This Digital Content Strategy Guide will assist you in creating a plan for your school or district to bring digital content/curriculum to students, teachers, administrators and parents. This plan will help you set the strategy for leveraging existing digital assets, acquiring new digital content and ensuring the effective implementation of digital content within your school or district. It is meant to be easy to navigate and highly useable with several sets of questions, models and advice to consider, and an abundant amount of resources to explore.
This guide provides you with the information you need to develop a framework that ensures effective policy and practice throughout the educational experience.
This framework is sustainable in systematically achieving the instructional goals and outcomes your school or district desires, outcomes that can — and undoubtedly should — prepare students to compete in the global society.
The guide also provides best practices in the selection and implementation of digital assets that maximize your investment in digital content by helping you to assess what you are doing now, what is working and what to leverage in the next stage. It suggests productive collaborations with industry, community leaders and parents to acquire and produce the content you need and want. In short, it can help guide you toward better and more productive practice.
“Digital learning is the great equalizer. It holds the promise of extending access to rigorous high quality instruction to every student across America, regardless of language, zip code, income levels, or special needs.â€
A May 2011 Pew Internet survey finds that 92% of online adults use search engines to find information on the Web, including 59% who do so on a typical day. This places search at the top of the list of most popular online activities among U.S. adults. But it is not alone at the top. Among online adults, 92% use email, with 61% using it on an average day.
Since the Pew Internet Project began measuring adults' online activities in the last decade, these two behaviors have consistently ranked as the most popular. Even as early as 2002, more than eight in ten online adults were using search engines, and more than nine in ten online adults were emailing.
EXECUTIVE SUMMARY
This report is based on findings from a pair of Pew Research Center surveys conducted this spring. One is a telephone survey taken among a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education, among the presidents of 1,055 two-year and four-year private, public, and for-profit colleges and universities.
Here is a summary of key findings:
Survey of the General Public
Cost and Value. A majority of Americans (57%) say the higher education system in the United States fails to provide students with good value for the money they and their families spend. An even larger majority—75%—says college is too expensive for most Americans to afford. At the same time, however, an overwhelming majority of college graduates—86%—say that college has been a good investment for them personally.
Monetary Payoff. Adults who graduated from a four-year college believe that, on average, they are earning $20,000 more a year as a result of having gotten that degree. Adults who did not attend college believe that, on average, they are earning $20,000 a year less as a result. These matched estimates by the public are very close to the median gap in annual earnings between a high school and college graduate as reported by the U.S. Census Bureau in 2010: $19,550. A more detailed Pew Research Center analysis (see Chapter 5) shows that this gap varies by type of degree and field of study.
Student Loans. A record share of students are leaving college with a substantial debt burden, and among those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices (24%).
Why Not College? Nearly every parent surveyed (94%) says they expect their child to attend college, but even as college enrollments have reached record levels, most young adults in this country still do not attend a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to support a family. Also, 57% say they would prefer to work and make money; and 48% say they can't afford to go to college.
Many devices have become popular across generations, with a majority now owning cell phones, laptops and desktop computers. Younger adults are leading the way in increased mobility, preferring laptops to desktops and using their cell phones for a variety of functions, including internet, email, music, games, and video.
Among the findings:
- Cell phones are by far the most popular device among American adults, especially for adults under the age of 65. Some 85% of adults own cell phones overall. Taking pictures (done by 76% of cell owners) and text messaging (done by 72% of cell owners) are the two non-voice functions that are widely popular among all cell phone users.
- Desktop computers are most popular with adults ages 35-65, with 69% of Gen X, 65% of Younger Boomers and 64% of Older Boomers owning these devices.
ï‚· Millennials are the only generation that is more likely to own a laptop computer or netbook than a desktop: 70% own a laptop, compared with 57% who own a desktop.
- While almost half of all adults own an mp3 player like an iPod, this device is by far the most popular with Millennials, the youngest generation—74% of adults ages 18-34 own an mp3 player, compared with 56% of the next oldest generation, Gen X (ages 35-46).
- Game consoles are significantly more popular with adults ages 18-46, with 63% owning these devices.
- 5% of all adults own an e-book reader; they are least popular with adults age 75 and older, with 2% owning this device.
- Tablet computers, such as the iPad, are most popular with American adults age 65 and younger. 4% of all adults own this device.
Additionally, about one in 11 (9%) adults do not own any of the devices we asked about, including 43% of adults age 75 and older.
In terms of generations, Millennials are by far the most likely group not only to own most of the devices we asked about, but also to take advantage of a wider range of functions. For instance, while cell phones have become ubiquitous in American households, most cell phone owners only use two of the main non-voice functions on their phones: taking pictures and text messaging. Among Millennials, meanwhile, a majority use their phones also for going online, sending email, playing games, listening to music, and recording videos.
However, Gen X is also very similar to Millennials in ownership of certain devices, such as game consoles. Members of Gen X are also more likely than Millennials to own a desktop computer.
e-Book readers and tablet computers so far have not seen significant differences in ownership between generations, although members of the oldest generation (adults age 75 and older) are less likely than younger generations to own these devices.
When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.
This special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach their development as teachers.
It’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:
. Faculty Self-Disclosures in the College Classroom
. A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments
. Understanding What You See Happening in Class
. Can Training Make You a Better Teacher?
.Striving for Academic Excellence
Although there is no single best teaching method, approach, or style, this special report will give you a variety of strategies to try. Those that work effectively with your students you should make your own.
According to recent forecasts, in just a few years’ time, almost one in three students in American schools will be
English language learners. Many schools that once had only a handful of students new to this country and to the English language are now facing an influx of students for whom English is a second language. The No Child Left Behind Act officially made English learners a potentially significant subgroup for measuring Adequate Yearly Progress, a key accountability
measure for schools and districts. Rapid mastery of the English language is key for students to succeed in the K-12 education program. Reading, writing, listening and speaking are all core areas of learning a language. Each of these skills, of course, lies at the heart of basic K-12 educational programs and are assumed competencies at the higher education level. Academic success within an educationalprogram ultimately requires mastery of content that is more often than not delivered in English-based materials.
Computer and communication technologies have a central role to play in facilitating that rapid mastery. With guided, self-paced instruction that allows repetition and personalization, English learners in today’s K-20 classroom are strides ahead of their counterparts years ago. Whether teaching students within the classroom or adult learners at home or at work, technology-based materials and media have become the delivery medium of choice. Programs specifically focused on English learners, as well as advances in computer-based translation programs, have opened up virtually all electronic content to the English learner.
95% of those in households earning over $75,000 use the internet and cell phones Those in higher-income households are more likely to use the internet on any given day, own multiple internet-ready devices, do things involving money online, and get news online Those in higher-income households are different from other Americans in their tech ownership and use. Analysis of several recent surveys conducted by the Pew Research Center’s Internet & American Life Projects find that there are key differences between those who live in households making $75,000 or more relative to those in lower-income households. Some 95% of Americans who live in households earning $75,000 or more a year use the internet at least occasionally, compared with 70% of those living in households earning less than $75,000. Even among those who use the internet, the well off are more likely than those with less income to use technology. Of those 95% of higher-income internet users:
- 99% use the internet at home, compared with 93% of the internet users in lower brackets.
- 93% of higher-income home internet users have some type of broadband connection versus 85% of the internet users who live in households earning less than $75,000 per year. That translates into 87% of all those in live in those better-off households having broadband at home.
- 95% of higher-income households own some type of cell phone compared with 83% in households with less income.
Abstract
Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on
learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student centred perspective. The impact of students’ time-related variables (working hours, timeon-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46).
Keywords: E-learning; computer-supported collaborative learning; academic performance;
e-learning quality; time flexibility; time-on-task; time quality; learner time
What is a mobile education environment?
Education today doesn’t need to take place within the confines of a school building, thanks to the Internet, wireless communication and mobile computing devices. Students and teachers are no longer required to be “stuck inside these four walls” for learning to take place. Teens whose body clocks don’t mesh with 7:15 a.m. class starts can sleep in — then do the work when they are at their mental peak (9 p.m., perhaps). Teachers, too, can gain increased flexibility in organizing their time. Lessons can be more easily tailored for students with whom they can work one-on-one with using interactive online programs. This is the promise of mobile learning, currently in place in some schools across the country. However, most K-12 schools are just starting to scratch the surface of what mobility can mean for education. Those that adapt to mobile technology will find it easier to reach students; research shows this sort of learning at the K-12 level improves student engagement, enthusiasm and test scores.
ABSTRACT
Invasive alien species (IAS) cause major environmental and economic damage worldwide,and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member nstitutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively aff ects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada.
RÉSUMÉ
Les espèces exotiques envahissantes (EEE) sont à l’origine d’importants dommages écologiques et économiques partout dans le monde, en plus de menacer la sécurité alimentaire et la santé humaine. On s’attend à ce que leurs eff ets prennent de l’ampleur devant la poursuite de la mondialisation, l’évolution de l’utilisation des sols et les changements climatiques.
L’élaboration de stratégies efficaces pour contrer les EEE exige une approche coopérative et interdisciplinaire, par laquelle des scientifiques travaillent en collaboration avec des spécialistes en sciences sociales et des esponsables de l’élaboration de politiques. L’enseignement supérieur peut y contribuer en formant des professionnels à trouver un équilibre entre les dimensions écologiques, économiques et sociales du problème des EEE. Nous avons étudié la portée d’une telle formation au Canada en révisant les programmes d’études universitaires des premier et second cycles de chacun des 94 établissements membres de l’Association des universités et collèges du Canada. Nous en avons conclu que les programmes menant à un grade ou à un diplôme et ciblant les problèmes liés aux EEE font défaut aux établissements postsecondaires canadiens. En outre, peu de cours se concentrent uniquement sur les EEE, et ceux qui le font adoptent habituellement une approche écologique. Nous faisons valoir que le manque de programmes universitaires interdisciplinaires portant sur les EEE au Canada entrave notre capacité à aff ronter ce défi mondial croissant. Nous présentons plusieurs programmes éducatifs internationaux sur les EEE, à titre d’études de cas pour mieux intégrer la formation sur les espèces envahissantes aux programmes universitaires du Canada.
Andrea L. Smith
Dawn R. Bazely
Norman D. Yan
York University
ABSTRACT
This study examines the transformation of Manitoba’s post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the “one university” system model, a move akin to a “big bang,” redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba’s post-secondary system after 1997, the nature of which reflected the trends associated with globalization,but also reflecting the important influence that local forces have had in shaping the province’s post-secondary system.
RÉSUMÉ
Cette étude examine la transformation du système d’éducation post-secondaire manitobain entre 1967 et 2009, qui s’est faite par le biais de changements législatifs afin d’évaluer le changement structurel. Selon l’article, le système post-secondaire contemporain débute avec une décision prise en 1967 par le gouvernement du Manitoba, qui visait à abandonner le modèle systémique d’« une seule université »›. Semblable à un « big bang », cette décision redéfinissait les normes et les attentes du système d’éducation, en lui donnant une direction qui est encore pertinente à ce jour. L’étude a révélé la présence d’un changement structurel important dans le système d’éducation post-secondaire au Manitoba après 1997, dont la nature reflète non seulement les tendances associées à la mondialisation, mais aussi l’influence significative qu’ont eues les forces locales dans l’élaboration du système d’étude post-secondaire de cette province.
Dan Smith
Manitoba’s Council on Post-Secondary Education
What are digital textbooks?
Today’s K-12 students have grown up with technology. Most wouldn’t dream of looking up information in a hardbound dictionary or encyclopedia; they turn to Internet search engines when they have questions, perhaps using a smartphone or tablet. News comes not on newsprint, but from Google News; writing to friends means Facebook, not a letter (what’s that?); phone books and watches are artifacts from another age. Yet such digital natives are often expected to attend schools equipped with aging, heavy, hardbound textbooks — some a decade old and outdated (history texts that remind them that the U.S. has never elected an African-American president, for example). They then are asked to tote five or six or more such books from school to home each day.
Enter the digital textbook, defined as anything stored on a digital medium that can be transmitted through various
digital devices over computer networks, including the Internet. Students can access digital books on e-readers, tablets and smartphones; and on netbooks, laptops or desktop computers. Because the books can be read on mobile devices, the materialcan travel with students just as a physical textbook can, but in a much lighter and more compact way (no more overstuffed backpacks). Textbooks displayed on digital devices can take advantage of Web 2.0 tools: multi-media features (video and audio clips); interactivity (quizzes, games); the ability to search and annotate text; text-to-speech functionality; and customizable (and current) content. In the classroom, teachers can project digital content from these books onto interactive whiteboards and engage the class in viewing material together. Notes taken on the interactive whiteboard can be stored and saved to each student’s laptop, tablet, netbook or smartphone, while students can use their digital devices to submit answers to quizzes or problems. All of these features make digital textbooks more relevant to today’s students, who then become more engaged in learning.
Abstract
The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user’s perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.
Keywords: E-learning; autism; mobile learning; persuasive technology
Peter Øhrstrøm
Aalborg University, Denmark
Abstract
The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. The massification of higher education, diversified access, and pressures to meet institutional visions and research objectives demand of teaching staff an increasingly public design process subject to peer review in numerous forms. Expectations of systematized pedagogical planners and embedded templates of learning within the institutional virtual learning environments (VLEs) have, so far, failed to deliver the institutional efficiencies anticipated. In response, a new model of learning design is proposed with a practical, accessible, and freely available “toolkit” that embodies and embeds pedagogical theories and practices. The student-owned learning-engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualisations, as well as enable the sharing of learning design processes with the learners themselves.
Keywords: Learning design; constructive alignment; pedagogical planners; toolkit
International Review of Research in Open and Distance Learning
Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model
Simon Atkinson
London School of Economics and Political Science, UK
The past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like "Are students learning what we want them to learn?" and "How do the students' scores from one institution compare to its peers?" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.
However, as Trudy Banta notes in her article An Accountability Program Primer for Administrators, “just as simply weighing a pig will not make it fatter, spending millions simply to test college students is not likely to help them learn more.†(p. 6)
While assessing institutional effectiveness is a noble pursuit, measuring student learning is not always easy, and like so many things we try to quantify, there’s much more to learning than a number in a datasheet. As Roxanne Cullen and Michael Harris note in their article The Dash to Dashboards, “The difficulty we have in higher education in defining and measuring our outcomes lies in the complexity of our business: the business of learning. A widget company or a fast-food chain has clearly defined goals and can usually pinpoint with fine accuracy where and how to address loss in sales or glitches in production or service. Higher education is being called on to be able to perform similar feats, but creating a graduate for the 21st century workforce is a very different kind of operation.†(p. 10) This special report Educational Assessment: Designing a System for Mo re Meaningful Results features articles from Academic Leader, and looks at the assessment issue from a variety of
different angles. Articles in the result include:
.The Faculty and Program-Wide Learning Outcome Assessment
. Assessing the Degree of Learner-Centeredness in a Department or Unit
. Keys to Effective Program-Level Assessment
. Counting Something Leads to Change in an Office or in a Classroom
. An Accountability Program Primer for Administrators
Whether you're looking to completely change your approach to assessment, or simply improve the efficacy of your current assessment processes, we hope this report will help guide your discussions and eventual decisions.
ABSTRACT
In a context of increasing attention to issues of scientific integrity in university research, it is important to reflect on the governance mechanisms that universities use to shape the behaviour of students, researchers, and faculty. This paper presents the results of a study of 47 Canadian university research ntegrity/misconduct (RIM) policies: 41 institutions (87%) had distinct policies dealing with research misconduct, 37 (90%) of which took the form of research integrity/misconduct policies. For each of these 41 documents, we assessed the stated policy objectives and the existence (or not) of procedures for managing allegations of misconduct, definitions of misconduct, and sanctions. Our analysis revealed that, like their American counterparts, most Canadian universities had policies that contained the key elements relevant to protecting research integrity and managing misconduct. Yet, there was significant variability in the structure and content of these policies, particularly with regard to practical guidance for university personnel and review bodies.
Bryn Williams-Jones
Université de Montréal
Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students' role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.
Keywords: Distance education; higher education; e-learning
Online learning and digital interaction is pervasive in today’s educational environment.
Where rich multimedia content once was an exception, it's increasingly the rule in K-12 and college classrooms. Blended or hybrid courses that mix elements of traditional classroom learning with online education are the norm in many school districts and universities. And completely online courses — not to mention entirely virtual colleges and school districts —
are emerging with growing frequency. But educational institutions aren’t just delivering learning content differently; they’re interacting digitally with the diverse stakeholders that make up the education community.
For instance, students access grades and transcripts online. Parents monitor student attendance electronically and e-mail teachers with their concerns. Students and teachers collaborate via social networks. School staff members conduct common employee transactions — choosing benefits, booking vacation time, etc. — through district Web portals. And the list goes on.
Yet, the vast potential of online learning and digital interaction comes with significant technology challenges. Broadening learning opportunities through multimedia tools, offering remote access to educational content, and letting users remotely tap into school data and systems demands that schools manage new levels of IT complexity and adopt more sophisticated approaches to IT security. This guidebook is designed to help educational institutions deal with these issues.
We’ll examine significant trends in online learning to gain an understanding of what colleges and school districts need to prepare for. It’s clear that technology is changing teaching models — both inside and outside of the traditional classroom. Funding reductions for public universities are forcing higher education institutions to reconsider the delivery model for college courses. Governors and mayors pressure school districts to improve student performance — especially in critical subjects like science and math. Educators and administrators search for effective and affordable approaches for keeping at-risk students in school and helping special-needs students succeed. Online learning and new forms of digital interaction play a growing and evolving role in all these issues. But if technology is going to answer these challenges, the IT environment must be simplified. Therefore, we’ll present strategies for managing growing technological complexity. Students, parents, teachers and administrators expect 24/7 access to course material, grades, attendance, admissions and more. What's more, they want to access that information from a dizzying array of devices, from traditional desktops and laptops, to smartphones and slick new tablets. Some of those devices may be owned and managed by the educational institution — but a growing number of them are not. How do you respond to all of this without deploying hundreds of conflicting applications and hiring an army of expensive IT professionals to keep it all straight? We’ll show you some solutions through powerful technologies like endpoint virtualization.
Abstract
This paper analyzes the ideological orientations of Canadian university professors based on a unique 2000 study of a representative sample of Canadian academics (n=3,318). After summarizing methodological problems with extant research on this subject, and tentatively comparing the political views of Canadian and American academics, the paper demonstrates that Canadian academics fall to the left of the political spectrum but are not hugely different in this respect from the Canadian university-educated population. Multivariate analyses reveal considerable heterogeneity in the ideological views of Canadian professors, suggesting that contemporary characterizations of the North American professoriate as left- or right-leaning tend to be overdrawn. Multivariate analyses demonstrate the importance of disadvantaged status and disciplinary socialization in shaping professors’ ideological views, although self selection processes are not discounted.
Résumé
Cet article analyse les orientations idéologiques des professeurs des universités canadiennes selon une étude unique datant de l’an 2000 et portant sur un échantillon représentatif composé de 3 318 professeurs d’université du Canada. Après avoir résumé les problèmes méthodologiques avec une recherche approfondie sur le sujet, puis tenté de comparer les vues politiques de professeurs d’universités canadiennes et américaines, l’article démontre que les professeurs d’université du Canada se situent à la gauche de l’éventail politique,sans être très différents de l’ensemble des diplômés universitaires du Canada. Les analyses
multidimensionnelles révèlent une hétérogénéité considérable des vues idéologiques des professeurs canadiens, suggérant ainsi que les aractérisations contemporaines selon lesquelles le professorat nord-américain se situe soit vers la droite, soit vers la gauche, ont tendance à être à exagérées. Les analyses multidimensionnelles démontrent l’importance de la socialisation disciplinaire et du statut de défavorisé pour former les vues idéologiques des professeurs, même si les processus d’autosélection ne sont pas pris en compte.
M. Reza Nakhaie
University of Windsor
Robert J. Brym
University of Toronto
ABSTRACT
This paper focuses on the gendered nature of elite academic careers. Of interest is how similar or diff erent the experiences are of women and men who have been appointed to Canada Research Chairs (CRCs). In particular, we examine the impacts of holding a CRC position and consider the factors that shape that experience for women and men. Based on interviews with 60 CRCs, we find that when women and men are given similar opportunities, their experiences are more alike than diff erent. Where diff erences arise, these are often related to the experience of status/prestige associated with the CRC, and to family care responsibilities. Using expectation states theory, we demonstrate that when women are equal to men, the significance of gender as a determinant of the academic experience is diminished.
RÉSUMÉ
Cette étude se concentre sur l’influence du genre dans l’élite des carrières académiques. L’intérêt porte surtout sur le degré de similarité ou de diff érence entre les expériences des femmes et des hommes nommés à des postes de chaires de recherche du Canada (CRC). Nous examinons en particulier les répercussions sur les femmes et les hommes titulaires de CRC en tenant compte des facteurs qui forment l’expérience de ces individus. Nos entrevues avec 60 titulaires de CRC, nous mènent à conclure que les femmes et les hommes obtiennent des occasions similaires et que leurs expériences sont plus semblables que différentes. Lorsque des différences se présentent, elles sont plus souvent liées à l’expérience du statut et du prestige associés à la position de titulaire de CRC et à ses responsabilités familiales. En utilisant la théorie des états d’anticipation, nous démontrons que, lorsque les femmes sont égales aux hommes, la signification du genre en tant que déterminant de l’expérience académique est diminuée.