The Cybersecurity Awareness Training Model (CATRAM)

This chapter presents the outcome of one empirical research study that assess the implementation and validation of the cybersecurity awareness training model (CATRAM), designed as a multiple-case study in a Canadian higher education institution. Information security awareness programs have become unsuccessful to change people's attitudes in recognizing, stopping, or reporting cyberthreats within their corporate environment. Therefore, human errors and actions continue to demonstrate that we as humans are the weakest links in cybersecurity. The chapter studies the most recent cybersecurity awareness programs and its attributes. Furthermore, the author compiled recent awareness methodologies, frameworks, and approaches. The cybersecurity awareness training model (CATRAM) has been created to deliver training to different corporate audiences, each of these organizational units with peculiar content and detached objectives. They concluded their study by addressing the necessity of future research to target new approaches to keep cybersecurity awareness focused on the everchanging cyberthreat landscape.

The CyberSecurity Audit Model (CSAM)

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.

state of post-secondary food studies pedagogy in Canada

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.

Foreign-Born Student Affairs Professionals’ Impacts and Experiences: The Missing Piece of Internationalization

This study examined lived experiences of foreign-born student affairs professionals (SAPs) in the United States and Canadian higher education. We sought to understand foreign-born SAPs’ impacts on higher education internationalization and what their professional experiences inferred about the level of international engagement in the field of student affairs. The findings from 35 completed interviews unveiled foreign-born SAPs’ enthusiasm and capacities in contributing to internationalization work, particularly in international student services and international and intercultural education for domestic students and peers. However, their rocky journeys to attain visas to enter and stay in the field of student affairs indicated their misplaced functionalities and signaled a missed opportunity for higher education institutions. It is recommended that higher education institutions recognize the importance of internationalizing the SAP and creating a welcoming and supportive environment to further their internationalization efforts.

Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education

Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)—multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.

Most Canadian Universities and Colleges Outside of Quebec Rely on Fair Dealing Rather than Access Copyright

A Review of: Henderson, S., McGreal, R., & Vladimirschi, V. (2018). Access Copyright and fair dealing guidelines in higher educational institutions in Canada: A survey. Partnership: The Canadian Journal of Library and Information Practice and Research, 13(2), 1-37. https://doi.org/10.21083/partnership.v13i2.4147 Abstract Objective – To investigate the interpretations of fair dealing applied across Canadian post-secondary educational institutions outside of Quebec and to determine whether such institutions have a licence with Access Copyright. Design – Descriptive/quantitative study. Setting – Canadian post-secondary education sector, excluding Quebec. Subjects – A total of 159 Canadian post-secondary institutions outside of Quebec, including 75 universities and 84 colleges. Methods – A list of Canadian post-secondary educational institutions outside of Quebec was compiled. Data from participants relating to the research objective—reliance on an Access Copyright licence or use and interpretation of fair dealing—was collected via internet searches or, if unavailable online, via direct telephone communication with participants. Main Results – A majority of Canadian post-secondary educational institutions outside of Quebec, approximately 78% (124 institutions), did not have a licence with Access Copyright. The smaller the institution, the likelier it was to have an Access Copyright licence. This was in part linked to the fact that smaller institutions typically do not have staff specializing in copyright; savings from terminating Access Copyright licences (charged on a per student basis) would not justify the creation of such positions. Regarding fair dealing, 18% of study participants based their approach on the Supreme Court of Canada’s six-factor test (29 institutions), while 53% applied the fair dealing guidelines created by Universities Canada (85 institutions). Conclusion – Most of the institutions studied did not have Access Copyright licences and were relying on fair dealing instead, suggesting a bellwether for the copyright climate in the Canadian higher education sector towards fair dealing. Institutions may benefit from a future national consensus regarding interpretations of fair dealing concepts.

An Examination of Student Success within Canadian Higher Education: Fifty Years of Findings and Recommendations for the Future

This article explores the student success literature published within the Canadian Journal of Higher Education (CJHE) over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presentedongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats—both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.

Young Canadian Muslims: Islamophobia and Higher Education

This study examined Islamophobia in Canadian higher education through the accounts of eight Muslim students in Canadian universities. Qualitative semi-structured interviewing was utilized to investigate how Muslim students report being perceived by faculty, non-Muslim peers, and student service providers. Analysis of interview data yielded six major themes: (1) difficulty in requesting religious accommodations, (2) soft bigotry through low expectations, (3) misrepresentations of Islam in mass media, (4) defensive posturing to combat anti-Muslim sentiment, (5) public emboldening of overt Islamophobia, and (6) resisting and challenging Islamophobic sentiments. The findings of this research indicate that Muslim students experience feelings of marginalization and alienation within higher educational institutions. The respondents articulated the burden of responsibility to take an active role in combatting Islamophobia.

International Recruitment in Canadian Higher Education: Factors Influencing Students’ Perceptions and Experiences with Education Agents

Education agents, also known as college counsellors or third-party recruiters, have been used extensively by Canadian higher education institutions (HEIs) to recruit international students. Unfortunately, little research to date has focused on international students in Canadian HEIs regarding agent practices. This study investigated Canada-bound international students’ perceptions of and experiences with education agents. A survey consisting of two scales was used to gather data. A total of 385 participants representing 59 countries responded to the survey. Findings revealed that nearly half of the participants used education agents during their application, but their general perceptions of and specific experiences with agents were less than satisfactory. This study also identified a few characteristics of international students that might help Canadian HEIs improve the efficiency of their recruitment practices and policies.