Is It Worth Doing a Science or Technology Degree in Canada? Empirical Evidence and Policy Implications
AbstractThis paper looks at the early careers of science and technology graduates in Canada using three waves of the National Graduates Surveys. Employment rates, earnings levels, job satisfaction, the job-education skill match, and the overall evaluation of the education program are studied in order to evaluate the attractiveness of careers in science and technology and the degree to which these graduates' skills and talents are being efficiently utilized. We find that computer science and health graduates have generally done very well; that engineers have performed in a solid, although not spectacular, fashion; and that pure and especially applied science graduates have lagged behind, especially at the undergraduate level. The implications of these findings for the accumulation of the science and technology knowledge bases in Canada in the context of the emerging "knowledge-based economy" are discussed.
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Bibliographic InfoArticle provided by University of Toronto Press in its journal Canadian Public Policy.
Volume (Year): 25 (1999)
Issue (Month): 1 (March)
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Postal: University of Toronto Press Journals Division 5201 Dufferin Street Toronto, Ontario, Canada M3H 5T8
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- Finnie, Ross, 2002. "Early Labour Market Outcomes of Recent Canadian University Graduates by Discipline: A Longitudinal, Cross-cohort Analysis," Analytical Studies Branch Research Paper Series 2002164e, Statistics Canada, Analytical Studies Branch.
- Finnie, Ross & Frenette, Marc, 2003. "Earning differences by major field of study: evidence from three cohorts of recent Canadian graduates," Economics of Education Review, Elsevier, vol. 22(2), pages 179-192, April.
- Paul M. Anglin & Ronald Meng, 2000. "Evidence on Grades and Grade Inflation at Ontario's Universities," Canadian Public Policy, University of Toronto Press, vol. 26(3), pages 361-368, September.
- Ross Finnie & Alex Usher, 2007. "Room at the Top: Strategies for Increasing the Number of Graduate Students in Canada," C.D. Howe Institute Commentary, C.D. Howe Institute, issue 245, February.
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