The priority for the Ontario government – for its economic ministries, its education ministries, and for the entire government – must be economic growth and helping more people find good jobs.
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.
The purpose of this essay is to outline what the writer would regard as desirable attributes of postsecondary education in Canada ten years from now. In thinking about the future of post-secondary education, three important elements are: (i) an appreciation of the present state of post-secondary education; (ii) a consideration of significant trends in or affecting post-secondary education; and (iii) an indication of the particular aspects of post-secondary education that are the principal focus of the examination. The essay begins with a few comments on the third of these elements, because that defines
the parameters of the inquiry. The second section summarizes relevant features of the present state of post-secondary education in Canada. This is followed by a description of important trends in and affecting post-secondary education. The final section describes some desirable attributes of postsecondary education to aim for and suggests what the role of governments might be in the process.
Learning to Lead Change - The Pathways Problem
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:
The 2015 Campus Freedom Index is the fifth annual report released by the Justice Centre for Constitutional Freedoms (JCCF) to measure the state of free speech at Canada’s universities.
Starting with a survey of only 18 universities in 2011, this year’s edition has grown to include 55 publicly funded Canadian universities—the largest and most expansive Index released so far, with information relevant to the more than 750,000 students who attend these institutions. The 2015 Campus Freedom Index includes an individual report about each university and student union.
Phil L. Davison
St. Francis Xavier University
ABSTRACT
This study explores the perspectives and understandings of post-secondary leaders and their contexts as described through the qualitative experiences of 12 Maritime Canadian leaders (presidents and vice-presidents) who work in contemporary, publicly funded, post-secondary institutions. Four themes emerge: balancing daily dissonance, learning experientially to lead,
creating learning spaces, and needing moments of grace. The research reveals that leaders seek deeper understandings of their work and their characterization.
The thesis of this book is that the present approach to the provision of baccalaureate education in Ontario is not sustainable and
is in need of significant modification. The stage for the present approach was set by two higher education policy decisions that
were made in the 1960s: (1) that the colleges would have no role in the provision of baccalaureate credit activity; and (2) that the
publicly supported universities would have complete autonomy in deciding on their purpose, mission, and objectives. While the
universities had been primarily teaching institutions until the 1960s, since then a single idea of the mission of the university—the
research university—has been adopted by all. A key element of the research university model to which the university community
in Ontario has subscribed is that of the teacher-researcher ideal: that undergraduate students should be taught only by
professors who are active researchers.
Toronto, Sept. 27, 2016 – Amid concern that today's postsecondary graduates are lacking critical employability skills, an international test on literacy, numeracy and problem-solving will be given to first-year and graduating students at 11 colleges in Ontario. A similar pilot for universities will follow in fall 2017.
The Essential Adult Skills Initiative (EASI) pilot project by the Higher Education Quality Council of Ontario (HEQCO) marks the first time in Canada that core skills, considered foundational to success in work and life, will be evaluated at the postsecondary program and institutional level.
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
First Nations in Canada: Vital
Statistics for Atlantic and Western Canada, 2001/2002
Vision
The post-secondary destination of choice for internationally acclaimed, career-focused education
that is essential to an inclusive, prosperous and globally competitive Ontario.
Mission
Colleges will lead educational innovations and advance public policy reforms to build the
advanced workforce required to support new economic investments, rewarding careers and strong
communities throughout Ontario.
COLLEGES ONTARIO
Fuelling Prosperity: Colleges Ontario’s strategic plan 2015-18
Our Values
■ Student success: We promote inclusive college programs and services that will enable all
qualified students to graduate to meaningful careers.
■ Learning and teaching excellence: We drive an innovative learning environment that focuses on
best practices and delivers the high-quality, relevant education required by students and the
labour market.
■ Responsiveness: We are responsive to our communities and to the needs of the labour market.
■ Collaboration: We act as one voice on critical issues in higher education while recognizing and
respecting each other’s unique differences.
■ Strong stewardship: We are committed to excellent stewardship of public resources.
The role of academic deans is critical to the success of higher education academic institutions. This study
illustrates the leadership approach of Ohio’s academic deans. This quantitative study researched and analyzed
whether differences exists between the leadership styles of academic deans and the independent variables of age,
number of faculty supervised, and the number of years of experience.. Blake and Mouton’s Managerial Grid was utilized for this study. Blake and Mouton theory is based on five predominate leadership styles: Data for this study was gathered using a researcher designed instrument along with the Styles of Leadership Survey to gather information about the academic deans. The surveys were administered through U.S. mail to the deans’ office
address. ANOVA methodology was used to analyze the data. It appears from the results of this study that no
significant independent differences exist among the leadership styles and the independent variables.
Keywords: Leadership, Academic Deans, Managerial Grid, Chief Academic officer, University
The apprenticeship system has a long history as an effective vehicle for work-based learning. The ancient Greeks and Romans used apprenticeships as a tool for transferring knowledge and skills and the Babylonian code of Hammurabi specified that artisans were to pass the skills of their craft on to young apprentices. Modern times, however, have seen negative attitudes
towards apprenticeship and a poor image of trades, as well as a lack of information and awareness of apprenticeship. This is unfortunate because in the contemporary Canadian context, apprenticeship can help to address two distinct problems:
labour shortages in the skilled trades and youth unemployment.
The renowned American political sociologist, Seymour Lipset, has been interested in the study of cultural and institutional differences between Canada and the United States ever since he attempted to explain, in his doctoral thesis more than forty years ago, why the first socialist government in North America happened to come to power in Canada. Continental Divide, thus, represents more than forty years of study, reflection, and accumulation of data on differences between Canada and the United States with respect to political values, behaviour, and institutions.
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.
The Sexual Assault Prevention and Response Working Group (SAPRWG) was established in the summer of 2013, as one of several interrelated working groups reporting through the Health and Wellness Steering Committee, to advance a more strategic approach to addressing sexual assault prevent and response at Queen‘s. The Working Group was focused on student experiences of
sexual assault on campus.
The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.
Skills shortages1 have regularly been identified as one of the top 10 barriers to competitiveness in Canada by the Canadian Chamber of Commerce, costing the Canadian economy billions in lost GDP annually.2 There is now a rare consensus about skills
needs and challenges in this country, across the demand and supply perspectives.3 An aging population will only
exacerbate the problem in the coming years, especially for the most in-demand professions in the
skilled trades and STEM-based occupations (where STEM refers to science, technology, engineering
and math).
With this report the Canadian Chamber of Commerce focuses on the role of the education-to-employment transition in mitigating or aggravating the skills gaps. Specifically, this report addresses the ways in which all stakeholders, including government, employers, workers, education providers and students, will need to adapt and collaborate to improve the efficiency of
the labour market.
89% of colleges and universities in the United States offer online courses and of those institutions 58% offer degree programs that are completely online (Parker, Lenhart & Moore, 2011). Providing online student services is an important component of these distance programs and is often required by accrediting bodies. Health and wellness services for online students are especially essential, as college students are accessing mental health services for severe problems at increasing rates on college campuses (Gallagher, Sysko, & Zhang, 2001). This paper outlines how institutions of higher learning can prepare faculty to identify mental health needs of online students and suggests effective administrative policies and programs to address these student needs.Online enrollments were less than 10% of all students in 2002 when the Sloan Foundation began their annual surveys on the topic.By 2011, 32%of all enrolled post-secondary students were taking at least one online course and the numbers have been increasing steadily (Allen & Seaman, 2013). The rising percentage of online students has led to awareness by college administrations that these students have the same needs as students in a traditional classroom setting. Students who want to learn online also want to access their student services online. For learners enrolled in online programs, and living in geographically distant locations, internet access to student services is essential. These students' needs have resulted in revision of college and university policies and the creation of extensive web-based services for technical support in online courses, enrollment services, financial aid, and library resources.