Is employment the only outcome measure of programmatic effectiveness?
What's the distinction between career readiness and professional development? How many students actually have a defined career goal? Distinction between perception of meaningful employment relevant to academic training? There seems to be an assumption in the survey questions that ÏPD = employment?. Measures could be total number of PD hours, # of workshops addressing career transaction tools (ie. CV to resume, Mock interview, networking, career panel attendance, personal assessments, career exploration).
We are working on extending the life of student email ID _ to better track career outcomes. Currently student emails are only active for 16 months post-graduation
Feedback survey after each workshop
- General questions about participation in Expanding Horizons through our internal exit survey (after degree completion)
- We don?t track employment after graduation formally
We have this type of information for graduates of the APEX Certificate program.
Although we have such employment information, we are not only measuring success through employment. Our goals are to increase participant?s awareness and confidence in their skills and abilities, decrease their anxiety about their next transition, and build optimism for the future, and better understand the value of their graduate degree. We gather information pertaining to these objectives of the program. We are lucky to also receive feedback from students who have successfully navigated their school to work transition.
We do not have the information yet on whether the CUEFR courses really help to obtain adequate employment after graduation. This is really an important question. We hope to be able, next year, to prepare a continuous survey, in order to reach every student who followed CUEFR courses in years to come. These data will be very important to us.
Un sondage en ligne est envoyé aux participants après chaque activité (siglée ou non). Leur niveau d?appréciation est alors mesuré.
Aucune mesure n?est appliquée pour vérifier la garantie d?un emploi après la diplomation. Un sondage de sortie est toutefois envoyé aux diplômés afin de recueillir leurs perceptions et leur parcours post-études. L?évaluation des ateliers est évaluée en termes d?utilité et de pertinence pour l?emploi occupé au moment du sondage. Ces informations sont analysées par la FESP et transmises aux facultés concernées.
The Canadian Association for Graduate Studies (CAGS) was founded in 1962 to promote graduate education and university research through meetings, publications and advocacy. The Association brings together 58 Canadian universities with graduate programs and the three federal research-granting agencies, as well as other institutions and organizations having an interest in graduate studies.