The Art Gallery of York University (AGYU) will present “Permanence/Impermanence: The Life of Public Art” on May 4 at 1 p.m, an online conversation featuring prominent global artists discussing the challenges and importance of public art.
The conversation is part of The Uncontainable Collections Research Project presented by AGYU, an annual workshop series initiated in 2022 to make York University’s art collection more accessible to the public and for research purposes.
In the spirit of accessibility, this iteration of the workshop was produced collaboratively by AGYU staff Allyson Adley, Liz Ikiriko and Jenifer Papararo, as well as faculty and students in the School of the Arts, Media, Performance & Design.
The preliminary interview questions were developed with York University graduate class, ARTH 6000, led by Professor Anna Hudson, and will be addressed to the participants who are prominent artists and curators whose work critically engages with notions of “publicness” as it relates to “public art,” “the public sphere,” “public space” and “publics.” They include: Allison Glenn (United States), Vanessa Kwan (Canada), Mohammed Laouli (France, Germany, and Morocco) and Raqs Media Collective (India).
During the online conversation, each participant will give a 10-minute overview of their research and practice before joining a collective conversation that uses public art to counter codified notions of public space. In preparation for this live discussion, pre-interviews with each of the participants will be conducted, addressing the principles and ideals of democracy in how public space is inhabited; how decolonial acts of resistance de-centre monuments that glorify settler-colonial histories; what role communities can play in the commissioning of public art; and the limitations and risks of working in public spaces. Transcripts of these interviews will be available on the AGYU website on April 28.
This iteration of the workshop intends to activate, question and learn from involved arts practitioners discussing public art as a form of inspiration, as community engagement, and as a marker of time and place.
Those who wish to find more information or register, can do so here.
Groundbreaking global health simulation slated for May
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By Elaine Smith
Students will be immersed in an unparalleled learning experience on May 1 and 2 as York University’s School of Global Health unveils an innovative global health simulation event designed for Faculty of Health students.
Ahmad Firas Khalid
Spearheaded by Dr. Ahmad Firas Khalid, a physician and assistant professor of global health and faculty Fellow with the Faculty of Health, this first-of-its-kind simulation will transport students into the heart of the World Health Organization’s (WHO) World Health Assembly.
Participating students will have a unique opportunity to collaborate, tackle multi-sectoral challenges, and deepen their understanding of the United Nations Sustainable Development Goals (UN SDGs). The deadline to register is April 17. Students must register using this link. Those who would like to attend the opening and closing plenary sessions and the side sessions as an observer are also welcome; the registration deadline is noon on April 21 using an online form.
Khalid has created a state-of-the-art simulation of the World Health Assembly (WHA), WHO’s supreme governing body, giving students the chance to participate in creating collaborative governance approaches to multi-sectoral and multi-jurisdictional global challenges. The simulation, the first of its kind, also provides a deeper understanding of the UN SDGs.
“This project is groundbreaking because simulation-based learning in global health training is new,” Khalid said. “Presently, there is a distinct lack of continuous efforts aimed at advancing experiential education through simulation-based learning in global health, especially beyond the traditional clinical settings.
“In accordance with the University Academic Plan, the WHA SIM advances experiential education (EE) at York beyond the classroom by pioneering a novel EE strategy that combines the opportunity to explore and analyze real-world problems by applying theory and skills to a concrete experience and producing outputs that are collaborative and action oriented.”
The simulation, which takes place at the Keele Campus, begins with an opening ceremony and a welcome address by York University President and Vice-Chancellor Rhonda Lenton, followed by a panel discussion on “Building Solidarity for Worldwide Health Security” moderated by Professor A.M. Viens, director of York’s School of Global Health. The panel features Dr. David Peters, dean of the Faculty of Health; Dr. James Orbinski, director of York’s Dahdaleh Institute for Global Health Research; and Krishnan Shankar, science advisor and community partnerships lead at ScienceUpFirst Initiative, Canadian Association of Science Centres.
Afterward, students will immerse themselves in the simulation, joining one of three committees: Public Health Emergencies: Preparedness and response; Strengthening Infodemic Management; or Universal Health Coverage: Reorienting health systems to primary care. Students will discuss the issue facing them and draft a related position paper and resolution. Each committee will work with a York University mentor who is an expert in the field: Godfred Boateng, assistant professor of global health; Matthew Poirier, assistant professor of social epidemiology; and Farah Ahmad, associate professor in the School of Health Policy and Management.
On the second day of the simulation, each committee will take its resolution through the WHA approval process, aiming to have it passed.
“The WHA simulation should be eye-opening for students as they are exposed to the procedures and politics involved in global health initiatives,” Khalid said. “This amazing opportunity will offer valuable lessons that will be transferable to their future careers.”
Participants will also attend a career session focused on opportunities in global health and enjoy a lecture by Anthony Morgan, the new host of CBC’s acclaimed television program, The Nature of Things.
The simulation will end with an awards ceremony, recognizing the best delegate, best collaborator and best position paper.
“This is a fantastic EE opportunity for our students,” said Viens. “York’s undergraduate global health program was the first in Canada and one of the first in the world to offer a free-standing undergraduate global health degree. Its reputation and record of educating the next generation of global health leaders will be further advanced by this innovative, real-world simulation-based experiential learning initiative. It’s something we hope to enlarge upon in years to come.”
Study explores barriers, opportunities for implementing Finnish Baby Box concept in Canada
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A new study out of York University examines how the Finnish Baby Box concept was instituted across nations identified as liberal welfare states, such as Canada, the U.K. and the U.S., that minimize income redistribution, social spending and management of the labour market. It also identified numerous barriers to building progressive public policy in these nations.
For more than 80 years in Finland, expectant mothers have been provided with a cardboard box containing an extensive collection of clothing, bathing products and diapers, together with bedding and a small mattress, which could be used to place the baby in if necessary.
Dennis Raphael
Faculty of Health Professor Dennis Raphael and Alexis Blair-Hamilton, a recent graduate of the Health Studies program at York and lead author of the study, investigated how the concept was translated in liberal welfare states. Raphael says they were led to do so by their observing that governmental authorities and the media in Canada, the U.K. and the U.S. put forth the mistaken belief that Finland’s very low infant mortality rate was achieved by having babies sleep in the box rather than by the advantages provided by Finland’s extensive social democratic welfare state.
Using a critical case study methodology, the study looked at whether the Finnish Baby Box concept’s implementation in Canada, the U.K. and the U.S. experienced message distortion (having the box serve as a means of preventing SIDS rather than providing essentials associated with childbirth), commercialization and watering down of content and authorities, and media separation of the baby box concept from the broad array of Finnish welfare state policies that support families with children.
Numerous barriers to building progressive public policy in these three countries were identified, including: “the structures and processes of the liberal welfare state, commercial interests that skew public policymaking and media logic that limits news reporting to the concrete and simple, eschewing complex analysis.”
Additionally, the researchers found that only Scotland and Wales recognized the decommodification and equity roles played by the Finnish baby box and its contents. The authors noted that in Scotland and Wales, like Finland, governing authorities were decidedly on the left-wing of national politics, demonstrating how a commitment to equity and social democracy serve as important spurs to health promoting public policy. Barriers and opportunities in liberal welfare states for implementing such public policy to support families and promote health and well-being were considered.
Professor provides GNL experiences with Latin American partners
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By Elaine Smith
Marlon Valencia, an assistant professor in the Department of English at Glendon College, is using remote course delivery to ensure students can benefit from experiential learning opportunities with academic partners across Latin America.
Valencia had always incorporated experiential education into his courses, but it was the necessity for remote course delivery that really sold him on the value of Globally Networked Learning (GNL).
GNL is an approach to teaching, learning and research that enables students, faculty and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.
Today, Valencia, who is also director of the English as a Second Language program and coordinator for the Certificate in the Discipline of Teaching English as an International Language, incorporates GNL into all of his courses.
Marlon Valencia
“I had no option but to incorporate GNL, because I was teaching a practicum course,” said Valencia. “Our students traditionally go to Cuba for three weeks to observe classes and teach, but we weren’t able to do that in 2021 and 2022, so I saw this challenge as an opportunity to build strong relationships with international partners and provide students with good experiential opportunities via Zoom and Webex.”
As a native of Colombia, Valencia already had ties to faculty there, and his work as a member of the scientific committee for the Colombian Applied Linguistics Journal fostered connections with faculty elsewhere in Latin America. Today, his partners include faculty from five universities in three countries: Universidad Autónoma de Occidente, Universidad Distrital Francisco José de Caldas and Universidad ECCI in Colombia; Universidade Estadual Mato Grosso do Sul in Brazil; and Universidad Técnica Nacional de Costa Rica in Costa Rica.
“I love collaborating,” said Valencia. “It’s part of my nature.”
Each term, his students learn to enjoy collaborating with their overseas counterparts, although it can be a bumpy ride for them at first.
“I let my students know that working with international partners requires a lot of flexibility and negotiation,” he said. “It’s not always something we appreciate in Canada; students expect everything to go according to the course outline, and if it doesn’t, they may experience a great deal of anxiety. However, sometimes, for instance, the school calendars of our international partners don’t match ours, so it requires patience to work out a solution.
“It’s a good opportunity for life lessons. They will get insight into other cultures and learn that time can be malleable.”
Valencia’s first-year course entitled English in the World; The World in English, which looks at how English developed worldwide from a broad historical and political perspective. As part of the course, his students were paired online with students from ECCI in Colombia for informal conversations about why they were learning English and what English means to them. It was a way of bringing their course readings to life.
“I wanted them to understand what teaching English internationally would be like and what English means to others,” he said. “It was an eye-opener. As first-year students, it might have been the first time they engaged in conversation with someone who spoke English as an additional language. It was a rich experience. They often got together for longer than was required and some of them became friends. Some of the students told me it was the best part of the course.”
As part of the course The Nuts and Bolts of English: Grammar for Teaching and Learning this semester, Valencia’s students worked in partnership with students at Universidad Autónoma de Occidente to create a program for one of the university’s student radio shows, UAO Speaks English, which is broadcast on YouTube.
The students will be guest hosts on Thursday, April 13 at 5 p.m., discussing key concepts such as language contact, plurilingualism, Canadian English, and living with more than two languages.
“I’ve appeared on the show myself and I had stage fright in the booth, but the Colombian students producing the show were naturals,” Valencia said.
In addition, Valencia incorporates GNL into Teaching English as an International Language practicum course. The students observe professors at partner universities in Latin America teaching prospective English teachers there and then have the opportunity to deliver lessons to those students online.
“I definitely want to include GNL in all teacher education courses,” Valencia says. “GNL is one way for students to see what’s out there in the world and it’s affordable and easy to make happen. It allows students to explore the world’s possibilities and its limitations. It’s all about enriching their educational opportunities.”
Dahdaleh Institute highlights experiential education at Global Health Intern Symposium
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The Dahdaleh Institute for Global Health Research (DIGHR) at York University will host the fifth annual Global Health Intern Symposium on April 19 featuring student interns and their contributions to research addressing critical global health challenges.
Interns at DIGHR benefit from the opportunity to participate in various stages of a research project, offering valuable experience and insight into the field of critical global health research. They have undertaken a wide range of projects including literature reviews, data synthesis, cataloguing, content development, stakeholder engagement and much more.
Eleven York students will give presentations at this public event, highlighting their research and internship experience working with faculty and Fellows at the Dahdaleh Institute. Presentation topics include:
social inequalities in health;
housing insecurity among people with HIV/AIDS in Kenya;
protocol for international policymaking;
non-communicable disease prevention using artificial intelligence; and
global health projects – design, communications, lending library and sub-website systems.
Through the Dahdaleh Institute Internship Program, students apply critical research skills and pursue meaningful research opportunities under the guidance of leading global health researchers. Applicants interested in the Dahdaleh Institute for Global Health Research internship program are encouraged to apply through York’s RAY program. The deadline to apply is Thursday, April 20. More information about summer internship opportunities is available online.
NJSC contestants, who are the first-prize winners in each category of the year’s respective provincial Japanese speech contests, travelled from all across the country to compete together. This year, 25 contestants in four levels of proficiency faced off at the national contest, which took place at the Toronto branch of the Japan Foundation on March 26. The three York students who finished in prize-winning positions were:
Grand prize (advanced first): Risha Pelchat (AP/JP2010)
Intermediate first: Ava-karie Hislop (AP/JP2000)
Beginners third: Arman Ahmed (AP/JP1000)
Pelchat – a translation student who also won the grand prize at the Ontario Japanese Speech Contest (OJSC) at the University of Toronto on March 4 – flawlessly delivered her speech entitled “Me? ‘Mademoiselle’? ‘Xiao Jie’?” in which she emphasized the importance of small gestures that could evoke feelings of “gender euphoria” among transgender people.
Hislop, a School of the Arts, Media, Performance & Design student, presented her speech “Current Artists and Social Media.” She spoke about the negative influence of online reactions to, and evaluations of, art works, arguing that artists should – above all else – strive to maintain their integrity, originality and creativity.
Ahmed, a computer science student, delivered his speech titled “Break the Shell!” in which he used the metaphor of turtles and dragons to illustrate the experience of coming out of his shell following a long-COVID hiatus and discovering new friendships by taking up competitive dragon boating.
From left: Ava-karie Hislop, Noriko Yabuki-Soh, Risha Pelchat, Arman Ahmed and Eri Takahashi
“York students in the Japanese Studies Program have won many top prizes at both the provincial and national speech contests in the past. This year is no exception,” said DLLL Associate Professor Noriko Yabuki-Soh.
Yabuki-Soh, along with department colleague Associate Professor Norio Ota and faculty members Kumiko Inutsuka, Akiko Mitsui and Eri Takahashi, coached the students leading up to the national contest. Yabuki-Soh also served on the 2023 NJSC’s organizing committee.
“We are so proud of those students who worked so hard for this competition,” she added. “I am sure they will endeavour to become ‘ambassadors’ of Canada to Japan in the future.”
York lands top 10 spot in 17 subjects in QS rankings
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York University’s high-quality academic programming continues to position the institution as a leader in post-secondary education and drive positive change to right the future, both nationally and internationally, according to the 2023 QS World University Rankings by Subject report.
The University ranks among the top 100 in the world for three subject areas: English language and literature, philosophy, and for the first time, performing arts.
York University’s School of the Arts, Media, Performance & Design (AMPD) is internationally recognized as an incubator for performing arts innovation. The first university in Canada to offer jazz and gospel as part of its Music degree program, York continues to advance and modernize its programming for a diverse student performers. More recently, the School’s Theatre and Dance programs collaborated with colleagues in Digital Media and Film, as well as professional partners, to incorporate digital technologies into its programs. The QS rankings demonstrates AMPD is a global example of how performance programs – such as dance, music and theatre – can connect to all forms of arts, media and design to create positive change.
The report, released in March, ranks a total of 54 disciplines grouped into five subject areas: Arts and Humanities; Engineering and Technology; Life Sciences and Medicine; Natural Sciences; and Social Sciences and Management. The 2023 ranking is noted as the biggest QS World University Rankings by Subject, with more than 15,700 programs from 1,594 institutions evaluated.
Rhonda Lenton
“These rankings reflect the world-class education and purposeful research for which York University is known,” says York University President & Vice-Chancellor Rhonda Lenton. “We continue to drive positive change locally and globally guided by our values as a progressive university dedicated to excellence, social justice, diversity, inclusion and sustainability, and we are thrilled that we are being recognized for our leadership in shaping the future of higher education, providing the talent needed for the 21st century workforce, and solving the complex problems facing society today and in the future.”
Among Canadian universities, York ranks in the top 10 in a total of 17 subject areas.
In the QS World University Rankings category of Arts and Humanities, York University ranks in the top five universities in Canada in the subject areas of English language and literature (#4); history (#4); performing arts (#4) and philosophy (#4). The University is in the top 10 in Canada for modern languages (#7); and linguistics (#10).
In the QS World University Rankings category of Life Sciences and Medicine, York University ranked in the top five in Canada for psychology (#5).
The University’s program in the subject area geography (#7) appeared in the top 10 in the QS World University Rankings category of Natural Sciences.
In the category of Social Sciences & Management, York University programs that ranked in the top five in Canada are development studies (#4); and social policy and administration (#4). Listed in the top 10 across Canada for York University are the subjects of accounting and finance (#8); anthropology (#6); business management studies (#8); communication media studies (#8); law and legal studies (#6); politics (#7); and sociology (#6).
QS World University Rankings is an annual publication of university rankings by Quacquarelli Symonds (QS).
Award for research on cardiac rehabilitation during COVID-19
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A paper co-authored by York University researchers that investigates how COVID-19 impacted the delivery of cardiac rehabilitation (CR) worldwide has earned the Best Global Heart Journal Paper Award for 2023 from the World Heart Federation.
The award, which recognizes work that advances heart health and fights cardiovascular disease, will be presented at the World Heart Summit, May 19 to 21, to the team of researchers that includes York University Faculty of Health Adjunct Professor Gabriela Lima de Melo Ghisi (lead author), Professor Sherry Grace (senior author) and Adjunct Professor Susan Marzolini.
Sherry Grace
The team – including researchers from University Health Network, Shanghai Xinhua Hospital, Shanghai Jiaotong University School of Nursing, NYU Langone Health, Sydney Nursing School, Manipal Academy of Higher Education, University of Saskatchewan, University Centre Shrewsbury and Sir H. N. Reliance Foundation Hospital – studied the impacts of COVID-19 on cardiac rehabilitation around the world, with a focus on closures and the associated effects on patients and providers.
Taking a cross-sectional approach, the team surveyed 1062 cardiac rehabilitation programs from 70 different countries, and found the pandemic resulted in the temporary closure of roughly 75 per cent of programs. As well, the programs that continued to run were found to offer less comprehensive care, changed to virtual delivery, and stopped accepting new patients.
“Given the estimated number of CR programs globally, these results suggest approximately 4,400 CR programs globally have ceased or temporarily stopped service delivery. Those that remain open are implementing new technologies to ensure their patients receive CR safely, despite the challenges,” reads the paper, titled “Impacts of the COVID-19 Pandemic on Cardiac Rehabilitation Delivery around the World” published in the Global Heart journal.
The paper concludes that alternative cardiac rehabilitation delivery models are necessary to ensure safe, accessible heart rehab care.
“This work all began from a Faculty of Health Minor Research Grant for the first Global Audit in 2016. We had really laid the groundwork of our international network of cardiac rehab, and so were poised to assess the impacts of COVID-19 as soon as the pandemic hit,” says Grace. “We are proud to contribute to York’s leadership in global health, and plan to repeat the audit again soon with the pandemic waning in many regions of the globe. We hope to see that programs have re-opened and virtual rehab delivery is reimbursed.”
York professor’s expert testimony helps win asylum-seeker case
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By Elaine Smith
When Professor Yvonne Su was asked to provide expert testimony at the refugee hearing for a gay Venezuelan man seeking asylum in the United States, she jumped at the opportunity.
“My whole academic career led me to this point,” said Su of the request made earlier this year. “I’ve written journal articles, policy papers and been involved in activism, but rarely do I get to do something that has such a direct impact.”
Yvonne Su
Su, an assistant professor in the Department of Equity Studies in the Faculty of Liberal Arts & Professional Studies, is an expert on forced migration. Since 2019, her research has focused on LGBTQ+ asylum seekers from Venezuela, where, as in many countries, a confluence of politics, religion and culture make living an openly gay life dangerous.
“Given the anti-LGBTQ+ sentiment, many people aren’t even out to their family members,” Su said. “They remain closeted so their families don’t disown them. Some are married with children and living double lives. There is fear of violence and concern about job discrimination, and there are few laws to protect LGBTQ+ people. Same-sex marriage is not recognized in the country as the Venezuelan constitution defines marriage as between a man and a woman.
“The pandemic made things worse for the LGBTQ+ community, because fake news stories circulated on social media at the start of COVID-19 blaming LGBT people for the spread of COVID-19.”
The lawyer for the asylum seeker learned of Su’s research and reached out to her to ask her to write a report about the living conditions for gay men in Venezuela that addressed whether it was possible for them to live authentic public lives as gay men, free of violence. Su wrote the report based on her research; she never met the applicant, because her work had to be impartial.
Next, she testified as an expert witness at the immigration hearing.
“The lawyer for the asylum seeker practised with me for an hour to prepare me for the type of questions I might be asked,” Su said.
Her testimony was given by phone, something she assumes is fallout from the pandemic.
“The government’s lawyer really wanted hard evidence and concrete numbers about incidents of violence against gay men, but states like Venezuela don’t collect statistics on hate crimes or violence against certain groups,” she said. “They don’t want that information publicized.”
However, in the survey Su previously conducted of gay Venezuelan men through her Social Sciences and Humanities Research Council (SSHRC)-funded research, she asked them if they faced discrimination and violence in Venezuela due to their sexual orientation or gender identity. In answering those questions, some respondents volunteered examples of violent incidents: beatings by police and civilians, as well as gang rape. She was able to present the results from the 162 surveys completed by LGBTQ+ Venezuelan asylum seekers in Brazil and Colombia as evidence and to explain the cultural context.
As one of the first migration experts to research these high-risk and hard-to-reach groups, Su’s data set of experiences of violence is rare and necessary for informing policy.
“North Americans have a difficult time conceptualizing the LGBT culture in other countries,” Su said. “Their concept of what constitutes a gay life is very narrow. In many countries in the Global South, it’s not like North America, where teenagers come out to their parents or friends at 14 and there are few political consequences.
“In many other countries, it’s a serious political and social issue, people don’t want to talk openly about how state authorities mistreat LGBTQ+ people, because the state may persecute them for speaking out and it makes them more vulnerable or it identifies them to others as LGBTQ+.”
Su’s testimony lasted 20 minutes, but the hearing itself went on for five or six hours. Afterward, the judge decided in favour of the asylum seeker.
“They emailed me and I jumped for joy,” Su said. “Someone’s life has changed. They will be able to live in the United States and will be free to be their authentic selves.”
Although this was her first experience as an expert witness, she will be happy to do so again. It’s part of her commitment to York’s ideal of righting the future as laid out in the University Academic Plan.
“If I hadn’t done this research previously, these statistics wouldn’t be available,” Su said. “They don’t exist elsewhere. So, if others ask, I’d happily help out. I’ll present what I know and hope for the best.”
York launches new Internationalization and Global Engagement Strategy
The plan builds on work already underway, integrating and elevating internationalization and global engagement with an intention to focus on established areas of success. The University will continue to develop meaningful partnerships that enhance research and student learning opportunities, while expanding the global reach of new ideas and discoveries. The University will embrace new technologies to achieve the goals, and efforts will be expanded to engage more diverse populations in the pursuit of knowledge.
Rhonda Lenton
“Internationalization has long been a part of York University’s identity since it was founded in 1959 and is a defining feature of our community,” says Rhonda Lenton, president and vice-chancellor. “The pandemic has significantly impacted global engagement and has reminded us all about the imperative for cross-border collaboration in responding to complex, global problems such as health care, climate change and political polarization. York’s Global Engagement and Internationalization Strategy answers the call for action in finding solutions to the world’s most pressing challenges outlined in the United Nations Sustainable Development Goals (UN SDGs). The strategy will drive positive change by enhancing international learning experiences, making education more accessible for international students, and opening the door for enhanced partnerships and research opportunities.”
The President’s Council on Internationalization and Global Engagement led the development of the strategy starting in 2019. Members included domestic and international students at all levels, faculty members from across the institution with expertise in internationalization, the York University English Language Institute, York International, and the divisions of Research & Innovation, Students and Advancement.
From September 2019 to March 2020, the council led consultations with Faculty councils, students, staff, alumni, local and global partners alongside administrative and governance committees. While there was a pause during the pandemic as the University responded to global events, the plan was strengthened and shaped by lessons from this global health crisis with additional focus on sustainability and support for new technologies.
Four strategic priorities will guide the work of the University’s Faculties and departments, and provide the flexibility needed to set goals depending on individual contexts and objectives, including:
expanding inclusive global and intercultural learning;
enhancing the experience of international students;
engaging in global research and innovation; and
elevating global stewardship, partnerships, profile and impact.
The strategy will champion York’s vision for the future, focusing on core values such as promoting academic freedom, reciprocity, mutuality, quality and access. It also aims to ensure that infrastructure is in place to support collaboration across the University to create strong and impactful partnerships beyond York’s campuses.
Lisa Philipps, provost and vice-president academic, says “The last three years have been transformative in higher education. We have piloted many new approaches to advance global engagement and this strategy sets the table for how we can further amplify the work that is already underway.”
Next steps for advancing the strategy include bringing together colleagues from across the University to inform the implementation of initiatives for each of the four priorities. Country and regional tables will also be launched to support engagement and coordinated efforts across the University. Finally, York will create a Global Alumni Leadership Council from diverse sectors and regions to draw on expertise, mobilize resources and strengthen global alumni networks in support of the University’s strategic priorities.
The strategy will guide the development of operational plans that will be incorporated and assessed through divisional and Faculty Integrated Resource Plans, and in particular, actions that engage academic units, staff and faculty members. Over the coming year, University-wide working groups will be created to engage in priority countries, regions and collaboration opportunities.
