Download - LTSE 2016 conference presentation: UoL
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Robert Ellis, University of Lethbridge, Canada
Judith Madill, University of Ottawa, Canada
Business Education For Aboriginal Peoples in Canada
Purpose of the WorkshopEconomic and social development of
Aboriginal peoples in Canada has languishedHigher education could be a foundation for
progressUniversity management education does not
meet the needs of Aboriginal communitiesThe purpose of our workshop is to discover
approaches to foster access and engagement of Aboriginal students and communities in management education
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Our Workshop Will Focus On:Current social and economic progress of
Aboriginal people in CanadaThe government’s strategy of devolving
social and economic power to Aboriginal peoples
Showing that participation rates in university education are too low
Outlining key barriers to improving these outcomes
Assessing approaches taken by Canadian universities to support Aboriginal students
Proposing an integrated strategy to foster success
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Our Workshop Will Focus On:We anticipate our presentation will be around
20 minutesWith the remaining time in our workshop we
would welcome your thoughtsWhether you have experienced similar
challenges in reaching out to communitiesWhether you have suggestions for other
approaches we should consider
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Demographic Trends of Aboriginal PeopleThe Aboriginal peoples of Canada are the
First Nations (North American Indian), Métis or Inuit
Aboriginal peoples comprise a growing proportion of the population
A significant segment of the population in Western Canada
Growing share of new entrants into the labour force
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Current Social and Economic Progress of Aboriginal PeoplesFall behind other Canadians on every
indicator of social, health and economic well-being
Poor housing and crowded living conditionsLower employment rates in the labour forceHigher unemployment ratesLower incomes
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
A family in the First Nations community of Pikangikum in northwestern Ontario. The image is from a report by Coleen Rajotte for the CBC web series 8th Fire, which will launch in December. Taken from: http://www.cbc.ca/news/canada/shacks-and-slop-pails-infrastructure-crisis-on-native-reserves-1.1004957
Governments Are Devolving Power to Aboriginal PeoplesPaternalistic Indian Act of 1876 Goal of devolving power is to enable
Aboriginal peoples to govern their social and economic development
Federal Framework for Economic Development
Business and management knowledge and skill will be essential for this endeavour to be successful Chartered Association of Business Schools,
LTSE, Birmingham, April 2016
Participation and Success Rates in University EducationLevels of educational achievement far below
those of other Canadians, particularly at the university level2011, 8.7% of the Aboriginal population versus
26.5% of the non-Aboriginal population had completed a degree
Educational achievement related to employmentAboriginal Peoples Survey (2012),
unemployment rates: for secondary school leavers 19.7% , for those with a secondary school diploma, 11.9%, college certificate or diploma, 7.3%, university certificate, diploma or degree, 3.2%.
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Lower high school completion rates (28% of FN)
Aboriginal university students have challenges to overcome beyond their programs
Lack of respect and understanding of Aboriginal communities and cultures on the part of non-Aboriginals
Programs which do not reflect the culture and needs of Aboriginal peoplesFew programs focused on Aboriginal
governance/businessCultural values in curriculum clash with Aboriginal
valuesFew case studies on Aboriginal communities or
businesses
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Key Barriers to Improving Success
Canadian Business ProgramsResearch for this paper consisted of review of
university business programs with respect to Aboriginal academic content and support
Utilized the CFBSD website and list of its members
Reviewed English language programs onlyAtlantic Schools – 13Québec - 3Ontario Schools – 18Western Canada – 20
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Examination of:Whether Aboriginal content part of MajorWhether Aboriginal content built into
curriculum in other waysSupport for Aboriginal students
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Summary of ResultsMajority of programs have little or no
Aboriginal contentSupport for Aboriginal students offered at
many universitiesCentres for Aboriginal students, including
Elders to counsel and guide students, academic and personal counselling, tutoring, mentoring, and social/cultural events
Several exemplary programs, where strong programming was matched with student support Chartered Association of Business Schools,
LTSE, Birmingham, April 2016
Creative Approaches Observed in FindingsDistance education models utilizedDouble major approach utilizedBridging programs (to both BComm and
MBA) utilizedOne very creative approach at Nipissing
University where credit given for a professional program offered by AFOA (http://www.afoa.ca)
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Atlantic Canada
Western Canada
Results
Cape Breton U – ChairAnd casesNipissing Bridging with AFOA
Queen’s Double Major
UBC – CH’nook program Athabasca – Major and distance
U of S – 2 year Bridging
Moving Forward…Integrated approach
Strong relationships with Aboriginal communities and professional organizations
Bridging programs to enable Aboriginal students to compete the equivalent of high school and build a foundation for university studies
Students services housed in a gathering place for Aboriginal students
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Moving Forward…Aboriginal majors within the business
curriculumKnowledge of history, legal framework,
governance structures and culture required of all business students
Curriculum devoid of case studies on Aboriginal communities, businesses, and individuals
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Case Studies on Aboriginal CommunitiesBusiness case studies focused on Aboriginal
communities would reap enormous benefitsIncrease participation rates and engagement
of Aboriginal studentsFoster respect and understanding between
Aboriginal and non-Aboriginal students and prepare them to work cooperatively in the future
Through case research increase our understanding of business and economic models which are relevant to Aboriginal communities
Chartered Association of Business Schools, LTSE, Birmingham, April 2016
Challenges in Writing Aboriginal Business CasesAboriginal representation needed on case
writing team/partnership Examples:
Nazko First Nation in BC Entrepreneurship among Blackfoot People on Blood
Reserve, AlbertaEthical standards are higherHistory of distrustLack of scholarship with regard to Aboriginal
businessChartered Association of Business Schools, LTSE, Birmingham, April 2016
Aboriginal Entrepreneurship and LeadershipLack research on entrepreneurship and
leadership from the perspective of Aboriginal cultures and institutions
Need to support the development of scholarship with Aboriginal communities
Support training of Aboriginal graduate students
Chartered Association of Business Schools, LTSE, Birmingham, April 2016