The rapid turnover of technology and ever expanding network of data and information which underpin the knowledge economy have led to a reevaluation of the importance of knowledge to the economic process. Economists now conclude that human capital - the ideas, skills, and expertise of people - is a fundamental driver of economic growth. Demand for employees that possess a mix of both “hard” and “soft” skills is rising
The great impacts of globalization, technology advancements and competitive environment have forces higher learning institutions to adapt to strategic change so that they could remain relevant and competitive advantages. Hence, the need effective leadership behavior has become more critical than ever. Previous studies showed that transformational leaders’ support is seemed to be an essential factor in promoting effective organization. However, to what extend this is true in especially in the local public universities. Therefore, this study was intended to examine the relationship between transformational leadership behavior and its augmentation effects among the
academics in a Malaysian higher educational institution. Using a stage cluster sampling, a total of 169 academic staff from Universiti Teknologi MARA participated in the study. The result revealed the academic staff perceived that their superiors exhibited a transactional leadership style rather than transformational leadership style. There was a positive and moderate relationship between transformational leadership and leadership outcomes. The implications of the study were discussed in this paper.
This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’ perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college
enrolments.
YEARLY SUCCESS AND PROGRESS RATES
College characteristics that may be associated with sexual victimization have become a salient topic in popular and
scholarly discourse. However, very little research has formally tested these relationships. Utilizing the Online College
Social Life Survey, a dataset that includes 22 schools and approximately 16,000 women respondents, a logit analysis is used
to measure relationships between risk of different types of sexual victimization (namely, attempted physically forced
intercourse, drug- and alcohol-facilitated sexual assault, physically forced intercourse, and unwanted sex because of verbal
pressure) and student body size, school-level sex ratio, school selectivity, the type of school (public or private), and the
percentage of students involved in Greek organizations on campus, all while controlling for individual-level characteristics
and clustering standard errors at the school level. Each additional thousand students enrolled increases the odds of a
physically forced rape by 2.47 times. The odds ratio for being a private institution ranges from .65 to .7, whereas percentage
Greek shows opposing associations with individual-level Greek membership for physically forced rape. All other variables
are statistically insignificant. These results suggest that institution-level factors play some role in the risk of sexual
victimization; future research should expand on these findings.
This report presents the results of research into the use of collaborative, multiple-choice format question-writing activities as a supplement to standard peer instruction (PI) methods in a large introductory physics course.
ABSTRACT
During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the
United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition
to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically
have been underserved by universities. This article addresses the equity implications of extending the authority to award
baccalaureate degrees to an additional class of institutions in Canada’s largest province, Ontario. The article identifies the
conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the
kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students,
faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to
baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this
reform.
The interest inventory is a simple tool to help you acquaint yourself with your students. Unlike the many icebreakers, the interest inventory is a paper-based activity and students do not have to give answers aloud in front of class. The interest inventory, therefore, helps you get to know your students privately and allows you to ask different questions than you would during
oral introductions.
It would be a shame if the lesson learned is simply to remove the controversial bits from your course.
The issues of freedom of speech and transgender rights, highlighted by recent events involving a teaching assistant at Wilfrid Laurier University, remind me of my first year as a university instructor in the late 1990s, when I taught a communications course on advertising at York University. (Yes, I understand that the status of a TA is different than that of an instructor, but I think for the purposes of this anecdote, the principles are similar.)
While teaching the course, I saw an ad for Sauza tequila in the campus newspaper. It featured a photo of an attractive, swimsuit-wearing woman, with the phrase, “She’s a He,” written across her chest. The ad’s tag line read: “Life is Harsh, Your Tequila Shouldn’t Be.” (The ad didn’t identify the model, who in fact was Caroline Cossey, a transgender model.)
This roundtable will focus on access to capital markets to meet the needs of a growing number of First Nations businesses and communities seeking financial participation in projects that can be valued in hundreds of millions of dollars. Based on the analysis below, we propose the following key issues and questions for discussion:
Elementary and high schools spend so much time on the content-laden curriculum that students are unprepared for the analytic and conceptual thinking they'll need at university
Has Ontario’s educational system taught a decade of students not to think? There is growing evidence that the combination of standardized testing with a content-intensive curriculum that’s too advanced – both introduced by the Conservative government between 1997 and 1999 – has done exactly that.
A dramatic indication that there could be a serious problem was the performance of my introductory physics class on their November test last year. It was identical to one given in 1996, but the class average over this 10-year period had plummeted from 66 to 50 percent. There is about a five-percent fluctuation in this test grade from year to year due to variation in student ability
and the difficulty of the questions but, when I looked at the class average over the many times I have taught the course since 1981, I found that four of the five lowest grades have occurred in the last four years, with the lowest this year. When I enquired elsewhere at Trent University, I found the same pattern in the mathematics department, where the first test in linear algebra was down some 15 percent from its historic mean, and the calculus average had dropped nine percent from the year before.
Starting in the fall of 2018, most international PhD students at the University of Toronto will pay tuition fees equivalent to those of domestic students.
“This is very positive news for the University,” said Joshua Barker, dean of the School of Graduate Studies (SGS) and vice-provost of graduate research and education. “We strive to remove any barriers, financial or otherwise, that graduate students might face as they look to attend our university.”
MORE DIRECT FORMS OF READING ASSESSMENT Bibliograph
Australia’s vocational education sector is a mess. Tightening regulation and tweaking some of the settings will contain the damage, but these measures alone will not address deeper problems in the sector. Real, sustained improvement requires rethinking the funding and regulatory models but also the purpose and idea of vocational education.
Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes. These programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the value of WIL and the learning outcomes associated with WIL participation.
Whatever the budget or maturity level of a given educational institution, there is a trend toward putting assessments online. With this comes new opportunities, but also new challenges. In a recent webinar hosted by edWeb.net, administrators from the Hampton
Township School District in Pennsylvania point out that there is a wrong way to do online assessments. Here are a few of their top tips for making sure you do them the right way.
Critics of posttenure review of faculty members rightly trace the practice’s origins to the 1990s, when tenure came under fire from conservative state legislators and trustees who assumed that, once granted tenure, the typical professor felt free to come in late, go home early and spend the hours in between hiding from students at the faculty club.
The truth turned out to be the opposite. Instead of laying the foundation for an assault on tenure, the rapid spread and implementation of posttenure review on most state campuses and many private ones demonstrated that the vast majority of tenured faculty work just as hard and well as they did during their probationary years.
Faculty at colleges and universities across Ontario today are busy. They spend their days juggling lectures, student and faculty meetings,grading, and research in an attempt to provide students with the most broad and up-to-date education possible while at the same time furthering the research in their chosen field.
Will it always be this way?
What will a professor at a college or university be doing in 2020 and how might we understand the changed nature of their work as an opportunity?
That was the theme of third annual reconciliation forum, held at University of Manitoba.
More than 350 leaders from universities, colleges and Indigenous communities gathered at the University of
Manitoba for the third annual Building Reconciliation Forum. The theme for this year’s event, held on November 8
and 9, was “The Journey Toward a Reconciled Education System.”
In response to the 94 calls to action issued by the Truth and Reconciliation Commission of Canada in 2015,
educational leaders, academics, students and Indigenous people from across the country came together to share
what is currently being done at postsecondary institutions to make reconciliation a reality, and to discuss what still
needs to happen at the institutional level.
Gemmell grew up on a berry farm in Stirling, Ont., watching his father fx or create whatever equipment he needed with whatever materials he had. It was a childhood that stoked his own passion for industrial design. (He once built an insulated dog house for the family pet, complete with a Plexiglas room with a view.) But when his portfolio of “backyard inventions” wasn’t enough to earn him a spot in the industrial design program at Carleton University, Gemmell ended up on a 13-year trek through life and higher learning. He earned a bachelor’s degree in visual arts and psychology at Brock University, worked for a year as a web designer in Toronto, but “wasn’t really feeling it,” so he spent a year in Whistler, B.C. snowboarding, and teaching snowboarding, until he ran out of money.