E72: Architecting Our Future — Lethbridge Polytechnic's Strategy Amid National Shifts

WEBVTT
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We have to make sure people understand the value that we provide.
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We are a caring institution. We have a lot of student support,
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but do we have the right programs to, to meet the demand from only not only
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from employers, but what are students looking for?
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We're embarking as part of that controlling our, our creating our future is
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what are the new programs that we need to bring on board?
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This is Learning Innovation, the teaching and learning podcast,
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also known as LITL-Pod
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We are created by Lethbridge Polytechnic's Centre for Teaching,
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Learning and Innovation and located in Lethbridge, Alberta, Canada,
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on the traditional lands of the Blackfoot Confederacy.
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In the spirit of equity, diversity, inclusion and Niitsitapi’ksimpstaan,
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or Real Thinking, we play host to a spectrum of guests from the teaching and learning community.
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As we highlight and explore innovation in education, we hope to kindle warm
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conversations, expand perspectives, and foster lasting partnerships today, tomorrow, and beyond.
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The future of learning starts now.
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Oki, and welcome. I am your host, Donna McLaughlin, and I am a learning experience
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designer at Lethbridge Polytechnic.
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It's no secret Canadian post-secondary institutions, PSIs, are navigating a
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volatile point in history.
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With drastic funding cuts, shifting governmental policies, ever-evolving tech,
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and even questions around the value of higher education itself,
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adaptation has become essential.
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Dr. Brad Donaldson, President and CEO of Lethbridge Polytechnic,
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shares his perspective.
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He unpacks how his institution is responding to these national shifts,
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including vital new strategies around ethical recruitment, new program development,
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and robust supports for staff and faculty.
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The conversation explores both challenges and opportunities,
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and what it looks like to take control of our collective future. Welcome, Brad.
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It's really exciting to have you back on the podcast. You were first on the
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podcast in 2023, episode 35, when you started at the Polytechnic,
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and a lot has happened both at the Polytechnic and in the post-secondary context.
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So I'm really looking forward to our conversation today. Again, welcome.
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Hello, Donna. Thank you. So what's happening across Canada's post-secondary sector right now?
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And how are these changes being felt here in Alberta?
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Funding has always been one of the challenges in post-secondary,
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and we've really seen, I think, what be characterized as a seismic shift over
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the last year and a half or so.
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Across the country, in response to low government funding of institutions capped
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or 0% increases on tuition rates, institutions have looked towards international
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students as being a source of students.
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But the tuition they pay is typically three times that of a domestic student
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because the international family has not contributed to our tax base.
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So the international students have to pay their proportion of their education.
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Up until about a year and a half ago, those international students had been
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increasingly coming to Canada across the nation.
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And certainly in Lethbridge, we had seen a significant growth of international
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students the prior two years to that.
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What that allowed to happen in the institutions was that that tuition revenue
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from international students more than offset the costs that weren't covered
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by domestic and provincial funding.
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Many institutions actually generated a surplus. Many in eastern Canada,
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particularly Ontario, were generating enormous surpluses.
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In Alberta, to less an extent, but I mentioned Lethbridge, we were generating
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surpluses up until the last couple of years with international students.
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What happened in response to immigration policy in the country,
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not just international students, The number of immigrants that were here were
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seen to causing housing shortages,
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a draw on health services, and causing demands to be exceeded in terms of what
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could be provided, housing, health, other social services.
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So one of the strategies that Immigrations, Refugees, Citizenship Canada,
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IRCC as it's known, put significant caps on the number of international study
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permits that they would permit. That was in January of 2024.
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The study permits did send, applications did start to decrease,
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but from a college and polytechnics perspective, the biggest issue is what's
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called a postgraduate work permit, where students who complete programs in college
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and polytechnics would typically want to stay in Canada and require that permit to stay.
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One of the other IRCC changes, and the most significant one,
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was they significantly reduced the number of programs when that was eligible.
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As a result, locally, we've seen an 80% decrease in the number of student applications
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and international students coming here.
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So that's put us into this, what I call seismic shift era across the countries
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where all institutions are feeling it, where many institutions in the country are seeing losses.
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We're not in that situation. We've been able to navigate through that point.
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So in a nutshell, lack of international student coming to Canada has created
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a funding shortfall that now has to be addressed.
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I can see how that would be quite a challenge. What is unique maybe with Lethbridge Polytechnic?
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How does our experience either reflect or differ from the national trends?
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Our trends aren't different. The magnitude is different.
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Alberta's funding model trailed the rest of the country in terms of the amount
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of government funding post-secondaries.
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That significantly reduced over the last four to five years.
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And so the international opportunity for international students to come in grew
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more slowly than did in the rest of the country.
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So the magnitude is less, but the impact is still the same, that we're now in
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a situation where we have to look at how we respond going forward from a growth
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and cost-effectiveness perspective.
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That's where we're at now. That's really a lot of changes in a short amount
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of time to respond to. You recently attended a meeting around Alberta's potential
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new funding model for post-secondary institutions. Can you expand on this?
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Yeah, earlier this year, the
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government of Alberta launched a review of funding within the province.
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The expert panel on post-secondary institutional funding and Alberta's competitiveness panel, chaired by Dr.
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Jack Mintz out of the University of Calgary, looked across the province,
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spent a lot of time consulting with institutions, with student groups,
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with faculty associations to understand what was happening.
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And it's in response to the very unsophisticated approach to government funding of post-secondary.
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I've been in the system for 20 years and this system has been in place.
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The government says, well, how well are we doing this year?
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Post-secondary gets either a plus or minus or a zero percent change, irrespective of
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student demand, requirements from industry and sectors for graduates.
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So it was about time. And the panel, I think, did a decent job.
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They have provided 11 recommendations to the government.
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And at this point, they are only recommendations, but there's some clear signals
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around how to look at funding differently.
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The most significant ones, two significant ones, first one being, what will they fund?
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And they look at enrollment in institutions, the type of institution,
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and looking at funding around performance on teaching and teaching excellence.
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Community impact was an interesting one, research, and they very clearly identified
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applied research as being critical to the province. That's really, really good.
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The other component around that was also a significant recognition of how important
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apprenticeship training is in the province, and that apprenticeship training is,
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by virtue, an expensive endeavor because of the amount of equipment and technical support required.
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So they've identified the apprenticeships need to be funded and to themselves,
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what they call an apprenticeship cluster.
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The other piece around funding is that they're now looking at clusters of programs,
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recognizing that some programs are very expensive to operate versus some other
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programs that are very inexpensive.
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And so the funding would be allocated on a proportional basis based on the complexity of that cluster.
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The other one was around tuition, recognizing that there needs to be predictability
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in tuition for students.
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So students coming into first year would have a predictable tuition over the
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course of their program.
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But it also does give latitude for tuition to be set in accordance with the
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complexity of the program, the cost of the program.
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Lecture-based programs are very inexpensive to operate versus lab-based or shop-based.
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So there is an apportioning of tuition based on that. So those are the key ones.
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Again, they're just recommendations to the government. The government,
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our minister, Minister Miles McDougall, was at the meeting where the recommendations
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were presented by the panel.
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And he said there is a sense of urgency around that, but did recognize that
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they're complex and the government still has a fiscal framework in which to deal with this.
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So I think the changes will come slowly, whatever his recommendations are accepted,
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because they do have to make sure that the work is done well.
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What are the clusters to be identified and those types of things.
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But it is a step in the right direction.
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And Alex Usher, who's one of the consultants in the higher education space, has a daily blog.
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And this morning he talked about it's not perfect. It's got some challenges,
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but it's the first one he's seen in a long time that really reflects the direction
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that funding needs to go. So it's hopeful.
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Oh, that sounds very interesting. And how might this change the way that colleges
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and polytechnics plan, operate, and sustain themselves?
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It'll give institutions predictability around funding.
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I mean, right now, we typically get a lump sum every year. We're asked to make
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do with that along with tuitions.
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But it does give directionality around funding.
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Once we know the clusters, the programs, how the funding model will affect that,
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tuition is affecting that.
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So we'll see how we can flow money towards the programs appropriately in the organization.
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It also gives us direction around aligning our programs with the needs of the
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communities so we can actually bring in programs with an appropriate funding
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level, with appropriate tuition,
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that allows those programs to be operated successfully in alignment with what
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the industries are looking at.
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It seems like that predictability really is so crucial because it takes so long,
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you know, to plan new programs and build new programs. And so it's important
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to have, I would think, that predictability.
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Very much so. And part of the challenge is when new programs are brought in,
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the tuition is set and under prior requirements based on legislation,
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those tuitions either are flat or modestly increasing.
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So it does give that a sense of what our future runway would look like in terms
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of revenue coming in either through the cluster model or the tuition.
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Now, you've mentioned that there is opportunity ahead through stronger domestic recruitment.
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What's being done to attract more local learners?
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Domestic recruitment is really one of the fundamental keys to our success.
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And I've talked about we have to be the architects of our future.
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We have to create the future as much as we can.
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And recruitment is that. And it's not just recruitment for recruitment's sake.
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It's got to be the right programs.
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This region of Alberta has a very low transition rate of high school graduates
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within four to six years going into post-secondary.
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Need to unpack why that is. What's the reason that they're not seeing the attraction
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to post-secondary and, you know, selflessly right now, Lethbridge Polytechnic?
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We have to make sure people understand the value that we provide.
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We are a caring institution. We have a lot of student support.
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But do we have the right programs to meet the demand not only from employers,
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but what are students looking for?
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Brad, you've talked about recruiting. What is the impact of recruiting on the
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future of Lethbridge Polytechnic?
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That's a great question, Donna. If you think about our upcoming budget challenge,
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as I mentioned at town hall a few weeks back, we're looking at an estimated
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about a $4 million shortfall.
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If you think about recruiting students, a student, you know,
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for, you know, simple math is worth about $10,000 a year to us.
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So if we were able to recruit 200 students, that solves half of our $4 million challenge.
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And we can look towards other efficiencies towards getting that.
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But the essence of that is, I think it signifies how critically important recruiting is to us.
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And that by engaging in and making us attractive from many dimensions that I've
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talked about, bringing more students here is that critical way in which we can
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control and create our future.
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Yeah, so it really demonstrates that there are aspects that are within our control.
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There are. Yeah, there are.
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We're embarking as part of that, controlling our, creating our future,
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is what are the new programs that we need to bring on board?
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We're looking at, in the short term, a pre-vet program with the University of
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Calgary, where the students will start here and have acceptance into the vet program at U of Calgary.
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We are also looking at advanced care paramedic and dental assisting,
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which may also bring in dental hygiene down the road.
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In consultation with the local dental community. They're saying they're having
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a hard time attracting our graduates here.
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And our graduates have to leave this region to go somewhere else.
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And history has shown that when students leave a region to go somewhere else
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for their learning, they often don't return.
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They either get employment somewhere else or they find a love interest somewhere
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else or both, and they don't return.
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So once a potential graduate leaves, the Lethbridge region, their opportunity to come back is minimal.
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So we have to make sure that the programs that we have are meeting the needs
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of industry and sectors here, and that students understand the value of what we offer.
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We have to be an attractive institution, both physically, performance-wise,
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but also what students are looking for and what employers are looking for.
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And that's a strong trajectory going forward.
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That can be a challenging balance to determine and to find out.
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How do labor market data and industry partnerships shape decisions about which new programs to create?
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Those relationships are absolutely critical. So from the local level,
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I'll use dental assisting again as that example.
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We went out to the dental community recognizing that there was probably a need there.
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We get signals or feedback, you know, even my own hygienist had to go to the U.S.
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To get trained. And so you bring back those little snippets of signals and information.
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So we went out to the dental community and they were extremely supportive of
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us having a dental assisting program because it solves one of their challenges
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is how do you hire locally?
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So that's an example. Our existing programs also have what are called program advisory committees.
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So they connect directly with the sector. So civil engineering technology,
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for example, architectural design would have advisory committees of local employers
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telling us what they're seeing in their industries.
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Things change very quickly. We have to make sure that our content is current
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and so that the graduates say, yeah, the program is worth it.
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So that's another critical one.
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Beyond that, we have to look at what's the provincial trends around opportunities.
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And I did talk about, you know, keeping graduates here, but what are the opportunities
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outside of this region that might be attractive to students as well?
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They do stay here and gain their education.
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And of course, working with governments, whether they be a local government,
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provincial government largely, what are they seeing now?
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What's their indicators and of course labor market
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studies as well either through jobs economy trades and
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innovation the ministry in alberta responsible for that looking at
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national data it's constantly scouring the data sources to understand where
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the world is going an example is you know what is ai doing to the various sectors
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that we're in how do we make sure that we're educating graduates to go into
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an ai world but how do we make sure that ai is taught in a responsible and ethical manner as well.
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Well, and that's something that we have dug into on the podcast a few times.
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Our first episode coming out this fall is with Olga Klamenko talking about AI as well.
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So, yeah, that's changing rapidly and impacting our work as well.
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For those not familiar, what makes a polytechnic education distinct?
00:17:38.730 --> 00:17:44.310
Why is that model especially relevant today? The question about what is a polytechnic
00:17:44.310 --> 00:17:49.370
certainly has come very much to the forefront since we became a polytechnic just over a year ago.
00:17:49.930 --> 00:17:55.470
And polytechnic in the easiest sense of definition is applied learning coupled
00:17:55.470 --> 00:17:58.570
with applied research provides opportunity for careers.
00:17:59.410 --> 00:18:04.730
All of our programs have that applied learning component that the graduates go into a sector.
00:18:05.090 --> 00:18:08.590
But part of the applied learning is also work-integrated learning component
00:18:08.590 --> 00:18:11.690
where it's not just the theory, it's not just the labs or the shops,
00:18:11.710 --> 00:18:15.710
the opportunity to experience the working world to work-integrated learning.
00:18:15.710 --> 00:18:17.690
So that's really the applied learning component.
00:18:18.070 --> 00:18:23.550
Applied research is fundamental to a polytechnic, and we do a lot of work in
00:18:23.550 --> 00:18:25.270
a number of different spaces.
00:18:25.410 --> 00:18:28.950
Agriculture might be expected, but also spatial technologies,
00:18:29.330 --> 00:18:33.230
justice programming, virtualization in 3D and those type of areas.
00:18:33.450 --> 00:18:38.010
Students get to engage with those applied research activities as well.
00:18:38.130 --> 00:18:42.170
But we're also able to bring back the learnings of those applied research into
00:18:42.170 --> 00:18:48.370
the programs as well. So the coupling of applied research and applied learning defines a polytechnic.
00:18:48.710 --> 00:18:50.810
And we have to continue to promote that.
00:18:51.330 --> 00:18:54.510
You know, I often get asked, you know, why did you become a polytechnic?
00:18:54.610 --> 00:18:59.030
We became one because we are one. There's recognition of who we are, not what we aspire to be.
00:18:59.930 --> 00:19:04.830
Right. It's already what we have been doing. The research that goes on here is really incredible.
00:19:05.050 --> 00:19:10.210
And we've dug into that a few times on the podcast as well because it's just amazing. Yeah.
00:19:10.930 --> 00:19:14.830
Lesbridge Polytechnic prides itself on cultivating a caring and responsive culture.
00:19:15.050 --> 00:19:21.250
How did these values help to attract and retain students and support employees through change?
00:19:22.645 --> 00:19:26.965
Yeah, one of our values is caring. And it's not because we want to be caring.
00:19:27.105 --> 00:19:30.445
It's because as we went through the process of a couple of years ago of looking
00:19:30.445 --> 00:19:35.205
at what the strategic framework would be and what are the values of the organization, caring came out.
00:19:36.245 --> 00:19:40.285
I felt it when I got here three years ago. I don't know if it's something in
00:19:40.285 --> 00:19:43.605
the air or there's a vibration or something that happens when you come on campus
00:19:43.605 --> 00:19:49.185
that you feel it. And I do ask new employees and students, do you feel this
00:19:49.185 --> 00:19:50.245
is a caring institution?
00:19:50.485 --> 00:19:55.685
And without question, people say yes. So it is the fundamental fabric of who we are.
00:19:56.345 --> 00:19:59.365
And why is that important? Well, from a number of dimensions,
00:19:59.385 --> 00:20:04.545
employees, when they feel that they're cared for and that we care about the
00:20:04.545 --> 00:20:08.465
employees, they want to stay, they want to contribute, and they become part of that.
00:20:08.545 --> 00:20:11.885
I think we must do a good job of hiring caring people as well.
00:20:12.405 --> 00:20:15.325
So, students need to know that we care for them.
00:20:15.605 --> 00:20:20.185
And that is evident in the supports that we have and the number of stories I
00:20:20.185 --> 00:20:23.205
hear about students when they engage with an instructor.
00:20:23.405 --> 00:20:27.525
An instructor cares about their well-being. They care that they're successful.
00:20:27.865 --> 00:20:33.405
And I've heard stories where a student will say, this instructor just gave me
00:20:33.405 --> 00:20:35.125
the push in the right direction.
00:20:35.245 --> 00:20:39.185
Or even the push, the guidance and the recognition that learning is a journey.
00:20:39.325 --> 00:20:43.425
It's not something that happens easily for people. So it's part of that.
00:20:44.145 --> 00:20:48.265
And I do believe as we think about how do we make, not how do we make,
00:20:48.305 --> 00:20:52.765
how do we promote the fact that we are a caring institution as part of that
00:20:52.765 --> 00:20:54.905
reason why a student want to come here.
00:20:55.105 --> 00:20:59.065
I do believe a lot of students don't go into post-secondary because of the fear of post-secondary.
00:20:59.385 --> 00:21:03.705
And how do we continue to promote that outside of here, the stories we tell,
00:21:03.945 --> 00:21:08.145
what we say to each other in the community, that we do care about students,
00:21:08.405 --> 00:21:11.785
that we do want everybody who comes through our doors to be successful.
00:21:11.885 --> 00:21:16.405
We're not a weeding out institution we're an institution driven by the success of students.
00:21:17.352 --> 00:21:20.912
I, it's interesting that you mentioned sort of that, that fear of post-secondary
00:21:20.912 --> 00:21:24.452
and the connection to instructors, because I've done focus groups with students
00:21:24.452 --> 00:21:27.532
and, yeah, so many students, they love their instructors.
00:21:27.732 --> 00:21:31.112
They really love their instructors. The experience that their instructors bring,
00:21:31.352 --> 00:21:34.592
that seems to be almost a number one thing with students.
00:21:34.852 --> 00:21:39.472
So, now, there is a growing belief that post-secondary education isn't worth
00:21:39.472 --> 00:21:41.772
it. How do we change this narrative?
00:21:42.712 --> 00:21:46.472
Yeah, that's a great question. And there certainly is a public sentiment growing,
00:21:46.812 --> 00:21:48.612
not just in Alberta, it's nationwide.
00:21:48.672 --> 00:21:52.692
I think it's actually a global phenomenon. If you look at some of the reports
00:21:52.692 --> 00:21:59.972
that come out, the challenge is that post-secondary is an expensive venture for people.
00:21:59.972 --> 00:22:04.792
And I think in the world of, you know, we're seeing a number of pressures,
00:22:04.992 --> 00:22:07.812
certainly economics is certainly one that's on the table all the time.
00:22:09.232 --> 00:22:14.152
Questioning the value of spending time in a post-secondary to be successful,
00:22:14.472 --> 00:22:17.152
I fundamentally believe that that is true.
00:22:17.612 --> 00:22:24.792
But I think that the value of a polytechnic education is that it can be short burst.
00:22:25.832 --> 00:22:31.472
If a diploma student is able to complete on time, they start in September of
00:22:31.472 --> 00:22:35.592
one year and two Aprils following, basically a little more than a year and a
00:22:35.592 --> 00:22:36.772
half, they're into the marketplace.
00:22:37.959 --> 00:22:41.959
I think we're seeing that opportunity, the types of jobs that are out there
00:22:41.959 --> 00:22:44.939
requiring a level of education is continuing to grow.
00:22:45.899 --> 00:22:50.479
Our education, as I mentioned, is a short run in terms of being able to get
00:22:50.479 --> 00:22:52.559
in, complete and move on.
00:22:52.639 --> 00:22:56.039
And not everybody completes on time, so I recognize that that's the opportunity there too.
00:22:56.699 --> 00:23:00.679
But there is the sense that, you know, you hear a lot of people say that I've
00:23:00.679 --> 00:23:05.959
got a diploma. Not so much a diploma, but certainly the degree programs where
00:23:05.959 --> 00:23:10.879
a student has spent four or more years getting a degree and finding a hard time getting a job.
00:23:11.079 --> 00:23:15.619
I think part of the challenge is also that the hiring community is maybe overvaluing
00:23:15.619 --> 00:23:18.199
the credential required to get into some of those jobs.
00:23:18.479 --> 00:23:23.279
That's the opportunity for polytechnics and colleges that we can get you into
00:23:23.279 --> 00:23:27.779
a gratifying and well-paying career quickly.
00:23:27.779 --> 00:23:31.639
So if we think about what's the attractiveness of colleges and certainly Lethbridge
00:23:31.639 --> 00:23:33.619
Polytechnic, I think we have to look at that.
00:23:34.219 --> 00:23:39.259
You mentioned Will earlier as well, and it seems like Will could be something
00:23:39.259 --> 00:23:42.219
that, you know, a student that maybe just goes right from high school out into
00:23:42.219 --> 00:23:47.839
the workforce, they don't get that opportunity that something like Will provides for them.
00:23:48.279 --> 00:23:53.139
Do you see that as sort of also something in addition to the applied learning
00:23:53.139 --> 00:23:54.539
and applied research that?
00:23:55.414 --> 00:24:01.634
We can offer? Yeah, 96 of our programs have a will, a work-integrated learning
00:24:01.634 --> 00:24:07.794
component from short burst to spending significant time in industry or in applied research.
00:24:07.794 --> 00:24:10.974
That's also considered a will opportunity as well.
00:24:11.654 --> 00:24:14.974
I do believe that's another key if we think about, you know,
00:24:14.974 --> 00:24:19.574
what do we have to promote to make Lethbridge Polytechnic attractive?
00:24:19.574 --> 00:24:23.894
Is that you are gaining actual experience. It's not you're coming here and getting
00:24:23.894 --> 00:24:26.474
a theoretical base. You're actually getting out there.
00:24:26.834 --> 00:24:31.434
And spending time in the workplace, you get exposed to what the workplace is like.
00:24:32.114 --> 00:24:35.074
What's the culture? What's the behavior? What's the expectations?
00:24:35.454 --> 00:24:39.814
What are other people who have been through post-secondary education or working
00:24:39.814 --> 00:24:43.454
there, how can they help you shape that? So it's critical.
00:24:43.834 --> 00:24:47.294
I imagine they make connections as well, which is very important.
00:24:47.854 --> 00:24:53.234
Yeah, we often hear about students who actually do get permanent employment
00:24:53.234 --> 00:24:54.414
through their will opportunity.
00:24:54.934 --> 00:25:00.514
Because it's also an opportunity for an employer to test drive, if you will, students.
00:25:00.734 --> 00:25:05.374
They can see how they're performing. They can see the type of person they are, the behavior.
00:25:05.794 --> 00:25:09.354
What will they bring to that workplace? And so they do have situations where
00:25:09.354 --> 00:25:13.474
students and their will opportunity will get employment upon graduation.
00:25:14.094 --> 00:25:19.514
Now, looking at trades and applied careers, how is Lethbridge Polytechnic helping
00:25:19.514 --> 00:25:23.834
to elevate the value and perception of skilled trades and applied careers?
00:25:23.834 --> 00:25:26.614
It's part of our branding, part of our marketing.
00:25:27.774 --> 00:25:34.894
The great thing about Apprentice is that it's probably considered work integrated
00:25:34.894 --> 00:25:38.314
learning on steroids where the Apprentice is actually employed.
00:25:38.314 --> 00:25:42.614
They're working, they're gaining their skill through coming back for a number
00:25:42.614 --> 00:25:44.674
of periods and going back into their workplace.
00:25:44.914 --> 00:25:48.294
And so they're able to ladder that as they do their,
00:25:49.122 --> 00:25:52.882
What they're doing on the job, what they're learning, elevates what they can do on the job.
00:25:53.022 --> 00:25:58.602
So that is a self-propagating value proposition for apprentices.
00:25:59.462 --> 00:26:03.462
Working with employers to understand what they're seeing is also significant
00:26:03.462 --> 00:26:04.702
in terms of helping that.
00:26:05.242 --> 00:26:08.842
But as we think about, you know, the situation we're in and what's the opportunity,
00:26:09.122 --> 00:26:14.342
that ability to talk about applied learning into your career,
00:26:14.622 --> 00:26:19.322
that fast track, that build on what you've learned here is a real opportunity,
00:26:19.542 --> 00:26:20.602
a further opportunity for us.
00:26:20.682 --> 00:26:24.722
Not that we don't do it, but I think as we think about the increasing competitiveness
00:26:24.722 --> 00:26:28.922
of the marketplace, why coming to Lethbridge Polytechnic makes it better for you.
00:26:29.442 --> 00:26:33.662
Beyond our internal work, how is Lethbridge Polytechnic building relationships
00:26:33.662 --> 00:26:38.702
with industry, community partners, and government to strengthen our long-term
00:26:38.702 --> 00:26:41.542
position and open new opportunities for growth?
00:26:41.902 --> 00:26:45.522
The relationships we build are absolutely critical for us.
00:26:45.982 --> 00:26:49.742
I've talked about relationships with the hiring organizations,
00:26:49.742 --> 00:26:54.582
understanding what they're seeing, what they're needing, supporting the government's
00:26:54.582 --> 00:26:56.882
approach to skills development.
00:26:57.202 --> 00:27:01.682
And there's been a very strong focus on skill trades by our government,
00:27:01.862 --> 00:27:05.362
looking for a parity of esteem with other careers. And we've made great progress
00:27:05.362 --> 00:27:08.442
on that and working with the government to do that.
00:27:09.242 --> 00:27:14.222
But it's one of the things that's challenging for me and that you've got to
00:27:14.222 --> 00:27:16.922
continue to do is, what am I hearing out there?
00:27:17.422 --> 00:27:21.102
It's talking with our other polytechnic and college presidents.
00:27:21.102 --> 00:27:25.362
It's talking with industry associations. It's talking with other groups that
00:27:25.362 --> 00:27:29.622
get a sense of what's happening in the world out there as we try and distill
00:27:29.622 --> 00:27:32.722
what is the noise, what is important.
00:27:33.262 --> 00:27:38.302
Keeping contact with others, building a strong network has been critically important for me.
00:27:39.111 --> 00:27:44.791
Yeah, it's gathering a lot of information from a lot of different areas to build that picture.
00:27:45.211 --> 00:27:51.311
What role do employees and community partners play in shaping the future of
00:27:51.311 --> 00:27:52.291
Lethbridge Polytechnic?
00:27:52.331 --> 00:27:54.611
And you've touched on that a bit with the community partners.
00:27:54.811 --> 00:27:56.431
So what about employees?
00:27:57.891 --> 00:28:01.731
Employees can be the strongest advocate for Lethbridge Polytechnic.
00:28:01.871 --> 00:28:06.331
I've talked about the fact that everybody has a responsibility for recruiting.
00:28:06.331 --> 00:28:11.691
And I don't mean to go out into high schools or whatever, but it's how you talk
00:28:11.691 --> 00:28:14.871
about, how you understand what we are. If you can...
00:28:15.607 --> 00:28:20.107
Talk back, applied learning, plus applied research is a polytechnic because
00:28:20.107 --> 00:28:23.987
we get the opportunity to have our graduates go into meaningful careers.
00:28:25.007 --> 00:28:28.787
Understanding what we do and why we do it is important. So as you're talking to your neighbor,
00:28:29.107 --> 00:28:34.147
you know, somebody bumps into you in Costco and sees your Lethbridge Polytechnic shirt,
00:28:34.347 --> 00:28:39.247
you can talk about Lethbridge Polytech and the value that we bring to society
00:28:39.247 --> 00:28:44.687
through having educated graduates go into meaningful careers to help build our community.
00:28:45.187 --> 00:28:49.287
Just being able to talk positively about what we're doing, understanding what
00:28:49.287 --> 00:28:51.587
we're about, having some idea of the programs.
00:28:51.687 --> 00:28:54.907
I don't expect everybody to memorize every program that we have,
00:28:54.967 --> 00:28:58.347
but you know that we do technologies. We have health programs. We have business.
00:28:58.547 --> 00:29:00.607
We have arts and science approaches.
00:29:01.267 --> 00:29:05.707
Just being able to broadly talk. You never know. That one conversation with
00:29:05.707 --> 00:29:07.907
somebody might lead to something.
00:29:08.067 --> 00:29:14.127
I had an example myself, maybe because of my position, but I was at a community meeting.
00:29:14.687 --> 00:29:17.967
And the lady, I hadn't introduced myself, and she just talked about,
00:29:18.087 --> 00:29:20.367
and she got onto talking about her son.
00:29:20.987 --> 00:29:27.187
And I said, you know, what's he interested in? And he says, he's very technically capable, struggling.
00:29:27.327 --> 00:29:30.487
I said, what about welding or another apprentice?
00:29:30.927 --> 00:29:35.087
I saw her six months later, and her son was enrolled in an apprentice program.
00:29:35.347 --> 00:29:40.207
So you never know, those one-off conversations can spark an opportunity, and.
00:29:41.155 --> 00:29:45.935
It's contingent upon each of us to promote what we are in the community when opportunities are.
00:29:46.455 --> 00:29:51.015
Well, that's so true. And Lethbridge is a city, but it really is a small community.
00:29:51.015 --> 00:29:53.035
And I have an example myself as well.
00:29:53.135 --> 00:29:57.795
I recently bought a used vehicle from a young fellow, well, his parents,
00:29:57.995 --> 00:30:00.535
but I was chatting with him. He was handling the transaction.
00:30:00.895 --> 00:30:04.075
And I mentioned that I worked at Lethbridge Polytechnic.
00:30:04.795 --> 00:30:08.355
And he said, oh, I'm going there next month. I'm starting the plumbing program.
00:30:08.355 --> 00:30:10.795
And he was quite excited about it. And I said, oh, that's great.
00:30:10.915 --> 00:30:11.515
You know, congratulations.
00:30:11.735 --> 00:30:16.815
And, you know, that's a great option to go into because we always need plumbers.
00:30:16.955 --> 00:30:19.895
Everybody needs plumbers. And, you know, it was just a small interaction.
00:30:19.895 --> 00:30:23.775
But even for him, I think, you know, gave him a sense of connection of,
00:30:23.895 --> 00:30:26.575
oh, you know, I know someone at Lethbridge Polytechnic now.
00:30:26.695 --> 00:30:30.755
We had a little conversation and just sort of validating maybe his choice as well.
00:30:31.535 --> 00:30:36.195
Wonderful. As you look ahead, what message would you leave with listeners about
00:30:36.195 --> 00:30:40.135
how we can all help to build that future together?
00:30:40.415 --> 00:30:44.515
And I mention that because, you know, there's often challenges.
00:30:44.515 --> 00:30:47.535
I've been in post-secondary a while and, you know, there's different challenges.
00:30:47.535 --> 00:30:51.355
So what are the takeaways that people can have?
00:30:52.075 --> 00:30:57.015
A critical message, and I've said it before, is that we are responsible for creating our future.
00:30:57.255 --> 00:30:59.815
We have to be the architects of our future. We can't just say,
00:30:59.915 --> 00:31:03.055
well, we've got all these issues, we know we can.
00:31:04.255 --> 00:31:07.255
Certain things we can't control, many things we can control.
00:31:07.835 --> 00:31:11.435
One of them is I talked about how do we speak positively about the institution
00:31:11.435 --> 00:31:13.935
so that we can continue to attract students here.
00:31:14.905 --> 00:31:19.165
But internally, how can we care for one another? We're all facing pressures of some sort.
00:31:20.025 --> 00:31:24.685
It's not just the workplace pressures. We're all feeling some level of anxiety
00:31:24.685 --> 00:31:26.585
about what's happening in the world in our lives.
00:31:26.925 --> 00:31:31.025
Care for one another and recognize that people here are trying to do their best.
00:31:31.185 --> 00:31:34.265
We're a big organization, complex interactions.
00:31:35.305 --> 00:31:39.905
Be kind to one another and recognize that we all have a role to play here.
00:31:40.005 --> 00:31:45.385
And how can we support one another effectively? and maybe not be so critical.
00:31:45.545 --> 00:31:50.005
That's maybe a malady of post-secondary. We're taught to be critical thinkers,
00:31:50.005 --> 00:31:52.545
but let's be critically kind as well.
00:31:53.085 --> 00:31:56.665
Well, and that's a great message. And as humans, sometimes, yeah,
00:31:57.385 --> 00:32:02.065
it's more of a challenging to see the positive and good. So that's a really wonderful message.
00:32:02.585 --> 00:32:05.145
Thank you so much, Brad. This has been a great conversation.
00:32:05.145 --> 00:32:10.505
It's really interesting to learn about the changing dynamic in post-secondary.
00:32:10.505 --> 00:32:14.485
Some of things that I was aware of and some things I wasn't.
00:32:14.625 --> 00:32:16.705
So that's really wonderful to learn about that.
00:32:16.885 --> 00:32:19.225
Is there anything else that you'd like to add?
00:32:19.925 --> 00:32:24.505
Embrace the future. It's coming at us whether we want to or not.
00:32:24.625 --> 00:32:26.545
But again, I keep coming back to that point.
00:32:26.925 --> 00:32:32.085
How do we look about how we can create the future? How do we make this a compelling,
00:32:32.225 --> 00:32:33.205
attractive institution?
00:32:33.905 --> 00:32:37.965
We're looking at capital campaigns around reshaping some of the facilities here
00:32:37.965 --> 00:32:40.665
because we want people to want to come here.
00:32:40.965 --> 00:32:47.105
My, you know, maybe my ultimate goal or ideal would be that Lethbridge Polytechnic
00:32:47.105 --> 00:32:50.525
is the place people want to go to because it's a great place to learn,
00:32:50.685 --> 00:32:52.785
it's a great place to engage with
00:32:52.785 --> 00:32:55.865
people, and it's a great place to either start or further your career.
00:32:56.801 --> 00:33:00.601
Wonderful. Well, thank you very much. Thank you very much. I appreciate it.
00:33:00.741 --> 00:33:06.021
This episode featured Donna McLaughlin as host and Dr. Brad Donaldson as guest.
00:33:06.681 --> 00:33:11.641
Jordana Gagnon was our producer. Ryan Robinson was our sound technician and editor.
00:33:12.121 --> 00:33:16.821
Our podcast is funded by Lethbridge Polytechnics Centre for Teaching,
00:33:17.141 --> 00:33:22.501
Learning and Innovation and recorded on the traditional lands of the Blackfoot Confederacy.
00:33:22.501 --> 00:33:27.721
For more episodes, head to learninginnovation.ca slash podcast.
00:33:28.081 --> 00:33:30.201
Thanks for listening and take care.