The Effectiveness of Learning Portfolios: A Study of Quality Assurance Programs of Selected Health Regulatory Colleges in Ontario

Health regulatory colleges promote quality practice and continued competence through Quality Assurance (QA) programs. For many colleges, a QA program includes the use of portfolios that incorporate self-directed learning. The purpose of this study was to determine some of the issues surrounding the effectiveness of QA portfolio programs. The literature review revealed that portfolios are valuable tools, but gaps in knowledge include a comparative analysis of QA programs and the perspective of regulatory college administrators. Data were collected through interviews with 6 administrators and a review of 14 portfolio models described on college websites. The results from the two data sources were applied to Robert Stake's responsive evaluation framework to identify issues related to the portfolio's effectiveness (Stake, 1967). The learning components of portfolios were analyzed through the humanist and constructivist lenses. All 14 portfolio models were found to have 3 main components: self-diagnosis, learning plan and activities, and self-evaluation. However, differences were uncovered in learners' autonomy in selecting learning activities, methods of portfolio evaluation, and the relationship between the portfolio and other QA components. The results revealed a dual philosophy of learning in portfolio models and an apparent contradiction between the needs of the individual learner and the organization. Paths for future research include the tenuous relationship between competence and learning, and the impact of technical approaches on selfdirected learning initiatives. A key recommendation is to acknowledge the unique identity of each profession so that health regulatory colleges can address legislative demands and learner needs.

Conceptions of Quality and Approaches to Quality Assurance in Ontario’s Universities

Many international, political, and economic influences led to increased demands for development of new quality assurance systems for universities. Like many policies and processes that aim to assure quality, Ontario’s Quality Assurance Framework (QAF) did not define quality. This study sought to explore conceptions of quality and approaches to quality assurance used within Ontario’s universities. A document analysis of the QAF’s rationale and structure suggested that quality was conceived primarily as fitness for purpose, while suggested indicators represented an exceptional conception of quality. Ontario universities perpetuated such confusion by adopting the framework without customizing it to their institutional conceptions of quality. Drawing upon phenomenographic traditions, a qualitative investigation was conducted to better understand various conceptions of quality held by university administrators and to appreciate ways in which they implemented the QAF. Three main approaches to quality assurance were identified: (a) Defending Quality, characterized by conceptions of quality as exceptional, which focuses on administrative accountability and uses a hands-off strategy to defend traditional notions of quality inputs and resources; (b) Demonstrating Quality, characterized by conceptions of quality as fitness for purpose and value for money, which focuses on accountability to students and uses centralized engaged strategies to demonstrate how programs meet current priorities and intended outcomes; and (c) Enhancing Quality, characterized by conceptions of quality as transformation, which focuses on reflection and learning experience and uses engaged strategies to find new ways of improving learning and teaching. The development of a campus culture that values the institution’s function in student learning and quality teaching would benefit from Enhancing Quality approaches to quality assurance. This would require holistic consideration of the beliefs held by members of the institution, a clear articulation of the institution’s conceptions of quality, and a critical analysis of how these conceptions align with institutional practices and policies.

List of Records of Deeds for Graves, St. Catharines

1 handwritten list of records of deeds for graves in the public cemetery of St. Catharines including: Deed no.133 between the Rector of St. George’s Church in St. Catharines and Samuel DeVeaux Woodruff for 480 square feet in section P. Deed no. 134 between the Rector and church wardens of St. George’s Church and Anne S. Sanderson for 208 square feet in section P and Deed no. 1235 between the City Council of St. Catharines and Samuel D. Woodruff for 336 square feet in section P, 1861, 1883.

Insurance Policy from the Quebec Fire Assurance Company to Mr. Joseph Power Bradley

Insurance Policy from the Quebec Fire Assurance Company to Mr. Joseph Power Bradley for his household furniture, linen wearing apparels, glass, earthenware and printed books in a house occupied as a dwelling and belonging to Joseph Legare Junt in the town of Quebec, Oct. 10, 1830

Causa instruida contra el general Leonardo Marquéz por graves delitos del orden militar

UANL

Traite d'accouchemens, de maladies des femmes, de l'education medicinale des enfans, et des maladies propresa cet age.

UANL

Traité pratique maladies des nouveau-nés des enfants a la mamelleet de las Conde en France

UANL

Tratado novísimo para religiosas acerca de muchos y graves decretos recientemente publicados por la santa sede

UANL

Les musiciens celebres depuis le seizieme siele jusqu'a nos jours: ourrage illustre de quarante-cinq portraits graves al'eauforte

UANL

La fraude à l'assurance.

Rapport de recherche

Assurance-chômage, hasard moral et estimation du modèle de hasard proportionnel via le principe d'entropie généralisée.

Rapport de recherche

Étude des indicateurs pouvant prédire la présence de fraude : une application à l'assurance automobile du Québec.

Rapport de recherche

Traité homoeopathique des maladies aigues et chroniques des enfants

UANL

Traité pratique des maladies des femmes: hors l'etat de grossesse pendant la grossesse et apres l'accouchement

UANL