Alberta Post-Secondary Roles and Mandates

A snippet from my article for Communiqué

The Alberta system of post-secondary education may be unique in Canada. As Alex Usher says, “Alberta not only has the closest thing Canada has to a genuine system of education, but the government is also by some distance the most interventionist in the country when it comes to universities” (Usher, 2019). The Albertan system has changed over the years from its single public university – the University of Alberta founded only three years after the province was created (Macleod, 2016) – to the current seven universities. Four of the universities are called comprehensive academic and research universities and three are called undergraduate universities (Types of publicly funded institutions, 2020). In addition to the universities, the province has eleven publicly funded comprehensive community colleges; two polytechnic institutions; five private universities; and the Banff Centre, a specialized arts and cultural institution.

The Alberta system went through an overhaul in the first decade of the twenty-first century. New institutions were added, institutions changed from being colleges to being universities, and funding, which had been cut substantially in the 1990s, was increased (Usher, 2019). More importantly, in this decade was the 2007 introduction of The Roles and Mandates: Policy Framework for Alberta’s Publicly Funded Advanced Education System, which I will refer to as Roles and Mandates 2007. This document formalized the six-sector model that Alberta continues to follow today and laid out the goals and directions the system works towards. Although it has been superseded by 2019’s The Roles and Mandates: Policy Framework for Alberta’s Adult Learning System, referred to as Roles and Mandates 2019, the current structure of the Alberta system was formed by the 2007 version and so this inquiry will focus on the Roles and Mandates 2007 and the report that led to it.

Read the rest here

Assessment, Research, and Ethics

This is a snippet of my post at SA-Exchange.

The idea for this post came from a colleague of mine who was telling me about a new project he had implemented. He explained why he and another colleague had designed the project, what they wanted to do with it, how the roll out happened, what he saw happen based on the one on one interviews he was doing with students, what he thought that meant, and how he changed the program as a result of it. Then he told me how he didn’t feel he had remembered to assess it.

He had, of course, assessed the roll out, and then utilized that information to improve his practice. What he meant was that he hadn’t conducted research on the project. I suspect a lot of student affairs practitioners have similar thoughts, that our assessment needs to be done at the level of academic research.

He also shared with me that he didn’t think he could really do research because he didn’t know what the ethical boundaries were around it.

This post then is going to try to give a very brief overview of what the distinction between assessment and research is, why that’s important, and what the ethical boundaries are, finally leaving you with some questions to ask yourself about ethics and assessment.

Read the rest at SA-Exchange