Category: CSSHE-SCEES

In accordance with By-Law No.1 and as permitted under subsection 128(4) the Act, terms of office for Directors of the Corporation shall be as follows:

• Two (2) directors elected for a term of four (4) years
• Two (2) directors elected for a term of three (3) years
• Six (6) to eight (8) directors elected for a term of two (2) years

Vacancies 2022 

The Nominations Committee of the Canadian Society for the Study of Higher Education (CSSHE) solicits nominations for Directors to fill positions on the Board of Directors that will become vacant after the Annual General Meeting, scheduled to be held virtually on Monday, 16 May 2022 from 2:30 -4:00 P.M. (Eastern):

Four(4) to six (6) Directors to be elected for a term of two (2) years

Duties

The Board of Directors meets monthly except for July and August. Most meetings are one and a half hour video/teleconferences, however, the Board also meets for several hours immediately before the spring conference at the Congress of the Humanities and Social Sciences. Board members who cannot attend the face-to-face meeting in person are expected to do so by some form of electronic means.

In addition to preparing for and attending the meetings of the Board, directors of the society participate and serve on committees. Examples of committee work may include service on: ·

• Program Committee (which acts to plan and coordinate the annual and other conferences and events for the society),
• Awards Committees
• Policies and Procedures Committee
• Communications Committee
• Other committees formed as required to fulfill the objects and mandate of the society.

Directors may also be required to serve as liaisons to the society’s affinity groups, as conference track chairs, chair sessions at conferences, participate in the blind peer review process, and other duties of the Board of Directors as required under By-law No1.

How to Nominate

Self-nominations will be accepted. All nominators and nominees for positions on the Board of Directors must be members in good standing of the CSSHE for calendar year 2022. Before making a nomination for a colleague please ensure that the person you wish to nominate will accept the nomination.

If there are more nominees than positions in any one category, an election will be held. Interested nominees should view the lengths and terms of vacancies and specify the term vacancy (length of term of office) to which they are applying. 

Nominees shall provide a brief biographical statement (not to exceed 250 words) highlighting their particular interests within the field of higher education, their experience as a scholar and/or practitioner of higher education, and skills that would make them a valuable addition to the Board of Directors of CSSHE. These statements will be circulated to the membership in advance of the election. Upon election, Directors are asked to undertake a personal skills assessment and highlight their knowledge of the society, governance, and higher education. 

Please submit your nomination or self-nomination by email to csshe-scees@csse.ca with subject line “Nomination for Board of Directors” no later than 5 May 2022.

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Pour les besoins du présent document, il est entendu que le masculin comprend le féminin.

Conformément au règlement intérieur n^o 1 et sous réserve de ce qui est autorisé aux termes au paragraphe 128(4) de la Loi BNL, les mandats des administrateurs de la corporation sont :

• deux (2) administrateurs élus pour un mandat de quatre (4) ans.
• deux (2) administrateurs élus pour un mandat a trois (3) ans.
• six (6) à huit (8) administrateurs élus pour un mandat de deux (2) ans.

Postes vacants 2022

Le comité des candidatures de la Société canadienne pour l’étude de l’enseignement supérieur (SCÉES) sollicite des candidatures pour combler les postes au sein du conseil d’administration qui deviendront vacants après l’assemblée générale annuelle qui se tiendra virtuellement le lundi 16 mai 2022 de 14:30 h à 16:00 h (heure de l’Est) :

quarte (4) à six (6) administrateurs élus pour un mandat de deux (2) ans.

Responsabilités

Le conseil d’administration se réunit une fois par mois, sauf en juillet et en août. Il s’agit la plupart du temps d’une téléconférence ou vidéoconférence d’une heure. Le conseil se réunit aussi pendant plusieurs heures immédiatement avant le congrès du printemps de la SCÉES, qui a lieu dans le cadre du Congrès des sciences humaines. Les membres du conseil d’administration qui ne sont pas en mesure d’assister sur place à la réunion sont priés de s’y joindre par voie électronique.

En plus de se préparer en vue des réunions du conseil d’administration et de participer à ces réunions, les administrateurs de la société font partie de comités. Il peut s’agir, par exemple :

• du comité du programme (qui assure la planification et la coordination du congrès annuel et des autres congrès et événements de la SCÉES);
• des comités des prix;
• du comité des politiques et procédures;
• du comité des communications;
• ou d’autres comités mis sur pied au besoin en vue d’accomplir le mandat de la SCÉES et d’atteindre ses objectifs.

Les administrateurs peuvent également se voir demander de servir d’agents de liaison auprès des groupes d’affinité de la SCÉES, de présidents de l’une ou l’autre des volets du congrès annuel, de présidents de séance lors de congrès ou d’arbitres dans le cadre d’évaluations à l’insu par les pairs; ils peuvent aussi avoir à s’acquitter d’autres tâches qui incombent au conseil d’administration conformément au règlement intérieur n^o 1 de la SCÉES. 

Comment proposer une candidature

Vous pouvez présenter votre propre candidature. Les personnes qui proposent un candidat pour un poste au sein du conseil d’administration tout comme les candidats eux-mêmes doivent être des membres en règle de la SCÉES pour l’année civile de 2022. Avant de proposer un collègue comme candidat, assurez-vous que la personne que vous désirez proposer acceptera la mise en candidature.

S’il y a plus de candidats que de postes dans une catégorie, une élection aura lieu. Les candidats intéressés doivent prendre connaissance de la durée des postes vacants et préciser la durée du mandat  pour laquelle ils postulent.

Les candidats doivent en outre faire parvenir un profil d’au maximum 250 mots faisant étant de leurs intérêts particuliers dans le domaine de l’enseignement supérieur, de leur expérience en tant que chercheur et /ou praticien dans ce même domaine ainsi que de leurs compétences qui seraient un atout pour le conseil d’administration de la SCÉES. Ces documents seront acheminés aux membres avant les élections. Les candidats doivent se soumettre à une évaluation de leurs compétences personnelles et faire la preuve de leurs connaissances, qu’il s’agisse de la SCÉES, de la gouvernance ou de l’enseignement supérieur.

Veuillez faire parvenir par courriel, d’ici le 5^er mai 2022, le nom de la personne que vous proposez ou votre propre candidature à csshe-scees@csse.ca en prenant soin d’indiquer dans la ligne objet « Mise en candidature pour le conseil d’administration Â».

Apogee Releases Second Annual 2022 State of Higher Education Strategic Technology Planning Report

New Study Delivers Insights on How Higher Ed Approaches Strategic Technology Planning Amid Continued Pandemic Challenges

AUSTIN, Texas (Feb. 2, 2022) – Apogee, a leader in higher education managed technology services, has updated its ongoing study of higher education strategic plans with the completed analysis of 839 strategic plans of US colleges and universities. With the first study and report delivered in March 2021 and now with this update, Apogee has sought to provide higher ed leaders with a thorough understanding of the state of strategic planning and the role of technology on campuses of different sizes and in different locales. The findings are summarized and presented in the 2022 State of Higher Education Strategic Technology Planning Report, and a deeper dive into the data is available in the online interactive report.

About the Apogee 2022 State of Higher Education Strategic Technology Planning Report

Since 2020, Apogee has read and analyzed 839 higher ed strategic plans to understand the state of higher ed strategic technology planning. As of Oct. 1, 2021, only 500 institutions out of the 839 had an active strategic plan. This interactive report details the findings of these 500 active plans. The goal is to help institutions make data-driven planning decisions and tie their initiatives to technology strategies. Apogee believes that strategic planning is of paramount importance to ensure that higher education emerges from the pandemic stronger than before, with resilience to tackle the challenges that are certainly ahead.

The report focuses primarily on campuses with less than 5,000 students but includes a healthy representation of larger institutions to reference and compare strategic visions, for a 65/35 split. The company analyzed 16 campus initiatives across six main areas: technology, pedagogy, student life, student population, student outcomes, and funding, planning and governance.

“Though larger institutions have the innate advantages of more personnel and funding, we believe all institutions – especially smaller ones – need to double-down on strategic planning with a flexible goal-setting posture and aggressive technology planning that ties back to campus initiatives,” said Teresa de Onis, Apogee vice president of marketing and author of the report. “According to our research, smaller institutions are two times more likely to not have a strategic plan. Intentional strategic planning, with technology planning that keeps pace with and stays ahead of the altered environment, is fundamental.”

Insights from the Report

• The presence of technology initiatives decreased. The first study revealed that 66 percent of institutions explicitly called out technology initiatives in their strategic plans. Given the adoption of remote and blended learning modalities, it would be expected for schools to enhance their plans’ technology initiatives in 2021; however, only 62 percent of active plans in this year’s study included technology initiatives.
• Larger schools place more emphasis on technology initiatives in strategic plans. When strategic plans are broken down by school size, the disparity comes into even sharper focus: 70 percent of schools with enrollment over 5,000 document their plans for technology innovation and infrastructure, while only 54 percent of schools with enrollment under 5,000 document these plans.
• The gap between pedagogy and technology widened over time. Pedagogy initiatives increased alongside technology initiatives from 84 percent prior to 2020 to 88 percent afterward. While the increased focus on pedagogy planning since 2020 aligns with the increase in remote learning adoption, the inverse technology investment relationship suggests schools may either be unprepared for a future of blended, multimodal learning or expect a return to normalcy soon.
• Institutions are investing time and resources in preparing students for the future of work. Specific program areas that drive pedagogy initiatives, such as new program development and curriculum revision, increased by 18 percent and 15 percent, respectively. In addition, the study found a greater emphasis on career placement in plans created after 2020 – 52 percent of plans in the new study versus 42 percent in the year prior, suggesting that return on educational investment is top of mind.
• Institutions may be neglecting residential living improvements. In plans created before 2020, 38 percent of institutions showed a focus on improving residential living, but this number dropped to 25.6 percent in plans created after 2020. This could pose an issue for schools in the future if improving residential life on campus is not a strategic planning priority.

“As the statewide leader advocating for private, non-profit colleges in North Carolina, NCICU was pleased to be the first Apogee partner to host a webinar to deliver these insights to our colleges and universities to guide them in their strategic planning,” said Hope Williams, president of the North Carolina Independent Colleges and Universities. “The Apogee State of Higher Education Strategic Technology Planning Report reveals that initiatives such as student outcomes, pedagogy, student life, and planning and governance all rely on an underpinning of technology. The data compiled by Apogee can enable institutions of higher education to benchmark against other peer institutions to inform their strategic planning process.”

About Apogee

Established in Austin, Texas, in 1999, Apogee is a leading provider of managed technology services that enable colleges and universities to innovate to enrich the campus experience and foster student vitality. Uniquely positioned to serve higher education, Apogee supports a community of more than one million students and administrators at over 400 colleges and universities nationwide. The company’s comprehensive managed services portfolio includes managed campus networks, residential networks (ResNet), campus engagement, and HDTV and streaming video. Visit Apogee at apogee.us.

Media Contact             
Laura M. Pennino
Pennino and Partners
lp@penninoandpartners.com
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