A survey of Canadian university policies concerning faculty evaluation found that institutions using evaluation for administrative purposes, with the student questionnaire the primary instrument. Peer review, written reports, and faculty interviews are also used. Differences between francophone and anglophone institutions and between eastern and…

College student interpretation of the messages conveyed by the formal examination process are discussed. It is proposed that while students will most often interpret the spaces, props, equipment, and people involved in examinations as they were intended, sometimes the message is misinterpreted or challenged, making it dysfunctional. (MSE)

The hostile and suspicion-laden relationship between management and the faculty union of Ontario's 22 Colleges of Applied Arts and Technology is chronicled and the evolution of this relationship is interpreted in terms of British industrial relations theory. (MSE)

Small Canadian universities are extremely important agents of socioeconomic change for their regions. They focus on excellence in undergraduate education and applied rather than "heavy" research, filling roles the larger urban universities do not care to play in their place. They can be compared to U.S. liberal arts colleges. (MSE)

A study examined the relationship of major, performance on a cognitive skills test, and proportion of students denied entry into the major. Implications of selection and grouping on programs and instruction are discussed, and the traditional interpretation of variations in performance in terms of operational deficits is critically examined.…

A study examined the extent to which Canada's community colleges have retained their 1960s founding principles in adapting to economic and socio-political change of the 1980s. It found much of the original idealism and innovation, but also several diverse ways of adjusting and a variety of techniques for managing those changes. (MSE)

Leisure Studies, an emerging field of study in higher education struggling for academic legitimacy, is examined. An interdisciplinary and metaphysical approach is urged, and a commentary on the state of the field and its research in Canada is provided. (Author/MSE)

A survey of Canadian university students did not support the assumption that the presence of part-time faculty had a negative effect on students' learning experience. Students tend to be unaware of or indifferent toward differences between part- and full-time faculty status. (Author/MSE)

William Perry's model of college students' epistemological orientation, which focuses on students' developmental progress, and Joseph Royce's model, which treats epistemological orientation as preference for one of three ways of knowing, are described and compared. (MSE)

A Canadian Senate committee's recommendation for a major change in the federal provision of support to the provinces for postsecondary education, eliminating cash transfers and replacing them with transfers of tax points to provide the same amount of money, are criticized as encouraging unfavorable changes in provincial spending priorities. (MSE)

The use of postadmission tests of writing proficiency in some Ontario universities, intended to identify students likely to encounter academic problems, is criticized for unsound assumptions and difficulties in some testing procedures that cast doubt on whether test objectives are being met. (MSE)

Research on college instruction is reviewed for common factors in effective teaching, characteristics of the teaching setting needed for effective instruction are examined, and some conclusions about effective teachers are drawn. (MSE)

Steady-state or no-growth library policy and practices and their effects on the academic library are examined in the context of Canada's retrenchment environment. (MSE)

The views held by board members in British Columbia, towards many of the issues in curriculum, management, and structure which affect colleges or technical institutes are examined. Results indicate that board members tend to reject strong centralization of the system. (Author/MLW)

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)