence Of Events ◽  
The Us ◽  
Macroeconomic Coordination ◽  
Monetary Order ◽  
Reserve System ◽  
Cross National

Abstract This article reexamines the theory of monetary power to explain the role of the Bundesbank (and Germany) in the emergence of the rules-based low-inflation regime in the late1980s and early 1990s. Our theory of monetary power draws on the notion of institutional power and the concept of monetary leadership, understood as the capacity to attract foreign investment, and thereby explains how domestic institutional features and contingent historical events affect countries’ external monetary power. This theory is employed to trace how the Bundesbank go-it-alone strategy in 1989 triggered a cross-national sequence of events that changed the international monetary order in a way that was consistent with the German interests. The transition was marked by a shift from the US-led pragmatist approach of international macroeconomic coordination to a rules-based approach founded on the principle of low-inflation–targeting. The article argues that this change took place despite the opposition of the Federal Reserve System (Fed) and the US Treasury. The article contributes to the literature on the decline of US hegemonic power as well as the literature on the mechanism of institutional change at the international level. It also sheds new light on current debates about the putative decline of the rules-based world order.

Issues for the HE Sector

1991 ◽  
Vol 5 (2) ◽  
pp. 73-78
Author(s):  
Irwin Feller
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Higher Education Institutions ◽  
Academic Research ◽  
Economic Costs ◽  
Academic Institutions ◽  
The Us ◽  
The Usa ◽  
Collaborative Efforts

The author discusses the characteristics of collaborative R&D relationships between industry and higher education in the USA, and assesses what lessons may be learned from the multitude of examples of collaborative efforts offered by the US experience. His assessment considers the economic costs from the perspectives both of firms and higher education institutions; the impacts on academic research agendas; and the depletion of social capital in the context of the role of the academic and the credibility of academic institutions.

The role of persuasive arguments in changing affirmative action attitudes and expressed behavior in higher education.

2008 ◽  
Vol 93 (6) ◽  
pp. 1271-1286 ◽  
Author(s):  
Fiona A. White ◽  
Margaret A. Charles ◽  
Jacqueline K. Nelson
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Persuasive Arguments

Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning

2017 ◽  
Vol 16 (4) ◽  
pp. 337-357
Author(s):  
Daniel J McInerney
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Union Commitment ◽  
The Us ◽  
Educational Structures ◽  
Coherent Frame ◽  
Pro Forma

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning.

Between ideal and reality

2014 ◽  
Vol 8 (1) ◽  
pp. 13-30 ◽  
Author(s):  
Sungae Yoo ◽  
Hye Jeong Kim ◽  
So Young Kwon
Keyword(s):  
Online Learning ◽  
Design Methodology ◽  
College Instructors ◽  
Content Type ◽  
The Us ◽  
Learner Interaction ◽  
National Comparison ◽  
The Usa ◽  
Cross National

Purpose – The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators who are from either Korea or the USA. Design/methodology/approach – In this study, the authors analyzed how college instructors from two countries, Korea and the USA, consider the role of online-learning interaction in their students' learning by interviewing nine instructors from both countries. The authors examined the educators' responses using constructivism and Confucianism as the frame of reference. Findings – The analysis showed that the US instructors tend to focus on learner-to-learner interaction, whereas Korean instructors emphasized teacher-to-learner interaction. Korean instructors perceived a gap between ideal and reality in integrating interaction as a part of online activities in the course. Originality/value – This study focuses on a cross-national comparison of online-learning interaction between Korea and the USA. Thus, it will provide practical ideas for global or multicultural user experiences on online-learning courses.

scholarly journals “It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms

2018 ◽  
Vol 12 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Christopher J. Johnstone ◽  
Diana Yefanova ◽  
Gayle Woodruff ◽  
Mary Lynn Montgomery ◽  
Barbara J. Kappler
Keyword(s):  
International Students ◽  
Real World ◽  
Domestic Students ◽  
Student Interactions ◽  
Course Content ◽  
Global Perspectives ◽  
The Us ◽  
Group Interviews ◽  
Cross National

This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the “real world” perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms. 

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