The Higher Education Report 2011-2013 is part of a suite of technical publications which report on the Australian higher education sector for the period 2011-2013. The Higher Education Report 2011-2013 provides:
• an overview of the higher education sector for the period 2011 to 2013;
• details of funding allocations under the Higher Education Support Act 2003 (HESA); and
• an overview of the outcomes of funding and other departmental programmes (including the
allocation of places).
Analysis of student, staff and financial data is published separately and available at:
http://education.gov.au/higher-education-statistics and https://education.gov.au/finance-
publication.
• On April 2, 2014, Council endorsed the City's participation in the Government of Ontario's Major Capacity Expansion Call for Proposals and provided staff w ith authority to pro-actively promote Brampton as a host municipality to interested post-secondary institutions, in alignment with Brampton's Post-Secondary Education Strategy.
• Through the City's promotional efforts, senior and experienced academic leadership,supported by Centennial College (the Proponents), approached the City of Brampton to be a host municipality for a new university.
• For Brampton to serve as host to a new university, Council is being asked to endorse the partnership with the Proponents so they may proceed with submitting a Notice of Intent application, which, if accepted, would lead to submitting a proposalto the Ontario Government's Major Capacity Expansion Call for Proposals.
Background/Context: Much progress has been made toward a greater understanding of student engagement and its role in promoting a host of desirable outcomes, including academic outcomes such as higher achievement and reduced dropout, as well as various well-being and life outcomes. Nonetheless, disengagement in our schools is widespread. This may be due in part to a lack in the student engagement literature of a broad conceptual framework for understanding how students are engaged at the classroom level, and the ways in which teachers may play an active role in promoting student engagement.
Purpose: The present work seeks to summarize and synthesize the literature on student engagement, providing both a greater appreciation of its importance as well as a context for how it might be better understood at the classroom level. It considers how the primary elements of the classroom environment—the student, the teacher, and the content—interact to affect engagement, and proposes a conceptual framework (based on a previously established model of classroom instruction and learning) for understanding how student engagement may be promoted in the classroom.
Research Design: This study combines a review of the extant research on the structure and correlates of student engagement, with elements of an analytic essay addressing how selected literature on motivation and classroom instruction may be brought to bear on the understanding and promotion of student engagement in the classroom.
Conclusions/Recommendations: This article offers a variety of research-based practical suggestions for how the proposed conceptual model—which focuses on student–teacher relationships, the relevance of the content to the students, and teachers’ pedagogical and curricular competence—might be applied in classroom settings.
In 2004, former Ontario Premier Bob Rae was invited to lead the Postsecondary Education Review to provide advice on the seemingly intractable job of reconciling the province’ aspirations for a high quality, highly accessible and affordable postsecondary education system with the level of financial support that governments have felt able to provide for this endeavor. The report was considered extremely successful in providing 28 recommendations that were “sensitive to long- standing patterns of public opinion, articulated new public goals, [and] recognized the important role to be played by each major stakeholder.”(Clark and Trick, 2006, p. 180).
CWUR 2018-2019 | Top Universities in the World
Post-secondary education is effectively a requirement to succeed in today’s labour market. Unfortunately, while the demand for education has increased, public funding has failed to keep up. Public funding shortfalls have resulted in a significant growth of costs that have been downloaded onto individual students, namely in the form of high tuition fees. From 1990 to 2014, national average tuition fees have seen an inflation-adjusted increase of over 155%. In Ontario, tuition fees have increased over 180%.
For most students—often having spent little time fully active in the workforce—funding their education has become increasingly difficult. Many students must now take on significant levels of debt to pay for their education. Students requiring a Canada Student Loan now graduate with an average debt of over $28,000.
Relying on debt to finance education means the full impact of high tuition fees is delayed until after graduation—when it is then compounded by interest. This impact is now exacerbated by the effects of the Great Recession and the rising trend of precarious, and even unpaid, employment. The broader effects of high levels of student debt on both the individual and the general economy are now becoming obvious:
When professors advise early-career academics on grant writing, we often focus on the common mistakes and pitfalls. But up-and-coming researchers don’t just need advice on what not to do.
They need to know what goes into a successful grant proposal, too. I have some suggestions on that front — that I have gleaned from teaching grant writing for 20 years, and being continually funded by the National Institutes of Health as a principal investigator. Here, then, are my top 10 tips on how to draft a grant proposal that has the best odds of getting funded.
One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.
Today, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us. Faculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-to-face
classes.
This special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:
• Faculty Development: Best Practices from World Campus
• Developing Faculty Competency in Online Pedagogy
• A Learner-Centered, Emotionally Engaging Approach to Online Learning
• How to Get the Best Out of Online Adjuncts
• Workload, Promotion, and Tenure Implications of Teaching Online
• Four Steps to Just-in-Time Faculty Training
This report is loaded with practical strategies that can help you build a comprehensive faculty development program, helping ensure that instructors stay current in both online pedagogy and practical technical know-how. No matter what the particular character of your program is, I think you’ll find many ideas you can use in here.
Christopher Hill
Editor
Distance Education Report
[email protected]
A teacher’s prime directive is to help students learn. So what is learning? There are a variety of definitions. Figure 1 contains 21 definitions of learning. Read through this list and choose two to three with which you feel most comfortable. (Note: There is no “correct” definition.)
This report seeks to explain why men of low socio-economic position in their mid-years are excessively vulnerable to death by suicide and provides recommendations to reduce these unnecessary deaths.
The report goes beyond the existing body of suicide research and the statistics, to try and understand life for this group of men, and why they may come to feel without purpose, meaning or value.
The key message from the report is that suicide needs to be addressed as a health and gender inequality – an avoidable difference in health and length of life that results from being poor and disadvantaged; and an issue that affects men more because of the way society expects them to behave. It is time to extend suicide prevention beyond its focus on individual mental health problems, to understand the social and cultural context which contributes to people feeling they wish to die.
Why Join the Mobile Learning Movement? Mobile learning has clearly become a major new direction
for improving student education at all levels: in K-12 schools as well as in colleges and universities. Mobile learning
allows a working adult who is also a part-time college student to use a smartphone to view a video lecture on a lunch break. K-12 students can learn at home, on a trip or in school. A mobile device that is part of students’ lifestyles combines many technologies to engage them and help them learn effectively. In these and many more ways, the power and flexibility of mobile technology are transforming both instruction and learning.
Definition of Mobile Learning
The term “mobile learning†has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts, learning collaboratively and learning with mobile devices.
A new direction in mobile learning, or m-learning, enables mobility for the instructor, including creating learning materials on the spot and in the field using mobile devices with layered software such as as Mobl21, Go-Know or Blackboard Mobile Learn. Using web 2.0 and mobile tools become an important part of student engagement and higher achievement.
The Case for Mobile Learning
Why is it important for educational institutions to join the mobile learning movement? Consider these factors:
. Mobile devices are now fundamental to the way students communicate and engage in all aspects of their lives. The
Pew Internet Project found that 49 percent of Americans ages 18-24 own a smartphone, and that the majority of these young adults also own a laptop computer.
. Student expectations are changing, especially in higher education. Today’s students juggle a complex life of school, work, family and social time.
Aboriginal people in Canada are sharply under-represented in science and engineering occupations; more can be done to increase the relevance of learning and engagement of Aboriginal students in science and technology. Choosing careers in science and technology will benefit Aboriginal students directly through employment, but more importantly they can make a
tremendous contribution to Canada from the unique perspectives to science and technology based on the values implicit in Aboriginal knowledge and ways of knowing. Past experience has shown that filling positions in science and technology with Aboriginal people is highly desirable, as non-Aboriginal people hired by Aboriginal organizations typically remain in their positions for less than two years. In contrast, Aboriginal professionals remain in their positions much longer and bring stability and pride to their communities. Aboriginal people in Canada are sharply under-represented in science and
engineering occupations; more can be done to increase the relevance of learning and engagement of Aboriginal students in science and technology. Choosing careers in science and technology will benefit Aboriginal students directly through employment, but more importantly they can make a tremendous contribution to Canada from the unique perspectives to science and technology based on the values implicit in Aboriginal knowledge and ways of knowing. Past experience has shown that
filling positions in science and technology with Aboriginal people is highly desirable, as non-Aboriginal people hired by Aboriginal organizations typically remain in their positions for less than two years. In contrast, Aboriginal professionals remain in their positions much longer and bring stability and pride to their communities.
VitalSource
The cost of learning materials has risen drastically—82 percent over the past 10 years. How can institutions address this burden on students?
One way is through carefully enacted inclusive access: Affordable eTextbooks are delivered to all students by the institution’s LMS on or before the first day of classes. This ensures all students, including those who would have delayed or forgone purchasing their course materials on their own due to high costs, have access to the required materials necessary to succeed in their classes.
In B.C.’s Skills for Jobs Blueprint: Re-Engineering Education and Training, we said we would get and use better data to drive decisions. This B.C. Labour Market Outlook (the Outlook) is that data. Presented by the Ministry of Jobs, Tourism, and Skills Training and Responsible for Labour (the Ministry), the Outlook provides labour market demand and supply trends to 2022.
With the anticipated investment and activity related to LNG, the Ministry contracted KPMG to produce labour market forecasts for the LNG sector. The resulting LNG workforce occupation forecasts are added as a supplementary analysis of workforce needs in the Outlook and are aimed at providing a better understanding of the skills needs for this new sector. This Outlook report includes two major parts:
THE FIRST PART provides the labour market outlook based on an economic scenario without LNG; and THE SECOND PART highlights the findings of the LNG workforce occupation forecasts.
Grade Change - Tracking Online Education in the United State is the eleventh annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board. Using responses from more than 2,800 colleges and
universities, this study is aimed at answering fundamental questions about the nature and extent of online education.
AAUP sessions center on faculty members' role and responsibilities regarding classroom conversations about race.
As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose,
design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.
When and how are today’s prospective undergraduate students entering the recruitment funnel and moving through it? This report provides funnel conversion and yield rate benchmarks for particular student groups and particular entry points, such as in-state vs. out-of-state FTIC (first-time-in-college) students, campus visitors, transfer students, and other groups. By comparing these external benchmarks to their own internal benchmarks, campus enrollment teams can more accurately forecast the conversion and yield rates to expect at each stage of the college decision process.
Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. Any effort to separate the two is likely to cause more problems than it solves.Still, much ink has been spent delineating the differences. The manager’s job is to plan, organize and coordinate. The leader’s job is to inspire and motivate.
Given the pace of technological change and the strong forces to innovate from the global market place, the need to invest in human capital continues to increase as does the requirement for high return on investment (ROI) in training. One of the obstacles of measuring the ROI of training is that many of the benefits of training may not be immediately visible for measurement and it may be impossible to allocate the improvements exhibited by the firm to a particular training event. The lack of longitudinal studies to measure the ROI of training, particularly with respect to supporting the use of technology and intensity of innovation, is an area that will be addressed in this study.
The pace of innovation and technological change in the global market place make it imperative that companies constantly look at improving the skills of their workforce (Bresnahan, Brynjolsson and Hitt, 1999). The investment in human capital through the use of relevant and targeted training is critical in order to keep a business competitive (Rabemananjara and Parsley, 2006). One of the key components to an organization’s competitive advantage is the development of knowledge workers and increasing the value of their human capital.