HubSpot is 9 years old. I consider that we spent our first 6–7 years in “startup” mode, where we got through
product/market fit and got our customer economics to work. Over the last few years, we’ve been in “scale-up” mode, where we’re adding fuel into our engine and growing fast in a great market with nice barriers to entry. It turns out that many of the skills I need as the leader of a scale-up are much different than the skills I needed as the leader of a startup. This article attempts to lay out some of the skills and tools I’ve needed to develop in this scale-up phase.
here are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned ut did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not eel equipped to handle; and difficult dialogues that happen during office hours or outside of class.
n all three instances, faculty are challenged to use skills they may not have learned at any point in their disciplinary raining. That lack of skill can actually cause them great angst, and in the most extreme situations, cause them to avoid addressing important issues directly.
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?
Friendships can blossom naturally between scholars and students, but are they always problematic? Nina Kelly
navigates the boundaries.
As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and gender-nonconforming students.
Teach on Purpose! Responsive Teaching for Student Success, written by Leslie David Burns and Stergios G. Botzakis, is an impassioned argument for the importance of using responsive teaching within today's and tomorrow’s K–12 schools. The authors and their guest teacher-authors provide a straightforward rationale that explains why teaching purposefully and responsively is not just an option, but fundamental to teaching well. They collectively do this in a way that is relevant, practical, timely, and sometimes even humorous.
This article reviews the developments in significant pedagogical and research domains in TESOL during the 50-year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, author- ship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field’s coherence, the article argues that this diver- sity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.
There hasn’t been a lot written recently about test anxiety, but that doesn’t mean it’s no longer an issue for a significant number of students. Those of us who don’t suffer from test anxiety—and I’m betting that’s most faculty— can find it hard to be sympathetic. Life is full of tests, and students need to get over it. Besides, if students have studied and prepared, there’s no reason for them to feel excessively anxious about a test.
Students cheat. Educators struggle to respond, sometimes blaming themselves for not making courses sufficiently interesting or relevant and sometimes engaging in a battle of wits or technologies with their students to prevent cheating. Sometimes we in higher education try to address cheating as a moral problem and sometimes as a pedagogical one. Another way to understand cheating, however, is to borrow an insight from Bill Clinton's 1992 presidential campaign, namely, “It’s the economy, stupid.”
Those of us who work in higher education cannot depend on the small group that we traditionally refer to as the leaders on each campus to serve our students and our wider communities. It is important to develop the capacity to exercise leadership from any position in a college or university. Improving our institutions requires that everyone, whether in senior posts or supporting roles, uses whatever assignments we have to expand the possibilities for innovation, inclusion and excellence.
In any Ph.D. job search, if there is an application process, you should read the instructions before you do anything,writes Natalie Lundsteen. You should take your time, be thoughtful and follow directions.
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive
and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and
iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual
characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
In this interview, Zwieback deconstructs why it’s so tempting to blame a person or team for every mishap. To counter this habit, he outlines principles and tactics to help dynamic companies shift from identifying culprits to learning to make improvements that matter. Any fast-growing company that seeks to adapt with real accountability and honesty will gain from Zwieback’s methodology to prioritize resilience over punishment.
This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership.
Furthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although trans-formational leadership failed to predict leader job performance.
In July 2016, the Higher Education Quality Council of Ontario (HEQCO) published Understanding the
Sustainability of the Ontario Postsecondary System and its Institutions: A Framework (Weingarten,
Hicks & Moran, 2016). The key messages of the report were:
1. Sustainability is about more than just money. It also relates to the quality of education and the academic experience institutions can offer.
2. The best sustainability regimes are those that look forward and are designed to predict future challenges.
3. Overcoming sustainability challenges requires collaboration between government and institutions.
The tools available are inextricably linked to other policies and practices, such as
enrolment planning, tuition policy, funding formulas, differentiation and institutional autonomy.
aculty dread the grade appeal; anxiety prevails until the whole process is complete. Much has been written about ow to avoid such instances, but the potentially subjective assessments of written essays or clinical skills can be specially troublesome. One common cause of grade appeals is grading ambiguity in which the student and faculty ember disagree on the interpretation of required content. Another cause is inequity, whereby the student feels thers may have gotten more credit for very similar work or content (Hummel 2010). In the health-care field specially, these disagreements over clinical-skills assessments can actually result in student dismissal from the program and may lead to lawsuits.
Generally, data mining (sometimes called data or knowledge discovery) is the process of analyzing data from different perspectives and summarizing it into useful information - information that can be used to increase revenue, cuts costs, or both. Data mining software is one of a number of analytical tools for analyzing data. It allows users to analyze data from many different dimensions or angles, categorize it, and summarize the relationships identified. Technically, data mining is the process of finding correlations or patterns among dozens of fields in large relational databases.
Employers and higher ed institutions have acknowledged the value that this type of experience could bring to the
country’s workforce. But only 3.1% of full-time university students and 1.1% of full-time college students have studied abroad as part of their postsecondary education.
Existing research shows that Canadian students are generally interested in studying abroad, yet they face a number of obstacles. These obstacles have been categorized as the four Cs: cost, curriculum, culture, and circumstance.
Tenure for professors has been under pressure, and even the subject of outright attacks, for a long time. But the pace of the assault has accelerated lately, and there is no more significant canary in the coal mine than events in Wisconsin over the past two years.
Tenure protections have been systematically eviscerated by the Republican-dominated government in Wisconsin — the former home of progressivism and still home to one of the nation’s most distinguished research universities in Madison and to many popular branch campuses throughout the state. Tenure protections were removed from state law, watered-down protections became part of system policy subject to regents’ control, and administrators gained greater power over posttenure reviews.