Internationalization and Indigenization in Canadian Post-Secondary Education: A Case Study on Cohesive Strategic Planning Across Institutional Initiatives
Notice bibliographique
Résumé
Background: Within the post-secondary landscape in Canada, there has been a trend toward increased internationalization and Indigenization efforts and strategies to align with federal and provincial initiatives with respect to international education and truth and reconciliation. Despite the concurrent implementation of these strategic initiatives in post-secondary institutions in Canada, there is a lack of aligned and integrated planning to maximize the potential synergistic benefits and address potential conflicting priorities across internationalization and Indigenization strategies. The research presented seeks to explore the link between internationalization and Indigenization strategies at the University of Saskatchewan to uncover areas where these strategies might align or where mitigative approaches might be implemented to address points of contradiction. Problem of Practice: The problem of practice being explored is the gap in Canadian post-secondary education whereby there is a lack of integrated, cohesive and intentional strategic planning across Indigenization and internationalization initiatives. Purpose: The inquiry questions that guided this study were: (1) How and in what context has strategic planning occurred at USask for internationalization and Indigenization separately and in relation to one another? (2) Where and how do Indigenization and internationalization intersect and contradict one another at USask? (3) How can the intersections and contradictions of internationalization and Indigenization be addressed through maximizing the synergistic potential across the strategic initiatives or through mitigation strategies? Methods: This study was conducted using an instrumental case study guided by pragmatic principles focusing on one institution, The University of Saskatchewan. The study included 6 participants who took part in a 60 – 90 minute interview. Data analysis was done through inductive coding and through the framework of an Organizational Improvement Plan (OIP); using this framework, three recommendations were developed for The University of Saskatchewan. Findings: The findings of this research highlight how various contextual elements of internationalization and Indigenization at the University of Saskatchewan relate back to the overall literature on Indigenization and internationalization. Specifically, the siloed strategic planning process, implementation focuses of both strategies, conflicting priorities, areas of convergence, and initiatives in the shared space of internationalization and Indigenization are elaborated on. Recommendations include suggestions for implementing a combined strategic planning approach to internationalization and Indigenization through collaborative governance and boundary spanning policy regimes as well as recommendations for student/staff/faculty programming and mitigative strategies to address conflicting priorities. Conclusion: The University of Saskatchewan’s siloed strategic planning approach to internationalization and Indigenization is not maximizing the potential for cohesive and synergistic approaches across the strategies despite participants’ interest in doing so. The context of the University of Saskatchewan is similar to the trend across Canada whereby there is a lack of cohesive planning across initiatives overall. Practice Implications of Inquiry: Further research in this area could examine the contexts of other Canadian post-secondary institutions with respect to their internationalization and Indigenization strategies and implementation processes. A framework for integrative strategic planning with various examples of approaches to programs, curriculum, research and extra-curricular activities could be developed to support post-secondary institutions in this endeavour.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,007 |
| Études des sciences et des technologies | 0,056 | 0,020 |
| Communication savante | 0,011 | 0,003 |
| Science ouverte | 0,004 | 0,010 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».