Colleges and Institutes Canada’s (CICan’s) 2015 Survey of Institutional Capacity, Facilities and Equipment Needs confirms that colleges and institutes continue to be in great need of infrastructure support.
Mergers have been a frequent phenomenon in higher education in the last quarter century. The conventional wisdom is that mergers are undertaken mainly for economic reasons, either to expand markets or to reduce costs. About four out of five college or university mergers survive. In the for-profit sector the comparable rate is closer to two out of five. From this one might conclude that the future for mergers among colleges and universities is robust. If, however, the principal purpose of mergers is economic efficiency, there logically ought to be a point beyond which the efficacy of merger will begin to decline. There is, however, another motive for merger, which is unrelated to economic efficiency. Mergers can produce greater diversity of programs and services, both among individual colleges and universities and within systems of postsecondary education.
Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and high- light opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized
pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.
All beginning college students face enormous challenges, ranging from the academic to the social, and the first year of college marks the period of greatest vulnerability for student attrition.i For many students, the initial college year is the first time they are on their own, without close parental guidance. It is unsurprising that they are often ill-equipped to navigate the
challenges endemic to the college experience.
For example, the intellectual requirements of college often differ significantly from those that they were expected to meet in high school. At the same time, the social freedom of college, while ultimately the source of exploration and growth, may lead first-year students down unproductive paths. From being responsible for managing their own finances, to organizing and
structuring their time, to moderating their alcohol and drug consumption, life on campus presents college students with situations for which they may have little preparation and over which they must quickly achieve mastery.
What are the key factors associated with attrition specifically at a Canadian community college?
This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate communityengaged learning as the strategy most likely to effect change in the field.
Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including increasing operating grants by 80 per cent since 2002–03. These investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development. The tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our postsecondary education institutions to access, and their willingness to respond to the demand.
The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our gradu- ate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.
Should copyright law lock down music and literature to protect the financial interests of rights-holders? Or should it promote broad access to, and use of, intellectual goods? These questions are at the core of the growing public debate over the need for fair and balanced copyright law, a debate that college and university students have a critical stake in. As creators and owners of copyright material (essays, articles, theses and multi-media productions), students need to protect their work from unjust appropriation. But to study, research, write and create new knowledge, students also need ready access, at a reasonable cost, to the copyrighted works of others. This tri-part perspective—of use, creation and ownership of copyright—gives students special credibility in the struggle for fair and balanced copyright law.
Many adolescents are experiencing a reduction in sleep as a consequence of variety of behavioral factors, even though scientific evidence suggests taht the biological need for sleep increases during maturation. Consequenlly, the ability to effectively interact with peers while learning and processing novel information may be diminished in may sleep-deprived adolescents.
School leaders are faced with the daunting task of anticipating the future and making conscious adaptations to their practices, in order to keep up and to be responsive to the environment. To succeed in a rapidly changing and increasingly complex world, it is vital that schools grow, develop, adapt and take charge of change so that they can control their own futures.This paper will examine the tension that exists for school leaders in relation to data about their schools and their students, arguing that the explicit connections between data and large-scale reforms make it impossible to avoid a critical approach to data, drawing on research in Ontario and Manitoba in Canada, and examining parallels with evidence from research in England, to highlight the challenges involved in using data effectively in different political contexts and mandated policies on the uses of data.
In the last decade, the Canadian province dramatically improved its education system to become one of the best in the world. Its innovative strategy can provide a blueprint for U.S. reform.
Ontario is Canada's largest province, home to over 13 million people and a public education system with roughly 2 million students, 120,000 educators, and 5,000 schools. As recently as 2002, this system was stagnant by virtually any measure of performance. In October 2003, a new provincial government (Canada has no federal agency or jurisdiction in education) was elected with a mandate and commitment to transform it.
The number of students interested in studying abroad is at a record high, with more than 4.5 million students being globally mobile in 20141 and many more looking to follow in their footsteps. For these students, making an informed choice regarding what and where they would like to study is a complex, lengthy process, and inconsistencies and differences in how universities choose to communicate information about their programs is a significant barrier.
Many schools are emphasizing typing and programming skills to prepare their students for the workplace of the future, but it isn’t just about being able to code.
Tour any IT department and you will find a web of servers and routers that store and disseminate information while firewalls and security systems keep the information safe. To most of us, this tech world is something we know we need and rely on, but have little knowledge of in terms of how it operates.
Should this disconnect of layman understanding of the tech world continue on a wide scale we could see a debacle in the workforce with a lack of qualified technicians. Luckily, there are schools and companies confronting this for new generations of students.
Like many developed countries around the world, Canada and Australia will face growing labour market pressures as a result of unprecedented demographic trends and increasing competition for skilled workers. As part of their response to current and emerging skill shortages, both countries are committed to improving qualification recognition processes to better facilitate internal mobility and skilled migration. With Canada and Australia functioning as federal systems, qualification recognition tends to involve a number of jurisdictions and a range of practices, creating an often confusing and lengthy process for many foreign trained professionals. While Canada is driving improvements in foreign qualification recognition through
intergovernmental and stakeholder collaboration, Australia is restructuring internal systems to centralize and standardize qualification assessment and professional registration. Since both countries face a number of common issues and share similar policy objectives, there is an opportunity to not only share key lessons and emerging best practices, but also work together to advance further collaboration across a range of professions.
International Students in Canada 2018
The Supreme Court of Canada has revolutionized the jurisprudence of aborig-inal rights and title. Various decisions have overturned the doctrine of adverse occupancy, which at one time had been thought to have extinguished aborig-inal title in British Columbia (Delgamukkw); created a governmental duty to consult First Nations regarding use of land to which they have a claim of aboriginal rights or title (Haida Nation); approved a specific claim to aborig-inal title (Tsilhqot’in); and extended the duty of consultation to First Nations whose aboriginal title was previously thought to have been extinguished by treaty (Mikisew). These decisions have created a new range of property rights for First Nations, which they should be able to use to advance their prosper-ity. However, the new jurisprudence has also set up many barriers to volun-tary market transactions by multiplying the number of owners and claimants, and laying down opaque und unpredictable rules for making decisions about lands that are subject to claims of aboriginal title or to treaty rights such as hunting and fishing.
The primary objectives of the Pan-Canadian Education Indicators Program (PCEIP) are to develop and maintain a set of statistics that provide information about education and learning in Canada and to support evidence-based policy making. PCEIP has been doing this since publishing its first set of education indicators for Canada and its jurisdictions in 1996. In September 2009, a set of international indicators was introduced in the first edition of Education Indicators in Canada: An International Perspective. Each year, this PCEIP series presents indicators for Canada and its provinces/territories, placing them in a broader international context. The report has been designed to complement and expand upon the information for Canada that is provided annually to the Organisation for Economic Co-operation and Development (OECD) for publication in its Education at a Glance (EAG) report. The international context provided by the report supports the mission of the Canadian Education Statistics Council (CESC) to “create and commit to comprehensive and long-term strategies, plans, and programs to collect, analyze, and disseminate nationally and internationally policy-relevant and comparable statistical information.”
You’ve probably heard "ivory tower" jokes or other ways of lampooning academic researchers and scholars. Here’s
one: How many college professors does it take to change a light bulb? Answer: Eight. One to secure funding for the
light bulb, one to observe and record the changing of the bulb, one to consider the theoretical implications of the
change, one to write the research paper, two to edit the journal to which the research paper is submitted, and two
more to serve as blind peer-reviewers for the manuscript. (The actual changing of the bulb will be done by a
graduate student.)
As academics, we grapple with failure all the time and in a myriad of ways.
One of the best parts of academia is that we are always learning. In our quest to develop a deeper understanding of the world around us, we occupy various positions as expert and novice learners. But, this is also one of the hardest parts of our jobs: in order to learn, we must open ourselves up to the risk of failure, mistakes and missteps.
As academics, we grapple with failure all the time and in a myriad of ways. We are rejected on the job market, we are dejected after an unsuccessful grant application, and we are crestfallen when Reviewer 2 destroys our central argument. Our ideas are challenged during a conference session or during a departmental meeting; we are criticized in the Twittersphere or in book reviews. A class can spectacularly self-implode despite careful preparation or a student might fail to thrive despite our best efforts.