Faculty are the critical labor element in the pursuit of the economic goals of community colleges, yet they are not central to institutional decision-making. Their views and values are not consistent with the goals and actions of their colleges. Instead, these goals and actions are aligned with business and industry, directed by government and college administrators. Although there is a misalignment of faculty values and institutional actions, faculty do not comprise an oppositional culture within their colleges. This multi-site qualitative study addresses the presence of tensions between educational values of faculty and the economic values of faculty work.
This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, low-income, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, sole-support caregivers, students with incomplete high school education, or some combination of the preceding).
In this study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed
by computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning
expectations.
Key words: online learning, social presence, learner characteristics, computermediated
communication
A well-known expenment used in organizational behavior courses involves showing the class an ambiguous picture-one that can be interpreted in two different ways. One such picture represents either an attractive young girl or an ugly old woman, depending on the way you look at it. Some of my colleagues and I use the experiment, which demonstrates how different people in the same situation may perceive quite different things. We start by asking half of the class to close their eyes while we show the other half a slightly altered version of the picture-one in which only the young girl can be seen-for only five seconds. Then we ask those who just saw the young girl's picture to close their eyes while we give the other half of the class a five-second look at a version in which only the old woman can be seen. After this preparation we show the ambiguous picture to everyone at the same time.
OCUFA traditionally has been a strong advocate for academic quality in the Ontario university system. OCUFA’s position is that academic quality is usually reflected by the presence of a number of fundamental factors: a high proportion of qualified tenure- stream and tenured faculty conducting teaching, research, and community service as tenure indicates a mutual
commitment by the administration and faculty to both the institution and its academic health; sound physical facilities and a sufficiency of other physical components necessary to program delivery (e.g. laboratory facilities); sufficient academic and administrative support staff so that programs can be delivered effectively; and ready access to adequate research and library resources staffed by appropriately qualified academic librarians.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
“Are you keeping us for the whole time today? Because I need to leave in 20 minutes,” asked a student with a baffled expression on his face. As I looked at him, I wanted so badly to explain: Of all the ways you could have chosen to introduce yourself on the first day of class, that was not the optimal one.
This guide contains practical steps that will help public sector agencies and departments develop a social media strategy and policy to gain maximum value from social media efforts. It also outlines some smart records retention practices—so you’ll be better prepared to respond to open records requests or other e-discovery needs when they arise.
One of the important questions to consider in a review of policy for postsecondary education is what kind of system do we need. To provide a reasonably complete answer to that question would require addressing many different dimensions of ostsecondary education including structures, processes, and relationships. In this paper, I will concentrate on two important and closely
related subsidiary questions within the broader question of what kind of system we need. Those subsidiary questions are what is the most appropriate mix of different types of postsecondary institutions, and what should be their relat ionships with one nother?1 As those are pretty large questions, within them my principal focus will be even narrower, on the balance and relationship
between
universities and community colleges.
Globalisation and Higher Education
APA referrences
he government of Ontario went to some effort to showcase its planned Ontario Student Grant in its recent budget, nd with good reason: it’s an intelligent, progressive reform of student assistance, in all the ways that its previous eforms weren’t.
ather than offset the cost of tuition for every student, rich or poor, as under the province’s ill-starred “30 Per Cent ff” plan, the new plan would roll a number of existing grants and tax credits into a single grant targeted at those ost in need. Families earning less than $50,000 would essentially be tuition free, with lesser reductions for those on incomes between $50,000 to $85,000.
Discussions of Canada’s so-called ‘skills gap’ have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need.
According to the Consortium for School Networking's 2015 IT Leadership Survey, 84% of school technology officials expect that at least half of their insructional materials will be digitally based with three years.
THE POSTSECONDARY REVIEW led by Bob Rae has presented a bracing diagnosis of a system he accurately describes as strong, but in serious jeopardy. OCUFA agrees that Ontario’s community colleges and universities are “on the edge of the choice between steady decline and great improvement” and that making the choice for improvement “will require more resources as well as a will to change.”
In other areas, Mr. Rae’s framing of the questions suggests a direction OCUFA would find troubling. The Discussion Paper’s section on “Accessibility” does not consider at all the financial barriers to participating in higher education. Instead, tuition and student aid are a major focus of the “Funding” section, pointing to an apparent belief that reformed student assistance accompanied by higher tuition fees could be a significant source of increased resources for community colleges and universities. In this submission, OCUFA calls attention to evidence from other jurisdictions that student aid innovations, in
particular the “go now-pay later” example currently being exported from Australia to the United Kingdom, will not deliver the hoped-for salvation. Instead, we set out the case for significantly increased public funding for higher education.We have organized our submission along the five main themes set out in the Discussion Paper: accessibility, quality, system design, funding and accountability.
The University of Guelph (U of G) is committed to creating a campus founded on the principles of equity and inclusion. As part of this commitment, the University has undertaken a review of salary equity among the faculty, with a particular focus on gender equity. In addition to gender equity, U of G attempted to identify salaries that were unusually low compared to what could be expected based on various characteristics of faculty members. The review was overseen by the Office of the Provost, with support from the Office of Institutional Analysis and Research, the Office of Faculty and Staff Relations, and the Office of Diversity and
Human Rights.
This is a multiple case study of seven colleges using field methods research to examine institutional life and organizational context. This study determines that community colleges in both Canada and the United States exhibited educational and work behaviors in the 1990s consistent with the globalization process. Education was oriented to the marketplace, and the needs of business and industry received high priority in educational programming. Work within these institutions was valued for and carried out with economic ends: to realize productivity and efficiency.
The International Network of Tomorrow’s Leaders (INTL) organized and facilitated ‘International Education Leadership of Tomorrow: Where are We and Where Do We Need To Go?’ an interactive webinar to explore the status of leadership skills in
Canada’s international education sector, and identify leadership development needs for the future generation of international educators. In total, 60 Canadian international educators from eight provinces participated in this webinar, representing 40 universities, colleges, institutes and K-12 school boards across the country.
This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, lowincome, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, solesupport caregivers, students with incomplete high school education, or some combination of the preceding).
So we put together this step-by-step guide to teach you exactly what to do to become a leader that employees love working with.
Many people who work at colleges and universities have expressed concern about the new administration’s executive orders and policies regarding immigration, as well as the reactions of international students and scholars to it. However, more fundamental issues related to the internationalization of higher education that should not be ignored have been emerging for some time.
In this age of global connectivity, internationalization in academe has become an increasingly normal practice. That has proven to be profitable for institutions and beneficial for the career prospects of international students. But even before the recent political turmoil and upheaval, not all has been as good as it may have seemed. Those directly involved in the process -- domestic students, international students and professors -- have been voicing dissatisfaction.