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2025 EDST Research Day Blog Publication Award
Winner of the 2025 EDST Research Day Blog Publication Award: Mahfida Tahniat (Two-Time Winner!)
EDST 529 022 2025W2
The course focuses on the methodological, technical, and ethical aspects of qualitative research interviewing, including in-depth, narrative, and ethnographic techniques. Readings will be drawn from anthropological, sociological, feminist, decolonizing and intersectional educational studies. Emphasizing experiential learning, the seminar will feature practical activities to develop research skills. Topics include the epistemological foundations of qualitative interviewing, study design, ethics, interviewing strategies, fieldwork planning, use of field notes, positionality and power dynamics, data management, researcher reflexivity, and presentation of findings. A key theme will be the importance of reflecting on and justifying research design choices.
Cohort Advisor Master of Education (MEd) in ALGC
Cohort Advisor
Master of Education (MEd)
in
Adult Learning and Global Change (ALGC) program
This is a last-minute notice: The Department of Educational Studies invites applications for the position of ALGC Cohort Advisor. The initial appointment to this position is for Summer Term 2 (2 credits) starting from July 14, 2025. The position has the following responsibilities:
- Initiate and sustain contact with all UBC students (approximately 20) in the ALGC MEd Cohort
- Confirm with all students in the cohort UBC’s ALGC program requirements
- Assist students in identifying appropriate elective courses
- Review and approve each student’s Program of Studies Worksheet
- Submit approved worksheets and other student-related records to the EDST Graduate Program Assistant for filing
- Assist students who have problems registering for courses in Workday Student
- Remind students about registration, tuition installment payments, graduation application, and other deadlines
- Liaise closely with the ALGC Program Coordinator about student progress and any difficulties in course completion
- Refer students to any needed support services
- Receive and review requests for leaves of absence, program extensions, and related matters, and make recommendations to the EDST Graduate Advisor.
- Receive, review and manage any questions or concerns from program instructors or other students related to UBC’s policies on academic honesty
The successful applicant will have a master’s or doctoral degree in education, experience teaching online, and be familiar with the field of adult learning and education (ALE). Some knowledge of UBC’s policies and procedures related to graduate study and experience with the ALGC program will be assets.
The ALGC MEd is a fully online, 30-credit program and is a collaboration between UBC, Linköping University (Sweden) and University of the Western Cape (South Africa). The program is designed to be completed in two years. For more information about the program, please visit the ALGC program pages of the EDST website. The Cohort Advisor will report to the ALGC Program Coordinator.
Remuneration for the assignment will be consistent with the sessional pay scale which can be found at http://www.hr.ubc.ca/faculty-relations/collective-agreements/salary-agreement/#4.
For your application, please include a CV along with a cover letter that highlights how your skills and experiences are relevant to the position.
Please send applications electronically to:
Holly-Kate Collinson-Shield, Administrative Manager
Faculty of Education, Department of Educational Studies
Email: edst-jobs.educ@ubc.ca
Deadline for applications: Friday 11 July, 8:00 AM
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
If you require any accommodations during the application or hiring process, please contact
Dr. Kari Grain.
Natalia Bussard successfully defended her EdD Dissertation
Please join us in congratulating Natalia Bussard who successfully defended her EdD Dissertation on June 26 of 2025.
Title:
The Transformative Power of Plurilingualism: Reshaping Perspectives of Self, Others, and the World.
Abstract:
This study explores how the learning, knowledge, and use of multiple languages transform plurilingual individuals’ identities, relationships, and worldviews. Using narrative inquiry, the research examines the experiences of nine plurilingual participants from diverse backgrounds. The study identifies transformations associated with plurilingualism, including increased resilience, creativity, confidence, cultural awareness, openness, and lifelong learning. By analyzing demographic questionnaires, language portraits, focus groups, interviews, and memoirs, the research reveals unique language learning journeys and their impact on personal growth. The findings highlight the broad implications of plurilingualism across various disciplines, including psychology, sociology, and educational policy, demonstrating its significance beyond language learning. This comprehensive approach offers valuable insights into the holistic benefits of plurilingualism for both individuals and society.
Chair of Examination Committee:
Dr. Darko Odic, Department of Psychology, UBC
University Examiners:
Dr. Shauna Butterwick, EDST
Dr. Scott Douglas, School of Education, UBC-O
External Examiner:
Dr. Enrica Piccardo, OISE-University of Toronto
Supervisory Committee:
Dr. Jude Walker, Co-supervisor
Dr. Meike Wernicke, Co-supervisor
Dr. Kedrick James, Member
Congratulations Natalia!
Jeong, Hongin
Visiting Faculty
About
Research Interests
Career development for students in regional universities, Lifelong learning for middle-aged adults, Lifelong learning policies in Korea, Well-aging and its connection to lifelong learning
Individual research Interests
Bio
Hongin Jeong is a professor at Daegu University in South Korea, specializing in Adult and Lifelong Education. Hongin’s academic work focuses on expanding learning opportunities for adults, with a particular interest in supporting the career development and preparation of students at regional universities. Recently, her research has focused on the role of lifelong learning in promoting well-aging, as well as the challenges and motivations of adult learners who return to education in midlife and beyond.
Hongin also serves as a board member of the National Institute for Lifelong Education (NILE), where she contributes to the development of national policies and strategic planning aimed at promoting lifelong learning for all citizens in Korea. Through both research and practice, Hongin aims to bridge the gap between educational policy and the real needs of communities, and to help ensure that diverse adult learners have access to meaningful and inclusive learning opportunities.
Research and Education
Education
Research Projects
Selected Publications
EDST Activity
Courses taught
Additional
New Book : Juggling Rhythms
Dr. Alison Taylor’s book Juggling Rhythms: Working-Student Life in the 21st Century is now published! Learn more here: https://brill.com/display/title/72365
As in many European countries, the majority of undergraduates in Canada work while studying. However, little research has examined how they juggle school and work. This book draws on original research to address this gap. It moves from students’ day-to-day survival strategies to engage larger questions including how students prepare for volatile labour markets and the effects of the COVID-19 pandemic. Taylor draws on “circus arts” metaphors to argue that twenty-first century skills include the ability to juggle competing demands, to balance studies and various forms of work, and to learn boundaries and the limits of one’s flexibility. Although students’ experiences are diverse, commonalities indicate areas where more attention and support are needed from policy-makers, educators, and scholars of education.
