CANADIAN COLLEGE RESEARCH IN THE SOCIAL SCIENCES AND HUMANITIES

Transcription

1 CANADIAN COLLEGE RESEARCH IN THE SOCIAL SCIENCES AND HUMANITIES SSHRC is pleased to share a recently commissioned study on the current state and future potential of social sciences and humanities (SSH) research in the Canadian college system. The report, prepared by external consultants, points to a number of areas of existing strength and future opportunity for college-based researchers in the SSH disciplines. SSHRC has been funding research in colleges for over 20 years, with almost 40 colleges currently holding institutional eligibility. The study s findings suggest that while college research remains largely focused on science and technology applications, institutions increasingly recognize the potential for research in SSHRC-supported areas (which represent approximately 60% of their program base). Colleges are also more actively promoting the success of their SSH students and faculty as part of their growing contributions to Canada s innovation system. It is hoped that the report will lead college faculty, administrators, and their partners in universities, communities, business and government to seek new opportunities for SSH research to contribute to the innovations and solutions that will create a better future for all Canadians. SSHRC looks forward to continued participation in these discussions and encourages colleges to examine the programs available to support SSH research activities, including the College and Community Innovation Program (CCIP) and SSHRC s new funding opportunities designed to support multi-sector, multidisciplinary partnerships. September 2011

2 CANADIAN COLLEGE RESEARCH IN THE SOCIAL SCIENCES AND HUMANITIES A FOCUSED ENVIRONMENTAL SCAN Prepared for the Social Sciences and Humanities Research Council (SSHRC) Prepared by: Marti Jurmain Jim Madder September, 2011

3 Table of Contents EXECUTIVE SUMMARY... 1 Context... 3 Objective of Environmental Scan... 4 Methodology... 5 CANADIAN COLLEGE CAPACITY FOR APPLIED RESEARCH... 5 Stages of Development of College-Based Research Capacity... 5 Nature of College-Based Research... 6 Funding for College-Based Research... 7 Outcomes of College Applied Research Activities College Research Networks KEY FINDINGS FROM INTERVIEWS AND FOCUS GROUPS Demand for College Research in the Social Sciences and Humanities Existing College Research in the Social Sciences and Humanities and Opportunities for Future Research Barriers and Impediments Research Collaborations Respondent Comments on SSHRC Program Architecture and Grants CONCLUSIONS Appendix A: Research Case Studies Appendix B: List of Interview Participants Appendix C: List of Key Information Interview Participants Appendix D: References Appendix E: Typology of Stages of Applied Research at Colleges Appendix F: Colleges and the Research, Development and Commercialization Continuum... 46

4 EXECUTIVE SUMMARY The Social Sciences and Humanities Research Council (SSHRC) commissioned this study to learn more about the capacity and scope of research in the social sciences and humanities that is being conducted by Canadian colleges and institutes. The study is representative rather than comprehensive. Both quantitative and qualitative information has been used to present a snapshot in time of college-based research in the social sciences and humanities, as well as to indicate trends and opportunities for such research in the future. Over the past decade, Canadian college capacity for and involvement in applied research with business or community partners has increased dramatically as required mandates and infrastructures to support research have been put in place. Colleges have significant assets and attributes that may be brought to bear to support social sciences and humanities research. These include but are not limited to: Strong community relationships and formal partnerships across many social sciences and humanities disciplines Faculty with the credentials and experience to conduct such research including providing research leadership as principal investigators or program applicants A strong commitment to fostering community wellness, including social and economic development A pragmatic and responsive approach to address community issues and explore community development opportunities A local focus but provincial and national reach through regional and national relationships, networks and associations Early applied research in colleges tended to focus on science and technology applications as funding opportunities, in particular through NSERC, were made available to college applicants in these disciplines. However, colleges have significantly increased their activities in the social sciences and humanities areas. The scope of this research may include elements of health care, education, Aboriginal peoples, immigration, the environment, economic and monetary policy, business, hospitality, justice, human rights, arts and culture. As a result of the breadth of these disciplines it is likely that, despite a recent effort to more clearly identify social innovation research, the environmental research scans conducted by the Association of Canadian Community Colleges (ACCC) have resulted in some social sciences and humanities research being identified as science, health or even technology research. In addition, there is a whole host of research activities that are hidden or simply not captured. The institutional information presented in this report is primarily based on institutional web sites and limited discussions with directors of research. As a result, studies, including this scan, likely underestimate the scope and depth of social sciences and humanities research in colleges in Canada. The information included in this report indicates that the primary fields in which colleges currently conduct social sciences and humanities research are: Teaching and learning (e.g. e-learning, distributed learning, inter professional education, vulnerable populations, student success, literacy, high school completion and transition to post secondary institutions) Community development (e.g. intercultural relations, social indices of wellness, social media, integration of new canadians) 1

5 Community health (e.g. healthy aging, rural health programs, aging in place, development and assessment of public health programs, medication management, adaptive kinesiology) Business (economic development, market development, consumer preference testing, workplace intercultural relations, entrepreneurism, improved decision making and strategic planning, and other business processes) Justice and public safety (e.g. policy, emergency response, social justice) The social sciences and humanities research conducted by Canada s colleges is rarely theoretical in nature. Often the research has developed as a result of identification of a problem or opportunity by local community partners or college faculty. The research may be conducted through an action oriented process in collaboration with local partners and practitioners focused on improvement of practice, problem solving or the development of new services and processes. Research results are likely to be disseminated and adopted throughout the regional and national community through practitioners rather than formal social sciences/humanities literature. In this regard, colleges have acted as catalysts and accelerators of social innovation that has often been implemented by collaborators or partners. In the field of teaching and learning, innovations have often been implemented by the colleges themselves and other educators. College research typically involves students. Students may be involved through experiential learning (e.g. project based academic delivery), as research assistants or, particularly in research associated with teaching and learning, they may be subjects of the research. Opportunities for increasing levels of research or engaging in new areas of research are clearly identified by study respondents. However, barriers exist for greater involvement with SSHRC, largely because of a perceived preference for advanced credentials and publication records for researchers, review panels that are attuned to university applications and eligible cost structures that do not permit faculty release time to work with students and external partners on research projects. 2

6 INTRODUCTION Context Canada benefits from a wide range of publicly-funded colleges, institutes, polytechnics, cegeps, and universities with a college mandate (hereinafter called Colleges ) which provide knowledgeable and skilled graduates to a diverse workplace, support economic development, and increasingly provide applied research services to companies and community agencies within their jurisdictions. Canada s 160 plus public colleges have a presence in almost 1000 communities across the country, an enormous resource to help build the Canadian economy and future prosperity. Colleges are mandated to support the development of their local regions, and are active participants in their communities, serving on community boards, economic development committees and task forces. College programs are supported through Program Advisory Committees composed of local employers and community representatives. A large percentage of college programs have workforce connections through co-op work placements, internships, and community volunteer activities. Employers and community agencies have increasingly turned to their local colleges for support in innovation activities that lead to new or improved products, programs and processes, and enhanced business practices. The term innovation used here follows the definition of the ACCC Science, Technology and Innovation Council (Association of Canadian Community Colleges (ACCC), Productivity through Innovation: Applied Research at Canada s Colleges and Institutes, Report for 2009/10, February, 2011, p. 1) as the process by which individuals, companies and organizations develop, master, and use new products, designs, processes and business methods. Resulting company-based innovation probably is not new to the world but is new to the organization. Most innovation is incremental improvement, or the application of new technologies or knowledge, rather than world-beating invention. The support requested by business and community organizations of colleges is for applied research that is focused on solutions to problems, adoption of new technologies or practices, evaluation and improvement of programs and business models, or exploration of new opportunities or markets. Such support is not focused on any one business application, and is accordingly sector agnostic. It can be argued that faculty in colleges across Canada have been conducting research activities for decades as part of professional advancement activities, contract activities with local companies, or through course assignments for students, and that many of these activities have linked student learning to business needs and goals. However, formal research administrative structures, and active involvement with granting councils, provincial funding agencies, and regional employers have developed for the most part since the late 1990s. A key factor leading to the formalization of research in colleges was the 1999 Canada Foundation for Innovation college-specific fund for research infrastructure, followed in the early part of the next decade by the Natural Sciences and Engineering Research Council (NSERC) exploration of college research capacity that led to the innovative College and Community Innovation (CII) funding program. Some colleges were mandated for applied research earlier, such as the British Columbia Institute of Technology (BCIT) s Technology Centre formed in 1989, and the College Centres for Technology Transfer (CCTTs) in Quebec, first established in From 2000 to 2010, colleges across Canada formed research networks, invested in research infrastructure, and very rapidly advanced their research support for local business and industry. With funding more readily available for technology-based applied research, colleges tended to build this capability early. However, with a program base of an estimated 60%+ in the social sciences and 3

7 business, colleges recognize their mandate to conduct more diverse types of applied research and are actively seeking ways to support their broader communities. Throughout the decade, the development and expansion of college applied research capacity was supported and monitored by the Association of Canadian Community Colleges (ACCC). ACCC has also identified the growing interest of colleges in research in the social sciences and humanities, often referred to as social innovation research. Social innovation may be defined as changes brought about in communities, social structures, or practices based on the incorporation or adoption of new knowledge or technologies. In its third applied research environmental scan of activity in 2009/10, published in February, 2011 (Productivity through Innovation: Applied Research at Canada s Colleges and Institutes) ACCC began to track social sciences and humanities research. Objective of Environmental Scan The goal of this focused scan is to determine the scale and scope of applied research activities in the social sciences and humanities conducted by Canadian colleges and institutes. The scan will provide insight into college capacity, research activities, opportunities, impediments, and provide suggestions for further exploration of the subject. Scope The study summarizes existing public data on college social sciences and humanities-related research, including Canadian college capacity to conduct applied research and administer research grants; information on centres of research in the social sciences and humanities; areas of research priority; an estimate of the level of awareness among industry and community partners of what colleges have to offer in this sector; and current and planned college involvement with Social Sciences and Humanities Research Council (SSHRC) programs. The study identifies areas of faculty expertise and interest; and provides an overview of the range and amount of social sciences and humanities research being conducted as part of course-based research, or research projects funded by other granting organizations. A profile of community and business partners, and their need and demand for social sciences and humanities research is briefly outlined, and an overview of college and university collaborations in the social sciences and humanities is provided. Opportunities for further college research and perceived barriers to the effective pursuit of these opportunities are also identified. Detailed case studies are documented that provide greater insight into the nature of social sciences and humanities research activities of colleges. Limitations As this environmental scan has a limited time frame of approximately six weeks, a large scale crosscountry survey was not possible. Data available from recent surveys, in particular the ACCC environmental scan and the Colleges Ontario report on the impact of Ontario colleges applied research activities, conducted by the Conference Board of Canada, will provide current data on college research in the social sciences and humanities sector. Website information was examined for all community colleges in Canada that are members of the ACCC, as well as selected nonmember institutions. 4

8 Qualitative information is based on a cross-canada representative sampling of 32 college research administrators from 22 colleges that are self-identified as actively conducting applied research in the social sciences and humanities. While a general profile of community and business research partners is provided by college research representatives, the study does not involve interviews with or surveys of this recipient group. It also does not include interviews with faculty or students involved in the research. Methodology Quantitative data for this environmental scan of college research in the social sciences and humanities is provided by existing studies and environmental scans as well as a scan of websites of colleges across Canada. The study is focused on qualitative information provided through telephone and in-person conferences with a total of 32 college research administrators and senior executives from 22 colleges across Canada over a five week period. Further information was provided through telephone interviews with five key informants who are able to speak to research activities and opportunities in the social sciences and humanities in their geographic area. A separate brief survey of research activities was ed to all participant colleges, as well as a survey distributed to SSHRC-eligible colleges to gather feedback on SSHRC programs to which colleges may apply. Five case studies were developed that provide depth to the nature of college research in the social sciences and humanities and the partnerships that are evolving as part of this research. Information for these case studies was gathered from published information and web site data, as well as information provided by the colleges and researchers themselves. CANADIAN COLLEGE CAPACITY FOR APPLIED RESEARCH Over the past decade there has been a great deal of advocacy for and advancement of applied research in colleges across Canada. Capacity growth has been substantial, with increasing numbers of colleges dramatically enhancing their institutional commitments and their ability to serve their businesses and communities through research and development activities. National and provincial funding organizations have also increasingly come to acknowledge and support the unique place colleges have in the innovation agenda of the country, and the unique relationships colleges have with their local business, industry, and community agencies, in particular small and medium operations. A number of studies, frameworks and tools have been prepared over this time period that provide guidance for colleges in developing capacity to conduct applied research with business and community partners. Stages of Development of College-Based Research Capacity The first comprehensive analysis of the state of the market in college applied research was conducted in 2005 by Jim Madder and documented in the ACCC report entitled Innovation at Canadian Colleges and Institutes. Madder s report provides an overview of applied research activity in Canadian colleges as of mid-decade, including access to government funding, college governance 5

9 and institutional policies, human and financial resources and student involvement in applied research. In his typology, Madder outlined four stages of applied research development at colleges from Colleges with No Formal Innovation Policies and Structures to Novice Innovation Colleges, Established Innovation Institutions and Integrated Innovation Colleges. (Appendix E) This typology suggests that colleges experience progressive capacity-building with increasingly formal governance structures and more significant human and financial resource allocations to applied research activity. To become an established research institution, the institution must pass through the transition stage (the novice innovation college) which is not stable. The transition period is a time of institutional investment in research support, and learning regarding funding agencies and funding programs. All of this occurs within an environment in which it is difficult to show the immediate benefits of the investment. To pass through this stage the vision and support of senior leaders is required. Madder indicated that the four stages should be viewed as a continuum and identified some of the key factors that impact upon where colleges are in this continuum: significance of applied research and support for industry innovation in the institution s vision, mission and strategic plans. It is considered essential to have a formal recognition of the research mandate and agenda in published college strategic plans in order to establish the institutional commitment to applied research. availability and development of the human, physical and fiscal resources to support innovation. College capacity requires a research administrative unit to manage research projects, as well as expert faculty and facilities in the key areas of research interest. Fiscal resources require a core administrative budget for research as well as promotion and networking resources and opportunities for releasing faculty from some teaching responsibilities in order to lead or conduct research projects. credentials offered and models of academic delivery used that include project-based delivery, work placements, and other methods of linking to local business and industry. Colleges need to have programs and credentials in the areas of research need, as well as methods of involving students with business partners on research projects. nature of relationships with the public and private sectors. Colleges are closely linked to their communities, and require strong relationships with the private and public sectors to gather the intelligence needed to identify research needs. the focus of the local and regional economy. The mandate of community colleges across Canada is to support economic development in the regions that they serve. Accordingly, the focus of research activity must align to this mandate. Nature of College-Based Research The research and analysis led by Marti Jurmain, then Director, Research and Innovation at Niagara College, in collaboration with the ACCC National Research Advisory Committee, has been instrumental in framing the role of colleges in the continuum of research, development and commercialization activity that underpins economic and social development in Canada. Basic or fundamental research is generally, although not exclusively, the domain of universities, government research laboratories, and the private sector. The primary outputs from basic research are new knowledge, patents and licenses, and publications. College research is driven by market demand or pull from the users of technology or knowledge who need to improve, refine or adopt technology, or improve on procedures, policies or business approaches to meet client needs. The majority of these users are small and medium businesses and 6

10 community agencies. Colleges are mainly involved in the applied research, development, commercialization support and knowledge transfer stages of the research continuum. Support for community agencies frequently involves facilitated implementation of new practices, technologies, or social programs. Outputs from college applied research include new technologies adopted by organizations, new or improved products and processes, business improvements, technical solutions, and policy recommendations. Dissemination of college applied research is less focused on peerreviewed publications, and is more likely to involve community presentations, articles in newspapers or business journals, presentations to partners, and student reports. The framework for college research shown in Appendix F illustrates the college role in the research, development and commercialization spectrum. College applied research projects normally involve a business/industry/community partner, expert faculty, and students. A large scale study of faculty interest and participation in applied research activities was conducted by Roger Fisher of Fanshawe College in Over 2400 faculty from 90 colleges across Canada responded to his survey, with 79% indicating that they were interested or strongly interested in participating in applied research, an indication of strong receptor capacity for the expansion of faculty participation in research. Faculty credentials are important for research capability and credibility. A brief survey of academic credentials was conducted of the colleges who were respondents to this study. While there was a range of credentials estimated, overall it is reasonable to conclude that in Canadian colleges, approximately 30-35% hold master s level degrees, and approximately 5-10% hold PhDs. The percentage of both appears higher in the social sciences and humanities than in other discipline areas. Student benefit as a result of involvement in applied research activities has been identified and documented by ACCC as part of its environmental scan of college applied research. Performance measures for individual colleges and for funders such as NSERC include the impact on student research participants. Impacts include an increased student capacity for applied research, improved skills in applied research, and improved linkages to industry. For companies, community agencies, and funding organizations, the college capacity to involve and train thousands of undergraduate students in applied research skills is a powerful benefit. Funding for College-Based Research With the exception of the Quebec College Centres for Technology Transfer (CCTTs), colleges across Canada are funded through provincial education grants that normally do not provide operating funds for research activities. Increasingly, provincial governments are including applied research activities in college legislated mandates (British Columbia, Alberta, Ontario, Yukon, Northwest Territories, Nunavut and Quebec), but they have not specifically funded colleges for the administration or conduct of that research. Unlike university faculty who are provided with release time from teaching to conduct research and prepare publications, college faculty are hired to teach. Since release time is not provided through operating grants for colleges, it is necessary for colleges to secure other funding for release time for college faculty, and this has been a challenge over the years. Many national grant programs, with the exception of the NSERC College and Community Innovation program, do not permit faculty release time as an eligible cost, requiring colleges to find other sources for release time funding, a difficulty for most colleges in Canada. Some provinces have increased the opportunities for colleges to apply to 7

11 provincial funding agencies, and have started to include faculty release time as an eligible cost (e.g. the Ontario Centres of Excellence programs). Other sources of funding for research include industry or business partners who are the direct beneficiaries of the research results, modest support from community agencies and municipalities, and modest support from college internal competitive seed grants which support small projects. In order for colleges to respond effectively to business and community requests for research assistance, colleges must have the fundamental capacity to administer research projects and funding. Unlike university research administration offices that primarily administer funds and provide technology transfer of university-based discovery, college research units are very hands-on with the preparation of research proposals and grant applications, the management of research projects, and the reporting and dissemination of research results. In response to a question of the type of assistance the research office provides for applications to SSHRC and other major funding agencies, Red River College noted that services provided include: assistance in proposal development on request networking and contact identification access to the college s internal Research Innovation Fund grant administration and reporting opportunity identification policy, procedure and practice assistance/interpretation education and awareness point of contact for faculty, the granting councils and partners letters of support interpretation of competition requirements Mount Royal University notes on its website that it will: disseminate internal funding and provide information about external funds assist in developing proposals and budgets administer research funds, handle all research-related financial transactions promote and celebrate research success keep abreast of changes policies and regulations and keep faculty informed College capacity for research is measured by institutional mandates for research, governance structures, policies and procedures for research, core budgets for research, research training and professional development activities, and the development and promotion of research areas of expertise. In the ACCC 2009/10 scan of colleges across Canada: all 94 colleges that responded indicated that they include applied research in their institutional mandates 83 of 94 institutions have a dedicated applied research division or unit, more than double the number reported in 2005/06 Core budgets for research totaled $28 million 196 specialized research centres have been established 64 colleges have NSERC eligibility and 32 have SSHRC eligibility 8

12 College research responds to industry, business and community requests for a variety of applied research activities. Research projects include proof of concept, prototyping and simulation, testing and analysis, field trials, support for new products and processes, assistance with business development, service delivery, and new market exploration. Faculty and students work with active business and community participation. The ACCC scan identified: 3,795 companies that participated in applied research projects with colleges, seven times more than identified in the 2005/06 scan 1,196 faculty from 94 colleges who led applied research projects 8,329 students who participated in applied research projects with business partners. The number of students involved is likely to be under-reported, as students involved in research projects that form part of course grades (i.e. course-based research) are difficult for the research office to track. Securing funding for college-based applied research has been challenging for all Canadian colleges. Some have provincial funding for their research operations, such as the College Centres for Technology Transfer (CCTTs) in Quebec. Most colleges, however, depend on a modest core budget from the college operations budget, and funds from granting agencies and companies themselves to conduct applied research. The ACCC scan for 2009/10 identified the following research funding for the 94 participating institutions: $45 million from the private sector (an increase from $4.2 million in 2005/06) $28 million from the federal government (the same amount as in 2005/06) $29 million in provincial funding (up from $13 million in 2005/06) $840,000 from foundations $168,000 from community organizations The following table indicates the success specifically in SSHRC competitions by persons affiliated with colleges at the time of application from to as primary applicants, co-applicants or collaborators. As of March, 2011, 32 Canadian colleges had received eligibility to manage SSHRC grants. Number of SSHRC applications where colleges were involved, to Applicants Applications Awards Co-applicants Applications Awards Collaborators Applications Awards Source: SSHRC While the table provides a snapshot of college grant applications to SSHRC since 2006, it is based on SSHRC s previous program structure, rather than the new program architecture launched in For the 2009/10 year, grants from SSHRC for colleges totaled $223,555; the total for NSERC (the largest amount) was $11,358,016, followed by $9,316,000 from the Western Economic Diversification fund, and $4,100,000 from the Department of National Defence. (ACCC, 2009/10 Environmental Scan, February, 2011, p. 14) 9

13 Outcomes of College Applied Research Activities The outcomes of college applied research, with its focus on innovation activities for companies and community agencies, is first of all enhanced teaching and learning experiences for faculty and students, leading to more college graduates with the advanced skills employers are looking for. The ACCC scan documented specific impacts of applied research on colleges, faculty, and students: 26% of colleges indicated strengthened industry and community partnerships 31% of faculty indicated that applied research helps them maintain currency in their areas of expertise 28% of faculty noted the ability to improve curriculum and teaching methods 31% indicated that students developed skills in critical thinking, the application of theory to practice, and problem-solving The scan also identified areas of impact on business partners: 38% indicated that results included improved products, processes, services, and policies 29% noted benefits of increased access to research and development resources in colleges, expertise, and technologies The impact of college research activities on business partners has also been documented in an Ontario study conducted by the Conference Board of Canada in October, While the results apply specifically to Ontario colleges, the consultants also interviewed participants from across Canada. The study found early signs that college applied research is having impressive impacts on firm performances, including the development of new or improved products, services, and processes; increased sales and revenues; job retention and creation; increased business R&D spending; and local economic and social development (Conference Board of Canada, Innovation Catalysts and Accelerators: The Impact of Ontario Colleges Applied Research, October, 2010, p. 6). The same study also emphasized that colleges act as a key accelerator of innovation in the private and community sector, an important finding. Businesses consulted in the Conference Board study cited a number of barriers to successfully conducting innovation activities, including a lack of funding for research, a lack of time and expertise, and a lack of technology or equipment. These businesses identified specific outcomes of working with colleges on research projects as the development of new or improved goods and services, development of new or improved processes, reduced time to market, more effective marketing, reduced operating costs, and improved supply chain efficiencies. Outcomes that are oriented to business (or community agency) operations include improved decision-making, improved strategic and business planning, and improved access to financing. The track record to date suggests that the college applied research model provides a very promising mechanism to stimulate innovation among firms, contribute to local economic development, and enhance the quality of education and training in colleges, all of which will be essential to future economic prosperity and social well-being (Conference Board, p. 7). Of importance as well are the workforce impacts identified in the Conference Board study by participant firms. Outcomes and impacts both observed and anticipated by firms include job creation; more ideas being generated in the organization; improved capacity to solve problems; improved teamwork and communications; improved entrepreneurial ambition; and job retention (Conference Board, p. 31). These positive outcomes are of considerable significance to community agencies and small business partners in Ontario, and arguably apply to college research outcomes across Canada. 10

14 Despite the clear benefits to businesses that the Conference Board study documented, it also identified a clear challenge for Ontario colleges. An on-line survey of 181 businesses and other organizations reveals that, prior to the survey, nearly half (46.4%) were not aware that colleges offer research services and collaborate with businesses on research and innovation activities. One business respondent remarked that colleges need to think about how to better engage and inform industry partners of the opportunities available at Ontario colleges we had no idea that colleges had such great capacity. (Conference Board, p. 61) While the majority of funded college-based applied research has been in science and technology applications, the 2009/10 ACCC scan for the first time documented the impacts of college research in the social innovation area. The respondents to the scan were college administrators themselves, and the identification of impact on community partners is at best an estimate from the service provider (the college). 46% of college respondents indicated that research led to the adoption, development or improvement of services and practices in social agencies and businesses 20% assisted with capacity building for community agency partners 18% showed enhanced collaboration and partnership development between colleges and community partners 16% indicated improved service delivery for disadvantaged groups The ACCC scan identified 52 areas of specialization and 30 research centres in the social innovation field. This demonstrates a clear and growing interest among colleges for research in the social sciences and humanities. Areas of specialization identified by colleges across Canada include numerous business applications, teaching and learning research, early childhood education and development, support for disadvantaged learners, advancement of immigrants, community development, immigrant integration, and public safety and security. Numerous areas of specialization and capacity exist in the cross-over area of applied health. College Research Networks College research networks are in evidence in every province and territory. Networks offer advocacy and support in building capacity for applied research, opportunities to share information and problemsolve, and opportunities to support business or community partners. Nationally, the ACCC serves as a networking and advocacy organization for member institutions, with a sub-group, the National Research Advisory Committee, supporting the research agenda of colleges. In British Columbia, a new network is taking shape, the BC Applied Research and Innovation Network. The network members meet by teleconference monthly. It operates as a community of practice rather than a formal organization with terms of reference. The Alberta Association of Colleges and Technical Institutes (AACTI) supports colleges in Alberta. AACTI was formed in 2002 as a task force, and is now a formal mature network. The Great Plains Applied Research Network serves Manitoba colleges. This network is not yet formally structured. In Ontario, the Heads of Applied Research (HAR) is a mandated, formal organization reporting to the Vice-Presidents Academic of Ontario colleges. It provides advocacy and capacity-building, and closely aligns its activities with those of the ACCC. The Colleges Ontario Network for Industry Innovation (CONII) is an incorporated industry-focused network of 20 colleges funded by the Ontario Ministry of Research and Innovation. Mandated to assist in the competitiveness of Ontario businesses, it provides a network platform for Ontario s colleges where an industry request to one 11

15 college can be sent to the larger network for assistance if the home college does not have the capacity to support the request. Reseau Trans-Tech (CCTT) and the Association pour la recherche au collégial (ARC) support Quebec-based research. Both are formal structures with terms of reference. In Atlantic Canada, colleges are networked through the Atlantic Provinces Community College Consortium (APCCC). Atlantic Canada is also served by Springboard Atlantic, an applied research network of 19 universities and colleges, funded by the Atlantic Canada Opportunities Agency (ACOA). In the Yukon Territory, Yukon College coordinates a social economy research network of three colleges and the northern universities, the Network of Northern Canada (now in its fifth year), funded by SSHRC. KEY FINDINGS FROM INTERVIEWS AND FOCUS GROUPS Demand for College Research in the Social Sciences and Humanities All 32 research administrators and senior college representatives who participated in the telephone conferences or follow-up interviews for this study identified a growing demand for college applied research in the social sciences and humanities from businesses, municipalities and social agencies. Most of the demand is in key areas of economic growth and social development aboriginal concerns, literacy, barriers to pursuing education among various groups, social program evaluation, business development and expansion. All agreed that colleges, with their deep roots in their communities, expert faculty and thousands of students in relevant programs, are well-positioned to conduct the research needed. All respondents identified a wide variety of businesses that requested assistance for applied research activities. Businesses were primarily local and small to medium in size. The majority did not have the internal capacity, expertise or equipment, or the ability to take employees away from their normal work in order to conduct the research needed to increase their business productivity or pursue new opportunities. All respondents noted increasing requests from community agencies to conduct a variety of research activities. These agencies require research results to assess and improve social programs, demonstrate value, and secure funding for existing or new programs. These agencies are administratively lean and seldom have the expertise or time to conduct needed research. Some have been able to secure funding and support release time for college faculty to conduct research. In other cases the research has become part of course-based research activities, or volunteer activities conducted by faculty as part of the colleges community service mandate, or as a curriculum or personal development initiative. As one respondent stated, Community agencies are under pressure to do more with less, and want to be more efficient, use new technologies, ensure their programs are relevant and having an impact. They generally have few staff and resources to conduct research, and therefore call on the college for help. Faculty help out because it is valuable work, and they can incorporate the results into their courses. Following are the key identified areas of demand for applied research support from colleges. Public and Community Safety Over a third of the college respondents indicated high levels of interest and requests in the justice and public safety areas. The Justice Institute of British Columbia notes increasing requests from First 12

16 Responders to emergency situations, and from community organizations. The Justice Institute also commented on an increase in the establishment of research networks for public safety issues, such as the Violence Reduction Circle. Another college is part of a new network for crime prevention, and had been asked to conduct a review of a crime prevention program. Aboriginal, Vulnerable Peoples, Literacy Several colleges have active research initiatives in these areas, and have indicated that demand well outstrips their ability to respond. Demand is frequently for the assessment of need, the development of access to education and success strategies, workforce entry or re-entry research, and assessment of programs designed to support vulnerable peoples. Some initiatives are directly related to college mandates, and most are collaborative with community organizations and/or other educational partners. Research requested by Municipalities and Provincial Governments About one third of respondents noted an increasing number of requests from provincial and municipal governments for applied research in a wide variety of areas. For example, the Regional Municipality of Niagara s various departments work on research projects with Niagara College s research division, cross-disciplinary faculty and several hundred students. The Public Works department has requested a new marketing and promotional strategy and tools; Community Planning has asked for research into natural playgrounds and their potential for positive impact on children with autism. Many of the municipal requests are inter-disciplinary and involve technology, computer programming, and social sciences. The government of P.E.I. has requested research from Holland College on social innovation. The Alberta government has shown interest in applied research related to workforce health issues, literacy, essential skills, prior learning assessment, aboriginal issues, and the advancement of immigrants. Business Innovation Two thirds of respondents indicated a rise in demand from businesses that may already be involved with colleges on applied research of a technical nature. Once connected to the college s research unit, businesses frequently remain as partners and request research in areas of business management, human resources development, marketing strategies, and opportunities for new markets or export. One respondent also noted the importance of research into the environmental impacts of new business practices or the adoption of new technologies. Research on sustainability of business practices is indicative of the opportunities for research projects that cross over between environmental technologies and strategies and social sciences. A second respondent noted growing interest in business practice research from the business clients of the Industrial Research Assistance Program (IRAP). Colleges make every effort to find a way to respond to requests for social sciences and humanities research for their business and community partners. College integration into the communities they serve, their community service focus, and the ability to involve students and integrate research learning into curriculum is well acknowledged by all respondents. Some colleges have established research centres to provide a focal point for social sciences and humanities research. 30 such research centres in social innovation are present in 15 colleges. (ACCC environmental scan for 2009/10, p ) The Centres differ considerably in size, scope, activity level, and the communities of practice that they serve. However, the college establishment of centres in the social sciences and humanities is indicative of growing demand and of interest from the colleges in supporting research in the social sciences and humanities. It is also important to note that the Province of Quebec has supported the establishment of six new college centres for technology transfer (CCTTs) specifically in the field of innovative social practices, three in 2009 and three in

17 Another college investment that demonstrates capacity and support for applied research in colleges is the identification and support of research chairs. Three interview respondents noted this trend, still in its early stages as sustainable funding for applied research chairs/researcher leaders/industry chairs is not yet established. As outlined on its website, The Northern Alberta Institute of Technology (NAIT) and the Ledcor Group have partnered to establish the Ledcor Group Applied Research Chair in Oilsands Environmental Sustainability, one of the first applied research chairs at a Canadian college. The Chair is focused on applications of green chemistry and engineering principles related to tailing issues in oilsands production, as well as the development of new processes and technologies with local industry. This and other chairs will anchor applied research programming (conducted by faculty and students). NAIT has already established its second chair (the JR Shaw Applied Research Chair in Sustainable Economic Development) with a focus in the social sciences through business practice innovation, to be placed in December Both these and future Chairs at NAIT are enabled through endowments, where dollars are not specifically tied to projects (so as not to encumber other collaborators intellectual property) and are designed specifically for the benefit of the local industry, with oversight provided by industry-led Chair Advisory Councils. Existing College Research in the Social Sciences and Humanities and Opportunities for Future Research To identify areas of current research in the social sciences and humanities, a short environmental scan augmented the qualitative information gathered through telephone conferences and interviews. It is important to note here that, with the exception of faculty-initiated research into teaching and learning, identified areas of research activity are based on demand from business or community partners, as well as from local governments. Respondents noted that approximately 60% or more of their program base is in the social sciences (including business, environment, and hospitality/culinary) and humanities. Accordingly, many faculty members are engaged in social sciences and humanities research as a response to demand, as part of course delivery, and for professional advancement (masters, doctorates). There is a considerable range of faculty strength, from early childhood education to business expertise. The Quebec cegeps estimate that 45% of the research at the college level is in the social sciences and humanities (compared to 45% in science and technology and 10% in health), based on publication percentages. Quebec cegeps have a long history of faculty-led academic research resulting in publications in peerreviewed journals. A major strength of college-based research in the social sciences and humanities sector is the availability and mobilization of thousands of undergraduate students whose participation in college research produces highly skilled graduates and greatly increased knowledge transfer to employers. Innovation literacy skills have been identified as key to future prosperity in a recent study by Philip Toner, Workforce Skills and Innovation: An Overview of Major Themes in the Literature. (OECD Directorate for Science, Technology and Industry, January, 2011). Toner s findings indicate that the predominant form of innovation in firms and organizations is incremental, with a central role for the workforce in the generation, adaptation and diffusion of technical and organizational change. Postsecondary educators must therefore develop skills in their graduates that will support and advance such incremental innovation in the companies that employ them. The definition of innovation employed by Toner encompasses a broad range of activities such as marketing and organizational improvement. Toner notes the importance of the role of the non-science and technology graduate in adopting, adapting and diffusing new or improved products, production processes and organizational innovation across the company. Since employers across the globe have large disparities in the 14

18 qualifications and innovation skills of their workforces, economic performance will vary greatly from country to country. The following are the major areas of research in the social sciences and humanities identified by the college respondents, including areas of opportunity for growth. Research Activities in Public and Community Safety A leader in this sector of social sciences and humanities applied research is the Justice Institute of British Columbia which has a number of faculty pursuing masters and doctoral studies particularly in its Centre for Leadership, Centre for Conflict Resolution, Centre for Aboriginal Programs and Services and Centre for Counselling and Community Safety. Research is also being conducted into the psycho-social impacts of a mass casualty event on First Responders, funded by the Department of National Defence. Research involves issues around ethics, community policing, violence prevention, conflict resolution and mediation. Research Activities in Aboriginal, Vulnerable Peoples, Literacy Issues Red River College in Manitoba conducts a good deal of research into Aboriginal needs and opportunities. An innovative research activity is the use of the medicine wheel (a holistic approach incorporating mental, physical, spiritual, and intellectual human attributes) to the normal process of curriculum development. The research team has mapped Bloom s Taxonomy into the Medicine Wheel and then applied the results to the curriculum development (DACUM) process. The project is supported by the Manitoba Council on Postsecondary Education through a project funding envelope, as well as through the Red River Research Innovation fund, an internal competitive fund. About a third of interview respondents indicated considerable research activity into indigenous peoples, including retention and support strategies for education; community-based learning as compared to college-based learning; the impact of elders on campus; and studies on access issues for aboriginal and other vulnerable peoples. Two respondents noted opportunities in research into the deaf culture, which treat the deaf as a culture and not a disability. The research is aligned with Deaf Studies programs in these two institutions. Another respondent indicated research activities into employment opportunities and success strategies for students with disabilities. An interesting research project explored staff retention issues in programs for people supporting vulnerable populations. In another example, Grand Prairie Community College has conducted an evaluation of a Youth Intervention Program for the city of Grand Prairie. Research in Early Childhood Development and Early Childhood Education Over two thirds of respondents indicated the areas of early childhood development and education as priorities for applied research activity and future growth opportunities. Red River College has over ten years of experience in research into the Science of Early Childhood Development, an area that aligns well with research in early brain development, and has harvested research results for practical application and curriculum enhancements. Another college is developing multi-media learning objects on early childhood development. A partnership with community organizations resulted in research into fetal alcohol disorders and the development of programs to support the disorder. Growth potential was identified by one respondent for early diagnosis of learning disabilities and home environment stimulation to guide professionals in intervention strategies. Research in the Teaching and Learning Sector Teaching and learning is an area of constant research and innovation in Canadian colleges. Faculty assess and review their curriculum and delivery strategies on a regular basis to meet the needs of 15

19 students and employers. Teaching and learning research is also faculty-initiated as part of professional practice and professional advancement. Frequently the research specifically targets an area of externally-identified need such as research into aboriginal issues and accommodations for diverse populations, or research into assistive technologies to help students succeed. For example, Holland College in PEI is researching how to effectively bring distance students into the classroom in an interactive way, and the impact this delivery mechanism will have on curriculum development. Research for Business Improvements Business sectors (including hospitality, tourism, and culinary) are strong growth areas for college applied research, with excellent faculty strength in most business disciplines. Research activities include market and competitor intelligence, new marketing strategies, the adoption of new technologies, human resource practices, and various business improvement strategies. All respondents, perhaps reflecting the large business faculties in colleges across Canada, indicated activity and growth in a broad range of business research. One Alberta respondent noted that for business related research with a social connection the sky is the limit. Alberta colleges have large two year transfer programs, as well as collaborative degrees with universities, and experienced scholars who are active in the academic community. New Areas of Research Respondents identified a few areas of relatively new applied research activities, but ones that could be growth areas. These include fine arts, theatre arts, and graphic design. New media and social networking, both from the content development side and research into social implications, were cited by two respondents. Interdisciplinary Research All respondents talked about the presence and opportunities in interdisciplinary or cross-disciplinary applied research. The areas of health and wellness and inter professional practice were the most frequently mentioned as active areas of research. Red River College has a large project in community-based health funded by Human Resources and Skills Development Canada. George Brown College and Niagara College, in partnership with Sheridan College, conduct research into healthy living and food nutrition among specific target groups such as older adults. Cross-disciplinary research is frequent between technology and social sciences. One respondent stated that recipe development is based in food technology, but consumer tasting and preference studies on that recipe are social sciences research activities. One community agency worked with a college on database development and management tools to track clients, and now wants further research on the needs of those clients and the effectiveness of social programs for the clients. A key informant respondent noted that a signal advantage for colleges in the research field is the opportunity for putting together interdisciplinary teams, such as a sustainability committee that includes both technology and social sciences faculty and students. College faculty welcome crossdisciplinary research and colleges do not exhibit the silos in programs and research that may be present in other institutions. The following table outlines the activity in the social sciences and humanities disciplines that respondent colleges have identified as areas of research activity. Top activity levels and planned growth areas are also identified. Since this table represents information from 22 colleges across Canada that conduct significant applied research in the social sciences and humanities, it can only be considered as representative of the overall activity areas of colleges. 16

20 Type of Social Science and Humanities Research in Colleges Discipline Area College conducts research in this area Top 5 sectors by activity levels Anticipated or planned growth sectors Aboriginal studies Anthropology Archeology Art/design (*) Business (*) (*) Demographics Diversity Early childhood education Economics Education/learning (*) (*) Environment (*) Hospitality/tourism (*) (*) International issues/globalization Journalism Justice/policing/safety Information technology, (*) (*) communications, new media Literacy Philosophy Political science Psychology Public relations Recreation and leisure (*) Social services/community services (*) (*) Sociology Teaching and learning (*) (*) Theatre arts (*) Voluntary sector (*) Women s studies Youth programs OTHER Regional history Sustainable development Health simulation Enhanced language training Architecture Interprofessional education Note: The asterisk (*) indicates sectors of activity identified by multiple colleges. The above table shows the wide variety of social sciences and humanities research being conducted by colleges across Canada. The most active areas are in business, education/learning, environment, hospitality/tourism, information technologies and media, social services/community services and teaching and learning. New or growth areas of research are identified in these areas, as well as in regional history, architecture, and interprofessional education. 17