(EDU2d) Sociology of Education in Higher Education Institutions IV

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of Higher Education. Cross-listed with the Canadian Association of Sociology of Education (CASE). Tags: Éducation

Organizers: Cathlene Hillier, Crandall University, Maria Brisbane, University of Waterloo; Chair: Anastasia Kulpa, University of Alberta/Concordia University of Edmonton

Presentations

Abbigail Stronach, Trent University

Scoping review: examining the state of literature on international students' dietary acculturation in Canada

International students are an integral part of Canada’s educational and economic landscape. In fact, international students were responsible for a $21.6 billion boost to Canada’s gross domestic product in 2018 (Firang and Mensah, 2022). Despite their obvious contributions to the economy, previous research suggests that this group often endures difficult acculturation experiences at the host country (country of their study), especially concerning their dietary habits. Dietary acculturation is the process of consuming foods that align with the dietary practices of those from the host country, and it is often a result of the stressful nature of immigrating to a new country and having to integrate into a new environment (Lesser et al., 2014; Sanou et al., 2014; Satia, 2010). Though important, this area of concern has been and continues to be under-researched. Using the Arksey and O’Malley scoping review framework, this scoping review identifies why international students in Canada face negative dietary acculturation experiences, discusses what those experiences look like, and proposes potential policies that could alleviate the stressful dietary challenges they may face. Conducting a scoping review of the peer-reviewed literature regarding Canadian international students and comparing this literature with that of similar populations – Canadian immigrants and American international students – could potentially provide further insights to Canadian international students. Furthermore, identifying gaps in the existing literature may further aid in providing policy recommendations and directions for future research.

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Non-presenting author: Eugena Kwon, Trent University

Anne-Marie Bresee, Western University

Student care: The onus on women professors

A 2023 online survey, involving professors working in the arts, social sciences and humanities at Ontario universities, indicates this is not an equally shared workload among professors. Women professors are significantly more likely to be asked to provide student care than men professors. Findings indicate that hiring rank, age and ethnicity play only a minor role in who receives student requests. Not surprisingly, a student’s perception of supportive faculty is linked to the successful completion of a degree. However, such emotional labour is often undervalued and unrewarded for women professors. Findings show that student care results in higher stress levels in women professors than men professors.

Franziska Lessky, University of Innsbruck; Alison Jefferson, University of Toronto

Exploring the Impact of the Research-Teaching Nexus on Academics' Job Satisfaction: A Comparative Study in Canada, Germany and Austria

Growing importance of third-party funding and excellence policies challenge the Humboldtian idea of the research-teaching nexus. This study investigates: What is the effect of the relationship between research and teaching on the job satisfaction of academics in Austria, Germany, and Canada? We applied structural equation modelling by analysing APIKS survey data. The findings indicate that the teaching-research nexus significantly influences job satisfaction, with notable differences moderated by national contexts. The study additionally reveals major differences in job satisfaction related to employment status. The findings emphasize the importance of national contexts and career structures in shaping academic experiences and satisfaction.

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Non-presenting authors: Corinna Geppert, University for Continuing Education Krems; Nicolai Götze, International Center for Higher Education Research

Anastasia Kulpa, University of Alberta/Concordia University of Edmonton

Imagined, but not Experienced, Community in Grading in Higher Education

Although existing research demonstrates that academic disciplines develop their own cultures, these cultures do not address all aspects of academic work. Based on interviews with faculty in psychology, this paper argues that faculty draw on silences in their disciplinary cultures to construct themselves and their grading in ways they understand as both positive and legitimate, including be essentially the same, or better than, what their colleagues are doing. Their responses to these silences also suggest some expectation of a disciplinary culture related to grading, but not a willingness to seek out the interactions which might produce such a culture.