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Abstract
While comparative research on gender and politics has produced a sizable literature on the appointment of women to cabinet positions in democracies, we know surprisingly little about appointment practices in authoritarian contexts at subnational levels. We address this gap with the resumés of 3,681 political appointees in subnational China (2003–2020). Our analysis reveals that subnational Chinese politics meets most of the criteria scholars put forward as being indicative of gendered institutions: (1) women and men's career patterns are different; (2) women are assigned to more feminine posts, while masculine posts provide more promotion opportunities; and (3) regarding backgrounds, women are younger, better educated and more likely to be ethnic minorities as a result of the implementation of tandem quotas. The findings advance the literature on gender and politics, showing that gender's effect on appointment transcends regime types and the dichotomy of national/subnational politics.

China's 'Xi-Li era' is said to be defined by both the concentration of power in the center and the strengthening of Party authority. In this paper, we ask whether these trends have been evident in local appointment practices since Xi Jinping took office in 2013. By comparing the career histories of 3,682 prefectural mayors and Party Secretaries under the Hu-Wen and Xi-Li administrations, we find that while appointment practices have shifted, the observed changes are not wholly consistent with the center- and Party-strengthening narratives. First, developments in the Xi-Li era suggest that while provincial authorities are increasingly using prefectural appointments for their own ends, the center remains high and far away in these decisions. Second, we do not find evidence that cadres with a strong Party background have a particular advantage in the Xi period. Instead, cadres with strong track records in key functional xitong, particularly those with an economic profile, are still the most likely to attain leadership positions. These findings contribute to the current debate on the nature of power reconfigurations unfolding in Xi's China. (J Contemp China / GIGA)

This thesis seeks to answer the question why ideology still matters for the Chinese Communist Party in its relations with its own members and, importantly, what its purpose is. In other words, it wants to understand how ideology is supposed to shape the relations between the Party and its own members and cadres. Building on mostly qualitative textual research of both Party-internal documents as well as publicly available Party publications, the thesis relies on an innovative theoretical framework to answer its research questions. It builds on a political science approach to ideology and com...

This thesis seeks to answer the question why ideology still matters for the Chinese Communist Party in its relations with its own members and, importantly, what its purpose is. In other words, it wants to understand how ideology is supposed to shape the relations between the Party and its own members and cadres. Building on mostly qualitative textual research of both Party-internal documents as well as publicly available Party publications, the thesis relies on an innovative theoretical framework to answer its research questions. It builds on a political science approach to ideology and com...

Purpose: The goal of this study was to understand the relationship between academic integrity and students' mental health during the COVID-19 crisis.
Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020.
Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students' anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students' well-being.
Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students' mental health, as well as the connections between academic integrity and student well-being in general.

In addition to institutional policies and procedures, many post-secondary institutions offer various supports and resources to support students' knowledge and enactment of academic integrity. In this study, we drew upon the literature and current practice to develop and implement an online academic integrity tutorial. This tutorial was customized to support undergraduate and graduate students enrolled in online and blended programs in a faculty of education at a Canadian University. We share the preliminary findings in this article and consider recommendations for future research and supporting students to learn about academic integrity generally. ; En plus des politiques et procédures institutionnelles, de nombreux établissements d'enseignement postsecondaire offrent divers supports et ressources pour aider les étudiants à acquérir des connaissances et à promouvoir l'intégrité académique. Dans cette étude, basé sur la littérature et les pratiques actuelles, nous avons développé et mis en oeuvre un tutoriel en ligne sur l'intégrité académique. Ce tutoriel a été personnalisé afin d'appuyer les étudiants de premier cycle et des cycles supérieurs inscrits à des programmes en ligne et hybride dans une faculté d'éducation d'une université canadienne. Dans cet article, nous partageons nos résultats préliminaires et faisons des recommandations pour des recherches futures afin d'aider les étudiants à se renseigner sur l'intégrité académique en général.

Educational portfolios are being used at a variety of educational levels to help students track their performance and enhance academic success. However, these portfolios lack adequate tracking of key information to enable Canadian students with learning disabilities to self-advocate through transition. This becomes increasingly problematic as shifts in legislation for providing services to students with learning disabilities change when students enter post-secondary institutions, making it difficult for students to navigate their way through the system. This article documents the varying tools being used at the secondary and post-secondary level to identify and support students with learning disabilities, including self-determination interventions for students with disabilities. Recommendations are made to guide the design of a portfolio for students with learning disabilities, which will allow them to have access to the information they need to bypass common barricades found in the transition process. ; No

Purpose: Οur study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs.
Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students') voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic.
Results: Τhe researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support.
Implications: Οur study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally.

This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one's employment. Recommendations include approaches that bridge the gap between policy and practice. Key words: Academic integrity, plagiarism, Canada, higher education, faculty Cette étude de cas à méthodes mixtes s'est penchée sur les perspectives et les pratiques du corps professoral relatives au plagiat dans une faculté d'éducation dans l'ouest du Canada. Les sources de données ont inclus les entrevues, les groupes de discussion et un sondage. Les résultats indiquent que les participants (N=36) étaient peu portés à suivre les procédures établies. Ils avaient plutôt tendance à employer des moyens informels pour traiter le plagiat, sans signaler les cas à l'administration, ce qui entrainait un écart entre la politique et la pratique. L'impact émotionnel découlant du signalement du plagiat comprenait le temps nécessaire à documenter un cas et la peur que le signalement puisse avoir une incidence négative sur son emploi. Les recommandations proposées incluent des approches visant à combler l'écart entre la politique et la pratique. Mots clés : intégrité académique, plagiat, Canada, enseignement supérieur, faculté