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This study of patent applications and scientific publications related to batteries is unique as it includes the volume of as well as qualitative indicators for both types of publications. Using carefully elaborated strategies to identify publications relating to batteries, this study provides data to discuss the critical balance to strike between investments in research and the more innovation-related aspects. The results show that China's dominance in publication volumes increases and that research with Chinese involvement is highly cited, whereas patent applications are slightly less valued than the world average. Quality-related indicators for Canada and the United States are very high for both scientific publications and patent applications. National differences in the proportions of patent applications and scientific publications are large, with Japan at one end with three patent applications per scientific paper and Canada at the other with almost seven scientific papers per patent application. On an actor level, data for Sweden indicate how the automotive industry started to file many patent applications in the decade starting in 2010. Finally, it is noted that this new approach to study a technological field appears promising as it gives new perspectives of relevance for policy actors and others. [ABSTRACT FROM AUTHOR]

Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education's statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically.

Objective: To describe a systematic review of breast cancer health services research that was conducted to guide a Canadian Breast Cancer Research Initiative workshop., Design: A literature review of major citation databases was conducted. The National Cancer Institute of Canada Framework for Cancer Control was adopted to classify articles by theme area and by type of health services research., Results: The majority of the studies focused on screening for breast cancer and were descriptive studies on accessibility. Relatively few studies examined quality and outcomes of breast cancer services or interventions to improve such services. Furthermore, few health services research studies examined the areas of supportive care or palliation., Conclusions: The results help to identify the gaps in the Canadian and international research in this area. The material from the review was used as background for a workshop to support the work of the Canadian Breast Cancer Research Initiative Task Force on Health Services Research.

This paper shares preliminary findings from a reflective inquiry into the nature of collaboration and mentorship through digital spaces within a national SSHRC-funded research team the authors form a part of. Our research collaboration has been marked by particularly close friendships, co-creation and mutual learning that have helped to deepen our research and provide a meaningful and enriching experience for everyone involved. Proposing that mentorship and collaboration can be viewed as a performance, which can be enacted in diverse ways depending on the context and intention, we share the digital and arts-based methods our team uses to both foster mentorship relationships and routinely reflect on how we are performing and experiencing mentorship within our team in order to identify and respond to our emerging needs, challenges and opportunities to enrich our collaboration. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared commitment to improving teaching and learning in diverse post-secondary contexts through practice focused research. In this paper, we describe how the TSCoP is both formal in structure and design, and informal and emergent in facilitated interpersonal discussions. Ongoing conversations among diverse colleagues contribute to Teaching Scholars' reflective and reflexive practice, help each educational leader gain new insights into their own studies and expand their vision for educational leadership in higher education. We use a SoTL framework to examine and position each of our research projects, and explore and make connections with educational leadership, mentorship and SoTL research. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS) was first developed to establish a standard of practice in research ethics by the three federal agencies responsible for funding institutional research in Canada: Canadian Institutes of Health Research (CIHR), Natural Sciences and Engineering Research Council (NSERC), and Social Sciences and Humanities Research Council (SSHRC). In 2010, a second edition of the policy, known as the TCPS 2, was released with updated information and expanded coverage of research ethics issues. According to the TCPS 2, the Agencies' mandate is "to promote research that is conducted according to the highest ethical standards," and the TCPS 2 serves as a benchmark for this with respect for human dignity as its underlying value. Research institutions receiving Agency funding are to comply with this policy statement by forming Research Ethics Boards (REBs) to review all research involving human participants. The intention behind this review requirement is to provide a proportionate assessment of the benefit-to-risk ratio of the research, and in that process, to safeguard "respect for persons", express a "concern for welfare", and uphold "justice" (CIHR, SSHRC, NSERC 2010, p. 8). Research may not proceed until ethics approval is granted by an institution's REB. The current study evaluates REB members' perspectives on their knowledge of research ethics, and juxtaposes these perceptions with those of researchers. Specifically, we are interested in the extent to which REB members with less experience read the TCPS 2, and whether those with less experience have decreased confidence in their ethics knowledge.

This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada's universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.

Purpose: In this paper, the author explores his research journey into the learning organization and its impact on his academic career. This paper describes how Peter Senge's book "The Fifth Discipline: The Art and Practice of The Learning Organization" (1990) was the spark that led to the author's focus on empirical research in the field. Design/methodology/approach: This paper provides author's personal reflections on how this decision put him on a path to a variety of serendipitous experiences, exciting research areas and also enabled him to engage in productive collaborative research with many of his colleagues. Findings: The findings conclude with a discussion on what the author see as new challenges and perspectives for advancing research into the learning organization. Originality/value: This paper provides a unique perspective on how "The Fifth Discipline" by Peter Senge has influenced an academic career. It presents a personal reflection of a research journey into the learning organization that spans over 30 years.

The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school'. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.

This paper recounts the development and implementation of the "Peer Leader Training Manual" for the Story-Sharing for Sexual Health Research (SSSH) Study conducted in Toronto, Canada. In the disciplinary integration of health and adult education, the community-engaged health research reported here reflects the successful partnership of a team of academic researchers with a community-based organization. Eight community-based South Asian women peer leaders were collectively recruited and trained as research associates to explore how stories (relative to fact sheets) can be used to promote dialogue and knowledge about sexual health and reduce HIV stigma among South Asian women. This paper is about the adult education tool used to orient them to the SSSH Study and train them for related field work: recruit SSSH Study participants, arrange intervention site and logistics, deliver intervention, administer pre and post surveys, conduct focus groups, and ensure data security. The manual played a significant role in training the peer leaders who are now prepared to further engage in future community health partnerships. This tool will also be helpful for other community-engaged health research involving sexual health initiatives in marginalized communities.

In this paper we contribute to the emerging literature on the effect of the COVID-19 pandemic on the gender gap in research productivity. We extend previous studies by considering men and women academics from science and non-science disciplines through an analysis of data from academics at 14 universities across two countries (seven in Australia and seven in Canada) and focusing on the role of primary caregiving. Our empirical approach used logistic regressions and the Blinder-Oaxaca decomposition technique. The latter enabled us to ask: 'How much of the gender gap in perceived productivity during the pandemic is due to gender differences in primary care responsibilities?' Within the sample (N = 2,817) of academics, 33% of women and 25% of men reported that their perceived publication ability decreased a lot during the pandemic. This is an eight percentage-point gender gap in perceived publication ability. Statistical analysis revealed that two-fifths (40%) of this gap may be explained by gender differences in having primary responsibility for the care of children. Gender differences in other characteristics such as age, discipline, and increased teaching and administrative work were not, as a group, significant. There were also no differences between Australia and Canada. The findings are important, particularly for the pursuit of gender equality within academia. In the absence of specific mitigating interventions, research disruptions in 2020 may have long-lasting career scarring effects (e.g. hiring, promotion, tenure) and, as a result, see women further disadvantaged within the academy.

During the first 10 years of Contemporary Accounting Research (CAR), Fall 1984 through Spring 1994, 313 articles and discussions were published. The main research methods reported in these articles were empirical data analysis, analytical modeling, and behavioral experimentation. The main topic areas were financial accounting, managerial accounting, and auditing. CAR considers for publication any papers of interest to the Canadian accounting research community, so this mix of methods and topics is not surprising and reflects the mix of papers submitted to CAR over the years. The articles and discussions in CAR represented 523 listed authors. A number of authors have appeared more than once, with the result that, over the 10 years, 358 different authors from 142 institutions have contributed to CAR. The great majority of the authors were university professors; at the time of authorship, slightly more authors were assistant than full or associate professors. Eighty-eight percent of the authors were male, but the percentage of female authors has steadily increased. CAR serves the Canadian accounting research community through the array of articles and discussions it publishes. Additional aspects of its Canadian service are the facts that 26 percent of the authors of the articles and discussions were resident at Canadian institutions, 17 percent of the articles dealt explicitly with a Canadian accounting issue or used Canadian data, and French abstracts of all articles plus articles completely in French represent 9 percent of the total pages of articles. As of June 1994, 696 members of the Canadian Academic Accounting Association and subscribers to CAR, as well as 286 institution libraries received the journal, representing 408 institutions. The majority of the individual member/subscribers were resident in Canada; the majority of the institutions were outside Canada. [ABSTRACT FROM AUTHOR]

This paper reports on the first nationwide census examining sustainability uptake in policy initiatives in Canadian K-12 education. Included in the study are each of Canada's 13 provincial and territorial ministries of education, and all 374 public school divisions across the country. Sustainability was defined as including, at minimum, consideration of environmental issues, with the study also encompassing use of other related terminologies. Data were collected on three types of policy initiatives: (a) the existence of sustainability-specific policy, (b) participation in sustainability certification programs, and (c) the existence of sustainability staff, which were examined in relation to a range of geographic and institutional variables. Sustainability-specific policy was examined across five domains of a whole institution approach to sustainability: governance, curriculum, facilities and operations, research, and community outreach. We found that 54% of ministries of education and 59% of school divisions in Canada had sustainability-specific policy, most commonly in the curriculum domain at the ministry level and in the operations domain at the school division level. In addition, 43% of school divisions had participated in a sustainability certification program, and 25% had sustainability staff. We discuss implications for policy making in Canada as well for intergovernmental UN policy programs, in particular regarding new policy development and monitoring and evaluation efforts.

This paper presents a framework for evaluating efforts by organizations to share research as exemplified on their websites, then reports the result of an evaluation of these efforts in 100 organizations. The result shows that the overall research sharing efforts of these organizations are modest and not well aligned to evidence on effective practice in this area. Organizations tend to devote more efforts to making products available while interpersonal strategies, though more effective, are less used. Most efforts involve one way communication to potential users. The paper concludes with suggestions for practice and for further research. (Contains 2 tables, 4 figures, and 2 footnotes.)

This paper examines the relationship between excellence scholarships and research productivity, scientific impact, and degree completion. Drawing on the entire population of doctoral students in the province of Quebec, this pa- per analyzes three distinct sources of data: students, excellence scholarships, and scientific publications. It shows that funded students publish more papers than their unfunded colleagues, but that there is only a slight difference between funded and unfunded PhD students in terms of scientific impact. Funded students, especially those funded by the federal government, are also more likely to graduate. Finally, although funding is clearly linked to higher degree completion for students who did not publish, this is not true of those who managed to publish at least one paper during the course of their PhD. The paper concludes with a discussion of the implication of the findings for Canadian science policy. (Contains 1 table, 5 figures, and 5 notes.)

In a milieu where traditional views of scholarship are embedded in the culture of educational institutions, and nursing programs in particular, this paper reports on a research project designed to support nurse educators' capacity to engage in scholarly activities. Rogers' (2003, 2004) "Diffusion of Innovation" model provided a theoretical vantage point from which to consider the ways scholarly inquiry in and across the nursing programs could be promoted. The project was evaluated between 2004 and 2007 using both quantitative and qualitative methods. In this paper we highlight some of the meanings emerging from the qualitative information collected because this data best illustrates Rogers' (2003) model. Although significant progress was made towards building scholarship capacity with nursing faculty there remains ongoing work to be undertaken. Continuing to support a broader view of scholarship and intentional scholarship capacity building, particularly the scholarship of teaching and learning is becoming increasingly difficult given existing cultural and structural contradictions such as traditional ideologies associated with research; the competitiveness associated with the valuing of individual research; lack of infrastructure supports; and time for research in contexts where there are decreasing numbers of faculty. The authors think it is important to pay attention to this feedback as advances in scholarship of teaching and learning may be at risk. (Contains 1 table and 2 footnotes.)

This paper demonstrates how case stories can be used to disseminate the findings of several case studies on negotiating accommodations in the workplace. It highlights the power of interactive technology and of the partnership between the researchers and the Canadian Council for Rehabilitation and Work (CCRW). The paper describes the process of designing an interactive web-based case story for the purpose of disseminating research findings. The interactive case story is an extension of both the case study and the narrative case story. As part of a larger research project, it is our goal to use interactive case stories to investigate the impact of essential skills training on workers with disabilities who negotiate with employers for workplace accommodations. (Contains 1 figure.)

The purpose of this discussion paper is to explore the existing literature from Canada on transitioning from military to civilian life for veterans of recent deployments. A number of topics relating to the transition experience emerged: interpersonal readjustment, emotional including mental health needs, school needs, and social needs. Implications for nursing will be discussed in terms of veterans as a cultural group and culturally competent nursing care. Recommendations for future nursing research include how well current services are meeting the needs of the younger, more recent veterans transitioning to civilian life; conducting longitudinal studies on the impact of transitioning to civilian life for veterans and their families; comparing the transition experience at an international level; developing a transition model that situates the veteran culture as the overarching framework for testing and understanding the experience of transitioning to civilian life. [ABSTRACT FROM AUTHOR]

On April 1, 1983, thirteen "enthusiastic, daring, creative and resourceful" (Landstrom, 1993, p. 113) Canadian distance educators who were attending an international conference on telecourses gathered in a hotel room in Washington DC to socialize. They left that evening with a dream: a Canadian distance education association. Now, after the memberships of both CADE and the Association for Media and Technology in Education in Canada (AMTEC) have voted to create a new national bilingual organization based on a reformulated vision, CADE is once again moving forward into a new and exciting future. And so, it seems timely to reflect upon where we have been as we envision where we might go. In February 2006, the Board of Directors commissioned a paper celebrating and documenting CADE's past using a combination of interview and document research techniques. The paper describes CADE's evolution in five sections: (1) mandate and services, (2) organization and finances, (3) Francophone perspectives, (4) CADE internationally, and (5) The future. In one sense, CADE has succeeded beyond the wildest dreams of that visionary band who met in a hotel room in Washington DC in 1983. Blended learning is now seen as conventional, accepted practice by many stakeholders. In another sense, blended and flexible learning are perceived as becoming so dominant that the need for, and values of, distance educators are being lost. We join many quoted in this paper in cautioning that adopting DE practice in an a historical context can mean failure not success, especially if values and practice are not aligned. (Contains 7 tables.)

Previous research on university--industry collaboration in Canada, using mean impact factors as a proxy, concluded that the scientific impact of such research is not inferior to that of university research. Using field-normalized impact factors and citation counts, this paper re-examines the Canadian case. It shows that, when impact factors are field-normalized, university--industry papers are published, on average, in journals with lower impact factors than papers originating from universities only. However, field-normalized citation values reveal the opposite: the average scientific impact of university--industry papers is significantly above that of both university-only papers and industry-only papers. Collaboration with industries is, thus, far from detrimental to the scientific impact of university research and even increases it significantly. [ABSTRACT FROM AUTHOR]

Population and public health research has been shifting from describing factors that shape health to an interrogation of the processes and outcomes underpinning policy and programme interventions. This shift has given rise to acknowledging population health intervention research (PHIR) as a distinct field of study in Canada. Given that PHIR aims to maximise the use of evidence to inform interventions, a discussion paper was written and a workshop was held, with 24 participants working across policy, practice and research, to identify distinct features of PHIR that create opportunities and challenges for knowledge translation (KT). Building on the discussion paper and activities at the workshop, workshop participants surfaced five features of PHIR that need specific consideration to facilitate progress on understanding and capitalising on the relationships between KT and PHIR. Implications for stakeholders interested in maximising the use of evidence to inform strategies for chronic disease prevention are also provided.

Place-based education is common in elementary school geography curriculums where children are taught about their surroundings. Emphasizing hands-on, real-world learning experiences, this approach creates heightened commitment to serving as active, contributing citizens. By post-secondary school, geography students collectively pursue knowledge within a classroom, learning about the importance of becoming global citizens. In the process, the benefits of place-based education are overlooked in favor of global aspirations. This paper considers the importance of place in student well-being, and the role of educator in place-based education, while reflecting on the role that local experiential education can play in increasingly global-oriented education.

The Wheels Project took place from January to March, 2012 in a junior kindergarten/kindergarten classroom at the St. Nicholas location of Owl Child Care Services of Ontario in Waterloo. Owl Child Care Services, a nonprofit registered charity, operates seven centers in Kitchener, Waterloo, and Cambridge, Ontario. Owl is one of the largest center-based, licensed child care agencies in the Region of Waterloo, providing care for more than 800 children a day between the ages 3 months and 10 years old. Owl has served families in the region for more than 30 years. In 2010, following a staff-led review of different learning philosophies, the organization decided that a change was necessary to remain current with evidenced-based practice in the field of early childhood education and care. The shift was made from theme-based to play-based learning with a focus on emergent curriculum based on Ontario's framework for early childhood settings, Early Learning for Every Child Today (ELECT). This paper is a reflection on one classroom's part in the pilot project for the philosophy change. The children's interest in wheels, found in the classroom, provided the inspiration for research, investigation, creation, documentation, imagination, and discussion. The Wheels Project allowed the teachers to learn along with the children, and reminded the teachers to trust the children in their search for knowledge.

Applied Research (AR) in Canadian community colleges is driven by a mandate, via the collective voice of Colleges and Institutes Canada--a national voluntary membership association of publicly supported colleges and related institutions--to address issues of interest to industry, government, and/or community. AR is supported through significant federal and provincial level funding mechanisms as well as funding from the private sector. Performance measurement tools have largely been developed by government agencies such as the Natural Sciences and Engineering Research Council (NSERC) and the National Research Council of Canada (NRC), which are external to the colleges that engage in AR. This paper presents an overview of AR in Canadian community colleges and institutes and provides recommendations for the development of sustainable performance measurement frameworks for AR in Canadian community colleges and institutes.

During 2011 at Simon Fraser University, the Faculty of Education hosted the implementation of a pre-service teacher education program with an emphasis on sustainability and environmental learning. This cohort, termed SEEDs (Sustainability Education in an Environment of Diversity), enrolled 32 teacher education students in an intensive 12-month teacher certification program composed of equal parts campus and field-based seminar experiences and practicum placements in a variety of K-12 school classrooms. While reflections on the overall experience from students and community stakeholders were positive, the potential of the model (with students, Faculty Associates, and School Associates fully supporting each other) was not fully realized. Stakeholders involved in the development and implementation of the SEEDs module were left feeling melancholy as we discovered "dark matter" in our difficulties with implementing a true community of practice for environmental learning hosted within the structure of a large and diverse teacher certification program. This paper focuses on the reflections of SEEDs students, instructors, and courses facilitators working in the program, but more importantly recounts the constraints faced by the community as it attempted to reconceptualize the dominant (hegemonic) approach of teacher development common in Canadian teacher certification programs.

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were generated, using resiliency theory as the framework for discussions. Results are discussed with reference to a multidimensional conceptual model of researcher development put forth by Evans (2011).

Little research has been conducted on women living with HIV with a focus on caregiving. This paper explores data that emerged in a study examining caregiving networks among people living with HIV in the Prairies in Canada. Photovoice provided a methodology for data collection. The narratives presented suggest that while these women's lives are riddled with risk and violence, there are clear features to which they turn to in order to gain support and strength. Recommendations for future social support conclude the paper.

Purpose: The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach: This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings: A framework has been developed that can be employed by business schools--especially in emerging economies--to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally-oriented education experience increasingly demanded by employers and students alike. Research limitations/implications: Limitations to this paper result from the use of "Financial Times" top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world--many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Originality/value: Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize. (Contains 19 notes, 1 table and 3 figures.)

Purpose: The aim of this paper is to analyze international and national research and development (R&D) programs and roadmaps for the manufacturing sector, presenting how agile and lean manufacturing models are addressed in these programs. Design/methodology/approach: In this review, several manufacturing research and development programs and roadmaps--national programs from the USA and Canada, and international programs from the European Union and from one international organization--are reviewed. Findings: The major finding of this review is that the main concerns in agile manufacturing, as highlighted in these programs, are networks, supply chain and product/service customization, and lean manufacturing's inclination towards achieving better cost efficiency. Although the lean manufacturing approach has been considered in many past and present programs, analysis of the most recent programs shows a greater priority is given to the agile manufacturing approach. The path towards sustainable manufacturing is delineated by pro-active attitude and action towards customers. Research limitations/implications: The study analyzes two national R&D programs from the USA, one international program from the European Union, three international roadmaps from the European Union, one business plan from Canada and one international roadmap from the global organization Intelligent Manufacturing Systems. Practical implications: The findings of this paper are intended to help managers, researchers and practitioners from the manufacturing sector to enhance their understanding and define suitable strategy for their organizations' sustainability and identify suitable manufacturing path with respect to agile and lean philosophies. This study could also help academics in defining course curricula for students more coherent with the R&D policies and/or requirements towards sustainable manufacturing with respect to agile and lean philosophies. Originality/value: There are reviews comparing agile and lean manufacturing paradigms, but there are no reviews about how the two manufacturing concepts are addressed in manufacturing R&D programs and roadmaps. (Contains 3 tables.)

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks developed in Australia, New Zealand, the US, Canada, the UK, and other European countries. It is concluded that whilst there were significant areas of commonality amongst the frameworks, regional differences were also apparent. The paper provides a historical context for more recent research into the generic competencies that should be emphasized within tertiary-level education and training curricula. (Contains 1 table.)

For a number of years, Rebecca Luce-Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled "Queerly Canadian: Changing Narratives". The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two-year collaboration between these researchers and the six women, who are listed as co-authors on both the presentation and this paper.

This paper analyzes a significant but virtually unexplored recent development within Canadian higher education, namely the growing importance of research grants to universities and academics. It addresses three main questions. First, the paper examines why and how research grants are becoming more important to Canadian universities and academics, focusing in particular on the role played by federal higher education policy. Next, it explores how the growing importance of research grants is transforming relations between and among the key players in Canadian higher education and academic research, including university administrators, academics, government, and the broader community. The paper's final section takes up some of the actual and potential implications of these changes and raises concerns about detrimental effects on Canada's universities and citizens. Prospects and possibilities for reform are also addressed.

There is evidence in the literature that technological inventions have an increasing connection to scientific knowledge. This raises two related questions: (1) Are firms increasingly conducting scientific basic research? (2) Is being at the scientific forefront helping firms to be closer to the technological frontier? This paper examines scientific output, as measured by numbers of papers, and technological output, as measured by patents granted to all Canadian firms, during the 1980 to 2005 period. Though the number of firms publishing papers and obtaining patents is increasing, scientific research and patenting by Canadian firms are at near 'homeopathic' levels. Firms that both publish papers and obtain patents (1) perform research that is more basic than firms that only publish scientific papers; (2) publish in more highly cited journals than firms that only perform scientific research; (3) publish papers that are more highly cited; and 4) hold patents that are more frequently cited. [ABSTRACT FROM AUTHOR]

This paper focuses on the gendered nature of elite academic careers. Of interest is how similar or different the experiences are of women and men who have been appointed to Canada Research Chairs (CRCs). In particular, we examine the impacts of holding a CRC position and consider the factors that shape that experience for women and men. Based on interviews with 60 CRCs, we find that when women and men are given similar opportunities, their experiences are more alike than different. Where differences arise, these are often related to the experience of status/prestige associated with the CRC, and to family care responsibilities. Using expectation states theory, we demonstrate that when women are equal to men, the significance of gender as a determinant of the academic experience is diminished. (Contains 2 tables and 1 note.)

In a context of increasing attention to issues of scientific integrity in university research, it is important to reflect on the governance mechanisms that universities use to shape the behaviour of students, researchers, and faculty. This paper presents the results of a study of 47 Canadian university research integrity/misconduct (RIM) policies: 41 institutions (87%) had distinct policies dealing with research misconduct, 37 (90%) of which took the form of research integrity/misconduct policies. For each of these 41 documents, we assessed the stated policy objectives and the existence (or not) of procedures for managing allegations of misconduct, definitions of misconduct, and sanctions. Our analysis revealed that, like their American counterparts, most Canadian universities had policies that contained the key elements relevant to protecting research integrity and managing misconduct. Yet, there was significant variability in the structure and content of these policies, particularly with regard to practical guidance for university personnel and review bodies. (Contains 6 notes and 3 tables.)

Purpose: This paper aims to explore graduate student experiences of ecohealth communities of practice in Canada, West and Central Africa and Central America, to better understand the role of student knowledge in advancing innovative practices in transdisciplinary, participatory and equitable research approaches. Design/methodology/approach: This ethnographic analysis builds on observations of graduate student participants in ecohealth communities of practice activities, along with 26 in-depth interviews conducted in 2011 with graduate students and professionals trained in ecosystem approaches to health. Interviews are transcribed by the author, and coded and analyzed using a grounded theory approach. Findings: Although ecohealth communities of practice open new space for students to experiment with innovative practices in transdisciplinary, participatory and equitable research approaches, the surrounding disciplinary, top-down structure of academic and professional careers continue to pose significant obstacles to how students can take up the principles of ecohealth in practice. Through their collective experiences of these obstacles, students have considerable knowledge about the opportunities and constraints that the ecohealth communities of practice afford; however, this student knowledge has not yet been systematized or adequately mobilized. Practical implications: Student knowledge gained through shared experiences of ecohealth communities of practice appears to be a critical, necessary and underused component in working on systemic change in the structure of sustainability leadership in higher education. However, more research is needed to understand how greater emphasis could be placed on putting students in charge of confronting the conditions of their own training, to collectively produce alternatives that challenge dominant structural norms. Originality/value: The ethnographic approach re-centers student voices within debates about the relevance of ecohealth communities of practice for realizing the aims of transdisciplinary, participatory and equitable research approaches within the context of international sustainability challenges and graduate training.