Building An Interprofessional Practice Approach In a Polytechnic Institution Beginning With Health-Care Education and Embracing The Concept As An Operational Leadership Imperative

Polytechnic educational institutions have led the way in providing innovative and dynamic programming to students that meet industry needs. They serve as leaders of collaboration and agents of change not only in their respective programs but also in the way they conduct themselves as responsible businesses. This essay chronicles a series of decisions and events that have allowed one polytechnic higher education institution to adapt to changing times and embrace a new model of budget planning for the future. The ability for the polytechnic to change and move forward is truly remarkable. George Brown College has been able to incorporate crucial new ways of designing and creating budgets that assist the college workforce to feel connected and determined to effect its mission

Advancing Post-Admission Academic Language Support at a Canadian Polytechnic Institute

This paper addresses the challenges faced by higher education institutions in English-speaking countries regarding the linguistic preparedness of students for academic study in English. The rising number of English as an Additional Language (EAL) students struggling to meet learning outcomes has prompted post-secondary institutions to prioritize the development of academic language abilities. The paper reviews various forms of post-admission language support employed globally and presents a framework for defining and classifying them. It then presents how one Canadian polytechnic institute incorporates some of these forms to address the challenge of students needing to develop language proficiency and academic content literacy in the limited timeframe of polytechnic diploma programs. By reporting on their context-specific experiences in implementing forms of language support, post-secondary institutions will better be able to help each other reach the goal of assisting EAL students to succeed not only in their academic programs but also in their future careers

Building Training Methodology: Preparing Invigilators for Active, In-person, Exam Management

This study assesses effective training methods that support in-person, post-graduate, exam invigilators to build awareness of institutional policies as well as heighten their comfort and confidence with invigilating in the exam setting. Vigilant, active invigilators are considered effective in reducing student cheating behaviour on exams (Alabi, 2014; Attoh Odongo et al., 2021; Feng & Ouyang, 2021; Siniver, 2013). This study followed 26 exam invigilators of varying experience through pre-training, training, and post-exam invigilation. Invigilators completed an online survey prior to participating in an in-person, half-day training session, self-identifying existing levels of experience, policy knowledge, and comfort/confidence in the exam setting in numerous situations. Upon completion of an in-person training session in a group setting, they completed a second online survey, which showed overall improvement. Invigilators were then assigned a live, in-person invigilation shift and following this, completed a third online survey. The study concludes that the training methods implemented foster confident and capable exam invigilators who support students’ compliance with academic integrity. With the shift to online testing during the COVID-19 pandemic, consideration needs to be given as to whether in-person invigilators retain the knowledge when they experience lengthy lapses of employment, and how their learned skills may be transferable to the online environment.

Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic

Sustainable Development Goal (SDG) 4, which emphasises inclusive and equitable quality education and promotes lifelong learning opportunities for all was achieved by online teaching even during the COVID-19 pandemic. Additionally, online education helped reduce the cost of education, making it more accessible to individuals who might not be able to afford traditional brick-and-mortar schools. So the study was conducted in the midst of online teaching during the pandemic to assess the perceptions of the TVET practitioners and the students. The aim of this study was to conduct an online survey to learn more about how teachers and students perceived and experienced online classrooms. In response to the present pandemic situation, the general educational system also modified itself to include the delivery of classes via online means. Thus, this survey describes Technical Training Institute teachers’ and students’ perceptions and concerns with regard to taking online classes that have been made mandatory in the wake of COVID-19. The sample consisted of 10 trainers and 119 trainees from Technical Training Institute Samthang in Wangdue Phodrang. An online survey method (google forms) was used for data collection. The findings show that little more than 27% believed online teaching is effective. It is also reported that the negative aspect of online teaching is attributed to the low level of knowledge transfer (38%), less structured than classroom teaching (53%), challenging to clarify doubt (53%), and teacher designing teaching learning materials were not interesting with 78%. Overwhelming, 76% of the participants believed that the technical issue majorly disrupts the flow and pace of online teaching. Notably, most participants (69%) thought online education saved time. The study also brought up major challenges with the validity of the assessment system during online education

Indsights: A Window into the Indigenous Economy

In 2020, Indsights: A Window into the Indigenous Economy began as a collaboration between the Canadian Council for Aboriginal Business (CCAB) and Humber College. The purpose is to highlight the contributions of Indigenous peoples to the economy through open educational resources in the form of case studies. Indigenous business owners are invited to participate in a qualitative interview to discuss their entrepreneurial journeys, which are then developed into multimedia case studies. Each entrepreneur plays an active role in the creation of their respective study and has the opportunity to provide feedback and input. Indsights aims to publish 15 case studies online, each including an interview video, written component, and teaching notes. In doing so, this initiative offers learners a wealth of accessible online resources filling a gap in available content on Indigenous entrepreneurs

Learning In The New Digital Era: Are Polytechnic Education Institutions Up For The Challenge? Are Lessons To Be Learnt From Sun Tze's Ancient Text "The Art Of War"

We are all aware that post-secondary education in Canada and the world is changing. There are ongoing changes to curriculum, programs and delivery methods. The Canadian polytechnic institutions are at the forefront of the change. Like a virus they are undergoing recombination at a rapid rate in order to change with the times. The technological and digital advances coupled with the need for just in time education is reshaping how we think and deliver on the polytechnic promise.