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.
Generation Z is destined to be the most researched of all generations in history. We understand consumer habits, how Generation Z communicates, even the exact details of how the media influences them. Living under a digital microscope, todays 15- to 18-year-olds are savvy. They have a comprehensive understanding of what they want an
es to technology and education. And with this comes great expectations.
“We’re not in Kansas anymore, Toto”1—a statement Dorothy made to her dog, Toto, in The Wizard of Oz—sums up reasonably well the point I want to make in this article. That is, as literacy educators no longer con-strained (or protected) by older, more familiar 20th-century print-centric modes of communicating, we may at times feel challenged to keep pace with students’ preferences for producing and learning with multimodal texts that combine moving and still images, sounds, performances, icons, symbols, and the like. Often digitally mediated, these texts are familiar and freely available to youth who have access to the Internet. Indeed, a small but growing body of research suggests that young people’s ways of telling, listening, viewing, and thinking in digital environments may fac-tor into their self-identifying as literate beings (e.g., Alvermann, 2010; Livingstone, Bober, & Helsper, 2005; Ito et al., 2008; McClenaghan & Doecke, 2010; Rennie & Patterson, 2010; Skinner & Hagood, 2008; Thomas, 2007; Walsh, 2008). Although this research on young people’s online literate identities has implications for classroom practice, the liter-ature remains largely untapped by teachers, school library media special-ists, and literacy teacher educators. Why is this so? Just as importantly, what does this literature have to offer?
National Trends in Grade Inflation, American Colleges and Universities
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
How to resolve the top enrolment barriers that decrease student satisfaction and negatively impact enrolment efforts.
Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering. Potential contributing factors are considered, including sex differences in faculty support, assistantships, family responsibilities, and career goals.
Keywords: career development; doctoral students; equity; faculty development; gender studies; graduate education; higher education; publications; regression analyses; research; secondary data analysis; sex; STEM; survey research; women’s issues
If you are leading a class and imagine that students seem more distracted than ever by their digital devices, it's not your imagination. And they aren't just checking their e-mail a single time.
A new study has found that more than 90 percent of students admit to using their devices for non-class activities during class times. Less than 8 percent said that they never do so.
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.
The push-back was strong when we sought to increase the diversity of teachers through a modified admissions policy in our education degree program.
The makeup of the Canadian population is changing rapidly. The percentage of the population who identify as Indigenous is increasing; the percentage of new immigrants who are from racial, ethnic or linguistic minority groups is growing; those who identify as LGBTQ are feeling increasingly safe to be open about their identities; and individuals with disabilities are making dynamic contributions to Canadian society. Although our communities are becoming increasingly diverse, the makeup of the teaching profession remains relatively stagnant, with white, female teachers making up more than 80 percent of the teaching force. While our communities are becoming richer with diversity, the teaching profession is not.
When was the last time you went more than a few hours into your workday without interacting with someone at your company? If you’re like the majority of the workforce, limited interactions are a rarity and collaboration is ongoing.
The way your team communicates greatly impacts the performance of your employees and your organization.
However, less commonly understood is the psychology behind how we collaborate.
The psychology behind workplace collaboration can be tied back to the day-to-day interactions that take place at virtually any organization. How your employees interpret the work they do and the way they collaborate with others ultimately determines their success, investment, and engagement in the company. And when your employees are
engaged, your company wins.
When considering LGBT rights and equality, many people nowadays think they’re the just thing to do. What’s often
overlooked is how such social changes actually benefit straight people as well.
What will the scale-up of the internet of things, the rising sharing economy and a zero marginal cost society mean for civilization? Nothing short of historic.
This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statis-tics on educational attainment were analyzed, questions about comparabil-ity of data were discussed, and the impact of different approaches to the organization of higher education on attainment rates was examined. The author concluded that comparing the rate of attainment of subbaccalaure-ate credentials between the United States and other countries is proble-matic both because of definitional issues, and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented bacca-laureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons—and cautions—for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees.
“Ideological diversity” and “intellectual diversity” are the buzzwords on everyone’s lips these days. Recently, when a student at a town hall asked Facebook's Mark Zuckerberg how he makes his company a “free and safe environment” for self-expression, he said, “We have a board member who is an adviser to the Trump administration, Peter Thiel. I personally believe that if you want to have a company that is committed to diversity, you need to be committed to all kinds of diversity, including ideological diversity,” an article on The Ringer reports. Meanwhile, since students shouted down the controversial sociologist Charles A. Murray at Middlebury College this month, many conservatives and some liberals have been quick to chide liberal students and academics for their intolerance and push for ideological and intellectual diversity on campuses, notes Kate Knibbs, a staff writer for the sports and popculture website.
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.
Media and policy commentary have focused lately on Canadian employers’ apparent inability to find employees with the desired labour market skills. To explore this issue further, HEQCO reviewed and summarized the current discourse surrounding a “skills gap” in The Great Skills Divide: A Review of the Literature and conducted an analysis of Canadian job advertisements geared toward recent postsecondary graduates in Bridging the Divide, Part I: What Canadian Job Ads Said. In the latter publication, 316 job advertisements for entry-level positions requiring postsecondary education were examined to ascertain the education credentials, work experience and essential skills employers were seeking. To follow-up on Bridging the Divide, Part I, the current report analyzes survey responses from 103 employers that posted job advertisements included in the preceding study. In particular, employers were asked if they had filled the advertised position or, if not, the reasons for being unable to find someone to hire. Those employers that had filled the position were also asked about the successful candidates’ qualifications and performance on the job so far.
An expat explains how a temporary leave to study in the U.K. turned into a life abroad – and what the government could do to bring him back.
Growing up in small-town Ontario, I always had a nagging feeling that Canadians who moved abroad were traitors. They had shunned our country for monetary gain, or sunshine or fame. But I’ve become one of those people – part of the nation’s brain drain – and I can assure you that it was entirely accidental.
Like me, every year hundreds of Canadians head abroad to do PhDs or postdocs, intent on gathering international experience, and every year a few of them don’t come back. In my case, I was drawn to the U.K. to do a PhD in history and, two years after finishing, I am still there, now working as an academic historian. I’d like to share how that happens and what Canada might do to prevent it from happening again and again.
I did not go abroad to get a “better” education. This is what the British think draws international
students, but this is a patronizing assumption and not a reflection of reality for most. For me, the
move was part quest for adventure and
part practical desire to get my PhD completed quickly so that I could get on with a career.
As the provincial government releases new strategies for strengthening international student recruitment and retention, concerns have arisen about the stresses on international students.
Canadian Students Abroad 2016
Canada’s Performance and Potential in International Education