How S y s t e m s I m p r o v e : A C o n s t e l l a t i o n o f F o r c e s
• Each year, more than 500,000 students and clients are served by ontario’s colleges of applied arts and technology (caats) . of this group, approximately 200,000 are full-time students .
• there were 197,433 distinct applicants for the 2012-13 academic year .
• Fifty-eight per cent of new fall 2013 entrants to ontario post-secondary institutions enrolled in a college .
• Sixteen per cent of surveyed college applicants were not born in canada; 22 per cent of these individuals came to Canada from 2002 to 2006, while another 40 per cent arrived since 2007 .
• more than one-quarter of college applicants reported a household income of less than $30,000
and 55 per cent had incomes of less than $60,000 .
• total funded full-time equivalent (FtE) post-secondary enrollment in the colleges was 220,721 (including funded full-time, part-time and tuition-short programs) .
• more than 23,000 international students enrolled in Ontario colleges in 2013 .
• Fourteen per cent of ontario college students indicated use of special needs/disability services, almost half of whom reported high usage .
• colleges delivered 87 per cent of the apprenticeship in-school training in 2012-13 .
• last year, more than 82,000 students graduated from post-secondary programs, representing a 4 .8 per cent increase over the previous year .
• Eighty-three per cent of 2011-12 graduates in the labour force were working six months after graduation .
• twenty-four per cent of graduates continued their education with full- or part-time studies within six months of graduation .
Interest in leadership increased during the early part of the twentieth century. Early leadership theories focused on what qualities distinguished between leaders and followers, while subsequent theories looked at other variables such as situational factors and skill level. While many different leadership theories have emerged, most can be classified as one of eight major types:
In an effort to improve writing skills, the Writing Centre at Wilfrid Laurier University developed a series of free online resources and tools for students. However, a recent study by the Higher Education Quality Council of Ontario (HEQCO) found that even when integrated into the classroom experience, only a small number of students actually used the tool as they felt it was not relevant to them, and those who did saw no impact on their grades. The authors feel further research is needed into how to best
integrate the service into the classroom, including potentially assigning grades for its use.
Welcome to our fi rst issue of IQ – McMaster’s research newsmagazine. We’re excited to share a few research highlights and tell you about some of the country’s most dynamic, creative and innovative research that’s happening right here in your community.
In this issue, our focus is on clean technologies – whether they are related to water, automotive or solar research. Our researchers are doing their part to develop the technologies and innovations that will lead to a greener and cleaner Canada for future generations. They are indeed on an Innovation Quest to see that this happens.
I hope you enjoy the fi rst issue and I welcome your comments on what you’ve read here and what you’d like to see in future issues.
Student wellness is an essential component of academic success in higher education and subsequent opportunities in the labor market. The Ohio State University Office of Student Life’s Student Wellness Center uses a model that includes nine key dimensions of wellness: career, creative, emotional, environmental, financial, intellectual, physical, social and spiritual.
Eighteen months ago we set off on a path that would lead Ferris State University collectively to a new university-wide strategic plan. Just a bit of background: The last strategic plan was put in place in 2008 and served the university well. Over the past five years we saw record breaking enrollment, big increases in retention and graduation rates, exceptionally high infield job placement rates, and a strong financial position for the university. We also saw the creation of fifty-seven new programs, certificates, majors and degrees, while we eliminated or redesigned thirty-two programs. By almost any measure, the 2008 strategic plan was instrumental in providing the university community with a framework for moving forward in some very exciting directions.
Canadians invest considerable energy, resources, and personal and societal aspiration postsecondary education. It is good public policy to assess how we are doing and outcomes we are achieving with that investment. One of HEQCO’s core mandates evaluate the postsecondary sector and to report the results of that assessment. in this report, we have assembled data that assess the performance of Canada’s provincial public postsecondary education systems.
This paper explores the impact of unionization on salary differentials among Ontario universities by comparing the trends in average salaries between those institutions which have certified bargaining units and those which do not. The principal time period considered is from 1975, when the first Ontario university became certified, to 1983, three years after the most recent faculty association to become certified did so. The age-adjusted average salary increase for the unionized institutions was found to be only about two per cent greater than for the nonunionized group. As well, other data presented led to the conclusion that unionization has not had a significant impact upon relative salary structures in Ontario universities. This conclusion is qualified by noting that certification may not be an effective indicator of unionization, that the presence of unions in some universities may have influenced the salary behaviour of the nonunionized institutions, and that the potential influence of faculty unions was constrained by wage controls and funding limits during the period under investigation.
Cet article explore l' impact de la syndicalisation sur Les differences salariales parmi Les universites ontariennes en comparant Les tendances dans Les salaires moyens entre Les institutions ou Les professeurs sont syndiques et celles ou ifs ne le sont pas. L'etude porte sur la periode de temps allant de 1975, annee ou la premiere universite ontarienne se syndicalisa, a 1983, soit trois ans apres que la derniere universite a se syndicaliser le fit. L' etude montre que la hausse salariale moyenne ( ajustee pour l' age) dans Les institutions syndicalisees n' est superieure que de deux pour cent a celle des groupes non-syndiques. Par ailleurs, d' autres donnees permettent de conclure que la syndicalisation n' a pas eu d' impact significatif sur Les structures salariales relatives dans Les universites ontariennes. On doit cependant nuancer cette conclusion en notant que la syndicalisation ne traduit pas forcement un syndicalisme revendicatif, que la presence de syndicats dans certaines universites a pu influencer le comportement salarial des institutions non-syndiquees, et que l' influence potentielle des syndicats professoraux a ete limitee par Les contra/es de salaire et Les contraintes budgetaires en vigueur pendant la periode a l' etude.
A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right?
Objectives:
- Understand the concept of 'the skinny'
- Learn about the high yield factos that me a difference to the change process
- Gain key insights that support fast, quality change
- Be inspired to apply the ideas in your own workplace
• Recognition for excellence in polytechnic education.
Mission
• To champion innovation and excellence in career-focussed education, training, and applied research.
• To serve the ever-changing needs of our diverse and growing community.
• To inspire students and employees to strive towards their highest potential.
PREAMBLE
This document attempts to provide useful advice for graduate students, particularly Ph.D. students, just starting out on their research careers at the Autonomous Networks Research Group, Dept. of Electrical Engineering-Systems, USC. It should also be useful for graduate students at other institutions working in similar research areas.
Students with no prior experience often have several misconceptions about the nature of research. For example, they may think that doing research is similar to or requires the same skill as acing courses; that research projects are like homework sets - the advisor will assign well-formulated problems and provide the student with the tools to solve them. Hopefully, this document will help clear some of these misconceptions and help them get started on the right foot in their research.
Many of the pointers here may seem like common sense, but as they say, common sense is by no means common… and very little of it is taught in a classroom.
This is an active document, and as such is subject to modifications. To begin with, I have just listed my main points under each heading. I will be working to convert this into a coherent narrative over the course of the next couple of months.
Welcome to the workshop. Our goal is to provide an update of the ideas from some of the key work that we are engaged in in partnership with schools and school systems around the world. We base our work on three fundamental assumptions:
1. The Moral Imperative Realized (raise the bar and close the gap for all students on deep learning goals);
2. Whole System Involvement (100% of schools and jurisdictions are engaged);
3. Precision and Practicality (clear strategies that become jointly owned).
More than 120 years ago, in a small town in British Columbia, a railroad tycoon named Donald Smith hammered the last spike in the Canadian Pacific Railway, linking Canada from the Pacific to the Atlantic with a great ribbon of wood and steel. At the time, many said the project was folly: too expensive, too bold, too difficult. Yet the dreamers behind that tremendous feat
of engineering never wavered in their vision of what the railway would achieve: the opening up of a continent, the end of geographic and economic isolation, and the physical uniting of a great nation. This vision moved closer to its realization some decades later, when a vast network of telephone wires, followed by a system of interprovincial highways and roads, further shrank the distances between farm, town, and city.
This report provides a systems perspective on the state of skills and higher education in Canada an identifies areas where the sector could improve in producing highly skilled graduates. It is one of the three foudational studies for the Centre for Sills and Post-Secondary Education, that, together, offer the first steps in a diagnosis of the sector and its performance.
CAMBRIAN COLLEGE VISION/MANDATE
Vision
Cambrian believes in the strength of community and proudly stands behind its role as an accessible college serving the needs of its constituents. As a community builder, Cambrian attains excellence by infusing creativity, cultural diversity, collaboration, and an understanding of our learners’ needs in all that we do. Cambrian cares.
Mission
• We lead with our commitment to diverse learners.
• We teach and learn through quality education that responds to the needs of the community.
• We balance hands-on experience with the knowledge and skills essential for personal and
professional success.
Abstract
A growing number of education and social science researchers design and conduct online research. In this review, the Internet Research Ethics (IRE) policy gap in Canada is identified along with the range of stakeholders and groups that either have a role or have attempted to play a role in forming better ethics policy. Ethical issues that current policy and guidelines fail to address
are interrogated and discussed. Complexities around applying the human subject model to internet research are explored, such as issues of privacy, anonymity, and informed consent. The authors call for immediate action on the Canadian ethics policy gap and urge the research community to consider the situational, contextual, and temporal aspects of IRE in the development
of flexible and responsive policies that address the complexity and diversity of internet research spaces.
RÉSUMÉ
Un nombre croissant de recherchistes en enseignement et en sciences sociales conçoivent et dirigent des recherches en ligne. La présente revue identifie les lacunes en matière de politique d’éthique en recherche Internet (Internet Research Ethics - IRE) au Canada, et reconnaît l’éventail d’intervenants et de groupes qui ont soit joué un rôle, soit tenté d’en jouer un, dans la
création d’une meilleure politique d’éthique. On y aborde les enjeux éthiques auxquels les politiques et lignes directrices actuelles ne répondent pas et on s’interroge à ce sujet. On y explore les complexités relatives à l’application du
modèle humain à la recherche dans Internet, comme les enjeux portant sur l’anonymat, le consentement éclairé et le respect de la vie privée. Les auteurs invitent à passer immédiatement à l’action en ce qui a trait aux lacunes en matière de politique d’éthique au Canada, et pressent le milieu de la recherche afin qu’il prenne en considération les aspects situationnels,
contextuels et temporels de l’éthique en recherche Internet dans la création de politiques souples et judicieuses qui abordent la complexité et la diversité des espaces de recherche Internet.
In 2013-14, the number of new college graduates in the U.S. — students earning their first postsecondary credential — fell for a second straight year, while the number of students receiving their second or third undergraduate credential continued a postrecession increase (Figure 1). The number of new college graduates saw strong growth in the first two years covered by this report (increasing at annual rates of 4.9 percent in 2010-11 and 4.3 percent in 2011- 12), followed by two years of declines (-2.1 percent in 2012-13 and -1.3 percent in 2013-14). In 2013-14, U.S. Title IV degree-granting institutions awarded 1,981,534 associate and bachelor’s degrees to students with no prior postsecondary award, only 0.7 percent more than they awarded in 2010-11 (1,968,334). Cumulatively, over eight million students received their first college degree (associate or bachelor’s) during this four-year period.
The workshops explored questions like: What are the attributes of a choice employer? What are Generation Y’s values and expectations when it comes to work and the workplace? What is the impact of these values in an organizational setting? How has
the conception of work evolved? How can employers attract and retain young workers?