The contemporary landscape of university internationalization In recent decades, globalization has become a pervasive force
shaping higher education. Today almost all institutions in Canada and around the world engage to some degree in activities aimed at forging global connections and building global competencies among their students, faculty and administrative units. Developing such activities at many levels within universities is now a central part of institutional planning, structures and programming — a phenomenon known as the internationalization of higher education.
Abstract
Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level
of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional
survey was conducted using a volunteer sample of 3,490 undergraduate students (44% participation rate) at one BC university
campus between February and May 2017. Experiences of food insecurity were reported by 42.3% (n=1,479) of respondents.
Among those who were food insecure 60.2% (n=891) were female. Logistic regression analysis indicated that females,
students living on campus, those with a diversability (developmental, physical, or other disability), individuals self-reporting
as belonging to a visible minority, and international students were more likely to experience food insecurity than comparator
groups. When adjusted for gender, years on campus, and living situation, students who reported experiencing two or more
forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of
marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada.
In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic
inequity due to belonging to marginalized groups. Efforts to promote student well-being on university campuses need
to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.
Keywords: food deprivation, hunger, vulnerable populations, gender, higher education
Abstract
The enduring impact of colonization and loss of culture are identified as critical health issues for Aboriginal populations. The authors discuss the concepts of historical and intergenerational trauma identifying steps to address the past as Aboriginal Peoples move forward to a healthy future. The authors analyze the enduring and unacceptable health inequalities between Aboriginal and non-Aboriginal people in Canada. This paper emphasizes the importance of addressing the substantial historical reasons for this inequality. The authors suggest that current popular explanations for such gross differences in health are limited and lack substantive historical perspective. Post-traumatic stress disorder is discussed critically as an important concept for understanding Aboriginal health inequalities. Post-traumatic stress response, versus disorder, is presented as a less stigmatizing and potentially culturally-appropriate framework to view the inequalities in a historical and political light. A historically and politically-based stress response is proposed as a framework for understanding the health inequities between Aboriginal and non- Aboriginal people to advance healing for indigenous people worldwide.
Key Words
Aboriginal, post-traumatic stress disorder/response, culture, residential schools, health, colonialism, historical trauma, intergenerational impact
It's become a new annual tradition: Whenever a faculty member retires, the rest of us circle the wagons to begin the delicate process of justifying why our department still needs the position.
In meeting after meeting, we discuss the precise timing of the retirement, the budgetary implications, the effects of a phased eparture, and the odds that we can make an effective case to the administration for a replacement hire.
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?”
In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
The problem
The Ministry of Training, Colleges and Universities (MTCU) in consultation with the universities
has estimated that 53,000 to 86,000 more university spaces will be needed by 2021 to meet student
demand. There will be special pressures in the GTA. Universities’ enrolment plans will not be
sufficient to meet this demand.
The opportunity
With the government’s support, Ontario’s colleges could provide space for tens of thousands of
students in high-quality, career-oriented baccalaureate programs over the coming decade and beyond.
General Colin Powell Chairman (Ret), Joint Chiefs of Staff A Leadership Primer - PPT presentation
Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including
increasing operating grants by 80 per cent since 2002–03.
These investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development.
The tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our
postsecondary education institutions to access, and their willingness to respond to the demand.
The 2008 economic downturn and the ensuing precarious state of the global economy have made Ontario’s fiscal environment
challenging. Substantial new investment by the government at levels comparable to the previous decade is not feasible. Also,
as enrolment growth is expected to slow in the near future so too will operating grant funding. With institutions’ costs outpacing
growth in revenues from operating grants and tuition, existing cost structures are under pressure. Measures that help to mitigate these pressures are needed in order to ensure the continued sustainability of our postsecondary education system.
This paper examines the implications of expanding the number and scope of college-to-university transfer arrangements as a means of meeting the demand for undergraduate degrees in Ontario. It focuses on two research questions:
1. What are the differences in the learning outcomes of students in college-to-university transfer arrangements compared with those in four-year university programs?
2. What are the differences in the cost per student for college-to-university transfer arrangements compared with four-year university programs?
This article represents a conceptual history of the concept of school development and its relationship to related concepts of school effectiveness, school improvement, implementation, organizational development, learning theories, system reform and so on.
It is not an empirical review or a detailed chronological account. Rather, it is a ‘thought piece’ on the philosophy and practice of education reform in terms of where we have come from and where we are today. I have drawn heavily on my own work in which I have chronicled and contributed to this broad education improvement field since 1975.
This paper reports the results of a study of provincial level arrangements for coordination of planning and operations between university and college sectors in Canada. The data are drawn from a survey of senior government and sector officials in which respondents were asked to describe existing arrangements for coordination and to comment upon the importance attached to, and priority issues for, coordination; characteristics of effective structures for coordination; and their satisfaction with existing arrangements. The findings indicate that inter-sector coordination is perceived as an important issue; that coordination structures are most developed in the provinces in which there is the strongest mandate for articulation between sectors; and that efforts are under way in most provinces to refine and improve structures for inter-sector coordination.
ABSTRACT
This article examines whether rising tuition fees for post-secondary education are a contributing factor in students’ labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities.
RÉSUMÉ
Dans cet article, les auteurs examinent comment les facteurs d’augmenter ou de maintenir les frais de scolarité, au niveau des études post-secondaires, peuvent infl uencer les étudiants et leurs décisions en ce qui concerne le marché du travail. Elles ont mesuré les décisions des étudiants en considérant toutes les heures travaillées ainsi que le taux de participation. Les résultats indiquent qu’une augmentation de frais de scolarité ne mène ni à plus d’heures travaillées ni à plus d’études académiques compromises. L’effet des frais de scolarité est très saisonnier. Lorsqu’il y a une augmentation de frais de scolarité, les étudiants travaillent plus d’heures et participent plus dans le marché du travail, mais ceci uniquement pendant la période d’été lorsqu’ils ne sont pas impliqués aux études.
This research study is a phenomenological exploration of academics from one Canadian university who either are participating in a phased retirement pro- gram or have delayed their retirement beyond the normal retirement age of 65. It is based on face-to-face interviews with 24 professors, male and female, between the ages of 55 and 69, from an array of disciplines. The results indcate that teaching may be a primary reason why academics choose to retire, that female academics seem to align their retirement plans with those of their partners, and that academics who postpone their retirement feel as though they
possess a significant amount of respect within their fields. Since this re- search is based upon a small sample, it provides a starting point for future research studies, particularly concerning how gender affects the issue of academic retirement.
Sexual violence is more than just a crime against individuals. It threatens our families, it threatens our communities; ultimately, it threatens the entire country. It tears apart the fabric of our communities. And that’s why we’re here today -- because we have the power to do something about it as a government, as a nation. We have the capacity to stop sexual assault, support those who have survived it, and bring perpetrators to justice.
In July 2016, the Higher Education Quality Council of Ontario (HEQCO) published Understanding the
Sustainability of the Ontario Postsecondary System and its Institutions: A Framework (Weingarten,
Hicks & Moran, 2016). The key messages of the report were:
1. Sustainability is about more than just money. It also relates to the quality of education and the academic experience institutions can offer.
2. The best sustainability regimes are those that look forward and are designed to predict future challenges.
3. Overcoming sustainability challenges requires collaboration between government and institutions.
The tools available are inextricably linked to other policies and practices, such as
enrolment planning, tuition policy, funding formulas, differentiation and institutional autonomy.
In this retrospective account of their scholarly work over the past 45 years, Alexander and Helen Astin show how the struggle to achieve greater equity in American higher education is intimately connected to issues of character development, leadership, civic responsibility, and spirituality. While shedding some light on a variety of questions having to do with fairness and equity, this research has not succeeded in removing the structural barriers to progress among underrepresented groups. Accordingly, the authors advocate that colleges and universities focus greater attention on developing student values and other personal qualities that will produce a new generation of citizens who are committed to creating a more just and equitable
society.
Few academics endorse bullying of or by their colleagues. But is bullying something about which disciplinary associations can take a stand? Can bullying even be defined in ways that don't limit strongly worded criticism that is part of academic freedom?
This study addresses the research question of how instructor transformational leadership behaviors and transactional leadership behaviors affect student outcomes of cognitive learning, affective learning, student perceptions of instructor credibility, and communication satisfaction in distance education. An overview of the theoretical underpinnings of the study is provided, as well as the tested hypotheses. A summary of the methodology, including sampling procedures, instrumentation, and data collection processes is presented, along with the procedures used for data analysis. Multiple linear regression was used to examine the relationships among the specified variables. Results support all four hypotheses, indicating that instructor transformational leadership behaviors are a more significant predictor of cognitive learning, affective learning, perceptions of instructor credibility, and communication satisfaction than instructor transactional leadership behaviors. The implications of the findings as well as the limitations of this research and suggestions for future research are discussed.
In Seven Essentials for Family-Professional Partnerships in Early Intervention, Bonnie Keilty explores the intricacy of the relationship-building process between early intervention (EI) professionals and the families they work with. EIs are called upon as a part of a team of specialists to work with families of young children with a range of medical and/or developmental concerns so as to foster progress toward developmental goals. Keilty positions family members as experts within this team, drawing on research from the family systems intervention approach that suggests families more fully engage in the goal-achievement process when collaborative relationships and participatory practices serve as the foundation of the family-professional partnership (FPP). Recognizing that the work of developing meaningful relationships between EIs and families is both essential and complex, this book looks at how to create and sustain relationships that enhance the FPP. In line with Auerbach’s (1995) suggestion that the movement towards familial partnerships that invoke an additive approach and that draw on families’ funds of
knowledge must be intentional, Keilty’s book provides a framework for EI practitioners to shift away from approaching families through a deficit lens and move towards relationships that resituate families as authentic partners in early interventions.