education | Learning, Teaching and Leadership

A new kind of Loyalist: “Public” ESL education takes on a whole new twist in Canada

February 18, 2014

For more than a decade I have been fascinated by the links between English as a Second Language (ESL) programs and business. Public school boards, private schools and post-secondary institutions use ESL programs to generate revenue for their organizations. This topic fascinated me so much, I wrote my Ph.D. research on it.

In education, we don’t call the money generated by fee-paying ESL students “profit”. That word is pretty much a profanity in the social sectors. But essentially, that’s what it is. The revenue generated from ESL programs comes in to institutions mostly as unrestricted money. That means that the organization can direct the funds wherever they see fit. They can’t dole it out to shareholders, because there are none… but they can use it for salaries, renovations, perks or whatever they want.

I’ve never thought that was a particularly bad thing — providing that students get a quality educational experience and institutions don’t make promises they can’t keep.

Private ESL schools have often been regarded as shady or disreputable, precisely because they generate profit. They can use that profit however they want.

In Canada, it’s really getting interesting. A company called Loyalist Group Ltd. has created a public company that buys up ESL and college prep schools. They own schools in Vancouver, Toronto and Victoria. Unlike other, private schools, this business is public. That means that they trade on the Toronto Stock Exchange (TSX). The average joe can buy stocks in the company — and share in the profits.

A few days ago, Loyalist Group Ltd. was named to the TSX Venture 50. That’s a list of some of Canada’s strongest and most promising public companies. It’s a major coup for an educational company to be named to this list. And Loyalist has done it for the second year in a row.

What we call “public education” is paid for through our tax dollars. We trust the government to administer those dollars in a wise and honest way.

Interestingly, one of the findings of my Ph.D. research was that when it comes to ESL programs in public education and universities — at least in Canada — there’s often a reporting loophole. Public educational institutions never have to explicitly disclose how much revenue they generate specifically from their ESL programs, what their enrolments (essentially their “sales”) are, or how well they do from one year to the next. That information is kept tightly under wraps and never disclosed publicly. I tried in vain to get revenue reporting results from numerous ESL programs during my Ph.D. research. Doors quietly closed and conversations ended. Ultimately, I had to re-design my entire study so I considered factors other than revenue. Getting my hands on financial data was impossible. Why? Because ESL programs at public institutions are under no obligation to report their financial information to anyone. ESL programs fall through the reporting cracks, while generating millions (or even tens of millions) for public institutions…

Public education companies, on the other hand, could never get away with that. They’ll report their earnings and spread their success among their shareholders. If they’re not successful, they’ll fail. Success in education is based on outcomes and results.

But there’s a new form of “public” education on the block and it is not to be ignored. Educational companies that are publicly traded on the stock market are drastically different from private companies. Public companies are obliged to share financial information with shareholders and investors. The accountability to the people who choose to put their dollars into the company is significant. Shareholders can ask questions — and demand answers. If their students are not happy or successful, they’ll leave. Sales will drop and they’ll close their doors. Their very existence depends on their students’ success.

Private educational companies never have to disclose details of their operations or finances. That should make us skeptical.

But public companies put it all out there for anyone to look at, scrutinize and ultimately judge. That’s a good thing. When it comes to ESL, it’s more transparent than what we see in public institutions. The very nature of accountability and reporting in education in Canada is changing… It’s strange, but true that when it comes to ESL, publicly traded companies like Loyalist Group Ltd may turn out to be more transparent, more accountable and more responsive to questioning from outsiders than some “public” institutions.

If you’re an ethical investor who values education, keep your eye on Loyalist Group Ltd. They may be the first of their kind in Canada, but they probably won’t be the only one… at least not for long.

Disclosure: Do I own shares in Loyalist Group Ltd.? Just a few. And I’ll be buying more soon.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on A new kind of Loyalist: “Public” ESL education takes on a whole new twist in Canada | education, ESL, language program administration, languages, marketing, second languages | Tagged: Canada, education, ESL, Loyalist Group Ltd., public | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

“Math Wrath”: Are parents pushing for a return to tradition?

January 13, 2014

Recently, Canada’s national newspaper, the Globe and Mail, published, “Math wrath: Parents and teachers demanding a return to basic skills.” The article talks about a movement by some Canadian educators and parents to put greater emphasis on developing concrete math skills such as addition, subtraction, multiplication and division and less focus on discovery and creative strategies.

I find myself fascinated by this debate. I have long wondered about “creative strategies” in education. At the very beginning of my teaching career I took the Gregorc learning styles test. I came out perfectly balanced between all four quadrants: concrete, abstract, random and sequential. Apparently, that’s not particularly common. What it means though is that I can see and appreciate a variety of different learning styles.

Adapted from: http://web.cortland.edu/andersmd/learning/gregorc.htm

Over the past 20 years or so (about the length of my teaching career), I have noted a distinct shift away from concrete sequential learning. Order, logic, learning to follow directions and getting facts seem to have diminished in value, while experimentation, risk taking, using intuition, problem-solving, learning to work in teams and focusing on this issues at hand all seem to fit with the creative learning strategies that have become popular in recent decades.

There has been a notable shift away from valuing sequential learning, structure, learning to follow precise directions and memorizing. In decades past, educational structures and systems may have favoured the concrete sequential learner. Today’s educational systems favour a more random or exploratory approach.

The debate has become almost vicious in some educational circles. Those who favor teaching methods that are concrete and sequential have been poo-poo’ed or dismissed by colleagues who insist vehemently on the random nouveau. I have known colleagues who have been quietly yet unapologetically exited from their teaching jobs because they continue to insist that their students follow directions, do activities in a particular order or memorize.

I worry a bit about the defiant horror expressed by some educational experts and parents at the idea of memorizing. While I agree that rote learning may not employ the highest levels of our cognition, memorization has its place. Learning to say, “Please” and “Thank you” are largely memorized behaviours. Learning to stop at a red light and drive on a green light is also a memorized response. Memorizing how to do CPR could save someone’s life.

Don’t get me wrong. It’s not that I believe that we need to go back to the days of corporal punishment for an incorrect answer based on memorization. What has always puzzled me though, is how quickly methodological fashions change in education. When a new way of learning or teaching is introduced, old ways seem to be immediately, unequivocally and vehemently dismissed. Really good teachers whose background are more traditional than fashionable are thrown out along with their teaching methods.

Do we need to take a step back and look at models that integrate and value a variety of approaches? Would it be wise to hesitate… just a little bit… before we denounce traditional methods as being heinous and abhorrent, with only newer and more fashionable ones as being worthy?

I wonder if the obsessive focus on creativity, exploration and problem-solving might be doing some harm that we can not yet predict? Perhaps a small dose of memorization, learning to follow specific directions and learning systematically might be helpful?

Personally, I give both children and adults more credit than some educators or policy makers who insist on a singular approach to learning, regardless of whether it is systematic memorization or exploratory problem-solving. Being the utterly complex and capable creatures humans are, surely we can cope with both memorization and developing creativity simultaneously?

It’s the drastic swings of the policy pendulum that should worry us. The unflinching insistence that exploratory methods are the only legitimate or credible ways of learning should make us nervous. Polarized and uncompromising opinions on the singular “best” way to learn should be considered suspect.

There is almost always more than one “right” way to learn.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Branding Universities: Why change isn’t always a good thing

August 21, 2013

The University of Calgary announced today that it is changing its branding. Again. The change is being hailed as a “refreshed system”, “more logically structured” and “streamlined”.

U of C shared a graphic of the “evolution” of its branding in recent decades:

Before 1966, the university was a satellite campus of the University of Alberta. In ’66 it gained its independence as its own institution. You can see the U of A logo in the upper left-hand corner.

Since becoming its own institution, the University of Calgary has had four distinct logos.

Notice what the University of Alberta looks like today:

It still looks pretty much the same as it did in 1966. For a university, arguably, that’s a good thing.

Universities are institutions where tradition, honour and stability are signs of prestige. The more venerable the institution, it seems, the less often it changes its logo. Here’s another example from the University of Cambridge in the U.K.:

Cambridge has been around since the year 1205 and yet, there is little historical evidence of much change in its visual branding during the past century at least.

You might argue and say, “Well, that’s an old university in Europe. We are talking about a North American university here.” Let’s consider the logo for Georgetown University in Washington, D.C.:

Georgetown opened its doors in 1789. There is a plaque embedded into the brick of one of its building with its crest. On the left, you see its current logo. There has been little change in its branding since 1789.

In branding one of the key elements is consistency over long periods of time. Think about McDonalds, Coca Cola or MGM films. You can instantly picture their logos or visual branding in your mind, right?

At institutions of higher learning, the branding isn’t just for the students of today. It is also for the alumni. Possibly even generations of alumni who feel that their experience at the institution forms part of their youth and their identity.

I have to ask myself how radically re-branding a university four times in half a century helps to great a sense of stability or connection over generations of alumni?

There are times when a re-brand is a good thing. If a product, organization or program developed a logo in its very early days that was not very professional — and it shows — then developing a new logo is a way to elevate its sophistication, prestige and overall image. But re-brands are not to be taken lightly in education — particularly not in higher education.

When a client hires me for an educational marketing consulting project, it is very rare that I recommend a complete re-brand of a program or a school. The risks of appearing inconsistent, flighty or unreliable more often than not outweigh the seduction of having something fresh and new.

When it comes to branding, stability and consistency and create a sense of legitimacy, credibility and trustworthiness. In turn, this builds the prestige and honour for the brand. Over time, the brand enjoys higher and higher levels of social esteem. Prestige and honour have to be earned by educational institutions, particularly in today’s world of “pop-up” schools and that takes time… much longer than a decade or two in most cases.

If you are thinking about a re-brand of your school or educational program, think about it long and hard. Weigh the benefits and the risks. Think about the long-term, rather than the short term. Consider the impact on generations of alumni.

Often, it’s better to invest the time upfront to develop a sophisticated logo, crest or shield than can outlive not only this generation of administrators, but the next five generations of administrators, too.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

How ethical are you?

July 25, 2013

In some of the research courses I teach, ethics is one of the topics we cover. In a university, ethics applies to many areas of our work including how we interact with our students and our research assistants, how we grade students’ work and how we conduct research.

Research involving human subjects must receive official approval from the university’s Independent Review Board (IRB) before we are allowed to begin our research. This applies equally to faculty and students.

Sometimes students are quite puzzled by this idea. They ask me, “Why does an independent board have to give you ethics clearance before you start a research project? Shouldn’t people just do the right thing?”

The problem is that sometimes people don’t do the right thing. Or they don’t think through what they are doing to understand what impact of their research or actions might have on others.

In 1971 Dr. Zimbardo conducted a psychological study that became known as the Stanford Prison Experiment. Stanford University students were used as research subjects in the study, which was designed to simulate prison life. The experiment was planned for two weeks, but the shut down the experiment after only six days. The students who were role-playing as guards had become sadistic and malicious. Those who were role-playing as prisoners became depressed and showed signs of severe stress.

The experiment revealed a great deal about human behaviour and how power in a relationship can be easily abused.

The Stanford Prison Experiment has become a classic case to talk about when we learn about professional ethics.

In today’s world, it is unlikely that the experiment conducted by Dr. Zimbardo over 40 years ago would receive ethics clearance from an independent review board. It’s not that Dr. Zimbardo broke any laws. It’s that the risks to the research subjects would be too high.

It is worth noting that professional ethics goes beyond research. Inevitably, our class discussions get around to ethical conduct as part of every day professional practice. Students begin to develop an awareness of how their actions, words and attitudes may be harmful or unethical. I often recommend that they read Better Ethics Now: How to Avoid the Ethics Disaster You Never Saw Coming by Dr. Chris Bauer. He demystifies the topic of ethics in plain and simple language that is easy to understand.

Sometimes they ask me, “How do I know if what I am doing is ethical?”

I usually answer them in two ways:

Firstly, if you have to ask yourself that question, then chances are good that there may be an ethical issue.

Secondly, if you are really not sure, ask yourself this: If your greatest mentor was standing by your side, would they be proud of you for what you did?

That question assumes, of course, that our mentors are ethical, too. More often than not, we put our mentors up on a bit of a pedestal. We want them to be proud of us and we would feel happy if we had their approval.

If our mentors or colleagues disapprove of our actions or question our judgement, we probably are not acting in an ethical manner. Ethics isn’t about doing what’s legal. It’s about doing what’s right.

Every day we are faced with ethical choices as part of our daily professional practice. Ethics can be learned and they can be improved. That’s one of the aspects of Dr. Bauer‘s book that I really like. He let’s us know that everyone is capable of improving and learning to be more aware and more ethical every day.

Professionalism goes beyond using polite language or wearing business attire. At the core of our day-to-day interactions and professional actions, we must take care that we are never causing harm to others or putting them at any sort of risk, particularly when we are in a position of power.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on How ethical are you? | education | Tagged: Better Ethics Now, Chris Bauer, Christopher Bauer, Eaton International Consulting Inc., education, ethic, ethical, ethics, keynote, presentation, professional, professionalism, research, Sarah Eaton, Sarah Elaine Eaton, workshop | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

A Phoenix rises as a new school opens

May 6, 2013

Last week I was honoured to be invited to the official opening of the Captain Nichola Goddard School in Calgary. Located in the North Central community of Panorama Hills, the school is currently home to 560 students, with the capacity for up to 1000.

The children of the school voted on the phoenix as the animal to represent their school. The school opening event began with a student performance about the symbol of the phoenix: a proud, honest animal who rises from the ashes. The ashes represent the school’s namesake, Captain Nichola Goddard, the first female Canadian soldier who was killed in combat. She was killed in Afghanistan on May 17, 2006.

Nichola’s father, Dr. J. Tim Goddard,was my Ph.D. supervisor. Like his daughter, and the rest of the family, Tim is an inspirational leader. With both feet firmly grounded in reality, Tim’s jovial personality is complemented with wit, hope and a no-nonsense approach to life. Even though he has worked in various high-level administrative positions at different universities, such as Dean and Vice-Provost International, Tim is just as comfortable kicking back and watching a game of rugby. He wears his suits with ease, but whenever he sits down, you can see his trademark quirk — brightly colored socks with a pattern. (On the day of the school opening he was wearing yellow polka dot socks.) Tim’s socks serve a reminder not to take life (or ourselves) too seriously.

After Nichola was killed, her parents and sisters set out to do what they do best… use the resources they have to make the world a better place. They began the Nichola Goddard Foundation, from which they do international work, as well as support scholarships for university students. One of the elements of Tim’s leadership that I have always admired is his ability to leverage resources that he can’t control. Through the foundation, he partners with the Light Up the World foundation on the collaborative Light Up Papua New Guinea project. The project aims to bring solar-powered LED lights to medical aid stations throughout Papua New Guinea. The project makes medical treatment possible during the hours of darkness in regions where there is no electricity. This has a particularly powerful impact on women giving birth during the night hours, as it means that the medical workers can ensure the safety of both mother and baby during the birthing process. The location of the project is significant. It is where Tim and his wife Sally met and where Nichola was born.

During Tim’s speech at the school opening, he shared that the Light Up Papua New Guinea project has now helped two million people in that country.

The students of the Captain Nichola Goddard school are highly aware of their school’s namesake. Her photo is posted in the school and the students know her story. They also know about the good work being done by the foundation that the family has set up. One of the most touching moments of the school opening was the presentation of the cheque from the school to the foundation for over $4000. The students raised the funds themselves through the sale of baked and hand-made goods, as well as a donation campaign they called “nickels for Nichola”.

Logo Captain Nichola Goddard School The school has been open since last August and its inaugural students are about to finish up their first year of studies at the school. The official school opening date was symbolic. The school had its official opening ceremonies on the Nichola would have celebrated her 33rd birthday. A Phoenix rises.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Learning, Teaching and Leadership

A new kind of Loyalist: “Public” ESL education takes on a whole new twist in Canada

“Math Wrath”: Are parents pushing for a return to tradition?

Branding Universities: Why change isn’t always a good thing

How ethical are you?

A Phoenix rises as a new school opens

Professor Sarah Elaine Eaton

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