Advertisement

Teaching, Research, and the Canadian Professoriate

  • Glen A. Jones
  • Bryan Gopaul
  • Julian Weinrib
  • Amy Scott Metcalfe
  • Donald Fisher
  • Yves Gingras
  • Kjell Rubenson
Part of the The Changing Academy – The Changing Academic Profession in International Comparative Perspective book series (CHAC, volume 9)

Abstract

This chapter focuses on academic work in the context of Canadian higher education, with a particular emphasis on exploring the balance between teaching and research. As noted in previous chapters in this volume, Canada can be categorized as a semi-core system that has been strongly influenced by what Ben-David (1977) has referred to as the core systems in the historical development of higher education. In the Canadian case, these historical influences began with its colonial ties to France and Great Britain, but there is little doubt that the greatest core influence on the development of the Canadian system has been its American neighbor to the south.

Keywords

Collective Bargaining Collective Agreement High Education Policy Research Mission Promotion Policy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Anderson, B., & Jones, G. A. (1998). Organizational capacity and political activities of Canadian university faculty associations. Interchange, 29(4), 439–461.CrossRefGoogle Scholar
  2. Ben-David, J. (1977). Centers of learning: Britain, France, Germany, United States. New York: McGraw-Hill.Google Scholar
  3. Boyko, L., & Jones, G. A. (2010). The roles and responsibilities of middle management (chairs and deans) in Canadian universities. In V. L. Meek, L. Goedegebuure, R. Santiago, & T. Carvalho (Eds.), The changing dynamics of higher education middle management (pp. 83–102). Dordrecht: Springer.CrossRefGoogle Scholar
  4. Cameron, D. (1991). More than an academic question: Universities, government, and public policy in Canada. Halifax: Institute for Research on Public Policy.Google Scholar
  5. Canadian Association of University Teachers. (2011). CAUT almanac of postsecondary education in Canada. Ottawa: CAUT.Google Scholar
  6. Clark, I., Trick, D., & Van Loon, R. (2011). Academic reform: Policy options for improving the quality and cost-effectiveness of undergraduate education in Ontario. Montreal: McGill-Queen’s University Press.Google Scholar
  7. Dobbie, D., & Robinson, I. (2008). Reorganizing higher education in the United States and Canada: The erosion of tenure and the unionization of contingent faculty. Labour Studies Journal, 33(1), 117–140.CrossRefGoogle Scholar
  8. Fisher, D., Rubenson, K., Bernatchez, J., Clift, R., Jones, G., Lee, J., MacIvor, M., Meredith, J., Shanahan, T., & Trottier, C. (2007). Canadian federal policy and postsecondary education. Vancouver: Centre for Policy Studies in Higher Education and Training.Google Scholar
  9. Gravestock, P. (2011). Does teaching matter? The role of teaching in the tenure policies of Canadian universities. Ph.D. thesis, University of Toronto. Retrieved 10 April 2012 from: https://tspace.library.utoronto.ca/bitstream/1807/31764/6/Gravestock_Pamela_S_201111_PhD_thesis.pdf.
  10. Gravestock, P., Greenleaf, E., Jones, G. A. (2009). Defining academic work: An analysis of faculty tenure and promotion policies in Canadian universities. Paper presented at the annual meeting of the Canadian society for the study of higher education, Ottawa. May 25–27.Google Scholar
  11. Harris, R. S. (1976). A history of higher education in Canada: 1663–1960. Toronto: University of Toronto Press.Google Scholar
  12. Jones, G. A. (1996). Diversity within a decentralized higher education system: The case of Canada. In V. L. Meek, L. Goedegebuure, O. Kivinen, & R. Rinne (Eds.), The mockers and mocked: Comparative perspectives on differentiation, convergence and diversity in higher education (pp. 79–94). Oxford: Pergamon.Google Scholar
  13. Jones, G. A. (1997). Introduction. In G. A. Jones (Ed.), Higher education in Canada: Different systems, different perspectives (pp. 1–8). New York: Garland.Google Scholar
  14. Jones, G. A. (2002). The structure of university governance in Canada: A policy network approach. In A. Amaral, G. A. Jones, & B. Karseth (Eds.), Governing higher education: National perspectives on institutional governance (pp. 213–234). Dordrecht: Kluwer.Google Scholar
  15. Jones, G. A. (2006). Canada. In J. J. F. Forest & P. G. Altbach (Eds.), International handbook of higher education (pp. 627–645). Dordrecht: Springer.CrossRefGoogle Scholar
  16. Jones, G. A. (2007). The academy as a work in progress. Academic Matters, April, 10–13.Google Scholar
  17. Jones, G. A. (2013). The horizontal and vertical fragmentation of academic work and the challenge for academic governance and leadership. Asia Pacific Education Review, 14(1), 75–83Google Scholar
  18. Jones, G. A., & Weinrib, J. (2011). Globalization and higher education in Canada. In R. King, S. Marginson, & R. Naidoo (Eds.), Handbook on globalization and higher education. Camberley: Edward Elgar.Google Scholar
  19. Jones, G. A., Weinrib, J., Metcalfe, A. S., Fisher, D., Rubenson, K., & Snee, I. (2012). Academic work in Canada: The perceptions of early career academics. Higher Education Quarterly, 66(2), 189–206.CrossRefGoogle Scholar
  20. Magnusson, R. (1980). A brief history of Quebec education: From new France to Parti Québécois. Montreal: Harvest House.Google Scholar
  21. McKillop, A. B. (1994). Matters of the mind: The Ontario university, 1791–1951. Toronto: University of Toronto Press.Google Scholar
  22. Metcalfe, A. S., Fisher, D., Gingras, Y., Jones, G. A., Rubenson, K., & Snee, I. (2011). Canada: Perspectives on governance and management. In W. Locke, W. K. Cummings, & D. Fisher (Eds.), Governance and management of higher education institutions: Perspectives of the academy (pp. 151–174). Dordrecht: Springer.Google Scholar
  23. Muzzin, L. (2009). Equity, ethics, academic freedom and the employment of contingent academics. Academic Matters, May 2009, pp. 19–22.Google Scholar
  24. Neatby, H. B. (1987). The historical perspective. In C. Watson (Ed.), Governments and higher education: The legitimacy of intervention. Toronto: Higher Education Group, Ontario Institute for Studies in Education.Google Scholar
  25. Rajagopal, I. (2002). Hidden academics: Contract faculty in Canadian universities. Toronto: University of Toronto Press.Google Scholar
  26. Rittenhouse, J. (2012). Canadian trends in academic staff unionization. University Manager, 20(2), 33–35.Google Scholar
  27. Sá, C. (2010). Canadian provinces and public policies for university research. Higher Education Policy, 23, 335–357. doi: 10.1057/hep.2010.12.CrossRefGoogle Scholar
  28. Shanahan, T., & Jones, G. A. (2007). Shifting roles and approaches: Government coordination of post-secondary education in Canada, 1995–2006. Higher Education Research & Development, 26(1), 31–43.CrossRefGoogle Scholar
  29. Trow, M. (1974). Problems in the transition from elite to mass higher education. In Policies for higher education. Paris: OECD.Google Scholar
  30. Tudivor, N. (1999). Universities for sale: Resisting corporate control over higher education. Toronto: James Lorimer.Google Scholar
  31. Vajoczki, S., Fenton, N., Menard, K., & Pollon, D. (2011). Teaching-stream faculty in Ontario universities. Toronto: Higher Education Quality Council of Ontario.Google Scholar
  32. Williams, G. (2005). Doctoral education in Canada. Ottawa: Canadian Association of Graduate Studies.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Glen A. Jones
    • 1
  • Bryan Gopaul
    • 2
  • Julian Weinrib
    • 3
  • Amy Scott Metcalfe
    • 4
  • Donald Fisher
    • 4
  • Yves Gingras
    • 5
  • Kjell Rubenson
    • 4
  1. 1.OISEUniversity of TorontoOntarioCanada
  2. 2.University of PennsylvaniaPhiladelphiaUSA
  3. 3.University of TorontoOntarioCanada
  4. 4.University of British ColumbiaVancouverCanada
  5. 5.UQAMMontrealCanada

Personalised recommendations