In Canada there are growing discussions concerning the role of publicly funded universities and the impact of academic research. The integration of neoliberal practices and market rationalities place pressure on universities to “go public” in order to demonstrate relevance and accountability. Researchers are encouraged or even required to engage the public through knowledge mobilization activities. Our study provides an empirical analysis of knowledge mobilization in order to understand its perceived impact on public criminology, and more broadly the production and dissemination of criminological research. We argue that the institutional shift toward knowledge mobilization is perceived as a tool of institutional governance to demonstrate organizational accountability that shapes the production and dissemination of criminological knowledge.
Definition of Leadership
Characteristics of a Quality Leader
Various Leadership Style
Contingency Approach to Leadership
The Path - Goal Approach to Leadership Effectiveness.
II. Social Responsibility
Social Responsibilities of Managing
Arguments for and against Social Involvement of Business
Social Responsibility & Social Responsiveness
Ethics in Business Management
Ethical Theories and a Model for Business Orientation
Institutionalizing Ethics
Code of Ethics and its Implementation
Factors that Raise Business Setting
A partnership between the Mastercard Foundation, Rideau Hall Foundation, Vancouver Island University and Yukon College has ambitious aims.
Tasha Brooks likes to have an open-door policy. As one of Vancouver Island University’s four new “education navigators,” her job is to help First Nations students to transition into university and complete their education. “I’m very open about my own struggles through university,” says Ms. Brooks, who earned two degrees in business administration at VIU. “They can look at my past and say, she was also like me, very close to dropping out at some point. … I’m there to not only support them but I can empathize with them.”
Canada’s population growth masks some very different trends from one region to another. Using various data sources, including Statistics Canada’s most recent projections on population and diversity, this article provides a general overview of these trends and discusses how recent demographic changes could impact the age structure, diversity and population share of the various regions of Canada over the next decades.
Internships, field placements, co‐op and other forms of postsecondary work‐integrated learning (WIL) help Ontario college and university students gain practical work experience, enhance their résumés, improve employability skills and determine their fit with a potential career, according to a new study from the Higher Education Quality Council of Ontario (HEQCO).
Whether Mr. John S. Montalbano, Chair of the Board of Governors, and/or individuals in the School of Business identified by the Faculty Association, conducted themselves in the events following Professor Jennifer Berdahl’s publication of her blog on August 8, 2015 in a manner that violated any provision of the Collective Agreement, the UBC Statement on Respectful Environment, or any applicable University policies including whether her academic freedom is or was interfered with in any way.
When a person enrolled in university in 1967, he or she entered a world barely recognizable to most students today. Today’s students can only gaze back at it with envy.
Tuition was $2,750 a year (in current dollars), less than half today’s. Unlike many students today, few students then had to work during the school year to pay for their education, so they could devote as much time as they wanted to their studies.
And even with no financial support from parents, that era’s lower tuition and more generous student aid meant that students could graduate with less than half the debt carried by the average student today.
Students then saw their professors frequently, including outside class hours at university social events, such as spontaneous common-room discussions. Their professors were either tenured or tenure-track, who worked full-time.
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.
Top research colleges.
Though more relevant than ever, the field seems to have to continually justify its existence.
The bad news broke on a Monday night in February 2016. Earlier that day, Lisa Dawn Hamilton, acting director of Mount Allison University’s women’s and gender studies program, had received a glum surprise. Nearly two decades after its 1999 founding, funding for the interdisciplinary program was on the chopping block – a move that would effectively eliminate all four of the school’s core women’s and gender studies classes, despite a consistent waitlist and burgeoning enrolment. Although the university administration did not equate the budget cut with an official termination of the program, it was hard to see how it could survive without funding. In an email to students, Dr. Hamilton reluctantly rang the death knell: “This means that, currently, there are no plans to offer any women’s and gender studies courses in the coming academic year.”
A number of studies suggest that student evaluations of teaching are unreliable due to various kinds of biases against instructors. (Here’s one addressing gender.) Yet conventional wisdom remains that students learn best from highly rated instructors; tenure cases have even hinged on it.
What if the data backing up conventional wisdom were off? A new study suggests that past analyses linking student achievement to high student teaching evaluation ratings are flawed, a mere “artifact of small sample sized studies and publication bias.”
At least one university has explicitly restricted students’ use of editors for their assignments.
Over the last several years, staff members at the Centre for Academic Communication at the University of Victoria
reported to administrators some curious conversations taking place around editing. The centre offers free services
to students to assist them with reading comprehension and writing, but staff members are instructed not to correct
students’ work, only pose questions. Students, however, had different expectations and complained when centre
staff wouldn’t “fix up” their papers.
Professors, too, misunderstood the role of the centre; some sent students there because they wanted staff to
improve their students’ work. What’s more, the centre received calls from parents asking how much editing they
could do on their children’s papers without it being considered cheating.
Any college leader considering a curriculum change for his or her institution has a lot of questions to ask and answer. First, what are the specific goals? To increase graduation rates? To increase particular knowledge in certain majors? And what changes in the curriculum would achieve those goals? We’ve gone through multiple curriculum reforms at the City University of New York over the past 15 years, and it’s never an easy process. Some faculty members, as well as administrators, can be sceptical and resistant to change, and resources to carry out the reforms are hard to obtain. One of the most important things we have learned during that time is that relevant, clear data can help you make better decisions about curriculum reform. That means you need to put a premium on data — both collecting it and analyzing it.
What is your learning style? Identifying your learning style serves you and helps you use it to your advantage to learn new skills efficiently. Your learning style is your approach to learning based on your preferences, as well as your strengths and weaknesses. Learners can be grouped into main categories:
Those who learn through reading and writing prefer to read and write rather than listen. In fact, they enjoy reading books and can follow written directions with ease. Visual learners learn best through maps and diagrams as opposed to verbal directions. While auditory learners prefer verbal directions and enjoy working in groups and discussing information. They remember best
through listening and may find it difficult to work quietly. These type of learners often read with whispering lip movements.
We are often warned against being judgemental. “Judge not, lest ye be judged”, for example, reminds us how vulnerable we are to others’ estimations of us, and how likely those estimations are to be biased.
Nevertheless, we continue to make judgements, both positive and negative, because we have evolved to do so. Human brains have been “domesticated” by our need to live in groups to survive. We assess others carefully, and monitor their views of us; if those views are negative, we may be cast out of the group.
Ontario’s professors and academic librarians are on the front lines of Ontario’s universities. They are uniquely positioned to assess the performance of the sector, and to evaluate the ways in which proposed reforms may impact their institutions and their work.
In early 2012, Ontario-based education media began reporting that the Government of Ontario was entertaining a number of significant changes to the structure, academic content, and program delivery methods of universities. Some of these reported changes were introduced in a leaked discussion paper titled 3x3: Revolutionizing Ontario’s Post-Secondary Education System for the 21st Century. Key proposals within this report include:
performance throughout the course, especially for those students who do poorly on the first test. Faculty and institutions provide an array of supports for these students, including review sessions, time with tutors, more practice problems, and extra office hours, but it always seems it’s the students who are doing well who take advantage of these extra learning opportunities. How to help the students who need the help is a challenging proposition.
Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material from multiple class
presentations, assigned readings, or problems in a single study session. It’s related to distributed practice—studying more often for shorter intervals (i.e., not cramming). But it is not the same thing. Typically, when students study and when teachers review, they go over what was most recently covered, or they deal with one kind of problem at a time.
As longtime practitioners in our disciplines, we develop implicit skills that can be the source of some of the deepest learning for our students. In his book Experience and Education, John Dewey describes habit as “the formation of attitudes, attitudes that are emotional and intellectual…our basic sensitivities and ways of responding to all the conditions we meet in living” (35). Experiencing implies the sensing body, embodied learning, and Dewey does not shy away from the emotional dimensions of learning—both of which are often where the deepest learning happens, where students’ passion for a discipline ignites, and where experts’ best ideas originate. These often-overlooked dimensions of learning are also where empathy lives, and so it is there that knowledge might blossom not only into expertise but into wisdom
The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are
ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status,
and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.