Ontario is one of many jurisdictions around the world looking for ways to increase higher education attainment rates. In their article as guest commentators for the Higher Education Development Association’s blog, Creso Sá and Aisha Khaja cover several of the most pertinent issues currently facing higher education and public policy makers in Ontario such as the possible development of three new university campuses, the evolution of the province’s credit-transfer system, mission creep of established institutions and other concerns. Read the article here.
Patricia Gaviria chaired the panel discussion ‘Methodological and research developments in comparative education’ and presented her paper entitled From contextual comparison methodology to methods: Doing research in Nunavut and Greenland at the 56th Annual Conference of the Comparative and international Education Society (CIES) in April. In this paper she discusses how contexts shape methods from the moment the literature is chosen to the time findings are written. The presentation was a reflection of her research: Self-determination and Postsecondary Education: The Inuit in Nunavut and Greenland. Under the supervision of Creso Sá, this research receives support from the Social Sciences and Humanities Research Council of Canada (SSHRC).
In April, Andrew Kretz presented findings from research conducted with Creso Sá and Merli Tamtik on the use of evidence and expertise in major research funding agencies at the 2012 Annual Conference of the Comparative and International Education Society (CIES). In the presented paper, The Role of Research Funding Agencies: Expertise and Evidence in Program Design, authors Creso Sá, Merli Tamtik, and Andrew Kretz reveal processes of evidence-use at major research funding agencies in the United States, Canada, and the European Union, and provide a conceptual orientation for understanding how these agencies design, implementation, and review research funding programs and supported projects.
In April, Merli Tamtik presented findings from research conducted with Creso Sá on European Union research policy at the Annual Meeting of the American Educational Research Association (AERA) and the Biennial Conference of the European Community Studies Association – Canada (ECSA-C).
The American Educational Research Association (AERA) held its Annual Meeting in Vancouver, BC, April 13-17, 2012. This year’s conference theme “Non Satis Scire: To Know Is Not Enough” emphasizes the importance of active use of educational research for improving educational policies. Merli Tamtik presented a research paper “Policy Learning in the European Union’s Research Policy “, co-authored with Creso Sá that focuses on examining policy learning as a tool for policy change. The paper demonstrates that policy learning is a long-term process with immediate outcomes at the individual level and only secondary policy implications at the country or European policy-making level.
The European Community Studies Association – Canada (ECSA-C) had its Biennial Conference in Ottawa, ON, in April 26-28, 2012. The conference brought together scholars investigating EU related issues in public policy and beyond. Merli Tamtik was provided a graduate student travel grant to attend the conference and present her research paper co-authored with Creso Sá “Policy Learning and Enhancing EU’s Research Policies: Expectations and Implications” as part of a panel focusing on the Integration of Innovation and Human Capital in the New Knowledge Economies of Europe.
Creso Sá presented at an international conference sponsored by the Faculty of Education at York University in Toronto, Canada on March 15-17, 2012. The conference, Policy Formation in Post-Secondary Education: Issues and Prospects in Turbulent Times, hosted leading thinkers from around the world to discuss university policy formation in the context of recent global economic change. Creso presented the paper Expertise and Evidence in Policy Making for University Research, based on a study by Creso, Merli Tamtik, and Andrew Kretz that explored the ways research funding agencies use evidence and expertise to develop policies and programs.