Ontario firms and organizations are being challenged to increase productivity through innovation in order to compete on the fiercely competitive world stage and improve the quality of life of Ontarians. Yet, Ontario suffers from innovation gaps
that place its productivity and prosperity goals at risk.
Ontario’s 24 Colleges of Applied Arts and Technology have long been recognized for their contributions to career-oriented education and training programs that have strengthened the Ontario economy throughout the latter part of the 20th century.
Poised on the threshold of the 21st century, college-based applied research and development (R&D) and business and industry innovation activities are of ever increasing importance to the achievement of Ontario’s productivity and prosperity
goals.
ABSTRACT
The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identifi ed systems challenges were related to type of appointment. A fl exible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.
RÉSUMÉ
Le but du développement de faculté dans le rôle éducatif est d’aider la faculté à devenir des meilleurs éducateurs. L’évaluation éducative par les pairs (EEP) est une méthode de développement de faculté. Cette étude a exploré les différences dans les besoins de développement de faculté d’une faculté d’infi rmiers dans une école d’infi rmiers à une université d’Ontario basée sur trois variables d’intérêt : niveau d’acquisition de compétence, type de désignation de faculté et type d’enseignement. Un protocole de recherche qualitatif dans la tradition d’étude de cas a été 54 CJHE / RCES Volume 40, No. 1, 2010 utilisé. Les résultats ont indiqué que des défi s de faculté pourraient être groupés dans trois thèmes: la connaissance de travail, le développement de compétences et les défi s du système. La connaissance de travail et les défi s de développement de compétences ont varié par le niveau de l’acquisition de compétence et le type d’enseignement, alors que
des défi s du système identifi és étaient liés au type de désignation. Un programme fl exible de EEP, qui tient compte de personnalisation, peut mener à la capacité accrue de répondre aux différents besoins de développement de faculté et au plus d’acceptation de faculté.
Abstract
The demand for quantitative assessment by external agencies and internal
administrators can leave post-secondary instructors confused about the
nature and purpose of learning outcomes and fearful that the demand
is simply part of the increasing corporatization of the university system.
This need not be the case. Developing learning outcomes has a number
of benefits for course design that go beyond program assessment. This
article clarifies some key aspects of the push toward using learning outcomes
and introduces a tripartite nomenclature for distinguishing among
course outcomes, outputs, and objectives. It then outlines a process for
instructors to use these three categories to develop and design courses
that meet institutional assessment demands while also improving overall
teaching effectiveness.
Résumé
L’évaluation quantitative que demandent les agences externes et les
administrateurs internes peut confondre les instructeurs de niveau
postsecondaires quant à la nature et à l’objectif des « résultats d’apprentissage
», et leur faire craindre que cette demande ne fasse simplement partie de
la privatisation croissante du système universitaire. Ce n’est pas forcément
le cas. La création de résultats d’apprentissage présente de nombreux
avantages sur le plan de la conception de cours, avantages qui vont au-delà
de l’évaluation de programme. L’article clarifie quelques aspects principaux
de la poussée vers l’utilisation de « résultats d’apprentissage » et présente
une nomenclature tripartite pour faire la distinction entre les résultats de
cours, le rendement et les objectifs. Il décrit ensuite un processus pour
Learning (About) Outcomes / R. S. Ascough 45
CJHE / RCES Volume 41, No. 2, 2011
que les instructeurs emploient ces trois catégories afin de concevoir des
cours qui répondent aux exigences en évaluation de l’institution, tout en
améliorant l’efficacité de l’enseignement dans son ensemble.
Over the past 20 years, more than 31 million students have enrolled in college and left without receiving a degree or certificate. Almost one-third of this population had only a minimal interaction with the higher education system, having enrolled for just a single term at a single institution. Signature Report 7 examines the "some college, no degree" phenomenon to better understand the value of some college in its own right and as well as the contribution the "some college, no degree" population can make to achieving college completion goals.
• 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 .
95% of those in households earning over $75,000 use the internet and cell phones Those in higher-income households are more likely to use the internet on any given day, own multiple internet-ready devices, do things involving money online, and get news online Those in higher-income households are different from other Americans in their tech ownership and use. Analysis of several recent surveys conducted by the Pew Research Center’s Internet & American Life Projects find that there are key differences between those who live in households making $75,000 or more relative to those in lower-income households. Some 95% of Americans who live in households earning $75,000 or more a year use the internet at least occasionally, compared with 70% of those living in households earning less than $75,000. Even among those who use the internet, the well off are more likely than those with less income to use technology. Of those 95% of higher-income internet users:
- 99% use the internet at home, compared with 93% of the internet users in lower brackets.
- 93% of higher-income home internet users have some type of broadband connection versus 85% of the internet users who live in households earning less than $75,000 per year. That translates into 87% of all those in live in those better-off households having broadband at home.
- 95% of higher-income households own some type of cell phone compared with 83% in households with less income.
This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of “hybrid learning environment” show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the “agency perspective”, the “spatial perspective”, the “temporal perspective”, and the “instrumental perspective”. The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice.
Academic institutions face countless pressures within a context of ongoing globalization,
societal change, and increased accountability measures. The use of organizational culture assessment can assist organizations to understand their current culture and, consequently, to inform strategies for change management.
This study examined the perceptions held by administrators at four Ontario colleges with above average Student Satisfaction (KPI) about their institution’s current and preferred organizational culture and their own management competencies. A descriptive research method was employed using a modified version of Cameron and Quinn’s (2006) Organizational Culture
Assessment Instrument (OCAI) and Management Skills Assessment Instrument (MSAI).
Abstract
The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Developing learning outcomes has a number
of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push toward using learning outcomes and introduces a tripartite nomenclature for distinguishing among course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses
that meet institutional assessment demands while also improving overall teaching effectiveness.
Résumé
L’évaluation quantitative que demandent les agences externes et les administrateurs internes peut confondre les instructeurs de niveau postsecondaires quant à la nature et à l’objectif des « résultats d’apprentissage », et leur faire craindre que cette demande ne fasse simplement partie de la privatisation croissante du système universitaire. Ce n’est pas forcément le cas. La création de résultats d’apprentissage présente de nombreux avantages sur le plan de la conception de cours, avantages qui vont au-delà de l’évaluation de programme. L’article clarifie quelques aspects principaux de la poussée vers l’utilisation de « résultats d’apprentissage » et présente
une nomenclature tripartite pour faire la distinction entre les résultats de cours, le rendement et les objectifs. Il décrit ensuite un processus pour que les instructeurs emploient ces trois catégories afin de concevoir des cours qui répondent aux exigences en évaluation de l’institution, tout en améliorant l’efficacité de l’enseignement dans son ensemble.
There are about 420 registered private career colleges (PCCs) in Ontario – the number is in constant flux. 60% of schools are ten years of age or younger. They serve 53,000 full time equivalent (FTE) students, or about 1 in 15 Ontario postsecondary students. Their overall vocational revenues are in the order of $360M annually. They are mostly small; 70% have total revenues under $1M and average enrolment is under 200.
Ensuring a nation’s capacity to compete in today’s knowledge based economy (KBE) has placed increased attention on each nation’s higher education systems. In order to maintain or develop a highly skilled and qualified workforce, governments must ensure that students have access to higher education. Those responsible in postsecondary education institutions must
ensure that the curricula offered in varied programs of study provide students with opportunities to strengthen and further develop the knowledge, skills, and competencies essential for success in current and future labour markets. Considering the globalization of labour markets, Governments must also ensure that, through assessment of the knowledge, skills and
competencies of their students, they can provide accurate reports and appropriate recognition in documents that describe in commonly accepted terms the graduates’ competencies. It is the identification, measurement, and designation of qualifications that inures transparency of the credential to the benefit of the students/graduates and their institutions, as well as to future
national and international employers.
Ontario has launched a review of its university funding model. The “funding model” is the rule set by
which the province’s operating grant, managed by the Ministry of Training, Colleges and Universities
(MTCU), is distributed to the province’s 20 publicly assisted universities to support their teaching,
research and service missions.
The government’s recently released University Funding Model Reform Consultation Paper defines the scope of the review as:
“The annual operating grants to universities provided through the university funding
model. This represents about $3.5 billion of government investment.” (MTCU)
The review encompasses the entire amount of annual (and, in recent years, annually increasing) MTCU direct operating support to universities. It includes the variously named “basic operating,” “general purpose” or “enrolment driven” grant universities may expend on their general operations. It includes all of the “special purpose” grants MTCU provides to drive identified policy or programmatic priorities.
In its final report to Canadians, the Canadian Council on Learning (CCL) reveals that Canada is slipping down the
international learning curve. The needs in this area are stark. The potential rewards are enormous. But we are falling behind competitor countries and economies. We are on the wrong road and must make a dramatic change in the course we are taking.
The principal cause of this unacceptable and deeply troubling state of affairs is that our governments have failed to work together to develop the necessary policies and failed to exhibit the required collective political leadership.
The necessary approach is voluntary and co-operative, respectful of provincial and territorial responsibility, but involves the development of clear trans-Canadian policies and actions.
The starting point for the proposed directions is the establishment of a federal/provincial/territorial Council of Ministers on Learning. In addition, there must be: clear and measureable national goals for each stage of learning, as described in this report; permanent, independent monitors to compare Canadian learning results to our stated goals; standing advisory groups, including educators and civil society, to consult on requisite national objectives and the means to reach these goals. Through CCL, Canadians were offered an opportunity to set in place a vision, a mission, and a model for continuous learning which could unite Canadians in a common purpose. It was a much-needed national initiative. Although CCL will close in spring 2012, that need continues. Without a sustained trans-Canadian approach, many learners will not reach their objectives. The country requires a national learning framework in order for its regions, provinces and territories to succeed. Without a national framework, we will miss the east–west learning railroad that should connect Canadians of all regions, generations and languages. The vision of CCL was to link Canadians in sharing learning experiences and promoting the enhancement of learning as a core value of a distinctive Canadian society. Hence the transformative image of a trans-Canadian learning architecture which would entrench and maintain our economic stability and social cohesion. CCL closes; the vision endures. This final report summarizes the state of learning for each stage of the life cycle.
The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories. The survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25
years) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report is a first snapshot of survey results.
Canada’s post-secondary institutions made major contributions to our country’s social progress and economic success in the last half of the 20th century. In the span of several decades, Canada evolved from a country where an advanced education was reserved for the society’s elite to one that produces one of the world’s best-educated populations. By the turn of the century,
Canada boasted the second-highest number of postsecondary educated citizens per capita of any country —a comparative advantage in a global knowledge economy. Since knowledge is now the currency of the economy, improved post-secondary outcomes increase a country’s ability to develop the skilled human resources and conduct the innovative research it needs to remain productive and competitive.
Drawing mainly from HEQCO’s own research, this @Issue paper:
• Describes how the definition of student success has gradually broadened at Ontario colleges and universities;
• Summarizes some of the underlying institutional and student population factors that also impact on most current measures of student success;
• Provides broad observations about some recent findings as they relate to the awareness, utilization and impact of various student service, course-based and other initiatives designed to promote student success;
• Recommends what can be measured – as well as how and what outcomes can be expected – when it comes to initiatives and interventions designed to improve student success.
The Dual Credit and School Within a College (SWAC) programs are both dual enrolment/dual credit programs that address access by creating new pathways to postsecondary education for non-traditional students. The programs allow students who are still in grade 11 and grade 12 to take one or more courses at a local college and earn both a high school credit toward their high school diploma as well as a college credit from the college offering the course. Though these programs have been
offered internationally for over three decades, there is still little research and little conclusive evidence that demonstrate their effectiveness.
The traditional pathway into postsecondary education (PSE) is to enter college or university directly after graduating from high school. Not all students follow the traditional pathway into PSE. The Ontario government recently set a goal “to raise the postsecondary [attainment] rate to 70 per cent” (Speech from the Throne, 2010). In 2011, 64 per cent of Ontario residents aged between 25 and 64 held a PSE credential.1 One way to help reach the target educational attainment rate of 70 per cent is for Ontario colleges and universities to attract and retain learners who follow non-traditional pathways. Therefore, one of the priorities of the Higher Education Quality Council of Ontario (HEQCO) is to evaluate the adequacy and efficiency of non-traditional pathways in obtaining a PSE credential. This study mainly examined one non-traditional pathway, delayed
entry into PSE. Graduates who have taken more years than expected to graduate are also included in the discussion. The purpose of this paper is to address the following research questions:
• What is the demographic profile of these non-traditional graduates?
• Are their program choices and pathways through PSE different from those of direct entrants?
• Do their labour market outcomes differ from those of direct entrants?
Abstract
David Mamet’s play Oleanna may be infamous for reasons that do not do justice to the play’s real accomplishments. One reason for the controversy is the author’s apparent focus on sexual harassment. The play is not about sexual harassment. It is about power. And in particular the power of language to shape relationships within social environments such as universities. First
published and performed in 1992 - at a time when many were outraged by the Clarence Thomas - Anita Hill debate - the playwright himself was compelled to deny his play was about sexual aggravation. Mamet’s Oleanna serves to instruct
us about the power dynamics within one of our most vital institutions.
The aim of this article is to take a dedicated look at this dramatic spectacle to see if we cannot uncover something about leadership and the mechanics of power and communication in higher education that is intellectually riveting,
as well as socially constructive.
Résumé
La réputation d’Oleanna, pièce de David Mamet, ne rend pas justice aux accomplissements réels de l’oeuvre. C’est qu’elle a suscité la controverse en traitant du harcèlement sexuel, du moins si l’on en croit tout ce qui a été écrit à son sujet. Erreur, puisque le thème est celui du pouvoir, en particulier du pouvoir du langage dans les relations au sein de nos grandes institutions
sociales, comme les collèges et les universités. Après la présentation initiale en 1992 (pendant le scandale entourant l’affaire Clarence Thomas-Anita Hill),
l’auteur a nié avoir écrit sur le harcèlement sexuel. Reposant sur le jeu de deux CJHE / RCES Volume 44, No. 1, 2014
Power play / P. Chiaramonte 39 acteurs, la pièce en trois actes ratisse plus large. Elle révèle la dynamique du pouvoir dans l’enseignement supérieur, un fleuron institutionnel. Notre analyse porte sur le regard stimulant et constructif que pose Mamet sur ce milieu : ses instances dirigeantes, son évolution, sa mécanique du pouvoir et ses communications.
Vision
To become Sheridan University, celebrated as a global leader in undergraduate professional education.
Mission
Sheridan delivers a premier, purposeful educational experience in an environmentrenowned for creativity and innovation.