Browsing by Author "Otoo, Benedict Kojo"

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    Intercultural Capacities and Responsiveness in Higher Education Contexts: Perspectives and Experiences of International Graduate Students
    (2021-01-08) Otoo, Benedict Kojo; Kawalilak, Colleen A.; Simmons, Marlon; Boz, Umit; Winchester, Ian; Cottrell, Michael J.
    In this qualitative, single case study, I focused on international graduate students enrolled in a higher education institution in Western Canada to explore their perspectives and experiences on intercultural capacities and responsiveness in higher education contexts. The participants were international graduate students who had been in a Canadian higher education institution for a minimum of one year. Through semi-structured interviews with six international graduate students, document analysis, and a reflective journal, I explored their perspectives and experiences on intercultural capacities and responsiveness in higher education contexts. I sought to understand experiences of international graduate students that included: inclusive integration, alienation, and/or isolation when transitioning into their new academic environment, given their unique socio-cultural backgrounds and learning needs. I examined the responsiveness of higher education institutions to the needs of international graduate students by drawing on intercultural capacities of both the international graduate students and the higher education institution. As an international graduate student myself, I was a researcher–participant in this study. Together, participants and I interpreted and shared our perspectives and experiences through dialogue. The interaction focused on what intercultural capacities meant to them; their significant learning experiences; their intercultural perspectives as international graduate students; and, how the higher education institution supported them in adjusting to their new academic environment.
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    Investigating Academic Integrity in the Werklund School of Education: Process, Policy and Perceptions - Final Report (Poster)
    (2018-02-18) Eaton, Sarah Elaine; Fernández Conde, Cristina; Rothschuh, Stefan; Guglielmin, Melanie; Otoo, Benedict Kojo; Wilson, Jennifer (Jenny); Burns, Ian
    This poster serves as the final report for the project, "Investigating Academic Integrity in the Werklund School of Education: Process, Policy and Perceptions" funded by the Werklund School of Education. This project was approved by the Conjoint Faculties Research Ethics Board (CFREB) - Certificate: REB16-1828 Academic dishonesty continues to present a major problem in higher education (Altbach, 2015; Colella-Sandercock & Alahmadi, 2015; Leonard, Schwieder, Buhler, Beaubien Bennett & Royster, 2015). Using a qualitative research design, this project investigated how instructors, teaching assistants (TA’s) and administrators perceive and act upon cases of plagiarism or in the Werklund School of Education (WSE), University of Calgary. Further details on the overall project can be found on the Open Science Framework: DOI: 10.17605/OSF.IO/95Q6R
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    The Experiences of Internationally Trained Ghanaian Male Immigrants In Canada
    (2018-07-04) Otoo, Benedict Kojo; Kawalilak, Colleen; Jacobsen, Michele; Boz, Umit; Field, James C.
    In this qualitative, narrative inquiry, I focused on a small segment within the pool of skilled immigrants who come to Canada every year—5 internationally trained Ghanaian males. I explored their experiences and how they navigated the challenges and opportunities related to seeking employment after having immigrated to Canada. I also examined the impact on identity of being a visible minority immigrant and drew out the learning experiences that have impacted them. Participants had resided in a province in western Canada for a minimum of 2 years. As an internationally trained Ghanaian male immigrant myself, I was a researcher–participant in this study. Together, the participants and I interpreted and shared our life experiences through storytelling. Narratives focused on why participants decided to immigrate; their significant learning experiences; their perspectives, as men of colour, and how they navigated the system in seeking employment; and the challenges they faced when integrating into a new culture and society. Major themes included hurdles, the importance of a support system, the path to jobs, spectra of colour and identity, and optimism and hope in a new country. The findings provide a broader view of how participants navigated the barriers, challenges, and successes associated with being an internationally trained male immigrant of colour in a province in western Canada.
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    Understanding Faculty Perceptions and Approaches to Academic Integrity in a Canadian School of Education
    (University of Calgary, 2018-03-02) Eaton, Sarah Elaine; Rothschuh, Stefan; Fernández Conde, Cristina; Guglielmin, Melanie; Otoo, Benedict Kojo; Wilson, Jenny; Burns, Ian
    Schools of education are in a unique position to foster a culture of academic integrity among pre-service teachers who will go on to careers as K-12 educators. This presentation presents the results of a year-long mixed methods study to understand the perceptions and approaches to academic integrity taken by academic staff in a Canadian school of education. Participants (N = 38) included tenured, tenure-track and contract faculty at a variety of ranks and positions. Findings revealed that faculty had different perceptions on how cases of academic misconduct should be addressed, but had little awareness of how to prepare pre-service teachers as future mentors when it comes to cultivating academic integrity among their own future K-12 students.