Location of study

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  • Articles and reports: 75-006-X201500114221

    This article examines the differences in the location of study of immigrant adults aged 25 to 64 with a university education (i.e., with at least a bachelor’s degree). It provides results by period of immigration (pre-1990, the 1990s, and the 2000s) and provides a more in-depth analysis of factors that are linked to the location of study for the most recent cohort of immigrants (i.e., those who immigrated in 2000 or later).

    Release date: 2015-09-15

  • Articles and reports: 99-012-X2011001

    This National Household Survey analytical document presents key results from the analysis of data on education in Canada in 2011. The analysis focuses on the highest certificate, diploma or degree, the field of study and the location of study for the population aged 25 to 64 years for various levels of geography, including Canada, the provinces and territories, and the census metropolitan areas (CMAs).

    Release date: 2013-06-26

  • Articles and reports: 81-595-M2011093
    Geography: Canada

    This report uses data from the 2006 Census of Population to examine the extent to which the location completion of highest postsecondary diploma/degree completion affects the relative labour market success of immigrants to in Canada. Using descriptive and multivariate techniques, different immigrant cohorts are compared to the Canadian-born with respect to labour force status, earnings and the match between occupation and required schooling. In line with prior Canadian research, we find that in comparison with the Canadian-born, immigrants, especially very-recent immigrants, are more likely to be out of the labour force and less likely to be paid employees, even after accounting for a set of pertinent variables drawn from prior research. When employed, they are much more likely to be overeducated and less likely to be correctly matched or self-employed. They are also more likely to face an earnings disadvantage in Canada's labour markets. Location of study plays a role. Those who completed their postsecondary education in the United Kingdom, France, the United States or, to some extent in Germany, were much more likely to do well on Canada's labour markets in terms of employment ratios and earnings, regardless of immigration cohort, compared to those who completed their postsecondary studies in any other foreign country, especially China, the Russian Federation, Pakistan or South Korea. This finding leads us to conclude that many prospective employers who use education to assess the potential productivity of prospective labour market participants may perceive the 'outcomes' of the British, American, French and German postsecondary education systems as having components that are more easily transferable to Canada than the 'outcomes' of the Chinese, Russian Federation, Pakistani and South Korean postsecondary education systems. Our results lend support to the idea that many Canadian employers and several other stakeholders (such as regulatory bodies, assessment agencies, etc.) may not value postsecondary educational qualifications from all source regions equally.

    Release date: 2011-09-13

  • Articles and reports: 81-004-X20060059589

    In an increasingly knowledge-based economy, the key to equity in economic opportunity lies in equity in access to a university education. Attending university is a costly undertaking. One aspect of the costs is distance, for the many who do not live within commuting distance of a university. Using census data, a new study looks at the impact the creation of seven new universities : in British Columbia, Newfoundland and Nova Scotia : in the last 25 years has had on university attendance of local youth. The impact is positive, but not shared equally among all youth.

    Release date: 2007-02-26

  • Articles and reports: 11F0019M2006283
    Geography: Canada

    In this study, I explore the relationship between the presence of a local university in a city and university and college participation among local youth. The evidence is drawn from Census data, along with information on the creation of new university degree-granting institutions in Canada. Students who do not have access to a local university are far less likely to go on to university than students who grew up near a university, likely due to the added cost of moving away to attend, as opposed to differences in other factors (e.g., family income, parental education, academic achievement). When distant students are faced with a local option, however, their probability of attendance substantially increases. Specifically, the creation of a local degree-granting institution is associated with a 28.1% increase in university attendance among local youth, and large increases were registered in each city affected. However, the increase in university participation came at the expense of college participation in most cities. Furthermore, not everyone benefited equally from new universities. In particular, students from lower income families saw the largest increase in university participation, which is consistent with the notion that distance poses a financial barrier. Also, local aboriginal youth only saw a slight increase in university participation when faced with a local university option.

    Release date: 2007-01-25

  • Articles and reports: 81-004-X20040016854

    What role does distance to the nearest institution play in the choice between attending college versus university? In a country as vast as Canada, it can be expected that some individuals must make the decision to leave home if they want to pursue a postsecondary education.

    Release date: 2004-04-30

  • Articles and reports: 11F0019M2003201
    Geography: Canada

    Previous research suggests that high-school students living beyond commuting distance from a university are far less likely to attend, especially if they are from a lower-income family. This study asks three follow-up questions. First, do students who live too far to attend university 'make-up' for this disadvantage by attending college (if one is nearby)? Second, how does this uptake in college participation differ by class of income? And finally, does distance to school deter students from attending college?

    After controlling for various factors associated with postsecondary participation, including sex, province, family income, and parental education, students living near a college are more likely to attend college than those students living near both a university and a college. The magnitude of this uptake in college participation almost completely counterbalances the difference in university participation, yielding similar postsecondary participation rates between the two groups. It was found that the uptake in college participation in outlying areas mainly occurs within groups of students who are from lower- and middle-income families, and who live far away from universities. Although there are very few students living beyond commuting distance from a college, research has shown that these students are far less likely to attend college, especially if they are from a lower-income family.

    Release date: 2003-06-04

  • Articles and reports: 11F0019M2002191
    Geography: Canada

    This study assesses how geographic distance between home and school affects the probability of attending university shortly after high school graduation. Students that grow up near a university can save on costs by staying home to attend the local university and thus may be more likely to attend. Using the Survey of Labour and Income Dynamics, a database of Canadian university postal codes and a special postal code conversion file that calculates the geographic co-ordinates of postal codes, it was possible to estimate the straight-line distances between the homes of high school students prior to graduating and the nearest university. After controlling for family income, parental education and other factors associated with university participation, students living 'out-of-commuting distance' are far less likely to attend than are students living 'within commuting distance.' Distance also plays a role in the relationship between university participation and its other correlates, such as family income and sex.

    Release date: 2002-06-24
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