Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

This assessment reviewed 79 legal documents related to forest land tenure that include: 1 Constitution; 8 Laws; 1 Resolution; 20 Decrees; 30 Circulars, 18 Decisions and 1 Directive. The objective of this paper was to assess the forest tenure rights in the system of Vietnam forest tenure policies. The main research method was based on the assessment framework Voluntary Guidelines on the Responsible Governance of Tenure of Land, Forests and Fisheries (VGGT). The results of 2 theme groups (i-Legal recognition and respect of rights; ii-Legal allocation and transfer of tenure rights and duties), corresponding to the seven criteria showed that its marks were at from 1 to 3 (the system of forest tenure policies in Vietnam has attained “slightly addressed” to “mostly addressed” (mark 3). However, it has not yet gained the levels of “fully addressed” (mark 4) for all aspects of forest tenure rights. / Báo cáo này đã rà soát phần lớn các chính sách hiện hành quan trọng của hưởng dụng rừng với tổng số 79 văn bản, gồm: 1 Hiến pháp; 8 Luật; 1 Nghị quyết; 20 Nghị định; 30 Thông tư; 18 Quyết định và 1 Chỉ thị. Mục tiêu của bài viết này là đánh giá các quyền hưởng dụng rừng trong hệ thống các chính sách hưởng dụng rừng ở Việt Nam. Phương pháp nghiên cứu chính được dựa trên khung đánh giá của Hướng dẫn tự nguyện về Quản trị chịu trách nhiệm của hưởng dụng đất, lâm nghiệp và thủy sản (VGGT). Kết quả nghiên cứu 2 nhóm chủ đề (i-Sự ghi nhận và tôn trọng các quyền; ii-Tính pháp lý của việc giao và chuyển nhượng quyền hưởng dụng và các nghĩa vụ), tương ứng với 7 tiêu chí đều cho thấy mới đạt mức điểm từ 1 – 3 (tức là hệ thống chính sách hưởng dụng rừng hiện hành ở Việt Nam đã có những nội dung “giải quyết một phần” đến “giải quyết phần lớn” (điểm 3), tuy nhiên chưa có được mức độ “giải quyết đầy đủ” các khía cạnh về quyền hưởng dụng rừng (điểm 4).

This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.

This article is an important content of the research on 'Assessment of Forest Tenure Policies and Regulation in Vietnam '. This assessment reviewed 79 legal documents related to forest land tenure that includes: 1 Constitution; 8 Laws; 1 Resolution; 20 Decrees; 30 Circulars, 18 Decisions and 1 Directive. The objective of this paper was to assess some facets of Justice, Dispute Resolution, Gender, Pro-poor and Inclusiveness in the system of Vietnam forest tenure policies. The main research method was based on the assessment framework Voluntary Guidelines on the Responsible Governance of Tenure of Land, Forests and Fisheries. The results of 2 theme groups (a-Access to justice and resolution of tenure rights; and b-Gender equity and pro-poor and inclusiveness), corresponding to the seven sub-themes/criteria showed that its marks were at from 1 to 2 (the system of forest tenure policies in Vietnam has attained “slightly addressed” to “moderately addressed” for the facets of forest tenure rights), has not gained the levels of “mostly addressed” (mark 3) or “fully addressed” (mark 4). / Bài báo này là một phần nội dung quan trọng của nghiên cứu “Đánh giá các Chính sách và Quy định hưởng dụng rừng ở Việt Nam”. Công trình nghiên cứu đã rà soát phần lớn các chính sách hiện hành quan trọng của hưởng dụng rừng với tổng số 79 văn bản, gồm: 1 Hiến pháp; 8 Luật; 1 Nghị quyết; 20 Nghị định; 30 Thông tư; 18 Quyết định và 1 Chỉ thị. Mục tiêu của bài viết này là đánh giá các mặt công bằng, giải quyết tranh chấp, giới, vì người nghèo và sự toàn diện trong hệ thống các chính sách hưởng dụng rừng ở Việt Nam. Phương pháp nghiên cứu chính được dựa trên khung đánh giá của Hướng dẫn tự nguyện về Quản trị chịu trách nhiệm của hưởng dụng đất, lâm nghiệp và thủy sản. Kết quả nghiên cứu 2 nhóm chủ đề (a-Tiếp cận đến sự công bằng và giải pháp giải quyết tranh chấp hưởng dụng; b-Giới và công bằng, vì người nghèo và sự toàn diện), tương ứng với 7 chủ đề phụ/tiêu chí đều cho thấy mới đạt mức điểm từ 1 – 2 (tức là hệ thống chính sách hưởng dụng rừng hiện hành ở Việt Nam mới “giải quyết một phần” đến “giải quyết trung bình” các khía cạnh về quyền hưởng dụng rừng), chứ chưa “giải quyết phần lớn” (điểm 3) hoặc “giải quyết đầy đủ” (điểm 4).