Dr. Alana HoareAssistant Teaching Professor | Faculty of Education and Social Work

Email: ahoare@tru.ca
Phone: 250-319-9430

Interests

Dr. Hoare is an assistant teaching professor of education and critical university studies scholar. Her academic interests focus on the role of cultures and epistemologies and their influence on educational systems. One might describe her as a university nerd who enjoys getting into the weeds of educational policy, governance, and quality assurance. She asks questions about leadership ethics, power, and process. Dr. Hoare holds an EdD in Educational Leadership from Western University; and a MEd, BEd, and TESOL certificate from TRU. In past lives, she taught elementary school and adult English language learners; and spent nearly a decade as a higher education quality assurance practitioner.

Research Interests

Dr. Hoare's teaching and research centre educational institutions and their leaders. She examines the university's role in society, focusing on culture, ethics, history, and politics. She is committed to community-engaged and critical methodologies and is increasingly interested in how these approaches can surface lived experiences of communities pushed to the margins. She is a BCcampus Research Fellow (2024-25), UN SDG Open Pedagogy Fellow (2024-25), and NWCCU Data Equity Fellow (2022-23). She is also a member of the Community and Cultural Mapping Research Group: https://culturalmapping.trubox.ca/

Areas of research focus include:

critical university studies
leadership ethics
intercultural learning
open pedagogy as ethical leadership praxis
the intersections of QA and SoTL

Education

Doctor of Education (EdD), Educational Leadership, Western University Dissertation: Culturally responsive Canadian postsecondary performance measurement Supervisor: Dr. Cheryl-Bauman Buffone
Master of Education (MEd), Thompson Rivers University Thesis: Faculty and ESL student perceptions of academic linguistic and cultural preparedness: Exploring effective teaching Practices for academic ESL students Supervisor: Dr. Jim Hu
Bachelor of Education (BEd), Thompson Rivers University
Post-baccalaureate certificate Teaching English as an Additional Language, Thompson Rivers University

Publications

OP-ED

Austin & Hoare (2025, October 29). The Mintz report is wrong on EDI. University Affairs. https://universityaffairs.ca/opinion/the-mintz-report-is-wrong-on-edi/

SELECT REFEREED ARTICLES

Sauve, C., Hoare, A., & Ramirez, G. (2026). The impact of program review in postsecondary education: A qualitative case study. Canadian Journal of Educational Administration and Policy, 208, 95-105. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/79941
Jiang, Y., Garson, K., McLean, A., Hoare, A., Virani, A., & Harasymchuk, B. (2025). In their own words: Student narratives of intercultural engagement, barriers, and impact at a Canadian university. Comparative and International Education, 54(2), 1-18. https://ojs.lib.uwo.ca/index.php/cie-eci/article/view/20179
Hoare et al. (2025). Student achievement of institutional learning outcomes: Case study of a regional university in Western Canada. Canadian Journal for the Scholarship of Teaching and Learning, 16(1), Article 15. https://doi.org/10.5206/cjsotlrcacea.2025.1.17680
Austin, L., Hoare, A., Pypker, T., Thomas-Francois, K., & Cao, N. (2024). The intersection of student assessment and faculty learning: Reflections on a method for assessing student achievement of institutional learning outcomes. Intersection: A Journal at the Intersection of Assessment and Learning, 5(2). https://aalhe.scholasticahq.com/article/122484-the-intersection-of-student-assessment-and-faculty-learning
Hoare et al. (2024). Description of an approach for analyzing external program reviews to inform educational planning. Educational Planning Journal, 31(2), 39-50. https://isep.info/wp-content/uploads/2024/04/Vol-31-No-2-Web-Version.pdf
Hoare & Goad (2023). Culturally responsive postsecondary performance measurement: Amplifying student perceptions of success. Quality in Higher Education, 29(3), 390-406. https://doi.org/10.1080/13538322.2022.2083313
Hoare et al. (2022). Forming an academic program review learning community: Description of a conceptual model. Quality Assurance in Education, 30(4), 401-415. https://doi.org/10.1108/QAE-01-2022-0023
Hoare & Goad (2022). The quality continuum: Perceptions of institutional accreditation. Quality Assurance in Education, 30(1),102-117. https://doi.org/10.1108/QAE-08-2021-0135

SELECT REFEREED CHAPTERS

Hoare et al. (2025). Chapter 11: "Don't rock the boat" and other euphemisms of oppression. In S. Lauricella, S. Sandhill, & T. Moeke-Pickering (Eds.), Women transforming the future of higher education, IGI Global.
Patel, R., Osuntade, O. B., & Hoare, A. (2025). Chapter 12: Gendered analysis of the academy: Collaborative narratives from women educators in India, Nigeria, and Canada. In S. Lauricella, S. Sandhill, & T. Moeke-Pickering (Eds.), Women transforming the future of higher education, IGI Global.

OPEN EDUCATIONAL RESOURCES

Hoare et al. (2024). Literature review essentials. TRU Research Hub, Thompson Rivers University. https://learninghub.trubox.ca/module/lit-review/
Hoare et al. (2024). Ethical educational leadership: Untangling ethical dilemmas and imagining alternative futures. TRU Open Press. https://leadershipethics.pressbooks.tru.ca/
Hoessler & Hoare (2022). Strategic assessment of institutional learning: Practitioner handbook. TRU Pressbooks. https://sail.pressbooks.tru.ca/

Employment History

Assistant Teaching Professor
School of Education
Faculty of Education and Social Work
Thompson Rivers University

Associate Director, Academic Planning and Continuous Quality Improvement
Office of the Provost and Vice President Academic
Thompson Rivers University

Research Intern
Northwest Commission on Colleges and Universities

Work Experience Coordinator and Lecturer
Education and Skills Training Program
Faculty of Education and Social Work
Thompson Rivers University

Instructional Assistant, English Language Learning
Seminar Leader, Literacy Strategies
TRU World International Training
Thompson Rivers University

Elementary School Teacher
K-7 Inclusive Education and Language Arts
School District 58, Nicola-Similkameen

Graduate Research Assistant
Department of English Language Learning and Teaching
Faculty of Education and Social Work
Thompson Rivers University

Courses Taught

GRADUATE COURSES

EDUC 5010 Research Methods
EDUC 5020 Philosophy & History of Education
EDUC 5200 Ethical Issues in Educational Leadership
EDUC 5600 Research Colloquium
EDUC 5280 Capstone Seminar
*EDUC 5070 Thesis Proposal/ Research Design
*EDUC 5180 Research Project
*EDUC 5998 Masters Thesis

*Courses involving graduate student supervision

UNDERGRADUATE COURSES

EDAR 4200 Teacher Action Research
*SERV 3000 Mapping Power Relations: Sport Culture & Identity of Officials

*Courses involving undergraduate student supervision

Professional Affiliations

Canadian Postsecondary Quality Assurance Network (CPQAN) - founding member https://www.cpqan-rcaqp.ca/
Canadian Association for Social Justice Education (CASJE) - program chair (2024-26)
Canadian Society for the Study of Education (CSSE) - member
Canadian Society for the Study of Higher Education (CSSHE) - member
Association for Practical & Professional Ethics (APPC) - member