The evidence is clear that post-secondary education leads to improved employment opportunities and career outcomes. Over the course of their lives, graduates with credentials from across the spectrum of post-secondary programs, including apprenticeships, trade certificates, colleges diplomas, and undergraduate and graduate degrees, have enjoyed significantly higher rates of employment compared with high school graduates. Median annual and career earnings, meanwhile, rise consistently in relation to post-secondary credentials.
As the number of faculty members whose position lies outside the tenure system continues to rise at American universities, college deans, department chairs and program directors must consider how to support the careers of these colleagues. The differences that commonly exist between the opportunities available to tenure-system faculty and those offered to other academics can be a recurring source of friction. That not only erodes unit cohesion and climate, but it may also impede efforts to retain valued long-term employees who are not in the tenure system.
Since the configurations and names of these people and positions vary widely across disciplines and institutions, I will denote them collectively as “academic staff.” At Michigan State University, we have several categories of faculty members who work outside the tenure system -- including outside professionals in business, law, medicine or media who teach an occasional career-oriented course in their specialty; instructors with full teaching loads and short-term contracts; and individuals with a mix of teaching, advising or other duties who have long-term appointments. As a dean, I have seen that as my college hires more faculty members outside the tenure system, identifying ways to support such academic staff professionally is an increasingly common topic of conversation. And as an associate provost, as well, charged with advancing the careers of all MSU faculty and academic staff, I am finding support for academics outside the tenure system to be an area of institutional concern.
They always say that the country’s pillar of success can be view based on the quality of its education. For many, it is pivotal for the country to invest in education sector to ensure that its people can be able to attain a desirable employment and standard of living for themselves. That is why for the past decade we witness how the Philippine government restructured multiple times its basic educational system and continue to search for possible upgrade needed in the prevalent state of education in the Philippines. The latest is the implementation of K-12 program whose goal is add an additional two-year in basic schooling as senior high school and the inclusion of technical and vocational courses as part of the option especially to those students not planning to go to college, thus it will give them opportunities to be employed blue-collar work. The new curriculum was introduced and started in 2011 by Former DepEd secretary Armin Luistro. It has been a challenge but a strategic move on the part of the government because the successful implementation of the K to 12 programs in the country will ensure that our educational system can be able to produce graduates who are globally competent that are capable to get employed because they have skills needed to fulfil the pillars of globalized world.
In an increasingly complex, networked, and rapidly changing world, creativity has taken a central role (Dortier 2015; Runco 2004). There is enormous interest in creativity in education, business, technology research, and emerging fields such as social innovation and design. Coupled with a proliferation of popular as well as academic discourses of creativity, this situation presents researchers with complex, multidimensional challenges that cannot be addressed exclusively from the perspective of one discipline. This new global context requires a transdisciplinary exploration of creativity, particularly since the articulation, expression, and practice of creativity appear to be in flux in society as well as in academia. The networked society, generational differences, and the focus on business innovation have turned attention to collaborative, distributed forms of creativity that have only recently begun to be studied systematically.
For more than six years, HEQCO has conducted research on the differentiation of Ontario’s public postsecondary system, where institutions build on and are accountable for their specific strengths, mandates and missions. This report identifies clear distinctions between universities in terms of their research and teaching missions. The data point to critical pathways to achieve the benefits of greater differentiation. The goal is a system that is more cohesive, more sustainable and of higher quality.
Abstract
Canadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university. The time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students.
Résumé Les étudiants canadiens ont tous des obligations scolaires et parascolaires, et leur capacité à les équilibrer entre elles peut avoir des répercussions sur leur expérience universitaire. La participation à des activités scolaires et parascolaires, et la perception d’arriver à les équilibrer entre elles a été comparée entre étudiants avec handicap et étudiants sans handicap. Les résultats ont démontré que les étudiants avaient tous des obligations professionnelles, sociales et familiales, peu importe s’ils étaient affligés d’un handicap ou non. En outre, la perception de pouvoir équilibrer entre elles les activités scolaires et parascolaires a été associée à une meilleure efficacité scolaire autodidacte et à un meilleur esprit d’initiative chez tous les étudiants. Comparativement à leurs camarades sans handicap, les étudiants avec handicap consacraient moins d’heures à des activités parascolaires, disposaient de moins d’heures de cours, mais étudiaient autant d’heures. Les étudiants avec handicap qui avaient de la difficulté à équilibrer leurs multiples rôles étaient moins adaptés à la vie universitaire. Comme le temps nécessaire pour accéder aux installations d’apprentissage peut constituer une barrière à l’adaptation, l’élaboration de politiques universitaires autour des installations d’apprentissage serait bénéfique pour les étudiants avec handicap. De même, l’intégration de l’esprit d’initiative et de la gestion du temps dans le programme d’études universitaires profiterait à tous les étudiants.
What would happen if you were to arrive to your classroom, unplug the devices, turn off the projector, and step away from the PowerPoint slides … just for the day?
What would you and your students do in class?
This was the challenge I presented to 100 faculty members who attended my session at the Teaching Professor Conference in St. Louis this past June. The title of the session was, “Using ‘Unplugged’ Flipped Learning Activities to Engage Students.” Our mission was to get “back to the basics” and share strategies to engage students without using technology.
The history of rankings stretches back to the late 19th century, but it is the intensification of globalisation that has been the most powerful force and explanation for their emergence and success since the turn of the millennium.
Today, as the distribution of economic activity and scientific collaboration has become increasingly international, higher education has been transformed from a local institution into a global actor. It sits at the fulcrum of the geopolitical struggle for a greater share of the global market and the new world-order, facilitating increasing concentrations of wealth and resources and greater hierarchical differentiation and social stratification
Student evaluations of teaching, or SET, aren’t short on critics. Many professors and other experts say they’re unreliable -- they may hurt female and minority professors, for example. One recent metastudy also suggested that past analyses linking student achievement to strong evaluation scores are flawed, a mere “artifact of small-samplesized studies and publication bias.”
Now one of the authors of that metastudy is back for more, with a new analysis suggesting that SET ratings vary by course subject, with professors of math-related fields bearing the brunt of the effect.
I’m a strong believer in the benefits of students studying together, even though students don’t always understand or even experience the benefits. Oftentimes the potential gains of group study sessions are compromised by student behaviors. Students will saunter into study sessions, mostly not on time, sit around, check their phones, and socialize. When they finally start reviewing their notes, the text, or the homework problems, it’s all pretty superficial.
There are very few questions, explanations, or confessions of confusion. The most intense conversation takes place over what they’ve heard from others about the exam and their hopes that it will be easy.
As a former university professor, and as a historian of higher education, I’m gratified (mostly) by the vigilant defence of academic freedom proffered by journalists and others in the wake of the Andrew Potter episode at McGill University. Academics who speak or write controversially should be protected, not sanctioned.
Still, there is too little understanding of what academic freedom means. It is not absolute and it is not the simple equivalent of “freedom of speech.” All citizens have, or should have, the latter, but only individuals who have specified educational and professional qualifications are entitled to academic freedom within universities. In the words of the Canadian Association of University Teachers (CAUT), they are granted the “freedom to teach and discuss; freedom to carry out research and disseminate and publish the results thereof; freedom to produce and perform creative works; freedom to engage in service to the institution and the community; freedom to express one’s opinion about the institution, its administration, and the system in which one works.”
Since January, some people have wondered what implications the selection of Betsy DeVos as the U.S. secretary of education may have for higher education. This discussion leads to an important practical question: In what ways can the government successfully increase college graduation rates? This issue is especially salient, as many college students are preparing to receive their degrees in the next few weeks.
In our recent extensive review of over 1,800 research studies on college students, we found that some of the most common approaches for promoting student success simply aren’t effective. For example, most states have moved to performance-based funding for supporting their public colleges. Instead of giving money based on how many students are enrolled, some funding is based on a measure of institutional performance, such the number of students who graduate or the number of courses completed.
Background: In the aftermath of the Sandy Hook Elementary School shooting in Newtown, Connecticut, in 2012, state legislatures considered a flurry of legislation that would allow school districts to arm their teachers. In at least 15 states such legislation has been signed into law. Parallel to these developments, a lively and at times strident public debate on the
appropriateness of arming public school teachers has emerged in the media, especially as a result of the shooting at Marjory Stoneman Douglas High School in February 2018. Although the two sides of the debate offer illuminating insights into the pitfalls and promises of arming teachers, both tend to focus almost exclusively on the empirical issue of student safety. As a
result, the public debate fails to address several central ethical issues associated with arming public school teachers. This article is an effort to pay these issues their due attention.
Numerous studies have found that men in the sciences publish at higher rates than women. But the designs of some of those studies make it difficult to isolate the possible origins of that gap. Women are less likely than men to attend prestigious doctoral programs, complicating any study of gendered publication rates among researchers with different educational backgrounds, for example, as journals favor prestige.
This book tells a painful story.
For over a century, generations of Aboriginal children were separated from their parents and raised in over- crowded, underfunded, and often unhealthy residential schools across Canada. They were commonly denied the right to speak their language and told their cultural beliefs were sinful. Some students did not see their parents for years. Others—the victims of scandalously high death rates—never made it back home. Even by the standards of the day, discipline often was excessive.
Lack of supervi- sion left students prey to sexual predators. To put it sim- ply: the needs of tens of thousands of Aboriginal children were neglected routinely. Far too many children were abused far too often.
Canada is one of the most highly-educated countries in the world.
Fifty one per cent of 25- to 64-year-olds have a tertiary (university or college) qualification, up from 41 per cent in 2001 -- the highest proportion among developed countries. That translates to almost 4 million people with a college diploma and five million with a university degree. The number holding doctorates has especially soared, doubling to more than 160,000 over the past ten years. Immigrants hold half of these degrees.
Total student debt in Canada has risen by 6.2 per cent a year over the last 10 years to $42.9 new study by research company Strategic Insight.
A lot of that debt, the report says, can be blamed on parents who have spent so much money they don't have enough to save for their children's college or university fund.
Debt may actually be an intergenerational problem, says Strategic Insight's senior managing director, Carlos Cardone.
"There is almost like a spillover effect," said Cardone.
"Families are dealing with more debt, and as a consequence of that, they may not have the capacity to save all the money they would like to save for things like education."
Much of our work as educators consists of designing and delivering experiences in which students can develop their understanding and application of concepts and skills in our disciplines. Given that we have only 16 weeks with our students, we need various ways for deepening and expanding these formative experiences in our field. Visiting experts can be a wonderful way of developing expertise, and leveraging online tools like Skype and Zoom can open up powerful possibilities for new collaboration and conversation.
It’s hard to believe that we have less than a month left until September. The beginning of the month of August marks the acceptable time to get ready for back to school. For many this may simply involve picking up some pencils, notebooks, a new backpack, and possibly some fresh new kicks.
However, for those joining the 447,000 Ontarian undergrads, this checklist goes way beyond object necessities. Being a fifth year student, I pretty much got the drill locked down when preparing for the upcoming year. Look over my class schedule and plan accordingly, check in on my finances and budget for the upcoming year, and finally list out methods in which I plan to upkeep my personal wellness. At this point, I wouldn’t say I’m an expert in fulfilling each step, but it is nice to be moving towards a general direction. This definitely was not the case in my first year.
A decade ago, few universities thought strategically about their brand. Now, as the market for academic talent, funding, and recognition heats up, the need has become acute. Universities recognize the necessity of building appreciation for what makes them unique. Yet while some universities may be regarded as “great” brands, most aren’t. And it may be because of the ways in which higher education approaches branding.