The purpose of this study was to identify reasons why Chinese graduate students chose one Canadian university in which to study and to examine the transitional issues they encountered. Based on post-positivistic epistemology as the philosophical foundation, Creswells (2002) triangulation design in mixed methods research was employed. Fifty-one Chinese graduate students registered in master or doctoral programs at the university responded to an online survey that collected quantitative and qualitative data. Excel and SPSS (18.0) were employed to analyze the quantitative data. Descriptive statistics (means, standard deviations, frequencies, and percentages) were utilized to examine the participants transitional issues. Qualitative data were analyzed to develop major themes in relation to the participants reasons for choosing this university in which to study and the transitional issues. Trustworthiness of the study was discussed from both qualitative and quantitative perspectives. The findings showed that the participants came to study at this university in Canada because of academic reasons, such as high-quality academic programs, research focus, competent faculty members, appropriate admission requirements, world-recognized degrees, and the opportunity to practice English. When studying in their academic programs, they encountered difficulties with listening, speaking, and academic writing in English. They also encountered difficulties in understanding academic readings, seeking advice, course work, and lack of resources. In their daily lives, the students encountered loneliness, isolation, lack of communication due to different cultures, financial issues, and accommodation problems.

The purpose of this study was to identify reasons why Chinese graduate students chose one Canadian university in which to study and to examine the transitional issues they encountered. Based on post-positivistic epistemology as the philosophical foundation, Creswells (2002) triangulation design in mixed methods research was employed. Fifty-one Chinese graduate students registered in master or doctoral programs at the university responded to an online survey that collected quantitative and qualitative data. Excel and SPSS (18.0) were employed to analyze the quantitative data. Descriptive statistics (means, standard deviations, frequencies, and percentages) were utilized to examine the participants transitional issues. Qualitative data were analyzed to develop major themes in relation to the participants reasons for choosing this university in which to study and the transitional issues. Trustworthiness of the study was discussed from both qualitative and quantitative perspectives. The findings showed that the participants came to study at this university in Canada because of academic reasons, such as high-quality academic programs, research focus, competent faculty members, appropriate admission requirements, world-recognized degrees, and the opportunity to practice English. When studying in their academic programs, they encountered difficulties with listening, speaking, and academic writing in English. They also encountered difficulties in understanding academic readings, seeking advice, course work, and lack of resources. In their daily lives, the students encountered loneliness, isolation, lack of communication due to different cultures, financial issues, and accommodation problems.

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This study examined global studies programs which emerged as a seemingly new field of knowledge in Canadian universities, beginning in 1998. These programs arose within the context of a number of transformational processes in higher education, namely internationalization, the introduction of global citizenship, an accent on civic engagement, and interdisciplinarity. By analysing institutional motivations and the personal convictions of the initiators of the new programs, the study identified a problematic lack of cohesion within the growing field of global studies in Canada. The principal method of analysis adopted in this study was the first-hand examination of a number of specific cases at different universities or institutions of higher learning, in the form of extensive interviews with leading individuals in the relevant programs. Additionally, university policy documents, reports of Canadian organizations (e.g. AUCC), and program websites were consulted in order to examine trends in global studies programs in Canada. An in-depth review of existing literature on the conceptualization of global studies as well as an analysis of diverse data collected made it possible to identify a number of problems, foremost of which was a disconnect between the theoretical aspirations for the emerging field and the understanding of global studies due to a lack of consensus in Canada on a definition of global studies. It was revealed that a common understanding of global studies in Canada is lacking. Furthermore, the analysis brought to light the diverse ideas behind the conceptualization of global studies programs, and the ways in which the personal ideas of the programs’ founders interacted with a variety of motives for designing these kinds of programs at different universities. An examination of the composition of the programs revealed their indeterminate character, as well as a remarkable overlap with the field of international development. Finally, the study offers recommendations for the leaders in global studies in Canada and provides suggestions for future research.

This study examined global studies programs which emerged as a seemingly new field of knowledge in Canadian universities, beginning in 1998. These programs arose within the context of a number of transformational processes in higher education, namely internationalization, the introduction of global citizenship, an accent on civic engagement, and interdisciplinarity. By analysing institutional motivations and the personal convictions of the initiators of the new programs, the study identified a problematic lack of cohesion within the growing field of global studies in Canada. The principal method of analysis adopted in this study was the first-hand examination of a number of specific cases at different universities or institutions of higher learning, in the form of extensive interviews with leading individuals in the relevant programs. Additionally, university policy documents, reports of Canadian organizations (e.g. AUCC), and program websites were consulted in order to examine trends in global studies programs in Canada. An in-depth review of existing literature on the conceptualization of global studies as well as an analysis of diverse data collected made it possible to identify a number of problems, foremost of which was a disconnect between the theoretical aspirations for the emerging field and the understanding of global studies due to a lack of consensus in Canada on a definition of global studies. It was revealed that a common understanding of global studies in Canada is lacking. Furthermore, the analysis brought to light the diverse ideas behind the conceptualization of global studies programs, and the ways in which the personal ideas of the programs’ founders interacted with a variety of motives for designing these kinds of programs at different universities. An examination of the composition of the programs revealed their indeterminate character, as well as a remarkable overlap with the field of international development. Finally, the study offers recommendations for the leaders in global studies in Canada and provides suggestions for future research.

This study examined global studies programs which emerged as a seemingly new field of knowledge in Canadian universities, beginning in 1998. These programs arose within the context of a number of transformational processes in higher education, namely internationalization, the introduction of global citizenship, an accent on civic engagement, and interdisciplinarity. By analysing institutional motivations and the personal convictions of the initiators of the new programs, the study identified a problematic lack of cohesion within the growing field of global studies in Canada. The principal method of analysis adopted in this study was the first-hand examination of a number of specific cases at different universities or institutions of higher learning, in the form of extensive interviews with leading individuals in the relevant programs. Additionally, university policy documents, reports of Canadian organizations (e.g. AUCC), and program websites were consulted in order to examine trends in global studies programs in Canada. An in-depth review of existing literature on the conceptualization of global studies as well as an analysis of diverse data collected made it possible to identify a number of problems, foremost of which was a disconnect between the theoretical aspirations for the emerging field and the understanding of global studies due to a lack of consensus in Canada on a definition of global studies. It was revealed that a common understanding of global studies in Canada is lacking. Furthermore, the analysis brought to light the diverse ideas behind the conceptualization of global studies programs, and the ways in which the personal ideas of the programs’ founders interacted with a variety of motives for designing these kinds of programs at different universities. An examination of the composition of the programs revealed their indeterminate character, as well as a remarkable overlap with the field of international development. Finally, the study offers recommendations for the leaders in global studies in Canada and provides suggestions for future research.

This study examined global studies programs which emerged as a seemingly new field of knowledge in Canadian universities, beginning in 1998. These programs arose within the context of a number of transformational processes in higher education, namely internationalization, the introduction of global citizenship, an accent on civic engagement, and interdisciplinarity. By analysing institutional motivations and the personal convictions of the initiators of the new programs, the study identified a problematic lack of cohesion within the growing field of global studies in Canada. The principal method of analysis adopted in this study was the first-hand examination of a number of specific cases at different universities or institutions of higher learning, in the form of extensive interviews with leading individuals in the relevant programs. Additionally, university policy documents, reports of Canadian organizations (e.g. AUCC), and program websites were consulted in order to examine trends in global studies programs in Canada. An in-depth review of existing literature on the conceptualization of global studies as well as an analysis of diverse data collected made it possible to identify a number of problems, foremost of which was a disconnect between the theoretical aspirations for the emerging field and the understanding of global studies due to a lack of consensus in Canada on a definition of global studies. It was revealed that a common understanding of global studies in Canada is lacking. Furthermore, the analysis brought to light the diverse ideas behind the conceptualization of global studies programs, and the ways in which the personal ideas of the programs’ founders interacted with a variety of motives for designing these kinds of programs at different universities. An examination of the composition of the programs revealed their indeterminate character, as well as a remarkable overlap with the field of international development. Finally, the study offers recommendations for the leaders in global studies in Canada and provides suggestions for future research.

Chinese students represent the largest cohort of international students studying at Canadian university business programs. These Chinese students often experience cross-cultural barriers that inhibit their full participation in the business schools' learning culture. The purpose of this case study was to identify the acculturation strategies applied by Chinese students who had successfully adapted to the learning culture in business programs. Mezirow's transformative learning theory and Bennett's intercultural adaptation theory provided the conceptual framework to inform the study. The research questions examined the cultural adaptation experiences of Chinese students and on the barriers and effective strategies for academic success from the perspectives of both faculty and students at the study site. Six graduating Chinese business students who had adapted well to the local learning culture and achieved academic success and 5 current faculty members with experience teaching Chinese students were purposefully identified and interviewed. Data were open coded and analyzed for themes. Themes related to key barriers and associated adaptive strategies were identified. Major barriers included differences between Chinese and Canadian educational expectations and cultures and the need for faculty understanding of students' adaptation process. Adaptive strategies for students included accessing local resources and support and recognizing the combination of academic, social, and psychological factors involved in successful acculturation. A blended learning professional development project was created for faculty members to improve their skills in developing culturally sensitive pedagogy. With increased cultural competence faculty may better support these Chinese students, improve their classroom experience, and enable them to succeed in their academic pursuits.

This thesis explores the implications of anti-harassment policies at Canadian medical-doctoral universities. The problem of generalized harassment as a phenomenon of academic bullying is identified and defined. This thesis explores how anti-harassment policies and practices of Canadian medical-doctoral universities have come to be, as well as their implications for academics. Chapter one identifies the methodology of the thesis, a comparative policy analysis of the policies and practices of Canada's medical-doctoral universities. Chapter two describes the theoretical foundations used in the thesis: theories of academic organizational control, policy formation, problem representation, and manifest and latent functions. Chapter three reviews contemporary literature on the role of universities in society and the phenomenon of generalized harassment in academia. Chapter four reports the results of a comparative analysis of the anti-harassment policies and practices of Canada's medical-doctoral universities, which reveal three approaches to anti-harassment policy. Chapter five links the theoretical to the empirical in order to better understand the phenomenon of generalized harassment in Canadian medical-doctoral universities, and the implications policies and practices have for the future of collegiality.