I have seen it all and it is deeply troubling
Canadian colleges and universities, particularly business schools, have become entangled in practices that exploit students—especially international ones—while failing to deliver substantive education and skills that meets the requirement of todays job market. The issues are systemic, ranging from administrative bloat to outdated curricula, and from exploitative financial models to neglect of real-world skills. These challenges demand urgent reform in areas that I have highlighted below.
The Administrative Takeover
Higher education has seen a troubling shift in priorities. There are now more administrators running colleges and universities than actual educators. This growth in bureaucracy drains resources that could otherwise be allocated to improving teaching and learning. Instead of focusing on pedagogy, administrators prioritize revenue generation, branding, and regulatory compliance. The result? A system that looks good on paper but falters in delivering quality education.
Administrators, often disconnected from the classroom experience, impose rigid structures that prioritize institutional profits over student success. This focus reduces educators to cogs in a machine, stripping them of the ability to innovate or tailor their teaching to meet students’ needs. I tried, and as a result, first I was outcast and then forced to leave (dismissed).
These paper pushing administrators cringe on seeing an educator think and act outside the box by doing something creative that works, something that is exciting for students to stay engaged and something that raises their curiosity and passion to learn. Why? Because it makes them feel inadequate, unnecessary and more importantly it makes them feel powerless.
A Faculty Detached from Real-World Experience
As a direct result of the administrative classes mindset the hiring practices of Canadian business schools further exacerbate the problem. Many educators are recruited directly from graduate programs, with little or no exposure to the industries they are supposed to prepare students for. A candidate with a freshly minted Ph.D. may understand theories in depth but lacks the practical insights students need to navigate real-world challenges.
This approach undermines the credibility and effectiveness of education. Students are often left wondering how the abstract concepts they study in class will help them in the workplace. In business schools, this disconnect is particularly glaring; students graduate knowing frameworks but lacking the hands-on experience to apply them effectively, especially as we enter the emerging artificial intelligence era.
Outdated, Rigid Curricula
Educators in Canadian business schools often have little control over what or how they teach. Many are handed pre-designed curricula, often reduced text filled PowerPoint slides that emphasize surface-level knowledge. These materials are frequently outdated, failing to address the rapid changes in the global economy, technology, and industry practices.
This cut-and-paste approach stifles intellectual engagement. Teachers cannot adapt their lessons to current events or industry trends, leaving students with an incomplete and often irrelevant education. This is particularly damaging in a world where artificial intelligence and digital transformation are reshaping industries at an unprecedented pace.
Overburdened Students, Exploitative Practices
The structure of many programs, particularly two-year diplomas, is overwhelming by design. Students are burdened with excessive assignments, tests, and projects. This approach is not a reflection of academic rigor but a deliberate strategy to increase failure rates.
When students fail courses, they are forced to retake them, generating additional income for the institution. International students, who pay significantly higher tuition fees, are disproportionately affected by this practice. For them, the financial and emotional toll is immense and for me as a former educator it is deeply worrisome as it diminishes the once honorable role of an inspiring “educator”.
The Two-Tier System and Segregation
International students are drawn to Canada with promises of world-class education and a pathway to immigration. Yet, upon arrival, they find themselves in a system that treats them as cash cows.
Canadian business schools operate a de facto two-tier system: domestic students receive more support and lower fees, while international students face higher costs and less assistance. This form of segregation is damaging, not only to the students but to Canada’s reputation as a destination for quality education.
Worse, many international students find that the education they receive in Canada is inferior to what was available in their home countries. As word spreads, this could deter future students and harm the Canadian education system’s global standing if it already hasn’t.
Resistance to Artificial Intelligence
The rise of artificial intelligence has revealed a fundamental weakness in the current model of higher education. AI tools can now generate reports, solve problems, and even simulate business scenarios. This threatens the traditional role of educators who rely on outdated teaching methods.
Rather than embracing AI as a tool to enhance learning, colleges and universities resist it, fearing that students will realize how redundant their education has become. AI’s ability to generate knowledge on demand exposes the inadequacy of curricula focused on memorization and paper writing rather than critical thinking and problem solving.
Degrees Without Value
The ultimate measure of an education system is its ability to prepare students for meaningful careers. On this front, Canadian business schools are failing. The degrees they offer often do not lead to well-paying jobs. Many graduates find themselves disillusioned, saddled with debt, and unable to achieve the success they were promised.
This failure is particularly stark for international students, who may spend tens of thousands of dollars only to find that their qualifications are not recognized or valued in the job market.
The Immigration Loophole
For many international students, enrolling in Canadian colleges is less about education and more about accessing immigration pathways. This loophole has turned higher education into a transactional process, where institutions prioritize enrolling students over educating them.
While this may benefit colleges financially, it does a disservice to the students and undermines the integrity of the immigration system. What’s sad is that governments at both the federal and the provincial level are in on this dubious practice and after a number of years the Liberals have finally admitted that they were wrong, at the students expense.
The Need for Education Reform
The current trajectory of Canadian higher education is unsustainable. A fundamental overhaul is needed to address the systemic issues outlined above:
- Redefining Administration: Reduce the administrative burden and redirect resources toward teaching and learning. Institutions must prioritize education over profit.
- Hiring Real-World Experts: Recruit educators with industry experience who can mentor students and bridge the gap between theory and practice.
- Modernizing Curricula: Develop dynamic, up-to-date curricula that focus on practical skills and adapt to technological and economic changes.
- Leveraging AI: Embrace AI as a tool to enhance critical thinking and problem-solving rather than resisting it out of fear.
- Ending Exploitation: Abolish practices that overburden students and force them to retake courses. Ensure that tuition fees are fair and reflect the value of the education provided.
- Supporting International Students: Treat international students equitably, providing the same level of support and opportunities as domestic students.
- Focusing on Outcomes: Ensure that degrees lead to meaningful employment or entrepreneurial opportunities. Connect education to industry needs and offer pathways to real-world success.
- Making Education Affordable: Implement a fiscally responsible model where a degree costs no more than $2,500, with guaranteed work opportunities or industry connections.
Conclusion
Without meaningful reform, Canadian colleges and universities risk becoming obsolete. Their current practices exploit students, neglect innovation, and fail to prepare graduates for a rapidly changing world.
Education should empower, not exploit. It is time to reclaim higher education as a space for critical thinking, practical skills, and genuine opportunity. Anything less is a disservice to the students, educators, and society it is meant to serve.
