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

Chartered Association of Business Schools, LTSE, Birmingham, April 2016 Judith Madill

Robert Ellis

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


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


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


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


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



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

http://www.cbc.ca/news/canada/

http://www.cbc.ca/news/canada/

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%.


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


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


Examination of:Whether Aboriginal content part of MajorWhether Aboriginal content built into

curriculum in other waysSupport for Aboriginal students


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)



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


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


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


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




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