According to data released by Statistics Canada in 2014, the years of 2000 - 2010 have seen significant increases in large and private debt among graduating students, and skyrocketing private debt among graduates with doctoral degrees. Although the
percentage of graduates in debt appears to be decreasing overall in this decade, this is both because of the introduction of the Canada Student Grants Program (which turns a portion of student loans into non-repayable grants) and because enrollment growth has outpaced increases in student loan borrowing. Even so, those who are borrowing are taking on much higher debts,
and increasingly from private sources.
To provide a detailed account of the nature and scope of recommendations for promoting faculty grant proposal success in academic medical settings.
This study pilots a qualitative meta-analysis of three existing, small-scale qualitative stuides in education to illustrate the potential of cross-case analyses to build a more influential knowledge base.
In this paper, four qualitative case studies capture the complex interplay be- tween the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and
relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and out- comes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.
The Survey of First-Year University Students was co-ordinated by the Department of Housing and Student Life at the University of Manitoba and represents the fourth co-operative study of undergraduate education completed by The Canadian Undergraduate Survey Consortium. The nineteen universities participating in this year’s survey were Acadia University, Brandon University, Carleton University, Concordia University, Dalhousie University, Laurentian University, McMaster
University, Memorial University, Nipissing University, Queens University, Ryerson Polytechnic University, Simon Fraser University, St. Francis Xavier University, University of British Columbia, University of Lethbridge, University of Manitoba, University of Ottawa, University of Waterloo, and Wilfrid Laurier University.
With what confidence can we guarantee that graduates are ready for the challenges of 21st-century life, work, and citizenship? For years I have worked with district leaders to help principals, teacher coaches, and so many other educators build credibility, coherence, and community around their education transformation efforts. District leaders must manage a myriad of priorities, and I often tell them that the best first step they can take to ensure our students’ success in life, work, and citizenship is to develop and adopt a graduate profile.
It may seem natural for a president to try to appease a board, but establishing clear roles and boundaries is vitally important, write Barbara McFadden Allen, Ruth Watkins and Robin Kaler.
A society’s aging, or its age distribution, is normally viewed from the perspective of the number of years since birth. In this E-Brief, however, we propose an alternative: measuring age according to the number of years remaining in life.
Taking increases in longevity into account, a 35-year-old Canadian had a remaining life expectancy of 38.6 years in 1950, but 46.8 years in 2010, a difference of 8.2 years. Viewed so, the Canadian population is not getting older in the traditional sense, but “younger,” because many workers are approaching retirement age more able, and willing, to work longer than were previous
generations of Canadians.
Because many older Canadians are already deciding to retire later than the arbitrary age of 65, public policy should aim to provide Canadians with the instruments to better manage retirement decisions.
Population aging: those two words, it seems, inspire fears of different kinds. The number of retirees per active worker is steadily climbing. The problems this could engender are rather obvious: absent a significant increase in productivity, GDP growth is bound to slow down, which would exacerbate the growing stress on public finances, in particular through health expenditures.
This research paper highlights the mis-directed approach of the Ontario and federal governments’ research and development policies, policies that are reiterated in the platforms of both the Liberal and Progressive Conservative platforms in this Ontario election.
Research on role congruity theory and descriptive and prescriptive stereotypes has established that when men and women violate gender stereotypes by crossing spheres, with women pursuing career success and men contributing to domestic labor, they face back- lash and economic penalties. Less is known, however, about the types of individuals who are most likely to engage in these forms of discrimination and the types of situations in which this is most likely to occur. We propose that psychological research will benefit from supplementing existing research approaches with an individual differences model of sup- port for separate spheres for men and women. This model allows psychologists to examine individual differences in support for separate spheres as they interact with situational and contextual forces. The separate spheres ideology (SSI) has existed as a cultural idea for many years but has not been operationalized or modeled in social psychology. The Sepa- rate Spheres Model presents the SSI as a new psychological construct characterized by individual differences and a motivated system-justifying function, operationalizes the ideology with a new scale measure, and models the ideology as a predictor of some important gendered outcomes in society. As a first step toward developing the Separate Spheres Model, we develop a new
measure of individuals’ endorsement of the SSI and demonstrate its reliability, convergent validity, and incremental predictive validity. We provide support for the novel hypotheses that the SSI predicts attitudes regarding workplace flexibility accom- modations, income distribution within families between male and female partners, distribu- tion of labor between work and family spheres, and discriminatory workplace behaviors. Finally, we provide experimental support for the hypothesis that the SSI is a motivated, system-justifying ideology.
Within the span of 20 years, tuition as a source of operating revenue grew from 18 percent in 1988 to 37 percent in 2008.1 The most recent financial reports show tuition alone made up 45 percent of universities’ operating budgets in 2014—51 percent
when fees are included— compared to the provincial government’s 43 percent contribution. 2 As tuition continues to increase the affordability, accessibility, and accountability of a university education is put at risk. Our Tuition policy sets out students’ priorities for addressing their short and long term concerns with regards to the tuition framework and tuition payment processes.
For young Canadians, a university education remains a path to success in the job market. Canadian universities share the federal government’s concern about youth unemployment, and are committed to the goals of helping to create jobs and growth for the benefit of all Canadians, especially young people. Universities are taking steps to ensure that graduates are equipped with the skills they need to be competitive in a mobile and globally-connected knowledge labour market.
"The current economic crisis is a structural one. Emerging industries require that young people possess new knowledge and entrepreneurial skills. Furthermore, tax and regulatory systems often inhibit business formation by young people. Systemic change is needed to help the new generation of young entrepreneurs to succeed in the innovative economy of the 21st century.”
A recent surge in the number of students applying to colleges and universities is creating heavy administrative
burden and increasing competition to attract top applicants. The National Center for Education found that enrollment at academic institutions has grown from 25% in 1970 to 40% in 2014 for adults between the ages of 18 and 24. Even this year, universities across the country like UCLA, Princeton, and Williams College in Massachusetts reported up to a 25% increase in applications. This increase is leading many institutions to modernize their digital infrastructure – converting from a decades-old paper system that has become inefficient in the modern age to streamlining communication between students,
faculty, and staff electronically. Laserfiche is leading this change and institutions are seeing transformative results.
For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this pol- icy, which can best be described as “cultural genocide.”
Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the
targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual lead- ers are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
The number of postdoctoral researchers that burn out at an early stage of their career seems to be increasing, and mental health has been a hot topic at universities and institutes across the world. The scientist in me always wonders why it is this group that is particularly at risk? Funding struggles, job insecurity and pressure to perform are obvious contributors but do they explain the whole picture? In this post, I dare to suggest that dangerous habits of thinking
commonly found amongst the scientific community may also play a role. Do any of the following seem familiar?
A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire
(MLQ) was conducted to (a) integrate the diverse findings, (b) compute an average effect for different leadership scales, and (c) probe for certain moderators of the leadership style-effectiveness relationship. Transformational leadership scales of the MLQ were found to be reliable and significantly predicted work unit effectiveness across the set of studies examined. Moderator variables suggested by the literature, including level of the leader (high or low), organizational setting (public or private), and operationalization of the criterion measure (subordinate perceptions or organizational measures of effectiveness), were empirically tested and found to have differential impacts on correlations between leader style and effectiveness. The operationalization of the criterion variable emerged as a powerful moderator. Unanticipated findings for type of organization and level of the leader are explored regarding the frequency of transformational leader behavior and relationships with effectiveness.
For more than 10 years, the Center for Community College Student Engagement has worked with colleges to answer the most important question in higher education: How can we best restructure policy and practice to help the most students succeed?
The Center—along with Achieving the Dream, the Community College Research Center, Completion by Design, and other efforts—has led the field in understanding and using data to improve practice. Now, findings from more than 10 years of CCSSE survey administrations show an unmistakable trend: consistent, continuous improvement in engagement.
I will begin my comments this morning by focussing first on issues of access. Only then will I turn to persistence and policies to promote persistence.
Key Word: Tinto
This article contributes to the literature on how teachers learn on the job anbd how schools and istricts can support teacher learning to improve student learning and incorpiorate changing standards and curricular materials into instructional practices.