VIURRSpace (Royal Roads University and Vancouver Island University)
Not a member yet
25170 research outputs found
Sort by
Collaborative leadership development
No full textThis research focused on answering the primary question: How might Global Energy balance training centralization and decentralization to support future leadership development? Using an action research engagement methodology, I conducted semistructured individual interviews and a facilitated group discussion to gather data. The study identified several underlying polarities that challenged collaboration and prevented a core common leadership development process. Having no agreed common approach for leadership development encouraged widespread variation, and, in some cases, no leadership development support. Final recommendations summarized steps to establish a more collaborative process, including identifying and prioritizing polarities that dissuade a collaborative leadership development approach involving all centralized and decentralized stakeholders, implementing a team learning approach to leadership development, leveraging decision making and risk competence as the foundational building blocks, and creating a prevailing list of the leadership skills and tools required for Global Energy leaders to enhance the foundation of decision making and risk competence.
Keywords: Action research engagement, polarity, polarity management, leadership, learning organization, collaboration, centralized and decentralized, Cynefin framewor
Addressing structural violence and systemic inequities in education: A qualitative study on Indigenous youth schooling experiences in Canada
No full textThis article was originally published as: Wager, A.C., Ansloos, J.P. & Thorburn, R. (2022). Addressing structural violence and systemic inequities in education: A qualitative study on Indigenous youth schooling experiences in Canada. Power and Education, 14(3), 228-246. https://doi.org/10.1177/17577438221108258In this qualitative study we demonstrate the critical ways that Indigenous youth experience
structural violence and systemic inequities in the context of education. In particular, this youthengaged
study explores three key themes regarding (1) the social ecologies of education, (2)
curriculum, and (3) pedagogy. Considerations of how these issues factor substantially in Indigenous
young peoples’ experiences of education in Canada are explained. The implications of our study
point towards concrete changes needing to be addressed in the field of education to ensure that
every student is reflected in the educational curriculum and supported to meet the needs of
succeeding in a colonized world while still upholding Indigenous rights, traditions, identities and
values
The needs and stories of male survivors of child sexual abuse, exploitation and human trafficking
No full textThe process of identifying a male victim of child sexual abuse and exploitation (CSEA) is difficult for both the survivor and frontline professionals. Boys and men face multiple barriers to disclosure of their childhood sexual abuse and exploitation and experience various negative and detrimental effects that can cause re-traumatization and stop a male victim from finding and accessing support. This exploratory research interviewed first-hand accounts of 40 male survivors of child sexual abuse and exploitation, and 30 field experts specializing in male child sexual abuse and human trafficking. This study uncovers and identifies the social interactions that harm and aid male survivor recovery and healing, as well as further exploring the barriers that hinder disclosure. In addition, it identifies several indicators and long-term consequences of child sexual abuse and exploitation seen within male children and in adulthood. This study also explores various modus operandi of male victimization from the starting age of their first instance of abuse and length of abuse for male victims. This paper also examines the roles played by female CSEA perpetrators, including the characteristics of female abusers, traffickers, and buyers (exploiters and abusers). Furthermore, it discusses the methodologies which drive cyber-enabled CSEA and the creation of online child sexual abuse materials (CSAM). This research highlights the importance of trauma-informed training, personal reflection on potential biases that could harm male survivors, and the importance of increasing frontline service providers’ knowledge on male sexual violence symptomology, to better support male victims and survivors towards post-traumatic growth and healing
Increasing gender equity in snowsports instruction at Big Sky Resort, MT
No full textThis research answered the question, “how might the Big Sky Mountain Sports School and the Professional Ski Instructors of America and the American Association of Snowboard Instructors (PSIA-AASI) increase gender equity within the highest levels of certification and leadership in snowsports instruction?” Using theory from Feminist Action Research and the Action Research Engagement model, I worked with snowsports school instructors and supervisors to identify barriers and solutions to increasing gender equity. This research employed an innovative method called the Bonkers Cocktail Party, which promoted empathy and transformational learning among dominant group members and thereby enabled whole community problem solving on gender equity. Major barriers identified included gender stereotyping and its impact on work distribution, occasionally toxic training environments, and the paucity of advanced, female-identified snowboard instructors
A heavy load – conceptualizing commercial truck drivers’ lived experiences of trauma using photovoice
No full textCommercial trucking is one of the largest employers of working-aged men in North America and considered one of the most dangerous occupations. Commercial vehicles are involved in approximately 20 per cent of collisions, most of which involve passenger vehicles. Due to the size disparity between the vehicles, occupants in the smaller vehicles experience a high rate of fatalities and injuries whereas the driver of the truck typically survives or experiences physical injuries. What has not been extensively explored are the emotional and mental health consequences of such events on those surviving truckers. The effects of job-related trauma on professionals in a broad range of occupations has been explored in qualitative and quantitative studies, however, studies on trauma experienced by truckers are less abundant. Current and former commercial truck drivers conceptualized their direct experience of work-related catastrophic and fatal collisions using Photovoice, a qualitative, arts-based method combining visual and narrative inquiry that invites a phenomenological and intimate exploration of the research topic. Participants completed a weekly photo and narrative assignment for seven weeks and authored their assignment topics in weeks four through seven. The data they created indicated that truckers experience negative mental health effects post-collision along with unique challenges and barriers to recovery while also providing an exploration of related aspects of trucking culture and community. This insight could be used to: 1) inform peer and professionally delivered mental health and psychosocial interventions; 2) identify mental health as a workplace vulnerability and potential hazard in trucking; and 3) guide medical and mental health professionals on customization of services for this population.
Keywords: Truckers; commercial vehicle; trauma; job-related trauma; mental health; collision; Photovoice; psychosocial supports; workplace; potential hazard; trucking culture; trucking community
Getting traction in planning education: Vancouver Island University's update
No full textCopyright (2022) Planning Institute of British Columbia. The following article originally appeared as: Shaw, P., Holland, M. & Lundsten, T. (2022). Getting traction in planning education: Vancouver Island University's update. Planning West, 64(2), 30-33. Planning West is published by the Planning Institute of British Columbia. The PIBC website can be found at: https://www.pibc.bc.ca/An update on the Master of Community Planning program at Vancouver Island University.https://viurrspace.ca/bitstream/handle/10613/26394/ShawPlanningWest2022.pdf?sequence=
Seeing all the facts you learned : the lived learning experience of students in a pedagogically-focused virtual reality experience
No full textThis thesis aimed to explore presence and learning in virtual reality through a qualitative lens. A virtual learning environment was designed and constructed that accurately mimicked the local solar system to facilitate this inquiry. Five grade nine participants were selected purposefully based on the sample criteria. Data were collected primarily through semi-structured interviews and analyzed using interpretative phenomenological analysis methodologies.
Four themes arose from the analysis, leading to the discussion of three significant findings and recommendations. A tiered approach to presence is suggested to solve the conflicts between contemporary presence and learning, where presence can be viewed as the cognitive acceptance of a virtual event, not as real, but as a reasonable facsimile. The concept of autonomy illusion is introduced, in which learners experience a sense of autonomy empowered through the virtual environment. Finally, it is recommended that the K-12 system embrace non-symbolic knowledge to help re-contextualize learning
Inclusive physical activity breaks for intermediate students
No full textAs students move through the school system their time spent being physical activity (PA) decreases. Addressing this increased stagnation and sedentary behaviour for intermediate students by incorporating PA breaks teaches the importance of self-regulation and teaching learners holistically. This applied project promotes inclusive PA breaks in intermediate classrooms. Using PA breaks that focus on fundament movement skills (FMS) increases PA time of intermediate students and decreases sedentary behaviour. This has a positive impact on students’ physical, mental, social, and emotional health. Intermediates educators can use professional development and in-service presentations to support incorporating inclusive PA breaks in their day-to-day practice and helps overcome barriers such as lack of equipment/facilities, loss of instructional time, management of transitions, teacher education, and lack of student engagement.https://viurrspace.ca/bitstream/handle/10613/25751/AKoop.pdf?sequence=3&isAllowed=
A contextual understanding of vacant land : a Buffalo, NY case study
No full textMany cities in the U.S. are facing a challenge of addressing growing portfolios of vacant lots with limited resources. Increasingly, cities are recognizing that the issue is not going away on its own and interventions to date have not resulted in sustained improvements. Vacant land is a complex issue and is both a cause and symptom of many negative conditions on the ground. But vacant land can also be an opportunity to have positive outcomes; it simply depends on how it is viewed. Currently, the topic of vacant land and lots is an objective one, an understanding simply of the current state and what led us there, rather than the potential that comes with it. Reconceptualizing vacant land as a system may help communities recognize critical intervention points. This research is an inclusive exploration of a contextual understanding of vacant land in real-time. Individual interviews provided data for the development of an initial systems model and collective focus groups further refined that model using a systems mapping technique, the results incorporated into a final system model. The process and its results were evaluated by participants which included who would benefit from using this information to help refine interventions. This research seeks to answer a series of questions about the contextual understanding of vacant land in a specific place at a specific time, ultimately resulting in a collectively creating defining system as well as highlighting the differences in those perspectives as compared to backgrounds and social position of participants. It also pilots a methodology in which cities can re-examine the issue in their own specific political, financial, and capacity- related context as a foundation to future planning. The findings in Buffalo demonstrate the highly personal nature of vacant land and those who are affected by it
An evaluation of the efficacy of active attacker training in the postsecondary setting
No full textActive attackers have become increasingly more common in schools across North America since 1999, particularly in the United States, so much so that regular training and drills take place, like fire drills. In postsecondary institutions, however, it is quite different, as students may opt out of offered training. The efficacy of active attacker training in postsecondary schools is an insufficiently researched topic. Postsecondary institutions in Ontario have been delivering active attacker training since approximately 2008, yet there have been no published evaluations on whether that training is beneficial to the postsecondary community. Does the training provide a benefit to the community, or is it provided so that institutions are perceived as addressing the issue of active attacker training? By engaging members of the postsecondary community, this study aims to determine what benefit, if any, the training provides to the community and how training can better reflect the needs of the communities