Main Activities of North Island College (NIC) as an organization
NIC as an organization comprises a comprehensive community college, a British Columbia, Canada college located at Vancouver Island. The College focuses mainly on the success of the students. With more than four campuses, the College has served more than 9,000 students with learning center community learning and online. The main activities of the NIC as an organization can be described below briefly.
International Student Advising
It is the activity carried out by the institution to provide specialized student supports specifically for international students. The necessary support to make the students joining NIC as an organization and a community feel welcomed and adapt quickly to the college system to receive the proper education. Some of the advisory services offered include orientation for new students, the incumbent of job classification and Immigration advisory service, and career counseling that involve assisting students in matching career with available job opportunities in the market (Rizun & Strzelecki, 2020).
Academic Peer Tutoring
It is an activity carried out by the NIC as an organization whereby the needs of students are identified, and tutoring programs are developed to reach students’ areas that need improvement personally. The tutoring programs are initiated where students are allowed one-hour peer tutoring per class within a week. The program does best to improve subjects such as mathematics and English in students and best to match each student-specific course according to tutor availability (Miller & Jorre de St Jorre, 2022).
Mental Health & Counseling Services
The College carries out an activity to assist students with personal challenges and general emotional well-being, where all students can access professional and confidential counseling support. NIC, as an organization, offers counseling services to assist students in overcoming stressful issues of studies and teaches them how to maintain mental health to stay focused and excel in their studies (Gilal et al., 2019).
Students’ Employment Services and Work-Integrated Learning
The College prepares students with the necessary skills to combine their studies with their exciting career opportunities in workplaces. The College as an organization has a program that integrates the students from studies to the workplace. The work-integrated learning program in NIC allows students to gain work experience in their field of study and academic credits that increase their confidence. It allows the application of skills and knowledge learned in the classroom to professionals, grows career networks in career and also self-access the strengths, and clarifies career goals to students (Sengupta & Wadia, 2021).
External environmental conditions and trends that impact NIC now and over the next several years
External environmental factors significantly impact North Island College as an organization and will be expected to intensify their impact in the future; such environmental factors will mostly be economical, technological, and demographic. The trends in technology in the contemporary world keep changing as people become more creative and innovative and come up with new ways of doing things. NIC is impacted by new technology, especially in social media, where it can advertise its program across the globe and get recruitment of international students to join the College, both physically and online program. In the years to come, Colleges will be forced to increase more online programs to current trends in learning, as most people prefer to study online (Sengupta & Wadia, 2021).
NIC is significantly impacted by demographic factors whereby it has succeeded in enrolling more international students in their curriculum and is expected to attract more international students to join the program. The population of every race can be traced in the NIC, and the College has no discrimination based on race. It has a mechanism of offering particular orientations of international students to adapt them quickly to their curriculum. The College is expected to expand its demographic composition as it grows to an enormous capacity to accommodate more international students in the near future (Miller & Jorre de St Jorre, 2022).
NIC as an organization is also impacted by the economic trends in the world economy, such as Covid-19, which reduced the enrolment rate, especially for physical programs. The global crisis of cold-19 reduced the revenue for NIC that could have been used to expand the College and cause it to perform better economically. The other global economic crises will affect NIC as students, and other stakeholders in the College are affected by those global economic crises. Global economic crises such as Covid-19 affect businesses and industries, lowering the monetary value of money for workers and affecting all programs of NIC as the money becomes scarce (Rizun & Strzelecki, 2020). Favorable economic conditions will positively impact and expand NIC as an organization, whereas adverse economic conditions will slow the growth and running of NIC programs.
The conditions, trends, and external environmental factors of economic, demographic, and technology will be the key determinant of the human resources of NIC to set priorities and make decisions. The favorable conditions and trends of those factors will help human resources decide between recruiting more staff, such as teachers and more casual workers, to meet the organization’s high demand for increased capacity. Unfavorable conditions and trends will use Human resources to restrict recruiting and may decide to hire unproductive staff to cut down the cost of staffing (Gilal et al., 2019).
References
Gilal, F. G., Ashraf, Z., Gilal, N. G., Gilal, R. G., & Channa, N. A. (2019). Promoting environmental performance through green human resource management practices in higher education institutions: A moderated mediation model. Corporate Social Responsibility and Environmental Management, 26(6), 1579-1590. https://onlinelibrary.wiley.com/doi/abs/10.1002/csr.1835
Miller, K. K., & Jorre de St Jorre, T. (2022). Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills. Teaching in Higher Education, 1-17. https://www.tandfonline.com/doi/abs/10.1080/13562517.2022.2053953
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the COVID-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 6468. https://www.mdpi.com/1660-4601/17/18/6468
Sengupta, A., & Wadia, L. C. (2021). Imparting vocational education and training through higher education institutions: An integrative model. Contextualising Educational Studies in India, pp. 205–224. https://www.taylorfrancis.com/10.4324/9781003098997-15
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