LAMBTON COLLEGE Strategic Mandate Agreement Annual Report ... · LAMBTON COLLEGE Strategic Mandate Agreement Annual Report 2017-18 Part 1. Overview . Lambton College knows that engaging

LAMBTON COLLEGE Strategic Mandate Agreement Annual Report 2017-18

Part 1. Overview

Introduction

The 2017-20 Strategic Mandate Agreements (SMAs) between individual colleges and the Ministry of Training, Colleges and Universities outline the role colleges perform in Ontario's postsecondary education system and how they will build on institutional strengths to fulfil their mandate and support system-wide objectives and government priorities. Each priority area in the 2017-20 SMAs includes system-wide and institution-specific metrics and targets. The SMA Annual Report is used by the ministry to track progress on metric performance on an annual basis. The SMA Annual Report is also an opportunity for institutions to provide contextual information and a narrative associated with metric performance in the shared priority areas. Part 1. Overview introduces the institutional context for metric performance, overall and by priority area. Part 2. Data Workbook includes historical data and most recently available values for both system-wide and institution-specific metrics. For more information on the Strategic Mandate Agreements, please visit the Ontario Government webpage. Institutional Narrative – Lambton College

Provide a brief description of the overall institutional context for the 2017-18 Strategic Mandate Agreement metric results. (max. 600 words)

As the sole post-secondary institution in the region, Lambton College plays a key role in the academic and economic life of the communities we serve. In the first year of this three-year Strategic Mandate Agreement, Lambton made great progress on a number of the key initiatives outlined in the Agreement.

The College focused on renewing the campus and commenced the largest construction project in the history of the institution. Three major capital projects were well underway in 2017-18: development of the Centre of Energy & Bio Industrial Technologies following complete renovation of the Technology academic and research facilities, and construction of two major new buildings, the NOVA Chemicals Health & Research Centre and an Athletics & Fitness Complex. These capital additions were made possible, in part, by funding from the Provincial and Federal governments and the generosity of the Sarnia-Lambton community. Other renovation projects marked the first phase of a planned multi-phase campus renewal initiative that will evolve over coming years.

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When completed, these much-needed capital improvements will address the College’s pressing need for additional student social, athletic and recreation spaces and will provide modern, state of practice classrooms and labs for academics and research. However, construction causes inevitable disruption and inconvenience, which Lambton students experienced during 2017-18. All projects were completed on time, and students will enjoy bright, new, well-equipped facilities commencing in 2018-19.

Service to students was a prominent theme in 2017-18. Experiential learning in many forms was available to a growing number of students, through initiatives involving capstone projects, applied research and work integrated learning. Student mental health was a key focus provincially, and Lambton College played an active part. Several initiatives were directed at supporting students throughout their academic journey, beginning with programs for graduating high school students and including peer-to-peer support. Improving student retention through purposeful, early intervention was a student success goal that delivered positive results.

Improving access to education continued, as Lambton advanced the integration of technology in the classroom and beyond. E-learning opportunities expanded, the use of mobile technology in the classroom and lab became more ubiquitous, and collaborative programming utilizing distance delivery technology increased, bringing the world to the classroom and the classroom to the world.

International enrolment played a key role in Lambton’s success in 2017-18. In Sarnia, the number of international students on campus rose by 74% over the previous year. Indigenous student numbers increased significantly as well, helping to offset a province-wide decline in domestic post-secondary enrolment, felt particularly by colleges located in non-urban centres like Sarnia-Lambton.

Lambton College continued to play an important leadership role in the economic development of the region. The College’s contribution to a burgeoning, local bio-based industry as well as development of a Lambton College Information Technology & Communication Research Centre are products of the tremendous focus and effort by the College. Applied research continued to expand, leading to Lambton College being recognized as a leader in applied research among Canadian colleges in 2017-18. Lambton College currently ranks first in Canada for the number of paid research students at a medium-sized college, according to Research Infosource Inc.

Priority Areas

Provide trends and key outcomes for the 2017-18 Strategic Mandate Agreement metrics included within each of the five priority areas. (max. 200 words per priority area). 1. Student Experience

This priority area captures institutional strengths in improving student experience, outcomes and success, and recognizes institutions for measuring the broader learning environment, such as

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continuity of learning pathways, retention, student satisfaction, co-curricular activities and records, career preparedness and student services and supports.

Lambton College launched “Student Success Days” in 2017-2018, a 2-day Fall Break for students to spend in whatever manner they deemed most helpful in contributing toward the successful completion of their academic program. The College proactively scheduled several activities focused on mental health, academic enrichment and/or academic remediation.

With the addition of a new Student Success Consultant, Lambton College implemented an intrusive advising model. Using DAY 28 metrics where faculty code students based on performance up until the 28th day of the term, the Student Success Consultant reached out to all coded students to determine what barriers they had for success. The Consultant was then able to triage these students to the appropriate student services for assistance.

The Lambton College Let’s Face It PEERS program focused on providing a foundational layer of student mental health support in a peer to peer setting. In total, 26 peer mentors, equipped with Mental Health First Aid and PEERS specific training, provided support to 648 visitors to the PEERS space with just over 900 student engagements in total.

2. Innovation in Teaching and Learning Excellence

This priority area focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes. It captures institutional strengths in delivering high-quality learning experiences such as experiential, entrepreneurial, personalized and digital learning, and student competencies that improve employability.

In 2017/18 experiential learning was a major focus. Lambton College introduced “Work Integrated Learning” (WIL). WIL presents real life industry problems in business, engineering, health and information technology, designed in conjunction with industry. Students who do not qualify for cooperative education are provided with work simulated experience to work on over a semester as part of a team. Assessment involves a formal project presentation to their WIL Manager, peers and industry experts. Successful completion results in a micro-credential.

Lambton’s Center for Excellence in Energy & Bio Industrial Technologies houses a designated Capstone Lab, a flexible space where students complete projects driven by industry, faculty and students, with the opportunity to engage in applied research.

Capstone learning involves programs across many disciplines. An Entrepreneurship course for all third-year business students fosters creativity, critical thinking, team work and problem

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solving. A seminar course in the Child & Youth Care Advanced Diploma program is offered concurrently with field placement.

3. Access and Equity

This priority area recognizes institutions for their efforts in improving postsecondary education equity and access, and for creating opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, might not otherwise participate in postsecondary education.

Financial barriers are often the number one reason a student cannot attend College. This past year, Lambton College demonstrated an exceptional commitment to partnering with the province to alleviate these barriers for students. 2017-2018 represented a year-over-year increase of 19% in students receiving OSAP support as well as the distribution of almost $1,000,000 in institutional aid through a variety of bursary and work-study programs.

Lambton College’s Let’s Face It peer to peer mental health student outreach team continued with the “From Tension to Triumph” program. This program, originally funded by the province as a Mental Health Innovation Project, visited 4 High Schools and 3 groups of School Within A College (SWAC) students, speaking to approximately 1500 Grade 12 students. The goal of the program is to strengthen students’ understanding of mental health so they can build coping skills as they adjust to the challenges of transitioning to the post-secondary world.

Lastly, after extensive input and consultation, Lambton College implemented the “Supporting Transgender and Transitioning College Community Members” policy. This policy ensures that all members of the College community enjoy an environment that is free from harassment and discrimination on the protected grounds, including gender identity or expression.

4. Applied Research Excellence and Impact

This priority area captures institutional strengths in producing high-quality applied research on the continuum of fundamental and applied research through activity that further raises Ontario's profile as a globally recognized research and innovation hub.

Lambton College had an exceptional year and became the #1 Applied Research College in Canada in 2018 based on Research Infosource ranking. In 2017-2018, the Applied Research and Innovation Department developed and executed more than 152 funded projects and established 223 partnership with Community organizations and industrial firms. These projects have resulted in more than 180 new prototypes, pilot plants and new/improved processes, technologies and services.

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https://www.lambtoncollege.ca/custom/Pages/Policies/Policy.aspx?id=2147518501

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Part 1. Overview

Lambton College knows that engaging students in applied research activities reinforces their educational programming, connects them with relevant industry and organizations, helps them develop new skills, and enhances their employability upon graduation. The Applied Research and Innovation Department trained 185 students in the 2017-18 year. For the third year in a row, the same rankings that named Lambton College as Canada’s #1 Applied Research College, also noted Lambton College was #1 in the country for the number of paid research students at a medium-sized college.

In 2017-2018, Lambton College established a new “Information Technology & Communication Research Centre” to collaborate with industry to develop new technologies and products. This Centre will provide applied research support in various areas including Artificial Intelligence, Data Analytics and Machine Learning.

5. Innovation, Economic Development and Community Engagement

This priority area recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Indigenous Institutes and a program mix that meets needs locally, regionally and beyond.

Sarnia-Lambton has several core industry sectors: refining, chemical and agriculture with economic output of $24 billion. The chemical sector was the major source for establishment of many smaller companies. Over the last twenty years, there has been decline and stagnation in this sector. As a result, strategic planning carried out by community leaders resulted in the below priorities: Enhancing Industrial Innovation, Diversifying Local Industry by Building New Clusters and Attract New Companies.

Lambton College has been the key driver and contributor to all above initiatives through applied research, highly qualified personnel training and commercialization activities. This has led to Lambton College becoming the “Innovation Driver” for the community.

One major initiative driven by Lambton College was the establishment of Innovation Bridge, a new alliance designed to build and attract new industries to the region in the field of Digital Technology.

Lambton College’s Centre of Excellence in Energy and Bio-industrial Technologies in conjunction with Bioindustrial Innovation Canada and Western Sarnia Lambton Research Park has developed a significant bio cluster in Sarnia Lambton.

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Together with our area’s three First Nations communities, we have developed entrepreneurial hubs called The CUBE in these communities and have provided financial literacy training and business development services.

Attestation

Lambton College confirms that all information being submitted to the ministry as part of the 2017-18 SMA annual report is accurate and has received approval from the College President.

Please complete the contact information below.

Institutional Contact Name: Margaret Dragan

Telephone: 519-541-2428 Email: [email protected] Completion Date: January 16, 2019 Website address for posting ministry approved report:

https://www.lambtoncollege.ca/College_Reports_and_Plans/Corporate_Documents/

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ID Priority Area Metric Name 2014-15 2015-16 2016-17 2017-1810 Student Experience Overall student satisfaction rate 74.9% 77.7% 78.2% 71.4%82 Student Experience Student satisfaction with services 62.4% 66.3% 69.0% 61.2%85 Student Experience Student satisfaction with facilities 70.3% 75.5% 76.1% 67.7%

7Innovation in Teaching and

Learning ExcellenceGraduation rate 65.2% 68.7% 69.8% 68.6%


Learning ExcellenceNumber of students in experiential learning programs 846 917 1,084


Learning ExcellenceTotal number of registrations in ministry-funded courses offered at institution in eLearning formats

1,067 988 1,117 1,391


Learning ExcellenceTotal number of ministry-funded courses offered at institution in eLearning formats 535 540 513 607


Learning ExcellenceTotal number of ministry-funded programs offered at institution in eLearning formats 49 49


Learning ExcellenceRetention rate (Yr1 to Yr2) 84.8% 87.6% 80.2% 85.9%


Learning ExcellenceStudent satisfaction with knowledge and skills that will be useful in future career 86.5% 87.1% 87.4% 82.8%


Learning ExcellenceStudent satisfaction with learning experience 80.3% 81.9% 80.4% 73.8%

100 Access and Equity Number of first generation students enrolled at institution 909 480 672 655102 Access and Equity Number of French-language students enrolled at institution 5 2 599 Access and Equity Number of students with disabilities enrolled at institution 314 421 422 52630 Access and Equity Overall student satisfaction rate for students with disabilities 79.2% 78.7% 79.4% 69.9%91 Access and Equity Overall graduate satisfaction rate for students with disabilities 86.8% 80.4% 83.3% 68.6%59 Access and Equity Employment rate for students with disabilities 65.6% 77.6% 75.0% 70.8%

101 Access and Equity Number of Indigenous students enrolled at institution 149 153 193 20890 Access and Equity Overall student satisfaction rate for Indigenous students 82.0% 81.5% 72.8%31 Access and Equity Overall graduate satisfaction rate for Indigenous students 87.5% 72.7% 40.0%58 Access and Equity Employment rate for Indigenous students 100.0% 66.7% 100.0%

37 Access and Equity Share of OSAP recipients at an institution relative to its total number of eligible students 66.2% 68.8% 69.6% 75.5%

80 Access and Equity Percentage of university graduates enrolled in college programs 14.2% 16.0% 14.5% 21.0%79 Access and Equity Percentage of college graduates enrolled in university programs 0.9% 1.0% 0.9% 1.2%

78Applied Research Excellence and

ImpactNumber of externally funded applied research projects 108 100 148 152

77Applied Research Excellence and

ImpactNumber of partnerships/collaborations with community/industry firms 92 104 125 223

12Innovation, Economic

Development and Community Engagement

Number of active Program Advisory Committees (PACs) 45



Number of employers engaged in Program Advisory Committees (PACs) 286



Graduate employment rate 89.0% 86.0% 82.7% 90.7%



Employer satisfaction rate 87.5% 92.0% 100.0% 100.0%



Proportion of graduates employed full-time* 63.2% 60.7% 48.8% 65.7%



Proportion of graduates employed full-time in a related or partially-related field* 46.4% 44.0% 34.1% 49.1%

Grey-out cells: data not available

* The methodology calculating metrics with ID#4 and #5 will be refined going forward to exclude people who did not provide their hours as working part-time and those who did not answer if their job is related to their program

Lambton College SMA2 Annual Report 2017-18 Part 2System-Wide Metrics

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# Priority Area Metric Name Objective of Metric Frequency 2014-15 2015-16 2016-17 2017-18

1 Student Experience Number of validated co-curicular record activities.

To measure the amount of student engagement

opportunities available to students outside of the classroom on campus.

Annual 37 58 176

2 Access and EqutyNumber of credentials awarded to Indigenous students

To measure student success of Indigenous students on campus.

Annual 32 63 35

3Innovation in Teaching and Learning Excellence

Capstone projects at course levelMeasurement of

summative learningAnnual 29

4Applied Research Excellence and Impact (Coll)

Number of products, technologies, processes and services provided to industry

To measure the impact of research activities for the

partnersAnnual 100 125 150 180

5Innovation, Economic Development and Community Engagement

Number of projects in collaboration with the key community stakeholders with clear economic, social, environmental and health impacts for Sarnia-Lambton

To measure the connection and impact of applied research for the

community

Annual 0 1 2 13

Grey-out cells: data not available

Institution-Specific Metrics

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Metric ID Metric NameData inputs -

for calculating metrics2016-17 2017-18

Total OSAP Award Recipients 1,668 1,825

Eligible Headcount Enrolment 2,398 2,418

Note: There was a change in the calculation methodology of the OSAP metric (ID#37) in 2017-18 reflecting students that were issued funding rather than qualified for awards.

Appendix 1. Data inputs required for calculation of selected system-wide metrics

37Share of OSAP recipients at a institution to its total number

of eligible students

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ID Metric Name Description Source Reporting Period Notes

10 Overall student satisfaction rate

Average percentage of college students who completed the survey and who responded to the four capstone questions that they were satisfied or very satisfied with their learning experience, support services, and educational resources

College Student Satisfaction Survey (CSSS)

Academic Year (survey year, current students)

Based on Q#13, Q#24, Q#39 and Q#49 of the survey. Students must be in semester two or above of their program. Excludes full-time students who are enrolled in their first semester of their program, including students with advanced standing, and part-time students who are not pursuing a certificate or diploma

82 Student satisfaction with services

Percentage of college students who completed the survey and who responded that they were satisfied or very satisfied with the overall quality of the services in the college


Academic Year (survey year; current students)

Based on Q#39 "The overall quality of services in the college". Students must be in semester two or above of their program. Excludes full-time students who are enrolled in their first semester of their program, including students with advanced standing, and part-time students who are not pursuing a certificate or diploma

85 Student satisfaction with facilities

Percentage of college students who completed the survey and who responded that they were satisfied or very satisfied with the overall quality of facilities/resources in the college



Based on Q#49 "The overall quality of facilities/resources in the college". The Students must be in semester two or above of their program. Excludes full-time students who are enrolled in their first semester of their program, including students with advanced standing, and part-time students who are not pursuing a certificate or diploma

7 Graduation rate Percentage of students who entered a program of instruction in a particular enrolment reporting period and completed the program within the expected time period

College Graduation Rate Data Collections

Academic Year Considers all entrants to a program who were enrolled as full-time at some point, including transfer-in students and excluding transfer-out students within the same institution. Includes only ministry-funded students, excludes preparatory programs and is not restricted to the Fall full-count headcount

13 Number of students in experiential learning programs

Total number of students who participated in one of the following Experiential Learning (EL) categories: Co-op Diploma Apprenticeship (CODA), co-op work placement (mandatory and non-mandatory), clinical placements, fieldwork, field placement/work placement, and mandatory degree work placement EL

Graduate Record file attached to the College Graduate Outcomes Survey (CGOS)

Academic Year This metric is calculated based on the number of graduates but reflects their experience as students. Hence, the name of the metric refers to students.

18 Total number of registrations in ministry-funded courses offered at institution in eLearning formats

Total number of registrations in ministry-funded, eLearning courses, including fully online learning (asynchronous) and conferencing (synchronous) courses

Institutional data Academic Year Includes all Ontario and other college credentials, and courses with both Approved Program Sequence (APS) and MAESD codes

19 Total number of ministry-funded courses offered at institution in eLearning formats

Total number of ministry-funded, eLearning format courses, including fully online learning (asynchronous) courses and conferencing (synchronous) courses

Institutional data Academic Year Includes all Ontario and other college credentials, and courses with both Approved Program Sequence (APS) and MAESD codes

88 Total number of ministry-funded programs offered at institution in eLearning formats

Total number of ministry-funded, eLearning programs, including fully online learning (asynchronous) programs and conferencing (synchronous) programs

Institutional data Academic Year Includes all Ontario college credentials and other credentials, and courses with both Approved Program Sequence (APS) and MAESD codes

9 Retention rate Year-over-year retention in multi-year programs based on November 1st full-time eligible for funding enrolment headcount. Calculated for Year 1 to Year 2

Institutional data Academic Year Multi-year programs are programs that report enrolment at least two times. Calculations include all students who were on work/co-op placements during the specified retention periods

81 Student satisfaction with knowledge and skills

Percentage of college students who completed the survey and who responded that they were satisfied or very satisfied that overall, their program was giving them knowledge and skills that will be useful in their future career



Based on Q#13 "Overall, your program is giving you knowledge and skills that will be useful in your future career". Students must be in semester two or above of their program. Excludes full-time students who are enrolled in their first semester of their program, including students with advanced standing, and part-time students who are not pursuing a certificate or diploma

Appendix 2. College Metrics - Dictionary

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86 Student satisfaction with learning experience

Percentage of college students who completed the survey and who responded that they were satisfied or very satisfied with the overall quality of the learning experiences in this program



Based on Q#24 "The overall quality of the learning experiences in this program". Students must be in semester two or above of their program. Excludes full-time students who are enrolled in their first semester of their program, including students with advanced standing, and part-time students who are not pursuing a certificate or diploma

100 Number of first generation students enrolled at institution

Total number of full-time first generation students enrolled at institution. Note: First generation student is a student whose parent(s)/guardian(s) has/have not attended a postsecondary institution. If a sibling of the student has attended a postsecondary institution, but the parent(s)/guardian(s) have not, the student is still considered a first generation student

Institutional data and ministry enrolment data

Academic year First generation student is a student whose parent(s)/guardian(s) has/have not attended a postsecondary institution. If a sibling of the student has attended a postsecondary institution, but the parent(s)/guardian(s) have not, the student is still considered a first generation student

102 Number of French-language students enrolled at institution

Total number of full-time French-language students enrolled at institution


Academic Year A student is considered a French-language student if he or she meets at least one of the following criteria: His/her mother tongue is, or includes French (the student is a francophone); His/her language of correspondence with the institution is French; He/she was previously enrolled in a French-language education institution; and/or He/she was enrolled in a postsecondary program delivered at least partially in French

99 Number of students with disabilities enrolled at institution

Total number of students with disabilities (excluding apprentices)

Accessibility Fund for Students with Disabilities (AFSD) Report from the College Office for Students with Disabilities

Academic Year Total number of students with disabilities (excluding apprentices) registered with the Office for Students with Disabilities

30 Overall student satisfaction rate for students with disabilities

The average percentage of students who self-identified as having a physical, intellectual, mental health or learning disability on the Student Satisfaction survey and who responded to the four capstone questions that they were satisfied or very satisfied



91 Overall graduate satisfaction rate for students with disabilities

Percentage of college graduates who self-identified as having a physical, intellectual, mental health or learning disability and were either 'very satisfied' or 'satisfied' with the usefulness of their college education in achieving their goals six months

College Graduate Outcomes Survey (CGOS)

Academic Year (survey year; previous year graduates)

59 Employment rate for students with disabilities

Percentage of college graduates who identified as having a physical, intellectual, mental health or learning disability on the survey in the labour force, who were employed six months after graduation



101 Number of Indigenous students enrolled at institution

Total number of full-time Indigenous students enrolled at institution


Academic Year Indigenous is a collective name for the original people of North America and their descendants. The Canadian Constitution, Constitution Act 1982, recognizes three groups of Indigenous peoples - Indians (First Nation), Métis and Inuit. These are three separate peoples with unique heritages, language, cultural practices and spiritual beliefs.

90 Overall student satisfaction rate for Indigenous students

The average percentage of students who self-identified as Indigenous on the College Student Satisfaction Survey and who responded to the four capstone questions that they were satisfied or very satisfied with their learning experiences, the college facilities/resources and services



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31 Overall graduate satisfaction rate for Indigenous students

The percentage of college graduates who self-identified as Indigenous and were either 'very satisfied' or 'satisfied' with the usefulness of their college education in achieving their goals six months after graduation



58 Employment rate for Indigenous students

Percentage of college graduates who identified as Indigenous on the survey in the labour force, who were employed six months after graduation



37 Share of OSAP recipients at an institution relative to its total number of eligible students

Share of full-time OSAP recipients at an institution relative to its total number of full-time grant eligible enrolment.

Ministry OSAP records and enrolment data

Academic Year The number of OSAP awards includes any student who has applied for full-time OSAP assistance and received funding from any federal or Ontario OSAP loan or grant program, and any student who applied using the stand-alone 30% Off Ontario Tuition grant application and was issued a 30% Off Ontario Tuition grant. FT enrolment is defined as a student taking at least 66 2/3 of a course load or 70% of student contact hours represents a full course load.

80 Percentage of university graduates enrolled in college programs

Derived from Q75: The education you completed before entering this program.



The metric does not focus on the program level; aggregate data is used to avoid small program sizes

79 Percentage of college graduates enrolled in university programs

Derived from Q2: During [reference week], were you attending a college, a university or other institution?


Academic Year (survey year; previous year graduates

The metric does not focus on the program level; aggregate data is used to avoid small program sizes

78 Number of externally funded applied research projects

Total number of applied research projects that received funding from industry and government

Institutional data Academic Year Includes all applied research projects funded by industry, provincial and federal government and other external sources in the reporting year

77 Number of partnerships/collaborations with community/industry firms

Total number of active partnerships and collaborations with community and industry firms

Institutional data Academic Year Includes all active partnerships and collaborations with community and industry in the reporting year

12 Number of active Program Advisory Committees (PACs)

Total number of active PACs that meet on a regular basis (as determined by the College's Board of Governors)

Institutional data Academic Year Includes all active PACs in the reporting period

76 Number of employers engaged in Program Advisory Committees (PACs)

Total number of employers who are engaged in College's PACs

Institutional data Academic Year Includes all members in all active PACs in the reporting period

2 Graduate employment rate

Percentage of college graduates in the labour force, who were employed six months after graduation


Academic Year (survey year, previous year graduates)

The labour force includes persons who are employed, or not employed but looking for a job or those not employed but who had accepted a job to start shortly

3 Employer satisfaction rate

Percentage of those employers who hired college graduates and were satisfied or very satisfied with their employees' overall college preparation, six months after graduation

Employer Satisfaction Survey (ESS)


4 Proportion of graduates employed full-time

Percentage of college graduates in the labour force, who were employed full-time, six months after graduation



Graduate employment rates are based on the number of respondents who were employed part-time and/or full-time divided by the total number of respondents in the labour force. The labour force includes persons who are employed, or not employed but looking for a job.

5 Proportion of graduates employed full-time in a related or partially-related field

Percentage of college graduates in the labour force, who were employed full-time in a field related or partially related to their program six months after graduation



Metric is based on the number of graduates employed in a job that is fully or partially related to their program of study, divided by all graduates in the labour force (including those who may not have indicated the relatedness of their job). The labour force includes persons who are employed, or not employed but looking for a job.

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