Journal Article

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed.

Canada's fear of future skill and labor shortages has brought youth with disabilities to the forefront of public policy. Many universities are now reporting that an increased proportion of their graduating students identify as having a disability, and as a result, educational achievement‐based programs designed to accommodate students’ needs are growing across campuses. Despite recent attention by policymakers on improving accessibility standards and increasing employer incentives, young Canadians with disabilities continue to face barriers in their transitions to the workforce. The nature and extent of the early workforce inequalities faced by postsecondary graduates with disabilities remains unclear. This paper draws on the 2005 cohort of Statistics Canada's National Graduates Survey to examine the early workforce outcomes of postsecondary graduates with disabilities. Contrary to theories of human capital, the results reveal significant earnings gaps between graduates with and without disabilities of various fields of study and levels of schooling. Further, graduates with a disability are even more disadvantaged in terms of securing employment, as they were significantly less likely to be employed full‐time, and were overrepresented among unemployed and part‐time workers across various fields of study and levels of postsecondary education.

Despite increased proportions of students attending some form of postsecondary education (PSE), some social groups continue to face significant barriers and encounter difficulties making the transition. Previous research suggests that proximity to postsecondary institutions may have a positive impact on PSE participation rates, even more so for lower- and middle-income families. We know comparatively less, however, about how these processes operate for social groups in varied social and economic contexts. In Canada, many highly ranked, prestigious universities and colleges (with greater arrays of fields) tend to be clustered in large, urban centers, and in the southernmost parts of Canadian provinces, but it is not clear whether these differences impact PSE outcomes. Drawing on cycles 1 to 4 of Statistics Canada's Youth in Transition Survey (YITS−Cohort A), our findings reveal that individuals from the northernmost parts of Canadian provinces do experience difficulties accessing various types of PSE (and in the timing of doing so). Moreover, our results suggest that much of these location effects are attributable to not only economic differences in terms of parental income but also cultural and dispositional differences related to parental education and their aspirations for their children's education.

This article examines the emergence of federal rehabilitation and pension programs for disabled soldiers during World War One in Canada. Rehabilitation is the intervention on individuals' behavior, minds and bodies to bring them closer to social norms and, is frequently viewed as an unproblematic good in social policy. Disability and rehabilitation were discursively constructed during this time in ways that upheld existing social values and supported capitalist production. Conceptualizations of disability were overtly linked to one's capacity to be economically productive within federal policy and discourse. The medical model of disability was entrenched through this policy. The emergence of Canadian rehabilitation programs for injured soldiers remains significant to Canadian social policy both because it set the stage for the development of Canada's welfare policy, and residues of the disablist principles that were foundational to the program can be found within contemporary social policy. This examination demonstrates that through these programs, the federal government first interlocked disability with economic productivity in its policy and discourse, which worked to support the establishment of the medical model of disability and reinforce oppressive ideas about gender and citizenship.

While many professional arts training programs prepare students to excel at the practice and performance of the arts, evidence suggests that many professional arts training programs may be failing to prepare students to be professional artists. A total of 11.1% of all recent college graduates with undergraduate arts degrees are unemployed (Carnevale, Cheah, & Strohl, 2012, p. 7). Fifty-two percent of arts undergraduate alumni reported being dissatisfied with their institution's ability to advise them about further career or education opportunities (SNAAP, 2012, p. 14). Eighty-one percent of all arts undergraduate alumni reported having a primary job outside of the arts for reasons of job security (SNAAP, 2012, p. 19). Many arts higher education administrators address the situation by advising arts students to attend business and entrepreneurship courses. However, these courses are often taught or presented outside of an arts training context. Arts entrepreneurship education can serve as contextual business/career/technology education for arts students; however, barriers make it difficult for administrators to create adequate curricular room for arts entrepreneurship education. Furthermore, the teaching and learning of contextual business/career/technology education in professional arts training programs may often be thought of as helpful but not essential, as evidenced by the National Office of Arts Accreditation (NOAA) classification of these types of courses as general education units. This essay supports the need for arts entrepreneurship education, and discusses key barriers to recognizing arts entrepreneurship education as essential to professional arts training.

Immigrants in many Western countries have experienced poor economic outcomes. This has led to a lack of integration of child immigrants (the 1.5 generation) and the second generation in some countries. However, in Canada, child immigrants and the second generation have on average integrated very well economically. We examine the importance of Canada's admission classes to determine if there is an earnings benefit of the selection under the economic classes to (1) the Adult Arrival immigrants and (2) the Child Arrival immigrants (1.5 generation) once old enough to enter the labour market. We employ unique administrative data on landing records matched with subsequent income tax records that also allows for the linking of the records of Adult Arrival parents and their Child Arrival children. We find, relative to the Family Class, the Adult Arrivals in the Skilled Worker category have earnings that are 29% higher for men and 38% higher for women. These differences persist even after controlling for detailed personal characteristics such as education and language fluency at 21% for men and 27% for women. Child Arrival immigrants landing in the Skilled Worker Class have earnings advantages (as adults) over their Family Class counterparts of 17% for men and 21% for women. These Child Arrival Skilled Worker advantages remain at 9% for men and 14% for women after controlling for child characteristics, the Principal Applicant parent's characteristics, and the parent's subsequent income in Canada.

This paper connects the growing interest in immigrant settlement outside of gateway cities, and the noted shift in international student policies from 'red card to red carpet', by exploring what role the higher education sector plays in the attraction and retention of immigrants to second tier cities (STCs). Using the case of Kitchener-Waterloo in Ontario, the qualitative research offers four findings. Firstly, higher education institutions act as the very locus of change in STCs in terms of introducing greater ethnic and cultural diversity; secondly, they act as important attractors and retainers of talent in their own right and in terms of the linkages and connections they create in the local economy; thirdly, international students and immigrants perceive the university as providing a socio-spatial buffer against wider discriminatory behaviours; and lastly, the 'red card to red carpet' policy shift that is underway will only intensify the role higher educational institutions play in international migration.

Given the declining returns to pre-migration labour market experience, human capital portability is explored for new immigrants focusing on pre- And post-immigration occupational matching, and its interactions with education and language. New immigrants who match occupations obtain an earnings premium, but surprisingly, on average, even they obtain no return to their pre-migration labour market experience. Only males with substantial English proficiency who also match occupations receive any return to such experience. Moreover, occupational matching and English skills are also seen to interact with education in an unexpected way. For both sexes, only those with a match and/or strong English proficiency obtain a positive return to their schooling. The commonly observed low rate of return to education for new immigrants appears to be a combination of zero for some and a large return for others. Of the varieties of human capital studied, only English language skills are universally rewarded.

New postsecondary graduates seeking entry into the Canadian workforce may experience more favourable labour market outcomes if they augment their education with job-related training. Employers, looking for new ways of differentiating among equally credentialed prospects, may prefer job candidates with practical training. These new realities have led to a steady increase in the availability and popularity of cooperative education programmes in Canadian colleges and universities. Few existing studies, however, have sought to examine whether or not earnings premiums or employment advantages exist for coop graduates. This paper compares the earnings and employment outcomes of postsecondary graduates with coop credentials to those with traditional, non-coop credentials. Even once controlling for a number of factors, coop programmes provide the greatest advantage at the university level, particularly among male graduates. In terms of employment status, college males and university females experienced the greatest advantages to attending coop programmes.