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Empowering Faculty to Support International Students to Overcome the Academic Challenges Faced in Higher Education
Get PDFThe landscape of higher education is increasingly globalized with greater mobilization of international students (IS), which in turn requires the most effective teaching practices. Canada is a country with the most rapidly growing IS population that face multiple challenges. The realities faced by IS are different than those of domestic students. These facts compel the faculty to enhance their teaching practices and leadership role as pivotal components in addressing the learning needs of IS, while supporting them to overcome academic challenges. In this Dissertation-in-Practice (DiP), I investigate the lack of means of faculty to address the academic challenges faced by IS and explore the most appropriate solution to empower faculty at a medium-sized organization (OESBC; a pseudonym) that is a provider of academic support for IS in degree programs in a large western city in Canada. Empirical evidence suggests that the most suitable solution to address a first-order incremental change at this type of organization to empower faculty is a Community of Practice as a pilot project. Leading this change using an integrative approach of interpretivism, collaborative and situational leadership, Kotter’s model, targeted communication, knowledge mobilization plan, and the PDCA cycle will support the change team to attain the goals for faculty and indirectly impact the IS’ performance and social justice issues. With the support of the branch manager and future participants, I will lead the complexity of the change implementation plan, and strengthen the faculty leadership around innovative teaching practices to achieve the envisioned future for OESBC
Fostering Equity-Centred School Leadership: The Journey Upstream
Get PDFPersistent inequities affecting students from non-dominant groups are pervasive in education. To ensure outcomes and opportunities are equitable, educational leadership that centres equity is critical. This Dissertation-in-Practice (DiP) lies at the intersection of superintendent-led principal learning and equity-centred school leadership. The problem of practice explores how superintendents can foster equity-centred school leadership to address educational disparities. It focuses on supporting superintendents in the Great Northern District School Board (GNDSB) yet acknowledges broader potential due to the widespread nature of educational inequities. Situated within a critical orientation amidst a structural-functional and interpretivist organizational context, the DiP delineates historical, political, economic, social, and legal factors shaping the current state, contrasting it with an envisioned future state that emphasizes three key equitable leadership priorities: fostering a culture of belonging and inclusivity, maintaining high academic expectations, and implementing restoration-focused practices. Transformative and authentic leadership approaches pervade the DiP. They are applied to a three-stage change theory, which serves as a guiding framework for employing the selected strategies of critical dialogue and professional development to address the problem of practice. With a bias toward action, the change implementation plan articulates how superintendents will foster the growth of principals along a continuum of equitable leadership practice, employing key communication and evaluation tools and leveraging professional learning networks for knowledge mobilization. The DiP concludes by emphasizing ongoing learning and collaborative efforts among GNDSB leaders to address leader learning needs and amplify student voice, urging sustained momentum and intensified efforts for underserved students to ensure lasting impact
St. Peter\u27s Ohsweken, Brantford 1.1
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St. Williams, Memorial COE, Brantford 1.1
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St. Paul\u27s, Middleport, Caledonia, Brantford 1.3
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St. Paul\u27s, Middleport, Caledonia, Brantford 1.6
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Interior 2, St. Andrew\u27s, Howdenvale
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Interior 3, St. George\u27s, Owen Sound
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Interior 2, St. Luke\u27s, Point Clark
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