Abstract. Most research studies on Life Satisfaction/Subjective Wellbeing (SWB) have focused on one main determinant and a variety of social demographic variables to delineate the determinants of life satisfaction. However, very few research studies examine life satisfaction from a holistic approach. The aim of this study was to utilize a holistic approach to construct a causal model and identify major determinants of life satisfaction. This study utilized data from the General Social Survey, with a sample size of 19,597. Several multiple regression models were run sequentially to estimate standardized path coefficients for the causal model. Overall, above average satisfaction with life was reported by Canadian respondents. Respondents who were female, younger, married, from high socioeconomic status background, born in Canada, very religious, and demonstrated high level of neighborhood interaction had greater satisfaction with life. Similarly, respondents had greater life satisfaction if they had better health, social contact, leisure activities, more time with family and friends, more enjoyment with volunteer activities, and a greater sense of belonging to the community. Our results suggest that a holistic approach is necessary for understanding the causal process of life satisfaction. A significant number of causal connections contradict some of the findings in literature today. We have provided some possible explanations for these anomalies and policy implications.

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Post-secondary institutions carry out cyclical program reviews (CPRs) to assess educational effectiveness. CPRs often use both qualitative and quantitative data analyses with the aim of improving teaching and learning. Though most of the CPR review studies identify various factors for this purpose, they fail to identify measures/indicators that are relevant and practical for the institutional decision-making process. Our main objectives for this article are two-fold: first, we identify and list variables that are measurable and sort theminto clusters/groups that are relevant to all programs, and second, we critically assess the relevance of these indicators to program review in a small-sized, post-secondary institution.