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"Canada's public higher education system is in trouble. The economic and social benefits of the Canadian university system are widely seen as a public good, which begs a pressing question: Why should we aspire to anything less than a great system? For that to happen, everything about the way universities currently operate, from the boardroom to the classroom, must change--but this kind of operational and public policy transformation will not be easy. Nothing Less than Great provides an expert analysis of the current state and challenges of Canada's university system, looking for positive change by reclaiming what a university is meant to offer for society and for citizens. Harvey P. Weingarten begins with the fundamental question that all students must ask about higher education: Is it worth going to university? From there, he stresses the need for transparency about what universities do and what they accomplish, addresses the importance of modernizing curriculum to emphasize skills over content, and provides recommendations for reform. Exploring how universities might--and should--change to reclaim their central purpose for Canadians, Nothing Less than Great will be of interest to anyone who cares about the future of our country and the important role universities play in determining that future."--
In communications, health care, and economics, events, discoveries, and decisions that originate beyond national borders today routinely influence national policies and practices. But how are our system of education, and particularly our universities, affected by globalization? A New World of Knowledge examines how globalization has obliged universities in Canada to reassess and rethink the international dimension of their mission and practice. All now include an international dimension in their mission statement. Is this a true statement of educational principles? Or is it simply a marketing message intended to position the university to cope with budget reductions through the sale of educational services? A New World of Knowledge looks at the important role that Canadian universities have played in shaping Canada's response to the problems of international development. It provides the historical backdrop and level of analysis needed to properly inform choices for the future of higher education in Canada and abroad. The book will interest teachers and administrators in institutions of higher education, especially in international affairs and educational studies; practitioners in organizations that depend on university linkages (such as in NGOs and research-granting organizations); government officials in the education sector; and students looking for an international education.
Canada was one of the first Western countries to sign an agreement to provide development aid to China in 1983, and the Canadian International Development Agency invited universities to cooperate in ways that would facilitate "the multiplication of contacts at the thinking level." In Canadian Universities in China’s Transformation, leading scholars from Canadian and Chinese universities elaborate on the historical experience of collaboration in areas as different as environmental science, marine science, engineering, management, law, agriculture, medicine, education, minority cultures, and women’s studies. Contributors use theoretical frames such as dependency theory, human capital, the knowledge economy, and Habermas’s theory of communicative action, to facilitate a striking dialogue between Canadian and Chinese perspectives on common questions. They provide insights into factors that ensured the long-term success of some partnerships, as well as barriers that hindered others, and vivid lessons for current collaboration. Case studies include a project that began with the training of Chinese judges developing into reciprocal programs in legal education in China, Canada, and Latin America, and an examination of how joint environmental research has had policy impacts at national and international levels. Presenting the story of universities working together in the era after the Cultural Revolution, Canadian Universities in China’s Transformation is a unique account of partnerships in knowledge production and application and their resulting impacts.
Canadian universities are being slowly but inexorably corporatized. Casualizing academic labour, remaking students into consumers of education, implementing corporate management models and commercializing academic research all point to the ascendance of business interests and values in Canada’s higher education system. Academia, Inc. examines the tensions that result from the merging of two fundamentally incompatible institutions — the university and the corporation. Brownlee argues that moving from liberal education to corporate job training, public service to profit-making and critical research to commercial invention radically undermines the goals of higher education. Investigating the history, causes and impacts of corporatization, this book explores how this transformation has taken shape and its ramifications for both universities and society as a whole. Brownlee suggests several strategies for resisting this process.
At least one in four women attending college or university will be sexually assaulted by the time they graduate. Beyond this staggering statistic, recent media coverage of “rape chants” at Saint Mary’s University, misogynistic Facebook posts from Dalhousie University’s dental school, and high-profile incidents of sexual violence at other Canadian universities point to a widespread culture of rape on university campuses and reveal universities’ failure to address sexual violence. As university administrations are called to task for their cover-ups and misguided responses, a national conversation has opened about the need to address this pressing social problem. This book takes up the topic of sexual violence on campus and explores its causes and consequences as well as strategies for its elimination. Drawing together original case studies, empirical research, and theoretical writing from scholars and community and campus activists, this interdisciplinary collection charts the costs of campus sexual violence on students and university communities, the efficacy of existing university sexual assault policies and institutional responses, and historical and contemporary forms of activism associated with campus sexual violence.
Published in 1997. People wishing to learn the major phases in the development of Canada's twelve postsecondary higher education systems over the 1945-95 period will find this an essential starting point.
In the early twenty-first century international education emerged as an almost ubiquitous concept within discussions of educational curriculum; the objectives of schools, universities, and colleges; and government policies for K–12 and higher education. Although far from a new phenomenon, many jurisdictions now view international education as a highly competitive global industry. This book provides a comprehensive analysis of international education policy in Canada, tracing the complex history of when, how, and why it emerged as a policy area of strategic importance. Illuminating a uniquely Canadian perspective, influenced by regional interests and federal-provincial tensions, International Education as Public Policy in Canada addresses challenging questions: Why was Canada a latecomer in addressing this policy issue? What is the relationship between international education and Canadian immigration policy? How did international education develop as a major Canadian industry? The resulting essays from leading scholars contribute not only to the growing Canadian literature on international education policy but also to a critical, global conversation. Contemplating where the Canadian story of international education is headed, International Education as Public Policy in Canada calls for a broader debate on ethical practices in internationalization, focusing on inclusion, equity, compassion, and reciprocity.
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