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LEADERSHIP, HIGHER &  ADULT EDUCATION

Higher Education Group Seminar Series
2014-15


The Higher Education Group Seminar series is an excellent opportunity for faculty and students to
exchange ideas, present research findings, and discuss professional development issues. The agenda includes: the presentations of thesis proposals, practice sessions for final oral examinations, and other research presentations from faculty and visiting scholars. The seminar series is an important forum for creating a research community within the Higher Education Group. In addition to these day-time sessions, several evening sessions of particular interest to the part-time students will be organized.

TUESDAY, JANUARY 27, 2015
Room 12-199
11:00am

Dr. Gavin Moodie is an adjunct professor at OISE as well as the Royal Melbourne Institute of Technology (RMIT University) in Australia. His areas of expertise include higher education
policy and administration. He will be speaking on "Institutional diversity and higher education system."
 
This presentation considers the extent to which countries which have three or more universities in the academic ranking of world universities have diverse higher education systems. It finds that countries which perform relatively well on the academic ranking of world universities have very different higher education systems. This suggests that while world university ranks may encourage a homogenisation of institutions that aspire to enter or rise in world ranks (Hazelkorn 2011, 197), it need not encourage a homogenisation of higher education systems, that is, of institutions which are not competing in world ranks.

TUESDAY, FEBRUARY 10, 2015
Room 12-199
11:00am
Sharon Li
, PhD Candidate in Higher Education, will be presenting on her thesis entitled, “The Role of Boards of Trustees in Public Universities in China.”
Inherited from the American tradition of lay boards and first introduced into the public higher education system in the 1920s, the history of the board of trustees in Chinese public universities suggests that the role of these bodies has changed over time, from being an autonomous top governing body, to being manipulated by government officials to being completely removed from institutional governance structures. After China adopted reform policies in the late 1970s, boards of trustees were reintroduced in some public universities. However, higher education regulations and ideological influences have rendered (given) the board an ambiguous and elusive role, little known to those both inside and outside the university sector. This thesis investigates the role, function and structure of boards of trustees in Chinese public universities. By examining the policies and operations of these boards, the study aimed to identify whether and how these boards facilitate interaction between universities and their external stakeholders in the overall national context of adaptive institutional change. Following a qualitative approach, the study gathered data from document analysis, a national board survey of 40 secretariats and semi-structured interviews with secretariat staff of 37 institutions. The study has found some unique higher education phenomena. This thesis advances our understanding of the Chinese board through the interlocking political, social and educationa dimensions.

12:00 – 1:00pm
Speaker: Qin Liu, PhD candidate in Higher Education
She will present her paper entitled “Toward Knowledge Construction for Learning Outcomes Studies.” Based on the essay she wrote two years ago for her comprehensive exam, this scholarly paper aims
to construct a well-rounded knowledge base for studying learning outcomes in postsecondary educational settings in light of three separate but interconnected bodies of literature: outcomes-based education, outcomes assessment, and “college impact” research. The paper also incorporates a critical lens for examining learning outcomes related issues. Qin presented this paper in November at the annual conference of the Association for the Study of Higher Education held in Washington D.C.


TUESDAY, FEBRUARY  24
Room 12-199
11:00am

Brazilian-Canadian Véra Dolan is a Higher Education PhD candidate with a deep interest in understanding the impact of invisible disabilities on the daily lives of some academics. Inspired by her own experience as a university instructor, her thesis entitled “Faculty Narratives of Disability in Academic Work,” Véra aims to gain insights from the stories shared by university and college faculty members who, as they fulfill their scholarly responsibilities, have mental or physical difficulties that cause them to function in ways that deviate from traditional standards of intelligence and competence.

In this presentation Véra will describe how her core research idea, to explore the stories of faculty with invisible disabilities, was born. With a passion for narrative, she will begin by telling the story of how Attention Deficit and Hyperactivity Disorder (ADHD) shapes academic performance, both as a graduate student and a university instructor. Additionally, she will explain why she believes it is important to hear the stories of faculty members who deal with a significant amount of stress daily in trying to keep up with the demands of their profession - stress that can further exacerbate any problems in cognition they may be experiencing. She will talk about faculty members' hesitation to reveal any intellectual obstacles they must overcome in trying to function as "ideal" scholars. Disclosing a disability, particularly one related to their functioning as thinkers, might put their reputation and potential for self-fulfillment at risk. Such candor seems dangerous in a world that frowns upon "the differents". Véra will also explore how our everyday discourse on disability discourages those affected from looking for help.

12:00 p.m. – 1:00 pm
Cheryl O’Donoghue is a part-time MA student in the Higher Education program with a BSc in Sociology from Kingston University in the UK and an MSc in Sociology from the London School of Economics and Political Science. The title of her talk is, “Western-Iranian Academic Partnerships.” In this presentation, Cheryl will introduce her proposed Master’s thesis.  In the first part of the presentation, she will reflect on the historical, political, and educational context in which these partnerships exist, and consider some of the specific challenges and opportunities associated with them.  In the second part of the presentation, she will discuss her proposed thesis research which aims to explore the rationales for participating in these partnerships, and the processes by which they are established and maintained.
 

TUESDAY, MARCH 10 - POSTPONED
Board Room, 12-199
11:00 a.m. - 1:00 p.m.

Theory in Higher Education – Three presenters will speak on how they applied theory in their research, followed by a discussion of the topic.

Gina Antonacci, PhD student in Higher Education has been focusing her research on degree-granting colleges in Ontario.  Her paper applies legitimacy theory to those colleges in Ontario that have transformed into baccalaureate granting institutions since the PSE Choice and Excellence Act (2000) was passed.  By integrating concepts of pragmatic, moral and cognitive legitimacy, colleges can create and implement a legitimation plan that will contribute to their ability to be perceived by their stakeholders as institutions that are legitimate and valued. In achieving an enhanced degree of legitimacy, the colleges will increase their chances of enjoying long-term success as a provider of baccalaureate offerings within the post-secondary environment.

Elliot Storm is completing his PhD in the Department of Political Science at the University of Toronto. His dissertation “Theorizing Institutional Capacity in State-University Relations;” explores Venezuelan state-university relations and higher education reform under Hugo Chávez. He argues that the analytical priority given to university autonomy in the study of comparative higher education often comes at the expense of attention to organizational capacity. However, capacity can have a central role in shaping the outcomes of contentious state-university interactions, particularly when autonomy is low or under threat. Drawing from the political science literature on collective action and state-society relations, this presentation will explore how capacity and autonomy interact and how variation in organizational capacity can influence the relative balance of power between states and universities.

Lindsay Kerr completed her PhD at OISE/University of Toronto in 2009. Her ongoing research examines education reform and changes in educators’ work within the wider context of neoliberal globalization. Lindsay draws on her experience as an educator in a range of positions and contexts in Canada, England and Italy. Her book entitled Between Caring and Counting: Teachers take on Education Reform (2006) uses institutional ethnography (IE) as the primary method of inquiry to map the ruling relations of public education reform in Ontario, and links reforms emerging locally to those taking place nationally and internationally. Teaching at a youth detention centre instigated her doctoral dissertation on The Educational Production of Students at Risk, which was awarded a SSHRC Canada Graduate Scholarship and is forthcoming as a book entitled Fault-lines: The Production of Students ‘at Risk’ in Education. She co-leads the IE Study Group at the CWSE, and is an editor of the IE Newsletter. IE is an empirical method that starts with everyday experience. As an alternative to traditional sociological research, IE makes visible the ruling relations by which the social world is put together through the coordination of people’s work activities across various local sites. As a discovery process, it extends beyond local experience by exploring the text-mediated relations that govern people’s lives and work. Oriented to social change from below, IE endeavours to extend people’s knowledge of their everyday world. The ‘outcomes’ and ‘impacts’ of the research are not known in advance. While IE is informed by feminism and Marxist critiques of capitalism, it entails generalising to theory, rather than generalizing from theory. Lindsay will discuss her research and the challenges of doing IE research within the context of standardized protocols for thesis proposals, ethics reviews, and grant applications.  

TUESDAY, MARCH 31
Board Room, 12-199
11:00 a.m. - 1:00 p.m.
Guest Speaker: Mike Saks
THE ACADEMIC MENAGERIE: REFLECTIONS ON HIGHER EDUCATION IN ENGLAND

Professor Mike Saks is Research Professor in Health Policy at University Campus Suffolk (UCS) and Visiting Professor at the University of Lincoln and the University of Toronto. He will be reflecting on his own experiences in higher education in England - having been on the Executive of five universities there including as a Deputy Vice Chancellor and Provost/Chief Executive).

Professor Saks’ doctorate is from the London School of Economics, where he also taught. He is a Fellow of the Institute of Directors, the Institute of Knowledge Exchange and the Royal Society of Arts and was formerly Provost and Chief Executive at UCS, Senior Pro Vice Chancellor/Deputy Vice Chancellor at the University of Lincoln and Dean of Faculty of Health and Community Studies at De Montfort University. He is currently a Governor on the Board of Rose Bruford College, an international University of Theatre and Performance in London – and is a previous member of the Executive of the University of Essex and the University of East Anglia, which conjointly own UCS. Professor Saks publishes on health, professions, regulation and research methods. He has also produced numerous journal articles/chapters, as well as more than a dozen edited and single authored books with top publishers, including most recently Orthodox and Alternative Medicine: Politics, Professionalization and Health Care (2003), Rethinking Professional Governance: International Directions in Health Care (2008) and Researching Health: Qualitative, Quantitative and Mixed Methods (2013). His latest book with Routledge is The Professions, State and the Market: Medicine in Britain, the United States and Russia (2015 forthcoming). His research activity has enabled him to be an influential educator. In tandem with his long and successful teaching and learning career in universities and well-received international presentations, Mike Saks has been a member/chair of many NHS committees at all levels, including nationally – from the changing healthcare workforce to research and development. He was recently a member of, and academic adviser to, the National Institute of Health Research (NIHR) Research for Patient Benefit Committee and the Board of Suffolk NHS Primary Care Trust (PCT) in the UK. He has formally advised the UK Departments of Health and professional bodies, including the General Medical Council and the General Social Care Council, on the regulation of health and social care professions.

Dr. Saks has been Chair of the UK Human Tissue Bank and the Research Council for Complementary Medicine at crucial times in their recent development. Internationally, he has participated in prestigious funded research studies ranging from the changing attitudes of physicians with the Russian Academy of Sciences in Moscow to care in the community with the University of Toronto. In March 2014, he was a key adviser to the Canadian government both federally and in the provinces/territories, as a recipient of the Best Brains Exchange Award from Health Canada and the Canadian Institutes of Health Research. He is now the Vice President of the International Sociological Association Research Committee on Professional Groups, with members from some 30 countries, following a four year term as President. He has just been elected on to the Board of the International Sociological Association Research Committee on the Sociology of Health and is a member of the Editorial/Advisory Board of several international journals.


TUESDAY, APRIL 7
Board Room, 12-199
11:00 a.m. – 12:00 p.m.

Marilyn Teitelbaum, PhD Candidate in Higher Education, will be presenting a mock oral of her thesis entitled, What Factors Become Priorities in the Decision-making Process that Influence Administrators of Campus Space to Choose One Type of General-use Classroom  Over Another? Marilyn combines three decades of work experience as a corporate Interior Designer with 13 years as an educator at Humber College. Her master’s thesis explored how students and teachers benefit from flexible classroom facilities and her doctoral thesis examines best practices in education and questions why college administrators are not working toward changing static inflexible teacher-centered classrooms.

Current best practice education and design research indicated that flexible general-use teaching spaces, not inflexible row-and-column classrooms, improved student success. Research indicated inflexible classrooms inhibited progressive models of pedagogy by discouraging active learner-centred methods. The focus of this study was the inflexible general-use classrooms that were the standard method of teacher-centered education. In this quantitative exploratory, descriptive case study, she interviewed administrators in three Ontario Colleges of Applied Arts and Technology who were in various ways responsible for the delivery of classrooms, extracting factors that influenced the decisions of participants to prioritize the inflexible classroom model and looking for reasons why the transition to supportive flexible space had been slow to emerge. Factors that stalled space changes included issues of space utilization, faculty preference, technology fatigue and effort. She also explored the colleges’ historic use of inflexible classrooms, the characteristics that have maintained its use and barriers that have prevented change as well as the historic and current environmental context in which decisions about classrooms are made. The results show that administrators for the most part reflect their learner-centered Strategic Plans. However, she discovered a gap in their understanding that inflexible teacher-centered classrooms support one pedagogy model where learner-centered pedagogies are supported by physical spaces that promote flexibility and movement. To ensure inflexible classrooms remained, administrators repeated misinformation that supported the single priority; to make the most of funding through maximization of space and schedule. Slow transition through insufficient momentum was possible because administrators did not have the design experience or skills to know better. They formed alliances and argued for the continuance of the row-and-column general-use classroom. This continuance was most evident in two of the three subject colleges, one of which was contemplating change while the other two were not. Emergent results showed that although best practices in design and education provided evidence that change from inflexible to flexible general-use classrooms could improve student success, environments continued to adhere to the historic standard row-and-column configuration. To create the momentum for change from inflexible to flexible environments required leadership.

 

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FALL TERM

TUESDAY, OCTOBER 7
Room 12-199
11:00am - 12:00pm
Dr. Suyan Pan, a visiting scholar from the Department of Social Sciences, Faculty of Arts and Sciences, Hong Kong Institute of Education will speak on: Making China a New Study-abroad Destination: Neo-liberal Ideology or State-directed Effort?

The rise of Asia as a study-abroad locale is often perceived as the triumph of neo-liberalism in higher education and its commercial export approach to the market for international students.  However, China’s experience provides a counter example to this perspective.  By examining the dynamics underpinning China’s efforts to shape the inflow of international students, this presentation identifies the major reasons and strategies that have enabled China to become a key competitor for international students.  It argues that China has emerged as a destination of choice for international students, not as the result of neo-liberal ideology or the pursuit of economic gains, but due to state-directed efforts to improve its international political and academic relations.  Drawing upon China’s experience, this presentation provides an understanding on the role of the state in shaping international relations, higher education and international academic mobility, as both a rule-taker and a rule-maker in the context of globalization.

12:00pm – 1:00 pm
Tim Mickleborough, PhD student in Higher Education will present his research focused on internationally-trained pharmacists, entitled, "Going Against the Grain: International Pharmacists in White Settler Spaces."

Due to the lack of employment opportunities in large urban centers like the Greater Toronto Area, International Pharmacy Graduates or IPGs are seeking employment opportunities in rural Canadian communities.  Compared to the diversity of urban cities where most immigrants choose to reside, rural communities in contrast are homogenous spaces populated primarily by white Canadians.  This paper will discuss how IPGs ‘trouble’ the spatial imaginary of these white settler communities with a focus of their experience of racism in the pharmacy. In order to understand this phenomenon, a spatial analysis using the Lefebvrian triad of the conceived, perceived and lived space will be employed to ‘unmap’ or decolonize one IPG’s experience of racism by highlighting ways in which professional spaces like the pharmacy are produced as ‘pure’ spaces and how these spaces in turn create a racialized professional through the devaluing of their knowledge by their white patients.             
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TUESDAY, OCTOBER 21
Room-12-199, 11am
Professor Simon Schwartzman, a distinguished visiting professor from Brazil, will introduce his new book, The Rise of the BRICS and Higher Education Dynamics.
This book deals with the developments, policies and perspectives of higher education in Brazil, Russia, India, China and South Africa, the BRICS countries. As a starting point, he uses the notion of a "”social pact” to drive this overview of the evolution of the higher education systems in the BRICS countries, looking less, however, at the institutional dimensions of the universities and more at the broader context (e.g. operational and regulatory) in terms of four main issues, or core themes, namely: supply and demand; stakeholders; governmental policy; and research and innovation in the light of international trends and globalization.

Prof. Schwartzman has published extensively, with many books, book chapters and academic articles in the areas of comparative politics, sociology of science, social policy, and education. In 1996, Schwartzman was awarded the Grand Cross of the Brazilian Order of Scientific Merit for his contributions to the cause and development of science in Brazil. In recent years, Schwartzman has written extensively on issues related to brain drain and brain circulation in the academic world, the Affirmative Action program in Brazilian higher education, and equity in education. He has been part of international teams of experts convened by OECD and The World Bank to advise governments on higher education, science and technology policies.

12:00pm – 1:00pm
Want to internationalize your graduate experience?
Want to earn credits for your degree aboard?
Interested in international education?

If so, come and meet an OISE student who has conquered the above! April Hoy is a higher education student who participated in an exchange at the University of Helsinki this summer. Come to this session to learn more about her experience, the nuts and bolts of applying for an exchange, the funding opportunities, and how she completed a study abroad experience while simultaneously working full time.
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TUESDAY, NOVEMBER 4
Room 12-199, 11am
Pam Walker, PhD student in Higher Education, will present her Thesis Proposal. Her topic is “Caring about Racism: Early Career Nurses Experiences with Aboriginal Cultural Safety.”
It is well documented that Aboriginal peoples experience prejudice and discrimination in the Canadian health care system. Cultural Safety education is meant to help health science student and practitioners identify the attitudes toward difference that they bring to their work with Aboriginal peoples, and change those attitudes, to produce well-educated, respectful and self-aware health care providers. Thus it is learning that is meant to be practical, carried into practice settings and influence positive change in the interactions that health care providers have with Aboriginal peoples. This presentation presents a qualitative doctoral research proposal that will examine the experiences of early career nurses translating knowledge of Aboriginal Cultural Safety into nursing practice. The study will use Adele Clarke's Situational Analysis (2005), to allow the researcher to consider the multiple and complex forces that influence the practice of nurses in contemporary health care environments. The development of this study has been informed by the presenter's experience as a nursing educator with undergraduate nursing students, close involvement with a local cultural safety initiative, and several years' experience working a community health nurse in Aboriginal communities.

12:00pm – 1:00pm
Dr. Geraldine (Jody) Macdonald, a visiting scholar from the Faculty of Nursing who is spending her sabbatical with us, teaching our health professions course on teaching and learning, will present on the topic, “Teaching Emergency Preparedness to UG Nursing Students: Impact of a Qualitative Research Study.”
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TUESDAY, NOVEMBER 18
Room 12-199, 11am
Phirom Leng, PhD student in Higher Education, will present his mock PhD oral; his thesis topic is "International University Partnerships in Contemporary Cambodian Higher Education: Case Studies of Partnerships with France, USA, Japan and South Korea.

This study examines international partnership programs between Cambodian universities and universities in France, the United States, Japan and South Korea, two decades after Cambodia began to be reintegrated into the regional and international communities in the early 1990s. Despite these countries’ different geopolitical interests in Cambodia, the study has revealed that most international partnerships between Cambodian universities and their French, American and Japanese counterparts manifested a considerable degree of mutuality. By contrast, the degree of mutuality varied among Cambodian-Korean university partnerships, with most being newly established and having few prior people-initiated connections. The findings suggest not only the greater maturity of French, American and Japanese universities in their international activity, as opposed to South Korean universities, but also the significant role of human agency and culture in international academic activities.

12:00pm – 1:00pm
Christina Hwang, Phd student in Higher Education, will present an early version of her doctoral thesis proposal, entitled “Comparing institutional mission statements and internationalization policies/practices at two faith-based universities in South Korea and Canada”

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TUESDAY, NOVEMBER 25
Room 12-199;
11:00am – 12:00 pm
Rena Borovolis
(CCL4 student) will present the Mock Oral of her thesis “The Impact of Dual Credit Programs on College Students: A Comparative Study of Dual Credit Participants and Non-dual Credit Participants.” Rena defends on December 11. Her thesis research explored the impact of high school Dual Credit Programs on students who transitioned to postsecondary education. Taking the form of a case study and employing a mixed methods design, the research compared dual credit participants and non-dual credit participants in terms of college persistence, engagement, and success. The study also examined the aspects of Dual Credit Programs that prepared students for college.

12:00 p.m. - 1:00 p.m.

Darren Deering, PhD candidate in Higher Education will present the Mock Oral of his thesis, "Responsibility Center Budgeting and Responsibility Center Management: Implications for Internal Structure and Strategic Management of North American Universities."  Responsibility center budgeting and responsibility center management [RCB/M] are tools that have been applied within the higher education context for four decades. The research focussed on RCB/M to date has been predominantly descriptive and normative in nature. This study presents a three-factor model of internal structure and applies the concept of management control systems, through diagnostic and interactive control forms of governance, to provide a theoretical model that is used to further investigate the institutional outcomes of RCB/M use in four public universities. Grounded organizational design and management control systems literatures this study focuses on the levels of coordination and cooperation between units, and between units and the central administration of higher education institutions. By examining the governance control form employed at four sample universities this study considers how RCB/M structures affect vertical and lateral coordination and consequently, institutional mission and goal achievement. Findings suggest that predominately interactive governance control forms encourage high levels of vertical and lateral coordination while allowing for high levels of unit autonomy. Through the use of interactive governance control forms it was found that central administration is able to guide and direct unit-level decision making towards the achievement of both unit- and institution-level goals. Methodologically, this study employs qualitative research techniques that included comprehensive document analysis and 55 semi-structured interviews with senior academic and administrative leaders at four public universities, two in the United States, and two in Canada. The data collected provides a detailed portrait of the relationship between units, and between units and the central administration at these institutions. This study is significant because it presents a new model of internal structure that is applicable to a broad organizational set. Additionally, through the application of management control systems, it provides an innovative approach to the study and understanding of budgeting and management of modern universities. When this model is applied in conjunction with governance control forms it may provide significant value for institutions deliberating the implementation of RCB/M structures. Additionally, this model is useful for institutions undergoing a review of an existing RCB/M structure.

 

2013-2014

Date: February 25
Time: 10:30am
Location: Room 12-199

Making & Missed Connections for Students: Faculty Perceptions of Student Affairs and Services in Ontario's Colleges and Universities
Presented by Jeff Burrow, PhD student
In order to best support student success, many have called for cultures of collaboration between faculty and student affairs/services staff at colleges and university. As part of a multi-year, multi-institution study, the Supporting Student Success will use video, pictures and quotes from their research on faculty perceptions of the role of student affairs and services across Ontario. We invite faculty, staff and graduate students, to join us for a discussion on how these two groups, often perceived to be on "two sides of the house" can work more intentionally to support student success.


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Date: February 11
Time:10:30am
Location: Room 12-199

The Higher Education Group Seminar will feature thesis proposal presentation by:

Kristjan Sigurdson - proposed study "The Path Not Taken: The Evolution of Technology Transfer at the University of Toronto"

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Date: January 28, 2014
Time: 10:30am
Location: Room 12-199

The Higher Education Group Seminar will feature thesis proposal presentations by:

Rumeet Billan - proposed study  "Global Competence: Essential Characteristics as perceived by Faculty and Chairs in International Business Programs at Ontario's Five Institutes of Technology and Advanced Learning"

Bahar Hejazi - proposed study  "Implementation of Outcome-Based Education in Design Programs: An Action Research"

Both projects are being supervised by Professor Katharine Janzen.

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Date: January 14, 2014
Time: 10:30am
Location: Room 12-199

Building a Semester Work Plan
Professor Tricia Seifert presents an interactive session titled, “Building a Semester Work Plan.” She reviews the importance of planning in academic work and discusses approaches and techniques for developing a plan to accomplish your goals during an academic term. Bring paper, pencil, tablet and a readiness to develop your own plan.

Watch the Video: Session 1, Session 2, Session 3

See the PowerPoint presentation

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Date: Tuesday, December 3
Time: 10:30am
Location: Room 12-199

So how did they do? A report of an innovation in paradigm shift from input (admission requirements) to learning outcomes.
Professor Katharine Janzen will be presenting a report of the context, experience and perceptions of the graduates of the first three cohorts in the MEd in Higher Education Leadership Cohort, as well as some of the challenges encountered in this change effort.
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Date: Tuesday, November 19
Time: 10:30am
Location: Room 12-199

Canadian Universities in China's Transformation: An Untold Story
Ruth Hayhoe and Julia Pan will present some of the history of the involvement of Canadian universities in China's development, beginning in 1982, shortly after the Cultural Revolution. It crossed many disciplines - environment, agriculture, health, engineering, management, education and minority cultures. Leaders of major projects in all these areas (from both China and Canada) will be brought together in Beijing at Tsinghua University. A preview of some of their remarkable stories and the challenges of organizing such a multi-disciplinary event will be shared!

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Date: Tuesday, November 5
Time: 10:30am
Location: Room 12-199

Pierre Piche will present his thesis entitled “Systemic and Climate Diversity in Ontario’s University Sector: 1994-2010”. This is a mock oral. The thesis is supervised by Professor Glen Jones.

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Date: Tuesday, October 22
Time: 10:30am
Location: Room 12-199

Grace Karram Stephenson will present her thesis proposal entitled “Exploring the Identities of Islamic Students at Western Branch-Campuses in Malaysia and United Arab Emirates.”

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Date: Tuesday October 8, 2013
Time: 10:30am - 12:30pm
Location: OISE, Room 12-105

The seminar on October 8th will have two presentations:

1. 10:30am Mock oral for Vivian Chan on her thesis entitled “Efficacy and Impact of Key Performance Indicators as Perceived by Key Informants in Ontario Universities”.
Thesis supervisor is Professor Katharine Janzen.

2. 11:30am Thesis proposal presentation by Jeff Burrow entitled “A Meta-Analysis Study Abroad Outcomes”.
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Date: Tuesday September 24, 2013
Time: 10:30 am – 12:30 pm
Location: OISE, Room 12-199

An Introduction to the Higher Education Group Seminar

This will be an opportunity for students and faculty to meet and discuss their current research activities and interests. Please stay tuned for information about future seminars. If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Professor Glen Jones.

 

2012-13


The Higher Education Group Seminar series is an opportunity for faculty and students to
exchange ideas, present research findings, and discuss professional development issues.

Date: March 26, 2013 (Tuesday)
Time: 10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

1. Time for Research: The Evolving Role of Faculty in Ontario Colleges
Presenter:  Otte Rosenkrantz

This study explores how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002, and whether or not the decision to create a research culture at the colleges included making time available to the professoriate to engage in applied research activities.

The methodology and research questions will be discussed, and the findings of the study will be presented along with conclusions and suggestions for future research.

Presenter’s Bio:

Before joining Fanshawe College in 1998, Otte Rosenkrantz had a 15-year career as a journalist and corporate communication consultant. Since becoming a full-time faculty member at Fanshawe, he has served in a variety of roles, including program coordinator, general education coordinator, curriculum consultant, and research consultant. Otte has also been chair of the college’s Research Ethics Board for the past three years.

Otte holds a Master of Arts degree from Western University, a M.Ed. from OISE, and is currently a Ph.D. candidate in Leadership, Higher and Adult Education at OISE.

2. Roundtable: Share Your Recent Conference Experience

Some of us have recently attended various conferences, including our very own OISE Dean’s Conference. Many more have attended conferences in the past year.

As the semester is coming to a close, let us take this opportunity to share with each other some of our observations and what we have learned from these events.

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Performance Funding: Past, Present, and Future
Presenter: Dr. Dan Lang

Date: February 26, 2013 (Tuesday)
Time: 10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

See the Presentation

In this presentation, Dr. Dan Lang will discuss the origin of performance funding, the expectations initially held for it, its evolution in terms of human capital and agency theories, why it works, and why it fails.

Dr. Lang will also analyse the apparently declining interest in performance funding and reasons for it, including a series of problems that have become chronic. The seminar concludes with a discussion about the future of performance funding.

Presenter’s Bio:

Dr. Dan Lang is a Professor in the Department of Leadership, Higher and Adult Education of OISE. His current research interests include: accountability and performance measurement, student retention, finance, management, budgeting, planning, system organization and policy, inter-institutional planning and cooperation, and history. A full profile of Dr. Lang can be found at http://www.oise.utoronto.ca/lhae/Programs/Higher_Education/Faculty_Staff/Faculty/Daniel_W_Lang.html 

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Institutional Performance: Modeling University Governance to Enhance Organizational Strategic Outcomes
Presenter:  Dr. Ian Austin

Date:  February 12, 2013 (Tuesday)
Time:  10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

See the Presentation

External pressure, particularly on research universities, continues to build virtually everywhere. At the heart of this are universities’ performance concerns raised by external stakeholders. Governance has been identified repeated as a performance limiting factor. The leadership and senior administration in universities along with other policy makers spend much of their time trying to address the performance issue, including making adjustments to governance. Yet external stakeholders’ complaints persist.

In this presentation, Dr. Austin will advance a university performance governance model built around agency theory, stewardship theory, stakeholder theory, relational cohesion theory, and organizational learning. It accords with the assertion by Bouckaert and Halligan (2008) and Sarrico (2012) that universities should embrace the notion of governance for performance. The model, therefore, addresses collaboration and control as paradoxes of governance that must be managed in a manner that accepts and accommodates these tensions (Sundaramurthy & Lewis, 2003). It incorporates the expanding base of salient university external stakeholders through governing structures and practices that address stakeholders’ desire for control and needs for specific performance outcomes. It also links governing to organizational/strategic learning on the premise that creating a governance model that maximizes a university’s ability to learn effectively overtime enhances performance. Finally, the model expands the concept of “publicness” in public universities.

Presenter’s Bio:

Dr. Ian Austin is the Head of the Open Campus in Barbados at the University of the West Indies (UWI) and is currently a Visiting Scholar at OISE. Dr. Austin joined the UWI in 1994 when he was first appointed Head of the School of Continuing Studies in the British Virgin Islands. Dr. Austin has a passion for teaching and despite his administrative and leadership responsibilities, he has always been actively engaged in teaching and has taught a number of courses in Management and Finance. More recently he has been a Course Coordinator and an Online Instructor in the Masters in Adult and Continuing Education program at the UWI Open Campus.

Dr. Austin holds a doctorate in Higher Education Administration from Virginia Tech. His research interests include governance in higher education, organizational learning, organizational change and workforce development. He is currently writing a book on Governance in Higher Education.

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January 29, 10:30am-12:30pm. Room 12-199
1. An Investigation of Professional Development of the Apprenticeship and Trades Professoriate in 2 Ontario College
Presenter: Kevin Hayes

This thesis presentation will review the literature of professional development, primarily focused on educational institutions, theoretical frameworks including andragogy, evaluation and experiential learning that were used as lenses for the analysis of data and two concepts – Groupthink and Unconscious-Incompetence, that emerged from the data.

The methodology and research questions will be discussed and the findings of the study will be presented along with conclusions and suggestions for future research.

Presenter’s Bio:

Kevin Hayes has had a 36-year career with Ontario Hydro / Ontario Power Generation. Initially he held technical positions in stationary engineering, electrical and supervision. The last 21 years of his career has been in designing developing and delivering management / supervisory training and managing the Occupational Health and Safety Training section.

Kevin holds a Master degree in Adult Education from OISE and is currently a Doctoral candidate in the department of Leadership, Higher and Adult Education at OISE. Additionally Kevin holds professional designations in Human Resources (CHRP) and Safety (CRSP).

2. Grant Proposals from the Other Side of the Desk – Experiences in Reviewing CFI and SSHRC Proposals

Presenter: Amy Lemay

In September, Amy participated as a member of a Multidisciplinary Advisory Committee for the Canada Foundation for Innovation Leading Edge and New Initiative Funds. She is currently reviewing a SSHRC Insight Grant proposal. She will share her experiences and the insights she gained as a proposal reviewer.

Presenter’s Bio:

Amy has been working in knowledge mobilization/technology commercialization for more than 20 years. She is the President and Founder of VISTA Science & Technology Inc, a spin-off of Brock University and Niagara College that was originally established in 1998 with pilot project funding from the National Research Council Industrial Research Assistance Program. Since 1998, Amy has worked on projects in all aspects of innovation including knowledge mobilization, technology transfer and commercialization, R&D positioning and impact assessment in all areas of science and technology.

As a PhD student, her research interests include understanding how academic research is used to inform policy and practice in various sectors. She is particularly interested in the social impacts of academic research.

Amy has an M.Sc. in Agricultural Entomology and B.Sc.Agr. in Environmental Biology from the Ontario Agriculture College, University of Guelph and a B.Ed. from Brock University.
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Date: January 21, 5-6pm. Room 12-199
The Multiversity and Democracy 
Presenter: Dr. George Fallis, York University

In this special Higher Education Group seminar, we will discuss the role of university in a democratic society, focusing specifically on universities’ impact on the Canadian economy and citizenship.

Presenter’s Bio:

Dr. George Fallis is the author of Multiversities, Ideas, and Democracy. He is a Professor of Economics at York University. His research interests include universities and their roles in democratic, post-industrial societies, as well as Canadian higher education policy.

Most recently, he was invited as an expert in flexible degree structures to speak at one of the panel sessions at the Discussing the Discussion Paper: A Symposium on Key Themes Identified by the Ministry of Training, Colleges and Universities, hosted by OISE. His full profile, including his contributions to the Ontario higher education community, can be accessed here:

http://people.laps.yorku.ca/people.nsf/researcherprofile?readform&shortname=gfallis
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Date: January 15, 2013 (Tuesday)
Internationalization of Technical Education Institutions

Presenter: Olivier Bégin-Caouette

If universities are considered as leading actors in the globalization of higher education, technical education institutions (TEIs) struggle in their bids to succeed internationally while preserving their uniqueness. Being more dependent on the state and more responsive to their locality, TEIs have developed innovative avenues to internationalize their campuses in order to teach their students global competencies, intercultural sensitivity and working skills relevant to the 21st century.

This presentation is based on a study conducted by Olivier Bégin-Caouette in 2010 on behalf of CEGEP International (Quebec Federation of CEGEP). It will cover the Quebec CEGEP system, the internationalization process taking place in CEGEP and the lessons to be drawn for other TEIs. Four global challenges/opportunities of CEGEP internationalization will be identified and, for each challenge/opportunity, we will examine what internationalization strategies have been put in place. This presentation will provide a comprehensive perspective on an under-studied phenomenon: the redefinition of TEI's locus of action in the global era.

Presenter’s Bio:

Olivier Bégin-Caouette is a PhD student in Higher Education (Comparative, International and Development Education) at OISE. He earned his master's degree at the Graduate School of Public and International Affairs, University of Ottawa, and a B.A. in Psychology at Université de Montréal. He has published several articles on the internationalization of technical education institutions, the globalization of higher education, educational reforms and the alternative school movement.

Olivier has also worked as an international advisor at CEGEP de l'Outaouais and as a research assistant for the University of Ottawa's International Office. He has completed internships at the UNESCO International Bureau of Education (IBE), CEGEP International (Quebec Federation of CEGEP) and the Parliament of Québec.

See the presentation

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Date:  December 4, 2012 (Tuesday)
Community Research/Writing Group


This end-of-term seminar is all about peer support and brainstorming!

If you want some help with the topics of your thesis or assignment, please bring along your ideas and questions so we can help each other:

• Formulate/hone our thesis topics,
• Narrow down our term paper’s scopes, and/or
• Look at our research from new perspectives.

Please stay tuned for information about future seminars. If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Wincy Li (wswincy.li@mail.utoronto.ca).

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November 20,2012
Quality Assurance of Doctoral Education in Canadian Universities & Future of Doctoral Education: What Needs to Change?
Presenter: Dr. Liu Li
See the Presentation

The quality assurance of doctoral education has been a focus of concern in Canada’s drive to train outstanding scholars and innovative talents in the Sciences and Social Sciences.

Dr. Liu Li undertook an exploratory qualitative study to examine the quality assurance of doctoral education in the Faculties of Education at University of Toronto, University of British Columbia and McGill University. She will be presenting findings of her current research, which has the objective of answering these questions:
• What is the system of quality assurance of doctoral education in Canada?
• What do Canadian universities do to assure the quality of doctoral education specifically in the field of Education? What are some of the trends?
• What are some problems/issues associated with the quality assurance measures in Canadian universities?

We will have a discussion about the future of doctoral education after the presentation.

Presenter’s Bio:

Dr. Liu Li is a visiting scholar at OISE. She is an Associate Professor at the Center for the Study of Graduate Education, Graduate School of Education, Shanghai Jiao Tong University. She holds a PhD degree in Managerial Science, specializing in Science & Technology and Education, and has a Master’s degree in Higher Education.

Graduate education, higher education evaluation and research evaluation are among some of Dr. Li’s research interests. She has published research findings extensively in both Chinese and English: Her books The Exploration on the International of Social Sciences Research in China (in Chinese) and Tertiary Education at a Glance: China in 2010 (in English) were published in 2009 and 2010 respectively.

With experience leading projects for China’s Ministry of Education and the government of Shanghai, Dr. Li is currently in charge of a National Youth Project funded by the Ministry of Education, which focuses on the doctoral education of social sciences in world-class universities.

Please stay tuned for information about future seminars. If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Wincy Li (wswincy.li@mail.utoronto.ca).
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November 6
Higher Education in Mercosur (Common Market of the South): Interplay between National and Regional Policies

Presenter: Daniela Perrotta
See the PPT Presentation
Watch the Video

Date: November 6, 2012 (Tuesday)
Time: 10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 6-258 (***Please note the room change!)

Daniela Perrotta is a visiting student researcher who is interested in the relation between national higher education policies and the regional integration policies for higher education within Mercosur.

The main aspects and the historical development of the Mercosur will be presented, with a focus on the regional integration agenda for education from 1991 to 2012. Daniela will analyse the main characteristics of the higher education systems within member states (Argentina, Brazil, Paraguay and Uruguay – we will not focus on Venezuela as it has only recently joined the regional integration agreement). The assessment of the relation between the two levels of policy-making – national and regional – will help us evaluate the impacts of regional policies on national dynamics and vice versa.

Presenter’s Bio:

Daniela Perrotta is a Political Scientist (University of Buenos Aires; UBA) who holds a Master degree in Social Science, with a specialisation in Education. She is currently a Doctoral candidate of the Social Sciences Program at FLACSO Argentina.

Daniela taught at UBA and coordinates a social extension program called “Identidad Mercosur”. She is currently involved in two research projects: current conditions of intellectual production in Argentina (UBA), and inter-university framework for equity and social cohesion in Latin America (UBA, in collaboration with the European Commission – ALFA III).

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October 23
Labour Relations in Vocational Education Colleges in the Netherlands

Presenter: José Faber
Watch the Presentation

Date: October 23, 2012 (Tuesday)
Time: 10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

As a visiting student from the Netherlands School of Public Administration, José Faber has been researching labour relations of colleges in Ontario from the employers’ – the colleges’ – perspective for the past two months.

In this seminar, José will give us an overview of the Dutch education system and present her research findings. We will discuss how labour relations are organised and what role the unions play in the Netherlands and in Ontario, and what the similarities and differences are between the Dutch and the Ontario systems.

Presenter’s Bio:

José Faber is a lawyer and legal policy advisor with the MBO Raad (the Netherlands Association of Colleges for Secondary Vocational Education and Training). She is involved in strategic development in the field of labour relations for (post)secondary vocational education and training institutions. She takes part in the collective bargaining on behalf of the colleges and is responsible for the legal formulation of the resulting texts. As well, she represents the (post)secondary vocational education and training institutions in meetings with the Dutch Ministry of Education, Culture and Science.

José is completing her Master of Public Administration at the Netherlands School of Public Administration in June 2013.

Please stay tuned for information about future seminars. If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Wincy Li (wswincy.li@mail.utoronto.ca). 

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October 9, 2012
Orientation 2.0

• Did you miss the Higher Education Group’s Orientation earlier in the term?
• Do you have questions about the program and the courses that are offered?
• Are you interested in getting involved in HEG’s online student-run journal, Higher Education Perspectives?
• Do you just want to come to meet other HEG students and faculty members?

Facilitated by PhD students Amy Lemay and Kamaljeet Singh, we will have an informal discussion and answer any question that you may have.

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Date: September 25, 2012 (Tuesday)
Time: 10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

Please stay tuned for information about future seminars. If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Wincy Li (wswincy.li@mail.utoronto.ca).
Tuesday, September 25, 2012 
10:30 a.m. – 12:30 p.m.
Venue: OISE, Room 12-199

Introduction to the HEG Seminar Series
• Welcome by Professor Glen Jones
• Goals of the HEG Seminar Series: how can everyone contribute?

Conferences & Networking – Facilitated Discussion
• What role do conferences play in disseminating knowledge?
• What are the important conferences in the field of Higher Education?
• How do you get involved and submit a proposal?
• How important is networking in our field?

If you have suggestions for future seminar topics, or if you are interested in presenting, please contact Wincy Li (wswincy.li@mail.utoronto.ca).