Journal Article

The topic of immigrant entrepreneurship has gained considerable attention in social and policy circles around the world. Likewise, research on it has grown significantly over the past few decades, with studies examining the micro-, meso-, and macro-level antecedents and consequences of this phenomenon. While contributing to our knowledge, this growth in literature has also created complexity within this domain. As such, there is a need to take stock of current research. In the present study, I advance in this direction. I delineate the boundaries and outline the contributions of immigrant entrepreneurship research to the field of entrepreneurship. Thereafter, based on a comprehensive review of 69 studies published between 1980 and 2016 in journals across multiple disciplines, I develop a framework to integrate findings within this domain. Finally, I identify gaps and advance suggestions for future research. It is hoped that these steps will provide a clear vision of common research ground on which to build theory, identify assumptions, develop meaningful research questions and establish the ontological and epistemological base of this domain.

Socioeconomic changes, technological advances, and generational trends have been the impetus behind every major paradigm shift in the delivery of career services in higher education during the past century, including the one taking shape today. This chapter will provide an overview of the changing nature and emerging trends that are shaping the future of career services in higher education.

Globalization and the transnational movement of people have intensified the migration of highly educated people from developing countries to the industrialized countries of the North. While causing a serious ‘brain drain’ or ‘talent shortage’ in developing countries, these migrations have also produced profound ethnic, cultural and racial diversity in receiving countries. Even as developed countries lure and vie for high-calibre immigrants in order to gain or maintain a competitive advantage in the ‘knowledge-based’ global economy, structural barriers in the labour markets of these countries exclude and deny immigrants access to occupations and jobs commensurate with their training and expertise. Denying people access to hiring opportunities for reasons unrelated to their abilities or industry is discriminatory, oppressive and unjust. This paper argues that anti-oppressive practice is an effective social work practice tool for gaining a better understanding of the oppression, marginalization and exclusion of skilled immigrants of colour in Western societies. In working with visible minority immigrants, anti-oppressive practice becomes a powerful instrument of resistance and for advocating for structural change that would emancipate and empower immigrants in Canada and other immigrant-receiving countries.

Purpose: The purpose of this paper is to propose an experiential entrepreneurship work-integrated learning (EE WIL) model recognising that the development of an entrepreneurial mindset enables graduates to manage their careers in uncertain labour markets. The model shows how students develop relationships with their professional community, and not only a few employers. Design/methodology/approach: The pedagogical underpinning of the conceptual model, attributes associated with the entrepreneurial mindset and relationships between the student, professional community and university are explained, and illustrated through a case study at the University of the Sunshine Coast. Findings: The EE WIL model enables students to develop agency through structured engagement with a professional community, facilitating the development of bridging social capital. Bonding social capital can be developed through intense, sustained interaction between students and their professional community. Practical implications: WIL curricula should be scaffolded and directed towards developing sustained interaction and information sharing, underpinned by professional community norms. This approach enables students to develop an aligned professional identity and emotional attachment to the professional community. The experiential development of an entrepreneurial mindset enables students to solve career challenges, by viewing these as opportunities. Professional communities and universities both share the responsibilities of preparing the future graduate workforce. Originality/value: The conceptual model draws on effectual entrepreneurship pedagogy and contributes to the WIL literature, showing that an entrepreneurial mindset can be cultivated experientially through an intensive, emotional and authentic learning experience.

This article is a natural extension of the current discussion on occupational clustering and economic growth. It is argued that, while there has been increased interest in the role of occupations, little has been done from a methodological and empirical approach to discover how the study of occupations can illuminate the study of industry. Prior work in cluster analysis has generally taken an 'either/or' approach towards occupational and industrial analysis. Porter's clustering model has illuminated the cross-fertilising linkages across industries, but this is only half the story. It is argued that what drives these clusters is not only the industry, but also the people and their occupational skills and, therefore, such analysis must be expanded. Using the case of the IT sector in Los Angeles, the industry approach is combined with an 'occupational cluster analysis'. It is concluded that this approach leads to a better understanding of regional competitiveness and growth.

Research about disabled identity reflects diverse perspectives on the merits and challenges associated with such an identity. This paper explores the impact of disabled identity on the inclusion of disabled students in higher education and employment contexts. It considers their experiences of inclusion in a university setting and its associated work-based placements and discusses the extent to which students had to negotiate a range of experiences of disabled identity. The paper suggests that many disabled students, especially those with behaviour-related impairment labels, are subject to continued exclusion in university and, more particularly, work settings, and this contributes to an employment disadvantage compared with their peers. To this end, the paper highlights the importance of enhancing inclusion for disabled students, especially in employment settings, through a focus on reducing destructive identities.

A diversity assessment measures an organization’s progress in increasing diversity and inclusiveness. As part of a larger study, this paper examines and analyses the application of the Diversity Audit Tool (DAT) to the Canadian Financial Services sector to the status of women’s representation within the workforce. The DAT assesses policies and practices to increase diversity and inclusiveness not only on human resource functions but also how diversity can be integrated throughout the organization’s value chain. As an exceptionally adaptable and flexible tool, the DAT has been previously applied to education, health care, police services, and information and communications technology (ICT) sectors; it is generalizable enough to examine diversity initiatives across a number of groups as well as to focus on a single one, as it does in this study.

Background Research shows that women and racialized minorities are misrepresented and underrepresented across popular media. To date, however, limited attention has been given to the representation of these groups as expert news sources within Canadian television. Analysis This study conducts an analysis of three public affairs shows aired by the Canadian Broadcasting Corporation and the Ontario Educational Communications Authority over a four-month period, cataloguing the gender and racialized minority status of 737 on-air guests. Conclusions & implications The findings show that women and racialized minorities are underrepresented, with racialized minority women being particularly disadvantaged.

In the past few decades, research on minority and disadvantaged groups in the workplace has focused on the discourse of diversity management; however, most of this research has emphasized individual and organizational discourse rather than broader, societal contexts. Our critical analysis of societal/macro level discourse explores the discursive constructions of equity and diversity in Canada, and provides original findings on how these discourses have been produced in the public sphere. We apply quantitative and qualitative textual analysis to articles published from 1986 to 2014 in The Globe and Mail, a nationally distributed newspaper, and the Canadian Employment Equity Act Annual Reports from 1988 to 2013. This paper describes a range of discursive patterns including those focusing on compliance-based equity oriented toward social justice as well as voluntarydiversity management' grounded in corporate self-interest. It demonstrates important trade-offs in who is protected and promoted through the contrasting discourses, and in the types of actors legitimizing these discourses. We provide detailed evidence of these patterns by applying Habermas' Theory of Communicative Action, and conclude with a discussion of implications for practice and for theory that are suggested in our analysis.