The Transition To Work For Canadian University Graduates

Concludes that inadequate skills utilization rather than skills shortages is the problem in Canada.

Sociology of Education in Canada utilizes a contemporary theoretical focus to analyze how education in Canada is affected by pre-existing and persistent inequalities among members of society. It presents the historical and cultural factors that have shaped our current education system, examines the larger social trends that have contributed to present problems, discusses the various interest groups involved, and analyzes the larger social discourses that influence any discussion of these issues. To achieve this, Karen Robson uses many current, topical, and relatable issues in Canadian education to ensure that readers fully comprehend the information being presented and leave with an appreciation of how the sociology of education is inextricably linked to issues of stratification.

Interrogating the New Economy is a collection of original essays investigating the New Economy and how changes ascribed to it have impacted labour relations, access to work, and, more generally, the social and cultural experiences of work in Canada. Based on years of participatory research, sector-specific studies, and quantitative and qualitative data collection, the work accounts for the ways in which the contemporary workplace has changed but also the extent to which older forms of work organization still remain. The collection begins with an overview of the key social and economic transformations that define the New Economy. It then illustrates these transformations through examples, including essays on wine tourism, the regeneration of mining communities, the place of student workers, and changes in the public service workplace. It also addresses unions and their responses to the restructuring of work, as well as other forms of resistance.

The present state of the university is a difficult issue to comprehend for anyone outside of the education system. If we are to believe common government reports that changes in policy are somehow making life easier for university graduates, we cannot help but believe that things are going right and are getting better in our universities. Ivory Tower Blues gives a decidedly different picture, examining this optimistic attitude as it impacts upon professors, students, and administrators in charge of the education system. Ivory Tower Blues is a frank account of the contemporary university, drawing on the authors’ own research and personal experiences, as well as on input from students, colleagues, and administrators. James E. Côté and Anton L. Allahar offer an insider’s account of the university system, an accurate, alternative view to that overwhelmingly presented to the general public. Throughout, the authors argue that fewer and fewer students are experiencing their university education in ways expected by their parents and the public. The majority of students are hampered by insufficient preparation at the secondary school level, lack of personal motivation, and disillusionment. Contrary to popular opinion, there is no administrative or governmental procedure in place to maintain standards of education. Ivory Tower Blues is an in-depth look at the crisis facing Canadian and American universities, the factors that are precipitating the situation, and the long-term impact this crisis will have on the quality of higher education.

PhD graduates play an important role in building Canada’s highly skilled and innovative workforce. They have expertise and knowledge that can help tackle some of the pressing challenges of the 21st century, yet PhDs are increasingly confronted with significant roadblocks on their entry into the labour market. For some academic disciplines, a PhD has long been the natural entry point to a career in the professoriate. This path still exists, but is available to fewer and fewer individuals. At the same time, meaningful jobs outside of the academy do not appear to have kept up with the growing numbers of PhD graduates in Canada. Some new graduates face extended periods of temporary employment, underemployment, or unemployment, whether they are trying to enter academia, or the public or private sector. As a result, they are missing out on opportunities to reach their potential and make a significant contribution to Canadian society, and the Canadian economy misses out on opportunities to spur growth and innovation by capitalizing on their expertise. Degrees of Success highlights the lived experiences of students and recent graduates and their entries into the workforce. It details the challenges faced by PhDs as they begin their careers, key factors contributing to these challenges, and promising practices to address them.