Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

This study sought to understand how individuals come to be educational developers, specifically, their individual and collective journeys toward entry to the profession, the drivers and conditions that shape developer pathways, a sense of how practitioners characterize their developer role and conceive the field overall, and, finally, the point at which they come to associate with the field and identify with what they do. To explore and examine these questions, a qualitative study was undertaken with a subset of the development community. Eighteen Canadian university educational developers, all formally associated with a campus-wide or discipline-based teaching and learning unit, were invited to share their stories. Drawing upon the metaphor of journey to conceptualize the research and storytelling process, and framing the analysis and discussion from a career development and community of practice perspective, the process of becoming an educational developer was revealed. Two trajectories to educational development were identified: (1) those coming from outside higher education and (2) those transitioning from within their academic institution. Various conditions, situational factors, social encounters, or drivers, often serendipitous in form, influenced their journeys, with some participants experiencing more direct paths to the profession and others encountering more twists and turns. Select types of individuals (gatekeepers, distractors, mentors, enablers) also significantly impacted their pathways. Participants characterized their developer role broadly (facilitator, connector, consultant, champion, change agent) and conceived educational development along service, professional, and academic lines. Commitment to the profession and their role solidified within two to four years upon entry. Currently, the field of educational development operates without any formalized career structures to guide entry to or facilitate advancement within the profession. As the community continues to grow and situate itself within the higher education landscape, identifying what attracts developers to the field, their individual pathways, as well as how and when they come to associate with the profession, especially in the absence of socialization and induction strategies, is crucial. With limited research examining the process of becoming a developer and the attraction of working in the field, this study provides a basis from which to continue to examine questions associated with growing and sustaining an emergent profession.

The purpose of this study was to explore the influence of the requirements of the Postsecondary Education Assessment Board (PEQAB) for graduate credentials for faculty teaching in college degree programs and the impact on hiring policies and practices at Ontario’s five Institutes of Technology and Advanced Learning (ITALs) which are part of the 24 Ontario Colleges and Applied Arts and Technology (CAAT). The Innovative Hiring Practices model developed by Jones-Kavalier and Flannigan (2008) served as a framework for identifying relevant concepts, questions, and data collection strategies that were used in this study. This study used the exploratory descriptive case study method to analyze data collected from ITAL websites and from interviews with 16 key informants who are most directly involved in the recruitment and hiring process at the five ITALs. Interviews were conducted with five Human Resource Managers (one from each ITAL) and eleven Deans responsible for programming in business, media studies, applied technology and liberal arts across the five ITALs. The conclusions drawn from this study suggest that there a number of policies and practices that enhance or deter from hiring the most appropriate faculty across all credentials - degrees, diplomas, and certificates - at the participating ITALs. The review of the relevant documents posted on the ITAL websites revealed a lack of clarity for potential applicants around the definition of the institutions referred to variously as ITALs, polytechnics, or colleges. Job descriptions that describe faculty roles did not capture the full essence of the position, the importance of teaching or the role of research. Attracting sufficient numbers of appropriate candidates to meet the Postsecondary Quality Assessment Board (PEQAB) requirements was identified by study participants as a serious concern. The constraints of the Academic Employees Collective Agreement on faculty utilization was perceived by participants as a substantive challenge for recruiting faculty with the appropriate expectations and expertise to facilitate student learning in the unique context of Ontario colleges. The study findings may inform policy and practice that would enhance the quality of work-life for faculty teaching in the degree programs in the five ITALs, for the ultimate benefit of student learning.

The purpose of this study was to explore the influence of the requirements of the Postsecondary Education Assessment Board (PEQAB) for graduate credentials for faculty teaching in college degree programs and the impact on hiring policies and practices at Ontario’s five Institutes of Technology and Advanced Learning (ITALs) which are part of the 24 Ontario Colleges and Applied Arts and Technology (CAAT). The Innovative Hiring Practices model developed by Jones-Kavalier and Flannigan (2008) served as a framework for identifying relevant concepts, questions, and data collection strategies that were used in this study. This study used the exploratory descriptive case study method to analyze data collected from ITAL websites and from interviews with 16 key informants who are most directly involved in the recruitment and hiring process at the five ITALs. Interviews were conducted with five Human Resource Managers (one from each ITAL) and eleven Deans responsible for programming in business, media studies, applied technology and liberal arts across the five ITALs. The conclusions drawn from this study suggest that there a number of policies and practices that enhance or deter from hiring the most appropriate faculty across all credentials - degrees, diplomas, and certificates - at the participating ITALs. The review of the relevant documents posted on the ITAL websites revealed a lack of clarity for potential applicants around the definition of the institutions referred to variously as ITALs, polytechnics, or colleges. Job descriptions that describe faculty roles did not capture the full essence of the position, the importance of teaching or the role of research. Attracting sufficient numbers of appropriate candidates to meet the Postsecondary Quality Assessment Board (PEQAB) requirements was identified by study participants as a serious concern. The constraints of the Academic Employees Collective Agreement on faculty utilization was perceived by participants as a substantive challenge for recruiting faculty with the appropriate expectations and expertise to facilitate student learning in the unique context of Ontario colleges. The study findings may inform policy and practice that would enhance the quality of work-life for faculty teaching in the degree programs in the five ITALs, for the ultimate benefit of student learning.

This thesis examines the managerial roles of the academic deans in Canadian universities, particularly in the province of Ontario. It is important to study the roles of the academic deans since they are pivotal to any higher education institution’s success. Research indicates that organizational performances are very much influenced by what happens in the middle of organizations rather than at the top. (Currie and Procter, 2005) As middle managers, deans are compelled to manage both people and results, while providing vital links to the organization when translating top-level directives of the upper management – president, vice-president academic etc. - into operational plans that need to be understood and implemented by the departmental chairs and program coordinators. Understanding the roles of the academic deans within the context of new public management ideologies will help to increase our understanding about how universities are run and what challenges are presently being faced. The study involved participants from 15 Ontario universities. An online survey has been used in order to collect the data. The response rate was 39%, 41 academic deans out of 105 provided their input between May –July 2009. The data collected was subjected to a quantitative analysis which included descriptive statistics and correlation analysis. The findings confirmed the fact that the role of the academic dean has become more managerial in nature as Canadian universities are moving more towards a managed professional public organization model.

This thesis examines the managerial roles of the academic deans in Canadian universities, particularly in the province of Ontario. It is important to study the roles of the academic deans since they are pivotal to any higher education institution’s success. Research indicates that organizational performances are very much influenced by what happens in the middle of organizations rather than at the top. (Currie and Procter, 2005) As middle managers, deans are compelled to manage both people and results, while providing vital links to the organization when translating top-level directives of the upper management – president, vice-president academic etc. - into operational plans that need to be understood and implemented by the departmental chairs and program coordinators. Understanding the roles of the academic deans within the context of new public management ideologies will help to increase our understanding about how universities are run and what challenges are presently being faced. The study involved participants from 15 Ontario universities. An online survey has been used in order to collect the data. The response rate was 39%, 41 academic deans out of 105 provided their input between May –July 2009. The data collected was subjected to a quantitative analysis which included descriptive statistics and correlation analysis. The findings confirmed the fact that the role of the academic dean has become more managerial in nature as Canadian universities are moving more towards a managed professional public organization model.

This thesis examines policy learning and expertise in the European Union research policy by focusing on the Open Method of Coordination (OMC) initiative. The research is guided by the overarching question - How do experts’ individual policy learning experiences relate to the EU’s research policy? First, background of the European Union’s research policy is presented, clarifying the need for policy learning. Second, the theoretical approaches on expertise and theories of policy learning are analyzed. The synthesis of the two streams of literature leads to a conceptual framework for the study, featuring two distinct perspectives of policy learning – the evidence-based approach and the value-based approach. This framework brings the individual experiences of the OMC participants into focus, allowing an examination of policy processes that do not always result in direct policy changes. For data collection three distinct OMC working groups are selected, each focusing on a different topic related to European research policy – research funding (Group 1), research cooperation with Third Countries (Group 2) and research activities in universities (Group 3). A case study approach is employed, involving document analysis, a pilot study and thirty-four interviews with member-states’ experts and European Commission policy-makers. The findings suggest that individual policy learning shapes the development of European research policy. Through the OMC policy learning initiatives participants gain new knowledge on policy approaches, programs, best practices and policy failures. In addition, learning experiences involve knowledge on individual relationships, decision-making styles, organizational cultures and power-relationships that diverse stakeholders bring with them to the process. Such knowledge helps to update the policy beliefs of participants, providing a strong foundation for developing mutual ownership of decisions that lead to policy coordination. The findings emphasize the importance of a value-based perspective in policy analysis, where results emerge gradually, over a long time period and contribute to policy change.

For a developing nation like Kenya, an effective higher education system is essential for its national development. Often intermediary bodies, such as the Commission for Higher Education in Kenya, are established and mandated to oversee higher education systems. As a “buffer” agency between the state and the universities, the Commission is strategically placed to ensure an effective and productive higher education system that serves the Kenyan society and advances the development of the nation. The purpose of this research is to investigate and describe the contribution of an intermediary body responsible for the coordination of the higher education system in a developing nation. The research describes the legal framework for the establishment of the Commission for Higher Education in Kenya and focuses on the three main functions of this intermediary agency: planning, program review and budget review. The research uses a historical case-study design that includes extensive documentation analysis coupled with interviews in order to understand the experience of the Commission for Higher Education in Kenya from its establishment in 1985 up to the present. The main objectives of the research are: a) To describe the legal framework for the establishment of the Commission for Higher Education for Kenya and analyze its mandate and terms of reference; b) To investigate and describe the experience of the Commission for Higher Education for Kenya with reference to the following primary functions of intermediary bodies: planning, budget review and program review. In addition to describing the legal framework that established the Commission and its work in planning, program review and budget review, the research provides recommendations for improved effectiveness as a buffer agency. Chief among these is the need for legislative change that would create an empowering legal framework. Specific recommendations for improvements in core function service areas (planning, program review and budget review) are also provided. The study is important because it addresses service improvement issues in a context where the development agenda demands effective and efficient leadership in the higher education sector.

Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / Since the events of 9/11, homeland security has emerged as an important and growing field of study. It is based upon information which is drawn from a diverse network of multiple disciplines that serve a variety of professions. Due to the embryonic nature of this field and the complicated nature of the mix of professions served, college and university administrators and faculty need to develop a better data-based sense about why students enroll, attend, and complete homeland security-related educational programs. As one might expect with a new field like homeland security studies, little research concerning student enrollment, persistence, and attendance patterns has been conducted to date. This study used the Dillman Tailored Design Mode of Internet Survey methodology to collect data (Dillman 2007; Dillman, Smith, & Christian, 2009). Data were collected from students attending homeland security-related graduate programs during the 2009 fall semester. Data concerning program delivery modes (online, face-to-face, and hybrid) and generational demographics (Baby Boomers, Generation X, Generation Y), were used as the basis to examine the elements of student enrollment, persistence, and completion patterns in this study. In order to accomplish data reduction and decrease error, an Exploratory Factor Analysis (EFA) was conducted to sort loaded factors from the 30 item survey instrument. Eight factors were obtained all with over |.7| load values including four having positive values and four having negative values. These eight factors were used as dependent variables to conduct a MANOVA with generational demographic and program delivery mode as independent variables in order to determine if any significance existed. Significance was discovered between one of the four factors and the two independent variables with low to medium effect size based upon partial eta squared. The intersection of the two dependent variables of generational demographic and program delivery mode was not found to be significant. Further MANOVA with the four negative load factors of EFA were found to be significant in regards to program delivery mode and the intersection of program delivery mode and generational demographic. The significance found was with low to medium effect size based upon partial eta squared.