What happens when a high-school student from a low-income family wants to attend a private college 100 miles away, but has a parent whispering in her ear to look closer to home? The "Survey of Admitted Students: Targeting Yield Strategies," may provide some answers, as well as more questions.
The report, produced by Eduventures, a consulting company, and written by Kim Reid, a principal analyst there, distilled insights from more than 100,000 high-school students nationwide.
When a person enrolled in university in 1967 he or she entered a world barely recognizable to most students today. There were tow mean for every woman student. Many university facilities such as Hart House at the University of Toronto, were off limits to women, as wee many prestigious scholarships such as Rhodes.
Yet while the university world of that era was far more sexist, today's students - 60 per cent of whom are women - can gaze back at it with envey.
Ontario’s colleges share the provincial government’s belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario’s competitiveness.
Engaging communities in research increases its relevance and may speed the translation of discoveries into improved health outcomes. Many researchers lack training to effectively engage stakeholders, whereas academic institutions lack infrastructure to support community engagement.
Why does the federal government subsidize postsecondary education?
There are numerous positive externalities associated with high-quality postsecondary education. As a result, markets will likely produce less than is socially optimal. Consider that an important goal of postsecondary institutions is to train students and thus create a high-quality workforce. Much of the benefit of this training will be captured by the students themselves through higher earnings over their lifetime. Some of this benefit, however, will spill over to the larger society through improved long-term economic growth, lower unemployment and increased productivity, as well as greater equity and economic mobility.
The use of non-tenure-track and part-time faculty in U.S. colleges and universities is on the rise, altering the composition
of the academic workforce in fundamental ways. Who, then, are contemporary faculty? In what ways do they differ from their predecessors? In which institutions and sectors are the trends most pronounced?
This project investigated the “contingency movement” using a variety of analytic approaches, including extensive literature review, quantitative analysis of over two decades of national institutional data, and onsite interviews with contingent and non-contingent faculty at a research university, a private liberal arts college, and a public masters-level institution.
White flight from the center city to better neigborhood schools in the leafy green suburbs has finally arrived in the nation's ivy-covered campuses. The rackial and ethnic stafification in educational opportunity entrenched in the nation's K-12 education system has faithfully reproduced itself across the full range of American Colleges and Universities.
The purpose of this study was to document the implementation of an intergenerational literacy program that incorporated authentic literacy activity with the goal of raising low-English literacy levels of the parent and the English emergent literacy levels of their non-English speaking young children.
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.
Student pathways increasingly rely on transfer between postsecondary institutions as greater numbers of students move between institutions, pursue multiple credentials, or return to postsecondary education. In a 2011 survey of Ontario college students, 41% reported having some post-secondary experience; the same survey also found that 19% of respondents said their main goal in applying for their current program was to “prepare for further university or college study.” Transfer of credit for prior learning is clearly an increasingly mainstream educational activity, and institutions are under increasing pressure to improve the processes by which this occurs.
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.
Anyone hoping to understand China and Chinese people’s behaviour in the present day must examine China’s long history and culture, as these often have crystallized into current behavioural patterns. This paper discusses one important push-out factor for Chinese students’ outbound mobility, and an element that is ignored in many futuristic predictions of international student
mobility: traditional Chinese educational culture. I conduct an in-depth analysis of three major aspects of Chinese educational culture in relation to Chinese students’ international mobility: the education-first culture, the saving culture, and the extended-family culture. I argue that these three aspects will continue to drive Chinese students’ outbound mobility.
The Canadian Mental Health Commission, launched August 2007, proposed to create a national mental health strategy with the release of the draft document, Toward Well-being and Recovery: A Framework towards a Mental Health Strategy for Canada, January 2009. The Ontario Ministry of Health and Long-term Care released its document; Every Door is the Right Door - Towards a 10-Year Mental Health and Addictions Strategy: A discussion paper in July 2009. While both documents recognize the importance of targeting youth for interventions in order to improve population mental health, the reports overlooked the key role that colleges and universities play in promoting community mental health.
We, as Ontario College Health Association (OCHA), an association for college and university health services, are health educators/ health promoters, nurses, physicians, and medical clinic staff and managers, witness the devastating effects of mental illness on our students. Speaking from our shared experience as some of the front line care givers of students with mental illness, we will highlight in this report, the importance of targeting postsecondary students, the role that colleges and universities play in mental health promotion, and the barriers that prevent proactive and seamless mental health care on campuses.
Last week, I described how what some observers might see as a bad approach to teaching -- focusing on our weakest students -- can, in fact, have good results. Continuing with that theme, let us take a look at a second aspect of good teaching -- promoting student learning -- and consider its inverse. In award letters, students regularly talk about how much they learned from award-winning professors and how new worlds were opened to them. It is hard to argue that learning is not fundamental to effective instruction.
Background: In terms of high school graduation, college entry, and persistence to earning a college degree, young women now consistently outperform their male peers. Yet most research on gender inequalities in education continues to focus on aspects of education where women trail men, such as women’s under representation at top-tier institutions and in science and engineering programs. The paucity of research on the realms where women outpace men, namely college enrollment and completion, constitutes a major gap in the literature.
This article brings together empirical academic research on public sector innovation. Via a systematic literature review we investigate 181 articles and books on public sector innovation, published between 1990 and 2014. These studies are analysed based on the following themes: (1) the definitions of innovation, (2) innovation types, (3) goals of innovation, (4) antecedents of innovation and (5) outcomes of innovation. Based upon this analysis, we develop an empirically-based framework of potentially important antecedents and effects of public sector innovation. We propose three future research suggestions: (1) more variety in methods: moving from a qualitative dominance to using other methods, such as surveys, experiments and multi-method approaches; (2) emphasize theory development and testing as studies are often theory-poor; and (3) conduct more cross-national and cross-sectoral studies, linking for instance different governance and state traditions to the development and effects of public sector innovation.
Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement
in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic
self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.
A country’s economic strength is enhanced by its ability to win investment from multi-national enterprises (MNEs). Global corporate mandates bestow subsidiaries with resources that are essential for establishing and expanding operations. They also help to spur positive spin-off benefits, including innovation and job growth that benefit stakeholders across industries and sectors. Canadian leaders who understand the factors that drive MNE investment decisions are better positioned for success.
Inside Higher Ed’s eighth annual survey of college and university presidents seeks to understand how these leaders view the opportunities and challenges facing higher education institutions in the U.S.
This study addresses the following questions:
• What effects do presidents perceive the election of Donald Trump had on their campus and on higher education more generally?
• What are presidents’ views of some of the federal policies that affect higher education?
• Are presidents confident in the sustainability of their institution’s financial model over the next 5 and 10 years?
• Do presidents believe the business models used in various sectors of higher education are sustainable?
• Do presidents anticipate that additional colleges will close or merge in the coming year?
• What are presidents’ opinions about tuition resets or tuition freezes?
• What are presidents’ biggest concerns about the size and composition of their student body?
• How do presidents assess race relations at their institution and at colleges nationwide?
• Do college presidents believe that Americans have an accurate view of the purposes of higher education?
• What factors do presidents see as causing declines in public support for higher education?
• How vocal have presidents been about political matters?
• How well prepared do presidents think they were for the various tasks of a college presidency when they first became a president?
It comes as news to no one that 8am classes are too early for some students.
A recent study published in Frontiers of Neuroscience, and reported at NPR finds that “the ideal start time would be more like 10 or 11am.” Most traditional-aged college students just aren't wired to be awake and productive at 8am.
Over the last sixteen years, I have taught an 8am class probably about 2/3rds of the semesters.
I like 8am classes. When I taught at Clemson I had a 45 minute commute and four sections crammed into a TTH schedule. Starting at 8am meant I could avoid traffic and finish up the day at a reasonable hour.
I don’t mind getting up early and going to bed before 10pm. I’m basically worthless in terms of higher order thought after 6pm. My natural rhythms sync with 8am classes.
This is not true for many students. I became well-familiar with the research when a team of students in an 8am technical writing class tackled class scheduling for their group project. The genesis of their interest was their loathing of their 8am technical writing class, a section they felt they’d been conscripted into because of curricular requirements combined with a shortage of
sections. For several, the choice was either take it at 8am or don’tgraduate.