OISE PhD student develops model to support diverse pathways in academia

When Anuli Ndubuisi came to Canada from Nigeria to pursue a PhD at the Ontario Institute for Studies in Education (OISE) in 2019, she brought years of experience in the energy industry, leading complex projectsand mentoring teams. 

Transitioning into academia in a new country meant navigating unfamiliar systems. 

“I have an interdisciplinary background, which required me to navigate two distinct academic cultures — education and engineering,” says Ndubuisi, a PhD student in the department of curriculum, teaching and learning, specializing in engineering education. “It meant being adaptable and resilient, and learning to negotiate between disciplines.” 

To support students with non-traditional pathways to academia, Ndubuisi developed the Minority Scholars’ Professional Identity Development Conceptual Model. 

The model draws on her research using duoethnography, examining how Nigerian-born women in Canadian universities shape their professional identities. It is based on her experiences and those of Glory Ovie, an assistant professor in graduate studies at the University of British Columbia. 

The model outlines six strategies to strengthen professional identity: recognizing diverse doctoral pathways, advancing institutional diversity, providing culturally relevant mentorship, fostering inclusive communities, improving access to information and building robust support systems. These strategies span three areas critical to international student success, which are institutional support, doctoral supervisionand individual advocacy. 

“The model can support minority students and other groups in strengthening their awareness and decision-making during postgraduate studies, helping them better navigate the rigorous demands of academic studies,” Ndubuisi says. “In addition, it provides a framework for supporting institutional efforts to advance inclusivity within the academic environment.” 

“While it was developed from research with international student perspectives, it has broader relevance for equity and diversity initiatives.” 

The model promotes a co-creation approach, where institutions and students work together to improve support systems. Students can use it to identify gaps in mentorship, community and access to information, while institutions can apply it by reviewing existing support structures, enhancing supervisory training and improving how resources are communicated. 

Supervisor support was essential in her own transition into academia. Professor James Slotta (her supervisor at OISE) and academic advisors at the Faculty of Applied Science and Engineering helped her translate her international experience into the education field.   

“I found supportive communities that helped me access information when I needed it,” Ndubuisi says. “I also had to develop strategies to advocate for myself and make use of the resources available within the university.” That included independently searching for information and consulting advisors, mentors and peers early to validate concerns and identify next steps. 

She credits the Encore Lab community — a multicultural research group — where a colleague helped her turn an academic assignment into her first conference paper. The PeppeR Project, developed at OISE, provided an asynchronous online environment that supports community knowledge building. 

Recognizing that supervisor support alone is not enough, she says peer networks and institutional resources help fill the gap. Work as a graduate assistant with the Encore Lab on the CALE project — a global community helping educators guide students on urgent social and environmental challenges — and as a research assistant with the International Virtual Engineering Student Team (InVEST) further fostered her professional development, enabling her to leverage her real-world experience to support students’ global perspectives and leadership skills in academic settings. 

In 2022, Ndubuisi co-founded Engineering Graduate Connections, to promote graduate research opportunities for underrepresented students. The program evolved into the University of Toronto’s National Society of Black Engineers Graduate Chapter, established in April 2024 to support Black engineering students. This illustrates her model: institutions and students building support together, alongside peer-led groups where students share guidance, resources, and mentorship. 

“Real change happens when institutions and students work together,” Ndubuisi says. “When that support is intentional and accessible, it creates pathways for internationally trained scholars to thrive.” 

She hopes to make the model broadly available to help more students gain the knowledge and insights needed to navigate academia with greater ease and success.