Not that long ago, students might have decided which institution to attend and then choose which program they wanted to study at that school. Now, though, students face mounting pressure to make the right choice when selecting a program, and in many cases, this will lead students to choose their program first and later decide which school has the best reputation in their program area.
What makes for a fulfilling workplace? It all starts with feeling as though you’re having an impact, that you’re making a difference at your institution. But is it really possible to create a space where everyone—regardless of their experience, seniority, or skill set—feels like they’re making a difference?
Do your school's entrance scholarships have any actual effect on students' enrolment choices? Ask around and you'll find many PSE professionals who aren't sure about how to answer this. And when you ask them whether they'd be willing to claw back or redistribute these awards in any way, you'll often see hesitation in their faces.
Every day, more students are hearing about how they will likely have many careers in their lifetime that span multiple sectors. Those who enter college or university expecting to train for a specific career, and then be in that career for the rest of their working lives, are part of a shrinking minority.
Proponents of on-campus student housing have new evidence to demonstrate the benefits of living on campus in a student’s first year. That’s because a recent pilot project by five Canadian universities has shown that living in residence has a clear positive impact for students’ first-year-GPA, retention to second year, and persistence to graduation.
Canadian PSE has seen a surge in interest toward work-integrated learning in recent years, with employers, governments, and institutional stakeholders touting the many benefits that this real-world, hands-on learning can provide. Some have even called for WIL to become a universal and mandatory part of all PSE.
When it comes to students’ feelings of safety, not all campus spaces are experienced the same way by everyone. Some students consistently express greater feelings of safety in some places than in others, and institutions will need to know the difference if they want to help students feel safe no matter where they go on campus.
We’ve heard the debates about if and to what extent postsecondary institutions should train students to enter specific careers. Many argue that the traditional role of postsecondary institutions—especially universities—is to equip students with the reflective and critical thinking skills they will need for a lifetime of learning.