This report covers the combined results for the summer 2014, autumn 2014, and spring 2015 Ohio State Graduation Survey administrations. An invitation to the Graduation Survey was sent to all undergraduate, Master's, and professional degree recipients who were scheduled to graduate in the summer, autumn, or spring terms of the 2014-2015 academic year.
Moving into the broader campus community, the campaign builds on the success of 2017's university initiative when more than 20,000 student-athletes from 53 universities led the campus mental health conversation at more than 100 university sports events leading up to Bell Let's Talk Day.
This short document presents a synthesis of the main findings emerging from the six case studies aimed at identifying the characteristics of innovative North-South university partnerships conducted by the Association of Universities and Colleges of Canada (AUCC) in 2012. It includes an overview of the purpose of the study and details on how it was conducted, including a refresher on the analytical framework utilized to design the data collection and analysis tools. The last section presents a summary of the findings emerging from the study and some recommendations addressed to the funders of these partnerships, participating universities and faculty members as well as possible next steps.
Canada’s universities are learning communities where students develop the critical thinking, communication and analytical skills our knowledge-driven economy demands. Through innovation in teaching and hands-on research opportunities, universities are producing Canada’s next generation of scientists, entrepreneurs, professionals, educators, innovators and community leaders.
In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institu- tional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy de- bate about institutional diversity by using document and policy analysis, and by drawing on a number of semi- tructured interviews with senior university and system-level administrators.
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).
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 conjunction with the HEQCO research project “Opportunities for Non-Traditional Pathways to Postsecondary Education in Ontario,” we conducted a series of focus groups to gather qualitative data about non-traditional students entering York through one of the four alternative pathways identified in this study.
A recent Globe and Mail article pointed out that Canadian universities appear to be slipping in world rankings. This is not a good thing. Higher education institutions — because of the students they teach, the research and discoveries they make, and the communities they support — are some of the most critical public institutions in Canada positioning us for a robust economy with plentiful good jobs and the quality of life and civil society Canadians want and merit.
The challenge Canada faces in higher education is best summarized in this question: How can we deliver a better education to more students with no more money?
The renowned American political sociologist, Seymour Lipset, has been interested in the study of cultural and institutional differences between Canada and the United States ever since he attempted to explain, in his doctoral thesis more than forty years ago, why the first socialist government in North America happened to come to power in Canada. Continental Divide, thus, represents more than forty years of study, reflection, and accumulation of data on differences between Canada and the United States with respect to political values, behaviour, and institutions.
Review of Colleges and Universities and other educational issues.
The debate over how universities and colleges relate to one another has been lively in Ontario for at least two decades.
This year marks the twentieth anniversary of the commissioning of a province-wide review of the colleges’ mandate whose report recommended greater opportunities for advanced training – defined as “education that combines the strong applied focus of college career-oriented programs with a strong foundation of theory and analytical skills.” The report envisaged that some advanced training would be undertaken by colleges alone, and some would be offered jointly with universities and would lead to a university degree (Vision 2000 Steering Committee 1990, 16-17). A follow-up report in 1993 found that opportunities for advanced training remained “isolated and not part of an integrated and planned system of advanced training, with equitable student access” (Task Force on Advanced Training 1993, 11-13).
By 1999, Ontario’s colleges and universities entered into a province-wide agreement, the “Port Hope Accord” (CUCC, 1999) to facilitate the transfer of college diploma graduates into university programs. Yet the Honourable Bob Rae’s recent report found that “nowhere near enough progress has been made” (Ontario 2005, 14). Meanwhile, student demand for combined diploma-degree programs appears to be increasing (CUCC, 2007).
The debate over how universities and colleges should relate to one another has been lively in Ontario for at least two decades.
This report maps learning outcomes associated with three Ontario advanced diploma programs in Business (Accounting Administration, Human Resources Administration, and Marketing Administration) in order to determine whether these credentials are equivalent to baccalaureate degrees in an international (European and American) context. In so doing, it draws on recent discussions of learning outcomes in both Ontario and the European Higher Education Area (EHEA), particularly with regard to the Bologna Process. It also provides more information for current Ontario debates about the positioning of the three-year advanced diploma.
Every year, some 55,000 students make transfers between post-secondary institutions within Ontario (ONCAT Annual Report 2016-17). Some students decide to transfer mid-degree to enter specific programs with courses they could not take elsewhere. Others may transfer for a variety of reasons, whether it be to make university more affordable, to be closer to family, or to improve the student’s mental health. The choice to transfer institutions is one made with the student’s academic and personal best interests in mind, and oftentimes the student has little to no control over the circumstances driving their decision.
As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose,
design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.
In this article we investigate Canadian university and college studentsâ€™interpersonal confl icts and exposure to abuse and violence during their postsecondary studies and assess the emotional, social, and academic impact of these experiences. Our findings, based on a sample 1174 university and college students in Southwestern Ontario, revealed that although most of the incidents reported were verbal in nature and had relatively little emotional or academic impact, a small proportion of students reported experiencing serious violent incidents including sexual assault or rape, and these incidents have had a significant impact on their lives. Female students living on their own reported greater impact of negative social experiences than those who were living in college or university residences. In addition, students who reported confl icts involving institutional policies or rules, including what they perceived to be unfair workloads or grading practices, indicated that such experiences had a negative impact on their academic performance. We discuss these fi ndings in the context of maintaining safe, healthy climates on university and college campuses.
Dans cet article, nous Ã©tudions les confl its interpersonnels et lâ€™exposition Ã lâ€™abus et Ã la violence des Ã©tudiantes et Ã©tudiants canadiens des niveaux collÃ©gial et universitaire au cours de leurs Ã©tudes postsecondaires, ainsi que lâ€™impact Ã©motionnel, social et acadÃ©mique de ces expÃ©riences. Les rÃ©sultats sont basÃ©s sur un Ã©chantillon de 1174 Ã©tudiantes et Ã©tudiants du sud-ouest de lâ€™Ontario. Les rÃ©sultats dÃ©montrent que, bien que la plupart des incidents signalÃ©s soient des confl its de nature verbale qui ont eu peu dâ€™impact Ã©motionnel ou acadÃ©mique, une petite proportion dâ€™Ã©tudiantes et dâ€™Ã©tudiants ont quand mÃªme signalÃ© des incidents violents, y compris lâ€™agression sexuelle et le viol, et ces expÃ©riences ont eu un impact signifi catif sur leur qualitÃ© de vie. Les Ã©tudiantes vivant seules ont signalÃ© un plus grand impact que celles vivant en rÃ©sidence au collÃ¨ge ou Ã lâ€™universitÃ©. Les Ã©tudiantes et Ã©tudiants qui ont signalÃ© des expÃ©riences reliÃ©es aux politiques institutionnelles et aux rÃ¨gles dâ€™Ã©valuation telles que des charges de travail et des Ã©valuations perÃ§ues comme inÃ©quitables ont indiquÃ© que ces expÃ©riences ont eu un impact nÃ©gatif sur leur rendement acadÃ©mique. Nous discutons de ces rÃ©sultats dans le contexte des efforts visant Ã maintenir un climat sain de sÃ©curitÃ© dans les universitÃ©s et les collÃ¨ges.
The current Ontario government has been formulating ideas for systemic change in higher education since at least 2005, when the Rae Review was released. Some of the issues raised in that review are still with us now – and one of those issues is university differentiation, which has come up yet again via a data set (PDF) from the Higher Education Quality Council of Ontario (HEQCO) and most recently in the provincial government’s draft (PDF) of a framework for differentiation (here’s a good summary by Gavin Moodie).
On behalf of the Ontario Council on Articulation and Transfer (ONCAT), we are pleased to present a submission to the provincial government on credit transfer, in an effort to inform the roundtable discussions on credit transfer reform.
Established in 2011, ONCAT was created to enhance student pathways and reduce barriers for students looking to transfer among Ontario’s 44 publicly funded postsecondary institutions. As a member driven organization, ONCAT has continued to play a leadership role in the development of credit transfer policies and practices in Ontario. With the ministry’s ongoing funding of $15 million over two years, ONCAT is committed to continuing to drive innovation for credit transfer in the province with the goal of achieving the ministry’s vision by 2015.
By enhancing communication with students, ONCAT both increases their awareness of transfer opportunities and facilitates their ability to transfer. ONCAT works with students, through its advisory board, by engaging with student leaders and participating in student fairs, to ensure that there is a better understanding of the transfer and mobility opportunities aﬀorded by our system.