scholarly journals Seeking Internationalization: The State of Canadian Higher Education

2015 ◽  
Vol 45 (4) ◽  
pp. 166-187 ◽  
Author(s):  
Tim Anderson
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Population Growth Rate ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Demographic Shifts ◽  
Economic Constraints ◽  
Higher Education Internationalization

This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.  

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

Interactions with Asians in Higher Education: Beyond Multicultural Myths

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Higher Education ◽  
United States ◽  
African Americans ◽  
Native Americans ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Model Minorities ◽  
Critical Issues ◽  
Education Today

AbstractOne of the critical issues in education today is how to help all students to maximize their fullest potential. Achieving this goal seems to be difficult for many people who come from culturally and linguistically diverse (CLD) backgrounds. At all levels, they endure direct and indirect disenfranchisements, disadvantages, and disillusionments, especially if they learn differently, are racially different, demonstrate different behavioral patterns, have different personal idiosyncrasies, or come from different countries. Despite these apparent impediments, Asians are viewed by many as “model” minorities when compared to African Americans, Latinos, and Native Americans. This view has continued to affect how Asians view themselves and how the society as a whole views them. Coming originally from Nigeria to the United States, I have had myriad interactions with Asians as student, professor, scholar, leader, and professional. In this article, I share my experiences with Asians and how these experiences have exposed multicultural realities and myths.

University and Industry in Canada

1996 ◽  
Vol 10 (2) ◽  
pp. 88-102 ◽  
Author(s):  
Jérôme Doutriaux ◽  
Margaret Barker
Keyword(s):  
Higher Education ◽  
Science And Technology ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Regional System ◽  
Service Activities ◽  
The University ◽  
Traditional Approaches ◽  
University Industry ◽  
Effective Integration

University—industry relationships in science and technology in Canada are changing. A review of the data on R&D activities in Canadian universities points to a rise in industrial sponsorship from about 4% of total university-based research in 1980 to 11% in 1993. There are various reasons for this increase, but it is clear that government university—industry programmes have played a major role. There is also evidence of increasing cooperation between Canadian higher education and business in the planning, design and delivery of teaching and service activities. The Canadian infrastructure for university—industry interaction is composed of many organizations and levels, and new programmes or modifications to traditional approaches are continually being developed. Organizations have responded to the need to make university—industry programming more relevant to small and medium-sized enterprises, and are making some headway in cooperation. Nevertheless, an effective integration of the university—industry aspect into a national or regional system, with inclusion of all the relevant actors, still poses a challenge.

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.

Teaching Culturally and Linguistically Diverse Students in Higher Education

2020 ◽  
pp. 84-103
Author(s):  
Jamie Harrison
Keyword(s):  
Higher Education ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Pedagogical Practice ◽  
Linguistically Diverse Students ◽  
The University

This chapter discusses the concepts of cultural and linguistic diversity in relation to the higher education classroom. Essential components of culturally and linguistically responsive teaching are considered and a self-study of teaching practice explored. Applications of second language acquisition theory are applied to pedagogical practice to inform the reader about what effective instruction of culturally and linguistically diverse students in the university setting looks like. Conclusions and recommendations are made.

scholarly journals The Prerequisites To Ukrainian Students Participation In Study Abroad Programs At The Canadian Universities And Colleges

2015 ◽  
Vol 5 (2) ◽  
pp. 39-46
Author(s):  
Vasyl Zhukovskyi ◽  
Kateryna Simak
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Research Focus ◽  
Study Abroad Programs ◽  
Universities And Colleges ◽  
Canadian Universities ◽  
Higher Education System ◽  
Studying Abroad ◽  
Canadian Higher Education ◽  
Political Economic

AbstractThe problem of outbound mobility of Ukrainian students has been presented in the paper. The data regarding the number of Ukrainian students studying in Canada has been pointed out. This paper examines “push-pull” factors which motivate Ukrainian students to seek higher education overseas and factors which attract Ukrainian students to Canadian higher education establishments.The research methodology comprises theoretical (descriptive, statistical, comparative) and practical (content analysis of interviews and feedbacks of Ukrainian youth and students studying at the Canadian universities and colleges) methods. Theoretical and practical results of the research focus on analysis of the educational, social, political, economic and cultural prerequisites to Ukrainian students studying abroad, in particular at the universities and colleges in Canada; the advantages of Canadian higher education system have also been suggested. Among the perspectives of further research, we define the analysis of governmental and institutional implications of international students’ recruitment with the regard to development of inbound student mobility in Canada.

Internationalisation of Canadian higher education: Troubling the notion of autonomy through an examination of policy actors, knowledge and spaces

2013 ◽  
Vol 6 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Melody Viczko
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Global Markets ◽  
Canadian Universities ◽  
Policy Actors ◽  
Knowledge Spaces ◽  
Neoliberal Reforms ◽  
Internationalisation Of Higher Education ◽  
Canadian Higher Education ◽  
The Bologna Process

Internationalisation of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralised nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalisation. In this paper, I examine the ideas related to internationalisation pursued by one Canadian organisation, the Association of Universities and Colleges of Canada (AUCC). Responding to concerns from Canadian institutions and government ministries about their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in Europe (AUCC 2008a). I analyse the policy knowledge, spaces and actors involved with internationalisation through the AUCC's interaction with the Bologna Process, to argue that a deeper entangling of universities in the ideational market-based competition embedded in neoliberal reforms has created tensions in how autonomy can be conceived in Canadian higher education.

scholarly journals Institutional Logics and Community Service-Learning in Higher Education

2017 ◽  
Vol 47 (1) ◽  
pp. 137-152
Author(s):  
Alison Taylor ◽  
Renate Kahlke
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
New Institutionalism ◽  
Institutional Logics ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Effect Change ◽  
Canadian Universities ◽  
Canadian Higher Education

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.  

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