New research at the University of Warwick demonstrates two shortcomings with the current benchmarking of internationalisation: they are based purely on structural measures and they use a simple bi-polar distinction between home and international students. There are several dangers in relying on these measures: Structural internationalisation ≠ Student satisfaction: Latest research shows that in the UK, the lower the proportion of UK students, the less satisfied students of all backgrounds are. This does not mean that structural internationalisation should be avoided; on the contrary, students appreciate the value of an 'internationalisation' experience, so what we need is an agenda for integration.
If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.
Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways. These articles were written by John Orlando, PhD, program director at Norwich University, as part of the Teaching with Technology column on Faculty Focus. You’ll find the articles are loaded with practical information as well as links to valuable resources. Articles in the report include:
• Using VoiceThread to Build Student Engagement
• Wikipedia in the Classroom: Tips for Effective Use
• Blogging to Improve Student Learning: Tips and Tools for Getting Started
• Prezi: A Better Way of Doing Presentations
• Using Polling and Smartphones to Keep Students Engaged
Whether the courses you teach are face-to-face, online, blended, or all of the above, this report explains effective ways to incorporate technology into your courses to create a rich learning experience for students, and a rewarding teaching experience for you.
These guidelines outline the requirements for the 2015/16—2017/18 Aboriginal Service Plans, 2014/15 Interim Financial Report (previously Interim Report) and 2014/15 Final Report.
All too often, when we see colleagues who aren’t writing, we look away. If they’re assistant professors, we shrug as their tenure clock ticks — they’ll either make it or they won’t. If the writer’s block comes after tenure, we ignore that, too (except maybe in their annual reviews), until we finally dismiss them as "deadwood."
Writing-stalled faculty members tend to cope with their frustrations in ways that end up being ineffective, or even destructive. Instead of writing, they throw themselves into teaching and service. They get unnecessarily embroiled in departmental politics. Or they create a flurry of research-related projects that won’t meet tenure-and-promotion criteria no matter how creatively framed.
Faculty and staff are the heart of an institution. Colleges and universities have hundreds and sometimes thousands of employees who each day deliver on the institution’s brand promise to students and others. But have we truly invested in understanding and articulating our institution’s employer brand, with prospective and current employees in mind?
During my dissertation research on higher education multi-campus brand coherence, I studied a peer institution of my university. The qualitative data collection included one-on-one interviews with more than 20 senior administrators (starting with the president), whose areas of responsibility were closely connected to the university’s brand. Participants often asked who
else I was meeting with and responded with surprise when I mentioned the vice president for human resources. “Oh, that’s interesting. Why would you want to meet with HR?”
This document contains the appendices to CAAT baccalaureates: What has been their impact on students and colleges?
Conference participants agreed that the innovation process is complex, and that models cannot simply be imported wholesale from one national context to another. However, successful innovation systems do appear to include common elements: strong
support for basic research; the involvement of students as researchers, innovators and entrepreneurs; support for creativity and risk-taking in research; multidisciplinary collaboration; and strong university-industry ties.
Globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change.
The IIEP 2011 Evidence‐Based Policy Forum on Gender Equality in Education: Looking Beyond Parity, aimed to review how schools and the education system as a whole can function pro‐ actively in the equal interests of girls and of boys, men and women. Much of the currently available research on gender equality in education has focused on gender parity in terms of access to primary and secondary schools (including how this is related to engagement of women within the teaching
profession and the education system more broadly). More recently, evidence has emerged that looks beyond access, examining gender equality in more depth in terms of learning achievement.
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.
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.
Creating effective solutions to global challenges will require a range of skills from leaders in the public and private spheres. The British Council, in partnership with Ipsos Public Affairs, conducted a study of current professional leaders with higher education qualifications1 from 30 countries, and across sectors, to reveal:
What are the higher education pathways of professional leaders around the world? What contribution did direct learning and other higher education experiences make to their careers?
The path to economic mobility increasingly runs through postsecondary education. Although the combination of rising tuition prices and the difficult labor market have raised questions about the value of education after high school, degree and
certificate holders are still better off than those with just a high school diploma.
The importance of positive youth development cannot be overstated. We strive to foster healthy mental/emotional, social, spiritual and physical development in our children. Alarmingly high Aboriginal youth suicide rates in some areas call for
an increased understanding of how protective factors and risk-taking behaviours influence youth development. This may help us develop strategies to increase positive outcomes for Aboriginal youth. This paper will provide an overview of the impact of loss of cultural continuity and identity on positive youth development.
Every professor has had one: the incredible disappearing student. Mine was "James," a talented and innovative thinker who had great things to say in class until he vanished, about halfway through the semester. He didn’t submit his paper. He didn’t show up in office hours. He didn’t respond to my emails. He was just gone. Poof.
Students like James are increasingly common at colleges and universities. Report after report has shown that undergraduates today experience more anxiety and stress than ever before. In extreme cases, the "pressure of perfection" can have tragic consequences. Nationally, suicide rates for 15- to 24-year-olds have risen, and suicide remains the second-leading cause of death for college students.
This annual report from Noel-Levitz goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that infl uence student retention and college completion rates for today’s entering college freshmen. Findings are reported separately for fouryear and two-year institutions, private and public, as well as for student subsets such as male vs. females.
The report is based on student survey responses drawn from a sizable national sample of entering
undergraduates in 2013.
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.
College-Level Literacy: An Inventory of Current Practices at Ontario's Colleges instrument for gathering and reporting information. Three categories of college size, based on the Fall 2009 intake of students into postsecondary programs, provided further insight into the distribution of various practices. All 24 Ontario colleges participated in this study.
Today, students view mobility among, and access to, the different educational experiences as offered by colleges and universities as essential to their success in the workplace; they need to equip themselves with skills in a way that sets them apart from the rest and best speaks to their own interests and aptitude, and move more seamlessly between certificate, diploma, apprenticeship and
degree programs.
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.
As the world struggles with the uncertainty of a major economic downturn, the need to ensure that Canadians have the right
skills and knowledge for a sustainable economy—now and in the future—is suddenly thrown into high relief.
With jobs becoming vulnerable or disappearing, many Canadians are being forced to rethink their future. They are asking
themselves, “What can I do now? Do I have the skills I need?”
Post-secondary education (PSE) plays a key role in developing people’s potential and cultivating Canada’s human infrastructure,
both of which are necessary for the country’s success.