The dissertation award was renamed in honour of George Geis, a respected colleague, scholar, and long-standing member of the CSSHE who passed away in October 1998. A fund has since been created in his name with donations from friends and colleagues for the purpose of supporting the recipient of this award to travel to the annual meeting of the CSSHE.
To make a tax deductible contribution, please send your cheque to:
The Canadian Society for the Study of Higher Education
260 Dalhousie Street
Suite 204
OTTAWA ON K1N 7E4
CSSHE is sponsoring an award for the outstanding dissertation or thesis in Canadian universities that examines higher topics. Dissertations and theses should focus on topics in higher education, including the sociopolitical context, access, governance, teaching and learning, institutional studies, and education and employment.
| Criteria | The overall criterion for selection is research excellence. We are looking for dissertations or theses of clear distinction. Specifically, the submissions will be examined for significance, substance, and distinctiveness. |
| Eligibility | Dissertations and theses must have been completed in fullfilment of a Ph.D. or Ed.D. requirement at a Canadian university during the calendar year January 1 to December 31 of the prior year of the award. The candidate must have passed the final examination and the dissertation or thesis must have been accepted by the supervisory committee by December 31. |
| Nature of the Award | The recipient will be invite to present a paper on the dissertation or thesis during the annual conference and will be presented with a Certificate of Merit as well as a complimentary CSSHE membership for one year. |
| Submissions | Faculty members who are advisors are invited to submit a maximum of two nominations. Each submission must include a nomination form (below), and an expanded abstract of not less than 1,000 and not more than 1,500 words (including references, if any). The expanded abstract should contain the problem statement, a research question(s), remarks on the significance of the study, methodology, major findings and recommendations. A separate file with the full text of the dissertation should be submitted. The submission should be made electronically only. |
| Deadline | E-mail the submissions no later than 31 January of each year to:
Tim Howard |
Prix de thèse de doctorat George-L.-Geis
C’est pour rendre hommage à George Geis, un collègue apprécié, un chercheur et un membre de longue date de la SCÉES, qui nous a quittés en octobre 1998, que le prix décerné pour la meilleure thèse de doctorat porte maintenant son nom. Un fonds a été créé depuis en son nom ; des dons de ses collègues et amis permettent ainsi au lauréat ou à la lauréate de ce prix de se rendre au congrès annuel de la SCÉES.
Pour faire une contribution de charité, veuillez faire parvenir votre chèque à :
Société canadienne pour l’étude de l’enseignement supérieur
260, rue Dalhousie
Bureau 204
OTTAWA ON K1N 7E4
La SCÉES décerne un prix d’excellence pour des thèses de doctorat rédigées dans une université canadienne sur un sujet dans le domaine de l’éducation supérieure (exemples : accessibilité, contexte socio-politique, administration, enseignement et apprentissage, recherche institutionnelle, éducation et emploi).
Critères
L’excellence de la recherche constitue le critère fondamental de sélection. Des prix seront décernés aux thèses de grande distinction. L’on évaluera la pertinence, le fond et le spécificité de la thèse.
Admissibilité
Seront admissibles les thèses de doctorat (Ph.D. ou Ed.D.) déposées dans une université canadienne entre le 1er janvier et le 31 décembre de l’année précédente du prix. Il faut que le candidat ait été reçu à l’examen final et que la thèse ait été acceptée au cours de l’année.
Nature du prix
La lauréate ou le lauréat est invité à présenter une communication sur sa thèse ou son projet au congrès annuel de la SCÉES et reçoit un certificat de mérite. La lauréate ou le lauréat recevra une adhésion gratuite d’un an à la SCÉES.
Propositions
Les directeurs de thèse sont invités à proposer jusqu’à deux candidatures. Chaque dossier de candidature devra comporter d’un formulaire de mise en candidature (ci-joint) et d’un sommaire d’entre 1 000 et 1 500 mots touchant à la nature du problème, à une question ou aux questions de recherche, à la pertinence de l’étude, à la méthodologie, aux résultats principaux et aux recommandations (incluant les références, si nécessaire); nous aimerions recevoir une version électronique de la thèse.
Date limite
Faire parvenir les soumissions par courriel d’ici le 31 janvier 2022 à : csshe-scees@csse.ca
Past Recipients | Anciens lauréats et anciennes lauréates
| 2022 | Candace Brunette-Debassige, Western University | The trickiness of settler colonialism: Indigenous women administrators’ experiences in Canadian universities |
| 2021 | Diane Barbarič, OISE of the University of Toronto | The politics behind and the value of outbound student mobility: Is Canada missing the boat? |
| 2020 | Amira El Masri, York University | International education as policy: A discourse coalition framework analysis of the construction, context, and empowerment of Ontario’s international education storylines |
| 2019 | Kimberly Browning, University of Manitoba | Faculty perceptions of prior learning assessment and recognition: A university case study |
| 2018 | Jennifer Brant, Brock University | Journeying toward a praxis of Indigenous maternal pedagogy: Lessons from our sweetgrass baskets |
| 2017 | Olivier Bégin-Caouette, University of Toronto | Small mighty centers in the global academic capitalist race: A study of systemic factors contributing to scientific capital accumulation in Nordic higher education systems |
| 2016 | Christine Arnold, University of Toronto | Transfer literacy: Assessing informational symmetries and asymmetries |
| 2015 | Leslie Wardley, Laurentian University | The current university focus: An emphasis on providing customer services over engagement |
| 2015 | Deanna Rexe, Simon Fraser University | The political economy of tuition policy formation in Canada |
| 2014 | Kyra Garson, Simon Fraser University | Are we graduating global citizens? A mixed method study investigating students’ intercultural development and perceptions of intercultural and global learning in academic settings |
| 2013 | Isabeau Iqbal, University of British Columbia | Faculty Members’ Professional Growth in Teaching Through the Summative Peer Review of Teaching and other Departmental Practices |
| 2012 | Catherine Larouche, Université Laval | La validation d’une typologie des conceptions des universités en vue d’évaluer leur performance |
| 2011 | Mia Quint-Rapoport, University of Toronto | Open Source in Higher Education: A Situational Analysis of the Open Journal System |
| 2010 | Lydia Boyko, University of Toronto | An Examination of Academic Department Chairs in Canadian Universities |
| 2009 | Valerie Lopes, University of Toronto | The efficacy of a course management system in learning |
| 2008 | Not Awarded | |
| 2007 | Pierre Canisius Kamanzi, Université Laval | Influence du capital humain et du capital social sur les caractéristiques de l’emploi chez les diplômés postsecondaires au Canada |
| 2006 | Théophile Maganga, Université Laval | Management et gouvernance des universités en Afrique : points de vue des acteurs à propos des modes de fonctionnement de l’Université Omar Bongo et de l’Université des sciences de la santé au Gabon |
| 2005 | Rachel Langford, University of Toronto | Discourse of the good early childhood educator in professional training: Reproducing marginality or working toward social change. |
| 2004 | Veryl Tipliski, University of Manitoba | Parting at the crossroads: The development of education for psychiatric nursing in three Canadian provinces, 1909-1955. |
| 2003 | Cindy Ives, Concordia University | Designing and developing an educational systems design model for technology integration in universities. |
| 2002 | Garnet Grosjean, University of British Columbia | “Doing co-op”: Student preceptions of learning and working. |
| 2001 | Arshad Ahmad, Concordia University | The Integrated Learning Model: A design experiment in web-based instruction. |
| 2000 | Not awarded | |
| 1999 | David Sheridan, OISE/University of Toronto | An analysis of strategic planning practices at Ontario College of Applied Arts and Technology. |
| 1998 | Diana M. Royce, University of Toronto | University system coordination and planning in Ontario: 1945 to 1996. |
| 1997 | Emily Etcheverry, University of Manitoba | Social capital: A resource for the human capital development of university students. |
| 1996 | Frank Hechter, University of Manitoba | Influences on the academic achievement of undergraduate dental students |
| 1995 | David Mandzuk, University of Manitoba | Institutional, individual and social psychological influences on the development of student teachers’ professional identities: A status attainment approach. |
| 1994 | Nancy Marie Arthur, University of Calgary | Demands and coping strategies of post-secondary students. |
| 1993 | Lesley Andres, University of British Columbia | Paths of life’s way: Destinations, determinants, and decisions in the transition from high school. |
| 1992 | Barbara L. Paterson, University of Manitoba | The juggling act: An ethnographic analysis of clinical teaching in nursing. |
| 1991 | Dianne Bateman, McGill University | A longitudinal study of the cognitive and affective development of CEGEP students. |
| 1990 | Jamie-Lynn Magnusson, University of Manitoba | Person-behaviour beliefs, behaviour-outcome beliefs, and students’ use of academic resources: The effects of teaching in the university setting. |
| 1989 | Don Tunstall, University of Alberta | Emerging programme issues in BC colleges. |
| 1988 | Real Samson, Dalhousie University | The efficiency, effectiveness and job satisfaction of selected university presidents as perceived by the university community. |
| 1987 (tied) | Paula Brook, University of British Columbia | Occupational socialization for women in postsecondary career preparation programs. |
| 1987 (tied) | William Glanville, University of Alberta | A comparative analysis of the relationship between governance structure and policy setting in technical institutes. |
| 1986/85 | Gisèle Thibault, Dalhousie University | The dissenting feminist academy: A history of the barriers to feminist scholarship. |
| 1984 | Jenniece Larsen, University of Alberta | A psychological study of the career development of selected nurses with earned doctoral degrees. |
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