Projects

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CHET offers graduate students, faculty and policy makers an active, collaborative learning environment. While the Centre offers no formal academic programs, it has close ties to the Department of Educational Studies, the other graduate departments of the Faculty of Education, as well as other academic units at UBC concerned with policy studies. CHET organizes internal seminars and provides opportunities for faculty and graduate students to participate in ongoing research projects.

 

 

 

 

 

 

 

 

 

 

The following lists CHET’s externally funded research projects, principal investigators and collaborative researchers.

Paths on Life’s Way Project
Principal Investigator: Lesley Andres
1989 – present (SSHRC and BCCAT funding)
The Paths on Life’s Way study is the only comprehensive longitudinal research project on the transition of youth to adulthood in British Columbia and one of the few longitudinal studies of young adults in Canada. The Paths project combines extensive qualitative and quantitative data, on individuals over a 22 year time period, to examine the lives, actions, and social and cultural contexts of individuals both longitudinally and at contextually specific time periods. Since 1989, as principal investigator of the Paths on Life’s Way project, I have conducted five waves of panel survey data collection producing 9737 completed questionnaires and seven interview collection periods resulting in the completion of 262 interviews. This data set has allowed me the rare opportunity to examine, over the course of 15 years, the life trajectories of individuals with the intent to inform our current educational policies and practices.
Paths on Life’s Way project website: http://blogs.ubc.ca/paths/

Education, Work, Skills, and Inequality: An International Comparative Study
Principal Investigor: Lesley Andres
Co-investigators: Kjell Rubenson; Hans Pechar
2012-2014 (UBC Hampton Grant)
This project is a three country pilot case study in Canada, Sweden, and Germany with the goal of addressing the following questions: (1) what are the key assumptions and beliefs about education, skills, and the labour market within each given country; (2) what structures and processes shape the transition from lower level schooling to higher levels of education; (3) how has the structure of the education and training system and its relation to the labour market changed over the last 10-15 years; and (4) what are the key opportunities and challenges facing each country in terms of education and skill acquisition with the goal of increasing productivity and innovation while reducing inequality? Two theoretical perspectives inform this study: the welfare regime literature illuminates why some regimes are conducive to human capital production and are able to create more equitable educational and eventual labour market opportunities. The production regime literature focuses on the ways that actors such as government, educational institutions, and unions optimize skill formation. We are employing an in depth and multifaceted similar/dissimilar case study approach, including (document analyses, feasibility analyses of existing country level longitudinal data sets, and interviews with key stakeholders.
Project website
Pechar, H., & Andres, L. (2011). Higher education policy and welfare regimes: International comparative perspectives. Higher Education Policy, 24, 25-52.

Cross-cultural learning for immigrants: The uncounted impacts of a workplace connection program for immigrants
Principal Investigator: Hongxia Shan
Co-investigator: Shauna Butterwick
2013-2014 (Humanities and Social Sciences, Faculty of Education Grant)
In the Immigration and Refugee Protection Act 2001, it is clearly stated that immigrants’ successful integration “involves mutual obligations for new immigrants and Canadian society”. This position has come to be known as the “two-way street” model of integration in Canada (Andrew & Hima, 2011; Biles, 2008). Integration studies to date have focused mostly on immigrants’ experiences of integration (e.g., Noh, Kim & Noh, 2012; Schmidt, Young, Mandzuk, 2010; Shan, 2009a, 2012a). Relatively little attention has been paid to how the host society has co-integrated (Kramer, 2009). Related studies have documented the changing institutional responses to immigration (Biles et al., 2011; Biles & Winnemore, 2007; Sakamoto Wei, & Truong, 2008; Tolley & Young, 2011). Other studies have suggested that the attitudes that Canadians hold towards immigration and immigrants are significant barriers preventing immigrants from integrating into the host society (e.g. Jedwab, 2008; Wilkes et al., 2008). Some have suggested that the dominant group shows more comfort interacting with European immigrants than with immigrants of color from other origins (Angus Reid Group, 1991; Driedger & Palmer, 2012; Kalin & Berry, 1994) and that they recognize educational and work backgrounds from Western countries with more readiness than those from other countries (e.g., Esses, Dietz, Bhardwaj, 2006). There is however surprising little study on how the host population may change as a result of their encounters with immigrants. This study addresses this void in the literature. Specifically, it examines what mentors learn from their involvement in a mentoring program for professional immigrants in Vancouver. It asks the following questions: 1) How and why did mentors get involved in the mentoring program? 2) What did they learn from working with immigrant professionals? and 3) What changes occurred in their attitudes and practice as a result of mentoring new professional immigrants?

Post High School Pathways, Access to Postsecondary Education, Equity Issues, Life Course Research
Principal investigator: Maria Adamuti-Trache
Co-investigators: Lesley Andres, UBC; P. Anisef, York University; R. Brown, Toronto District School Board; B. Garnett, Surrey School District, British Columbia; R. Sweet, Lakehead University
2006 – present
This area of research is focused on the study of youth pathways into postsecondary education and work. It looks at high school course choice, and its impact on choice of field of study and occupation. The study examines pathway differences for immigrant youth, ethno-linguistic groups, special needs and low-SES students, and employs notions of cultural/human capital, agency, and resilience. Another aspect explored is the under-representation of women in non-traditional fields like science and engineering. This area of research comprises three specific research projects based on British Columbia and Ontario data: Paths on Life’s Way project (Lesley Andres); Ethno-linguistic differences in post-high school pathways  (Data: BC Ministry of Education; BC Student Transition Program); Special needs students and transitions to post-secondary education (Data: Toronto District School Board).
Recent publications:

Andres, L., & Adamuti-Trache, M. (2009). University attainment, student loans, and adult life course activities: A fifteen year portrait of British Columbia young adults. In R. Finnie, R. Mueller, A. Sweetman & A. Usher (Eds.), Who goes? Who stays? What matters? New empirical evidence on participation in post-secondary education in Canada (pp. 239-278). Montreal: McGill-Queen’s University Press.
Sweet, R., Adamuti-Trache, M. & Garnett, B. (2011). Ethno-linguistic differences in high school course choice patterns. Vancouver: BC Metropolis.
Sweet, R., Anisef, P., Brown, R., Adamuti-Trache, M. & Parech, G. (2012). Special needs students and transitions to post-secondary education. Toronto: Higher Education Quality Council of Ontario.

Math and Science Education
Principal investigator: Maria Adamuti-Trache
Co-investigators: G. Bluman, UBC; R. Sweet, Lakehead University; T. Tiedje, University of Victoria
2007 – present
This area of research looks at student achievement, attitudes toward math and science, school engagement, educational planning, and the effect of family, teacher and school factors on the transition from high school to PSE. Interest in Science, Technology, Engineering, and Mathematics Education (STEM) research has been reinvigorated by the ongoing discussion on STEM and K-16 education in the United States. This area of research comprises three specific research projects based on UBC institutional data and national data: Transition from high school to first year university (Data: UBC Institutional data); the role of school engagement in adolescents’ acquisition of science literacy (Data: 2004 Science SAIP, CMEC).
Recent publications:

Adamuti-Trache, M., Bluman, G., & Tiedje, T. (2012). Student success in first year university physics and mathematics courses: Does the high school attended make a difference? International Journal of Science Education.
Adamuti-Trache, M. & Sweet, R. (2010). Science-related career aspirations and planful competence: A gendered relationship? Ottawa: Canadian Council on Learning.
Sweet, R. & Adamuti-Trache, M. (2010). Academic engagement and science achievement: A gendered relationship? Ottawa: Canadian Council on Learning.

The Economic, Social and Cultural Integration of Adult Immigrants
Principal investigator: Maria Adamuti-Trache
Co-investigators: P. Anisef, York University; A. Meinhard, Ryerson University; S. Dale Stone, Lakehead University; R. Sweet, Lakehead University
2006 – present
This research is concerned with immigration, including labour market outcomes, occupational attainment, further education in Canada, social networks and acquisition of language capital, with a particular interest in socio-economic integration of highly-educated immigrants. The study focusses on equity issues in the labour market that include the effect of education, field of study, place of origin, gender, age, ethnicity and disability. The theoretical approach is based on Bourdieu’s notions of capital, structure/agency and strategy; life course theory; and adult education theory. This area of research comprises several research projects based on Statistics Canada national data (Longitudinal Survey of Immigrants to Canada and 2006 Participation and Activity Limitation).
Recent publications:
Adamuti-Trache, M. (2012). Language acquisition among adult immigrants in Canada: The effect of pre-migration language capital. Adult Education Quarterly. Available online.
Adamuti-Trache, M., Anisef, P., Sweet, R., & Walters, D. (in press). Enriching foreign qualifications through Canadian post-secondary education: Who participates and why? Journal of International Migration and Integration.
Adamuti-Trache, M. (2011). First 4 years in Canada: Post-secondary education pathways of highly-educated immigrants. Journal of International Migration and Integration, 12 (1), 61-82.

Continuing Education and Labour Market Outcomes of Canadian Post-secondary Graduates
Principal investigator: Maria Adamuti-Trache
Co-investigators: C. Hawkey, UBC; H. G. Schuetze, UBC
2006 – 2009
This research on return to education for Canadian educated graduates involved studies on employment, earnings, further education, and the effect of level of post-secondary education, field of study, Aboriginal status, immigrant status, gender, age on outcomes. This area of research comprises two specific research projects based on Statistics Canada national data (National Graduate Surveys 1995 and 2000; Adult Education and Training Survey, 1998).
Recent publications:

Adamuti-Trache, M. (2010). Further education pathways and employment patterns of Canadian university graduates Ottawa: Canadian Council on Learning.
Adamuti-Trache, M. & Hawkey, C. (2010). Canadian post-secondary graduates and further education: Who continues and why? Ottawa: Canadian Council on Learning.

The Arts-Based Social Movement Learning of the Philippine Women Centre of BC
Principal investigator: Shauna Butterwick, UBC
2011 – 2014 (SSHRC funding)
The purpose of this action-oriented case study is to explore the arts-based social movement learning, specifically the visual and performance art created by Filipino activists in Canada, to understand: a) how and why particular creative genres were chosen and how they inform learning; b) how these creative processes and products contribute to the development of artists’ political consciousness, identity and a sense of community; and c) the link between arts-based learning and political activism.

A Critical Social Justice Exploration of Community Service Learning Through the Lens of Adult Learning
Principal investigator: Shauna Butterwick, UBC
2011 – 2012 (HSS funding)
In this seed grant a meta-analysis of the CSL literature will be produced in order to examine: inherent perspectives and theories of adult learning; community partners’ views of CSL; whether and how a social justice orientation informs the discussion; and what theories and methodologies are dominant and what alternative approaches could be used.

Community Perspectives on Community Service Learning
Principal investigator: Shauna Butterwick, UBC
2012 – 2013 (funded by UBC Centre for Learning Initiatives/CLI)
This research is examining Community Service Learning (CSL) and Community Engagement (CE) from the perspectives of community partners. Most of the research and attention on CSL has focused on learning outcomes for students with less focus on what communities accrue from these engagements. This project will provide essential research for the CLI office as it moves to develop its approach to evaluation of CSL.

Higher Education Reforms
Principal investigator: Hans G. Schuetze
Co-investigators: Germán Alvarez, Departamento de  Investigaciones Educativas (DIE), Centro de Investigacion y Estudios  Avanzados (CINVESTAV), Mexico; Bill Bruneau, UBC; Garnet Grosjean, UBC; Elsa Hackl, University of Vienna; James Jacob, University of Pittsburgh; Mei LI, East China Normal University, Shanghai; Kjell Rubenson, UBC; Maria Slowey, Dublin City University; Andrä Wolter, Humboldt Universität, Berlin
2004 – present
The pace of change in most higher education systems has accelerated over the last decade with increasing diversification in the composition of the student body, types of higher education institutions, forms of provision and funding mechanisms. The reform of higher education has been a dominant theme in national and international policy discourse with a focus on changing higher education governance, financing, structures and modi operandi in order to make institutions more ‘relevant’ to the needs of labour markets, more ‘efficient’, more transparent and accountable, and more international and competitive. As the participation rates in OECD countries increased significantly, equity issues and widening access for under-represented sections of the population tended to be relegated to second order consideration. A series of yearly international workshops that started in 2004 explored different aspects of university reforms, such as internationalization, the relationship of state and market, governance, and higher education and lifelong learning. Future workshops will be held on the theme of university community engagement; as well as differences, differentiation, convergence and world models of higher education.
Recent publications:
Mendiola, G. M. & Hans G. Schuetze (Eds.) (2012). State and market in higher education reforms: Trends, policies, and experiences in comparative perspective. Rotterdam: Sense Publishers.
Schuetze, H. G., Bruneau, W., & Grosjean, G. (Eds.). (2012). University governance and reform – policy, fads, and experience in international perspective. New York: Palgrave Macmillan.

International perspectives of Higher Education and Lifelong Learning
Principal investigator: Hans G. Schuetze
Co-investigators: Germán Alvarez, Departamento de  Investigaciones Educativas (DIE), Centro de Investigacion y Estudios  Avanzados (CINVESTAV), Mexico; Michael Osborne, University of Glasgow; Hans Pechar, University of Klagenfurt; Maria Slowey, Dublin City University; Andrä Wolter, Humboldt Universität, Berlin; Shinichi Yamamoto, University of Hiroshima (as well as ten other authors of individual country studies)
2009 – 2014
The focus of this study is the understanding, conceptualization, policies and practice of lifelong learning in the context of higher education. In the first phase, country case studies were conducted in fourteen countries (Australia, Austria, Brazil, Canada, Ireland, Japan, Portugal, Mexico, New Zealand, Portugal, South Africa, Sweden, the UK, and the US), following a common design and structure. On the basis of a comparative analysis, the various policy patterns as well as their basis in different traditions and structures of higher education systems in the respective countries were explored. The first phase was completed in early 2012 with the publication of the study listed below. In the second phase, the focus of the study will be on higher education systems in specific world regions. A regional study of Latin American countries is under way; a study of East Asian countries is planned.
Publications:
Slowey, M., & Schuetze, H. G. (Eds.). (2012). Global perspectives on higher education and lifelong learners. London and New York: Routledge.

Education and globalization – A Canadian case study
Principal investigator: Hans G. Schuetze
Co-investigators: Larry Kuehn, British Columbia Teachers’ Federation; Daniel Schugurensky, University of Toronto; Carlos Torres, University of California, Los Angeles
2008 – 2010
This research study was concerned with educational reforms and change, and more specifically the effects of “globalization” on education in schools, and on “stakeholders,” that is, on teachers, parents and, of course, learners. It was part of a larger international research project, led by Carlos Torres of UCLA. Designed as a case study, it focussed on British Columbia, Ontario and Quebec and was guided by three questions: 1) Which significant changes have taken place in the education system in Canada in the last two decades and how have they translated into curricula, working conditions of teachers and other personnel as well as learning conditions in schools; 2) What were the driving forces of these changes; and 3) How were changes introduced in Canadian provinces – by legislation, ministerial fiat, institutional management decisions, or by collective agreements?
Publications:
Schuetze, H. G., Kuehn, L., Davidson-Harden, A., Schugurensky, D. & Weber, N (2011). Globalization, neoliberalism and schools: The Canadian story. In C. A. Torres, L. Olmos & R. Van Heertum (Eds.). In the Shadow of Neoliberalism: Thirty Years of Educational Reform in North America. Oak Park, IL: Bentham.

 

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