Nunavut Tunngavik Inc.’s (NTI) 2010/11 Annual Report on the State of Inuit Culture and Society focuses on the status of Inuit children and youth in Nunavut, with a focus on ages 2 to 18. In 2008, NTI reported on the overall health of Inuit, with
an emphasis on health service availability and delivery, and in many ways this report complements that document by focusing on the concept of wellness as it applies to Inuit children and youth, and the specific opportunities, challenges and priority areas associated with this rapidly growing demographic. Young people make up a larger proportion of Nunavut’s population than in any other Canadian jurisdiction (see Figure 1).
Children and youth are the most vulnerable people in society, relying on parents, guardians, and extended family members for food, shelter, nurturing, support, and protection. Factors impacting the well-being of Inuit children and youth, such as the availability of nutritious foods and reliable child, youth, and family services, adequate housing, and quality, early childhood and kindergarten to Grade 12 (K-12) education are beyond their influence or control. The high incidence of violent crime, sexual assault, and substance abuse in Nunavut can compound these challenges, making sustained political advocacy for this population all the more urgent.
Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training. Now you're a seasoned educator making the move from faculty to dministration. And guess what? Youâ€™re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training. Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership style to redefining relationships with former peers. Here are some of the articles you will find in Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator:
. look Before You Leap: Transitions from Faculty to Administration
. Translating Teaching Skills to Leadership Roles
. The First 1,000 Steps: Walking the Road from Academic to Administrator
. Why New Department Chairs Need Coaching
. 10 Recommendations toward Effective Leadership
This report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone elseâ€™s transition a little easier.
Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training.
Now you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training.
Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training. Now you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training.
Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership
style to redefining relationships with former peers. Here are some of the articles you will find in Academic Leadership Development:
How to Make a Smooth Transition from Faculty to Administrator:
• Look Before You Leap: Transitions from Faculty to Administration
• Translating Teaching Skills to Leadership Roles
• The First 1,000 Steps: Walking the Road from Academic to Administrator
• Why New Department Chairs Need Coaching
• 10 Recommendations toward Effective Leadership
This report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone else's transition a little easier.
It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an effective leader?
Featuring 13 articles from Academic Leader this special report seeks to answer that question and provide guidance for anyone in a campus leadership role. For example, in the article “Leadership and Management: Complementary Skill Sets,” Donna Goss and Don Robertson, explain the differences between management and leadership, and share their thoughts on how to develop leadership skills in yourself and others.
In “Zen and the Art of Higher Education Administration,” author Jeffrey L. Buller shows how the Buddhist practice features many principles for daily life that could benefit academic leaders. Such advice includes “Walk gently, leaving tracks only where they can make a difference.”
In “Techniques of Leadership,” authors Isa Kaftal Zimmerman and Joan Thormann outline specific leadership skills for effectively running meetings, building consensus, and communicating across
The article “A Formal Approach to Facilitating Change” explains how Northwestern University’s Office of Change Management is structured as well as its operating principles for effectively managing change at the university. The key is to articulate how a change can benefit those directly affected and others not directly affected, to be accountable, and to provide clear criteria for measuring success
Other articles in the report include:
• Factors That Affect Department Chairs’ Performance
• Changing Roles for Chairs
• Becoming a More Mindful Leader
• Creating a Culture of Leadership
• There’s More to Leadership than Motivation and Ability Academic leadership roles are constantly changing. We hope this report will help you be a more effective leader during these challenging times.
Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction
and student achievement. However, much of this research is based on standardized summative assessments, which,
while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine
the relationship between teacher social interaction and interim benchmark formative assessments, which have been
argued to play a more useful role in instructional decision making.
Every developed country is racing to keep up with profound and fundamental changes in the 21st century. The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy.
The cumulative impact presents great opportunities and great challenges to Ontario.
Eighteen months ago we set off on a path that would lead Ferris State University collectively to a new university-wide strategic plan. Just a bit of background: The last strategic plan was put in place in 2008 and served the university well. Over the past five years we saw record breaking enrollment, big increases in retention and graduation rates, exceptionally high infield job placement rates, and a strong financial position for the university. We also saw the creation of fifty-seven new programs, certificates, majors and degrees, while we eliminated or redesigned thirty-two programs. By almost any measure, the 2008 strategic plan was instrumental in providing the university community with a framework for moving forward in some very exciting directions.
The overall goal of the ARUCC PCCAT National Transcript Standards and Transfer Credit Nomenclature Project is to contribute to enhanced student mobility by creating standards and tools that facilitate the efforts of registrarial and pathway practitioners and policy developers at Canadian postsecondary institutions and allied organizations. A core component of Phase 2 is to further engage the national community in a discussion about what the future transcript standards and transfer credit nomenclature should look like. To quote the 2003 ARUCC Transcript Guide, the main transcript issues remain “’what information to record’ on the transcript and ‘how to record’ the needed information, so that the transcript accurately and equitably reflects educational achievements, and the information it conveys is clear and unambiguous for present and future users” (ARUCC, 2003, p. 10).1 For transfer credit nomenclature, the primary goal is to seek agreement on what terms and definitions to adopt in a database that are
reflective of common and promising practice.
The Association of Registrars of the Universities and Colleges of Canada (ARUCC) and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) have collaborated to lead an extensive study to understand current transcript and transfer credit nomenclature practices in Canada. These findings will ultimately inform a comprehensive update and expansion of the 2003 ARUCC National Transcript Guide and potentially result in a searchable database of transcript practices and Canadian transfer credit nomenclature. The ultimate goal is to enhance the clarity, consistency and transparency of the academic transcript and transfer credit resources that support student mobility. The specific deliverable for this phase was to identify and summarize Canadian transcript and transfer credit nomenclature practices, review four international jurisdictions as a means to highlight promising practices related to these two areas and, finally, to provide both an overview of systems and an initial examination of emergent perspectives and themes. The report purposefully avoids suggesting prescriptive solutions or outcomes; however, the findings from this study will provide a solid foundation from which to move forward the standards and terminology discourse in Canada. This report collates the findings from the supporting research conducted from January through to April 2014.
This paper reports on some of the findings of a 2008–2009 graduate study conducted as a shared organizational learning experience for the Grant MacEwan College (now MacEwan University1) Board of Governors to learn about a vital board governance responsibility—presidential search. Through a facilitated, qualitative action research exercise, participants engaged in a four-stage progressive learning experience to create a body of knowledge about presidential search experiences and to develop strategies for transferring this knowledge when membership changes. The study examined how, through the application of knowledge management theory, a board can learn and share knowledge. This learning experience contributed to the creation of a comprehensive board succession plan for the MacEwan Board of Governors and, in 2010–2011, this plan was used to guide the institution’s search for its fourth president.
An Act respecting the establishment and governance of colleges of applied arts and technology
The purpose of the Bill is to continue the power formerly con-tained in section 5 of the Ministry of Training, Colleges andUniversities Act to allow the establishment and governance ofcolleges of applied arts and technology. The colleges and theboard of governors for each college are established by regula-tion. Each board is a Crown agent.
Le projet de loi a pour objet de proroger le pouvoir auparavant prévu par l’article 5 de la Loi sur le ministère de la Formation et des Collèges et Universités afin de permettre l’ouverture et la régie des collèges d’arts appliqués et de technologie. Les col-lèges et le conseil d’administration de chacun d’eux sont mis en place par règlement. Chaque conseil est un mandataire de la Couronne.
This paper analyses business-driven innovation in education by looking at education-related patents. It first draws a picture of the challenges for innovation in the formal education sector, which suffers from a poor knowledge ecology: science is hardly linked to core teaching and administrative practices. It then turns to a common indicator of innovation: patents. In the case of education, patents typically cover educational tools. An analysis of education-related patents over the past 20 years shows a clear rise in the production of highly innovative educational technologies by businesses, typically building on advances in information and communication technology. While this increase in educational innovations may present new opportunities for the formal education sector, the emerging tool industry currently targets the nonformal education rather than the formal education system. We shortly discuss why business entrepreneurs may be less interested in the market of formal education.
Cet article porte sur l’innovation entrepreneuriale dans le secteur de l’éducation, à partir d’une analyse des dépôts de brevets dans le secteur éducatif. Premièrement, il propose un tableau des défis de l’innovation dans le secteur de l’éducation formelle, dont l’écologie du savoir est faible : la science y est peu liée avec le cœur des pratiques pédagogiques et administratives. L’étude porte ensuite sur un indicateur courant de l’innovation : les brevets. Dans le cas de l’éducation, les brevets couvrent généralement des « outils » éducatifs. L’analyse des brevets éducatifs durant les vingt dernières années montre une claire croissance de la production de technologies éducatives hautement innovantes par des entreprises privées, qui s’appuient souvent sur les progrès des technologies d’information et de communication. Bien que cette croissance des innovations éducatives puisse donner de nouvelles opportunités au secteur formel de l’éducation, l’industrie émergente d’outils éducatifs cible actuellement les secteurs informels d’éducation. Nous discutons brièvement les raisons pour lesquelles les entrepreneurs privés semblent moins intéressés par le secteur de l’éducation formelle.
When it comes to gender parity in the corner office, Canadian colleges are in front of their university counterparts. In fact, almost a third of college presidents are female, while just one in five top university executives are women. “We are very proud of our numbers,” says Denise Amyot, president of Colleges and Institutes Canada (CICan)—the first female to hold this position in the association’s 40-plus years. “We have quite a few women. It’s just amazing.”
Thirty-eight of the 127 member colleges of CICan have a female in charge, compared to just 19 of Universities Canada’s 97 member institutes (30 per cent vs. 20, respectively).
In Canadian universities and colleges, the registrar role appears to be evolving. It absolutely remains a position focused on the diligent care and oversight of student academic records and related student services. However, those holding these roles are more often being called upon to create interesting and unique partnerships; actively support or steer enrolment management; oversee significant pan-institutional responsibilities and related accountabilities; and develop policies, procedures, and integrated systems that serve as the backbone for the institution and support overall student success. Registrars are exercising their duties in an increasingly virtual world where institutional boundaries are becoming less rigid and new approaches are becoming the norm. Examples include different course delivery models, online course and program offerings, new forms of inter-institutional collaboration, cross-boundary sharing of data, targeted access programs, increasingly mobile students, etc. The evolving role of the Canadian registrar suggests a close examination of current reporting line practices and responsibilities is timely.
Strategies for recruiting employees and keeping them engaged have long been based around practical rewards like pay increases, bonuses or flexible working hours, attempting to cater to employees’ rational, business side. But this approach often leaves out a key consideration which informs every human action: our emotional connection to one another. Whether part of a traditional or virtual team, feelings-based personal relationships in the workplace have the greatest impact on employee engagement. When employees connect to their immediate supervisor in this way, they become more engaged with their role, working more effectively, staying with the company long-term, and acting as ambassadors for their organization.
Following the design of a similar study in 2000, the authors conducted a study of university senates (academic councils) to assess the current state of academic governance in Canada’s universities. An earlier paper presented and analyzed the data that were gathered about senate size, composition, structure, legislative authority, and work, and about structural and governance
changes to senates in the intervening decade. The current paper focuses on themes arising from responses to the 2012 survey’s open-ended questions, highlighting key findings. Significant findings relate to a sizeable discrepancy between senate members’ perceptions of the importance of effective academic oversight and their success at achieving this. Suggested reforms include: reviewing and improving senate performance; fostering a culture of trust and respect among and within governing bodies; clarifying spheres of authority and accountability; and promoting the importance of collegial governance and oversight within the institution.
Behind every unmotivated employee is a leadership problem waiting to be solved. Yet many leaders see motivation as a game of rewards and punishment. Forget the cash. Forget the threats. To engage today’s workforce, a leader is well advised to seek the heart of what moves people: their three basic psychological needs.
Partnerships between public and private colleges, which have brought thousands of new international students to Ontario, carried unacceptable risks to the students, the province and the quality of education, says a report for the provincial government that led to a moratorium on the programs.
The priority for the Ontario government – for its economic ministries, its education ministries, and for the entire government – must be economic growth and helping more people find good jobs.