This paper proposes a new measure of skills mismatch that combines information about skill proficiency, self-reported mismatch and skill use. The theoretical foundations underling this measure allow identifying minimum and maximum skill requirements for each occupation and to classify workers into three groups, the well-matched, the under-skilled and the over-skilled. The availability of skill use data further permit the computation of the degree of under and over-usage of skills in the economy. The empirical analysis is carried out using the first wave of the OECD Survey of Adult Skills (PIAAC) and the findings are compared across skill domains, labour market status and countries.
Perception and semantics play an important role in the success or failure of students who are under-prepared for higher education. Among community colleges nationwide, the challenges of open-entry have moved from preparing students for transfer education and careers in emerging industries to addressing remedial needs in basic academic areas and study skills. Yet the term "at risk," a commonly used phrase describing students with educational needs below college level, may undermine the success of these students by implying that they are starting from a deficit point of overcoming obstacles. Instead of creating an empowering environment that promotes students' potential, the label "at risk" perpetuates the belief that these students are damaged and personally flawed where "psychological character, physiological makeup, and cultural patterns of students are called into question and labeled deficient. .. " (Franklin, 2000, p.3).
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.
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.
An Ontario Public Service Employees Union (OPSEU) Local 352 member speaks to a man crossing the union�s picket line at Fleming's Sutherland Campus during a faculty strike on Monday, October 16, 2017. Union members, including college professors, instructors, counsellors and librarians, hit the picket line Monday after negotiations between it and the College Employer Council fell flat. JESSICA NYZNIK/Peterborough Examiner/Postmedia Network
While the balancing power of collective bargaining is a positive force, Ontario's provincial government was right to order striking community college teachers back to work.
This fall, I will be one of three lecturers teaching my department’s professional development course, where we help new graduate-student instructors learn the ropes, concurrently as they teach rhetoric for the first time. Many of them have never been in front of a college classroom. So I've been thinking a lot this summer about what they’ll be facing and how I might help prepare them.
There is a huge difference between a boss and a leader. I’d much rather be working for a leader any day.
I’ve been fortunate enough to have worked with both, and it’s amazing what working with someone that you respect and more importantly, respects you, does to boost employee engagement.
Let’s go through each of these one by one and discuss how bosses can become leaders:
The Survey of Earned Doctorates, the data source for this report, is an annual census of individuals who receive research doctoral degrees from accredited U.S. academic institutions. The survey is sponsored by six federal agencies: the National Aeronautics and Space Administration, National Endowment for the Humanities, National Institutes of Health, National Science Foundation (NSF), U.S. Department of Agriculture, and U.S. Department of Education. These data are reported in several publications from NSF’s National Center for Science and Engineering Statistics. The most comprehensive and widely cited publication is this report, Doctorate Recipients from U.S. Universities.
Professionalism, elucidates the philanthropic dimension of the contemporary faculty career. In this volume, scholars address the notion that in addition to teaching, research, and service, contributing to the public good by way of philanthropy is inherent in the fabric of the academic professorial career and as such, they advocate for its recognition as a dimension of faculty work.
When people first think of professorial philanthropy, they may conjure images of faculty engaging in activities such as community service. Shaker takes a different stance, focusing on the element of the faculty role that serves the public good in its broadest form. Therefore, to illustrate this paradigm shift, Shaker reflects on her graduate advisor’s philanthropic actions from which she benefited, including mentorship sessions, motivational meetings, one-on-one writing time, access to
personal office space, introduction to personal contacts, and gifted books. Employing her personal experience as a springboard, Shaker argues that the faculty profession is “grounded in a responsibility to contribute to the public good. The expectation to meet society’s needs for an educated citizenry and societal requirements to advance and disseminate knowledge lend a philanthropic component to the act of being a faculty member” (p. 11). Thus, Shaker asserts that the faculty profession is anchored in the responsibility to growing demands of research productivity and increased pressure for student accountability, calls to both preserve and recognize the importance of faculty philanthropy.
Why are writing groups so difficult to sustain? How can they be cultivated and nurtured? We would like to share our
experiences of being a productive and successful writing group over the last seven years. We began with seven
non-tenured and/or contractual members who saw academic writing as an important process for developing research ideas and, consequently, for career growth. We also recognized that it was vital to have a circle of friends where everyone can receive supportive critique and informative feedback on their writing. Over the years, the group has grown to include 17 academics at all ranks and stages.
Who are you when you teach? When asked this question, most of us immediately respond by describing our teaching approaches. We might say “I’m more of a facilitator now.” Or we might respond with something like “I am a learner-centered teacher” or “I’m more of a lab teacher than lecturer.” But consider this question in another way: What “teaching presence” or persona underlies what you do as a teacher?
How to be a leader video clip
This CERIC-funded study sought to establish the importance publicly funded universities and colleges place on the provision of career development services and to highlight particularly impressive models of career service provision across the country.
Specifically, CERIC’s interest in conducting this project was two-fold:
1. To understand the landscape of career service models across Canada
2. To examine the level of institutional commitment to the provision of career services to students
When I was younger, much younger, I read a science-fiction book where life on a particular planet was difficult because the landscape was constantly shifting. If one substitutes conceptual and occupational for physical landscape, one could as easily be talking about Earth at the beginning of the 21st century.
Our system of higher education was designed for a stable conceptual and occupational landscape, the kind where our parents and their parents grew up. One went to school, maybe even attended college, and took a job. One retired from this job, perhaps having been promoted along the way. Many of today’s jobs did not exist during our parents’ days and those still existing often have the same name as before but require much more sophisticated skills. Jason Wingard and Michelle LaPointe note in Learning for Life: How Continuous Education Will Keep Us Competitive In the Global Knowledge Economy that we have left many of today’s citizens ill-prepared for the current occupational landscape. Our citizens’ skills, even many of our youngest, mismatch with the demands of today’s economy. Cynical politicians sometimes promise a return to the good old days, but they do so only
to collect the votes of the disenfranchised. Similar to other educated people, they know that the old jobs a e not coming back because the world has moved on; many people have not moved with it, are stuck in an occupational landscape that no longer
exists, and have become lost.
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and they offered this list (which I’ve edited slightly).
TORONTO -- Ontario's minister of post-secondary education says he's concerned that two publicly-funded Ontario colleges have opened campuses in Saudi Arabia that don't allow women.
On Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a campus, including student composition, are up to each college's board of governors.
But late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a change of heart about Ontario colleges teaching courses that deliberately exclude women.
Students' understanding and participation in "work" affects their university in many ways. Employment can serve as both a motivator and hindrance to academic success. It can teach valuable lessons while also detracting from academic work. It is the number one reason why students attend post-secondary school. Unfortunately, numerous barriers stand in the way of increasing the employment rates of highly educated youth. These barriers must be treated as distinct yet interconnected, and necessitate multifaceted approaches. This OUSA policy paper outlines how government, employers, educators, and students can work together to overcome barriers and move towards a more prosperous, productive future.
This has been a very difficult year for Western. The issue of the President’s compensation and the move for votes of non-confidence at the university’s Senate in the spring deeply affected the community, including the members of the Board of Governors. As is so often the case when organizations face significant challenges, there is an opportunity to review governance policies and procedures and make them better. Over the course of this review, in addition to hearing criticisms and concerns, the Task Force heard a common refrain that we all need to work to make the university stronger. The Board is made up of dedicated individuals who believe in Western and share that interest. The members are committed to working with the Western community to address the concerns that have been raised about how governance is carried out at this institution and to develop practices and processes that will allow the Board and the many stakeholder groups that make up the university, to communicate with and understand each other better.
This report is only a first step. It outlines the concerns that were presented to the Task Force by members of the community and by members of the Board, and provides recommendations for moving forward. Some of those recommendations can be implemented relatively quickly; others will take time and effort. However, it is critical to persevere and to keep the conversation going.
The Task Force also recognizes that Senate is conducting its own review of governance. The Board looks forward to receiving their report and finding opportunities to work with Senate to improve governance at Western.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.
Conversations with teachers who have spent some time in the profession often reflect a tempering of the high ideals with which they began their careers. While they are still hopeful about the work they are doing, there is a sense from many teachers that factors beyond their immediate control prevent them from fully realizing their original vision of what their professional life was going to be like. In short, there is often a noticeable difference between the teacher they aspire to be and the teacher that they feel they are required to be.
This report is the first in a series of reports examining teenagers’ use of technology. Forthcoming reports will focus on how American adolescents use social media and mobile phones to create, maintain and end their friendships and romantic relationships. This report is a collaborative effort based on the input and analysis of the following individuals.