Education is consistently one of the least covered topics in the Canadian news media. According to Influence Communication, a Canadian research firm, only 0.16% of 10.9 million stories published or broadcast in Canadian media in 2014 concerned education, both the K-12 and postsecondary education sectors (Influence Communication, 2014).
However, research has found that news coverage of more specific policy areas, such as the environment or health, has stronger effects on public perception than coverage of broad policy issues such as the economy and jobs (Brown, 2010; Kingdon, 2003; Soroka, 2002). An evaluation of the frequency and tone of media coverage of postsecondary education (PSE) in Canada can thus yield valuable insights about public awareness and opinions of this sector.
Research Question
How has coverage of Canadian postsecondary education in the Canadian media changed over the last 15 years?
"The current economic crisis is a structural one. Emerging industries require that young people possess new knowledge and entrepreneurial skills. Furthermore, tax and regulatory systems often inhibit business formation by young people. Systemic change is needed to help the new generation of young entrepreneurs to succeed in the innovative economy of the 21st century.”
During 2008/09 – 2012/13, transfer students constituted about one-third of the student population at the institutions that are members of the Research Universities’ Council of British Columbia, as in 2003/04 – 2007/08. The majority of transfer students moved between Lower Mainland institutions. Three quarters of transfer students brought at least enough credits to transfer to the second year. Among those, 22% of students brought 60-64 credits, which means that they were eligible to transfer to third year.
Résumé
Plusieurs travaux soulignent des difficultés particulières auxquelles certains titulaires d’un doctorat sont confrontés sur le marché du travail en dehors du milieu universitaire. Une des principales raisons de ces difficultés serait la méconnaissance ou l’inadéquation des acquis de la formation doctorale en ce qui concerne les compétences recherchées par les organisations. Or, en dehors de données statistiques, peu de travaux nous renseignent sur les perceptions que les différents acteurs ont de ces compétences. Cet article apporte une contribution dans ce sens. Il est basé sur les résultats d’une recherche mixte à devis séquentiel. La première étape a consisté en une étude qualitative par entretiens semi-directifs réalisés auprès de 85 diplômés du doctorat en emploi et 21 responsables d’organisations. Les résultats de cette étude, dont les données ont été traitées par la méthode Alceste, ont servi à la conception d’une échelle de 45 items sur les compétences des titulaires d’un doctorat. Cette échelle a été mesurée lors de deux enquêtes par questionnaire auxquelles ont répondu 2139 diplômés du doctorat en emploi et 215 responsables d’organisations. Des analyses descriptives de comparaison de moyennes standardisées (d de Cohen) mettent en évidence des points de convergence qui montrent que la formation doctorale pourrait constituer un
atout pour le développement des compétences du futur, notamment celles difficiles à automatiser : la gestion de la complexité, la créativité, l’esprit critique.
Mots-clés : doctorat, transition, compétences, compétences du futur, intentionnalité, employabilité
Abstract
A number of studies point to particular challenges that some PhD graduates face in the labour market outside of academia. One of the main reasons for these difficulties is said to be a lack of knowledge or inadequacy of what doctoral graduates have acquired in terms of the skills sought by employers. However, apart from statistical data, there is little work that tells us about the perceptions that the various groups and individuals involved have of these skills. This article makes a contribution in this direction. It is based on the results of a sequential mixed methods study. The first stage consisted of a qualitative study using semi-structured interviews of 85 employed PhD graduates and 21 organizational leaders. The results of this study, whose data were processed using the Alceste method, were used to design a 45-item scale on the skills of doctoral graduates. This scale was measured in two questionnaire surveys completed by 2,139 employed doctoral graduates and 215 organizational leaders. Descriptive analyses comparing standardized averages (Cohen's d) highlight points of convergence that show that doctoral training could be an asset for the development of future skills, especially those that are difficult to automate: complexity management, creativity, critical thinking.eywords: PhD, transition, skills, future skills, intentionality, employability
Between 1991 and 2011, the share of young people with a university degree increased significantly, as did the share of young workers employed in professional occupations. Nevertheless, many young university degree holders could still be considered ‘overqualified’—working in occupations requiring lower levels of education. In this article, changes in the overqualification among young graduates are examined over the period from 1991 to 2011.
The purpose of this research study was to map Ontario universities’ strategies, programs and services for international students (IS). In mapping these programs, we aimed to understand the opportunities, challenges and gaps that exist in supporting IS. We focused on services at various levels, including from the first year of study all the way through to graduation, the job search process, entry into the labour market, and students’ transition to permanent resident status.
Multiculturalism is a huge part of the Canadian identity. We see it from coast to coast in the faces of our fellow citizens, a huge mosaic – not a melting pot, we proudly point out – of diversity from around the world.
In 1971, under the leadership of Prime Minister Pierre Elliott Trudeau, we became the first country in the world to officially adopt a multiculturalism policy. By so doing, Canada affirmed the value and dignity of all Canadian citizens. This policy became law in 1988, when Prime Minister Brian Mulroney enacted the Canadian Multiculturalism Act, ensuring, among other things, that every Canadian receives equal treatment by the government regardless of their racial or ethnic origins, their language, or their religious affiliation.
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.
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 postsecondary
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 relationships with one another?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.
Beliefs about language learning and teaching have intrigued applied linguists since the mid-1980s starting with the pioneering work of Elaine Horwitz (1985) and Anita Wenden (1986). Since then, the interest in this topic in the field of Applied Linguistics has increased, with the publications of books on the theme (Bernat 2009; Borg, 2006; Kalaja & Barcelos, 2003) as well as several thesis, dissertations and journal articles. As a construct, beliefs have eluded researchers since the beginning being labeled as "messy" (Pajares, 1992) and complex. Several terms have been used to refer to beliefs such as folklinguistic theories of learning (Miller & Ginsberg, 1995), representations (Riley, 1994), metacognitive knowledge (Wenden, 1986), learning culture (Riley, 1997), the culture of learning languages (Barcelos, 1995), and culture of learning (Cortazzi & Jin, 1996), teacher cognition (Borg, 2003), and BAK (Beliefs-Assumption-Knowledge) (Woods, 1996). This profusion of terms is not necessarily negative. To quote Freeman (1991), "the issue is not the pluralism of labels, but the recognition of the phenomenon itself"
This book tells a painful story.
For over a century, generations of Aboriginal children were separated from their parents and raised in over- crowded, underfunded, and often unhealthy residential schools across Canada. They were commonly denied the right to speak their language and told their cultural beliefs were sinful. Some students did not see their parents for years. Others—the victims of scandalously high death rates—never made it back home. Even by the standards of the day, discipline often was excessive.
Lack of supervi- sion left students prey to sexual predators. To put it sim- ply: the needs of tens of thousands of Aboriginal children were neglected routinely. Far too many children were abused far too often.
Colleges and Institutes Canada (CICan) welcomes the opportunity to provide the Standing Committee on Finance with its recommendations for Budget 2018. This budget is an important opportunity to build on Budget 2017’s measures aimed at increasing access to skills upgrading and post-secondary education and strengthening innovation in Canada.
Canada’s colleges, institutes, cégeps and polytechnics stimulate innovation, drive productivity, and strengthen the middle class. They offer a vast array of post-secondary programs designed to meet the needs of the labour market, equip graduates with skills that make them resilient in periods of economic uncertainty and disruption, and provide retraining for adults facing job dislocation and unemployment. As the main providers of post-secondary education and skills development for Indigenous peoples, colleges and institutes also play an important role in fostering reconciliation.
Canada’s colleges, institutes, cégeps and polytechnics play a pivotal role in ensuring that Canada is “innovation ready,” providing students with the knowledge, advanced skills and work experience needed to maximize employment and entrepreneurship opportunities. They reach over 3,000 communities in urban, rural and remote areas from coast to
coast to coast, serving young people, adults requiring skills upgrading, Indigenous peoples, post-secondary graduates seeking specialized skills and work-integrated learning, newcomers to Canada and many more. These institutions serve 1.5 million learners with an extended reach that directly impacts the lives of one in eight Canadians. In 2014/15 alone, those who attended colleges and institutes generated $130.3 billion in added income through their higher earnings and increased
productivity of their
employers1.
Americans are obsessed with narcissistic leaders, or at least they have an ambivalence between the ones they like and the ones they promote. A case in point is Real Estate baron and presidential candidate Donald Trump. Not that he is alone. At various times, similar attention and popularity have been heaped by the public and especially by the media for leaders such as Steve Jobs, Lee Iacocca and Larry Ellison.
W e’ve all read the startling stories about lax standards in higher education. As faculty members, we’ve struggled with the growing expectation among undergraduates that a minor amount of work should be the norm for collegelevel courses. In their 2011 book, Academically Adrift: Limited Learning on College Campuses, Richard Arum and Josipa Roksa found that half of the students in the study’s sample "had not taken a single course during the prior semester that required more than 20 pages of writing, and one-third hadn’t taken one that required even 40 pages of reading per week."
The world is slowly moving out of the worst economic crisis of our lifetimes. With productivity, innovation, investment and trade not yet at full steam, the recovery still bears risks. It is also becoming clear that economic growth is not enough to foster social progress, particularly if the growth dividend is not shared equitably. Indeed, the social cost of the crisis continues to weigh heavily, with more than 46 million people out of work in OECD countries and relative poverty affecting millions more. In many countries the gap between the richest and the poorest is widening, youth unemployment remains high, and access to social services remains elusive for many. The world is looking for ways to spur economic growth in a more inclusive manner. The OECD contributes to this effort by developing the evidence and tools that policy makers can use to formulate new policies to achieve this goal.
This edition of Education at a Glance provides ample evidence of the critical role that education and skills play in fostering social progress. In addition to the usual data sources used for generating the OECD Education Indicators, this edition also draws on the rich database on skills provided by the 2012 Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), published in October 2013 (OECD, 2013a). Together with the 2012 data on the learning outcomes of 15-year-olds from the OECD Programme for International Student Assessment (PISA 2012), published in 2013 and 2014 (OECD, 2013b and 2014a), and 2013 data on lower secondary teachers from the OECD Teaching and Learning International Survey (TALIS 2013), published in June 2014 (OECD, 2014b), we now have the richest international evidence base on education and skills ever produced. And with our newly developed, web-based research tool, Education GPS, all this evidence is easily accessible at the click of a mouse.
James Ryan sets out to explore what he calls inclusive leadership through a presentation of his understanding of this practice and critical examinations of relevant research and practices. This very readable and practical book offers insights into one of the most challenging issues facing leaders in schools in the United States, Canada, and Europe at the beginning of the 21St century: the increasingly complex nature of student diversity. Its strength lies in the ways leadership is redefined as being more than a collection of managerial strategies employed by individuals in positions of authority to achieve pragmatic goals. Instead, Ryan explores the multifaceted nature of successful leadership practices in schools whose student bodies represent diversity in ethnicity, race, class, gender, and ability. His intention is to demonstrate how effective leadership works in such settings, to explore obstacles embedded in existing leadership practices,
Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new pro- vincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective
of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional De- sign (UID). Data were collected using a mixed-method research design:
(a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with theprinciples of UID and AODA.
Public and Political attention is increasingly focused on growing soci-oeconomic inequality, in particular the decline of secure, full-time work and rise of more precarious forms of employment. The trend is more evident in some sectors, like retail, than others, but few sectors — whether in the pri-vate or public spheres — appear to be completely immune.
This report explores the extent to which conditions for workers in Can-ada’s post-secondary institutions are shifting as well. More precisely, it asks whether employment on university and college campuses in Ontario is be-coming more precarious, for whom and for what reasons.
Enrolments in graduate programs in Ontario and across Canada have grown substantially over the past 15 years. This growth has been supported and encouraged by strategic investments from provincial and federal governments. Although it has been argued that an increase in the number of Canadians with master’s- or PhD-level education is needed to support increased innovation and economic advancement, there is a growing view that many recent master’s and doctoral graduates are unemployed or underemployed. The current lack of evidence regarding the employment outcomes of master’s and doctoral graduates makes it difficult to evaluate the extent to which this might actually be the case. Several reports have highlighted the need for universities to document and report on the employment outcomes of master’s and doctoral graduates.