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This research explores through the lens of branding practices at universities how professionals in public sector spaces respond to the influence of corporate marketing practices. Specifically, this research addressed the question of how faculty perceive branding activities in higher education and their role in branding activities at the university. It also sought to understand the impact and influence of institutional attributes such as heritage and location on faculty perception of branding. The research was conducted at three Universities in Ontario Canada, which were selected based on differences in heritage and location. Marketing, organizational studies and higher education studies literature were combined highlighting the differences between product and service based marketing and the interplay between organizational identity, image and culture. My research revealed ambiguous and complex responses from faculty and highlighted the unique values and beliefs inherent in academic culture. While most faculty members appreciated the need for branding under current economic conditions, many perceived branding as representing the unwelcome encroachment of business ideology within the university which had the potential of eroding the university’s contribution to the public good. They also perceived branding as leading to changes in both the structure and culture of the university. Many faculty expressed concern that branding tended toward a claim to be everything to everyone resulting in significant gaps in authenticity; in other words between brand representations and actual practices. The findings raise questions about the applicability of existing theories of branding to higher education institutions and an academic service brand model is proposed that captures the complexity of academic responses to branding. The management implications arising from this thesis reveal that faculty members see branding as a complex balancing act combining multiple attributes and one that requires transparent communication, the cultivation of trust, accessible brand leadership and authenticity.

This research examines the relationship between higher education and eventual marriage in Canada using statistical, ethnographic and historical data. Data from the 1971, 1976 and 1981 Canadian census Public Use Sample Tapes are used to determine if the inverse relationship between higher education and eventual marriage for women in the United States is observed in the Canadian population. The data indicate a strong, negative relationship between higher education and eventual marriage for women in Canada. Although the relationship appears to be weakening, in 1981 20 percent of women, age 50-64 with a bachelor's degree and 27 percent with a graduate or professional degree never married compared to 5 percent of women with a high school education. For men in the same age group there was no difference in the percent who never married by educational level. Men with a high school education, bachelor's or graduate degree all had a nonmarriage rate of 8 percent. To account for this relationship for women, census data is also used to analyze mating preferences and sex ratios in Canada. With respect to education the preferences are in the predicted direction. Men tend to marry women with equal or less education and women tend to marry men with equal or greater education. This contributes to an unfavorable ratio of eligible males to highly educated females who have postponed marriage until their thirties. In addition, this research examines the relationship between education and marriage as it is perceived by the highly educated, unmarried woman. The data are from in-depth interviews with a sample of 15 never married women with professional and graduate degrees engaged in professional careers. The study profiles the career goals of these women and their expectations and perceptions about marriage. The women were not found to be antimarriage or antifamily. The major factor contributing to the women's postponement of marriage is the incompatibility of traditional marriage with career commitment, especially during the early stages of career development. The combination of both family life and participation in the labor force is difficult for women to manage, but add to that many years of post-secondary schooling, long hours of weekend work, geographic mobility and a competitive work environment and it is not difficult to understand that these women wait until their careers are established before trying to combine family life (as it is now structured) and career. Another important factor contributing to the women's postponement of marriage is their perception that most men have not changed their expectations of what men and women do for each other in a marital arrangement. They feel the majority of eligible males prefer a wife that will subordinate her own career development to the demands of family. For these women, the ideal marriage is one where both husband and wife have continuous and self-fulfilling extra-domestic career roles as well as meaningful and involving family roles. Finally, this research also provides a historical perspective on the relationship between education and marriage. Although higher education for women carried within it the potential for dramatic change in women's occupational as well as psychological states, a survey of one hundred years of college and domesticity in America shows that this dramatic shift did not occur. Unlike feminists involved in political struggle, the earliest women in higher education did not have clearly defined targets or goals. Even into the mid-twentieth century higher education for women insured a clinging to traditional values of domesticity, placed in a frame of professionalism, and hindered the ease with which college-educated women could choose life styles not sanctioned by domesticity. Where possible, data in this study are placed in a historic framework to emphasize that, while the barriers to combining family and career are falling, many problems remain for highly educated women. / Arts, Faculty of / Anthropology, Department of / Graduate

The purpose of this study was to examine and interpret the legal decisions of the Canadian courts in litigation concerning tort liability on the part of the physical education teacher and coach in the gymnasium, on the playing field, in the community recreation classes and on athletic trips up to and including early 1975. Basically, the answers to the following questions were sought: (1) What is negligence in law and how does this apply to the Physical Education teacher? (2) If a teacher is involved in a law suit what legal defenses are open to him or her? (3) What are some of the areas in the school system which a teacher should be particularly aware of in terms of potential legal problems? The study aimed to stimulates (1) an appreciation for protecting the student in the school environment and on athletic trips (2) an understanding of the basic precepts of liability that might have an adverse or constructive effect on the school program (3) a realization that loss of professional integrity and financial loss can be painful consequences of one's liability. An attempt was made to clarify basic legal issues in the area of tort liability that concerns the physical educator in Canada, and to point out issues that the Physical Education teacher should be aware of in evaluating activities in the light of possible repercussions. Also, where major problems were discovered concerning the P.E. teacher's legal status in Canada, recommendations were made as to solutions to these problems. The research was carried out through an investigation of Canadian court cases relating to the topic of legal liability and the physical education teacher. From these cases it was possible to establish some basic legal principles concerning teacher liability in the classroom, in the gymnasium, on the playing field and on trips away from the school environment. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The basic objectives of this thesis are to build an earnings function for farm incomes of Canadian farm operators, and estimate the rate of return to schooling. It is hypothesized that the low levels of farm income are related to the low investment in education by farm operators. If reasonable estimates of positive returns to schooling are found, they will be useful for policy makers in considering the improvement of the quality of farm operator labour via schooling, as an alternative measure to increase farm income. To achieve the goals of this study, an earnings function is built for the group of entrepreneurs, in particular the farm operators. As a test of functional form a digression is made and a value added approach discussed and utilized as an alternative way of computing the contribution of schooling to farm income. Although both methods yielded significant estimates of the return to schooling comparable to previous studies, the value added approach was found to be a better specified formulation with respect to estimating the productivity of schooling in farm production. The estimate of the marginal product of schooling using the earnings function approach was found to be higher as we concentrated on the full-time farmers. For the value added approach, the estimates differed as we varied the input specification, being higher as we decrease the number of decision variables in the estimating equation. Estimates for both models however have their respective biases and shortcomings attributable mainly to the variables omitted in both specifications. These estimates could be improved with the availability of better specified variables and use of an alternative analytical procedure. In addition to providing strong evidence that schooling is a significant determinant of farm incomes, this study also led to another important conclusion. Using a transformed labour variable in the value added function at the census division level led to an important finding that a similar output-input relationship exists in the agricultural sectors of both the U.S. and Canada. Specifically the relationship was identical for the elasticities of output with respect to labour, with respect to education (schooling), and with respect to the weighted labour variable (product of labour and schooling) values of selected years. / Land and Food Systems, Faculty of / Graduate

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While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.

While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.

While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.