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.
When Michael Maccoby wrote this article, which was first published in early 2000, the business world was still under the spell of the Internet and its revolutionary promise. It was a time, Maccoby wrote, that called for larger-than-life leaders who could see the big picture and paint a compelling portrait of a dramatically different future. And that, he argued, was one reason we saw the emergence of the superstar CEOs—the grandiose, actively self-promoting, and genuinely narcissistic leaders who dominated the covers of business magazines at that time. Skilled orators and creative strategists, narcissists have vision and a great ability to attract and inspire followers.
This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. An instrument of 26 items was developed based on a review of literature on faculty development for online teaching and analyzed in Meyer (2014). The study found that 72%(n=29) organizations used learning style theory as a basis for their training activities, followed by 69% that used adult learning (Merriam, 2001) and self-directed learning (Knowles, 1975), 64% that used Kolb's (1984)experiential learning model, 59% that used Knowles' (1975) andragogy theories, and 54% that used various instructional design models. Models of good practice were strongly favored (79%) over research on online learning (31%) or theories of learning (23%) in faculty training. Pedagogies of online learning were most important to 92% of the respondents, while research about online learning was most important to only 23% of those who completed the survey. Differences based on Carnegie classification were also found.
This is the final evaluation report for the Blended Synchronicity (BlendSync) Project as required by the project reporting requirements of the Office for Learning and Teaching.
The evaluation addresses the broad evaluation question: “To what extent was the BlendSync project successful at meeting its stated outcomes and producing its deliverables?”
First-year students on Academica’s StudentVu Panel were surveyed about their
orientation experiences.
• The survey was conducted September 24th to October 4th, 2014.
• 629 students were invited to participate in the survey and 496 responded. This is a
79% response rate.
• The median survey completion time was 6 minutes.
America’s community colleges have adaptation and change in our DNA. As the youngest upstarts of the higher education family, we cling to our self-concept as agile responders to the learning needs of our students and communities. Particularly at the student level, our colleges have extraordinary track records as agents of change. The learning we make possible expands our students’ social and economic prospects. It transforms them psychologically, behaviorally, and even physically, modifying the basic anatomy of their brains. The deep changes and growth that students undergo during their time with us are the double helix of our community college genetic code and our inspiration for this work.
5 Think nationally, act locally – Paul Cappon
Executive summary
Why should Canadians build a national education strategy? What would it look like? How can we construct it? What role should business play in that strategy?
These questions are central to optimising learning conditions nationwide.
This analysis will begin with a review of the declining performance of Canadian education in contrast to comparator countries in the Organisation for Economic Cooperation and Development (OECD). Recent results from the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) are particularly alarming. They confirm the mediocre basic skill levels of Canadian adults. Since the competencies of adult Canadians with post-secondary education (PSE) are near the bottom for all three basic
Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children’s social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children’s social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of nterventions designed to raise social and emotional skills.
Vision
• Leadership in polytechnic education.
Mission
•
Humber develops broadly educated, highly skilled, and adaptable citizens to be successful in careers that significantly contribute to the communities they serve – locally, nationally, and globally.
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.
There is little debate about the biggest challenge facing Ontario today. It is unemployment, particularly the unacceptably high unemployment rate for Ontario’s young people.The 2014 Ontario Budget must focus on comprehensive measures to produce a more highly skilled workforce to promote economic prosperity and allow greater numbers of people to find meaningful work.
Naturally, a key part of that strategy will be to stimulate economic growth.The government needs to continue working with employers and others to create good- paying new jobs and new opportunities throughout the province.
In recent years, there has been much discussion and a great deal written about the economic and social well‑being of young people. Are they encountering more problems today than in the past? Are some doing better than others? This article paints their socioeconomic portrait and looks at where they are in the labour market in terms of unemployment and certain work conditions.
Those who struggle with daily overthinking feel the impact in every area of their lives. It impacts their ability to perform at their job, to maintain healthy relationships and to focus on their physical, mental and emotional health.
Continuous advances in health care and technology are contributing to a longer life expectancy. Institute of
Medicine (IOM) (2001). One major downside of this situation is that chronic conditions are now becoming the leading cause of illness, disability and mortality. Globally, many health care ministries are realizing the advantages of having health care professionals from different professions working together to provide interprofessional care as the most efficient and effective
means of supporting patients with chronic or complex needs (Russell et al. 2009). Our project focused on the needs of children with developmental disabilities, specifically Down syndrome and autism. Both of these chronic conditions benefit from teams of health professionals working collaboratively to provide integrated, efficient care for families. Although there is a wealth of
clinical expertise in this specialty, educating large groups of undergraduate health sciences students to provide interprofessional care in a busy pediatric setting is not feasible, nor is it feasible to train a two year- old child to simulate such a patient. In this research report, we have considered the feasibility of teaching large groups of interprofessional health
sciences students in a pediatric setting, while concurrently evaluating students’ understanding of how interprofessional teams function. Our study compared a series of facilitated and non-facilitated video vignettes demonstrating a well-functioning interprofessional pediatric team while it assessed one child with Down syndrome and one child with autism.
Digital resources are changing the ways students engage in learning and provide increased opportunities for student success. New technologies also provide improved assessment tools for measuring learning outcomes and student engagement. These benefits come without an additional cost burden to students.
The Ministry of Training, Colleges, and University’s (MTCU) recently released Tuition Fee Framework and Ancillary Fee Guidelines for Publicly-Assisted Universities (December, 2013) indicates support for the use of digital learning materials, including materials used in assessment. The new framework reflects a change in the Ministry policy concerning ancillary fees and enables the use of digital learning resources. This position paper explains Ontario universities’ support of MTCU’s new guidelines.
Vision
• Unlocking potential.
Mission
• We provide pathways to success, an exceptional learning experience, and a global outlook to meet the needs of students and employers.
The goals of Education for All (EFA) are centrally concerned with equality. If children are excluded from access to education, they are denied their human rights and prevented from developing their talents and interests in the most basic of ways. Education is a torch which can help to guide and illuminate their lives. It is the acknowledged responsibility of all governments to ensure that everyone is given the chance to benefit from it in these ways. It is also in the fundamental interests of society to
see that this happens – progress with economic and social development depends upon it.
Vocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020. In this vision, vocational skills and competencies are considered as important as academic skills and competencies. VET is expected to play an important role in achieving two Europe 2020 headline targets set in the education field: a) reduce the rate of early school leavers from education to less than 10 percent; b) increase the share of 30 to 40 years old having completed tertiary or equivalent education to at least 40 percent. However, there is limited hard evidence that VET can improve education and labour market outcomes. The few existing studies yield mixed results partly due to differences in the structure and quality of VET across countries.
Canada progress report for the UNESCO Global Report on Adult Learning and Education (GRALE) and the end of the United Nations Literacy Decade
In response to stronger demand for access to degree programs and changing expectations from employers due to labour market needs, the Ministry made a number of decisions about how to increase access to a broader range of degree opportunities in April 2000. One of those decisions was to allow Colleges of Applied Arts and Technology (CAATs) to offer degrees in applied areas of study. These degrees differ from research-focused degrees because they have a strong focus on preparation for entry to practice occupations. The first degree programs began development in 2001. As of the evaluation period, thirteen of the twenty four colleges in Ontario were offering college degree programs.