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Volume 47, No. 3, 2017, pages 76-100  \nPerceptions ofthe International Baccalaureate (IB) in Canadian Universities  \nSaira Fitzgerald Carleton University  \nAbstract  \nThis article presents the results of the first Canada-wide survey on how university admissions personnel view the International Baccalaureate Diploma Program (IBDP) in relation to other curricula. The purpose of this study was twofold: (i) to move beyond anecdote and discover how Canada compares with universities in the UK and Australia/NZ, and (ii) to determine whether a dominant or hegemonic discourse surrounding the IBDP exists. Building on a small-scale pilot of perceptions in Ontario universities, the present study replicates two International Baccalaureate Organization studies (in the UK, 2003, and in Australia/NZ, in 2007) in the Canadian context. Results reveal a pattern of responses consistent with the previous studies—i.e., a confident positive general view, combined with uncertainty regarding specific aspects of the IBDP. Such widespread and consistent views suggest the existence of a dominant or hegemonic discourse surrounding the IBDP, constructing itas the standard of excellence in pre-tertiary education, which has important implications for publicly funded education in Canada.  \nRésumé  \nCet article présente les résultats du premier sondage pancanadien portant sur la façon dont le personnel universitaire affecté aux admissions compare le programme du Baccalauréat international (BI) aux autres programmes. Le but de cette étude était double : (i) découvrir comment le Canada se compare réellement aux universités du Royaume-Uni et de l’Australie / NouvelleZélande, et (ii) déterminer s’il existe un discours dominant ou hégémonique  \nCJHE / RCES Volume 47, No. 3, 2017  \nIB Perceptions in Canadian Universities / S. Fitzgerald 77  \nentourant le BI. Élaborée à partir d’un petit échantillon de perceptions pris dans des universités ontariennes, la présente étude reproduit deux autres études de l’organisme Baccalauréat International (R.-U. en 2003 et Australie / N.-Z. en 2007) dans un contexte canadien. Les résultats révèlent un schémaderéponses cohérentes avec les études précédentes, à savoir, une vue générale positive combinée à une incertitude au sujet d’aspects précis du programme.  \nDe telles conceptions généralisées et constantes suggèrent l’existence d’un discours dominant ou hégémonique autour du BI, en l’échafaudant commes’il s’agissait d’une norme d’excellence en enseignement préuniversitaire, ce qui a des implications importantes pour l’éducation publique au Canada.  \nIntroduction  \nUniversities in Canada are tripping over each other trying to entice IB students to come to our institutions. . . offering perks such as preferred residence rooms, priority enrollment in courses, special scholarships and full transfer credit to IB diploma holders . . . the domino effect is sweeping the country. Those who are not developing IB friendly policies are losing out on great students in an increasingly competitive market for outstanding prospective students.  \n—Wendy Loat, admissions policy adviser, University of Toronto, and Chair, College University Recognition Task Force  \nAlthough the International Baccalaureate Organization’s (IBO) flagship IB Diploma Program (IBDP)1 was originally designed to be offered in private international schools around the world for “students disadvantaged by having to live and study abroad”(Bagnall, 1994, p. 5), the past two decades have seen a growing adoption of the IBDP asan alternate curriculum within publicly funded schools in Canada, Australia, the United Kingdom, and the United States (see, e.g., Bagnall, 2010; W. Baker, 2014; Doherty, 2009; Tarc & Beatty, 2012) . One of the main reasons for this growth is the perception that the IBDP produces students who excel both academically and socially compared to students following other hi","cbCaicPB6srRgnvS","https://ap.wps.com/l/cbCaicPB6srRgnvS","pdf",1283784,25,"English","# Abstract\n# Introduction\n## Context of IBDP expansion in publicly funded schools\n## Framing IB as excellence and social/cultural capital","[{\"question\":\"What does the study investigate about the IBDP in Canada?\",\"answer\":\"The study examines how Canadian university admissions personnel view the International Baccalaureate Diploma Program (IBDP) in relation to other curricula.\"},{\"question\":\"What are the main goals of the research?\",\"answer\":\"The research aims to move beyond anecdotal perceptions, compare Canada with the UK and Australia/NZ, and determine whether a dominant or hegemonic discourse around the IBDP exists.\"},{\"question\":\"What pattern do the results show?\",\"answer\":\"The results show a confident positive overall view of the IBDP, together with uncertainty regarding specific aspects of the program.\"}]","Perceptions of the International Baccalaureate (IB) in Canadian Universities | PDF",1792083646,63]