This book traces the development of higher education in Canada, through a detailed description and analysis of what was being taught and of the research opportunities available to professors in the years from 1860 to 1960. Background is provided in the opening chapters of Part I, which outline the origins of post-secondary education in both French and English Canada from 1635 to 1860, and in the parallel chapters of Parts II to V which describe the establishment of new and the growth of existing institutions during the period 1861-90, 1891-1920, 1921-40, and 1941-60. The remaining chapters of each of the book's main divisions present an examination of the curricula in arts and science, professional education, and graduate studies in 1860, 1890, 1920, 1940, and 1960, as well as the conditions pertaining to scholarship and research in these years. The concluding chapter identifies the characteristics which differentiate Canadian higher education from that of other countries. The book includes a full bibliography, an extensive index, and statistical appendices providing data on enrolment and degrees granted. A History of Higher Education in Canada 1663-1960 will be the definitive work in its field, valuable both for the wealth of information and the historical insights it contains.

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.

"I"--"J"--"K" -- "L" -- "M" -- "N" -- "O" -- "P" -- "Q" -- "R" -- "R" -- "S" -- "T" -- "U" -- "V" -- "W" -- "X" -- "Y

The Toronto 2018 Symposium on Christian Higher Education provided an opportunity for leaders in the Canadian Christian higher education movement to reflect deeply on its development, current reality, and future possibilities. The Canadian Christian higher education scene comprises a wide range of institutions, including Christian universities, Bible colleges, and seminaries and graduate schools. Each type has its own distinctive history and likewise represents both challenges and opportunities. Even though they are intertwined in their common purpose, these higher educational institutions express this purpose in various ways. This volume is a collection of the papers and plenary talks designed to share the content of the symposium with a wider audience. The papers are all written by active scholars and researchers who are connected to the member institutions of Christian Higher Education Canada (CHEC). They not only illustrate the quality of the scholarship at these institutions, but they make their own critical contribution to an ongoing discussion regarding the role and place of Christian higher education within the wider society. This volume is intended to be helpful to students, faculty, staff, board members, and supporters of Canadian and other Christian higher education institutions, as well as interested individuals and scholars.

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.

Interpreting the path of the future is made easier by understanding the past. In light of this adage, Capitalizing Knowledge examines the history of Canadian business faculties in their search for professional legitimacy. As the title suggests, this volume is an overview of the development of business schools in Canadian universities. Business faculties have different characteristics; some are noted for generating management research, while others generate interaction with the business community. Some programs are famous for their MBA graduates, others for their undergraduate students. This collection of essays describes the critical events that have defined the character of these faculties and societies of business education in Canada over the course of the twentieth century. Eight universities are profiled, including Queen's, York, and the University of Toronto. In addition, the development of the Administrative Sciences Association of Canada (ASAC) is traced. The first book of its kind, Capitalizing Knowledge contains original research by some of the leading Canadian business school academics, who describe how these programs have evolved. The contributors all note the particular importance of organization culture and values in moulding the actions of faculty members. They also highlight the difficulties associated with establishing a body of knowledge in business management and transforming that knowledge to suit ever-changing business organizations and industry at large.