Looking Back, Looking Forward: Canadian Higher Education Research on Tuition Fees

Rexe, Deanna; Maltais, Martin

doi:10.47678/cjhe.vi0.189289

Cited by 3 publications

(1 citation statement)

References 65 publications

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“…The dominant focus on diversity in the sense of defining identity and finding "EDI persons" to meet the targets reinforces othering and a simplified and essentialist understanding of identity categories rather than an understanding of the complexity of how difference and power relations are being continuously constructed and upheld. This becomes evident in the participants' responses: No participant named any structural or institutional aspects that reinforce inequality, such as GPA-based student selection, or economic inequalities that are amplified by tuition fees (for the tuition discourse in Canada see Rexe & Maltais, 2021). The focus on scientists' individual responsibility to "make EDI work" through their (recruitment) actions shadows other domains and levels on which inequality is constantly reproduced.…”

Section: Discussion: Potential and Limitations Of Edimentioning

confidence: 99%

“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination

Fines-Neuschild,

Tajmel

2024

CJHE

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Since 2019, equity, diversity, and inclusion have become institutional priorities for Canadian funding agencies and universities under the acronym EDI. Here, we examine for the fields of science, technology, engineering, and mathematics (STEM) how the current EDI discourse unfolds in scientists’ understandings as EDI construct. This study presents data collected through 18 online interviewswith researchers in STEM fields across Canada. For our analysis we apply critical discourse analysis and the matrix of domination. Four themes emerge from our data regarding STEM researchers’ understanding of and experience with the EDI construct: (a) EDI astrainable knowledge, (b) EDI as human resources/managerial issue, (c) EDI as assessable performance, and (d) EDI as individual initiative/lonely endeavour. Our findings suggest that the EDI discourse increases the awareness of the underrepresentation ofgroups in STEM fields. However, most interview participants demonstrate an essentialist understanding of identity decontextualized from institutional and structural processes of difference making along axes of gender, race, class, and body, amongst others. This critical discourse-analytical work contributes to an intersectional, power-acknowledging understanding of EDI in Canadian highereducation.

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Section: Discussion: Potential and Limitations Of Edimentioning

confidence: 99%

“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination

Fines-Neuschild,

Tajmel

2024

CJHE

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Financing Higher Education in a Federal System: The Case of Canada

Lang

St-Amant

Maltais

2023

Higher Education Dynamics

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Education cost as a new fickle in higher education for students learning via quantitively multinomial logistic regression

Ahmad,

Hasan,

Ghorbanpour

2024

Sci Rep

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The study was conducted to find out the effects of tuition fee on quality of education for students in the Islamia University of Bahawalpur (IUB), Pakistan to fulfill their future goals. The study used a multinomial logistic regression method for knowing the factors that either make it difficult or easy to pay academic fees. The primary data was gathered using an online survey made with a Google form and sent by email and WhatsApp to students in different departments. A certain amount of time was dedicated to the data collection process. Due to a research deficit on tuition fees for university students in Pakistan, this study was deemed necessary. It entails an examination of the elements that impact graduate quality, taking into account academic achievement, educational expectations, and tuition price donors. The study employed a multinomial logistic regression approach to identify the variables that either facilitate or impede the payment of academic fees. One thousand pupils responded in the positive. The results showed that expensive college tuition causes students to perform poorly academically, lack confidence, have poorly groomed personalities, and have fewer career options. On the other hand, students from well-off households and those who worked part-time performed better. Furthermore, the learning behavior and attitude of students who received scholarships and worked as teaching assistants improved because they were more punctual and attentive in class. By bringing attention to the need for lawmakers and government agencies to take significant steps toward improving student outcomes in higher education—like subsidizing tuition costs, supplying educational resources, and giving out scholarships and studentships—this study helps students. It also fills a research gap in the field of tuition fees in Pakistan by offering new researchers a case study example of how to use multinomial logistic regression to investigate the relationship between students’ academic objectives and the expense of their education.

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Looking Back, Looking Forward: Canadian Higher Education Research on Tuition Fees

Cited by 3 publications

References 65 publications

“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination

“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination

Financing Higher Education in a Federal System: The Case of Canada

Education cost as a new fickle in higher education for students learning via quantitively multinomial logistic regression

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