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You searched for +publisher:"University of Saskatchewan" +contributor:("Haines, Leonard"). Showing records 1 – 2 of 2 total matches.

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University of Saskatchewan

1. Oshoneye, Olalekan Jacobs. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.

Degree: 2009, University of Saskatchewan

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants’ views on ways in which Canadian universities can attract and retain young individuals in academe. This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated “on one among others” (Stake, 2005, p. 444) – faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewan’s Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008. It was found in the study that an individual’s decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants’ decisions to become faculty members, and that financial considerations were unimportant in participants’ decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe. This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them “a rich, full understanding of academic life and faculty careers” (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of one’s field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individual’s decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe. Advisors/Committee Members: Carr-Stewart, Sheila, Walker, Keith, Noonan, Warren, Pickard, Garth, Haines, Leonard, Renihan, Patrick, Scudds, Rhonda.

Subjects/Keywords: Faculty; Higher Education; Professoriate; Academe

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oshoneye, O. J. (2009). Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-08272009-171228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oshoneye, Olalekan Jacobs. “Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.” 2009. Thesis, University of Saskatchewan. Accessed November 18, 2019. http://hdl.handle.net/10388/etd-08272009-171228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oshoneye, Olalekan Jacobs. “Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.” 2009. Web. 18 Nov 2019.

Vancouver:

Oshoneye OJ. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10388/etd-08272009-171228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oshoneye OJ. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-08272009-171228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

2. Squires, Vicki. A policy study of the emergence of a joint interdisciplinary school.

Degree: 2010, University of Saskatchewan

Educational institutions have remained remarkably unchanged throughout the last century, even when the political, cultural and social environments have undergone very significant transformation (cf. Duderstadt, 2005; Fullan, 2007; Rowan & Miskel, 1999). Because of the noted similarity among educational institutions and the institutions’ perceived inability to change, I wanted to identify a significant change at an educational institution, and examine the context and policy process that promoted this change. The focus of this study was the process of policy development within one type of educational institution, the university. In this case study, I examined the policy process involved in establishing a joint, interdisciplinary school, the School of Policy and Research. Data were gathered from three sources: interviews, documents, and policies. I conducted semi-structured interviews with thirteen participants who had some connection to the School, and analyzed the data by coding emergent themes. These were not discrete themes, but rather were interconnected and reflected the complexity of the policy development process. From the findings, the concept of policy windows, as suggested by Kingdon (2003), was evident in the policy origin stage. The policy stream, the political stream, and the problem stream came together at a critical juncture as a confluence of forces that allowed the initiative of the joint interdisciplinary policy School to move forward into adoption and implementation. Due to this presence of a policy window, the initiative moved through the adoption stage relatively smoothly, at least initially. The policy actors were essentially the same at both universities; there was a core group of grassroots level faculty members who were involved in policy work and believed in the potential of the interdisciplinary policy School. They were supported by senior administrative personnel who saw this initiative as one way to address perceived problems confronting the institutions. However, the implementation stage at both universities was messy and difficult as the proponents of the School encountered many tensions, including issues around securing resources, program development, the proposal approval process, and several sources of resistance to change. The discipline-driven culture of the universities appeared to be an impediment to innovative practices that bridge disciplinary boundaries. Although the timing of this study obviated full consideration of the evaluation stage, the participants did speculate upon several intended impacts of the School, and they proposed possible collateral impacts. Implications of this investigation for practice included a need for individual organizations to conduct a thorough examination of situation-specific organizational practices that promote or inhibit innovation, including reviews of current practice for determining what programs need to be discontinued, for articulating how to monitor progress in achieving outcomes, and for identifying how to promote a more… Advisors/Committee Members: Renihan, Patrick, Burgess, David, Noonan, Warren, Donlevy, Kent, Haines, Leonard, Mykota, David, MacGregor, Michael.

Subjects/Keywords: interdisciplinary studies; change theory; policy development; neoinstitutionalism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Squires, V. (2010). A policy study of the emergence of a joint interdisciplinary school. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-02222010-210427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Squires, Vicki. “A policy study of the emergence of a joint interdisciplinary school.” 2010. Thesis, University of Saskatchewan. Accessed November 18, 2019. http://hdl.handle.net/10388/etd-02222010-210427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Squires, Vicki. “A policy study of the emergence of a joint interdisciplinary school.” 2010. Web. 18 Nov 2019.

Vancouver:

Squires V. A policy study of the emergence of a joint interdisciplinary school. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10388/etd-02222010-210427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Squires V. A policy study of the emergence of a joint interdisciplinary school. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-02222010-210427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.