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Vision: it’s what William G. Davis had when establishing the Ontario college system; and it’s what Dr. Roy Giroux had when first inviting Central Michigan University to deliver the Master of Arts degree in Education to the faculty, administrators and staff at St. Clair College in Windsor, Ontario. Dr. Giroux believed all Ontario college professionals should be afforded the opportunity to pursue advanced training and enhance their professional practice.
Every day, people across Canada make the brave decision to tell someone about their experience of sexual violence. The conversation might last only a minute, but it can have a long-lasting impact on the survivor. If a survivor doesn’t get a supportive response, they might never tell anyone again, or might blame themselves for what happened to them. A supportive response, on the other hand, can affirm that person’s experience and can help them find the supports they need.
We know that the world of work is changing, and that the jobs of the future will be vastly different than today’s. We know, too, that educators, policy makers, and change-makers share a collective responsibility to help young people prepare for this changing world, but how about our cities? How are our Canadian cities preparing for the future of work, and how do they fare as places for young people to work and gain an education? What makes a healthy, vibrant, youthful city?
Higher education advocates across Canada and beyond will often claim that academics make an enormous impact on the world beyond the ivory tower, but skeptics are often quick to ask, “How, exactly?” Advocates might then point to social benefits such as advancements in medical technology or the fostering of an engaged democratic citizenry, but another benefit that they might wish to highlight is the impact that higher education is having in developing countries that are looking to build healthier, wealthier, and more just societies for all.
Look anywhere in the media today and you’ll find people talking about how upskilling and ongoing professional development is a core component of any 21st-century profession. On top of that, many believe that positive attitudes toward professional development can be a key indicator of the health of a certain profession. In keeping with Academica’s core mission of moving higher ed forward, we partnered with Extended Education at the University of Manitoba and went out to our Top Ten readership community to ask higher ed professionals across Canada about their attitudes toward professional development.
The greatest challenges of the 21st century will be global in nature, and so too will be the solutions. Fortunately, a growing group of academic experts based at institutions across Canada is collaborating with international partners around the world to build the capacity to solve these challenges.