The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

This study is a sequential multi-methods research effort which examines the issue of equality in Chinese higher education after the recent expansion, and explores how educational equality has been shaped by policies which reflected the shifting value orientations of the government since 1949. Quantitative methods were used to discover the current patterns of educational equality. The dataset is derived from a survey carried out under a project supported by the Social Sciences and Humanities Research Council of Canada. Logistic regressions were conducted to discover the relations between students’ social background characteristics and their likelihood of studying in different part of the differentiated higher education system. The findings show that while overall access has increased greatly, advantaged groups have maintained their advantage in gaining entry to higher status universities and attractive disciplines. The study went deeper to explore the changing patterns of educational equality through historical analysis of policy using the lens of culture, since social phenomena are context-based and culture is a deep yet decisive force which has previously been given inadequate attention in relation to this issue. Applying a multidisciplinary approach, an indigenous analytical framework was developed which identified six dimensions of culture relating to educational equality, and Chinese cultural values were then organized along these dimensions. This framework was used to explain the results of the quantitative analysis at a deeper level. It was also used to construct ideal types of elitism and populism as a means of analyzing the historical process of policy change. The study found that policies regarding educational equality swung between these two poles in post 1949 China, due to an internal tension in the Chinese cultural value system which was in turn stimulated or provoked by diverse external influences. Four major modes were identified: politically restrained elitism, politically restrained populism, inclusive elitism, and a tendency toward harmony. This approach represents an original attempt to develop an indigenous framework to interpret educational equality through a cultural lens. The dissertation also seeks to contribute to knowledge and theory development in the comparative research on educational equality more widely, and to provide insights that may inform policy making.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

The thesis provides an analysis, from the institutional perspective, of the factors that are contributing towards mutually beneficial participation in European University Networks. Previous research about institutional networks has concentrated on the networks' perspective on beneficial operational factors. Joining institutional university networks has been stated to be a recent strategic trend in Europe. Therefore it is important to provide detailed data from the institutional point of view to enable other institutions to make informed decisions about joining such networks. The University of Tartu provides an interesting case study on its experience of participation in the Coimbra Group and the Utrecht Network. Strategic management theory was used as a theoretical framework for this analysis. Relevant documents were reviewed. Twenty three e-mail interviews were conducted among the University of Tartu administrators, faculty members and representatives of both networks. Ten cross-cutting themes were identified as having impact on network participation.

The thesis provides an analysis, from the institutional perspective, of the factors that are contributing towards mutually beneficial participation in European University Networks. Previous research about institutional networks has concentrated on the networks' perspective on beneficial operational factors. Joining institutional university networks has been stated to be a recent strategic trend in Europe. Therefore it is important to provide detailed data from the institutional point of view to enable other institutions to make informed decisions about joining such networks. The University of Tartu provides an interesting case study on its experience of participation in the Coimbra Group and the Utrecht Network. Strategic management theory was used as a theoretical framework for this analysis. Relevant documents were reviewed. Twenty three e-mail interviews were conducted among the University of Tartu administrators, faculty members and representatives of both networks. Ten cross-cutting themes were identified as having impact on network participation.

This study explores what a selection of Canadian student affairs practitioners saw as the role of their work, the values they brought to it, and values conflicts they encountered. All of these are personal, and all depend on each individual’s experience. Through this exploration, a construction of roles, values and values conflicts was built and confirmed with the participants. Using constructivist methodology, participants were purposively selected based on their contributions to the field of Canadian student affairs, and were interviewed about their role, values and values conflicts. Using inductive data analysis, a framework of categories was constructed from the interviews, and then member checks through re-interviews were conducted to verify that the framework reflected participants’ values and experiences. Constructivism focuses on social reality; the experiences and thoughts of the participants are paramount. Constructivism builds connections between different personal realities and positions, in order to elucidate people’s behaviours and motivations. Participants saw their role as student affairs practitioners to create a learning environment and to support the academic mission of their institution; to provide expertise on student issues; to be advocates with and on behalf of students; and to provide support to individual students. Participants’ values were honesty, integrity and authenticity; having a balance of fairness and consistency with care and empathy; student-centredness; valuing the student voice; having a commitment to equity and social justice; being dedicated to student affairs work; and engaging in lifelong learning and self-improvement. Participants identified that conflicts between values arose in situations related to the overall campus environment; policy and decision-making; interactions with students; and personal aspects of their work. The construction presented in this thesis is intended to be a starting point for further discussion about Canadian student affairs values and practices. As there is little research to date on Canadian student affairs, the study offers an illustration of what practitioners who are involved in the field consider important in their role, what their values are, and the challenges that can arise from holding those values.

As a result of the increasing demand for tertiary education in many developing countries, institutions are seeking ways to increase educational access in difficult economic times. This paper describes the development of the University of the West Indies Open Campus as the mechanism for online distance education delivery to students across sixteen islands in the Caribbean region. The shift from the use of print based distance education to online education was examined from the perspectives of the administration, the instructors and the students in order to determine which factors were important for a successful transition. Factors examined included institutional context, vision, curriculum, organizational structure, finances, leadership, stakeholder attitudes towards online courses, staff training, student support and programme quality. The study also examined whether online education could promote a regional cultural identity. The research design used was a qualitative single case study with multiple data sources including archival records, semi-structured interviews and online surveys. Research findings indicate that implementing online education requires a deep understanding of the institutional context, clear vision, effective leadership, understanding attitudes towards online education and the provision of effective student support mechanisms. Context and aspects of culture (specifically communication) emerged as important factors that strongly influenced the transition, both pedagogically and in terms of the organizational culture and structure required to support online education. A lack of communication resulted in staff resistance both internally and externally. Communication was also the major stumbling block in the pedagogical changes required for online teaching and learning. Both students and instructors found teaching and learning online more difficult than in traditional classes as a result of the differences in communication modes between online classes and the wider culture. Students in online classes specifically desired the immediate feedback available in face-to-face classes and indicated a strong preference for blended learning. The study presents some suggestions for successful transitions and provides support for institutions preparing to use online education as a mode of distance education delivery, especially in the Caribbean context.

This study begins by discussing the commercialization of higher education. The commercialization of higher education is the transformation of public goods and services into products that are privately owned by individuals or corporations and sold for profit. Higher education is increasingly being treated by providers and consumers as a commercial product that can be bought and sold like any other commodity. The purpose of this study was to better understand how students perceive commercial behaviors in their institutions, the degree to which students perceive identified commercial behaviors as influencing their experience of teaching and learning, and how they experience the commercial conduct within commercialized educational environments. This study also aimed to explore how commercial behaviors influence students’ expectations for their higher education studies. Selecting the Rotman School of Management at the University of Toronto and the Schulich School of Business at York University and their MBA students as the research population, this study revealed MBA students’ experiences and program expectations in a commercialized academic setting by employing a combination of quantitative and qualitative research methods, coupled with the framework of Chickering and Gamson’s Seven Principles of Good Practice in Higher Education as well as Gould’s Corporate Ethos. Data was collected by means of an on-line survey questionnaire and in-person interviews. The two case study business schools shared similar major quantitative findings that indicated that the studied commercial practices carried slim influence on the studied students’ experiences of teaching and learning. In addition, the practices of marketing strategies and customer service were evidenced to have more than somewhat of an influence on intensifying participants’ expectations of program characteristics, obtaining better professional skills and getting better knowledge in areas of expertise. The qualitative findings illustrated that commercial practices exerted different levels of influence on MBA students’ experiences of teaching and learning as well as their expectations for their MBA. Qualitative findings in many cases also revealed that MBA students care more about future rewards and career advancement than learning.

There are two purposes of this study: to examine the institutional strategies that two Canadian universities have developed in attracting international undergraduate students to study on campus, and to gain an understanding of the factors that influence undergraduate students to choose Canada as a destiny for education, and their views on the institutional marketing and recruitment strategies. This study employed a marketing model and institutional theory as key conceptual frameworks. The data collected for the two case study universities include interviews with university leaders and international students, and an on-line survey with international students. Institutional initiatives for international student recruitment have been influenced by various factors, such as provincial government policies, institutional leadership, university traditions and organizational structure, financial status, the capacity of institution, and the provincial higher education system. While one of the case study universities adopted a decentralized and the other adopted a centralized approach to international student recruitment, the different organization structure does not make a great difference since international student enrolment increased at a similar pace in the last decade. The two case study universities shared similarities in marketing and recruitment strategies, which was to influence international students’ university choice by providing information through diversified means and interacting with students at different stages in their university selection process. The major marketing activities, which are designed to present information and convince students to apply, can be categorized into three groups: (1) outreach activities, which include school visits, post-offer events and attending fairs; (2) intermediate activities, which include attending and holding professional conferences to influence high school counsellors; (3) on-campus events, which include a visitors’ center, on-line chat and video conferences, and maintaining a university website to provide up-to-date information to students. The study showed that most international students chose a university based on its reputation and program quality, followed by the recognition of the degree in their home country, tuition and expenses, and the quick response of the university. Therefore, the academic pull factor is core and dominant, followed by the recognition factor, the financial factor, and the administrator factor. Degree being recognized by home country and the advice of family members remain the two dominant push factors. International students sought university information from over six sources on average. The information sources provided by the universities are rated more important than public information sources, and are exactly what most students seek information from. Therefore, the marketing and recruitment strategies of the two Canadian universities are congruent with the process of international students’ university choice.

This study explores what a selection of Canadian student affairs practitioners saw as the role of their work, the values they brought to it, and values conflicts they encountered. All of these are personal, and all depend on each individual’s experience. Through this exploration, a construction of roles, values and values conflicts was built and confirmed with the participants. Using constructivist methodology, participants were purposively selected based on their contributions to the field of Canadian student affairs, and were interviewed about their role, values and values conflicts. Using inductive data analysis, a framework of categories was constructed from the interviews, and then member checks through re-interviews were conducted to verify that the framework reflected participants’ values and experiences. Constructivism focuses on social reality; the experiences and thoughts of the participants are paramount. Constructivism builds connections between different personal realities and positions, in order to elucidate people’s behaviours and motivations. Participants saw their role as student affairs practitioners to create a learning environment and to support the academic mission of their institution; to provide expertise on student issues; to be advocates with and on behalf of students; and to provide support to individual students. Participants’ values were honesty, integrity and authenticity; having a balance of fairness and consistency with care and empathy; student-centredness; valuing the student voice; having a commitment to equity and social justice; being dedicated to student affairs work; and engaging in lifelong learning and self-improvement. Participants identified that conflicts between values arose in situations related to the overall campus environment; policy and decision-making; interactions with students; and personal aspects of their work. The construction presented in this thesis is intended to be a starting point for further discussion about Canadian student affairs values and practices. As there is little research to date on Canadian student affairs, the study offers an illustration of what practitioners who are involved in the field consider important in their role, what their values are, and the challenges that can arise from holding those values.