Current statistics suggest women form the majority of online learners. Their enrollment levels may be a result of promotional materials suggesting online learning allows learners access to flexible learning opportunities that will complement their busy lives. This research questions those assertions by examining the tensions women experience while learning online. Using a poststructural feminist approach, tensions are defined as the messy spaces where complexities, contradictions and competing ideas, actions, expectations, values and emotions interact to produce opposition and opportunities. Research questions asks: How do women learning online mediate tensions in the learning environment and in their own personal context? What tensions do women face when learning online? What strategies do they use to address these tensions? Are they able to find ways to balance or overcome these tensions? A poststructural feminist theoretical framework acknowledges the diversity of womens experiences and allows space for questioning discourse around lifelong learning, online learning, womens responsibilities, and institutional authority. Data was collected using multiple methods: photo-elicitation interviews and an online focus group plus a demographic survey and autoethnography. Twelve women, who all completed at least two online courses, participated representing learners of different ages, marital and family situations, geographical locations, and level and field of study. Six women took photographs, which formed the basis of face-to-face interviews. Six other women participated in an asynchronous online focus group. Themes from the results showed the tensions they experience, namely, the blurring between the boundaries between home and school, the cost of flexibility, and three strategies they used for mediating tensions (multitasking, procrastinating and persevering). While the women acknowledged the benefits of online learning and demonstrated that they were successful students, their narratives make it clear that they faced challenges in attending to and completing their schoolwork to the standards they desired, while meeting family and work responsibilities. A theoretical analysis explores how the poststructural feminist concepts of positionality and subjectivity are useful in examining womens experiences learning online and where there are gaps in applying this theoretical framework in online learning contexts. Participants narratives and photographs and the researchers own autobiographical narrative are included. / Adult Education

Welfare reform, as a social policy, has implications for higher education policy, because it restricts welfare-reliant women from seeking sufficient post-secondary education for economic mobility. The 2006 Deficit Reduction Act was reinterpreted in the 2008 final rule, allowing welfare-reliant mothers to pursue up to 12 months of post-secondary education. However, this is not sufficient for mothers to persist toward completion of associate's or bachelor's degrees. Recent scholarship has not adequately investigated the impact of this expanded access to post-secondary education. The purpose of this study was to investigate the essence of single welfare-reliant mothers' experiences in their life course from poverty to post-secondary education. To better understand the essence of their experience, this study utilized a transcendental phenomenological approach to investigate experiences that influenced their (a) pathways and social roles, (b) perspectives as sole providers, and (c) decisions to access and persist in post-secondary education. The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult identity development concepts. The first major finding elucidated two distinct pathways to adulthood for six single welfare-reliant mothers. The three teen mothers experienced transitions to adulthood that were premature, truncated, and compacted. As a result they missed their developmental task of exploring possible selves in their transitions to adulthood. During their identity development as sole providers they returned to the task of exploring possible selves in their choices to access post-secondary education. The second major finding elucidated that single welfare-reliant mothers' perspectives as sole providers were experienced as an evolving adult identity, beginning with the birth of their first child and evolving throughout the era of early adulthood as mothers persisted in post-secondary education. The third major finding elucidated a recurring pattern of negotiating between role conflict and role salience experienced by single welfare-reliant mothers that resulted in critical junctures and recurring commitments to their decisions to persist toward post-secondary education goals. This study determined that commitment toward their adult identity as sole providers had a direct link to their commitment toward persisting in post-secondary education.

The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students’ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post-Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post-secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students’ post-secondary program choices. Students perceived themselves to be their greatest influence, while the counsellors felt their influence was greater once students made their program decisions, through encouragement and follow up support. The study raised questions regarding challenges faced by First Nation education counsellors to provide consistent academic, personal and cultural/social supports to their sponsored students. While the study suggested the role of First Nation education counsellors had evolved little from its original financial-administrative role and toward a more rounded offering including interpersonal, academic and cultural supports, in keeping with an educational decolonization process, counsellors face chronic program under funding and are under-staffed. To enhance First Nation students’ academic success, federal and provincial governments and First Nations are encouraged to further support First Nation education counsellors with greater training opportunities (expansion of the Ontario Native Education Counselling Association’s Native Counsellor Training Program), a higher ratio of counsellors to students, and support and promotion of their ability to provide interpersonal and academic counselling. The study challenged First Nation education counsellors to seek more opportunities to maintain consistent engagement with their students, especially with more autonomous or older students. First Nation students were also challenged to seek more from their counsellors than sponsorship.

The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students’ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post-Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post-secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students’ post-secondary program choices. Students perceived themselves to be their greatest influence, while the counsellors felt their influence was greater once students made their program decisions, through encouragement and follow up support. The study raised questions regarding challenges faced by First Nation education counsellors to provide consistent academic, personal and cultural/social supports to their sponsored students. While the study suggested the role of First Nation education counsellors had evolved little from its original financial-administrative role and toward a more rounded offering including interpersonal, academic and cultural supports, in keeping with an educational decolonization process, counsellors face chronic program under funding and are under-staffed. To enhance First Nation students’ academic success, federal and provincial governments and First Nations are encouraged to further support First Nation education counsellors with greater training opportunities (expansion of the Ontario Native Education Counselling Association’s Native Counsellor Training Program), a higher ratio of counsellors to students, and support and promotion of their ability to provide interpersonal and academic counselling. The study challenged First Nation education counsellors to seek more opportunities to maintain consistent engagement with their students, especially with more autonomous or older students. First Nation students were also challenged to seek more from their counsellors than sponsorship.

The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

The presence of students with disabilities on university campuses is steadily increasing; however, their total integration and inclusion into campus life has not been as successful (Merchant & Gajar, 1997; Promis, et al., 2001). Canadian students with disabilities continue to be marginalized within universities, mainly because a framework for inclusion has not been firmly established (Promis et al., 2001). Although universities offer services to support academic success, other facets of campus life offered to the general student population, such as recreation or athletics, are often neglected for students with disabilities. These aspects of student life should not be considered trivial as they have many benefits and can enhance a person’s experiences and quality of life at university (Ashton-Shaeffer et al., 2001; Blinde & McLung, 1997; Blinde & Taub, 1999; Promis et al., 2001). Guided by critical disability theory and the concept of embodiment, this dissertation used a participatory action research approach that united key partners from the University of Guelph community in order to examine issues around accessibility and inclusion of students with disabilities in campus recreational and athletic opportunities. The team included representatives from the University’s Centre for Students with Disabilities and the Department of Athletics, an undergraduate student with a disability, and two university alumni. The ultimate goal was to develop a planning framework to guide universities in supporting the human rights and inclusion of students with disabilities in extra-curricular campus life. Interviews were conducted with five research team members and 18 University of Guelph stakeholders, including: students with and without disabilities, staff members from the Department of Athletics and the Centre for Students with Disabilities, faculty members, and senior administrators. A focus group was also held to share findings and generate feedback on a preliminary draft of the framework. What emerged from data analysis of the interviews, the focus group, team meetings, and journal entries was the development of a framework for Creating a Campus Culture of Compassion. This framework identifies how universities can implement programs, policies, services and practices that better respond to the changing and diverse needs and interests of students with disabilities in order to ensure their full engagement in all areas of campus life. The framework centres around six guiding principles that help guide universities toward developing a campus culture that is compassionate. Essentially, a campus culture of compassion values: (a) access for all; (b) diversity and uniqueness; (c) interdependence and social responsibility; (d) diverse knowledge basis, voices, and perspectives; (e) the power of learning and education as a tool for social change; and (f) the whole person. The framework also indicates three fundamental characteristics that a campus culture of compassion must possess. In essence, post-secondary institutions and their community members must be: (a) interconnected, (b) supportive and enabling, and (c) informed. Six process pieces are included in the framework which enables a campus culture of compassionate to be fuelled and sustained over time. These pieces include: (a) creating a vision for the future, (b) constructing a plan to achieve the vision, (c) securing funds to put the plan in place, (d) thinking critically and measuring actions against the vision, (e) being proactive to make change happen, and (f) reaching beyond compliance. The framework encourages university stakeholders to collectively reflect, dialogue, and collaborate in order to create broader systemic changes. These changes are necessary since constraints to campus engagement can threaten a student’s well-being and sense of self. This framework can serve as a starting point to initiate these conversations and inspire universities to use a participatory approach to encourage positive social change within the university context.

The current study employed a mixed methodology to investigate whether emerging adulthood differs based on vocational setting. Quantitative questionnaires were completed by 18-29 year-olds from university, vocational college/trade school, and the labour force (without post-secondary) to examine conceptions of what marks adulthood, perceptions of having reached adulthood, perceptions of having reached markers of adulthood, identity development, identification with themes of emerging adulthood, and the importance of vocational setting in shaping emerging adulthood. Qualitative interviews exploring the same areas were undertaken with a subset of participants. Results revealed few associations between vocational setting and conceptions of adulthood or perceptions of having reached adulthood, with most emerging adults feeling ambiguous about their adult status and viewing independence as the most important marker of adulthood. Those from the labour force did perceive reaching independence, role transitions, and family capacities to the greatest degree; earlier adverse circumstances seemed relevant in reaching these markers. Fewer than expected from the labour force had achieved identities, yet identity development appeared to be a gradual process for all. Participants generally identified with themes of emerging adulthood, although university students did so to a greater degree in some ways. Emerging adulthood was identified as a time of fewer possibilities and diminished agency for those from the labour force. Unique life experiences and social interactions were also deemed important factors in emerging adulthood. Together, findings largely support emerging adulthood as a valid theory of development, while also suggesting some diversity in its full expression across vocational settings.

The presence of students with disabilities on university campuses is steadily increasing; however, their total integration and inclusion into campus life has not been as successful (Merchant & Gajar, 1997; Promis, et al., 2001). Canadian students with disabilities continue to be marginalized within universities, mainly because a framework for inclusion has not been firmly established (Promis et al., 2001). Although universities offer services to support academic success, other facets of campus life offered to the general student population, such as recreation or athletics, are often neglected for students with disabilities. These aspects of student life should not be considered trivial as they have many benefits and can enhance a person’s experiences and quality of life at university (Ashton-Shaeffer et al., 2001; Blinde & McLung, 1997; Blinde & Taub, 1999; Promis et al., 2001). Guided by critical disability theory and the concept of embodiment, this dissertation used a participatory action research approach that united key partners from the University of Guelph community in order to examine issues around accessibility and inclusion of students with disabilities in campus recreational and athletic opportunities. The team included representatives from the University’s Centre for Students with Disabilities and the Department of Athletics, an undergraduate student with a disability, and two university alumni. The ultimate goal was to develop a planning framework to guide universities in supporting the human rights and inclusion of students with disabilities in extra-curricular campus life. Interviews were conducted with five research team members and 18 University of Guelph stakeholders, including: students with and without disabilities, staff members from the Department of Athletics and the Centre for Students with Disabilities, faculty members, and senior administrators. A focus group was also held to share findings and generate feedback on a preliminary draft of the framework. What emerged from data analysis of the interviews, the focus group, team meetings, and journal entries was the development of a framework for Creating a Campus Culture of Compassion. This framework identifies how universities can implement programs, policies, services and practices that better respond to the changing and diverse needs and interests of students with disabilities in order to ensure their full engagement in all areas of campus life. The framework centres around six guiding principles that help guide universities toward developing a campus culture that is compassionate. Essentially, a campus culture of compassion values: (a) access for all; (b) diversity and uniqueness; (c) interdependence and social responsibility; (d) diverse knowledge basis, voices, and perspectives; (e) the power of learning and education as a tool for social change; and (f) the whole person. The framework also indicates three fundamental characteristics that a campus culture of compassion must possess. In essence, post-secondary institutions and their community members must be: (a) interconnected, (b) supportive and enabling, and (c) informed. Six process pieces are included in the framework which enables a campus culture of compassionate to be fuelled and sustained over time. These pieces include: (a) creating a vision for the future, (b) constructing a plan to achieve the vision, (c) securing funds to put the plan in place, (d) thinking critically and measuring actions against the vision, (e) being proactive to make change happen, and (f) reaching beyond compliance. The framework encourages university stakeholders to collectively reflect, dialogue, and collaborate in order to create broader systemic changes. These changes are necessary since constraints to campus engagement can threaten a student’s well-being and sense of self. This framework can serve as a starting point to initiate these conversations and inspire universities to use a participatory approach to encourage positive social change within the university context.

The present study attempted to identify common and unique characteristics of faculty performance appraisal formats and procedures by analyzing characteristics of formats and procedures from the psychology departments of 28 universities, including Kentucky Council on Post-secondary Education (CPE) benchmark schools for Western Kentucky University as well as schools that have Industrial/Organizational psychology master’s degree programs. It was hypothesized that schools with Industrial/-Organizational Psychology programs would have better formats as defined by eight legal factors. However, this hypothesis was not supported. The hypothesis that graphic rating scales would be the most common method for collecting appraisal data was supported. It was determined that the performance appraisal system used at Western Kentucky University is very similar to systems used at the CPE benchmark schools that participated in this study.