OUSA

What Students Want

TORONTO, August 31 /OUSA/ – Financial assistance, student services and teaching pedagogy are important priorities for undergraduate students at Ontario universities, according to the results of a survey released today by the Ontario Undergraduate Student Alliance (OUSA). The report, entitled “What Students Want: Results of the Ontario Student Survey,” highlights the results of a bilingual survey of over 10,000 Ontario university students that examined student priorities and satisfaction.

Results indicate that students remain principally concerned with the affordability and accessibility of university education. In one question, students were asked to prioritize how to direct institutional spending, and financial aid was selected over all other options by a large majority of students.

“Given that Ontario university tuition fees are the highest in the country, students are clearly concerned with the cost of their education,” said OUSA President Meaghan Coker. “We urge the government to continue investing in improvements to the student financial assistance system to reduce barriers to accessing higher education.”

Students also selected support services as the second highest spending priority for institutions, demonstrating their importance to student success. While satisfaction with most campus student services was high, students were significantly less satisfied with the quality of financial aid services, career counselling and services for students with disabilities.

The survey also identified factors that contribute to what students view as quality teaching. Available and helpful faculty, well-prepared lectures, an engaging presence in the classroom, and the ability to deliver material in multiple ways were considered to be characteristics of a high-quality learning experience. The integration of technology in the classroom and having a prominent researcher as a teacher were of lesser importance, particularly for those students who were less satisfied with the overall quality of teaching at their institution.

“When it comes to the quality of their education, students clearly put a high priority on teaching pedagogy,” added Coker. “Initiatives should be undertaken to improve the quality of instruction, including more robust instructional support programs and formal training in teaching methods for PhD students.”

OUSA represents the interests of over 140,000 professional and undergraduate, full- and part-time university students at seven Ontario institutions.

For a copy of OUSA’s report, What Students Want: Results of the Ontario Student Survey, click HERE.

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For further information or to arrange an interview, please contact Alvin Tedjo, OUSA Director of Communications & Public Relations, work: (416) 341-9948, cell: (647) 669-6885, email: communications@ousa.on.ca

Measuring our success requires indicators and benchmarks, not just in post-secondary education but in all fields. It is for this reason that the provincial government has created accountability measures, such as Key Performance Indicators and Multi-Year Accountability Agreements, to ensure Ontario’s post-secondary institutions measure up. While the current accountability framework is far from perfect, it is generally accepted that we need some sector-wide indicators and benchmarks, not to decide if one institution is better than another, but to ensure none are left behind.

Now let’s take a step back and look at Ontario’s post-secondary sector versus that of peer jurisdictions. For the same reason it is useful to select system-wide indicators within Ontario, there should be agreed upon indicators that allow for inter-jurisdictional comparisons as well.

Canada, unfortunately, has no national strategy for higher education and no common framework for measuring success. Even within Ontario, there has never been an open conversation about how to measure our success against global competitors. As a result, individuals and organizations are left to select their own indicators, often in a way that best supports their own view.

Minister Milloy recently highlighted this issue in an interview (http://www.westerngazette.ca/2010/08/24/post-sec-minister-visits-western/) with the Western Gazette, when asked about Ontario’s comparatively low level of per-student funding.

“I really do take issue with ‘the fun with figures’,” Milloy responded. He explained the comparisons between Ontario and smaller provinces weren’t accurate. “I’m sure Western has more students than some provinces have […] I don’t think you can make those comparisons.”

Personally, I disagree with the Minister’s assertion that per-student funding is not an adequate input measure for inter-jurisdictional comparisons. If large universities do not require the same per student level of funding as small ones, why is the bulk of government funding given out on a per-student basis? And why can OCAD provide a high-quality education on thousands less per student than UPEI, which is roughly the same size? And if economies of scale at large universities result in cost savings such that per-student funding can be lower, why does that same argument not extend to all sources of revenue, such as Ontario tuition, which is the highest in the country?

Whether or not you believe per-student funding is a useful metric, the real issue is the lack of consensus within the sector, even on the most basic and frequently employed measures. With the government developing a new five-year quality plan, we need a starting place if we are to have a meaningful discussion on the future. It is difficult to decide where we hope to be in five years without a consensus on where we are now.

It would be helpful if the government were to start this discussion by releasing a list of indicators that it believes are acceptable for inter-jurisdictional comparison. Discussions of the future will be more productive once we are armed with an idea of where we need to improve.

-Alexi White
Executive Director

Tony Bates is President and CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education.

Currently he is on contract to the Government of Alberta, assisting with the development of strategic directions for information technology management in the post-secondary education system, and several Canadian colleges and universities, advising on their e-learning strategies.

He was part-time Chair of Research in e-Learning at the Open University of Catalonia in Barcelona, Spain and is the author of eleven books, including his latest, ‘Technology, e-Learning and Distance Education.’

Tony Bates

The following article is reprinted from his website: http://www.tonybates.ca/2010/08/25/ontario-students-vision-for-the-ontario-online-institute/

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Ontario students’ vision for the Ontario Online Institute
By Tony Bates, on August 25th, 2010

Ontario Undergraduate Student Alliance (2010) The Ontario Online Institute: Students’ Vision for Opening Ontario’s Classrooms Toronto ON: OUSA

OUSA have produced a superb document outlining their position regarding the proposed Ontario Online Institute. While strongly supporting the concept, OUSA raises a whole set of key issues that need to be addressed if the new Institute is to be successful. They also recommend a consortium model based on that used by Open Universities Australia. As well as identifying many of the issues that the Ontario government will have to address, such as quality assurance, credit transfer, student learning and advisory support, 24/7 services, student aid, the report also gives the best overview I have seen of the current state of online learning in Ontario, Canada’s largest province by population (13 million).

Comments

The consortium model is primarily a challenge to both the government, to put in place a governance structure and funding that will require existing universities to work together in a coherent and meaningful way, and to the Ontario universities themselves, who in the past have talked collaboration but in practice have done little. For instance, it is much more difficult to transfer credits between institutions in Ontario than almost anywhere else in Canada. Without agreement to accept automatically course credits from partner universities, any consortium model is doomed to failure.

The governance of the Institute will require detailed agreements about revenue sharing, program planning, quality assurance and student support that will require partner universities to yield much more autonomy to the Institute than any Ontario university has shown the stomach for in the past. I do hope the universities – or at least enough to make a workable consortium – will step up to the plate, because Ontario needs the increased flexibility and access such an Institute will bring if it is to have a hope of achieving its goal of 70% access to post-secondary education.

Lastly, the OUSA document makes a very important point:

it is important to note that many aspects of the Institute will depend heavily on the initial design, and many of the solutions presented in the following pages will only be achievable if a heavily integrated consortium model, such as the one employed by the OUA, is selected for the Institute….students wish to highlight that the Institute will have significant long-term effects on the post- secondary sector in Ontario, and that all stakeholders and partners deserve an opportunity to provide input into this process. With only a vague notion of what the Institute is meant to do, students have found it difficult to participate in these deliberations and are concerned with how little information is available months after the initial announcement. Moving forward, students urge the government to facilitate real input from all stakeholders.

I do anticipate that the Ontario provincial government will make an announcement early in the fall, as there is an election due on October 6, 2011, and the government will want to have something in place by then. However, this is a very short timetable for establishing what will be a major new development in online learning. Achieving the right balance between consultation and action will perhaps be the biggest challenge for the government.

In the meantime, congratulations to OUSA who have produced by far the most substantial public input to this process to date.

OUA Presentation at the Conversation

TORONTO, August 25 /OUSA/ – The Ontario Undergraduate Student Alliance (OUSA), along with its partners – the Higher Education Quality Council of Ontario, and the Ontario Institute for Studies in Education, welcomed Dr. Grace Lynch, Senior Project Manager at Open Universities Australia (OUA), today for a presentation at the Ministry of Training, Colleges and Universities.

OUSA and its partners were thrilled with her visit, learning from her extensive experience and incorporating best practices into the design of the Ontario Online Institute. Dr. Lynch discussed the history of Open Universities Australia and how the organization has grown to become the leading online institution it is today.

Dr. Lynch provided information on OUA’s governance structure, partnerships, student support services, institutional provider requirements and expectations, student satisfaction and the student experience.

OUSA is excited to see the conversation expand in the upcoming days as Dr. Lynch continues to meet with stakeholders and provide feedback and context with an organization that OUSA is hopeful the Ontario Online Institute will take key aspects from.

To view OUSA’s submission on the Ontario Online Institute, CLICK HERE.

OUSA's Ontario Online Institute Submission

TORONTO, August 24 /OUSA/ – The Ontario Undergraduate Student Alliance (OUSA) today released a student vision for the design and implementation of the Ontario Online Institute. Based on consultation with students and experts in the field of online learning, the report covers issues related to the affordability, accessibility, accountability and quality of the online learning experience.

Students are in full support of the Ontario government’s decision to create an Ontario Online Institute. This endeavour will provide increased flexibility for students and has the potential to significantly improve access to post-secondary education, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers.

After examining organizations dedicated to the provision of online learning in Ontario and around the world, students recommend that the Ontario Online Institute be designed as a consortium of universities and colleges that would share online courses, resources and infrastructure. To overcome the drawbacks of such a decentralized model, and ensure students can easily navigate the system, provider institutions should come together to create integrated systems of admissions, student support services, quality assurance, and credit transfer, as has been done at Open Universities Australia.

In addition, students are excited to welcome Dr. Grace Lynch, Senior Project Manager at Open Universities Australia, for a presentation to the Ministry of Training, Colleges and Universities on Wednesday, August 25. OUSA and its partners have arranged the visit to learn from her extensive experience and incorporate best practices into the design of the Ontario Online Institute.

LINK TO WEB VERSION OF DOCUMENT

OUSA's Ontario Online Institute Submission

TORONTO, August 24 /OUSA/ – The Ontario Undergraduate Student Alliance (OUSA) today released a student vision for the design and implementation of the Ontario Online Institute. Based on consultation with students and experts in the field of online learning, the report covers issues related to the affordability, accessibility, accountability and quality of the online learning experience.

Students are in full support of the Ontario government’s decision to create an Ontario Online Institute. This endeavour will provide increased flexibility for students and has the potential to significantly improve access to post-secondary education, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers.

After examining organizations dedicated to the provision of online learning in Ontario and around the world, students recommend that the Ontario Online Institute be designed as a consortium of universities and colleges that would share online courses, resources and infrastructure. To overcome the drawbacks of such a decentralized model, and ensure students can easily navigate the system, provider institutions should come together to create integrated systems of admissions, student support services, quality assurance, and credit transfer, as has been done at Open Universities Australia.

In addition, students are excited to welcome Dr. Grace Lynch, Senior Project Manager at Open Universities Australia, for a presentation to the Ministry of Training, Colleges and Universities on Wednesday, August 25. OUSA and its partners have arranged the visit to learn from her extensive experience and incorporate best practices into the design of the Ontario Online Institute.

LINK TO WEB VERSION OF DOCUMENT

Orientation week is typically a weeklong event that takes place in the first week of the academic year. It offers a slew of social activities and events that help orient and welcome returning and incoming students to university. For many students this is one of the most memorable weeks of their university experience. O-Week introduces students to the university atmosphere and gives students an opportunity to socialize and meet their colleagues who they will be studying with for the next four years.

Students’ Unions across the country have been working diligently all summer long to provide the best O-Week possible for returning and incoming students. Every year the new executive team along with their staff try to improve on the O-Week that was delivered the year before to pull off an even bigger and better O-Week.

This year the Brock University Students’ Union’s (BUSU) theme for O-Week is BrockStock. The name may suggest that it is going to be a weeklong party but O-Week at Brock University has much more to offer. Now I will not deny that we will have our share of partying but there will be many more events that help welcome and orient all students to Brock University.

O-Week will be kicked off with our traditional Tower party where we will pack thousands of students underneath the Brock Tower and blast it with music! Then we will attempt to break a Guinness World Record, have a club/vendor fair, Condom Poker and Casino Night, Shinerama “Shine” day, and a “Hush Hush” party. This is just a glimpse of some of the events we will be hosting throughout the week.

Students will have the opportunity to get oriented with their faculties, residences and the community at large. There will be individualized events for international students, students living off-campus and mature students. There is quite a bit of diversity in O-Week events at Brock University and the week most definitely has something to offer every student.

For more information check out: www.busu.net/oweek

-Daud Grewal
BUSU VP UA

The Steering Committee of OUSA just completed its August meeting and is prepared to fly headlong into the school year next month. Many important issues were discussed as the committee finalized the organizations plans and priorities for 2010-2011.

Approved at the meeting was the OUSA Action Plan, first drafted at the Policy and Strategy Conference during the summer, it is the basic roadmap for what we want to accomplish this year. Some of these goals include: influencing political party election platforms, establishing stronger partnerships and becoming recognized widely as thought-leader and the preeminent student voice in Ontario. The Steering Committee will be working extremely hard throughout the year to complete these goals, along with and many others.

The committee approved two government submissions that will be sent to the Government of Ontario within the next week. They are the OUSA recommendations for the proposed new Ontario Online Institute and a paper on institutional differentiation.  Also occurring next week is the ‘Partners Conference’ were OUSA will be meeting with its federal and provincial partner organizations to discuss a wide range of issues.

For next month, the dates of the OUSA Campus Visits have been finalized. Home Office and the President will be traveling around to the different member schools to visit with the student assemblies, meeting with university administration and attend various events on campus relating to post-secondary education. It will be a long week, but one that has proven very useful in informing students about important issues that affect their education.

Finally, the dates for the OUSA Fall General Assembly have been set. It will take place at Brock University on November 5th-7th. During which time new policy papers will be presented and voted on.
Needless to say, it has been a busy month, and it will only get busier as school returns and students are exposed to the issues that impact their education. OUSA has had a very productive summer and the school year will not be any different.

Joe Finkle
MSU VP Education
OUSA VP Administration

The state of our post-secondary system in Ontario is at a crossroads. Institutions around the province are facing significant operating budget deficits, increasing enrollment pressures, increasing class sizes, potential faculty cuts and hiring freezes, fear of program closures, and widespread opposition to academic planning processes. The result is a growing concern among students, faculty, and the public that we are failing to preserve the quality of education for our undergraduates.

The root cause of our quality concerns is finite resources. With enough funding, universities could offer the intimacy of a graduate experience to every undergrad, and every institution would be equipped with state of the art facilities. But funding is limited, and the key is figuring out how we preserve quality independent of our fluctuating economic environment.

The government has initiated this process through the introduction of multi-year accountability agreements (MYAA’s), the collection of Key Performance Indicators at every institution, and universities have reviewed their own internal course and program auditing procedures. However, there is concern that many of the indicators that are collected don’t give us a clear picture of what quality is, and these protocols have only led to increased reporting for university administrators and few quality improvements.

There are several reasons academics and government alike have made so few inroads in this task. The first is that it is difficult to agree on a conception of what a quality education is. Should our universities be preparing youth for the workplace, advancing the knowledge economy through research and innovation, or, as Professor Martha Nussbaum advocates in the Globe and Mail, does a university education have intrinsic value in and of itself, investing our society with critical thinking skills and a civic consciousness.

Measuring quality once we have a definition is even more challenging. Is it enough to measure student retention, employment rates following graduation, and student-faculty ratios? While there is substantial common university data on input and output resources, there are surprisingly few performance indicators that report how effectively we are teaching and learning.  It is interesting that in a sector that emphasizes research so heavily, there is so little engagement in the questioning and developing processes for our own pedagogy.

While there are schools experimenting with undergraduate research opportunities and learning communities, there are other programs content to settle for traditional lecture-style teaching, ready to watch as lecture sizes grow and student engagement falls. This is not an inevitable outcome. However, in order to develop an effective set of quality indicators and a broader quality framework, there must be a recognition among students, faculty, university administrators and related stakeholders of the need for a campus culture committed to the exploration of teaching and learning strategies.

-Morgan Campbell
OUSA Research Intern

Thanks in large part to Elizabeth Church from the Globe and Mail, the issue of the province underfunding Ontario universities has grabbed considerable attention in the past couple of weeks.

In her July 30^th article “Tuition creeping beyond government funding”, Ms. Church offered the synopsis that the growth in funding from the Province is slower than the growth that the province allows in tuition fees. This is complemented by the alarming statistics indicating Ontario students fees cover the second highest percentage of university operating budgets in Canada, not failing to mention that Ontario students are charged the highest tuition fees in actual dollars in Canada.

Further analysis shows that revenue collected from students in tuition is crossing a dangerous threshold by surpassing the total revenue that universities collect from the government in operating grants. In fact, the University of Waterloo is projected to gain $220 million in tuition fees, while receiving $213 million from government grants, adding it among the universities in Ontario to reach this dysfunctional funding arrangement.

While the Province, through the Reaching Higher plan, provided considerable investment in the post-secondary education sector, due to increasing enrollment numbers, students have failed to see tangible improvements to the quality of their educational experience. With student-faculty ratios having increased significantly in the past decade, universities are also faced with inadequate funding for their student support services, and similar issues with investment in institution’s Centres for teaching and learning.

With all of this disappointing information and the ongoing deterioration of our publically funded model, students are left asking, ‘Where is our public good of university education going?’ This transition to a privately funded model is seemingly happening without any recognition or discussion.

Ms. Church’s article presented an accurate portrayal of the burdening situation that Ontario students are facing, confirmed by the generally positive reaction. The comments posted online by Globe and Mail readers demonstrates the fervent interest taken by citizens in this issue, with many appreciative of the importance of accessible and high-quality post-secondary education in today’s knowledge economy.

In addition to a general increase in government operating grants and a return to a fairer cost-sharing model between students and the government, students would like to see this issue given proper attention in the upcoming year and election.

Meaghan Coker
USC VP University Affairs
OUSA President