DOCSLIB.ORG

Thesis Submitted for the Degree of Doctor of Business Administration (Higher Education Management)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Thesis Submitted for the Degree of Doctor of Business Administration (Higher Education Management) University of Bath DOCTOR OF BUSINESS (DBA) The impact of globalisation on higher education institutions in Ontario Burnett, Sally-Ann Award date: 2008 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 04. Oct. 2021 The Impact of Globalisation on Higher Education Institutions in Ontario Dr Sally-Ann Burnett A thesis submitted for the degree of Doctor of Business Administration (Higher Education Management) University of Bath School of Management October 2008 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. A copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and they must not copy it or use material from it except as permitted by law or with the consent of the author. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. (Dr Sally-Ann Burnett) Page 2 of 258 TABLE OF CONTENTS Acknowledgements.......................................................................................................................... 7 Summary ..................................................................................................................................... 8 Glossary of Abbreviations............................................................................................................... 9 CHAPTER 1 OVERVIEW OF STUDY.................................................................10 1.1 Introduction.............................................................................................................. 10 1.2 The Research Context ............................................................................................ 11 1.2.1 Why study globalisation in higher education?...................................................... 11 1.2.2 Why locate this study in Ontario?......................................................................... 12 1.3 Objectives of this Research ................................................................................... 15 1.4 Central Research Questions .................................................................................. 16 1.5 Contribution to Knowledge .................................................................................... 17 CHAPTER 2 LITERATURE REVIEW .................................................................18 2.1 Globalisation – definitions and concepts for this study ..................................... 18 2.1.1 Beerkens’ conceptualisation ................................................................................ 21 2.1.2 Huisman and van der Wende’s conceptualisation ............................................... 22 2.1.3 Rikowski’s conceptualisation................................................................................ 23 2.1.4 Definition for this study......................................................................................... 24 2.2 Glonacalisation........................................................................................................ 25 2.2.1 Glonacalisation – definitions and concepts.......................................................... 26 2.2.2 Glonacalisation in the context of higher education .............................................. 26 2.3 Globalisation in the context of higher education................................................. 28 2.3.1 Crossing borders (import and export) .................................................................. 30 2.3.2 International competition ...................................................................................... 31 2.3.3 Quality assurance................................................................................................. 32 2.3.4 Terminology: globalisation; glonacalisation; internationalisation; cross-border; borderless............................................................................................................. 32 2.4 Elements of globalisation in higher education .................................................... 34 2.5 Government responses .......................................................................................... 35 2.5.1 Borderless Education - Australia.......................................................................... 38 2.5.2 Borderless Education - UK................................................................................... 39 2.5.3 Borderless Education - Canada ........................................................................... 40 2.6 Canadian context .................................................................................................... 41 2.6.1 Higher Education in Ontario ................................................................................. 42 2.6.2 Canada and the importance of consistency across higher education ................. 45 2.6.3 Canada’s collaborative approach......................................................................... 46 2.6.4 Canada’s scope for exporting and importing in higher education........................ 48 2.7 Institutional responses ........................................................................................... 49 2.7.1 Some models for institutional responses ............................................................. 49 2.7.1.1 Neave’s model...................................................................................................... 50 2.7.1.2 Davies’ model....................................................................................................... 51 2.7.1.3 Van Dijk and Meijer’s model................................................................................. 51 2.7.1.4 Rudzki’s model..................................................................................................... 53 2.7.1.5 Internationalisation as a Continuous Cycle.......................................................... 54 2.7.2 Alliances and consortia ........................................................................................ 55 2.7.3 Structures and systems........................................................................................ 57 2.7.4 Organisational factors .......................................................................................... 58 2.7.5 Leadership............................................................................................................ 58 2.8 The context in universities..................................................................................... 59 2.8.1 Culture.................................................................................................................. 60 2.8.2 Strategic planning................................................................................................. 65 2.8.2.1 Leadership within strategic planning.................................................................... 71 2.9 Conclusion – what can be taken from this review into the empirical study? ... 73 2.10 The Research Questions ........................................................................................ 75 CHAPTER 3 RESEARCH METHODS................................................................77 3.1 Issues of Substance................................................................................................ 77 3.1.1 The Research Issue: globalisation and its impact on some Higher Education Institutions in Ontario............................................................................................ 77 3.1.2 The Research Problem: to what extent have HEIs in Ontario developed strategies in response to globalisation?................................................................................ 77 Page 3 of 258 3.2 Issues of Design.......................................................................................................78 3.2.1 The Research Questions ......................................................................................78 3.2.2 The Research Design ...........................................................................................79 3.2.2.1 Issues of Warrant..................................................................................................79 3.2.2.2 Methodological Congruence .................................................................................80 3.2.2.3 Choice of approaches to design the research ......................................................80 3.3 Methods ....................................................................................................................81
Load more

Recommended publications
  • CALENDAR 2006-07 “Teaching Each Other in All Wisdom” Colossians 1:28
    CALENDAR 2006-07 “Teaching Each Other In All Wisdom” Colossians 1:28 9125-50 Street · Edmonton, Alberta, Canada · T6B 2H3 Telephone (780) 465-3500 ● Toll Free (Student Services Only) 1 (800) 661-TKUC(8582) ● Fax (780) 465-3534 EMail: [email protected] or [email protected] ● World Wide Web: www.kingsu.ca CONTACTS 2006-07 Requests for specific information should be directed to the following departments: Athletics Intercollegiate Sports E-mail: [email protected] Phone: (780)465-8345 Bookstore Textbooks and Other Books E-mail: [email protected] Clothing, Music, Cards Phone: (780)465-8306 Other Supplies Campus Minister Pastoral Care E-mail: [email protected] Spiritual Life Phone: (780)465-3500, ext. 8070 Central Office Services Mail Phone: (780)465-3500, ext. 8021 Photocopying Reception Conference Services Facility Rental E-mail: [email protected] Reservation of Rooms and Equipment Phone: (780)465-8323 Counsellor Personal Counselling E-mail: [email protected] Phone: (780)465-3500, ext. 8086 Dean of Students Non-academic Student Concerns E-mail: [email protected] Phone: (780)465-3500, ext. 8037 Development Alumni and Parent Relations E-mail: [email protected] Donations Phone: (780)465-8314 Fund-raising Programs Public Relations Enrolment Services Admissions Information and Counselling E-mail: [email protected] Campus Employment Phone: (780)465-8334 or 1-800-661-8582 Financial Aid Scholarships and Bursaries Facilities Building Operations E-mail: [email protected] Building Repairs and Renovations Phone: (780)465-3500, ext. 8363 Custodial Services Grounds Maintenance Parking Security and Safety Financial Services Accounting E-mail: [email protected] Financial Reports Employee Payroll Processing 2 Contacts Food Services Special Dietary Requirements E-mail: [email protected] Banquets and Catering Phone: (780)465-8305 Beverage Services Comments and Suggestions Human Resources Employee Payroll Commencement and Benefits E-mail: [email protected] Employment Opportunities Phone: (780)465-3500, ext.
    [Show full text]
  • 2011 D R Program POSTING
    Ontario Student Loan Recipients and Defaults by Program for Other Public and Private Institutions in Ontario, 2011 INSTITUTION NAME PROGRAM NAME Number Number of of Loans Loans in Default Issued (1) Default (2) Rate (3) 2008/09 2011 2011 CANADA CHRISTIAN COLLEGE Bachelor Christian Counselling * * * Bachelor Of Sacred Music * * * Bachelor Of Theology * * * Master Of Divintiy ** * CANADA CHRISTIAN COLLEGE Total 6 2 33.3% * CANADIAN COLLEGE OF NATUROPATHIC MEDICINE Naturopathic Medicine 60 0 0.0% CANADIAN COLLEGE OF NATUROPATHIC MEDICINE Tota 60 0 0.0% * CANADIAN MEMORIAL CHIROPRACTIC COLLEGE Chiropractic Degree 102 1 1.0% CANADIAN MEMORIAL CHIROPRACTIC COLLEGE Tota 102 1 1.0% * CANADIAN MOTHERCRAFT SOCIETY Early Childhood Eduaction Diploma Program 10 1 10.0% CANADIAN MOTHERCRAFT SOCIETY Tota 10 1 10.0% COLLEGE D'ALFRED - University of Guelph Nutrition Et Salubrite Des Aliments 7 1 14.0% Technologie Agricole ** * COLLEGE D'ALFRED - University of Guelph Total 9 2 22.0% * COVENANT CANADIAN REFORMED TEACHERS' COLLEGE Diploma In Education * * * Diploma In Teaching * * * COVENANT CANADIAN REFORMED TEACHERS' COLLEGE Tota ** * * EASTERN ONTARIO SCH OF XRAY TECH X-Ray Technology ** * EASTERN ONTARIO SCH OF XRAY TECH Total ** * * EMMANUEL BIBLE COLLEGE Bachelor Of Theology * * * Bachelor Religious Education 5 1 20.0% Mountain Top Certificate 8 0 0.0% EMMANUEL BIBLE COLLEGE Total 16 1 6.3% * FOUNDATION FOR MONTESSORI EDUCATION A.M.I. Primary Teacher Training Pgm 6 0 0.0% FOUNDATION FOR MONTESSORI EDUCATION Total 6 0 0.0% Notes (1) Number of students at this institution who were issued an Ontario Student Loan (OSL) in 2008/09 and did not receive an OSL in 2009/10.
    [Show full text]
  • Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
    Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices.
    [Show full text]
  • MISSIONFEST TORONTO • 2007 1 Artech Communications Inc
    MISSIONFEST TORONTO • 2007 1 Artech Communications Inc. has for over 14 years been helping Christian’s communicate! Whether you’re hosting a conference or event, building a new church or filming missions on the other side of the world, we are here to serve you. We have served approximately 2000+ Christian organizations and hundreds of secular ones as well. We offer: - “Best-in-class” equipment – sales, service and rental - Audio, video, lighting - consulting and design services - Professional audio, video and lighting engineers - Installation services for audio, video, lighting, drape, chairs, staging and more - Web hosting and web streaming services - Concert and event services - Conferences, tradeshows and meetings Artech Communications Inc. has provided design and installation services for over 600 new church and major renovation projects. We have helped facilitate denominational meetings, conferences, concerts, tradeshows and events in large and small venues, both indoors and outdoors. We would truly appreciate the opportunity to serve you. ARTS | TECHNOLOGY | COMMUNICATIONS 3184 Ridgeway Dr. Unit 43 Mississauga | ON | L5L 5S7 866.520.0514 | 905.820.0514 [email protected] www.artechcommunications.com 2 MISSIONFEST TORONTO • 2007 MISSIONFEST TORONTO • 2007 3 2007 MFTV Full Page Ad.indd 1 12/4/06 10:11:20 PM HELP US HELP THEM ��������������������������������������������������������������� ������������������������������������������������ ������������������������������������������������������ ����������������������������������������������������������
    [Show full text]
  • Hon. Ross Romano Minister of Colleges and Universities Ministry of Colleges and Universities 5Th Floor, 438 University Ave Toronto, on M7A 2A5 October 22, 2020
    Hon. Ross Romano Minister of Colleges and Universities Ministry of Colleges and Universities 5th Floor, 438 University Ave Toronto, ON M7A 2A5 October 22, 2020 Dear Minister Romano, I am contacting you on behalf of the Ontario Confederation of University Faculty Associations (OCUFA), which represents 17,000 faculty and academic librarians across the province. We are alarmed that your government is intending to discreetly pass legislation that would allow the Canada Christian College to call itself a “university” and award degrees. Broadly, we are concerned about emerging efforts to privatize postsecondary education in Ontario and to give private institutions degree-granting privileges that will undermine the quality and accessibility of postsecondary education in Ontario. This is especially evident in the case of Canada Christian College where Charles McVety, who runs the college, openly holds deeply rooted Islamophobic, transphobic, and homophobic views. McVety has been embroiled in several controversies resulting from his discriminatory beliefs. We will not repeat any of his bigotry in our letter; it is well documented. The Ontario government should not grant accreditation and degree-granting privileges to institutions that do not meet the anti-discriminatory and anti-hate speech principles outlined in the Ontario Human Rights Code. It is imperative that the government protect religious minorities, the queer community, and other marginalized groups. At the very least, the government should do no harm. Allowing the Canada Christian College to call itself a “university” and to award degrees in our province would most certainly harm these marginalized communities and allow hateful and discriminatory speech to persist. Your Ministry must change course on this urgent matter.
    [Show full text]
  • Careers in Counselling
    CAREERS IN COUNSELLING Panel: Tuesday, February 1, 2005 UTM Student Centre Boardroom Panelists: Kathy Raufi M.Ed., Career Counsellor UTM Career Centre Caroline Campbell B.Soc.Sc. (Hons.), Probation & Parole Officer Burlington Probation and Parole Services, Ministry of Community Safety & Correctional Services Deborah Mandell M.Ed., Residence Counsellor UTM Roy Ivor Hall Residence Centre Regan Klatt M.Sc., Genetic Counsellor The Hospital for Sick Children, Division of Clinical and Metabolic Genetics Sponsored by the UTM Career Centre Prepared by Ramya Uthayakumar (Career Assistant) Co-sponsored by Psychology Association of Undergraduate Students of Erindale (PAUSE) Thank you to Erindale Biology Society (EBS) and Sociology & Criminology Club for advertising NOTE: The following package is condensed from various resources listed throughout this package. It should not be considered comprehensive or exhaustive. INDEX WHAT IS COUNSELLING? WHAT SKILLS AND QUALITIES ARE ESSENTIAL IN COUNSELLING CAREERS? WHAT TYPES OF CAREERS EXIST WITHIN COUNSELLING? WHERE CAN STUDENTS GET MORE INFORMATION ON COUNSELLING CAREERS? WHERE ARE RELATED PROGRAMS OFFERED FOR FURTHER EDUCATION? HOW CAN STUDENTS BUILD RELEVANT EXPERIENCE? FINDING WORK: THE PASSIVE AND PRO-ACTIVE METHODS WHAT IS COUNSELLING? Almost everyone has a vague understanding of what counselling is, since it has become a popular term in today’s culture to describe two things: a) a process including a wide range of formal and informal activities, and b) the helping profession of counsellors. Formal counselling, which is the focus of this information package, can be defined as intervention by a trained counsellor, in the form of assessment, guidance, education, and support in order to assist clients in coping with various life situations.
    [Show full text]
  • 21-01-28-BN-Ford-Tracker.Pdf
    Last Updated: 01/28/2021 Ford Tracker Visit ofl.ca for new updates ACTIONS TO DATE (highlights) November 2020 • Attacked a report by the Financial Accountability Office stating that funding to repair Ontario’s hospitals is sorely lacking • Budgeted a 35% ($16.9B) shortfall in repairing Ontario’s aging infrastructure, according to the Financial Accountability Office • Publicly lashed out with personal insults at Auditor-General Bonnie Lysyk in response to details in a recent report on Ontario’s COVID-19 response • Failed spectacularly in its COVID-19 response on multiple levels, as detailed by a recent Special Report from the Auditor-General, who called Ontario’s responses “slower and more reactive” than other provinces’ • Revealed that lobbyists for Walmart are former Ford staffers, after criticism that Walmart and other big box store allowed to remain open for all purchases through the lockdown • Faced added support of 4 former City Mayors in Supreme Court of Canada challenge by the City of Toronto over forced ward changes • Made no move to keep kids home from classrooms despite more than 1 in 3 Toronto- area schools with an active case COVID-19 • Decided to pay Ret. Gen. Rick Hillier $20,000 per month, plus expenses, to oversee the distribution of COVID-19 vaccines • Contributed to the homelessness crisis by lifting the residential tenant eviction ban, resulting in mass evictions mid-pandemic • Initiated a Grey-level lockdown in Toronto and Peel, but allowed big box stores to stay open, creating an unfair advantage in the pre-Christmas
    [Show full text]
  • Presenter Biographies
    Presenter Biographies Krystine Abel Krystine, MEd, is Anishinaabe and a member of M'Chigeeng First Nation. Krystine is a researcher and eval- uator in the Aboriginal Engagement and Outreach Team within the Provincial System Support Program at the Centre for Addiction and Mental Health. Krystine has spent several years working on Indigenous health research and evaluation projects in Toronto, and across Ontario. Not available at time of print. Marcia Anderson James Bolan Honours Graduate with an Addictions and Community Ser- vice Worker Diploma and also graduated cum laude with a B.A. in Economics and Computer Science at Laurentian University. Established his own mental health and addictions counsel- ling firm, LivingPotential, 2014 delivering client-centred holistic counselling and support services in Sudbury area. Since 2010 has worked closely and integrally with partner agencies in the Greater Sudbury Area. Crystal Bomberry Crystal is a Mohawk, Turtle Clan, from Six Nations. Crystal has been with the IDHC team as a Diabetes Wellness Worker since 2009, continuing on from a few years of prior work in diabetes prevention and health promotion with De dwa da dehs nye>s Aboriginal Health Centre. Crystal is passionate about serving our Indigenous communities and inspiring healthy change within people by encouraging them to seek balance through physical activity, wholesome foods, and peace finding practices that nourish body, mind and spirit. Having obtained her Personal Training certification prior to 2009, she regularly offers exercise education and activity programs within her diabetes awareness and prevention work. She has also obtained her East to West Yoga Teacher-350hr certification and thoroughly enjoys integrating yoga and basic yoga philosophy into her program initiatives to compliment existing SOADI tools and resources that are culturally and holistically guided.
    [Show full text]
  • Private Foundations and International Philanthropy
    www.globalphilanthropy.ca Which Canadian charities spent money on foreign activities and how much did they spend? By Mark Blumberg (December 11, 2012) We recently reviewed the T3010 information for 2011 relating to foreign activities. The database was prepared by the Charities Directorate of CRA in September 2012 and covers about 81,000 charities (94% of Canadian registered charities) and their 2011 T3010 returns. We reviewed the Canadian charities that identified they did foreign activities through funding projects abroad (approximately 5200 charities identified spending funds abroad and only about 3550 spent over $10,000. We also list which identified they received CIDA funding and how much was spent on those arrangements. Finally, we list the amount of gift in kinds that charities issued receipts for which they may or may not have shipped abroad. I will explain below why it is important to know how much receipted gift in kinds charities get. The total amount claimed in $2.94 billion. Keep in mind that additional funds are spent by Canadian charities for example when making gifts to “qualified donees” that are prescribed universities or UN agencies. Canadian registered charities are currently required to disclose on the T3010 on line C4 and Box 2100 “Did the charity carry on, fund, or provide any resources through employees, volunteers, agents, joint ventures, contractors, or any other individuals, intermediaries, entities, or means (other than qualified donees) for any activity/program/project outside Canada? Yes or No” On this list
    [Show full text]
  • Point-Of-Sale Tax Exemption Stays in Place
    Page 1 Volume 22 Issue 5 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 JUNE 2010 Point-of-sale tax exemption stays in place UOI OFFICES –The good news is that First Nations have won a hard- fought battle to retain their point-of-sale tax exemption in Ontario, says Anishinabek Nation Grand Council Chief Patrick Madahbee. "But our concern is that in this day and age we should be put in a situation where we are negotiating our treaty and inherent rights. We are allies of the Crown - not subjects. And we will continue to insist that Canada uphold their own court rulings that they must consult us and ac- commodate our interests in all matters that affect us and our traditional territories." Madahbee praised citizens of the 40 Anishinabek Nation communi- ties for their steadfast resistance to government efforts to impose the new 13% Harmonized Sales tax against them effective July 1. "It was our demonstrations of solidarity and plans for more peace- Whitefish River gift ful direct action that convinced Canada they should not cross the line On behalf of Whitefish River First Nation, council member George Francis presented Grand Council Chief we drew in the sand," said Madahbee. "My most sincere thanks to our Patrick Madahbee with a mounted eagle during the annual general assembly of the Anishinabek Nation in Fort Elders, men, women and youth warriors." William First Nation. Madahbee said the gift would be on display in the newly-constructed hub at the Union of Anishinabek and other First Nations negotiators succeeded in secur- Ontario Indians offices on Nipissing First Nation.
    [Show full text]
  • Revised April 1, 2021; Accepted June 17, 2021; Electronically Published August 2, 2021 91
    90 Empirical Article Volume 13, Issue 3 (2021), pp. 90-133 Journal of Comparative & International Higher Education DOI: 10.32674/jcihe.v13iSummer.3279 | https://ojed.org/jcihe Turtle Island (North America) Indigenous Higher Education Institutions and Environmental Sustainability Education Kelsey Leonarda* aUniversity of Waterloo, Canada ORCID 0000-0002-7531-128X *Correspondence: [email protected] ABSTRACT This article explores the environmental and sustainability programs of Indigenous Higher Education Institutions (IHEIs) in North America. There are 38 Tribal Colleges and Universities in the United States and 26 Indigenous post-secondary institutions in Canada. Deploying a critical discourse analysis, the study examines IHEI websites to document Indigenous environmental sustainability education (ESE) program offerings. The comparative analysis of IHEI programming in each national context finds that 41 out of 62 IHEIs in Canada and the United States have Indigenous ESE programs. Findings also indicate that ESE programs are more prevalent among IHEIs in the United States than in Canada. Moreover, IHEIs in the United States also offered greater diversity of program types, from certificates to graduate studies. The findings highlight the importance of IHEI environmental and sustainability education program design for centering Received October 1, 2020; revised April 1, 2021; accepted June 17, 2021; electronically published August 2, 2021 91 Indigenous Knowledge in higher education through Indigenous-controlled institutions. Keywords: Indigenous higher education, Indigenous Peoples, environmental education, North America, comparative discourse analysis INTRODUCTION Across Turtle Island (North America) there are more than 1,208 Indigenous Nations with historic and cultural connections to the land or territories on which they live (AFN, 2021; BIA, 2021).
    [Show full text]
  • Fuel and Faith: a Spiritual Geography of Fossil Fuels in Western Canada
    Fuel and Faith: a spiritual geography of fossil fuels in Western Canada by Darren Fleet M.J., University of British Columbia, 2011 B.A., Simon Fraser University, 2005 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the School of Communication Faculty of Communication, Art and Technology © Darren Fleet 2021 SIMON FRASER UNIVERSITY Spring 2021 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Declaration of Committee Name Darren Fleet Degree Doctor of Philosophy Title Fuel and Faith: a spiritual geography of fossil fuels in Western Canada Committee Chair: Siyuan Yin Assistant Professor, Communication Shane Gunster Supervisor Associate Professor, Communication Enda Brophy Committee Member Associate Professor, Communication Stephen Collis Committee Member Professor, English Am Johal Examiner Director, Vancity Office of Community Engagement Imre Szeman External Examiner Professor, Communication Arts University of Waterloo ii Ethics Statement iii Abstract With the acceleration of climate change, Canada's commitment to action on carbon emissions faces several vital contradictions. These tensions have economic, social, and communicative dimensions. This research seeks to investigate some of these manifestations by looking at how energy is understood and articulated through the lens of faith. Unique to the Canadian cultural/petrol landscape is that the physical geography of extraction
    [Show full text]