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UNI·CEN Documentation Report 2: Standardized Census Data Tables
No full textThe Unified Infrastructure for Canadian Census Research, or UNI·CEN, is a comprehensive database of historical and contemporary Canadian aggregate Census data, digital boundary files, and ancillary material, all provided in modern data formats. The goal of the project is to liberate Canadian Census data so that it can be easily used by academic researchers, students, and the public.
The UNI·CEN Standardized Census Data Tables series contains reformatted versions of all publicly available digital Census data. This documentation report describes the data sources, tabular formats, and file types used.https://ir.lib.uwo.ca/nest_observatory_docs/1000/thumbnail.jp
Moving Beyond the Status Quo: Building an Intersectional Student-Centred Culture in a Registrar’s Office
Get PDFWith an increasing number of students with diverse and complex identities attending colleges and universities, higher education institutions (HEIs) need to adapt to better serve their intersectional lives. At the centre of service delivery at most HEIs is the registrar’s office (RO), often offering services from before a student’s arrival right through to graduation. This Organizational Improvement Plan (plan) explores building a student-centred service delivery model in an RO at a large comprehensive university in Ontario. Organizational structures in HEIs are commonly vertically based on the specialty of work of the staff member rather than the horizontal crosscutting needs of the student. Students’ questions are often not isolated to a single issue and are informed by standard aspects like their degree program, and unique aspects like their racial identity, sexual orientation, or financial status. Taking a student-centred approach means taking into consideration a student’s social identity through an intersectional lens. The plan is executed through an authentic transformative leadership lens and is grounded in student development theory, the concept of intersectionality, and social identity theory. It suggests a path forward that is guided by a multistage approach to bring about substantive organizational change, uniquely different than a traditional one-stop-shop model, and instead equipping skilled professionals at the first point of contact to support students, minimizing referrals, and maximizing holistic support. The change recommended in this plan is multilayered, complex, and unique, but will systemically change the way service is expected by, delivered to, and engaged with students—for the better
Cultural Awareness and Change Management: Embracing the Benefits of Merging a Community College with a University in Atlantic Canada
Get PDFThe organizational merger of two post-secondary organizations is fraught with synergies and complications that lend themselves to positive and negative outcomes of the joining. The need for a consolidated credential pathway model that defined the academic and administrative authorities of the merged organization was required. The organizational improvement plan (OIP) reviews the historical context of Ocean Institute of Eastern University (OIEU) to uncover the cultural underpinnings of resistance that exhibited themselves. While blind resistance exists within almost every organization, including true ideological resistance, within the context of OIEU, most of the resistance is rooted in political resistance, where some feel they will lose their power base, status, and role within the organization. Leading an organization through change involving many systems, structures, and functions requires a humanistic leadership approach combining transformational and distributed leadership principles. Ownership of the change is realized through appreciative inquiry and Plan-Do-Study-Act cycles to encourage stakeholders the ability to own and effect change in the organization. As per Edgar Schein’s change model, leading through change will require the organization to unfreeze, learn new things, and re-freeze. This change process is fundamental to all organizational change models. It is specifically well-considered for OIEU, frozen in a three-decade position of two academic authorities. The OIP will propose a solution to address the dichotomy in credential pathways, thus enabling OIEU to realize its full potential within the post-secondary landscape
Equity and Excellence: Creating a Socially Responsible Shared Vision of Academic Quality
Get PDFThe concepts of academic quality and social responsibility in post-secondary organizations are spacious yet becoming more intertwined. With stated organizational values grounded in excellence and diversity, this Organizational Improvement Plan (OIP) seeks to intersect a quality management framework with the equity, diversity, and inclusion (EDI) efforts at a multi-campus college in Atlantic Canada. Specifically, the problem of practice I aim to resolve is how a shared vision of academic quality may be created through an added lens of social responsibility among the academic leadership team. In order to achieve a shared vision of academic quality, there are two main goals central to this OIP: examine the newly developed APAE framework piloted through an international partner through a lens of local community and examine our quality standards through an EDI lens. Organizational learning theory provides insights into understanding how knowledge is created and used within the organization to accomplish these goals. Central to this initiative is a trianalogous leadership framework grounded in servant, transformational, and collective leadership ideologies used to guide the leadership team in a series of Academic Quality Leadership Lessons through a community of practice model. This process is supported by an appreciative inquiry modality which draws upon the strengths of current quality management initiatives and aims to bring about positive change by enhancing the leadership team’s knowledge of socially responsible quality management practices
Building Capacity in K-12 Educational Leaders to Address the Opportunity Gap
Get PDFWhile there is a niche of students who benefit from alternate education programs, there is a growing concern with the exclusionary nature of these programs and the limited research published regarding the effectiveness of these programs meeting the needs of students they serve (Smith et al., 2007). There is also concern that alternate programs contain a large percentage of students from marginalized groups, and that they are reinforcing and perpetuating some of the challenges they were meant to address through the process of othering students. Othering is an incident where groups or an individual are labeled as not fitting in with the norm, it is the us vs. them mentality (Cherry, 2020; Spencer-Iiams & Flosi, 2021). This Organizational Improvement Plan (OIP), rooted in social justice and equity, investigates how to build educational leaders’ capacity to proactively address the opportunity gap for students considered marginalized and eliminate exclusionary practices in their neighborhood school.
Using transformative and inclusive leadership approaches, a change intervention plan incorporating a diagnostic framework, the Change Path model (Deszca et al., 2020) and a dialogic framework, the Dialogic Change model (Kuenkel et al., 2021) are presented. It is suggested that by developing a leadership development series that incorporates lead learner teams (LLTs), presented by Katz et al. (2018), educational leaders will gain the capacity to address the opportunity gap and eliminate exclusionary practices in schools
The Introduction of a Global Medical Education Strategy
Get PDFSignificant effort has been made in improving global health care over the last several decades, however, there had been a lack of consistency in the delivery of care. This includes a lack of access to safe and affordable surgery and comprehensive care in low- and middle-income countries. Health care organizations require that medical providers are equipped with the highest quality of medical education programs to enhance the provision of patient care. This Organizational Improvement Plan (OIP) examines a global, medical mission-based, Non-Governmental Organization (NGO), that provides highly specialized surgery and comprehensive care locally and internationally through medical volunteers. The Problem of Practice (PoP) discussed is the lack of consistency in the design, development, delivery, and evaluation of medical education curriculum at the organization. A systems theory approach through the lens of authentic and transformational leadership to address the PoP is presented, including the introduction of a global medical education strategy through the implementation of global curriculum standards. Evidence-based, best practices such as balancing both local and global education requirements, a framework as opposed to a prescriptive approach to implementing global medical education, and the importance of competency-based medical education are examined. The OIP incorporates the application of Kotter’s eight-step process for leading change, Kaplan and Norton’s balanced scorecard to monitor and evaluate change efforts, and Klein’s management strategy for developing a robust communication plan. Ethics, equity, and social justice to improve patient outcomes through medical education is woven throughout, and the paper concludes with next steps and future considerations
St. George\u27s Anglican Church Choir
No full texthttps://ir.lib.uwo.ca/anglican_choirs/1020/thumbnail.jp