Working for a Living Wage Around the Ivory Tower

Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.

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University Students Are Unaware of the Role of Academic Librarians

Evidence Based Library and Information Practice ◽

10.18438/b8j314 ◽

2012 ◽

Vol 7 (2) ◽

pp. 67

Author(s):

Kirsty Thomson

Keyword(s):

Critical Incident ◽

Academic Staff ◽

Postgraduate Students ◽

Post Secondary ◽

Information Commons ◽

Library Resources ◽

Post Secondary Institution ◽

Library Staff ◽

The University

Objective – To discover students’ perceptions of information commons staff, and to determine how these perceptions influence the use of library resources. Design – Post-experience survey with one follow-up interview. Setting – The University of Sheffield, a post-secondary institution in England. Subjects – All undergraduate and postgraduate students were invited to take part. Just over 1% of the student population, or 250 students, completed the survey. Methods – Information about the survey was sent to students’ institutional email addresses. One follow up interview was carried out via email using the critical incident technique. Main Results – Students do not understand the academic roles of librarians. They are unlikely to approach library staff for academic support, preferring to turn to instructors, other students, friends, and family. Most students had positive opinions about assistance received in the Information Commons, but a small number reflected on previous bad experiences with staff, or on a fear of being made to feel foolish. The vast majority of students who did not seek help in the Information Commons stated that this was because they did not require assistance. Most students do not perceive a difference between Information Commons staff and library staff. Conclusion – Students have positive views of Information Commons staff at the University of Sheffield, but have low awareness of the roles of professional librarians. Librarians need to develop partnerships with academic staff and strengthen their presence in both physical and online learning environments to promote their academic roles.

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Transforming Catholic women's education in the sixties: Sister Catherine Wallace's feminist leadership at Mount Saint Vincent University

Encounters in Theory and History of Education ◽

10.24908/eoe-ese-rse.v18i0.6910 ◽

2017 ◽

Vol 18 ◽

pp. 53-77

Author(s):

Heidi Macdonald

Keyword(s):

Catholic Church ◽

Roman Catholic Church ◽

Royal Commission ◽

Post Secondary ◽

The North ◽

The Sixties ◽

The Status ◽

Post Secondary Institution ◽

The University ◽

National Profile

Sister Catherine Wallace (1917-91) was president of Mount Saint Vincent University (MSVU), Canada’s only degree-granting women’s post-secondary institution, from 1965 to 1974. Wallace’s appointment coincided with a transformative era not only in the North American post-secondary landscape, but also in the Roman Catholic Church and the women’s movement. Wallace was acutely aware that this combination of factors would require a transformation of MSVU itself for the institution to survive the next decade. Wallace ultimately strengthened MSVU’s identity and gave it a more outward-looking vision by embedding many of the goals of second-wave feminism, including the recommendations of the Report of the Royal Commission on the Status of Women in Canada (1970), in the University’s renewal. She also gave the university a more national profile through her work on the executive of the Association of Universities and Colleges of Canada (AUCC), including in 1973 as their first woman president.

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A qualitative analysis of the perceived socio-cultural contexts and health concerns of sugar-sweetened beverages among adults studying or working at a post-secondary institution in Dharwad, India

BMC Public Health ◽

10.1186/s12889-021-11033-y ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Natalie Riediger ◽

Anika Dhalla ◽

Maureen Cooper ◽

Andrea Bombak ◽

Hemalatha Sreeramaiah

Keyword(s):

Food Safety ◽

Structured Interviews ◽

Sugar Sweetened Beverages ◽

Cultural Contexts ◽

Health Concerns ◽

Post Secondary ◽

Sweetened Beverages ◽

Post Secondary Institution ◽

Hot Weather ◽

The University

Abstract Background We sought to explore the perceptions of the socio-cultural contexts and health concerns of consuming sugar-sweetened beverages (SSB) among Indian adults working or studying at a post-secondary institution in Karnataka, India. Methods We completed a qualitative study, including 24 semi-structured interviews between 2017 and 2018 at the University of Agricultural Sciences, Dharwad, Karnataka, India. Data were analyzed using thematic content analysis. Results One over-arching theme emerged, westernization and changing perceptions of food, sugar, and health. Participants discussed SSB and associated health concerns in the broad context of westernization and overall economic development in India. Three sub-themes regarding the health perceptions of consuming SSB were: healthy drinks are clean and natural; hydration and energy; and moderation and body weight. Hygienically-prepared beverages were a consistent concern among participants. Juices and beverages, such as tea or coffee, sweetened with jaggery were viewed positively due to their naturalness and lack of processed sugar. Participants perceived SSB as providing hydration and energy, particularly in hot weather. Lastly, if consumed in moderation, SSB were thought to have no direct adverse health consequences. Though some participants noted excessive, ‘addictive’ consumption would contribute to weight gain and diabetes. Conclusion Perceived health concerns of SSB reflect dominant health issues in India, namely, food insecurity, food safety, and increasingly, diabetes. Policymakers tend to prioritize acute challenges over long-term concerns. As such, the capacity of any policy to address chronic nutritional concerns related to SSB are likely to be muted in the absence of improvements to food safety and security.

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Counter-narratives in the First Person: Whiteness and the Limits of Diversity

Journal ◽

10.22582/ta.v10i1.582 ◽

2021 ◽

Vol 10 (1) ◽

pp. 45-52

Author(s):

Sara Bafo ◽

Ethiraj Gabriel Dattatreyan

Keyword(s):

Higher Education ◽

Public Space ◽

First Person ◽

Short Article ◽

Post Secondary ◽

Counter Narratives ◽

Diversity In Higher Education ◽

Post Secondary Institution ◽

The Uk ◽

The University

This short article focuses on Sara’s experience as the first-ever student BAME department representative at a large post-secondary institution in the UK. Written as a first-person testimonial but grounded in a dialogic method of ethnographic recovery and remembrance, we argue that diversity initiatives that seek to create inclusion and representation, without a careful engagement with power, end up reproducing the university as a white public space that centres white fragility. The article highlights two key experiences during Sara’s tenure as BAME student representative in a department of anthropology that show how the limits of diversity in higher education are found in the refusal to engage with whiteness.

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Administration and Faculty Perceptions (in an Online Post-Secondary Institution) of Whether Students Are Purely Students Customers or Both

10.28945/3375 ◽

2009 ◽

Cited By ~ 1

Author(s):

Marguerite Barta

Keyword(s):

Adjunct Faculty ◽

Faculty Perceptions ◽

Faculty Members ◽

Full Time ◽

Post Secondary ◽

Post Secondary Institution ◽

Assistant Deans ◽

Time Faculty

This paper explores whether students are customers, students, or both students and customers. The following are discussed: How do administrative members (deans, assistant deans, chairs, assistant chairs), full-time faculty, and adjunct faculty members within an online post-secondary learning institution perceive their students’ status within the organization? Are the students purely students, or are the students also customers? What paradigm exists within the minds of the administrative members and faculty members? If the students are purely students, then is the online post-secondary learning institution purely a function of scholarly excellence? Conversely, if the students are customers, then is the online post-secondary learning institution predominantly a business that is selling a product and must go to great lengths to keep the e-customer happy? What are the perceptions of administration and faculty? Are the students purely students, or are the students also customers? Furthermore, if the online post-secondary learning institution recognizes that there are, indeed, customers, is it sure that the students are the customers? Perhaps some administrative members and faculty members consider the customers to be the final consumers of the product, so consideration of whether the students are purely students or whether the students are customers is moot.

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UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v3i1.2110 ◽

2014 ◽

Vol 3 (1) ◽

pp. 23

Author(s):

Mahmud Alpusari

Keyword(s):

Initial Data ◽

Learning Outcomes ◽

Inquiry Learning ◽

Learning Activities ◽

Simple Experiment ◽

Competency Based ◽

Basic Concepts ◽

Using Data ◽

The University ◽

Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

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Authority of Law: An Analysis of The Role of Police

Legal Studies Undergraduate Journal ◽

10.15353/lsuj.v2i0.158 ◽

2017 ◽

Vol 2 ◽

Author(s):

Veronika Keir

Keyword(s):

Policy Development ◽

Crime Control ◽

Legal Theory ◽

Research Policy ◽

Further Education ◽

Full Time ◽

Legal Research ◽

Legal Studies ◽

The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

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The Concept of Nontraditional Student

Vocational Training Research And Realities ◽

10.2478/vtrr-2017-0004 ◽

2017 ◽

Vol 28 (1) ◽

pp. 40-60

Author(s):

Treinienė Daiva

Keyword(s):

Nontraditional Students ◽

Social Roles ◽

Nontraditional Student ◽

Full Time ◽

Older Students ◽

Learning Differences ◽

Status Characteristics ◽

Part Time ◽

Definition Of ◽

The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

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Internally Incentivized Interdisciplinarity: Organizational Restructuring of Research and Emerging Tensions

Minerva ◽

10.1007/s11024-020-09431-4 ◽

2021 ◽

Author(s):

Mikko Salmela ◽

Miles MacLeod ◽

Johan Munck af Rosenschöld

Keyword(s):

Interdisciplinary Research ◽

Interdisciplinary Collaboration ◽

Scientific Output ◽

Green Technology ◽

Academic Careers ◽

Organizational Restructuring ◽

Structured Interviews ◽

Using Data ◽

The University ◽

Internal Funding

AbstractInterdisciplinarity is widely considered necessary to solving many contemporary problems, and new funding structures and instruments have been created to encourage interdisciplinary research at universities. In this article, we study a small technical university specializing in green technology which implemented a strategy aimed at promoting and developing interdisciplinary collaboration. It did so by reallocating its internal research funds for at least five years to “research platforms” that required researchers from at least two of the three schools within the university to participate. Using data from semi-structured interviews from researchers in three of these platforms, we identify specific tensions that the strategy has generated in this case: (1) in the allocation of platform resources, (2) in the division of labor and disciplinary relations, (3) in choices over scientific output and academic careers. We further show how the particular platform format exacerbates the identified tensions in our case. We suggest that certain features of the current platform policy incentivize shallow interdisciplinary interactions, highlighting potential limits on the value of attempting to push for interdisciplinarity through internal funding.

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