Even among the business savvy, it’s not at all uncommon for these marketing terms to be thrown around almost interchangeably, when they actually mean very different things and play very different roles in business development and promotion. So we thought it was high time to clear it up and help you know and understand the difference so you can be better informed buyers and users of marketing, design and branding services.
The 2016 First-Year Student Survey marks the 22nd cooperative study undertaken by the Canadian University Survey Consortium/Consortium canadien de recherche sur les étudiants universitaires (CUSC-CCREU). The 2016 survey involved 34 universities and almost 15,000 first-year university students from across Canada.
The goal of the ESI (Essential Skills for Immigrants), Pre-Arrival Pilot Project is to develop and test a model for assessing and developing the essential skills (ES) of trained professionals before they arrive in Canada.
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.)
We set out to determine whether hybrid delivery of a college program could facilitate completion of an apprenticeship. We found unanticipated complexity in the answer. The hybrid program delivered completion rates and average student grades that were comparable to those in a program delivered entirely in the classroom, but in only half the required time. However, we found that performance in the in-class portion of the program was not always linked to apprenticeship completion. The factors affecting completion are varied, in part because different stakeholders place a different value on completion.
If we don’t move quickly, Canada risks seeing many of these young, bright minds take their talents elsewhere.
Ambitious, skilled and often multilingual, international students are a great source of talent. They fill jobs and create
new ones through innovation and entrepreneurship — Silicon Valley is a prominent, international example. Research by the Conference Board of Canada shows immigrants help expand and diversify Canada’s global trade. International students could do the same, helping Canada trade in markets such as Asia, where economic growth is greater than in the U.S. and EU — Canada’s largest trading partners.
More than half of black college students fail to complete thier degree work - for reasons that have little to do with innate ability or environmental conditions. The problem, a social psychologist argues, is that they are undervalued, in ways that are sometimes subtle and somes not.
The implications of these experimental findings for education in the U.S. and around the world are immense. Teachers contemplating the use of reward incentives must avoid them in situations where creativity is at stake. This article explores whether the motivational and performance processes triggered by the promise of a reward are a universal phenomenon or whether they are, at least in part, culturally dependent.
This is a "best practices" article focused on sharing six new academic scheduling strategies recently employed by the BYU Salt Lake Center to optimize course offerings and increase enrollments. These strategies are generalizable to other academic programs that help extend academic programs at a distance, including online courses. The Center is an extended campus in Salt Lake City, Utah situated 46 miles to the north of the main campus of Brigham Young University in Provo, Utah. The distance between the flagship university and its Center pose unique challenges in relation to course and enrollment optimization. Some of these strategies are made possible with the help of new software tools recently licensed by the university to help mine "big course and enrollment data" (current and historical) of a large university with 30,000 students.
Students returning to class after the longest strike in the history of Ontario’s college system must wait awhile longer before cracking open their books: OPSEU has suggested its 12,000 unionized instructors start the day with a 20minute talk about their walkout before restarting any teaching.
It’s understandable that teachers want to speak their mind after walking the line these last six weeks. It’s debatable whether nearly 500,000 students will be of a mind to hear them out, or feel very understanding when forced to listen to a labour lecture from the front of the class.
The need for a reliable strategic planning framework for distance educators and their institutions has never been greater than it is now. Increased government regulations, accreditation standards, and competition are converging with decreased funding from federal, state, and private sources, and administrators require better strategic planning. A strategic planning model known as the Balanced Scorecard has met with widespread adoption and sweeping success among the business community, but, surprisingly, has not been widely adopted among institutions of higher and distance education. In this article the authors share what they have learned about this strategic planning model through a review of the available literature and their own early efforts to introduce it to their institution, the Division of Continuing Education at Brigham Young University in Provo, Utah.
The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET, apprenticeships or private arrangements) and assesses the link between field of study and students’ work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not
possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.
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.
Recently, I received an email from a student asking me the name of a writer -- a writer whose book we’d been reading for two weeks. (And discussing in class. And writing about in class.) It was not a textbook, anthology or unusual digital source. It was an old-fashioned printed book containing one play by one writer.
I knew that the student owned the book, because I had seen her with it in class, and in fact, she had told me she was enjoying the reading. However, when it was time for her to do an assignment on the playwright … well, she was stumped. She just didn’t know his name.
I had to explain to her, carefully, and with what I hope was compassion, that if she hadn’t picked up his name in the class discussions so far (or, I was thinking, in the course syllabus and calendar), then she could always try looking on the front cover of the book.
Jobs paranoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment.
Instructors of large classes must contend with numerous challenges, among them low student motivation. Research in evolutionary biology, echoed by work in other disciplines, suggests that aspects of the classroom incentive structure – such as grades, extra credit, and instructor and peer acknowledgment – may shape motivations to engage in studies and to collaborate with peers. Specifically, the way that incentives are distributed in relative quantity (the slope of competition; the proportion of benefits earned through performance relative to peers) and space (the scale of competition; the proportion of peers with whom one is competing) may affect strategies to cooperate or to compete with others.
According to researchers, better-educated parents generally provide their children with a more favourable learning nvironment, increasing the likelihood that they’ll pursue higher education. These parents also have higher educational aspirations for their children, reinforcing this dynamic. On the other hand,“first-generation” youth – those whose par- ents haven’t attended a
postsecondary education institution – are “less likely to plan for higher education, to be convinced of its benefits or to have above-average high school grades,” according to a report from the defunct Canadian Millennium Scholarship Foundation.
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.
Mentoring is one of the many aspects of faculty positions that are not generally taught, even though it is crucial in higher education. Faculty members are expected to advise undergraduates, graduate students and colleagues, although rarely with any support or recognition for this work. As a result, faculty members often mentor as a response to how they were mentored: a cold and distant adviser may serve as a cautionary tale or a role model.
Abstract
This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently re-ceiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on sub-stitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the ben-efit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identi-fication of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article.