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Relevant bibliographies by topics / Ontario Colleges of Applied Arts and Technology

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Academic literature on the topic 'Ontario Colleges of Applied Arts and Technology'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Ontario Colleges of Applied Arts and Technology"

1

Bell, Stephen, and Glen A. Jones. "Paid Consulting in Ontario Colleges of Applied Arts and Technology." Canadian Journal of Higher Education 22, no. 3 (December 31, 1992): 1–13. http://dx.doi.org/10.47678/cjhe.v22i3.183139.

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A survey of faculty participation in paid consulting arrangements in Ontario Colleges of Applied Arts and Technology reveals that 34% were involved in at least one project during a specified one-year period. There was significant variation in participation by division of academic appointment and by gender. The authors suggest that further research should be undertaken concerning the nature and role of paid consulting in community colleges. A number of basic questions are raised in an attempt to induce further study on this important topic.

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Skolnik, Michael L. "The Evolution of Relations Between Management and Faculty in Ontario Colleges of Applied Arts and Technology." Canadian Journal of Higher Education 18, no. 3 (December 31, 1988): 83–112. http://dx.doi.org/10.47678/cjhe.v18i3.183047.

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3

Kipang, Shani, and Daniyal Zuberi. "Beyond Face Value: A Policy Analysis of Employment Equity Programs and Reporting in Ontario Public Colleges." Articles 48, no. 2 (March 12, 2019): 169–85. http://dx.doi.org/10.7202/1057109ar.

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Given their unique pedagogical mandate and structure, Canadian public colleges play a central role in serving groups traditionally under-represented in the post-secondary system. Yet as enrolment from these groups continues to rise, it is unclear to what extent the diversity of student bodies is reflected among faculty. In fact, while issues of faculty diversity and employment equity have gained increasing attention within Canadian universities, they have been largely overlooked within colleges. In an effort to address this gap, we have reviewed the employment equity related policies of Ontario’s five largest publicly funded colleges (otherwise known as Ontario Colleges of Applied Arts and Technology, or OCAATs). With a focus on personnel data collection and recruitment—two policy areas we will argue are particularly underdeveloped in the sector—this paper provides recommendations for future research and priorities for organizational policy development.

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Kipang, Shani, and Daniyal Zuberi. "Beyond Face Value: A Policy Analysis of Employment Equity Programs and Reporting in Ontario Public Colleges." Canadian Journal of Higher Education 48, no. 2 (August 31, 2018): 169–85. http://dx.doi.org/10.47678/cjhe.v48i2.188078.

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Given their unique pedagogical mandate and structure, Canadian public colleges play a central role in serving groups traditionally under-represented in the post-secondary system. Yet as enrolment from these groups continues to rise, it is unclear to what extent the diversity of student bodies is reflected among faculty. In fact, while issues of faculty diversity and employment equity have gained increasing attention within Canadian universities, they have been largely overlooked within colleges. In an effort to address this gap, we have reviewed the employment equity related policies of Ontario’s five largest publicly funded colleges (otherwise known as Ontario Colleges of Applied Arts and Technology, or OCAATs). With a focus on personnel data collection and recruitment—two policy areas we will argue are particularly underdeveloped in the sector—this paper provides recommendations for future research and priorities for organizational policy development.

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5

Dietsche, Peter H. J. "Freshman Attrition in a College of Applied Arts and Technology of Ontario." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 65–84. http://dx.doi.org/10.47678/cjhe.v20i3.183086.

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This study, conceptualized using a "person-environment fit" model of dropout, examined differentiated freshman attrition and persistence in a College of Applied Arts and Technology of Ontario. Also examined were the magnitude and timing of dropout as well as the ability of the model to explain and predict freshman attrition/persistence vs academic success/failure. The relative importance of student and institutional characteristics in the withdrawal process was also assessed. Results showed that thirty percent of the freshman cohort dropped out in the first year, with approximately half doing so in the first semester. Those variables which measured the nature of the student-institution interaction accounted for a greater amount of the variance in persistence/withdrawal than did the background and entry-level characteristics of the students alone. This confirms the validity of the "fit" model of dropout and suggests that college administrators could significantly reduce freshman attrition by carefully managing the college learning environment. Consistent with U.S. studies comparing factors influencing dropout in commuter and residential institutions, this study found academic integration and educational commitment to be of greater importance to persistence than social integration and institutional commitment. A student's intention to leave the college at mid-semester and his/her confidence in success were also found to be important determinants of freshman attrition.

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6

Dennison, John D. "Commentary Upon…Survival of Excellense?: A Studyof Instructional Assignment in Ontario Colleges of Applied Arts and Technology." Canadian Journal of Higher Education 16, no. 2 (August 31, 1986): 1–14. http://dx.doi.org/10.47678/cjhe.v16i2.182992.

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7

Jones, Glen A., and George L. Geis. "Faculty Development Structures and Activities in Ontario's Colleges of Applied Arts and Technology." Canadian Journal of Higher Education 25, no. 1 (April 30, 1995): 41–61. http://dx.doi.org/10.47678/cjhe.v25i1.183204.

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The paper presents a discussion of faculty development in 22 of Ontario's Colleges of Applied Arts and Technology. We report the findings of a survey which collected information on administrative structure, funding, mandate, faculty development activities, publication, incentives for faculty participation, assessment of faculty needs and evaluation. We conclude by raising a number of questions which faculty developers might address as changes in the social, political and economic environment present new challenges to colleges and universities.

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8

Cudmore, Geoffrey. "Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology." Canadian Journal of Higher Education 35, no. 1 (March 31, 2005): 37–60. http://dx.doi.org/10.47678/cjhe.v35i1.183491.

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This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.

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Scollard, Sharon. "Updating vocational curriculum in two year diploma programs at one Ontario college of applied arts and technology to align with current industry practices." Journal of Vocational Education & Training 72, no. 4 (October 1, 2020): 623. http://dx.doi.org/10.1080/13636820.2020.1771105.

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Terenko, Olena. "Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 7–12. http://dx.doi.org/10.2478/rpp-2019-0013.

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AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.

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Dissertations / Theses on the topic "Ontario Colleges of Applied Arts and Technology"

1

Sheridan, David Harold. "An analysis of strategic planning practices at Ontario Colleges of Applied Arts and Technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35419.pdf.

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2

Best, Aurelia A. "An analysis of priority setting and resource allocation in Ontario colleges of applied arts and technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59085.pdf.

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Galway, Adrienne Diane. "Going global, Ontario colleges of applied arts and technology, international student recruitment and the export of education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/NQ50012.pdf.

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Smith, Malcolm Ian. "Student transfer from Colleges of Applied Arts and Technology to university in Ontario, an examination of student characteristics and motivations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35422.pdf.

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Surendra, Saketaram Sam. "Acceptance of Web technology based education by professors and administrators of a college of applied arts and technology in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58603.pdf.

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6

Haggerty, Franklin Dean. "Current developments and future directions of general education in Ontario's Colleges of Applied Arts and Technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35402.pdf.

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7

Charles, Anne Caroline. "Policy Windows and Changing Arrangements: An Analysis of the Policy Process Leading to the Colleges of Applied Arts and Technology Act, 2002." Thesis, 2011. http://hdl.handle.net/1807/29681.

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This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs. The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.

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8

Powell, Billroy. "Stakeholders' perceptions of their influence and that of others on the decision making processes in Ontario's CAATs and public universities /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510554&T=F.

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9

Davey, Richard Edward. "Procedural diversity in Ontario's non-degree sector : a study describing educational processes in a private career college and a college of applied arts and technology." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80101&T=F.

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10

Donohue, Marguerite. "Transfer of Learning from the Classroom to the Cooperative Education Workplace in a Baccalaureate Program in an Ontario College of Applied Arts and Technology." Thesis, 2010. http://hdl.handle.net/1807/26169.

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This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

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Books on the topic "Ontario Colleges of Applied Arts and Technology"

1

Christopher, Moore. The M&S guide to Ontario colleges of applied arts and technology. Toronto: McClelland & Stewart, 1993.

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2

Ontario Council of Regents for Colleges of Applied Arts and Technology. Harassment Task Force. Report on harassment and discrimination in Ontario colleges of applied arts and technology. Toronto, Ont: The Task Force, 1992.

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3

Ontario. Ministry of Skills Development. Directory of Training Courses in Ontario at Colleges of Applied Arts and Technology. S.l: s.n, 1987.

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4

Instructional Assignment Review Committee. Survival or excellence?: A study of instructional assignment in Ontario colleges of applied arts and technology. [Toronto, Ont.]: The Committee, 1985.

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5

(Ontario), Instructional Assignment Review Committee. Survival or excellence?: A study of instructional assignment in Ontario Colleges of Applied Arts and Technology : report. Toronto, Ont: Instructional Assignment Review Committee, 1985.

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6

Burge, Elizabeth J. Northern viewpoints: What do northern Ontario CAAT staff want in higher education? [Toronto]: Distance Learning Office, Ontario Institute for Studies in Education, 1992.

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7

Giroux, Roy F. A blueprint for human resource development in the third decade of the Ontario Colleges of Applied Arts and Technology: Executive summary. [Ottawa?: Association of Colleges of Applied Arts and Technology of Ontario?], 1989.

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8

), College Standards and Accreditation Council (Ont. Generic skills learning outcomes for two and three year programs in Ontario's colleges of applied arts and technology. [Toronto]: The Council, 1995.

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9

Technology, Ontario Council of Regents for Colleges of Applied Arts and. A framework for reviewing the mandate of Ontario's system of colleges of applied arts and technology. Toronto, Ont: Ontario Council of Regents, 1988.

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10

Ontario. Ministry of Skills Development. Directory of training courses in Ontario: At colleges of Applied Arts and Technology = Rep̣ertoire des cours de formation professionnelle pour l'Ontario. Toronto, Ont: the Ministry, 1987.

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Book chapters on the topic "Ontario Colleges of Applied Arts and Technology"

1

Moodie, Gavin, Michael L. Skolnik, Leesa Wheelahan, Qin Liu, Diane Simpson, and Edmund G. Adam. "How are ‘applied degrees’ applied in Ontario colleges of applied arts and technology?" In New Frontiers for College Education, 137–47. Routledge, 2018. http://dx.doi.org/10.4324/9781315142593-10.

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Conference papers on the topic "Ontario Colleges of Applied Arts and Technology"

1

Yan, Fang. "Analysis of Applied English Talent Training Mode of Local Colleges Based on Perspective of Market Talent Demand." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.82.

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Yang, Meifang. "Research on Current Status and Countermeasures of lDouble-position Teachersr Cultivation in Business English Major in Applied Technology Colleges in lInternet+r Age." In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.22.

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