Inconsistencies in alcohol use measurement across studies and broad conceptualizations of post-secondary education experiences of young adults impede the comparison of research findings and our understanding of age-related shifts in alcohol use during emerging adulthood. This dissertation uses data from the Victoria Health Youth Survey (V-HYS), a 5 wave longitudinal study following 662 Canadian youth across the ages of 12-27. Study 1 examined the longitudinal associations among four measures of alcohol consumption (frequency, quantity, frequency of heavy episodic drinking and volume) from ages 15-25 and compared the ability of these measures to predict alcohol-related problems in emerging adulthood. Levels and rates of change across alcohol dimensions were moderately associated over time. However, measures of alcohol involvement significantly differed in their average rate of growth and in the prediction of alcohol-related problems in emerging adulthood. Heavy episodic drinking and volume showed the strongest associations in developmental trends and were similarly predictive of alcohol-related problems. The findings from this study support using measures of heavy episodic drinking or volume for assessing alcohol use and alcohol-related problems during emerging adulthood. Building on Study 1, Study 2 compared the trajectories of heavy episodic drinking during adolescence and emerging adulthood among youth in four different educational pathways: two-year college students, four-year university students, transfer students, and terminal high school graduates. This study also examined whether individual level factors could account for group differences in heavy drinking among the education groups. Terminal high school graduates consistently had the highest levels of alcohol use over time compared to all three post-secondary groups. Two-year college students had significantly higher levels of heavy drinking than university or transfer students when they enrolled, but university students had the greatest increases in heavy drinking after enrollment. However, differences in heavy drinking between post-secondary groups were completely accounted for by variations in the age at the time of enrollment. Taken together, the current findings illustrate that enrolling in post-secondary education, regardless of the type of institution, is associated with an increase in the frequency of heavy drinking during emerging adulthood and that this increase is greatest for younger students. However, the rates of drinking never exceeded that of the terminal high school graduates over time. These studies illustrate that the conclusions drawn about alcohol use trends during emerging adulthood may be contingent on the alcohol consumption measure used and conceptualizations of educational experiences. The results of the current studies provide recommendations to researchers about which measures of alcohol involvement to select for inclusion in future studies, and inform the optimal timing, targets, and contexts for alcohol prevention and intervention efforts during emerging adulthood. / Graduate / 0620

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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.

Foster care youth face significant challenges to postsecondary educational success, especially while enrolled at four-year institutions. Foster care youth are absent of family support that their non-foster peers receive throughout the college experience. Without family support, foster care youth encounter greater challenges to persevere through college and reach graduation. Postsecondary education provides a fundamental opportunity for foster care youth to achieve positive life outcomes. Policy makers, social welfare agents and educators continue to advocate on behalf of foster care youth and have made it possible for them to attend college; however, lack of preparedness and support prevent foster care youth from staying in college. Skills necessary for college success are often gained in early stages of life. For many foster care youth it is in this early stage of life that they have been separated from biological family and placed in the foster care system. This research sought to answer the question: how does the family milieu influence postsecondary educational success for foster care youth? According to research, parents play a significant role in the accrual of educational, social and cultural skills needed for children to have success in later stages of life. Additionally, research supports that schooling becomes increasingly complex as life success becomes increasingly dependent on college success.

This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

De acordo com dados do MEC, na primeira década do século XXI houve um crescimento vertiginoso de instituições de ensino superior no Brasil fazendo com a sociedade presencie mudanças impactantes na formação acadêmica. Este cenário envolve perspectivas importantes do ponto de vista empresarial - tendo a educação superior como negócio - com novas demandas sendo absorvidas num mercado que necessita de acuidade e aprimoramento constante para sobreviver. Este trabalho foi desenvolvido através de uma pesquisa que busca identificar o perfil do estudante de ciências contábeis em três instituições do sul do país, sendo uma faculdade particular, uma universidade pública e uma universidade particular. Esse objetivo se estende prevendo a descrição socioeconômica destes alunos, avaliando os motivos da escolha do referido curso, analisando se existem diferenças entre os alunos das instituições pesquisadas, bem como verificando a situação profissional atual e as áreas de interesse para atuação futura, bem como proporciona também uma análise da história pregressa deste aluno, para avaliar relevâncias sobre o tipo de escola, se pública ou particular, foi cursada por este aluno no ensino médio; se ele fez curso pré-vestibular; e, se ele formou-se em curso técnico de Contabilidade antes de optar por graduar-se em Ciências Contábeis. / Abstract According to the MEC´s data, in the first decade of the XXI century, there is a vertiginous increasing in the post-secondary institution in Brazil, turning visible to the society the changes and impact in the academic studies. This picture involve some important perspective in the vision of the businessman, having the post-secondary education as way of business, with new demand being fulfilled in a market that needs of a constant update in order to survive. This work was developed throughout a research to identify accounting students within three south institutions, i.e. one private university, one public university and one private college. The objective will extend in order to determine the social economic description of these students, evaluating the reason to decide for such post-secondary institution, analysing if there is differences among the students of those institution researched, also verifying the actual professional situation and areas of interest for future performance, also how to proportionate a historic record of such student, to evaluate the relevant decision about the institution type, if public or private, if the secondary studies were taken in a public or private school, if the student made a pre course to enter in the post-secondary, if the student come from an accounting technician before enter in a post-secondary course.

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.

This work examines the characteristics of Indigenous leaders and the situational contexts in which they work that enable them to effect institutional change in the Canadian public post-secondary education environment. Drawing on my own work and interviews with Indigenous leaders in mainstream insitutions, this research examines topics of culture, identity, teachings, maintaining balance, racism, challenges and opportunities, and success. Knowledge gathered through the interviews revealed themes, highlights and caveats that offer important considerations for Indigenous people who are contemplating taking on leadership positions in post-secondary institutions. Wise practices and ways forward are posited in two areas: 1) self-care and self-preservation – being well so that we can do well; and 2) considerations for non-Indigenous students, staff and faculty in supporting their Indigenous counterparts and in engaging in the important work of decolonizing and Indigenizing post-secondary institutions. / Graduate