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.