ethanporcaro/eric-fulltext-meta huggingface dataset:
Accountability in Ontario's Public Colleges: A Discussion Paper. ACAATO Document
Author: Hook, Richard
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Accountability,Foreign Countries,Public Policy,Literature Reviews,Administrative Principles,Educational Principles,Best Practices,Administrator Responsibility,Leadership Responsibility,Delivery Systems,Educational Indicators,Performance Technology,Financial Policy,Incentives,Legal Responsibility,Compliance (Legal),Alignment (Education),Educational Policy,Public Colleges,Educational Practices,Educational History

Accountability, &quot;the extent to which one must answer to higher authority for one's actions&quot; (Shafritz &amp; Russell, 2000, p. 343), is a critical part of corporate and democratic life. In public institutions, sound accountability processes assure those in executive, governance, audit and &quot;elected official&quot; roles that public resources are being honestly and effectively used for the purpose for which they were intended. Additionally, information available to a broader audience should demonstrate that public institutions are effectively and efficiently managed and successfully perform their mandated roles. Because it is central to the public's trust in their institutions, accountability continues to be a media, political and public policy issue. The Association of Colleges of Applied Arts and Technology of Ontario (ACAATO)  commissioned this study of the policies and mechanisms through member colleges are answerable to government and to the public. This study summarizes 7 principles of effective accountability practice drawn from a review of the relevant literature. These are: (1) clear lines of answerability; (2) a clear definition of the &quot;responsibilities&quot; for which an organization's leaders will be held accountable; (3) provisions for the reporting of performance; (4) defining and measuring &quot;outcomes&quot; and widely-recognized &quot;core indicators&quot; which relate &quot;results&quot; to &quot;purpose&quot;, recognize the limits of unavoidable costs and available resources and which can be used systematically in decision making; (5) carefully balanced incentives; (6) relevant legal and financial rules and reporting to monitor compliance; and (7) a balance between the processes that hold organizations accountable and the authority needed to respond quickly to a dynamic marketplace. This paper assesses the current accountability policies governing the operation of Ontario's Colleges of Applied Arts and Technology (CAATs) against the above &quot;effective practice&quot; criteria. It concludes that the colleges a held to rigid and comprehensive controls over their financial and legal affairs, real estate dealings and entrepreneurial activity. Prior approval, audit, public financial reporting and Board governance practices ensure transparency. A bibliography is included.
Further Education of the 2004-05 Ontario College Graduates (Colleges of Applied Arts and Technology): Mobility Tables from the 2004-05 Graduate Satisfaction Survey. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2006-08-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Adult Education,Foreign Countries,Statistical Data,Graduate Surveys,Institutional Characteristics,Statistical Analysis,Full Time Students,Part Time Students,Cohort Analysis,Student Participation,Enrollment Rate,Enrollment Trends,Student Educational Objectives,College Outcomes Assessment,Educational Indicators,Technology Education,Art Education,Tables (Data),Educational Attainment

This paper presents data on further education of the 2004-05 Ontario college graduates. This paper presents the following tables: (1) Number of Surveyed Graduates in Further Education within six months of graduation, by Institution; (2) Percentage of Surveyed Graduates in Further Education within six months of graduation, by Institution; (3) Number of surveyed 2004-05 College Graduates Attending University Full time, 6 months after Graduation; (4) Number of surveyed 2004-05 College Graduates Attending University Part time, 6 months after Graduation; (5) Number of surveyed 2004-05 College Graduates Attending College Full time, 6 months after Graduation; and (6) Number of surveyed 2004-05 College Graduates Attending College Part time, 6 months after Graduation.
Student Mobility between Ontario's Colleges and Universities
Author: Colleges Ontario (Canada)
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: College Applicants,College Programs,Social Sciences,Foreign Countries,Transfer Rates (College),College Students,Student Mobility,College Transfer Students,Comparative Analysis,Student Experience,Majors (Students),Enrollment Trends,College Choice,College Graduates,Colleges,Universities,Postsecondary Education

The movement of students between postsecondary institutions is becoming increasingly common and has created a need for greater emphasis on postsecondary education (PSE) pathways. This report outlines the available data on postsecondary student mobility within Ontario, with a focus on mobility between Ontario's colleges and universities. For comparison, summary data from several other jurisdictions are also presented. Key findings include the following: (1) Seventeen per cent of college students have previous university experience (nine per cent have a university degree); (2) Of the university faculties, graduates from the social sciences, humanities and business areas tend to enrol in college programs in the greatest proportions; (3) Almost one-quarter of college applicants have identified preparation for university as a major reason for applying to college; (4) The number of college students/graduates seeking access to Ontario university programs has more than doubled in the last eight years; (5) While university applicants with college education represented almost 12 per cent of all Canadian applicants to universities, only six per cent actually enrolled; (6) In Ontario, only nine per cent of college graduates pursue a university education; seven per cent pursue a degree at an Ontario university; and (7) Many other jurisdictions in Canada and the U.S. have higher transfer rates. In British Columbia, for example, 19 per cent of former students of the colleges and institutes pursue a university education. The percentage of college graduates who proceed to enrol in an Ontario university degree program is low in comparison to several other provinces and U.S. states. Relative to the other jurisdictions surveyed, Ontario has one of the worst transfer rates. The evidence of consistently growing demand from college students and graduates and Ontario's relatively low transfer rate supports the need for new directions in this critical area. Appended are: (1) Numbers of Ontario university applicants and registrants by year; (2) Number of 2006-07 surveyed graduates in further education by institution; (3) Number of surveyed graduates attending university full time; and (5) Number of surveyed graduates attending university part time. (Contains 14 tables and 11 figures.)
Secondary School/College Collaboration: Examples of Successful and Effective Projects and Programs. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: Pilot Projects,Articulation (Education),Preservice Teacher Education,College Programs,Foreign Countries,Elementary School Students,College Planning,College School Cooperation,Effective Schools Research,Partnerships in Education,Audits (Verification),Orientation,Educational Opportunities,Apprenticeships,Contracts,Advanced Courses,Guidance Programs,Competition,Planning Commissions,Teacher Education Programs,Participation,Volunteers,Research Projects

A scan of the experiences that colleges have had with school/college programs and/or projects was conducted in the fall/winter of 2005-06. The scan was conducted under the leadership of Vice Presidents Academic of the Ontario colleges of applied arts and technology. The purpose of the scan was to gather input so that it could be compiled and made available as a resource for all colleges. The Vice Presidents Academics were asked to contribute information about the experience of each college with school/college collaborative programs and/or projects. It is clear that there is considerable school/college activity being undertaken by the colleges. While the school/college projects and programs have taken a variety of forms, they may be clustered into the following types of initiatives: (1) College information/familiarization sessions for secondary school educators; (2) Professional development; (3) College experience opportunities for high school students and their teachers; (4) Programs for elementary school students and their teachers; (5) Pathways, curriculum alignment, and articulation initiatives; (6) Apprenticeship specific school/college agreements; (7) High school courses hosted at the college campus, concurrent programming, and facilities/resources sharing projects; (8) Tools to help students in their educational planning; (9) Programs for specific student groups; (10) Competitions hosted by the college; (11) Regional and local school/college planning committees; (12) Teacher training/pre-service teacher education; (13) Participation in volunteer and community projects; (14) Research; and (15) Dual credit pilot projects. The categories were created in an attempt to make the compilation of information easy to use. There is some overlap between categories. For instance, some &quot;college information/familiarization sessions&quot; would include discussions of &quot;pathways and curriculum alignment.&quot; The information gathered together in this document represents the college perspective and presents a snapshot of the kinds of school college collaboration which colleges have judged to be successful and to have had impact. It is not an exhaustive listing of all projects and programs.
Colleges 2006 Results Report: Ontario's Colleges Succeed in Reaching Higher. ACAATO Document
Author: Colleges Ontario (Canada)
Date: 2006-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Economic Opportunities,Economic Progress,College Outcomes Assessment,College Role,Economic Impact,Access to Education,Educational Quality,Accountability,Educational Improvement,Improvement Programs,Change Strategies,Economic Change,Educational Change,Educational Opportunities,Outreach Programs,Economic Development,Investment,Human Capital,Education Work Relationship,Institutional Characteristics,Employment Potential,Educational Indicators

Ontario's 24 colleges drive economic growth and social prosperity in the province. Rapidly evolving technologies continue to change the nature of work in every industry sector and the requirements placed on workers at every level. As a result, Ontario must increasingly rely on a workforce with the skills and education to translate change into economic opportunity. By investing to improve access, quality and accountability at Ontario's colleges, the Ontario government underscored the critical role of colleges in creating wealth and prosperity for Ontarians. Two years of funding under the Reaching Higher Plan have better positioned Ontario's colleges to fulfill that role. This paper presents findings from the 2006 survey of Ontario colleges.
Role of Colleges of Applied Arts and Technology (CAATs) in Raising Ontario's Labour Productivity and Contributing to Its Prosperity. ACAATO Document
Author: Colleges Ontario (Canada)
Date: 2006-01-00
Type: Numerical/Quantitative Data
Subjects: Productivity,College Graduates,Credentials,Health Services,Innovation,Quality of Life,Foreign Countries,College Role,Economic Impact,Human Capital,Knowledge Economy,Workplace Learning,Change Strategies,Economic Change,Organizational Culture,Organizational Development,Organizational Theories,Manufacturing Industry,Manufacturing,Telecommunications,Professional Services,Technical Support,Skilled Occupations,Skilled Workers

This report documents the central role of the college-educated workforce in improving labour productivity across the economy and supporting an innovation culture in the workplace. It describes critical &quot;enabling occupations&quot; that play a key role in allowing companies to build a culture of innovation in the workplace which they need if they are to continually restructure for success. It develops a &quot;Prosperity Cycle&quot; model and demonstrates the importance of college graduates in building a culture of innovation in a dozen key Ontario industries. Ontarians work hard and build for the future, hoping that rising prosperity will improve the quality of life for their families. A higher standard of living seems hard to achieve these days--especially for young people leaving school. Government, businesses, researchers and others believe that Ontario's prosperity depends on rising productivity that improves the competitiveness of industry. But how is this achieved and how do young people share in the benefits? This report suggests that productivity improvements are realized on a much larger scale and in a complementary manner by the systematic implementation of state-of-the-art technologies and processes. In other words, this report focuses on productivity growth based on the second part of the quote &quot;adopt(ing) new processes and technologies that meet market demands.&quot; Appended are: (1) Productivity Growth by Individual Industry; (2) College Certification: Role in the Economy; (3) Enabling Occupations with College Credentials; (4) Manufacturing and Selected Sub-Industries; (5) Mining; (6) Health Services; (7) Broadcast and Telecommunications Services; (8) Professional and Scientific Services; and (9) Repair and Maintenance. (Contains 27 exhibits and 48 footnotes.)
Improving College System Pathways: Project Highlights Reports
Author: Colleges Ontario (Canada)
Date: 2008-09-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Student Mobility,College Students,Educational Improvement,Surveys,Apprenticeships,Outcomes of Education,College Transfer Students,Higher Education

In 2006, Ontario's colleges received funding from the Ministry of Training, Colleges and Universities for the Improving College System Pathways Project. The project goals were to significantly increase educational pathways within and between colleges by developing a clearer understanding of student mobility within the system; to identify the scope of the issues related to mobility and the barriers which may exist; to design system-wide strategies; and to encourage colleges to address issues related to student mobility. The project consisted of a research study on student mobility within the college sector and four demonstration projects. The research study aimed to: (1) Develop a better understanding of the scope and nature of college-to-college transfers and the perceptions of students about the transfer process; and (2) Identify any unnecessary barriers to college-to-college transfers. The research findings provided an important basis for the vice-presidents, academic, to develop strategies to improve the transfer process. The research findings indicate that most students who transfer between colleges are satisfied with the process; the vast majority of students seeking to transfer from one college to another found the process relatively easy, and most had their credit expectations met. Based on data collected for this project, it is estimated that between two to four per cent of first-year students have transferred mid-program to another college. Appended are: (1) Overview of Projects; and (2) College to College Mobility Protocol.
Multiple Pathways to College: A Secondary Analysis of the 2004 College Applicant Survey. ACAATO Document
Author: Colleges Ontario (Canada)
Date: 2005-04-25
Type: Numerical/Quantitative Data
Subjects: College Applicants,Profiles,Surveys,Individual Characteristics,Family Income,Parent Background,Educational Attainment,Sex,Age,Dependents,Disabilities,Canada Natives,Geographic Regions,Community Characteristics,Grades (Scholastic),Secondary School Curriculum,Academic Aspiration,Anxiety,Student Attitudes,Influences,College Choice,Self Esteem,Foreign Countries

The 2004 College Applicant Survey (CAS) describes the college-bound applicant pool by covering a broad range of areas including key demographics, factors influencing college selection, academic background and financial preparedness. It is the most comprehensive and the richest source of survey data to date on applicants to the Ontario Colleges of Applied Arts and Technology. Acumen Research Group Inc. developed the survey tool and coordinated the survey in consultation with a college steering committee and the Canada Millennium Scholarship Foundation (CMSF). The Ontario College Application Services selected the random sample, distributed and collected the surveys. The research was primarily funded by the CMSF with supplemental funding from ACAATO. Due to an information sharing agreement, ACAATO was able to receive the data and perform secondary analysis on the 2004 CAS to look more closely at the factors affecting the transition from school to college and the characteristics of applicants who have taken various pathways to college. An exploration of applicant backgrounds shows that there are three distinct pathways to college: those applying directly from high school (Direct Entry), those who have not attended high school in the previous 12 months and have no post secondary education (Delayed Entry), and those with some postsecondary education (Previous PSE). This report focuses on these pathways in relation to their demographics (gender, income, age, etc.), academic profile (high school academics, college plans), and perceptions of college (individuals who influenced them, concerns, confidence). Appended are: (1) Comparison of OCAS secondary and non secondary statistics and CAS survey profile; and (2) 2004 College Applicant Survey Questionnaire. (Contains 22 figures, 7 tables and 6 footnotes.)
&quot;I Came in Unsure of Everything&quot;: Community College Students' Shifts in Confidence. CCRC Working Paper No. 48
Author: Bickerstaff, Susan
Date: 2012-09-00
Type: Reports - Research
Subjects: Community Colleges,Student Behavior,College Environment,Academic Achievement,Self Esteem,Two Year College Students,Graduation Rate,Academic Persistence,School Holding Power,Expectation,Student Attitudes,Student Characteristics,Attitude Change,Semi Structured Interviews

To improve low rates of credential attainment in community colleges, individual schools as well as a number of national organizations have developed a range of initiatives focused on increasing rates of college completion and student success. Although the importance of non-academic factors in college completion and student success has been well established, questions remain about the best ways to structure the community college environment to foster students' sense of belonging and promote behaviors that are associated with success. This paper addresses this gap in the literature by focusing on the academic confidence of students at the outset of their community college careers, the ways in which their confidence may impact student behaviors and persistence, and how student confidence is affected by students' experiences in college. Using data from nearly 100 community college student interviews, this paper examines students' descriptions of their confidence upon entering college and of the shifts in confidence they experienced early in their college careers. Our findings suggest that student confidence is shaped in part by past academic experiences and expectations of college upon entry. Using student descriptions of their perceptions of college and of themselves, we describe the characteristics of students who describe themselves as self-assured and those who identify as apprehensive. The interview data reveal that student confidence is continually shifting as a result of interactions with peers, faculty, and others. Our analysis also indicates that academic confidence can impact student motivation and academic behaviors that are associated with success. Importantly, this paper identifies the nature of those experiences that positively reinforce student confidence, events that we term &quot;experiences of earned success.&quot; Finally, we describe ways to structure classroom and other on-campus environments to create opportunities for students to experience earned success and ultimately enhance their commitment to academic pursuits. (Contains 1 footnote.)
National Student Satisfaction and Priorities Report. National Research Report, 2012
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,Technical Institutes,Student Experience,Private Colleges,Public Colleges,Satisfaction,Enrollment,Educational Trends,Trend Analysis,Educational Assessment,Benchmarking,Student Financial Aid,College Admission,Instructional Effectiveness,Academic Advising,College Choice

Tracking student satisfaction and priorities is an important task for many college campuses, especially in challenging economic times when resources cannot afford to be wasted. When campuses understand the priorities of their students, resources can be used efficiently and effectively. Student satisfaction is a key component of student life and learning, a gauge of whether an institution is providing an experience that students deem worthwhile. By simultaneously assessing satisfaction and priorities, campuses can determine which areas demand their attention and make decisions that will have the greatest impact on the student experience. This report examines the self-reported satisfaction and priorities of students enrolled at career and private schools, providing an assessment of student views on the quality of life and learning at these campuses. The &quot;2012 National Student Satisfaction and Priorities Report&quot; presents the responses to the Noel-Levitz Student Satisfaction Inventory[TM] (SSI) from more than 870,000 students at 1,143 four-year and two-year public and private institutions across North America. This year's study presents the overall satisfaction levels across institutional types, with a special emphasis on the experiences of more than 181,000 students at 315 two-year career and private schools. Appended are: (1) List of schools; (2) Demographics for career and private schools; and (3) Five-year trends at career and private schools. [For related reports, see &quot;Career and Private Schools--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix One&quot; (ED536669) and &quot;Community, Junior, and Technical Colleges--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix Two&quot; (ED536687).]
Career and Private Schools--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix One
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Proprietary Schools,Vocational Education,Technical Institutes,Students,Satisfaction,Needs Assessment,Student Attitudes,Institutions,Public Colleges,Community Colleges,Enrollment Influences,Scores,Participation

This document is one of two appendices to the 2012 National Student Satisfaction and Priorities Report. These appendices focus on the Student Satisfaction Inventory Form A and Institutional Priorities Survey results for: (1) Career and private schools; and (2) Community, junior, and technical colleges. The data for four-year private and four-year public colleges and universities is available from 2011 and will be published again in 2013. This appendix focuses on the results for the career and private schools which administered the SSI between the fall of 2009 and the spring of 2012, including: (1) Scale scores; (2) Strengths and challenges; (3) Factors in the decision to enroll; and (4) List of participating institutions. [For "National Student Satisfaction and Priorities Report. National Research Report, 2012," see ED536667. For "Community, Junior, and Technical Colleges--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix Two," see ED536687.]