Universities that set up shop globally should work to uphold principles such as academic freedom, gender equity and freedom of speech -- but they sometimes compromise, scholars argue.
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.
When I interviewed for my current job, running a small graduate and postdoctoral career and professional development program in a hospital-based research institute, we got onto the topic of alumni data tracking. My program had an exit survey on their website, one that suggested they were collecting contact information and checking in with PhDs in the years after they'd left our institution to see how and what they were doing. (It turns out that no one knew the form was there, and it hadn't been used in many years.) We then got to talking about program evaluation, one of my favourite subjects, and about how we could start assessing if the professional and career development work we were doing--if they hired me--was having any effect on the post-PhD lives of our graduate students and postdocs.
Seven years after our first study, Leaders in Transition: Stepping Up, Not Off, organizations are still botching transitions—but with greater bottom-line repercussions (DDI’s Global Leadership Forecast 2013|2014 found that companies’ facilitation of transitions positively correlated with financial performance—in a significant way). Leaders, facing added uncertainty asso-ciated with moves of greater complexity (e.g., geographical relocation) and an absence of prescribed career paths, have greater (unmet) personal and practical needs. As a result, engagement, productivity, and retention suffer, impacting not only leaders and those they lead, but also entire enterprises.
So what can be done to shift the transition paradigm from a precarious pas-sage to a smooth sail? Here’s what the data have to say.
Invited to reflect on community college leadership tran-sitions, I agreed, perhaps too readily. I have found myself struggling to respond to a very complex topic. Hardly a month goes by that there is not something in the higher ed press about the challenges posed by leadership changes in community colleges. Among the most recent was an article that lamented a dearth in the presidential pipeline, noting the intention of 75% of all current com-munity college presidents to retire within the next ten years. The author notes also the intent of 75% of senior level administrators to step down in that same timeframe.
It was 7 a.m. on a Sunday in February of 2006 — midway through my second quarter as a Ph.D. student in Irvine,
Calif. — and I had just scared the ever-loving bejeezus out of the weekend custodian. When she opened the door to the German department’s grad-student offices, I don’t think she was expecting to find the legs of a supine 29-yearold woman sticking out from under a desk.
In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment.
AAUP sessions center on faculty members' role and responsibilities regarding classroom conversations about race.
The 2016 First-Year Student Survey marks the 22nd cooperative study undertaken by the Canadian University Survey Consortium/Consortium canadien de recherche sur les étudiants universitaires (CUSC-CCREU). The 2016 survey involved 34 universities and almost 15,000 first-year university students from across Canada.
The purpose of this document is to provide information and guidance to post-secondary Boards in the conduct of their responsibilities. These guidelines are intended to be supplementary to orientation materials provided by post-secondary institutions to their Board members. The information contained in this document has been made available solely for convenience. The official statutes must be consulted for purposes of interpreting and applying the law. For simplicity, these guidelines may use a single term or general terms where many terms may exist across different types of institutions. In this document “the Ministry” refers to the Ministry responsible for post-secondary education.
Any time a student moves from high school into postsecondary education, or from postsecondary into the workforce,
stakeholders on either side of the transition seem to say to the other side, “You got this, right?” Postsecondary institutions might say that secondary schools need to better prepare students for PSE, while employers might argue that higher ed does not produce enough “job ready” graduates. But these gaps are not necessarily any one group’s fault, as the entire school-to-work journey has been siloed into a number of distinct services that are in dire need of bridging. With no group focused on the spaces between the silos, it should come as little surprise that these points of transition represent some of the most challenging times in the school-to-work journey.
Background: It would be easy to think the technological shifts in the digital revolution are simple incremental progressions in societal advancement. However, the nature of digital technology is resulting in qualitative differences in nearly all parts of daily life.
A total of 61,696 full-time applicants to Ontario colleges opted-in to participate in the 2015
UCAS™:
59,568 English-speaking applicants and 2,128 French-speaking applicants at the time of survey
administration.
• Academica Group provided unique web links as well as the invitation email text to the Ontario
College Application Service (OCAS). OCAS then sent the survey invitation email to college
applicants. Applicant contact information was not shared with Academica Group at any point in the
process.
• The survey was in-field from March 12 to April 21, 2015. Reminder emails were sent on March
24 and April 8 to those who had not yet responded. Respondents who completed the survey were
entered into a draw to win over $5,000 in prizes.
• 14,331 college respondents completed the survey (13,661 English and 670 French) providing an
overall
response rate of 23%.
• This sample size provides results at the 95% confidence level of plus or minus 0.39
percentage points.
• Respondent data was weighted by gender and language to reflect the original population
invited to
participate.
Post-secondary education is a cornerstone of Ontario’s continued prosperity. The Ontario government realizes this and confirmed its commitment to expanding post-secondary education in the 2010, 2011 and 2012 provincial budgets. The government announced funding allocations in all three budgets to support enrolment growth in the post-secondary sector. The 2011 budget committed the province to creating 60,000 more spaces in colleges and universities.
The rapid turnover of technology and ever expanding network of data and information which underpin the knowledge economy have led to a reevaluation of the importance of knowledge to the economic process. Economists now conclude that human capital - the ideas, skills, and expertise of people - is a fundamental driver of economic growth. Demand for employees that possess a mix of both “hard” and “soft” skills is rising as companies respond to intensified global economic competition.
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and
iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual
characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
Educational Consulting Services (ECS) has supported every college in Ontario in the planning of their campuses and buildings. The focus of this work has been the reconciliation of the colleges’ education and training missions with their infrastructure. As campus and space planners, ECS has assisted in enhanced space management, transformation of facilities, and improved utilization.
This report is a compendium of observations and a high level commentary on the question of capital funding. It was prepared at the request of ACAATO and draws on ECS’s experience in Ontario and other jurisdictions. The report also draws on
information provided by college administrators for this study.
Educational Consulting Services Corp. (ECS) has been commissioned to prepare a position paper in support of ACAATO’s 2007/2008 funding submission to the provincial government. The position paper will focus on the need to increase the annual capital allocation directed to Ontario’s colleges to maintain, adapt, renew, and grow their fixed assets. This is deemed critical to keeping the colleges efficient, relevant, and competitive in a global economy.
Canada is at a crucial point: we are well-positioned to manage the opportunities and challenges of the global economy, but despite existing efforts, we are falling behind in investing in people and encouraging research and innovation.
The need to improve postsecondary education and skills training in Canada is driven by global and local challenges. In the global marketplace, our key competitors are moving ahead with economic restructuring, investment in the education and skills of their
people, technological change, research and innovation and aggressive competition. The rapid growth of emerging economies, especially in China and India, along with high oil prices and the strong Canadian dollar, are posing substantial challenges for Canada's industries. To remain prosperous in the face of this competition, Canada needs a workforce that is qualified, flexible, adaptable, and innovative, with employees and employers who embrace lifelong learning.
In May 2004 the Adult Education Review was launched at the request of the Minister of Education and the Minister of Training, Colleges and Universities. The goal of the review was to propose a policy framework for adult education and recommend
actions that would not only support but also improve adult education in Ontario.