An emerging priority in medical education is the need to facilitate learners’ acquisition of quality improvement (QI) competencies.
Accreditation bodies in both Canada and the United States have included QI and patient safety in their core competencies.
Canada has a long history of online and distance education, but until 2017 there had been no comprehensive national data on online enrolments in both the university and college sectors. However, in 2017 a team of independent Canadian researchers,
working in collaboration with the Babson Survey Research Group and WCET in the USA, raised the funding and conducted a national survey of online learning in all public post-secondary institutions in Canada. The results from the survey are
presented and discussed, as well as plans for further studies in the future.
Keywords: Online learning, Distance education, Canada, Survey methodology, Post-secondary education
The Winter/Spring 2016 issue of Peer Review highlights the powerful impact ‘transparency’ can have on learning for all students. One aspect of transparency is making obvious the intellectual practices involved in completing and evaluating a learning task. But making these processes visible for students is more easily said than done; we are experts in our fields for
the very reasons that our thinking and evaluating are automatic and subconscious. It’s hard to describe exactly what we do intellectually when we synthesize or integrate, critique, or create. Similarly, it’s difficult to articulate the differences between an assignment we score as an A and one to which we give a B. Thus, a challenge in achieving transparency is developing a
deep awareness of our own processes. Only then can we explicitly teach those thinking processes.
Recruiting and hiring are duties that face almost all academic leaders, and they take a large bite out of their time and resources. It makes sense, then, to make every attempt to retain these new professionals. At the 2016 Leadership in Higher Education Conference, Kenneth Alford led a preconference workshop about the development and use of a mentoring program
to help develop and retain new faculty.
Canada is the second-largest country in the world. Ten million square kilometers stretch from the Atlantic to the Pacific to the Arctic Oceans. While Canada’s wilderness is vast and diverse, most people in the country live in urban and suburban settings in regions
with dense populations.
The rapid turnover of technology and ever expanding network of data and information which underpin the knowledge economy have led to a reevaluation of the importance of knowledge to the economic process. Economists now conclude that human capital - the ideas, skills, and expertise of people - is a fundamental driver of economic growth. Demand for employees that possess a mix of both “hard” and “soft” skills is rising as companies respond to intensified global economic competition.
Here's an unsettling fact. One of Canada's most-renowned universities, with a student population the size of a small city, is chronically reliant on philanthropic donations to meet the demand for on-campus mental-health programs.
Let's think about that for a second.
Imagine having to scramble every year for donations simply to meet a minimum service standard. Now imagine being an institution without the luxury of a large rolodex of donors – relying only on tuition fees or internal funding.
Considerable research attention has been devoted to understanding the importance of knowledge creation in organisations over the last decade. Research suggests that leadership plays an important role in knowledge creation processes. Nonetheless, there is an important omission in knowledge creation research; namely, what are the underlying processes that underpin the implications of leadership for knowledge creation? This article aims to develop a theoretical model of leadership and knowledge creation by drawing on two contrasting leadership perspectives; that is transformational leadership and leader-member exchange (LMX), and the research on open-mindedness norms. Specifically, we argue why transformational leadership is related to knowledge creation, and also theorise how openmindedness norms and LMX quality serve as underlying mechanisms to underpin the effect of transformational leadership on knowledge creation. We conclude with a discussion of implications of the model for theory and practice, and also suggest potential avenues for future research.
What exactly was the extent of Russian meddling in the 2016 election campaign? How widespread was its infiltration of social media? And how much influence did its propaganda have on public opinion and voter behavior?
Take a recent example: Jonathan Albright, a researcher at Columbia University, looked into a number of Russia-bought pages that Facebook had taken down. He concluded that they had amassed potentially hundreds of millions of views. David Karpf, an associate professor of media and public affairs at George Washington University, wasn’t convinced, arguing that most of the "people" who had liked these pages were very likely Russian bots. (Full disclosure: I commissioned and edited Karpf’s post on The Washington Post’s Monkey Cage blog.)
Think back to your time as a student. How did you experience feedback from your own instructors? Did reading their comments on your work bring moments of elation? Pride? Disappointment? Bewilderment? Do you still have a visceral reaction to a lot of red ink?
Feedback can be a powerful force in college classrooms, and there are ways to make the experience of providing and receiving it even stronger. That’s especially important as students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.
The Teaching Assistant (TA) job is typically filled by an upper-level university student or graduate student. It’s a job that requires one to play several different roles. First and foremost, the TA is a student and must complete all responsibilities to maintain this status. Second, the TA has a responsibility to the hiring professor. To the professor, the TA is the assistant and must abide
by the requirements set out by the professor. Third, the TA has a responsibility to the students in the class. The role here is that of teacher, tutor, and occasionally advisor.
Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the inter- professional (IP) learning opportunities offered.
The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learn- ing opportunities for pre-licensure learners. The research question for this sec- ondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008–2009 compared to 2011–2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence.
With the usual mixture of eagerness and trepidation, I waited for student evaluations. As I ended my second semester as an assistant professor last spring, I was acutely aware of the role these evaluations might play in my third-year review and, around the corner, my application for tenure.
My anxiety was tempered, however, by the fact that I had been hearing from my students throughout the semester and had a pretty good sense of how the course worked for them. And because I had my own goals for the course (integrating more student reflection and guiding a research paper with a new process), I was already able to start assessing how successful the course was and what I might try next time.
More than six months after the Harvey Weinstein scandal catapulted sexual harassment to the top of the cultural agenda, academia is among the industries still grappling with the extent of the problem that it faces, and what to do about it.
This word was spoken triumphantly and repeatedly as self-speak by a talented pre-service, k-12 special education teacher during my course Library Resources for Children. Until I heard her say it several times through the semester, I hadn’t seen how one word can hold an entire teaching philosophy. I hadn’t considered how the power of that word multiplies when it takes
the form of self-speak. I hadn’t realized how much it scared me to think that that word might follow her into a k-12 classroom.
When I learned that my own teaching philosophy existed on the pinhead of a single word whenever I’ve thought it at myself, I needed to send this email to that amazing up-and-coming teacher:
When I was 19 and decided I wanted to become a psychology professor, I did so from the comfort of my dorm room, on the window seat across from a decommissioned fireplace. I’d always loved reading, writing, and talking, so what better career for me than academe? I could not have known that my vision of faculty life would become anachronistic by the time I was out of graduate school.
I am one of an increasingly small group of Ph.D.s whose faculty dreams have been realized. I have a tenure-track job with paid sabbaticals and institutional support for my research. I’ve written a book. But with each passing year, my experiences as a faculty member are less and less the norm. What it means to be a professor has changed for many other Ph.D.s — largely because academic life and culture is nothing like it used to be.
Professors have long been political targets. But a spate of recent threats against scholars -- including two that have led to campus closures -- is raising fresh concerns about safety and academic freedom.
The American Associations of University Professors “is definitely concerned about this trend, which I think is a fair description of what is happening,” said Hans-Joerg Tiede, senior program officer for academic freedom and tenure at AAUP . “We will continue to monitor it and consider what other actions we can take.”
This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how
they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
At most institutions, faculty participate in some sort of annual review. A discussion of student evaluations is usually part of these conversations, and they aren’t always easy interactions. Sometimes the issue is the rating results—they aren’t high enough, maybe they dropped in one course, perhaps they have stayed the same for some time, or maybe there is some question about why they’re so high. Sometimes it’s what the academic leader concludes about the teaching based on a few negative student comments, or it could be the action the department chair recommends. And sometimes, it’s the faculty member who doesn’t know what to say or becomes defensive.
The number of international students seeking educational opportunities at Ontario colleges of applied arts and technology (CAATs) has grown at an unprecedented rate in the past 10 years. It appears that as the number of the international college students has increased, colleges have also been relying more heavily on educational agents to recruit such students. To
explore this assertion, the author examined institutional data provided by an Ontario college of applied arts and technology. The findings show that the proportion of international students who use an agent has indeed risen dramatically in recent years. The paper also identifies and examines various factors contributing to CAATs’ increasing use of educational agents.
Keywords: International, international students,
international recruitment, recruitment agencies