Academic governance is a fundamental element of a higher education provider’s all-encompassing governance structure. If it’s not effective, it calls into question the whole academic framework for verifying quality and integrity in teaching, learning and scholarship in that institution.
The principal ‘body’ responsible for advising the corporate and management ‘arms’ of a higher education provider on all matters associated with the academic functioning of the institution is the 'academic board'.
The academic board is the peak body responsible for assuring academic quality and ensuring academic integrity and high standards in teaching, learning, scholarship and research. Underpinning these functions is the role the academic board has in academic policy development and review. It carries ou t functions in affiliation with (but independently of) the institution’s executive management.
This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.
The flipped classroom model—or any active, student-centered learning model—relies heavily on students being
prepared and ready to engage in the learning activities. If students are unprepared, then it limits what they can do, how deeply they can engage with the material, and how meaningfully they can connect with other students. It also challenges you to determine how to proceed. Do you give a quick lecture to recap the pre-class content so everyone is on the same page? Do you give the unprepared students an alternative assignment? Do you kick them out of class? Do they earn an F in the course?
New thinking about course scheduling policies and practices makes student needs a top priority
As sites of work-force development, community colleges must be responsive to the demands of the rapidly changing job market. Now, many community-college systems are turning to job-market data that are more up to date and more precise than ever before.
Education has lost its soul. The idealism of the 70s was crushed upon the rocks of the back-to-the-basics movement of the 80s. In today’s hyper-testing environment, there is little room for real learning, creativity, innovation, passion, and curiosity. Today, education today is more about what we do to students than what students do. Adopting a humanistic approach to education is one way to find our way back.
The signatory institutions to this protocol recognize and affirm their responsibility and obligation to Indigenous education.
Colleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.
Indigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada.
Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.
The boundaries between vocational and academic post compulsory education have been blurred by students combining vocational and academic studies and by students transferring increasingly between the two types of education. Institutions are also blurring the boundaries between the sectors by increasingly offering programs from two and sometimes three sectors. In contrast, teachers seem more entrenched than ever in their own sector. This article reports a project on the preparation of Australian teachers of vocational education. It examines the prospect of integrating the preparation of teachers in post compulsory education to teach in schools, vocational education institutions and higher education institutions. It argues that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the preparation of school and higher education teachers.
ALTHOUGH WE KNOW THAT SEXUAL VIOLENCE OFTEN GOES UNREPORTED, RESEARCH
INDICATES THAT THERE ARE 460,000 SEXUAL ASSAULTS IN CANADA EACH YEAR. FOR
EVERY 1000 SEXUAL ASSAULTS, ONLY 33 ARE EVER REPORTED TO THE POLICE; 12 RESULT
IN CHARGES LAID; ONLY 6 ARE PROSECUTED AND ONLY 3 LEAD TO A CONVICTION.
Very few reach the courts and far too many survivors don’t access support and counselling. This means that survivors aren’t getting the help that they need, and perpetrators of sexual violence are not being held accountable.
Why? Because too many of us have attitudes towards women, men, relationships and rape that are sexist, misogynist and often just plain wrong.
Robert R. Blake and Anne Adams McCanse1 refined the Leadership Grid® which identified various types of man- agerial leadership based on concern for production cou- pled with concern for people. While they consider the “team management” style of leadership to be ideal, they recognize that it may be difficult to implement in some work situations. Effective managers have great concern for both people and production. They work to motivate employees to reach their highest levels of accomplish- ment. They are flexible and responsive to change, and they understand the need to change.
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.
The Public Policy Forum has organized a series of roundtables to discuss strategies to better connect First Nations, Metis and Inuit businesses and communities with affordable financing and new sources of funding. Our goal is to develop a series of concrete recommendations to help inform a comprehensive strategy that enhances First Nations, Metis and Inuit access to capital. The first roundtable was held in Toronto, with the focus of discussions being access to large-scale commercial financing. Our second roundtable was held in Vancouver and considered where capital can be better leveraged for First Nations, Metis and Inuit communities.
The purpose of this document is to provide a high-level introduction to economic impact analysis (EIA) in a postsecondary education (PSE) context, written for a non-subject-expert audience of postsecondary institution stakeholders. It is intended to serve as broad context for individuals in the postsecondary education community who may wish to measure the economic impacts of their institutions or understand the methods, findings and limitations in studies done elsewhere. The information contained herein is of a general nature and is not intended to be an exhaustive, detailed quantitative textbook in actually conducting such studies, nor is it intended to address the circumstances of any specific individual or entity.
A well-known expenment used in organizational behavior courses involves showing the class an ambiguous picture-one that can be interpreted in two different ways. One such picture represents either an attractive young girl or an ugly old woman, depending on the way you look at it. Some of my colleagues and I use the experiment, which demonstrates how different people in the same situation may perceive quite different things. We start by asking half of the class to close their eyes while we show the other half a slightly altered version of the picture-one in which only the young girl can be seen-for only five seconds. Then we ask those who just saw the young girl's picture to close their eyes while we give the other half of the class a five-second look at a version in which only the old woman can be seen. After this preparation we show the ambiguous picture to everyone at the same time.
This story is featured in our 2016 Canadian Universities Guidebook, available on newsstands now. Pick up a copy of the guidebook for full profiles of 80 universities, insider reports written by current students on where to eat, study, and party, and the latest data including the grades needed to get into the school of your dreams and our definitive university rankings.
Information, it’s often said, is power. Yet when high school students are faced with one of the most important decisions of their lives—whether to attend college or university, and which course of study to take, in a sense they’re flying blind. “They’re going on anecdotal information,” says
Ross Finnie, a professor in the graduate school of public and international affairs at the University of Ottawa. That’s because there’s very little good data on how students perform in the labour market once they graduate, making it harder to “shop around” for a diploma or degree that will lead to a great job at the end. With a new initiative, Finnie hopes to change that.
Since 1981 the Canadian Federation of Students has been the progressive and democratic voice of Canada’s college and university students. Today the Federation comprises over 400,000 graduate, undergraduate and college students from over 60 students’ unions from Newfoundland and Labrador to British Columbia.
A new measure of motivation toward education has been developed in French, namely the "Echelle de Motivation en Education" (EME). The ME is based on the tenets of self-determination theory and is composed of seven aubscales assessing three types of intinsic motivation.
This paper seeks to address the systemic barriers that impact the ability of Aboriginal peoples to access, persist and succeed in post-secondary education. Given histories of discrimination and chronic underfunding of Aboriginal education at both the K-12 and post-secondary level, OUSA believes that action must be taken by all levels of government and institutions. This
is particularly pressing as recent figures have shown that the attainment gap for Aboriginal peoples1 may in fact be widening. OUSA affirms the importance of self-determination for Aboriginal peoples, and stresses that any policy intervention must be undertaken in direct partnership and consultation with Aboriginal communities.
Even if the adjunct movement for better working conditions succeeds, most adjuncts will lose. That’s one bold claim
of a recent paper on the costs associated with a number of the movement’s goals, such as better pay and benefits.
While activists and scholars have been quick to criticize what they call the paper’s inherently flawed logic, the
study’s authors say it is a first step in a more critical dialogue on the adjunct “dilemma.”
Based on recent polling commissioned by the Ontario Undergraduate Student Alliance, an overwhelming majority of Ontarians (69.3%) believe that the current practice of increasing postsecondary tuition fees by five percent annually is unfair. When prompted to evaluate different policy alternatives, 59.6 percent agreed that the government should freeze tuition, while 70.8 percent agreed that all future increases should be tied to inflation. OUSA believes that this data indicates that a change to Ontario’s current tuition framework to either a lower increase or a freeze would be strongly supported by the public.