Insight into Impressive Practices in Career Services: A Reference Guide (2017)

The Canadian Education and Research Institute for Counselling

Abstract

Insight into Impressive Practices in Career Services: A Reference Guide is the second of two reports summarizing the findings of a CERIC-funded study that sought to establish the importance publicly funded universities and colleges place on the provision of career development services and to highlight particularly impressive models of career service provision across the country. This report summarizes the results of in-depth on-site interviews with Career Services staff at those institutions identified as having an ‘impressive’ model of service. The report highlights the seven key policies and practices Canadian college and university career services practitioners have developed in institutions identified as having an impressive model of career services delivery.

Insight into Canadian Post-Secondary Career Service Models (2017)

The Canadian Education and Research Institute for Counselling

Abstract

This CERIC-funded study sought to establish the importance publicly funded universities and colleges place on the provision of career development services and to highlight particularly impressive models of career service provision across the country. The study used a three-stage, mixed-methods research design consisting of an online survey of Career Services staff, on-site interviews with staff in institutions identified as delivering ‘impressive’ models of service, and a content analysis of all Canadian college and university Career Services web sites. The results provide a comprehensive profile of career services in Canadian postsecondary institutions and the key characteristics of an Impressive Model.

Career Planning in-Ontario-Grade 10 Students: Counsellor Perspectives (2013)

The Canadian Journal of Career Development

Abstract

Despite the recognized importance of career guidance to postsecondary access and persistence, research with key stakeholders in Canadian secondary schools is meagre at best. This study sought the perspectives of Ontario school guidance staff on the career planning context of Grade 10 students. Students entering the workforce were seen to have the most difficulty with career planning and university-bound students the least. Respondents suggested that most students recognize the importance of career planning and that self-exploration and broad exploratory information regarding careers would be most useful to them. Counsellors also indicated that career planning information would be best provided via interactive web sites, a comprehensive ‘one-stop’ web site or workplace experience. Among the resources currently avail- able, individual interaction with counsellors and experiential opportunities such as co-operative programs or the Ontario Youth Apprenticeship Program and computer programs such as Career Cruising were rated as most helpful. Suggestions for additional resources are also noted and the implications for current practice are discussed.

Use of Campus Support Services by Ontario College Students (2012)

Canadian Journal of Higher Education

Abstract

Offering an array of support services to meet the diverse needs of post-secondary learners assumes that these services improve success by providing students with compensatory resources and opportunities for engagement (Purnell & Blank, 2004). Little Canadian research, however, has examined students’ use of support services. This study describes how campus support services are used by Ontario college students and factors that influence the uptake of those services. Results show that despite relatively high student-reported need, the majority of Ontario college students did not utilize most campus services. Age, gender and ethnicity, receptivity to support, negative college experiences, faculty referral, studying with peers, and poor grades were associated with increased use of some services. The findings argue for a proactive service delivery model using web-based resources to minimize location-based barriers and to more effectively promote services dedicated to student success.

Perspectives on the Career Planning of Junior High School Students (2012)

Abstract

Despite the recognized importance of career guidance to postsecondary access and persistence there is little research with key stakeholders in Canadian secondary schools. This study sought the perspectives of counsellors, teachers and students on Grade 10 career planning in selected Ontario high schools. All groups viewed parents as most influential in adolescent career planning followed by someone working in the student’s field of interest. Information to help identify interests, abilities and related careers was seen as most useful in Grade 10, provided via job experience, speaking with someone working in an area of interest or a comprehensive ‘one-stop’ web site. Current resources viewed as most helpful included computer programs, individual support from counsellors and work experience via co-op or job shadowing. The results suggest a new generation of “convergent” career exploration tools integrated with individualized guidance and experiential learning would increase progression to and success in postsecondary programs of study.

Pan-Canadian Study of First Year College Students: Student Characteristics and the College Experience (2008)

Association of Canadian Community Colleges

Abstract

This report, the first in a series of three, provides a descriptive overview of the results from two surveys of first year students enrolled in Canadian colleges and institutes. The first survey in September explored the background characteristics of students, and the second in November examined their campus experiences.

A total of 28,992 students completed the September survey from 102 participating colleges and institutes while a total of 17,642 students completed the November survey from 92 participating colleges and institutes. Because more than two-thirds of the respondents were from Ontario, overall findings cannot be viewed as representative of first-year college students nationwide. However, until a future study captures a more nationally representative sample, the current findings are the best and most comprehensive description of first-year students in Canadian colleges, institutes, CEGEPs and university-colleges achieved to date.

Pan-Canadian Study of First Year College Students: The Characteristics and Experience of Aboriginal, Disabled, Immigrant and Visible Minority Students (2008)

Association of Canadian Community Colleges

Abstract

This report, the second in a series of three, provides a descriptive overview of the results from two surveys of first year students enrolled in Canadian colleges and institutes. The first survey in September explored the background characteristics of students, and the second in November examined their campus experiences.

The report focuses on students from the under-represented groups — Aboriginal, visible minority and immigrant students and students with disabilities. This report adds depth to the first by highlighting the perspectives provided directly by learners within these under-represented groups.

Deconstructing Student Departure: Lessons From Research on Canadian Community College Students (2007)

Educational Policy Institute’s Student Success

Abstract

It’s time to do things differently. Why? Because, the advent of mass postsecondary education has dramatically changed the face of colleges and universities, especially in terms of the number and types of students who attend. The response to this change by most institutions was to adopt what this author calls a laissez-faire, industrial model of educational delivery. Key features of this model are enrolling large numbers of students, offering support services in a passive manner and delivering a largely ‘one size fits all’ learning environment. Little attention is paid to individual student needs and concerns and when it is, the focus is largely on students’ cognitive abilities. A review of the retention and graduation rates for postsecondary institutions suggests this model is not terribly effective.

Attrition Research: Implications For Quality In Community College Education (1995)

Community College Journal of Research and Practice

Abstract

Increased quality in community college education has been become a major issue in Canada. When measured in terms of educational outcomes rather than institutional reputation or inputs, the need for research on how colleges effect change in students becomes obvious. This article presents a model of how educational outcomes are achieved and the impact of student diversity. The implications of attrition research for improving the quality of community college education are discussed.

Describing and predicting freshman attrition in a college of applied arts and technology of Ontario (1985)

Thesis for the degree of Doctor of Philosophy at the University of Toronto