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In the nineteenth century, the cap and gown, like soldiers' uniforms or the robes of lawyers, was perceived to be unfitting on a woman's body. The right to wear the cap and gown was granted to young men when they matriculated as undergraduates, signifying that they were members of their university and holders of academic citizenship. The withholding of these rights cast women as inferior, and the denial of academic citizenship was premised on a discourse that normalized women's inequality. Photographs offer opportunities not only to view actual bodies situated in a specific historical time and place, but also to explore the visual representation of cultural discourses and to search for moments of disruption and dissent. By producing and circulating images of their own bodies in academic dress, early university women in English Canada pushed back against the normative gendered discourses that excluded them from academic citizenship. Yet the discursive undergraduate body they constructed based their claims to university membership on their collective identity as white, Anglo-Canadian women. In this way, university women made adroit use of photography to portray white women in academic dress as images of youthful power and strength who were capable of assuming civic responsibility and poised to work toward the progress of the new dominion. [ABSTRACT FROM AUTHOR]

Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the first half of the twentieth century, the University of Toronto was a preeminent cultural institution in Canada. Based on a critical interpretation of archival documents, this article narrates the history of four non-formal educational programs through which the University of Toronto created opportunities for Canadians to develop privileged forms of cultural taste and practice: the administration of local examinations in music across Canada, the development of a museum oriented to public visitation, the organization of public lectures in collaboration with local associations across Ontario, and the delivery of non-credit evening courses in Toronto. These four programs engaged hundreds of thousands of Canadians in forms of activity that supported the development of what Bourdieu conceptualized as constellations of cultural distinction: arrays of tastes and practices that mark symbolic boundaries of social class. Two of the programs resulted in national cultural institutions (Royal Conservatory of Music and Royal Ontario Museum) prominent in fields that have been empirically associated with social class boundaries in Canada. The other two programs declined in significance after 1950 and have not previously been included in analyses of cultural distinction. This article explores the historical role of Canadian universities in constructing symbolic boundaries of social class. [ABSTRACT FROM AUTHOR]

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This article presents the results of a qualitative analysis of the use of the HAL platform by research laboratories. The analysis is based on semi-directive interviews with representatives from 50 laboratories affiliated to the ten Udice research universities. It focuses on the function that HAL fulfils for the laboratories, on its added value for their operation and their development. In particular, we are questioning the purposes of the use of HAL by the laboratories, the use of internal and external tools, and the trajectories of practices. We discuss the results from three angles: the discourses and communities of practice in the laboratories; the scope and challenges of the systems put in place by the laboratories upstream and downstream of HAL; and the transformation of HAL from a platform for self-archiving and direct scientific communication to an infrastructure for monitoring and evaluating scientific performance. This is the first in a series of three articles from the HAL/LO project.

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Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

De plus en plus de mouvements étudiants ont dénoncé le fait que les universités perpétuent la colonialité, et exigé le démantèlement de l’eurocentrisme au cœur de l’enseignement supérieur. Les universités ont répondu de manières diverses à ces mouvements, soulevant l’enjeu d’une possible absorption de la critique à leur projet hégémonique. Dans cet article, à partir d’une étude de cas canadienne, nous examinons quelques-unes des limites des projets de décolonisation des curriculums universitaires dans des contextes qui demeurent marqués par la colonialité. Comme nous le constaterons, il devient parfois ardu de discerner si l’on contribue bel et bien à la restitution des territoires et des savoirs autochtones, plutôt qu’à la reproduction du colonialisme d’occupation qui est, rappelons-le, toujours d’actualité au Canada. De là émerge la nécessité de faire preuve de vigilance, de patience et d’humilité, pour éviter le piège de l’attachement profond des colons aux promesses contemporaines de la “réconciliation” ou de la “guérison”.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student research in communication contributes to its scientific development but is the subject of little research. Inspired by the sociology of science, this article aims to present the evolution of communication studies through the characteristics of masters and doctoral dissertations produced in these programs in Quebec from the beginning of its graduate studies in 1973 until 2015. The content analysis of 2 665 masters and doctoral dissertations reveals a transformation of communication studies in Quebec with regards to the gender of the author, the length of the work and certain characteristics related to content. This research is the first to analyze more than 40 years of characteristics of masters and doctoral dissertations in Quebec and raises the need to focus on these documents to better understand the evolution of communication studies. [ABSTRACT FROM AUTHOR]

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Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Face au développement du Big Data, l’intelligence artificielle (IA) a connu un regain d’intérêt depuis quelques années dans les débats scientifiques sur le traitement des données massives dans les organisations. Les universités ne font pas exception. En effet, l’analyse quantitative de données, tributaire des caractéristiques du big data: son Volume, sa Vélocité, sa Variété et sa Valeur, implique de mettre en œuvre des techniques de calcul avancées et de nouvelles modalités de gestion des données, dépassant les modèles classiques. Dans ce contexte, l’intelligence artificielle (IA) représente une opportunité pour les universités qui souhaitent mieux gérer et mieux exploiter leurs données, mais elle soulève aussi de nombreux enjeux au niveaux éthique et légal. Le but de cet article est de présenter les faits saillants d'une revue de littérature portant sur opportunités et promesses de l’IA en matière de traitement et d’analyse des données massives au sein de l’université marocaine et d’en discuter les risques et les enjeux éthiques. Nous concluons que l’IA présente un immense potentiel pour les universités et que les questions éthiques qu’elle soulève ne sont pas nouvelles. C’est le cas d’une part de la protection des données personnelles et de la vie privée des parties prenantes et d’autre part de l’explicabilité et de l’opacité des systèmes de l’IA. Enfin, certaines questions émergent, comme celles qui concernent les conséquences de l’automatisation sur le travail et l’agentivité humaine.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within the framework of the European Space of Higher Education responding to educational needs is essential. To a great extent, the success of this response depends on the development of a competence model based on students' selflearning skills. Following the rise of online education caused by COVID-19, we aim to know and analyze a group of postgraduate university students' strategies in an online teaching and learning situation. More specifically, we explored differences stemming from their access degree. The participants were asked to respond to a standardized questionnaire about learning strategies. The answers of the questionnaire were reviewed using quantitative analyses. The results show differences between three groups, especially in their use of search strategies, selection and processing information. Arts and humanities students obtained better results than students who had completed degrees in the field of social science, law, engineering and architecture. Therefore, it is necessary to insist on the need to continue studying this complex area, not only from the perspective of students but also of teachers. [ABSTRACT FROM AUTHOR]

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Cette introduction à la rubrique « Témoignages et entretiens » propose une lecture transversale des cinq entretiens qui la composent et présentent des institutions renommées dédiées à la formation à distance. Elle met en évidence le fait que ces institutions, malgré leurs différences, possèdent des points communs qui permettent de souligner des éléments essentiels dans l’histoire et l’actualité de la formation à distance. Trois de ces éléments sont ici abordés : la réponse à des besoins éducatifs et socioéconomiques, l’importance des évolutions technopédagogiques et les interrogations sur l’avenir d’institutions spécialisées face à la multiplication des acteurs et au large recours à la distance en période de crise sanitaire.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes a comprehensive review of academic integrity across course-level learning outcomes for all courses at one institution. The authors developed a taxonomy based on The International Center for Academic Integrity’s (ICAI) fundamental values of academic integrity to audit course-level learning outcomes for evidence of academic integrity instruction. Approximately 23% of the 3379 courses examined demonstrated a clear component of academic integrity and instruction varied across Faculties and levels of study. The study provides insights into academic integrity instruction and opportunities for academic institutions to better understand, utilize, and integrate academic integrity instruction into their courses and programs. Cet article décrit un examen complet de l’intégrité académique à partir des résultats de l’apprentissage au niveau des cours effectué pour tous les cours offerts par un établissement. Les auteurs ont mis au point une taxonomie basée sur les valeurs fondamentales d’intégrité académique du International Centre for Academic Integrity (ICAI) afin d’effectuer une vérification des résultats de l’apprentissage au niveau des cours en tant que preuve de l’enseignement de l’intégrité académique. Environ 23 % des 3379 cours examinés ont montré qu’il existait une nette composante d’intégrité académique et que l’enseignement variait d’une faculté à l’autre et selon le niveau des cours. Cette étude présente un aperçu sur l’enseignement de l’intégrité académique et offre des occasions aux établissements universitaires de mieux comprendre, mieux utiliser et mieux intégrer l’enseignement de l’intégrité académique dans leurs cours et dans leurs programmes.

Despite much progress since the mid-20th century, there still exists a disparity in the number of female academics relative to their male colleagues. This gender gap has come under increased focus as universities take steps to foster diversity and inclusiveness. Bibliometrics can provide a window into the gender disparity in research by measuring the metadata of academic publications. By determining the ratio of female to male authors, the gender bias at the level of the institution can be quantified. This study examines the proportion of female authors of academic articles at thirty Canadian universities across five broad fields of research. [ABSTRACT FROM AUTHOR]

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Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article quantifies the rate at which women archaeologists are present and retained in university departments. Drawing on publicly available data, we examine gender representation in (1) doctorates earned between 2002-2003 and 2016-2017; (2) Social Sciences and Humanities Research Council (SSHRC) grant applications and awards at the doctoral to senior levels between 2003 and 2017; (3) tenure-stream faculty at Canadian universities in 2019; and (4) placement of Canadian PhDs in the United States. These data demonstrate that women today represent two-thirds of all Canadian doctorates in archaeology, but only one-third of Canadian tenure-stream faculty, although not all archaeologists choose an academic career. In the last 15 years, women with Canadian PhDs have been hired into tenure-track positions in Canada at rates statistically lower than men, but at higher rates in the United States. Women apply for SSHRC archaeology grants in equal proportion to their presence, but men are awarded at a slightly higher rate. We end by discussing the possible reasons for this gendered attrition, including a "chilly climate"--that is, subtle practices that stereotype, exclude, and devalue women, as well as inhospitable working environments, particularly for primary caregivers. We warn that the current COVID-19 pandemic is likely to exacerbate these existing inequalities. [ABSTRACT FROM AUTHOR]

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Depuis le lancement il y a plus de vingt ans de la politique d’harmonisation et d’intégration de l’enseignement supérieur et de la recherche à l’échelle européenne, les universités françaises sont entrées dans un processus continu de réformes qui a certes puissamment contribué à les ouvrir et à les connecter à l’économie globale de la connaissance, mais qui les a également fragilisées et divisées, remettant en cause leur aptitude à contribuer aux défis scientifiques et éducatifs posés par le changement global. Trop exclusivement considéré du point de vue de ses enjeux institutionnels et budgétaires, ce processus d’extraversion du modèle universitaire français doit être restitué dans ses enjeux épistémologiques et dans son inscription dans l’histoire de l’idée d’université, pour permettre une sortie par le haut des crispations actuelles sur le modèle de l’excellence académique.

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Copyright of Canadian Bulletin of Medical History is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There has been global growth in the number of social innovation initiatives launched in the university sector over the last decade. These initiatives aim to address complex social problems and to promote institutional change. This surge is occurring without a well-developed empirical knowledge base. This article provides a comprehensive description and analysis of the landscape of social innovation initiatives in the Canadian university sector. Findings show that nearly half of Canada’s 96 universities are associated with at least one initiative; many are interdisciplinary and emphasize collaborative problem-solving with sectors outside the university; and government agencies and charitable foundations are the most common funding sources. Findings suggest there is room for growth and for linking and clustering initiatives. The article concludes with directions for future research. [ABSTRACT FROM AUTHOR]

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Copyright of Gestion et Management Public is the property of Association Internationale de Recherche en Management Public (AIRMAP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academic geographers are working in a system in flux. A series of interconnecting and overlapping social, political, and economic processes have resulted in a shifting academic climate for geographers and geography departments. This viewpoint brings forward evidence from multiple areas of study to provide a synthesis of this changing context. Challenges to geography include the role of "facts" and "truth" in society, neoliberal university contexts as workplaces, and generational change, among many others. This paper asks more questions than it answers, with an aim to promote an engaged and informed debate among geographers about our "place" in Canada's shifting academic context. Key Messages: Political, social, and economic changes are influencing higher education in Canada.Academic geographers must work within these intersecting and overlapping changes.The "place" of geography in Canadian higher education is under question. [ABSTRACT FROM AUTHOR]

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L’évaluation produit des effets, désirés ou non, sur la recherche, ses orientations et ses résultats. Dans le cadre des séminaires Ilya Prigogine « Penser la science » à l’Université libre de Bruxelles, deux journées ont été consacrées à ce thème. La première a réalisé un état des lieux de la question, en étudiant les effets standardisants des indicateurs et des classements et en s’interrogeant sur le statut des chercheurs dans un contexte de compétition et sous-financement. La seconde journée a envisagé des propositions alternatives : valoriser les formes d’intelligence collective, adapter les indicateurs aux disciplines, repenser l’utilité et la responsabilité face aux résultats, récompenser la prise de risque, retourner à des démarches qualitatives… Loin de critiquer la notion d’évaluation per se, ces pistes appellent à des formes d’évaluation plus démocratiques, transparentes et contradictoires.