In 2005, the report issued by the Rae review of college and university education in Ontario, Ontario: A Leader in Learning, re-stated an estimate that 11,000 new university faculty would be required by 2010. No source was cited, nor any of the assumptions that underlie the conclusion. OCUFA subsequently conducted an analysis that showed Ontario universities would have to hire nearly 11,000 full-time faculty between 2003 and 2010 to replace retiring professors and to reduce the student-faculty ratio to a level at comparable US institutions and at which Ontario could be a true leader in learning.
GLOBE is a research program focusing on culture and leadership in 61 nations.
Every developed country is racing to keep up with profound and fundamental changes in the 21st century The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same \, changing demographics will significantly reduce the numbers of qualified people available in the economy.
Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not
been well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education
and impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites
equipped with high-fidelity patient simulators.
The paper presents a discussion of faculty development in 22 of Ontario's Colleges of Applied Arts and Technology. We report the findings of a survey which collected information on administrative structure, funding, mandate, faculty development activities, publication, incentives for faculty participation, assessment of faculty needs and evaluation. We conclude by raising a number of questions which faculty developers might address as changes in the social, political and economic environment present new challenges to colleges and universities.
This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the
Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.
In fall 2009, the Chattanooga State Community College math department faced a problem not uncommon to colleges around the nation: Online course offerings had high failure rates and were not a quality experience for students. After examining the data, the department made a bold decision to put a moratorium on online math courses for two years. This move provided time to improve the quality and success of online courses. Since re-offering online mathematics courses again in fall 2011, the college has seen a significant increase in student learning and success. This article outlines the reasons for the decision, the steps taken to improve the program, and the results since reintroducing the courses.
Selon les estimations du Conference Board du Canada, la pénurie de compétences entraîne un manque à gagner annuel de 4,7 G$ pour le PIB de la Colombie Britannique et de 616 M$ pour les recettes fiscales provinciales.
• Le Conference Board a mené une enquête auprès de 854 employeurs de Colombie Britannique – ce qui couvre plus de 130 000 employés, soit 9 % des employés de la province – afin de connaître les compétences, les professions et les diplômes qui
leur sont nécessaires pour répondre à leurs besoins actuels et futurs.
• Il existe beaucoup de choses que les employeurs, les éducateurs, les gouvernementset les particuliers, notamment les étudiants, peuvent faire pour résoudre la pénurie ou l’inadéquation des compétences et préparer la Colombie Britannique à saisir les nouveaux débouchés qui lui permettront d’exploiter pleinement son potentiel économique.
Premier Kathleen Wynne is set to announce a sweeping review of how students are assessed in Ontario, including possible changes to EQAO tests in math and literacy and what skills are measured on report cards.
Sources told the Star Wynne will unveil plans Wednesday to create a panel of experts who will report back to the government this winter with recommendations. The announcement comes a day after the province’s 2 million students headed back to class after the summer break.
PEQAB Handbook for Ontario Colleges, 2014 – Capacity to Deliver Standard │ Benchmarks 7 – 11
Faculty credentials required for degree program
As the global marketplace becomes increasingly competitive and knowledge-driven the potential social and economic benefits of education have increased. As a result, the past few decades have witnessed an unprecedented expansion in the demand for post-secondary education (PSE) worldwide.
The Canadian Council on Learning monograph series, Challenges in Canadian Post-secondary Education, was launched in November 2009 as a means of examining the impact of this expansion on the PSE sector.
This report examines the use and benefits of tutorials in a large enrolment first-year economics course. The primary objective of this study was to measure the relative merits of two different kinds of tutorials, a traditional tutorial, in which students listen to a teaching assistant work through a problem related to course material, and a collaborative tutorial, in which students work through a problem together in small teams with guidance from the teaching assistant. Assuming that at least part of the purpose of having tutorials in large classes is to increase student engagement, the study also examined student attendance in both types of tutorials as a proxy for engagement.
It was in 2007 that I compiled the first Top 100 Tools for Learning from the votes of learning professionals worldwide and have done so every year since then. This year to mark the 10th anniversary I have compiled the TOP 200 TOOLS FOR LEARNING 2016. The full list appears in the left-hand sidebar; follow the links to find out more about each of the tools. The slideset of the Top 200 Tools is embedded at the bottom of this page.
We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.
On the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.
Employability Skills Toolkit for the self-managing learner. Graphic presentation.
A continued need exists for community college administrators to develop and implement strategies to ensure sufficient staffing to meet demand for online courses and promote student success. The problem this study addressed was threefold. First, online instructors in the local setting are overextended and are consequently unable to implement best practices. Because overextended online instructors cannot offer the presence and feedback needed to promote success, online student performance as measured by final course grades suffers. Another problem was that the current institutional system encourages overload teaching assignments. Finally, increased teaching loads can have negative ramifications on online instructor attentiveness, student performance, and academic rigor. The purpose of this descriptive quantitative study was to collect relevant data to examine the relationships among (a) online instructor employment status, (b) online instructor teaching load, and (c) online student performance at a community college. The study used both comparative and correlational research designs to address the research questions using ex post facto data. No statistically significant correlations were found between student success and employment status. However, a negative correlation was discovered between course overload and
student success as measured by final course grades and completion rates. Recommendations for future
research include an examination of seniority and tenure status of faculty and a wider geographic and
institutional type study to ensure generalizability of the results.
Immigrants will represent nearly 100 per cent of net labour market growth in Canada by the year 2011.1 More than ever, employers recognize the need to effectively integrate immigrants into the workplace and they seek solutions to leverage the talents and contributions immigrants bring to the Canadian economy.
From January to March 2009, Colleges Ontario and 12 colleges consulted with employers, ethno-cultural business organizations, business associations and unions to find out their views on employing immigrants and how colleges can support the transition of immigrants to the province’s workforce. Input was obtained through a variety of formats including facilitated round-table discussions, one-on-one dialogues, and an online questionnaire. The purpose of these consultations was to obtain advice from employers on how colleges can better address language needs for the workplace and support immigrant integration.
Colleges engaged in discussions with 218 organizations. These organizations represented a wide cross-section of large, medium and small businesses in five industry sectors that included health care, hospitality, science and technology, construction and manufacturing. Many of these organizations were interested in participating because they understand the valuable role of immigrants in helping companies respond to current labour and consumer market realities.
This report presents the findings from these consultations, offering a snapshot of the experiences of the participants, and outlining some suggestions on how colleges can play an even greater role in effectively integrating immigrants into the workplace.
Adoption of the learning management system can affect areas of higher education such as student engagement, classroom anagement, and online courses. Likewise, lack of adoption can impede the success of using the tools available to higher education. This whitepaper will explore Roger’s Theory of Diffusion use with adoption among faculty.
D2L believes when one faculty adopts the technology, another faculty member who might resist will soon follow. Students, in turn, will use the platform for classes and are usually not the issue when adopting technology.
While we want to instil discipline and responsibility in our students, there is also pedagogical value in compassion.
It’s that time of year again, when panicked students start asking for extensions. They will send desperate emails and come knocking with trepidation on our office doors. They will arrive with excuses and cite extenuating circumstances, and faculty far and wide will have to make tough decisions about whether or not to accept late work.
This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Consci- entiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness).
Overall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.