As the provincial government releases new strategies for strengthening international student recruitment and retention, concerns have arisen about the stresses on international students.
What is on the five-year horizon for higher education institutions? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report: 2015 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.
Educators tasked with finding instructional materials for their districts and classrooms face a dizzying array of options these days. Classroom resources are available in print, digital textbook formats, and online. They can be paid for, subscribed to, or downloaded for free. They’re available as comprehensive, yearlong curricula; individual thematic units; and single activities and games.
Several forces have collided to bring the market to this confusing, yet ultimately academically promising point: The majority of states are now using the Common Core State Standards, meaning there are more opportunities to share materials across state lines. States are increasingly letting districts choose their own instructional materials, rather than forcing them to select from an approved list. There’s been a recent push, including from the federal government, to make online instructional materials free and open to the public—known as open educational resources
An Leadership PowerPoint Presentation
Methodology:
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Longitudinal tracking of Fanshawe College’s Fall 2007 incoming cohort (n = 6,447) over 3 consecutive semesters
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Analysis: correlation of changes in enrolment status with 5 attrition factors
Historic High in the History of the Learning Technology Industry
The investments made to learning technology companies in the first half of 2015 were the highest for a half year period in the history of the learning technology industry and exceeds the total amount for the entire year of 2014. In the six month period between January and June 2015, $2.51 billion was invested in learning technology companies across the globe. This is astonishing considering that the total global investments made to learning technology companies for the entire year of 2014 was $2.42 billion, which set a record in the industry.
Background
According to a report by the Ontario Ministry of Training, Colleges and Universities (2005) , 30 to 40% of all students enrolled in four-year degree programs drop out, and 78-80% of those who do drop out will do so in their first year. Similar levels have been reported in other provinces, such as Québec (25-35%, Montmarquette, Mahseredjian, & Houle, 2001). In a paper for the Commission of Inquiry on Canadian University Education, Gilbert (1991) estimated that after five years the non-completion rate for university undergraduates is approximately 42% across Canada. Of particular concern, research on student retention has demonstrated that some disciplines have higher drop-out rates than others; science, mathematics, and engineering students are more likely to drop out than students in other disciplines (Daempfle, 2004). Moreover, each year approximately 35% of undergraduates fail introductory mathematics and science classes (Useem, 1992). Because of these growing concerns, research is needed that focuses on increasing retention and achievement in undergraduate science. This research addresses these
concerns by implementing a different approach to providing feedback to students that may result in higher achievement and increased retention at the undergraduate level of education.
How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate instructor time commitment as a major inhibitor to developing and teaching online courses. However, while they identify the issue and provide possible
solutions, they do not empirically measure actual time commitments or instructor perceptions when comparing online to face-to-face delivery and when comparing multiple iterations of delivery. The results of this study show distinct differences in developing online courses relative to developing face-to-face courses and distinct differences in teaching online courses relative to teaching face-to-face courses. The data from this study can be used by instructors, administrators, and
instructional designers to create higher quality course development processes, training processes, and overall communication.
ALTHOUGH WE KNOW THAT SEXUAL VIOLENCE OFTEN GOES UNREPORTED, RESEARCH INDICATES THAT THERE ARE 460,000 SEXUAL ASSAULTS IN CANADA EACH YEAR. FOR EVERY 1000 SEXUAL ASSAULTS, ONLY 33 ARE EVER REPORTED TO THE POLICE; 12 RESULT IN CHARGES LAID; ONLY 6 ARE PROSECUTED AND ONLY 3 LEAD TO A CONVICTION.
Very few reach the courts and far too many survivors don’t access support and counselling. This means that survivors aren’t getting the help that they need, and perpetrators of sexual violence are not being held accountable.
Why? Because too many of us have attitudes towards women, men, relationships and rape that towards women, men, relationships and rape that are sexist, misogynist and often just plain wrong.
This article summarizes some significant insights of articles in this issue from the perspective of public policy, emphasizing their potential resonance in today's policy environment in using data for program improvement as well as accountability purposes.
The suite of papers in this special Teachers College Record volume on data-driven decision making in education reflects a burgeoning subdiscipline of scholarship on the topic that has been stimulated by the constantly evolving educational policy landscape. For at least two decades, policy makers have resonated to the importance of data in education as an accountability tool and have advocated policies for the collection and reporting of such data to fulfill accountability objectives. Early examples of this at the federal level include the creation of the National Education Goals Panel in 1990 (National Education Goals Panel, 1999) to annually report on national and state educational progress toward the National Education Goals adopted by president and the nation’s governors, as well as requirements by the U.S. Office of Management and Budget for data documenting the effectiveness of federal programs both in and outside of education under the Government Performance and Results Act (GPRA) of 1994.
It has become a cliché to note the constancy of change in the environments in which we lead, but it is anything but a cliché to experience as a leader the unpredictability, contingency, and constant sense that something for which you could not have been prepared is about to blindside you. I have been in senior level leadership in higher education for 35 years, 24 as a president, and can assure you that this experience is real. Year to year shifts in funding priorities, unstable governance and rogue board members, intrusive state mandates, bizarre and embarrassing personnel issues, litigious students and employees, instant infamy on the internet, refractory organizations with deep fault lines between different constituents, unintended consequences of policy decisions made far from the college experience, and all manner of human foolishness threatens the capacity of the leader to guide the ship without foundering
Both the higher education sector and the healthcare sector require people who do not identify with a formal role of leader to engage in leadership. In both sectors, leadership must be exercised on a continuous basis. Leadership development in higher education is influenced by an increase in managerial control, market competition, organisational restructuring and government scrutiny. Tensions between the need to meet requirements of industry versus academic requirements will continue as long as universities face these dual challenges in a competitive global economy. Universities are expected to be efficient and cost effective, flexible in their offerings, while being increasingly responsive to student expectations and needs. These tensions have resulted in some resentment from academic staff members who perceive that their autonomy is being reduced. This chapter presents current debates about leadership with a particular focus on higher education and leadership development of academic staff. Academic leadership is understood to incorporate the core academic functions of teaching/learning, and research and scholarship together with a broader focus on academic values and identity. The changing nature of this sector provides a background for current thinking about academic leadership. This chapter will draw on a recent case study from the healthcare sector which we argue contributes to the thinking on leadership not only
in the healthcare sector, but also in higher education context. The chapter concludes with key messages for academic staff making a case for building capacity of leaders in education at all levels.
As a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work
closely with our campus partners to enhance the academic and social experience for those we serve – students, faculty, staff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students, we partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to gather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom,
and to help our campus partners’ achieve their retention, recruitment and career placement outcomes.
Charter schools, Teach For America, and the Knowledge Is Power Program may have their merits, but they are not whole-system reform. The latter is about improving every classroom, every school, and every district in the state, province, or country, not just some schools. The moral and political purpose of whole-system reform is ensuring that everyone will be affected for the better, starting on day one of implementing the strategy. The entire system should show positive, measurable results within two or three years. We have done this in Ontario, Canada, where we have had the opportunity since 2003 to implement new policies and practices across the system—all 4,000 elementary schools, 900 secondary schools, and the 72 districts that serve 2 million students. Following five years of stagnation and low morale, from 1998 to 2003, the impact of the new strategies has been dramatic: Higher-order literacy and numeracy have increased by 10 percentage points across the system; the high school graduation rate has risen 9 percentage points, from 68 percent to 77 percent; the morale o teachers and principals has improved; and the public’s confidence in the system is up.
How often have you thought, “My people always tell me what’s really going on.”
Hundreds of leaders have told us that their followers are open with them. These leaders believed that they were getting honest feedback and were being asked the tough questions. Unfortunately, this is rarely true. In fact, we’ve come to think of this
common belief as a myth—a myth consistent with the concept of seduction of the leader, which was introduced to us more than twenty-five years ago by our colleague Dr. Rod Napier.
As reported in June 2016, UNHCR estimates that 65.3 million persons were forcibly displaced displaced, 21 million of whom were refugees. Such staggering numbers are unprecedented. Here, we explore the response of Canadian universities and colleges to the crisis in ways that are fulfilling their role as actors for social public good. In addition to offering courses and conducting research that delve into global forced displacement issues across a variety of disciplines, the response of Canadian higher education institutions can be organized broadly into three types of activities. One, they have intensified involvement with refugee sponsorship and scholarships. Two, they have provided advocacy and legal assistance for sponsors and refugees. Three, institutions have organized and participated in forums to share and discuss ideas and engage with other actors to identify needs, effective practices and innovative interventions.
Canadians invest considerable energy, resources, and personal and societal aspiration postsecondary education. It is good public policy to assess how we are doing and outcomes we are achieving with that investment. One of HEQCO’s core mandates evaluate the postsecondary sector and to report the results of that assessment. in this report, we have assembled data that assess the performance of Canada’s provincial public postsecondary education systems.
In recent years, students have been paying more to attend college and earning less upon graduation—trends that have led many observers to question whether a college education remains a good investment. However, an analysis of the economic returns to college since the 1970s demonstrates that the benefits of both a bachelor’s degree and an associate’s degree still tend to outweigh the costs, with both degrees earning a return of about 15 percent over the past decade. The return has remained high in spite of rising tuition and falling earnings because the wages of those without a college degree have also been falling, keeping the college wage premium near an all-time high while reducing the opportunity cost of going to school.
Background and Context: The context for this study is the American legislative landscape covering the past 35 years, which witnessed a shift in political philosophies concerning the role of government in ensuring the social welfare of its citizens—from a focus on a “safety net” to a focus on “individual responsibility.” We frame these contrasting political philosophies as
political master narratives; these narratives shape the ways particular groups in society are perceived, help craft social policy, and have a profound impact on “local narratives,” which are more restricted in scope, are more contextually bound, and seek to make sense of lived experience in a particular domain. The specific local narratives we considered in this study are the “student
success stories” told in adult literacy programs, which are dis- tributed to legislators in hopes of influencing policy and funding decisions. We sought to understand the connection between political master narratives and the local narratives of adult literacy education.
The number of international students attending Ontario colleges and universities has increased every year since 2009, testament to the quality of Ontario’s institutions and the province’s well-earned reputation as a study destination of choice.
Today, international students account for over 15 per cent of all students enrolled in public postsecondary institutions in the province. 1 With this vibrant international student body comes the need for a renewed international postsecondary education strategy for Ontario: one mindful of the vital linkages between education, innovation and the economy, and puts students at the centre.