Academic work and institutional diversity in Canada
Keywords:
Institutional diversity, Horizontal diversity, Vertical diversity, Canadian professoriate, Maclean's ranking, U15, Academic workAbstract
The objective of this article is to determine if the work of full-time professors in Canada varies depending on the type of universities in which they are employed. A nonparametric comparison of multivariate samples based on data from the Academic Profession in the Knowledge Society (APIKS) survey was used to examine faculty perceptions of their academic work. The results show statistically significant, albeit minimal, differences between primarily undergraduate, comprehensive, and research-intensive institutions. This article confirms that, to a small extent, institutional diversity in Canada is mirrored in academic work, and argues that both vertical and horizontal forms of diversity may exist simultaneously depending on the relative value granted to specific academic activities.
References
Aghion, P., David, P. A., & Foray, D. (2009). Science, technology and innovation for economic growth: Linking policy research and practice in ‘STIG Systems’. Research policy, 38(4), 681-693. https://doi.org/10.1016/j.respol.2009.01.016
Arimoto, A. (2011). Reaction to academic ranking: Knowledge production, faculty productivity from an international perspective. In J.-C. Shin, R. K. Toutkoushian & U. Teicher (eds.), University Rankings: Theoretical Basis, Methodology and Impacts on Global Higher Education (pp. 229-258). Springer. https://doi.org/10.1007/978-94-007-1116-7_12
Banks, J. A. (2012). Encyclopedia of Diversity in Education. Sage Publications.
Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Open University Press/SRHE.
Birnbaum, R. (1983). Maintaining Diversity in Higher Education. Jossey-Bass.
Burchett, W. W., Ellis, A. R., Harrar, S. W., & Bathke, A. C. (2017). Nonparametric inference for multivariate data: The R package npmv. Journal of Statistical Software, 76(4), 1-18.
Council of Canadian Academies (2018). Competing in a Global Innovation Economy: The Current State of R&D in Canada. Council of Canadian Academies.
Cantwell, B., Marginson, S., & Smolentseva, A. (Eds.). (2018). High participation systems of higher education. Oxford University Press.
Canada Foundation for Innovation – CFI (2015). Consultation on the Canada Foundation for Innovation’s Fund Architecture. https://www.innovation.ca/sites/default/files/Fun ds/2015%20CF I%20Consultation%20discussion%20paper.pdf.
Codling, A., & Meek, L. V. (2006). Twelve propositions on diversity in higher education. Higher Education Management and Policy, 18(3), 1-24. https://doi.org/10.1787/17269822
Dinno, A. (2017). Dunn.test: Dunn’s Test of Multiple Comparisons Using Rank Sums. R package version 1.3.5. https ://CRAN.R-project.org/package=dunn.test
Fallis, G. (2013). Rethinking higher education: Participation, research, and differentiation. McGill- Queen’s Press.
Higher Education Quality Council of Ontario - HEQCO (2012). The productivity of the Ontario public postsecondary system: A preliminary report. http://www.heqco.ca/SiteCollectionDocuments/H EQCO%20Productivity%20Report.pdf.
Jones, G. A (2018). Decentralization, provincial systems and the challenge of equity: High participation higher education in Canada. In B. Cantwell, S. Marginson, & A. Smolentseva, (Eds.). High participation systems of higher education(pp. 203-226). Oxford University Press. https://doi.org/10.1093/oso/9780198828877.003.0. 008
Jones, G.A. (1998). The Idea of a Canadian University. Interchange 29(1), 69–80. https://doi.org/10.1023/A:1007452504974
Jones, G.A., Gopaul, B., Weinrib, J., Metcalfe, A. S., Fisher, D., Gingras, Y., & Rubenson, K. (2014). Teaching, research and the Canadian professoriate. In J. C. Shin, A. Arimoto, W. K. Cummings and U. Teichler (eds.), Teaching and research in contemporary higher education (pp. 335- 359). Springer. https://doi.org/10.1007/978-94-007-6830-7_18
Karran, T., & Mallinson, L. (2019). Academic freedom and world-class universities: A virtuous circle? Higher Education Policy, 32(3) 397–417. https://doi.org/10.1057/s41307-018-0087-7
Kehm, B. (2013). To be or not to be? The impacts of the excellence initiative on the German system of higher education. In J. C. Shin & B. M. Kehm (eds.), Institutionalization of world-class university in global competition (pp. 81-97). Springer. https://doi.org/10.1007/978-94-007-4975-7_6
Kwiek, M. (2018). Changing European academics: A comparative study of social stratification, work patterns and research productivity. Routledge.
Lacroix, R., & Maheu, L. (2015). Leading research universities: Autonomous institutions in a competitive academic world. McGill-Queen's Press.
Locke, W. (2011). The institutionalization of rankings: Managing status anxiety in an increasingly marketized environment. In J.-C. Shin, R. K. Toutkoushian & U. Teicher (eds.), University rankings: Theoretical basis, methodology and impacts on global higher education (pp. 201-228). Springer. https://doi.org/10.1007/978-94-007-1116-7_11
MacDonald, M. (2016). Four small universities in Eastern Canada rebrand as the “Maple League.” University Affairs. https://www.universityaffairs.ca/news/news-article/maple-league-universities/
Maclean's (2019). Maclean's University Rankings. https://education.macleans.ca/rankings/
Metcalfe, A. S., Fisher, D., Gingras, Y., Jones, G. A., Rubenson, K., & Snee, I. (2016). The changing academic profession in Canada: Personal characteristics, career trajectories, sense of identity/commitment and job satisfaction. In J. F. Galaz-Fontes, A. Arimoto, U. Teichler, & J. Brennan (eds.), Biographies and careers throughout academic life (pp. 105-120). Springer. https://doi.org/10.1007/978-3-319-27493-5_7
Milian, R. P., Davies, S., & Zarifa, D. (2016). Barriers to differentiation: Applying organizational studies to Ontario higher education. Canadian Journal of Higher Education, 46(1), 19-37. https://doi.org/10.47678/cjhe.v46i1.186019
The Ministry of Training, Colleges and Universities (2013). Ontario's differentiation policy framework for postsecondary education. https://www.tcu.gov.on.ca/pepg/publications/Poli cyFramework_PostSec.pdf
Münch, R. (2014). Academic capitalism: Universities in the global struggle for excellence. Routledge.
Neave, G. (1996). Homogenization, integration and convergence: The Cheshire Cats of higher education analysis. In L. Meek (Ed.), The mockers and the mocked: Comparative perspectives on differentiation, convergence and diversity in higher education (pp. 26-41). Oxford: Pergamon Press
Orton, L. (2003). A new understanding of postsecondary education in Canada: A discussion paper . Catalogue, 81-595-MIE2003011. Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/81- 595-m/81-595-m2003011-eng.pdf?st=6Z_PjGRp
Page, S. (1996). Rankings of Canadian universities, 1995: More problems in interpretation. Canadian Journal of Higher Education, 26(2), 47-58. Page, S. (2001). Ranking of Canadian universities: A new marketing tool. Journal of Marketing for Higher Education, 10(2), 59-69. https://doi.org/10.1300/J050v10n02_05
Piché, P. G. (2015). Institutional diversity and funding universities in Ontario: Is there a link?. Journal of Higher Education Policy and Management, 37(1), 52-68. https://doi.org/10.47678/cjhe.v46i3.188008
Polster, C. (2015). The Nature and implications of the growing importance of research grants to Canadian universities and academics. In C. Polster & J. Newson (eds.), A penny for your thoughts: How corporatization devalues teaching, research, and public service in canada’s universities (pp. 213-36). Canadian Centre for Policy Alternatives.
Porter, S. R., & Umbach, P. D. (2001). Analyzing faculty workload data using multilevel modeling. Research in Higher Education, 42(1), 171–196. https://doi.org/10.1023/A:1026573503271
Re$earch Infosource Inc. (2018). Canada’s Top 50 Research Universities 2018. https://researchinfosource.com/top-50-research-universities/2018/list.
Ross, S., Savage, L., & Watson, J. (2019). University teachers and resistance in the neoliberal university. Labour Studies Journal, 45(3), 227–249. https://doi.org/10.1177/0160449X19883342
Salmi, J. (2009). The challenge of establishing world class universities. The World Bank.
Shin, J. C., & Jang, Y. S. (2013). World-class university in Korea: Proactive government, responsive university, and procrastinating academics. In J. C. Shin & B. M. Kehm (eds.), Institutionalization of world-class university in global competition (pp.147-163). Springer. https://doi.org/10.1007/978-94-007-4975-7_9
Skolnik, M. L. (1986). Diversity in higher education: The Canadian case. Higher Education in Europe, 11(2), 19-32. https://doi.org/10.1080/0379772860110205
Side, K., & Robbins, W. (2007). Institutionalizing inequalities in Canadian universities: The Canada research chairs program. NWSA Journal, 19(3), 163-181. http://www.jstor.org/stable/40071234
Solem, M. N., & Foote, K. E. (2004) Concerns, attitudes, and abilities of early-career geography faculty. Annuals of the Association of American Geographers, 94(4), 889–912. https://doi.org/10.1080/03098260600717299
Teichler, U. (2011). Social contexts and systemic consequence of university rankings: A meta- analysis of the ranking literature. In J.-C. Shin, R. K. Toutkoushian & U. Teicher (eds.), University rankings: Theoretical basis, methodology and impacts on global higher education (pp. 55-69). Springer. https://doi.org/10.1007/978-94-007-1116-7_4
U15 – Group of Canadian Research Universities. (2020). About us. http://u15.ca/about-us.
U15 - Groupe of Canadian Research Universities. (2015). Canada 2030: Making Canada the most Innovative country in the world. https://u15.ca/wp-content/uploads/2022/07/Canada-2030- Making-Canada-the-most-innovative-country-in-the-world.pdf.
University and College Academic Staff System (2018). Full-time teaching staff at Canadian universities, 2017/2018. Statistics Canada. 11-627-M. https://www150.statcan.gc.ca/n1/pub/11- 627-m/11-627-m2018056-eng.htm.
Vajoczki, S., Fenton, N., Menard, K., & Pollon, D. (2011). Teaching-stream faculty in Ontario universities. Higher Education Quality Council of Ontario.
van Damme, D. (2009). The Search for Transparency: Convergence and Diversity in the Bologna Process. In F. van Vught (Ed.), Mapping the Higher Education Landscape (pp. 39-55). Springer. https://doi.org/10.1007/978-90-481-2249-3_3
van Vught, F. A. (2009). Diversity and differentiation in higher education. In F. A van Vught (ed.), Mapping the higher education landscape (pp. 1-16). Springer. https://doi.org/10.1007/978-90-481-2249-3_1.
Wasserstein, R., & Lazar, N. A. (2016) The ASA statement on p-values: Context, process, and purpose. The American Statistician, 70(2), 129-133. https://doi.org/10.1080/00031305.2016.1154108
Webber, K. L., & Rogers, S. M. (2018). Gender differences in faculty member job satisfaction: Equity forestalled? Research in Higher Education, 59(8), 1105–1132. https://doi.org/10.1007/s11162-018-9494-2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca
