Multiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to be successful in their academic ca-reer. In this article, the authors report on the implementation and evaluation of a mentorship circle initiative aimed at supporting new faculty in the first two years of their academic appointment. Participants reported that the men-torship circle provided them with a culture of support, a sense of belonging, and a safe space to discuss concerns and learn strategies from both mentors and fellow mentees as they adjusted to their new position. The interdisci-plinary nature of the mentorship circle further facilitated faculty members’ capacity to navigate their role as new faculty and foster colleagueship.
Although several theories have been advanced to explain the college persistence process [6, 44, 45, 50, 52], only two theories have provided a comprehensive framework on college departure decisions. These two theoretical frameworks are
Tinto's [50, 52] Student Integration Model and Bean's [7] Student Attrition Model. A review of the literature indicates that the Student Integration Model, for instance, has prompted a steady line of research expanding over a decade [see, for example, 37, 42, 30, 35, 24, 46, 18]. This research has validated Tinto's model across different types of institutions with differing student popula tions. In tum, the Student Attrition Model [4, 5, 6, 7, 10] has also been proven to be valid in explaining student persistence behavior at tradi tional institutions [3, 4, 6, 7, 10, 18], while modifications to the model have been incorporated to explain the persistence process among non traditional students [9, 26].
Each year, many of us make New Year’s resolutions and try and keep them. Others, usually newspapers and media outlets, speculate on the key things to watch out for during the coming year. Rather than resolutions or predictions, we list ten developments we wish for online learning in 2016.
We hope these come true, but it will take clear resolution, firm commitment and lots of hard work by all to make them happen. This is why we refer to this as a “wish list”.
Not from the realm of pure speculation, all items in our list are developments from current practices in technology, learning, and public policy.
Academic freedom is supposed to protect unpopular views. A case involving an Oberlin professor who claimed that
ISIS is really the CIA and Mossad asks whether that freedom extends to falsehoods.
Higher education's approach to fostering students' innovation potential has focused mostly on developing innovation leadership among a select cadre of students, originally in entrepreneurship and more recently in social sector innovation. But what about the rest of our graduates: what capability do all our graduates need if they're going to engage effectively with innovation in the workplace? Can elements of this capability be adapted to enhance their roles as community members and global citizens as well?
In order to develop the capability for workplace innovation in all our students, we're going to have to begin tackling the challenge in the space where all of them already participate – within our teaching and learning environments.
In March 2014, nearly one in four people aged 15 and over with a university degree reported having gone back to school and completed another certificate, diploma or university degree of equal or lower level. There were 6.5 million people with a university degree in March 2014 and their employment rate was 74.5%. In this release, labour market indicators for those with a university degree are presented by major field of study and then compared with those who completed further postsecondary studies and those who did not.
Nature of Leadership
Effective leadership is a key factor in the life and success of an organization
Leadership transforms potential into reality.
Leadership is the ultimate act which brings to success all of the potent potential that is in an organization and
its people.
Leaders propose new paradigms when old ones lose their effectiveness.
I had coffee a few weeks ago with another displaced administrator at my university. Like me, he had arrived within the past decade to build something new and different. To some extent, he had succeeded. But, also like me, he had been informed that his leadership services would no longer be required beyond this year.
When he invited me, he asked if I would be uncomfortable meeting in one of the more popular campus coffee spots. "It’s in the shadow of the main administration building," he warned via email.
The current Ontario government has been formulating ideas for systemic change in higher education since at least 2005, when the Rae Review was released. Some of the issues raised in that review are still with us now – and one of those issues is university differentiation, which has come up yet again via a data set (PDF) from the Higher Education Quality Council of Ontario (HEQCO) and most recently in the provincial government’s draft (PDF) of a framework for differentiation (here’s a good summary by Gavin Moodie).
The increasing scarcity of women within higher academic ranks is troublesome, especially as associate and full-professors with tenure are generally those tapped for leadership positions. This study surveyed female administrators in distance education in an effort to thematically analyze their perceptions of distance learning in higher education. Themes that garnered more input from the women included the following: assumptions of gender disparity, the optimistic viewpoint that in the future more women will succeed as administrators in distance education, and the belief that the role of administrators was to provide value and goals in distance education but that change in this arena was too slow and obstructions to the quality of distance learning needed to be eliminated. In addition, it appears that Caucasian (non - Hispanic) women are more prone to suggest that gender disparity is a problem and women who hold a higher level of administration spoke less often about problems with gender disparity and appeared to have a more positive attitude.
The Strategic Mandate Agreement (SMA) exercise was intended to address at least three desired
outcomes:
1. To promote the government’s stated goal1 of increasing the differentiation of the Ontario
postsecondary system by asking each Ontario postsecondary institution to articulate an
institutional mandate statement identifying its distinctive strengths or aspirations and to
identify key objectives aligned with that aspiration.
2. To advance and inform the discussion about how the Ontario system could increase its
productivity to deliver a quality education to more students within the financial constraints
expected in the public sector.2
3. To elicit the best thinking from institutions about innovations and reforms that would support
higher quality learning and, in its most ambitious form, transform Ontario’s public
postsecondary system.
The purpose of this chapter is to explore some concepts, trends, and projections in education regarding race and educational leadership. Toward this end, I will present information on two aspects of race—phenotype and cultural oppression—paying special attention to the multiple contexts in which these phenomena are manifest in U.S. society.
What annoys me about the teaching profession, more than anything else, is the constant grousing about students. A certain slice of the faculty seems to enjoy complaining about how bad their students are — especially, of course, today’s students, who are clearly worse than any other generation in history. I’ve been hearing the same gripe for my entire 33 years of college teaching.
Not at all, according to Dave Zwieback, the Head of Engineering at music analytics company Next Big Sound (acquired by Pandora) and author of Beyond Blame: Learning From Failure and Success. Zwieback has spent decades leading engineers in companies operating in high-stakes, pressure-cooker industries, such as technology, financial services and pharma, where it’s commonplace for someone to take the fall when critical systems fails.
Toronto, ON – With the end of Labour Day marking the unofficial end of summer, post-secondary students are setting their focus on school and their future after it. But according to an Ipsos poll conducted on behalf of RBC, many students are trying to please their parents through the process, and many parents under-estimate the degree to which this is happening.
Despite research interest in the motivations, experiences and challenges of Ontario postsecondary students who have transferred from college to university, there has been too little in-depth quantitative analysis on these topics. This study contributes to the literature by documenting transfer between York University and Seneca College – two institutions whose strong partnership has encouraged a high volume of transfer in both directions – over a period of 12 years (2000-2012).
Transforming higher education processes starts with laying the right foundation for your organization’s workflow. Many higher education institutions have embarked on education transformation initiatives; however, there is still room for improvement to build a more stable transformation foundation.
According to a recent Center for Digital Education (CDE) survey, the top higher education workflow-related challenges include the need for more training and professional development, workflow solutions, better access to information and documentation,
and increased automation.
EXECUTIVE SUMMARY
There is untapped human potential in Canada; this talent is vital for the Government’s innovation ambitions. The next federal budget must seek new and innovative ways to maximize the growth potential of workers and employers.
Polytechnics Canada presents a suite of ten measures that respond to the Finance Committee’s call for ideas to improve outcomes for individual Canadians, businesses and communities. Six of our recommendations focus on people and talent, so necessary for real innovation gain. Four of our recommendations focus on accelerating business innovation through improved collaboration with polytechnics and colleges. A polytechnic education builds a resilient and resourceful workforce. Canada needs more of this kind of applied education. Budget 2017 can help scale-up support to make optimal use of polytechnics and colleges for Canada’s talent and innovation needs.
More of this year’s freshman class expects to participate in at least one protest while they’re in college than at any other time in the last 50 years. The portion of all students who claim to be these prospective protesters? 10%. Among black students, the proportion rises to 16%.
Employers are uniquely positioned to encourage positive financial behaviors in their early career workers, say human resources leaders at three universities.
“By leveraging the full range of the institution’s resources,” says Laurita Thomas, associate vice=president for human resources at the University of Michigan (U-M), “employers can create the right climate to promote Gen Y’s financial wellbeing.” Here are some of the ways, according to Thomas, that employers can set early career workers up for success: