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Ontario higher education system has moved far and fast in the past decade. The early 1990s saw "modest modifications and structural stability." Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind reform. ; Le système ontarien d'enseignement supérieur a beaucoup évolué au cours des dix dernières années. Au début des années 1990, il était question de le "modifier modestement en retenant les structures de base." Depuis 1995, sous un gouvernement néo-libéral en Ontario, de nouvelles politiques importantes, analogues aux politiques déjà en vigueur en Europede l'ouest et aux Etats-Unis, se sont multipliées. L'auteur propose une explication de la cadence et des dynamiques des réformes ontariennes, en décrivant leurs forces motrices.

Universities attempt to influence government policy through the input of interests to the political process. Given the importance of keeping legislators informed of university interests and activities, a study was conducted in 1986 to obtain data from Members of the Manitoba Legislative Assembly on the adequacy of information provided by the University of Manitoba. The purpose of this paper is to report the major findings of that study, including the types of information requested by legislators, and to discuss three themes which emerged from the interviews: that the University should move slowly in its attempts to improve relations with legislators, that secondary relations should be strengthened, and that the University should present its case in a more positive fashion.

There is no national accreditation or quality assurance mechanism for Canadian higher education. This paper argues that a number of structural characteristics that emerged as a function of the transition to mass higher education have served to stymie the development of government quality assurance mechanisms, including the decentralization of higher education policy, the development of a relatively homogeneous university sector, and the limited policy capacity of provincial ministries. The development of new types of degrees, combined with an expansion of degree-authority to new institutional types have led to the emergence of new quality mechanisms in several provinces designed to assess the quality of new degrees, but it is the universities that continue to play the central role in terms of quality assurance.

Intro -- Contents -- Acknowledgments -- 1. Introduction: The Academic Profession Enters a New Global Era -- 2. Germany: Unpredictable Career Progression but Security at the Top -- 3. France: Marginal Formal Changes but Noticeable Evolutions -- 4. United Kingdom: Institutional Autonomy and National Regulation, Academic Freedom and Managerial Authority -- 5. Russia: Higher Education, between Survival and Innovation -- 6. Brazil: An Emerging Academic Market in Transition -- 7. India: The Challenge of Change -- 8. China: The Changing Relationship among Academics, Institutions, and the State -- 9. Japan: Opening Up the Academic Labor Market -- 10. United States: A Story of Marketization, Professional Fragmentation, and Declining Opportunity -- 11. Canada: Decentralization, Unionization, and the Evolution of Academic Career Pathways -- 12. Looking across Systems: Implications for Comparative, International Studies of Academic Work -- List of Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.

In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institutional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy debate about institutional diversity by using document and policy analysis, and by drawing on a number of semi-structured interviews with senior university and system-level administrators. ; Dans le but de répondre, de manière rentable, aux exigences d'une société globale et émergente basée sur le savoir, de nombreux pays ont apporté des changements structurels dans leur politique d'enseignement supérieur en mettant l'accent sur la diversité de leurs programmes et système. Un débat sur la diversité institutionnelle des établissements d'enseignement supérieur existe depuis au moins cinq décennies en Ontario, particulièrement dans le secteur universitaire. Par le truchement du débat politique actuel sur la diversité institutionnelle, cet article donnera un aperçu des questions de qualité, d'accessibilité et de financement en utilisant l'analyse de documents et de politiques, et en s'appuyant sur un nombre d'entretiens semi-directifs avec des administrateurs universitaires et de système à l'échelle supérieure.

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. ; Ce document se penche sur le développement du corps professoral de 22 Collèges d'arts appliqués et de technologie de l'Ontario. Nous vous présentons les résultats d'une enquête qui a été menée pour recueillir des renseignements sur les structures administratives, le financement, le développement du corps professoral, les publications, les mesures visant à encourager la participation du corps professoral, ainsi que l'évaluation du corps professoral et de ses besoins. Et en terminant, nous soulevons plusieurs questions auxquelles les responsables du développement du corps professoral devraient s'adresser à la lumière des nouveaux défis que représentent l'évolution des structures sociales, politiques et économiques pour les collèges et les universités.

This paper reports the results of a study of provincial level arrangements for coordination of planning and operations between university and college sectors in Canada. The data are drawn from a survey of senior government and sector officials in which respondents were asked to describe existing arrangements for coordination and to comment upon the importance attached to, and priority issues for, coordination; characteristics of effective structures for coordination; and their satisfaction with existing arrangements. The findings indicate that inter-sector coordination is perceived as an important issue; that coordination structures are most developed in the provinces in which there is the strongest mandate for articulation between sectors; and that efforts are under way in most provinces to refine and improve structures for inter-sector coordination. ; Cet article pre'sente les résultats d'une étude sur les modes de coordination, à l'échelle provinciale, de la planification et du fonctionnement intersectoriels des universités et des collèges au Canada. Les informations utilisées pour les fins de cette analyse ont été obtenues à partir d'une enquête effectuée auprès des hauts fonctionnaires des gouvernements provinciaux et auprès des institutions d'enseignement postsecondaire. L'objet de cette enquête a porté sur les modes de coordination en place, sur l'évaluation de l'importance attribuée à ces activités, sur les questions prioritaires nécessitant la coordination, sur les caractéristiques des structures de coordination qui s'avèrent les plus efficaces, et enfin sur le niveau de satisfaction en regard des structures existantes. Les résultats de l'enquête indiquent qu'on attache généralement une grande importance aux structures de coordination intersectorielles; que les provinces possédant les structures les plus développées sont celles ayant établi un mandat clair de coordination; et enfin, que toutes les provinces sont déjà engagées dans un processus qui vise à développer et à améliorer les structures existantes.

Universities are under increasing pressure to help promote socio-economic growth in their local communities. However until now, no systematic, critical attention has been paid to the factors and mechanisms that currently make this process so daunting. In Universities and Regional Development, scholars from Europe, the Americas, Africa, and Asia critically address this knowledge gap, focusing on policy, organization, and the role of individual actors to uncover the challenges facing higher education institutions as they seek to engage with their regions. In a systematic and comparative manner, this book shows internal and external audiences why, how, and when the institutionalization of universities' "third missions" should take place.

There is a general tendency amongst policy and certain academic circles to assume that universities are simple strategic actors capable and willing to respond to a well-articulated set of regional demands. In reality, however, universities are extremely complex organizations that operate in highly institutionalized environments and are susceptible to regulative shifts, resource dependencies, and fluctuations in student numbers. Understanding universities' contributions—and capacities to contribute—to regional development and innovation requires understanding these internal dynamics and how they interact with external environmental agents. Based on a comparative study across various national settings and regional contexts, the chapter highlights the types of tensions and volitions that universities face while attempting to fulfil their "third mission." Building upon the existing literature and novel empirical insights, the chapter advances a new conceptual model for opening the "black box" of the university-region interface and disentangling the impacts of purposive, political efforts to change universities' internal fabrics and to institutionalize the regional mission.

Following the design of a similar study in 2000, the authors conducted a study of university senates (academic councils) to assess the current state of academic governance in Canada's universities. An earlier paper presented and analyzed the data that were gathered about senate size, composition, structure, legislative authority and work, and about structural and governance changes to senates in the intervening decade. The current paper focuses on themes arising from responses to the open-ended questions, highlighting key findings. Significant findings relate to a sizeable discrepancy between senate members' perceptions of the importance of effective academic oversight, and their success at achieving this. Suggested reforms include reviewing and improving senate performance; fostering a culture of trust and respect among and within governing bodies; clarifying spheres of authority and accountability; and promoting the importance of collegial governance and oversight within the institution. ; Des suites d'une étude semblable réalisée en l'an 2000, les auteurs de cet article ont mené une étude sur les conseils académiques afin d'évaluer l'état actuel de leur gouvernance dans les universités canadiennes. Un article antérieur avait analysé des données sur la taille, la composition, la structure, le cadre légal, le cadre de travail ainsi que les changements de structure et de gouvernance des conseils de la décennie. Le présent article se penche sur les thèmes soulevés dans les réponses ouvertes du questionnaire. Les constats les plus révélateurs traitent de l'écart important entre la perception des membres du conseil quant à l'importance d'une surveillance académique efficace et de la réalisation de cet idéal dans la pratique. Parmi les recommandations de réforme, on trouve le besoin de revoir et d'améliorer le rendement des membres du conseil, la nécessité de créer une culture de confiance et de respect entre les instances de gouvernance, un éclaircissement par rapport aux sphères d'autorité, ainsi que la promotion d'une gouvernance collégiale qui se charge de la surveillance au sein de l'établissement.