In March 2004, a sweeping agenda was unveiled by the Federal government to stimulate the development of “a Canada of success.” The underlying strategy has two fundamental components:
• Support learning by providing young Canadians with tools to success, while encouraging lifelong learning for all; and
• Support innovative Canadian industries and enhance productivity.
Ontario’s 24 Colleges of Applied Arts and Technology have a long-standing track record of successful collaboration with the private sector, the public sector, local communities and regional economic clusters in providing state-of-the-art education and training that fosters leadership, enhances workforce productivity and strengthens the economy.
In recent years, Ontario colleges have also been increasingly encouraged to engage in applied research activities by private- and public-sector partners. These partnerships, of which more than 80 examples are provided in this paper, are frequently initiated by small and medium-sized organizations seeking innovation and commercialization opportunities
essential to sustaining their operations. Lacking the capacity to do their own applied research and development, these organizations turn to Ontario colleges, with whom they often have long-standing education and training relationships, to provide the applied research, commercialization expertise and facilities necessary to stay ahead of their competition.
The 2014 Universitas 21 ranking of national systems retains the methodology of the 2013 rankings, but supplements this with an auxiliary ranking that takes account of stages of economic development. 24 desirable attributes are grouped under four broad headings: Resources, Environment, Connectivity and Output. The Resources component covers government expenditure, total expenditure, and R&D expenditure in tertiary institutions. The Environment module comprises a quantitative index of the policy and regulatory environment, the gender balance of students and academic staff, and a data quality variable. The Connectivity component has been extended by including measures of interaction with business and industry, in addition to numbers of international students, research articles written with international collaborators and web-based connectivity. Nine Output variables are included that cover research output and its impact,
the presence of world-class universities, participation rates and the qualifications of the workforce. The appropriateness of training is measured by relative unemployment rates.
This report aims to summarise the key findings from a research project investigating the styles of and approaches to leadership, and leadership behaviours, which are associated with effectiveness in higher education. The project consisted of two distinct tasks, the first was a systematic search of literature relating to leadership and
effectiveness in higher education studies. The second element was a series of semi-structured interviews with academics who were involved in researching leadership in higher education, or leadership more generally. The key research question directing the investigation was: ‘What styles of or approaches to leadership are associated with effective leadership in higher education?’ In addition to this publication, an extended report has also been written which includes longer sections covering the head of department and institutional level analyses, and more detail
about many of the studies reviewed.
It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an effective leader?
Featuring 13 articles from Academic Leader this special report seeks to answer that question and provide guidance for anyone in a campus leadership role. For example, in the article “Leadership and Management: Complementary Skill Sets,” Donna Goss and Don Robertson, explain the differences between management and leadership, and share their thoughts on how to develop leadership skills in yourself and others.
In “Zen and the Art of Higher Education Administration,” author Jeffrey L. Buller shows how the Buddhist practice features many principles for daily life that could benefit academic leaders. Such advice includes “Walk gently, leaving tracks only where they can make a difference.”
In “Techniques of Leadership,” authors Isa Kaftal Zimmerman and Joan Thormann outline specific leadership skills for effectively running meetings, building consensus, and communicating across
the institution.
The article “A Formal Approach to Facilitating Change” explains how Northwestern University’s Office of Change Management is structured as well as its operating principles for effectively managing change at the university. The key is to articulate how a change can benefit those directly affected and others not directly affected, to be accountable, and to provide clear criteria for measuring success
Other articles in the report include:
• Factors That Affect Department Chairs’ Performance
• Changing Roles for Chairs
• Becoming a More Mindful Leader
• Creating a Culture of Leadership
• There’s More to Leadership than Motivation and Ability Academic leadership roles are constantly changing. We hope this report will help you be a more effective leader during these challenging times.
This report examines the emergence of the Massively Open Online Course (MOOC) and its impact on business schools. Business schools provide a bundle of benefits to students, only one of which is learning specific academic subjects. The focal technology relevant to business schools is not the MOOC but rather a technology embedded within the MOOC — chunked
asynchronous video paired with adaptive testing, a technology we call “SuperText.” The SuperText technology opens up at least three pathways for business schools. Via one pathway, SuperText allows institutions to serve more students better and/or more efficiently.
Via a second pathway, institutions can serve existing students with fewer faculty members. Along a third pathway, the functions of a business school are unbundled and business schools as we know them are substantially displaced by alternatives. These pathways can be thought of as a menu of options for a business school contemplating how to use the new technologies.
Alternatively, these pathways are scenarios that could unfold with or without the active participation of an institution. Although our focus is on business schools, we believe the analysis is relevant to higher education more generally.
Online learning and digital interaction is pervasive in today’s educational environment.
Where rich multimedia content once was an exception, it's increasingly the rule in K-12 and college classrooms. Blended or hybrid courses that mix elements of traditional classroom learning with online education are the norm in many school districts and universities. And completely online courses — not to mention entirely virtual colleges and school districts —
are emerging with growing frequency. But educational institutions aren’t just delivering learning content differently; they’re interacting digitally with the diverse stakeholders that make up the education community.
For instance, students access grades and transcripts online. Parents monitor student attendance electronically and e-mail teachers with their concerns. Students and teachers collaborate via social networks. School staff members conduct common employee transactions — choosing benefits, booking vacation time, etc. — through district Web portals. And the list goes on.
Yet, the vast potential of online learning and digital interaction comes with significant technology challenges. Broadening learning opportunities through multimedia tools, offering remote access to educational content, and letting users remotely tap into school data and systems demands that schools manage new levels of IT complexity and adopt more sophisticated approaches to IT security. This guidebook is designed to help educational institutions deal with these issues.
We’ll examine significant trends in online learning to gain an understanding of what colleges and school districts need to prepare for. It’s clear that technology is changing teaching models — both inside and outside of the traditional classroom. Funding reductions for public universities are forcing higher education institutions to reconsider the delivery model for college courses. Governors and mayors pressure school districts to improve student performance — especially in critical subjects like science and math. Educators and administrators search for effective and affordable approaches for keeping at-risk students in school and helping special-needs students succeed. Online learning and new forms of digital interaction play a growing and evolving role in all these issues. But if technology is going to answer these challenges, the IT environment must be simplified. Therefore, we’ll present strategies for managing growing technological complexity. Students, parents, teachers and administrators expect 24/7 access to course material, grades, attendance, admissions and more. What's more, they want to access that information from a dizzying array of devices, from traditional desktops and laptops, to smartphones and slick new tablets. Some of those devices may be owned and managed by the educational institution — but a growing number of them are not. How do you respond to all of this without deploying hundreds of conflicting applications and hiring an army of expensive IT professionals to keep it all straight? We’ll show you some solutions through powerful technologies like endpoint virtualization.
In the following report, Hanover Research examines programs and initiatives employed at peer institutions to improve retention rates from first year to second year, and second year to third year, as well as graduation rates. The report includes a review of national findings regarding issues and factors essential to student retention, as well as an extensive examination of 18 of the peer institutions of XYZ University.
In this white paper, we report on the chronic problem of humanities PhD academic underemployment, develop an argument for the social value of high-level humanities research and teaching, and outline a series of measures for the reform of the PhD in the humanities. We note that most recent thinking about humanities graduate study has focused on the institution of the academy and the academic labour market. While we agree that these are significant focal points, we nevertheless maintain that it is important to develop a wider viewpoint that sees the university as a participant in the political world.
What the whole world wants is a good job. When asked about the most important problem they face, people worldwide consistently mention the availability of jobs. But just any job is not enough. Leaders need to make quality jobs available to help their people thrive and to ensure their country prospers. Good jobs can lift individuals out of poverty and put entire countries on the path to progress. Global leaders today are rightfully making job creation a top priority. But until now, they did not have the measures they needed to determine whether they are creating good jobs. When thinking about jobs, leaders and nearly everyone else generally thinks about unemployment. But there are several problems with focusing solely on this measure.
The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too often, Aboriginal graduate students are either among the few, or is the sole Aboriginal
person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member or ally, that is, someone who is supportive of Indigenous knowledges and Indigenity. While many institutions are working to recruit and retain Aboriginal graduate students, more attention needs to be paid to culturally relevant strategies, policies, and approaches.
This paper critically examines the role of a culturally relevant peer and faculty mentoring initiative—SAGE (Supporting Aboriginal Graduate Enhancement)—which works to better guide institutional change for Indigenous graduate student success. The key findings show that the relationships in SAGE create a sense of belonging and networking opportunities, and it also
fosters self-accountability to academic studies for many students because they no longer feel alone in their graduate journey. The paper concludes with a discussion on the implications of a culturally relevant peer-support program for mentoring, recruiting, and retaining Aboriginal graduate students. It also puts forth a challenge to institutions to better support Aboriginal graduate student recruitment and retention through their policies, programs, and services
within the institution.
Overview
How we, at Sheridan:
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got the discussion started
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facilitated College-wide involvement
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began to gain buy-in
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developed and implemented phase one initiatives
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are planning forward
It is generally acknowledged that immigrants to Canada face three main barriers in their search for work commensurate with their background and qualifications:
· difficulties in having their foreign credentials recognized;
· weak English or French-language skills, particularly profession-specific language skills; and
· the discounting, lack of valorization or non-recognition of foreign work
experience.
Most programs and initiatives designed to address these barriers, however, only address the first two systematically.
One of the biggest obstacles for newcomers to the Canadian labour market is the focus on Canadian experience and credentials within the hiring process. Understandably, employers look for a familiar point of reference when assessing a candidate's skills and background. They look for experiences and companies they recognize on a resume or in an interview.
However, this mistrust of international experience places new immigrants in a Catch 22 situation where they can't get a job without Canadian experience and can't get Canadian experience without a job. It also meansemployers are missing out on a valuable talent pool and the opportunity to tap into a growing customer base.
Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training. Now you're a seasoned educator making the move from faculty to dministration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training. Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership style to redefining relationships with former peers. Here are some of the articles you will find in Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator:
. look Before You Leap: Transitions from Faculty to Administration
. Translating Teaching Skills to Leadership Roles
. The First 1,000 Steps: Walking the Road from Academic to Administrator
. Why New Department Chairs Need Coaching
. 10 Recommendations toward Effective Leadership
This report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone else’s transition a little easier.
Executive Summary
Media fragmentation is occurring at light speed in today’s multi-platform environment, which features not only computers, but smartphones, tablets, gaming platforms and a seemingly ever-increasing number of emerging devices.
The strong swelling of mobile audiences, devices and consumption habits have shown us that consumers have become more platform agnostic in their digital media consumption and happily switch devices throughout the day and into the night to stay up to date on email, news, social media etc.
comScore has been preparing for a future scenario where most people will consume content on the go and PCs would no longer be the center of the digital universe. This future is quickly becoming a reality.
The following report examines how the latest trends in web usage, online video, digital advertising, mobile, social media and e-commerce are currently shaping the Canada digital marketplace and what that means for the coming year
In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships.
Productive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes:
an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.
Why this book?
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students,
demands from government and employers who want more accountability and the development of graduates who are
workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature,
teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no
matter what changes or pressures they face.
This report examines community colleges from the perspective of the faculty who deliver their public service – high quality post-secondary education and job training. The report is based on conversations with over 600 faculty at all 24 CAATs,
along with historical research and present-day inquiry into the sector’s financing, management, and operations. The report is focused primarily on perceptions by college faculty that there is a crisis of quality within the college system today.
Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes.
These programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the value of WIL and the learning outcomes associated with WIL participation.
Apprendre aux enfants et aux adolescents quelles sont leurs limites personnelles leur permet de développer leur sens des responsabilités et la maîtrise de soi. Développer le sens de l'autonomie, du respect de soi et d'autrui permet d'avoir une meilleure estime de soi. Dans ce cours, les élèves apprendront les règles relatives à l'espace personnel, au toucher et à la sécurité personnelle afin de maintenir des limites saines.
The integration of information and communications technologies (ICT) in higher education, especially in North America and Europe, has reached a tipping point, where one is hard-pressed to find a classroom utterly devoid of any digital
technology. in the developing world, distance education models are increasingly being implemented in postsecondary schools, particularly to promote the development of professional skills. This special issue reviews some distance education models and sheds light on how the exponential growth of on- line social interactions via increased adoption of web 2.0 technologies such as blogs, wikis, and purposeful games has impacted student learning and instructional strategies in post-secondary schools from an international perspective. we critique the most common theoretical underpinnings for distance education and report some empirical evidence of how web 2.0 technologies are being em- ployed to improve performance in higher education
classrooms in Canada and abroad.