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Credit Transfer, Articulation & The Future of Work: Towards a Federal Strategy 学分转移,衔接和工作的未来:走向联邦战略
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-02 DOI: 10.47678/cjhe.vi0.188769
Roger Pizarro Milian, Yvette Munro
Some analysts foresee that the rise of automation—triggered by advances in artificial intelligence, robotics, and other novel technologies—will soon unsettle sizable sections of our labour market, prompting the need for mass upskilling and re-skilling. Continuous learning is perceived as the new norm within the future of work. Many believe that solutions to future surges in training demand will require a degree of dexterity not exhibited by traditional postsecondary education (PSE) organizations, and advocate for radical alternatives. However, we outline how basic reforms leading to a more robust articulation and credit transfer system could also improve our PSE system’s ability to handle augmented training demands. In turn, we explore how the Canadian federal government can facilitate these reforms by (a) providing additional incentives for domestic colleges and universities to engage in seamless transfer, and (b) supporting the production of knowledge to inform more strategic forms of pathway articulation.
一些分析人士预计,由人工智能、机器人和其他新技术的进步引发的自动化的兴起,将很快扰乱我们劳动力市场的相当一部分,促使人们需要大规模提高技能和再培训。持续学习被视为未来工作中的新规范。许多人认为,解决未来培训需求激增的方案需要一定程度的灵活性,而传统的中学后教育(PSE)组织没有表现出这种灵活性,并倡导激进的替代方案。然而,我们概述了导致更强大的衔接和信贷转移系统的基本改革如何也可以提高我们的PSE系统处理增加的培训需求的能力。反过来,我们探讨了加拿大联邦政府如何通过以下方式促进这些改革:(a)为国内学院和大学提供额外的激励措施,以进行无缝转移;(b)支持知识的生产,为更具战略性的路径衔接形式提供信息。
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引用次数: 3
A Program of Their Own: The Design and Evolution of an Undergraduate Degree Program for Police Officers in Ontario 他们自己的计划:安大略省警官本科学位课程的设计与演变
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-02 DOI: 10.47678/cjhe.vi0.188707
Nitin Deckha
In the late 1990s and early 2000s, the Toronto Police Service was exploring how to increase access to higher education to its officers. The service saw higher education as salient to its organizational imperatives of professionalization, increased public legitimacy and credibility, and enhanced academic recognition of police professional learning. To realize this mission, the Toronto Police Service entered into a higher education partnership with the University of Guelph and Humber Institute of Technology and Advanced Learning under its then-new joint venture, the University of Guelph-Humber. The University of Guelph-Humber designed an accredited higher education pathway for Toronto Police personnel that also gave academic credit for past professional learning and increased educational access by offering blended course delivery. Based on semi-structured interviews with key educational administrators at the University of Guelph-Humber, Humber Institute of Technology and Advanced Learning, and the Toronto Police Service, this article narrates the origins of this higher education pathway—a Bachelor of Applied Arts in Justice Studies. In addition, it describes how this pathway evolved to include non-uniform Toronto police personnel, other police services, and expanded further to include learners from the larger justice and public safety fields. The exploration is situated in a larger discussion about the relationship between higher education, professionalization and legitimacy, and the potential of partnerships between higher educational  institutions and professions in Canada.
在20世纪90年代末和21世纪初,多伦多警察局正在探索如何增加其警员接受高等教育的机会。该机构认为,高等教育突出了其专业化的组织要求,提高了公众的合法性和可信度,并增强了学术界对警察专业学习的认可。为了实现这一使命,多伦多警察局与圭尔夫大学和亨伯技术与高等教育学院建立了高等教育合作伙伴关系,成立了当时新的合资企业圭尔夫-亨伯大学。圭尔夫·亨伯大学为多伦多警察人员设计了一条经认可的高等教育途径,该途径还为过去的专业学习提供学术学分,并通过提供混合课程来增加受教育的机会。本文通过对圭尔夫·亨伯大学、亨伯技术与高等教育学院和多伦多警察局的主要教育管理人员的半结构化采访,讲述了这种高等教育途径的起源——司法研究应用文学士。此外,它还描述了这一途径是如何演变为包括非统一的多伦多警察人员和其他警察部门,并进一步扩大到包括来自更大司法和公共安全领域的学习者。这一探索是在一场关于高等教育、专业化和合法性之间关系的更大讨论中进行的,以及加拿大高等教育机构和专业之间建立伙伴关系的潜力。
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引用次数: 1
The Emperor’s New Clothes: Maclean’s, NSSE, and the Inappropriate Ranking of Canadian Universities 皇帝的新衣:麦克林,NSSE和加拿大大学的不适当排名
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-02 DOI: 10.47678/cjhe.vi0.188713
J. Grayson
Most Canadian universities participate in the US-based National Survey of Student Engagement (NSSE) that measures various aspects of “student engagement.” The higher the level of engagement, the greater the probability of positive outcomes and the better the quality of the school. Maclean’s magazine publishes some of the results of these surveys. Institutions are ranked in terms of their scores on 10 engagement categories and four outcomes. The outcomes considered are how students in the first and senior years evaluate their overall experiences (satisfaction) and whether or not students would return to their campuses. Universities frequently use their scores on measures reported by Maclean’s in a self-congratulatory way. In this article, I deal with levels of satisfaction provided by Maclean’s. Based on multiple regression, I show that of the 10 engagement variables regarded as important by NSSE, at the institutional level, only one explains most of the variance in first-year student satisfaction. The others are of limited consequence. I also demonstrate, via a cluster analysis, that, rather than there being a hierarchy of Canadian institutions as suggested by the way in which Maclean’s presents NSSE findings, Canadian universities can most adequately be divided into a limited number of different satisfaction clusters. Findings such as these might serve as a caution to parents and students who consider Maclean’s satisfaction rankings when assessing the merits of different universities. Overall, in terms of first-year satisfaction, the findings suggest more similarities than differences between and among Canadian universities.
大多数加拿大大学都参加了美国的全国学生参与度调查(NSSE),该调查衡量了“学生参与度”的各个方面。参与度越高,取得积极成果的可能性就越大,学校的质量也就越好。麦克莱恩的杂志刊登了这些调查的一些结果。各机构根据10个参与类别和4个结果的得分进行排名。所考虑的结果是,一年级和高年级的学生如何评估他们的整体体验(满意度),以及学生是否会重返校园。大学经常以自我祝贺的方式使用他们在麦克莱恩报告的测量中的分数。在这篇文章中,我讨论了麦克莱恩提供的满意度。基于多元回归,我发现在NSSE认为重要的10个参与变量中,在机构层面,只有一个解释了一年级学生满意度的大部分差异。其他的后果有限。我还通过聚类分析证明,加拿大大学可以最充分地分为有限数量的不同满意度聚类,而不是像麦克莱恩提出的NSSE调查结果那样,存在加拿大机构的等级制度。这些发现可能会提醒家长和学生,在评估不同大学的优点时,他们会考虑麦克莱恩的满意度排名。总的来说,就一年级的满意度而言,研究结果表明,加拿大大学之间的相似之处多于差异。
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引用次数: 1
Book review of "International Perspectives in Higher Education: Balancing Access, Equity, and Cost" 《高等教育的国际视角:平衡入学、公平和成本》书评
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-24 DOI: 10.47678/CJHE.V50I2.188873
Chad C. Nuttall
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引用次数: 0
Book Review of "Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi‘nihsténha Ohwentsia’kékha (Land)" 书评《在教育中记忆和认识土著思想的途径:Iethi ' nihstacimnha Ohwentsia ' ksamkha (Land)的哲学》
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-24 DOI: 10.47678/CJHE.V50I2.188793
M. K. Keliipio
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引用次数: 0
Keeping the faith: The university experience and apostasy 保持信仰:大学经历和叛教
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-24 DOI: 10.47678/CJHE.V50I2.188669
J. Grayson
In 1963, Glendon College, York University, located in Toronto Canada, admitted mainly Christian students of European origin to a small liberal arts program. Fifty years later the College remained small with a continuing, but less embracive, commitment to the liberal arts; however, the student body included large numbers of young adults who professed religions other than Christianity and came from backgrounds other than European.Within this context, this article focuses on the impact of the Glendon College experience on students’ religious identification and participation in religious services. Overall, I find that in the mid-sixties the College experience contributed to changes in the religious identification of students. By contrast, a half-century later, students’ post-secondary experiences were of little consequence for religiosity. One possible explanation for differences in the College effect is that because of the current racial and religious diversity of Toronto, students are more likely than in the past to confront their religious identities in high school.Keywords: liberal arts, religiosity, change, university experience.
1963年,位于加拿大多伦多的约克大学格伦顿学院(Glendon College,York University)招收了一个小型文科项目的欧洲裔基督徒学生。五十年后,学院规模仍然很小,继续致力于文科,但没有那么投入;然而,学生群体中包括大量信奉基督教以外的宗教、来自欧洲以外背景的年轻人。在此背景下,本文重点关注格伦顿学院的经历对学生宗教认同和参与宗教服务的影响。总的来说,我发现在60年代中期,大学的经历促成了学生宗教认同的变化。相比之下,半个世纪后,学生的中学后经历对宗教信仰几乎没有影响。对大学效应差异的一种可能解释是,由于多伦多目前的种族和宗教多样性,学生在高中时比过去更有可能面对自己的宗教身份。关键词:文科,宗教信仰,变化,大学经历。
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引用次数: 2
Book review of "Educating for Citizenship and Social Justice: Practices for Community Engagement at Research Universities" 《公民与社会正义教育:研究型大学社区参与的实践》书评
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-24 DOI: 10.47678/CJHE.V50I2.188759
A. Aboye
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引用次数: 0
Risk and protective factors for anxiety impacting academic performance in post-secondary students 焦虑影响大专学生学业表现的风险及保护因素
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-24 DOI: 10.47678/CJHE.V50I2.188715
Konrad T. Lisnyj, Regan M. Russell, A. Papadopoulos
This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.
这项调查研究测量了焦虑的风险因素和保护因素之间的关系,以及它对安大略省西南部一所四年制公立高等教育机构的1053名学生的学习成绩的影响。Logistic回归分析显示单变量水平有13个显著变量,多变量模型有7个显著因素。感到绝望的学生报告焦虑对学业成绩产生不利影响的几率显著增加,而能够管理日常责任是防止焦虑影响学生学业成就的唯一保护因素。通过计划、设计和实施针对这些预测变量的前瞻性计划,这些干预措施可以使学生免受焦虑对学业成功的不利影响。
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引用次数: 11
The Role of Trust in Student Perceptions of University Sexual Assault Policies and Services 信任在学生对大学性侵政策和服务认知中的作用
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-10 DOI: 10.47678/cjhe.v50i2.188687
Olga Marques, Amanda Couture-Carron, Tyler Frederick, Hannah S. Scott
Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students’ perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not meanstudents are willing to use such resources or that they even trust that their university has students’ needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.
许多高等教育机构正在制定政策和计划,旨在改善对学生遭受性侵犯的反应。在一些地区,比如加拿大的安大略省,政府要求高等教育机构这样做。无论这些举措有多么重要,它们都是建立在学生信任并希望参与性暴力事件后的大学的假设之上的。本研究探讨了一所中等规模大学校园中学生对性侵犯政策和服务的看法,特别关注信任因素如何影响报告性受害者和使用服务。调查结果显示,学生们相信性侵犯政策和项目是存在的,但这并不意味着学生愿意使用这些资源,或者他们甚至相信他们的大学把学生的需求和兴趣放在首位。本文讨论了在高等教育机构中建立学生信任以鼓励学生使用校园支持的政策和方案考虑。
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引用次数: 3
The Impact of Program Structure and Goal Setting on Mentors’ Perceptions of Peer Mentorship in Academia 项目结构与目标设定对学术界导师对同侪指导认知的影响
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-10 DOI: 10.47678/CJHE.V50I2.188591
Zeeshan Haqqee, L. Goff, Kris Knorr, Michael B. Gill
Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program’s structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors’ experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.
学术界的许多同伴指导项目都在培训高年级学生,以指导即将入学的学生群体通过严格的中学后教育。导师计划的结构可以影响导师如何从这段经历中发展。在这里,我们比较了两种不同的同伴指导计划如何塑造导师的经历和发展。课程同行指导计划作为学分学术课程提供给导师和学员。该非课程项目是作为学生会的志愿服务提供给学生和同伴导师的。两组同伴导师都有相似的好处,课程同伴导师非常重视学生互动,非课程同伴导师则非常重视领导力发展。缺乏自主性和缺乏学员承诺分别被认为是CM和NCM最大的担忧。两个小组都重视目标设定来塑造他们的导师制发展,但CM对其过于强调表示担忧。讨论了优化学术导师计划结构的意义。
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引用次数: 3
期刊
Canadian Journal of Higher Education
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