Glen A. Jones

Martin J. Finkelstein

Jones, Barbara M. Kehm, Dan Mao, Christine Musselin, Peter Scott, Fengqiao Yan, Akiyoshi Yonezawa, Maria Yudkevich

Academic Careers in a Global Perspective

Professorial Pathways

Published in 1997. People wishing to learn the major phases in the development of Canada's twelve postsecondary higher education systems over the 1945-95 period will find this an essential starting point.

Different Systems, Different Perspectives

Higher Education in Canada

Merli Tamtik

Roopa Desai Trilokekar

In the early twenty-first century international education emerged as an almost ubiquitous concept within discussions of educational curriculum; the objectives of schools, universities, and colleges; and government policies for K–12 and higher education. Although far from a new phenomenon, many jurisdictions now view international education as a highly competitive global industry. This book provides a comprehensive analysis of international education policy in Canada, tracing the complex history of when, how, and why it emerged as a policy area of strategic importance. Illuminating a uniquely Canadian perspective, influenced by regional interests and federal-provincial tensions, International Education as Public Policy in Canada addresses challenging questions: Why was Canada a latecomer in addressing this policy issue? What is the relationship between international education and Canadian immigration policy? How did international education develop as a major Canadian industry? The resulting essays from leading scholars contribute not only to the growing Canadian literature on international education policy but also to a critical, global conversation. Contemplating where the Canadian story of international education is headed, International Education as Public Policy in Canada calls for a broader debate on ethical practices in internationalization, focusing on inclusion, equity, compassion, and reciprocity.

International Education as Public Policy in Canada

Barbara M. Kehm

Jung Cheol Shin

This book explores and compares the systems of doctoral education in twelve higher education systems, consisting of four systems in East Asia, four in Europe and four Anglo-American systems. The emphasis placed on doctoral education and training has increased dramatically in many higher education systems in response to the global competition for highly skilled human resources to serve the needs of knowledge societies. Doctoral education is a key element within the research and development infrastructure, and doctoral students support university research and represent the next generation of the professoriate. While doctoral education has received considerable attention within national higher education systems, there has been surprisingly little international or comparative research on the structure of doctoral education and the nature of contemporary reforms.

Glen A. Jones

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