The Academic Profession in the Knowledge Society: Canadian Chapter
The Academic Profession in the Knowledge-based Society project involves a collaboration of more than 20 national research teams who have administered a common questionnaire to university faculty. The Canadian team administered the survey in 2017-18 and the sections that follow provide a summary of key findings. Publications from this project are listed in the research and resources section of Academic Work on this website.
The Canadian team is composed of:
- Glen Jones (UToronto)
- Grace Karram Stephenson (UToronto)
- Amy Metcalfe (UBC)
- Olivier Begin-Caouette (Universite de Montreal)
The Canadian component of the project received funding from the Ontario Human Capital Research and Innovation Project of the Ontario Ministry of Advanced Education and Training and the Social Sciences and Humanities Research Council of Canada.
Changing Academic Profession Study
In 2007 the first version of the Changing Academic Profession (CAP) survey was administered in 18 countries. This major international project involved the administration of a common questionnaire to a sample of university faculty in multiple countries. The study focused on faculty perceptions of academic work, working conditions, job satisfaction, research activities, teaching activities, work history, and a range of demographic variables. The project design was highly decentralized, with national research teams collecting data and coordinating with other teams through international meetings.
In 2007 the Canadian team was led by:
- Amy Metcalfe (University of British Columbia)
- Team members included: Glen Jones (Toronto), Don Fisher (UBC), Yves Gingras (UQAM) and Kjell Rubenson (UBC).
- Later phases of the project included doctoral researchers Julian Weinrib and Bryan Gopaul
The findings from the 2007 survey have resulted in more than two dozen publications, including many international comparative pieces that locate Canadian academics in the world. A bibliography from the CAP project is available below.
The research team acknowledges the financial support provided by the Ontario Human Capital Research and Innovation Fund (OHCRIF), administered by the Ontario Ministry Training, Colleges and Universities, to develop this publication. The views expressed in this publication are the views of the authors and do not necessarily reflect those of the Government of Ontario.