Au Québec, la transition du cégep vers l’université constitue une étape déterminante du parcours étudiant, particulièrement dans les programmes de sciences fondamentales, où les exigences cognitives, techniques et organisationnelles augmentent rapidement dès la première année. Cette étude, menée à l’Université de Montréal, vise à consigner les défis associés à cette transition ainsi qu’à explorer des pistes d’accompagnement susceptibles de favoriser l’intégration et l’adaptation des étudiants. S’appuyant sur une approche méthodologique mixte à visée descriptive et exploratoire, l’étude combine un questionnaire autoadministré auprès d’étudiants de première année (n = 84) et une entrevue de groupe réalisée avec quatre participants. Les données recueillies ont permis d’examiner les dimensions cognitives, techniques et psychosociales de l’expérience de transition en sciences fondamentales. Les résultats mettent en évidence une hétérogénéité importante des acquis et des expériences antérieures des étudiants, notamment en ce qui concerne les compétences de laboratoire, les stratégies d’apprentissage et l’adaptation aux exigences universitaires. Les participants rapportent également des difficultés liées à la charge cognitive, à la gestion du temps et à l’intégration sociale en début de parcours universitaire. Les données qualitatives indiquent que ces écarts peuvent influencer le sentiment de compétence, l’engagement dans les activités pédagogiques ainsi que le sentiment d’appartenance au milieu universitaire. Dans l’ensemble, cette étude souligne l’importance de concevoir la transition cégep-université comme un processus multidimensionnel nécessitant des mesures d’accompagnement précoces et structurées. Elle contribue à l’avancement des connaissances sur les transitions interordres en mettant en lumière certains leviers organisationnels susceptibles de soutenir une intégration plus équitable et durable des étudiants en sciences fondamentales.
Generative artificial intelligence (GenAI) is reshaping academic practice in higher education, yet evidence on how students evaluate its acceptable uses remains limited. This study surveyed 988 post-secondary students across 39 countries, recruited through the Prolific online research platform, on the acceptability of GenAI use across 22 academic tasks using a binary Yes/No format. Using an interpretive framework grounded in normative boundary-setting, academic integrity values, and academic socialization, the analysis reveals differentiated acceptability patterns: Students endorse GenAI for instrumental and research-support tasks while maintaining normative boundaries around evaluative and judgement-intensive activities. Gender differences are minimal; level of study is the primary source of variation, with graduate students reporting higher acceptability for research- and professionally oriented uses. Respondents residing in Canada (n = 58) reported significantly lower acceptance of four text-focused tasks, including academic composition and summarization, than the non-Canadian cohort. Findings have implications for institutional policy, pedagogy, and academic integrity frameworks.
Using social network analysis this study investigated the legacy of a partnership formed between a Canadian university and a multi-sport national event. The research questions that guided this work were: (1) What are the intra-university collaborative ties among individuals involved in the partnership? and (2) What types of legacies are associated with this higher education institution (HEI) partnership? Quantitative and qualitative data were collected from faculty, staff, and senior administrators who participated in committees designed to achieve academic and operational objectives. Quantitative data were analyzed using UCINET 6.0, which provided insights into the collaborative ties that were formed. Qualitative data obtained through interviews were coded and analyzed to determine participants’ perceptions about these collaborations and resulting legacies. Findings indicated a dispersed pattern of ties linked to the newly formed governance structure contributed to the development of new ties, enhanced professional awareness, and increased institutional knowledge for study participants. A key legacy was an intra-governance structure that facilitated the formation of new collaborations and ensured the sport event partnership served the academic mission of the university.
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The social cognitive career theory (SCCT) includes several models that predict career and educational choices. The current study used the SCCT framework to understand similarities and differences between first-generation students (FGS) and continuing-generation students (CGS) in their motivations for attending post-secondary education. We focused specifically on person variables (FGS versus CGS), contextual variables (role of support), and self-efficacy as predictors of motivations. In total, 122 FGS and 189 CGS participated, all of whom were current university students at a small Atlantic Canadian university. Participants completed an online survey that assessed motivations for attending university, perceptions of social and institutional support, and college-going self-efficacy. For both groups, the highest-ranked motivation for attending university was the Career/Personal category. First-generation students reported more Help Family and Prove Worth motivations than CGS. Continuing-generation students reported more motivations related to Expectation and Encouragement than FGS. Higher levels of self-efficacy predicted higher levels of Career/Personal, Humanitarian, and Encouragement motivations, and lower levels of Default motivations. Social support predicted higher Career/Personal, Humanitarian, and Expectation motivations. Generally, CGS and FGS were similar in the predictors for each motivational category except for Career/Personal motivations, where Family and Friend Support was a stronger predictor of motivations for CGS. Overall, this study has demonstrated the applicability of SCCT in a Canadian context for FGS versus CGS. Furthermore, it highlights that, as predicted by the SCCT, environmental factors such as social support and self-efficacy have a crucial and similar impact on the motivations for students continuing to pursue higher education.
