There are a number of studies that classify governing boards into different types. Some classifications are based on management form. Some are based on the form in which authority is exercised. Some are based on the form of institution that the board serves. Most of these classifications include "working boards" but few offer a clear definition of them. Even those that
do attempt to define this type of board acknowledge that little is known about how they actually function. This study examines a small public not-for-profit institution with a "working board" to determine how that type of board functions, where it succeeds and where it fails, and how it is different from other types of boards.
OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students.
Vision
We will make our society a better place by providing a transformative life experience through empowering those who study with us to think and learn in progressive, innovative ways, including those we have not yet imagined.
The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed
by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and
opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.
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.
55% OF PROFESSIONAL LEADERS HOLD A SOCIAL SCIENCES OR HUMANITIES DEGREE
ALMOST HALF OF LEADERS HAVE INTERNATIONAL EXPERIENCE
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.
When Education Secretary Betsy DeVos announced she had withdrawn the Obama administration’s rules on investigating campus rape, her message rang clear: due process and fairness were paramount.
“The notion that a school must diminish due process rights to better serve the victim only creates more victims,” DeVos said last month in announcing the Education Department’s intent to revise the federal regulation on Title IX of the Education Amendments of 1972, the law prohibiting gender discrimination.
Raciolinguistics: How Language Shapes Our Ideas About Race brings together work from across several subfields of linguistics and offers a complex, global examination of the connections between race and language. As a whole, this anthology seeks to make sense of our historical moment, a unique time in which “we are constantly orienting to race while at the same time denying the evidence that shows the myriad ways that American society is fundamentally structured by it” (p. 3). This historical moment was concretized in the national consciousness with the election and presidency of Barack Obama. For Smitheran and Alim, Obama’s linguistic choices as he developed a social and racial public identity served as a starting point for their theorizing of race and language, which they began in their first book, Articulate While Being Black: Barack Obama, Language, and Race in the US (2012). In Raciolinguistics, an expanded line of inquiry goes beyond the case of Obama to ask, “what does it mean to speak as a racialized subject?” This question became a topic for several conferences and scholarly movements at UCLA and Stanford, incorporating theoretical threads from race and ethnic studies as well as anthropology. In this text, however, the authors embrace a unique analytical approach, studying race as a sociolinguistic construction on an international scale.
Ensuring a good match between skills acquired in education and on the job and those required in the labour market is essential to make the most of investments in human capital and promote strong and inclusive growth. Unfortunately, in the OECD on average, about one in four workers are over-qualified – i.e. they possess higher qualifications than those required by their job – and just over one in five are under- qualified – i.e. they possess lower qualifications than those required by their
job. In addition, some socio- demographic groups are more likely than others to be over-qualified – notably, immigrants and new labour market entrants who take some time to sort themselves into appropriate jobs – or under-qualified – notably,
experienced workers lacking a formal qualification for the skills acquired on the labour market.
In 2013-14, the number of new college graduates in the U.S. — students earning their first postsecondary credential — fell for a second straight year, while the number of students receiving their second or third undergraduate credential continued a postrecession increase (Figure 1). The number of new college graduates saw strong growth in the first two years covered by this report (increasing at annual rates of 4.9 percent in 2010-11 and 4.3 percent in 2011- 12), followed by two years of declines (-2.1 percent in 2012-13 and -1.3 percent in 2013-14). In 2013-14, U.S. Title IV degree-granting institutions awarded 1,981,534 associate and bachelor’s degrees to students with no prior postsecondary award, only 0.7 percent more than they awarded in 2010-11 (1,968,334). Cumulatively, over eight million students received their first college degree (associate or bachelor’s) during this four-year period.
Despite professors’ education and socialization and the significant rewards they receive for research activities and output, the 80/20 rule seems to apply; that is, there exists a system of stars who produce a disproportionate volume of research such that most research tends to be undertaken by a small percentage of the academy (Erkut, 2002). Although a growing body of research seeks to address this imbalance, studies of research productivity have tended to reveal its institutional and non-behavioural antecedents. As a result, there exists very little re- search that considers the strategies that individuals employ to improve their personal research productivity. This exploratory, questionnaire- based study of a sample of Canadian
professors attempts to address this gap by examining the relationship among a number of strategies, what professors report as being their average annual number of publications over the past five years, and their perceptions of their level of research productivity. Not surprisingly, in this study, we found that the amount of time that individuals invested in research activities
predicted their level of research productivity. Additionally, strategically focusing one’s research positively influenced journal publication levels, both directly and through its interaction with seeking resources (such as research grants). A strategic focus
also positively predicted self-perceived re- search productivity through its interaction with managing ideas. Fi- nally, although the perceived need to free up time from teaching and committee work was negatively related to journal publication levels, it was positively related to perceptions of productivity.
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 is a first snapshot of survey results.
This paper argues that competency-based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that VET students need access to disciplinary knowledge using Bernstein’s argument that abstract, conceptual knowledge is the means societies use to think ‘the unthinkable’ and ‘the not-yet-thought’. I supplement Bernstein’s social argument for democratic access to the disciplines, with an epistemic argument that draws on the philosophy of critical realism.
Keywords: competency-based training; academic disciplines; sacred and profane knowledge; vertical and horizontal discourse.
The Innovation Skills Profile (ISP2.0) isolates the unique contribution that an individual’s skills, attitudes, and behaviours make to an organization’s innovation performance.
The Conference Board of Canada and the Centre for Business Innovation invites and encourages employees, employers, educators, students, government, labour, and communities to use the ISP2.0 as a framework for dialogue and action.
Collectively, the skills of individuals create an organization’s capacity to innovate.
Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.
With major strides in access to postsecondary education for all students in recent decades, it is tempting to assume that such progress has erased disparities in college enrollment and completion in the United States. Yet despite having one of the highest college participation rates in the world, large gaps persist in terms of access to and success in higher education in this country, particularly for low-income, minority, and first-generation students.
Given the pressure to remain competitive in the global knowledge economy, it is in our shared national interest to act now to increase the number of students who not only enter college, but more importantly earn their degrees, particularly bachelor’s
degrees. Due to the changing demographics of the United States, we must focus our efforts on improving postsecondary access and success among those populations who have previously been underrepresented in higher education, namely low-income and minority students, many of whom will be the first in their families to go to college.
This report examines the postsecondary attrition and academic performance of males (compared to females) and students with disabilities, two groups on which limited research is currently available. The research addresses four main issues: 1) differences in attrition patterns among the targeted sub-populations, 2) a comparison of the background, demographic, psychosocial and study skill variables that lead to attrition and poor first semester performance, 3) the predictive value of these variables for the targeted sub-populations in identifying students who are at risk at the time they enter college and 4) reasons given by students for leaving postsecondary study prior to completing their diplomas. The analysis included those students who commenced studies for the first time at a large non-residential English college in Quebec between 1990 and 2007. The college offers three-year career programs (26% of enrolments) and two-year programs leading to university entrance (68% of enrolments). Six percent of students are also enrolled in qualifying studies. In addition to the high school average, we compared three groups of variables 1) six background variables obtained from the students’ records (Records variables), 2) nine variables obtained from the college’s annual incoming student survey (ISS variables) and 3) ten psychosocial and study skill variables obtained from the Student Readiness Inventory (SRI variables) (ACT Testing Services, 2008). The following provides a summary of the findings
related to each of our research questions.
Attraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and employers, minimizing joblessness and skills shortages.
This article compares aspects of an educational program offered at Nipissing University through the Centre for Continuing Business Education (CCBE) with the guidelines for successful adult learning programs that were developed by the Council for Adult and Experiential Learning. Through the use of a survey, the students of the CCBE were asked to provide their opinions on the evidence of adult learning success factors from their experience with the program. Analysis of the results showed that the students did find evidence of these factors in the program, and other areas for research were identified.