Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving construct validation and the theory testing are identified, and suggestions for future research are provided
Canada needs to take an integrated and innovative approach to enhancing student mobility, according to participants at a workshop held December 2014 by Universities Canada. The workshop – held in Calgary and attracting university and private sector leaders – called for Canada to step up its efforts to get university students moving beyond their province
and beyond our borders.
Harvard, MIT and Stanford are key players in a global rush to facilitate the education of millions through distance education. The goal is noble, particularly when courses are free. Anyone with a computer will welcome lectures from professors who are gifted speakers as well as experts in their field.
Students may access electronic textbooks and even have opportunities for classroom discussion — although one wonders how lively the discussion was when MIT’s first online course had more students than all of its living graduates combined.
There’s plenty of good research on study strategies that promote learning. It’s also well-documented that students don’t always use them. As most of us are well aware, procrastination gets in the way of learning. Cramming ends up being mostly a shovelling
exercise—digging up details and dropping them into short term-memory. But there’s also evidence that students don’t know that some strategies do more for learning than others. And guess what? Neither do some faculty.
How can you make sure your online students take tests without cheating? It’s one of the most-frequent questions asked by new online instructors and even some experienced ones. The short answer: You can’t.
You might be tempted to join the “arms race” in cheating-prevention tools, or to adopt punitive approaches such as proctored online exams and time limits for online tests. But the reality is, students will always find new and creative ways to get around your policing
efforts. So what to do?
Imagine you have completed a scholarly article, book or creative product that you intend as a contribution to your discipline. Who will evaluate your work, attest to its quality and determine whether it is published or exhibited? Who will review the work when you are up for tenure and promotion or contract renewal?
Now, in your mind’s eye, imagine a person who is likely to review the quality of your teaching for professional benchmarks.
I want you personally to know I have hated every day in your course, and if I wasn’t forced to take this, I never would have. Anytime you mention this course to anyone who has ever taken it, they automatically know that you are a horrific teacher, and that they will hate every day in your class. Be a human being show some sympathy everyone hates this class and the material
so be realistic and work with people.
∼Excerpt from a student e-mail to a female online professor
Are student evaluations of teachers (SETs) biased against women, and what are the implications of this bias? Although not unanimous in their findings, previous studies found evidence of gender bias in SETs for both face-to-face and online courses. Specifically, evidence suggests that instructors who are women are rated lower than instructors who are men on SETs because of gender. The literature examining gender bias in SETs is vast and growing (Basow and Silberg 1987; Bray and Howard 1980; Miller and Chamberlin 2000), but only more recently have scholars focused on the potential of gender bias in the SETs of online
college courses. The use of online courses to measure gender bias offers a unique opportunity: to hold constant many factors about a student’s experience in a course that would vary in a face-to-face format.
According to the Ministry Education-supported Student Transition Project, about 30,000 B.C. high school grads enrol in post-secondary institutions each year.
Of that number, 17 per cent eventually earn a bachelor’s degree and 21 per cent earn certificates or diplomas of one kind or another.
But post-secondary education, especially a university education, doesn’t come cheap and doesn’t always fulfil its promises.
University tuition and other costs, including books and living expenses, for a Canadian four-year university degree can average more than $60,000, according to BMO’s Wealth Institute report.
National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy—though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most
have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.
Overview
1.
Introduction
2.
Growth of International Student Enrollment in Ontario
3.
Analysis of First Year College Students
4.
Analysis of College Graduates
5.
Conclusionsand Policy Implications
The way kids these days dance is, quite frankly, indecent and without any modesty. It’s a reflection of the times, and
how the world and its governing morals are degrading.
The above is not about the year 2017, but rather is paraphrased from The London Times’ description of the
introduction -- and growing popularity of -- the waltz, more than 200 years ago.
“We remarked with pain that the indecent foreign dance called the ‘waltz’ was introduced (we believe for the first
time at the English Court on Friday last),” The Times wrote in its warning about the new, crass dance which involved
“the voluptuous intertwining of the limbs and close compressure of the bodies.”
New ideas germinate everywhere, seeking to force their way into the light, to find an application in life; everywhere they are opposed by the inertia of those whose interest it is to maintain the old order; they suffocate in the stifling atmosphere of prejudice and traditions.
Throughout the nearly three years of career advice from “Carpe Careers,” we’ve advised you on myriad topics --
including pursuing professional development opportunities and networking, writing application documents,
interviewing and the existential crisis of leaving academia, to name just a few. You name it, we’ve discussed it.
Put simply, the culmination of our advice should be to tell you that you need a plan. You need a map of the steps to
take toward your career goals -- from soft- and technical-skill development, to the people you should meet and
speak to in order to help you land that next job. But with all the focus on your next steps, there has been little
discussion of what you leave behind. In other words, as you embark on your next career steps, how do you manage
a graceful and less stressful departure from your current job? A new job offer may tempt you to go out in a blaze of
glory (advice: don’t), but the manner in which you leave your current job has professional implications. In addition,
you must consider personal matters, especially regarding finances and your health care.
The ability to reach a variety of audiences in diverse environments has made distance learning a major form of education
and training in the 21st century. Though traditionally encountered in the educational and business communities, distance learning has proven an important resource for a variety of other constituencies. Terrorist groups have exploited the digital domain as a means of recruitment, propaganda and training, and other related activities, including the use of distance learning as a strategic resource and force multiplier. The distance learning strategies and tactics of jihadists are reviewed as we explore the dark side of distance learning.
Much of the debate about accessibility issues in higher education in recent years has focused on audio and video -- take, for example, the high-profile lawsuits against prestigious institutions such as Harvard University, the Massachusetts Institute of Technology and the University of California, Berkeley.
But new data from Blackboard show that the most common types of course content that students use on a daily basis -- images, PDFs, presentations and other documents -- continue to be riddled with accessibility issues. And while colleges have made some slight improvements over the last five years, the issues are widespread.
The findings come from Ally, an accessibility tool that Blackboard launched today (the company in October acquired Fronteer, the ed-tech company behind the tool). Ally scans the course materials in a college’s learning management system, comparing the materials to a checklist based on the Web Content Accessibility Guidelines (WCAG) 2.0 AA, developed by the World Wide Web Consortium’s Web Accessibility Initiative. If any issues arise, the tool flags them and suggests accessible alternatives.
With the average undergraduate university program costing $6,373 in tuition for the current academic year, up about
40 per cent from 10 years ago, it is little wonder that many students feel the need to support their studies with parttime
work.
Having just completed her third year studying human resources at York University in Toronto, Eleisha Akin is happy
to put her new-found skills to the test. While she has been working weekends at the local McDonald’s restaurant in
her hometown of Aurora, Ont., since before she arrived on campus, she is also spending this summer as an HR
assistant in the university’s office of the dean in the faculty of Liberal Arts and Professional Studies.
We examined the level and prevalence of mental health functioning (MHF) in intercollegiate student-athletes from 30 Canadian universities, and the impact of time of year, gender, alcohol use, living situation, year of study, and type of sport on MHF. An online survey completed in November 2015 (N = 388) and March 2016 (n = 110) revealed that overall, MHF levels were moderate to
high, and more student-athletes were flourishing than languishing. MHF levels did not significantly differ across time based on gender, alcohol use, living situation, year of study, and type of sport. Eighteen percent reported a previous mental illness diagnosis and yet maintained moderate MHF across time. These findings support Keyes’ (2002) dual-continua model, suggesting that the presence of mental illness does not automatically imply low levels of wellbeing and languishing. Nonetheless, those without a previous diagnosis were 3.18 times more likely to be flourishing at Time 1 (November 2015).
"Plan for the students you actually have, not those you wish you had, or think you used to have, or think you used to be like."
So John N. Gardner, the creator of the term "first-year experience," advised college officials charged with making sure that the experience is a good one. In other words, be realistic; don’t expect too much of students.
That mind-set contrasts with the one evoked by the New Yorker writer David Denby in his new book, Lit Up: One Reporter. Three Schools. Twenty-Four Books That Can Change Lives. The New York Times last week noted, "Lit Up is a refreshing lesson in what motivates students and why not to dumb down reading lists." Denby opens a window into the classrooms of several gifted high-school English teachers who assign Faulkner, Orwell, Frankl, Dostoevsky, Hemingway, Shakespeare, Poe, and Twain — and whose love of reading is contagious to their teen students.
“We need to be having more substantive conversations about teaching and learning in our department meetings. We talk about course content, schedules, and what we’re offering next semester but rarely about our teaching and its impact on student learning. What do you think about circulating a short article or article excerpt before some of our meetings and then spending 30
minutes talking about it? Could you recommend some readings?”
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