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The status of women in economics is increasingly researched. However, the gender earnings gap among economics faculty is rarely examined due to data limitations. Relying on Canadian Public Sector Salary Disclosure lists, we construct a unique dataset of earnings, credentials, and research productivity of economics faculty members. We find a ceteris paribus gender earnings gap, which is driven by full professors. [ABSTRACT FROM AUTHOR]

This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members' expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical scenarios for future teaching and learning modalities: a hybrid work model, a high tech and flexible learning model, and a pre-pandemic status quo model. In contrast to radical education futures described in the literature, the findings do not depart significantly from dominant modes of teaching and learning. Nevertheless, these findings offer insights into the expectations that Canadian faculty members have with respect to future teaching and learning modalities, the contextual issues and concerns that they face, the use of speculative methodologies in educational technology research, and the potential impacts remote learning trends have on the future of higher education in Canada. [ABSTRACT FROM AUTHOR]

This article addresses concerns about the effect of extradisciplinary researchers on recent rankings of library and information science (LIS) school researchers' productivity by proposing a measure based on Laura Manzari's 2013 study of LIS journal prestige. Journal ratings from Manzari's study are assigned to the publications in each of more than 400 LIS faculty-researcher curricula vitae. A cumulative prestige rating for each researcher's publications is then calculated, and rankings for faculty members and LIS programs are derived. The findings indicate that the cumulative prestige rating is a strong indicator of professor, comparing favorably with early publications of Budd, while diminishing the impact of shifts toward a greater number of extradisciplinary researchers in LIS education on the rankings of top contributors to LIS literature. These findings are important for offering an alternative perspective of scholarly productivity. This approach may prove beneficial for LIS program directors and committees in making tenure and promotion decisions among their faculty. [ABSTRACT FROM AUTHOR]

Background: There is an ongoing search for standardized scales appropriate for each culture to evaluate professionalism, which is one of the basic competencies of a physician. The Professionalism Mini-evaluation Exercise (P-MEX) instrument was originally developed in Canada to meet this need. In this study, it was aimed to adapt the P-MEX to Turkish and to evaluate the validity and reliability of the Turkish version. Methods: A total of 58 residents at Bakirkoy Dr. Sadi Konuk Training and Research Hospital were assessed with the Turkish version of P-MEX by 24 raters consisting of faculty members, attending physicians, peer residents, and nurses during patient room visits, outpatient clinic and group practices. For construct validity, the confirmatory factor analysis was performed. For reliability, Cronbach's alpha scores were calculated. Generalizibility and decision studies were undertaken to predict the reliability of the validated tool under different conditions. After the administration of P-MEX was completed, the participants were asked to provide feedback on the acceptability, feasibility, and educational impact of the instrument. Results: A total of 696 forms were obtained from the administration of P-MEX. The content validity of P-MEX was found to be appropriate by the faculty members. In the confirmatory factor analysis of the original structure of the 24-item Turkish scale, the goodness-of-fit parameters were calculated as follows: CFI = 0.675, TLI = 0.604, and RMSEA = 0.089. In the second stage, the factors on which the items loaded were changed without removing any item, and the model was modified. For the modified model, the CFI, TLI, and RMSEA values were calculated as 0.857, 0.834, and 0.057, respectively. The decision study on the results obtained from the use of P-MEX in a Turkish population revealed the necessity to perform this evaluation 18 times to correctly evaluate professionalism with this instrument. Cronbach's alpha score was 0.844. All the faculty members provided positive feedback on the acceptability, feasibility, and educational impact of the adapted P-MEX. Conclusion: The findings of this study showed that the Turkish version of P-MEX had sufficient validity and reliability in assessing professionalism among residents. Similarly, the acceptability and feasibility of the instrument were found to be high, and it had a positive impact on education. Trial registration: 2020/249, Bakirkoy Dr. Sadi Konuk Training and Research Hospital. [ABSTRACT FROM AUTHOR]

Summary: To ensure equitable representation of women and BIPOC (Black, Indigenous, person of colour) individuals in surgical specialties, it is first necessary to understand the presence and extent of the disparities that exist. We explored the websites of the 17 Canadian faculties of medicine to examine sex and racial diversity in surgical specialties and in surgical leadership positions in Canada. We categorized faculty members of each department of surgery as either male or female and White or BIPOC. The relative percentage of female academic surgeons was very low compared with Canadian demographic data, and the relative percentage of BIPOC academic surgeons was similar to Canadian demographic data. Our observations suggest that actions must be taken to improve diversity and inclusion in surgery. [ABSTRACT FROM AUTHOR]

This study examines the Canadian information research landscape through the lens of the eight academic units hosting ALA-accredited programs. We created a citation-based network utilizing the scholarly articles published by the faculty members and PhD students at each academic unit to identify and characterize distinct research clusters within the field. Then we determined how the publications and researchers from each unit are distributed across the clusters to describe their area of specialization. Our findings emphasize how the inter-, multi-, and transdisciplinary nature of the Canadian information research landscape forms a rich mosaic of information scholarship. [ABSTRACT FROM AUTHOR]

Objective: Access to adequate mental health (MH) services is necessary for nearly half of Canadian youth (18–24 years) who enroll in post-secondary education given the relatively high risk of MH problems. Our objectives were to determine the status of MH services available to students in post-secondary institutions in Canada and to determine the extent to which these services are based on the principles of a high-quality youth MH (YMH) service. Method: Information on MH services was collected from websites of a representative sample (N = 67) of post-secondary institutions across all provinces. Data were analysed descriptively according to four categories (universities with a Faculty of Medicine (FoM) n = 18, other large universities n = 15, small universities n = 16, and colleges n = 18). Results: Most institutions provided 24-h crisis line support (84%) and indicated the availability of free counselling or psychotherapy (n = 62 of 67, 92.5%), while only a minority indicated provision of an initial clinical assessment (25%) and provision of multiple sessions of therapy (37%). Wait time for first contact was impressively low (<72 h) in the minority of institutions (40%) which provided this information. Access to either a prescribing physician or psychiatrist was infrequent, though several mentioned an unexplained model of "stepped care" and outside referrals. While relevant information was not uniformly easy to access, larger institutions both with and without a FoM appear to be better poised to provide MH services. None of the institutions appeared to follow all the principles of service delivery recommended for a high-quality YMH, with only two showing early identification activities. Conclusions: MH services in post-secondary institutions may need a transformation similar to YMH services, including a clear pathway to care, an initial clinical assessment, early identification of MHA disorders, and better utilization of institutional resources through greater collaboration and matching of timely interventions to the presenting problems. [ABSTRACT FROM AUTHOR]

This paper applies the concept of identity – typically associated with individuals and self-definition – to the study of a degree program, a collective educational enterprise. Faculty members and senior administrators at a community college in Canada with ties to the development of a hospitality degree program were interviewed. This paper examines identity within a different empirical and scalar context (a degree program rather than individuals) and in a manner that is different conceptually (addressing the idea that identity has both enduring and changing features). The competitive academic marketplace has shaped the identity of the hospitality degree program at Niagara College Canada. Commercial pressures, themselves fixed and in flux, have driven the formation of an identity that has attributes that are fixed and in flux. The notion of identity is interwoven with business imperatives and may offer guidance to hospitality degree programs in the context of a post-pandemic economic recovery. [ABSTRACT FROM AUTHOR]

Academic freedom -- the cornerstone of the mission of higher education to advance knowledge and foster independent thinking -- extends not only to research and teaching by faculty but also to their intramural and extramural expression. Specifically protected by most collective agreements between universities and colleges in Canada and their faculty associations, academic freedom includes the right of faculty to criticize their institutions and their leadership, and to publicly express controversial opinions. In the authors' view, the application of the implied duty of loyalty as it is understood in the context of other workplaces, and specifically the duty not to criticize the employer and to uphold the employer's reputation, is inimical to academic freedom. Courts and arbitrators, they argue, need to develop a stronger understanding of the nature and scope of academic freedom, and to recognize how it limits the application of the duty of loyalty. [ABSTRACT FROM AUTHOR]

The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in western Canada with graduate students, postdoctoral students, and faculty members from multiethnic backgrounds (N = 9). Two questions were posed to precipitate the research: 1) What does being transcultural mean to you? 2) Have you experienced cultural dissonance as part of your professional life? In a series of three activities, participants explored how to use identity texts (written, spoken, visual, musical, or multimodal sociocultural artefacts produced by participants) as an intervention to foster transculturalism and reduce tension and dissonance in a cross-cultural educational setting. Results indicated that using identity texts increased self-awareness, built trust, enhanced belonging, and revealed common humanity, thus creating opportunities to develop a successful professional identity in a multiethnic milieu. [ABSTRACT FROM AUTHOR]

Historic and systemic anti-Black racism are rooted in political, economic, ontological, epistemological, and cultural foundations of Canadian society. The normativity of whiteness and white supremacy are prevalent in social work programs across Canada despite the profession's commitment to social justice and anti-oppressive practice. Advancing conversations which seek to eradicate anti-Black racism are necessary to create equitable spaces for Black people in schools of social work. Using an environmental scan methodology, this article identifies and discusses strategies that can be utilized across schools of social work in Canada and the U.S. to address anti-Black racism. These strategies relate to the collection of race-based data, curriculum development, support for Black students and faculty members, field education, anti-racism training, research and scholarship, and provision of financial resources. We caution that these changes may be ineffective or unsustainable without addressing and abolishing deeply engrained systemic and institutional racism. [ABSTRACT FROM AUTHOR]

Occupational therapists in Canada play a central role in wheelchair service provision. Inadequate entry-to-practice professional education has been identified as a major concern in the delivery of wheelchair related services. The goal of this study was to describe the current education provided in Canadian occupational therapy programs and to map this content against the recommended WHO 8-step wheelchair service provision process. The study used a descriptive cross-sectional online survey design. Educators were recruited from accredited occupational therapy programs in Canada. Participants completed a short sociodemographic questionnaire and a survey with 97 closed- and open-ended questions regarding the wheelchair service provision education provided in their curriculum. Survey data was then mapped according to the WHO 8-step wheelchair service provision process. Twenty-nine educators from all Canadian occupational therapy programs (n = 14) were enrolled. Most participants (55.2%) were full-time faculty members that had been teaching in occupational therapy programs for an average time of 10.9 years. All programs covered at least 4 of the WHO recommended steps, but only 5 programs covered all steps. Assessment and Prescription steps were covered in every program while the Referral & Appointment, Funding & Ordering, Fitting and User Training steps were covered in most programs. The pedagogic approach, the amount of time dedicated to wheelchair-related content, and the type of evaluation used varied greatly between programs. This study is the first to provide a detailed description of wheelchair service provision education across all Canadian occupational therapy programs according to the WHO 8 steps and provides a foundation for collaborative efforts to promote best practice in entry-to-practice professional education. [ABSTRACT FROM AUTHOR]

Background: University joint appointments promote continuity of academic leadership and the acceleration of nurses' impact on improved outcomes and health service delivery. The role of university‐appointed and hospital‐located nurse scientists is of growing interest in the academic and clinical settings, and within the nursing profession. There is a pressing need to describe and study models of appointments, responsibilities and contributions to strengthen the integration of this boundary‐crossing role across the continuum of the nursing profession. Aims and Objectives: We report on the implementation of the inaugural St. Paul's Hospital and Heart & Stroke Professorship in Cardiovascular Nursing at the University of British Columbia, Vancouver Canada. Discussion: This model was based on recommendations provided by nursing to provincial government policy‐makers, co‐created and co‐funded by academic and practice partners. Appointed by the university, the role is primarily located in the hospital, with the target of contributing 75% of time and focus on clinical research and leadership. The position is facilitated by its academic affiliation and the provision of university research and teaching infrastructure. In clinical practice, the role benefits from integration and visibility in the cardiac programme and leadership team, collaboration with advanced practice and multidisciplinary research groups, and access to office and human resources located on the clinical unit. Deliverables centre on achieving adjusted indicators of university performance to support academic promotion, and delivery of a practice‐close research programme that prioritises improved patient outcomes, multidisciplinary practice and improved outcomes. Relevance to Clinical Practice: The dual appointment aims to provide tangible benefits to both the university and the hospital that match each organisation's needs; this requires sustained senior leadership engagement and support, and modification of conventional indicators of impact and success. Its ongoing evaluation will elucidate required modifications and future strategies required to strengthen nurses' academic and clinical leadership. [ABSTRACT FROM AUTHOR]

Background: Some gender-based disparities in medicine may relate to pregnancy and parenthood. An understanding of the challenges faced by pregnant physicians and physician parents is needed to design policies and interventions to reduce these disparities. Objective: Our objective was to characterize work-related barriers related to pregnancy and parenthood described by physicians. Design: We performed framework analysis of qualitative data collected through individual, semi-structured interviews between May and October 2018. Data related to pregnancy or parenthood were organized chronologically to understand barriers throughout the process of pregnancy, planning a parental leave, taking a parental leave, returning from parental leave, and parenting as a physician. Participants: Physician faculty members of all genders, including parents and non-parents, from a single department at a large academic medical school in Canada were invited to participate in a department-wide study broadly exploring gender equity. Approach: Thematic analysis guided by constructivism. Key Results: Twenty-eight physicians were interviewed (7.2% of eligible physicians), including 22 women and 6 men, of which 18 were parents (15 mothers and 3 fathers). Common barriers included a lack of systems-level guidelines for pregnancy and parental leave, inconsistent workplace accommodations for pregnant physicians, a lack of guidance and support for planning parental leaves, and difficulties obtaining clinical coverage for parental leave. Without systems-level guidance, participants had to individually navigate challenges and resolve these difficulties, including negotiating with their leadership for benefits. This led to stress, wasted time and effort, and raised questions about fairness within the department. Conclusions: Physician parents face unique challenges navigating institutional policies as well as planning and taking parental leave. Systems-level interventions such as policies for pregnancy, parental leave, and return to work are needed to address barriers experienced by physician parents. [ABSTRACT FROM AUTHOR]

Despite the calls for change, there is significant consensus that when it comes to evaluating publications, review, promotion, and tenure processes should aim to reward research that is of high "quality," is published in "prestigious" journals, and has an "impact." Nevertheless, such terms are highly subjective and present challenges to ascertain precisely what such research looks like. Accordingly, this article responds to the question: how do faculty from universities in the United States and Canada define the terms quality, prestige, and impact of academic journals? We address this question by surveying 338 faculty members from 55 different institutions in the U.S. and Canada. While relying on self-reported definitions that are not linked to their behavior, this study's findings highlight that faculty often describe these distinct terms in overlapping ways. Additionally, results show that marked variance in definitions across faculty does not correspond to demographic characteristics. This study's results highlight the subjectivity of common research terms and the importance of implementing evaluation regimes that do not rely on ill-defined concepts and may be context specific. [ABSTRACT FROM AUTHOR]

Purpose: Residency training programs across Canada are beginning to implement the Royal College of Physicians and Surgeons of Canada's new Competence By Design (CBD) framework in medical education. The objective of the current research was to assess faculty members' and learners' understanding of, and preparedness for, the national shift to CBD in psychiatry before and after an educational intervention. Methods: The current research implemented a pre-test/post-test design to investigate faculty members' and learners' perceptions and attitudes towards competency-based medical education (CBME) and CBD before and after a one-hour educational session delivered by an expert on CBME. Results: Of the 104 session attendees, 83 (79.8%) completed the pre-survey and 80 (76.9%) completed the post-survey. Both groups reported a moderate level of baseline knowledge of CBME and CBD. Knowledge of CBME improved significantly for both faculty members (p = 0.03) and learners (p < 0.01) after the education session; however, only learners showed a significant increase in knowledge of the CBD framework following the education session (p < 0.01). Further, only learners demonstrated a significant increase in perceived preparedness for CBD following the session (p = 0.02). Conclusion: Overall, a brief, one-hour education session was at least somewhat effective at improving knowledge and preparedness for psychiatry's transition to CBD. In order to facilitate the transition to CBD and to assist in the rollout of future policy changes, psychiatry departments should provide both faculty members and learners with educational sessions and resources prior to the policy implementation. [ABSTRACT FROM AUTHOR]

Open data facilitate reproducibility and accelerate scientific discovery but are hindered by perceptions that researchers bear costs and gain few benefits from publicly sharing their data, with limited empirical evidence to the contrary. We surveyed 140 faculty members working in ecology and evolution across Canada's top 20 ranked universities and found that more researchers report benefits (47.9%) and neutral outcomes (43.6%) than costs (21.4%) from openly sharing data. The benefits were independent of career stage and gender, but men and early career researchers were more likely to report costs. We outline mechanisms proposed by the study participants to reduce the individual costs and increase the benefits of open data for faculty members. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to determine the relationship between gender, research productivity, academic rank, and departmental leadership positions of pathology faculty in North America.Methods: The online information presented for the faculty members in all American- and Canadian-accredited pathology residency programs' official websites and Elsevier's SCOPUS were queried to assess research productivity, academic ranks, and leadership positions.Results: Among 5,228 academic pathologists included in our study, there were 3,122 (59.7%) males and 2,106 (40.3%) females. Male faculty held higher academic ranks (being professor) and leadership positions (chair/program director) (P < .0001). Males were more likely to hold combined MD-PhD degrees (P < .0001) than females. The median h-index for the male faculty was 17 vs 9 for the female faculty (P = .023).Conclusions: Gender has a significant influence on leadership positions, academic ranks, and research productivity among pathology faculty members in North America. [ABSTRACT FROM AUTHOR]

Given contemporary attention to diversity and inclusion on Canadian university campuses, and given human rights protections for sexual orientation and gender identity, it is tempting to believe that marginalization is a thing of the past for lesbian, gay, bisexual, transgender and queer (LGBTQ) academics. Our qualitative study (n = 8), focusing on everyday experiences rather than overt discrimination, documents numerous microaggressions, the often-unintended interactions that convey messages of marginality. With colleagues, students and administrators, participants reported isolation, tokenism, invisibility, hyper-visibility, dismissal, exoticization, and lack of institutional support. Maintaining constant vigilance and caution was taxing. The everyday microaggressions that lead to isolation and a sense of dis-ease in pervasively cisgender-normative and heteronormative institutions are very difficult to challenge, as they are not the kinds of experiences anti-discrimination policies and procedures are designed to address. [ABSTRACT FROM AUTHOR]

Students who participate in regular community engagement (CE) often experience benefits in different areas of their lives. Many academic institutions have implemented action plans to increase CE within the student population. At the University of Calgary, Canada, this is done primarily through its broader Eyes High strategy. As there remains a gap in the literature about students' perceptions of CE and their awareness of university CE strategies, this study aims to identify undergraduate students' awareness of the Eyes High strategy, attitudes towards and levels of engagement, and challenges and potential methods to increase CE participation. Data was collected through a voluntary online survey (n=528). Participants were recruited through posters, social media, online faculty platforms and by faculty members. Survey results indicated students lacked knowledge regarding the Eyes High strategy. It was noted that students' knowledge, attitudes and practices of CE increased as they spent more time at the university. The top perceived challenges to CE were lack of time, accessible information, support and incentives. To increase accessibility and student participation, we suggest introducing the Eyes High strategy and CE activities early to the undergraduate population through workshops, credit-based courses and/or professional development requirements. Our data suggests that students are not well informed about the Eyes High strategy. There is thus a need for the university to build a campus-wide, student-informed initiative to proactively engage students. This research will serve as a gateway to further explore communicative methods that might better convey university priorities to students. [ABSTRACT FROM AUTHOR]

The study highlights three types of international students’ adaptation: academic, social and cultural. The most typical challenges in each adaptation are identified and described. Academic challenges include lack of language proficiency, different education values, interaction with the university faculty, staff and mates. Social issues for international students are living on- or off-campus, initial difficulties, independence and loneliness, relationship with domestic students and involving them into university life. Culturally, international students face the following challenges: culture shock, the lack of culture wellness. Thus, as demonstrated in this study, having a better understanding of these students’ challenges, university faculty and staff can recognize students’ needs and effectively offer supportive services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also describes the priorities in Canadian international education strategy that makes Canada one of the world’s top learning destinations. Federal and provincial governments Canada demonstrate their increasing interest in the global education market. It is reflected in the well-designed Canada’s International Strategy for 2014–2019. According to it, there are three key objectives before Canadian educational system: to encourage Canadian students to gain new skills through using opportunities to study and work abroad in key global markets, especially Asia; to diversify the range of countries international students come from to Canada, as well as their fields, levels of study, and location of study within Canada; increase support for Canadian educational institutions to help grow their export services and explore new opportunities abroad. [ABSTRACT FROM AUTHOR]

Despite the fact that the faculty at most universities in Canada are organized, there has been little investigation of the impact of unionization on Canadian faculty compensation. The results of this analysis of data collected from Statistics Canada publications and other sources for the period 1972-91 suggest an average salary premium of between 2% and 3% for faculty belonging to a certified bargaining unit, compared to nonunionized faculty. So-called "special plans," private agreements under which faculty associations annually negotiate salaries and other terms of employment but are denied the right to strike, appear to have had a similar effect on salaries. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of the role of study and teaching of accounting in universities. It is important because university accounting professors have a great deal of educational responsibility. The authors investigate four important aspects of accounting education. Discussed is the role of universities in accounting education, with an emphasis on professional

The article examines the social/racial biases of Professor Peter Sandiford of the University of Toronto in his intelligence testing of "Oriental" or Asian schoolchildren in the public schools in Vancouver, British Columbia during the 1920s. Topics covered include background of the Putman-Weir Survey of 1925, a survey of the Canadian school system under the direction of George Moir Weir and Harold J. Putman, social racism, and justification of Sandiford's racial prejudice by science.

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in 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.)

We examine whether a sex-based salary gap identified at the University of Manitoba in 1993 and 2003 persists in 2013. We apply decomposition techniques to analyze the factors contributing to the salary gap in each year and to its changes across the two decades. We find that a smaller but substantial 12 percent gap persists in 2013. In contrast to previous years, the 2013 gap is completely explained by sex differences in faculty, experience, and, more important, type of appointment and rank. The distribution of values of these control variables changed considerably between the earlier years and 2013 in ways that influenced the gap. [ABSTRACT FROM AUTHOR]

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.)

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 is based on data from a four-year national study of racialization and Indigeneity at Canadian universities. Its main conclusion is that whether one examines representation in terms of numbers of racialized and Indigenous faculty members and their positioning within the system, their earned income as compared to white faculty, their daily life experiences within the university as workplace, or interactions with colleagues and students, the results are more or less the same. Racialized and Indigenous faculty and the disciplines or areas of their expertise are, on the whole, low in numbers and even lower in terms of power, prestige, and influence within the University. [ABSTRACT FROM PUBLISHER]

This essay examines the growth of symbolic interactionism (SI) as a specialization in English-language Canadian sociology, 1922-1979. We do not focus on theoretical and/or methodological developments. Rather, we document three empirical indicators of the institutionalization of SI: faculty members hired, research published and SI-receptive programs established. We find that Canadian sociologists institutionalized SI in two phases. From 1922 to 1959, SI institutionalized slowly. There were few SI "core" faculty and scarcely more "SIaccommodative" faculty. Little SI-based literature was published. McGill had Canada's only SI-friendly program. After 1960, SI grew rapidly and by 1979, was well institutionalized: over ninety SI and SI-accommodative faculty had been hired, SI literature (journal articles, textbooks) was commonplace. Many sociology departments offered an SI-accommodative program. Sometime in the 1980s, classical SI began to "de-institutionalize." Ironically, as SI's footprint grew and influence spread, it appeared to become less discernable, less coherent and less viable as a distinct and unified approach. [ABSTRACT FROM AUTHOR]

The article explores the shifting Canadian post-secondary education landscape and the emergence of teaching-oriented positions in universities. It examines the implications of the rise of teaching-focused colleges and vocationally-oriented institutes of technology for research-oriented Canadian universities. It also recommends ways to elevate the status of English studies teaching in the country.

Between 2000 and 2014, more than thirty geography departments adopted revised or new names, with some entirely droppinggeography. Although renaming and rebranding efforts are not new to higher education, the rapid pace at which geography department names have changed raises questions about the discipline's identity and health. We examine the renaming trend within geography programs together with intended and unexpected factors as perceived by faculty. Specifically, we look at the renaming and rebranding trend within the context of four pillars offered by Pattison (1964) to define geography's principal academic domains—earth-science, man–land, area/regional studies, and spatial traditions. [ABSTRACT FROM PUBLISHER]

Project Endings is a collaborative SSHRC-funded project conducted by a team of faculty members, librarians, and programmers at the University of Victoria in BC, Canada, that explores questions about the ending and archiving of digital humanities (DH) projects. The main goals of Project Endings are to align the aims of faculty researchers and archivists in the long-term curation and preservation of DH projects, and to develop practical tools to assist with the archiving of both data and interactive elements of digital projects. To achieve these goals, we conducted a survey followed by a series of interviews with DH scholars across Canada and internationally about their experiences ending and archiving digital projects. In April 2021, we also hosted the Endings Symposium, where we brought together members of the Project Endings research team as well as a number of interview participants to further discuss some of the issues facing DH work. This paper will summarize the methodological foundations of the Project Endings interviews and illustrate how these foundations have been reflected in the interviews and subsequent analysis conducted by the Project Endings team. The interview process was guided by constructivist grounded theory, narrative inquiry, and phenomenology. These principles have allowed us to collaboratively co-construct knowledge with each other and with research participants. This paper will discuss the ways in which knowledge has been co-constructed over the course of the Project Endings interviews and analysis, as well as through the 2021 Endings Symposium. Co-constructing knowledge through the Project Endings interviews [ABSTRACT FROM AUTHOR]

The current paper presents the results of a national survey of 190 full-time members of Canadian sociology departments to examine the state of the discipline in 2014-15. The paper focuses on the extent of epistemological diversity in an effort to answer two key questions. First, what intellectual perspectives prevail among Canadian sociologists and, along these lines, does any particular perspective hold greater prominence? Second, what might explain the variation in the epistemological stances most commonly endorsed? The evidence reveals a preponderance of critical and feminist scholars, which can be explained in large measure by considering the social locations of sociological practitioners. The results of a logistic regression model confirm that gender, generation, geography, and disciplinary genre are significant predictors of critical and critical-feminist orientations. A discussion of qualitative responses fleshes out the dominant themes that Canadian scholars expressed in their survey responses. [ABSTRACT FROM AUTHOR]

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.)

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 presents the findings of a survey of unionized professors and professional librarians at a public university in Southern Ontario to examine their views on the prospect and desirability of "right-to-work" legislation and "paycheck protection" laws. The purpose of the study is twofold: first, to assess the level of opposition to such legislative initiatives among unionized faculty, and, second, to determine the extent to which the passage of such laws would undermine the dues base of the faculty union. Based on the findings of a mixed methods survey, we found that a strong majority of the university professors and professional librarians surveyed were opposed to "right-to-work" and "paycheck protection" laws and that their passage would not deter them from paying dues or authorizing expenditures for political action. [ABSTRACT FROM AUTHOR]

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed. [ABSTRACT FROM AUTHOR]

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.)

In Canada, universities are undergoing a process of corporatization where business interests, values and practices are assuming a more prominent place in higher education. A key feature of this process has been the changing composition of academic labor. While it is generally accepted that universities are relying more heavily on contract faculty, to date, there is a lack of data to substantiate it in the Canadian context. This paper addresses this gap through reporting on a unique longitudinal dataset I have created on academic staff for 18 universities in Ontario collected through access to information requests under the Freedom of Information and Protection of Privacy Act. I analyze these data to address two key questions. First, to what extent have there been changes in the composition of academic labor in arts-related disciplines within Ontario universities? Second, to what extent are past claims that administrators have been unable and/or unwilling to provide these kinds of data legitimate? I conclude that there has indeed been a significant increase in part-time and full-time contract appointments relative to tenure stream positions in Ontario universities. My research also suggests that the reluctance of universities to share data on contract faculty has been motivated by both political considerations as well as the nature of university data management, which has been made more problematic by the precarious relationship between universities and their contract employees. [ABSTRACT FROM AUTHOR]

Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed. [ABSTRACT FROM AUTHOR]

Numerous essays exist on the lived experiences of academics from working-class or poverty-class origins. Yet, to date, there exists no systematic analysis of the class origins of university faculty members. This study utilizes surveys from a random sample of full-time university professors at all 95 Canadian universities affiliated with the Association of Universities and Colleges of Canada (AUCC) to analyze the ways in which socioeconomic background impacts experiences within university and graduate school. Findings indicate that several measures of socioeconomic background are indeed significant predictors of this experience. Qualitative data reveal that working-class faculty members are hyper-aware of the ways in which their class backgrounds affected their educational trajectories; while conversely, academics from middle-class backgrounds were also reflective about the ways in which they were privileged. The paper concludes with implications for developing public policy that shifts focus away from apolitical discussions of diversity, toward promoting inclusivity for those from working-class or lower-income backgrounds. [ABSTRACT FROM AUTHOR]

Faculty members in higher education who move to new cities or provinces often bring their families with them, and this can have both a positive and negative effect on the retention and job satisfaction of faculty. Educational policy makers can play a role in supporting faculty by supporting their trailing spouses, through policies informing careers, skills, and community engagement. This paper explores existing literature focusing on academic trailing spouses, conducts a content analysis of three Canadian universities that relates to support for trailing spouses, and suggests some recommendations. We pay particular attention to the use of inclusive language in these policies, as the changing nature of family systems requires further consideration of diverse needs and experiences. [ABSTRACT FROM AUTHOR]

The use of an inter-disciplinary teaching strategy in the context of mental health law is explored here as a means of balancing concerns for the patient's best interests and maximizing their autonomy. One law professor and one psychiatrist participated in joint teaching sessions in the Queen's University School of Medicine, and share their strategies for overcoming perceived conflicts between patient's legal rights and the practice of psychiatry. [ABSTRACT FROM AUTHOR]