The Future of Higher Education in Canada: 15 Challenging Issues

The Future of Higher Education in Canada: 15 Challenging Issues

In this series of posts for teachonline, we explore the possible, probable and preferred futures of higher education in Canada. In this post we examine the key issues that must be addressed, focusing attention on the need for a comprehensive rethink of the eco-system. Just dealing with one issue (such as funding or curricula) without dealing with the others would have unintended consequences for any institution. Colleges, universities and Indigenous institutes are actively exploring options and are beginning to address these complex, important issues.

These 15 challenges will shape the future of higher education in Canada:

• Indigenization – There are three issues at play here. 
  1. What higher education can do to promote and embed the idea that we are all treaty people (Truth and Reconciliation)
  2. How more Indigenous learners can succeed in higher education (there is a strong link between these issues and that of decolonialization of the curriculum)
  3. Whether established, dedicated Indigenous institutions are adequately supported and enabled to thrive 

• Funding and support for teaching and learning and assessment – Without a change in funding and support for teaching, learning and assessment, the work of colleges and universities is fiscally unsustainable. Many institutions are currently vulnerable to modest reductions in the enrolment of international students. This may require a rethink at a fundamental level of funding models and shared services.

• Precarity of the instructor class – The number of tenured and tenure-track (university) or permanent instructor (college) positions has been steadily declining. About 60% of all teaching in higher education in Canada is undertaken by sessional instructors (gig workers) and that number is rising. This links to issues of quality and training as well as to the underfunding of Canada’s higher education system. The situation is similar for non-academic staff at our institutions.

• Growing demand raises issues of capacity – It’s uncertain how each province will cope with a significant increase in demand from domestic students between now and 2028. 

• Adding new institutions – If new institutions are created, it’s unclear what the implicit design for learning assumptions will be.

• Growth funding for existing institutions – If growth funding occurs, it’ll be vital to figure out the design for learning assumptions and how sustainable the funding will be. Some of the smaller institutions, often located in rural or northern communities, would benefit from investment and growth if this funding was sustainable — otherwise, growth may make them more vulnerable.

• The role of the private sector (both private colleges and private universities) – Peering into the future means exploring what kind of public-private partnerships might be created.

• The role of hybrid and online and distance learning in designs for growth – It is yet to be determined whether growth will be based on a significant expansion of hybrid and online and distance learning or on expanding classroom-based learning.

• The role of AI in the expansion of access – It’s possible that some jurisdictions may experiment with an AI-based institution offering courses and programs leading to certificates, Red Seal certification, diplomas and/or degrees.

• Purpose and plans – Governments have been shifting the purpose and focus of the work of colleges, Indigenous institutes and universities toward meeting labour market pressures and demands. Although some modest impact can be seen in very specific areas, the skills gap is now worse than it was when this pressure began, which may add new purpose and pressures on higher education.

• Work-integrated learning – 40% of university students and 60% of college students in Canada currently undertake work-integrated learning in some form during their studies. How this develops and grows is vital.

• New curricula – Given the changes taking place in the nature of work, the deployment of technology and new fields of work (e.g., new forms of construction, new approaches to health through genetics) institutions face new curricular challenges. What’s unclear is whether new programs of study will displace existing ones, and how fast institutions can respond to emerging opportunities given declining funding and increasing government control.

• Lack of faculty development and professional learning – As became clear in the pandemic, faculty skills in instructional design, reimagining assessment and the effective design of engaged and authentic learning need upgrading. 

• Imagineering and innovation – In highly unionized environments, an important consideration is how creative institutions and leadership can be. It’s also important to examine how much appetite exists for significant change.

• Risk management – Willingness to take risks and preparedness for adverse events (e.g., forest fires, floods, natural disasters) are vital considerations for leaders and institutions. 

In responding to these issues, institutions will need to refocus their purpose, core activities, business processes and relationships within and beyond their communities. It is a challenging task but an important one.