Recruiting and Retaining Queen's Graduates A joint research project of the Monieson Centre (School of Business), KEDCO and Student Affairs - PowerPoint PPT Presentation

1 / 40
About This Presentation
Title:

Recruiting and Retaining Queen's Graduates A joint research project of the Monieson Centre (School of Business), KEDCO and Student Affairs

Description:

Paul Smith (Career Svcs.) Presentation Overview. Where the study emerged from ... (Student Affairs), John Paul Shearer (KEDCO) and. Paul Smith (Career Svcs. ... – PowerPoint PPT presentation

Number of Views:100
Avg rating:3.0/5.0
Slides: 41
Provided by: rho769
Category:

less

Transcript and Presenter's Notes

Title: Recruiting and Retaining Queen's Graduates A joint research project of the Monieson Centre (School of Business), KEDCO and Student Affairs


1
Recruiting and Retaining Queen's GraduatesA
joint research project of the Monieson Centre
(School of Business), KEDCO and Student Affairs
Dr. Yolande Chan (Monieson Centre), Jennifer
Massey (Student Affairs), John Paul Shearer
(KEDCO) and Paul Smith (Career  Svcs.) 
2
  • Presentation Overview
  • Where the study emerged from
  • Introduction to the Creative Class
  • Methodology
  • Results I - Kingstons jobs market
  • Results II - Town-Gown
  • Impact of the data I - Career Services
  • Impact of the data II - KEDCO
  • Impact of the data III Student Affairs
  • Questions 10 minutes

3
Top Findings The Students Profile (Overall
Queen's University except business students)
  • Year of Study Breakdown
  • 3rd Year (31)
  • 4th Year (26)
  • 2nd Year (21)
  • 1st Year (16)
  • 5th Year (4)
  • Other (2)
  • Gender
  • 34 men 66 women
  • Age
  • Average age 21,4 years
  • Born in Canada
  • 44 are born in Canada and have parents born in
    Canada
  • 31 are born in Canada but not their parents
  • Co-op
  • 9 have only participated in a co-op
  • Internship
  • 9 have only participated in an internship
  • Most Popular Canadian Cities
  • Toronto (44)
  • I dont want to work in Canada (15)
  • Kingston (9)
  • Other (7)
  • Ottawa-Gatineau (7)
  • Vancouver (6)
  • Victoria (3)
  • Calgary (2)
  • Degree Type
  • Bachelors (except Business) (76)
  • Masters (non-MBA) (15)
  • Bachelors - Business (i.e. BComm, BBA, HBA, etc.)
    (5)
  • Diploma (1)
  • PhD (1)
  • Field of Study
  • Liberal Arts/Fine Arts/Education/Social Sciences
    (34)
  • Engineering (29)
  • Natural Sciences (17)
  • Health/Medicine (12)
  • Law (4)

From Learning to Work 2008 Survey conducted by
Decode, Brainstorm and Universum
4
Queens University Report From Learning to Work
2008 Survey conducted by Decode, Brainstorm and
Universum
  • Most Popular
  • Canadian Cities
  • Toronto (44)
  • I dont want to work in Canada (15)
  • Kingston (9)
  • Other (7)
  • Ottawa-Gatineau (7)
  • Vancouver (6)
  • Victoria (3)
  • Calgary (2)

5
Introduction to the creative class
  • People in science and engineering, architecture
    and design, education, arts, music and
    entertainment, whose economic function is to
    create new ideas, new technology and/or new
    creative content
  • Florida (2002) The Rise of the Creative Class, p.8

6
The backdrop of the new economy
  • This creative class has emerged in response to
    fundamental changes in the economy
  • Some refer to it as the new economy others to
    the creative economy
  • Essentially, we have an economy that is now more
    than ever fuelled by human creativity

7
The role of the elite or talent worker in the
new economy
  • Talent (other terms used knowledge-worker, human
    capital, the creative class, the elite
    worker) is a key factor of production in the new
    economy
  • This worker generates the ideas, creativity and
    imagination for knowledge-intensive production
  • This worker is also highly mobile

8
Talent-elite and urban politics
  • Regions must promote quality of life and
    amenity characteristics that appeal to talented
    and creative workers
  • It is not about cheap labour and low taxes, but a
    key to a regions prosperity is shaped more by
    attracting talent

9
Methodology
  • Focus Groups 3rd, 4th year graduate students
  • Student Survey 50 questions, generated
    following analysis of focus groups
  • Alumni Survey A subset of student questions
    administered to Alumi

10
Survey
  • What are alumni and students attitudes towards
    Kingston?
  • What are alumni and students intentions
    regarding looking for employment in Kingston?
  • What matters to alumni and students in making
    their job/location decisions?

11
Participation
  • More than 3,000 alumni
  • Approximately 900 students.
  • Approximately 6 of students identified
    themselves as coming from the Kingston area
  • consistent with the overall enrolment figure.

12
Key Research Results
13
Retention Employment Opportunities
14
How Do Alumni and Students View Employment
Prospects in Kingston?
15
Student Comments
  • Post-Graduation Employment
  • My program has a matching system for placement
    post-graduation. I am considering Kingston.
  • Not much employment for my discipline in
    Kingston.
  • Not too many chemical engineering jobs in
    Kingston.
  • There were no openings that match my background.
    Again, Kingston has too few hi-tech companies.
  •  I do not want to live in Kingston on
    graduation. I would rather live in Ottawa,
    Toronto or Montreal because of the better
    relationship with the city, more options for
    growth and promotion, and friends in those
    cities.
  • Four years of my time in Kingston is enough
    experience for me. I want to go to bigger cities
    and meet others with different background and
    experience. But I'll come back to visit.

16
Interest in Employment
  • Students Alumni
  • Health
  • Research
  • Education/Social Science/Government
  • Natural/Applied Sciences
  • Arts/Culture/Sports/Recreation
  • Business/Finance

17
Interest in Employment
18
Student Post-Graduation Employment Plans
19
Factors in Choosing Post-Graduation Employment
5 - Very Important
1 - Not at All Important
20
Do Students Feel Part of the Kingston Community?
  • YES
  • Although most of my days are spent on campus and
    at class, which is not being part of the larger
    community, I am often walking and shopping
    downtown, go out for dinners, and generally out
    and around in the community. I think everyone at
    Queen's contributes to the Kingston community in
    some form.
  • NO
  • I'm viewed as an intruder and I feel like one.
    I consider myself to be more a member of the city
    community from which I'm from and to which I
    return at holidays.
  • The municipality doesn't care about us.

21
Student Comments
  • Attitudes Towards Kingston
  • If Kingston is interested in retaining Queen's
    grads to work in the community, maybe they should
    pay attention to us when we are students. The
    quality of services provided in the student
    'ghetto' are far less than the quality of
    services provided elsewhere in the Kingston
    community (e.g., garbage collection, snow
    removal).
  • Snow removal is slow. Prospects for employment
    seem to be mostly at the post-secondary
    institutions. Not many visible sustainability
    efforts.
  • I grew up in Kingston and never had any problems
    with Queen's students. We got along quite well as
    they were my student teachers, tutors,
    baby-sitters, and were involved in helping
    throughout the community. I do not believe that
    has changed, but I know the attitude towards
    Queen's students from the Kingston community has
    definitely changed. I get labelled as a rich
    snob or a partyer by the Kingston community
    and I am sick of it.

22
Effect of Employment Opportunities on
Student-Community Integration
23
Key Conclusions
  • To retain Queens students and alumni, it is
    important to increase the availability of
    employment in
  • Social Science, Education, Government Service
    Religion
  • Natural Applied Sciences
  • Business Finance
  • Art, Culture, Recreation Sport
  • Health
  • Research
  • It is also important to improve the perception of
    these jobs availability

24
Attraction Retention StrategyCity Implications
  • Focus on developing employment prospects
  • Strengthen employment base
  • Implement policies that generate new economic
    opportunities in Social Science, Education
    Natural Applied Sciences Business Finance
    Art, Culture, Recreation Sport Health and
    Research
  • Foster student-community integration
  • Continue to improve Town-Gown relations at both
    Council and administrative levels
  • Avoid hypercritical responses to student issues
    as they alienate a valuable economic resource
  • Improve city services in student residential
    areas
  • View students as marketers of Kingston
  • A positive experience will make them ambassadors
    for the city

25
Attraction Retention StrategyEmployer
University Implications
  • Continue development of academy-industry
    partnerships
  • Expand student-employer matching programs
  • Develop more summer and post-grad internships
  • Raise awareness of local businesses through
    recruitment
  • Reputation, reputation, reputation
  • Develop employment opportunities with room for
    advancement
  • Utilize on-campus recruitment opportunities
  • Think locally to compete globally
  • Utilize Queens research and consulting resources

26
Career ServicesCommunity Partnerships
  • Services Programs for Employers Information
    Session
  • KEDCO (December 08)
  • Careers in Kingston Day
  • KEDCO - Kingston Economic Development
    Corporation (January 29, 1030-230 in Career
    Services)
  • Employer Symposium
  • 1000 Islands Workforce Development Board
    (March 09)

27
Creative Economy Plan
28
(No Transcript)
29
Breaking down barriers and building bridges
30
Preparing students
  • Raise Awareness
  • Central portal for finding knowledge economy
    jobs
  • Managing expectations
  • Those boots were made for walking

31
Developing Employers
  • Seek square pegs for round holes
  • Envision develop the growth strategy
  • As an employer, what is your value proposition?
  • Get on campus! Do you want to be the leader or
    the follower?
  • Does base salary mean everything?

32
Working with Queens
  • Develop a diverse range of internships and
    Graduate programs with major employers
  • Engage employers in the direction of internship
    and graduate program development

33
KEDCO
  • A change in focus
  • Working together for the advancement of the City
  • Queens a natural asset

34
Breaking down perception
35
  • The only source of knowledge is experience

36
  • Strategies
  • Promote what already exists in the knowledge
    economy
  • Focus business attraction around the knowledge
    economy
  • Enhanced recruitment tool for students and major
    employers
  • Labour issues a key strategic thrust
  • Improved connections between students/ Queens
    and major employers
  • Raise awareness of the lifestyle Kingston has to
    offer cost of living comparison
  • Market to Alumni who may want to return to
    Kingston

37
(No Transcript)
38
  • Student Affairs
  • Career Development,
  • Town-Gown,
  • Community Engagement
  • build more touch points between students and
    Kingston community members

39
Questions?
40
Recruiting and Retaining Queen's GraduatesA
joint research project of the Monieson Centre
(School of Business), KEDCO and Student Affairs
Dr. Yolande Chan (Monieson Centre), Jennifer
Massey (Student Affairs), John Paul Shearer
(KEDCO) and Paul Smith (Career  Svcs.) 
Write a Comment
User Comments (0)
About PowerShow.com