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1
Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.
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Farrokh, Kaveh. "Patterns of adjustment of international students to the University of British Columbia." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28043.
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This study has been an attempt to investigate the process of cross-cultural adjustment of a group of 13 international students studying at the University of British Columbia. The "u-curve" theory of adjustment was tested. It was hypothesized that foreign students would have individual patterns of cross-cultural adjustment. General self-concept, academic self-concept, attitude towards Canadians and attitude towards Canadian culture were used as indices of cross-cultural adjustment. The self-concept dimensions were defined by Ishiyama's self-validation theory (1987,1988). The relationship between all indices were explored. The adjustment patterns of groups of international students (i.e; Male/Female) were also explored. The main method of data interpretation was visual analysis, using two dimensional graphs. C-statistic tests (Tryon, 1982) were used to test the statistical significance of the curves. Three dimensional graphs were also used for data interpretation. Interviews were conducted at the end of the study. It was concluded that the u-curve theory of cross-cultural adjustment was not supported across all. subjects. General and academic self-concepts were found to be highly related. Academic performance was found to have a strong influence upon academic self-concept. No causal relationship was discovered between attitudes about Canadians and Canadian culture. Finally, female western foreign students were found to have the most succussfull adjustment. This was followed in succession by non-western females, western males and finally, eastern males.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
3
Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.
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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success
(the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression
and analysis of variance techniques. In subsequent chapters, the categorical
approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.<br>Science, Faculty of<br>Statistics, Department of<br>Graduate
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Stuart-Stubbs, Megan. "Survey of the graduates in adult education (1960-1988) at the University of British Columbia." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31141.
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Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on.
In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities?
Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the
programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988).
In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Stewart, Lee Jean. "The experience of women at the University of British Columbia, 1906-1956." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26611.
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This study of the coeducational experience of women at the University of British Columbia from 1916 to 1956 is threefold. It examines how the institution adapted to the female presence, the ways women assimilated or accommodated themselves to their environment, and the relationship of the changing climate of social expectations of women to the purposes of women's education and their experience at university.
The study is placed in both a thematic and a regional context. The thematic framework is suggested by the
historiography concerned with women's admission to universities in the nineteenth century. This literature establishes the role of the "uncompromising" and "separatist" feminists, partisan politics, public opinion, social definitions of femininity, and institutional structures in determining the form and content of women's education. The social, economic and political factors that account for the development of higher education in the province define the regional context.
This study finds that separatist feminists exerted a significant influence in defining women's education in the early part of the twentieth century. However, social, political and economic considerations guided the establishing of Nursing and Home Economics Departments at UBC. Institutional modifications such as the appointment of a Dean of Women and the building of women's residences, similarly depended on practical economic solutions to appease feminist agitation. Irrespective of the equality that is implied by coeducation, social expectations of women continued to act as obstacles to women's participation in higher education and ensured their secondary status. Female students devised strategies to ease the contradictory expectations of the academic and the social community. They chose nonconformity to gender expectations, conformity to standards of femininity, the precarious balance of double conformity to academic and feminine standards, and separatist feminism to redress the inequity of women's secondary status within higher education.<br>Arts, Faculty of<br>History, Department of<br>Graduate
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Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.
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Cochran, Michele Sharon Kells. "The facilitation and hindrance of scholarly activity as reported by The University of British Columbia education faculty members." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26040.
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This study was concerned with developing and exploring a reasonably, comprehensive scheme of categories which describes, from the perspective of The University of British Columbia education faculty members, what facilitates and hinders their scholarly activity.
The Critical Incident Technique was used to elicit 547 incidents from forty-one faculty members. These incidents were categorized in three separate ways: according to who facilitated and hindered (the reported responsible agent or agency), to what facilitated and hindered (the reported action of the agent or agency), and to the phase of scholarly activity that was reported facilitated or hindered. Six agent or agency, twenty-three action, and six phase categories were identified. An examination of the action categories themselves revealed that they could be grouped under the superordinate categories: direct, enable, and motivate. An examination of the frequency of reported incidents in categories permitted the identification of relationships among agent or agency, phase, and action categories. Several types of evidence provided support for the reliability and validity of the category schemes.
From an examination of the findings as a whole, six conclusions were drawn. First, not all action categoriesare relevant for every person, project or phase. Second, not all agent or agency categories are involved to a noticeable extent with every action category. Third, the action categories are interrelated. Fourth, the action categories are bipolar in the sense that each actually does contain or may plausibly be said to contain both facilitating and hindering events. Fifth, the action categories happen or could happen as part of everyday university life. Sixth, there is evidence to suggest that the action categories are useful.
Future studies might: 1) undertake further studies which will more fully explore and validate the action categories; 2) determine to what extent the action category scheme applies to other faculties of education and other faculties; 3) use alternative methods to confirm relationships among action, agent or agency and phase categories; 4) examine how the action category scheme is affected by diverse types of change; and 5) determine how an administrator can best accomplish the task of motivating, enabling, and directing scholarly activity.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Suderman, Michelle Ellen Szabo. "Engagement for all? A study of international undergraduates at the University of British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52693.
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American student engagement literature has identified a set of student behaviours and institutional practices shown to lead to student satisfaction, academic success, and retention to graduation among post-secondary students. However, the relevance of these behaviours and the standardized instrument used to measure them may have limited applicability for non-U.S. students. Building on existing quantitative analysis, through focus groups, this study considered how international and Canadian undergraduate students perceived the National Survey of Student Engagement (NSSE) and select behaviours identified in the student engagement literature. This study found that international students misinterpreted key terms such as faculty members and had subtle but important differences in their perceptions of student behaviours and institutional practices compared to the perceptions of Canadian students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.
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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university.
It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered.
Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion.
The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous
effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students.
A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Lamberts, Bridget Evelyn. "Implant treatment outcomes at the University of British Columbia graduate periodontics clinic : a retrospective analysis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/18029.
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Objectives: Dental implants have predictable outcomes and high survival rates. However, a small subset of patients experience implant failure. A retrospective review of charts at UBC was conducted to determine how patient-, disease-, site-, surgeon- and implant design-centered risk factors affect the survival of implants.
Methods: A review of implants placed between 1989-2006 was completed. Inclusion criteria required a one-year post-placement diagnostic radiograph. Implant failure was defined as the loss or removal of an implant at any time. Bivariate analyses were used to identify variables associated with implant failure. Risk factors with p-values < 0.05 or that were deemed clinically relevant by previous studies were included in stepwise linear multiple regression and logistic regression analyses.
Results: Based on the inclusion criteria, 107 patients and 300 implants were included in the study. Follow-up ranged from 1.00 to 19.79 years (mean 4.08 + 2.95 years). At follow-up, 92.3% of implants survived and 84.1% of patients did not experience failure, In the failing implant group, 13.1% of patients had one failed implant and 2.8% of patients had two failed implants. The survival rate of replacement implants was 85.71%. Most factors studied had no statistically significant impact on survival. Only simultaneous sinus augmentation and removable prostheses were significantly associated with failure and guided bone regeneration was significantly associated with survival. In the regression analyses, the predictors showing the largest effect on thread exposure were: implant model, jaw (in favor of mandibular implants), and surface (in favor of rough surfaces). The odds ratio for implant failure was 16.87 for osteotome sinus elevation and 0.288 for decreasing implant width.
Conclusions: The survival rate for implants placed at UBC is similar to those reported in the literature. Most variables considered risk factors did not have a statistically significant effect on implant failure. Given the high survival rates of implants, a small sample size does not allow for trends in the data to reach statistical significance, even if a true difference exists.
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Jiang, Qiu Qiong. "Why do Chinese international students attend the University of British Columbia : push and pull factors." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46649.
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Globalization is regarded as the context and facilitating force for the increasingly enhanced internationalization of higher education around the world. As a response to globalization, the internationalization of higher education takes places in various forms and practices in different countries. In contemporary era, international student mobility is by far the main form of cross-border education in the world. In existing relevant literature, the push and pull model is employed by many researchers as the theoretical framework to investigate the motives of international students, the host countries and higher education institutions.
There are approximately three million international students studying outside of their home countries (IEE, 2010). China has become the largest source country of international students among these three-million international students. Most of the study-abroad Chinese students from mainland China went to pursue overseas higher education after 1999 when the Chinese government began to enforce the university expansion policy in mainland China. However, few researchers gave attention to this unprecedented out-going heat among Chinese students in the past decade.
The purpose of this study was to investigate the factors inspiring a large number of Chinese students to study abroad after the 1999 reform in the Chinese higher education sector. The push and pull model was employed as the theoretical framework in this study. A semi-structure one-on-one interview was used as the research method to collect inquired information. Nine Chinese international students who are currently studying at the University of British Columbia were recruited as the research participants. The research results show that there are both shared and individual motives inspiring these nine students to decide on undertaking overseas higher education based on their personal academic, economic and social background.
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Bain, Margaret Mali. "Community-university engagement : case study of a partnership on Coast Salish territory in British Columbia." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45948.
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In the context of expanding community engagement efforts by universities and growing awareness of the past and current impacts of settler-colonialism in Canada, this study explores one Indigenous-settler, community-university partnership. Building on a framework of community-university engagement and decolonization, or decolonizing community-university engagement, this case study explores a partnership between Fraser Valley Aboriginal Children and Family Services Society (Xyolhemeylh) and the Division of Health Care Communication at the University of British Columbia (UBC-DHCC). The ‘Community as Teacher’ program, which began in 2006 and is ongoing as of 2013, engages groups of UBC health professional students in 3-day cultural summer camps. The camps, designed to further connect Indigenous youth and families with their culture, were initiated by Stó:lō elders over 20 years ago. Xyolhemeylh staff coordinate the cultural camp program in collaboration with Stó:lō community groups. UBC-DHCC recruits UBC health professional students to participate in camps as part of the ‘Community as Teacher’ program.
This qualitative case study draws primarily on analysis of program documents and interviews with four Xyolhemeylh and three UBC-DHCC participants. The findings of this study are framed within ‘Four Rs’, building upon existing frameworks of Indigenous community-university engagement (Butin, 2010; Kirkness & Barnhardt, 1991). Building on a foundation of relevance to the mission of both partners, both partners undertook risk-taking, based on their respective contexts, in establishing and continuing to invest in the relationship. Respect, as expressed by working ‘in a good way’, formed the basis for interpersonal relationship-building. This study provides a potential framework for practitioners and has implications for the Community as Teacher partnership, funding structures, and Indigenous-university partnerships.
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Gooya, Zahra. "Students' conceptual understanding of calculus." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28056.
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The purpose of this study was to identify the nature of students' conceptual understanding of two concepts of calculus namely, derivative and function. As a way of collecting data two methods were employed: (a) modification of Piagetean clinical interview; and, (b) tutorial sessions. Whenever the students seemed to be confused about the issues being discussed, the researcher provided instructions through the tutorial sessions.
The analysis of data was done by developing individual profiles and by response categories. It was found that the interview methodology was effective in revealing some aspects of students' concept images. The students were found to have little meaningful understanding of derivative. A number of students held proper concept images of function which should lead to the development of an appropriate concept definition. It was also evident from the study that students had adequate skill in using algorithm to solve problems.
The results of the study would be useful to the instructors of calculus. It was suggested that introducing a concept by its formal definition would contribute to students' confusions and difficulties. Yet if a concept is presented by means of meaningful examples, students had better opportunity to develop their concept images. Thus leading them to form concept definitions. The researcher strongly recommended that more challenging exercises be posed to the students in problem-solving situations.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Pajouhesh, Seyedeh Paniz. "From theory to practice : an analysis of transformative social innovation at the University of British Columbia." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58722.
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Higher education institutions are striving to become both models and leaders in innovation for sustainable development, as sustainability is becoming a growing priority around the world. The approaches adopted by many universities, however, are typically implemented as an add-on to existing structural and social frameworks, which often constrain new ideas and practices that transcend traditional institutional structures or, at best, promote incremental change for sustainability. Incremental change, however, may not suffice to cope with prevailing sustainability challenges. In fact, it may only serve to perpetuate unsustainable trajectories that are embedded in institutional processes and practices characterized by inertia and path-dependency. It is necessary to overcome the limitations of piecemeal improvement to develop purposive approaches that enable, accelerate and scale-up transformative social innovations. This thesis examines the activities that have informed and guided innovation processes for sustainability at the University of British Columbia over the past twenty years, through the lens of socio-technical transitions theory, in order to gain greater insight into the dynamics, mechanisms and agency that the theory suggests is necessary for engendering transformative social innovation. Based on an extensive literature review, document analysis, and expert interviews with key stakeholders, the findings suggest that the institution exhibits the necessary conditions to foster transformative change for social innovation. An analysis of its sustainability policies, practices and processes over the past twenty years reveal that the University has created and continues to sustain the conditions for this complex, long-term and multi-level systemic change through experimentation and learning and multi-level coordination and synchronization – with exception of a few institutional barriers that have challenged non-conformism and innovation development or the diffusion of ideas and practices across scales. Recommendations are provided for the University, and for other institutions, to better govern a transition to sustainability. Though the University of British Columbia model will not necessarily suit a generic application to other universities, as the context in which they operate will be different, the findings from this study shed light on best practices, and possible barriers and challenges, to governing sustainability transitions at higher education institutions.<br>Science, Faculty of<br>Resources, Environment and Sustainability (IRES), Institute for<br>Graduate
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Amini, Negar. "Exploring identity-as-narrative in the school narratives of Iranian university students in British Columbia, Canada." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63663.
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Based upon semi-structured interviews with 11 university students from Iran between 18 to 24 years of age at universities in Greater Vancouver, British Columbia, this research addressed a gap in the literature by documenting the narratives of participants’ school experiences in Iran and Canada. In addition, this research explored the construction of identities as the narratives we tell other people and confirmed by what others tell about us (Sfard & Prusak, 2005). Two main research questions guided this study: What narratives do participants tell of their school experiences? What narratives do participants tell of their actual and designated identities?
The data was analyzed and interpreted following Braun and Clarke’s (2006) thematic analysis and informed by sociocultural theory (Wertsch, 1985). Five themes were identified: Ritual practices in establishing the school context and constructing identities; English language as a cultural tool in mediating identities; social relationships in shaping identities; and actual and designated identities. This study contributes to the literature by examining the educational experiences of Iranian immigrants to Canada. Implications for schools, along with limitations and suggestions for future research, are addressed in the conclusion.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Sipos, Randor Yona. "Growing sustainability education through community-university engagement : a case of community-based food system study at the University of British Columbia." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45713.
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This action research case study investigates community-based experiential learning (CBEL) in a large undergraduate food systems course, documenting classroom innovations, highlighting community partner experiences, and offering recommendations for long-term improvement. It evaluates how the pedagogical synergy of sustainability education, CBEL, and food system study is relevant for post-secondary sustainability transitions. The case is situated in a major Canadian university, the University of British Columbia, within the interdisciplinary Faculty of Land and Food Systems. This dissertation investigates several iterations of one required undergraduate course and the development of the embedded British Columbia Food System Project (BCFSP), which includes approximately 200 students per term working with thirty community partners.
This qualitative action research incorporates case study, primary engagement by the author, and semi-structured interviews with community partners to address two specific questions. First, what innovations were developed to integrate CBEL into a large course? Second, what insights did community partners share for more effective community-university partnerships?
Five innovations were identified. First, student integrators who connect numerous food system projects encourage better understanding of complex issues among the many students. Second, projects spanning multiple years maximize returns from costly relationship development. Third, community service-learning alongside community-based research advances student understanding of community and project research potential. Fourth, offering workshops for teaching teams and students supports their limited experience with CBEL. Finally, engagement protocols clarify communication pathways with community partners to not overtax their time and resources.
Community partner interview analysis corroborates challenges and benefits described in previous literature, and it contributes a new insight, that universities and associated communities need each other. While community partners articulated significant cultural differences between communities and universities, they see partnerships as a way to overcome perceived disparities and offer an alternative perspective that universities and communities share needs, interests, and resources. CBEL in particular offers options that are rooted in community and place. Engaging in CBEL can empower communities to demand more from universities, such that resources flow more freely, particularly from universities to communities. A final outcome is a biomimetic metaphor that accommodates the necessary networks of reciprocity, resilience, recursivity, and non-linear resource exchange.
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Sullivan, Rachael E. "Place of promise? Queer students’ negotiation of risk, danger, and safety at the University of British Columbia." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43632.
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Drawing on sociological, geographical, and educational research, this dissertation explores how self-identified queer students understand and engage with the University of British Columbia (UBC) campus as a ‘queer space.’ In this case study, I interview 26 queer-identified UBC students and utilize a mapping exercise in order to capture their understanding and engagement with what university administrators argue in the visioning document Place and Promise: The UBC Plan (2010) is a safe learning, living, and working environment. I utilize Lefebvre’s (1991) spatial triad of conceived, perceived, and lived elements of space, along with feminist post-structural and queer theories of discourse, subjectivity, and power to expose the spatial dynamics of queer sexualities on the UBC campus. As queer students transition from high school to the university setting, they demonstrate that the task of identifying and exploring their queer desires involves a complex and ongoing process, one that challenges the standard ‘coming out’ narrative. I have termed this process ‘becoming queer’ to indicate how it recognizes the contextual, spatial, and continual identification of queer desires, even within the university setting. Further analyses reveal how queer students actively identify homophobic, transphobic, and heteronormative discourses and practices through what I call ‘queer spatial awareness’ in an effort to create and maintain their own sense of safety and comfort on campus through their deployment of ‘queer spatial practices’. Students discuss how specific social spaces, including on-campus residences, fraternities and sororities are perceived as risky, compared to student resources, administrative, and academic spaces on campus. However, this sense of safety for queer students, especially within the neoliberal context of the post-secondary education, has the potential to constrain the possibility of enacting queer politics on campus. The dissertation concludes by considering some of the implications of this research in providing new insights into queer students’ engagement with the campus, while also offering practical recommendations for improving campus culture at UBC and beyond.
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Hilton, Andrew. "An examination of teaching professionalism in an undergraduate accounting program at the University of British Columbia - Okanagan." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44232.
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Accounting education within undergraduate programs is facing a developing crisis in teaching students what it means to be a professional. Following significant and highly visible accounting scandals such as Enron and Worldcom, the accounting profession must regain public trust. Multiple calls for education reform in accounting have called for programs to incorporate professionalism into the curriculum. This thesis examines the extent that professionalism is included in the curriculum of two undergraduate accounting programs at the University of British Columbia (UBC). Using data from faculty interviews, archival data, student and alumni focus groups, and interviews with recruiters from the professional accounting firms, this thesis provides a comprehensive overview of how professionalism is conceptualized and how it is taught at UBC, from both the curricular and pedagogical perspectives. This thesis also identifies elements of teaching professionalism that are effective. Triangulation of data from multiple sources (faculty, students, alumni, and recruiters) provides strong evidence on how to effectively teach professionalism in accounting education. The participants' conceptions of professionalism might be characterized as three layers including simple behavioural issues, very deep and complex ethical issues, and softer skills including cognitive skills, communication skills, and personal and interpersonal skills. This evidence will be useful to other undergraduate accounting programs concerned with developing future professionals.
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Hatch, Wendy E. "The experience of unemployment for university graduates under 25 years of age." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.
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An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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McCurry, Ursula Margaret. "Fit for future life, the struggle to establish home economics at the University of British Columbia, 1919-1943." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24195.pdf.
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Brand, Megan. "Outsourcing academia: how freelancers facilitate the scholarly publishing process /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2306.
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Adler, Allison Marie. "Becoming and being at the crossroads : challenging borders at the Museum of Anthropology at the University of British Columbia." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62750.
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This paper explores how the Museum of Anthropology (MOA) at the University of British Columbia (UBC) creates exhibitions on conditions associated with globalization, such as transnationalism and migration. This has been a particular focus of the museum since the completion of an expansion project, officially titled “A Partnership of Peoples” (2006-2010), which sought to establish MOA as an internationally renowned museum of world art and culture. Guided by art historian Saloni Mathur’s question, “what kind of ideological work is sustained by [a] particular notion of the ‘global’?” this paper explores how MOA portrays an increasingly globalized world through exhibitions, as well as the “work” these exhibitions accomplish on both a discursive level and the level of individual viewers. These topics are explored through the analysis of two temporary exhibitions: Border Zones: New Art Across Cultures (2010) and Safar/Voyage: Contemporary Art by Arab, Iranian and Turkish Artists (2013). In addition to focusing on the selection and arrangement of particular works in the gallery space, this paper examines the discourses used to speak about the “work” done by each exhibition. When combined with theories of performativity, embodiment, and narrativity, this discursive analysis demonstrates how these exhibitions opened up pathways for viewers to participate in the exhibition space and become certain types of global subjects. Through examining the discourses employed in each exhibition and the pathways they opened for viewers, this paper argues that both Border Zones and Safar/Voyage created translocal spaces in which viewers were encouraged to become crossroads. The tension between local and global embodied by the concepts of the crossroads and translocalism is also a tension that reflects MOA as a whole. Ultimately, this paper calls for greater attentiveness to the borders that may be unintentionally reconstructed by the discourses applied to exhibitions on conditions of globalization.<br>Arts, Faculty of<br>Anthropology, Department of<br>Graduate
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Duthie, Myrna. "International peers : perceptions of the host-national peers in a program designed to aid the adjustment of international students at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26807.
Full textAbstract:
Perceptions of the Host-National Peers in a Program Designed to Aid the Adjustment of International Students at the University of British Columbia
Foreign students want and need social contact with people from the host country when they study abroad. The Counselling Psychology Department at the University of British Columbia has developed a peer program where Canadian students are paired with foreign students in an attempt to ease the feelings of loneliness and isolation which these foreign students often experience.
This paper contains a review of related literature, a description of the peer program, an analysis of interviews with host-national participants and recommendations for improvements to the program.
The literature review surveys the problems associated with foreign students on North American campuses, several theories of the adjustment process and programs designed to aid that adjustment. Some factors which help students adjust to a new environment are counselling and peer support.
Host peers commented on how and why they became participants in the program. They revealed some of the problems associated with being a helping peer. The benefits they received from the program were many but they were able to identify several aspects of the program which could be changed to make the program more rewarding to themselves and to the foreign peers.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Earnshaw, A. P. Russell. "The experience of job insecurity for women university graduates in temporary and contract jobs in Vancouver." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26808.
Full textAbstract:
Field research was used to document the psychological and contextual experience of job insecurity for 15 graduate women in jobs with limited tenure and protection. Single, hour-long, intensive focused interviews were used, employing a projective technique. Transcripts of taped interviews were analyzed for factors associated with positive and negative emotional shifts. Factors were categorized and grouped into domains, which included: the nature of the subjects' job insecurity; effects on work performance, work relations, emotional and physical health, finances, leisure, and, personal and family life.
The experience was shown to fit a transition model of loss and adaption to change. Major stressors were uncertainty, financial fears, pressure to perform, loss of trust, job search and career fears. Typical cognitions included: self doubt; feeling unappreciated, disillusioned, powerless and isolated. Cynicism and feeling compromised were less common reactions. Work relations, and work performance were generally adversely affected as were leisure activities and family life. Financial retrenchment was common. All subjects reported stress and anxiety; some reported depressive symptoms.
Thirteen coping strategies were identified. Cognitive coping was prominent, in particular, denial-like processes used to maintain optimism. "Good coping" and "poor coping" profiles were developed from the data.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Benson, Marilyn Leigh. "The birth of the Frederic Wood Theatre -- how the early development of the University of British Columbia fostered the establishment of the Theatre Department and the Frederic Wood Theatre." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30330.
Full textAbstract:
It has been said that the character of an institution is largely determined by its history and the personalities that shaped it. If this is so, the Frederic Wood Theatre has much to draw on, for it was founded in the spirit of cooperation and promise.
This thesis traces the beginning of the university from the original petition for its formation, through its early struggle to be established. Concurrent with this expansion is the growth of theatre at the university, a development which helped to introduce the institution throughout the province. The current Frederic Wood Theatre is the outgrowth of a tradition of theatre at the University of British Columbia.
The beginning of this historical retrospective is the original petition for the founding of the university. Subsequent to that initial and failed attempt, the University of British Columbia was created by legislation through the efforts of Henry Esson Young, the "Father of the university", and by organization through the works of Frank Fairchild Wesbrook, its first President. Professor Frederic
Wood, a founding member of the faculty in 1915, formed the Players'Club which provided the university its theatrical foundation for the next thirty years.
Dorothy Somerset, a Director of the Players'Club and the Vancouver Little Theatre (also co-founded by Prof. Frederic Wood) established accredited theatre courses at the university and founded the Summer School of the Theatre. In 1952, these achievements won her the university's first legitimate theatre: the Frederic Wood. With single-minded purpose, Dorothy Somerset further established the Department of Theatre in 1958, building the present 410 seat Frederic Wood Theatre five years later in 1963.
More than a physical building, the Frederic Wood Theatre is a dynamic process responding to the energies and influences of its principals. Seven individuals (out of hundreds) who were fundamental in contributing to the accomplishments of the Frederic Wood Theatre are introduced: Henry Esson Young, ''Father of the University'; Frank Fairchild Wesbrook, first President of the University of British Columbia; Professor Frederic G.C. Wood, founder of the Players' Club; Dorothy Somerset, founder of the Department of Theatre; Jessie Richardson, in whose honour years later, the Jessie Awards were created; Norman Young, stage manager, publicizer and lobbyist, and John
Brockington, Head of the Theatre Department for 23 years, the man who guided and developed its academic and degree granting programs.
Few people realize how great a role the theatre has played in the establishment of the University of British Columbia.<br>Arts, Faculty of<br>Theatre and Film, Department of<br>Graduate
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Drexhage, Glenn. "The future of our past : inside the 2008 B.C. Digitization Symposium." British Columbia Library Association, 2009. http://hdl.handle.net/2429/8545.
Full textAbstract:
This article, written by Glenn Drexhage, Communications Officer – UBC Library/Irving K. Barber Learning Centre, appeared in the BCLA Browser: Linking the Library Landscape online newsletter (vol.1, no.1 2009). For more information, please visit the BC Digitization Symposium 2008 website at: http://symposium.westbeyondthewest.ca and the BCLA Browser website at: http://bclabrowser.ca.
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Strohbach, Berndt. "Christopher R. Friedrichs: A Jewish Youth in Dresden. The Diary of Louis Lesser, 1833–1837." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2015. https://slub.qucosa.de/id/qucosa%3A34914.
Full text
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Black, Evelyn Joyce. "Faculty support for distance education in a conventional university." Thesis, 1992. http://hdl.handle.net/2429/3166.
Full textAbstract:
This study addressed the controversy among academics in conventional universities over the
credibility of distance education for degree credit. Faculty scepticism has slowed the
development and expansion of distance education despite increased demands for it. Distance
education is an educational method in which the teacher and learners are separated in time
and space for the majority, if not all, of the teaching-learning process; two-way
communication occurs primarily via print, postal service, and telecommunications (Keegan,
1990). There is little empirical evidence about the reasons for the antagonism between the
supporters and opponents of distance education. The purpose of this research was to explain
why some faculty support distance education while others do not. Support was defined as
how faculty would speak about and vote for proposals to offer distance education courses for
degree credit. The conceptual framework drew on studies of faculty attitudes towards
university expansion and distance education, and literature on academic culture and change.
An interpretive perspective and qualitative methods dominated the two-phase study. First, a
mailed survey (n=487) investigated the extent of faculty familiarity with and support for
distance education. Then faculty (n=50) were interviewed from three categories of support for
distance education identified by the survey: supportive, divided support, and opposed. The
interviews explored how faculty understood the compatibility and feasibility of distance
education. Compatibility was defined as the congruence of distance education with faculty
beliefs and values about the accessibility and quality of university education. Feasibility was
the perceived ability to successfully implement distance education.
In general, faculty were not very familiar with or supportive of distance education, except for
undergraduate courses. There was very little support for a graduate program by distance
education. There were significant differences in faculty support by discipline and gender.
The reasons for variations in faculty support for distance education are best explained by the
concept of compatibility. Faculty supported distance education if it was congruent with their
beliefs and values about university education in general. Faculty thought about distance
education as promoting social justice, as an educational method, or as the distribution of
information. Faculty who were supportive held the beliefs and values Trow (1973) associated
with mass education while those who were opposed tended to believe in an elite approach to
university education. There was a substantial divided group who were in a conflict about the
priority that should be given to the major values involved, the accessibility and quality of
university education.
The study contributes to the development of theory about different conceptions of university
and distance education and provides insight into the study of disciplinary cultures. It presents
a revised conceptual framework for further research on the topic. The results have
implications for educational planning and for the development of distance education.
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Sunell, Susanne. "Learning outcomes approach in British Columbia’s colleges and university colleges." Thesis, 2003. http://hdl.handle.net/2429/14899.
Full textAbstract:
This study investigated the suitability of adopting a learning outcomes approach
as a strategy for educational reform in British Columbia's colleges and university
colleges. It focused on the views of institutional and department administrators during the
initial implementation phase through a questionnaire (n=313), interviews (n=58) and the
analysis of provincial documents.
Study participants had varied reactions to a learning outcomes approach ranging
from strong support to overt resistance. Proponents viewed it as a philosophical shift
from teaching to learning involving themes such as transparency, integrated curricula,
holistic curricula, and a learner-centered focus. However, many viewed learning
outcomes as being similar to their current approach. Opponents viewed the approach as
being too simplistic, too limiting and unsupported by evidence. Its central position in the
reform agenda was questioned.
The barriers to its implementation included competing priorities, lack of
resources, faculty workload, organizational culture, pedagogical issues, concerns about
the vocationalization of postsecondary education and its perceived relationship to the
provincial government's accountability movement.
Approximately one third of respondents who had made changes identified them as
valuable to their programs and courses. However, respondents from academic areas had
less involvement, less interest in integration and perceived it as less valuable than
respondents from applied areas. The value of the approach resonated at the theoretical
level, but often disappeared in the practice context particularly at the course level. It was
viewed as being particularly valuable in applied areas, but was most often described as a
refinement.
The learning outcomes approach was too abstract to provide a vision for reform.
While there have been changes in specific courses and programs, the policy did not have
a provincial impact from a pedagogical or accountability perspective. The term has been
integrated into many organizational documents, but it is unclear if these changes
translated into more relevant learning experiences or more valid assessment approaches.
The discussions generated about best practices have been the greatest impact of the
policy. It forced faculty members to challenge and defend their educational practices.
This may be the ultimate legacy of the learning outcomes policy in British Columbia.
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Evans, Karen. "Going global with the locals : internationalization activity at the university colleges in British Columbia." Thesis, 2006. http://hdl.handle.net/2429/18542.
Full textAbstract:
This study is about internationalization activity in the British Columbia university colleges. It
discusses the environmental context, identifies the types of internationalization activities
which occur and discusses the impact of this activity on faculty, staff and administrative
work.
The investigation employs a nested case study with units of analysis occurring at five levels.
The university college sector is the first level; second, its senior officers; third, its deans and
directors; fourth, faculty members; and fifth, staff members. Data collection involved
individual and focus group interviews, compiling documentary and historical records,
participant-observation and on-site visits to each university college. M y intent was to learn
about internationalization, to identify the factors influencing its activity and to discover how
the activity influences the university college environment.
The research provided six key findings on internationalization in the university colleges: (1)
the meaning of internationalization is heavily influenced by the external environment; (2) the
university college workplace is shaped by growing numbers of international students; ( 3) the
university colleges have been very successful in attracting international students to their
programs; (4) internationalization work is both under-valued and under-supported at the
university colleges; (5) a separation exists between international education and faculty areas
and results in a number of misperceptions; (6) the university colleges are faced with
leadership challenges.
The key findings presented five general conclusions about internationalization in the
university colleges: (1) internationalization efforts do not have a legitimate voice nationally,
provincially or locally; (2) an institutional discussion and debate regarding the role and
purpose of internationalization has not happened at the university colleges; (3) the university
colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing
financial commitments; (4) the university colleges face some ethical challenges as they
grapple with the economic imperative of internationalization; (5) the university colleges face
an inherent structural challenge that creates tension within and between their internal and
external communities.
Policy and practice recommendations are made to government, to higher educators and in
particular to the university colleges. The limitations of the study and suggestions for further
research are provided.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Owen, Starr Leona Allaby. "Now we’re a university college: a kaleidoscope of meanings." Thesis, 1996. http://hdl.handle.net/2429/6126.
Full textAbstract:
I conducted a case study at Multisite (a pseudonym), an established
community college that is becoming a university college. I explored and
attempted to understand (a) the organizational culture, and (b) how faculty
members interpret this transition. I conducted prolonged observations and
interviews with 39 faculty members.
I explored the culture by means of what I label the themes of family, of
participation, and of institutional mission. I also explored it using multiple
perspectives, especially a fragmentation perspective (Martin, 1992). I used the
metaphor of a kaleidoscope to signify shared frames of reference without
consensus on meanings.
I modified Geertz' (1973) sensemaking perspectives and developed a
framework. It entails three elements: (i) a perspective, (ii) a symbol or issue, and
(iii) the interpretation of (ii) within (i). It is consistent with Weick's (1995)
description of organizational sensemaking.
An individual may focus on (a) traditional (e.g., communal and
participatory) cultural values, (b) emergent (e.g., academic) cultural values, or (c) pragmatic interests. The interpretation may be positive, negative, neutral, or
postponed, depending on the perceived status of the cultural value or of the
pragmatic issue. Interpretations seem not to be associated directly with objective
characteristics, such as length of service, program affiliation, or academic
credentials attained.
Fragmented meaning systems are associated with fragmented
interpretations; fragmented interpretations are associated with fragmented patterns
of organizational commitment and job satisfaction. Faculty who use a traditional
cultural perspective indicate that they or their colleagues retain their level of
commitment or have lost it, according to whether traditional values seem retained
or lost. If they are uncertain what will happen to traditional values, they are
uncertain whether they or their colleagues will remain engaged. Faculty who use
an emergent cultural perspective indicate an increased job satisfaction; they may
indicate decreased organizational commitment. Faculty who use a pragmatic
perspective may see the transition positively and express enthusiasm for their
work; they may see it negatively and express low levels of organizational
commitment. I suggest that factors in the external environment have precipitated
changes in organizational values which, in turn, have precipitated changes in
organizational commitment and job satisfaction.
32
O’Donnell, Jacqueline P. "The development of university archives in British Columbia: a case study." Thesis, 1994. http://hdl.handle.net/2429/5489.
Full textAbstract:
This essay attempts to determine how university archives in British Columbia have developed
from their origins as collections of historical documents within university libraries, and whether
they exemplify the larger trend of archival development evident in Canada. An examination of the
history of the National Archives of Canada provides a model of developmental stages and key
elements necessary for a modern archival programme. In addition it exemplifies the Canadian
tradition of “total archives”. Individual case studies explore the evolution of British Columbia’s
three university archives, in the light of this Canadian tradition. Archival programmes located
within the University of British Columbia, the University of Victoria and Simon Fraser University
are examined, in order to determine how they were conceived, advanced and sustained. An
examination of the administrative records of the three university archives including annual reports,
correspondence, policies and committee minutes presents a historical overview of their growth
and development. Following decades of progress, the emerging picture is one of an incomplete
process with each institution having attained a different level of development. The conclusion
compares and contrasts the three institutions and assesses their progress in the broader national
context of Canadian university archives generally. The state of university archives in British
Columbia mirrors that of their national counterparts and the emerging picture is one of an
evolution still incomplete.
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Luo, Lixin. "Meaningful learning : a case study of Chinese international students at the University of Victoria." 2005. http://hdl.handle.net/1828/684.
Full textAbstract:
This case study explores Chinese international students' perceptions of meaningfill learning. Ten Chinese international students, who have post-secondary educational experience in both China and Canada, and five student services staff participated in this study. Data triangulation and method triangulation were used in this study. The study identifies four major themes found in student perceptions of meaningful learning: Practical Learning, Learning Under Pressure, Comfortable Learning, and Active Learning. This study indicates a positive relationship between out-of-school experiences and meaningful learning for international students. It reveals that students are aware of the important influence of the learning environment in their motivation and learning. This study challenges the stereotype of Chinese learners and highlights their preference for active learning over passive learning. The implication of this study emphasizes combined efforts of students and educators in co-constructing meaningful learning. The paper ends with the researcher's self-reflections on how this study affects her meaningful learning.
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Dumaresq, Cheryl E. "The University of British Columbia’s Arts One Program as evaluated by its students." Thesis, 1995. http://hdl.handle.net/2429/3693.
Full textAbstract:
Arts One is an interdisciplinary, first year program in the Faculty of Arts at The University
of British Columbia which combines English, History, and Philosophy into one course
worth 60% of a full-time program. Since its inception in 1967, over 5000 students have
participated in Arts One; however, no formal evaluation from the student perspective has
been undertaken. The objective of this study was to investigate Arts One's impact on
students academically, socially, and with respect to their careers.
The study was divided into two parts. First, a mail questionnaire was sent to 500
individuals who participated in Arts One between 1967 and 1988. Of the two hundred
respondents, the majority recalled Arts One positively, with 90% indicating that they
would recommend the program. A number of questions emerged from the questionnaires
which were investigated in the second part of the study, personal interviews with 21
former Arts One participants. Together, the questionnaires and personal interviews
revealed that Arts One has been a success from the perspectives of the study participants.
Many had chosen Arts One for its small-sized classes, and most identified the seminars and
tutorials as the highlights of the program. In particular, many credited Arts One with
having taught them how to think, write, and be open to different perspectives.
Participants also recalled the benefits of being part of an intense learning community and
the friendships formed as a result. Some found the transition into second year difficult,
particularly because of the larger, lecture-style classes.
However, the strongest theme to emerge was the impact of the Arts One seminar
professor on the experience of his/her students. To a large extent, the success of Arts One
seems rooted more firmly in the faculty members involved in the program than in the
curriculum itself. In most cases, participants spoke highly of their Arts One seminar
professors, and many considered them to have been their mentors. However, some
individuals felt that their seminar professors were unsuited to teaching in Arts One and
negatively affected their experience. The study concludes with five recommendations, as
well as some suggestions for further research.
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Gaber, Devron Alexander 1952. "Provincial coordination and inter-institutional collaboration in British Columbia's college, university college, and institute system." Thesis, 2002. http://hdl.handle.net/1957/31102.
Full textAbstract:
The purpose of this study was to better understand the historical
development of the British Columbia (B.C.) community college, university college,
and institute system with the focus on the changing nature of voluntary inter-institutional
collaboration in relation to provincial coordination. The study also
examined the related themes of centralization and decentralization within B.C.'s
system and the development of a provincial system of autonomous institutions.
The methodology used was qualitative, and more specifically, interpretive
in nature and based on the historical method and the underlying assumptions of
hermeneutics. The researcher began by analyzing pertinent primary and secondary
sources of literature in relation to the study's purpose. The findings from the
literature analysis formed the basis for interview questions that were asked of 10
key informants to fill gaps in understanding and confirm findings.
The study found that the B.C. system began as a decentralized group of
autonomous, community-oriented institutions but became more centrally
coordinated by government in the late 1970s and early 1980s, largely because of
increased costs and a worsening economy. The 1990s witnessed a high level of
centralized decision making with stakeholder involvement, which has been
replaced by a move towards decentralization and greater institutional autonomy in
the early 2000s based on the market ideology of the new government. Throughout
the decades, the B.C. system has had a history of voluntary collaboration but that
collaboration has been gradually blended over time with provincial coordination as
government built a system of autonomous institutions.
The main conclusions of the study are that an appropriate balance may be
achievable between centralization and decentralization in order to maintain a
coherent system of accountable, autonomous institutions but would need systematic
efforts by government and institutions and a policy framework for system
governance. Such a balance may be achieved by learning from the lessons of B.C.'s
rich history and from the experiences of other jurisdictions. To achieve system
goals, the Ministry and institutions could build on the history of voluntary
collaborative efforts, which seem particularly important among educators at the
program level. The Ministry might reward such collaboration and hold institutions
accountable for it.<br>Graduation date: 2003
36
Danylchuk, Daria. "Examining the evolution of the Transition Program preparing academically gifted students for early entrance to university." Thesis, 2003. http://hdl.handle.net/2429/14748.
Full textAbstract:
The VSB/UBC Transition Program is a Ministry of Education Provincial Resource Program for
highly academically gifted young adolescents. Unique to British Columbia and Canada since its
inception in 1993, the two-year program is currently housed on the UBC campus and affiliated
with University Hill Secondary School. Despite an extraordinary range of hurdles - which are
fully discussed and analyzed in this study - the eventual establishment of an early entrance to
university program is seen as a remarkable accomplishment of educational leadership and
organizational learning involving institutional partnerships, flexible governance and a shared
commitment to academically gifted young people.
The study examined the complexities of implementing a unique educational innovation for
academically highly gifted young students in a university setting and in a provincial context
which has not traditionally favored support for the highly gifted. The study had two phases. An
historical narrative traced the development of this innovation and described how the current
program model evolved in response to student needs. Documentary evidence based on original
documents and interviews with program developers, implementers, and participants provided a
multi-faceted perspective of the program's complex history and highlighted factors contributing
to program success for students, as well as problems encountered along the way. Building upon
this narrative, the second phase surveyed and then analyzed the views and expectations of
students, parents, and staff as well as program planners at different stages of the program. These
various perspectives were used to advance an understanding of how and why this unique
program developed as it did, and how its participants variously responded to a wide range of
expectations and needs to arrive at the current delivery model.
The study concludes with a discussion of critical issues and documents the strengths and unmet
needs of academically gifted students that have emerged over the course of the program's
development. It culminates by providing an understanding of key elements related to program
success for gifted youth together with recommendations for future program development and a
broader array of programs and services for academically gifted students in secondary schools and
post-secondary institutions in BC. The study ends by encouraging more support for educational
innovations that respond to the developmentally unique needs of all students, and a commitment
to on-going short term as well as longitudinal research on the Transition Program and its
graduates.
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Gilmour, Murrary Keith. "Links : a public clubhouse for the University of British Columbia golf course." Thesis, 1998. http://hdl.handle.net/2429/8055.
Full textAbstract:
The following thesis project is a proposed redesign of a public clubhouse for the
University of British Columbia Golf Course, located in the University Endowment Lands.
The intention of the thesis was to pursue a relationship between architecture and the
designed or constructed landscape of the golf course. Such a connection was made
through a series of landscape readings to formulate a conceptual beginning and
framework for design. The investigation dissected the recreational landscape as an
artificial fact, exposing the nature of the landscape into two categories: surface and
object. Furthermore, movement through the recreational landscape was defined by an
irregular linear trajectory. These landscape features where then explored for their
inherent potential for an architecture that makes a connection to the landscape while
simultaneously meeting the demands of a highly scripted program. The resulting
architecture is composed of both objects and surfaces all of which have a specific
programmatic function and connection to the landscape. In essence, the building can be
divided into five architectural elements or strategies: path/armature, planar roof surface,
pavilion object, spatial ordering device and finally earth work.
38
Lyakhovetska, Regina Arkadiyivna. "Welcome to Canada? : experiences and views of international graduate students at the University of British Columbia." Thesis, 2003. http://hdl.handle.net/2429/14262.
Full textAbstract:
There is a significant body of research literature on problems of adaptation of
international students, but there is a general scarcity of research on issues related to
international students and internationalization of higher education. This qualitative study
was designed to examine the experiences of international graduate students with respect
to their academic and social life, finances and employment as well as experiences with
the student services and perceptions of inclusion in campus community. Their views
about internationalization at UBC were also examined. Ten students from nine different
countries studying in one department at the Faculty of Education participated. Individual indepth
interviews and a focus group were conducted.
The study has revealed that experiences of international students are as diverse as
their backgrounds. Three participants studying at a PhD level were consistently satisfied
with all aspects of their experiences. They were active in class discussions; they attended
and presented in seminars and conferences. They had scholarships or sufficient family
savings or secure on-campus assistantships. They felt included in the campus community
and found the community at the department very welcoming. In contrast, Masters students
from non-English speaking countries have found it challenging to survive and progress at
university. Few were active in classroom discussions, extra-curricular academic and social
activities. None reported having developed more than one or two meaningful contacts with
Canadian classmates and faculty throughout their studies. They did not feel included in the
department community or felt neither excluded nor included. They talked about feeling
strangers and outsiders. Few used student services. They reported significant challenges in
finding on-campus jobs. However, they developed many connections with other
international students. Several of them volunteered to help other international students feel
welcome. Although these students reported having struggled a lot, they also learned a lot
from their experiences and became more independent, more outspoken and more proactive.
Participants agreed that international students should be more active in sharing their
backgrounds and participating in campus activities, but they needed the university to reach
out for them as well and make them feel an important part of campus. The majority of them
believed that international students were bringing a variety of benefits to teaching, learning
and research. They listed Canadian students, faculty members, other international students
and the university as a whole among the main beneficiaries.
Based on the findings above, the following areas were identified where the majority of
participants felt their needs were not fully met and improvements would enable them to have
better educational and social experiences. These areas included academic programming,
social interaction, community sensitivity, support services, institutional and government
policies, and the role of international students in internationalization. This study recommends
enhanced efforts by a host university and its community to integrate international students in
and outside the classroom. It also calls for greater attention to provision of language training,
curriculum internationalization, and easing of institutional and government policies restricting
financial aid and employment opportunities for international students. Successful interaction
and collaboration between international students and host universities will advance the
process of university internationalization.
39
Scott, Joan Katherine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, 1998. http://hdl.handle.net/2429/9600.
Full textAbstract:
This thesis explores the early twentieth century beginnings of the Faculty of
Education at the University of British Columbia, when that university first
accepted responsibility for the education of secondary teachers. The university's
participation came in successive stages, beginning with summer school sessions,
moving to a shared training responsibility for high school teachers with the Normal
School, and eventually to total responsibility for the training of high school teachers.
In addition to documenting the steps by which high school teacher training became
established as a program of university studies, this study analyzes the academic,
social and political forces that combined to create a perceived need for, and then to
legitimize, the creation of a new university department.
The University of British Columbia's acceptance of responsibility for this
training was a culmination of a complex social interaction of three groups (including
the state, the teachers, and university administrators and faculty) all of whose
values were shaped by the newly dominant ideology of professionalism.
Accordingly, fundamental assumptions about "appropriate" training for teachers
were embedded in a social milieu where professionalization, bureaucratization, and
gender issues were compelling forces. The perceived centrality of professionals in a
increasingly technocratic society led to pressure being exerted from a number of
quarters in British Columbia for the institutionalization of high school teacher
training in an appropriately scientific arena - the university.
This study focuses on the theoretical principles underlying the dialectic of
ideological determinism and human agency, as well as the historical evidence of the
way that one such ideology (professionalism) shaped the transition of social policy
(high school teacher training).
The study concludes by utilizing contemporary theoretical perspectives to
discuss the premises which inform not only the ideology of professionalism but also
any metanarrative which purports to identify the true way for training teachers and
by expressing hope that, as the type of knowledge associated with social power
shifts, those who establish any new framework for teacher education will not repeat
the mistakes of the past.
40
D'Alfonso, Lisa, Richard Cavell, Jong Allan De, Loriann McGowan, Andrew Parr, and Nancy Wiggs. "Final report: Congress 2008, University of British Columbia, 31 May - 8 June 2008." 2009. http://hdl.handle.net/2429/5411.
Full textAbstract:
The final report of the 77th Congress of the Humanities and Social Sciences conference. With overall attendance of 8,986 and 8,094 registered delegates, it was the largest conference in the University of British Columbia's and the Canadian Federation for the Humanities and Social Sciences' history.
41
Felder, Melissa Anne Juanita. "A waste audit and directions for reduction at the University of British Columbia." Thesis, 1999. http://hdl.handle.net/2429/9295.
Full textAbstract:
A solid waste audit is designed to determine the quantity and composition of the waste generated in a
specific area. The information provided by an audit can help in evaluating waste management practices;
such as the efficiency of recycling programs or the feasibility of composting. The literature revealed that
many factors complicate a waste audit; the most significant being that waste varies in space and over
time. Methodology was developed to address spatial and temporal variation in waste generated at the
University of British Columbia for the 1998 year. This methodology was applied to the campus, and
resulting data was analyzed to provide recommendations for achieving campus waste reduction goals.
To study spatial variability, the campus was partitioned into sixteen different activity areas.
Representative samples of waste were collected a minimum of three times from each activity area.
Wherever possible, the number of users of the activity area was enumerated during the sample period.
Statistically significant differences were found between the waste-per-user values for the sampled activity
areas. Existing data on the number of people frequenting activity areas was employed to estimate total
waste loads, as the majority of the activity areas (70%) had smaller variations associated with the
calculated waste-per-user data sets than with the original waste data sets.
The total waste estimated from the experimental design was compared to documented waste values for
the year and was found to vary by -18%. Expected differences were attributed to special events,
construction waste, and the omission of some activity areas. Other possibilities included spurious events
as found in the sampled waste stream, and the under/overestimation of the amount of users for
extrapolation.
The University has several options available for waste reduction or diversion targets, including enhancing
the current recycling program, source reduction of plastic materials, and diverting organic material to
composting. The greatest diversion by weight would be accomplished through the diversion of organic
material, as it is estimated to make up a substantial 70% of the calculated annual waste stream.
42
Fitzgerald, Maureen Fay. "Educating lawyers : how law graduates perceive first year law school educational practices." Thesis, 2005. http://hdl.handle.net/2429/18544.
Full textAbstract:
The purpose of this study was to better understand the educational practices used in first year law school and the impact of these practices on students. Prior research showed that students are negatively impacted during first year and that educational practices are somewhat to blame. This study is consistent with this literature and provides new and
important information about the extent to which teaching methods; content and curriculum;
assessment and grading; learning theory and aims of law school all contribute to the experiences of law students. The research method in this study consisted of in-depth interviews of 19 University
of British Columbia law school graduates who had completed law school a few months earlier. Graduates were questioned about their perceptions of both the first year law school
educational practices and their impacts, specifically in relation to the five core courses taught
in first year law school.
This study revealed that students found first year law school problematic in many ways. This research supports the literature that suggests the case method and the lecture method used in first year are not entirely effective or efficient for student learning. The case method seems to makes learning more difficult and slower than it needs to be. As suggested
in the literature the lecture method was useful in providing information to students and this
information helped students focus their studies. However, these typically didactic lectures did
not appear to engage students or encourage deeper learning. The question and answer technique used in some lectures intimidated students and appeared to interfere with their learning.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
43
Maher, Paul Claude. "A matter of degree : private higher education in British Columbia and Alberta." Thesis, 1998. http://hdl.handle.net/2429/8256.
Full textAbstract:
This study examines and compares two well-established private universities in their
provincial environments: Trinity Western University (TWU) in British Columbia, and
Augustana University College (AUC) in Alberta. Three questions were addressed. First,
what were the conditions that enabled TWU and AUC to take root and flourish in their
environments? Second, in what way and to what extent are TWU and AUC "private"?
Third, how have TWU and AUC survived in their public environments on issues related to
achieving degree-granting status, quality control, academic standards and public acceptance?
The main finding to the first question is that both universities were established by the
faith, perseverance and volunteer action of supporting memberships whose philosophy and
beliefs were mainly incongruent with those of the public environment. Both universities were
given recognition by politically conservative governments whose ideology extolled the virtues
of private initiative.
The main finding to the second question is that both universities were not "private" to
nearly the same degree. While both universities are recognized for their academic quality by
the postsecondary environment, TWU exhibits characteristics that are more distinctive and
incongruent with the public environment in its faith-affirming beliefs, governance, financing,
missions, academic frameworks, faculty, students and ethical standards. AUC, on the other
hand, is far more "public-like" in these aspects, and is formally accountable to and part of the
postsecondary education system of Alberta.
The conclusion to the third finding is that TWU has depended on maintaining its
distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its
environment in order to remain viable. AUC, by contrast, has depended on relinquishing
much of its distinctiveness and autonomy in order to receive provincial support and
recognition.
These two cases illustrate that the idea of "private" as opposed to "public"
universities should be viewed as a matter of degree rather than in absolute opposite terms.
44
Damer, Eric John. "The study of adult education at UBC, 1957-1985." Thesis, 2000. http://hdl.handle.net/2429/11050.
Full textAbstract:
In 1957, The University of British Columbia launched Canada's first degree-granting
program in adult education. It subsequently grew to be one of the largest departments in the
Faculty of Education, and recognized internationally for its work. As it grew, however, the
program lost its initial administrative privilege. This study asks why UBC had the honour of
this Canadian "first," and how the program flowed and ebbed. It shows the relations between the
department's administrative and intellectual activities, and how the program fit British
Columbia's social development more generally. The study concludes that the successes were
largely opportunistic, as the program profited from the changing face of higher education more
generally and privileges secured under an early administrative regime. The program's failure was
that it did not create a stable identity independent of these opportunities: it failed to gain
recognition from academic outsiders as the home of distinct adult education research and
knowledge, and it failed to become the gatekeeper of a controlled profession.
45
Julian, Margaret. "The ABC's of sustainability : implementing the sustainable resource strategy at the University of British Columbia." Thesis, 2001. http://hdl.handle.net/2429/11553.
Full textAbstract:
The Sustainable Resource Strategy allows the University of British Columbia a unique opportunity
to take a leadership role in community resource planning. The Strategy addresses four broad
water and energy resource questions for the UBC campus. It outlines where the University is now
with energy and water consumption. It shows where the campus will be with water and energy
use and supply if current trends continue. It poses the question of where the University wants to
be in terms of energy and water supply and demand and sets long-terms targets. Finally, the
Sustainable Resource Strategy outlines a path to follow in order to meet these goals, by outlining
a flexible resource portfolio of resource options. High priority options include demand
management for transportation, renewable energy sources for buildings and infrastructure, and
alternative water supply sources. This document was prepared with input from two stakeholder
workshops. A series of interviews were also conducted for the final chapter that focused on the
challenges and strategies for implementation of the completed Sustainable Resource Strategy.
The Strategy has a number of benefits for the University including improved health and safety,
improved air quality, local economic development, links with research and development, and
meets many of the goals of the UBCTrek 2000 vision document.
46
Yuen, Eleanor, Allan Cho, Ann Doyle, et al. "Dimensions of Responsive Multicultural Library Services at the University of British Columbia: Successes and Challenges." 2009. http://hdl.handle.net/2429/12538.
Full text
47
Nicol, Jerome Sowle. "Planning for the planning school: making the case for enhanced applied learning opportunities at the University of British Columbia’s School of Community and Regional Planning." Thesis, 1996. http://hdl.handle.net/2429/4558.
Full textAbstract:
The nature and role of higher education is changing. The relationship between the
University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility
and inclusion) and external (e.g., funding and market demands) forces are converging in a way
that demands a reconceptulization of higher education and the learning process. This thesis tries
to identify and integrate varying facets that contribute to the changing landscape of university
education, specifically focusing on the increased interest in applied learning opportunities at the
post-secondary level, and the ways in which different professional and academic programs are
incorporating such opportunities into their programs. These findings are interpreted in the
context of graduate planning education at the University of British Columbia's School of
Community and Regional Planning (SCARP).
This qualitative study is grounded in an analytical reflection informed by my own
experiences as a graduate planning student, by a review of academic, professional, government,
and public press literature, and by interviews with various academics, administrators, and
practitioners. The thesis presents an overview of literature from the field of planning education,
and an introduction to the literature of higher education. This is followed by an examination of
graduate planning schools in Canada and analogous professional/academic programs in British
Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent
types of applied learning opportunities (e.g., co-op program, internship, and practicum).
A summary of trends, models of innovation, best practice ideals, and recommendations for
graduate planning education at SCARP conclude the thesis. Most importantly, the
recommendation is made for the school to continue and improve its trial internship program as
well as persist in exploring ways of providing applied learning opportunities to students.
Programs in higher education must continue to link theory and practice in ways that best serve
students in today's changing society.
48
Hives, Chris. "Approaching the millennium: challenges and prospects for British Columbia archives." 2009. http://hdl.handle.net/2429/5854.
Full text
49
Kennedy, Kathryn Anne. "John K. Friesen : adult educator, mentor and humanitarian." Thesis, 1992. http://hdl.handle.net/2429/2986.
Full textAbstract:
Dr. John K. Friesen is a Canadian who, for over 50 years
worked first in the field of adult education in Canada and
then in population planning internationally. He gained
prominence in his own country, considerable international
stature and a reputation for his vision and capability.
Friesen successfully used a democratic, cooperative approach
in discovering and responding to community requirements in
adult learning. This biographical study provides new
material about his character, goals, influences. The thesis
focuses on Friesen’s work as Director of Extension for the
University of British Columbia (UBC), Vancouver, Canada
(1953 - 1966) but also outlines his life and career before
this term and gives a synopsis of his international work.
A brief description is given of Friesen’s upbringing in a
small rural community in Manitoba, his experiences as an
educator and leader during the great depression and of his
war service in the RCAF. His work in organizing adult
education programs for the Manitoba Federation of
Agriculture and his life during post-graduate studies at
Columbia University are described. He was involved in the
cooperative movement and provided informed, effective
leadership in Manitoba’s post-war efforts to renew its
educational system and to develop a network of hospitals.
The thesis examines Friesen’s commitments, methods and the
management style he applied in expanding the UBC Extension
Department into a sophisticated organization. Under his
leadership the department became influential in adult
education, leadership and citizenship training in British
Columbia; also it was involved in international adult
education work. Research was conducted into the work of
Friesen and others in originating a graduate program in
adult education at UBC. The nature and outcomes of his work
in promoting continuing professional education is also
examined. The role of Extension in the Vancouver
International Festival and other cultural development work
is discussed. Friesen is shown to have extended the work
of the University into communities throughout the province
using study-discussion groups, lectures, credit and noncredit
programs in this work. A change in University policy
(1963) forced the Department to abandon much of its
community based work; the consequences of this shift are
considered.
Comment from seven of Friesen’s senior colleagues provides
insight into his leadership quality and the perceived value
of the work carried out during his term. Some conclusions
are drawn about Friesen’s life as an educator and
humanitarian and on his approach to adult education. The
ideas, ideals, commitments and convictions demonstrated by
Friesen remain valid today.
50
Zhang, Tianyi. "Investigating computer-supported collaborative learning and critical inquiry : a case study of the seeds of possibility--integrating information and communication technologies project in the two-year elementary teacher education program at the University of British Columbia." Thesis, 2005. http://hdl.handle.net/2429/16956.
Full textAbstract:
The central question in this thesis is: what were, if any, the relations, tensions, and
contradictions that occurred when critical inquiry and Computer-Supported Collaborative
Learning (CSCL) were introduced to enhance Information and Communication
Technology (ICT) literacy in the Two-Year Elementary Teacher Education Program
(TYETEP) course of study at the University of British Columbia (UBC). The study was
guided methodologically using discourse analysis and case study and it was focused on
the development of (ICT) literacy within two core courses (Principles o f Teaching and
Communication). The data were analyzed in light of contemporary educational issues
identified from the overall teacher education program at U B C and a literature review of
ICT perspectives, practices, and policies within Canada, British Columbia, and more
generally North America.
The preliminary findings were based on empirical research I collected and
indicated that collaborative learning, critical inquiry and the concept of learning spaces
were enhanced when ICT was integrated into the TYETEP. Some social and
infrastructure problems were found as tensions during the program. Insufficient ICT hard
infrastructure as well as teachers' and students' low attitude towards the integration of
ICT were found to contradict the literature review. This thesis reports on one line of
research from a more comprehensive research project called "Seeds of Possibility:
Integration Information and Communication Technologies." Seeds of Possibility was a
pilot program with a research objective that examined how over the course of several
years' teacher education students can enhance their ICT literacy and fluency as they
engage in using ICT through their program.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate