The phrase "Industry 4.0" seems to keep popping up in trade publications, higher education news sources and in wider media circles. Conceptually this term denotes an increasingly connected and integrated world, harnessing big data, analytics, the internet of things, automation and new work patterns that seek to integrate human and automated processes in more flexible ways.
I believe one of the greatest successes of post-secondary education in Canada has been the increased access for students with disabilities. Within the last twenty years, there has been a dramatic and welcome increase in the number of students with disabilities who have been able to attain certificates, diplomas, and degrees, which are crucial mechanisms to access quality employment.
You’re native to the world of constant information, social media, fake news and employment instability. You’re staring down 1,000 job opportunities in a sea of what feels like none at all. The famed linear career ladders of your parents and grandparents just don’t appeal. But they still want you to find one.
Currently, 4.5 million students in higher ed are studying outside of their home country, a number that has doubled in the last decade. Student expectations are rising. Students want to see more pathways and more global opportunities that will push them out of their comfort zone and prepare them for a successful career.
Across Canada, universities and colleges are partnering to give students the opportunity to have a postsecondary education that includes experience from both types of institutions. Many of these arrangements go by different names—2+2 pathways, diploma-degree pathways, etc.—but what they all have in common is the opportunity they offer students to enjoy the unique benefits of both college and university through a clearly defined pathway.
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.