This paper examines whether intermediary bodies are useful in advancing government goals for quality and sustainability in higher education systems. It explores the evidence about intermediary bodies through case studies of England, Israel, New Zealand and the United States. It also treats the case of Ontario, whose best-known intermediary bodies have been the Ontario Council on University Affairs and the colleges’ Council of Regents.
This paper exploits longitudinal tax-filer data to provide new empirical evidence for Ontario on i)
overall PSE participation rates on an annual basis over the last decade, ii) how access is related to a number of important individual and family characteristics, including sex, family income, area size of residence and family type, andiii) how these relationships have changed over time. This is done for Ontario as a whole, in comparison to the rest of Canada, and then broken down by region within Ontario. The findings are informative, in some cases surprising, and highly relevant to public policy regarding access to postsecondary education.
The findings are many, and there is room to mention only a few of the most important ones here. Our focus here was on access to university – although we do present results for college attendance as well. We do this for two main reasons. The first is that the PSE-related tax credit information available in the Longitudinal Administrative Databank (LAD) dataset which we employ to identify participation in PSE do not do as good a job of finding college students, simply because the credits available are not generally worth as much to college students as they are to university students. Secondly, the effects of individual and family background characteristics on PSE ttendance – a principal focus of our study – tend to come out much more strongly in
(net) effects on college attendance are more unambiguous and are almost always found to be much smaller from an empirical perspective.
Probing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions:
1. What provinces, states and countries are funding their public postsecondary systems on the basis of outcomes, and what proportion of funding is devoted to these funding mechanisms?
2. Have outcomes-based funding policies in place within jurisdictions changed over time and, if so, how?
3. How has the implementation of performance-based funding affected the performance of higher education institutions?
4. What successful practices can be identified based on others’ experiences?
5. What unsuccessful practices can be identified based on others’ experiences?
6. What are the overall trends in outcomes-based funding in other jurisdictions?
The Ontario Colleges of Applied Arts and Technology (CAATs) were founded in 1965 as a vehicle to increase access to post-secondary education, to address the needs of learners not served by the university system, and to meet local economic and community development needs. The CAATs have been highly successful at fulfilling their mandate, with 24 institutions currently serving 220,000 fulltime and 300,000 part-time students. This level of enrolment represents a 100% increase over the past 28 years.
This report examines community colleges from the perspective of the faculty who deliver their public service – high quality post-secondary education and job training. The report is based on conversations with over 600 faculty at all 24 CAATs, along with historical research and present-day inquiry into the sector’s financing, management, and operations. The report is focused primarily on perceptions by college faculty that there is a crisis of quality within the college system today.
The Government is fulling its promise to balance the budget in 2015. pursuant to its long-standing commitment to responsible fiscal management. Economic Action Plan 2015 will see the budget balanced and Canadians can rest assured that Canada's fiscal house is in order.
This study assesses the economic and financial benefits for individuals and the province of Ontario of implementing a coordinated, province-wide credential and credit recognition and transfer system for Ontario college graduates enrolling in a university undergraduate degree program in the province. The study demonstrates that there are solid economic and financial reasons to develop such a system. It also recognizes that the current patchwork transfer framework results in significant instances of inequity for students and that an enhanced system will encourage more students to pursue the higher education that matches their interests and skills. It will also reduce the number of students who feel compelled to leave Ontario to continue their education. The study recommends a Made-in-Ontario solution to address the fundamental equity and fairness concerns of students, to simplify administration for post-secondary institutions, and to strengthen our economy by providing educational opportunities for the workforce this province will need to compete and prosper in the global economy.
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.
This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom
performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed
through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.
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
This section contains policy, procedures and guidance used by Immigration, Refugees and Citizenship Canada staff. It is posted on the Department’s website as a courtesy to stakeholders.
The Post-Graduation Work Permit Program (PGWPP) allows students who have graduated from a participating Canadian post-secondary institution to gain valuable Canadian work experience. Skilled Canadian work experience gained through the PGWPP helps graduates qualify for permanent residence in Canada through the Canadian experience class.
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.
Instructors of large classes must contend with numerous challenges, among them low student motivation. Research in evolutionary biology, echoed by work in other disciplines, suggests that aspects of the classroom incentive structure – such as grades, extra credit, and instructor and peer acknowledgment – may shape motivations to engage in studies and to collaborate with peers. Specifically, the way that incentives are distributed in relative quantity (the slope of competition; the proportion of benefits earned through performance relative to peers) and space (the scale of competition; the proportion of peers with whom one is competing) may affect strategies to cooperate or to compete with others.
We hypothesized that students would cooperate with one another more when competition was “global” (i.e., dispersed over the entire population of Introductory Psychology students) than when it was “local” (i.e., concentrated amongst a smaller group of students). We further hypothesized that students would be more motivated when competition was “steep” (i.e., benefits were conditional on relative rather than absolute performance) than when it was “shallow” (i.e., benefits were conditional on absolute rather than relative performance). Moreover, these two variables were expected to interact: cooperation among students was hypothesized to be greatest when competition was both global and steep and weakest when competition was both local and steep.
Here, we designed an experimental test of these hypotheses in a very large, university-level class. Over four semesters, students were randomly assigned, via their tutorial groups, to various competition conditions: global (between-tutorial) competition, local (within-tutorial) competition and asocial (individual) competition. Notably, the global and local competition conditions implied steeper competition than did the asocial competition condition. Within each semester, students were
rotated through each condition, so that all students experienced all conditions over distinct testing phases. Students competed over weekly tests for “bonus” credit that could be applied to reweight the course final exam in their favour. We measured their test performance (i.e., scores on the weekly tests) as well as their evaluations of the learning environment (e.g.,
their reliance on peers and their sense of community in the course).
Learning Beyond Borders: A Solution to Canada’s Global Engagement Challenge
Submission to the House of Commons Standing Committee on Finance for Pre-Budget Consultations in Advance of the 2018 Budget
Canada faces a great challenge: getting more of our students to take advantage of learning experiences in other countries and preparing them to become “global ready graduates” in the range of ways that the term implies.
The search for effective public policy approaches for relating higher education to the needs of the labour market was a subject of much attention in the 1960s and early 19 70s, and the verdict was largely against centralized comprehensive manpower planning. This paper re-examines the role of manpower planning in the university sector, in light of new economic imperatives and new data production initiatives by Employment and Immigration Canada. It concludes by rejecting what is conventionally referred to as manpower planning, and offering, instead, a set of guidelines for improving the linkage between universities and the labour market within the framework of existing institutional and policy structures.
On s 'est beau coup preoccupe pendant les annees 60 et au debut des annees 70 de trouver des politiques efficaces pour mieux adapter le monde de !'education superieure aux besoins du marche du travail; d cette epoque on s 'est prononce en grande partie contre une planification centralisee et globale de l'emploi. Cet article reexamine le role de la planification de l'emploi dans le secteur universitaire d la lumiere des nouveaux imperatifs economiques et des nouvelles initiatives de production de donnees de la part d 'Emploi et Immigration Canada. L 'auteur en arrive a la conclusion qu 'il faut rejeter ce que l'on appelle communement la planification de l'emploi pour offrir a la place un ensemble de directives pour ameliorer les liens entre les universites et le marche du travail dans le cadre des structures politiques et institutionnelles existantes.
The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories.
The survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25 years) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report isa first snapshot of survey results.
Participants will learn:
▪ How collegiality is deliberately cultivated
▪ How learning is the work
▪ How to turn accountability to your advantage
▪ How to tackle complexity with confidence and humility
▪ Which leadership qualities and strategies are crucial
This commentary discusses the problem of bullying as it relates to Muslim students. The authors posit that teacher education programs can impact how Muslim students are treated in schools. In doing so, they provide practical avenues teacher educators can use to prepare pre-service teachers to address the problem.
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
One of the core principles of the Ontario Undergraduate Student Alliance (OUSA) is that all willing and qualified students should be able to attend post-secondary regardless of their ability to pay. However, students in Ontario face the highest tuition fees in the country and the cost and perceived costs of post-secondary education are consistently identified as barriers to post-secondary education. These barriers are contributing factors to the persistently high attainment gaps for various vulnerable groups
in pursuing an undergraduate degree.
Quality post-secondary education (PSE) is an overlooked and often unseen factor in the promotion of the spiritual, emotional and physical well-being of First Nations and Inuit peoples. The numbers back this up; on average, First Nations and Inuit peoples have lower PSE achievement levels, higher rates of unemployment and lower incomes than non-Aboriginal people. In addition to educational and economic advantages, higher educational attainment levels have been shown to be related to improved health and a better standard of living. Therefore, the promotion of increased post-secondary education for First Nations and Inuit peoples is by default promoting an invigorating, fortifying future for Aboriginal people, families and communities.