About
Research Interests
Crisis Management in Schools
Black Studies
Social Justice Education
Teacher Education
Mental Health and Wellness and Education
Bio
Dr. Glory Ovie is an assistant professor at the Department of Educational Studies, Faculty of Education. She holds a PhD from the University of Calgary. She is a former K-12 teacher and administrator. Dr. Ovie was also a visiting scholar at the Universidad Nacional, Sede Regional Brunca in Costa Rica. Her research interests include crisis management in schools, educational leadership and administration, equity, diversity, inclusion and decolonization, the intersections of teaching and learning, mental health and well-being, and research methodologies. Dr. Ovie’s research seeks to disrupt the status quo in teacher education, making practices more inclusive, equitable, and anti-racist. In her research, she employs mixed methods and qualitative studies, including ethnographies, duoethnographies, and narrative inquiry.
Research and Education
Education
University of Calgary, PhD
State University of New York, MSc
Research Projects
Understanding the Challenges and Complexities of Crises Responses in Canadian K- 12 Schools. Principal Investigator. Funded by UBC Hampton Fund Research Grant. 2025-2027
Black Educators at the Intersections: Understanding the Experiences of Black Educators
in Western Canadian K–12 Schools. Principal Investigator. Funded by Social Science and Humanities Research Council (SSHRC) Insight Development Grant.2025-2027
Exploring Black International Graduate Students Development of Learner Agency. Principal Investigator. Funded by BC Campus Research Fellows. 2025-2027.
Responding to crises events in Canadian K-12 schools: Teachers and administrators experiences. Principal Investigator. Funded by Social Sciences and Humanities Research Council (SSHRC) Explore Grant, UBC. 2025-26
Faculty Teaching & Learning Practices that Foster a Climate of Care for Postsecondary Students. Co-Investigator. Funded by Bell Let’s Talk, Mental Health Grant. Completed.
Selected Refereed Publications
Ndubuisi, A. & Ovie, G. (2026). Navigating the Doctoral System: A Duoethnography of Immigrant Women’s Experiences in Canadian Universities. Canadian Journal of Science, Mathematics and Technology Education, 26(62). https://doi.org/10.1007/s42330-026-00480-7
Edino, R. I., Ovie, G. R., Bryan, V. & Adams, J. D. (2026). Experiences of first-generation African immigrant women in STEMM careers in Canada. Canadian Journal of Science, Mathematics and Technology Education. 26(49). https://doi.org/10.1007/s42330-026-00465-6
Ovie, G. (2023). [Review of the book Inside the liberal arts: Critical Thinking and Citizenship by J. Scheuer]. Journal of Educational Thought, 56(2),185-188.
Ovie, G. (2022). Crisis response in higher education: Insights from educational leaders. Journal of Educational Thought 55(1), 43-68.
Barrantes, L. & Ovie, G. (2021). International Ph.D. female students’ experiences: A duoethnography about race and gender. Alberta Journal of Educational Research 67(2). https://doi.org/10.11575/ajer.v67i2.69293
Ovie, G. (2020) Coping with crisis: The mental health and self-care of crisis leaders in higher education. The Journal of Educational Thought 53(1), 49-66.
Nowell, L., Ovie, G., Kenny, N., Jacobsen, M. (2020). Postdoctoral scholars’ perspectives about professional learning and development: A concurrent mixed-methods study. Palgrave Communications 6, 95. https://doi.org/10.1057/s41599-020-0469-5.
Ovie, G. & Barrantes, L. (2020). Understanding intercultural socialization and identity development of international students through duoethnography. Book Chapter in Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education. IGI Global.
Ovie, G. & Barrantes, L. (2019). A dialogue of shared discoveries on immigration: A duoethnography of international students in Canada. Interchange: A Quarterly Review of Education. SpringerLink. doi.org/10.1007/s10780-019-09364-2.
Nowell, L., Ovie, G., Berenson, C., Kenny, N., Hayden, A. K., & Emery, C. (2018). Professional learning and development of postdoctoral scholars: A systematic review of the literature. Educational Research International. doi.org/10.1155/2018/5950739.
Nowell, L., Ovie, G., Kenny, N., Jacobsen, M. & Hayden, A. (2019). Professional learning and development initiatives for postdoctoral scholars. Studies in Graduate and Postdoctoral Education.
Non-Refereed Publications
Ovie, G. (2024, November 24). Investing in women’s well-being: Transforming lives, empowering generations. Her Legacy Magazine. https://whenafricanwomentalk.com/investing-in-womens-well-being-transforming-lives-empowering-generations/
Ovie, G. (2020, June 30). Education researcher believes the university has demonstrated strong crisis management in the face of the pandemic. UToday News. https://ucalgary.ca/news/educationresearcher-believes-university-has-demonstrated-strong-crisis-management-face-pandemic?
Ovie, G. (2020, April 17). Self-care and well-being during COVID-19: Three strategies to stay well and healthy. Taylor Institute for Teaching and Learning. https://news.ucalgary.ca/news/self-careand-well-being-during-covid-19.
Jeffs, C., Ovie, G., & Boyce, M. (2020, April 10). Staying well while working remotely: Being academically proactive, productive, and pragmatic. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/teaching-continuity/staying-well proactive
Jeffs, C., Ovie, G. & Boyce, M. (2020, April 10). Staying well while working remotely: Being academically proactive, productive, and pragmatic. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/teaching-continuity/staying-well proactive
Select Conference Proceedings
Neudorf, V., Klooster, A., Ovie, G., & Brosseau, D. C (2026, June). Stakeholders’ perspectives on mental illness stigma in a Canadian postsecondary context. Presented at the National Convention of the Canadian Psychological Association, Montreal.
Ovie G. (2025). Preservice teachers’ perception of a crisis management course. UBC Research Showcase and Celebration. Faculty of Education, University of British Columbia.
Edino, R., Ovie, G., & Bryan, V. (2024). STEM experiences of first-generation African immigrant women in Alberta postsecondary institutions and implications for their children’s mental health and education. WestCAST. University of Calgary, Alberta
Edino, R., Ovie, G., & Bryan, V. (2024). Perspectives of first-generation African immigrant women science, technology, engineering, and mathematics in postsecondary institutions in Alberta. Roundtable presentation at the Education & Health Research Hub Conference. Fairfax, VA, USA.
Ndubisi, A. Ovie, G., Zhang, Z. (2023, June). Work-in-progress: A trio-ethnography study on the professional identity development of internationally trained minoritized early career women scholars in Canada. American Society for Engineering Education.Baltimore, USA. https://peer.asee.org/44159.
Boyko, J. W., Ovie, G. & Brosseau, D. C. (2023, June). Campus Belonging predicts post-secondary students’ perceived stress. Presented at the National Convention of the Canadian Psychological Association, Toronto.
Ovie, G. & Barrantes L. (2022, May). Understanding intercultural socialization and identity development of international students through duoethnography. Presented at the virtual conference of the Federation for the Humanities and Social Sciences.
Ovie, G. (2020, September). Crisis response and competencies in a troubled world. Presented at The King’s University Colloquium, Alberta
Akinrinola, A. A., Adebayo, S., Ndiaye, M. D., Akinrinmade, B. I & Ovie, G. (2020). A review of teacher retention in post-conflict ESAR: Issues and consequences for SDG 4. Comparative and International Education Society Conference.
Akinrinmade B. I., Ndiaye, M. D., Akinrinola, A. A., Ovie, G., Adebayo, S. (2020). Rethinking the path to gender equality in education in Eastern and Southern African post-conflict countries: A systematic review of African post-conflict countries. Comparative and International Education Society Conference.
Ovie, G. (2019, July). Strategies, challenges, and lessons learned: A western university leaders response to crises. Paper presented at the 26th Twenty-sixth International Conference on Learning, Queen’s University Belfast, Belfast UK.
Grant, K., & Ovie, G. (2019, July). Using Authentic Assessment of Learning in Graduate Student Teaching Development. Paper presented at 26th Twenty-sixth International Conference on Learning, Queen’s University Belfast, Belfast UK.
Ovie, G. & Nowell, L. (2019, June). Enhancing professional learning and career development opportunities for postdoctoral scholars. Paper presented at the 47th conference of the Canadian Society for the Study of Education, held in conjunction with the Congress for the Humanities and Social Sciences at the University of British Columbia.
Nowell, L., & Ovie, G. (2019, April). Experiential Learning Opportunities for Postdoctoral Scholars. Poster presented at the Taylor Institute Postsecondary Conference on Teaching and Learning, University of Calgary.
Ovie, G. (2019, April). Senior leadership response to human-made and natural crises in a large western postsecondary institution: Understanding the need for crisis leadership competencies. Paper presented at the International Journal of Arts & Sciences, Prague Czech Republic.
Ovie, G. (2019, April). A western university leadership response to man-made and natural crises. Roundtable Presentation at the Comparative International Education Society, San Francisco USA.
Ovie, G., & Barrantes L. (2018, October). International PhD female students’ experiences: A duoethnography about immigration, gender, and race. Paper presented at the 25th Biennial Canadian Ethnic Studies Association conference, Banff.
EDST Activity
Students Supervised
Courses taught
EDST 582: The Study of Educational Organizations
EDST 529: Qualitative Interviewing
EDST 401: Education, School and Social Institutions