Relevant bibliographies by topics / College graduates – Employment – Canada

Academic literature on the topic 'College graduates – Employment – Canada'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "College graduates – Employment – Canada"

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Hiscott, Robert D. "Patterns of Education Financing and Debt: A Comparison of Two Cohorts of Canadian Post-Secondary Graduates." Canadian Journal of Higher Education 26, no. 2 (August 31, 1996): 23–46. http://dx.doi.org/10.47678/cjhe.v26i2.183236.

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Using data from 1988 and 1992 National Graduates Surveys (conducted by Statistics Canada), this paper explores educational financing and debt patterns for recent graduates of Canadian community college and university programs. A majority of recent post-secondary graduates borrowed to finance their education at some point during their educational programs through the Canada Student Loans Program and/or other sources. The more recent cohort of post-secondary graduates (1990 graduates interviewed in 1992) reported markedly higher debt loads and significantly greater amounts owing two years after graduation, relative to the earlier cohort (of 1986 graduates surveyed in 1988). Multiple regression models are developed and tested to predict the amount of debt (in dollars) owed by graduates approximately two years after completion of their programs. Key explanatory variables of (1) total amount borrowed, (2) university or community college program graduate, (3) number of months not employed between graduation and time of interview, (4) current job temporary or not, and (5) current employment income were all found to be highly significant for the most recent cohort of post-secondary graduates. However, there are important differences in multiple regression results between the two cohorts which are discussed in detail in the paper.
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Fernández-Kranz, Daniel, and Núria Rodríguez-Planas. "The Perfect Storm: Graduating during a Recession in a Segmented Labor Market." ILR Review 71, no. 2 (June 9, 2017): 492–524. http://dx.doi.org/10.1177/0019793917714205.

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Using Spanish Social Security data merged with Labor Force Survey data, this article analyzes the effects of entry labor market conditions on workers’ careers two to three decades after graduating in Spain, a country well known for its highly segmented labor market and rigid labor market institutions. In contrast to more flexible labor markets such as in the United States or Canada, the authors find that following a recession the annual earnings losses of individuals without a university degree are greater and more persistent than those of college graduates. For workers without a college degree, the effect is driven by a lower likelihood of employment. For college graduates, the negative impact on earnings is driven by both a higher probability of non-employment and employment in jobs with fixed-term contracts. Although a negative shock increases mobility of college graduates across firms and industries, no earnings recovery occurs for the individual, just secondary labor market job churning. Results are consistent with the tight regulations of the Spanish labor market, such as binding minimum wages and downward wage rigidity caused by collective bargaining agreements.
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LEGUSOV, Oleg. "Using Bourdieu’s Theory of Practice to Investigate the Experience of Ontario College Graduates Who Are Russian, Ukrainian, and Belarusian, and Seek Career Employment and Permanent Residency in Canada." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 135–37. http://dx.doi.org/10.32674/jcihe.v11iwinter.1546.

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The thesis explores international community college graduates' from three former Soviet Republics experience transitioning from college to the labor market in Canada. Pierre Bourdieu’s theory of practice provides the theoretical framework to analyse the labour-market integration of 14 women and 16 men. The data collected from in-depth interviews and document analysis reveal that each participant in the study belongs to one of three distinct age groups. Differing significantly in terms of career habitus and career capital, the members of the three groups have distinctly different labour-market outcomes.
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Thorsell, Laura A. "Graduate Certificates in Ontario colleges: uniquely engaging in specialized skills development." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 74–85. http://dx.doi.org/10.1108/heswbl-08-2014-0037.

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Purpose – The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship. Design/methodology/approach – This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education. Findings – This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today’s workplace. Practical implications – The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum. Originality/value – This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation.
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Boyko-Head, Christine. "Thinking Preference Awareness, Leadership Skills and Learning Behaviour." International Journal for Talent Development and Creativity 9, no. 1-2 (August 22, 2022): 21–32. http://dx.doi.org/10.7202/1091469ar.

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Prior to Covid-19, studies identified a gap between the skills employers needed and the skills graduates had (IBM, 2012, 2016, WEF2016b). Still impacted by the pandemic, graduating classes of the future may not be any different. This paper shares findings from an Applied Research in Innovation and Education (ARIE) pilot project conducted between 2016-2017 at Mohawk College, Ontario Canada with 117 students enrolled in a 14week, mandatory Communications course. Specifically, the pilot project explored perceptions of leadership, employability skills and attributes in post-secondary students and how they perceived and assessed their leadership skills and developmental needs for future employment. The study also examined how learner awareness of their own and others thinking preferences when problem-solving impacted their academic behaviours and development goals. The aim was to determine the impact thinking preference awareness in learners might have on their communication, collaboration, and development of personal and professional learning targets. Using a mixed-methods, transformative-emancipatory critical approach, the research highlights the classroom as a living laboratory rich in emergent research questions and revealed additional areas of research regarding thinking preference theory and language, self-differentiated learning and inclusive, learner-focused curriculum design.
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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.

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The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.
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Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (February 1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.

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Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.
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Duan, Min, and Yongbo Lv. "Investigation and Countermeasure Research on Employment Behavior Decision by Employment Environment of College Graduates." Open Electrical & Electronic Engineering Journal 8, no. 1 (December 31, 2014): 625–30. http://dx.doi.org/10.2174/1874129001408010625.

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At present, the employment situation of college graduates is grim, which has caused wide concerns in the whole society. How to improve the competitiveness of college graduates, to adapt to the employment environment, to help college graduates to smooth employment has become an urgent problem to be solved. According to the investigation of college graduates’ employment environment, the author analyzes and studies the employment status of college graduates and proposes that higher education can improve the employment competitiveness of college students through the analysis of higher education. This paper finds out advantages and disadvantages in the process of personnel training in colleges and universities, puts forward the countermeasures to improve the employment environment of college graduates, and proposes suggestions for the further development of college graduates’ employment.
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Zhang, Tingting. "Analysis of the Employment Status and Promotion Strategies of College Students Under the Background of the New Crown Pneumonia Epidemic." Scientific and Social Research 3, no. 6 (December 29, 2021): 7–10. http://dx.doi.org/10.36922/ssr.v3i6.1271.

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Employment is a project for people’s livelihood. Effective youth employment, with an emphasis on college graduates, is linked to the development of young talents and the long-term stability of college graduates. This article examines the current employment status and problems of college graduates, particularly the post-epidemic employment dilemma, and summarizes the relevant strategies for promoting college employment as the epidemic normalizes, in order to better address the problems of graduates’ employment difficulties.
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Cai, Jing, and Liu Yi. "Prediction and Simulation Research of Improved Search Engine Algorithm and Model Ftting." Applied Mechanics and Materials 608-609 (October 2014): 626–30. http://dx.doi.org/10.4028/www.scientific.net/amm.608-609.626.

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With the number of college graduates is increasing year by year, digital information management for the employment of college graduates receives more and more attention of managers in colleges and universities. Establishing management information system of college graduates employment is imperative. In this paper we first discuss the theoretical concept and the common structure model of employment information management system, then according to the demand of college graduates employment and enterprise recruitment requirements design the college graduates employment management system based on Web. The system includes the graduate information management systems, enterprise information management system, recruitment information query system, students landing system. Finally, we test and do simulation on operation of the system. The result shows that the university graduates employment management system has the advantages of simple operation, safe and reliable operation. It builds a platform for the exchange of information among the university, graduates, enterprise, which facilitate the management of graduates.
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Dissertations / Theses on the topic "College graduates – Employment – Canada"

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Partridge, May Sheila Stella. "Strategies of employment and family : university-educated women in Canada and Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17594534.

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Robinson, J. Shane. "Graduates' and employers' perceptions of entry-level employability skills needed by Agriculture, Food and Natural Resources graduates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4328.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1, 2007) Vita. Includes bibliographical references.
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Wicomb, Samuel Domingo. "Graphic design students’ perceptions of work practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.
The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.
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Shecter, Marna A. "Network, discipline and income : the social mobility of Ontario university graduates." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61063.

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This thesis examines the link between background factors to educational attainment, discipline choice, how first job was found and income at that first job. Findings are based on results of a panel study of Ontario high school students. Using human capital theory and comparing and contrasting it with the radical and credentialist arguments, I create a model to further specify the contributing factors to the already well established link between education and jobs. The results produced from the interactive causal model indicate that past research has neglected certain variables while confounding others. Specifically, while the findings are generally consistent with other empirical work, they suggest that (i) education should be treated as a more differentiated variable, (ii) the role of networks in job search behaviour should be included, (iii) gender differences should be considered and, (iv) that non additive models will often provide a better description of the data. Finally, it is also suggested that future work explore the possibility that the relationship between job search behaviour and discipline choice can best be described using a non-recursive causal model.
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Chik, Razmi Bin. "Early employment outcomes of home versus foreign trained graduates : a Malaysian experience." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/1922.

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This study compares the early employment outcomes of Malaysian graduates who are trained locally versus those who were trained abroad, specifically in universities in the United States and United Kingdom. The study examined the employment outcomes in terms of level of income and job satisfaction. A total of 408 graduates were surveyed for the study. The respondents who were selected randomly nation wide were of similar major of studies. One of the objectives of the study was to find out whether the amount of money spent to train student abroad which can cost up to four times the cost of training students locally is justified. Early research reported that in developing countries, foreign trained graduates were accorded higher income when compared to their counterparts who were trained locally. However, this study indicated that location of study was not significant in explaining the variation of income of graduates. Using regression techniques, the differences in income level was found to be significantly explained by the flowing variables; gender, job, duration, self-esteem, employers' ownership, academic majors and English proficiency. It was also reported that both cohorts of graduates were equally satisfied in their jobs. It was interesting to note that female graduates were also satisfied in theirjobs despite earning less than the males graduates. Job fit index, self-esteem, income, specific self-esteem and satisfaction with university facilities, were found to be significant in explaining the differences in job safisfaction. The study. also compared the attributes and experiences of the two cohorts interms of socio economic and high school background and university and job experiences. It was also reported that there is upward social mobility of graduates as a result of the heavy investment in higher education. The results of the study could be seen as useful, first, to the policy makers in making the right decision in some aspects of investing a large a mount of money in higher education. Secondly, to potential university students in Malaysia, the study will help them to plan their academic careers to suit their future employment opportunities.
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Johnston, Justin R. "The juxtaposition of soon-to-be college graduates and hiring professionals." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2010r/johnston.pdf.

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Thesis (M.A.)--University of Alabama at Birmingham, 2009.
Title from PDF t.p. (viewed June 30, 2010). Additional advisors: Loretta A. Cormier, James C. McCroskey, Larry Powell. Includes bibliographical references (p. 25-29).
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Zastoupil, Kristin L. Stone Sara J. Bishop Mike Vitanza Dianna M. Sturgill Amanda Colson. "Employment success of university journalism graduates : a survey comparing classroom practices and departmental requirements with graduates' job placement and salary rates /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4884.

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Hatch, Wendy E. "The experience of unemployment for university graduates under 25 years of age." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.

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An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Meers, Alan. "An Identification Of Affective Characteristics Which Employers Are Seeking In Bible College Graduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1460.

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Bible colleges are committed to helping students develop the skills which employers of their graduates are seeking in entry-level employees. Generally speaking, both colleges and employers are satisfied with the training and assessment in the cognitive and psychomotor domains, however the affective domain is of real concern to colleges and employers alike. This project sought to provide colleges with an instrument capable of assessing the developmental level of students in regard to the affective characteristics that employers of their graduates are seeking in entry level employees. There is a large body of literature, both secular and religious, suggesting that tertiary courses must include affective education if graduates are to perform their roles with any degree of excellence. The literature reviewed revealed that Christian organisations expect Bible college students to possess a range of character traits and, while a number of studies similar to the present project have been conducted, none of them has focussed on the characteristics that employers are seeking in new employees.
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Kan, Mee-lin Hayley. "Local talent and international standards the emergence of global graduate employment in Hong Kong /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664676.

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Books on the topic "College graduates – Employment – Canada"

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Paul, Anisef, and Axelrod Paul, eds. Transitions: Schooling and employment in Canada. Toronto, Ont: Thompson Educational Pub., 1993.

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Finnie, Ross. Earnings of post-secondary graduates in Canada: Holding their own : trends in employment rates and earnings levels. Hull, PQ: Applied Research Branch, Human Resources Development Canada, 1999.

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Finnie, Ross. Earnings of post-secondary graduates in Canada: Changes in the structure of earnings in the 1980s and 1990s. Hull, PQ: Applied Research Branch, Human Resources Development Canada, 1999.

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Abbott, Michael G. Gender differences in earnings growth of recent university graduates in Canada: Empirical evidence from the national graduates surveys. Hull, Québec: Applied Research Branch, Strategic Policy, Human Resources Development Canada, 2000.

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Yerema, Richard W. The career directory: Canada's best employers for recent graduates. Toronto: Mediacorp Canada Inc., 2007.

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Finnie, Ross. A dynamic analysis of the school-to-work transition of post-secondary graduates in Canada. Hull, PQ: Applied Research Branch, Human Resources Development Canada, 1999.

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Finnie, Ross. Earnings of university graduates in Canada by discipline: What you study matters-- an econometric analysis of earnings differences of bachelor's level graduates. Hull, Qué: Human Resources Development Canada, Applied Research Branch, 1999.

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Finnie, Ross. Earnings of university graduates in Canada by discipline: What you study matters : an econometric analysis of earnings differences of bachelor's level graduates. Hull, PQ: Applied Research Branch, Human Resources Development Canada, 1998.

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Canada. Statistics Canada. Analytical Studies Branch. The transition to work for Canadian university graduates: Time to first job, 1982-1990. Ottawa: Statistics Canada, 2000.

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McNaughton, Craig. The case of the humanities and social sciences in Canada. [Ottawa]: Dept. of the Secretary of State of Canada, 1991.

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Book chapters on the topic "College graduates – Employment – Canada"

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Xie, Yibo, and Zhongzhi Luan. "Information Integration of Heterogeneous Employment Service Information of College Graduates." In Trustworthy Computing and Services, 336–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47401-3_44.

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Ma, Xinxin. "The Impact of Higher Education Expansion Policy on the Wages of Female and Male College Graduates." In Female Employment and Gender Gaps in China, 147–75. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6904-7_7.

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Qin, Yong, and Jiansheng Peng. "The Employment Services and Guidance of the Disadvantaged Groups of Electronics Professional College Graduates." In Lecture Notes in Electrical Engineering, 715–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24823-8_114.

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Zhang, Yunran, and Cheng Yang. "Analysis on the Present Situation and Countermeasures of Employment Decision-Making of College Graduates." In Applications of Decision Science in Management, 87–94. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2768-3_8.

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Lu, Xiaoqing, Shuming Guan, Ruyu Tian, and Wenyi Zhang. "Using PERT/CPM Technology for the Development of College Graduates Seeking Employment in Project Planning." In Communications in Computer and Information Science, 293–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27452-7_39.

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Miron, Jennifer B. "Academic Integrity in Work-Integrated Learning (WIL) Settings." In Academic Integrity in Canada, 233–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_12.

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AbstractThis chapter highlights the imperative for attention to, and action in, the promotion of academic integrity in work-integrated learning (WIL) settings across post-secondary programs. The importance of such efforts are closely tied to the efforts of strengthening ethical comportment with graduates who will go on to contribute to client care, client service, leadership, and research that will directly impact members of the public, hiring organizations, and global systems. WIL settings provide invaluable opportunities for students to learn essential skills and acculturate to professional ethical values through real world experiences. The experiential learning that happens in these settings helps influence the professionalization of students, encouraging safe, ethical practice that benefits those receiving care/service, future employers, and society. Since WIL is offered in both college and university settings and occurs across a number of professional and service programs, it has the potential to significantly influence a vast and varied number of professionals entering numerous career paths around the world. All members of learning communities in post-secondary organizations have a responsibility to understand their roles and opportunities in supporting, maintaining, and promoting academic integrity across WIL settings. While the narrative for the chapter is Canadian, the observations and recommendations may be relevant in other countries, where WIL plays a significant role in the education and development of professionals and service providers across a number of professions and trades.
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Fu, Ling, and Bei Gong. "Graphic Design Understanding the Application of Computer Graphics and Image Processing Technology in Graphic Design to Improve the Employment Rate of College Graduates." In 2021 International Conference on Big Data Analytics for Cyber-Physical System in Smart City, 859–66. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-7466-2_95.

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"14. Employment Issues Facing China’s College Graduates." In The China Educational Development Yearbook, Volume 1, 163–73. BRILL, 2009. http://dx.doi.org/10.1163/9789047425106_015.

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"2 Survey Report on 2013 College Graduates’ Employment Situation." In Chinese Research Perspectives on Education, Volume 3, 35–52. BRILL, 2016. http://dx.doi.org/10.1163/9789004310476_005.

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Du*, Xingyan, Suping Chen, and Chechang Chang. "The research on quality of employment and congruous extent of college graduates’ employment." In Smart Science, Design & Technology, 23–26. CRC Press, 2019. http://dx.doi.org/10.1201/9780429058127-4.

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Conference papers on the topic "College graduates – Employment – Canada"

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Hong Li and Xiao-de Zuo. "Research on College Graduates' Employment and Entrepreneurship Strategy." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543767.

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Zhao, Feng, Bin Zhou, Xiaoxing Sun, Hai Jin, and Song Wu. "JobGrid: Chinese College Graduates Employment Information Grid System." In 2008 Third ChinaGrid Annual Conference (CHINAGRID). IEEE, 2008. http://dx.doi.org/10.1109/chinagrid.2008.54.

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He, Shouwu, Xiaoying Li, and Jia Chen. "Application of Data Mining in Predicting College Graduates Employment." In 2021 4th International Conference on Artificial Intelligence and Big Data (ICAIBD). IEEE, 2021. http://dx.doi.org/10.1109/icaibd51990.2021.9459039.

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Zhang, Xiaozhen. "Discussing Legal Protection of the Employment of College Graduates." In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.57.

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Shui, Yao. "Reflections and Explorations on the Employment of College Graduates." In 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssr-18.2018.77.

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Ming hui, You, and Wang Yi da. "Analysis of Current Employment Situation of Higher Vocational College Graduates." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.024.

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Kong, Jun. "College, Discipline, and Sex Factors Effecting Employment Opportunities for Graduates." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.122.

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Lü, Yaozhong, and Haixia Zhao. "On Strategies of Promoting International Employment for Chinese College Graduates." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.34.

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Liu, Xiaoyi. "Employment Difficulties and Coping Strategies of College English-majored Graduates." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.121.

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Chen, Ken, Qingnian Huang, Ming Hu, and Robert M. Randoy. "Perspective: Employment conditions for computer engineering related college graduates in China." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028729.

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Reports on the topic "College graduates – Employment – Canada"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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