Post-secondary Graduates Research Articles

Do elite schools improve students performance? Evidence from Tunisia

This paper is concerned with identifying whether selective high schools may have an effect on students’ post-secondary trajectories and labor market prospects. It uses data from Tunisia, a country in which unemployment rates for post-secondary graduates are higher than for non-graduates, particularly for women—although there is significant variation across types of diplomas and fields of study. Our main finding is that admission to an elite high school raises students’ probability to eventually get assigned to a university program associated with a lower post-graduation unemployment rate. This is particularly true for women. Focusing then on students who would have applied to post-secondary programs regardless of admission to an elite high school, we show that this effect is the result of an increase in the competitiveness of their applications rather than of a change in their probability to apply to programs lower post-graduation unemployment rate.

The Effects of Guided Notes on Graduate Student ABA Knowledge Retention

Guided notes are an evidence-based instructional strategy that helps students retain information. The use of guided notes in post-secondary student populations has mixed results. The current study examines the use of guided notes in a post-secondary graduate program with students who have completed approximately half of their degree requirements. Results indicated that guided notes did not impact student scores, however, students prefer the use of guided notes. Implications for practice explore the use of guided notes in post-secondary education.

Nurses’ Job Satisfaction and Intention to Leave Of 251 Air Force General Hospital

Introduction: Addressing nurse turnover is a challenge for both health service leaders and human resources researchers. Researchers continue to highlight the importance of job satisfaction in nurses’ turnover intention, which appears to be more important than other determinants such as age, night shift, and career advancement. Aim: The purpose of this research study was to investigate the job satisfaction of the nursing staff of the 251 Air Force General Hospital (251AGH) and their intention to leave the profession in the next five years. Material and Method: A cross-sectional study was conducted during the summer season of 2022 involving nurses and licensed practical nurses working in 251 GNA. Data were collected via structured anonymous questionnaire with closed-ended questions, consisting of three thematic sections: the first section included the Job Satisfaction Survey – JSS tool of the Professor of Psychology at the University of South Florida, United States of America, Paul Spector-, the second section presented questions about the healthcare professionals’ intention to leave their job and the organization and the third part demonstrated the demographic characteristics of the study sample. Results: The sample of our study consisted of 205 nurses and licensed practical nurses, of whom 63 (30%) were men and 142 (69%) were women. The participants reported dissatisfaction with salary, promotion, fringe benefits, contingent rewards, and working conditions. They felt ambivalent about partners, the nature of work and communication, but satisfied with the supervision. Finally, in terms of overall job satisfaction, they felt dissatisfied. Regarding the intention of leaving nursing profession, seems to be moderately to quite likely for the next five years. Conclusions: Job satisfaction as a whole and subsequently satisfaction with potential rewards and salary are significantly and negatively related to intention to leave AGH. Post-secondary graduates are less likely to drop out of nursing than college/university and postgraduate professionals. Finally, it was mentioned a strong positive correlation between age and years of service with their intention to leave their job.

The Language of 21st Century Skills: Next Directions for Closing the Skills Gap Between Employers and Postsecondary Graduates

The onus of preparing skilled employees for the modern workforce is largely placed on institutions of higher education. However, recent surveys consistently show a skills gap between what employers’ desire and what graduates possess. This review engages this discussion in the context of measuring and assessing 21st century skills. We begin by succinctly reviewing literature pertaining to the skills gap, including what types of skills are commonly referenced, before moving to examine literature indicating the relations between current 21st century skills and job-related outcomes. Finally, we conclude with recommendations for higher education researchers examining skill development. Our recommendations cover three key corresponding areas: theories of cognitive development, intervention design, measurement and assessment.

Enhancing Employability for Autistic Graduates: Using TRIZ Theory to Design Virtual Reality Solutions for Fostering Inclusive Communications in Workplace Environments

The underemployment of post-secondary graduates with autism (AP-PSD) is a critical concern. This issue often stems from difficulties in workplace integration and communication. This research explores the potential of virtual reality (VR) systems to alleviate these challenges by simulating work environments. The methodology, rooted in the TRIZ Theory, a problem-solving algorithm, refines the use of VR systems for enhanced adaptability and efficiency. The primary objectives include enhancing employers' understanding of AP-PSD-related issues and identifying significant workplace challenges faced by AP-PSDs. Through literature reviews, surveys, and focus groups, the study investigates the factors impacting AP-PSDs and identifies key components to develop a more effective VR system to support their workplace integration.

Assessment Model for Programmatic Diversity, Equity, Inclusion, and Belonging Initiatives

The study of diversity, equity, inclusion, and belonging, (DEIB) processes are an ever-evolving phenomenon that will continue to influence and change the world. These processes are becoming increasingly prevalent and are present in business and educational environments driven by societal demands, environmental awareness, and funding requirements. The next generation of business leaders has serious concerns about the environment they will soon inherit. Each generation has events that define them (Civil Rights Movements, Watergate, the Recession, the Clinton Administration and Y2K, the Great Recession, Global Warming and Climate Change). Today's students want to make a positive difference on Earth, unlike any generation in the past half-century. Furthermore, higher education faculty and administrators must meet the charge of effectively preparing post-secondary graduates to function in these initiatives.

The Representation of Women as Post-Secondary Graduates and the Role of Educational Systems: Evidence From 51 Countries

Women now earn well over half of bachelor’s and master’s degrees awarded in most countries around the world. Although this gender revolution in higher education is a global one, there is a good deal of cross-national variation in the representation of women as recipients of post-secondary degrees. Using a sample of both OECD and non-OECD countries, this study examines whether differences in educational systems help explain this cross-national variation. Women’s representation as master’s degree recipients are most strongly correlated with the institutional features of a country’s education system. The empirical results show that countries with later ages of first selection into distinct educational programs are associated with a greater representation of women earning master’s and (though this finding is less robust) doctoral degrees. The empirical evidence also shows that those countries with more educational programs available to students at age 15 award greater shares of master’s degrees to women. JEL codes: I21, I23, I24, J16

Boomers and Generation Z on campus: Expectations, goals, and experiences.

Compared to the other Anglo-American democracies, when they start job searches, Canadian post-secondary graduates likely confront more competition from similarly educated youth, and experience a relatively high unemployment rate. In addition, should they find work, there is no guarantee for graduates that it will be in their area of specialization. There is an added possibility that employment will be precarious. By comparison, in the mid-sixties, labour market conditions were more accommodating to university graduates. Are these different labour market conditions consistent with students' expectations, goals, and campus experiences prior to graduation? An answer to this question was found through a comparison of those entering Glendon College, York University, in 1963, and in 2013. The examination was based on surveys students completed in 1963, 1967, 2013, and 2017. Data from these sources was. supplemented by information obtained through interviews with students, archival materials, and by analyzing the contents of the student newspaper. Overall, the expectations of Glendon students in the 1960s, and 50 years later, were in keeping with respective favourable and unfavorable labour market conditions. For students' experiences this was not the case. Despite considerable changes in the labour market, the way in which students experienced their time on campus was comparable in the two eras.

The educational journey of former foster youth: A dream deferred

Summary This qualitative study explored the educational needs and experiences of 27 adults who were between the ages of 30 and 50 but emancipated from foster care as youth. This study employed an interpretive phenomenological approach to understanding the narratives of the participants to gain deeper insight into the supports and barriers in obtaining a post-secondary education. Findings Key findings from this study are that the majority of emancipated youth desire to obtain a post-secondary education but developmental difficulties such as an incomplete transition into emerging adulthood, lack of knowledge about post-secondary education, and lack of financial resources prevent matriculation into higher education. However, later in life, many emancipated youths are able to return to a post-secondary institution and graduate with a bachelor’s degree or higher. The primary supportive factor is a positive relationship and additional developmental maturity afforded by time. Applications Implications of these findings are that those serving emancipating youth need to employ a developmental biopsychosocial perspective in assisting these youth. Both ensuring their healthy development and maturation but also helping to remove logistical barriers to ensure the ability of these youth to obtain a post-secondary education.

Training for policy capacity: A practitioner’s reflection on an in-house intervention for civil servants, students, and post-secondary graduates in Canada

A substantial amount of scholarly work focuses on conceptualizing, theorizing and studying the policy capacity of governments. Yet, guidance for practitioners on developing policy capacity training programs is lacking. In this article, I reflect on my experience as a public servant in the provincial government of Prince Edward Island where I designed and implemented the Policy Capacity Development and Mentorship Program for civil servants, recent graduates and students. In this article, I offer a descriptive overview of the framework and logic of the program and discuss how I integrated policy capacity theory. This article may serve other practitioners who seek to implement similar programs in their respective organizations and provides a base for future interventions. The article also offers thoughts on practitioner-led collaboration with academics and recommendations for those who would like to establish similar programs in their organizations.

The Masters athlete in Olympic weightlifting: Training, lifestyle, health challenges, and gender differences.

BackgroundOlympic weightlifting requires strength, speed, and explosive power. Vigorous physical activity such as Olympic weightlifting, for older adults has many benefits from improved strength, social interactions, and a healthy and independent lifestyle. Little is known about the training habits, health, and lifestyle of Masters weightlifters that includes top level athletes as well as beginners, and there is a dearth of data on women.ObjectivesThe primary aim was to describe demographics, training habits, and health including prevalence of injury and chronic disease in male and female Masters athletes in Olympic weightlifting. The secondary aim was to study gender differences and the age and impact of menopause on participation in the sport.ResultsThe 958 participants (46% men), ages 34 to 87, mostly train 3 to 4 days per week in 1 to 2 hour sessions. This is a highly educated and affluent group, 84% are white, 72% are married, 85% are post-secondary graduates. Exercise can also increase the risk of injury compared to less active older adults, but the rates of injury in weightlifting affecting training are lower than seen in other sports. The prevalence of depression and mental health is similar to a general population. Stress levels and sleep disturbances are more common among women than men. Women reach menopause at a similar age as women in industrialized countries, but menopausal symptoms constrained the training.ConclusionOlder athletes are capable of rigorous training programs and top performances while adjusting to changes due to biological aging. Weightlifting athletes, coaches, and health professionals must be aware of patterns of injuries and gender differences to incorporate successful prevention strategies. Knowledge of presentations of menopause and impact of menopausal symptoms on training allows women and health care providers to make informed treatment decisions.

Economic Policy Trends: COVID-19 and Recent Post-Secondary Graduates

In an earlier trends piece, we explored ways governments can support current and incoming post-secondary students through the COVID-19 crisis. Here, we discuss implications for students graduating this year, as well as those struggling with student debt in a rough labour market.

Economic Policy Trends: COVID-19 and Recent Post-Secondary Graduates

Economic Policy Trends: COVID-19 and Recent Post-Secondary Graduates

Educational expansion and overeducation of young graduates: A comparative analysis of 30 European countries

ABSTRACT This study uses quarterly EU Labour Force Survey data for 30 countries over the period 2000 to 2016 to examine the relationship between changes in the composition of educational attainment and overeducation rates among new labour market entrants holding post-secondary and tertiary qualifications. We find that tertiary education expanded rapidly across our sample, while the proportion of young people with lower levels of education fell gradually throughout the period. Despite the significant increases in the percentage of young people educated to tertiary level, overeducation among new tertiary graduates fell. The descriptive evidence also suggests that some of the greatest declines in overeducation of young tertiary graduates occurred in the countries experiencing the most significant expansion in tertiary education. Overeducation rates among young graduates with upper-secondary and post-secondary (non-tertiary) education were lower in magnitude than overeducation of tertiary graduates and declined slightly over the period. Our GMM results confirm the negative relationship between educational expansion and overeducation for both tertiary and post-secondary graduates, and reveal a number of other factors potentially explaining cross-country variation in youth overeducation rates.

The prevalence, sources, and persistence of overqualification among Canadian graduates

ABSTRACTPrevious research has documented substantial overqualification and an association with social disadvantage and fields of study. Overqualification persistence has been less studied. Persistence is more important than prevalence because skill and job matches are likely to involve lags. Our data set allows us to estimate the prevalence, the correlates, and the persistence of overqualification among Canadian postsecondary graduates using two different measures. We find: i) substantial overqualification and overqualification persistence; ii) the socially disadvantaged and those with less vocational diplomas were more likely to be overqualified but not more likely to move to a match; iii) mobility and academic performance seem to influence catch-up; iv) choice of overqualification measure has large effects on results.

Medical Student Psychological Distress and Mental Illness Relative to the General Population: A Canadian Cross-Sectional Survey.

To provide national data on Canadian medical students' mental health and show how their mental health compares with that of similarly aged postsecondary graduates from the general population. In 2015-2016, the authors conducted a survey of medical students in all years of study at all 17 Canadian medical schools. The surveys included validated items and instruments to assess for psychological distress, suicidal ideation, and diagnosed mood and anxiety disorders. Comparative analyses were performed between medical students and similarly aged postsecondary graduates using data from the Canadian Community Health Survey-Mental Health 2012. The participation rate across all medical students was 40.2% (4,613/11,469). Relative to the general population of postsecondary graduates aged 20-34, medical students aged 20-34 had significantly higher rates of diagnosed mood disorders, diagnosed anxiety disorders, suicidal ideation, and psychological distress. Among medical students, being female was associated with having a mood or anxiety disorder, lifetime suicidal ideation, moderate or severe psychological distress, and higher mean Kessler Psychological Distress Scale 6-item summative scores. Being in clinical training was associated with having suicidal ideation, moderate or severe psychological distress, and mood and anxiety disorders. Compared with postsecondary graduates from the general population, medical student respondents had significantly higher rates of psychological distress, suicidal ideation, and mood and anxiety disorders. Further research is needed to understand the factors that are contributing to these higher rates.

Canadian Chronic Disease Indicators, 2019 - Updating the data and taking into account mental health.

The 2019 edition of the Canadian Chronic Disease Indicators (CCDI) provides recent estimates of the burden of chronic conditions and measures of general health and associated determinants in Canada. Using data from the CCDI and 2017 Canadian Community Health Survey, we explored the relationship between sociodemographic factors and selfreported mental health. Our findings suggest that sex (males vs females: adjusted odds ratio [aOR] = 1.22); age (65-79 vs 35-49 year age group: aOR = 1.48); education (postsecondary graduate vs less than high school: aOR = 1.68); household income adequacy (highest quintile [Q5] vs lowest [Q1]: aOR = 2.25); and immigrant status (recent immigrants vs nonimmigrants: aOR= 2.29) were significantly associated with higher self-reported mental health.

Employment and Wage Gaps Among Recent Canadian Male and Female Postsecondary Graduates

Level of postsecondary schooling and field of study remain significant markers of social stratification. However, the extent to which these various types of postsecondary schooling influence the labor market outcomes of recent male and female graduates is unknown. Drawing on data from Statistics Canada’s 2013 National Graduates Survey, we examine the employment status and gender gap in earnings among recent Canadian male and female graduates at different levels of postsecondary education and various fields of study, three years after graduation. The findings indicate substantial gender disparities in employment status across all types of postsecondary education. The gender gap in earnings is highest among trades and community college graduates, but effectively disappears for graduates with earned doctorate degrees. With respect to field of study, the gender wage gap is smallest among liberal arts graduates and largest among graduates with math-, computer science-, or engineering-related credentials. The policy implications associated with these findings should be of interest to international researchers as pay equity among men and women in the workforce remains a priority for all OECD countries.

An Interview Between a Professor and a Nursing Graduate Student on the Current State of Post-secondary Student Mental Health in Ontario, Canada

A number of recent suicides by post-secondary students have drawn public attention to unmet mental health needs in post-secondary institutions. The dialog narrated below is between a post-secondary professor (NK) and graduate student (BS), who is also a registered nurse, completing a thesis study (Shanmuganandapala 2019) on youth mental health. The narrative explores possible reasons for the increased demand for mental health services, contributing systemic factors, and reasons why the issue is especially concerning for this age group. The dialog concludes with current government action, and recommendations.

Examining the Reasons Agricultural Education Teaching Graduates Choose to Enter, Leave, or Stay in the Teaching Profession

With half of all school-based agricultural education teachers leaving the profession within their first six years, the need is greater than ever for post-secondary graduates to enter and stay in the profession. This study explored potential influencers on graduates’ career decisions, focusing on identifying potential reasons they chose to not enter, leave, or stay in the profession. The target population was Montana State University Agricultural Education Teaching graduates who completed their degree program between May 2005 and May 2016 (N = 58). Respondents’ post-graduation career paths fell into five pre-determined groups, which were then narrowed into three broader groups: never entered, leavers, and currently teaching. Similar to previous research, competitive salaries outside education, being recruited for another position, and an inadequate work-life balance emerged as the largest factors in respondents’ decisions to not enter the profession. Somewhat contradictory, adequate work-life balance; stable contracts with a competitive salary; and positive student, school, and community connections emerged as top reasons to remain in the profession. Since the most common reasons for not entering/leaving the profession revolved around careers outside of education, primarily the salaries of those positions, it is recommended that stakeholders explore alternative methods of providing supplemental funding for these salaried positions.