There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group behaviour and applied the hollow-core theory to the policy community and the findings provide compelling evidence that this theory is a useful theoretical framework for understanding the nature of this policy community. This study also provides valuable insight into the hollow-core theory of pluralism. The leadership of individual colleges and universities shares a similar understanding of government relations and engage a similar approach. Individual colleges and universities work independently to lobby for capital funding and work together through their respective associations to lobby for system-wide funding and reforms. Although the presidents of individual institutions continue to lead the government relations function, the trend in the post-secondary education sector in Ontario is to invest additional resources and time in these activities. This study is the first of its kind in Ontario and makes an important contribution to our understanding of the way leaders in the post-secondary education sector in Ontario perceive and conduct government relations. Implications of the findings are considered and recommendations are made for further research.

Philosophiae Doctor - PhD / This thesis is a comparative study of competing education and training (ET) policy options in South Africa today. The thesis examines the economic and ET policy proposals of the South African state, and in particular, the recently published National Training Strategy and Education Renewal Strategy. These documents are both critically examined and contrasted with the policy proposals which are currently emerging in the African National Congress (ANC) and Congress of South African Trade Unions (Cosatu). The analysis establishes a continuum of ET systems, with the policy proposals of the South African state representing a <low-skill equilibrium' system and the Framework for Lifelong Learning document of the ANC/ Cosatu reflecting a more highskill equilibrium' orientation. A <macro-institutional' theoretical perspective is employed throughout the thesis, an approach which combines a focus on the e macro' structural features of capitalist society with an analysis of the vast nexus of interlocking social institutions existing at the sub-structural level. This macro-institutional approach is particularly evident in the manner in which two key theoretical themes have been foregrounded throughout the text. The first has to do with the central macro' question of the market/state relation and its relevance for ET. The second has to do with the e institutional' dynamic of" the interaction between the ET system, the labour market and the organisation of work and the manner in which this interaction mediates the impact of ET on society and economic performance. The strength of the <macro-institutional' perspective is that it emphasises that the reform of ET in isolation of other societal changes is insufficient in the pursuit of higher productivity and improved economic performance. What is essential is comprehensive reform: reforms which impact on a whole range of key institutional locations. This requires coherent and long-term planning, a form of governance most often obtained by consensual co-ordinated market economies and seldom under free market conditions. The conclusion to this thesis suggests that the ANC/ Cosatu economic and ET proposals are more likely to obtain comprehensive reform' of the South African social structure than those proposals emanating from the current state.

Research has shown that female students experience discrimination and prejudice in male-dominated higher education, which in turn could result in a lower sense of belonging. This study collected data from 53 female students in different majors and countries with the help of two surveys (one in Swedish and one in English). The aim of the study was to highlight the experience of women in male-dominated education. The survey had statements that the participants were asked to rate on a five-point Likert scale and open-ended questions where they were encouraged to write based on their own experience with discrimination and prejudice. The results were analyzed with thematic analysis and with Spearman’s rho correlations. The findings support the hypothesis that women experience discrimination and prejudice in male-dominated education. Both male classmates and male professors have acted in a discriminating way and have questioned women’s abilities. However, the female students rated the instances as “not severe”. The findings found no support for the hypothesis that female students would feel a lack of belonging. Further measures are needed in order to eliminate discriminatory behavior (e.g., hire more female professors, equality education for all professors). / Forskning har visat att kvinnliga studenter upplever diskriminering och fördomar i mansdominerad högre utbildning, vilket kan resultera i en lägre känsla av tillhörighet. Den här studien samlade in data från 53 kvinnliga studenter i olika huvudämnen och länder med hjälp av två enkäter (en på svenska och en på engelska). Syftet med studien var att belysa kvinnors upplevelser i mansdominerad utbildning. Enkäten hade påståenden som deltagarna ombads betygsätta på en femgradig Likert skala och öppna frågor där de uppmuntrades skriva baserat på deras egna upplevelser av diskriminering och fördomar. Resultaten analyserades med tematisk analys och med Spearman’s rho korrelationer. Resultaten ger stöd för hypotesen att kvinnor upplever diskriminering och fördomar i mansdominerad utbildning. Både manliga klasskamrater och manliga professorer hade agerat på ett diskriminerande sätt och ifrågasatt kvinnors förmågor. Däremot värderade de kvinnliga studenterna händelserna som ”inte allvarliga”. Resultaten fann inget stöd för hypotesen att kvinnliga studenter skulle känna brist på tillhörighet. Vidare åtgärder krävs för att eliminera diskriminerande beteende (till exempel anställa mer kvinnliga professorer, jämställdhetsutbildning för alla professorer).

Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.

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INTRODUCTION: Students from low-income backgrounds (LIB) have been underrepresented in Canadian medical schools for over fifty years. Despite our awareness of this problem, little is known about the experiences of aspiring physicians from LIB in Canada who are working towards medical school admission. As a result, we do not have insight into the barriers and facilitators that may be used to increase the representation of students from LIB in Canadian medical schools. METHODS: This thesis describes a qualitative description interview study aimed at understanding the experiences of aspiring physicians from LIB as they attempt to gain entry to medical school. We conducted semi-structured interviews with 15 participants at different stages of their undergraduate, master’s, and non-medical professional education. RESULTS: We used the theories of intersectionality and identity capital as a theoretical framework for identifying barriers and facilitators to a career in medicine. Participants experienced social, identity-related, economic, structural, and informational barriers to a career in medicine. Intrinsic facilitators included motivation, self-confidence, attitude, strategy, information seeking and sorting, and financial literacy and increasing income. Extrinsic facilitators were social, informational, financial, and institutional in nature. CONCLUSION: This study fills existing gaps in the literature by identifying the pre-admissions barriers and facilitators encountered by aspiring physicians from LIB. This information will be useful to medical schools, organizations, and researchers interested in supporting underrepresented groups. Given that medical students from LIB are more likely to serve underserved populations, this is relevant to Canadian medical schools’ social accountability commitment to producing physicians that meet the health needs of marginalized and vulnerable patients. / Thesis / Master of Science (MSc) / GOALS: This thesis describes an interview study aimed at understanding the experiences of aspiring physicians from low-income backgrounds (LIB) as they attempt to gain entry to medical school. Interviews were conducted with 15 participants at different stages of their undergraduate, master’s, and non-medical professional education. CONTRIBUTIONS: This study fills existing gaps in the literature by identifying the pre-admissions barriers and facilitators encountered by aspiring physicians from LIB. Participants experienced social, identity-related, economic, structural, and informational barriers to a career in medicine. Intrinsic facilitators included motivation, self-confidence, attitude, strategy, information seeking and sorting, and financial literacy and increasing income. Extrinsic facilitators were social, informational, financial, and institutional. This information will be useful to medical schools, supportive organizations and researchers interested in supporting underrepresented groups.

In communities across the United States, thousands of young people leave foster care without the support of family or community. At age 18, now legally adults, young people in foster care face potentially dramatic life changes as they are terminated from foster care services because they have reached the age of ineligibility, commonly referred to as “aging out.” Although research has increased an understanding of the experiences of youth exiting the foster care system, studies focusing on their experiences while transitioning out of the foster care system and into adulthood have been largely absent in the literature. This qualitative study is an effort to address this gap in the research. Using a modified grounded theory approach, this study explores the experiences of fifteen young adults between the ages of 18 and 24, as they transition to independence after exiting the foster care system. Semi-structured in-depth interviews were conducted with 15 young adults ages 18-24, who have aged out of the foster care system or are receiving extended youth services. Results from this study support previous findings that youth exiting the foster care system face challenges transitioning to adulthood, particularly in their efforts to learn the skills needed to function independently, gain the education and/or vocational training to gain skillful employment, and have the social and emotional support needed to help facilitate their transition. The study results indicate that 87% of the participants expressed having a caring, supportive adult in their life who has assisted them. 66% of the study participants were enrolled in post-secondary institutions and expressed the importance of placement stability to maintain school credits and supportive relationships with their teachers. Specific areas of challenge for the youth preparing to transition to independence focused on money management and daily living skills. Implications for further research, professional practice, and policy development include states incorporating tools to assess readiness for independence, addressing the barriers to education as identified in the study and exploring the impact of family involvement/support for youth exiting the foster care system.

This research focuses on an issue that has persisted in Greece over recent decades – long-term youth unemployment. The issue has worsened in the last few years, however, in particular following unprecedented historical times caused by a worldwide economic recession that hit Greece particularly hard. This recession that was triggered by events in the United States in 2008, set off a worldwide recession, the effects of which continue to affect countries like Greece today. It is in this context that the post-secondary graduate unemployment rate in the country soared to 20% in 2010 and has since continued to follow an upward trend. What is more, the Greek economy, with debt to Gross Domestic Product (GDP) ratio reaching more than 140% in 2010 and 165% in 2011, is not showing signs of improvement. This situation is far from encouraging for unemployed Greek youth. Grounded theory (GT) methodology is undertaken in this study which borrows from both Glaserian and Straussian GT method approaches. A Constructivist Grounded Theory perspective is used to interpret findings as the thesis analyses barriers to employment, understandings and coping mechanisms in relation to Greek graduate unemployment and identifies prospects for the future. Six participants were recruited through convenience sampling and informed research through in depth interviews. Unemployed post-secondary graduates interviewed in this study offered uniquely grounded data to inform my analysis and shared timely information amidst the challenging context of the Greek fiscal crisis. The situation has gained much international attention and opened the door for re-thinking and new possibilities. Given that the economic situation in the Eurozone is inextricably linked to the conditions in its member states, this study considers employment policy in both Greece and the European Union (EU). The thesis concludes by suggesting some potential areas for further research. / Graduate

In response to the Truth and Reconciliation Commission of 2015, and the longstanding advocacy of Indigenous peoples, there is a national movement within Canada to better support Indigenous students in post-secondary institutions. Research that is strength-based, Indigenous-led, and community-focused recognizes the wealth of existing Indigenous knowledge, practices and programs across Canada. This includes the variety of interventions which are being employed to Indigenize and decolonize post-secondary institutions, such as the On-Campus Friendship Centre at Grande Prairie Regional College. The On-Campus Friendship Centre, which is an Indigenous-based support program for all students, has been running for nearly two decades. Nationally, there are 125 Friendship Centres, yet the On-Campus Friendship Centre is the only one that is directly situated within a post-secondary institution. Through the guidance of my Métis Sash Research Framework, which I created to reconcile Indigenous and qualitative methodologies, I have engaged in research that explores the role of the On-Campus Friendship Centre in the experiences of Indigenous students at Grande Prairie Regional College. From my findings, I discuss the role of the On-Campus Friendship Centre and address prominent challenges within the program. I also highlight wise-practices for improving Indigenous-based support within post-secondary institutions across Canada. / Graduate / 2019-08-31